MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY JAN FEB MAC APR MAY JUN JUL AUG SEPT

OCT NOV 2013 2014 2015 2016 2017 2018 01 02 03

04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 THEMES PEOPLE SOCIAL ISSUES HEALTH ENVIRONMENT SCIENCE & TECH. VALUES TOPIC: Chapter 1 :Getting To Know You Chapter 2 :Family Trees Chapter 3: Stand By Me Chapter 4: It All Starts At Home Chapter 5: Do You care Enough? Chapter 6: What A Wonderful World! Chapter 7: Safe Homes Chapter 8: Safety First Chapter 9: Safe Living

Chapter 10: I'll Be There For You Chapter 11: Never Too Young, Never Too Old Chapter 12: Independence Day Chapter 13: Food For Thought Chapter 14: Your Health, Your Wealth Chapter 15: A Lifelong Journey Chapter 16: Deep Impact Chapter 17: As Good Ad It Gets Chapter 18: A Test of Time L&S READING WRITING GRAMMAR NUMBER i. T ii. T iii T iv T v. T vi. T vii.T viii.T ix. T x. T i ii iii iv form 2 Chapter 1: What People Do Chapter 2 : Villagers and Their Livelihood Chapter 3 : Famous Faces Chapter 4 : Stop Air Pollution! Chapter 5 : Flood Woes Chapter 6 : Give Us Space To Run And Play Chapter 7 : Time Is Gold Chapter 8 : What Are Friends For? Chapter 9: Looking Good, Feeling Great! Chapter 10: Food For Thought Chapter 11: Fun Ways To Fitness Chapter 12: Going Organic Chapter 13: Our Green Heritage Chapter 14: Innovations in Technology

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etc d. etc and discussing points of interest with friends c. routines. (viii) Writing simple letters to friends and relatives b. etc. READING SKILLS . (v) Filling out an application form. ambitions. (i) Enquiring as to what a facility has. family and friends..0. and understand when others talk about themselves L2. L3.3. b. L2. etc. 1. interests. Take part in social interaction by a. (iv) Responding appropriately on receiving the information L3. Participating in conversations and discussions . (viii) Writing a short letter to friend about one’s hopes and ambitions. interests. (ii) Giving compliments and responding appropriately (iv) Giving oral and written instruction to do something L2. making plans and arrangements L2. Exchanging ideas. Make friends and keep relationships by a. Participating in T-guide discussions on topic of interest by agreeing or disagreeing to opinions L3. Seeking clarification on what was said and responding appropriately 1. (vi). L2.(i). carrying out a variety of language functions. Reading newspaper articles. L1. pastimes. Taking part in conversations and discussions. (iii) Making further enquires as to details about the services and the services offered. (viii). Obtain goods and services by making enquires and ordering goods and services L1. Language For Interpersonal Use 1. (ii) Understanding the types of services available as posted outside the facility. Asking questions politely to get information (iii).LEARNING OUTCOMES FORM 1 LISTENING & SPEAKING 1. ambitions and hopes. Talking about self. (i) Expressing congratulations and responding appropriately. Making decisions with others to do something. Talking about (describing) one’s hobbies. (x). information and opinions on topics of interest L1. etc. refuting and giving details L2.(v) Writing simple messages to friends and family members relating to the above functions L3. (vii). (ii). Writing a short letter to a friend about one’s hopes. (vii). Introducing oneself L1.1.2. Responding appropriately to questions by stating. L1. refuting and giving details L2. (vi) Participating in a conversation by agreeing or disagreeing politely with other c. (ii) Asking questions politely to get information (iii) Responding appropriately to questions by stating.

Language for Informational Use 2. (ii) Scanning for details b. when. Asking questions politely to get information (iii). how. base words and contextual clues WRITING SKILLS apter 2 :Family Trees apter 8: Safety First .1. why) L2. Make friends and keep relationships by b. A(ii) Noting important details L2. Listening to talks. (i). (vi) Participating in a conversation by agreeing or disagreeing politely with other 2.1. d. skimming and scanning for specific information and ideas. Process Information by. L2. Reading newspaper articles.0.B (iv) Using dictionary to find the meaning of unfamiliar words.A(iv) Identifying important ideas by listening and checking L3. Following sequence of ideas L2. Taking part in conversations and discussions. Reading materials such as articles in print and electronic media L1/2/3. B (vi) Identifying main ideas in simple text (vii) Identifying supporting details or ideas c. Obtain information for different purposes by a. (vi).B (x) acquiring a range of vocabulary L3.1. A (v) Jotting down key ideas of a text listened to (who.B(iii) Following sequence of ideas.2. (ii). (x). predicting outcomes L3. Take part in social interaction by b. Extracting main ideas and supporting details L1. Participating in T-guide discussions on topic of interest by agreeing or disagreeing to opinions L3. Listening to and understanding a variety of texts of suitable length b. L1. B (i) Stating what type of text that is being read.B (ix) Acquiring the meaning of words using word formation. refuting and giving details L2. (ii) Reading silently and aloud with understanding a variety of texts of suitable length (iii) Acquiring information skills: using the table of contents to look for information 2. B (x) Identifying cause and effect in simple texts (xi) making simple predictions of outcomes.A(iii) Following sequence of ideas L3. Responding appropriately to questions by stating. etc and discussing points of interest with friends 1. speeches and other multimedia sources L1/2/3. Getting meaning of unfamiliar words by using word attack skills L2. L2. giving reasons (xii) Drawing obvious conclusions in simple texts e. Using dictionaries f. a. Participating in conversations and discussions .2. what. L1.

