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LAPORAN PELAKSANAAN KITARAN 1 PROGRAM KOMUNITI PEMBELAJARAN PROFESIONAL (PLC) DI SMK LEPAR UTARA, 26400 BANDAR TUN ABDUL RAZAK, JENGKA, PAHANG BAGI TAHUN 2012 Disediakan oleh: En. Mohd Asyraf bin Badli (Penyelaras PLC) SMK Lepar Utara

ISI KANDUNGAN PELAKSANAAN PROGRAM PLC KITARAN PERTAMA SMK LEPAR UTARA LAPORAN AKTIVITI YANG DIJALANKAN mukasurat A) IN-HOUSE TRAINING  PLC  2 Laporan Aktiviti

B)

PELAKSANAAN LEARNING WALKS

Laporan Aktiviti  3 Refleksi Program Learning Walks  4 C) PELAKSANAAN LESSON STUDY Laporan Aktiviti  5 Refleksi Program Lesson Study   6-8 Rancangan Mengajar Harian Semasa Lesson Study 9-13 Rancangan Mengajar Harian Selepas Lesson Study 14-18 (Penambahbaikan) LAMPIRAN 19-21

LAPORAN IN-HOUSE TRAINING PLC SENARAI NAMA GURU BAHASA INGGERIS: 1. EN MOHD ASYRAF BIN BADLI  A/P PARIASAMY 2. EN CHE KU ROSDI BIN CHE KU JUSOH BINTI RODZI 3. EN AZLI HANIF BIN BAHAR  BINTI MAT DERIS 4. PN AZLIN BINTI OTHMAN

5.

PN NAVAMANY

6.

PN ZAREHAN

7.

CIK HARTINI

 

Topik Butiran Nama Program In House Training - Komuniti Pembelajaran Profesional (PLC) Mat atla lama mat t Men ende ded dah ahka kan n makl maklum umat at yan ang g berk berkai aita tan n de deng ngan an pel pelak aksa sana naan an PL PLC C di pe ringkat sekolah Objektif Pada akhir kursus, guru-guru akan dapat: a) Me Meng nget etah ahui ui ak akti tivi viti ti-a -akt ktiv ivit iti i PLC PLC ya yang ng te tela lah h dir diran anca cang ng ol oleh eh Ba Baha hagi gian an Pe Pend nd idikan Guru, KPM yang akan dijalankan b) Me Menj njal alan anka kan n akt aktiv ivit itii-ak akti tivi viti ti PL PLC C di di s sek ekol olah ah de deng ngan an ba bant ntua uan n Pen Penye yela lara ras s P LC Pelaksanaan 10 Mei 2012 (Khamis) Tempat Tem pat Bilik Bilik Sel Self-A f-Acce ccess ss Lea Learni rning ng (SA (SAL) L) Aktiviti 1. Penyelaras PLC menyampaikan maklumat-maklumat yang berka itan dengan pelaksanaan: a L b) ) Le es as ro nn inS gtu Wd ay lks c) Peer Coaching d) Perkongsian G Gu uru ( (S Sharing Se Sessions) 2. Video pelaksanaan Lesson Study ditayangkan Sasaran Semua guru Bahasa Inggeris Kos/sumber Tiada Input a) Guru-guru mengetahui bagaiman proses pelaksanaan aktiviti PLC b) Gu Guru ru-g -gur uru u dap dapat at be berk rkon ongs gsi i ilm ilmu u yan yang g sed sedia ia ad ada a ber bersa sama ma-s -sam ama a ket ketik ika a di di s sek ek olah c) Gu Guru ru ba baru ru da dapa pat t men menim imba ba il ilmu mu be berg rgun una a unt untuk uk pe pers rsed edia iaan an me mela laks ksan anak akan an pr pros ose e s P&P di sekolah.

LAPORAN PELAKSANAAN LEARNING WALKS (LW) Senarai nama Learning Walkers: 1. EN CH CHE E KU RO ROSD SDI I BI BIN N CH CHE E KU JU JUSO SOH H (L (LEA EAD D WA WALK LKER ER) ) AT DERIS 2. EN MOHD ASYRAF BIN BADLI NAVAMANY A/P PARIASAMY 3. PN AZLIN BIN OTHMAN

4.

CI CIK K HA HART RTIN INI I BI BINT NTI I M 5.

