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

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 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
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 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 peringkat sekolah
Objektif Pada akhir kursus, guru-guru akan dapat:
a) Mengetahui aktiviti-aktiviti PLC yang telah dirancang oleh Bahagian Pendidikan Guru, KPM yang
akan dijalankan
b) Menjalankan aktiviti-aktiviti PLC di sekolah dengan bantuan Penyelaras PLC
Pelaksanaan 10 Mei 2012 (Khamis)
Tempat Bilik Self-Access Learning (SAL)
Aktiviti 1. Penyelaras PLC menyampaikan maklumat-maklumat yang berkaitan dengan pelaksanaan:
a) Lesson Study
b) Learning Walks
c) Peer Coaching
d) Perkongsian Guru (Sharing Sessions)
2. Video pelaksanaan Lesson Study ditayangkan
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 sekolah
c) Guru baru dapat menimba ilmu berguna untuk persediaan melaksanakan proses P&P di sekolah.

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LAPORAN PELAKSANAAN LEARNING WALKS (LW)
Senarai nama Learning Walkers:
1. EN CHE KU ROSDI BIN CHE KU JUSOH (LEAD WALKER) 4. CIK HARTINI BINTI MAT 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 (ABM) 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 yang diperhatikan
b) Mengenalpasti keberkesanan penggunaan ABM dalam proses pembelajaran pelajar
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 membuat persetujuan bersama bahawa
pelaksanaan LW adalah berfokuskan penggunaan ABM dalan proses P&P
2. Learning Walkers dan Lead Walker diberikan taklimat berkaitan dengan maklumat dalam borang-
borang pemerhatian LW.
3. Menjalankan aktiviti LW ke kelas selama 10 minit dan mencacat pemerhatian LW
4. Learning Walkers berbincang di koridor selama 5 minit mengenai hasil dapatan
5. Lead Walker dan Penyelaras PLC membuat rumusan/ refleksi keseluruhan LW.
Sasaran SAINS – En. Amran bin Deraman
SEJARAH – Pn Siti Hapsiah binti Jurami
BAHASA INGGERIS – En Azli Hanif bin Bahar
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 MATEMATIK – En Noor Feizar binti Othman
Kos/sumber Tiada
Input a) Para guru dapat melihat bagaimana penggunaan ABM dalam kelas untuk 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 Bantu Mengajar (ABM) dalam matapelajaran berbeza

2. Aspek yang telah dipelajari :

a) Penggunaan ABM banyak membantu proses P&P lebih bermakna dan senang difahami.
b) Pelbagai jenis ABM yang digunakan dapat menarik minat pelajar-pelajar
c) Jika tiada atau kurang penggunaan ABM, para pelajar kurang memberi perhatian dalam kelas kerana kurang jelas dalam
memahami P&P.

3. Senaraikan bukti pengajaran dan pembelajaran yang telah diperhatikan (jika ada) :
a) Bahan eksperimens
b) Pamphlet pasaraya
c) Handout/ helaian kerja latihan
d) Kertas Mahjong
e) Penggunaan Slides

4. Tindakan seterusnya yang akan dilaksanakan :

a) Learning Walks bakal dijalankan dengan lebih kerap iaitu 3 atau 4 kali setahun mulai tahun depan
b) Memberi peluang kepada guru yang belum terlibat, untuk melaksanakan LW pada tahun depan untuk semua subjek

Tandatangan Ketua (Lead Walker) Tandatangan Penyelaras PLC

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 ........…………………………………… …………………………………..
(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 Harian(RPH) yang telah
dihasilkan daripada idea beberapa orang guru Bahasa Inggeris.
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 dijalankan
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

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 Kos/sumber RM 50.00 (Belanja ABM)
Input a) Para guru diberi lebih pendedahan dan idea baru daripada pakar rujuk untuk menambahbaik RPH
yang telah digunakan semasa pemerhatian Program Lesson Study

LAPORAN KESELURUHAN REFLEKSI LESSON STUDY

SEKOLAH : 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

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

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

 Students lack of time to answer teacher’s questions  Teacher should give ample time to students to

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3. Soalan-soalan yang as they need to digest and understand the respond and answer the questions.
dikemukakan : Aras questions.  If the students do not understand the questions,
dan kesesuaian  At certain times, the questions were quite difficult for teacher could simplify the questions and try to
the students, thus, the teacher was the one who give more examples to the students to
answered them. understand better.

