Laporan Pelaksanaan Program Plc 2012 Smklu

LAPORAN PELAKSANAAN KITARAN 1PROGRAM 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

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ISI KANDUNGANPELAKSANAAN PROGRAM PLC KITARAN PERTAMA SMK LEPAR UTARA

LAPORAN AKTIVITI YANG DIJALANKAN mukasurat

A) IN-HOUSE TRAINING – PLC 2Laporan Aktiviti

B) PELAKSANAAN LEARNING WALKSLaporan Aktiviti 3Refleksi Program Learning Walks 4

C) PELAKSANAAN LESSON STUDY Laporan Aktiviti 5Refleksi Program Lesson Study 6-8Rancangan Mengajar Harian Semasa Lesson Study 9-13Rancangan Mengajar Harian Selepas Lesson Study 14-18(Penambahbaikan)

LAMPIRAN 19-21

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LAPORAN IN-HOUSE TRAINING –PLCSENARAI NAMA GURU BAHASA INGGERIS:

1. EN MOHD ASYRAF BIN BADLI 5. PN NAVAMANY A/P PARIASAMY2. EN CHE KU ROSDI BIN CHE KU JUSOH 6. PN ZAREHAN BINTI RODZI 3. EN AZLI HANIF BIN BAHAR 7. CIK HARTINI BINTI MAT DERIS4. PN AZLIN BINTI OTHMAN

Topik ButiranNama Program In House Training - Komuniti Pembelajaran Profesional (PLC)Matlamat Mendedahkan maklumat yang berkaitan dengan pelaksanaan PLC di peringkat sekolahObjektif Pada akhir kursus, guru-guru akan dapat:

a) Mengetahui aktiviti-aktiviti PLC yang telah dirancang oleh Bahagian Pendidikan Guru, KPM yang akan dijalankan

b) Menjalankan aktiviti-aktiviti PLC di sekolah dengan bantuan Penyelaras PLCPelaksanaan 10 Mei 2012 (Khamis)Tempat Bilik Self-Access Learning (SAL)Aktiviti 1. Penyelaras PLC menyampaikan maklumat-maklumat yang berkaitan dengan pelaksanaan:

a) Lesson Studyb) Learning Walksc) Peer Coachingd) Perkongsian Guru (Sharing Sessions)

2. Video pelaksanaan Lesson Study ditayangkanSasaran Semua guru Bahasa InggerisKos/sumber TiadaInput a) Guru-guru mengetahui bagaiman proses pelaksanaan aktiviti PLC

b) Guru-guru dapat berkongsi ilmu yang sedia ada bersama-sama ketika di sekolahc) Guru baru dapat menimba ilmu berguna untuk persediaan melaksanakan proses P&P di sekolah.

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LAPORAN PELAKSANAAN LEARNING WALKS (LW)

Senarai nama Learning Walkers:1. EN CHE KU ROSDI BIN CHE KU JUSOH (LEAD WALKER) 4. CIK HARTINI BINTI MAT DERIS2. EN MOHD ASYRAF BIN BADLI 5. PN NAVAMANY A/P PARIASAMY3. PN AZLIN BIN OTHMAN

Topik ButiranNama Program Learning WalksMatlamat Mempelajari idea baru tentang penggunaan Alat Bantu Mengajar (ABM) daripada P&P guru-guru

matapelajaran lainObjektif Pada akhir pemerhatian, Learning Walkers akan dapat:

a) Mengetahui pelbagai jenis ABM yang digunakan oleh beberapa orang guru yang diperhatikanb) Mengenalpasti keberkesanan penggunaan ABM dalam proses pembelajaran pelajar

Pelaksanaan 5 Julai 2012 (Khamis)Tempat SAINS - 3 Muaz Al-Jabbar (9.00-9.10AM)

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 membuat persetujuan bersama bahawa pelaksanaan LW adalah berfokuskan penggunaan ABM dalan proses P&P

2. Learning Walkers dan Lead Walker diberikan taklimat berkaitan dengan maklumat dalam borang-borang pemerhatian LW.

3. Menjalankan aktiviti LW ke kelas selama 10 minit dan mencacat pemerhatian LW4. Learning Walkers berbincang di koridor selama 5 minit mengenai hasil dapatan5. Lead Walker dan Penyelaras PLC membuat rumusan/ refleksi keseluruhan LW.

