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 A) IN-HOUSE TRAINING PLC Laporan Aktiviti mukasurat 2

B) PELAKSANAAN LEARNING WALKS Laporan Aktiviti Refleksi Program Learning Walks

3 4

C) PELAKSANAAN LESSON STUDY Laporan Aktiviti Refleksi Program Lesson Study Rancangan Mengajar Harian Semasa Lesson Study Rancangan Mengajar Harian Selepas Lesson Study (Penambahbaikan) LAMPIRAN

5 6-8 9-13 14-18

19-21

LAPORAN IN-HOUSE TRAINING PLC

1. 2. 3. 4. SENARAI NAMA GURU BAHASA INGGERIS: EN MOHD ASYRAF BIN BADLI EN CHE KU ROSDI BIN CHE KU JUSOH EN AZLI HANIF BIN BAHAR PN AZLIN BINTI OTHMAN 5. PN NAVAMANY A/P PARIASAMY 6. PN ZAREHAN BINTI RODZI 7. CIK HARTINI BINTI MAT DERIS

Topik Nama Program Matlamat Objektif

Pelaksanaan Tempat Aktiviti

Sasaran Kos/sumber Input

Butiran In House Training - Komuniti Pembelajaran Profesional (PLC) Mendedahkan maklumat yang berkaitan dengan pelaksanaan PLC di peringkat sekolah 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 PLC 10 Mei 2012 (Khamis) Bilik Self-Access Learning (SAL) 1. Penyelaras PLC menyampaikan maklumat-maklumat yang berkaitan dengan pelaksanaan: a) Lesson Study b) Learning Walks c) Peer Coaching d) Perkongsian Guru (Sharing Sessions) 2. Video pelaksanaan Lesson Study ditayangkan Semua guru Bahasa Inggeris Tiada a) Guru-guru mengetahui bagaiman proses pelaksanaan aktiviti PLC b) Guru-guru dapat berkongsi ilmu yang sedia ada bersama-sama ketika di sekolah c) Guru baru dapat menimba ilmu berguna untuk persediaan melaksanakan proses P&P di sekolah.

LAPORAN PELAKSANAAN LEARNING WALKS (LW)

Senarai nama Learning Walkers: 1. EN CHE KU ROSDI BIN CHE KU JUSOH (LEAD WALKER) 2. EN MOHD ASYRAF BIN BADLI 3. PN AZLIN BIN OTHMAN Topik Nama Program Matlamat Objektif 4. CIK HARTINI BINTI MAT DERIS 5. PN NAVAMANY A/P PARIASAMY

Butiran Learning Walks Mempelajari idea baru tentang penggunaan Alat Bantu Mengajar (ABM) daripada P&P guru-guru matapelajaran lain Pada akhir pemerhatian, Learning Walkers akan dapat: a) Mengetahui pelbagai jenis ABM yang digunakan oleh beberapa orang guru yang diperhatikan b) Mengenalpasti keberkesanan penggunaan ABM dalam proses pembelajaran pelajar 5 Julai 2012 (Khamis) 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) 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 borangborang pemerhatian LW. 3. Menjalankan aktiviti LW ke kelas selama 10 minit dan mencacat pemerhatian LW 4. Learning Walkers berbincang di koridor selama 5 minit mengenai hasil dapatan 5. Lead Walker dan Penyelaras PLC membuat rumusan/ refleksi keseluruhan LW. SAINS En. Amran bin Deraman SEJARAH Pn Siti Hapsiah binti Jurami BAHASA INGGERIS En Azli Hanif bin Bahar MATEMATIK En Noor Feizar binti Othman Tiada a) Para guru dapat melihat bagaimana penggunaan ABM dalam kelas untuk subjek lain membantu proses P&P. 3

Pelaksanaan Tempat

Aktiviti

Sasaran

Kos/sumber Input

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 eksperimens b) Pamphlet pasaraya c) Handout/ helaian kerja latihan d) Kertas Mahjong e) 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

Tandatangan Ketua (Lead Walker)

Tandatangan Penyelaras PLC

........ (EN CHE KU ROSDI BIN CHE KU JUSOH) Nama Sekolah: SMK LEPAR UTARA, 26400 BANDAR JENGKA, PAHANG 4

.. (EN MOHD ASYRAF BIN BADLI)

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) 2. EN CHE KU ROSDI BIN CHE KU JUSOH 3. EN AZLI HANIF BIN BAHAR Topik Nama Program Matlamat Objektif

4. 5. 6.

