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
mukasurat
A) IN-HOUSE TRAINING PLC
2
Laporan Aktiviti
B) PELAKSANAAN LEARNING WALKS
Laporan Aktiviti
3
Refleksi Program Learning Walks
4
C) PELAKSANAAN LESSON STUDY
Laporan Aktiviti
5
Refleksi Program Lesson Study
6-8
Rancangan Mengajar Harian Semasa Lesson Study
9-13
Rancangan Mengajar Harian Selepas Lesson Study
14-18
(Penambahbaikan)
LAMPIRAN
19-21
LAPORAN IN-HOUSE TRAINING PLC
SENARAI NAMA GURU BAHASA INGGERIS:
1. EN MOHD ASYRAF BIN BADLI 5. PN NAVAMANY
A/P PARIASAMY
2. EN CHE KU ROSDI BIN CHE KU JUSOH 6. PN ZAREHAN
BINTI RODZI
3. EN AZLI HANIF BIN BAHAR 7. CIK HARTINI
BINTI MAT DERIS
4. PN AZLIN BINTI OTHMAN
Topik Butiran
Nama Program In House Training - Komuniti Pembelajaran Profesional (PLC)
Matlamat Mendedahkan maklumat yang berkaitan dengan pelaksanaan PLC di pe
ringkat sekolah
Objektif Pada akhir kursus, guru-guru akan dapat:
a) Mengetahui aktiviti-aktiviti PLC yang telah dirancang oleh Bahagian Pend
idikan Guru, KPM yang akan dijalankan
b) Menjalankan aktiviti-aktiviti PLC di sekolah dengan bantuan Penyelaras P
LC
Pelaksanaan 10 Mei 2012 (Khamis)
Tempat Bilik Self-Access Learning (SAL)
Aktiviti 1. Penyelaras PLC menyampaikan maklumat-maklumat yang berka
itan dengan pelaksanaan:
a) Lesson Study
b) Learning Walks
c) Peer Coaching
d) Perkongsian Guru (Sharing Sessions)
2. Video pelaksanaan Lesson Study ditayangkan
Sasaran Semua guru Bahasa Inggeris
Kos/sumber Tiada
Input a) Guru-guru mengetahui bagaiman proses pelaksanaan aktiviti PLC
b) Guru-guru dapat berkongsi ilmu yang sedia ada bersama-sama ketika di sek
olah
c) Guru baru dapat menimba ilmu berguna untuk persediaan melaksanakan prose
s P&P di sekolah.
LAPORAN PELAKSANAAN LEARNING WALKS (LW)
Senarai nama Learning Walkers:
1. EN CHE KU ROSDI BIN CHE KU JUSOH (LEAD WALKER) 4. CIK HARTINI BINTI M
AT DERIS
2. EN MOHD ASYRAF BIN BADLI 5. PN
NAVAMANY A/P PARIASAMY
3. PN AZLIN BIN OTHMAN
Topik Butiran
Nama Program Learning Walks
Matlamat Mempelajari idea baru tentang penggunaan Alat Bantu Mengajar (AB
M) daripada P&P guru-guru matapelajaran lain
Objektif Pada akhir pemerhatian, Learning Walkers akan dapat:
a) Mengetahui pelbagai jenis ABM yang digunakan oleh beberapa orang guru ya
ng diperhatikan
b) Mengenalpasti keberkesanan penggunaan ABM dalam proses pembelajaran pela
jar
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 membu
at persetujuan bersama bahawa pelaksanaan LW adalah berfokuskan penggunaan ABM d
alan proses P&P
2. Learning Walkers dan Lead Walker diberikan taklimat berkaitan dengan mak
lumat dalam borang-borang pemerhatian LW.