PN

Topik Butiran Nama Program Learning Walks Mat atla lama mat t Mem empe pel laj ajar ari i idea idea bar aru u te tent ntan ang g peng penggu guna naan an Ala lat t Ba Bant ntu u Men Menga gaja jar r (AB (AB M) daripada P&P guru-guru matapelajaran lain Objektif Pada akhir pemerhatian, Learning Walkers akan dapat: a) Me Meng nget etah ahui ui pe pelb lbag agai ai je jeni nis s ABM ABM ya yang ng di digu guna naka kan n ole oleh h beb beber erap apa a ora orang ng gu guru ru ya ng diperhatikan b) Me Meng ngen enal alpa past sti i keb keber erke kesa sana nan n pen pengg ggun unaa aan n ABM ABM da dala lam m pros proses es pe pemb mbel elaj ajar aran an pe pela la jar Pelaksanaan 5 Julai 2012 (Khamis) Tempat Tem pat SAINS SAINS - 3 Muaz Muaz Al Al-Ja -Jabba bbar r (9 (9.00 .00-9. -9.10A 10AM) M) SEJARAH  4 Khalid Al-Walid (9.15-9.25AM) BAHASA INGGERIS - 2 Khalid Al-Walid (9.30-9.40AM) MATEMATIK  5 Luqman Al-Hakim (9.45-9.55AM) Aktiviti 1. Guru-guru Bahasa Inggeris dan Penyelaras PLC telah membu at persetujuan bersama bahawa pelaksanaan LW adalah berfokuskan penggunaan ABM d alan proses P&P 2. Le Lear arni ning ng Wa Walk lker ers s dan dan Le Lead ad Wa Walk lker er di dibe beri rika kan n tak takli lima mat t ber berka kait itan an de deng ngan an ma mak k lumat dalam borang-borang pemerhatian LW. 3. Me Menj njal alan anka kan n akt aktiv ivit iti i LW LW k ke e k kel elas as se sela lama ma 10 mi mini nit t dan dan me menc ncac acat at pe peme merh rhat atia ia n LW 4. Le Lear arni ning ng Wa Walk lker ers s ber berbi binc ncan ang g di di k kor orid idor or se sela lama ma 5 m min init it me meng ngen enai ai ha hasi sil l dap dap atan 5. Le Lead ad Wa Walk lker er da dan n Pen Penye yela lara ras s PLC PLC me memb mbua uat t rum rumus usan an/ / ref refle leks ksi i kes kesel elur uruh uhan an LW LW. .

 

Sasaran SAINS  En. Amran bin Deraman SEJARAH  Pn Siti Hapsiah binti Jurami BAHASA INGGERIS  En Azli Hanif bin Bahar MATEMATIK  En Noor Feizar binti Othman Kos/sumber Tiada Input a) Para guru dapat melihat bagaimana penggunaan ABM dalam kelas unt uk subjek lain membantu proses P&P. LAPORAN KESELURUHAN REFLEKSI LEARNING WALKS Diisi oleh Lead Walker. Sila lengkapkan borang berdasarkan keseluruhan refleksi yang telah dijalankan. 1.Mengajar Fo Foku kus s yan yang g tel telah ah di dipi pili lih h dan dan berbeza di dipe pers rset etuj ujui ui be bers rsam ama a : Pe Peng nggu guna naan an Al Alat at Ba Bant nt u (ABM) dalam matapelajaran 2. Aspek yang telah dipelajari : a) Pe Peng nggu guna naan an AB ABM M ban banya yak k mem memba bant ntu u pro prose ses s P&P P&P le lebi bih h ber berma makn kna a dan dan se sena nang ng di difa fa hami. b) Pe Pelb lbag agai ai je jeni nis s ABM ABM ya yang ng di digu guna naka kan n dap dapat at me mena nari rik k min minat at pe pela laja jarr-pe pela laja jar r c) Ji Jika ka ti tiad ada a at atau au ku kura rang ng pe peng nggu guna naan an AB ABM, M, pa para ra pe pela laja jar r ku kura rang ng me memb mber eri i pe perh rh atian dalam kelas kerana kurang jelas dalam memahami P&P. 3. Se Sena nara raik ikan an bu bukt kti i pen penga gaja jara ran n dan dan pe pemb mbel elaj ajar aran an ya yang ng te tela lah h dip diper erha hati tika kan n (ji (ji ka ada) : a) Bahan eksperimens b) Pamphlet pasaraya c) Handout/ helaian kerja latihan d) e)

Kertas Mahjong Penggunaan Slides

4. Tindakan seterusnya yang akan dilaksanakan : a) Le Lear arni ning ng Wa Walk lks s bak bakal al di dija jala lank nkan an de deng ngan an le lebi bih h ker kerap ap ia iait itu u 3 at atau au 4 k kal ali i s etahun mulai tahun depan b) Me Memb mber eri i pel pelua uang ng ke kepa pada da gu guru ru ya yang ng be belu lum m ter terli liba bat, t, un untu tuk k mel melak aksa sana naka kan n LW LW p ada tahun depan untuk semua subjek Tandatangan Ketua (Lead Walker) Tandatangan Penyelaras PLC

   

........ (EN CHE KU ROSDI BIN CHE KU JUSOH) (EN MOHD ASYRAF BIN BADLI)



Nama Sekolah: SMK LEPAR UTARA, 26400 BANDAR JENGKA, PAHANG LAPORAN PELAKSANAAN LESSON STUDY KITARAN 1 SENARAI 1. 2. 3.