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Sasaran SAINS – En. Amran bin DeramanSEJARAH – Pn Siti Hapsiah binti JuramiBAHASA INGGERIS – En Azli Hanif bin BaharMATEMATIK – En Noor Feizar binti Othman

Kos/sumber TiadaInput a) Para guru dapat melihat bagaimana penggunaan ABM dalam kelas untuk 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. Fokus yang telah dipilih dan dipersetujui bersama : Penggunaan Alat Bantu Mengajar (ABM) dalam matapelajaran berbeza

2. Aspek yang telah dipelajari :

a) Penggunaan ABM banyak membantu proses P&P lebih bermakna dan senang difahami. b) Pelbagai jenis ABM yang digunakan dapat menarik minat pelajar-pelajar c) Jika tiada atau kurang penggunaan ABM, para pelajar kurang memberi perhatian dalam kelas kerana kurang jelas dalam

memahami P&P.

3. Senaraikan bukti pengajaran dan pembelajaran yang telah diperhatikan (jika ada) :a) Bahan eksperimensb) Pamphlet pasarayac) Handout/ helaian kerja latihand) Kertas Mahjonge) Penggunaan Slides

4. Tindakan seterusnya yang akan dilaksanakan :a) Learning Walks bakal dijalankan dengan lebih kerap iaitu 3 atau 4 kali setahun mulai tahun depan b) Memberi peluang kepada guru yang belum terlibat, untuk melaksanakan LW pada tahun depan untuk semua subjek

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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 NAMA PAKAR RUJUK/ PEMERHATI PROGRAM LESSON STUDY (LS):1. PN NORMALA BINTI M. SAPUAN (WAKIL PPD JERANTUT – PROGRAM PLC)2. PN NORMALA BINTI SALLEH (WAKIL PPD JERANTUT – PROGRAM PLC)3. EN NORHYISYAMUDIN BIN KAMIL (PENSYARAH IPG KAMPUS TENGKU AMPUAN AFZAN)

SENARAI NAMA GURU/ PEMERHATI PROGRAM LESSON STUDY (LS):1. EN MOHD ASYRAF BIN BADLI (GURU MENGAJAR) 4. PN AZLIN BIN OTHMAN2. 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

Topik ButiranNama Program Pelaksanaan Program Lesson Study (LS) Kitaran 1

Matlamat Melaksanakan P&P dengan berpandukan satu Rancangan Pengajaran Harian(RPH) yang telah dihasilkan daripada idea beberapa orang guru Bahasa Inggeris.

Objektif Pada akhir Program Lesson Study, guru-guru akan dapat:a) Mengetahui RPH yang telah dirancang bersama samada mempunyai kesan yang lebih baik dalam

P&P yang diajar.

Pelaksanaan 25 Jun 2012 (Isnin)

Tempat/ Waktu Kelas 5 Salman Al-Farisi / 10.00 pagi

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Aktiviti a) Guru mengajar mengikut RPH yang telah dihasilkan bersama ketika di peringkat awal LSb) Pakar rujuk dan pemerhati mengisi maklumat/ refleksi semasa LS dijalankanc) Selepas LS dijalankan, guru-guru dan pakar rujuk berbincang dan membuat 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 rujuk untuk menambahbaik RPH yang telah digunakan semasa pemerhatian Program Lesson Study

LAPORAN KESELURUHAN REFLEKSI LESSON STUDY

SEKOLAH : SEKOLAH MENENGAH KEBANGSAAN LEPAR UTARATINGKATAN / KELAS : 5 SALMAN AL-FARISIMATA PELAJARAN : BAHASA INGGERISTAJUK : FAST FOODTARIKH : 25 JUN 2012

ASPEK KOMEN CADANGAN UNTUK MENAMBAHBAIK RPH

1. Rancangan Mengajar

The LP was well-written, yet some of the elements, need to be reorganized and more 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; accordingly.

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 the contents, but they have problem in applying the language items - persuasive language.

Teacher instructions were not that clear and no

The LP need to be organized the LO so that the main target of the content is achieved accordingly.

The teacher must provide clear instructions and try to relate the content well with the students’

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examples were given to help the students understand better.

understanding to ensure that the students really comprehend the whole lesson target.

3. Soalan-soalan yang dikemukakan : Aras dan kesesuaian

Students lack of time to answer teacher’s questions as they need to digest and understand 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 questions 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 with 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, thus, 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 they are supposedly going to learn that day; persuasive language and adjectives. This 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 more discovery learning.

Nevertheless, towards the last activity, the students were actively involved with 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 students their experience about the topic.

Teacher should also be more confident and ‘energetic’ in order to promote students’ engagement in the class.

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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 instructions 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 before assigning the tasks to the students.

Teacher should give more time for the students to think and reactivate their prior knowledge about the topic.

7. Teknik Pengajaran & 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 the students could have a more meaningful learning.

