Final - Rph Minggu 1(d20102046793) Upsi141

8/12/2019 Final - Rph Minggu 1(d20102046793) Upsi141

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KPR 3974 (LATIHAN MENGAJAR 1)

NAMA : ALIEN ANAK NOJIB

NO. MATRIX : D20102046793

NO. KAD PENGENALAN : 781218135552

KUMPULAN : UPSI 141 (A132 PJJ)

LECTURER : DR. MAZURA @ MASTURA BINTI MUHAMMAD

DATE OF SUBMISSION : 15 th MARCH 2014

ASSIGNMENT : RPH MINGGU 1

FAKULTI PENDIDIKAN DAN PEMBANGUNAN MANUSIA



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SEKOLAH KEBANGSAAN GROGO, BAU

DAILY LESSON PLAN

ENGLISH YEAR 2

Class : Year 2

Enrolment : 29 Students

Date : 11 th March 2014

Time : 1100 – 1200 Noon

Theme : World of Knowledge

Unit : 6. Delicious Food

Topic : Kitchen Utensils

Main Skill : ReadingLanguage Focus : Nouns

Content Standard: Learning Standard:

2.2 By the end of the 6 – years primary schooling, pupils will be able todemonstrate understanding of a variety of linear and non – lineartexts in the form of print and non – print materials using a range ofstrategies to construct meaning.

2.2.3 Able to read and understand simple sentences in linear and non – linear texts.

2.2.5 Able to apply basic dictionary skills using picture dictionaries.



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Learning Objectives :

By the end of the lesson, pupils will be able to:

a) read and understand 8 simple sentences in linear and non – linear texts with teacher’s guidance.

b) apply basic dictionary skills using picture dictionaries to find the names of 8 kitchen utensils in page 47 ( textbook).

c) f i l l in the missing letters in order to label at least 7 out of 8 kitchen utensils in the worksheet. (Advanced Gr oup)

d) label at least 6 out of 8 kitchen utensils in the worksheet. (I ntermediate group )

e) match at least 5 out of 8 kitchen utensils to their names in the worksheet. (LI NUS Group)

Teaching Aids : Picture Cards, Word Cards, Sentence Strips, Picture Puzzle, Textbook (Page 47), Picture Dictionaries, Worksheets

Educational Emphasis : (a) Multiple Intelligence (Vi sual-spatial i ntelli gence is incorporated thr oughout the lesson thr ough the use of visual ai ds andpictur es which help pupils to better u nderstand th e concept.)

(b) Knowledge Acquisition



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Stage Content / Activity Teaching / Learning Strategy Rationale Notes

Set Induction

(5 minutes)

Classroom routine

Recap the previouslesson.

Rearrange the picture puzzle.

Q & A

Teacher greets pupils ‘Good

Morning’.

Teacher asks questions as follows:

H ow are you today? What day is today? What is the date today? H ow is the weather today?

Teacher recaps the previous lesson byasking what they have learnt the day

before.

Teacher picks four pupils to rearrangea picture puzzle. (Pupils paste thepuzzles on a manil a card.)

Teacher asks pupils to show the picture puzzles to their friends.

Teacher asks questions as follows:

What can you see in the

picture?(expected answers: awoman.)

What is she doing?(expected answers: cooking)

Classroom routine helps pupils

to know that they should getready for the class. It alsoallows pupils some time totidy up their tables and putaway all the things / books thatare not for English lesson.

By recapping the previouslesson, teacher coulddetermine what they have

learnt and decide if thereshould be any follow-uplesson.

The used of picture puzzle inthis lesson could arouse

pupil’s interest towards thelesson.

Q&A Techniques in thislesson would help inincreasing pupil’s participationand at the same time, it couldencourage active learningenvironment.



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Teacher introducesthe topic of thelesson.

Where is she?(expected answer: in thekitchen.)

Teacher introduces the topic of the

lesson ‘Kitchen Utensils’ . Teacher writes the topic of the lesson

on the white board.

Teacher should write the topic

of the lesson on the white board in order to make it precise and clear.

Telling the pupils the topic ofthe day prepares pupils andenables them to know what iscoming next.

Presentation(20 minutes)

Introduction to theterm of ‘Kitchen

Utensils’.

Teacher explains the terms ‘kitchenutensils’ as ‘ any objects in the

ki tchen used in preparing f ood. ’

Teacher asks pupils to turn to page 47in their textbook.

Teacher asks pupils to look at the pictures of kitchen utensils.

Teacher asks pupils to name thekitchen utensils that they know.

Teacher divides the pupils into groupsof 5.

Teacher distributes Picturedictionaries to each group.

This group work activity isinteractive and meaningful tothe pupils. Pupils get todiscuss and collaborate withone another to find the namesof each kitchen utensils in the

picture dictionary.

Picture dictionaries are best toteach pupils new vocabulary

because young secondlanguage learners might have

problems in understandingnew words throughexplanation if there is notranslation.



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Pre – teaching of thevocabulary.

Teacher guides pupils to find theterms ‘Kitchen Utensils’ in the

picture dictionaries.

Teacher guides pupils to find thenames of the 8 kitchen utensils find inthe textbook.

Teacher asks pupils to list down thename of kitchen utensils.

To reinforce pupils’ learning, t eacherasks each group to present theirfindings.

The second activity of asking pupils to present their findingsin groups reinforces pupils’learning.