NAMA PAKAR RUJUK/ PEMERHATI PROGRAM LESSON STUDY (LS): PN NORMALA BINTI M. SAPUAN (WAKIL PPD JERANTUT  PROGRAM PLC) PN NORMALA BINTI SALLEH (WAKIL PPD JERANTUT  PROGRAM PLC) EN NO NORH RHYI YISY SYAM AMUD UDIN IN BI BIN N KA KAMI MIL L (P (PEN ENSY SYAR ARAH AH IP IPG G KA KAMP MPUS US TE TENG NGKU KU AM AMPU PUAN AN AF AFZA ZAN) N)

SENARAI NAMA GURU/ PEMERHATI PROGRAM LESSON STUDY (LS): 1. EN MOHD ASYRAF BIN BADLI (GURU MENGAJAR)  AZLIN BIN OTHMAN 2. EN CHE KU ROSDI BIN CHE KU JUSOH 5. PN NAVAMANI A/P PARIASAMY 3. EN AZLI HANIF BIN BAHAR 6. CIK HARTINI BINTI MAT DERIS

4.

PN

 

Topik Butiran Nama Program Pelaksanaan Program Lesson Study (LS) Kitaran 1 Mat atla lama mat t Mel elak aks san anak akan an P&P den enga gan n be berp rpan andu duka kan n sa satu tu Ran anca cang ngan an Pe Peng ngaj ajar aran an Ha rian(RPH) yang telah dihasilkan daripada daripada idea beberapa orang guru Bahasa Ingger is. Objektif Pada akhir Program Lesson Study, guru-guru akan dapat: a) Me Meng nget etah ahui ui RP RPH H yan yang g tel telah ah di dira ranc ncan ang g ber bersa sama ma sa sama mada da me memp mpun unya yai i kes kesan an ya yang ng lebih baik dalam P&P yang diajar. Pelaksanaan 25 Jun 2012 (Isnin) Temp Tempat at/ / Wak Waktu tu Ke Kela las s 5 Sal Salma man n AlAl-Fa Fari risi si / 10 10.0 .00 0 pag pagi i Aktiviti a) Guru mengajar mengikut RPH yang telah dihasilkan bersama  ketika di peringkat awal LS b) Pa Paka kar r ruj rujuk uk da dan n pem pemer erha hati ti me meng ngis isi i mak maklu luma mat/ t/ re refl flek eksi si se sema masa sa LS di dija jala lank nka a n c) Se Sele lepa pas s LS LS d dij ijal alan anka kan, n, gu guru ru-g -gur uru u dan dan pa paka kar r ruj rujuk uk be berb rbin inca cang ng da dan n mem membu buat at refleksi berkaitan cadangan baru untuk menambahbaik RPH yang telah dilaksanakan. Sasaran Pelajar Tingkatan 5 Salman Al-Farisi Kos/sumber RM 50.00 (Belanja ABM) Input a) Para guru diberi lebih pendedahan dan idea baru daripada pakar r ujuk untuk menambahbaik RPH yang telah digunakan semasa pemerhatian Program Less on Study LAPORAN KESELURUHAN REFLEKSI LESSON STUDY SEKOLAH TINGKATAN / KELAS MATA PELAJARAN

: SEKOLAH MENENGAH KEBANGSAAN LEPAR UTARA : 5 SALMAN AL-FARISI : BAHASA INGGERIS

TAJUK TARIKH

: FAST FOOD : 25 JUN 2012

ASPEK

KOMEN

CADANGAN U UN NTUK ME MENAMBAHBAIK RP RPH

1.

Rancangan Mengajar The LP was well-written, yet some of the elements, need to be reorganized and mo re focused/ implicit so that the result of the lesson would be better especially  in the learning outcomes. 



The LP need to be more focused and LO could be done in a more implicit way; acco rdingly.  The activities can be expanded to more grouping activities earlier.

2. 

Isi Kandungan / Konten

Not quite focusing on the main target of the lesson plan. Students understand th e contents, but they have problem in applying the language items - persuasive la nguage.  Teacher instructions were not that clear and no examples were given to help the students understand better.  The LP need to be organized the LO so that the main target of the content is ach ieved accordingly.  The teacher must provide clear instructions and try to relate the content well w ith the students understanding to ensure that the students really comprehend the whole lesson target.

 

3.

Soa oala lann-so soal alan an ya yang ng di dik kem emuk ukak akan an : Aras ras dan dan kese kesesu suai aian an



Students lack of time to answer teachers questions as they need to digest and und erstand the questions.  At certain times, the questions were quite difficult for the students, thus, the  teacher was the one who answered them.  Teacher should give ample time to students to respond and answer the questions. If the students do not understand the questions, teacher could simplify the ques  tions and try to give more examples to the students to understand better.   4. Keberkesanan   Bahan Bantu Mengajar 

Appropriate and suits the students level. Appealing to the students especially wi th the authentic teaching aids used during the induction stage  the McDonald fast  food wrappers and pamphlets.  The reading text were not fully utilized during the next stage of the lesson, th us, seems that there was nothing much gain from the text reading activity. 

Teacher could provide more pamphlets to the students, so that everyone will have  the chance to participate better. Teacher should ask the students to skim and scan for the language items that the  y are supposedly going to learn that day; persuasive language and adjectives. Th is will ensure the reading text activity actually help in students  understanding.

5.

