RPH MINGGU 19

RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS & GEOGRAFI

 

MINGGU 19

 

 

DATE/DAY	06.05.2013 (MONDAY)
CLASS	2I/2J
TIME	12.50-2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Revision on guided writing essay: A recount (based on 6 pictures)
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) elaborate notes using simple past tense b) write in 6 paragraphs c) write at least 2 sentences for each paragraph
LEARNING EMPHASIS	Language for writing simple messages
INSTRUCTIONAL PROCEDURES	a) The teacher distributes worksheets containing the exercise for the lesson. The exercise is about a guided writing essay whereby the students are to write a recount based on 6 pictures. b) She explains what the instruction means and guides the students to comprehend the situation in the question by looking at the meaning of notes given underneath each picture. c) Then, she gives a layout for the essay so that the students will know how to organize the points for the essay. d) Next, the teacher moves on to getting the students to try to elaborate points for each picture. She does this by explaining the meaning of the words in the Malay language and how the sentence will look like in the Malay language. e) This process is repeated for each picture until the whole essay is completed in class. f) Before the class ends, the teacher reminds the students to bring their literature exercise books for a revision on the literature component.
REFLECTION	The essay is completed. However, this is just the first exercise on how to write a guided writing essay. The teacher aimed at improving the students’ grammar as they do not know how to write meaningful and grammatically correct sentence. The technique used to get them to understand how to use the given notes is by translating the intended sentence into the Malay language. Then the students understood what kind of sentences they must construct. This is, however, not an appropriate technique to teaching them how to write as the teacher is well aware of the risk of doing structural error. But the students are reminded that their sentences must use English structure.

 

 

TARIKH	06.05.2013 (ISNIN)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 3: Skala dan Jarak Bab 4: Graf
TUJUAN	a) Menghitung jarak relatif berpandukan masa dan kos b) Mentafsir graf bar mudah
BBM	Buku teks Geografi Tingkatan 1
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) mengira jarak relatif dengan menggunakan operasi darab jarak dengan kos perjalanan untuk 1km b) mentafsir graf bar mudah dengan menentukan nilai maksimum, nilai minimum dan mengetahui langkah-langkah untuk membina graf bar mudah
PENERAPAN NILAI	Menyediakan diri sebelum peperiksaan pertengahan tahun
AKTIVITI	a) Guru menyediakan pelajar untuk ulangkaji bab 3 dan bab 4 dengan mengarahkan mereka mengeluarkan buku teks dan buku latihan masing-masing. b) Guru memulakan ulangkaji bab 3 dengan meminta mereka melihat latihan pengukuhan yang disediakan dalam buku teks. Guru memilih soalan untuk dijawab oleh pelajar. Kemudian, mereka diberikan masa untuk menjawab secara individu. c) Setelah tamat masa, guru memanggil pelajar untuk menyebut jawapan yang betul untuk setiap soalan yang diberikan dalam bab 3. d) Jika ada yang memberikan jawapan yang salah, guru akan menunjukkan atau menerangkan sekali lagi langkah perhitungan atau perkara yang tidak jelas berpandukan buku teks. e) Langkah ulangkaji yang sama dibuat untuk bab 4. f) Guru juga menyemak jawapan yang salah dan membuat penerangan yang lebih jelas. g) Sebelum kelas ditamatkan, guru mengingatkan pelajar untuk bersedia menjawab soalan ulangkaji untuk bab 5 iaitu berkaitan dengan Peta pada Khamis.
REFLEKSI	Ulangkaji untuk bab 3 dan bab 4 diselesaikan di dalam kelas. Kebanyakan pelajar boleh menjawab soalan dengan baik. Namun demikian, mereka masih teragak-agak apabila disuruh mengira jarak relatif yang ada melibatkan kos dan jarak. Guru perlu memberikan lagi soalan berkenaan subtopik ini.

