RPH MINGGU 24

RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS & GEOGRAFI

 

MINGGU 24

 

 

DATE/DAY	10.06.2013 (MONDAY)
CLASS	2I/2J
TIME	12.50-2.00 PM
SUBJECT	ENGLISH
UNIT	None
TOPIC	Distribution of middle year English test paper
LEARNING OBJECTIVES	At the end of the lesson, students would be able to: a) identify the correct answers for Paper 1 – the multiple-choice questions
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) Teacher distributes students’ test papers-Paper 1 and 2. b) She gets them to look at Paper 1 which is the multiple-choice questions. c) She revises each question with them by explaining what each question means and gets them to identify the correct answer. c) Before the end of the lesson, she reminds them to bring their Paper 2 for revision in class during Thursday lesson
REFLECTION	Revision for Paper 1 is not done yet. It will be continued on Thursday. The students’ major problem is their inability to comprehend difficult words. Hence, their failure to answer confidently and score a better mark.

 

 

TARIKH	10.06.2013 (ISNIN)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Tiada
TUJUAN	Mengembalikan kertas ujian Geografi
BBM	Kertas ujian pertengahan tahun
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) mengenalpasti jawapan yang tepat untuk soalan pelbagai pilihan (objektif)
PENERAPAN NILAI	Tiada
AKTIVITI	a) Guru mengembalikan kertas ujian pertengahan tahun kepada pelajar. b) Guru mengulangkaji setiap soalan bersama-sama pelajar sekali lagi agar mereka boleh mengenalpasti jawapan yang tepat berpandukan panduan dari guru. c) Sebelum kelas ditamatkan, guru mengingatkan pelajar untuk membawa buku teks Geografi pada hari Khamis.
REFLEKSI	Guru tidak dapat menyiapkan ulangkaji kertas soalan kerana banyak menggunakan masa untuk membuat pembetulan pada kertas jawapan pelajar. Hal ini berlaku kerana terdapat soalan bonus iaitu untuk soalan 11, 20, 21 dan 22 manakala jawapan untuk soalan 17 pula bukan C tapi D.

 

DATE/DAY	10.06.2013 (MONDAY)
CLASS	3B
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Writing – Directed Writing: Article
TOPIC	Revision of English middle year test papers – Paper 2
LEARNING OBJECTIVES	At the end of the lesson, students would be able to: a) organise points given in the essay by classifying them according to paragraphs and according to whether they are for topic sentences, elaboration or examples. b) write the article in six paragraphs c) construct sentences using simple present tense
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher distributes students’ middle year English test papers. b) After reading out answers for both papers, the teacher decides to do a revision of Paper 2 by focusing on guided writing section which is the writing of an article. c) She tells them to reread the question and to identify the important key words d) Then, she gets them to identify the tense and the correct format for the article e) Next, she tells them to read the given points and to identify which ones can be used to write the introduction (paragraph 1), paragraphs 2, 3, 4, 5 and the conclusion (paragraph 6). f) After completing this, she tells them to identify each point as to which ones can be used as the topic sentence, the elaboration and the example. g) Once students are able to do this, the teacher moves on to the writing of the sample essay for the article. She does this by getting the students to volunteer. The students are to say out what they think is a suitable sentence. The teacher checks for any grammatical or structural errors and then writes it on the board. This is repeated until the essay is completed. h) Before the lesson ends, the teacher points out their weaknesses in the previous exam and stresses on the importance of applying the steps that the teacher has taught in class.
REFLECTION	This lesson couldn’t be completed. The teacher has to point out students’ mistakes in writing the article before getting them to write another article in class. Their mistakes are numerous but the major ones are their inability to organise the points correctly, confusion over the meaning of some difficult terms and incomplete paragraphs where they failed to add other relevant details in the form of elaboration and examples. This essay will be continued on Wednesday lesson.