PN AZLIN BIN OTHMAN PN NAVAMANI A/P PARIASAMY CIK HARTINI BINTI MAT DERIS

Butiran Pelaksanaan Program Lesson Study (LS) Kitaran 1 Melaksanakan P&P dengan berpandukan satu Rancangan Pengajaran Harian(RPH) yang telah dihasilkan daripada idea beberapa orang guru Bahasa Inggeris. 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. 25 Jun 2012 (Isnin) Kelas 5 Salman Al-Farisi / 10.00 pagi a) Guru mengajar mengikut RPH yang telah dihasilkan bersama ketika di peringkat awal LS b) Pakar rujuk dan pemerhati mengisi maklumat/ refleksi semasa LS dijalankan c) Selepas LS dijalankan, guru-guru dan pakar rujuk berbincang dan membuat refleksi berkaitan cadangan baru untuk menambahbaik RPH yang telah dilaksanakan. Pelajar Tingkatan 5 Salman Al-Farisi RM 50.00 (Belanja ABM) a) Para guru diberi lebih pendedahan dan idea baru daripada pakar rujuk untuk menambahbaik RPH yang telah digunakan semasa pemerhatian Program Lesson Study

Pelaksanaan Tempat/ Waktu Aktiviti

Sasaran Kos/sumber Input

LAPORAN KESELURUHAN REFLEKSI LESSON STUDY

SEKOLAH TINGKATAN / KELAS MATA PELAJARAN TAJUK TARIKH : SEKOLAH MENENGAH KEBANGSAAN LEPAR UTARA : 5 SALMAN AL-FARISI : BAHASA INGGERIS : FAST FOOD : 25 JUN 2012

ASPEK

KOMEN

CADANGAN UNTUK MENAMBAHBAIK RPH

1. Rancangan Mengajar

The LP was well-written, yet some of the elements, The LP need to be more focused and LO could need to be reorganized and more focused/ implicit be done in a more implicit way; accordingly. so that the result of the lesson would be better The activities can be expanded to more especially in the learning outcomes. grouping activities earlier.

2. Isi Kandungan / Konten

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

3. Soalan-soalan yang dikemukakan : Aras dan kesesuaian

Students lack of time to answer teachers questions Teacher should give ample time to students to as they need to digest and understand the respond and answer the questions. questions. If the students do not understand the questions, At certain times, the questions were quite difficult for teacher could simplify the questions and try to the students, thus, the teacher was the one who give more examples to the students to answered them. understand better. 6

4.

Keberkesanan Bahan Bantu Mengajar

Appropriate and suits the students level. Appealing Teacher could provide more pamphlets to the to the students especially with the authentic students, so that everyone will have the chance teaching aids used during the induction stage the to participate better. McDonald fast food wrappers and pamphlets. Teacher should ask the students to skim and The reading text were not fully utilized during the scan for the language items that they are next stage of the lesson, thus, seems that there was supposedly going to learn that day; persuasive nothing much gain from the text reading activity. 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 Teacher should divided the students into group know what to respond to the teachers questions work earlier so that the students already have and instructions. the chance to interact among themselves and also able to share the ideas about the topic. Teacher mostly does the talking instead of the students who should perform a more discovery Teacher should initiate the students initiate to learning. answer questions by asking the students their experience about the topic. Nevertheless, towards the last activity, the students were actively involved with the group work as they Teacher should also be more confident and really enjoyed the lesson. energetic in order to promote students engagement in the class.

6. Respon/ Jawapan Pelajar

The students were not really responsive towards the Teacher must provide clear instructions and teachers questions since they were not really must be able to show some examples before understand the questions as well as there was no assigning the tasks to the students. clear instructions and examples of how to do the Teacher should give more time for the students activities to think and reactivate their prior knowledge Teacher asked the questions but in the end, the about the topic. teacher was the one who answered all the questions given.

7. Teknik Pengajaran & Hasil Pembelajaran Pelajar

The technique of the teaching was appropriate and Nevertheless, the LP need to be reorganized so suits the students level. that the LO would be better and the students could have a more meaningful learning. The LO are manageable, meaningful and achievable.

8. Lain-lain

The students did not manage to present their final Teacher should manage the time appropriately. product, yet they manage to come out with very Therefore, clear instructions are essential so fascinating results based on the main target of the that they know what to do without wasting the lesson; create a menu and use persuasive time on thinking what actually they should do. language.

NAMA AHLI KUMPULAN LESSON STUDY: 1. EN. MOHD ASYRAF BIN BADLI (GURU MENGAJAR) 2. EN. CHE KU ROSDI BIN CHE KU JUSOH 3. EN. AZLI HANIF BIN BAHAR 4. 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

5. PN. NAVAMANI A/P PARIASAMY 6. CIK HARTINI BINTI MAT DERIS 7. PN. ZAREHAN BINTI RODZI

RANCANGAN PENGAJARAN HARIAN [RPH] (ASAL )

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

Learning Outcomes/ Curriculum Specifications: LANGUAGE FOR INFORMATIONAL USE Reading 2.1 Obtain information for different purposes by c) reading materials in print such as reports and articles using other electronic media such as the internet 2.2 Process information by a) skimming and scanning for specific information and ideas LANGUAGE FOR INTERPERSONAL USE 1.2 Take part in social interaction by a) carrying out a variety of language functions

SPECIFICATION Level 1, 2 & 3 ii. Reading silently and aloud with understanding a variety of texts Level 1 iii. Scanning for details SPECIFICATION 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 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 skills 2. Multiple Intelligences 9

Moral Values: 1. Group work Instilling cooperation among students. Language Content: 1. Adjectives Splendid, sumptuous, creamy, crispy, juicy, tasty, delicious 2. Persuasive language Premium quality chicken spiced to perfection. Juicy and tasty! Discover the taste of goodness with the new Chicken Foldover! youll 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 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? Teaching-Learning Activity 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. Students Response 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 Remarks/ Teaching Aids Samples of fast food product Fast food pamphlets Whiteboard

Set Induction ( 10 minutes)

10

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.

related questions.