 

 

DATE/DAY	06.05.2013 (MONDAY)
CLASS	3B
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	English Oral Assessment
TOPIC	Individual oral test
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) speak clearly using the correct pronunciation b) speak using correct grammar c) answer questions using complete sentences d) use either simple past tense or simple present tense when answering questions
LEARNING EMPHASIS	Language for informational use
INSTRUCTIONAL PROCEDURES	a) The teacher continues to assess the students for the English Oral Assessment in the class. Before she starts, she reminds them that it will be the last oral test for the year and all of the students who are intending to do second or third attempts must complete the test on this day. b)  The teacher chooses students randomly and the students are to listen and answer appropriately. c) All of the students’ marks are recorded in their individual assessment form. d) Before the lesson ends, the teacher reminds the students that the last English oral assessment will be on Wednesday before the files are to be submitted.
REFLECTION	The teacher assessed 7 students. But most of them scored a 9 and 10 marks. Five students requested for another attempt on Wednesday.

 

 

DATE/DAY	07.05.2013 (TUESDAY)
CLASS	3E
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	English Oral Assessment
TOPIC	Individual oral test
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) speak clearly using the correct pronunciation b) speak using correct grammar c) answer questions using complete sentences d) use either simple past tense or simple present tense when answering questions
LEARNING EMPHASIS	Language for informational use
INSTRUCTIONAL PROCEDURES	a) The teacher continues to assess the students for the English Oral Assessment in the class. Before she starts, she reminds them that it will be the last oral test for the year and all of the students who are intending to do second or third attempts must complete the test on this day. b)  The teacher chooses students randomly and the students are to listen and answer appropriately. c) All of the students’ marks are recorded in their individual assessment form. d) Before the lesson ends, the teacher reminds the students that the last English oral assessment will be on Wednesday before the files are to be submitted.
REFLECTION	The teacher assessed 6 students. Five students requested for the second attempt on Wednesday. Therefore, that will be the last day to carry out the English Oral Assessment.

 

 

DATE/DAY	08.05.2013 (WEDNESDAY)
CLASS	3B
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	English Oral Assessment
TOPIC	Individual oral test
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) speak clearly using the correct pronunciation b) speak using correct grammar c) answer questions using complete sentences d) use either simple past tense or simple present tense when answering questions
LEARNING EMPHASIS	Language for informational use
INSTRUCTIONAL PROCEDURES	a) The teacher continues to assess the students for the English Oral Assessment in the class. Before she starts, she reminds them that it will be the last oral test for the year and all of the students who are intending to do second or third attempts must complete the test on this day. b)  The teacher chooses students randomly and the students are to listen and answer appropriately. c) All of the students’ marks are recorded in their individual assessment form. d) Before the lesson ends, the teacher reminds the students that the last English oral assessment will be on Wednesday before the files are to be submitted.
REFLECTION	The English Oral Assessment was finally completed. Generally, none of the students scored 12 marks and above which is in the excellent band. The students’ inability to elaborate their answers in full sentence and very limited usage of synonyms and adjectives as well as a variety of sentence structures had contributed to this situation. There was at least 1 student who had made errors in all of the 5 questions that the teacher asked. Scores ranged from 8 to 11. More than half of the students asked to be assessed more than once as they felt that their scores were low. But after discussing with their friends, they were mostly able to improve their score at least 1 point above. The teacher made a point to inform these weaknesses to the students in the class and reminded them to be prepared for other English oral assessments in the future which are more demanding in nature.

 

 