 

 

DATE/DAY	11.06.2013 (TUESDAY)
CLASS	3E
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing – Directed Writing: Article
TOPIC	Revision of English middle year test papers – Paper 2
LEARNING OBJECTIVES	At the end of the lesson, students would be able to: a) organise points given in the essay by classifying them according to paragraphs and according to whether they are for topic sentences, elaboration or examples. b) write the article in six paragraphs c) construct sentences using simple present tense
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher distributes students’ middle year English test papers. b) After reading out answers for both papers, the teacher decides to do a revision of Paper 2 by focusing on guided writing section which is the writing of an article. c) She tells them to reread the question and to identify the important key words d) Then, she gets them to identify the tense and the correct format for the article e) Next, she tells them to read the given points and to identify which ones can be used to write the introduction (paragraph 1), paragraphs 2, 3, 4, 5 and the conclusion (paragraph 6). f) After completing this, she tells them to identify each point as to which ones can be used as the topic sentence, the elaboration and the example. g) Once students are able to do this, the teacher moves on to the writing of the sample essay for the article. She does this by getting the students to volunteer. The students are to say out what they think is a suitable sentence. The teacher checks for any grammatical or structural errors and then writes it on the board. This is repeated until the essay is completed. h) Before the lesson ends, the teacher points out their weaknesses in the previous exam and stresses on the importance of applying the steps that the teacher has taught in class.
REFLECTION	This lesson couldn’t be completed. The students made a lot of mistakes in their article but the major ones are their inability to organise the points correctly, confusion over the meaning of some difficult terms and incomplete paragraphs where they failed to add other relevant details in the form of elaboration and examples. This is similar with the 3B students. Hence the teacher felt that it is a must to point out their errors before helping them to write another correct version for the article. This essay will be continued on Wednesday lesson.

 

 

DATE/DAY	12.06.2013 (WEDNESDAY)
CLASS	3B
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Directed Writing: Article
LEARNING OBJECTIVES	At the end of the lesson, students would be able to: a) write an article in six paragraphs b) construct sentences using simple present tense c) use points as elaborations to construct the second sentence in a paragraph (body of the essay) d) use points as examples to construct the third sentence in a paragraph (body of the essay)
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues the lesson on writing the article which was not completed yet on previous Monday. b) The students have finished organising the points and identifying them as either topic sentences, elaborations and examples during the Monday lesson. c) Therefore, the teacher gets them to work on the introduction by asking them to think of 3 sentences. They are given 10 minutes to do this on their own. d) At the end of this time, she calls 3 students to write their introductions on the board. e) Next, the teacher edits their work. She points out the errors in each of the three paragraphs. f) Then, she writes the correct introduction based on the ideas contained in the students’ introductions. g) Next, the teacher divides the class into two groups where the first group works on the second paragraph while the second group writes the third paragraph. Both groups are given another 10 minutes. h) At the end of the this time, the teacher calls 1 student from the first group to write his or her second paragraph and 1 more student from the second group to write his or her third paragraph. i) The teacher edits both paragraphs and underlines the errors. She then shows to the students how to write better paragraphs by using some of the students’ ideas. j) The teacher points out students’ major errors based on these first 3 paragraphs and reminds them of the corrections. k) The rest of the 3 remaining paragraphs for the article are given by the teacher. The students copy this into their writing books. l) Before the class ends, the teacher gives them another question on article writing. She reminds them to complete a paragraph for an introduction and the second paragraph for the first main idea. She also tells them to complete it before Thursday class as it will be checked.
REFLECTION	The sample essay is completed. However, the students were very reluctant to volunteer. Hence, the teacher had to call them randomly. By looking at their work, it is clear that students always make errors in the usage of ‘to’ such as ‘to eating’ which is wrong. They also made major errors in the structure of their sentences.

