DAILY LESSON PLAN TS25

DAY Monday DATE 9/5/2022 WEEK 7 LESSON 15

SUBJECT English CLASS 1 Cempaka TIME 10.30-11.30 1 hour
Action-Oriented Unit 1 -
FOCUS UNIT What Do THEME People and Culture TOPIC Activity Camp
Task
You Like?
LANGUAGE & GRAMMAR FOCUS Asking for personal information
Main Skill: Writing Main Skill: Writing
4.1 Communicate intelligibly through print 4.1.1 Give detailed information about
and digital media on familiar topics themselves and others
CONTENT LEARNING
STANDARD Complementary Skill: Speaking STANDARD Complementary Skill: Speaking
2.1 Communicate information, ideas, 2.1.1 Ask about and give detailed
opinions and feelings intelligibly on familiar information about themselves and others
topics
By the end of the lesson, pupils will be able to: What I’m looking for (WILF):
1. Pupils can write a dialogue of about 80
4.1.1 Give detailed information about words.
themselves and others by writing a dialogue of about 2. Pupils can act out 2 dialogues.
80 words.
LEARNING SUCCESS
OBJECTIVES 2.1.1 Ask about and give detailed CRITERIA
information about themselves and others by
acting out 2 dialogues.

TEACHING AND LEARNING STRATEGIES

PRE-LESSON 1. Pupils recap the rules of giving email address and phone number in the previous lesson.
2. Pupils turn to Pulse 2 page 17 and look at the Writing section.
3. Pupils copy the questions in bold from the dialogue into their notebooks and write their answers.
LESSON 4. Pupils read the advert again and choose 2 activities they would like to do.
DEVELOPMENT 5. Pupils look at the Communication kit: Asking for personal information to use it as reference as they have to
work individually to write a new dialogue of about 80 words.
6. Pupils practice their dialogues in pairs and swap roles in both dialogues.
POST-LESSON 7. A few pairs are chosen to act out their dialogue for the class.

RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Language

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Discussion
Think, Pair-Share
DIFFERENTIATION Strategy 2: Differentiate by the task 21ST CENTURY TEACHING &
STRATEGIES LEARNING -
pupils are given

PBD Not Applicable LEARNING DOMAIN Create

REFLECTION ATTENDANCE 23 / 32
23 pupils achieved the stipulated skills. However, there are pupils who do not know
the rule of giving email address.
 DAILY LESSON PLAN TS25
DAY Monday DATE 9/5/2022 WEEK 7 LESSON 13
SUBJECT English CLASS 1 Kenanga TIME 12.30-1.30 1 hour
Language
Awareness Unit 1 -
FOCUS UNIT What Do THEME People and Culture TOPIC Art
(Grammar/
You Like?
Vocabulary)
LANGUAGE & GRAMMAR FOCUS Present Simple/ Present Continuous
Main Skill: Grammar Main Skill: Grammar
This is a grammar focused lesson so This is a grammar focused lesson so
listening, speaking, reading and writing skills listening, speaking, reading and writing
CONTENT are not explicitly covered. LEARNING skills are not explicitly covered.
STANDARD STANDARD
Complementary Skill: Choose an item. Complementary Skill: Choose an item.
Choose an item. Choose an item.

By the end of the lesson, pupils will be able to: What I’m looking for (WILF):
- Complete 5 sentences with the present simple form of 1. Pupils can fill in 10 blanks in a dialogue
the verbs in the brackets. using present simple or present
- Fill in 10 blanks in a dialogue using present simple continuous form of the words in brackets.
LEARNING SUCCESS 2. Pupils can answer 10 gap fills in the text.
or present continuous form of the words in
OBJECTIVES CRITERIA
brackets
- Complete 10 gap fills using the correct form of the
verbs.
Choose an item.

TEACHING AND LEARNING STRATEGIES

1. Pupils recap the position of time words by discussing in pairs and later as a class.
PRE-LESSON
2. The position of words is written on the board as a reminder to pupils.
3. Pupils turn to Pulse 2 page 15 and refer to a table to answer 2 rules about present simple and present
continuous (Activity 1)
LESSON 4. Pupils fill in 10 blanks in a dialogue using present simple or present continuous form of the words in brackets.
DEVELOPMENT (Activity 4)
5. Pupils read a short text about art and answer 10 gap fills in the text using the correct form of the verb.
6. Pupils discuss answers as a class and do correction.
7. Pupils are asked to think of at least 1 example sentence for present simple and present continuous
respectively.
POST-LESSON
8. Pupils exchange their sentences with a partner and correct each other’s mistakes if any.
9. A few pairs share their sentences with the class.
RESOURCES PowerPoint, LCD CROSS CURRICULAR ELEMENTS Language
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
Cooperative Learning
DIFFERENTIATION Strategy 3: Differentiate by the type 21ST CENTURY TEACHING &
STRATEGIES LEARNING -
and amount of support provided

PBD Not Applicable LEARNING DOMAIN Create

REFLECTION ATTENDANCE 24 / 32
24 pupils achieved the stipulated skills. Teacher had to change the pair activity into
 an individual activity to make sure all the pupils understand.

