Monday 26 August 2013

RPH MINGGU 34


RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS & GEOGRAFI

 

MINGGU 34

 

 

DATE/DAY
19.08.2013 (MONDAY)
CLASS
2I/2J
TIME
12.50-2.00 PM
SUBJECT
ENGLISH
UNIT
Grammar
TOPIC
Learning how to use pronouns: second and third person
LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
a) construct simple sentences with 4 or 5 words
b) use first and second pronouns to construct simple sentences
c) use ‘is’ with singular pronouns and ‘are’ with plural pronouns
LEARNING EMPHASIS
Mastery learning
INSTRUCTIONAL PROCEDURES
a) The teacher begins the lesson by asking the students to give examples of pronouns to describe people. If the students know, they may give examples like ‘he’, ‘she’, ‘they’, ‘we’, and ‘it’.
b) If the students fail to remember what pronouns are, the teacher will give one example and then encourages the students to give other pronouns.
c) The teacher lists down all of the relevant pronouns and gives examples on the board.
d) She calls some students to give her examples of sentences based on these sentences and checks for any errors.
e) Next, the teacher gives the students 10 minutes to prepare a sentence that uses these pronouns.
f) After all of the students have written their own sentences, the teacher checks for any errors and explains how to improve the sentences.
g) Before the lesson ends, the teacher asks the students to define what pronouns are.
REFLECTION
The objectives of the lesson has not been achieved. This is because most students refused to take part and therefore they have not learned how to use pronouns confidently in a sentence. The teacher will continue this lesson on Thursday.

 

 

TARIKH
19.08.2013 (ISNIN)
KELAS
1H
MASA
2.00 – 3.10 PM
SUBJEK
GEOGRAFI
TAJUK
Bab 11: Pengaruh Manusia Terhadap Cuaca dan Iklim
TUJUAN
Menghuraikan 7 kesan pengaruh manusia terhadap cuaca dan iklim
BBM
Buku teks Geografi Tingkatan 1
OBJEKTIF P&P
Pada akhir pengajaran, pelajar akan dapat:
a) menyenaraikan 7 kesan pengaruh manusia terhadap cuaca dan iklim
b) memberikan akibat yang berlaku akibat kesan-kesan ini
PENERAPAN NILAI
Mengurangkan pencemaran alam sekitar
AKTIVITI
a) Guru menyoal pelajar mengenai keadaan cuaca di Serian pada waktu tersebut. Pelajar dijangka akan memberi jawapan seperti panas dan berjerebu. Maka guru meminta pelajar menyatakan punca hari panas dan berjerebu. Pelajar dijangka akan memberikan jawapan seperti pencemaran dan pembakaran terbuka sebagai contoh.
b) Guru memberikan pendapat beliau juga bahawa jerebu adalah salah satu kesan perbuatan manusia terhadap cuaca dan iklim dan menyuruh pelajar membuka buk teks mereka ke bab 11.
c) Guru meminta pelajar melihat muka surat 120 sehingga 124 dan meminta pelajar menyenaraikan kesemua 7 kesan yang ditulis dalam buku teks.
d) Kemudian, guru menerangkan setiap satu kesan tersebut berpandukan penerangan dalam buku teks.
e) Setelah itu, guru memberikan nota untuk bab ini dan pelajar menyalin nota ini. Sebelum kelas tamat, guru meminta pelajar menyenaraikan semula 7 kesan pengaruh manusia terhadap cuaca dan iklim.
REFLEKSI
Bab 11 selesai diajar. Nota lengkap diberikan. Tetapi pelajar hanya dapat ingat 5 daripada 7 kesan yang dipelajari. Mereka hanya boleh menjelaskan punca untuk kesan seperti jerebu tetapi lupa mengenai punca penipisan lapisan ozon, kesan rumah hijau, kemarau dan pulau haba bandar.

 

DATE/DAY
19.08.2013 (MONDAY)
CLASS
3B
TIME
5.10 – 6.20 PM
SUBJECT
ENGLISH
UNIT
Returning of test papers and revision on paper 1 in the PMR Trial Examinations
TOPIC
Revision of paper 1: Guided writing – report writing
LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
a) construct sentences using simple present tense
b) write a report using the correct format
c) complete a content paragraph by writing four sentences – topic sentence, elaboration, example and mini conclusion
LEARNING EMPHASIS
Mastery learning
INSTRUCTIONAL PROCEDURES
a) The teacher returns students’ test papers and comments on their overall performance.
b) She then moves on to Paper 1 where the teacher revises the guided writing section with the students with the intention of explaining students’ errors and how to improve their writing.
c) She starts by getting the students to identify the key words from the question, the format for the report, the useful vocabulary and which given details to be used as an elaboration or an example.
d) Once the students finish doing this with some help from the teacher, she moves on to writing a brief mind map in order to help the students to see how ideas are organized properly for the report.
e) The teacher moves on to writing the sample report and explains how each given detail as well as points from the mind map are used in the report.
f) The students copy this sample report into their writing books.
g) Before the end of the lesson, the teacher reminds the students to bring their Literature books for Wednesday class.
REFLECTION
The sample report was not completed. It will be continued again on Wednesday. The teacher identified 2 major problems of 3B students. They are failure to construct complete sentences and errors in sentence structures. The teacher illustrated how these errors could be corrected.

