FRONTPAGE

MINIT MESYUARAT

TARIKH :
_________________________________
MASA :
_________________________________
TEMPAT :
_________________________________

2018
 ISI KANDUNGAN
1. SURAT PANGGILAN MESYUARAT
2. MINIT MESYUARAT KALI KEEMPAT / 2017
3. VISI DAN MISI KPM/PANITIA
4. PENGESAHAN AJK PANITIA 2018/SENARAI GURU MENGIKUT KELAS 2018
5. SURAT PEKELILING IKHTISAS BIL 4/1986 / 3.4 PERANAN PANITIA
6. DASHBOARD/HEADCOUNT TAHUN 5 & 6
7. ANALISA KEPUTUSAN UPSR BAHASA INGGERIS 2017
8. POST-MORTEM KEPUTUSAN UPSR 2017
9. KBSR/KSSR/AIMS AND OBJECTIVES
10. CEFR DAN HIGHLY IMMERSIVE PROGRAMME
11. LAPORAN PERLAKSANAAN AKTIVITI PANITIA BAHASA INGGERIS
SEPANJANG TAHUN 2017
12. KERTAS KERJA MBMMBI/ DATA LINUS TAHUN 1,2,3 2017
13. AKTIVITI SOKONGAN PANITIA BAHASA INGGERIS 2018
14. CARTA AKTIVITI PANITIA TAHUN 2018
15. CONTOH RANCANGAN PELAJARAN HARIAN KBSR/KSSR 2018/
BILANGAN BUKU DAN NOTA LATIHAN
16. PERANCANGAN STRATEGIK PANITIA BAHASA INGGERIS 2018
17. LATIHAN DALAM PERKHIDMATAN (LDP)
18. LAMPIRAN :
a) JADUAL WAKTU PERSENDIRIAN GURU
b) JADUAL PENYEDIAAN SOALAN
c) JADUAL PENGGUNAAN MAKMAL MBI/ICTL
d) BORANG BIODATA GURU
 Surat Panggilan Mesyuarat
23 Januari 2017

En. Baharum bin Bakar Pn. Roziah binti Abd Hamid

Pn. Nor halizah binti Hussain Pn. Nor Idayu binti Idrus

En. Mohd Faiz Syarafuddin bin Asohan Pn. Wan Noraminah binti Wan Mohd

Pn Wan Mahizan binti Wan Mohd Pn. Rohana binti Abd Hamid

Pn. Fadilah binti Yahya Pn, Siti Hajar Aisyah binti Isa

Pn. Azimah binti Abdul Rahman En. Muhammad Syafiq bin

Samsuddin

Tuan / Puan,

MESYUARAT PANITIA BAHASA INGGERIS KALI 1/2018

Mesyuarat Panitia Bahasa Inggeris Kali pertama akan diadakan pada :

Tarikh :
Hari :
Masa :
Tempat :

Agenda Mesyuarat :

1. Perutusan Pengerusi
2. Pengesahan Minit Mesyuarat yang lalu.
3. Laporan aktiviti tahun 2017
4. Jawatankuasa Panitia Bahasa Inggeris 2018
5. Perancangan dan pembentangan program tahunan panitia 2018
6. Pembentangan dan perancangan ABM Panitia 2018
7. Hal-hal lain
8. Penutup

Kerjasama daripada semua pihak adalah amat dihargai dan didahului dengan ucapan terima
kasih.

Sekian. Terima kasih.

“BERKHIDMAT UNTUK NEGARA”

Saya yang menurut perintah

…………………………………..

( NOR IDAYU BINTI IDRUS )

Minit Mesyuarat
Panitia Kali ke-4
Pendidikan berkualiti
Insan terdidik
Negara sejahtera

Melestarikan sistem
pendidikan yang berkualiti
untuk membangunkan
potensi individu bagi
memenuhi aspirasi negara
Surat Pekeliling Ikhtisas :
Peranan Panitia
CARTA ORGANISASI PANITIA BAHASA INGGERIS
2018
PENASIHAT