 

 

DATE/DAY	12.06.2013 (WEDNESDAY)
CLASS	3E
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Directed Writing: Article
LEARNING OBJECTIVES	At the end of the lesson, students would be able to: a) write an article in six paragraphs b) construct sentences using simple present tense c) use points as elaborations to construct the second sentence in a paragraph (body of the essay) d) use points as examples to construct the third sentence in a paragraph (body of the essay)
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues the lesson on writing the article which was not completed yet on previous Monday. b) The students have finished organising the points and identifying them as either topic sentences, elaborations and examples during the Monday lesson. c) Therefore, the teacher gets them to work on the introduction by asking them to think of 3 sentences. They are given 10 minutes to do this on their own. d) At the end of this time, she calls 3 students to write their introductions on the board. e) Next, the teacher edits their work. She points out the errors in each of the three paragraphs. f) Then, she writes the correct introduction based on the ideas contained in the students’ introductions. g) Next, the teacher divides the class into two groups where the first group works on the second paragraph while the second group writes the third paragraph. Both groups are given another 10 minutes. h) At the end of the this time, the teacher calls 1 student from the first group to write his or her second paragraph and 1 more student from the second group to write his or her third paragraph. i) The teacher edits both paragraphs and underlines the errors. She then shows to the students how to write better paragraphs by using some of the students’ ideas. j) The teacher points out students’ major errors based on these first 3 paragraphs and reminds them of the corrections. k) The rest of the 3 remaining paragraphs for the article are given by the teacher. The students copy this into their writing books. l) Before the class ends, the teacher gives them another question on article writing. She reminds them to complete a paragraph for an introduction and the second paragraph for the first main idea. She also tells them to refer to the sample article in order to do these two paragraphs and to complete it before Friday class as it will be checked.
REFLECTION	This essay is completed. The students had correctly identified the elaborations and examples given in the question. However, they still have problems to construct sentences, which is to make the subject agree with the verb and object. The teacher did not have the time to give them another assignment as she used a lot of time to point out students’ mistakes and how to correct them. The assignment will be given during Friday lesson.

 

 

DATE/DAY	13.06.2013 (THURSDAY)
CLASS	3B
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Directed Writing: Article
LEARNING OBJECTIVES	At the end of the lesson, students would be able to: a) construct sentences using simple present tense b) use points as elaborations to construct the second sentence in a paragraph (body of the essay) c) use points as examples to construct the third sentence in a paragraph (body of the essay)
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to show her their completed homework where they were supposed to write the first two paragraphs (introduction and second paragraph) for the article entitled, “The Importance of Taking Care Of Personal Hygiene”. b) She comments on their work and chooses two students to write their paragraphs on the board. She then checks and points out any errors. She also shows to the students how to correct those errors. After this, the teacher rewrites the students’ paragraphs. They are to copy this into their exercise books. c) Next, the teacher assigns 10 minutes for the students to write the third paragraphs. She points out the importance of referring to the sample essay on the first article in order to write this third paragraph. d) At the end of this time, the teacher calls another two students to write their paragraphs on the board. e) She checks and points out the errors if there are any. She also rewrites these paragraphs by giving the students the correct sentences. f) The remaining two paragraphs, which are paragraphs 4 and 5 are to be completed by the students at home as homework during the weekend. Their work will be discussed on Monday next week during the writing lesson.
REFLECTION	Some students failed to use sequence connectors such as ‘Firstly”, ‘This is because’ and ‘For example’ when writing their topic sentences, elaboration and examples. Some had difficulty matching the subject with the predicate, hence making some structural errors. Some used the points but failed to fit them into their sentences. The teacher will have to do some remedial exercise in the form of a table where the students can see the division of subject and predicate in a sentence more clearly.

 

 

