RANCANGAN PENGAJARAN HARIAN
MATA PELAJARAN: B.INGGERIS & GEOGRAFI
MINGGU 30
| DATE/DAY | 22.07.2013 (MONDAY) |
| CLASS | 2I/2J |
| TIME | 12.50-2.00 PM |
| SUBJECT | ENGLISH |
| UNIT | Grammar |
| TOPIC | Learning how to use ‘is’ and ‘are’ |
| LEARNING OBJECTIVES | At the end of this lesson, students should be able to: a) fill in the blanks with the correct verbs to-be |
| LEARNING EMPHASIS | Mastery learning |
| INSTRUCTIONAL PROCEDURES | a) The teacher introduces the lesson by writing two sentences on the board. The sentences are: a) He is a boy b) They are boys b) The teacher asks the students to identify what is the difference between the two sentences. The students are expected to say that sentence (a) refers to a singular object while sentence (b) refers to a plural object. c) Next, if the students can identify this difference, she will underline the verbs to-be ‘is’ and ‘are’. She explains what they are and how they are used in sentences. d) This is done by giving a few more examples of sentences that use these verbs to-be. The teacher underlines the verbs to-be in each sentence. e) Students are asked to identify why ‘is’ or ‘are’ is used in each sentence. The students are expected to say that ‘is’ is used to refer to a singular noun while ‘are’ is used to refer to a plural noun. f) Then, the teacher gives them 10 sentences where each sentence has a blank where students are to fill each blank with either ‘is’ or ‘are. g) The teacher gives them 10 minutes to do this on their own. At the end of the time, she calls 10 students to write their answers on the board. h) The teacher checks their work and corrects any errors. i) Before the class ends, the teacher asks the students when to use ‘is’ and ‘are’ in sentences. |
| REFLECTION | This lesson was completed. The students could answer 6 out of 10 blanks in the given exercise. They still need more practice on when to use ‘is’ and ‘are’. |
| TARIKH | 22.07.2013 (ISNIN) |
| KELAS | 1H |
| MASA | 2.00 – 3.10 PM |
| SUBJEK | GEOGRAFI |
| TAJUK | Bab 10: Pengaruh Cuaca dan Iklim Terhadap Kegiatan Manusia |
| TUJUAN | PBS: B3D4E1 – Menjelaskan pengaruh cuaca dan iklim terhadap cara hidup di Gurun Thar, Siberia dan Greenland |
| BBM | Buku teks Geografi tingkatan 1 |
| OBJEKTIF P&P | Pada akhir pembelajaran, para pelajar akan dapat: a) menulis huraian tentang bagaimana cuaca dan iklim mempengaruhi cara hidup di Gurun Thar, Siberia dan Greenland |
| PENERAPAN NILAI | Menyedari pengaruh iklim terhadap kehidupan manusia |
| AKTIVITI | a) Guru menjelaskan bahawa pelajar akan ditaksir B3D4E1. Maka guru mengarahkan pelajar untuk membaca nota mengenai tajuk yang berkaitan sebelum guru mentaksir mereka. Pelajar diberikan masa selama 10 minit untuk membaca dengan senyap. b) Kemudian, guru mengedarkan soalan dan menjelaskan arahan. Pelajar diberikan masa selama 15 minit untuk menjawab. c) Pada akhir masa, guru mengutip kertas jawapan pelajar. d) Sebelum bersurai, guru mengingatkan pelajar untuk membawa buku teks dan buku nota pada hari Khamis. |
| REFLEKSI | Semua pelajar menguasai band ini. |
| DATE/DAY | 22.07.2013 (MONDAY) |
| CLASS | 3B |
| TIME | 5.10 – 6.20 PM |
| SUBJECT | ENGLISH |
| UNIT | Literature: Around the world in 80 days |
| TOPIC | Writing an essay: Write on whether one likes or dislike reading the novel |
| LEARNING OBJECTIVES | At the end of the lesson, students should be able to: a) elaborate on 3 reasons why one likes reading the novel b) find evidence from the novel in order to support the elaboration c) complete a mind map |
| LEARNING EMPHASIS | A novel is interesting due to several reasons |
| INSTRUCTIONAL PROCEDURES | a) The teacher recaps the lesson by asking the students if they still remember what they have brainstormed on last Thursday’s lesson on whether they like or dislike reading the novel. They are asked to share with the teacher what they think makes them like reading the novel. b) Then, the teacher helps them to choose the 3 best answers by looking at which reason has the most evidence from the novel. e) Then, the teacher guides them to elaborate on each reason by getting them to answer Wh-question. Their answers are to be written on the mind map. She gives them another 15 minutes to do this. At the end of this time, she calls some students to read out their answers. These answers are discussed to identify grammar mistakes and relevance to the novel. f) Next, the teacher moves on to the evidence or the example from the novel. The students are guided by their elaborations when they look for evidence in the novel. The teacher gives them another 15 minutes to do this before she asks them again to read out their answers. The teacher checks whether the evidence matches the elaboration. g) Before the class ends, the students are to copy down the complete and correct mind map. |