Penglibatan Pelajar



Students were a bit quiet since most of them did not know what to respond to the  teachers questions and instructions.  Teacher mostly does the talking instead of the students who should perform a mor e discovery learning.  Nevertheless, towards the last activity, the students were actively involved wit h the group work as they really enjoyed the lesson. 

Teacher should divided the students into group work earlier so that the students  already have the chance to interact among themselves and also able to share the  ideas about the topic.  Teacher should initiate the students  initiate to answer questions by asking the s tudents their experience about the topic.  Teacher should also be more confident and energetic in order to promote students  e gagement in the class.

6.

Respon/ Jawapan Pelajar

 The students were not really responsive towards the teachers questions since they  were not really understand the questions as well as there was no clear instruct ions and examples of how to do the activities  Teacher asked the questions but in the end, the teacher was the one who answered  all the questions given. 

Teacher must provide clear instructions and must be able to show some examples b efore assigning the tasks to the students.  Teacher should give more time for the students to think and reactivate their pri

 

or knowledge about the topic. 7.

Teknik Pe Pengajaran & Ha Hasil Pembelajaran Pelajar  The technique of the teaching was appropriate and suits the students  level.  The LO are manageable, meaningful and achievable.  Nevertheless, the LP need to be reorganized so that the LO would be better and t he students could have a more meaningful learning.

8. 

Lain-lain The students did not manage to present their final product, yet they manage to c

ome out withand very fascinating based on the main target of the lesson; cr eate a menu use persuasiveresults language.  Teacher should manage the time appropriately. Therefore, clear instructions are essential so that they know what to do without wasting the time on thinking what  actually they should do.

NAMA AHLI KUMPULAN LESSON STUDY: 1. EN. MOHD ASYRAF BIN BADLI (GURU MENGAJAR)  NAVAMANI A/P PARIASAMY 2. EN. CHE KU ROSDI BIN CHE KU JUSOH 6. CIK HARTINI BINTI MAT DERIS 3. EN. AZLI HANIF BIN BAHAR 7. PN. ZAREHAN BINTI RODZI 4.

5.

PN.

PN. AZLIN BIN OTHMAN

NAMA PAKAR RUJUK / KNOWLEDGEABLE OTHERS: PENSYARAH IPG TAA : EN. NORHYISYAMUDDIN BIN KAMIL PEGAWAI PPD JERANTUT : PN. NORMALA BT. M. SAPUAN   PN. NORMALA BT. SALLEH PENCATAT : EN. MOHD ASYRAF BIN BADLI

RANCANGAN PENGAJARAN HARIAN [RPH] (ASAL ) Subject : English Form : Enrolment : Date/Day : Time : Level : Theme : Topic : Focused Skill : Integrated Skill(s) :

5 Salman Al-Farisi 22 students 25st June 2012, Monday 9.00-10.20am (2 periods/ 80 minutes) Higher Intermediate Health Fast Food Reading Speaking

Learning Outcomes/ Curriculum Specifications: LANGUA LAN GUAGE GE F FOR OR I INFO NFORMA RMATIO TIONAL NAL USE SPECIF SPECIFICA ICATIO TION N Reading 2.1 Obtain information for different purposes by c) reading materials in print such as reports and articles using other electroni

 

c med media suc uch h as the in inte tern rnet et Leve Level l 1, 2 & 3 ii. Reading silently and aloud with understanding a variety of texts 2.2 Process information by a) sk skim immi ming ng and and s sca cann nnin ing g for for s spe peci cifi fic c inf infor orma mati tion on an and d ide ideas as Le Leve vel l 1 iii. Scanning for details LANGUA LAN GUAGE GE F FOR OR I INTE NTERPE RPERSO RSONAL NAL USE SPECIF SPECIFICA ICATIO TION N 1.2 Take part in social interaction by a) carrying carrying out out a variety variety of language language functions functions Level 2 iv. Persuading someone to do something in simple language Lesson Objectives:  By the end of the lesson, students will be able to; 1. Answer at least 6 out of 8 True or False questions correctly based on the reading text individually then it or the class. 2. Id Iden enti tify fy th the e per persu suas asiv ive ediscuss lan langu guag age e owith r a adj djec ecti tive ves s vis visib ible le in th the e fas fast t foo food d pamphlets/ by circling it then discuss it within the respective groups. groups. 3. Cr Crea eate te th the e fas fast t foo food d of of t the he fu futu ture re us usin ing g adj adjec ecti tive ves s and and pe pers rsua uasi sive ve la lang ngu u age in groups of 4-5 then present and advertise it to the whole class. Educational Emphases: 1. Thinking skills 2. Multiple Intelligences Moral Values: 1. Group work  Instilling cooperation among students. Language Content: 1. Adjectives  Splendid, sumptuous, creamy, crispy, juicy, tasty, delicious 2. Persuasive l la anguage Premium quality chicken spiced to perfection. Juicy and tasty! Discover the taste of goodness with the new Chicken Foldover!  youll love it when you try it! Teaching Aids: Whiteboard, Reading text, Activity sheet, Fast food samples and p amphlets, mahjong paper, coloured manila card, coloured markers Previous Knowledge: 1. St Stud uden ents ts ha have ve le lear arnt nt th the e adj adjec ecti tive ves s and and ha have ve be been en ex expo pose sed d to to p per ersu suas asiv ive e language before in real life. Anticipated Problems: 1. Pas assi sive ve stu tude den nts may not par arti tici cipa pate te in t th he a ac cti tivi viti ties es Solution: Teacher will have these passive students to answer question when rando mly choose students in activities. 2. St Stud uden ents ts mi migh ght t tak take e too too mu much ch ti time me wh when en de desi sign gnin ing g the their ir pr prod oduc uct t and and th ther ere e  will be no time to present their product. Solution: Teacher goes around the class to facilitate the students and at least a few groups manage to finish their work and present it to the class. Stage/Time Remarks/ Teaching Aids

