EDWIN LAWAY UCHAU
RPH MINGGU KE 29 (18-22 JULAI 2011)
ISNIN
6AK2 (0705 am – 0815 am)
| TARIKH CLASS SUBJECT HARI MASA | 18th July 2011 6AK2 MUET Monday 0705 am – 0815 am |
| TAJUK SUB-TAJUK OBJEKTIF | Reading Skill Making Inferences General Students will be able to use contextual clues to find the meanings of the following words. Specific Students will be able to answer 4 questions by giving the meanings of the words found in the passage. |
| AKTIVITI | - Teacher explains to the students that to infer means to form an opinion or make a judgement based on facts that the writer rpovides and also on your own experience - When making inferences we make an educated guess about something whihc is not directly stated - We infer or figure out more than what the words say. |
| CATATAN / REFLEKSI | Students need the teacher’s guidance to find the meanings of the words. |
6RK1 (0945 am – 1055 am)
| DATE CLASS SUBJECT DAY TIME | 18th July 2011 6RK1 MUET Monday 0945 am – 1055 am |
| TAJUK SUB-TAJUK OBJEKTIF | Listening Skill Listening for main ideas and supporting details General Students will be able to listen for main ideas and supporting details Specific Students will be able to listen to the announcement and answer the 3 texts pertaining to the news item. |
| AKTIVITI | - Teacher explains that when students listen to any oral discourse they will find that it contains one or more main idea. - The main idea is the gist or the summary of the most important points in the discourse. - Very often, the main idea is supported by examples, descriptions, narratives, definitions, statistics, and quotations. - The supporting details help to expand upon or develop the main idea. - Students answer the 3 texts pertaining to the announcement, news item, etc in the worksheet given while listening to the CD. |
| CATATAN / REFLEKSI | Most of the students were unable to get most of the answers correct the second time the CD was played so the teacher had to do correction with them by playing the CD several times again. |
SELASA
6RK1 (0815 am – 0925 am)
| DATE CLASS SUBJECT DAY TIME | 19th July 2011 6RK1 MUET Tuesday 0815 am – 0925 am |
| TAJUK SUB-TAJUK OBJEKTIF | Speaking component To use the correct expressions when asking for directions and responding to requests for directions (giving directions) General Students will be able to use the correct expressions when asking for directions and respondings to requests for directions (giving directions) Specific Students will be able to ask and give directions to the post office and the airport when asked by someone. |
| AKTIVITI | - Tr explains that when we ask for directions we have to be very clear About the place or building that we are looking for, for example the post office, the railway station, the mall or the cinema. - Tr gives some examp[les on the useful expressions used in asking for directions. - Students practice saying the expressions orally while asking directions from their friends and they respond by using the correct expressions. |
| CATATAN / REFLEKSI | Students were able to practice asking for and give directions to places satisfactorily. |
MUET 6AK5
| TARIKH CLASS SUBJECT HARI MASA | 19 July 2011 6AK5 MUET Tuesday 1020 am – 1130 am |
| | · TIADA PENGAJARAN DAN PEMBELAJARAN UNTUK TINGKATAN 6 ATAS · CERAMAH UNTUK TINGKATAN 6 ATAS · TEKNIK MENJAWAB SOALAN KERTAS PENGAJIAN AM DI DEWAN SRI SADONG · CIKGU CHIEW TIAM CHU DARI SMK TARAT |
6AK2 (1130 am – 1240 pm)
| TARIKH CLASS SUBJECT HARI MASA | 19 July 2011 6AK2 MUET Tuesday 1130 am – 1240 pm |
| | · TIADA PENGAJARAN DAN PEMBELAJARAN UNTUK TINGKATAN 6 ATAS · CERAMAH UNTUK TINGKATAN 6 ATAS · TEKNIK MENJAWAB SOALAN KERTAS PENGAJIAN AM DI DEWAN SRI SADONG · CIKGU CHIEW TIAM CHU DARI SMK TARAT |
RABU
6RK1 (0815 am-0925 am)
| DATE CLASS SUBJECT DAY TIME | 20th July 2011 6RK1 MUET Wednesday 0815 am – 0925 am |
| TAJUK SUB-TAJUK OBJEKTIF | Speaking Skill How to state and justify opinions General Students will be able to justify their opinions by substantiating their opinions with factual information Specific Students will be able to use logical opinions, use explanations,use factual information and examples to make their points more convincing |
| AKTIVITI | - Students listen to the explanations by the teacher about making general statements which should be substantiated with factual information. - Factual information will certainly help to strengthen their argument - They can also employ other strategies to help them make their point by giving logical reasons, examples or examples. - Students work in pairs learning how to substantiate (give facts to support a claim, statement, etc,(prove)) their opinion with factual information using logical reasoning, explanations, factual information and examples |
| CATATAN / REFLEKSI | Under the teacher’s guide the students were able to construct their opinions on a given issue satisfactorily. |
6AK5 (0945 am – 1055 am)
| DATE CLASS SUBJECT DAY TIME | 20th July 2011 6AK5 MUET Wednesday 0945 am – 1055 am |
| TAJUK SUB-TAJUK OBJEKTIF | Reading skill To identify the topic sentence and supporting details in a paragraph To derive the main idea of a text Specific Students will be able to write down the topic sentence of each paragraph for the 5 paragraphs given. General Students will be able to identify the topic sentence and supporting details in a paragraph |
| AKTIVITI | - Tr explains to th students that sometimes oner sentence within the paragraph tells the reader exactly what the paragraph is about. - The sentence which is called topic sentence may appear at the beginning, middle or at the end of the paragraph - Supporting details are the explanations, reasons or examples that support the topic sentence of the paragraph - Students are given the exercise where they are required to write the maoin idea ofthe following passages. |
| CATATAN / REFLEKSI | Objectives achieved. Most students were able to write the main idea for each of the following passage given. |
