RPH MINGGU 37

RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS & GEOGRAFI

 

MINGGU 37

 

 

DATE/DAY	09.09.2013 (MONDAY)
CLASS	2I/2J
TIME	12.50-2.00 PM
SUBJECT	ENGLISH
UNIT	Grammar
TOPIC	Revision of ‘was’ and ‘were’
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) match ‘was’ with singular nouns b) match ‘were’ with plural nouns c) insert ‘was’ in sentences that use singular nouns as its subject d) insert ‘were’ in sentences that use plural nouns as its subject
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher decides to do another revision lesson on how to use ‘was’ and ‘were’ as the students were unable to give satisfactory response to last Friday’s lesson. b) The teacher starts by giving them a very simple exercise where the students only need to match ‘was’ and ‘were’ with 10 singular nouns and 10 plural nouns. She explains what they must do and gives them 10 minutes to do this on their own. c) At the end of this time, the teacher calls 20 students to write the answers on the board. She checks and corrects any errors. d) Next, the teacher gives them another exercise where they are to insert ‘was’ and ‘were’ appropriately in 10 sentences that use singular and plural nouns. She gives them another 10 minutes to rewrite the sentences on their own. e) At the end of this time, she calls another 10 students to write their answers on the board. She checks and corrects any errors. f) Before the class ends, the teacher collects students’ edents to write their answers on the board. She checks and corrects any errors. f) Before the class ends, the teacher collects students’ exercise books and asks them to repeat when to use ‘was’ and ‘were’.
REFLECTION	It is found out that only 3 students made mistake in the first exercise and only 1 student used the wrong verb-to be in the second exercise. However, the teacher intends to test the students’ understanding further by giving them a more difficult exercise on Friday where they are to construct a paragraph with 2 or 3 sentences using verbs in the past tense.

 

 

TARIKH	09.09.2013 (ISNIN)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 13: Faktor Yang Mempengaruhi Tumbuh-tumbuhan semula jadi dan hidupan liar
TUJUAN	Menjawab soalan pbs: B4D2E5
BBM	Buku teks Geografi Tingkatan 1
OBJEKTIF P&P	Pada akhir pengajaran, pelajar akan dapat: a) menghuraikan perbezaan di antara tumbuh-tumbuhan semulajadi di Malaysia dengan di gurun Sahara
PENERAPAN NILAI	Menghargai keunikan hutan di Malaysia
AKTIVITI	a) Guru menerangkan kepada pelajar bahawa pentaksiran PBS akan dibuat untuk bab 13. 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 14 akan dimulakan.
REFLEKSI	Enam orang pelajar tidak hadir untuk menjawab soalan pbs ini. Semua 27 orang pelajar yang hadir telah menguasai band 4 ini. Guru akan menguji 6 orang pelajar yang belum menjawab pada hari Selasa esok.

 

DATE/DAY	09.09.2013 (MONDAY)
CLASS	3B
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Essay on opinion – continuation of last Thursday’s lesson Essay on description – My Favourite Relative
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct topic sentences, elaboration, examples and conclude a content paragraph using ideas brainstormed in the mind map b) use simple present tense in their sentence construction c) give at least two examples in their third sentence in a content paragraph
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues last Thursday’s lesson by asking the students to show their exercise books as they are expected to complete the fourth and the fifth paragraphs during the weekend. b) After checking each student’s book, she comments on any weakness in their writing. c) Next, the teacher uses some of the students’ ideas to write two sample paragraphs for the fourth and the fifth paragraphs before giving them the conclusion for the essay. d) The teacher revises each sentence on the board with the students and stresses on the usage of a variety of sentence structures and adjectives in order to strengthen their stand for such an essay. e) The students take this down into their exercise books. f) Next, the students are introduced to another topic where they will be taught on how to write a descriptive essay. The topic for the lesson is “My Favourite Relative”. g) The teacher writes the question for the revision and explains how to do the essay by asking the students to contribute adjectives to describe a person. The teacher writes down their answers and gives a few more of her own for the students to copy down. h) Next, the teacher guides the students to identify important key words, the correct tense to be used and the format for the essay. i) Then, she shows how to organise the given points in order to construct four sentences for each content paragraph. The essay will have 6 paragraphs and a title, which is taken from the question. j) After that, the teacher asks the students to give examples of sentences to construct the introduction and the second paragraph which will use the first major point from the question. The teacher does this by giving a key word and the students will have to construct something based on the key word. She calls a few students impromptu and writes down any suitable answers for the first and the second paragraphs. k) Before the lesson ends, the teacher highlights the different manner in which the topic sentence, the elaboration, the example and the conclusion are written for a content paragraph in this essay.
REFLECTION	The teacher completed the last Thursday’s essay. However, she only managed to complete the introduction and two sentences for the second paragraph in the class. This lesson will be continued on Wednesday. It is found out that students could only give common adjectives to describe a person such as – tall, fat, beautiful, short and thin to name a few. So the teacher needs to give a few more examples in the following lesson.