RANCANGAN PENGAJARAN HARIAN

MINGGU 7 STRATEGI PdPc
TARIKH/HARI 9/05/2022 (Isnin) Pembelajaran Berasaskan Inkuiri  /
MASA 1.30 tengahari – 2.30 petang Pembelajaran Berasaskan Masalah
TINGKATAN Tingkatan 4 Tasawur Pembelajaran Koperatif
MATA SAINS RUMAH TANGGA TINGKATAN 4
PELAJARAN AKTIVITI PdPc ABAD 21
STANDARD 2.0 PENGURUSAN SUMBER KELUARGA DAN TEMPAT Brainstorming (Sumbangsaran)  /
KANDUNGAN KEDIAMAN Three Stray One Stay
2.2 Pengurusan Sumber Kewangan Keluarga Gallery Walk (Lawatan galeri)  
Survey (Tinjauan)  
STANDARD Murid boleh,
Commersial (Iklan)  
PEMBELAJARAN
Presentation (Persembahan)
2.2.6 Menerangkan matlamat kewangan jangka pendek
Role Play (Main peranan)
(kurang 6 bulan), jangka sederhana (6 bulan - 1 tahun)
Traffic Light (Lampu Isyarat)  
dan jangka panjang (lebih dari 1 tahun). Chain Line (Rangkaian)  
Human Graphing (Graf manusia)  
2.2.7 Menjelaskan perbezaan antara keperluan Video Clips (Klip video)  
dan kehendak. Recall Group (Mengingat semula)  

2.2.8 Menganalisis keperluan dan kehendak

diri sendiri dalam menentukan
keutamaan. KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT)
Mengaplikasi
2.2.9 Menetapkan matlamat berdasarkan kehendak dan  Murid mengaplikasi kefahaman
keperluan tentang kaedah penyelesaian masalah
terhadap masalah tugasan. /
OBJEKTIF Pada akhir pembelajaran, murid dapat
Menganalisis
PEMBELAJARAN  Murid membuat perbandingan idea-
1. Membandingbeza antara matlamat kewangan jangka idea yang dikemukakan dalam sesi
pendek (kurang 6 bulan), jangka sederhana (6 bulan - 1 brainstorming
tahun) dan jangka panjang (lebih dari 1 tahun). Menilai
 Murid membuat penilaian terhadap
2. Menghuraikan perbezaan antara keperluan dan idea-idea yang dikemukakan semasa
kehendak. sesi brainstorming
Mencipta  
3. Menganalisis keperluan dan kehendak diri sendiri
dalam menentukan keutamaan.

4.Menyatakan matlamat berdasarkan kehendak dan

keperluan. PENTAKSIRAN
KRITERIA Lembaran Kerja  /
KEJAYAAN 1.Murid dapat menyediakan satu matlamat jangka Pembentangan
pendek, jangka sederhana dan jangka panjang kewangan Kuiz  
keluarga. Pemerhatian
Atas Talian  
AKTIVITI Set Induksi (5 Minit) Tugasan  /
1.Guru bertanyakan kepada murid tentang sumber
pendapatan keluarga

2.Murid memberi maklum balas dan komen.

 Perkembangan Pelajaran (45 Minit)

1.Guru menerangkan langkah menyediakan bajet

menerusi contoh bajet kewangan sebuah keluarga.

2.Guru menerangkan perbezaan antara keperluan dan

kehendak.

3.Guru meminta murid menghasilkan matlamat jangka

pendek, jangka sederhana dan jangka panjang kewangan
keluarga.

4.Guru menilai hasil kerja murid melalui pemerhatian.

5.Guru memberi penerangan tambahan untuk setiap

tugasan murid.

Penutup (10 Minit)

1. Guru bersoal jawab dengan murid tentang subtopik

yang telah dipelajari hari ini.

2.Guru membuat rumusan dari keseluruhan topik

pembelajaran.

BAHAN BANTU
MENGAJAR Buku Teks
 Siti Zarina Binti Azirun, Nasihah Binti Bani
/
(2016) Sains Rumah Tangga Tingkatan 4.
Sasbadi Kuala Lumpur.

REFLEKSI Kehadiran Murid : 10 / 10

Berjaya Menguasai Prestasi : 10
Gagal Menguasai Prestasi :

