RPH MINGGU 29

RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS & GEOGRAFI

 

MINGGU 29

 

 

DATE/DAY	15.07.2013 (MONDAY)
CLASS	2I/2J
TIME	12.50-2.00 PM
SUBJECT	ENGLISH
UNIT	PBS assessment
TOPIC	Listening and speaking – B3DL1E1
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) compliment someone and respond appropriately to the compliment
LEARNING EMPHASIS	Speaking in English
INSTRUCTIONAL PROCEDURES	a) The teacher explains to the students what they are going to do for PBS in the class. She distributes the worksheets to each student. b) The students are to work in pairs. They are to choose 1 out of 2 situations that are given in the worksheet. They are given 10 minutes to read the sentences and discuss with their partners on how to compliment someone and to respond appropriately to the compliment. c) At the end of the time, the teacher calls each pair of students to be assessed in front of her. Marks are then recorded. d) Before the lesson ends, the teacher reminds the students to bring their writing exercise books on Thursday.
REFLECTION	This assessment could not be completed. This is because the teacher has to assess 4 students who did not come last Friday for the PBS assessment. The teacher only managed to assess 4 pairs of students for B3DL1E1. This assessment will be continued on Thursday.

 

 

TARIKH	15.07.2013 (ISNIN)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 10: Pengaruh Cuaca dan Iklim Terhadap Kegiatan Manusia
TUJUAN	Pengaruh Cuaca dan Iklim Terhadap Cara Hidup di Gurun Thar dan Siberia
BBM	Buku teks Geografi tingkatan 1
OBJEKTIF P&P	Pada akhir pembelajaran, para pelajar akan dapat: a) memberikan jenis kegiatan ekonomi penduduk di Gurun Thar dan Siberia pada musim sejuk dan musim panas
PENERAPAN NILAI	Menyedari pengaruh iklim terhadap manusia
AKTIVITI	a) Guru memulakan pengajaran dengan menyuruh pelajar untuk melihat peta dunia yang menunjukkan zon iklim panas, sederhana dan sejuk. Guru meminta pelajar menyatakan zon iklim untuk negara-negara seperti Jepun, Brazil, India dan Australia. Pelajar harus menjawab dengan berpandukan peta tersebut. b) Kemudian, guru menjelaskan bahawa setiap zon iklim mempunyai ciri-ciri iklim yang berlainan. Penjelasan ini berpandukan rajah dalam buku teks. c) Selepas itu, guru meminta pelajar meneka kegiatan ekonomi yang dijalankan di zon iklim panas dan sederhana. Pelajar dijangka akan memberikan jawapan seperti pertanian atau perikanan. d) Kemudian, guru menjelaskan dengan lebih lanjut mengenai zon iklim panas dengan bercerita mengenai Gurun Thar di India. Penjelasan guru adalah berpandukan buku teks. Selepas itu, guru menjelaskan pula mengenai zon iklim sederhana sejuk dengan bercerita mengenai Siberia di Rusia. Penjelasan ini juga berpandukan buku teks. e) Setelah tamat penerangan ini, guru menyoal pelajar beberapa soalan iaitu menamakan kegiatan ekonomi di Gurun Thar dan di Siberia pada musim panas dan sejuk. Pelajar juga diminta mengenalpasti jika penduduk di 2 kawasan ini tinggal di kawasan tetap atau berpindah randah. f) Sebelum kelas tamat, guru meminta pelajar untuk membawa buku teks dan buku nota untuk menulis nota mengenai subtopik ini.
REFLEKSI	Guru dapat menyiapkan penjelasan mengenai 2 tempat ini. Walau bagaimanapun, ramai pelajar tidak menumpukan perhatian kerana membuat bising. Guru terpaksa menegur perbuatan tidak berdisiplin ini kerana objektif pembelajaran tidak tercapai.

 

DATE/DAY	15.07.2013 (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 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 a character b) find evidence from the novel in order to support the elaboration c) complete a mind map
LEARNING EMPHASIS	One must never be selfish, irrational and a trouble maker
INSTRUCTIONAL PROCEDURES	a) The teacher recaps the lesson by asking the students if they still remember what they have written on Phileas as the character that they like. b) Then, the teacher asks them to copy down a question for class discussion. After that, she asks them to highlight important key words, to identify the tense, the format and the character that they dislike. c) 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 dislike a character in the novel. d) The students are given 15 minutes to identify 3 reasons why they dislike a certain character. 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. 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 only 1 elaboration. This is because the 10 minutes that was given by the teacher was not sufficient as they were unsure of how to describe the traits that they do not like in Detective Fix. Hence, the teacher had to help by giving them some key words to the unpleasant traits of Detective Fix.

 

 

DATE/DAY	116.07.2013 (TUESDAY)
CLASS	3E
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Literature: Around the world in 80 days
TOPIC	Note taking of Chapter 15 and 16
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) complete the note taking for Chapters 15 and 16.
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	a) The teacher gives students some notes on Chapter2 15 and 16. They are to copy this down into their exercise books. b) Before the class ends, the teacher reminds them to bring their novels and exercise books for Wednesday class.
REFLECTION	The notes for Chapters 15 and 16 were completed.

 

 

DATE/DAY	17.07.2013 (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 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 a character b) find evidence from the novel in order to support the elaboration c) complete a mind map
LEARNING EMPHASIS	One must never be selfish, irrational and a trouble maker
INSTRUCTIONAL PROCEDURES	a) The teacher continue previous Monday’s lesson on this topic in the class by getting the students to continue looking for elaboration for each of the three reasons for disliking Detective Fix. b) 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 students completed the mind map. The teacher guided the students on how to write the introduction and the second paragraph that contains the first main idea. The teacher will continue to help the students to complete the rest of the essay on Thursday.