| REFLECTION | The mind map is not completed yet. The students only managed to find the 3 reasons and their examples. The teacher has asked the students to write their own elaborations which will be checked on the coming Wednesday lesson. This is to be done individually at home before classroom discussion. |
| DATE/DAY | 23.07.2013 (TUESDAY) |
| CLASS | 3E |
| TIME | 12.50 – 2.00 PM |
| SUBJECT | ENGLISH |
| UNIT | Literature: Around The World In 80 Days |
| TOPIC | Writing an essay: a) Write on a character that one dislikes |
| LEARNING OBJECTIVES | At the end of the lesson, students should be able to: a) elaborate on 3 reasons why one dislikes Detective Fix b) find evidence from the novel in order to support the elaboration c) complete a mind map |
| LEARNING EMPHASIS | Mastery learning |
| INSTRUCTIONAL PROCEDURES | a) The teacher continues last week’s lesson on Friday by asking the students to look at their mind map and to start writing the essay in class. The essay is done by both the teacher and the students. b) The teacher asks the students for sentences in each of the 5 paragraphs of the essay. She begins with the introduction by getting 2 students to give her the first and the second sentences. c) Next, she gives them 2 minutes to think of how to construct each of the topic sentences, elaborations and examples for each of the three content paragraphs. The students are asked to refer to the completed mind map. They are called to say out their sentences and the teacher checks for any errors in terms of grammar and structure. d) The last paragraph is written by the teacher. The sample essay is copied by the students. e) Before the lesson ends, the students are reminded to bring their novels and exercise books on Wednesday. |
| REFLECTION | This essay was not completed yet. It will be continued again on Wednesday lesson. The students tend to forget that they are to use sequence connectors in order to begin their sentences just like what the teacher has been teaching since the beginning of the year. |
| DATE/DAY | 24.07.2013 (WEDNESDAY) |
| CLASS | 3B |
| TIME | 2.00 – 3.10 PM |
| SUBJECT | ENGLISH |
| UNIT | Literature: Around The World In 80 Days |
| TOPIC | Writing an essay: Write on whether one likes or dislikes reading the novel |
| LEARNING OBJECTIVES | At the end of the lesson, students should be able to: a) elaborate on 3 reasons why one likes reading the novel b) find evidence from the novel in order to support the elaboration c) complete a mind map |
| LEARNING EMPHASIS | A novel is interesting due to several reasons |
| INSTRUCTIONAL PROCEDURES | a) The teacher continue previous Monday’s lesson on this topic in the class by getting the students to show what they have written for their elaborations for each of the 3 main ideas. b) She calls 3 students to share with the whole class what their elaborations are. The teacher checks for grammatical errors and suitability with the 3 main ideas and their examples. c) Then, she calls a number of students to give examples of sentences for the introduction, the three content paragraphs with their topic sentences, elaborations, examples and the mini conclusions. The students are to be spontaneous and the teacher checks for any errors before writing their answers in order to form a sample essay for this question. d) The teacher only provides the conclusion. When the sample essay is completed, the students copy this down into their exercise books. e) Before the lesson ends, the teacher reminds the students to bring their novels again on Thursday. |
| REFLECTION | The essay was completed. But some students did not complete the homework that was given on previous Monday. The teacher had to point out their weakness which was them being lazy and not serious in trying to improve themselves. While doing the essay, the teacher noticed that the students who did not do their homework had trouble writing their elaboration compared to students who had tried to write and received positive remarks when the teacher checked their work. Another essay will be introduced on Thursday in order to prepare the students before the trial examination. |