question marks L3: (xix) Writing a simple report complete with tables and/or pie-charts. stress and rhythm L2. L1. view and respond to literary works by. L3. (XII). (i) Reciting a poem with feeling & expression & with correct pronounciation. etc (xix) Punctuating meaningfully using capital letters. (ix). L1. Retelling the story or content of the poem in one's own words. Proof-reading the draft to eliminate mistakes f. Discussing topic with teacher and peers and jotting down ideas b. Understanding other people' culture. characters and values similar to real life L3. Participating in conversations and discussions . Recognizing elements in a story such as characters and setting L2. (viii). Revising and editing the draft until it is clear and flow well e. intonation. Writing directions. refuting and giving details L2. (x) saying what one thinks about the text and writing a paragraph or two . L2. (vi) Participating in a conversation by agreeing or disagreeing politely with other 2. instructions.1. (iv). (vi). Talking about values in a text.1. describing. Understanding and telling in one's own words the story/poem heard or read and giving one's opinion L1. Taking part in conversations and discussions. Make friends and keep relationships by b. (xvii). Composing. revising and editing drafts. a. L3. Reading newspaper articles. L1. Language For Aesthetic Use 31. Listen to. (xi) Talking about the theme and writing a simple paragraph about the theme of the story d. (ii) Finding out the meaning of unfamiliar words by using contextual clues/dictionary b. Participating in T-guide discussions on topic of interest by agreeing or disagreeing to opinions L3. Explaining the message the writer is trying to convey and discussing how this relates to one's life. announcements using appropriate formats and conventions L2. etc and discussing points of interest with friends 1. and checking accuracy of spelling. Giving sequence of events L3. Presenting Information to different audience by. ect… (xviii). (vi). Writing recounts. Writing paragraphs with a clear focus d. Responding appropriately to questions by stating. (v) Talking about the place and time the story/poem took place and writing simple paragraph e. recounts.0. Talking about characters in a story and writing a simple paragraph on them. full stops. narrating orally. (iii). Understanding some figurative language in the text suitable to students' proficiency level c. Take part in social interaction by b. Writing out an outline c. customs and beliefs L2.2. L1: (xiv) Recounting orally what events took place c. b. read. Talking about how events. Reciting poems with feeling and expressions. Writing the final draft of the text LITERATURE 3.3. punctuation and grammar L1: (xvi) taking spelling and dictation of seen texts L2: (xix) Punctuating meaningfully using appropriate punctuations L3: (xx) Applying process writing skills by a. commas. Giving instructions. L2. traditions. (x). Writing descriptions. a. Asking questions politely to get information (iii). (ii).

stories and dialogue at a level suitable to learner .3. (i) Acting out sections of a text. Retelling a story from a different point of view and presenting it in another genre c.2. Express themselves creatively and imaginatively by a. Dramatizing texts and role-playing characters b. (ii) Changing the text to another form (genre) L3. (iii) Composing simple poem. and stories and dialogues L1. Composing simple poems. L1 (i) Retelling a story from different point of view and presenting it in another genre L2.

where and how to use different language items in writing or orally answer at least 50% of the questions given correctly( weak students) answer at least 80% of the questions given correctly (good classes) answer all the questions correctly realise their mistakes and errors and make changes in future understand and apply strategies and tips used in certain genre identify and apply different stages when writing essay in English understand and apply the correct format used in certain writing genre use correct and suitable language items in their essay based on question use correct sentence structure used for certain essay types . form grammatically correct sentences orraly identify main ideas and supporting ideas from the texts read/heard give correct and appropriate meaning to words read or heard based on contex talk/explain what the text read/heard is about in own words interpret the text read or heard correctly and accordingly identify suitable contents from the text read to complete the tasks or questions arrange the ideas or events in the text in correct order match the questions with the answer correctly complete the sentences given correctly answer at least 50% of the queastions given correctly(weak students) answer at least 80% of the questions given correctly (good classes) expand the ideas or information from the text read or heard in other skills understand and apply the skills in answering comprehension questions in real situation differentiate differences among the categories of language items taught use the language items taught or learnt correctly orally and in writing apply what they had learnt in real situation improve their writing ability using what they had learnt in grammar classes decide when.LEARNING OBJECTIVES talk about the topic taught orally introduce themselves to each other talk about himself/herself in English to the class talk orally on the topic studied in English relate the topic learnt with the real situation and general issues give own suitable and appropriate ideas and opinion on the topic learnt respond to questions politely and appropriately involve in class discussion in English complete the tasks given related to the topic taught answer at least 50% of the queastions given correctly(weak students) answer at least 80% of the questions given correctly (good classes) give correct meaning to words heard or learnt orraly based on context complete all the tasks given.

