MINGGU 5 (26 -30 JANUARI
2015)
ISNIN 26 JANUARI 2015
MUET 6AK3 0815 am – 0925 am
Subject
:
|
English
Language
|
Class
:
|
6AK3
|
Duration
:
|
Double period
|
Level
:
|
Intermediate
and above
|
Topic
:
|
Essential (completely
necessary)
possessions in their lives
|
Skills
focus :
|
Reading,
speaking, Writing
|
Language
content :
|
Adverbs, verbs
|
Previous
knowledge :
|
Students have learnt about computers and
handphones before.
|
Curriculum
specifications:
|
2.3 present information to different
audiences by:j) using appropriate format, conventions, and grammar when
presenting information.
|
General
objectives :
|
Upon successful completion of the
lesson, students will be able to:
i) describe the important things and
their usage in their lives.
|
Specific
objectives : Upon
successful completion of the lesson, students will be able to:
|
i) students will be able to name
essentials items in their lives and their functions
|
Lesson
development /Activity
|
Pre-reading
tasks
i.
Ask students, in pairs, to make a list of the five most essential (completelynecessary)
possessions in their lives. Don’t mention mobile phones – justsee if they
come up with this.
ii.
Then ask pairs to compare their lists – have they written the same
things? Dothey agree about what’s essential and what’s non-essential? Do they
reallyneed a car or can they catch the bus?
iii.
Get a student to read their list out – and ask others if they have
anythingdifferent to add. What’s considered to be the most essential
possession bythe students?
|
Teaching
aids :
|
worksheet and handout
|
Moral
value :
|
moderate and
Co-operation
|
References
:
|
KBSM textbook
|
TUT 4 6AK3 1055 am – 1130 am
-
PELAJAR BERBINCANG DENGAN GURU
MENGENAI MASALAH PEMBELAJARAN DAN PENGAJARAN YANG DIALAMI OLEH MEREKA
MUET 6RK3 1130 am – 1240 pm
-
KELAS INI BELUM BERMULA LAGI
SELASA 13 JANUARI 2015
MUET 6RK3 0705 am – 0815 am
-
KELAS INI BELUM BERMULA LAGI
MUET 6AK3 0945 am – 1055 am
Subject
:
|
English
Language
|
Class
:
|
6AK3
|
Duration
:
|
1 period Date:
|
Level
:
|
Intermediate
and above
|
Topic
:
|
Guessing out
missing items
|
Skills
focus :
|
Writing
|
Language
content :
|
nouns,
adjectives
|
Previous
knowledge :
|
Students have learnt about the names of
other items before or possessions.
|
Curriculum
specifications:
|
2.3 present information to different
audiences by:j) using appropriate format, conventions, and grammar when
presenting information.
|
General
objectives :
|
Upon successful completion of the
lesson, students will be able to:
i) describe the usefulness of handphones
|
Specific
objectives : Upon
successful completion of the lesson, students will be able to:
|
i) write out a list of items or things
important to them in their lives
|
Lesson
development /Activity
|
1.
Read out the first two paragraphs of the reading aloud and get students
tocall out the missing item – can they guess correctly (mobile phone)?
2.
Ask students to put their hands up if they agree with the writer – or
do theythink a mobile is essential? Don’t
hand out the reading yet.
3.
In small groups ask students to think of all the reasons why somebody
wouldbe so against mobile phones. Again, when they have finished get them
tocompare their ideas with another group.
First reading
tasks
i.
Now give each student the reading. Ask them to read the article as quickly as
possible and to compare the ideas they
mentioned in pre-reading task f with
those in the text. Do this by asking them
to summarize the paragraphs. Thefirst one could be Mobiles aren’t always as useful as we want them to be …
ii.
Had the students suggested that? They don’t need to write – they can
justchat with their partner.
|
Teaching
aids :
|
worksheet and handout
|
Moral
value :
|
moderate and
Co-operation
|
References
:
|
KBSM textbook
|
BAHASA INGGERIS 5S3 1055 am – 1205 pm
Subject
:
|
English
Language
|
Class
:
|
5S3
|
Duration
:
|
Double period
|
Level
:
|
Intermediate
and above
|
Topic
:
|
Chocolates
|
Skills
focus :
|
Listening,
speaking, reading, Writing
|
Language
content :
|
Nouns,
adjectives, adverbs
|
Previous
knowledge :
|
Students have learnt about food before.
|
Curriculum
specifications:
|
2.3 present information to different
audiences by:j) using appropriate format, conventions, and grammar
whenpresenting information.
|
General
objectives :
|
Upon successful completion of the
lesson, students will be able to:
i) describe why they like to eat
chocolates or other food they like.
|
Specific
objectives : Upon
successful completion of the lesson, students will be able to:
|
i) write out the reasons why like a
particular food
|
Lesson
development /Activity
|
Pre-reading
tasks
i.