| DATE/DAY | 24.07.2013 (WEDNESDAY) |
| CLASS | 3E |
| TIME | 5.10 – 6.20 PM |
| SUBJECT | ENGLISH |
| UNIT | Literature: Around the world in 80 days |
| TOPIC | Writing an essay: Write on whether one likes or dislikes reading the novel |
| LEARNING OBJECTIVES | At the end of the lesson, students should be able to: a) elaborate on 3 reasons why one likes reading the novel b) find evidence from the novel in order to support the elaboration c) complete a mind map |
| LEARNING EMPHASIS | A novel is interesting due to several reasons |
| INSTRUCTIONAL PROCEDURES | b) The teacher begins the lesson by asking the students if they like or dislike reading the novel. The students will respond with either a yes or a no. Then she gives them another question on writing an essay based on the novel. c) After that, she asks them to highlight important key words, to identify the tense, the format and the reasons why they like reading the novel. d) When they have decided to choose a character, the teacher guides them how to prepare a mind map where they are to look for reasons why they like reading the novel. e) The students are given 15 minutes to identify 3 reasons why they like reading the novel. At the end of this time, the teacher asks them to read out their answers. Then, the teacher helps them to choose the 3 best answers by looking at which reason has the most evidence from the novel. f) Then, the teacher guides them to elaborate on each reason by getting them to answer Wh-question. Their answers are to be written on the mind map. She gives them another 15 minutes to do this. At the end of this time, she calls some students to read out their answers. These answers are discussed to identify grammar mistakes and relevance to the novel. g) Next, the teacher moves on to the evidence or the example from the novel. The students are guided by their elaborations when they look for evidence in the novel. The teacher gives them another 15 minutes to do this before she asks them again to read out their answers. The teacher checks whether the evidence matches the elaboration. h) Before the class ends, the students are to copy down the complete and correct mind map. |
| REFLECTION | The mind map was completed much faster than the teacher expected. Hence, she proceeded to guiding the students to complete the essay. However, the teacher only managed to teach them how to write the third and fourth paragraphs. The last paragraph which is the conclusion will be continued on Friday. The students on the other hand, were not too sure how to write the evidence in the form of meaningful sentences. Therefore, the teacher had to illustrate how to do it most of the time. |
| DATE/DAY | 25.07.2013 (THURSDAY) |
| CLASS | 3B |
| TIME | 12.50 – 2.00 PM |
| SUBJECT | ENGLISH |
| UNIT | Literature: Around the world in 80 days |
| TOPIC | Writing an essay: a) Write on the theme of love |
| LEARNING OBJECTIVES | At the end of the lesson, students should be able to: a) elaborate on 3 persons who show the theme of love in the novel b) find evidence from the novel in order to support the elaboration c) complete a mind map |
| LEARNING EMPHASIS | Mastery learning |
| INSTRUCTIONAL PROCEDURES | a) The teacher begins the lesson by asking the students to define the meaning of love based on the novel. The students are expected to say that love in the novel can be described in many situations where the characters show love for their friends and strangers. b) Then, the teacher writes down the question for classroom discussion. She asks the students to identify what they are supposed to write on if the theme is about love. The students are expected to say that they are to write about 3 persons who show love in the novel. c) Next, the teacher tells them to identify who these 3 persons are and the elaborations. For this the teacher tells them to prepare a mind map. The students are given 10 minutes to write their elaborations. d) At the end of this time, the teacher calls 3 students to read out their elaborations. The teacher identifies any mistakes and writes down the correct answers. The students are to write these onto their mind map. e) Next, the teacher tells the students to identify evidence from the novel to support each elaboration. These will become the examples. The students are given 10 minutes to do this on their own. f) The teacher calls 3 more students to read out evidence that they find from the novel. If these are suitable, the teacher quotes these examples and transfers them onto the mind map. g) The students are to copy this mind map onto their exercise books. |