4. Keberkesanan  Appropriate and suits the students’ level. Appealing  Teacher could provide more pamphlets to the
Bahan Bantu to the students especially with the authentic students, so that everyone will have the chance
Mengajar teaching aids used during the induction stage – the to participate better.
McDonald fast food wrappers and pamphlets.  Teacher should ask the students to skim and
 The reading text were not fully utilized during the scan for the language items that they are
next stage of the lesson, thus, seems that there was supposedly going to learn that day; persuasive
nothing much gain from the text reading activity. language and adjectives. This will ensure the
reading text activity actually help in students’
understanding.

 Students were a bit quiet since most of them did not  Teacher should divided the students into group
know what to respond to the teacher’s questions work earlier so that the students already have
5. Penglibatan Pelajar and instructions. the chance to interact among themselves and
 Teacher mostly does the talking instead of the also able to share the ideas about the topic.
students who should perform a more discovery  Teacher should initiate the students’ initiate to
learning. answer questions by asking the students their
 Nevertheless, towards the last activity, the students experience about the topic.
were actively involved with the group work as they  Teacher should also be more confident and
really enjoyed the lesson. ‘energetic’ in order to promote students’
engagement in the class.

 The students were not really responsive towards the  Teacher must provide clear instructions and
6. Respon/ Jawapan teacher’s questions since they were not really must be able to show some examples before
Pelajar understand the questions as well as there was no assigning the tasks to the students.
clear instructions and examples of how to do the  Teacher should give more time for the students

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 activities to think and reactivate their prior knowledge
 Teacher asked the questions but in the end, the about the topic.
teacher was the one who answered all the
questions given.

7. Teknik Pengajaran  The technique of the teaching was appropriate and  Nevertheless, the LP need to be reorganized so
& Hasil suits the students’ level. that the LO would be better and the students
Pembelajaran  The LO are manageable, meaningful and could have a more meaningful learning.
Pelajar achievable.

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

NAMA AHLI KUMPULAN LESSON STUDY:

1. EN. MOHD ASYRAF BIN BADLI (GURU MENGAJAR) 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

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 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 Level 1, 2 & 3
2.1 Obtain information for different purposes by ii. Reading silently and aloud with understanding a variety of
c) reading materials in print such as reports and articles using other texts
electronic media such as the internet
2.2 Process information by Level 1
a) skimming and scanning for specific information and ideas iii. Scanning for details
LANGUAGE FOR INTERPERSONAL USE SPECIFICATION
1.2 Take part in social interaction by Level 2
a) carrying out a variety of language functions 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.

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 3. Create the fast food of the future using adjectives and persuasive language in groups of 4-5 then present and advertise it to
the whole class.

Educational Emphases:
1. Thinking skills
2. Multiple Intelligences

Moral Values:
1. Group work – Instilling cooperation among students.

Language Content:
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! – you’ll love it when you try it!

Teaching Aids: Whiteboard, Reading text, Activity sheet, Fast food samples and pamphlets, mahjong paper, coloured manila card,
coloured markers

Previous Knowledge:
1. Students have learnt the adjectives and have been exposed to persuasive language before in real life.

Anticipated Problems:
1. Passive students may not participate in the activities
Solution: Teacher will have these passive students to answer question when randomly choose students in activities.
2. Students might take too much time when designing their product and there will be no time to present their product.
Solution: Teacher goes around the class to facilitate the students and at least a few groups manage to finish their work and
present it to the class.