Pdpc telah berjalan dengan lancar. Murid-murid didapati

boleh membezakan antara keperluan dan kehendak.
Murid juga boleh menentukan jenis matlamat sama ada
matlamat jangka pendek, sederhana atau panjang.
 RANCANGAN PENGAJARAN HARIAN
MINGGU 7 STRATEGI PdPc
TARIKH/HARI 10/05/2022 (Selasa) Pembelajaran Berasaskan Inkuiri  
MASA 1.00 tengahari – 2.30 petang Pembelajaran Berasaskan Masalah /
TINGKATAN Tingkatan 4 Tasawur Pembelajaran Koperatif
MATA SAINS RUMAH TANGGA TINGKATAN 4
PELAJARAN AKTIVITI PdPc ABAD 21
STANDARD 2.0 PENGURUSAN SUMBER KELUARGA DAN TEMPAT Brainstorming (Sumbangsaran)  /
KANDUNGAN KEDIAMAN Three Stray One Stay
2.2 Pengurusan Sumber Kewangan Keluarga Gallery Walk (Lawatan galeri)  
STANDARD Murid boleh, Survey (Tinjauan)  
PEMBELAJARAN Commersial (Iklan)  
2.2.10 Menilai kesan penetapan matlamat dalam Presentation (Persembahan)
kejayaan pengurusan kewangan keluarga. Role Play (Main peranan)
Think-Pair-Share {Fikir-Berpasangan-
2.2.11 Menyediakan satu pelan kewangan keluarga Kongsi)  
secara sistematik dan bertanggungjawab dengan Chain Line (Rangkaian)  
mengambil kira pelbagai alternatif serta kesan yang Human Graphing (Graf manusia)  
dihadapi. Table Talker (Meja bercakap)  
Recall Group (Mengingat semula)  
2.2.12 Menghuraikan kepentingan elemen simpanan dan
pelaburan dalam pelan kewangan yang disediakan.
OBJEKTIF Pada akhir pembelajaran, murid boleh
PEMBELAJARAN KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT)
1.Menganalisis kesan penetapan matlamat dalam Mengaplikasi
kejayaan pengurusan kewangan keluarga.
Menganalisis
2.Membina satu pelan kewangan keluarga secara /
sistematik dan bertanggungjawab dengan mengambil Menilai
kira pelbagai alternatif serta kesan yang dihadapi.
Mencipta
3.Menerangkan kepentingan elemen simpanan dan  
pelaburan dalam pelan kewangan yang disediakan.
KRITERIA
KEJAYAAN 1. Murid dapat membina satu pelan keluarga
dengan mengimbangkan pendapatan dan
perbelanjaan.
AKTIVITI Set Induksi (5 Minit)
PENTAKSIRAN
Lembaran Kerja  /
1.Guru bertanyakan murid tentang perbezaan antara
Pembentangan.
keperluan dan kehendak.
Kuiz  
Pemerhatian /
2.Murid memberi maklum balas mengenai perbezaan
Atas Talian  
keperluan dan kehendak.
Tugasan  /
Perkembangan Pelajaran (1 Jam 15 Minit)

1.Guru menerangkan kesan penetapan matlamat dalam

 kejayaan pengurusan kewangan keluarga.

2.Guru menerangkan kepentingan elemen simpanan dan

pelaburan dalam pelan kewangan yang disediakan.

3.Guru meminta murid mengimbas semula contoh pelan

kewangan yang telah dipelajari pada kelas sebelumnya.

4.Guru meminta murid membina pelan kewangan

keluarga secara sistematik.

5. Guru menilai hasil kerja murid dan memberi

bimbingan serta maklum balas.

Penutup (10 Minit)

1.Guru bersoal jawab dengan murid tentang

pembelajaran pada hari ini.

2.Guru membuat rumusan dari keseluruhan topik

pembelajaran.

3.Guru meminta murid membuat nota berdasarkan

pemahaman mereka berkenaan topik yang dipelajari hari
ini.
BAHAN BANTU Buku Teks
MENGAJAR  Siti Zarina Binti Azirun, Nasihah Binti Bani
/
(2016) Sains Rumah Tangga Tingkatan 4.
Sasbadi Kuala Lumpur.

REFLEKSI
Kehadiran Murid : 9 / 10

Berjaya Menguasai Prestasi : 9

Gagal Menguasai Prestasi : 1

Pdpc telah berjalan dengan lancar. Murid didapati boleh

membuat pengimbangan antara pendapatan dan
perbelanjaan tanpa bantuan guru. Murid yang tidak
hadir akan diberikan latihan pemulihan.
 RANCANGAN PENGAJARAN HARIAN
MINGGU 7 STRATEGI PdPc
TARIKH/HARI 11/05/2022 (Rabu) Pembelajaran Berasaskan Inkuiri  /
MASA 11.00 pagi – 12.00 tengahari Pembelajaran Berasaskan Masalah
TINGKATAN Tingkatan 4 PSV1 Pembelajaran Koperatif
MATA PELAJARAN SAINS RUMAH TANGGA TINGKATAN 4
STANDARD 2.0 PENGURUSAN SUMBER KELUARGA DAN TEMPAT AKTIVITI PdPc ABAD 21
KANDUNGAN KEDIAMAN Brainstorming (Sumbangsaran)  /
2.2 Pengurusan Sumber Keluarga
Three Stray One Stay /
STANDARD Murid boleh,
Gallery Walk (Lawatan galeri)  
PEMBELAJARAN
Survey (Tinjauan)  
2.2.1 Menyenaraikan punca utama sumber pendapatan dan
Commersial (Iklan)  
sumber alternatif bagi keluarga.
Presentation (Persembahan)
Role Play (Main peranan)
2.2.2 Menerangkan faktor yang menyumbang ke arah jumlah
Traffic Light (Lampu Isyarat)  
pendapatan dan perbelanjaan keluarga
Chain Line (Rangkaian)  
Human Graphing (Graf manusia)  
2.2.3 Menganalisis kesan jumlah pendapatan kepada gaya
Video Clips (Klip video)  
hidup, pilihan dan keputusan berbelanja.
Recall Group (Mengingat semula)  
2.2.4 Menerangkan tujuan menyediakan bajet.

