RPH MINGGU 35

RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS & GEOGRAFI

 

MINGGU 35

 

 

DATE/DAY	26.08.2013 (MONDAY)
CLASS	2I/2J
TIME	12.50-2.00 PM
SUBJECT	ENGLISH
UNIT	Grammar
TOPIC	Learning how to use ‘don’t’ and ‘doesn’t’
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct simple sentences with 4 or 5 words b) use second and third person pronouns to construct simple sentences c) use ‘doesn’t’ with singular pronouns and ‘don’t’ with plural pronouns
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to give examples of pronouns that they have learned on week 34. If the students know, they will give examples like ‘he’, ‘she’, ‘they’, ‘we’, and ‘it’. b) Next, when students remember what second and third person pronouns are, the teacher introduces the lesson for the day by writing down the words ‘don’t’ and ‘doesn’t’. She explains what they mean by giving examples of sentences that use the second and third person pronouns together with ‘don’t’ and ‘doesn’t’. c) Then, she asks a few students to volunteer and to give a few more examples based on the ones that the teacher gives on the board. d) Later on, when the students understand a little on how to use ‘don’t ‘ and ‘doesn’t’, the teacher asks them to construct 10 sentences that have 4 or 5 words and use ‘don’t’ and ‘doesn’t’. e) She gives them 15 minutes to do this. The students can complete this in pair work. f) At the end of the time, the teacher calls some students to write their sentences on the board. She checks their work and identifies any errors. She will also explain how to improve their mistakes by rewriting the wrong sentences. g) Before the class ends, the teacher asks the students to explain how ‘don’t’ and ’doesn’t’ are used in the sentences that they have written and which personal pronouns can be used with ‘don’t’ and ‘doesn’t’.
REFLECTION	The objective of this lesson was not fully achieved. The reason is most of the students could not use ‘don’t’ with plural pronouns and ‘doesn’t’ with singular pronouns. They made a lot of mistakes on their own even when the teacher has helped them to write 5 sentences for them in the exercise. They still need more exercises on this topic. The teacher will repeat this lesson on Thursday and Friday.

 

 

TARIKH	26.08.2013 (ISNIN)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 12: Jenis dan Taburan Tumbuh-tumbuhan Semula Jadi dan Hidupan Liar
TUJUAN	Menjawab soalan pbs: B1D4E1, B1D4E2, B2D5E1 dan B2D5E2
BBM	Buku teks Geografi Tingkatan 1
OBJEKTIF P&P	Pada akhir pengajaran, pelajar akan dapat: a) menyenaraikan tiga nama tumbuh-tumbuhan semulajadi yang terdapat di kawasan tempat tinggal mereka b) menamakan hidupan liar berdasarkan gambar yang diberikan c) membuat padanan ciri-ciri hutan semulajadi dengan ciri-ciri tumbuhan semulajadi d) melengkapkan jadual dengan menyatakan jenis hidupan liar mengikut habitatnya
PENERAPAN NILAI	Menghargai keunikan hutan di Malaysia
AKTIVITI	a) Guru menerangkan kepada pelajar bahawa pentaksiran PBS akan dibuat untuk bab 12. Oleh itu, guru memberikan masa selama 10 minit kepada pelajar untuk membaca nota mengenai bab ini sebelum pentaksiran dimulakan. b) Pada akhir masa, guru mengulangkaji isi-isi penting untuk mengukuhkan lagi kefahaman pelajar. c) Kemudian, guru mengedarkan soalan-soalan PBS ini kepada setiap pelajar dan membacakan arahan. Setiap soalan PBS ini dikutip apabila pelajar telah siap menjawab. d) Sebelum kelas ditamatkan, guru mengingatkan pelajar untuk membawa buku teks pada hari Khamis kerana pelajaran mengenai Bab 13 akan dimulakan.
REFLEKSI	Dua orang pelajar tidak hadir untuk pentaksiran ini. Didapati bahawa semua 31 orang pelajar yang hadir telah menguasai keempat-empat soalan pbs ini.  Guru akan mentaksir pelajar yang tidak hadir pada hari Rabu atau hari Khamis.