DATE/DAY	08.05.2013 (WEDNESDAY)
CLASS	3E
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	English Oral Assessment
TOPIC	Individual oral test
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) speak clearly using the correct pronunciation b) speak using correct grammar c) answer questions using complete sentences d) use either simple past tense or simple present tense when answering questions
LEARNING EMPHASIS	Language for informational use
INSTRUCTIONAL PROCEDURES	a) The teacher continues to assess the students for the English Oral Assessment in the class. Before she starts, she reminds them that it will be the last oral test for the year and all of the students who are intending to do second or third attempts must complete the test on this day. b)  The teacher chooses students randomly and the students are to listen and answer appropriately. c) All of the students’ marks are recorded in their individual assessment form. d) Before the lesson ends, the teacher reminds the students that the last English oral assessment will be on Wednesday before the files are to be submitted.
REFLECTION	The English Oral Assessment was finally completed. Generally, none of the students scored 12 marks and above which is in the excellent band. The students’ inability to elaborate their answers in full sentence and very limited usage of synonyms and adjectives as well as a variety of sentence structures had contributed to this situation. There was at least 1 student who had made errors in all of the 5 questions that the teacher asked. Scores ranged from 8 to 11. More than half of the students asked to be assessed more than once as they felt that their scores were low. But after discussing with their friends, they were mostly able to improve their score at least 1 point above. The teacher made a point to inform these weaknesses to the students in the class and reminded them to be prepared for other English oral assessments in the future which are more demanding in nature.

 

 

DATE/DAY	09.05.2013 (THURSDAY)
CLASS	3B
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Speech -  Revision for the mid-year examinations: The Importance of Eating Vegetables and Fruits
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) write a 6-paragraph essay b) use simple present tense when writing the essay c) elaborate a point by supporting it with an elaboration and an example
LEARNING EMPHASIS	Language for informational use, Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher explains for the purpose of revision on how to write an essay for a guided-writing question, they will learn how to write an article in the class. b) She distributes the questions in class and explains the instructions. c) She tells the students to read the points given and then explains what they mean. d) Then, she guides the students to write the essay in class by following 7 main steps to writing a better essay in class. e) The teacher elicits responses from the students when writing the topic sentence, the elaboration, the example and the mini conclusion for each paragraph.   f) When the essay is completed, the students are asked to copy down the sample essay. They are reminded to read all of the essays that they have done in preparation for the coming examinations. g) Before the class ends, the teacher reminds them to bring their Literature exercise books for Monday lesson next week.
REFLECTION	The essay is completed in class. The question has a lot of points where it not only gives the topic sentences but some points for the elaboration and the examples. However, when some of the points lack elaboration or example, the students would have some problems in figuring out a suitable elaboration and example. This essay had aimed at helping the students to learn how to use more than 5 points in order to write a 6-paragraph essay.

 

 

DATE/DAY	09.05.2013 (THURSDAY)
CLASS	2I/2J
TIME	2.35 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Summary
TOPIC	Summary writing – Revision for the examinations
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify 5 main ideas from a given text b) write a 60-word summary c) use own words by paraphrasing a sentence
LEARNING EMPHASIS	Language for informational use, Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher distributes worksheets containing the exercise for summary writing. She explains what the students must do before and while writing a summary. b) She proceeds to read the text and explain what the summary requires in terms of points that must be included. c) The teacher guides the students as to which points are used and how to fill in a 10x6 grid. The students are instructed to also prepare this grid before they fill it in with the 5 main ideas from the text. d) The teacher also teaches how to reduce the length of long sentences if they cannot fit the grid. e) Before the class ends, the teacher asks the students to copy the sample summary into their exercise books. f) The teacher also reminds the students to bring their Literature books for Friday lesson.
REFLECTION	The summary writing exercise couldn’t be completed. The teacher only managed to help the students to identify 1 main idea. This exercise will be continued tomorrow during Friday lesson. However the students relied heavily on the teacher in order to understand the passage. The teacher had to explain every single word. This consumed a lot of time.