Set Induction

Content Teaching-Learning Activity

Students Response

 

(± 10 minutes) A set of fast food sample presentation:  

What attracted you to the products shown here? Other than the pictures on the pack, how does the company persuade the consumers

? 1.

T shows t th he S Ss s a f fe ew ex examples of f fa ast foods s sa amples.

2. T eli elici cits ts di disc scus ussi sion on fr from om Ss ba base sed d on on w wha hat t the they y cou could ld se see e fro from m the the fa fast st food samples.

3.

T dis distr trib ibut utes es so some me fa fast st fo food od pa pamp mphl hlet ets s to to t the he Ss an and d ask asks s the them m to to s sca can n t

he pamphlets. 4.

T ask asks s Ss Ss t to o i ide dent ntif ify y the the pe pers rsua uasi sive ve la lang ngua uage ge vi visi sibl ble e in in t the he pa pamp mphl hlet et. .

1.

Ss sh should have been f fa amiliar wi with food; f fa ast fo food

2.

Ss should be interested with the topic.

3. Ss sh shou ould ld be abl ble e to to g giv ive e cor corr rec ect t ver verb bal feedb eedbac ack k esp espe eci cial ally ly on fast food  related questions. Samples of fast food product Fast food pamphlets Whiteboard

Pre-reading A (± 10 minutes) Questions:    

Fast food  What comes into your mind? How many of you like fast food? Is fast food healthy? Is fast food the same as junk food?

1. T elicits discussion on fast food from Ss  on what they think of it befor e reading the text. 2.

T dis distr trib ibut utes es Ac Acti tivi vity ty 1 s she heet ets s to to S Ss s b bef efo ore rea eadi ding ng the tex ext. t.

3. Ss do th the e exe exerc rcis ise e bas based ed on th thei eir r own own kn know owle ledg dge/ e/ ea earl rlie ier r dis discu cuss ssio ion n abo abou u t the topic. 1. Ss sh shou ould ld be ab able le to gi give ve op opin inio ions ns re rela late ted d to to t the he te text xt th that at th they ey wi will ll re ad. Whiteboard Activity 1

 

Pre-reading B (± 10 minutes) Vocabulary List:  Vending Filling   Refined Lean   Revamping   

Broiled Entrée Portion

Definitions:  The act of selling goods for a living Easily satisfying the appetite   Freed from impurities by processing Lacking in mineral content   To patch up or renovate; repair with a new part Cooked by radiant heat   The principal dish of a meal An individual quantity of food or drink taken as part of a meal  1.

T con conti tinu nues es by pas pasti ting ng a s set et of m ma anila nila ca car rd co cont ntai ains ns ter erms ms definitions re

lated to the topic. 2.

T ask asks Ss Ss to gue uess ss th the e sp spe eci cifi fic c te terms rms for for each each def defin init itio ion. n.

3.

T ra rand ndom omly ly pi pick cks s S to ma matc tch h th the e wo word rds s to th thei eir r co corr rrec ect t de defi fini niti tion on. .

1.

Ss might not be able able to guess guess the meanings without the text

2. Ss mi migh ght t be be a li litt ttle le bi bit t pas passi sive ve wh when en th the e tea teach cher er as asks ks fo for r vol volun unte teer ers s fo fo r the activity.

Manila Card with vocabulary

 

While-Reading (± 15 minutes) Activity 1: True or False statements:   

T F T

    

T F F F T 1. In Indi divi vidu dual ally ly, , Ss Ss a are re as aske ked d to to r rea ead d the the te text xt si sile lent ntly ly an and d rere-an answ swer er th the e T rue / False activity. 2.

T as asks ks fo for r a pa pair ir of vo volu lunt ntee eers rs to re read ad th the e tex text t alo aloud ud, , tak takin ing g tu turn rns. s.

3. 1.

T discusses the answers with Ss. Ss sh should be be a ab ble to to u un nderstand at at l le east ¾ of th the t te ext

2.

Ss sh shou ould ld be abl ble e to par arti tici cipa pate te durin uring g th the e ac acti tivi vity ty. .