 

DATE/DAY	26.08.2013 (MONDAY)
CLASS	3B
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Summary writing
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify 5 main ideas on how to use credit cards for online purchase b) paraphrase the identified main ideas by changing active sentences into passive sentences and vice versa c) write a 60-word summary
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues last week’s Thursday lesson which was not completed yet. She asks the students to identify 3 more main ideas on how to use credit cards for online purchase. b) Once the students have identified the correct points, she writes down their answers and asks them to paraphrase the main ideas by changing active sentences into passive one or vice versa and by using synonyms in order to replace some words. She does this by asking the students to identify suitable verbs to begin the sentence or by changing the structure of the sentence with the meaning still retained. c) If the students make any errors, the teacher corrects their mistakes. She writes the corrected sentences and fills a table that compares the main ideas and their paraphrased versions. d) The students copy this into their exercise books. e) Once this exercise is completed, the teacher introduces the second exercise where the students are to summarise a story of a stork. f) The teacher repeats the same process where the teacher reads the story and asks the students to identify 5 main ideas. g) Next, she asks them to prepare a table in order to compare the main ideas and their paraphrased versions. The students are to try paraphrasing when the teacher calls them randomly in class. h) The teacher writes down the answers and students fill in their table. i) Before the class ends, the teacher reminds the students of the processes of identifying and paraphrasing of main ideas where they need to change sentence structures without changing their meanings and also by using word substitution through the usage of synonyms.
REFLECTION	This lesson was completed. The two summary writing exercises were completed. But students still need to master paraphrasing skills as they were very dependent on the teacher. This was seen when they could not change sentence structures. However, they still managed to find synonyms to replace some words.

 

 

DATE/DAY	27.08.2013 (TUESDAY)
CLASS	3E
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Summary writing
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify 5 main ideas on how to use credit cards for online purchase b) paraphrase the identified main ideas by changing active sentences into passive sentences and vice versa c) write a 60-word summary
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues the lesson on summary writing by introducing the second exercise where the students are to summarise on safety measures when shopping online. f) The teacher repeats the same process where the teacher reads the passage and asks the students to identify 5 main ideas. g) Next, she asks them to prepare a table in order to compare the main ideas and their paraphrased versions. The students are to try paraphrasing when the teacher calls them randomly in class. h) The teacher writes down the answers and students fill in their table. i) Before the class ends, the teacher reminds the students of the processes of identifying and paraphrasing of main ideas where they need to change sentence structures without changing their meanings and also by using word substitution through the usage of synonyms.
REFLECTION	This lesson was completed. The students could identify 4 out of 5 main ideas. However, they could not paraphrase the main ideas on their own. The teacher had to intervene by giving them synonyms and words that can be used to begin their paraphrasing of each main idea.

 

 

DATE/DAY	28.08.2013 (WEDNESDAY)
CLASS	3B
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Speech
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) organise points for a speech by writing four sentences for each content paragraph where there will be a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph b) construct compound and complex sentences by using simple present tense c) write a speech in 6 paragraphs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher writes the question for revision. It will be on writing a speech. The teacher reads the question to the class. She asks the students to identify the key words in the question. b) Then, she asks them to identify the tense and useful vocabulary which can be used in the essay later on. She asks the students to give her those words which she writes on the board. c) Next, the teacher tells the students to identify the format for a speech. She illustrates a brief layout for the speech based on what the students’ responses. d) After that, she gets them to draw a mind map where she wants the students to participate in filling in the mind map with the given points as well as supporting ideas so that each major idea has its own elaboration and examples. e) Then, when the mind map is completed, she gets some students to give her examples of sentences for the introduction. The teacher listens and corrects any mistakes before writing the introduction on the board. f) Next, she illustrates on the board how to use the first main idea together with all of its supporting details from the mind map in order to construct the first content paragraph. The teacher stresses on the importance of writing a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph. g) Then, the teacher assigns each pair of students to use 10 minutes to construct the second content paragraph by using the second main idea. h) At the end of this time, she calls two students from two pairs of students to write their paragraph on the board. The teacher checks their work and identifies any problems before rewriting the correct paragraph based on the students’ ideas. i) The same procedure is used to construct the third and the fourth content paragraphs in the class. The teacher gives each pair of students another 10 minutes to complete each paragraph and calls different students to write their work on the board for editing. The teacher rewrites the corrected paragraphs before the students copy this sample essay. j) Before the class ends, the teacher gives the conclusion for this speech and reminds the students to always follow this technique when writing future essays in the coming second  trial examination.
REFLECTION	The students could only work on the second content paragraphs. The teacher found out that based on two paragraphs given by two pairs of students, the students always make mistakes when writing their elaboration. The teacher always remind them that they have to answer Wh-Questions such as Why and How in order to write the second sentence in each content paragraph. However, this lesson will be continued on Thursday. The teacher has already reminded the students to complete the third and fourth content paragraphs at home before coming to class on Thursday, which the teacher will check.

