EDWIN LAWAY UCHAU
RPH MINGGU KE 30 (25-29 JULAI 2011)
ISNIN
6AK2 (0705 am – 0815 am)
| TARIKH CLASS SUBJECT HARI MASA | 25th July 2011 6AK2 MUET Monday 0705 am – 0815 am |
| SKILL: TOPIC CURR. SPEC. : PEDAGOGICAL STRATEGY: OBJEKTIF | Speaking component Opinions How to state and justify opinions Mastery learning General Students will be able to use correct expressions when stating opinions and justifying their opinions on the issue given. Specific Students will be able to practice stating their opinions and justifying their opinions on the issue of effectiveness of the demerit system as a penalty for reckless driving. |
| ACTIVITY | - Teacher explains that in a conversation we must avoid making generalisation - When we state an opinion it may be a generalisation unless we are able to substantiate our opinion with factual information - Students practice the following dialogue with a partner on the effectiveness of the demerit system as a penalty for reckless driving while practicing stating opinions and justifying opinions. |
| REFLECTION | - Most of the students were able to practice stating their opinions and justifying their opinions. |
6RK1 (0945 am – 1055 am)
| DATE CLASS SUBJECT DAY TIME | 25th July 2011 6RK1 MUET Monday 0945 am – 1055 am |
| SKILL: TOPIC CURR. SPEC. : PEDAGOGICAL STRATEGY: OBJEKTIF | Writing component Descriptive essay To Write a descriptive essay Mastery learning General Students will be able to recognise descriptive patterns in essay writing and writing a descriptive essay Specific Students will be able to use the four main patterns when writing a descriptive essay |
| ACTIVITY | - Teacher explains to the students that in carrying out our daily activities we often come across situation where we have to describe or give detailed information about something or someone - We give descriptions based on our own observations and experience, gathered through the use of the five senses namely sight, hearing, smell, touch and taste. - Students learn the three main patterns we can use when we write a descriptive essay such as dominant impression, general to specific and specific to general |
| REFLECTION | - Students were able to practice writing using the three main patterns under the teacher’s guidance. |
SELASA
6RK1 (0815 am – 0925 am)
| DATE CLASS SUBJECT DAY TIME | 26th July 2011 6RK1 MUET Tuesday 0815 am – 0925 am |
| SKILL: TOPIC CURR. SPEC. : PEDAGOGICAL STRATEGY: OBJEKTIF | Writing component Descriptive essay Writing a descriptive essay Part II Mastery learning General Students will be able to recognise descriptive patterns in essay writing and writing a descriptive essay Specific Students will be able to use the four main patterns when writing a descriptive essay |
| ACTIVITY | - After students had learn about the three main patterns to write a descriptive essay they continue their lesson by answering exercise A in which they have to describe their friend’s appearance and the events that took place before his mysterious disappearance - Students are required to write an essay in about 250 words. |
| REFLECTION | - Students progress was slow as they were not familiar with the situation of the task and the teacher had to provide guidance and guidelines for them. |
MUET 6AK5
| TARIKH CLASS SUBJECT HARI MASA | 26th July 2011 6AK5 MUET Tuesday 1020 am – 1130 am |
| SKILL: TOPIC CURR. SPEC. : PEDAGOGICAL STRATEGY: OBJEKTIF | Reading component Making inferences To draw conclusions using inferences Mastery learning General Students will be able to draw conclusion using inferences on the situations given to them Specific Students will be able to infer by using their common sense, powers of reasoning and their knowledge of the world and their background on the 5 statements given to them |
| ACTIVITY | - Teacher explains that the word inference is the noun form of the verb ‘to infer’ which means to draw conclusion. - It is a conclusion or an opinion drawn from reasoning based on known facts or events - When we infer we must read between the lines and draw conclusions about the topic or the writer’s intention on the basis of the given information. - Students learn how to infer using their common sense, powers of reasoning and their knowledge of the world and their background on the 3 situations given |
| REFLECTION | - Students were able to understand what infer means and how to make inferences based on the various kind of situations given |
6AK2 (1130 am – 1240 pm)
| TARIKH CLASS SUBJECT HARI MASA | 26th July 2011 6AK2 MUET Tuesday 1130 am – 1240 pm |
| SKILL: TOPIC CURR. SPEC. : PEDAGOGICAL STRATEGY: OBJEKTIF | Reading component Inferencing - To draw conclusions using inference Part II (to form an opinion that something is probably true because of information that you have ) Mastery learning General Students will be able to draw conclusion using inferences on the situations given to them Specific Students will be able to infer by using their common sense, powers of reasoning and their knowledge of the world and their background on the 5 statements given to them |
| ACTIVITY | - After the students had learnt how to make inferences they do further practice on the 5 sentences given by discussing and circling the possible inferences that can be drawn from the sentences. |
| REFLECTION | - Students were able to circle correctly the possible inferences that can be drawn from the 5 sentences given |
RABU
6RK1 (0815 am-0925 am)
| DATE CLASS SUBJECT DAY TIME | 27th July 2011 6RK1 MUET Wednesday 0815 am – 0925 am |
| SKILL: TOPIC CURR. SPEC. : PEDAGOGICAL STRATEGY: OBJEKTIF | Listening component Note-taking To listen to take notes – additional practice Mastery learning General Students will be able to listen to any talks and taking down notes Specific Students will be able to listen to the following lecture on the use of pesticides in agriculture and completing the notes given. |
| ACTIVITY | - Tr explains to the students that when they take notes they have to pay attention to the following such as; - Taking down only the main points and not copying every word which Includes examples that support the main points - Using an outline with proper headings and subheadings - Use shortform or abbraviations and shortened phrases for rapid recording. - Teacher gets the students to practice taking down some notes by completing the exercise given based on the recording text on The Use of Pesticides in Agriculture |