choose and use suitable vocabularies in their essay based on question's requirement write at least short and simple sentences in their essay (weak students) write quality essay with own words (good students) write essay with minimum help from teacher (good students) write simple and short essay with maximum help from teacher (weak student) write by copying from the model essay given (weak students) apply what they had learnt in real situation identify the errors and mistakes and make changes in future use correct tenses and suitable words based on topic or question given identify the content points from the text and arrange in order summarize the text using the content points identified earlier read and understand what the text is about when writing a summary summarize the text using own words as much as possible (good students) summarize by copying or lifting from the text (weak students) describe the characters in the story based on the evidence from the story talk about the story read in own words (good students) arrange the events in the story correctly explain what the story is about based on the story read give meaning of words found in literary works baesd on context identify the meaning of each line in the poem read or heard interpret the text read or heard correctly and accordingly answer the questions given correctly based on the story or poem studied write short account of the theme and morale values found in the story or poem studied .

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In weak class having difficulty in using English language orally and in writing Most of the students having problem with literary terms used in the poems and short stories Most of the students having problem expressing their ideas in English Language Most of the weak students having difficulty in forming correct sentence structures in writing Some of the good stds still having difficulty in forming correct sent. It is easy for the good students to understand and apply it in task given Most of the students in good class involve in discussion and respond well It is difficult to get most of the students in weak class to understand.REFLECTION All students from good class able to follow and understand the lesson. Give minimum questions to weak students Focus on certain topic/skill at time to weak students Give more oral exercises for them to practice using the language Sometimes have to explain in their mother tongue to get them understand Give more vocabularies or words to students related to topic Ask the students to copy the answer as model for them to follow Encourage students t read more and use the languae often Encourage students to read more literary works Expose students to materials in English as model Give more practice on using English in their writing Start with simple sentence in order to familiarise them Try and always trying to gain their interest in the subject (English) Use all ways to change their attitude toward the language and perception Keep on with the objectives and strategies. structures in their writing Most of the weak students having difficulty in forming correct sentence structures in writing Most of the weak students did not show interest in English The lesson goes on smoothly and achieves its objective(s) Some students in good class still showing negative attitude toward the subject and lesson FOLLOW-UP ACTION Give more challenging task to the good students.with some modification . Students in weak class have difficulty in understanding and applying in task Only a few in weak class involve in discussion and respond to questions Students in weak class having difficulty in using the right words in their writing or task Stds in weak class having difficulty in applying what they had learnt Stds.

.CLOSING summarizes the lesson. asks reinforcement questions to gauge students' understanding asks some students to talk about what they had learnt or the topic taught gives all important points taught in the lesson reminds students on what they will do in the next or following lesson gives homework: Expansion Exercise related to the topic taught.

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TOPIC FORM 2 TOPIC FORM 3 .

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gets some students to talk/tell orally on the articles/pictures. gives examples of words/lists related to the language items taught. gives situation/does actions to engage students to the topic. etc. etc. and asks oral questions related to the materials shown. etc. explains the topic or focus lesson in detail to the class./videos to engage the students with the topic of the lesson gives tasks/execises based on the articles/pictures. gets students read out their answer and does correction to their mistakes shows example of quests asked in exam based on the topic taught throughout the chapter. shows and explains in detail the language item (grammar) taught. plays song/music related to the topic and tells the students what to do. gives/shows articles/pict. from the article/text. orders the students given to complete the task while listening to text read or played checks and discusses the task with the class or students and tells students to do correction. students should respond appropriately to all the questions asked or when required. Presentation Listening & Speaking introduces the topic and all related information.set induction shows pict. to talk on it. revises the previous lesson bys asking oral questions or asking stds.read or heard gets some students to read out or tell answer to the task orally tells students to listen carefully to the text read aloud/played on tape. reads out articles/texts/stories related to topic and tells students to listen carefully asks oral questions related to the songs/musics/articles given. tells what the students will or required to do in the particular lesson./articles. shows and explains how to use the language item (grammars) in sentences or writing asks students makes sentence/complete oral task using the language item taught expects students to be able to respond to questions asked . gives short quize related to the topic or lesson tells the objectives of the particular lesson. Grammar introduces the language item that students will learn in this lesson. tells the focus of the particular lesson. reads or plays the text or passage aloud once tells students to listen carefully and get important details gives tasks to students and tells them what to do while listening to text read or played reads or plays the text again. given earlier gets students to talk or give opinion or ideas on the topic taught tells students to read the articles/texts aloud with correct pronounciation and grammar tells students to complete the task given and students should complete within time given gives some tips or guides on how to respond to oral questions in examination tells students to explore the text/article/picture given tells stds to complete the task using the infor.. etc.