 

 

DATE/DAY	28.08.2013 (WEDNESDAY)
CLASS	3E
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Speech
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) organise points for a speech by writing four sentences for each content paragraph where there will be a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph b) construct compound and complex sentences by using simple present tense c) write a speech in 6 paragraphs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher writes the question for revision. It will be on writing a speech. The teacher reads the question to the class. She asks the students to identify the key words in the question. b) Then, she asks them to identify the tense and useful vocabulary which can be used in the essay later on. She asks the students to give her those words which she writes on the board. c) Next, the teacher tells the students to identify the format for a speech. She illustrates a brief layout for the speech based on what the students’ responses. d) After that, she gets them to draw a mind map where she wants the students to participate in filling in the mind map with the given points as well as supporting ideas so that each major idea has its own elaboration and examples. e) Then, when the mind map is completed, she gets some students to give her examples of sentences for the introduction. The teacher listens and corrects any mistakes before writing the introduction on the board. f) Next, she illustrates on the board how to use the first main idea together with all of its supporting details from the mind map in order to construct the first content paragraph. The teacher stresses on the importance of writing a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph. g) Then, the teacher assigns each pair of students to use 10 minutes to construct the second content paragraph by using the second main idea. h) At the end of this time, she calls two students from two pairs of students to write their paragraph on the board. The teacher checks their work and identifies any problems before rewriting the correct paragraph based on the students’ ideas. i) The same procedure is used to construct the third and the fourth content paragraphs in the class. The teacher gives each pair of students another 10 minutes to complete each paragraph and calls different students to write their work on the board for editing. The teacher rewrites the corrected paragraphs before the students copy this sample essay. j) Before the class ends, the teacher gives the conclusion for this speech and reminds the students to always follow this technique when writing future essays in the coming second trial examination.
REFLECTION	This lesson is postponed to Friday. The reason is a school assembly was held from 5.10 – 6.15 pm. Hence, the teacher will have to use this lesson plan on Friday.

 

 

DATE/DAY	29.08.2013 (THURSDAY)
CLASS	3B
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Speech writing and summary writing
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) organise points for a speech by writing four sentences for each content paragraph where there will be a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph b) construct compound and complex sentences by using simple present tense c) identify 5 main ideas for a summary writing d) paraphrase the 5 main ideas by changing active sentences into passive sentences and vice versa
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues last Wednesday lesson by getting the students to start working on the fifth paragraph in pairs. They are to refer to the mind map where all of the details for that paragraph have been brainstormed on Wednesday. b) The teacher gives them 10 minutes to do this before calling out two students to write their group’s work. The teacher checks their paragraphs, identifies the mistakes and rewrites the correct paragraph. c) The students copy this into their exercise books. d) The teacher gives them the conclusion for this speech as the teacher wants to move on to the next lesson for the day which is summary writing. e) She distributes worksheets containing a text for the summary and proceeds to read it aloud. Then, when the students have understood its meaning, she gives them 5 minutes to identify 5 main ideas. f) Once the students have identified the correct points, she writes down their answers and asks them to paraphrase the main ideas by changing active sentences into passive one or vice versa and by using synonyms in order to replace some words. She does this by asking the students to identify suitable verbs to begin the sentence or by changing the structure of the sentence with the meaning still retained. g) If the students make any errors, the teacher corrects their mistakes. She writes the corrected sentences and fills a table that compares the main ideas and their paraphrased versions. h) The students copy this into their exercise books. i) Before the lesson ends, the teacher reminds the students to bring their writing books on Monday for another writing exercise.
REFLECTION	This essay writing exercise was completed. All of the students completed their homework which was writing the fourth and the fifth paragraphs that contain the third and the fourth main points. Only 2 students were found to have plagiarized their classmates’ work. The rest of the class was able to finish the two paragraphs on their own. The teacher found out that the students’ major mistakes were failure to answer Wh-Question when trying to write their elaboration and mistakes in sentence structure. Hence, instead of calling them to write their answers on the board, she decided to illustrate how to write the elaboration by giving them many possible answers which can be used for their elaboration of the third and fourth points. In conclusion, the teacher stressed on sentence structures and Wh-Questions as well as the use of synonyms in order to show their ability to use rich vocabulary.

