RPH MINGGU 15

RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS & GEOGRAFI

 

MINGGU 15

 

 

DATE/DAY	08.04.2013 (MONDAY)
CLASS	2I/2J
TIME	12.50-2.00 PM
SUBJECT	ENGLISH
UNIT	Grammar
TOPIC	Revision on simple present tense and simple past tense
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) fill in the blanks with correct nouns, verbs and objects for sentences with 5 words b) identify singular forms of nouns and verbs in order to fill in the blanks
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to explain the 2 rules that they have learned last week about subject verb-agreement. The students are expected to say that plural nouns are matched with plural verbs while singular nouns are matched with singular verbs. b) Then, the teacher explains the objective of that day’s lesson by giving 5 more sentences that have 5 words in a table that will divide each sentence into 3 parts – the noun, the verb and the object. c) She explains again what nouns, verbs and objects mean in each sentence. d) Next, she tells the students to construct sentences on their own on the blackboard by referring to the examples. She calls some students to write their sentences on the board. The purpose is to train them to write sentences with only 5 words and to get them to be familiar with the first rule of subject verb-agreement: singular nouns with singular verbs e) Before the class ends, the teacher checks their sentences and shows how to improve any mistakes. She reminds them to bring their Grammar books on Thursday.
REFLECTION	This lesson did not achieve the two objectives. Almost all of them had trouble to write a sentence with 5 words as they made major errors in using singular and plural nouns or verbs and had very little vocabulary as in words concerning verbs or nouns. They mostly used names of people as the main nouns in their sentences. The teacher will have to drill them more on this on Thursday.

 

 

TARIKH	08.04.2013 (ISNIN)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 6: Bentuk Muka Bumi
TUJUAN	a) Mengenali 6 jenis pola saliran b) Mengenali profil panjang dan profil rentas sungai c) Mengenalpasti bentuk muka bumi yang dihasilkan oleh sungai di bahagian hulu, tengah dan hilir sungai
BBM	Buku teks Geografi Tingkatan 1
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) menamakan 6 jenis pola saliran berdasarkan bentuk aliran sungai b) melabelkan bahagian hulu, tengah dan hilir sungai c) melabelkan bentuk lurah yang terbentuk pada profil rentas sungai d) menyenaraikan bentuk muka bumi yang terbentuk di bahagian hulu, tengah dan hilir sungai
PENERAPAN NILAI	Bertanggungjawab, Menghargai keunikan bentuk muka bumi di Malaysia
AKTIVITI	a) Guru bertanya kepada pelajar jika mereka boleh menerangkan bentuk sungai. Guru menjangkakan pelajar akan memberi jawapan seperti sungai mempunyai bentuk seperti ranting kayu, ular dan sebagainya. b) Kemudian, guru membawa pelajar untuk melihat 3 pola saliran utama dan 3 lagi pola saliran lain. Guru terus memberikan nota untuk subtopik ini. c) Setelah nota siap disalin oleh pelajar, guru menerangkan 3 pola saliran utama dan 3 pola saliran lain dengan menekan bentuk aliran sungai agar pelajar boleh ingat pola-pola tersebut. d) Selepas itu, guru beredar ke subtopik mengenai profil panjang dan profil rentas sungai. Guru memberikan nota terus dan menerangkan dengan lebih lanjut tentang bahagian sungai dan bentuk muka bumi yang wujud di sepangjang sungai berpandukan nota itu. e) Sebelum kelas ditamatkan, guru menyoal pelajar untuk menamakan 6 pola saliran, 3 bahagian sungai yang utama dan beberapa bentuk muka bumi yang ada di sepanjang sungai.
REFLEKSI	Kesemua nota untuk 2 subtopik ini diselesaikan. Tetapi guru tidak sempat untuk menyoal pelajar mengenai apa yang telah dipelajari kerana menggunakan masa yang lama untuk menerangkan kepada mereka mengenai profil panjang dan profil rentas sungai. Penerangan akan diulang semula pada hari Khamis sebelum guru menjalankan PBS untuk subtopik ini.