Remarks/
Stage/Time Content Teaching-Learning Activity Students’ Response
Teaching Aids

A set of fast food sample 1. T shows the Ss a few 1. Ss should have been Samples of

10
 presentation:
 What attracted you to the
products shown here?
Set Induction  Other than the pictures on the
(± 10 pack, how does the company
minutes) persuade the consumers?
examples of fast foods familiar with food; fast food fast food
samples. product
2. Ss should be interested with
2. T elicits discussion from Ss the topic. Fast food
based on what they could see pamphlets
from the fast food samples. 3. Ss should be able to give
correct verbal feedback Whiteboard
especially on ‘fast food’
3. T distributes some fast food related questions.
pamphlets to the Ss and asks
them to scan the pamphlets.

4. T asks Ss to identify the

persuasive language visible in
the pamphlet.

Questions: 1. T elicits discussion on fast 1. Ss should be able to give Whiteboard

food from Ss – on what they opinions related to the text
 Fast food – What comes into think of it before reading the that they will read. Activity 1
Pre-reading your mind? text.
A  How many of you like fast
(± 10 food? 2. T distributes Activity 1 sheets
minutes)  Is fast food healthy? to Ss before reading the text.
 Is fast food the same as junk
food? 3. Ss do the exercise based on
their own knowledge/ earlier
discussion about the topic.

Vocabulary List: 1. T continues by pasting a set of 1. Ss might not be able to Manila Card
 Vending manila card contains terms’ guess the meanings without with
 Filling definitions related to the topic. the text vocabulary
 Refined
 Lean 2. T asks Ss to guess the specific 2. Ss might be a little bit
 Revamping terms for each definition. passive when the teacher
 Broiled asks for volunteers for the
 Entrée 3. T randomly picks S to match activity.
the words to their correct
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Pre-reading  Portion definition.
B
(± 10 Definitions:
minutes)  The act of selling goods for a
living
 Easily satisfying the appetite
 Freed from impurities by
processing
 Lacking in mineral content
 To patch up or renovate;
repair with a new part
 Cooked by radiant heat
 The principal dish of a meal
 An individual quantity of food
or drink taken as part of a
meal

Activity 1: 1. Individually, Ss are asked to 1. Ss should be able to Fast food

True or False statements: read the text silently and re- understand at least ¾ of the facts text
answer the True / False text
T activity. Activity 1
F 2. Ss should be able to
While- T 2. T asks for a pair of volunteers participate during the activity.
Reading T to read the text aloud, taking
(± 15 F turns. 3. Ss should be able to check
minutes) F the answers correctly during
F 3. T discusses the answers with the exercise
Ss.
T

Zooming into the future: 1. T assigns Ss into group of four 1. Ss should be able to sit in Coloured
 Create the fast food of the groups and cooperate. markers
future. It should be tasty and 2. T gives the instructions to the
nutritious without the oil and Ss. 2. Ss might not be able to think Tape/ Blue-
fat. for a slogan for their food tack
 You have to design a poster 3. T distributes the materials to poster.
and the materials given to the Ss and they start to think Mahjong
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 promote your product. of their product and design it. 3. Ss should be able to think paper
Post-  Include a brief description of creatively for their poster
Reading the ingredients used in the 4. Each group will present their creation. Sample food
(± 25 product. product to the class. poster/
minutes) 4. Ss might not be able to pamphlets
Vocabulary for description/ 5. Ss will vote for their most liked converse well during the
ingredients: product. The votes will be presentation of their posters
counted.

 convenient 6. The most liked product will

receive  for their group.
 nutritious
 disease
 trans-fat
 grilled
 low-fat
 mustard
 deep dish
 yummy

Distribution of smileys . 1. T asks Ss to get their  and 1. They should be able to

praise all the groups for their reflect upon what they have
Moral values: good job. learnt for that day.
 Eat healthy food, stay healthy!
Closure  Health is more important than 2. T summarizes the lesson by 2. They are able to give their
(± 5 minutes) wealth. emphasizing the importance of opinion on the questions
having a healthy diet. given.

