Daily Lesson Plan Form 2 Bi - Copy

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DAILY LESSON PLAN SMAN TOH PUAN HAJAH RAHMAHENGLISHFORM 2

DATE/DAY 7.01.2014

CLASS 2 ABU BAKAR

TIME

SUBJECT English

UNIT Icebreaking

TOPIC -

LEARNING

OBJECTIVES

At the end of the lesson, students should be able to:

a) prepare 2 exercise books for English

b) prepare text for an English oral test

LEARNING

EMPHASIS

Explanation

INSTRUCTIONAL

PROCEDURES

a) Teacher gets to know the students

b) She informs the students of what to expect in the English language class

for the year in terms of tests and books that they should prepare

REFLECTION This lesson is aimed at getting to know the students first before the teacher

can begin a proper lesson




DATE/DAY 9.01.2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Grammar

TOPIC Revision on simple present tense and simple past tense

LEARNING

OBJECTIVES


a) match singular nouns with singular present tense verbsb) match plural nouns with plural present tense verbs

c) change simple present tense verbs into simple past tense verbs

LEARNING

EMPHASIS

Mastery learning

INSTRUCTIONAL

PROCEDURES

a) As this is the teacher‟s first lesson with the 2I/2J class, she does an

ice-breaking session in class in order to know the students‟ names.

b) Then, she distributes papers for them to write two exercises. These

exercises will be a quiz to determine their grammar knowledge.

c) The teacher writes these two exercises on the board and tells the

students to copy them down. She gives them 20 minutes to do this on

their own.

d) At the end of the time, the teacher collects students‟ work.

e) Before the class ends, the teacher reminds them to bring their writing

books on Thursday for another grammar lesson

REFLECTION After marking the students‟ work, the teacher found out that they are

very weak in their grammar. The highest mark is 8 out of 20 questions

and only 2 students scored this mark out of 24 students who came to

school on that day. More grammar remedial work is needed in order to

help them to write better in class.




DATE/DAY 14.01.2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Grammar

TOPIC Revision of Grammar Quiz

LEARNING

OBJECTIVES


a) match singular nouns with singular present tense verbs

b) match plural nouns with plural present tense verbs

c) change simple present tense verbs into simple past tense verbsLEARNING

EMPHASIS

Mastery learning

INSTRUCTIONAL

PROCEDURES

a) The teacher returns students‟ answer scripts for the quiz on Monday.

She comments on the students‟ answer s and why they made a lot of

mistakes.

b) She illustrates on the board how simple present tense and simple

past tense is used in sentences. For this, the teacher shows sentences

where plural nouns are matched with plural verbs or singular nouns are

matched with singular verbs. She also shows what present tense orpast tense means in those sentences.

c) She gives the students a fill-in-the blank exercise where they are to

use verbs in the present or past tense.

d) Before the class ends, the teacher asks the students to answer 2

questions in order to make sure that they know what is being taught in

class.

REFLECTION This lesson was completed. When illustrated on the board and after

listening to the teacher‟s explanation, the students were able to answer

the questions orally in class. However, the teacher did not have the time

to give them another exercise before the lesson ended. This exercise

will be given during Friday‟s lesson.




DATE/DAY 16.01..2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Grammar

TOPIC Writing simple sentences using simple present tense

LEARNING

OBJECTIVES


a) construct sentences that have 5 words

b) construct sentences that use simple present tense

c) use action verbs that describe actionsLEARNING

EMPHASIS

Language for writing simple sentences

INSTRUCTIONAL

PROCEDURES

a) The teacher asks the students what they have learned yesterday in

Thursday class. The students are expected to say that they have

learned about simple present tense and simple past tense.

b) The teacher checks the students work based on the exercise given

yesterday. If there are mistakes, the teacher corrects them on the

board.

c) Next, the teacher draws a simple table that divides the noun, the verband the subject parts of a sentence. The teacher gives examples of

sentences where each sentence will have 5 words. She also stresses

on the function of noun, verbs and the subject of each sentence.

d) When the students have finished copying this table, the teacher asks

them to fill in blanks with proper nouns, verbs and subjects.

e) Then, when the students can do this, the teacher moves on to getting

the students to construct simple sentences with 5 words. All of the

sentences will be using simple present tense. This will test their

understanding of the lesson before the class ends.

REFLECTION The students could fill in the blanks for the first exercise. But they were

very slow when it came to constructing sentences with 5 words. Most of

the time, they only knew the nouns but not the verbs and the objects

part of sentences. The teacher will have to give more exercises on

constructing sentences with 5 words next week.

