RPH MINGGU
KE 36 (03-07 SEPTEMBER 2012)
ISNIN 03
SEPTEMBER 2012
6RK3
TARIKH
HARI
MASA
|
03
September 2012
Monday
0705 am –
0815 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.
|
6AK1
TARIKH
HARI
MASA
|
03
September 2012
Monday
0815 am –
0925 am
|
TAJUK
Curr.spec.
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.
|
TUTORIAL 4
6RK3
MASA: 1205
TGH – 1240 TGH
AKTIVITI:
MEMBINCANGKAN MASALAH-MASALAH YANG DIHADAPI OLEH PELAJAR DALAM PELAJARAN, HAL
EHWAL PELAJAR DAN R & D PELAJAR.
SELASA 04
SEPTEMBER 2012
Day
|
Tuesday
|
Date
|
04 September 2012
|
Class
|
Form 4K8
|
Time
|
0945 am – 1020 am
|
Theme
|
Healthy living
|
Topic
|
Knowing your food
|
Learning Outcomes
|
i.
Discussing
a meal plan
|
Specific Objectives
|
By the end of the lesson, students
should be able to:
-
Label
the group of food according to categories such as dairy products, snacks,
beverages and cereals.
|
Activities
|
- - Teacher
discusses with the students the variety of food shown in the picture by
identifying what kind of food it is.
- -
Teacher gets the students to work in pairs and each pair has to label the
food according to their categories such as dairy products, snacks, beverages
and cereals.
-
After they had done that, the teacher gets the students to read the
nutritional contents of the food labels they have and then discuss and decide
which food products are suitable for a growing child, a teenager, a pregnant
woman and an elderly person.
|
Teaching Aids
|
Textbook, worksheet
|
Moral Values
|
|
6AK1
TARIKH
HARI
MASA
|
04
September 2012
Tuesday
1055 am –
1205 pm
|
TAJUK
Curr.spec.
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 the students that sometimes one 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
main idea of the following passages.
|
CATATAN /
REFLEKSI
|
-
Objectives achieved. Most students were able to write the main idea
for each of the following passage given.
|
6RK3
TUTORIAL 4
MASA: 1205
TGH – 1240 TGH
AKTIVITI:
MEMBINCANGKAN MASALAH-MASALAH YANG DIHADAPI OLEH PELAJAR DALAM PELAJARAN, HAL
EHWAL PELAJAR DAN R & D PELAJAR.
RABU 05
SEPTEMBER 2012
6RK3
TARIKH
HARI
MASA
|
05
Sepember 2012
Wednesday
0705 am -
0815 am
|
TAJUK
Curr.spec.
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 some words 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.
|
4K8
Day
|
Wednesday
|
Date
|
05 September 2012
|
Class
|
Form 4K8
|
Time
|
0945 am – 1055 am
|
Theme
|
Healthy living
|
Topic
|
Writing a short reply letter about
health problem
|
Learning Outcomes
|
i.
Writing
a letter of advice
|
Specific Objectives
|
By the end of the lesson, students
should be able to:
-write a
short letter replying to people about their health problem queries.
|
Activities
|
- - The teacher
gives a situation to the students imagining they are a health consultant for
a newspaper column.
-
The following people had written to them about their health problems.
-
Using the cues in the box, the students had to write a short reply letter.
-
The teacher gets the students to work in pairs to write this short reply
letter.
|
Teaching Aids
|
Textbook, worksheet
|
Moral Values
|
|
KHAMIS 06
SEPTEMBER 2012
6AK1
TARIKH
HARI
MASA
|
06
September 2012
Thursday
0705 am –
0815 am
|
TAJUK
Curr.spec.
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.
|
6RK3
TARIKH
HARI
MASA
|
06
September 2012
Thursday
0815 am –
0925 am
|
TAJUK
Curr.spec.
OBJEKTIF
|
Listening
component
To listen for main ideas and supporting
General
Students
will be able to listen for main ideas and supporting details
Specific
Students
will be able to listen to the announcement answer the 7 subjectives
questions.
|
AKTIVITI
|
-
Teacher explains to the students that when they lsiten 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.
-
Teacher shows an example of an introductory talk to the students about
the facilities on campus and explains to them that the library is the most
utilised facility and it contains material which students need to use to do
research are the two inportant or key points.
-
Students listen to the announcement and answer the question that
follows and find the main ideas and the supporting details.
|
CATATAN /
REFLEKSI
|
-
Students were able to find the main ideas of the announcements on the
listening text given to them.
|
JUMAAT 07
SEPTEMBER 2012
6RK3
TARIKH
HARI
MASA
|
07 September
2012
Friday
0705 am –
0815 am
|
||||||||||||
TAJUK
Curr.Spec.
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.
|
4K8
Day
|
Friday
|
Date
|
07 September 2012
|
Class
|
Form 4K8
|
Time
|
0815 am – 0925 am
|
Theme
|
Healthy living
|
Topic
|
Knowing your food
|
Learning Outcomes
|
ii.
Discussing
a meal plan
|
Specific Objectives
|
By the end of the lesson, students
should be able to:
-
Label
the group of food according to categories such as dairy products, snacks,
beverages and cereals.
|
Activities
|
- - Teacher
discusses with the students the variety of food shown in the picture by
identifying what kind of food it is.
-
Teacher gets the students to work in pairs and each pair has to label the
food according to their categories such as dairy products, snacks, beverages
and cereals.
-
After they had done that, the teacher gets the students to read the
nutritional contents of the food labels they have and then discuss and decide
which food products are suitable for a growing child, a teenager, a pregnant
woman and an elderly person.
|
Teaching Aids
|
Textbook, worksheet
|
Moral Values
|
|
6AK1
TARIKH
HARI
MASA
|
07
September 2012
Friday
1040 am –
1140 am
|
TAJUK
Curr.spec.
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.
|
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