 

 

DATE/DAY	27.08.2013 (TUESDAY)
CLASS	3E
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Essay on opinion – continuation of last Friday’s lesson Essay on description – My Favourite Relative
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct topic sentences, elaboration, examples and conclude a content paragraph using ideas brainstormed in the mind map b) use simple present tense in their sentence construction c) give at least two examples in their third sentence in a content paragraph
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues last Friday’s lesson by asking the students to show their exercise books as they are expected to complete the fourth and the fifth paragraphs during the weekend. b) After checking each student’s book, she comments on any weakness in their writing. c) Next, the teacher uses some of the students’ ideas to write two sample paragraphs for the fourth and the fifth paragraphs before giving them the conclusion for the essay. d) The teacher revises each sentence on the board with the students and stresses on the usage of a variety of sentence structures and adjectives in order to strengthen their stand for such an essay. e) The students take this down into their exercise books. f) Next, the students are introduced to another topic where they will be taught on how to write a descriptive essay. The topic for the lesson is “My Favourite Relative”. g) The teacher writes the question for the revision and explains how to do the essay by asking the students to contribute adjectives to describe a person. The teacher writes down their answers and gives a few more of her own for the students to copy down. h) Next, the teacher guides the students to identify important key words, the correct tense to be used and the format for the essay. i) Then, she shows how to organise the given points in order to construct four sentences for each content paragraph. The essay will have 6 paragraphs and a title, which is taken from the question. j) After that, the teacher asks the students to give examples of sentences to construct the introduction and the second paragraph which will use the first major point from the question. The teacher does this by giving a key word and the students will have to construct something based on the key word. She calls a few students impromptu and writes down any suitable answers for the first and the second paragraphs. k) Before the lesson ends, the teacher highlights the different manner in which the topic sentence, the elaboration, the example and the conclusion are written for a content paragraph in this essay.
REFLECTION	The essay on opinion was completed. However, the teacher could not continue to do the essay on description. This is because the teacher has decided to check each student’s work. It was found out that only 6 students have not done their homework on reasons such as they did not know how to support the main ideas and only 1 person reported that she forgot to complete her work. Most of the two periods were dedicated to checking and commenting on each student’s two paragraphs. Another finding from this lesson is that most of the students learned to use a variety of sentence structures given in a previous essay. They were able to write four sentences for each of their content paragraph. The essay on description will be taught tomorrow in the class.

 

 

DATE/DAY	11.09.2013 (WEDNESDAY)
CLASS	3B
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Essay on description: To describe people and events in a picture
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) use adjectives to describe people and events b) construct sentences using simple past tense c) construct 4 sentences for a content paragraph which has a topic sentence, an elaboration, an example and a mini conclusion
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher has decided to change the question for an essay on description. This time she distributes a picture to each student that shows people at a school canteen. The students are asked to read the question and study the picture silently for 2 minutes. b) Next, the teacher asks the students to identify important key words in the question and the suitable tense to write the essay. The students are expected to say that they are to imagine that they are one of the students who saw what happened at the school canteen and they should only use simple past tense. c) Later, the teacher asks the students to pay attention to the adjectives that she will write on the board which they can use to describe the people and the events in the picture. The students copy this into their exercise books. d) Then, she writes a brief outline for the essay by listing down what each paragraph in the essay must contain. e) The teacher illustrates on the board how each paragraph is written starting from the introduction, the second paragraph, the third paragraph, the fourth paragraph, the fifth paragraph and the final conclusion. Each sentence is done by the teacher together with the students where the teacher asks the students to give examples of sentences. f) Once the essay is completed, the students take it down into their exercise books. g) Before the class ends, the teacher reminds the students to study what each paragraph must contain for an essay on description of people and events.
REFLECTION	The essay was completed. The teacher enjoyed doing the essay with the students as they gave a lot of interesting ideas. The reason for this is they were quite imaginative and the teacher encouraged them to think of interesting sentence structures to describe the given picture. However, the teacher found out that they still have limited vocabulary when it comes to using adjectives to describe people and their reaction. The teacher will give another essay on description on Thursday.