questions in exam. given in pair/individually. gives examples on types of questions usually asked in examination discusses the examples and shows how to tackle each type of questions gives sample passages and questions and tells students what they are going to do shows or explains how to get or look for information or important points from the text. explains important aspects that the students should know in writing essay. WRITING shows pictures/articles/teaching aids/ etc and asks oral questions expects students to respond to questions asked distributes articles/pictures/teaching materials. reminds students on tips or strategies in answering comprehension questions checks and discusses the exercise tells students to read their answer aloud walks around and focuses in helping the weak students gives homework: More reading passages or articles summarizes the content of the passages gets some students to give own ideas or opinion on the content of the passage or article revises the previous lesson checks students' homework revises and reminds the students on the tips in answering comprehension questions. gives examples of the important aspects tells what the students will learn (writing genre) in the particular lesson. asks stds to read the passage silently and tell what the text is about in their own words. tells the stds to reread the text and answer all the quests. expects students to copy notes shows & explains in detail the format or generic structure of the essay for particular genre shows and explains the layout of the essay : Introduction. Body and Closing gives examples of the structure or format of the essay . etc and explains what to do explains articles/pictures.revises what the students had learnt in the previous lesson gives exercise related to the language item/grammar taught tells the students to complete the exercise in pair/small group or individually expects students to complete the exercise in pair/small group or individually checks and corrects the exercise given earlier shows and explains model questions usually asked in examination gives articles or texts and gives task based on the article given: identify… gives real examination questions as pracitce exercise Reading gives and explains in detail tips or guidance in answering compreh.etc in detail. briefly explains the genre taught in the particular lesson. gives more sample questions and tells students to try them out checks and discusses the sample questions gives comprehension passage to students and tells them what to do. introduces/shows and explains in detail the tips/strategies to write essay for particular genre shows/gives and explains the sample essay for the particular genre or essay type taught tells students to copy notes related to the lesson of the day.

tells students to look for information from the articles or texts given such as vocabulary. other write the body and some write closing tells students to write individually and write until they get the best result tells some students from different groups to read out aloud their essay listens and corrects students' task tells students to combine (after checking) their essay and write complete essay tells the students that they will be writing complete essay on their own in this lesson reminds students to refer to what they had learnt or copied throughout the previous lessons gives articles/pictures/questions to every student and explains what to do. etc tells students to list down all important information in the articles. etc that they'll use later distributes question to every student and explains how to complete it reminds all the skills that thay had learnt previously tells students to write the essay individually with some teacher's help expects students to complete essay individually with minimum or maximum guide reminds students to use all the information learnt earlier to help them in writing the essay gives expansion exercise related to the genre or topic taught reminds students to pass up their essay form checking and correcting .explains by pointing out the important elements or aspects related to the structure/format shows sample essay related to the genre taught explains by pointing out the correct format or structure in the essay tells students to copy the format or structure and reminds them to follow in real situation introduces language elements used for particular genre or essay type shows and explains in detail the language structures introduced earlier gives and explains the language structure or items for specific genre gives examples on how to use the language structure in writing their essay shows sample essay and points out the language items learnt earlier found in the essay gives execises for the students to complete related to the language items introduced earlier checks and corrects exercises with the students tells the students that they will see the model essay in this lesson shows and explains numberous of sample essay related to the genre taught tells the students to identify the structure or format used in the sample essay shows and explains the essay structure used in the sample essay reminds the stds to follow the structure if they want to score good mark in examination gives task to the students: identify the language items related to genre from the sample expects students to read out aloud their answer and show to the class shows and explains the language items used in the essay (sample essay) gives written exerices to the students checks and corrects exercise (if time premitted) tells the students that they will learn how to start writing the essay shows the correct sentence structure used to write particular essay based on genre taught tells students to give ideas or opinions of their own while teacher writes the essay on board expects students to involve in the joint writing session shows the appropriate and correct structure and language used to write introduction shows by writing on the board how to write the body (based on question's requirement) shows by writing on the board how to write the introduction (based on que's requirement) shows by writing on the board how to write the closing (based on question's requirement) gives task for students to complete in class or at home divides students into group and assigns tasks to every group tells one group to write the introduction.

reminds students to write more often on their own in order to improve their writing skills .

CLASS 1 ARIF 1 BESTARI 1 CEKAL 1 DEDIKASI 1 ELIT 2 ARIF 2 BESTARI 2 CEKAL 2 DEDIKASI 2 ELIT 3 ARIF 3 BESTARI 3 CEKAL 3 DEDIKASI 3 ELIT 4 ARIF 4 BESTARI 4 CEKAL 4 DEDIKASI 4 ELIT 5 ARIF 5 BESTARI 5 CEKAL 5 DEDIKASI 5 ELIT NILAM CLASS PKS 1 PKS 2 MONTHLY TEST 1 MONTHLY TEST 2 PUBLIC HOLIDAY OCCASSIONAL HOLIDAY MID-SEMESTER HOLIDAYS SEMESTER HOLIDAYS YEAR END HOLIDAYS CHINESE NEW YEAR NEW YEAR HOLIDAY GAWAI DAYAK HARI RAYA PUASA HARI RAYA HAJI WESAK DAY .