2.2.5 Menggariskan langkah-langkah menyediakan bajet.

KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT)
Mengaplikasi
OBJEKTIF Pada akhir pembelajaran, murid dapat  Murid mengaplikasi kefahaman
PEMBELAJARAN tentang kaedah penyelesaian masalah
1.Menyatakan punca utama sumber pendapatan dan sumber terhadap masalah tugasan. /
alternatif bagi keluarga. Menganalisis
 Murid membuat perbandingan idea-
2. Menghuraikan faktor yang menyumbang ke arah jumlah idea yang dikemukakan dalam sesi
pendapatan dan perbelanjaan keluarga. brainstorming
Menilai
3.Membandingkan kesan jumlah pendapatan kepada gaya  Murid membuat penilaian terhadap
hidup, pilihan dan keputusan berbelanja. idea-idea yang dikemukakan semasa
sesi brainstorming
4. Menyatakan tujuan menyediakan bajet. Mencipta  

5.Menyenaraikan langkah-langkah menyediakan bajet.

KRITERIA
KEJAYAAN 1.Murid dapat menghasilkan peta buih yang mengandungi
PENTAKSIRAN
faktor yang menyumbang ke arah jumlah pendapatan dan
Lembaran Kerja  /
perbelanjaan keluarga.
Pembentangan
 2.Murid dapat menganalisis kesan jumlah pendapatan kepada Kuiz  
gaya hidup, pilihan dan keputusan berbelanja. Pemerhatian
Atas Talian  
3.Murid dapat menghasilkan peta buih tentang tujuan Tugasan  /
menyediakan bajet.

4.Murid dapat menghasilkan peta alir tentang langkah-langkah

menyediakan bajet.

AKTIVITI Set Induksi (5 Minit)

1.Guru bertanyakan kepada murid tentang definisi sumber
kewangan.

2.Murid memberi maklum balas dan komen.

Perkembangan Pelajaran (45 Minit)

1.Guru menerangkan punca utama sumber pendapatan dan

sumber alternatif.

2.Guru mengadakan aktiviti Three Stray, One Stays.

3.Guru memberikan tajuk yang perlu dibincangkan oleh setiap

kumpulan.

a. Kumpulan 1 perlu menghasilkan peta buih yang

mengandungi faktor mempengaruhi jumlah
pendapatan dan perbelanjaan keluarga.
b. Kumpulan 2 perlu menghasilkan peta buih yang
mengandungi tujuan menyediakan bajet.
c. Kumpulan 3 perlu menghasilkan peta alir yang
mengandungi langkah-langkah menyediakan
bajet.

4.Guru menilai aktiviti dan pembentangan murid melalui

pemerhatian.

5.Guru memberi penerangan tambahan untuk setiap tugasan

murid.

Penutup (10 Minit)

1. Guru bersoal jawab dengan murid tentang subtopik yang

telah dipelajari hari ini.

2.Guru membuat rumusan dari keseluruhan topik

pembelajaran.
BAHAN BANTU
MENGAJAR Buku Teks
 Siti Zarina Binti Azirun, Nasihah Binti Bani (2016)
/
Sains Rumah Tangga Tingkatan 4. Sasbadi Kuala
Lumpur.

REFLEKSI Kehadiran Murid : 9/10

Berjaya Menguasai Prestasi : 9
Gagal Menguasai Prestasi : 1

Pdpc telah berjalan dengan lancar. Murid-murid telah

menjalankan aktiviti dalam tempoh masa yang diberikan. Murid
juga didapati aktif dalam bertanyakan soalan semasa
pembentangan.

DAILY LESSON PLAN TS25

DAY Wednesday DATE 11/5 2022 WEEK 7 LESSON 16
SUBJECT English CLASS 1 Cempaka TIME 12.30-1.30 1 hour
Unit 1 -
FOCUS Writing UNIT What Do THEME People and Culture TOPIC Personal Profiles
You Like?
LANGUAGE & GRAMMAR FOCUS Writing a personal profile using “because” and “so” to give reasons and link ideas
Main Skill: Writing Main Skill: Writing
4.1 Communicate intelligibly through print 4.1.1 Give detailed information about
and digital media on familiar topics themselves and others

CONTENT Complementary Skill: Writing LEARNING Complementary Skill: Writing

STANDARD 4.2 Communicate with appropriate STANDARD 4.2.3 Produce a plan or draft of two
language, form and style paragraphs or more and modify this
appropriately in response to feedback

LEARNING By the end of the lesson, pupils will be able to: SUCCESS What I’m looking for (WILF):
OBJECTIVES CRITERIA 3. Pupils can create their own personal profile
4.1.1 Give detailed information about of about 100 words.
themselves and others by creating their own 4. Pupils can make a draft of about 50 words.
personal profile of about 100 words.

4.2.3 Produce a plan or draft of two

paragraphs or more and modify this
 appropriately in response to feedback by
writing a draft of about 50 words.