8. Lain-lain The students did not manage to present their final

product, yet they manage to come out with very fascinating results based on the main target of the lesson; create a menu and use persuasive 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) 5. PN. NAVAMANI A/P PARIASAMY2. EN. CHE KU ROSDI BIN CHE KU JUSOH 6. CIK HARTINI BINTI MAT DERIS3. EN. AZLI HANIF BIN BAHAR 7. PN. ZAREHAN BINTI RODZI4. PN. AZLIN BIN OTHMAN

NAMA PAKAR RUJUK / KNOWLEDGEABLE OTHERS: PENSYARAH IPG TAA : EN. NORHYISYAMUDDIN BIN KAMILPEGAWAI PPD JERANTUT : PN. NORMALA BT. M. SAPUAN

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PN. NORMALA BT. SALLEH

PENCATAT : EN. MOHD ASYRAF BIN BADLI

RANCANGAN PENGAJARAN HARIAN [RPH](ASAL )

Subject : English Form : 5 Salman Al-Farisi Enrolment : 22 students Date/Day : 25st June 2012, MondayTime : 9.00-10.20am (2 periods/ 80 minutes) Level : Higher IntermediateTheme : Health Topic : Fast FoodFocused Skill : Reading Integrated Skill(s) : Speaking

Learning Outcomes/ Curriculum Specifications:LANGUAGE FOR INFORMATIONAL USE SPECIFICATION

Reading2.1 Obtain information for different purposes byc) reading materials in print such as reports and articles using other electronic media such as the internet

Level 1, 2 & 3ii. Reading silently and aloud with understanding a variety of texts

2.2 Process information bya) skimming and scanning for specific information and ideas

Level 1iii. Scanning for details

LANGUAGE FOR INTERPERSONAL USE SPECIFICATION1.2 Take part in social interaction bya) carrying out a variety of language functions

Level 2iv. Persuading someone to do something in simple language

Lesson Objectives: By the end of the lesson, students will be able to;

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1. Answer at least 6 out of 8 ‘True or False’ questions correctly based on the reading text individually then discuss it with the class.

2. Identify the persuasive language or adjectives visible in the fast food pamphlets/ by circling it then discuss it within the respective groups.

3. Create the fast food of the future using adjectives and persuasive language in groups of 4-5 then present and advertise it to the whole class.

Educational Emphases:1. Thinking skills2. Multiple Intelligences

Moral Values:1. Group work – Instilling cooperation among students.

Language Content:1. Adjectives

Splendid, sumptuous, creamy, crispy, juicy, tasty, delicious2. Persuasive language

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 pamphlets, mahjong paper, coloured manila card, coloured markers

Previous Knowledge: 1. Students have learnt the adjectives and have been exposed to persuasive language before in real life.

Anticipated Problems: 1. Passive students may not participate in the activities

Solution: Teacher will have these passive students to answer question when randomly choose students in activities.2. Students might take too much time when designing their product and there 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.

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Stage/Time Content Teaching-Learning Activity Students’ Response Remarks/Teaching Aids

Set Induction(± 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 the Ss a few examples of fast foods samples.

2. T elicits discussion from Ss based on what they could see from the fast food samples.

3. T distributes some fast food pamphlets to the Ss and asks them to scan the pamphlets.

4. T asks Ss to identify the persuasive language visible in the pamphlet.

1. Ss should have been familiar with food; fast food

2. Ss should be interested with the topic.

3. Ss should be able to give correct verbal feedback especially 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 before reading the text.

2. T distributes Activity 1 sheets to Ss before reading the text.

3. Ss do the exercise based on their own knowledge/ earlier discussion about the topic.

1. Ss should be able to give opinions related to the text that they will read.

Whiteboard

Activity 1

Vocabulary List: Vending Filling Refined Lean

1. T continues by pasting a set of manila card contains terms’ definitions related to the topic.

2. T asks Ss to guess the specific

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

2. Ss might be a little bit

Manila Card with vocabulary

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Pre-reading B

(± 10 minutes)

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

terms for each definition.

3. T randomly picks S to match the words to their correct definition.

passive when the teacher asks for volunteers for the activity.

While-Reading

(± 15 minutes)

Activity 1:True or False statements:

T F T T F F F T

1. Individually, Ss are asked to read the text silently and re-answer the True / False activity.

2. T asks for a pair of volunteers to read the text aloud, taking turns.

3. T discusses the answers with Ss.

1. Ss should be able to understand at least ¾ of the text

2. Ss should be able to participate during the activity.

3. Ss should be able to check the answers correctly during the exercise

Fast food facts text

Activity 1

Zooming into the future: Create the fast food of the

future. It should be tasty and nutritious without the oil and fat.