3. Teacher highlight some moral 3. They are able to give at

values 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
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 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 Level 1, 2 & 3
2.1 Obtain information for different purposes by ii. Reading silently and aloud with understanding a variety of
c) reading materials in print such as reports and articles using other texts
electronic media such as the internet
2.2 Process information by Level 1
a) skimming and scanning for specific information and ideas iii. Scanning for details
LANGUAGE FOR INTERPERSONAL USE SPECIFICATION
1.2 Take part in social interaction by Level 2
a) carrying out a variety of language functions iv. Persuading someone to do something in simple language

Lesson Objectives:
By the end of the lesson, students will be able to;
1. Identify the persuasive language and adjectives visible in the fast food pamphlets by circling it
2. Identify the persuasive language and adjectives from the text, by underlining it then discuss within the respective groups.
3. Answer at least 6 out of 8 ‘True or False’ questions correctly based on the reading text individually then discuss it with the
class.
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 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! – you’ll love it when you try it!

Teaching Aids: Whiteboard, Reading text, Activity sheet, Fast food samples and pamphlets, mahjong paper, coloured manila card,
coloured markers

Previous Knowledge:
1. Students have learnt the adjectives and have been exposed to persuasive language before in real life.

Anticipated Problems:
1. Passive students may not participate in the activities
Solution: Teacher will have these passive students to answer question when randomly choose students in activities.
2. Students might take too much time when designing their product and there will be no time to present their product.
Solution: Teacher goes around the class to facilitate the students and at least a few groups manage to finish their work and
present it to the class.

Remarks/
Stage/Time Content Teaching-Learning Activity Students’ Response
Teaching Aids

A set of fast food sample 1. T shows the Ss a few examples 1. Ss should have been Samples of

15
 presentation:
Set Induction  What attracted you to the
(± 5 minutes) products shown here?
 Other than the pictures on
the pack, how does the
company persuade the
consumers?
Questions:
 What kind of language that
the company used to
persuade you to buy their
products?
Pre-reading
(± 15 List down as many
minutes) persuasive language and
adjectives as you can find in
the pamphlet.
Questions:
 Fast food – What comes
into your mind?
 How many of you like fast
food?
 Is fast food healthy?
 Is fast food the same as
junk food?
of fast foods samples.
2. T elicits discussion from Ss
based on what they could see
from the fast food samples.
1. T distributes some fast food
pamphlets to the Ss and asks
them to scan the pamphlets.
2. T asks Ss to identify the
persuasive language visible in
the pamphlet.
3. T asks Ss to write down the
persuasive language and
adjectives that they found in the
pamphlet.
4. T elicits discussion on fast food
from Ss
5. T asks what the students think
about the fast food.
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familiar with food; fast food fast food
product
2. Ss should be interested with
the topic.
3. Ss should be able to give
feedback especially on ‘fast
food’ related questions.
1. Ss should be able to give Fast food
opinions related to the text pamphlets
that they will read.
Whiteboard
2. Ss should be able to find at
least a number of adjectives
and persuasive language in
the pamphlets.
 Vocabulary List: 1. T distributes the reading text; 1. Ss should be able to Fast food
 Vending ‘Fast Food’ understand at least ¾ of the facts text
 Filling text
 Refined 2. Individually, Ss are asked to Manila Card
 Lean read the text silently 2. Ss should be able to with
While-  Revamping participate during the vocabulary
Reading  Broiled 3. T asks for a pair of volunteers to activity.
(± 25  Entrée read the text aloud, taking turns. Activity 2
minutes) 3. Ss might not be able to
 Portion
4. T pastes a set of words/ terms guess the meanings without
with the meaning related to the the text
Definitions:
topic in mixed up arrangement.
 The act of selling goods for
4. Ss might be a little bit
a living
5. T randomly picks Ss to match passive when the teacher
 Easily satisfying the appetite the specific terms to its asks for volunteers for the
 Freed from impurities by respective definition. activity.
processing
 Lacking in mineral content 6. T discusses the text with the 5. Ss should better understand
 To patch up or renovate; students. after the discussion.
repair with a new part
 Cooked by radiant heat 7. T continues by distributing the 6. Ss should be able to check
 The principal dish of a meal Activity 2 worksheet. the answers correctly during
 An individual quantity of the exercise
food or drink taken as part 8. T gives a few minutes for the
of a meal students to complete the task.
Activity 2:
True or False statements: 9. T discusses the answers with
Ss.
T
F
T
T
F
F
F
T

