RPH Week 26 2023

RANCANGAN PENGAJARAN HARIAN PENDIDIKAN SENI VISUAL
Mata Pelajaran: Tema : Lari Sang Tikus,Lari! Kelas : 1 Tarikh : 2/10/23

Pendidikan Topik : Tiupan LESTARI Hari : ISNIN
Kesenian Masa : 8.00-9.00
Standard Kandungan: Standard Pembelajaran:
1.1 Bahasa Seni Visual 1.1.2 Mengenal, memahami, dan menamakan bahasa seni visual yang ada pada
2.1 Kemahiran Seni Visual karya dalam membuat corak dan rekaan.
ii. tiupan
2.1.2 Mengaplikasikan pengetahuan bahasa seni visual, penggunaan media serta
teknik dan proses dalam penghasilan karya bidang mencorak dan membuat
rekaan.
ii. tiupan
Bidang : Membuat corak dan rekaan
Nilai Murni : Hubungan Rentas Alat /Bahan Bantu mengajar:
Menghargai Kurikulum/EMK: Kertas lukisan/warna/penyedut minuman
Kreativiti dan inovasi
KBAT: Gaya Pembelajaran: Kaedah Pentaksiran:
Mengaplikasi-Menganalisis V= Pemerhatian
A= Perbincangan Lisan
K= Tugasan individu
ASPIRASI MURID
Pengetahuan Kemahira Kemahiran Kemahiran Etika dan Identiti
√ n √ Memimpin √ Dwibahasa Kerohanian √ Nasional √
berfikir
Objektif Pembelajaran: Kriteria Kejayaan:
Pada akhir pembelajaran murid dapat menyatakan bahasa seni - menyatakan bahasa seni visual bagi tiupan
visual dan menganalisis perbezaan tiupan aras atas dan aras sisi - menganalisis perbezaan tiupan aras atas dan sisi
dengan baik.
AKTIVITI
1. Murid diberi meniup penyedut minuman secara perlahan dan kuat. Nyatakan perbezaannya.
2. Murid diterangkan dan ditunjukkan gambar corak yang dihasilkan melalui teknik tiupan.
3. Murid berbincang tentang bahasa seni visual yang terdapat karya tiupan.
4. Murid dijelaskan tentang ritma dan pergerakan dalam karya yang dihasilkan.
5. Murid dibimbing cara meniup penyedut minuman cara aras atas dan sisi.
6. Murid menitikkan warna pada kertas dan membuat tiupan pada aras atas dan aras sisi.
7. Murid menganalisis kesan tiupan tersebut pada corak yang dihasilkan.
8. Guru membuat penilaian dan rumusan.
Refleksi :
Pengajaran hari ini berjaya mencapai objektif kerana sebilangan besar murid dapat menguasai kemahiran yang
dipelajari.Terdapat 2 orang murid tidak menguasai dan akan diberi bimbingan.
Rubrik Pentaksiran
Tahap
Tafsiran Kemahiran Prestasi Murid
Penguasaa
n
1 Menyatakan bahasa seni visual pada karya. sangat terhad
2 Menerangkan bahasa seni visual yang terdapat pada karya. terhad
3 Dapat mengaplikasi kemahiran dan pengetahuan seni visual dalam aktiviti penerokaan. memuaskan
4 Menganalisis bahasa seni visual dan dapat menggunakan pengetahuan dan kemahiran seni baik
semasa aktiviti penerokaan.
5 Menyatakan bahasa seni visual dan menjana idea kreatif melalui penerokaan dengan betul sangat baik
dan kemas.
DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 1
THEME: World of Self, Family and Friends CLASS: 1 IKHLAS WEEK: 26
TOPIC: UNIT 3 - Pet Show TIME: 9.20-10.20 DATE: 2/10/2023
MAIN SKILL(S) FOCUS: Listening LESSON: 79 (Listening 16) DAY: Monday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.2 Main: 1.2.1
Friendship Language
Complementary: 2.1 Complementary: 2.1.5
Pupils’ Aspiration
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Understand with support the main idea of very simple phrases and sentences.
2. Name or describe objects using suitable words from word sets.
SUCCESS CRITERIA (SC):
Pupils can identify and name real animals and toy animals.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Animal vocabulary: elephant, rat, lizard, frog, spider, duck,
Superminds 1 p.34, workbook p.34
dog, cat, pet show
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Elicit the names of the four Super Friends and their powers. Focus on what Whisper can do
(speak to animals). Write Animals on the board in a circle. Elicit the animal he speaks to (a
cat) and start a word map. Elicit animals pupils know and write them on the board. (HOTS) 11 / 26 pupils were able to achieve the
Lesson development:- learning objectives and given
1. Hold up each flashcard in turn. Say the word for pupils to repeat it three or four times. enrichment exercise (s).
Stick the flashcards on the board.
2. Pupils look at the picture in their Student’s Books. Elicit who they can see and that 10 / 26 pupils were able to achieve the
there are other children and adult there. Elicit where they are (at the pet show). learning objectives with guidance and
3. Pre-tech pet and pet show. Play the recording. Pupils point to the animals and the given reinforcement exercise (s).
words when they hear them. (CD1 47)
4. Play the recording again. Pupils repeat the words. Then, practice pointing and naming
5 / 26 pupils were not able to achieve
in pairs.
5. Pupils look at the chant. Play the recording. Pupils listen and follow the chant in their the learning objectives and given
Student’s Books. (CD1 48) remedial exercise (s).
6. Play the recording again, pausing after each verse for pupils to repeat. Do the chant as
a class and then in group. (21st CA)
7. Pupils do worksbook page 34. (CBA) TODAY’S LESSON:
Post-lesson:- Excellent
Hold a flashcard so pupils cannot see it. Pupils try to guess, e.g. Is it a frog? The pupil who Need improvement
guesses correctly comes and chooses a flashcard for the class to guess.
Teach pupils Bye!