DATE/DAY	13.06.2013 (THURSDAY)
CLASS	2I/2J
TIME	2.35 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Guided writing: Informal Letter
LEARNING OBJECTIVES	At the end of this lesson, students would be able to: a) construct sentences using simple present tense b) write an informal letter using the correct format c) construct 3 sentences for each content paragraph
LEARNING EMPHASIS	Revision of the test paper – Paper 2
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to read the question on the Guided Writing section and asks them what they are supposed to write. The students are expected to write an informal letter to a friend. b) Then, she gets them to explain what the letter needs. The students are expected to say that they are to write about things that one needs to prepare before going on a camping trip in a jungle. c) If the students have some difficulties in explaining some of the given points, the teacher can also help by explaining further. d) Next, she asks them to underline the key words in understanding the question, to identify the tense and to identify the format of an informal letter. e) Once this is done, the teacher shows how to organise the given points so that they will write 6 paragraphs for the letter and that each of the 5 given points can be equally divided into 4 content paragraphs. f) Next, she asks some students how to begin the introduction after writing the addresses of the writer, the date and the greeting. The students are expected to say that they are to ask the question – How are you? and I hope you are doing well. The teacher stresses on the importance of these 2 sentences to begin an informal letter. Then, she illustrates how to write the third sentence which will bring the attention of a reader to the main issue of the letter. g) Then, the teacher gets some students to give ideas how to begin the topic sentence and the elaboration for each content paragraph by using the given points which act as points for topic sentences. She also stresses on the importance of using sequence connectors such as ‘Firstly’, ‘Secondly’, ‘Thirdly’ and ‘Fourthly’ while ‘This is because’ is to be used to signal the elaboration. h) At the end of the content paragraph, the teacher shows how to use words like ‘Therefore’, ‘Thus’, ‘Hence’ and ‘So’ in order to conclude the content paragraph. i) This process is repeated for the rest of the 3 remaining content paragraphs. The teacher also shows how to write the conclusion for the letter by stressing on the importance of using the word ‘hope’ as in ‘I hope these tips will be helpful in helping you to prepare before going on a camping trip to the jungle’. j) The sample essay is to be copied by the students into their writing books. k) Before the class ends, the teacher reminds them to bring their writing books again on Monday for another lesson on grammar which is writing sentences using simple present tense.
REFLECTION	This lesson could not be completed. The teacher only managed to get the students to describe the format for the informal letter and to work on the introduction. The students could not come up with the ideal sentences to begin the introduction as they have forgotten how to write an informal letter. The rest of the essay will be continued again on Friday lesson.

 

 

TARIKH	13.06.2013 (KHAMIS)
KELAS	1H
MASA	4.35 – 5.45 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 8: Kesan Kegiatan Manusia Terhadap Alam Sekitar
TUJUAN	Mengenali 3 kegiatan manusia serta kesannya terhadap alam sekitar
BBM	Buku teks Geografi
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) memberikan 3 jenis kegiatan manusia yang memberi kesan terhadap alam sekitar b) menyatakan 2 kesan yang terjadi daripada setiap jenis kegiatan manusia c) memberikan 3 langkah utama untuk mengatasi kesan negatif kegiatan manusia
PENERAPAN NILAI	Menyayangi alam sekitar
AKTIVITI	a) Guru bertanya kepada pelajar jika mereka boleh membayangkan keadaan di kawasan sekolah sebelum SMK Serian ditubuhkan. Pelajar dijangka memberitahu bahawa terdapat kawasan hutan sebelum sekolah dibina. b) Guru meminta pelajar menyatakan kesan apabila sekolah dibina. Pelajar dijangka akan memberikan jawapan seperti pokok-pokok perlu ditebang, haiwan terpaksa berpindah kerana habitat mereka sudah hilang dan mungkin wujud pencemaran sungai serta hakisan tanah. c) Guru membawa perhatian pelajar untuk melihat bab 8 dalam buku teks dan menyatakan bahawa terdapat 3 lagi kegiatan manusia yang menjejaskan alam sekitar iaitu seperti penebangan hutan, kegiatan pertanian dan pembinaan jalan raya. d) Guru menghuraikan lebih lanjut tentang aktiviti ini serta kesannya berpandukan penerangan dalam buku teks. Guru menerangkan konsep-konsep baru seperti penguraian sarap daun, makhluk perosak, tanah ditarah dan mengubah lanskap. e) Kemudian guru menerangkan bahawa kesan-kesan ini boleh dikurangkan melalui beberapa langkah seperti penghutanan semula, kaedah biologi dan pengurusan pembinaan jalan raya. f) Setelah siap dengan penerangan, guru beralih kepada memberikan nota untuk bab ini. Pelajar diminta menyalin nota ini. g) Sebelum kelas ditamatkan, guru meminta pelajar untuk memberikan 3 jenis kegiatan manusia yang memberikan kesan serta 3 langkah utama untuk mengatasi kesan-kesan negatif.
REFLEKSI	Bab ini selesai diajar kepada pelajar. Walau bagaimanapun, pelajar tidak dapat mengingati kesemua 3 langkah pencegahan.