This reading will definitely be more exciting if you can
bring in some chocolate to the class – maybe a small bag of chocolate sweets
that can be shared.
ii.
Tip: use realia in the class
See what reaction your
students have to the chocolate – are they excited about eating some? Why is
that?
iii.
Put the students into pairs
and give each pair a copy of the worksheet. They need to ask each other the
questions in part 1.
iv.
Monitor while the students discuss the questions together.
The first three questions are the most important so stop after everyone has
done those.
v.
Do whole class feedback on the first three questions. You
could also tell the class your answers to these questions.
vi.
e Ask the students to imagine someone that eats a lot of
chocolate all day, every day. Write on the board: He is ______ to chocolate. He has an ______. Elicit or give
the words: addicted, addiction. Ask
students what other things people can be addicted to. Elicit examples such as
alcohol, shopping, drugs.
|
Teaching
aids :
|
worksheet and handout
|
Moral
value :
|
moderate and
Co-operation
|
References
:
|
KBSM textbook
|
RABU 13 JANUARI 2015
MUET 6AK3 0705 am – 0815 am
Subject
:
|
English
Language
|
Class
:
|
Form 4
|
Duration
:
|
1 period Date:
|
Level
:
|
Intermediate
and above
|
Topic
:
|
Social Issues – Facing Teenage Blues
|
Skills
focus :
|
Writing
|
Language
content :
|
adverbs
|
Previous
knowledge :
|
Students have been reinforced on the
structure of an argumentative
text in the
previous lesson. They seemed to understand the structure but still lack the
ability to elaborate the points they have.
|
Curriculum
specifications:
|
2.3 present information to different
audiences by:j) using appropriate format, conventions, and grammar when
presenting information.
|
General
objectives :
|
Upon successful completion of the
lesson, students will be able to:
i) produce an argumentative text based
on the points given independently
|
Specific
objectives : Upon
successful completion of the lesson, students will be able to:
|
i) write out an argumentative text by
expanding the notes given as well as brainstorming within the groups.
|
Lesson
development /Activity
|
3 Second reading
tasks
a Ask students why they think the author
wrote the text. (To amuse / complain
/
justify /
criticize / inform? For sympathy?) What message does the writer
want to deliver? (Mobiles are terrible? Mobile users are inconsiderate?) Whois
the target audience? (Mobile users?
Friends? Sympathizers?) Give them a
little time to think about these points.
b Students read again and underline the
points of view they agree with and
underline with a wiggle the points they
disagree with.
c In small groups get them to compare –
have they underlined the same bits in
the same
way? Encourage them to explain why they agree / disagree.
|
Teaching
aids :
|
worksheet and handout
|
Moral
value :
|
moderate and
Co-operation
|
References
:
|
KBSM textbook
|
MUET 6RK3 0945 am – 1055 am
-
KELAS INI BELUM BERMULA LAGI
TUT 3 6AK3 1055 am – 1130 am
-
PELAJAR BERBINCANG DENGAN GURU
MENGENAI MASALAH PEMBELAJARAN DAN PENGAJARAN YANG DIALAMI OLEH MEREKA
BAHASA INGGERIS 5S3 1205 pm – 1240 pm
Subject
:
|
English
Language
|
Class
:
|
Form 4
|
Duration
:
|
1 period Date:
|
Level
:
|
Intermediate
and above
|
Topic
:
|
Social Issues – Facing Teenage Blues
|
Skills
focus :
|
Writing
|
Language
content :
|
adverbs
|
Previous
knowledge :
|
Students have been reinforced on the
structure of an argumentative
text in the
previous lesson. They seemed to understand the structure but still lack the
ability to elaborate the points they have.
|
Curriculum
specifications:
|
2.3 present information to different
audiences by:j) using appropriate format, conventions, and grammar when
presenting information.
|
General
objectives :
|
Upon successful completion of the
lesson, students will be able to:
i) produce an argumentative text based
on the points given independently
|
Specific
objectives : Upon
successful completion of the lesson, students will be able to:
|
i) write out an argumentative text by
expanding the notes given as well as brainstorming within the groups.
|
Lesson
development /Activity
|
4 Third reading
tasks
a Finally, ask students to look at the
style of the text. If it’s agreed the writer is
complaining, how does this affect the
writing? The students have read the
text twice now – what have they noticed
about the text that may be different
to other readings they have done? Can they
see that it’s more like someone
speaking than writing?
b Then get students to:
• find examples of rhetorical questions,
e.g. So what’s the point?
