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
0

ISI KANDUNGAN
PELAKSANAAN PROGRAM PLC KITARAN PERTAMA SMK LEPAR UTARA

LAPORAN AKTIVITI YANG DIJALANKAN

mukasurat

A) IN-HOUSE TRAINING PLC

Laporan Aktiviti

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)

5
6-8
9-13
14-18

LAMPIRAN

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

Topik
Nama Program
Matlamat
Objektif

Pelaksanaan
Tempat
Aktiviti

Sasaran
Kos/sumber
Input

5. PN NAVAMANY A/P PARIASAMY

6. PN ZAREHAN BINTI RODZI
7. CIK HARTINI BINTI MAT DERIS

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
Pelaksanaan
Tempat

Aktiviti

Sasaran

Kos/sumber
Input

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

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)

..
(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)
2. EN CHE KU ROSDI BIN CHE KU JUSOH

4.
5.

PN AZLIN BIN OTHMAN

PN NAVAMANI A/P PARIASAMY

3. EN AZLI HANIF BIN BAHAR

6.

CIK HARTINI BINTI MAT DERIS

Topik
Nama Program
Matlamat
Objektif

Pelaksanaan
Tempat/ Waktu
Aktiviti

Sasaran
Kos/sumber
Input

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

LAPORAN KESELURUHAN REFLEKSI LESSON STUDY

SEKOLAH
TINGKATAN / KELAS
MATA PELAJARAN
TAJUK
TARIKH
ASPEK

1. Rancangan
Mengajar

2. Isi Kandungan /
Konten

: SEKOLAH MENENGAH KEBANGSAAN LEPAR UTARA

: 5 SALMAN AL-FARISI
: BAHASA INGGERIS
: FAST FOOD
: 25 JUN 2012
KOMEN

CADANGAN UNTUK MENAMBAHBAIK RPH

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 grouping
activities earlier.
especially in the learning outcomes.
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.
The teacher must provide clear instructions and
persuasive language.
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.

Students lack of time to answer teachers questions

3. Soalan-soalan yang
as they need to digest and understand the Teacher should give ample time to students to
dikemukakan : Aras
respond and answer the questions.
questions.
dan kesesuaian

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 to Teacher could provide more pamphlets to the
the students especially with the authentic teaching
students, so that everyone will have the chance
aids used during the induction stage the
to participate better.
Teacher should ask the students to skim and
McDonald fast food wrappers and pamphlets.
The reading text were not fully utilized during the next
scan for the language items that they are
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.

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
5. Penglibatan Pelajar
and instructions.
the chance to interact among themselves and
Teacher mostly does the talking instead of the
also able to share the ideas about the topic.

Teacher
should initiate the students initiate to
students who should perform a more discovery
learning.
answer questions by asking the students their
Nevertheless, towards the last activity, the students
experience about the topic.
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 must
teachers questions since they were not really
be able to show some examples before
understand the questions as well as there was no
assigning the tasks to the students.

Teacher
should give more time for the students to
clear instructions and examples of how to do the
think and reactivate their prior knowledge about
activities
Teacher asked the questions but in the end, the
the topic.
teacher was the one who answered all the
questions given.

7. Teknik Pengajaran The technique of the teaching was appropriate and Nevertheless, the LP need to be reorganized so
7

& Hasil
Pembelajaran
Pelajar
8. Lain-lain

suits the students level.

The LO are manageable, meaningful and achievable.

that the LO would be better and the students

could have a more meaningful learning.

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

5. PN. NAVAMANI A/P PARIASAMY

6. CIK HARTINI BINTI MAT DERIS
7. PN. ZAREHAN BINTI RODZI

NAMA PAKAR RUJUK / KNOWLEDGEABLE OTHERS:

PENSYARAH IPG TAA
: EN. NORHYISYAMUDDIN BIN KAMIL
PEGAWAI PPD JERANTUT
: PN. NORMALA BT. M. SAPUAN
PN. NORMALA BT. SALLEH
PENCATAT : EN. MOHD ASYRAF BIN BADLI

RANCANGAN PENGAJARAN HARIAN [RPH]

(ASAL )
8

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)

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

: 5 Salman Al-Farisi
: 25st June 2012, Monday
: Higher Intermediate
: Fast Food
: Speaking

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
Moral Values:
1. Group work Instilling cooperation among students.
Language Content:
9

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?
Set Induction Other than the pictures on the
( 10
pack, how does the company
minutes)
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.
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.
10

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
related questions.

Remarks/
Teaching Aids
Samples of
fast food
product
Fast food
pamphlets
Whiteboard

Questions:
Fast food What comes into
Pre-reading
your mind?
A
How many of you like fast
( 10
food?
minutes) Is fast food healthy?
Is fast food the same as junk
food?

Vocabulary List:
Vending
Filling
Refined
Lean
Revamping
Broiled
Entre
Portion

Pre-reading
B
( 10
Definitions:
minutes) 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

1. T elicits discussion on fast

food from Ss on what they
think of it before reading the
text.

1. Ss should be able to give

opinions related to the text
that they will read.

Whiteboard
Activity 1

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. T continues by pasting a set of
manila card contains terms
definitions related to the topic.