NO TEACHING .LEARNING REVISION CORRECTION GRAPHIC MATERIALS GRAMMAR CLOSEST IN MEANING READING COMPREHENSION PAPER 1 PAPER 2 ESSAY SUMMARY LITERATURE COMPONENT .

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40) does correction for Paper 2 : Section A (Question 1 .24) does correction for Paper 1 : Section D (Question 25 .REVISION does quick revision on tips and strategies in answering related topics/skills/section shows sample questions explains the sample questions shows and explains past year questions in detail gives questions (exercise) related to the section/skill taught tells what the students need to do checks and corrects students works.Guided Essay) does correction for Paper 2 : Section B (Question 2 : Literature Component) does correction for paper 2 : Section C ( Question 3 : Summary) . tells the students to copy the suggested answer (esp.18) does correction for Paper 1 : Section C (Question 19 . does correction for Paper 1 : Section A & B (Question 1 . asks students to tell their answer individually/whole class expects students to complete the exercise individually/small group/orally tells the actually answer to the class and explains why the answer is correct or wrong tells students to do their correction and make changes to their answer (if wrong) gives some tips and strategies to answer related skills/section/paper CORRECTION gives general comment on students' performance in the related paper gives some suggestions on how to improve their achievement in related paper returns students question's paper and gives some comment to related students shows and explains the answer for every question and section gets student randomly to give their answer to certain question and asks them to explains their choice comments on their answer and tells why the answer is wrong or correct tell students to do their correction in their note book expects the students to do their correction and hand in to the teacher shows the suggected answer for the essay/summary question. the weak students) reminds students to apply the skills and tips in the next tests/exams.

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time duration 40 Minutes 80 Minutes (5 - 7 Minutes) (3 - 5 Minutes) (30 Minutes) (3 - 5 Minutes) (70 Minutes) 0705 - 0825 0825 - 0945 0905 - 1025 1045 - 1205 1125 - 1245 1205 - 1325 0705 - 0745 0745 - 0825 0825 - 0905 0905 - 0945 0945 - 1025 1045 - 1125 1125 - 1205 1205 - 1245 1245 - 1325

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recounts and announcements using appropriate format . instructions. speeches. friends. past events and feelings Reading materials such as articles in print and in electronic media skimming and scanning for specific information and ideas Using dictionaries Composing. friends and interests and understanding others Talking about self. interests. friends. Talking about self. using appropriate format and conventions Chapter 6: What A Wonderful World! Exchanging ideas and giving opinions on topic of interest Reading materials such as articles in print and in electronic media Writing directions. speeches and texts from other sources skimming and scanning for specific information and ideas Writing Essay: Recounts Chapter 3: Stand By Me Taking part in conversations and discussions Skimming for specific information and ideas Writing Recount Chapte r4: It All Starts At Home exchanging ideas and giving opinions on topic of interest Participating in conversations and discussions exchanging ideas and giving opinions on topic of interest Listening to spoken texts such as talks. family. past events and feelings Reading materials such as articles in print and in electronic media Listening to spoken texts such as talks. and texts from other sources Reading materials such as articles in print and in electronic media Skimming and scanning for specific information and ideas Chapter 5: Do you care enough? Exchanging ideas and giving opinions on topic of interest Participating in conversations and discussions Reading materials such as talks. family. Introducing oneself. and texts from other sources Skimming and scanning for specific information Writing announcements. Interpersonal Taking part in conversations and discussions. interests. revising and editing drafts and checking accuracy of spelling. etc Chapter 2: Family Ties Talking about self.LEARNING OUTCOMES/OBJECTIVES FORM 1 CHAPTER 1: Getting to know you. speeches.

recounts and announcements using appropriate fromat . instructions.Skimming and scanning for specific information and ideas Getting meanings of unfamiliar words by using word attack skill Extracting main ideas and supporting details Following sequence of events Chapter 7 Safe Homes Taking part in conversation and discussions Exchanging ideas and giving opinions on topics of interest Writing directions. speeches. and texts from other sources Writing directions. recounts and announcements using appropriate fromat Reading materials such as articles in print and in electronic media Listening to spoken texts such as talks. instructions. and texts from other sources Chapter 8: Safety first Taking part in conversation and discussions Taking dictation of seen texts Skimming and scanning for specific information and ideas Following sequence of events Reading materials such as articles in print and in electronic media Listening to spoken texts such as talks. speeches.

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1245 1205 .1205 1205 .0945 0945 .topic form 2 Chapter 1: What People Do Chapter 2: Topic Form 3 Chapter 1 : They Touch Our Life Chapter 2 : Chapter 3 : Chapter 4 : Chapter 5 : Time 0705 .0945 0905 .1125 1125 .0825 0745 .1325 .1325 0705 .0745 0745 .1025 1045 .0825 0825 .1205 1125 .0905 0905 .0905 0825 .1245 1245 .1025 1045 .