1. T assigns Ss into group of four

2. T gives the instructions to the Ss.

1. Ss should be able to sit in groups and cooperate.

2. Ss might not be able to think for a slogan for their food

Coloured markers

Tape/ Blue-tack

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Post-Reading

(± 25 minutes)

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 yummy

3. T distributes the materials to the Ss and they start to think of their product and design it.

4. Each group will present their product to the class.

5. Ss will vote for their most liked product. The votes will be counted.

6. The most liked product will receive for their group.

poster.

3. Ss should be able to think creatively for their poster creation.

4. Ss might not be able to converse well during the presentation of their posters

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 asks Ss to get their and praise all the groups for their good job.

2. T summarizes the lesson by emphasizing the importance of having a healthy diet.

3. Teacher highlight some moral values

1. They should be able to reflect upon what they have learnt for that day.

2. They are able to give their opinion on the questions given.

3. They are able to give at least 1 moral value of the lesson

PREPARED BY: ENGLISH TEACHERS IN SMK LEPAR UTARA, BANDAR JENGKA, PAHANG.

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1. EN. MOHD ASYRAF BIN BADLI (GURU MENGAJAR) 5. PN. NAVAMANI A/P PARIASAMY2. EN. CHE KU ROSDI BIN CHE KU JUSOH 6. CIK HARTINI BINTI MAT DERIS3. EN. AZLI HANIF BIN BAHAR 7. PN. ZAREHAN BINTI RODZI4. PN. AZLIN BIN OTHMAN

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

Subject : English Form : 5 Salman Al-Farisi Enrolment : 22 students Date/Day : 25st June 2012, MondayTime : 9.00-10.20am (2 periods/ 80 minutes) Level : Higher IntermediateTheme : Health Topic : Fast FoodFocused Skill : Reading Integrated Skill(s) : Speaking & Grammar

Learning Outcomes/ Curriculum Specifications:LANGUAGE FOR INFORMATIONAL USE SPECIFICATION

Reading2.1 Obtain information for different purposes byc) reading materials in print such as reports and articles using other electronic media such as the internet

Level 1, 2 & 3ii. Reading silently and aloud with understanding a variety of texts

2.2 Process information bya) skimming and scanning for specific information and ideas

Level 1iii. Scanning for details

LANGUAGE FOR INTERPERSONAL USE SPECIFICATION1.2 Take part in social interaction bya) carrying out a variety of language functions

Level 2iv. Persuading someone to do something in simple language

Lesson Objectives: By the end of the lesson, students will be able to;

1. Identify the persuasive language and adjectives visible in the fast food pamphlets by circling it 2. Identify the persuasive language and adjectives from the text, by underlining it then discuss within the respective groups.

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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. Create a healthy fast food of the future using adjectives and persuasive language in groups of 4-5 then present and advertise it to the whole class.

Educational Emphases:1. Thinking skills2. Multiple Intelligences

Moral Values:1. Group work – Instilling cooperation among students.

Language Content:1. Adjectives

Splendid, sumptuous, creamy, crispy, juicy, tasty, delicious2. Persuasive language

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 pamphlets, mahjong paper, coloured manila card, coloured markers

Previous Knowledge: 1. Students have learnt the adjectives and have been exposed to persuasive language before in real life.

Anticipated Problems: 1. Passive students may not participate in the activities

Solution: Teacher will have these passive students to answer question when randomly choose students in activities.2. Students might take too much time when designing their product and there 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 Content Teaching-Learning Activity Students’ Response Remarks/Teaching Aids

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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 the Ss a few examples of fast foods samples.

2. T elicits discussion from Ss based on what they could see from the fast food samples.

1. Ss should have been familiar with food; fast food

2. Ss should be interested with the topic.

3. Ss should be able to give feedback especially on ‘fast food’ related questions.

Samples of fast food product

Pre-reading(± 15

minutes)

Questions: What kind of language that

the company used to persuade you to buy their products?

List down as many persuasive language and adjectives as you can find in the pamphlet.

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 distributes some fast food pamphlets to the Ss and asks them to scan the pamphlets.