DATE/DAY 21.01.2014




CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Grammar


LEARNING

OBJECTIVES


a) fill in the blanks with correct nouns, verbs and objects for sentences

with 5 words

b) identify singular forms of nouns and verbs in order to fill in the blanks

LEARNING

EMPHASIS

Mastery learning

INSTRUCTIONAL

PROCEDURES

a) The teacher asks the students to explain the 2 rules that they have

learned last week about subject verb-agreement. The students are

expected to say that plural nouns are matched with plural verbs while

singular nouns are matched with singular verbs.

b) Then, the teacher explains the objective of that day‟s lesson by giving

5 more sentences that have 5 words in a table that will divide each

sentence into 3 parts – the noun, the verb and the object.

c) She explains again what nouns, verbs and objects mean in each

sentence.

d) Next, she tells the students to construct sentences on their own on

the blackboard by referring to the examples. She calls some students to

write their sentences on the board. The purpose is to train them to write

sentences with only 5 words and to get them to be familiar with the first

rule of subject verb-agreement: singular nouns with singular verbs

e) Before the class ends, the teacher checks their sentences and shows

how to improve any mistakes. She reminds them to bring their Grammar

books on Thursday.

REFLECTION This lesson did not achieve the two objectives. Almost all of them hadtrouble to write a sentence with 5 words as they made major errors in

using singular and plural nouns or verbs and had very little vocabulary

as in words concerning verbs or nouns. They mostly used names of

people as the main nouns in their sentences. The teacher will have to

drill them more on this on Thursday.

DATE/DAY 23.01.2014

CLASS 2 ABU BAKAR




TIME

SUBJECT ENGLISH

UNIT Grammar


LEARNING

OBJECTIVES


a) fill in the blanks with correct nouns, verbs and objects for

sentences with 5 words

b) identify plural forms of nouns and verbs in order to fill in the blanks

LEARNING

EMPHASIS

Mastery learning

INSTRUCTIONALPROCEDURES

a) The teacher asks the students to explain the 2 rules that they havelearned last week about subject verb-agreement. The students are



b) Then, the teacher explains the objective of that day‟s lesson by

giving 5 more sentences that have 5 words in a table that will divide

each sentence into 3 parts – the noun, the verb and the object.


sentence.

d) Next, she tells the students to construct sentences on their own onthe blackboard by referring to the examples. She calls some students

to write their sentences on the board. The purpose is to train them to

write sentences with only 5 words and to get them to be familiar with

the second rule of subject verb-agreement: plural nouns with plural

verbs.

e) Before the class ends, the teacher checks their sentences and

shows how to improve any mistakes.

REFLECTION The students did a lot of mistakes in their sentences. They

mismatched plural nouns with singular verbs. The teacher called 6

students to try and only 1 student wrote a grammatically correctsentence. Therefore, the teacher decided to give 8 sentences that

differentiate singular nouns with plural nouns. They only needed to fill

in the blanks with correct nouns and verbs. However, they only

managed to fill in 3 blanks correctly while the other 5 sentences

needed the teacher to fully assist them. This class will require more

grammar drilling on the item of subject verb-agreement.

DATE/DAY 28.01.2014




CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Grammar

TOPIC Verbs

LEARNING

OBJECTIVES


a) give at least 10 verbs that appear in the singular and in the present

tense

LEARNING

EMPHASIS



a) Teacher explains the objective of the day‟s lesson which is to learnabout verbs that appear in the singular and in the present tense

b) So, the teacher proceeds to tell the students to prepare a table with

2 columns – present and past tenses.

c) The teacher only fills in the column for the present tense as she will

only teach verbs in the past in another lesson.

d) She gives them about 25 verbs which the students fill into their

own table in their exercise books

e) Then, she explains to their meanings in Bahasa Melayu.

f) After that, the teacher tells them to read the verbs silently for about

10 minutes.

g) At the end of this time, the teacher does a verb quiz where the

students are to write down 10 verbs that they have copied. They are

given 10 minutes to do this on their own.

h) At the end of the time, the teacher collects their exercise books to

be marked.

REFLECTION This lesson had to be postponed. This is because the teacher needed

to start teaching a poem entitled, “I Wonder”. The teacher recited thepoem and gave its meaning. The students could guess some of the

poem‟s meanings as the words used were easy and they had some

prior knowledge of its contents. This literature lesson will be

continued on Friday next week.

DATE/DAY 29.01.2014

CLASS 2 ABU BAKAR




TIME

SUBJECT ENGLISH

UNIT PBS

TOPIC Listening and reading

LEARNING

OBJECTIVES


a) identify initial and final consonants, long and short vowels and

dipthongs – B1DL1E1

b) scan a text for details to complete a given task – B1DB1E1

LEARNING

EMPHASIS

Listening for correct pronunciation and learning reading skill


a) The teacher begins the lesson by informing the students onceagain that they will be sitting for a “PBS” test. The teacher distributes

PBS worksheets that will test band 1 which are B1DL1E1 and

B1DB1.

b) For the first worksheet, the teacher reads out the instruction for the

students to understand. Then, she tells them to do the first worksheet

as she pronounces each word slowly.

c) Once this first worksheet is done, she moves on to the second

worksheet. The students are to listen to her reading a short text. The

teacher explains each sentence to the students as they have a lot of

difficulty to understand English words.

d) Then, the teacher reads each of the 4 objective questions that they

have to answer. She explains the meaning of each question before

they answer the questions.

e) When the students have answered all of the questions, the teacher

collects their answer scripts.

f) Before the lesson ends, the teacher reminds them to bring their

writing exercise books on Thursday.