 

 

DATE/DAY	08.04.2013 (MONDAY)
CLASS	3B
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Literature: The novel – Around The World In 80 Days
TOPIC	Chapter 10: The Voyage From India to Hong Kong Chapter 11: Passepartout Takes Too Great An Interest in Phileas and What Comes Of It
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) explain what happens to Aouda’s family b) explain 1 reason why Phileas decides to bring Aouda with them to Japan c) explain 1 incident that happens to Passepartout in Hong Kong and 1 reason that leads to it
LEARNING EMPHASIS	Language for interpersonal use, Vocabulary
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to recap what happens in Chapter 9 before moving on to Chapters 10 and 11. The students are expected to say that they learned about how Phileas saved Passepartout from being sent to jail for a crime that he had committed accidentally while in Bombay, India. b) Then, the teacher reads Chapters 10 and 11 in the class. She also asks the students to read some important paragraphs in these two chapters as a way to prevent them from getting bored. c) The teacher also points out new words and explains their meanings. d) Once the reading of the two chapters are done, the teacher gives the students some notes to copy. e) Before the lesson ends, the teacher asks them to explain what happens to Aouda’s family, to give 1 reason why Phileas brings Aouda to Japan, to explain what happens to Passepartout in Hong Kong and the reason why it happens.
REFLECTION	The two chapters are completed. However, the teacher only managed to give notes on Chapter 10 as she needed time to test student’s understanding of Chapter 9. She had some difficulty to get students to read as they were fearful of reading loud in the class. Hence, this took quite a lot of time out of the lesson.

 

 

DATE/DAY	09.04.2013 (TUESDAY)
CLASS	3E
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Article: Hiking: Benefits and Tips
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct sentences using simple present tense b) write 3 sentences for each paragraph that contains a main idea c) write an article using the correct format d) use sequence connectors to begin new paragraphs
LEARNING EMPHASIS	Language for learning purpose
INSTRUCTIONAL PROCEDURES	a) Teacher begins the lesson by asking the students to explain the meaning of the word ‘hiking’ and if they have ever tried this activity before. The students respond while the teacher listens. b) Then, the teacher tells the students to read a question that the teacher has written on the board. She relates students’ opinions with what is being asked in the question. c) She gets the students to highlight key words in the question, to identify the tense and useful vocabulary to be used in the article. She also gives them a rough layout for an article’s format. d) Next, she demonstrates how to organize the points given by outlining the number of sentences and key words to be used in each paragraph. e) Then, she shows how to build a suitable title for the article by using key words in the question. f) After that, she moves on to the introduction where the students are asked to construct 2 sentences using the points in the question. g) The rest of the 4 paragraphs for the body of the article is done by both the teacher and the students. The teacher begins the first sentence for each paragraph while the students are asked to construct the second and the third sentences for each paragraph. This is because each paragraph will have 3 sentences. h) The conclusion will be done by the teacher. She shows how to sum up the whole essay in one sentence. This is done by looking at the two main themes in the article – the benefits of hiking and tips to follow. i) The sample essay is copied by the students. j) Before the class ends, the teacher asks the students to describe the format for the article again.
REFLECTION	The essay couldn’t be completed. This is because the teacher needed a lot of time to familiarise the students with the steps to writing an effective essay. The teacher stopped at the introductory paragraph. The essay will be continued again during Wednesday’s lesson.

 

 

 

DATE/DAY	10.04.2013 (WEDNESDAY)
CLASS	3B
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Literature: The novel – Around The World In 80 Days
TOPIC	Chapter 12: Passepartout Travels On Alone and Grows A Very Long Nose
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) explain what Passepartout does in Yokohama in order to solve his problem being penniless and hungry b) how Phileas is reunited with Phileas and Aouda in Yokohama
LEARNING EMPHASIS	Language for interpersonal use, Vocabulary
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to explain what they have learned on Monday. The students are expected to say that they read about how Aouda joins Passepartout and Phileas to Japan, about Detective Fix who leaves Passepartout unconscious at a restaurant, about how Phileas and Aouda see the steamer “The Carnatic” at sea and are able to go to Yokohama, not to Shanghai. b) Then, the teacher moves on to Chapter 12. She reads this chapter in class and stops to ask students to guess what happens to Passepartout while in Japan and how he will solve his situation that is being alone in Yokohama without any money. c) Once Chapter 12 is completed, the teacher gives notes on Chapter 11 and Chapter 12. d) Before the class ends, the teacher asks the students to explain what Passepartout does in Yokohama in order to solve his problem and how Phileas is reunited with Phileas and Aouda.
REFLECTION	Chapter 12 is completed in class as well as its notes. The students could answer what Passepartout does in Yokohama and how he meets his master and Aouda again.