| REFLECTION | The students completed the mind map and the essay. The teacher guided them especially on writing their elaborations as the students found out that most of the evidence that they have identified for previous essays could be used in this essay. They also had problems writing their evidence in the form of meaningful sentences. They often forget that their sentences should be in the present tense, not past tense as how it appears in the novel. The teacher also used some extra time to give important last minute tips on guided writing section, summary and the poem, “Fighter’s Lines” in order to prepare them for next week’s trial examination. |
| DATE/DAY | 18.07.2013 (THURSDAY) |
| CLASS | 2I/2J |
| TIME | 2.35 – 3.10 PM |
| SUBJECT | ENGLISH |
| UNIT | Grammar |
| TOPIC | Writing sentences that use verbs to-be – ‘is’ and ‘are’ |
| LEARNING OBJECTIVES | At the end of this lesson, students should be able to: a) construct simple sentences with 5 words that use ‘is’ and ‘are’ b) begin simple sentences with “This” to denote a sentence that will use ‘is’ c) begin simple sentences with “These” to denote a sentence that will use ‘are’ |
| LEARNING EMPHASIS | Mastery learning |
| INSTRUCTIONAL PROCEDURES | a) The teacher recaps the lesson by asking the students what ‘is’ and ‘are’ mean. The students are expected to say that ‘is’ is used to refer to a singular object while ‘are’ is used to refer to something that is plural. b) Then, she calls out two students to give 1 sentence that uses ‘is’ and 1 more sentence that uses ‘are’. c) The teacher gives the students 10 minutes to write 2 sentences that use ‘is’ and 2 more sentences that use ‘are’. d) At the end of this time, the teacher calls some students to write their sentences on the board. e) The teacher checks for any grammatical errors and comments on the students’ answers. If there are any errors, the teacher writes down the correct sentence. f) The students are then asked to copy down these sentences into their exercise books. |
| REFLECTION | The students could not complete 10 sentences on their own. Only 5 students were willing to try as they were afraid of making errors. However, this lesson will be continued again on Friday as they need to learn to write simple sentences before the final year examinations. |
| TARIKH | 25.07.2013 (KHAMIS) |
| KELAS | 1H |
| MASA | 4.35 – 5.45 PM |
| SUBJEK | GEOGRAFI |
| TAJUK | Bab 10: Pengaruh Cuaca dan Iklim Terhadap Kegiatan Manusia |
| TUJUAN | Pengaruh Cuaca dan Iklim Terhadap Cara Hidup di Malaysia |
| BBM | Buku teks Geografi tingkatan 1 |
| OBJEKTIF P&P | Pada akhir pembelajaran, para pelajar akan dapat: a) menghuraikan kesan cuaca dan iklim terhadap 4 jenis kegiatan ekonomi di Malaysia |
| PENERAPAN NILAI | Menyedari pengaruh iklim terhadap manusia |
| AKTIVITI | a) Guru meminta pelajar untuk menyatakan kegiatan-kegiatan ekonomi yang dijalankan di Malaysia serta jika cuaca Khatulistiwa di Malaysia ada mempengaruhi kegiatan ekonomi ini. Guru memulakan soalan dengan meminta pelajar untuk menjelaskan sekiranya padi boleh ditanam semasa musim kemarau atau semasa musim hujan. Pelajar dijangka akan memberikan jawapan seperti kegiatan pertanian, pembalakan dan perikanan. Musim kemarau sesuai untuk menanam padi manakala musim hujan tidak menggalakkan penanaman padi. b) Seterusnya, guru meminta pelajar melihat halaman pada buku teks yang menjelaskan pengaruh cuaca dan iklim terhadapa kegiatan ekonomi di Malaysia. c) Pada akhir penerangan guru, pelajar ditanya bagaimana cuaca di Malaysia mempengaruhi kegiatan pertanian, perikanan, pembalakan dan pelancongan. d) Kemudian, guru memberi nota untuk disalin oleh pelajar. e) Sebelum kelas tamat, guru mengingatkan pelajar untuk membaca nota ini sebelum pentaksiran mengenai subtopik ini dibuat dalam Band 4 pada hari Isnin minggu hadapan. |
| REFLEKSI | Pelajar boleh memberikan contoh untuk kesan cuaca panas dan hujan terhadap pertanian dan perikanan sahaja. Mereka lupa kesannya terhadap pembalakan dan pelancongan. Guru selesai memberikan nota. Guru akan memastikan pelajar membaca nota dan faham sebelum ditaksir pada hari Isnin minggu hadapan. |