En. Baharum bin Bakar

PENOLONG PENASIHAT

Pn Roziah binti Abd Hamid

PENGERUSI

Pn. Nor Idayu bt Idrus

SETIAUSAHA

Pn Nor Halizah binti Hussain

AHLI JAWATANKUASA

En Mohamad Faiz Syarafuddin bin Asohan

En. Muhammad Syafiq bin Samsudin
Pn Siti Hajar Aisyah Isa
Pn. Azimah binti Abd Rahman
Pn. Rohana bt Abdul Hamid
Pn. Fadilah binti Yahya
Pn. Wan Noraminah bt Wan Mohd
Pn Wan Mahizan bt Wan Mohd
 Senarai nama guru
mengajar mengikut kelas 2018

BIL
KELAS
NAMA GURU WAKTU
(SESI PAGI)
BI

PN. NOR IDAYU BINTI IDRUS 4AG, 5AG,6AG 30

PN. NORHALIZAH BINTI HUSSAIN 5AF,4AF 20

EN MOHAMAD FAIZ SYARAFUDDIN

1AG,1AF,3AF 30
BIN ASOHAN

PN AZIMAH BT ABD RAHMAN 6AF 10

MUHAMMAD SYAFIQ BIN SAMSUDIN 3AG 10

PN SITI HAJAR AISYAH ISA 2AG, 2AF 20

PN ROHANA BINTI ABD HAMID PRA CAHAYA

PN FADILAH BINTI YAHYA PRA SINAR

PENDIDIKAN
PN WAN MAHIZAN BINTI WAN MOHD
KHAS

PN WAN NORAMINAH BINTI WAN PENDIDIKAN

MOHD KHAS
 Analisa Keputusan Bahasa
Inggeris 2017

Tahun Bil A Bil B Bil C Bil D Bil E Jum % Lulus

BAHASA INGGERIS PEMAHAMAN

2016
2017
BAHASA INGGERIS PENULISAN

2016
2017
BAHASA INGGERIS PEMAHAMAN

Target
2018
BAHASA INGGERIS PENULISAN

Target
2018
 Analisa dan post mortem
Tahun 6
Ujian Penilaian Sekolah
Rendah 2017

BIL CALON YANG PEMAHAMAN

MENDAPAT %
JUMLAH % GRED
KELAS GRED A+B+C
CALON E PURATA
A B C D E +D
AL-
GHAZALI

AL-
FARABI

JUMLAH

KELAS ULASAN GURU

AL-GHAZALI

AL-FARABI
 Analisa dan post mortem
Tahun 6
Ujian Penilaian Sekolah
Rendah 2017
PENULISAN
BIL CALON YANG MENDAPAT %
JUMLAH % GRED
KELAS GRED A+B+C
CALON E PURATA
A B C D E +D
AL-
GHAZALI

AL-
FARABI

JUMLAH

KELAS ULASAN GURU

AL-GHAZALI

AL-FARABI
 KSSR - AIMS AND OBJECTIVES AIMS

The English Language Curriculum for Primary Schools aim to

equip pupils with basic language skills to enable them to
communicate effectively in a variety of contexts that is
appropriate to the pupils’ level of development.

OBJECTIVES
By the end of Year 6, pupils should be able to:
i. Communicate with peers and adults confidently and
appropriately in formal and informal situation;
ii. read and comprehend a range of English texts for
information and enjoyment;
iii. write a range of texts using appropriate language, style and
form through a variety of media;
iv. appreciate and demonstrate understanding of English
language literary or creative works for enjoyment; and
v. use correct and appropriate rules of grammar in speech
and writing.
CURRICULUM CONTENT

The Listening and Speaking module aims to develop

pupils’ ability to listen and respond to stimulus with guidance,
participate in daily conversations, listen and demonstrate
understanding of oral texts, and speak confidently on related
topics with guidance. Pupils should be taught how to listen
carefully and be encouraged to speak with the correct
pronunciation, stress and intonation in various situational
contexts. In addition, pupils are
also encouraged to recognise, understand and use verbal and non-
verbal communication.

Relationships are established through the ability to

communicate. Pupils first learn to listen, then speak and share
thoughts, ideas and feelings. They need to listen carefully and
respond to what others say, and think about the needs of their
listeners. Social conventions in listening and speaking such as turn
taking, politeness and courtesy need to be observed. These are
crucial especially in group discussions where viewpoints and
opinions are exchanged. The use of various text types is
recommended; ranging from teacher-simulated texts to media
broadcasts and authentic dialogues. So, by the end of Year 6 of
primary schooling, pupils will become confident speakers who can
communicate effectively, appropriately and coherently in any given
context.