TEACHING AND LEARNING STRATEGIES

1. Pupils look at the words “music, free time activity, favourite color” on the board.
PRE-LESSON
2. Pupils guess what their partner’s favourite things are in each category.
3. Pupils turn to Pulse 2 page 18 and read and listen to a personal profile about a girl named Claire Edwards.
4. Pupils answer 3 questions based on the text. (Activity 1)
5. Pupils look at the Writing Focus in Activity 2 and translate the words “because” and “so” from English to their
native languages. (Activity 2)
6. Pupils copy and complete 4 aspects about Claire. (Activity 3)
LESSON
7. Pupils read the Writing Focus in Activity 2 again and complete 4 sentences using “because” or “so” (Activity 4)
DEVELOPMENT
8. Pupils discuss answers as a class.
9. Pupils write their own personal profile by making a draft of about 2 paragraphs and roughly 50 words first.
10. Pupils swap their drafts with a partner and suggest at least 2 more aspects that can be added to the personal
profile.
11. Pupils write a personal profile of about 100 words.
POST-LESSON 12. A few pupils read aloud their personal profiles and listen to their classmates’ comments.

RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Language

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
Inquiry Learning
DIFFERENTIATION Strategy 2: Differentiate by the task 21ST CENTURY TEACHING &
STRATEGIES LEARNING -
pupils are given

PBD Not Applicable LEARNING DOMAIN Create

27 pupils achieved the stipulated skills. However, the success criteria is unable to
REFLECTION achieve because teacher had to continue the activity for writing personal profile in ATTENDANCE 27 / 32
the next lesson.

RANCANGAN PENGAJARAN HARIAN

MINGGU 7 STRATEGI PdPc
TARIKH/HARI 12/05/2022 (Khamis) Pembelajaran Berasaskan Inkuiri  
MASA 7.30 pagi – 8.30 pagi Pembelajaran Berasaskan Masalah /
TINGKATAN Tingkatan 4 Tasawur Pembelajaran Koperatif
MATA SAINS RUMAH TANGGA TINGKATAN 4
PELAJARAN AKTIVITI PdPc ABAD 21
STANDARD 2.0 PENGURUSAN SUMBER KELUARGA DAN TEMPAT Brainstorming (Sumbangsaran)  /
KANDUNGAN KEDIAMAN Three Stray One Stay
2.3 Pengurusan Konflik dalam Keluarga Gallery Walk (Lawatan galeri) / 
STANDARD Murid boleh, Survey (Tinjauan)  
PEMBELAJARAN Commersial (Iklan)  
2.3.1 Menyatakan maksud konflik serta contoh Presentation (Persembahan)
konflik yang berlaku dalam kalangan ahli Role Play (Main peranan)
keluarga. Think-Pair-Share {Fikir-Berpasangan-
Kongsi)  
2.3.2 Menghuraikan punca berlakunya konflik
 dalam kalangan ahli keluarga.
OBJEKTIF Pada akhir pembelajaran, murid boleh
PEMBELAJARAN
1.Menerangkan maksud konflik dan contoh konflik yang
berlaku dalam kalangan ahli keluarga.
Chain Line (Rangkaian)  
Human Graphing (Graf manusia)  
Table Talker (Meja bercakap)
Recall Group (Mengingat semula)  

2.Menganalisis punca berlakunya konflik dalam kalangan KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT)
ahli keluarga. Mengaplikasi

KRITERIA Menganalisis
KEJAYAAN 1.Menyatakan contoh konflik yang berlaku dalam /
kalangan ahli keluarga. Menilai

2.Mengkaji punca konflik yang berlaku dalam kalangan Mencipta

ahli keluarga.  
AKTIVITI Set Induksi (5 Minit)

1. Guru bertanyakan murid tentang konflik yang pernah

mereka alami dalam kehidupan.

2.Murid memberi maklum balas kepada guru.

PENTAKSIRAN
Perkembangan Pelajaran (45 Minit) Lembaran Kerja  
Pembentangan. /
1.Guru menerangkan maksud konflik. Kuiz  
Pemerhatian /
2.Guru mengedarkan artikel akhbar tentang konflik yang Atas Talian  
berlaku dalam keluarga. Tugasan  

3.Guru meminta murid mengkaji punca konflik tersebut

berlaku menerusi aktiviti Gallery Walk.

5. Guru menilai hasil kerja murid dan memberi

bimbingan serta maklum balas.

Penutup (10 Minit)

1.Guru bersoal jawab dengan murid tentang

pembelajaran pada hari ini.

2.Guru membuat rumusan dari keseluruhan topik

pembelajaran.