 

 

TARIKH	09.05.2013 (KHAMIS)
KELAS	1H
MASA	4.35 – 5.45 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 3: Arah Bab 5: Peta
TUJUAN	Mengulangkaji bab 5 untuk peperiksaan pertengahan tahun
BBM	Buku teks Geografi Tingkatan 1
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) menjawab soalan objektif mengenai simbol dalam peta dan mentafsir peta lakar termasuk menentukan arah tempat dan jarak serta arah relatif
PENERAPAN NILAI	Menyediakan diri sebelum peperiksaan
AKTIVITI	a) Guru mengedarkan latihan mengenai bab 3 dan 5 dalam bentuk soalan-soalan objektif kepada pelajar. Guru menerangkan kehendak soalan dan memberikan masa untuk pelajar menjawab secara individu. Latihan ini dicatatkan dalam buku latihan masing-masing. b) Setelah tamat masa, guru membincangkan jawapan dengan pelajar. c) Sebelum kelas ditamatkan, guru mengingatkan pelajar untuk membawa buku teks dan buku latihan sekali lagi untuk sesi ulangkaji bab 4 dan 6 pada hari Isnin.
REFLEKSI	Guru dapat menghabiskan ulangkaji untuk bab 3 dan 5. Kebanyakan pelajar dapat menjawab hampir kesemua 23 soalan objektif. Namun demikian, masih ada pelajar yang telah lupa bagaimana untuk menentukan arah relatif berpandukan titik rujukan. Guru menerangkan soalan yang susah itu dan memberikan 1 lagi soalan lain agar pelajar lebih faham.

 

DATE/DAY	10.05.2013 (FRIDAY)
CLASS	2I/2J
TIME	4.00 – 5.10 PM
SUBJECT	ENGLISH
UNIT	Summary
TOPIC	Summary writing – Revision for the examinations Literature – Revision on the poems : “I Wonder” and “Heir Conditioning”
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify 5 main ideas from a given text b) write a 60-word summary c) use own words by paraphrasing a sentence d) answer comprehension questions about the poems “I Wonder” and “Heir Conditioning”
LEARNING EMPHASIS	Language for informational use, Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues with the summary writing exercise by getting the students to identify 4 more main ideas from the passage as the first was already done yesterday during the Thursday lesson. b)  d) The teacher also teaches how to reduce the length of long sentences if they cannot fit the grid. e) Then, the teacher asks the students to copy the sample summary into their exercise books. f) Next, the teacher gives them some comprehension exercises for the poems “I Wonder” and “Heir Conditioning”. She tells the students to copy the questions on the board. g) Once they are done, the teacher explains what each of the questions mean and writes down the answer. She does this for all of the questions so that she drills them on the answers to some of the possible questions during the coming examinations. h) The students copy down these answers into their exercise books. i) Before the class ends, the teacher reminds the students to bring their Writing exercise books for Monday revision on a guided writing essay question.
REFLECTION	The revision on the summary writing as well as the 2 poems were completed in the class. However, this was only the first revision for summary writing and poems. The teacher gave very straightforward questions which the students could answer most of the time. She is unsure if the students are able to answer more difficult questions during the examinations. The teacher will do more revisions on Monday but will focus on essay writing.

 

 

DATE/DAY	03.05.2013 (FRIDAY)
CLASS	3E
TIME	5.10 – 6.20  PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Speech -  Revision for the mid-year examinations: The Importance of Eating Vegetables and Fruits
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) write a 6-paragraph essay b) use simple present tense when writing the essay c) elaborate a point by supporting it with an elaboration and an example
LEARNING EMPHASIS	Language for informational use, Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher explains for the purpose of revision on how to write an essay for a guided-writing question, they will learn how to write an article in the class. b) She distributes the questions in class and explains the instructions. c) She tells the students to read the points given and then explains what they mean. d) Then, she guides the students to write the essay in class by following 7 main steps to writing a better essay in class. e) The teacher elicits responses from the students when writing the topic sentence, the elaboration, the example and the mini conclusion for each paragraph.  f) The students are asked to copy the completed essay into their exercise books once they have discussed with the teacher how to write the final paragraph which is the conclusion. g) Before the class ends, the teacher reminds them to bring their Literature exercise books for a revision on the novel during the Monday class next week.
REFLECTION	The essay couldn’t be completed. This is because the teacher took some time to explain to the students how to differentiate between elaborations and examples. She shows examples of elaboration and sentences that serve as examples to them while discussing the essay. This essay will be continued after the holidays as part of classroom revision.