Pupils are taught Reading strategies such as applying

word attack skills to identify homographs and homophones, using
contextual clues to get meaning of words and identify proverbs,
phrasal verbs, idioms and similes. In addition, pupils are expected to
apply dictionary skills to locate words to find their meanings and
apply this knowledge to help them understand the meaning of words
in context. Then, as pupils begin to read words, phrases and
sentences from linear and non-linear texts, their reading skills
should be supported by appropriate reading materials which will
further develop their reading ability. This further enables them to
In Level One, pupils were taught penmanship skills. From this, pupils
developed their skills in the mechanics of Writing where they were
first taught to write letters, then words before moving on to phrases
and sentences in neat legible print. Along with this, they were also
taught to use the correct punctuation when writing. In Level Two,
pupils progress to cursive writing of words, phrases, and sentences in
paragraphs. At this level, pupils are also expected to express their
ideas clearly in writing with the teacher’s guidance and later progress
to become independent writers.

The Contemporary Children’s Literature component is

taught during the Language Arts lessons to expose pupils to
different literary genres such as short stories, poems and graphic
novels. Teachers are to exploit texts in these genres to create fun-
filled and meaningful activities in language learning so that pupils
enjoy the learning experience and gain exposure to the aesthetic use
of language. The learning standards for Language Arts allow teachers
to explore the texts through stories, poems, jazz chants and songs to
activate pupils’ imagination, interest and creativity. This component
provides opportunities for pupils in Level Two to explore a variety of
literary works and engage them in preparing, performing and
producing creative works.

The teaching and learning of Grammar starts from Year 3

and this continues on to Level 2. Teachers should employ various
strategies in teaching grammar so that learning becomes effective,
interesting, fun and relevant. Grammar should be taught in context as
well as explicitly so that pupils learn the rules of grammar and how to
apply these rules in speech and writing. Various activities such as
language games, quizzes, grammar songs and meaningful grammar
 MBMMBI
KERTAS KERJA PELAN TINDAKAN MEMPERKUKUHKAN BAHASA INGGERIS
SEKOLAH KEBANGSAAN KUALA TAHAN TAHUN 2016 DI BAWAH DASAR
MEMARTABATKAN BAHASA MALAYSIA DAN MEMPERKUKUHKAN BAHASA
INGGERIS (MBMMBI)

PENDAHULUAN
Dasar MBMMBI(Memartabatkan bahasa Malaysia dan
memperkukuhkan Bahasa Inggeris) diperkenalkan oleh Kementerian Pelajaran
Malaysia bagi mengambil alih dasar PPSMI(Pengajaran dan pembelajaran Sains dan
Matematik dalam Bahasa Inggeris) yang dimansuhkan secara berperingkat-peringkat
mulai Tahun 2010. Empat strategi telah digariskan dalam dokumen MBMMBI
KPM(buku kuning) yang telah diedarkan ke sekolah-sekolah bagi memperkukuhkan
Bahasa Inggeris iaitu:
a)Penambahan waktu P&P Bahasa Inggeris di SK,SMK, SJKC dan
SJKT.
b) Empat IPGM dan satu pusat Bahasa mengkhususkan Bahasa
Inggeris
c) pendekatan P&P.
d) Menambahbaikan fungsi makmal komputer kepada makmal
bahasa.
e) Program PLC
Sekolah Kebangsaan Kuala Tahan merupakan salah satu institusi yang terlibat dalam
kelima-lima strategi tersebut. malah SKKT turut terlibat dengan Program PRO-ELT
yang telah diperkenalkan oleh KPM dengan kerjasama British Council bagi membantu
guru-guru Bahasa Inggeris dalam memperkukuhkan penguasaan Bahasa Inggeris
mereka.

RASIONAL DAN JUSTIFIKASI

1. Sesuatu dasar atau program yang diperkenalkan akan berjaya atau berkesan
sekiranya setiap agensi, institusi , kumpulan malah individu yang terlibat
memainkan peranan yang penting Pencapaian Bahasa Inggeris di dalam
peperiksaan UPSR 2015 di SKKT sebanyak 91.67% sangatlah membanggakan
tetapi masih perlu diperbaiki dari segi yang mendapat gred A
1. selaras dengan misi sekolah untuk mencapai prestasi sekolah cemerlang pada
masa akan datang.