3.Guru meminta murid membuat nota berdasarkan

pemahaman mereka berkenaan topik yang dipelajari hari
ini.
BAHAN BANTU Buku Teks
MENGAJAR  Siti Zarina Binti Azirun, Nasihah Binti Bani
/
(2016) Sains Rumah Tangga Tingkatan 4.
Sasbadi Kuala Lumpur.
Keratan Akhbar /

REFLEKSI

Kehadiran Murid : /

Berjaya Menguasai Prestasi :

Gagal Menguasai Prestasi :

DAILY LESSON PLAN TS25

DAY Thursday DATE 12/5/2022 WEEK 7 LESSON 15
SUBJECT English CLASS 1 Kenanga TIME 9.00-10.00 1 hour
Action-Oriented Unit 1 -
FOCUS UNIT What Do THEME People and Culture TOPIC Activity Camp
Task
You Like?
LANGUAGE & GRAMMAR FOCUS Asking for personal information
Main Skill: Writing Main Skill: Writing
4.1 Communicate intelligibly through print 4.1.1 Give detailed information about
and digital media on familiar topics themselves and others
CONTENT LEARNING
STANDARD Complementary Skill: Speaking STANDARD Complementary Skill: Speaking
2.1 Communicate information, ideas, 2.1.1 Ask about and give detailed
opinions and feelings intelligibly on familiar information about themselves and others
topics
By the end of the lesson, pupils will be able to: What I’m looking for (WILF):
5. Pupils can write a dialogue of about 80
4.1.1 Give detailed information about words.
themselves and others by writing a dialogue of about 6. Pupils can act out 2 dialogues.
80 words.
LEARNING SUCCESS
OBJECTIVES 2.1.1 Ask about and give detailed CRITERIA
information about themselves and others by
acting out 2 dialogues.

TEACHING AND LEARNING STRATEGIES

PRE-LESSON 13. Pupils recap the rules of giving email address and phone number in the previous lesson.
14. Pupils turn to Pulse 2 page 17 and look at the Writing section.
15. Pupils copy the questions in bold from the dialogue into their notebooks and write their answers.
LESSON 16. Pupils read the advert again and choose 2 activities they would like to do.
DEVELOPMENT 17. Pupils look at the Communication kit: Asking for personal information to use it as reference as they have to
work individually to write a new dialogue of about 80 words.
18. Pupils practice their dialogues in pairs and swap roles in both dialogues.
POST-LESSON 19. A few pairs are chosen to act out their dialogue for the class.

RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Language

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Discussion
Think, Pair-Share
DIFFERENTIATION Strategy 2: Differentiate by the task 21ST CENTURY TEACHING &
STRATEGIES LEARNING -
pupils are given

PBD Not Applicable LEARNING DOMAIN Create

REFLECTION ATTENDANCE
 RANCANGAN PENGAJARAN HARIAN
MINGGU 7 STRATEGI PdPc
TARIKH/HARI 12/05/2022 (Khamis) Pembelajaran Berasaskan Inkuiri  /
MASA 11.00 pagi– 12.00 tengahari Pembelajaran Berasaskan Masalah
TINGKATAN Tingkatan 4 PSV1 Pembelajaran Koperatif
MATA SAINS RUMAH TANGGA TINGKATAN 4
PELAJARAN AKTIVITI PdPc ABAD 21
STANDARD 2.0 PENGURUSAN SUMBER KELUARGA DAN TEMPAT Brainstorming (Sumbangsaran)  /
KANDUNGAN KEDIAMAN Three Stray One Stay
2.2 Pengurusan Sumber Kewangan Keluarga Gallery Walk (Lawatan galeri)  
Survey (Tinjauan)  
STANDARD Murid boleh,
Commersial (Iklan)  
PEMBELAJARAN
Presentation (Persembahan)
2.2.6 Menerangkan matlamat kewangan jangka pendek
Role Play (Main peranan)
(kurang 6 bulan), jangka sederhana (6 bulan - 1 tahun) Traffic Light (Lampu Isyarat)  
dan jangka panjang (lebih dari 1 tahun). Chain Line (Rangkaian)  
Human Graphing (Graf manusia)  
2.2.7 Menjelaskan perbezaan antara keperluan Video Clips (Klip video)  
dan kehendak. Recall Group (Mengingat semula)  

2.2.8 Menganalisis keperluan dan kehendak

diri sendiri dalam menentukan
keutamaan. KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT)
Mengaplikasi
2.2.9 Menetapkan matlamat berdasarkan kehendak dan  Murid mengaplikasi kefahaman
keperluan tentang kaedah penyelesaian masalah
terhadap masalah tugasan. /
OBJEKTIF Pada akhir pembelajaran, murid dapat
Menganalisis
PEMBELAJARAN  Murid membuat perbandingan idea-
1. Membandingbeza antara matlamat kewangan jangka idea yang dikemukakan dalam sesi
pendek (kurang 6 bulan), jangka sederhana (6 bulan - 1 brainstorming
tahun) dan jangka panjang (lebih dari 1 tahun). Menilai
 Murid membuat penilaian terhadap
2. Menghuraikan perbezaan antara keperluan dan idea-idea yang dikemukakan semasa
kehendak. sesi brainstorming
Mencipta  
3. Menganalisis keperluan dan kehendak diri sendiri
dalam menentukan keutamaan.

4.Menyatakan matlamat berdasarkan kehendak dan

keperluan. PENTAKSIRAN
KRITERIA Lembaran Kerja  /
KEJAYAAN 1.Murid dapat menyediakan satu matlamat jangka Pembentangan
pendek, jangka sederhana dan jangka panjang kewangan Kuiz  
keluarga. Pemerhatian
Atas Talian  
AKTIVITI Set Induksi (5 Minit) Tugasan  /
1.Guru bertanyakan kepada murid tentang sumber
pendapatan keluarga

2.Murid memberi maklum balas dan komen.