RANCANGAN MENGAJAR HARIAN (2013) BAHASA INGGERIS CLASS TIME : : THURSDAY DAY : DATE : 24 JAN PUBLIC HOLIDAY HARI MAULIDUL RASUL .

RANCANGAN MENGAJAR HARIAN (2013) BAHASA INGGERIS CLASS TIME DAY DATE PUBLIC HOLIDAY CHINESE NEW YEAR 2013 ( 11 .15 FEBRUARY 2013) .

RANCANGAN MENGAJAR HARIAN (2013) BAHASA INGGERIS CLASS TIME 1 ARIF DAY DATE 02 MONDAY JAN HARI ORIENTASI PELAJAR TINGKATAN 1 RANCANGAN MENGAJAR HARIAN (2013) .

BAHASA INGGERIS CLASS TIME 1 ARIF DAY DATE MONDAY 02 JAN NO TEACHING .LEARNING HARI ORIENTASI PELAJAR TINGKATAN 1 RANCANGAN MENGAJAR HARIAN (2013) BAHASA INGGERIS .

LEARNING HARI ORIENTASI PELAJAR TINGKATAN 1 RANCANGAN MENGAJAR HARIAN (2013) BAHASA INGGERIS CLASS 1 ARIF DAY MONDAY .CLASS TIME 1 ARIF DAY DATE MONDAY 02 JAN NO TEACHING .

TIME

DATE

02

JAN

NO TEACHING - LEARNING

HARI ORIENTASI PELAJAR TINGKATAN 1

RANCANGAN MENGAJAR HARIAN (2013) BAHASA INGGERIS
CLASS TIME 1 ARIF DAY DATE MONDAY 02 JAN

NO TEACHING - LEARNING

HARI ORIENTASI PELAJAR TINGKATAN 1

RANCANGAN MENGAJAR HARIAN (2013) BAHASA INGGERIS
CLASS TIME 1 ARIF DAY DATE MONDAY 02 JAN

NO TEACHING - LEARNING

HARI ORIENTASI PELAJAR TINGKATAN 1

RANCANGAN MENGAJAR HARIAN (2013) BAHASA INGGERIS
CLASS TIME 1 ARIF DAY DATE 02 MONDAY JAN

NO TEACHING .LEARNING HARI ORIENTASI PELAJAR TINGKATAN 1 RANCANGAN MENGAJAR HARIAN (2013) BAHASA INGGERIS CLASS TIME THEME TOPIC SUB-TOPIC SKILLS LEARNING OUTCOME(S) & SPECIFICATIONS: 1 ARIF DAY DATE MONDAY 02 JAN .

LEARNING OBJECTIVE(S) TEACHING MATERIAL(S) TEACHING PROCEDURES SET -INDUCTION I T ii T iii T PRESENTATION: CLOSING REFLECTION: Only a few in weak class involve in discussion and respond to questions FOLLOW-UP ACTION(S) .

THURSDAY 2013 .

MONDAY 2013

MONDAY 2013

MONDAY 2013 MONDAY .

2013 MONDAY 2013 .

MONDAY 2013 .

MONDAY 2013 .

MONDAY 2013 .

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2.(i). (vi) Participating in a conversation by agreeing or disagreeing politely with other c. pastimes. etc d. L1. L2. Talking about (describing) one’s hobbies. Reading newspaper articles. (iv) Responding appropriately on receiving the information L3. refuting and giving details L2. (vii). interests. (viii) Writing simple letters to friends and relatives b. making plans and arrangements L2. and understand when others talk about themselve L2. interests. Responding appropriately to questions by stating. b. family and friends.. carrying out a variety of language functions. L1. (i) Enquiring as to what a facility has. L3. past events. Obtain goods and services by making enquires and ordering goods and services L1.3. (v) Filling out an application form. (ii) Asking questions politely to get information (iii) Responding appropriately to questions by stating. ambitions. (vii). . (vi). L2. Participating in teacher-guide of class discussions on topic of interest by agreeing or disagreeing to others’ opinions L3. information and opinions on topics of interest L1. feelings. 1. (ii). Taking part in conversations and discussions. ambitions and hopes. Introducing oneself L1. Seeking clarification on what was said and responding appropriately 1. etc. Writing a short letter to a friend about one’s hopes. Exchanging ideas. (ii) Understanding the types of services available as posted outside the facility. (i) Expressing congratulations and responding appropriately. (viii) Writing a short letter to friend about one’s hopes and ambitions.1 a. Take part in social interaction by a. Asking questions politely to get information (iii). routines. Talking about self. etc.1. etc. Making decisions with others to do something. (viii). (ii) Giving compliments and responding appropriately (iv) Giving oral and written instruction to do something L2. etc and discussing points of interest with friends c. refuting and giving details L2. (iii) Making further enquires as to details about the services and the services offered. (x).(v) Writing simple messages to friends and family members relating to the above functions L3. Participating in conversations and discussions .

agreeing or disagreeing to others’ opinions understand when others talk about themselves .