3. Ss sh shou ould ld be ab able le to ch chec eck k th the e an answ swer ers s co corr rrec ectl tly y dur durin ing g the the ex exer erci cise se Fast food facts text Activity 1

Post-Reading (± 25 minutes) Zooming into the future:  Create the fast food of the future. It should be tasty and nutritious without th e oil and fat.  You have to design a poster and the materials given to promote your product.  Include a brief description of the ingredients used in the product. Vocabulary for description/ ingredients:        

convenient nutritious disease trans-fat grilled low-fat mustard deep dish

 



1.

yummy T assigns Ss into group of four

2.

T gives the instructions to the Ss.

3. T dis distr trib ibut utes es th the e mat mater eria ials ls to th the e Ss Ss a and nd th they ey st star art t to to t thi hink nk of th thei eir r p roduct and design it. 4.

Each gr group wi will pr present th their pr product to to t th he c cl lass.

5.

Ss wi will ll vo vote te fo for r the their ir mo most st li like ked d pr prod oduc uct. t. Th The e vo vote tes s wil will l be co coun unte ted. d.

6.

The mos ost t li like ked d pro produ duct ct wi wil ll rece receiv ive e ? for for thei their r gr grou oup. p.

1.

Ss should be able to sit in groups and cooperate.

2.

Ss mi migh ght t not not be a ab ble to t th hin ink k for for a s sl logan ogan fo for r the their ir foo ood d pos poste ter. r.

3.

Ss sh shou ould ld be abl ble e to to t thi hink nk cr cre eat ativ ivel ely y for for thei their r po post ster er cre creat atio ion n.

4. osters

Ss mi migh ght t not not be ab able le to co conv nver erse se we well ll du duri ring ng th the e pre prese sent ntat atio ion n of of t the heir ir p

Coloured markers Tape/ Blue-tack Mahjong paper Sample food poster/ pamphlets

Closure (± 5 minutes) Distribution of smileys ?. Moral values:  Eat healthy food, stay healthy!  Health is more important than wealth. 1.

T as asks ks Ss to ge get t the their ir ? a and nd pr prai aise se al all l the the gr grou oups ps fo for r th thei eir r goo good d j job ob. .

2. T sum summa mari rize zes s the the le less sson on by em emph phas asiz izin ing g the the im impo port rtan ance ce of ha havi ving ng a h hea ealt lth h y diet. 3. 1.

Teacher highlight some moral values Th They ey sh shou ould ld be ab able le to re refl flec ect t upo upon n wha what t the they y hav have e lea learn rnt t for for th that at da day. y.

2.

The hey y are are ab able le to giv ive e the thei ir op opin inio ion n on on t the he qu que est stio ions ns giv iven en. .

3.

The hey y ar are e ab able le to giv ive e at lea east st 1 moral oral va val lue of th the e le less sson on

PREPARED BY: ENGLISH TEACHERS IN SMK LEPAR UTARA, BANDAR JENGKA, PAHANG. 1. EN. MOHD ASYRAF BIN BADLI (GURU MENGAJAR)  NAVAMANI A/P PARIASAMY 2. EN. CHE KU ROSDI BIN CHE KU JUSOH

5.

PN.

 

6. 3. 7. 4.

CIK HARTINI BINTI MAT DERIS EN. AZLI HANIF BIN BAHAR PN. ZAREHAN BINTI RODZI PN. AZLIN BIN OTHMAN

RANCANGAN PENGAJARAN HARIAN [RPH] (SELEPAS SESI REFLEKSI PENAMBAHBAIKAN) Subject Form

: English : 5 Salman Al-Farisi

Enrolment Date/Day Time Level Theme Topic Focused Skill Integrated Skill(s)

: : : : : : : :

22 students 25st June 2012, Monday 9.00-10.20am (2 periods/ 80 minutes) Higher Intermediate Health Fast Food Reading Speaking & Grammar

Learning Outcomes/ Curriculum Specifications: LANGUA LAN GUAGE GE F FOR OR I INFO NFORMA RMATIO TIONAL NAL USE SPECIF SPECIFICA ICATIO TION N Reading 2.1 Obtain information for different purposes by c) reading materials in print such as reports and articles using other electroni c med media suc uch h as the in inte tern rnet et Leve Level l 1, 2 & 3 ii. Reading silently and aloud with understanding a variety of texts 2.2 Process information by a) sk skim immi ming ng and and s sca cann nnin ing g for for s spe peci cifi fic c inf infor orma mati tion on an and d ide ideas as Le Leve vel l 1 iii. Scanning for details LANGUA LAN GUAGE GE F FOR OR I INTE NTERPE RPERSO RSONAL NAL USE SPECIF SPECIFICA ICATIO TION N 1.2 Take part in social interaction by a) carrying carrying out out a variety variety of language language functions functions Level 2 iv. Persuading someone to do something in simple language Lesson Objectives:  By the end of the lesson, students will be able to; 1. Id Iden enti tify fy th the e per persu suas asiv ive e lan langu guag age e and and ad adje ject ctiv ives es vi visi sibl ble e in in t the he fa fast st fo food od  pamphlets by circling it 2. Id Iden enti tify fy th the e per persu suas asiv ive e lan langu guag age e and and ad adje ject ctiv ives es fr from om th the e tex text, t, by un unde derl rl ining it then discuss within the respective groups. 3. Answer at least 6 out of 8 True or False questions correctly based on the reading text individually then discuss it with the class. 4. Cr Crea eate te a h hea ealt lthy hy fa fast st fo food od of th the e fut futur ure e usi using ng ad adje ject ctiv ives es an and d per persu suas asiv ive e  language in groups of 4-5 then present and advertise it to the whole class. Educational Emphases: 1. Thinking skills 2. Multiple Intelligences Moral Values: 1. Group work  Instilling cooperation among students. Language Content: 1. Adjectives  Splendid, sumptuous, creamy, crispy, juicy, tasty, delicious 2. Persuasive l la anguage Premium quality chicken spiced to perfection. Juicy and tasty!