 

 

DATE/DAY	11.09.2013 (WEDNESDAY)
CLASS	3E
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Essay on description: To describe people and events in a picture
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) use adjectives to describe people and events b) construct sentences using simple past tense c) construct 4 sentences for a content paragraph which has a topic sentence, an elaboration, an example and a mini conclusion
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher has decided to change the question for an essay on description. This time she distributes a picture to each student that shows people at a school canteen. The students are asked to read the question and study the picture silently for 2 minutes. b) Next, the teacher asks the students to identify important key words in the question and the suitable tense to write the essay. The students are expected to say that they are to imagine that they are one of the students who saw what happened at the school canteen and they should only use simple past tense. c) Later, the teacher asks the students to pay attention to the adjectives that she will write on the board which they can use to describe the people and the events in the picture. The students copy this into their exercise books. d) Then, she writes a brief outline for the essay by listing down what each paragraph in the essay must contain. e) The teacher illustrates on the board how each paragraph is written starting from the introduction, the second paragraph, the third paragraph, the fourth paragraph, the fifth paragraph and the final conclusion. Each sentence is done by the teacher together with the students where the teacher asks the students to give examples of sentences. f) Once the essay is completed, the students take it down into their exercise books. g) Before the class ends, the teacher reminds the students to study what each paragraph must contain for an essay on description of people and events.
REFLECTION	This essay was completed. The students have copied it into their exercise books. The teacher found out that students have a lot of ideas but could not express themselves well in English. The weather turned bad where the teacher found it quite difficult to explain things in the class. However, the students could identify the correct tense and give suitable words to show feelings or expressions. The teacher will give another essay on description on Friday in order to give the students further exercise.

 

 

DATE/DAY	12.09.2013 (THURSDAY)
CLASS	3B
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Essay on description: To describe a journey to a place
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct sentences using simple present tense b) use adverbs of direction to describe movement and direction c) write an essay with six paragraphs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher distributes worksheets that contain another essay on description. This time the students will learn how to describe a person’s journey to a place. She gives them 3 minutes to study the map and the direction needed to reach the destination. b) After that, the teacher asks them to identify key words in the question which will guide them on what to describe. The students are expected to say that they are to imagine that they are on an outing with some friends to the Hot Springs and to describe what they see and do there. c) Next, the teacher asks them to identify what kind of tense is suitable for the essay. The students are expected to say that they must use simple past tense as the question indicated that they have visited the place last Saturday. d) Then, the teacher asks them to identify the kinds of words that must be used in order to describe location of places or one’s movement in a place. The students are expected to give words such as ‘left’, ‘right’, ‘opposite’, ‘next to’, ‘behind’, ‘adjacent’, ‘a few blocks ahead’ and ‘beside’ to name a few. e) Next, the teacher illustrates on the board how the essay will look like in terms of the organization of ideas. This is shown on the board and the students take this down into their exercise books. f) The teacher then shows how to write the introduction, the four content paragraphs and the conclusion as the essay will have 6 paragraphs. She gets some students to contribute some ideas on how to elaborate and examples for such an essay. g) Once the essay is completed, the students are to copy this into their books. h) Before the class ends, the teacher asks the students to repeat what each paragraph in the essay must contain.
REFLECTION	This essay was completed. The students only used very simple sentences when asked to give example of sentences. Hence, the teacher had to give better sentences for them to use in the essay. Only 1 student asked a question on why there are sentences that use both past and present tense. The teacher explained that present tense is used when one needs to describe a place or an object that still exists in the essay although the essay is supposed to be written in past tense.

 

 

DATE/DAY	12.09.2013 (THURSDAY)
CLASS	2I/2J
TIME	2.35 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Grammar
TOPIC	A quiz on the usage of verbs-to be – was, were (past tense) and is, are (present tense)
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) match singular verb-to be with singular noun b) match plural verb-to be with plural noun
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher decides to carry out a quiz that will test the students’ understanding of how to use verbs-to be such as was, were, is and are. b) She tells them that they will do a quiz and prizes will be given to those who score the first, second and third highest scores. c) The teacher asks them to pay attention to the nouns that the teacher will read out. The teacher will also indicate 2 verbs-to be which the students are to choose only one to match with each noun. d) The teacher gives 20 nouns – 10 singular nouns and 10 plural nouns to the students. The students are not to discuss. e) Once all of the nouns have been read out, the teacher reads out the answers while the students check their answers. f) The students with the first, second and third highest scores will be given rewards. g) Before the class ends, the teacher asks the students to identify which verbs-to be can be used with singular and plural nouns.
REFLECTION	The highest score was 19/20. The lowest was 9/20. The teacher will give another writing exercise where the students will learn how to use ‘was’ and ‘were’ with verbs that end with ‘ing’.