REFLECTION Only 2 students failed B1DB1E1 while all of the students passedB1DL1E1.

DATE/DAY 04.02.2014




CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Grammar

TOPIC Constructing sentences with 5 words using simple present tense and

plural forms of verbs and nouns

LEARNING

OBJECTIVES


a) construct a sentence with 5 words

b) use plural nouns and plural verbs correctly in a sentence

LEARNING

EMPHASIS

Mastery learning

INSTRUCTIONAL

PROCEDURES

a) The teacher asks the students to explain the meaning of plural

nouns and verbs by giving some examples. The students are

expected to give plural nouns such as people, flowers or books and

plural verbs such as wear, study and write to name a few.

b) Then, she tells them to construct 5 sentences where only the main

verb and the object are given. They are asked to complete the

sentences.

c) The teacher gives one example how to complete this exercise.

d) She gives them 15 minutes to do this on their own.

e) At the end of the time, she calls some students to write their

sentences. Then, she corrects their sentences and explains why they

make mistakes.

f) Before the class ends, she asks the students to give examples of

plural nouns and plural verbs once again in order to test their

comprehension of the exercise.

REFLECTION This lesson could not be completed. The students have written down

this exercise but the teacher could not check their work yet. This is

because she needed the time to help 2 students to answer 2 PBS

questions on Band 1. This lesson will be continued on Friday.

DATE/DAY 06.2.2014




CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Grammar and Literature

TOPIC a) Constructing sentences with 5 words using simple present tense and

plural forms of verbs and nouns

b) Comprehension questions on the poem “I Wonder”

LEARNING

OBJECTIVES


a) construct a sentence with 5 words

b) use plural nouns and plural verbs correctly in a sentence

c) identify true and false statements based on the poem “I Wonder”

LEARNING

EMPHASIS


INSTRUCTIONAL

PROCEDURES

a) The teacher continues the lesson on writing simple sentences with 5

words by concentrating on plural nouns and plural verbs.

b) She gives them 10 minutes to do this on their own before she calls

some of them to write their sentences on the board.

c) Then, she checks for any mistakes and comments on how to improve

their sentences.

d) Next, the teacher tells them to tell her what they have learned for the

poem “I Wonder” last week. The students are expected to describe

about the questions that a child asks to his father.

e) She gives them 1 simple exercise where they are to identify true or

false statements based on the poem.

f) She gives them 10 minutes to do this on their own. At the end of the

time, she calls some students to read out their answers.

g) The answers are checked

h) Before the lesson ends, the teacher reminds the students to come on

Monday for a PBS assessment.

REFLECTION The teacher couldn‟t carry out the lesson on sentence construction. The

students didn‟t bring their books. Hence, the teacher decided to

continue to Literature where the students could only answer 3 or 4

correct statements out of 10 statements.




DATE/DAY 11.02,2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT PBS

TOPIC Listening and reading

LEARNING

OBJECTIVES


a) write a message or an email – B1DT1E1

b) complete an application form – B1DT2E1

LEARNINGEMPHASIS Language for writing simple messages

INSTRUCTIONAL

PROCEDURES

a) The teacher begins the lesson by informing the students once

again that they will be sitting for a “PBS” test. The teacher distributes

PBS worksheets that will test band 1 which are B1DT1E1 and

B1DT2E1.

b) For the first worksheet (B1DT1E1), the teacher reads out the

instruction for the students to understand. Then, she tells them to do

the first worksheet as she explains the meanings of words in the

application form.

c) Once this first worksheet is done, she moves on to the second

worksheet (B1DT2E1). The students are to listen to her reading a

short text. The teacher explains each sentence to the students as

they have a lot of difficulty to understand English words.

d) Then, the teacher explains how to write a short message. She

gives them some blanks to fill in with words that they have to find

from the given short text.

e) When the students have answered all of the questions, the teacher

collects their answer scripts.

f) Before the lesson ends, the teacher reminds them to bring their

writing exercise books on Thursday.

REFLECTION All of the students passed on both worksheets.

