MINGGU 16 (13 -17 APRIL
2015)
ISNIN 13 APRIL 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 14 APRIL 2015
MUET 6RK3 0705 am – 0815 am
-
KELAS INI BELUM BERMULA LAGI
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 15 APRIL 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
|
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
:
|
Form 5S3
|
Duration
:
|
Double period
|
Level
:
|
Intermediate
and above
|
Topic
:
|
Social Issues – Facing Teenage Blues (continuation from last lesson)
|
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 16 APRIL 2015
MUET 6AK3 0705 AM – 0815 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
|
JUMAAT 17 APRIL 2015
MUET 6AK3 0705 am 0815 am
Subject
:
|
English
Language
|
Class
:
|
Form 6AK3
|
Duration
:
|
Double 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
:
|
Double period
|
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
|
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