| DATE/DAY | 26.07.2013 (FRIDAY) |
| CLASS | 2I/2J |
| TIME | 4.00 – 5.10 PM |
| SUBJECT | ENGLISH |
| UNIT | Grammar |
| TOPIC | Writing sentences that use verbs to-be – ‘is’ and ‘are’ |
| LEARNING OBJECTIVES | At the end of this lesson, students should be able to: a) construct simple sentences with 4 words that use ‘is’ and ‘are’ b) begin simple sentences with “This” to denote a sentence that will use ‘is’ c) begin simple sentences with “These” to denote a sentence that will use ‘are’ |
| LEARNING EMPHASIS | Mastery learning |
| INSTRUCTIONAL PROCEDURES | a) The teacher continues previous Thursday’s lesson on constructing simple sentences using ‘is’ and ‘are’. b) She asks the students to continue learning how to construct simple sentences but this time they are to write longer sentences which have 6 words. c) The teacher gives some examples of simple sentences that have 6 words on the blackboard. The students are to read the sentences together with the teacher. d) Then, she gives them 10 questions where each question will only have the verbs to-be (either ‘is’ or ‘are’) and objects. She illustrates how to do the exercise by giving an example for the first question. The students are to listen and look at the example. e) Next, when the teacher finishes her explanation, she gives the students 15 minutes do this exercise on their own. They can discuss among themselves or ask the teacher. f) At the end of the time, the teacher calls 9 students to write their answers on the board. The teacher checks and rewrites any sentences if they contain errors. She explains why certain sentences have errors. g) Before the class ends, the teacher asks the students when to use the verbs to-be such as ‘is’ and ‘are’. |
| REFLECTION | The students could construct only 6 sentences using ‘is’ and ‘are’. They made some mistakes with the usage of ‘This’ and ‘These’ but the teacher showed the meaning of these two words. The teacher will give more exercise on constructing simple sentences using ‘is’ and ‘are’ next week. |
| DATE/DAY | 26.07.2013 (FRIDAY) |
| CLASS | 3E |
| TIME | 5.10 – 6.20 PM |
| SUBJECT | ENGLISH |
| UNIT | Literature: Around The World In 80 Days |
| TOPIC | Writing an essay: a) Write on the theme of love |
| LEARNING OBJECTIVES | At the end of the lesson, students should be able to: a) elaborate on 3 people who show love in the novel b) find evidence from the novel in order to support the elaboration c) complete a mind map |
| LEARNING EMPHASIS | Mastery learning |
| INSTRUCTIONAL PROCEDURES | a) The teacher begins the lesson by asking the students to define the meaning of love based on the novel. The students are expected to say that love in the novel can be described in many situations where the characters show love for their friends and strangers. b) Then, the teacher writes down the question for classroom discussion. She asks the students to identify what they are supposed to write on if the theme is about love. The students are expected to say that they are to write about 3 persons who show love in the novel. c) Next, the teacher tells them to identify who these 3 persons are and their elaborations. For this the teacher tells them to prepare a mind map. The students are given 10 minutes to write their elaborations. d) At the end of this time, the teacher calls 3 students to read out their elaborations. The teacher identifies any mistakes and writes down the correct answers. The students are to write these onto their mind map. e) Next, the teacher tells the students to identify an evidence from the novel to support each elaboration. These will become the examples. The students are given 10 minutes to do this on their own. f) The teacher calls 3 more students to read out evidence that they find from the novel. If these are suitable, the teacher quotes these examples and transfers them onto the mind map. g) The students are to copy this mind map onto their exercise books. |
| REFLECTION | The mind map was completed but the teacher could not help the students to complete the essay. This is because the teacher had to use some time to assess a student for his English oral test. The students were advised to understand the mind map when they do their revision for next week’s trial examination. |