1. Justeru, situasi seperti yang tersebut di atas serta kehendak semasa pihak KPM,
JPN mengkehendaki pihak sekolah untuk merancang kertas kerja cadangan
aktiviti serta menjalankan aktiviti-aktiviti yang dirancangkan untuk Program
Memperkukuhkan Bahasa Inggeris di kalangan murid dan guru SKKT. Ini
disebabkan Bahasa Inggeris merupakan bahasa komunikasi antarabangsa yang
perlu dikuasai dengan baik dan berkesan bagi membolehkan penerokaan
pelbagai bidang ilmu dibuat oleh murid agar mereka mampu bersaing di
peringkat nasional dan global.

MATLAMAT
1. Membina modal insan yang mampu berkomunikasi dengan yakin dan berkesan
dalam Bahasa Inggeris dalam mana-mana situasi yang perlu serta mampu
meneroka ilmu dari pelbagai sumber untuk pembangunan diri masyarakat.
2. Meningkatkan penguasaan bahasa Inggeris di kalangan murid dan guru SKKT.
3. Mencapai prestasi yang lebih baik dan cemerlang untuk matapelajaran bahasa
Inggeris.

KUMPULAN SASARAN
1. Semua guru dan murid Sekolah Kebangsaan Kuala Tahan.

TARIKH DAN JANGKAMASA PERLAKSANAAN

1. Mulai Januari 2016 hingga November 2016
2. 30 minit seminggu untuk semua guru dan murid SKKT minggu kedua dan
keempat.

PERLAKSAAN PROGRAM
 Perlantikan ahli jawatankuasa di kalangan ahli-ahli Panitia Bahasa Inggeris.
 Penyediaan kertas kerja perlaksanaan Program Memperkukuhkan Bahasa
Inggeris peringkat sekolah.
 Penglibatan esmua guru Bahasa Inggeris dan semua murid SKKT.
 Pemantauan perlaksanaan di peringkat sekolah oleh Jawatankuasa Kurikulum
Sekolah dan Panitia Bahasa Inggeris.
SUMBER KEWANGAN
 PCG Murid
 Wang SUWA
 PIBG
 Agensi-agensi luar

PENUTUP
Program Memperkukuhkan Bahasa Inggeris Bahasa Inggeris perlu dilaksanakan di
setiap sekolah –sekolah khususnya di Negeri Kedah Darul Aman. Di samping
penyampaian guru yang berkesan dalam P&P di bilik darjah, aktiviti-aktiviti sokongan
sebegini perlu dijalankan dengan teratur dan berkesan bagi memperkukuhkan
penguasaan bahasa Inggeris di kalangan guru dan murid-murid. Usaha ini selaras
dengan Dasar MBMMBI yang dihasratkan oleh kerajaan bagi menggantikan dasar
PPSMI secara soft-landing. Gemblengan tenaga, rasa tanggungjawab serta
kesepaduan usaha semua pihak yang terlibat dalam program ini dapat memastikan
perealisasikan program yang berkesan.

Disediakan oleh:
Panitia Bahasa Inggeris
Sekolah Kebangsaan Kuala Tahan, Jerantut
 CEFR
Common European Frame of
Reference
CEFR-Malaysia development and adoption:

1. Familiarise school teachers with the CEFR and its descriptors

by
• the training of Trainers to create a cadre of Malaysian
Master CEFR Trainers at each educational stage
• MTs cascading the training to their peers
• monitoring and evaluating the cascaded training

2. Adapt the CEFR for the Malaysian context by

• creating a task force from the trained cadre of Master
Trainers to work on the development of CEFR-Malaysia
• developing CEFR descriptors for the Malaysian context.
• validating the developed CEFR descriptors
Background of the CEFR

• need to create a comprehensive, transparent and coherent

basis of understanding as to what being able to use a
language at different levels means, regardless of
language or location of instruction

• growth in European Union membership and processes of

integration and movement
– increased mobility of people and need for mutual recognition of
language qualifications obtained from different institutions and
from different countries

• developments in language learning: from grammar

translation to functional, notional, communicative
approaches
 CEFR
Common European Frame of
Reference
Aim of the CEFR

• to describe in a comprehensive way what language

learners have to learn to do in order to use a language for
communication and what knowledge and skills they have to
develop so as to be able to act effectively.