 

 

DATE/DAY
20.08.2013 (TUESDAY)
CLASS
3E
TIME
12.50 – 2.00 PM
SUBJECT
ENGLISH
UNIT
Returning of test papers and revision on paper 1 in the PMR Trial Examinations
TOPIC
Revision of paper 1: Guided writing – report writing
LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
a) construct sentences using simple present tense
b) write a report using the correct format
c) complete a content paragraph by writing four sentences – topic sentence, elaboration, example and mini conclusion
LEARNING EMPHASIS
Mastery learning
INSTRUCTIONAL PROCEDURES
a) The teacher returns students’ test papers and comments on their overall performance.
b) She then moves on to Paper 1 where the teacher revises the guided writing section with the students with the intention of explaining students’ errors and how to improve their writing.
c) She starts by getting the students to identify the key words from the question, the format for the report, the useful vocabulary and which given details to be used as an elaboration or an example.
d) Once the students finish doing this with some help from the teacher, she moves on to writing a brief mind map in order to help the students to see how ideas are organized properly for the report.
e) The teacher moves on to writing the sample report and explains how each given detail as well as points from the mind map are used in the report.
f) The students copy this sample report into their writing books.
g) Before the end of the lesson, the teacher reminds the students to bring their Literature books for Wednesday class.
REFLECTION
The sample report was not completed. It will be continued again on Wednesday. The teacher identified 2 major problems of 3E students which are similar with 3B students. They are failure to construct complete sentences and errors in sentence structures. The teacher illustrated how these errors could be corrected.

 

 

DATE/DAY
21.08.2013 (WEDNESDAY)
CLASS
3B
TIME
2.00 – 3.10 PM
SUBJECT
ENGLISH
UNIT
Writing and Literature
TOPIC
Writing – Report writing
Literature – Do you like the ending of the novel?
LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
a) construct sentences using simple present tense
b) write a report using the correct format
c) complete a content paragraph by writing four sentences – topic sentence, elaboration, example and mini conclusion
d) identify 3 major reasons why one likes the ending of the novel
e) support each major reason by giving an elaboration and an example
f) write an essay for a literature component in 5 paragraphs
LEARNING EMPHASIS
Mastery learning
INSTRUCTIONAL PROCEDURES
a) The teacher continues last Monday’s lesson by giving the students the rest of the sample report in class. She explains the last two paragraphs and comments on how the students have written their conclusion.
b) Next, the teacher moves on to the literature component where the students have answered an essay based on the novel, “Around the world in 80 days”.
c) The teacher asks the students what they must fulfill in order to answer the question. They are expected to say that they are to find 3 reasons why they like or dislike reading the ending of the novel.
d) Based on students’ answer scripts, the teacher will write a sample essay on that says students like reading the ending.
e) Then, the teacher moves on to a mind map and asks the students to fill in the blank in a mind map. They are to identify the three main ideas, the elaborations and the examples for the mind map. The teacher asks the students to contribute ideas to the mind map
f) Once the mind map is completed, the teacher tells the students to copy this into their exercise books.
g) Next, the teacher writes a sample introduction for the essay. She moves on to the three content paragraphs where she uses points from the mind map. She shows how each point is incorporated into complete and meaningful sentences. Then, she writes the conclusion for the essay.
h) With the completed essay, the teacher comments on students’ errors. Some of those are such as inability to give detailed examples based on the novel and failure to separate major ideas where students wrote two ideas in one sentence.
i) Before the lesson ends, the teacher tells the students to complete taking down the sample essay into their exercise books and reminds them to bring their writing books on Thursday.
REFLECTION
The sample report and sample essay on the novel were completed. During the discussion on the second essay, the students could only give 2 major ideas out of 3 and only 2 elaborations as well as 2 examples for each of the major idea. The teacher also found out that they have trouble remembering evidence from the novel, which is the reason why most of the students did not score well in this question. The teacher reminded the students to always refer to the teacher’s sample answer when they revise for the upcoming second PMR trial exams.