Perkembangan Pelajaran (45 Minit)

1.Guru menerangkan langkah menyediakan bajet

 menerusi contoh bajet kewangan sebuah keluarga.

2.Guru menerangkan perbezaan antara keperluan dan

kehendak.

3.Guru meminta murid menghasilkan matlamat jangka

pendek, jangka sederhana dan jangka panjang kewangan
keluarga.

4.Guru menilai hasil kerja murid melalui pemerhatian.

5.Guru memberi penerangan tambahan untuk setiap

tugasan murid.

Penutup (10 Minit)

1. Guru bersoal jawab dengan murid tentang subtopik

yang telah dipelajari hari ini.

2.Guru membuat rumusan dari keseluruhan topik

pembelajaran.

BAHAN BANTU
MENGAJAR Buku Teks
 Siti Zarina Binti Azirun, Nasihah Binti Bani
/
(2016) Sains Rumah Tangga Tingkatan 4.
Sasbadi Kuala Lumpur.

REFLEKSI Kehadiran Murid :

Berjaya Menguasai Prestasi :
Gagal Menguasai Prestasi :
 15 MEI 2022
CUTI HARI WESAK
 DAILY LESSON PLAN TS25
DAY Monday DATE 16/5/2022 WEEK 8 LESSON 16
SUBJECT English CLASS 1 Cempaka TIME 10.30-11.30 1 hour
Unit 1 -
FOCUS Writing UNIT What Do THEME People and Culture TOPIC Personal Profiles
You Like?
LANGUAGE & GRAMMAR FOCUS Writing a personal profile using “because” and “so” to give reasons and link ideas
Main Skill: Writing Main Skill: Writing
4.1 Communicate intelligibly through print 4.1.1 Give detailed information about
and digital media on familiar topics themselves and others

CONTENT Complementary Skill: Writing LEARNING Complementary Skill: Writing

STANDARD 4.2 Communicate with appropriate STANDARD 4.2.3 Produce a plan or draft of two
language, form and style paragraphs or more and modify this
appropriately in response to feedback

By the end of the lesson, pupils will be able to: What I’m looking for (WILF):
7. Pupils can create their own personal profile
4.1.1 Give detailed information about of about 100 words.
themselves and others by creating their own 8. Pupils can make a draft of about 50 words.
personal profile of about 100 words.
LEARNING 4.2.3 Produce a plan or draft of two SUCCESS
OBJECTIVES CRITERIA
paragraphs or more and modify this
appropriately in response to feedback by
writing a draft of about 50 words.

TEACHING AND LEARNING STRATEGIES

1. Pupils look at the words “personal profile” on the board.
PRE-LESSON
2. Pupils list down the information needed for personal profile.
3. Pupils write their own personal profile by making a draft of about 2 paragraphs and roughly 50 words first.
LESSON 4. Pupils swap their drafts with a partner and suggest at least 2 more aspects that can be added to the personal
DEVELOPMENT profile.
5. Pupils write a personal profile of about 100 words.
POST-LESSON 6. A few pupils read aloud their personal profiles and listen to their classmates’ comments.

RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Language

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
Inquiry Learning
DIFFERENTIATION Strategy 2: Differentiate by the task 21ST CENTURY TEACHING &
STRATEGIES LEARNING -
pupils are given

PBD Not Applicable LEARNING DOMAIN Create

REFLECTION ATTENDANCE
 DAILY LESSON PLAN TS25
DAY Monday DATE 16/5/ 2022 WEEK 8 LESSON 16
SUBJECT English CLASS 1 Kenanga TIME 12.30-1.30 1 hour
Unit 1 -
FOCUS Writing UNIT What Do THEME People and Culture TOPIC Personal Profiles
You Like?
LANGUAGE & GRAMMAR FOCUS Writing a personal profile using “because” and “so” to give reasons and link ideas
Main Skill: Writing Main Skill: Writing
4.1 Communicate intelligibly through print 4.1.1 Give detailed information about
and digital media on familiar topics themselves and others

CONTENT Complementary Skill: Writing LEARNING Complementary Skill: Writing

STANDARD STANDARD
4.2 Communicate with appropriate 4.2.3 Produce a plan or draft of two
language, form and style paragraphs or more and modify this
appropriately in response to feedback

By the end of the lesson, pupils will be able to: What I’m looking for (WILF):
9. Pupils can create their own personal profile
4.1.1 Give detailed information about of about 100 words.
themselves and others by creating their own 10. Pupils can make a draft of about 50 words.
personal profile of about 100 words.
LEARNING 4.2.3 Produce a plan or draft of two SUCCESS
OBJECTIVES CRITERIA
paragraphs or more and modify this
appropriately in response to feedback by
writing a draft of about 50 words.