DATE/DAY 13.02,2014




CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT PBS

TOPIC Reading and vocabulary

LEARNING

OBJECTIVES


a) identify words of the same meaning (synonyms) – B2DB1E1

LEARNING

EMPHASIS

Language for informational use

INSTRUCTIONAL

PROCEDURES

a) Before starting the lesson, the teacher explains the meaning of the

word „synonyms‟ to the students as the lesson for the day will beabout looking for synonyms from a text. She gives an example of

synonyms for „stupid‟ such as brainless, slow, foolish and unintelligent

to name a few.

b) Next, the teacher moves on the PBS question by distributing the

worksheets to the students. There will be a long text entitled, “Flood

Woes” which the teacher has to read and explain what it means.

c) After that, she moves on to Activity 1 where the students are to

study the words and look for other words with the same meanings to

replace the given words as they are used in the text. The teacher

guides them how to do this as they may have difficulty understanding

what the given words mean.

d) This activity may take up as much as 30 minutes to do as the

teacher anticipate some comprehension difficulty on the part of the

student.s

e) When they have finished this, the teacher collects students‟ answer

scripts.

f) Before the lesson ends, the teacher reminds them that they will

have to do Activity 2 and Activity 3 during Friday lesson as this

worksheet will be continued.

REFLECTION The students did not understand the meaning of all 5 of the given

words in Activity 1. The teacher had to intervene by reading out some

sentences which have synonyms for the given words. What they did

was they had to guess which of the words are synonyms. They had to

write their own answer as the teacher stopped giving any assistance

at this point. It is found out that only

DATE/DAY 18.02,2014




CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT PBS

TOPIC Reading and vocabulary

LEARNING

OBJECTIVES


a) identify words that are opposite in meaning (antonyms) –

B2DB1E1

LEARNING

EMPHASIS

Language for informational use


a) The teacher continues the PBS question for B2DB1E1. This timeshe firstly informs the students on the meaning of antonyms as this

will be the theme for Activity 2. She gives an example for other words

with the opposite meaning for „stupid‟ such as intelligent and sensible

to name a few.

b) Then, she moves on to Activity 2 where there will be 5 given

words. The teacher explains the meaning of each word and reads out

a sentence from the text where the opposite of the given word can be

found. She also explains what the sentence means before the

students are supposed to identify which is the correct answer. This

process is repeated for the rest of the given words in Activity 2 untilthe students complete it.

c) Once they are done, the teacher moves on to Activity 3. For this

activity, the teacher explains that they have to give words or phrases

that represent the groups of words given in Activity 3 or hypernyms.

She gives an example such as the word fruit that represent words

such as apple, banana, rambutan and durian to name a few.

d) In order to assist the students who have limited knowledge of

words or phrases useful to complete this activity, the teacher gives

them a list of possible answers which the students will have to choose

from.

f) Once all of these 2 activities are completed, the teacher collects

students‟ answer scripts.

g) Before the lesson ends, the teacher asks them what they have

learned in class about synonyms, antonyms and hypernyms.

REFLECTION




DATE/DAY 20.02,2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Grammar

TOPIC Writing simple sentences using 5 words (simple present tense)

LEARNING

OBJECTIVES


a) elaborate notes using simple present tense

b) match singular nouns with singular verbs

c) match plural nouns with plural verbsd) identify suitable verbs to complete a sentence

LEARNING

EMPHASIS

Language for writing simple messages

INSTRUCTIONAL

PROCEDURES

a) Teacher continues with grammar remedial exercise by getting the

students to elaborate notes using simple present tense. She reminds

them again of the two rules of subject verb-agreement.

b) Next, she writes down 10 short notes where the students need to

identify suitable verbs or objects to complement the short notes. They

also need to rewrite the notes into complete sentences.

c) The teacher explains what each short note means. Then, she gives

them 15 minutes to do this on their own.

d) At the end of the time, the teacher calls out a few students to read

out their answers. The teacher writes the answers on the board and

asks the rest of the students to check if it contains any errors.

e) If the student‟s sentence has any errors, the teacher will edit it on

the board and the corrected version is copied by the students.

f) The teacher repeats this process with the rest of the 9 short notesuntil they are all done.

g) Before the class ends, the teacher asks the students to repeat the

two rules of subject verb-agreement and reminds them to bring their

books again on Thursday.

REFLECTION Most of the students couldn‟t do the exercise on their own. The

teacher found out that they did not even try to attempt writing their

own answers in their exercise books.




DATE/DAY 25.02,2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Grammar

TOPIC Learning how to write simple sentences with only 5 words

LEARNING

OBJECTIVES


a) construct a simple sentence using 5 words

b) use simple present tense in their sentencesc) use singular nouns with singular verbs

d) use plural nouns with plural verbs

LEARNING

EMPHASIS

Language for interpersonal use, Mastery learning

INSTRUCTIONAL

PROCEDURES

a) The teacher informs the students that they are going to carry out a

grammar quiz in the class. She divides the class into two groups –

group A and group B.

b) Then, she does a bit of revision of subject verb-agreement rulesbefore writing an exercise where they are to construct 5 simple

sentences using simple present tense.

c) Next, she begins the quiz by inviting group A to start. Each group is

given 3 minutes to think of the answer. A representative is to read out

the sentence so that the teacher will write the answers on the board.