 

 

DATE/DAY
21.08.2013 (WEDNESDAY)
CLASS
3E
TIME
5.10 – 6.20 PM
SUBJECT
ENGLISH
UNIT
Writing and Literature
TOPIC
Writing – Report writing
Literature – Do you like the ending of the novel?
LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
a) construct sentences using simple present tense
b) write a report using the correct format
c) complete a content paragraph by writing four sentences – topic sentence, elaboration, example and mini conclusion
d) identify 3 major reasons why one likes the ending of the novel
e) support each major reason by giving an elaboration and an example
f) write an essay for a literature component in 5 paragraphs
LEARNING EMPHASIS
Mastery learning
INSTRUCTIONAL PROCEDURES
a) The teacher continues last Monday’s lesson by giving the students the rest of the sample report in class. She explains the last two paragraphs and comments on how the students have written their conclusion.
b) Next, the teacher moves on to the literature component where the students have answered an essay based on the novel, “Around the world in 80 days”.
c) The teacher asks the students what they must fulfill in order to answer the question. They are expected to say that they are to find 3 reasons why they like or dislike reading the ending of the novel.
d) Based on students’ answer scripts, the teacher will write a sample essay on that says students like reading the ending.
e) Then, the teacher moves on to a mind map and asks the students to fill in the blank in a mind map. They are to identify the three main ideas, the elaborations and the examples for the mind map. The teacher asks the students to contribute ideas to the mind map
f) Once the mind map is completed, the teacher tells the students to copy this into their exercise books.
g) Next, the teacher writes a sample introduction for the essay. She moves on to the three content paragraphs where she uses points from the mind map. She shows how each point is incorporated into complete and meaningful sentences. Then, she writes the conclusion for the essay.
h) With the completed essay, the teacher comments on students’ errors. Some of those are such as inability to give detailed examples based on the novel and failure to separate major ideas where students wrote two ideas in one sentence.
i) Before the lesson ends, the teacher tells the students to complete taking down the sample essay into their exercise books and reminds them to bring their writing books on Thursday.
REFLECTION
The sample essay for the report was completed but the teacher couldn’t complete the sample essay for the novel with the students. It will be continued again on Thursday. The students could only give 2 out of 3 main ideas for the essay as the third point was not made familiar to them in the class.

 

 

DATE/DAY
22.08.2013 (THURSDAY)
CLASS
3B
TIME
12.50 – 2.00 PM
SUBJECT
ENGLISH
UNIT
Writing
TOPIC
Summary writing – revision on paper 2
LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
a) identify 5 main ideas from the given text that are related to the ways how to choose a good friend
b) write a 60-word summary
LEARNING EMPHASIS
Mastery learning
INSTRUCTIONAL PROCEDURES
a) The teacher asks the students to take out their paper 2 where the teacher will revise summary writing question with them.
b) She asks them to listen to her as she reads the text and after that asks the students the meaning of the text.
c) Next, the teacher reads out some of the correct main ideas from the text.
d) Then, she fills in a table with the identified main ideas and shows to the students how to paraphrase the main ideas as the teacher wants the students to reduce the tendency to lift from the text.
e) Then, she shows how the paraphrased main ideas are used in the summary.
f) Students are to copy this into their exercise books.
g) Before the lesson ends, the teacher points out students mistakes in summarizing the text and advises them to always try to paraphrase and not lifting from the text.
REFLECTION
The teacher completed the sample summary with the students. It is found out that students have trouble in paraphrasing the sentences. The teacher had to illustrate this in class. The teacher reminded the students that she will give more summary exercises next week.

 

 

DATE/DAY
22.08.2013 (THURSDAY)
CLASS
2I/2J
TIME
2.35 – 3.10 PM
SUBJECT
ENGLISH
UNIT
Grammar
TOPIC
Learning how to use pronouns – second and third personal pronouns
LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
a) construct simple sentences with 4 or 5 words
b) use first and second pronouns to construct simple sentences
c) use ‘is’ with singular pronouns and ‘are’ with plural pronouns
LEARNING EMPHASIS
Mastery learning
INSTRUCTIONAL PROCEDURES
a) The teacher continues previous Monday’s lesson by reminding the students what pronouns are by asking them to list down the pronouns that they have learned on Monday.
b) Then, she calls each student to come to the front to write down their own sentences using the pronouns.
c) Once the students have finished writing their sentences, the teacher checks their work and shows how to improve sentences with errors.
d) Before the class ends, the teacher asks the students to name the pronouns that they have learned.
REFLECTION
Only 10 students volunteered to write their sentences. They have the tendency to begin their sentences using other pronouns which are not ‘They’, ‘We’, ‘He’, ‘She’ and ‘It. The teacher will repeat this exercise on Friday so that they will learn to begin their sentences using second and third personal pronouns.