 

DATE/DAY	14.06.2013 (FRIDAY)
CLASS	2I/2J
TIME	4.00 – 5.10 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Guided writing: Informal Letter
LEARNING OBJECTIVES	At the end of this lesson, students would be able to: a) construct sentences using simple present tense b) write an informal letter using the correct format c) construct 3 sentences for each content paragraph
LEARNING EMPHASIS	Revision of the test paper – Paper 2
INSTRUCTIONAL PROCEDURES	a) The teacher continues the unfinished lesson on writing the informal letter with the students by getting them to move on to the second paragraph which is the content paragraph. g) The teacher gets some students to give ideas how to begin the topic sentence and the elaboration for each content paragraph by using the given points which act as points for topic sentences. She also stresses on the importance of using sequence connectors such as ‘Firstly’, ‘Secondly’, ‘Thirdly’ and ‘Fourthly’ while ‘This is because’ is to be used to signal the elaboration. h) At the end of the content paragraph, the teacher shows how to use words like ‘Therefore’, ‘Thus’, ‘Hence’ and ‘So’ in order to conclude the content paragraph. i) This process is repeated for the rest of the 3 remaining content paragraphs. The teacher also shows how to write the conclusion for the letter by stressing on the importance of using the word ‘hope’ as in ‘I hope these tips will be helpful in helping you to prepare before going on a camping trip to the jungle’. j) The sample essay is to be copied by the students into their writing books. k) Before the class ends, the teacher reminds them to bring their writing books again on Monday for another lesson on grammar which is writing sentences using simple present tense.
REFLECTION	The sample essay was completed. However, the students did not participate actively as they were unsure how to construct the sentences. Therefore, the teacher only demonstrated on the board how to join the points into meaningful sentences.

 

 

DATE/DAY	14.06.2013 (FRIDAY)
CLASS	3E
TIME	5.10 – 6.20  PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Directed Writing: Article
LEARNING OBJECTIVES	At the end of the lesson, students would be able to: a) construct sentences using simple present tense b) use points as elaborations to construct the second sentence in a paragraph (body of the essay) c) use points as examples to construct the third sentence in a paragraph (body of the essay)
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to show her their completed homework where they were supposed to write the first two paragraphs (introduction and second paragraph) for the article entitled, “The Importance of Taking Care Of Personal Hygiene”. b) She comments on their work and chooses two students to write their paragraphs on the board. She then checks and points out any errors. She also shows to the students how to correct those errors. After this, the teacher rewrites the students’ paragraphs. They are to copy this into their exercise books. c) Next, the teacher assigns 10 minutes for the students to write the third paragraphs. She points out the importance of referring to the sample essay on the first article in order to write this third paragraph. d) At the end of this time, the teacher calls another two students to write their paragraphs on the board. e) She checks and points out the errors if there are any. She also rewrites these paragraphs by giving the students the correct sentences. f) The remaining two paragraphs, which are paragraphs 4 and 5 are to be completed by the students at home as homework during the weekend. Their work will be discussed on Tuesday next week during the writing lesson.
REFLECTION	As the teacher did not get to assign this homework last Wednesday, she gave this question during the lesson and guided the students to write the introduction and the second paragraph by referring to the sample essay on the first article. The students still had trouble forming meaningful sentences as they did not know how to use the points in their introduction. The teacher had to point out how to do it by using the introduction of the first article. The teacher assigned them to do the third and fourth paragraphs as homework which they will discuss on Tuesday class next week.