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?

Pre-reading A ( 10 minutes)

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

Pre-reading B ( 10 minutes)

Vocabulary List: Vending Filling Refined Lean Revamping Broiled Entre Portion Definitions: The act of selling goods for a living Easily satisfying the appetite Freed from impurities by processing

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

1. Ss might not be able to guess the meanings without the text 2. Ss might be a little bit passive when the teacher asks for volunteers for the activity.

Manila Card with vocabulary

11

 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 1: True or False statements: T F T T F F F T

1. Individually, Ss are asked to read the text silently and reanswer 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 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

WhileReading ( 15 minutes)

PostReading ( 25 minutes)

Zooming into the future: Create the fast food of the future. It should be tasty and nutritious without the 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:

1. T assigns Ss into group of four 2. T gives the instructions to the Ss. 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. 12

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 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/ Bluetack Mahjong paper Sample food poster/ pamphlets

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

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

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

Closure ( 5 minutes)

PREPARED BY: ENGLISH TEACHERS IN SMK LEPAR UTARA, BANDAR JENGKA, PAHANG. 1. 2. 3. 4. EN. MOHD ASYRAF BIN BADLI (GURU MENGAJAR) EN. CHE KU ROSDI BIN CHE KU JUSOH EN. AZLI HANIF BIN BAHAR PN. AZLIN BIN OTHMAN 5. PN. NAVAMANI A/P PARIASAMY 6. CIK HARTINI BINTI MAT DERIS 7. PN. ZAREHAN BINTI RODZI

13

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

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

Learning Outcomes/ Curriculum Specifications: LANGUAGE FOR INFORMATIONAL USE Reading 2.1 Obtain information for different purposes by c) reading materials in print such as reports and articles using other electronic media such as the internet 2.2 Process information by a) skimming and scanning for specific information and ideas LANGUAGE FOR INTERPERSONAL USE 1.2 Take part in social interaction by a) carrying out a variety of language functions

SPECIFICATION Level 1, 2 & 3 ii. Reading silently and aloud with understanding a variety of texts Level 1 iii. Scanning for details SPECIFICATION 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. 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. 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 skills 2. Multiple Intelligences 14

Moral Values: 1. Group work Instilling cooperation among students. Language Content: 1. Adjectives Splendid, sumptuous, creamy, crispy, juicy, tasty, delicious 2. Persuasive language Premium quality chicken spiced to perfection. Juicy and tasty! Discover the taste of goodness with the new Chicken Foldover! youll 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 A set of fast food sample presentation: Set Induction ( 5 minutes) What attracted you to the products shown here? Other than the pictures on the pack, how does the company persuade the consumers? Teaching-Learning Activity 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. Students Response 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. 15 Remarks/ Teaching Aids Samples of fast food product

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

WhileReading ( 25 minutes)

Vocabulary List: Vending Filling Refined Lean Revamping Broiled Entre Portion Definitions: The act of selling goods for a living Easily satisfying the appetite Freed from impurities by processing

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. 16

1. Ss should be able to understand at least 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.

Fast food facts text Manila Card with vocabulary Activity 2

 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

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.

5. Ss should better understand after the discussion. 6. Ss should be able to check the answers correctly during the exercise

PostReading ( 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.

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.

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/ Bluetack Mahjong paper Sample food poster/ pamphlets

17

Additional vocabulary for description/ ingredients: convenient nutritious disease trans-fat grilled low-fat mustard deep dish yummy

5. Ss will vote for their most liked product. The votes will be counted. 6. The most liked product will receive for their group.

Distribution of smileys . 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 summarizes the lesson by emphasizing the use of persuasive language in daily life. 3. T also highlights the importance of having a healthy diet. 4. 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

1. Smileys

Closure ( 5 minutes)

PREPARED BY: ENGLISH TEACHERS IN SMK LEPAR UTARA, BANDAR JENGKA, PAHANG. 1. 2. 3. 4. EN. MOHD ASYRAF BIN BADLI (GURU MENGAJAR) EN. CHE KU ROSDI BIN CHE KU JUSOH EN. AZLI HANIF BIN BAHAR PN. AZLIN BIN OTHMAN 18 5. PN. NAVAMANI A/P PARIASAMY 6. CIK HARTINI BINTI MAT DERIS 7. PN. ZAREHAN BINTI RODZI

LAMPIRAN

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.

Gambar 2: Pelaksanaan Lesson Study di kelas 5 Salman Al-Farisi pada 25 Jun 2012.

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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 AlFarisi pada 25 Jun 2012.

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.

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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.

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.

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