 

 

TARIKH
22.08.2013 (KHAMIS)
KELAS
1H
MASA
4.35 – 5.45 PM
SUBJEK
GEOGRAFI
TAJUK
Bab 12: Jenis dan Taburan Tumbuh-tumbuhan Semula Jadi dan Hidupan Liar
TUJUAN
Mengenalpasti 4 jenis tumbuh-tumbuhan semulajadi utama di Malaysia
BBM
Buku teks Geografi Tingkatan 2
OBJEKTIF P&P
Pada akhir pembelajaran, pelajar akan dapat:
a) menamakan lokasi jenis-jenis tumbuh-tumbuhan semula jadi di Malaysia
b) memberikan 2 jenis tumbuh-tumbuhan semulajadi untuk setiap jenis hutan yang telah dipelajari
PENERAPAN NILAI
Menghargai keunikan hutan di Malaysia
AKTIVITI
a) Guru bertanya kepada pelajar sekiranya mereka pernah masuk ke dalam hutan. Jika pernah, guru meminta mereka mengambarkan rupa hutan yang pernah mereka lihat.
b) Setelah itu, guru mengaitkan jawapan pelajar seperti terdapatnya haiwan dan tumbuh-tumbuhan dengan penjelasan guru mengenai apa yang akan dipelajari pada hari itu.
c) Guru meminta pelajar membuka buku teks ke muka surat 131 untuk melihat 4 jenis tumbuh-tumbuhan semula jadi utama yang ditunjukkan, Guru meminta pelajar mengenalpasti jenis hutan yang dilihat oleh mereka.
d) Selepas itu, guru menjelaskan isi-isi penting tentang setiap jenis tumbuh-tumbuhan semula jadi tersebut berpandukan penerangan dalam buku teks.
e) Setelah habis menerangkan ini, guru meminta pelajar untuk memberikan lokasi dan jenis tumbuh-tumbuhan untuk setiap jenis hutan yang telah dipelajari.
f) Apabila pelajar boleh memberikan jawapan yang dijangkakan, guru memberikan nota untuk disalin.
g) Sebelum kelas tamat, guru meminta pelajar untuk menjelaskan semula lokasi dan jenis tumbuh-tumbuhan untuk setiap jenis hutan yang telah diajar di dalam kelas.
REFLEKSI
Nota untuk bab ini telah disiapkan. Pelajar boleh memberikan 4 jenis tumbuh-tumbuhan utama di Malaysia. Tetapi guru masih perlu menguji kefahaman mereka mengenai jenis tumbuh-tumbuhan serta lokasi hutan-hutan ini.

 

DATE/DAY
23.08.2013 (FRIDAY)
CLASS
2I/2J
TIME
4.00 – 5.10 PM
SUBJECT
ENGLISH
UNIT
Grammar: Pronouns
TOPIC
Writing sentences that use second and third person pronouns
LEARNING OBJECTIVES
At the end of this lesson, students should be able to:
a) construct simple sentences with 6 words that first and second pronouns
LEARNING EMPHASIS
Mastery learning
INSTRUCTIONAL PROCEDURES
a) The teacher continues to assess students’ ability to construct simple sentences that have 6 words.
b) She distributes worksheets that show pictures of people doing activities. She gives them 10 minutes to writes as many sentences using ‘is’ and ‘are’ about the picture.
c) At the end of the time, she calls each student in the class to write his or her sentences on the board.
d) Once every student has tried, the teacher checks for any errors and comments on their mistakes.
e) Before the class ends, the teacher asks the students to list down some of the words to begin a sentence. The students are expected to say that they can use words such as This, These, He, She, We and They.
REFLECTION
The students only managed to give 6 sentences based on the picture. They still repeated the same mistake which was not using second and third personal pronouns. The teacher had to give her own sentences in order to show that they could construct more than 6 sentences. This lesson will be repeated in class.

 

 

DATE/DAY
23.08.2013 (FRIDAY)
CLASS
3E
TIME
5.10 – 6.20  PM
SUBJECT
ENGLISH
UNIT
Writing
TOPIC
Summary writing – revision on paper 2
LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
a) identify 5 main ideas from the given text that are related to the ways how to choose a good friend
b) write a 60-word summary
LEARNING EMPHASIS
Mastery learning
INSTRUCTIONAL PROCEDURES
a) The teacher asks the students to take out their paper 2 where the teacher will revise summary writing question with them.
b) She asks them to listen to her as she reads the text and after that asks the students the meaning of the text.
c) Next, the teacher reads out some of the correct main ideas from the text.
d) Then, she fills in a table with the identified main ideas and shows to the students how to paraphrase the main ideas as the teacher wants the students to reduce the tendency to lift from the text.
e) Then, she shows how the paraphrased main ideas are used in the summary.
f) Students are to copy this into their exercise books.
g) Before the lesson ends, the teacher points out students mistakes in summarizing the text and advises them to always try to paraphrase and not lifting from the text.
REFLECTION
The sample essay for the summary was completed. The students could identify all of the 5 main ideas but they did not know how to paraphrase the main ideas. The teacher had to show how to do this in class. They will be taught how to paraphrase again on Tuesday next week.