• to provide a common basis for the elaboration of

language syllabuses, curriculum guidelines, examinations
and textbooks.

• to define levels of proficiency which allow learners’

progress to be measured at each stage of learning and on a
life-long basis
Highly Immersive Programme
HIP

The Highly Immersive Programme (HIP) is a programme

introduced under the MBMMBI policy that will improve
the English proficiency of students through increased
exposure in schools. It is a reinforcement of the 1999
MOE circular on implementing English enrichment
activities in and out of class. It also aims to inculcate
positive behaviours towards the learning and usage of the
English Language.

It is a reinforcement of the 1999 MOE circular

on implementing English enrichment activities in and
out of class. What is different is the way we are
implementing HIP. The approach is to empower schools,
by the schools and for the schools. Schools will be
provided with a toolkit so that they will be guided for a
more purposeful planning of activities, based on their
local context and capabilities. The toolkit will contain
examples of best practices from schools that have
implemented English enrichment activities in and out of
class successfully.There will be a support mechanism to
encourage schools to share, learn and encourage each
other on the implementation of English enrichment
activities.
THE FUNDAMENTAL FACTORS

The success of the Highly Immersive Programme (HIP) largely

depends on the combination of four fundamental factors below:

 School Head
 Teachers
 Students
 Parents and Community

The above factors are highlighted based on evidenced practices

in model schools that have succeeded in developing a highly
immersive environment for English language learning for its
students. Each factor plays a critical and supportive role in the
learning process of students and is crucial to the improvement
of students’ learning outcomes. The roles of each factor above
are described as below.

School Head

The School Head acts as an anchor leading the school in

actively creating a Highly Immersive English Language
environment. The School Head is both a leader and constant
motivator who takes responsibility for the English language
performance in the school. The School Head strategically plans
for the implementation and sustainability of language
programmes within the school and ensures that these English
Language programmes are organised effectively in order to
make an impact on student outcomes in a positive manner. The
School Head also creates a communication network with parents
and community, by getting them to contribute towards the
successful organizing of relevant language programmes within
the school.
Teachers
The English Language teachers play a vital role in the
implementation of all English Language programmes within
the school. The teachers support the School Head in creating
a bilingual rich environment. The teachers act as excellent
role models of language use and build an immersive English
environment for students by constantly and systematically
exposing them to English language use and activities both in
and outside the language classroom. The English teachers
conduct effective teaching and learning by adopting best
practices based on the needs of students. Teachers of other
subjects are equal key-players in organizing and
implementing English programmes, events and activities
within and outside the school. They assist in creating tools
and aids required for the effective implementation of ELT
activities.
Students
The student is the main beneficiary of the programme. His
or her role is to take charge of his/her personal learning
process and development. The student develops a sense of
ownership in the learning of English through volunteerism
and active participation in English language activities
organised by the school. This attribute will enable the
student to build confidence and motivation in the language
use, leading to enhanced language proficiency in the long
run. The student will constantly seek support from teachers,
parents and community in achieving the above goals. The
student provides feedback to ensure continuous
improvement of HIP in school.
Parents and Community
Parents and Community play the role of supporters
who contribute in creating an English environment.
Their expertise and continuous support are sought after
to ensure the effectiveness and the sustainability of the
programme. They work hand-in-hand with the School
Head and the teachers in support of all English language
activities organised by the school.
Laporan perlaksanaan aktiviti –
aktiviti panitia sepanjang tahun
1.
2017
Mengadakan mesyuarat panitia sebanyak 3 kali.

2. Melaksanakan Headcount dari Tahun 4 hingga Tahun 6.

3. Melaksanakan Bengkel Penulisan untuk UPSR sebanyak 4 kali bermula Februari

hingga September.

4. Melaksanakan Bengkel Pemahaman untuk UPSR sebanyak 4 kali bermula Februari

hingga September.

5. Melaksanakan Bengkel Grammar untuk UPSR sebanyak 2 kali bermula Februari

hingga September bagi Tahun 6 dan Tahun 5.