By pre-teaching the newvocabulary, it allows pupils to

better understanding of thelesson as the lesson

progresses.

Practice(20 minutes)

Teacher introducesthe vocabulary.

Teacher pastes 8 pictures of kitchenutensils on the white board.

Teacher asks pupils to name thekitchen utensils on the white boardone by one.

Teacher introduces the vocabulary byusing word cards.

rolling pin tongs

kitchen scale peeler strainer fish slice ladle wire whisk

Drilling will help pupils tomemorize what they havelearnt. It helps pupils to noticethe correct form and

pronunciation of words learnt.



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Teacher spells and says the name of akitchen utensil.

Teacher asks pupils to repeats afterher.

Teacher continues with the other 7kitchen utensils.

Teacher picks 8 pupils randomly tomatch the word cards to the picturesof kitchen utensils on the white board.

Teacher introduces simple sentencesto the pupils as follows:

M y mother uses a roll ing pinto fl atten the dough.

M y brother uses a wire whiskto beat the eggs.

M y sister uses a peeler toremove the skin fromcarrots.

M y father u ses a ladle toserve soup.

M y grandmother uses atongs to lift and turn thesausages.



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Li nda uses a fish slice to fli phot bur ger m eat.

John uses a strai ner to siftflour.

Siti uses a kitchen scale toweigh butter.

Teacher pastes the sentence strips onthe white board.

Teacher drills pupils to read thesentences as a :

whol e class

in gr oups pairs

Teacher removes the picture cards,word cards and sentence strips fromthe white board.

Production(10 minutes)

Worksheet Teacher distributes worksheet to the pupils.

Worksheet activity acts as anassessment tool for teacher todetermine if the pupils achievethe learning objectives of thelesson.



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Teacher reads the instructions asfollows:

Advanced Gr oup.

F il l i n the missing l etters tofor m corr ect words.

I ntermediate Group.

Label the pictures. Use thewords in t he box.

LI NUS Group

M atch A to B.

Teacher guides the L I NUS group,while the other groups try to do theworksheet given independently.

Teacher asks pupils to submit theirworksheet.

Closure(5 minutes)

Action Song Teacher calls all the pupils to come tothe front.

Teacher asks pupils to turn to page50(TB): Song’s lyric: This is TheWay. (Appendix 6)

Teacher sings the song once withaction.



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Teacher asks pupils to sing the actionsong together with her.

Teacher touches on the moral value ofthe lesson:

Cleanliness

Teacher concludes the lesson byasking pupils to name the kitchenutensils that they have learnt on thatday.

Reflecting helps pupils toremember what they havelearnt in the lesson.



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Appendix 1Picture Cards



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13



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Appendix 2

Picture Puzzle



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Appendix 3Word Cards

rolling pin

peeler



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strainer

fish slice

kitchen scale



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tongs

ladle

wire whisk



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Appendix 4Sentence Strips

My mother uses a rolling pin to flatten the dough.

My brother uses a wire whisk to beat the eggs.

My sister uses a peeler to remove the skin from carrots.

My father uses a ladle to serve soup.



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My grandmother uses a tongs to lift and turn the sausages.

Linda uses a fish slice to flip the hot burger meat.

Siti uses a kitchen scale to weigh butter.

John uses a strainer to sift flour.



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Appendix 5 Worksheet 1 (Advanced Group)

NAME : _______________________ DATE :__________ ____________

Instruction: Fill in the missing letters to form correct words.

1

2

3

4

5

6

7

8

r l l

s r i

k c e

s a e

l

f s

s i e

d

r

e

w r

w h k

p l

g

i

r

o g



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Worksheet 2 Intermediate Group

NAME : _______________________ DATE : ______________________

Instruction: Label the pictures. Use the words in the box.

1

2

3

4

5

6

7

8

tongs peeler kitchen scale fish slice strainer ladle rolling pin wire whisk



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Worksheet 3 LINUS Group

Instruction: Match A to B

A B

tongs

fish slice

wire whisk

peeler

A B

ladle

kitchen scale

rolling pin

strainer



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Appendix 6Song’s Lyric



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Reflection

Overall, I think that I have managed to conduct the lesson effectively. I have prepared various kinds of teaching aids such as picture

cards, wor d cards, sentence str ips, song’s l yric, pictur e puzzle and worksheets for different level of pupils. I managed to attract my pupil’s

attention towards the lesson with interesting learning activities such rearrangi ng pictur e puzzle and action song. Pupils involved actively in the

lesson. Moreover, the usage of Q& A techniques helped me in increasing pupil ’s participation in the lesson, as they are very eager to answer the

questions.

Furthermore, I divided the pupils into groups of five during the presentation stage, as I wanted them to co-operate with each other in

finding the names of kitchen utensils from the picture dictionaries. Co-operation among the pupils is very crucial in language learning, as they

will get the chances to communicate with each other.

On the other hand, I found that there are some weaknesses in this lesson especially for the worksheet. Some of the pupils from LINUS

Group are unable to match the pictures of kitchen utensils to their correct names. In the next lesson, I will give some clue to help them in

completing the exercise given effectively.

As a whole, I will try my best or in the other words will try to improve my next lesson in order to achieve all the objectives stated. The

most important thing is, I must improve my teaching methods and techniques in order to attract my pupil’ s attention towards the lesson and to

make the lesson beneficial for them.

Documents

Final - Rph Minggu 1(d20102046793) Upsi141