 

 

DATE/DAY	10.04.2013 (WEDNESDAY)
CLASS	3E
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Article: Hiking: Benefits and Tips
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct sentences using simple present tense b) write 3 sentences for each paragraph that contains a main idea c) write an article using the correct format d) use sequence connectors to begin new paragraphs
LEARNING EMPHASIS	Language for learning purpose
INSTRUCTIONAL PROCEDURES	a) The teacher continues the unfinished essay on the article in class. She gets the students to take out their exercise books. b) The rest of the 4 paragraphs after the introduction for the body is done by both the teacher and the students. The teacher begins the first sentence for each paragraph while the students are asked to construct the second and the third sentences for each paragraph. This is because each paragraph will have 3 sentences. h) The conclusion will be done by the teacher. She shows how to sum up the whole essay in one sentence. This is done by looking at the two main themes in the article – the benefits of hiking and tips to follow. i) The sample essay is copied by the students. j) Before the class ends, the teacher asks the students to describe the format for the article again.
REFLECTION	The teacher has decided not to illustrate how to do the whole essay in class. This is because the students failed to participate actively in class. Hence, the teacher felt that they should try to compose sentences for the third and fourth paragraphs as individual assignment at home. This will be submitted on Friday.

 

 

DATE/DAY	11.04.2013 (THURSDAY)
CLASS	3B
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Article:
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct sentences using simple present tense b) write 3 sentences for each paragraph that contains a main idea c) write an article using the correct format d) use sequence connectors to begin new paragraphs
LEARNING EMPHASIS	Language for learning purpose
INSTRUCTIONAL PROCEDURES	a) Teacher begins the lesson by asking the students for their opinions on whether eating fast food is healthy or not to the body. The students respond while the teacher listens. b) Then, the teacher tells the students to read a question that the teacher has written on the board. She relates students’ opinions with what is being asked in the question. c) She gets the students to highlight key words in the question, to identify the tense and useful vocabulary to be used in the article. She also gives them a rough layout for an article’s format. d) Next, she demonstrates how to organize the points given by outlining the number of sentences and key words to be used in each paragraph. e) Then, she shows how to build a suitable title for the article by using key words in the question. f) After that, she moves on to the introduction where the students are asked to construct 2 sentences using the points in the question. g) The rest of the 4 paragraphs for the body of the article is done by both the teacher and the students. The teacher begins the first sentence for each paragraph while the students are asked to construct the second and the third sentences for each paragraph. This is because each paragraph will have 3 sentences. h) The conclusion will be done by the teacher. She shows how to sum up the whole essay in one sentence. This is done by looking at the two main themes in the article – the health problem of eating too much fast food and the reasons for its popularity. i) The sample essay is copied by the students. j) Before the class ends, the teacher asks the students to describe the format for the article again.
REFLECTION	The teacher only guided the students to expand notes for the third and the fourth paragraphs in class. The fifth and the conclusion will be done as individual assignment at home. The students have been asked to submit their exercise books on Monday next week.

 

 

DATE/DAY	11.04.2013 (THURSDAY)
CLASS	2I/2J
TIME	2.35 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Grammar
TOPIC	Revision on simple present tense and simple past tense
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) fill in the blanks with correct nouns, verbs and objects for sentences with 5 words b) identify plural forms of nouns and verbs in order to fill in the blanks
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to explain the 2 rules that they have learned last week about subject verb-agreement. The students are expected to say that plural nouns are matched with plural verbs while singular nouns are matched with singular verbs. b) Then, the teacher explains the objective of that day’s lesson by giving 5 more sentences that have 5 words in a table that will divide each sentence into 3 parts – the noun, the verb and the object. c) She explains again what nouns, verbs and objects mean in each sentence. d) Next, she tells the students to construct sentences on their own on the blackboard by referring to the examples. She calls some students to write their sentences on the board. The purpose is to train them to write sentences with only 5 words and to get them to be familiar with the second rule of subject verb-agreement: plural nouns with plural verbs. e) Before the class ends, the teacher checks their sentences and shows how to improve any mistakes.
REFLECTION	The students did a lot of mistakes in their sentences. They mismatched plural nouns with singular verbs. The teacher called 6 students to try and only 1 student wrote a grammatically correct sentence. Therefore, the teacher decided to give 8 sentences that differentiate singular nouns with plural nouns. They only needed to fill in the blanks with correct nouns and verbs. However, they only managed to fill in 3 blanks correctly while the other 5 sentences needed the teacher to fully assist them. This class will require more grammar drilling on the item of subject verb-agreement.