 

 

TARIKH	12.09.2013 (KHAMIS)
KELAS	1H
MASA	4.35 – 5.45 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 14: Kepentingan Tumbuh-Tumbuhan Semula Jadi
TUJUAN	Mengenalpasti 8 kepentingan tumbuh-tumbuhan semula jadi di Malaysia
BBM	Buku teks Geografi Tingkatan 1
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) menamakan 8 kepentingan tumbuh-tumbuhan semula jadi di Malaysia
PENERAPAN NILAI	Menghargai ciptaan Tuhan
AKTIVITI	a) Guru memulakan pengajaran dengan meminta pelajar menyatakan beberapa kebaikan tumbuh-tumbuhan semula jadi di dalam hutan. Pelajar dijangka akan menyatakan bahawa ia boleh mengelakkan hakisan dan memberikan udara segar. b) Setelah mendengar respon dari pelajar, guru menjelaskan bahawa terdapat 8 kepentingan tumbuh-tumbuhan semula jadi. Maka, guru mengarahkan pelajar untuk bersedia menyalin nota dalam bentuk jadual yang akan diberi berpandukan buku teks. c) Setelah nota siap dilengkapkan, guru kemudian menerangkan jadual ini dengan lebih jelas. Setiap kepentingan tumbuh-tumbuhan semula jadi tersebut diberikan 1 contoh jelas. d) Sebelum kelas ditamatkan, guru meminta pelajar untuk menamakan 8 kepentingan tumbuh-tumbuhan semula jadi dan mengingatkan pelajar untuk mengulangkaji nota ini sebelum mereka ditaksir mengenai bab ini pada hari Isnin minggu hadapan.
REFLEKSI	Nota siap diberikan kepada para pelajar. Namun demikian, pelajar hanya dapat mengingati 5 daripada 8 kepentingan tumbuh-tumbuhan semula jadi.

 

DATE/DAY	13.09.2013 (FRIDAY)
CLASS	2I/2J
TIME	4.00 – 5.10 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Learning how to write an essay with 6 pictures
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct simple sentences using simple past tense b) write an essay in 6 paragraphs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by distributing worksheets that contain an essay on 6 pictures. She tells them to study the pictures and the question for the essay. b) Then, she asks them to identify the kind of essay that they will learn how to write. The students are expected to say that they will learn to write an essay with 6 pictures. c) Next, she guides them to identify the key words that will guide them to understand what they need to write about before asking them to explain what each picture means as well as the notes d) After that, the teacher asks them to identify which tense is suitable. For this lesson, the teacher will expect the students to say that they are to use simple past tense as the events have already occurred. e) Then, the teacher reminds them that they will use verbs-to be in the past tense when writing this essay. She also illustrates on the board how many paragraphs they will need to write for an essay with 6 paragraphs. f) The teacher needs to illustrate on the board how to construct sentences for the introduction, the 4 content paragraphs and the conclusion. She also gets some students to give some sentences for each of the paragraph. g) Once the essay is completed, the students are to copy this essay into their exercise books. h) Before the class ends, the teacher asks the students to give the number of paragraphs that they must write for an essay with 6 pictures.
REFLECTION	This lesson had to be modified as the teacher has decided to teach the students how to write sentences that use ‘was’ and ‘were’ together with verbs that end with ‘ing’. The teacher guided them by using 4 different pictures that show people doing various activities. Most of them know how to use verbs with ‘ing’ endings but have very limited vocabulary especially with ‘ing’ ending verbs. This lesson will be repeated on Thursday next week.

 

 

DATE/DAY	13.09.2013 (FRIDAY)
CLASS	3E
TIME	5.10 – 6.20  PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Essay on description: To describe a journey to a place
LEARNING EMPHASIS	At the end of the lesson, students should be able to: a) construct sentences using simple present tense b) use adverbs of direction to describe movement and direction c) write an essay with six paragraphs
LEARNING OBJECTIVES	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher distributes worksheets that contain another essay on description. This time the students will learn how to describe a person’s journey to a place. She gives them 3 minutes to study the map and the direction needed to reach the destination. b) After that, the teacher asks them to identify key words in the question which will guide them on what to describe. The students are expected to say that they are to imagine that they are on an outing with some friends to the Hot Springs and to describe what they see and do there. c) Next, the teacher asks them to identify what kind of tense is suitable for the essay. The students are expected to say that they must use simple past tense as the question indicated that they have visited the place last Saturday. d) Then, the teacher asks them to identify the kinds of words that must be used in order to describe location of places or one’s movement in a place. The students are expected to give words such as ‘left’, ‘right’, ‘opposite’, ‘next to’, ‘behind’, ‘adjacent’, ‘a few blocks ahead’ and ‘beside’ to name a few. e) Next, the teacher illustrates on the board how the essay will look like in terms of the organization of ideas. This is shown on the board and the students take this down into their exercise books. f) The teacher then shows how to write the introduction, the four content paragraphs and the conclusion as the essay will have 6 paragraphs. She gets some students to contribute some ideas on how to elaborate and examples for such an essay. g) Once the essay is completed, the students are to copy this into their books. h) Before the class ends, the teacher asks the students to repeat what each paragraph in the essay must contain.
REFLECTION	This essay was completed. The students could give prepositions of directions. They were taught to start sentences using phrases that begin with ‘after’. Most of the sentences were given by the teacher as this was the first time for them to write such an essay that describes direction.