 

 

DATE/DAY	29.08.2013 (THURSDAY)
CLASS	2I/2J
TIME	2.35 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Grammar
TOPIC	Learning how to use ‘don’t’ and ‘doesn’t’
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct simple sentences with 4 or 5 words b) use second and third person pronouns to construct simple sentences c) use ‘doesn’t’ with singular pronouns and ‘don’t’ with plural pronouns
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues the lesson on this topic by asking the students to tell her what they have learned on Monday. If the students know, they will say that they have learned how to write sentences using ‘don’t’ and ‘doesn’t’. If they don’t know how to answer, the teacher will give a clue and let the students think on their own until they can give the right answer. b) Next, when students remember, the teacher writes down the words ‘don’t’ and ‘doesn’t’. She asks the students to list down the kinds of second and third person pronouns that can be matched with ‘don’t’ and ‘doesn’t’. c) Then, she gives them a simple exercise where the students are to fill in blanks with the correct second and third person pronouns as well as with ‘don’t’ and ‘doesn’t’ d) She gives them 15 minutes to do this. The students can complete this in pair work. f) At the end of the time, the teacher calls some students to write their answers on the board. She checks their work and identifies any errors. She will also explain why it is wrong and writes the correct answers g) Before the class ends, the teacher asks the students to explain how ‘don’t’ and ’doesn’t’ are used in the sentences that they have written and which personal pronouns can be used with ‘don’t’ and ‘doesn’t’.
REFLECTION	The lesson was completed. It is found out that not even half of the class was able to use the past tense form of ‘doesn’t’ and ‘don’t’ confidently. The teacher has reminded them that ‘didn’t’ must only be used to describe an event or a situation that has happened in the past. The teacher will give them another exercise on Friday where they are to construct simple sentences using ‘don’t’, ‘doesn’t’ and ‘didn’t’.

 

 

TARIKH	29.08.2013 (KHAMIS)
KELAS	1H
MASA	4.35 – 5.45 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 13: Faktor Yang Mempengaruhi Tumbuh-tumbuhan Semula Jadi dan Hidupan Liar
TUJUAN	Mengenalpasti faktor-faktor yang mempengaruhi tumbuh-tumbuhan semula jadi dan hidupan liar
BBM	Buku teks Geografi Tingkatan 2
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) menamakan 4 faktor yang mempengaruhi tumbuh-tumbuhan semula jadi dan hidupan liar b) menamakan jenis tumbuh-tumbuhan yang tumbuh dengan 4 faktor tersebut
PENERAPAN NILAI	Menghargai keunikan bentuk muka bumi, saliran, iklim dan tanih di Malaysia
AKTIVITI	a) Guru memperkenalkan bab baru ini dengan meminta pelajar menamakan tumbuh-tumbuhan yang tumbuh di kaki gunung dan di puncak gunung. Pelajar akan memberikan contoh seperti pokok merbau dan keruing di kaki gunung. Puncak gunung pula akan ada pokok jenis oak dan paku pakis. b) Kemudian, guru menjelaskan sebab kenapa keadaan ini berlaku dengan menjelaskan kepada bahawa perkara ini dipengaruhi oleh 4 faktor seperti bentuk muka bumi, saliran, iklim dan tanih. c) Guru menyuruh pelajar untuk menyalin nota dalam bentuk satu jadual yang akan menerangkan pengaruh 4 faktor tersebut. Guru memberikan nota ini berpandukan penjelasan dalam buku teks. d) Apabila pelajar telah selesai menyalin, guru menerangkan dengan lebih jelas tentang bagaimana setiap faktor boleh mempengaruhi jenis tumbuh-tumbuhan semulajadi. e) Setelah habis penjelasan guru, pelajar diberikan satu latihan mudah di mana mereka diminta memadankan jenis tumbuhan dengan lokasi yang tepat. f) Apabila pelajar siap menjawab, guru memanggil beberapa orang pelajar untuk menjawab. g) Sebelum kelas tamat, guru meminta pelajar menamakan 4 faktor yang mempengaruhi tumbuh-tumbuhan semula jadi dan mengingatkan mereka untuk bersedia menjawab soalan band 3 mengenai bab ini pada hari Isnin minggu hadapan.
REFLEKSI	Pelajar boleh menamakan semua 4 faktor yang telah dipelajari. Mereka juga boleh menjawab latihan dengan yakin. Walau bagaimanapun, ada segelintir pelajar yang ditanya tidak ingat mengenai jenis tumbuh-tumbuhan yang akan tumbuh dan hubungkaitnya dengan 4 faktor tadi. Guru perlu mengulangkaji bab ini sekali lagi sebelum menaksir pelajar pada hari Isnim minggu hadapan.