2. T asks Ss to identify the persuasive language visible in the pamphlet.

3. T asks Ss to write down the persuasive language and adjectives that they found in the pamphlet.

4. T elicits discussion on fast food from Ss

5. T asks what the students think about the fast food.

1. Ss should be able to give opinions related to the text that they will read.

2. Ss should be able to find at least a number of adjectives and persuasive language in the pamphlets.

Fast food pamphlets

Whiteboard

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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, Ss are asked to read the text silently

3. T asks for a pair of volunteers to read the text aloud, taking turns.

4. T pastes a set of words/ terms with the meaning related to the topic in mixed up arrangement.

5. T randomly picks Ss to match the specific terms to its respective definition.

6. T discusses the text with the students.

7. T continues by distributing the Activity 2 worksheet.

8. T gives a few minutes for the students to complete the task.

9. T discusses the answers with Ss.

1. Ss should be able to understand at least ¾ of the text

2. Ss should be able to participate during the activity.

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

4. Ss might be a little bit passive when the teacher asks for volunteers for the activity.

5. Ss should better understand after the discussion.

6. Ss should be able to check the answers correctly during the exercise

Fast food facts text

Manila Card with vocabulary

Activity 2

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Post-Reading

(± 25 minutes)

Zooming into the future: Create a healthy fast food of

the future. It should be tasty and nutritious without 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 text earlier as much as possible.

Additional vocabulary for description/ ingredients:

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

1. T assigns Ss into group of four

2. T gives the instructions to the Ss while distributing the materials to the Ss

3. Ss need to design poster of their product using the persuasive language/ adjectives and vocabulary learnt from the text earlier.

4. Each group will present their product to the class.

5. Ss will vote for their most liked product. The votes will be counted.

6. The most liked product will receive for their group.

1. Ss should be able to sit in groups and cooperate.

2. Ss might not be able to think for a slogan using the persuasive language for their food poster.

3. Ss should be able to think creatively for their poster creation.

4. Ss might not be able to converse well during the presentation of their posters

Coloured markers

Tape/ Blue-tack

Mahjong paper

Sample food poster/ pamphlets

Closure(± 5 minutes)

Distribution of smileys .

Lesson summary: Use of persuasive language

in daily life.

1. T asks Ss to get their and praise all the groups for their good job.

2. T summarizes the lesson by emphasizing the use of

1. They should be able to reflect upon what they have learnt for that day.

2. They are able to give their opinion on the questions

1. Smileys

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Moral values: Eat healthy food, stay

healthy! Health is more important

than wealth.

persuasive language in daily life.

3. T also highlights the importance of having a healthy diet.

4. Teacher highlight some moral values

given.

3. They are able to give at least 1 moral value of the lesson

PREPARED BY: ENGLISH TEACHERS IN SMK LEPAR UTARA, BANDAR JENGKA, PAHANG.

1. EN. MOHD ASYRAF BIN BADLI (GURU MENGAJAR) 5. PN. NAVAMANI A/P PARIASAMY2. EN. CHE KU ROSDI BIN CHE KU JUSOH 6. CIK HARTINI BINTI MAT DERIS3. EN. AZLI HANIF BIN BAHAR 7. PN. ZAREHAN BINTI RODZI4. PN. AZLIN BIN OTHMAN

LAMPIRAN

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Gambar 1: Sesi pertemuan antara Pengetua SMK Lepar Utara, Tuan Hj. M. Yusri Marjan dengan Pensyarah IPG Tunku Ampuan Afzan (IPGTAA), En Hyisyamudin Kamil dan Ketua Panitia Bahasa Inggeris SMK Lepar Utara (SMKLU), En Mohd Asyraf Badli pada 25 Jun 2012.

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Gambar 2: Pelaksanaan Lesson Study di kelas 5 Salman Al-Farisi pada 25

Jun 2012.

Gambar 3: Sesi pemerhatian daripada Pensyarah IPGTAA, En Hyisyamudin Kamil, para Pegawai PPD bersama guru-guru Bahasa Inggeris SMKLU ketika pelaksanaan Lesson Study di kelas 5 Salman Al-

Farisi pada 25 Jun 2012.

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Gambar 4: Sesi Refleksi selepas pelaksanaan Lesson Study bersama Pensyarah IPGTAA, En Hyisyamudin Kamil, para Pegawai PPD bersama guru-guru Bahasa Inggeris SMKLU di Ghurfah Muafakat pada 25 Jun 2012.

Gambar 5: Para guru Bahasa Inggeris SMKLU membuat catatan tentang idea/ cadangan penambahbaikan RPH ketika sesi refleksi selepas pelaksanaan Lesson Study bersama Pensyarah IPGTAA, En Hyisyamudin Kamil dan para Pegawai PPD pada 25 Jun 2012.

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Gambar 6: Pensyarah IPGTAA, En Hyisyamudin Kamil memberikan tunjuk ajar serta penerangan untuk penambahbaikan RPH ketika sesi refleksi selepas pelaksanaan Lesson Study bersama para Pegawai PPD dan guru-guru Bahasa Inggeris SMKLU pada 25 Jun 2012.