6. Melaksanakan Pertandingan Word Puzzle,Word Search dan English Quiz bagi

Tahun 4,5 & 6

7. Melaksanakan program Vocabulary Part One & Part 2 bagi tahun 1

8. Melaksanakan Ladap Pembinaan Item / Penandaan Kertas UPSR bagi guru-guru

Bahasa Inggeris.

9. Melaksanakan Bengkel Teknik Menjawab UPSR Murid-murid Tahun 6 bersama

ibubapa.

10. Melaksanakan program My Phonic Reading Time bagi Murid Tahun Satu dan

murid LINUS.

11. Melaksanakan program ‘English Zone’.

12. Melaksanakan program My Everyday English bagi murid Tahun 1 hingga Tahun 6.

13. Melaksanakan program Tayangan Video Bahasa Inggeris/ Moral value bagi murid

Tahun 1,2 & 3.

14. Melaksanakan program ‘For My Little Abogirins: Introduction To The World of

English bagi murid Asli

 Data linus Bahasa Inggeris
Tahun 1/saringan 2/ 2017

TIDAK MENGUASAI TIDAK MENGUASAI

KELAS JUMLAH MURID
K1-K2 K3-K12

Al-
Ghazali

Al-Farabi

JUMLAH

Data linus Bahasa Inggeris

Tahun 2/saringan 2/ 2017
TIDAK MENGUASAI TIDAK MENGUASAI
KELAS JUMLAH MURID
K1-K2 K3-K12

Al-
Ghazali

Al-Farabi

JUMLAH
 Data linus Bahasa Inggeris
Tahun 3/saringan 2/ 2017

TIDAK MENGUASAI TIDAK MENGUASAI

KELAS JUMLAH MURID
K1-K2 K3-K12

Al-
Ghazali

Al-Farabi

JUMLAH
 Aktiviti Panitia Bahasa
Inggeris
Tahun 2018
BIL AKTIVITI TARIKH/ KUMPULAN SASARAN GURU PELAKSANA
TEMPOH

1 MESYUARAT PANITIA KALI 1/2016

ENGLISH MONTH/SPELLING TON

2
COMPETITION

3 EXPLORE READING

READING CHALLENGE
4 (COMPETE FOR REWARDS)

ENGLISH DAY-WEDNESDAY
5
‘VOCAB POLISH UP PROGRAMME’

6 PROGRAM PROVERB OF THE WEEK

7 E-POCKET ( GRAMMAR)

8 MODUL BANTU JAYA

9 MODUL PUNCAK

10 CLASSROOM INSTRUCTION

11 ENGLISH WEEK ( EXPLORE RACE)

MENGGAPAI ASPIRASI(WORKSHOP
12
FOR TEACHERS)- PENANDAAN

13 ENGLISH ENVIRONMENT (PROFEX)

14 ‘A DIALOG A DAY’ (PROFEX)

15 MONTHLY TEST 1

TUJU CEMERLANG UPSR

16
(BENGKEL TEKNIK MENJAWAB)
 Aktiviti Panitia Bahasa
Inggeris
Tahun 2018
BIL AKTIVITI TARIKH/ KUMPULAN SASARAN GURU PELAKSANA
TEMPOH

17 LATIH TUBI SOALAN UPSR

18 ‘BULLETIN BOARD’

19 MESYUARAT PANITIA KALI

2/2016
20 ACTION SONG

21 WORD BUILDING LEVEL 1

22 PEPERIKSAAN PERTENGAHAN
TAHUN
MESYUARAT PANITIA KALI
23
3/2016
24 PEPERIKSAAN PERCUBAAN
NEGERI UPSR 2015
25 PEPERIKSAAN PKSR 3

26 UPSR 2016

27 ‘LANGUAGE GAMES”-
AKTIVITI PASCA UPSR
28 MESYUARAT PANITIA KALI
4/2016

29 FINAL YEAR EXAM 2016

17 LATIH TUBI SOALAN UPSR

18 ‘BULLETIN BOARD’

19 MESYUARAT PANITIA KALI

2/2016
**Tertakluk kepada sebarang perubahan tarikh semasa.

