MINGGU KE 39 (23 September 2013 – 27
September 2013)
ISNIN 23 SEPTEMBER 2013
6RK5 0815 am – 0925 am
|
Day
|
Monday
|
|
Date
|
23 September 2013
|
|
Class
|
6RK5
|
|
Time
|
0815 am – 0925 am
|
|
Topic
|
Thesis statement
|
|
Sub-topic
|
Developing a thesis statement
|
|
Objective
|
General: students will be able to recognize and write a
thesis statement.
Specific: students will be able to rewrite the following
statements so that they become clear and effective thesis statements.
|
|
Pedagogical strategy
|
Mastery learning,
|
|
Ccts
|
Thinking skill, logical reasoning
|
|
Activity
|
i.
Teacher explains that it is necessary to write
a thesis statement when writing an essay.
ii.
Teacher shows to the students a sample
introductory paragraph that contains a thesis statement and the three points
it contains.
iii.
Teacher gets the students to practice writing
a thesis statement by giving an exercise that requires them to rewrite the
following statements so that they become clear and effective thesis
statements.
|
|
Reflection
|
Students need the teacher to guide them to write the
thesis statements in the exercise given.
|
6AK3 0815 am – 0925 am
|
Day
|
Monday
|
|
Date
|
23 September 2013
|
|
Class
|
6AK3
|
|
Time
|
0815 am – 0925 am
|
|
Topic
|
Speaking – building strong persuasive arguments
|
|
Sub-topic
|
-
|
|
Objective
|
General: Students will be able to build a strong
persuasive arguments
Specific: students will be able to present their specified
option and discuss the options and come to a decision regarding the best options.
|
|
Pedagogical strategy
|
Mastery learning
|
|
Ccts
|
Logical reasoning, information seeking
|
|
Activity
|
i.
Teacher explains that a persuasive arguments
attempts to influence the attitude, belief or behavior of the listeners
through the effective use of language.
ii.
Teacher shows a sample of a multiple-reasons
argument on the issue of drug addiction and how the students can propose a
soft approach to explain what it means and then support their claims.
iii.
Teacher and students discuss the reasons and
the evidence to support their claims.
|
|
Reflection
|
Students begin to understand how to give their opinion on
a particular issue and to give reasons and to support it.
|
SELASA 24 September 2013
MUET 6AK3 0705 am – 0815 am
|
Day
|
Tuesday
|
|
Date
|
24 September 2013
|
|
Class
|
6AK3
|
|
Time
|
0705 am – 0815 am
|
|
Topic
|
Speaking – expressing regret
|
|
Sub-topic
|
-
Expressing regret
|
|
Objective
|
General: students will be able to express their regrets
using the expressions given.
|
|
Specific: students will be able to express their regret
when they were not able to help members of the public when incidents happen.
|
|
|
Pedagogical strategy
|
Mastery learning, contextual learning
|
|
Ccts
|
Information seeking, logical reasoning
|
|
Activity
|
i.
Teacher explains that very often when we
witness or read about incidents we express regret at ourselves for not being
able to help more or at members of the public for not being more
public-spirited.
ii.
Teacher
shows some expressions that students can use to express their regret when not
able to help when an incident happens.
|
|
Reflection
|
Students were able to use the correct form of regret
expression shown to them when they were not able to help in a particular
situation.
|
MUET 6RK5
|
Day
|
Tuesday
|
|
Date
|
24 September 2013
|
|
Class
|
6RK5
|
|
Time
|
0945 am – 1055 am
|
|
Topic
|
Reading
|
|
Curriculum specification
|
To identify and use features which aid cohesiveness of
text
|
|
Sub-topic
|
Cohesiveness of text
|
|
Objective
|
General: students will be able to identify and use
features which aid cohesiveness of text
|
|
Specific: students will be able to locate the subject, the
general idea and the writer’s organization.
|
|
|
Pedagogical strategy
|
Mastery learning
|
|
Ccts
|
Information seeking, logical reasoning
|
|
Activity
|
i.
Teacher explains that cohesiveness refers to
the way information in a text is fitted together so that there is a smooth
and logical flow of ideas.
ii.
Teacher shows examples of cohesiveness of
ideas by showing a table of signal words and their functions.
iii.
Teacher gets students to practice writing
sentences that show cohesiveness using signal words and headins and
subheadings.
|
|
Reflection
|
Students begin to understand how to write sentences that
form cohesiveness.
|
ENGLISH 4S2 1055 am – 1130 am
|
Day
|
Tuesday
|
|
Date
|
24
September 2013
|
|
Class
|
4S2
|
|
Time
|
1055 am –
1130 am
|
|
Theme
|
Places
|
|
Topic
|
Vacation
|
|
Learning
Outcome(s)
|
Listening to and understanding
|
|
Objective(s)
|
General: by the end of the lesson
students should be able to listen to and understand the listening text
Specific: students will be able to
answer the questions by ticking the appropriate box.
|
|
Activities
|
i.
Teacher discusses the picture shown
with the students regarding Phuket island and students answer the questions
asked regarding the picture.
ii.
Teacher gives out a worksheet and
gets the students to answer the questions by ticking the appropriate answer
while listening to the teacher’s reading.
|
|
Teaching
Aid(s)
|
Worksheet, text book
|
|
Moral
Value(s)
|
Appreciation, cleanliness
|
|
Pedagogical
Strategy
|
Mastery learning
|
|
CCTS
|
Thinking skill
|
|
Reflection
|
Most of the students were able to tick
the appropriate box while listening to the listening text read by the
teacher.
|
TUTORIAL4 6AK3 1205 pm – 1240 pm
-
Berbincang mengenai apa-apa masalah yang
dihadapi oleh pelajar dan masa ini juga digunakan untuk mengajar mata pelajaran
MUET untuk kemahiran yang selesai diajar.