7 Minutes) Development 1 (5 .7 Minutes) Development 2 (5 . VALUES: TEACHING STRATEG(IES): T.7 Minutes) Closure (5 . AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 . students should be able to… M.7 Minutes) Self-Reflection: Follow-Up Action: .DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.

AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 . students should be able to… M.7 Minutes) Development 1 (5 . VALUES: TEACHING STRATEG(IES): T.7 Minutes) Closure (5 .7 Minutes) Self-Reflection: Follow-Up Action: .7 Minutes) Development 2 (5 .DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.

students should be able to… M. VALUES: TEACHING STRATEG(IES): T.7 Minutes) Development 2 (5 .DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .7 Minutes) Closure (5 .7 Minutes) Development 1 (5 .7 Minutes) Self-Reflection: Follow-Up Action: .

DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 . VALUES: TEACHING STRATEG(IES): T.7 Minutes) Development 2 (5 .7 Minutes) Development 1 (5 . students should be able to… M.7 Minutes) Closure (5 .7 Minutes) Self-Reflection: Follow-Up Action: .

students should be able to… M.DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Self-Reflection: Follow-Up Action: .7 Minutes) Closure (5 . VALUES: TEACHING STRATEG(IES): T.7 Minutes) Development 1 (5 . AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .7 Minutes) Development 2 (5 .

DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Self-Reflection: Follow-Up Action: .7 Minutes) Closure (5 . students should be able to… M. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .7 Minutes) Development 1 (5 . VALUES: TEACHING STRATEG(IES): T.7 Minutes) Development 2 (5 .

students should be able to… M.DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Self-Reflection: Follow-Up Action: . VALUES: TEACHING STRATEG(IES): T. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .7 Minutes) Closure (5 .7 Minutes) Development 2 (5 .7 Minutes) Development 1 (5 .

7 Minutes) Development 2 (5 . students should be able to… M.DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Development 1 (5 . VALUES: TEACHING STRATEG(IES): T.7 Minutes) Closure (5 . AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .7 Minutes) Self-Reflection: Follow-Up Action: .

7 Minutes) Closure (5 .7 Minutes) Self-Reflection: Follow-Up Action: .7 Minutes) Development 2 (5 . students should be able to… M.7 Minutes) Development 1 (5 . AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 . VALUES: TEACHING STRATEG(IES): T.DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.

7 Minutes) Development 1 (5 .7 Minutes) Closure (5 .7 Minutes) Development 2 (5 . students should be able to… M. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 . VALUES: TEACHING STRATEG(IES): T.7 Minutes) Self-Reflection: Follow-Up Action: .DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.

7 Minutes) Development 1 (5 .7 Minutes) Development 2 (5 . VALUES: TEACHING STRATEG(IES): T. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .7 Minutes) Self-Reflection: Follow-Up Action: .DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson. students should be able to… M.7 Minutes) Closure (5 .

7 Minutes) Closure (5 . VALUES: TEACHING STRATEG(IES): T. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .7 Minutes) Self-Reflection: Follow-Up Action: .DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson. students should be able to… M.7 Minutes) Development 2 (5 .7 Minutes) Development 1 (5 .

7 Minutes) Development 2 (5 .7 Minutes) Self-Reflection: Follow-Up Action: . students should be able to… M.DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson. VALUES: TEACHING STRATEG(IES): T. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .7 Minutes) Development 1 (5 .7 Minutes) Closure (5 .

7 Minutes) Closure (5 . VALUES: TEACHING STRATEG(IES): T.7 Minutes) Self-Reflection: Follow-Up Action: . AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 . students should be able to… M.DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Development 2 (5 .7 Minutes) Development 1 (5 .

7 Minutes) Closure (5 .DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Self-Reflection: Follow-Up Action: .7 Minutes) Development 2 (5 .7 Minutes) Development 1 (5 . AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 . VALUES: TEACHING STRATEG(IES): T. students should be able to… M.

7 Minutes) Self-Reflection: Follow-Up Action: .7 Minutes) Development 1 (5 .DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Closure (5 . VALUES: TEACHING STRATEG(IES): T. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 . students should be able to… M.7 Minutes) Development 2 (5 .

7 Minutes) Development 2 (5 .DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Closure (5 . AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 . VALUES: TEACHING STRATEG(IES): T.7 Minutes) Development 1 (5 . students should be able to… M.7 Minutes) Self-Reflection: Follow-Up Action: .

7 Minutes) Development 1 (5 .DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .7 Minutes) Development 2 (5 . students should be able to… M.7 Minutes) Self-Reflection: Follow-Up Action: .7 Minutes) Closure (5 . VALUES: TEACHING STRATEG(IES): T.

7 Minutes) Development 2 (5 .7 Minutes) Development 1 (5 . students should be able to… M. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .7 Minutes) Closure (5 . VALUES: TEACHING STRATEG(IES): T.DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Self-Reflection: Follow-Up Action: .

7 Minutes) Development 2 (5 . AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 . students should be able to… M.7 Minutes) Self-Reflection: Follow-Up Action: . VALUES: TEACHING STRATEG(IES): T.DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Development 1 (5 .7 Minutes) Closure (5 .