Then, she also will check for errors. The group with the less number

of errors will be given 2 marks.

d) This process is repeated with each question until the final winner is

determined.

e) The teacher gives some chocolate wafers to the winners.

f) Before the lesson ends, the teacher reminds the students to bring

their Literature books for Friday lesson.

REFLECTION The teacher found out that as the students progressed to complete

the exercise, they made less mistakes as they noticed their mistakes

on the board. There was motivation to outdo each other as the

teacher has promised to give prizes for the winners. The teacher has

decided to do this again in class in order to help them master the skill

of writing simple sentences.




DATE/DAY 27.02,2914

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Literature

TOPIC Poem: Heir Conditioning

LEARNING

OBJECTIVES

At the end of the lesson, students will be able to:

a) explain the meanings of the poem by giving examples of questionsby the persona

b) compare the lives of people before and after modern inventions

LEARNING

EMPHASIS

Language for interpersonal use

INSTRUCTIONAL

PROCEDURES

a) The teacher begins the lesson by asking the students to give some

of the advantages of having modern inventions like television,

computers and toaster. She also asks them if they prefer living in

modern times or during a time where modern inventions were very

few or non existent.b) After listening to students‟ respond, she gets them to be ready for a

new poem which the teacher will recite in class. She will do this by

reading out loud each line in the poem and explaining them in using

simple English. She also asks them to give their opinions as she

discusses the meaning of each line.

c) Once the teacher completes the poem recitation, she asks them

what they have understood from the poem. She asks them to give at

least 3 main ideas in the poem.

d) Then, the teacher gives them some notes on the complete

meaning of the poem. The students are to copy this down into their

exercise books.

e) Before the lesson ends, the teacher asks them to give some of the

questions that the persona asks to his grandparents and also reminds

them to bring their Literature books again on Friday next week.

REFLECTION The poem is completed in class. The students could give 2 out of 3

questions and 2 responses found in the poem. They were given the

meaning of the poem. They will be further tested again on Friday next

week.




DATE/DAY 04.03,2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Writing

TOPIC Revision on guided writing essay: A recount (based on 6 pictures)

LEARNING

OBJECTIVES


a) elaborate notes using simple past tense

b) write in 6 paragraphsc) write at least 2 sentences for each paragraph

LEARNING

EMPHASIS


INSTRUCTIONAL

PROCEDURES

a) The teacher distributes worksheets containing the exercise for the

lesson. The exercise is about a guided writing essay whereby the

students are to write a recount based on 6 pictures.

b) She explains what the instruction means and guides the students

to comprehend the situation in the question by looking at the meaningof notes given underneath each picture.

c) Then, she gives a layout for the essay so that the students will

know how to organize the points for the essay.

d) Next, the teacher moves on to getting the students to try to

elaborate points for each picture. She does this by explaining the

meaning of the words in the Malay language and how the sentence

will look like in the Malay language.

e) This process is repeated for each picture until the whole essay is

completed in class.f) Before the class ends, the teacher reminds the students to bring

their literature exercise books for a revision on the literature

component.

REFLECTION The essay is completed. However, this is just the first exercise on

how to write a guided writing essay. The teacher aimed at improving

the students‟ grammar as they do not know how to write meaningful

and grammatically correct sentence. The technique used to get them

to understand how to use the given notes is by translating the

intended sentence into the Malay language. Then the students

understood what kind of sentences they must construct.




DATE/DAY 6.03.2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Summary

TOPIC Summary writing – Revision for the examinations

LEARNING

OBJECTIVES


a) identify 5 main ideas from a given textb) write a 60-word summary

c) use own words by paraphrasing a sentence

LEARNING

EMPHASIS

Language for informational use, Mastery learning

INSTRUCTIONAL

PROCEDURES

a) The teacher distributes worksheets containing the exercise for

summary writing. She explains what the students must do before and

while writing a summary.

b) She proceeds to read the text and explain what the summaryrequires in terms of points that must be included.

c) The teacher guides the students as to which points are used and

how to fill in a 10x6 grid. The students are instructed to also prepare

this grid before they fill it in with the 5 main ideas from the text.

d) The teacher also teaches how to reduce the length of long

sentences if they cannot fit the grid.

e) Before the class ends, the teacher asks the students to copy the

sample summary into their exercise books.

f) The teacher also reminds the students to bring their Literaturebooks for Friday lesson.