3. Menjalankan aktiviti LW ke kelas selama 10 minit dan mencacat pemerhatia
n LW
4. Learning Walkers berbincang di koridor selama 5 minit mengenai hasil dap
atan
5. Lead Walker dan Penyelaras PLC membuat rumusan/ refleksi keseluruhan LW.
Sasaran SAINS En. Amran bin Deraman
SEJARAH Pn Siti Hapsiah binti Jurami
BAHASA INGGERIS En Azli Hanif bin Bahar
MATEMATIK En Noor Feizar binti Othman
Kos/sumber Tiada
Input a) Para guru dapat melihat bagaimana penggunaan ABM dalam kelas unt
uk 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 Bant
u Mengajar (ABM) dalam matapelajaran berbeza
2. Aspek yang telah dipelajari :
a) Penggunaan ABM banyak membantu proses P&P lebih bermakna dan senang difa
hami.
b) Pelbagai jenis ABM yang digunakan dapat menarik minat pelajar-pelajar
c) Jika tiada atau kurang penggunaan ABM, para pelajar kurang memberi perh
atian dalam kelas kerana kurang jelas dalam memahami P&P.
3. Senaraikan bukti pengajaran dan pembelajaran yang telah diperhatikan (ji
ka 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 s
etahun mulai tahun depan
b) Memberi peluang kepada guru yang belum terlibat, untuk melaksanakan LW p
ada 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) 4. PN
AZLIN BIN OTHMAN
2. 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 Butiran
Nama Program Pelaksanaan Program Lesson Study (LS) Kitaran 1
Matlamat Melaksanakan P&P dengan berpandukan satu Rancangan Pengajaran Ha
rian(RPH) yang telah dihasilkan daripada idea beberapa orang guru Bahasa Ingger
is.
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
Aktiviti a) Guru mengajar mengikut RPH yang telah dihasilkan bersama
ketika di peringkat awal LS
b) Pakar rujuk dan pemerhati mengisi maklumat/ refleksi semasa LS dijalanka
n
c) 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 r
ujuk untuk menambahbaik RPH yang telah digunakan semasa pemerhatian Program Less
on Study
LAPORAN KESELURUHAN REFLEKSI LESSON STUDY
SEKOLAH : SEKOLAH MENENGAH KEBANGSAAN LEPAR UTARA
TINGKATAN / KELAS : 5 SALMAN AL-FARISI
MATA PELAJARAN : BAHASA INGGERIS
TAJUK : FAST FOOD
TARIKH : 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 mo
re 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; acco
rdingly.
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 th
e contents, but they have problem in applying the language items - persuasive la
nguage.
Teacher instructions were not that clear and no examples were given to help the
students understand better.
The LP need to be organized the LO so that the main target of the content is ach
ieved accordingly.
The teacher must provide clear instructions and try to relate the content well w
ith the students 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 teachers questions as they need to digest and und
erstand 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 ques
tions 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 wi
th 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, th
us, 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 the
y are supposedly going to learn that day; persuasive language and adjectives. Th
is 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
teachers questions and instructions.
Teacher mostly does the talking instead of the students who should perform a mor
e discovery learning.
Nevertheless, towards the last activity, the students were actively involved wit
h 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 s
tudents their experience about the topic.
Teacher should also be more confident and energetic in order to promote students en
gagement in the class.
6. Respon/ Jawapan Pelajar
The students were not really responsive towards the teachers questions since they
were not really understand the questions as well as there was no clear instruct
ions 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 b
efore assigning the tasks to the students.
Teacher should give more time for the students to think and reactivate their pri
or 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 t
he students could have a more meaningful learning.