 

DATE/DAY	30.08.2013 (FRIDAY)
CLASS	2I/2J
TIME	4.00 – 5.10 PM
SUBJECT	ENGLISH
UNIT	Grammar - Revision
TOPIC	Learning how to use ‘don’t’ and ‘doesn’t’ in the present and ‘didn’t’ in the past
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct simple sentences with 4 or 5 words b) use second and third person pronouns to construct simple sentences c) use ‘doesn’t’ with singular pronouns and ‘don’t’ with plural pronouns d) use ‘didn’t’ in the past
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues the lesson on this topic by introducing ‘didn’t’ and explains that it is the past tense form of ‘don’t’ and it is used with both singular and plural nouns and pronouns. b) She illustrates this by giving a few examples on the board and stresses both singular and plural nouns or pronouns can be matched with ‘didn’t’ in sentences that show events in the past. c) The teacher brings the students’ attention to the difference with ‘don’t’ and ‘doesn’t’ which is in the present. d) The teacher gives a simple exercise where she gives them a fill-in the blanks exercise. In order to help them see clearer what is taught, the teacher shows how to fill in the blanks with correct answers using ‘didn’t’, ‘don’t’ and ‘doesn’t’ by asking the students to identify which sentence is in the past and which sentence is in the present. e) Once the students have understood a little, she lets them complete this exercise on their own. f) When they have completed it, the teacher calls some students to write the answers. She checks and explains any errors that the students might have done. g) Before the class ends, the teacher asks them to identify again when to use ‘don’t’, ‘doesn’t’ and ‘didn’t. She also reminds the students to bring their writing books for another lesson on grammar.
REFLECTION	The teacher has decided to test students’ understanding on previously learned verbs to-be like ‘is’ and ‘are’ by adding these items into the exercise. When the teacher did this, the students could not fill in the blanks correctly as they have forgotten how to use ‘is’ and ‘are’. Therefore, they made a number of mistakes. The teacher has decided to give them another revision exercise on Monday next week

 

 

DATE/DAY	30.08.2013 (FRIDAY)
CLASS	3E
TIME	5.10 – 6.20  PM
SUBJECT	ENGLISH
UNIT	Speech
TOPIC	At the end of the lesson, students should be able to: a) organise points for a speech by writing four sentences for each content paragraph where there will be a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph b) construct compound and complex sentences by using simple present tense c) write a speech in 6 paragraphs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher writes the question for revision. It will be on writing a speech. The teacher reads the question to the class. She asks the students to identify the key words in the question. b) Then, she asks them to identify the tense and useful vocabulary which can be used in the essay later on. She asks the students to give her those words which she writes on the board. c) Next, the teacher tells the students to identify the format for a speech. She illustrates a brief layout for the speech based on what the students’ responses. d) After that, she gets them to draw a mind map where she wants the students to participate in filling in the mind map with the given points as well as supporting ideas so that each major idea has its own elaboration and examples. e) Then, when the mind map is completed, she gets some students to give her examples of sentences for the introduction. The teacher listens and corrects any mistakes before writing the introduction on the board. f) Next, she illustrates on the board how to use the first main idea together with all of its supporting details from the mind map in order to construct the first content paragraph. The teacher stresses on the importance of writing a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph. g) Then, the teacher assigns each pair of students to use 10 minutes to construct the second content paragraph by using the second main idea. h) At the end of this time, she calls two students from two pairs of students to write their paragraph on the board. The teacher checks their work and identifies any problems before rewriting the correct paragraph based on the students’ ideas. i) The same procedure is used to construct the third and the fourth content paragraphs in the class. The teacher gives each pair of students another 10 minutes to complete each paragraph and calls different students to write their work on the board for editing. The teacher rewrites the corrected paragraphs before the students copy this sample essay. j) Before the class ends, the teacher gives the conclusion for this speech and reminds the students to always follow this technique when writing future essays in the coming second trial examination.
REFLECTION	This essay writing was completed in class. The teacher wrote this essay with the students but most of the writing on the board was done by the  teacher. This is because the teacher wanted to complete this essay this week as she has prepared other writing exercises next week and also because the students still need ample writing exercises in order to maximize the remaining time before the PMR examination.  This lesson managed to get almost all of the students to correctly identify the role of given points in the question before writing the essay. However, more work is needed in order to teach them to write better elaborations.