 

 

DATE/DAY	17.07.2013 (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 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 a character b) find evidence from the novel in order to support the elaboration c) complete a mind map
LEARNING EMPHASIS	One must never be selfish, irrational and a trouble maker
INSTRUCTIONAL PROCEDURES	a) The teacher recaps the lesson by asking the students if they still remember what they have written on Phileas as the character that they like. b) Then, the teacher asks them to copy down a question for class discussion. After that, she asks them to highlight important key words, to identify the tense, the format and the character that they dislike. c) 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 dislike a character in the novel. d) The students are given 15 minutes to identify 3 reasons why they dislike a certain character. 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. 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 was not completed yet. The students only managed to identify 3 main ideas for the essay. The elaboration and the examples will be done on Friday.

 

 

DATE/DAY	18.07.2013 (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 a character that one dislikes                              b) 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 for liking or disliking 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 continues to help the students to complete the essay on “The character that I dislike”. She shows how each content paragraph is written based on points in the mind map. The teacher stresses on the importance of rewriting the evidence that is quoted from the novel so that the sentences are meaningful. b) Once the students have finished this essay, the teacher gives them another question on writing an essay based on the novel. c) The teacher asks them to copy down a question for class discussion. After that, she asks them to highlight important key words, to identify the tense, the format and the character that they dislike. 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 dislike a character in the novel. e) The students are given 15 minutes to identify 3 reasons why they dislike a certain character. 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 first essay was completed. The teacher managed to start the second question. However, the students did not have the time to identify 3 reasons for liking the novel. Hence, the teacher told them to find the answers on the weekend. This lesson will be continued on Monday next week.

 

 

DATE/DAY	18.07.2013 (THURSDAY)
CLASS	2I/2J
TIME	2.35 – 3.10 PM
SUBJECT	ENGLISH
UNIT	PBS assessment
TOPIC	Listening and speaking – B3DL1E1
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) compliment someone and respond appropriately to the compliment
LEARNING EMPHASIS	Speaking in English
INSTRUCTIONAL PROCEDURES	a) The teacher continues the unfinished PBS assessment that was incomplete last Monday. She distributes the worksheets to each student and explains the instructions. b) The students are to work in pairs. They are to choose 1 out of 2 situations that are given in the worksheet. They are given 10 minutes to read the sentences and discuss with their partners on how to compliment someone and to respond appropriately to the compliment. c) At the end of the time, the teacher calls each pair of students to be assessed in front of her. Marks are then recorded. d) Before the lesson ends, the teacher reminds the students to bring their writing exercise books on Thursday.
REFLECTION	This assessment could not be completed yet. This is because most of the students needed time to practise their lines. One student has difficulty in reading English words. Thus, this lesson will be continued again on Friday.

 

 

TARIKH	18.07.2013 (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
BBM	Buku teks Geografi tingkatan 1
OBJEKTIF P&P	Pada akhir pembelajaran, para pelajar akan dapat: a) memberikan jenis kegiatan ekonomi penduduk di Greenland pada musim sejuk dan musim panas
PENERAPAN NILAI	Menyedari pengaruh iklim terhadap manusia
AKTIVITI	a) Guru memulakan pengajaran dengan meminta pelajar memberikan contoh negara-negara yang terletak dalam zon panas dan zon sederhana berdasarkan pembelajaran pada hari Isnin. b) Guru menyentuh mengenai pengaruh cuaca dan iklim terhadap kegiatan manusia dengan meminta pelajar untuk menumpukan perhatian kepada penerangan guru mengenai kegiatan manusia di Greenland untuk zon iklim sejuk. c) Guru meminta pelajar untuk melihat peta Greenland dalam buku teks. Guru menerangkan mengenai kegiatan ekonomi pada musim panas dan sejuk. Guru juga memberitahu mengenai haiwan ternakan serta nama-nama pengangkutan dan kediaman orang yang tinggal di Greenland. d) Kemudian, guru menyuruh pelajar untuk menyalin nota untuk kesemua 3 jenis zon iklim yang telah dipelajari. Nota ini telah pun disediakan dalam buku teks. d) Sebelum kelas berakhir, guru meminta pelajar untuk memberikan kegiatan ekonomi di Greenland pada musim panas dan musim sejuk.
REFLEKSI	Pelajar hanya boleh memberikan kegiatan ekonomi pada musim sejuk. Nota dalam buku teks tidak diambil kerana guru memberikan nota mirip soalan PBS agar pelajar boleh mengingati nota dengan lebih baik sebelum PBS pada minggu hadapan.

 

DATE/DAY	119.07.2013 (FRIDAY)
CLASS	2I/2J
TIME	4.00 – 5.10 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 had to be postponed to another date. This is because the teacher had to continue assessing the students’ ability to learn how to compliment and give appropriate response to a compliment. This is B3DL1E1. More time is needed to coach the students on how to complete this task.

 

 

DATE/DAY	19.07.2013 (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 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 Wednesday lesson by asking the students to tell her about their reasons for disliking Detective Fix. 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 students could complete the mind map. However, the teacher had to be involved as they took a very long time to look for answers. Since time is very short on Friday during the fasting month, the teacher had to show to them how to pick the evidence from the novel. This lesson will be continued again on Tuesday next week.