MINGGU 3 (12-16 JANUARI 2015)

MINGGU 3 (12 -16 JANUARI 2015)

ISNIN 12 JANUARI 2015

MUET 6AK3 0815 am – 0925 am

Subject :	English Language
Class :	Form 6AK3
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	1 Pre-reading tasks i.                     Put students in pairs and ask them to make a list of all the different chocolate brands they know. This can be bars (e.g. Kit kat) or boxes (e.g. Quality Street) etc, of course brands from their own country too. ii.                   The pair with the most reads out their list and other students can call out any missing brands. Students then tell each other which ones they like the best and how often they eat them. Tip: relate the topic to the students’ lives : People are always more interested in something that affects them
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 :	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	c Ask open class: why is chocolate so nice to eat? Which brands are more for children and which are for adults? See what response you get. (If appropriate for your class you could ask why so much chocolate is eaten at Easter.) Tip: use pictures / video If you can get your hands on some adverts for chocolate from magazines that would help to stimulate the conversation. How are the different chocolates being advertised, and to which gender or age group? Or have a look at some adverts from YouTube – just type in Mars bar commercial etc. You’ll get some very dated ones too which are fun to watch – would the 1986 one www.youtube.com/watch?v=GXxR9cfB9_s be shown today? a Tell the students they are going to read about Cheryl, a woman who is addicted to chocolate. Give each student a copy and tell them to read it fairly quickly and do two things: a to fill in the gap at the end with a suitable phrase, and b to explain what Cheryl was going to do at the end. b Students compare their ideas. There can be different answers of course.
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 :	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 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) 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 Reading tasks a Give each student a copy of their reading. Ask them to read it as quickly aspossible to see if the story is similar to their ideas. Let them know they canread it again in more detail later. b Ask students to spend two minutes drawing a picture of a scene from thestory. (Ignore the complaints of 'I can't draw', it doesn't have to be good). They then compare drawings (and laugh at each other's artistic attempts). c Students read again and underline any unknown words. Make sure they follow the steps and don’t make a grab for the dictionary straightaway.
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 :	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	c Feedback: a suggestions may include talk to family / your husband / a doctor / a friend… get help… cut down… eat a little less every day… Students may well have some better ideas. bCheryl was going to buy a bar of chocolate from a vending machine. Tip: consider the tone in a text The friend called out Cheryl’s name, what was the reason for this? I can see what you’re doing and it’s bad! What tone did she use? Why not see if students can say the name using the same tone of voice.
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	Post-reading tasks i.                     This activity gets the students looking at the lexical content. ii.                    Make sure they're not peeking at the stories. Nothing needs to be written, it can be a speaking activity within the group. iii.                  Monitor, but let students try to remember as much as possible on their own.
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 :	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	Second reading tasks i.                     There are signs of Cheryl’s addiction in the text. Students read through again more slowly and underline all the signs - there are about eight. © Macmillan Publishers Ltd 2007 Taken from the Skills section in www.onestopenglish.comTip: do an example first ii.                   Ask students to read just the first paragraph again. What sign is there of her addiction? She had put on a lot of weight. iii.                  As always students compare their answers before getting feedback. iv.                 Feedback: her trolley full of chocolate, cravings (they should get the meaning of this through context), feeling happier after eating it, hidden box of chocolate, headaches when she didn’t have any, erratic behaviour (driving out late at night to buy some), dreaming about chocolate. v.                   Can the students think of any other signs that are not in the text?
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	i.                     Once students can remember most of the story teacher rearranges the groups so that a new group of three has someone who has read each of the texts. Finally, get students in their new groups to work together and write another Cat survives...story
Teaching aids :	worksheet and handout
Moral value :	moderate and Co-operation
References :	KBSM textbook