 

 

TARIKH	11.04.2013 (KHAMIS)
KELAS	1H
MASA	4.35 – 5.45 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 6: Bentuk Muka Bumi
TUJUAN	Menjawab soalan PBS untuk bab 6 a) B2D2E3 b) B2D2E4 Bab 7: Potensi dan Halangan Bentuk Muka Bumi Kepada Kegiatan Manusia – kepentingan tanah tinggi dan tanah pamah
BBM	Buku teks Geografi Tingkatan 1
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) menyatakan jenis bentuk muka bumi di pinggir laut b) menyatakan jenis/contoh bentuk muka bumi di sepanjang aliran sungai c) mengenalpasti  4 jenis pola saliran di Malaysia
PENERAPAN NILAI	Bertanggungjawab, Menghargai keunikan bentuk muka bumi di Malaysia
AKTIVITI	a) Guru mengulangkaji terlebih dahulu subtopik yang telah diajar pada hari Isnin sebelum mengedarkan lembaran PBS untuk bab 6. b) Setelah itu, guru mengedarkan kertas-kertas soalan kepada pelajar. Guru menerangkan soalan terlebih dahulu dan pelajar diberikan masa untuk menjawab soalan. c) Setelah tamat menjawab soalan, guru mengutip kertas jawapan pelajar. d) Kemudian, guru beredar ke Bab 7 dan memperkenalkan kepentingan tanah tinggi dan tanah pamah di Malaysia. Guru berpandukan buku teks untuk menerangkan mengenai aktiviti-aktiviti yang dijalankan di tanah tinggi dan tanah pamah. e) Setelah selesai dengan penerangan, guru memberikan nota untuk kepentingan tanah tinggi dan tanah pamah. f) Sebelum kelas ditamatkan, guru menyoal pelajar sekali lagi mengenai aktiviti-aktiviti yang dijalankan di tanah tinggi dan tanah pamah di Malaysia.
REFLEKSI	Soalan-soalan PBS telah siap dijawab. Kepentingan tanah tinggi dan tanah pamah juga siap diajar. Pelajar boleh memberikan 3 daripada 3 aktiviti di tanah tinggi tetapi 3 daripada 5 aktiviti di tanah pamah.

 

 

DATE/DAY	12.04.2013 (FRIDAY)
CLASS	2I/2J
TIME	4.00 – 5.10 PM
SUBJECT	ENGLISH
UNIT	Grammar
TOPIC	Verbs
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) give at least 10 verbs that appear in the singular and in the present tense
LEARNING EMPHASIS	Language for writing simple sentences
INSTRUCTIONAL PROCEDURES	a) Teacher explains the objective of the day’s lesson which is to learn about verbs that appear in the singular and in the present tense b) So, the teacher proceeds to tell the students to prepare a table with 2 columns – present and past tenses. c) The teacher only fills in the column for the present tense as she will only teach verbs in the past in another lesson. d) She gives them about 25 verbs which the students fill into their own table in their exercise books e) Then, she explains to their meanings in Bahasa Melayu. f) After that, the teacher tells them to read the verbs silently for about 10 minutes. g) At the end of this time, the teacher does a verb quiz where the students are to write down 10 verbs that they have copied. They are given 10 minutes to do this on their own. h) At the end of the time, the teacher collects their exercise books to be marked.
REFLECTION	This lesson had to be postponed. This is because the teacher needed to start teaching a poem entitled, “I Wonder”. The teacher recited the poem and gave its meaning. The students could guess some of the poem’s meanings as the words used were easy and they had some prior knowledge of its contents. This literature lesson will be continued on Friday next week.

 

 

DATE/DAY	12.04.2013 (FRIDAY)
CLASS	3E
TIME	5.10 – 6.20  PM
SUBJECT	ENGLISH
UNIT	Literature: The novel – Around The World In 80 Days
TOPIC	Chapter 6: Phileas Fogg Rides An Elephant Chapter 7: Phileas Fogg, Passepartout And Sir Francis Have An Adventure
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) give 1 reason why Phileas and his friends have to ride an elephant b) give 1 reason why Phileas decides to rescue Aouda c) describe how Phileas and his friends rescue Aouda by using verbs
LEARNING EMPHASIS	Language for building vocabulary
INSTRUCTIONAL PROCEDURES	a) Before the lesson is continued with Chapters 6 & 7, the teacher asks the students what happened in the beginning of Chapter 6 just before the train stopped. The students are expected to say that Phileas, Passepartout and Sir Francis sit in the same cabin on a train that goes to Calcutta. b) Then, the teacher continues reading Chapters 6 and 7 in class. She pauses at paragraphs that will help the students to answer questions that form the objectives of this lesson. c) At the end of the reading, the teacher gives them notes for Chapters 6 and 7. d) Before the class ends, the teacher asks the students to give 1 reason why Phileas and his friends have to ride an elephant, 1 more reason why Phileas decides to rescue Aouda and how the three friends rescue Aouda
REFLECTION	Both chapters 6 and 7 were completed. Hence, the teacher has decided to also read chapter 8: The Trip Down The Ganges. The students were could answer 2 out of 3 questions related to chapters 6 to 8. Notes will only be given on Friday next week.