HOTS Application 21st CA Rhyming / Singing
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Workbook
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils practice pointing and naming
Pupils do the chant in pairs. Worksheet for enrichment.
with guidance
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on ___________________________________________________________
MAIN SKILL(S) FOCUS: Language Arts LESSON: 80 (Language Arts 16) DAY: Monday
Main: 5.3 Main: 5.3.1
Friendship Language
1. Respond imaginatively and intelligibly through creating simple art and craft products / Other imaginative responses as
appropriate
2. Name or describe objects using words from word sets.
Pupils can draw a picture related to their favourite thing.
Complete review of Unit 2 Superminds 1 Song, worksheet 23.
Pre-lesson:
Pre-lesson task 10 with the song on p24 .
11 / 26 pupils were able to achieve the
1. Elicit key language and write this on the board:- enrichment exercise (s).
• My favourite toy’s my _____.
• My favourite number’s _____.
learning objectives with guidance and
• My favourite colour’s ______. given reinforcement exercise (s).
2. Ask pupils to draw a picture related to their favourite thing. (21st CA)
3. Pupils write about it using the language support on the board to show what 5 / 26 pupils were not able to achieve
they have learned (e.g. My favourite toy’s my long, blue train). (HOTS) the learning objectives and given
4. Teacher distributes worksheet. (CBA) remedial exercise (s).
Post-lesson:-
TODAY’S LESSON:
Ask pupils to share their texts with their classmates and to read what they have
Excellent
written. Need improvement
Teach pupils Bye!

HOTS Analysis 21st CA Stretch to Sketch
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Worksheet
Pupils write about their favourite thing Pupils write about their favourite thing
Worksheet for enrichment.
with guidance and compare their answer in pairs.
REFLECTION
THEME: World of Self, Family and Friends CLASS: 1 AMANAH WEEK: 26
MAIN SKILL(S) FOCUS: Listening LESSON: 79 (Listening 16) DAY: Tuesday
Main: 1.2 Main: 1.2.1
Friendship Language
1. Understand with support the main idea of very simple phrases and sentences.
Pupils can identify and name real animals and toy animals.
Animal vocabulary: elephant, rat, lizard, frog, spider, duck,
Superminds 1 p.34, workbook p.34
dog, cat, pet show
Pre-lesson:
Elicit the names of the four Super Friends and their powers. Focus on what Whisper can do
(speak to animals). Write Animals on the board in a circle. Elicit the animal he speaks to (a
cat) and start a word map. Elicit animals pupils know and write them on the board. (HOTS) 14 / 31 pupils were able to achieve the
8. Hold up each flashcard in turn. Say the word for pupils to repeat it three or four times. enrichment exercise (s).
Stick the flashcards on the board.
9. Pupils look at the picture in their Student’s Books. Elicit who they can see and that
there are other children and adult there. Elicit where they are (at the pet show).
10. Pre-tech pet and pet show. Play the recording. Pupils point to the animals and the learning objectives with guidance and
words when they hear them. (CD1 47) given reinforcement exercise (s).
11. Play the recording again. Pupils repeat the words. Then, practice pointing and naming
in pairs. 2 / 31 pupils were not able to achieve
12. Pupils look at the chant. Play the recording. Pupils listen and follow the chant in their the learning objectives and given
Student’s Books. (CD1 48) remedial exercise (s).
13. Play the recording again, pausing after each verse for pupils to repeat. Do the chant as
a class and then in group. (21st CA)
14. Pupils do worksbook page 34. (CBA)
TODAY’S LESSON:
Hold a flashcard so pupils cannot see it. Pupils try to guess, e.g. Is it a frog? The pupil who Need improvement
guesses correctly comes and chooses a flashcard for the class to guess.
Teach pupils Bye!