| REFLECTION | - Students were able to take down some notes satisfactorily based on the text played |
6AK5 (0945 am – 1055 am)
| DATE CLASS SUBJECT DAY TIME | 27th July 2011 6AK5 MUET Wednesday 0945 am – 1055 am |
| SKILL: TOPIC CURR. SPEC. : PEDAGOGICAL STRATEGY: OBJEKTIF | Speaking component Statement expressing agreement and disagreement - To use the correct expressions for the following Expressing agreement Expressing disagreement Speaking skill: i. To use the correct expressions for the following statements expressing agreement and disagreement Mastery learning General Students will be able to use the correct expressions to express agreement and disagreement Specific Students will be able to practice the statements and phrases that express agreement in an informal manner |
| ACTIVITY | - Tr explains that in a discussion we often have to say what we think of a point of view or opinion expresses by other members of the group - We may agree or disagree with a point made in the discussion - When we are in favour of a point we will certainly want to support it - We do this by expressing our agreement in the following ways. - Students then practice the statements and phrases expressing agreement in an informal manner on the worksheet given. |
| REFLECTION | - Students were able to practice expressing agreement in the statements and phrasesin an informal manner correctly. |
6AK2 (1130 am – 1240 pm)
| DATE CLASS SUBJECT DAY TIME | 27th July 2011 6AK2 MUET Wednesday 0945 am – 1055 am |
| SKILL: TOPIC CURR. SPEC. : PEDAGOGICAL STRATEGY: OBJEKTIF | Writing component Expository writing To define concepts and explaining ideas in an essay Mastery learning General Students will be able to define concepts and to explain ideas in an essay Specific Students will be able to write a paragraph that defines one of the terms given such as feminist and chaperone. |
| ACTIVITY | - Tr explains that the basic puirpose of expository writing is to inform, to explain or simply to help readers understand the message in the text they are reading - Expository writing appears in many forms namely reviews, articles, case histories, definitions, illustrations, interpretations, etc. - Students will learn to focus on the definition of concepts and explanation of ideas - In the course of dealing with other people, we might have to define concepts or terms that we use - We may either use a dictionary definition or an informal definition based on our understanding of the concept - Students learn an example of defining a concept based on a situation given about a person named Mary. - Later, students continue their learning on defining concepts such as defining according to purpose, descriptive definition, logical definition and process definition |
| REFLECTION | - This lesson is quite challenging for the students to understand so the teacher had to repeat his explanation to get the students to understand the idea of defining concepts. |
KHAMIS
6AK5 (0705 am – 0815 am)
| DATE CLASS SUBJECT DAY TIME | 28th July 2011 6AK5 MUET Thursday 0705 am - 0815 am |
| SKILL: TOPIC CURR. SPEC. : PEDAGOGICAL STRATEGY: OBJEKTIF | Writing component Expository writing (continue from yesterday’s lesson) To define concepts To explain ideas in an essay Mastery Learning General Students will be able to define concepts and to explain ideas in an essay Specific Students will be able to write a paragraph that defines one of the terms given such as feminist and chaperone. |
| ACTIVITY | - Tr. revises the lesson about defining concepts with the students to prepare them for the new lesson today - Tr shows several examples of sentences about defining according to purpose, descriptive definition, logical definition and process definition - Students reinforce their learning and understanding of the lesson by writing a paragraph for the terms such as dictator and perfectionist |
| REFLECTION | Students were able to write a paragraph for each of the terms given satisfactorily under the teacher’s guide. |
6RK1 (1130 am – 1240 pm)
| DATE CLASS SUBJECT DAY TIME | 28th July 2011 6RK1 MUET Thursday 1130 am – 1240 pm |
| TAJUK SUB-TAJUK OBJEKTIF | Listening component To listen 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 while answering the 7 subjectives questions. |
| AKTIVITI | - Teacher explains to the students that when they 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. - 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
6AK5 (0705 am – 0815 am)
| DATE CLASS SUBJECT DAY TIME | 29th July 2011 6AK5 MUET Friday 0705 am - 0815 am |
| TAJUK SUB-TAJUK OBJEKTIF | Reading component Identifying the topic sentence and supporting details General Students will be able to identify the topic sentence and supporting details in a paragraph Specific Students will be able to write down the topic sentence and identifying the supporting details for each of the paragraph given |
| AKTIVITI | - Tr explains about what topic sentence and supporting details are - Tr shows example of a paragraph and explains to the students which sentence make up the topic sentence and the supporting details - Students practice writing the topic sentence and supporting details to form a paragraph |
| CATATAN / REFLEKSI | - This lesson is quite easy for students to understand so most of them were able to write a paragraph consisting the topic sentence and supporting details. |
6AK2 (0815 am – 0925 am)
| DATE CLASS SUBJECT DAY TIME | 29th July 2011 6AK2 MUET Friday 0815 am – 0925 am |
| TAJUK SUB-TAJUK OBJEKTIF | Reading component Identifying the topic sentence and supporting details General Students will be able to identify the topic sentence and supporting details in a paragraph Specific Students will be able to write down the topic sentence and identifying the supporting details for each of the paragraph given |
| AKTIVITI | - Tr explains about what topic sentence and supporting details are - Tr shows example of a paragraph and explain to the students which sentence make up the topic sentence and the supporting details - Students practice writing the topic sentence and supporting details to form a paragraph |
| CATATAN / REFLEKSI | Most of the students were ablee to write simple topic sentence under the teacher’s guide. |
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