REFLECTION The summary writing exercise couldn‟t be completed. The teacher

only managed to help the students to identify 1 main idea. This

exercise will be continued tomorrow during Friday lesson. However

the students relied heavily on the teacher in order to understand the

passage. The teacher had to explain every single word. This

consumed a lot of time.




DATE/DAY 11.03.2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Summary

TOPIC Summary writing – Revision for the examinations

Literature – Revision on the poems : “I Wonder” and “Heir

Conditioning”

LEARNING

OBJECTIVES


a) identify 5 main ideas from a given text

b) write a 60-word summary

c) use own words by paraphrasing a sentence

d) answer comprehension questions about the poems “I Wonder” and

“Heir Conditioning”

LEARNING

EMPHASIS

Language for informational use, Mastery learning

INSTRUCTIONAL

PROCEDURES

a) The teacher continues with the summary writing exercise by

getting the students to identify 4 more main ideas from the passage

as the first was already done yesterday during the Thursday lesson.

b)

d) The teacher also teaches how to reduce the length of long

sentences if they cannot fit the grid.

e) Then, the teacher asks the students to copy the sample summary

into their exercise books.

f) Next, the teacher gives them some comprehension exercises for

the poems “I Wonder” and “Heir Conditioning”. She tells the students

to copy the questions on the board.

g) Once they are done, the teacher explains what each of the

questions mean and writes down the answer. She does this for all of

the questions so that she drills them on the answers to some of the

possible questions during the coming examinations.

h) The students copy down these answers into their exercise books.

REFLECTION The revision on the summary writing as well as the 2 poems werecompleted in the class.




DATE/DAY 13.03,2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Writing

TOPIC Revision on guided writing essay: A recount (based on 5 pictures)

LEARNING

OBJECTIVES


a) elaborate notes using simple past tense

b) write in 6 paragraphsc) write at least 2 sentences for each paragraph

LEARNING

EMPHASIS


INSTRUCTIONAL

PROCEDURES

a) The teacher distributes worksheets containing the exercise for the

lesson. The exercise is about a guided writing essay whereby the

students are to write a recount based on 6 pictures.

b) She explains what the instruction means and guides the students

to comprehend the situation in the question by looking at the meaningof notes given underneath each picture.

c) Then, she gives a layout for the essay so that the students will

know how to organize the points for the essay.

d) Next, the teacher moves on to getting the students to try to

elaborate points for each picture. She does this by explaining the

meaning of the words in the Malay language and how the sentence

will look like in the Malay language.

e) This process is repeated for each picture until the whole essay is

completed in class.f) Before the class ends, the teacher reminds the students to bring

their literature exercise books for a revision on the literature

component.

REFLECTION The essay is completed. This is the second exercise on how to write

a guided writing essay. However, the teacher is unsure whether the

students have understood how to construct the sentences. They only

did quite well in guessing suitable words to begin each sentence. The

good thing is they seem to remember that they have to construct 2

sentences for each paragraph. So, when they saw that some

paragraphs have 3 sentences, they immediately inquired.




DATE/DAY 18.03,2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT None

TOPIC Distribution of sample of middle year English test paper

LEARNING

OBJECTIVES

At the end of the lesson, students would be able to:

a) identify the correct answers for Paper 1 – the multiple-choice

questions

LEARNING

EMPHASIS

Mastery learning

INSTRUCTIONAL

PROCEDURES

a) Teacher distributes students‟ test papers-Paper 1 and 2.

b) She gets them to look at Paper 1 which is the multiple-choice

questions.

c) She revises each question with them by explaining what each

question means and gets them to identify the correct answer.

c) Before the end of the lesson, she reminds them to bring their Paper 2

for revision in class during Thursday lesson

REFLECTION Revision for Paper 1 is not done yet. It will be continued on Thursday.

The students‟ major problem is their inability to comprehend difficult

words. Hence, their failure to answer confidently and score a better

mark.




DATE/DAY 1.4.2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Literature

TOPIC Drama: – characters and plot

LEARNING

OBJECTIVES

At the end of this lesson, students would be able to:

a) name 5 main characters in the drama

b) identify 1 characteristic for each of the 5 main charactersc) identify the reason why Lisa‟s father boasts about Lisa to the King

d) identify 1 outcome of Lisa‟s father being boastful

LEARNING

EMPHASIS

Reading for informational use

INSTRUCTIONAL

PROCEDURES

a) The teacher gets the students to name objects before the first page

of the drama and to guess the plot of the drama based on these

pictures. Students are expected to name objects such as a spinning

wheel, some dry grass and some gold thread. They are also expected

to guess that the drama might be a story on using a spinning wheel tomake cloth that is made from gold. But at this point, the teacher

suspects that the students have not heard of this drama before.

b) Next, she tells them to look at the first page where a list of main

characters together with their character traits. She explains what each

character trait means.

c) Then, she tells them to listen to her as she reads the drama to

them. She also explains any difficult words to the students while

doing this.

d) The teacher ends her reading of the drama at the point where theKing orders Lisa to come back to the palace in order to spin some

straw into gold.

e) Before the class ends, she asks the students to name 5 main

characters and to give at least 1 character trait for each character.