 

Discover the taste of goodness with the new Chicken Foldover!  youll love it when you try it! Teaching Aids: Whiteboard, Reading text, Activity sheet, Fast food samples and p amphlets, mahjong paper, coloured manila card, coloured markers Previous Knowledge: 1. St Stud uden ents ts ha have ve le lear arnt nt th the e adj adjec ecti tive ves s and and ha have ve be been en ex expo pose sed d to to p per ersu suas asiv ive e language before in real life. Anticipated Problems: 1. Pas assi sive ve stu tude den nts may not par arti tici cipa pate te in t th he a ac cti tivi viti ties es Solution: Teacher will have these passive students to answer question when rando mly choose students in activities. 2. St Stud uden ents ts mi migh ght t tak take e too too mu much ch ti time me wh when en de desi sign gnin ing g the their ir pr prod oduc uct t and and th ther ere e  will be no time to present their product. Solution: Teacher goes around the class to facilitate the students and at least a few groups manage to finish their work and present it to the class. Stage/Time Remarks/ Teaching Aids

Content Teaching-Learning Activity

Students Response

Set Induction (± 5 minutes) A set of fast food sample presentation:  

What attracted you to the products shown here? Other than the pictures on the pack, how does the company persuade the consumers

? 1.

T shows t th he S Ss s a f fe ew ex examples of f fa ast foods s sa amples.

2. T eli elici cits ts di disc scus ussi sion on fr from om Ss ba base sed d on on w wha hat t the they y cou could ld se see e fro from m the the fa fast st food samples.

1.

Ss sh should have been f fa amiliar wi with food; f fa ast fo food

2.

Ss should be interested with the topic.

3. Ss sh should be a ab ble to g gi ive feedback especially on fast food related questio ns. Samples of fast food product

Pre-reading (± 15 minutes) Questions: What kind of language that the company used to persuade you to buy their product  s?

 

List down as many persuasive language and adjectives as you can find in the pamp hlet. Questions:  Fast food  What comes into your mind?  How many of you like fast food? Is fast food healthy?   Is fast food the same as junk food? 1. T dis distr trib ibut utes es so some me fa fast st fo food od pa pamp mphl hlet ets s to to t the he Ss an and d ask asks s the them m to to s sca can n t he pamphlets. 2.

T ask asks s Ss Ss t to o i ide dent ntif ify y the the pe pers rsua uasi sive ve la lang ngua uage ge vi visi sibl ble e in in t the he pa pamp mphl hlet et. .

3. T ask asks s Ss Ss t to o w wri rite te do down wn th the e per persu suas asiv ive e lan langu guag age e and and ad adje ject ctiv ives es th that at th they ey  found in the pamphlet.   4. T elicits discussion on fast food from Ss 5.

T asks wh what th the s st tudents th think about t th he f fa ast food.

1. ad.

Ss sh shou ould ld be ab able le to gi give ve op opin inio ions ns re rela late ted d to to t the he te text xt th that at th they ey wi will ll re

2.

Ss sh shou ould ld be ab able le to fi find nd at le leas ast t a nu numb mber er of ad adje ject ctiv ives es an and d per persu suas asiv ive e

 language in the pamphlets. Fast food pamphlets Whiteboard

While-Reading (± 25 minutes) Vocabulary List: Vending   Filling  Refined  Lean  Revamping  Broiled  Entrée  Portion Definitions:  The act of selling goods for a living  Easily satisfying the appetite  Freed from impurities by processing Lacking in mineral content   To patch up or renovate; repair with a new part Cooked by radiant heat   The principal dish of a meal

 



An individual quantity of food or drink taken as part of a meal

Activity 2: True or False statements:        

T F T T F F F T

1.

T distributes the reading text; Fast Food

2.

Individually, S Ss s a ar re as asked to to r re ead th the t te ext si silently

3.

T as asks ks fo for r a pa pair ir of vo volu lunt ntee eers rs to re read ad th the e tex text t alo aloud ud, , tak takin ing g tu turn rns. s.

4. T pas paste tes s a se set t of of w wor ords ds/ / ter terms ms wi with th th the e mea meani ning ng re rela late ted d to to t the he to topi pic c in in mixed up arrangement. 5. tion.