6AK2 (1130 am – 1240 pm)
| DATE CLASS SUBJECT DAY TIME | 20 July 2011 6AK2 MUET Wednesday 0945 am – 1055 am |
| TAJUK SUB-TAJUK OBJEKTIF | Reading skill To identify the topic sentence and supporting details in a paragraph To derive the main idea of a text Specific Students will be able to write down the topic sentence of each paragraph for the 5 paragraphs given. General Students will be able to identify the topic sentence and supporting details in a paragraph |
| AKTIVITI | - Tr explains to th students that sometimes oner sentence within the paragraph tells the reader exactly what the paragraph is about. - The sentence which is called topic sentence may appear at the beginning, middle or at the end of the paragraph - Supporting details are the explanations, reasons or examples that support the topic sentence of the paragraph - Students are given the exercise where they are required to write the maoin idea ofthe following passages. |
| CATATAN / REFLEKSI | Objectives achieved. Most students were able to write the main idea for each of the following passage given. |
KHAMIS
6AK5 (0705 am – 0815 am)
| DATE CLASS SUBJECT DAY TIME | 21 July 2011 6AK5 MUET Thursday 0705 am - 0815 am |
| TAJUK SUB-TAJUK OBJEKTIF | Reading skill Cloze passage General Students will be able to complete the passage by circling the correct options. Specific Students will be able to complete the 10 blanks with the suitable words. |
| AKTIVITI | - Tr explains that a cloze passage is a text in which word have been left out at regular intervals - The aim of the exercise is to choose a word which best completes the text - There are certain strategies that students can use in completing the cloze students will be able to select the most suitable options by looking for clues provided by the surroundings or sentences - students are given a cloze passage exercise to complete by circling the correct options |
| CATATAN / REFLEKSI | Objective achieved satisfactorily. |
6RK1 (1130 am – 1240 pm)
| DATE CLASS SUBJECT DAY TIME | 21st July 2011 6RK1 MUET Thursday 1130 am – 1240 pm |
| TAJUK SUB-TAJUK OBJEKTIF | Reading skill Skimming Pattern of Organization General Students will be able to skim the text to find out quickly how the writer has organised it Specific Students will be able to consruct sentences according to the comparison-contrast and cause-effect order |
| AKTIVITI | - Tr explains that the students may need to skim a text to find out quickly how the writer has organised it - There are usually signal words that will tell them about the pattern of organisation of the text - Students only need to read these signal words and not every detail of the text. - Students learn to construct sentences according to the comparison-contrast, cause-effect and sequence pattern |
| CATATAN / REFLEKSI | Objective achieved. Students were able to construct the sentences satisfactorily. |
JUMAAT
6AK5 (0705 am – 0815 am)
| DATE CLASS SUBJECT DAY TIME | 22nd July 2011 6AK5 MUET Friday 0705 am - 0815 am | ||||||||||||
| TAJUK SUB-TAJUK OBJEKTIF | Reading Skill Cohesiveness of text – Signal words, Heading and Subheading General Students will be able to understand that signal words give them the clues to the relationship between the parts of a sentence, between sentences and between paragraphs Specific Students will be able to construct sentences with the type of signal words that show contrast, cause and result, conclusion, etc, signal words such as however, although, but, etc and the function such as to introduce a contrasting idea, to indicate cause-effect, to conclude, etc. | ||||||||||||
| AKTIVITI | - Tr explains to the students that Signal words give them the clues to the relationship between the parts of a sentence, between sentences and between paragrphs - These words are connections or transitions from one idea to another that help make the text cohesive E.g. of signal words and their functions are:
e.g. HIV penetrates certain cells in the human body causing the body’s defence system to break down. As a result, the body becomes prone to cancers and fatal infections which do not normally affect healthy people. - students practise constructing sentences according to the signal wprds, functions and type of signal | ||||||||||||
| CATATAN / REFLEKSI | Objectives achieved. Most of the students were able to construct sentences according to the type of signal, signal words and the functions. |
6AK2 (0815 am – 0925 am)
| DATE CLASS SUBJECT DAY TIME | 22nd July 2011 6AK2 MUET Friday 0815 am – 0925 am | ||||||||||||
| TAJUK SUB-TAJUK OBJEKTIF | Reading Skill Cohesiveness of text – Signal words, Heading and Subheading General Students will be able to understand that signal words give them the clues to the relationship between the parts of a sentence, between sentences and between paragraphs Specific Students will be able to construct sentences with the type of signal words that show contrast, cause and result, conclusion, etc, signal words such as however, although, but, etc and the function such as to introduce a contrasting idea, to indicate cause-effect, to conclude, etc. | ||||||||||||
| AKTIVITI | - Tr explains to the students that Signal words give them the clues to the relationship between the parts of a sentence, between sentences and between paragrphs - These words are connections or transitions from one idea to another that help make the text cohesive E.g. of signal words and their functions are:
e.g. HIV penetrates certain cells in the human body causing the body’s defence system to break down. As a result, the body becomes prone to cancers and fatal infections which do not normally affect healthy people. - students practise constructing sentences according to the signal wprds, functions and type of signal | ||||||||||||
| CATATAN / REFLEKSI | Objectives achieved. Most of the students were able to construct sentences according to the type of signal, signal words and the functions. |