• find examples of aside remarks, e.g. (and this is a true story)
• notice the length of the sentences, e.g. They are very long in places
• notice the use of intensifiers, e.g. really hate / simply couldn’t / so
expensive
• notice the use of italics for emphasis,
e.g. a real emergency
• find examples of informal language, e.g. come in handy / guy / stupid
thing
|
Teaching
aids :
|
worksheet and handout
|
Moral
value :
|
moderate and
Co-operation
|
References
:
|
KBSM textbook
|
KHAMIS 15 JANUARI 2015
-
KURSUS PROELT DI SK LEBOR
JUMAAT 16 JANUARI 2015
MUET 6AK3 0705 am 0815 am
Subject
:
|
English
Language
|
Class
:
|
Form 4
|
Duration
:
|
1 period Date:
|
Level
:
|
Intermediate
and above
|
Topic
:
|
Social Issues – Facing Teenage Blues
|
Skills
focus :
|
Writing
|
Language
content :
|
adverbs
|
Previous
knowledge :
|
Students have been reinforced on the
structure of an argumentative
text in the
previous lesson. They seemed to understand the structure but still lack the
ability to elaborate the points they have.
|
Curriculum
specifications:
|
2.3 present information to different
audiences by:j) using appropriate format, conventions, and grammar when
presenting information.
|
General
objectives :
|
Upon successful completion of the
lesson, students will be able to:
i) produce an argumentative text based
on the points given independently
|
Specific
objectives : Upon
successful completion of the lesson, students will be able to:
|
i) write out an argumentative text by
expanding the notes given as well as brainstorming within the groups.
|
Lesson
development /Activity
|
5 Post-reading
tasks
a Individually get students to think about
their own ‘bugbears’ (things or
situations that annoy them). What really
annoys them and makes them
angry? Give students some time to think.
Their answers needn’t be serious
and if they can’t think of anything they
can make something up.
b Then have a go at speed
writing – basically students write for about 10
minutes non-stop without
worrying about language, grammar or punctuation.
They just need to concentrate
on their ideas – in this case their complaints
about something. Have a look
at www.onestopenglish.com/Skills/Writing/
for
more information on
speedwriting and have a go!
c Students can then read their
complaints to each other. They then edit and
make necessary changes together,
and then write it up for homework. Get
them to add an appropriate
title, too.
|
Teaching
aids :
|
worksheet and handout
|
Moral
value :
|
moderate and
Co-operation
|
References
:
|
KBSM textbook
|
MUET 6RK3 0940 am – 1040 am
-
KELAS INI BELUM BERMULA LAGI
BAHASA INGGERIS 5S3 1040 am – 1140 am
Subject
:
|
English
Language
|
Class
:
|
Form 5S3
|
Duration
:
|
1 period Date:
|
Level
:
|
Intermediate
and above
|
Topic
:
|
Social Issues – Facing Teenage Blues
|
Skills
focus :
|
Writing
|
Language
content :
|
adverbs
|
Previous
knowledge :
|
Students have been reinforced on the
structure of an argumentative
text in the
previous lesson. They seemed to understand the structure but still lack the
ability to elaborate the points they have.
|
Curriculum
specifications:
|
2.3 present information to different
audiences by:j) using appropriate format, conventions, and grammar when
presenting information.
|
General
objectives :
|
Upon successful completion of the
lesson, students will be able to:
i) produce an argumentative text based
on the points given independently
|
Specific
objectives :
|
Upon successful completion of the
lesson, students will be able to:
i) write out an argumentative text by
expanding the notes given as well as brainstorming within the groups.
|
Lesson
development /Activity
|
3
Second reading tasks
a Tell students they’re now
going to read the text in more detail to understand each paragraph.
b
Students read the summaries of the paragraphs in part 3 of the worksheet.
c They then read the text again and decide which
summary is the correct one for each paragraph.
b Students compare their
answers with each other. If there are any differences, they should try to
explain their answers.
c
Feedback: they are all True except for c.
Make sure students understand the reasons for the answers – preferably get
students to explain why themselves. (a
She has an older and younger sister, b If the children have chocolate… c She’s still talking about
her children, d She gets
headaches e She feels better
and happier, but guilty too f I
try to speak…but nobody understands
|
Teaching
aids :
|
worksheet and handout
|
Moral
value :
|
moderate and
Co-operation
|
References
:
|
KBSM textbook
|