1. Penyelaras Linus BI Sesi: Pn. Siti Hajar Aisyah Isa

2. Pengurus/Jurulatih Kegiatan Ko-Akademik Sekolah
2018: Karnival Bahasa Inggeris Peringkat Sekolah,
Daerah atau PKG: Pn. Azimah bt abd Rahman
3. CEFR : En Mohamad Faiz Syarafuddin bin Asohan
4. Highly Immersive Programme : PN Nor Idayu bt Idrus
 Template Rancangan Mengajar
Tahun 1 dan 2
DAILY TEACHING AND LEARNING Week 1
PLAN Day Tuesday
Date 3rd January 2018

Year Time / Duration Subject

09.15 A.M. – 10.15 A.M.
1 AL-GHAZALI ENGLISH LANGUAGE
60 minutes
Theme Topic Focus Skills Attendance
World of Self, Family and
Friends Reading
Friends

Curriculum Standard
Content Standard Learning Standard
R3.1 Recognise words in linear and non-linear R3.1.1 Identify and recognise the shapes of the
texts by using knowledge of sounds of letters. letters in the alphabets.
W4.1 Form letters and words W4.1.2 ii) write letters and words in a straight line
from left to right with regular spaces
between words and spaces.

Learning Objectives Assessment (Success Criteria)

By the end of the lesson, pupils will be able to:
Main Skill :
Recognise the shapes of the capital letters in the
alphabets.
Complimentary Skill:
Write capital letters in a straight line.
Pupils will be assessed on their ability to:
1. Recognise the shapes of 26 capital lette
in alphabets.
2. Write 26 capital letters in a straight line.

Teaching and Learning Activities Impact / Reflection

Guessing game: MS:
PRE-  Teacher shows flashcards on alphabets. Using MS Power ___ pupils are able to
LESSON Point. recognise the shapes o
 Pupils guess the alphabets. 26 capital letters in
alphabets.
CS:
___ pupils are able to
 Teacher shows the lyrics to pupils using MS Power Point. write at least 20 out of
 Teacher reads the lyrics on ABC song and pupils listen. capital letters correctly
LESSON
 Pupils sing along.
 Pupils recognise the shapes of 26 capital letters in Follow-up actions:
alphabets. Remedial: ___ pupils
Reinforcement: ___ pup
Enrichment: ___ pupils

 Teacher distributes the worksheet. Lesson is postponed du

POST-
 Teacher gives instructions on the task given. to :
LESSON
 Teacher selects pupils at random to model the letters writing. _____________________
 Pupils write the letters correctly. _____________________

Thinking Skills
Mastery Learning
ICT √
Multiple Intelligences
Cross- Constructivism
curricular Contextual Learning
Elements Values & Citizenship
Learning how to learn skills
Knowledge Acquisition
Creative & Innovation
 Template Rancangan Mengajar
Tahun 3,4,5 dan 6
DAILY TEACHING AND LEARNING Week 2
PLAN Day Friday
Date 12th January 2017

Class Time Subject

5 AL-GHAZALI 09.15 A.M. – 10.15 A.M. ENGLISH LANGUAGE
Theme Unit Module Attendance
UNIT 2 : Saving, LISTENING &
WORLD OF KNOWLEDGE
Spending, and sharing SPEAKING

Curriculum Standard
Content Standard Learning Standard
1.1 By the end of the 6-year primary schooling, 1.1.4 Able to talk speak on related topics with
pupils will be able to pronounce words and guidance.
speak confidently with the correct stress,
rhythm and intonation.

Learning Objectives Assessment (Success Criteria)

Pupils should be able to: Pupils will be assessed on their ability to:
1. Talk about what they will do if they have 1. Talk about what they will do if they have
RM500 RM500
2. List the things they will do if they have 2. List out things that they will do if they ha
RM500 in a circle map. RM 500 in a circle map.