She also tells them to identify 1 reason why Lisa‟s father boasts about

her to the King and 1 more outcome for his boasting. She reminds

them to bring their literature booklet again for Friday lesson.

REFLECTION




DATE/DAY 3.4.2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Literature

TOPIC Drama: - plot

LEARNING

OBJECTIVES


a) name 3 things that Lisa has to give to Rumpelstiltskin in order for

him to help her spin straw into gold

b) identify what happens to Lisa after she spins straw for the third

time

c) explain one solution that Lisa‟s parents take in order to find out

about the little man‟s real name

d) name 1 lesson from the drama

LEARNING

EMPHASIS

Reading for informational use

INSTRUCTIONAL

PROCEDURES

a) The teacher continues reading the drama to the students in the

class. But before reading it again, she asks them to identify whathappens to Lisa at the end of the reading yesterday. The students are

expected to say that Lisa has to go to the palace to spin straw into

gold.

b) She continues reading until the end of the drama with pauses at

certain paragraphs in order to explain any difficult words.

c) At the end of the reading, she asks them to name 3 things that Lisa

has to give to Rumpelstiltskin, to identify what happens to her after

the third attempt at turning straw into gold, to give 1 solution to Lisa‟s

problem of trying to guess the little man‟s true name and to give 1

moral value of the drama.

d) Before the class ends, the teacher reminds the students to bring

their Literature exercise books on Monday the following week after

the Sports Carnival.

REFLECTION




DATE/DAY 8.04.2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Grammar

TOPIC Revision on simple future tense and past perfect tense

LEARNING

OBJECTIVES


a) fill in the blanks with correct nouns, verbs and objects forsentences with 5 words

b) identify plural forms of nouns and verbs in order to fill in the blanks

LEARNING

EMPHASIS

Mastery learning

INSTRUCTIONAL

PROCEDURES

a) The teacher asks the students to explain the 2 rules that they have

learned last week about subject verb-agreement. The students are



b) Then, the teacher explains the objective of that day‟s lesson bygiving 5 more sentences that have 5 words in a table that will divide

each sentence into 3 parts – the noun, the verb and the object.


sentence.

d) Next, she tells the students to construct sentences on their own on

the blackboard by referring to the examples. She calls some students

to write their sentences on the board. The purpose is to train them to

write sentences with only 5 words and to get them to be familiar with

the second rule of subject verb-agreement: plural nouns with plural

verbs.

e) Before the class ends, the teacher checks their sentences and

shows how to improve any mistakes.

REFLECTION The students did a lot of mistakes in their sentences. They

mismatched plural nouns with singular verbs. The teacher called 6

students to try and only 1 student wrote a grammatically correct

sentence. Therefore, the teacher decided to give 8 sentences that

differentiate singular nouns with plural nouns. They only needed to fill

in the blanks with correct nouns and verbs.




DATE/DAY 15.04.2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Grammar

TOPIC Revision of Grammar Quiz

LEARNING

OBJECTIVES


a) match singular nouns with singular present tense verbs

b) match plural nouns with plural present tense verbsc) change simple present tense verbs into simple past tense verbs

LEARNING

EMPHASIS

Mastery learning

INSTRUCTIONAL

PROCEDURES

a) The teacher returns students‟ answer scripts for the quiz on

Monday. She comments on the students‟ answers and why they

made a lot of mistakes.

b) She illustrates on the board how simple present tense and simple

past tense is used in sentences. For this, the teacher shows

sentences where plural nouns are matched with plural verbs orsingular nouns are matched with singular verbs. She also shows what

present tense or past tense means in those sentences.

c) She gives the students a fill-in-the blank exercise where they are to

use verbs in the present or past tense.

d) Before the class ends, the teacher asks the students to answer 2

questions in order to make sure that they know what is being taught

in class.

REFLECTION This lesson was completed. When illustrated on the board and after

listening to the teacher‟s explanation, the students were able toanswer the questions orally in class. However, the teacher did not

have the time to give them another exercise before the lesson ended.

This exercise will be given during Friday‟s lesson.