RABU 25 September 2013
6AK3 0815 am – 0925 am
|
Day
|
Wednesday
|
|
Date
|
25 September 2013
|
|
Class
|
6AK3
|
|
Time
|
0815 am – 0925 am
|
|
Topic
|
Writing
|
|
Sub-topic
|
-
Free writing with given stimulus
|
|
Curriculum specification
|
To understand the writing task
To write an essay with the help of given notes
|
|
Objective
|
General: students will be able to understand the writing
task and able to write essay with the given notes
Specific: students will be able to describe the
characteristics and qualities that an all-rounded student should have using
the notes given.
|
|
Pedagogical strategy
|
Mastery learning
|
|
Ccts
|
Logical reasoning, information seeking
|
|
Activity
|
i.
Teacher explains that there are four steps in
planning and writing an essay.
ii.
Teacher shows an example of how to write an
effective essay using the steps given.
iii.
Teacher constructs an essay together with the
students to help the students to understand how to write one.
|
|
Reflection
|
Students were able to understand how to write an essay
after the join-construction with the teacher.
|
6RK5 0945 am – 1055 am
|
Day
|
Wednesday
|
|
Date
|
25 September 2013
|
|
Class
|
6RK5
|
|
Time
|
0945 am – 1055 am
|
|
Topic
|
Reading
|
|
Sub-topic
|
-
contextual clues
|
|
Curriculum specification
|
To derive the meaning of words using contextual clues
|
|
Objective
|
General: students will be able to derive the meaning of
words using contextual clues
Specific: students will be able to write down the meaning
and the contextual clues that help them to derive the meaning.
|
|
Pedagogical strategy
|
Mastery learning, contextual learning
|
|
Ccts
|
Information seeking logical reasoning
|
|
Activity
|
i.
Teacher explains that the best way to derive
the meaning of an unfamiliar word in a sentence is to look at the words or
sentences surrounding it as these words or sentences provide hints or clues
to help them figure out the meaning of the new word.
ii.
Teacher gives example of recognizing and the
use of contextual clues.
iii.
Teacher gets students to practice writing down
the meaning and the contextual clues that help them to derive the meaning.
|
|
Reflection
|
Students need further practice on these lesson.
|
KHAMIS 26 September 2013
English 4S2 0705 am – 0815 am
|
Day
Date
Time
Class
|
Thursday
26 September 2013
0705 am – 0815 am
4S2
|
|
Skill
|
Speaking
|
|
Topic
|
Role play on acting out a dialogue about
one of the incidents in exercise 1
|
|
Sub-topic
|
-
|
|
Curriculum specification
|
Telling stories on moral values on
public-spiritedness
|
|
Pedagogical strategy
|
Mastery learning
|
|
Ccts
|
Thinking skill, information seeking
|
|
Objective
|
General: students will be able to ask
for and give information regarding the incident they had witnessed before.
|
|
|
Specific: students will be able to
talk about what they did to help when witnessing an accident.
|
|
Activity
|
i.
Teacher tells the students of an
incident he had experienced or witnessed before and what he did to help.
ii.
Teacher gets the students to work in
pairs and act out a dialogue about one of the incidents in exercise 1.
iii.
The other pair asks the incident that
happened in the picture and the other partner answers it using the 8 prompt
questions written on the board.
|
|
Reflection
|
Some of the students were able to act
out the dialogue well whereas others need the teachers guidance to help them.
|
MUET 6RK5 1130 am – 1240 pm
|
Day
|
Thursday
|
|
Date
|
26 September 2013
|
|
Class
|
6RK5
|
|
Time
|
1130 am – 1240 pm
|
|
Topic
|
|
|
Sub-topic
|
-
|
|
Objective
|
|
|
Pedagogical strategy
|
Mastery learning, contextual learning
|
|
Ccts
|
Information seeking, thinking skill
|
|
Activity
|
i.
|
|
Reflection
|
|
JUMAAT 27 SEPTEMBER 2013
MUET 6AK3 0705 am – 0815 am
|
Hari
|
Friday
|
|
Tarikh
|
27 September 2013
|
|
Masa
|
0715 pagi – 0915 pagi
|
|
Kod M/P
|
900/1
|
|
M/P
|
Pengajian Am
|
|
Tempoh
|
2 jam
|
|
Catatan
|
Semua Kelas
|
English 4S2 1040 am – 1140 pm
|
Day
|
Friday
|
|
Date
|
27
September 2013
|
|
Class
|
4S2
|
|
Time
|
1040 am –
1140 am
|
|
Theme
|
Caring
|
|
Topic
|
Stories on Moral values:
Public-spiritedness
|
|
Learning
Outcome(s)
|
Listening to and understand
|
|
Objective(s)
|
General: Students will be able to
listen and understand text about the incident read to them by the teacher.
|
|
Specific: students will be able to
choose the best meaning for the following words and phrases.
|
|
|
Activities
|
i.
Teacher discusses with the students
the pictures about accidents using the questions given of the board.
ii.
After the discussion students share
their ideas of their experience meeting with an accident.
iii.
Teacher gets the students to listen
to a listening text about an accident in the neighbourhood involving a car.
iv.
After answering the questions they
check their answers with the teacher.
|
|
Teaching
Aid(s)
|
Textbook, worksheet
|
|
Moral
Value(s)
|
Careful, cautious
|
|
Pedagogical
Strategy
|
Mastery learning
|
|
CCTS
|
Thinking skill
|
|
Reflection
|
Most of the students were able to
answer the questions given well.
|