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 Zooming into the future:
 Create a healthy fast food of
the future. It should be tasty
and nutritious without the oil
and fat.
 You have to design a poster
using the materials given to
promote your product.
Post-  Include a brief description of
Reading the ingredients used in the
(± 25 product.
minutes)  You need to re-use the
adjectives/ persuasive
language/ vocabulary learnt
the text earlier as much as
possible.
1. T assigns Ss into group of four 1. Ss should be able to sit in Coloured
groups and cooperate. markers
2. T gives the instructions to the Ss
while distributing the materials to 2. Ss might not be able to think Tape/ Blue-
the Ss for a slogan using the tack
persuasive language for their
3. Ss need to design poster of their food poster. Mahjong
product using the persuasive paper
language/ adjectives and 3. Ss should be able to think
vocabulary learnt from the text creatively for their poster Sample food
earlier. creation. poster/
pamphlets
4. Each group will present their 4. Ss might not be able to
product to the class. converse well during the
presentation of their posters

Additional vocabulary for 5. Ss will vote for their most liked

description/ ingredients: product. The votes will be
counted.
 convenient
6. The most liked product will
 nutritious
receive  for their group.
 disease
 trans-fat
 grilled
 low-fat
 mustard
 deep dish
 yummy

Distribution of smileys . 1. T asks Ss to get their  and 1. They should be able to 1. Smileys
praise all the groups for their reflect upon what they have
Lesson summary: good job. learnt for that day.
 Use of persuasive language
Closure in daily life. 2. T summarizes the lesson by 2. They are able to give their
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(± 5 minutes) emphasizing the use of opinion on the questions
Moral values: persuasive language in daily life. given.
 Eat healthy food, stay
healthy! 3. T also highlights the importance 3. They are able to give at
 Health is more important of having a healthy diet. least 1 moral value of the
than wealth. lesson
4. Teacher highlight some moral
values

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

Gambar 1:
Sesi pertemuan antara Pengetua SMK Lepar Utara, Tuan Hj. M.
Yusri Marjan dengan Pensyarah IPG Tunku Ampuan Afzan
(IPGTAA), En Hyisyamudin Kamil dan Ketua Panitia Bahasa
Inggeris SMK Lepar Utara (SMKLU), En Mohd Asyraf Badli pada
25 Jun 2012.

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

Gambar 3:
Sesi pemerhatian daripada Pensyarah IPGTAA, En Hyisyamudin
Kamil, para Pegawai PPD bersama guru-guru Bahasa Inggeris
SMKLU ketika pelaksanaan Lesson Study di kelas 5 Salman Al-
Farisi pada 25 Jun 2012.

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 Gambar 4:
Sesi Refleksi selepas pelaksanaan Lesson Study bersama
Pensyarah IPGTAA, En Hyisyamudin Kamil, para Pegawai PPD
bersama guru-guru Bahasa Inggeris SMKLU di Ghurfah Muafakat
pada 25 Jun 2012.

Gambar 5:
Para guru Bahasa Inggeris SMKLU membuat catatan tentang
idea/ cadangan penambahbaikan RPH ketika sesi refleksi
selepas pelaksanaan Lesson Study bersama Pensyarah
IPGTAA, En Hyisyamudin Kamil dan para Pegawai PPD
pada 25 Jun 2012.

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 Gambar 6:
Pensyarah IPGTAA, En Hyisyamudin Kamil memberikan
tunjuk ajar serta penerangan untuk penambahbaikan RPH
ketika sesi refleksi selepas pelaksanaan Lesson Study
bersama para Pegawai PPD dan guru-guru Bahasa
Inggeris SMKLU pada 25 Jun 2012.

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