1. Ss might not be able to

guess the meanings without
the text

2. T asks Ss to guess the specific 2. Ss might be a little bit

terms for each definition.
passive when the teacher
asks for volunteers for the
3. T randomly picks S to match
activity.
the words to their correct
definition.

11

Manila Card
with
vocabulary

drink taken as part of a meal

Activity 1:
True or False statements:

WhileReading
( 15
minutes)

PostReading
( 25
minutes)

T
F
T
T
F
F
F
T

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:

convenient
nutritious
disease
trans-fat

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

Activity 1
2. Ss should be able to
participate during the activity.
3. Ss should be able to check
the answers correctly during
the exercise

1. T assigns Ss into group of four 1. Ss should be able to sit in

groups and cooperate.
2. T gives the instructions to the
Ss.
2. Ss might not be able to think
for a slogan for their food
3. T distributes the materials to
poster.
the Ss and they start to think
of their product and design it. 3. Ss should be able to think
creatively for their poster
4. Each group will present their
creation.
product to the class.
4. Ss might not be able to
5. Ss will vote for their most liked
converse well during the
product. The votes will be
presentation of their posters
counted.
6. The most liked product will
receive for their group.

12

Fast food
facts text

Coloured
markers
Tape/ Bluetack
Mahjong
paper
Sample food
poster/
pamphlets

grilled
low-fat
mustard
deep dish
yummy

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

1. T asks Ss to get their and

praise all the groups for their
good job.

1. They should be able to

reflect upon what they have
learnt for that day.

2. They are able to give their

2. T summarizes the lesson by
opinion on the questions
emphasizing the importance of
given.
having a healthy diet.
3. Teacher highlight some moral
values

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.
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

RANCANGAN PENGAJARAN HARIAN [RPH]

(SELEPAS SESI REFLEKSI PENAMBAHBAIKAN)
13

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)

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

: 5 Salman Al-Farisi
: 25st June 2012, Monday
: Higher Intermediate
: Fast Food
: Speaking & Grammar

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
Moral Values:
1. Group work Instilling cooperation among students.
Language Content:
1. Adjectives
14

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:

Teaching-Learning Activity
1. T shows the Ss a few examples
of fast foods samples.

Set Induction What attracted you to the

2. T elicits discussion from Ss
( 5 minutes)
based on what they could see
products shown here?
from the fast food samples.
Other than the pictures on the
pack, how does the
company persuade the
consumers?

15

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.

Remarks/
Teaching Aids
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?

WhileReading
( 25
minutes)

Vocabulary List:
Vending
Filling
Refined
Lean
Revamping
Broiled
Entre
Portion

1. T distributes some fast food

pamphlets to the Ss and asks
them to scan the pamphlets.

1. Ss should be able to give

opinions related to the text
that they will read.

2. T asks Ss to identify the

persuasive language visible in
the pamphlet.

2. Ss should be able to find at

least a number of adjectives
and persuasive language in
the pamphlets.

Fast food
pamphlets
Whiteboard

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. 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.

Definitions:
The act of selling goods for a
5. T randomly picks Ss to match
living
the specific terms to its
Easily satisfying the appetite
respective definition.
Freed from impurities by
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1. Ss should be able to
understand at least of the
text
2. Ss should be able to
participate during the
activity.

Fast food
facts text
Manila Card
with
vocabulary
Activity 2

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.

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:

PostReading
( 25
minutes)

6. T discusses the text with the

students.

5. Ss should better understand

after the discussion.

7. T continues by distributing the

Activity 2 worksheet.

6. Ss should be able to check

the answers correctly during
the exercise

8. T gives a few minutes for the

students to complete the task.
9. T discusses the answers with
Ss.

T
F
T
T
F
F
F
T

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

1. T assigns Ss into group of four

1. Ss should be able to sit in

groups and cooperate.

2. T gives the instructions to the Ss

while distributing the materials to 2. Ss might not be able to think
the Ss
for a slogan using the
persuasive language for their
3. Ss need to design poster of their
food poster.
product using the persuasive
language/ adjectives and
3. Ss should be able to think
vocabulary learnt from the text
creatively for their poster
earlier.
creation.
4. Each group will present their
product to the class.
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4. Ss might not be able to

converse well during the

Coloured
markers
Tape/ Bluetack
Mahjong
paper
Sample food
poster/
pamphlets

the text earlier as much as

possible.
Additional vocabulary for
description/ ingredients:

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

Distribution of smileys .

Closure
( 5 minutes)

Lesson summary:
Use of persuasive language
in daily life.

presentation of their posters

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.

T asks Ss to get their and

praise all the groups for their
good job.

1. They should be able to

1. Smileys
reflect upon what they have
learnt for that day.

2. They are able to give their

2. T summarizes the lesson by
opinion on the questions
emphasizing the use of
given.
persuasive language in daily life.

Moral values:
Eat healthy food, stay
3. T also highlights the importance
healthy!
of having a healthy diet.
Health is more important than
wealth.
4. Teacher highlight some moral
values

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)
2. EN. CHE KU ROSDI BIN CHE KU JUSOH

5. PN. NAVAMANI A/P PARIASAMY

6. CIK HARTINI BINTI MAT DERIS
18

3. EN. AZLI HANIF BIN BAHAR

4. PN. AZLIN BIN OTHMAN

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.

19

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 AlFarisi pada 25 Jun 2012.

20

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.

21

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.

22