T ran rando doml mly y pic picks ks Ss to ma matc tch h the the sp spec ecif ific ic te term rms s to to i its ts re resp spec ecti tive ve de defi fini ni

6.

T discusses the text with the students.

7.

T con conti tinu nues es by dis distr trib ibut utin ing g the the Ac Acti tivi vity ty 2 wo wor rks kshe heet et. .

8.

T giv gives es a f few ew mi minu nute tes s for for th the e stu stud dents ents to comp comple lete te the the tas task. k.

9. 1.

T discusses the answers with Ss. Ss sh should be be a ab ble to to u un nderstand at at l le east ¾ of th the t te ext

2.

Ss sh shou ould ld be abl ble e to par arti tici cipa pate te durin uring g th the e ac acti tivi vity ty. .

3.

Ss mi migh ght t no not t be be a ab ble to g gu ues ess s th the e mean meanin ings gs wi wit tho hout ut the the tex text

4. Ss mi migh ght t be be a li litt ttle le bi bit t pas passi sive ve wh when en th the e tea teach cher er as asks ks fo for r vol volun unte teer ers s fo fo r the activity. 5.

Ss sh should be better un understand af after th the d di iscussion.

6. Ss sh shou ould ld be ab able le to ch chec eck k th the e an answ swer ers s co corr rrec ectl tly y dur durin ing g the the ex exer erci cise se Fast food facts text Manila Card with vocabulary Activity 2

Post-Reading (± 25 minutes)

 

Zooming into the future:  Create a healthy fast food of the future. It should be tasty and nutritious with out the oil and fat.  You have to design a poster using the materials given to promote your product.  Include a brief description of the ingredients used in the product.  You need to re-use the adjectives/ persuasive language/ vocabulary learnt the te xt earlier as much as possible. Additional vocabulary for description/ ingredients:   

convenient nutritious disease

     

trans-fat grilled low-fat mustard deep dish yummy T assigns Ss into group of four

1. 2. he Ss

T giv gives es th the e ins instr truc ucti tion ons s to to t the he Ss wh whil ile e dis distr trib ibut utin ing g the the ma mate teri rial als s to to t

3. Ss ne need ed to de desi sign gn po post ster er of th thei eir r pro produ duct ct us usin ing g the the pe pers rsua uasi sive ve la lang ngua uage ge/ /  adjectives and vocabulary learnt from the text earlier. 4.

Each gr group wi will pr present th their pr product to to t th he c cl lass.

5.

Ss wi will ll vo vote te fo for r the their ir mo most st li like ked d pr prod oduc uct. t. Th The e vo vote tes s wil will l be co coun unte ted. d.

6. 1.

The mos ost t li like ked d pro produ duct ct wi wil ll rece receiv ive e ? for for thei their r gr grou oup. p. Ss should be able to sit in groups and cooperate.

2. Ss mi migh ght t not not be ab able le to th thin ink k for for a s slo loga gan n usi using ng th the e per persu suas asiv ive e lan langu guag age e  for their food poster. 3.

Ss sh shou ould ld be abl ble e to to t thi hink nk cr cre eat ativ ivel ely y for for thei their r po post ster er cre creat atio ion n.

4. osters

Ss mi migh ght t not not be ab able le to co conv nver erse se we well ll du duri ring ng th the e pre prese sent ntat atio ion n of of t the heir ir p

Coloured markers Tape/ Blue-tack Mahjong paper Sample food poster/ pamphlets

Closure (± 5 minutes)of smileys ?. Distribution

 

Lesson summary:  Use of persuasive language in daily life. Moral values:  Eat healthy food, stay healthy!  Health is more important than wealth. 1. T asks Ss to get their ? and praise all the groups for their good job. 2. T sum summa mari rize zes s the the le less sson on by em emph phas asiz izin ing g the the us use e of of p per ersu suas asiv ive e lan langu guag age e in in  daily life. 3.

T als also o hi high ghli lig ght hts s the the im impo port rtan ance ce of h ha aving ving a h hea ealt lthy hy die iet. t.

4. 1.

Teacher highlight some moral values Th They ey sh shou ould ld be ab able le to re refl flec ect t upo upon n wha what t the they y hav have e lea learn rnt t for for th that at da day. y.

2.

The hey y are are ab able le to giv ive e the thei ir op opin inio ion n on on t the he qu que est stio ions ns giv iven en. .

3.

The hey y ar are e ab able le to giv ive e at lea east st 1 moral oral va val lue of th the e le less sson on

1.

Smileys

PREPARED BY: ENGLISH TEACHERS IN SMK LEPAR UTARA, BANDAR JENGKA, PAHANG. 1. EN. MOHD ASYRAF BIN BADLI (GURU MENGAJAR)  NAVAMANI A/P PARIASAMY 2. EN. CHE KU ROSDI BIN CHE KU JUSOH 6. CIK HARTINI BINTI MAT DERIS 3. EN. AZLI HANIF BIN BAHAR 7. PN. ZAREHAN BINTI RODZI 4. PN. AZLIN BIN OTHMAN LAMPIRAN  

5.

PN.

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