MINGGU 4 (19 - 23 JANUARI 2015)

MINGGU 4 (19 -23 JANUARI 2015)

ISNIN 19 JANUARI 2015

MUET 6AK3 0815 am – 0925 am

Subject :	English Language
Class :	6AK3
Duration :	Double period
Level :	Intermediate and above
Topic :	Identifying the similarities of things
Skills focus :	Reading, speaking, Writing
Language content :	Nouns, verbs, 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) identify what perfume and other things have in common
Specific objectives : Upon successful completion of the lesson, students will be able to:	i) write out what those items are used for in our lives
Lesson development /Activity	Pre-reading tasks i.                    You could start the lesson by producing a small bottle of water, white vinegar, perfume and alcohol (a spirit not beer) and ask students to identify what they all have in common. After some guesses hand out the task sheet. Tip: use realia -          Students will be much more interested if you can bring in little bottles of distilled liquids. ii.                  hand out one copy of the task sheet to each student and ask them individually to do the four parts to question 1, and then compare with another student. Feedback: i.                    The dirty water is heated / to the boiling point and thus vaporizes / (becomes steam), while other substances remain in solid state, in the boiler. / Steam is then directed into a cooler / where it cools down and returns to liquid water / and the end result is a water, purified of additional substances found in it before the process began. ii.                  distillation iii.                to purify a liquid or to obtain a liquid iv.                 e.g. fresh water can be distilled from sea water, perfume from flowers, some alcohols (beer isn’t, whisky is), some vinegar etc(NB Alcohol is made by fermentation, distillation purifies the liquid and makes it stronger and more palatable). v.                   Students do the matching task in the second question, checking with another student when they have finished. No feedback.
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 20 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 :	Double period
Level :	Intermediate and above
Topic :	Drinks
Skills focus :	Writing
Language content :	Nouns, adjectives, adverbs
Previous knowledge :	Students have been reinforced on the structure of an argumentativetext 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) describe orally the name of the drinks and who normally drink them
Specific objectives : Upon successful completion of the lesson, students will be able to:	i) write out when those drinks are drunk and during which occasion
Lesson development /Activity	First reading tasks Put the students in pairs. Hand out one copy of the reading to every pair and ask them to read as quickly as possible together to check that the matching exercise has been done correctly. Tip: encourage different reading skills There are a lot of words here, but the texts can be scanned quickly to get the answers. Tip: encourage different reading skills There are a lot of words here, but the texts can be scanned quickly to get the answers. i.                    Get the answers from the students. Rum is not mentioned but they can work that out through elimination. Second reading tasks i.                     Each paragraph has the name of the drink. Ask students to read them again and to make up a suitable heading to summarize the paragraph and to write this by the name of the drink. Suggest that students share ideas and write the heading they think is most appropriate.
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 :	Alcoholic drink
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	i.              The teacher asks the students what the most popular alcoholic drink is in their country. Is it a drink that has been popular for a long time? Can it be bought in other countries or is it special to their country or region? Do they like it? ii.            If you come from a country that has a national alcoholic drink (other than one of the six in the readings) get students to ask you about that. Tip: personalize the topic i.                    Students are always more interested in reading an article if they think it has something connected with their lives.
Teaching aids :	worksheet and handout
Moral value :	moderate and Co-operation
References :	KBSM textbook

RABU 21 JANUARI 2015

MUET 6AK3 0705 am – 0815 am

Subject :	English Language
Class :	6AK3
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	Post-reading tasks – structure i.                    Ask students to look at the three sentences about gin on their handout. Then ask them to find the sentences with the same meaning in the text – what is the difference? The subject (gin) is now in the middle of the sentence, the word ‘and ‘ is no longer necessary and there is only one verb. ii.                  Explain to students that learners of English tend to use more verbs than native speakers when writing and this is one way of reducing the verbs and making more sophisticated sentences. Without looking at the texts ask students to rewrite the other four sentences and then compare with another student. iii.                Students can self-check by comparing their sentences with those in the text.
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 :	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	Second reading tasks a As soon as most students have completed the table, ask students to look at question 3. Suggest students underline the parts of the text that gives them the answer. Again get students to help each other and compare answers. Tip: provide sufficient time for this Students need to read more slowly now, they won’t enjoy the task if they feel made to rush. Post-reading tasks a Up until now, As and Bs have been working independently but using the same task sheet. Now, put an A and a B together and get them to tell each other their answers to question 3. Explain that this is a speaking task – and a sharing of knowledge. Choose a couple of good students to demonstrate what you want the others to do: A: Which drink became popular because of war? B: Vodka A: Why? B: Because vodka is from Russia. Russian soldiers fighting in Europe drank vodka. A: For me the answer is gin. British soldiers in Holland drank gin and brought it to England… Tip: consider weaker students Although students have the answer (eggin) they don’t have the details, so allow students to read the texts quickly again to be able to reply more fully if need be.
Teaching aids :	worksheet and handout
Moral value :	moderate and Co-operation
References :	KBSM textbook

KHAMIS 22 JANUARI 2015

-          KURSUS PROELT DI SK LEBOR

JUMAAT 23 JANUARI 2015

MUET 6AK3 0705 am 0815 am

Subject :	English Language
Class :	6AK3
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	Tip: link the reading to a writing activity Why not use the information about bamboo as a warmer for the following lesson – write on the boardBamboo is… and Bamboo can… and ask students to make sentences about the plant.
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	-          The teacher gets the students to write a short paragraph about another drink, perhaps non-alcoholic if that’s appropriate. -          Students can fill in the fourth row in the table to organize their information. -          There are plenty of examples of the passive that you can highlight.
Teaching aids :	worksheet and handout
Moral value :	moderate and Co-operation
References :	KBSM textbook