TEACHING AND LEARNING STRATEGIES

1. Pupils look at the words “music, free time activity, favourite color” on the board.
PRE-LESSON
2. Pupils guess what their partner’s favourite things are in each category.
LESSON 3. Pupils turn to Pulse 2 page 18 and read and listen to a personal profile about a girl named Claire Edwards.
DEVELOPMENT 4. Pupils answer 3 questions based on the text. (Activity 1)
5. Pupils look at the Writing Focus in Activity 2 and translate the words “because” and “so” from English to their
native languages. (Activity 2)
6. Pupils copy and complete 4 aspects about Claire. (Activity 3)
 7. Pupils read the Writing Focus in Activity 2 again and complete 4 sentences using “because” or “so” (Activity 4)
8. Pupils discuss answers as a class.
9. Pupils write their own personal profile by making a draft of about 2 paragraphs and roughly 50 words first.
10. Pupils swap their drafts with a partner and suggest at least 2 more aspects that can be added to the personal
profile.
11. Pupils write a personal profile of about 100 words.
POST-LESSON 12. A few pupils read aloud their personal profiles and listen to their classmates’ comments.

RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Language

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
Inquiry Learning
DIFFERENTIATION Strategy 2: Differentiate by the task 21ST CENTURY TEACHING &
STRATEGIES LEARNING -
pupils are given

PBD Not Applicable LEARNING DOMAIN Create

REFLECTION ATTENDANCE

RANCANGAN PENGAJARAN HARIAN

MINGGU 8 STRATEGI PdPc
TARIKH/HARI 16/05/2022 (Isnin) Pembelajaran Berasaskan Inkuiri  
MASA 1.30 tengahari – 2.30 petang Pembelajaran Berasaskan Masalah
TINGKATAN Tingkatan 4 Tasawur Pembelajaran Koperatif /
MATA SAINS RUMAH TANGGA TINGKATAN 4
PELAJARAN AKTIVITI PdPc ABAD 21
STANDARD 2.0 PENGURUSAN SUMBER KELUARGA DAN TEMPAT Brainstorming (Sumbangsaran)  /
KANDUNGAN KEDIAMAN Three Stray One Stay
2.3 Pengurusan Konflik dalam Keluarga Gallery Walk (Lawatan galeri) /
STANDARD Murid boleh, Survey (Tinjauan)  
PEMBELAJARAN Commersial (Iklan)  
2.3.3 Menganalisis kesan konflik kepada remaja. Presentation (Persembahan)
Role Play (Main peranan)
2.3.4 Menilai dan mencadangkan kaedah yang Think-Pair-Share {Fikir-Berpasangan-
berkesan untuk remaja mengatasi konflik Kongsi)  /
yang dihadapi. Chain Line (Rangkaian)  
Human Graphing (Graf manusia)  
2.3.5 Mencadangkan cara untuk membantu Table Talker (Meja bercakap)
meningkatkan hubungan baik dalam kalangan Recall Group (Mengingat semula)  
ahli keluarga.
OBJEKTIF Pada akhir pembelajaran, murid boleh
PEMBELAJARAN
1.Menghuraikan analisis kesan konflik kepada remaja
KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT)
2.Menerangkan cadangan kaedah yang berkesan untuk Mengaplikasi
remaja mengatasi konflik yang dihadapi. /
Menganalisis
3.Menyatakan cara untuk membantu meningkatkan
hubungan baik dalam kalangan ahli keluarga. Menilai
KRITERIA Mencipta
KEJAYAAN 1.Menyatakan contoh konflik yang berlaku dalam  
kalangan ahli keluarga.

2.Mengkaji punca konflik yang berlaku dalam kalangan

ahli keluarga.
AKTIVITI Set Induksi (5 Minit)

1. Guru bertanyakan murid tentang punca konflik yang PENTAKSIRAN

dalam keluarga yang telah mereka pelajari. Lembaran Kerja  
Pembentangan. /
2.Murid memberi maklum balas kepada guru. Kuiz  
Pemerhatian /
Perkembangan Pelajaran (45 Minit) Atas Talian  
Tugasan  
1.Guru menerangkan kesan konflik terhadap remaja
terdiri daripada dua kategori.

2.Guru mengadakan aktiviti Think, Pair and Share. Murid

dikehendaki melalukan tugasan secara berpasangan.

1) Kumpulan 1 diberikan tajuk kesan positif konflik

kepada remaja.
2) Kumpulan 2 diberikan tajuk kesan negatif
konflik terhadap remaja.
3) Kumpulan 3 diberikan tajuk kaedah berkesan
mengatasi konflik.
4) Kumpulan 4 diberikan tajuk cara meningkatkan
hubungan baik dalam keluarga.

3. Guru menilai hasil kerja murid dan memberi

bimbingan serta maklum balas.

Penutup (10 Minit)

1.Guru bersoal jawab dengan murid tentang

pembelajaran pada hari ini.

2.Guru membuat rumusan dari keseluruhan topik

pembelajaran.

3.Guru meminta murid membuat nota berdasarkan

pemahaman mereka berkenaan topik yang dipelajari hari
ini.
BAHAN BANTU Buku Teks
MENGAJAR  Siti Zarina Binti Azirun, Nasihah Binti Bani
/
(2016) Sains Rumah Tangga Tingkatan 4.
Sasbadi Kuala Lumpur.

REFLEKSI
Kehadiran Murid : /

Berjaya Menguasai Prestasi :

Gagal Menguasai Prestasi :