Teaching and Learning Activities Impact / Reflection

Teacher brings a saving book to class. SC1:
Set Induction Teacher asks pupils whether they have a saving book. ___ pupils are able to
talk about what they wi
Teacher explains to the pupils what is saving, spending and do if they have RM500
Presentation sharing. SC2:
___ pupils are able to l
Think, Pair, Share [SC1] out things that they will
In group, pupils talk about what they will do if they have if they have RM 500 in a
Practice circle map.
RM500.
Teacher guides pupils using MS Power Point. Follow-up actions:
30-second speech [SC2] Remedial: ___ pupils
Based on their finding, pupils list out things that they will do if Reinforcement: ___ pup
Production they have RM 500 in a circle map. Enrichment: ___ pupils
Pupils present their finding to the class.
Lesson is postponed du
to :
Pupils recapitulate what they understand about saving, _____________________
Closure spending, and sharing.
_____________________

Cross- Moral Value (s) Teamwork, love, respect

curricular
Elements Thinking Skills Generate ideas

Higher Order Thinking Skills Analysis, Apply

Educational
Multiple Intelligence Verbal Linguistic, Visual Spatial
Emphasis
Constructivism

Resources Textbook pg 11-12

Materials Saving Book, MS PowerPoint, i-THiNK thinking map(
Learning Aids
circle map)
Bilangan Buku Latihan Murid
Mengikut Tahap

TAHAP JENIS / BIL BUKU

TAHUN 1,2 & 3 • BUKU LATIHAN GARIS SATU – 3 BUAH
• BUKU LATIHAN GARIS 3 - 2 BUAH
TAHUN 4,5 & 6 • BUKU LATIHAN GARIS SATU – 1 BUAH
• BUKU NOTA PANJANG - 3 BUAH
Perancangan Strategik
Panitia Bahasa Inggeris
Latihan Dalam Perkhidmatan

Bil Nama Kurus Tarikh Tempat Tempoh

 Kehadiran Mesyuarat
KEHADIRAN:
MESYUARAT PANITIA BAHASA INGGERIS KALI 1 / 2018
Hari :
Tarikh :
Masa :
Tempat :

BIL. NAMA GURU TANDATANGAN

1 EN BAHARUM BIN BAKAR

2 PN ROZIAH BT ABD HAMID

3 PN. NOR IDAYU BINTI IDRUS

4 PN. NOR HALIZAH BINTI HUSSAIN

5 PN. SITI HAJAR AISYAH ISA

6 EN MOHAMAD FAIZ SYARAFUDDIN

7 PN. ROHANA BINTI ABD HAMID

8 PN. FADILAH BINTI YAHYA

9 EN MOHD SYAFIQ BIN SAMSUDDIN

10 PN WAN MAHIZAN BINTI WAN MOHD

11 PN WAN NORAMINAH BT WAN MOHD

Jadual Waktu Persendirian
 Jadual penyediaan /
penggubal
/ JSU Soalan 2018
Ujian / TAHUN PKSR 1 PKSR 2 PKSR 3 CATATAN
Matapelajar
a
BI PEM FAIZ FAIZ FAIZ

1
BI PEN FAIZ FAIZ FAIZ

BI PEM AISYAH AISYAH AISYAH

2
BI PEN AISYAH AISYAH AISYAH

BI PEM SYAFIQ SYAFIQ SYAFIQ

3
BI PEN IDAYU IDAYU IDAYU

BI PEM HALIZAH HALIZAH HALIZAH

4
BI PEN IDAYU IDAYU IDAYU

BI PEM IDAYU IDAYU IDAYU

5
BI PEN HALIZAH HALIZAH HALIZAH

BI PEM IDAYU AZIMAH IDAYU

6
BI PEN AZIMAH IDAYU AZIMAH
Jadual Waktu Persendirian
Jadual Penggunaan Makmal
MBI / VLE Frog
 Borang Biodata Guru

1. Nama : ___________________________________________
2. No. K/P : (B)_______________________(L) : _____________
3. Tarikh Lahir : ________________ Tempat : _______________
4. No. Fail Peribadi : ___________________________________
5. Tarikh Lantikan : ____________________________________
6. Tarikh Sah Jawatan : _________________________________
7. Tempoh Perkhidmatan : ______________________________
8. Opsyen(1) : __________________ Opsyen(2): ____________
9. Kelulusan Akademik : ________________________________
10. Kelulusan Ikhtisas : __________________________________
11. Matapelajaran Diajar (2018 ) :
____________________________ Tahun : ______________
____________________________ Tahun : ______________
____________________________ Tahun : ______________
12. Aktiviti dalam Kelab / Persatuan / Sukan / Permainan :
Bi Kelab/ Persatuan Sukan / Permainan Catatan
l

13. Kursus yang pernah dihadiri berkaitan Bahasa Inggeris:

Bil Kursus Tempat Catatan