DATE/DAY 17.04.2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Writing

TOPIC Guided writing: Informal Letter

LEARNING

OBJECTIVES


a) construct sentences using simple present tense

b) write an informal letter using the correct formatc) construct 3 sentences for each content paragraph

LEARNING

EMPHASIS

Revision of the test paper – Paper 2

INSTRUCTIONAL

PROCEDURES

a) The teacher tells the students to read the question on the Guided

Writing section and asks them what they are supposed to write. The

students are expected to write an informal letter to a friend.

b) Then, she gets them to explain what the letter needs. The students

are expected to say that they are to write about things that one needs to

prepare before going on a camping trip in a jungle.

c) If the students have some difficulties in explaining some of the given

points, the teacher can also help by explaining further.

d) Next, she asks them to underline the key words in understanding the

question, to identify the tense and to identify the format of an informal

letter.

e) Once this is done, the teacher shows how to organise the given

points so that they will write 6 paragraphs for the letter and that each of

the 5 given points can be equally divided into 4 content paragraphs.

f) Next, she asks some students how to begin the introduction after

writing the addresses of the writer, the date and the greeting. The

students are expected to say that they are to ask the question – How

are you? and I hope you are doing well. The teacher stresses on the

importance of these 2 sentences to begin an informal letter. Then, she

illustrates how to write the third sentence which will bring the attention of

a reader to the main issue of the letter.

g) Then, the teacher gets some students to give ideas how to begin the

topic sentence and the elaboration for each content paragraph by using

the given points which act as points for topic sentences. She also

stresses on the importance of using sequence connectors such as

„Firstly‟, „Secondly‟, „Thirdly‟ and „Fourthly‟ while „This is because‟ is to




be used to signal the elaboration.

h) At the end of the content paragraph, the teacher shows how to use

words like „Therefore‟, „Thus‟, „Hence‟ and „So‟ in order to conclude the

content paragraph.

k) Before the class ends, the teacher reminds them to bring their writing

books again on Monday for another lesson on grammar which is writing


REFLECTION This lesson could not be completed. The teacher only managed to get

the students to describe the format for the informal letter and to work on

the introduction. The students could not come up with the ideal

sentences to begin the introduction as they have forgotten how to write

an informal letter. The rest of the essay will be continued again on

Friday lesson.




DATE/DAY 22.04.2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Writing

TOPIC Guided writing: Informal Letter

LEARNING

OBJECTIVES


a) construct sentences using simple present tense

b) write an informal letter using the correct formatc) construct 3 sentences for each content paragraph

LEARNING

EMPHASIS

Revision of the test paper – Paper 2

INSTRUCTIONAL

PROCEDURES

a) The teacher continues the unfinished lesson on writing the informal

letter with the students by getting them to move on to the second

paragraph which is the content paragraph.

g) The teacher gets some students to give ideas how to begin the topic

sentence and the elaboration for each content paragraph by using the

given points which act as points for topic sentences. She also stresseson the importance of using sequence connectors such as „Firstly‟,

„Secondly‟, „Thirdly‟ and „Fourthly‟ while „This is because‟ is to be used

to signal the elaboration.

h) At the end of the content paragraph, the teacher shows how to use

words like „Therefore‟, „Thus‟, „Hence‟ and „So‟ in order to conclude the

content paragraph.

i) This process is repeated for the rest of the 3 remaining content

paragraphs. The teacher also shows how to write the conclusion for the

letter by stressing on the importance of using the word „hope‟ as in „I

hope these tips will be helpful in helping you to prepare before going on

a camping trip to the jungle‟.

j) The sample essay is to be copied by the students into their writing

books.

k) Before the class ends, the teacher reminds them to bring their writing

books again on Monday for another lesson on grammar which is writing


REFLECTION The sample essay was completed. However, the students did not

participate actively as they were unsure how to construct SENTENCE




DATE/DAY 29.04,2014

CLASS 2 ABU BAKAR

TIME

SUBJECT ENGLISH

UNIT Writing

TOPIC Revision of guided writing section in Paper 2: Informal Letter

LEARNING

OBJECTIVES


a) write an informal letter using the correct format

b) construct sentences using simple present tensec) elaborate each main ideas in a paragraph with at least 2 sentences

LEARNING

EMPHASIS

Mastery learning

INSTRUCTIONAL

PROCEDURES

a) The teacher gets the students to read the question on the guided

writing section. She asks the students to explain the meaning of the

question. The students are expected to say that they are supposed to

write an informal letter to a friend.

b) Next, the teacher writes a simple layout for the informal letter on the

board and explains how to organise the given points in differentparagraphs.

c) Then, the teacher gets the students to give ideas on how to write the

introduction, the 4 content paragraphs and the conclusion of the letter.

This is done by the teacher asking the students to give sentences in the

Malay language before the teacher translates them into English.

d) The completed essay is copied by the students into their exercise

books.

e) Before the class ends, the teacher reminds the students to bring their

Literature booklet for a lesson on a drama

REFLECTION The essay is completed. However, the students had very little

understanding of the points. This is because they did not know the

meaning of a lot of words. The teacher had to explain a lot of things in

the Malay language before the students could understand and respond

accordingly.

Documents

Daily Lesson Plan Form 2 Bi - Copy