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4. reminds the sdts to hand-in their NILAM Form at the end 1.7 Minutes) Greeting and introducing the lesson.7 Minutes) Explaination 1. T. While reading. students record or write the synopsis of the story in the NILAM Form or NILAM Book. Development 1 (5 . tells the students on what they will do in the following lesson. T. T.7 Minutes) Reminder Self-Reflection: 1. 3. VALUES: TEACHING STRATEG(IES): T. collects the NILAM Form or NILAM Book. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities 1. brings the students to the library T. T. explains what they should do inside the library. 2. T. Students read the book of their choice. greets the class 2. T. Follow-Up Action: DAILY LESSON PLAN . 3. (5 . 3. T. tells what the students will do in this lesson. 2. tells the students to choose one book of their choice. 5. T. reminds the students to write the synopsis of the story in the NILAM Form or NILAM Book. 2. T. students should be able to… M. tells the students to read the book silently. supervises the students throughout the process.DAILY LESSON PLAN ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson. T. Development 2 (5 .7 Minutes) Silent Reading Closure (5 .

7 Minutes) Greeting and introduction for the lesson Development 1 (5 .ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson. VALUES: TEACHING STRATEG(IES): T. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .7 Minutes) Closure (5 .7 Minutes) Development 2 (5 . students should be able to… M.7 Minutes) Self-Reflection: Follow-Up Action: DAILY LESSON PLAN .

students should be able to… M. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .7 Minutes) Self-Reflection: Follow-Up Action: DAILY LESSON PLAN . VALUES: TEACHING STRATEG(IES): T.7 Minutes) Greeting and introduction for the lesson Development 1 (5 .7 Minutes) Closure (5 .ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Development 2 (5 .

7 Minutes) Self-Reflection: Follow-Up Action: DAILY LESSON PLAN . VALUES: TEACHING STRATEG(IES): T. students should be able to… M.7 Minutes) Greeting and introduction for the lesson Development 1 (5 .ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Development 2 (5 .7 Minutes) Closure (5 . AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .

students should be able to… M.7 Minutes) Development 2 (5 .7 Minutes) Development 1 (5 . VALUES: TEACHING STRATEG(IES): T.7 Minutes) Closure (5 .ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Self-Reflection: Follow-Up Action: DAILY LESSON PLAN . AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .

7 Minutes) Greeting and introduction for the lesson Development 1 (5 . students should be able to… M. VALUES: TEACHING STRATEG(IES): T.7 Minutes) Development 2 (5 .ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Self-Reflection: Follow-Up Action: DAILY LESSON PLAN . AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 .7 Minutes) Closure (5 .

ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson.7 Minutes) Development 2 (5 .7 Minutes) Closure (5 .7 Minutes) Greeting and introduction for the lesson Development 1 (5 . VALUES: TEACHING STRATEG(IES): T.7 Minutes) Self-Reflection: Follow-Up Action: DAILY LESSON PLAN . AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 . students should be able to… M.

7 Minutes) Self-Reflection: Follow-Up Action: .7 Minutes) Greeting and introduction for the lesson Development 1 (5 .7 Minutes) Development 2 (5 .7 Minutes) Closure (5 . VALUES: TEACHING STRATEG(IES): T.ENGLISH LANGUAGE CLASS DAY : TIME DATE : TIME DURATION: WEEK THEME TOPIC SUB-TOPIC SKILLS LEARNING OBJECTIVE(S): By the end of the lesson. AIDS : PREVIOUS KNOWLEDGE: REFERENCE(S): Stages/Time Set Induction Contents TEACHING PROCESS AND PROCEDURE Teaching/Learning Activities (5 . students should be able to… M.

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lently. the library. ook.o… lesson. k of their choice. the process. nopsis of the story AM Form at the end e the synopsis of the ok. do in the following .

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Afektif Nilai: Proses Pembelajaran Langkah/Masa Set Induksi Isi Kandungan/Aktiviti Butiran P&P Langkah 1 Langkah 2 Langkah 3 Penutup Refleksi Tindakan Susulan: . Psikomotor 2.RANCANGAN MENGAJAR HARIAN PENDIDIKAN JASMANI PENDIDIKAN KESIHATAN KELAS BIL. PEL MASA : : : HARI TARIKH MINGGU Tunjang Tajuk Kemahiran Fokus Kemahiran Alatan Objektif: 1. Kognitif 3.

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RANCANGAN MENGAJAR HARIAN PENDIDIKAN JASMANI PENDIDIKAN KESIHATAN KELAS BIL. PEL MASA : : : HARI TARIKH MINGGU Tunjang Tajuk Kemahiran Fokus Kemahiran Alatan Objektif Pembelajaran: Nilai Yang Diterapkan: Langkah/Masa Set Induksi Proses Pembelajaran Isi Kandungan/Aktiviti Butiran P&P Langkah 1 Langkah 2 Langkah 3 Penutup Refleksi Tindakan Susulan: .

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