8. Lain-lain
The students did not manage to present their final product, yet they manage to c
ome out with very fascinating results based on the main target of the lesson; cr
eate 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 PARIASAMY
2. EN. CHE KU ROSDI BIN CHE KU JUSOH
6. CIK HARTINI BINTI MAT DERIS
3. EN. AZLI HANIF BIN BAHAR
7. PN. ZAREHAN BINTI RODZI
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
RANCANGAN PENGAJARAN HARIAN [RPH]
(ASAL )
Subject : English
Form : 5 Salman Al-Farisi
Enrolment : 22 students
Date/Day : 25st June 2012, Monday
Time : 9.00-10.20am (2 periods/ 80 minutes)
Level : Higher Intermediate
Theme : Health
Topic : Fast Food
Focused Skill : Reading
Integrated Skill(s) : Speaking
Learning Outcomes/ Curriculum Specifications:
LANGUAGE FOR INFORMATIONAL USE SPECIFICATION
Reading
2.1 Obtain information for different purposes by
c) reading materials in print such as reports and articles using other electroni
c media such as the internet Level 1, 2 & 3
ii. Reading silently and aloud with understanding a variety of texts
2.2 Process information by
a) skimming and scanning for specific information and ideas Level 1
iii. Scanning for details
LANGUAGE FOR INTERPERSONAL USE SPECIFICATION
1.2 Take part in social interaction by
a) carrying out a variety of language functions 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 langu
age 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
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 p
amphlets, 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 rando
mly 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
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 t
he 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 befor
e 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 abou
t the topic.
1. Ss should be able to give opinions related to the text that they will re
ad.
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
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
1. T continues by pasting a set of manila card contains terms definitions re
lated 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 fo
r the activity.
Manila Card with vocabulary
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 T
rue / 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
Post-Reading
( 25 minutes)
Zooming into the future:
Create the fast food of the future. It should be tasty and nutritious without th
e 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
grilled
low-fat
mustard
deep dish
yummy
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 p
roduct 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.
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 p
osters
Coloured markers
Tape/ Blue-tack
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 health
y 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.
1. EN. MOHD ASYRAF BIN BADLI (GURU MENGAJAR) 5. PN.
NAVAMANI A/P PARIASAMY
2. EN. CHE KU ROSDI BIN CHE KU JUSOH
6. CIK HARTINI BINTI MAT DERIS
3. EN. AZLI HANIF BIN BAHAR
7. PN. ZAREHAN BINTI RODZI
4. 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, Monday
Time : 9.00-10.20am (2 periods/ 80 minutes)
Level : Higher Intermediate
Theme : Health
Topic : Fast Food
Focused Skill : Reading
Integrated Skill(s) : Speaking & Grammar
Learning Outcomes/ Curriculum Specifications:
LANGUAGE FOR INFORMATIONAL USE SPECIFICATION
Reading
2.1 Obtain information for different purposes by
c) reading materials in print such as reports and articles using other electroni
c media such as the internet Level 1, 2 & 3
ii. Reading silently and aloud with understanding a variety of texts
2.2 Process information by
a) skimming and scanning for specific information and ideas Level 1
iii. Scanning for details
LANGUAGE FOR INTERPERSONAL USE SPECIFICATION
1.2 Take part in social interaction by
a) carrying out a variety of language functions 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 underl
ining 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
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 p
amphlets, 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 rando
mly 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
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 questio
ns.
Samples of fast food product
Pre-reading
( 15 minutes)
Questions:
What kind of language that the company used to persuade you to buy their product
s?
List down as many persuasive language and adjectives as you can find in the pamp
hlet.
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 t
he 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 re
ad.
2. Ss should be able to find at least a number of adjectives and persuasive
language in the pamphlets.
Fast food pamphlets
Whiteboard
While-Reading
( 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
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 defini
tion.
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 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 fo
r 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
Post-Reading
( 25 minutes)
Zooming into the future:
Create a healthy fast food of the future. It should be tasty and nutritious with
out 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 te
xt 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 t
he 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 p
osters
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.
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
PREPARED BY: ENGLISH TEACHERS IN SMK LEPAR UTARA, BANDAR JENGKA, PAHANG.
1. EN. MOHD ASYRAF BIN BADLI (GURU MENGAJAR) 5. PN.
NAVAMANI A/P PARIASAMY
2. EN. CHE KU ROSDI BIN CHE KU JUSOH
6. CIK HARTINI BINTI MAT DERIS
3. EN. AZLI HANIF BIN BAHAR
7. PN. ZAREHAN BINTI RODZI
4. PN. AZLIN BIN OTHMAN
LAMPIRAN