HOTS Application 21st CA Rhyming / Singing
Pupils practice pointing and naming
Pupils do the chant in pairs. Worksheet for enrichment.
with guidance
REFLECTION
MAIN SKILL(S) FOCUS: Listening LESSON: 81 (Listening 17) DAY: Tuesday
Main: 1.2 Main: 1.2.2
Friendship Language
1. Understand with support specific information and details of very simple phrases and sentences.
Pupils can understand and give instructions.
Recycled language from lesson 79: animal vocabulary
Board and grid, animal pictures or drawings, worksheet 24.
Adjectives, a/a
Pre-lesson:
Pre-lesson task 10: Say what’s missing
Lesson development:- 11 / 25 pupils were able to achieve the
1. Put the grid (refer reference) on the on the board. Use own pictures for the learning objectives and given
images of animals. Pupils to copy the grid. enrichment exercise (s).
2. Pupils tick 3 boxes secretly (e.g. a small frog, an old elephant, a beautiful cat)
and to cover their picture. 9 / 25 pupils were able to achieve the
3. Pupils have to guess a classmate‘s 3 descriptions by saying them. (HOTS) learning objectives with guidance and
4. Demonstrate with 2 pupils how to play the game Pupil A says, e.g. A big given reinforcement exercise (s).
spider, and marks this square in their grid to signal that they have used this
choice. Pupil B says yes or no, depending on whether the guess matches one 5 / 25 pupils were not able to achieve
of the 3 ticks in their grid. (21st CA) the learning objectives and given
5. Pupil B now guesses in the same way as Pupil A. Divide pupils into pairs or remedial exercise (s).
small groups and ask them to play the game. Fast finishers can add extra
ticks and continue. Stop when most, but not all pupils have finished. TODAY’S LESSON:
6. Teacher distributes worksheet. (CBA) Excellent
Post-lesson:- Need improvement
Post-lesson task 4: Correct the error
Teach pupils Bye!

HOTS Application 21st CA Games
REFLECTION
MAIN SKILL(S) FOCUS: Language Arts LESSON: 80 (Language Arts 16) DAY: Tuesday
Main: 5.3 Main: 5.3.1
Friendship Language
1. Respond imaginatively and intelligibly through creating simple art and craft products / Other imaginative responses as
appropriate
2. Name or describe objects using words from word sets.
Pupils can draw a picture related to their favourite thing.
Complete review of Unit 2 Superminds 1 Song, worksheet 23.
Pre-lesson:
Pre-lesson task 10 with the song on p24 .
5. Elicit key language and write this on the board:- enrichment exercise (s).
• My favourite toy’s my _____.
• My favourite number’s _____.
learning objectives with guidance and
• My favourite colour’s ______. given reinforcement exercise (s).
6. Ask pupils to draw a picture related to their favourite thing. (21st CA)
7. Pupils write about it using the language support on the board to show what 2 / 31 pupils were not able to achieve
they have learned (e.g. My favourite toy’s my long, blue train). (HOTS) the learning objectives and given
8. Teacher distributes worksheet. (CBA) remedial exercise (s).
Post-lesson:-
TODAY’S LESSON:
Ask pupils to share their texts with their classmates and to read what they have
Excellent
written. Need improvement
Teach pupils Bye!

HOTS Analysis 21st CA Stretch to Sketch
REFLECTION
MAIN SKILL(S) FOCUS: Listening LESSON: 81 (Listening 17) DAY: Wednesday
Main: 1.2 Main: 1.2.2
Friendship Language
3. Understand with support specific information and details of very simple phrases and sentences.
Pupils can understand and give instructions.
Board and grid, animal pictures or drawings, worksheet 24.
Adjectives, a/a
Pre-lesson:
Pre-lesson task 10: Say what’s missing
Lesson development:-
7. Put the grid (refer reference) on the on the board. Use own pictures for the
images of animals. Pupils to copy the grid.
8. Pupils tick 3 boxes secretly (e.g. a small frog, an old elephant, a beautiful cat)
and to cover their picture.
9. Pupils have to guess a classmate‘s 3 descriptions by saying them. (HOTS)
10. Demonstrate with 2 pupils how to play the game Pupil A says, e.g. A big
spider, and marks this square in their grid to signal that they have used this JADUAL MENETAP
choice. Pupil B says yes or no, depending on whether the guess matches one
of the 3 ticks in their grid. (21st CA)
11. Pupil B now guesses in the same way as Pupil A. Divide pupils into pairs or
small groups and ask them to play the game. Fast finishers can add extra
ticks and continue. Stop when most, but not all pupils have finished.
12. Teacher distributes worksheet. (CBA)
Post-lesson:-
Post-lesson task 4: Correct the error
Teach pupils Bye!

HOTS Application 21st CA Games
REFLECTION
TOPIC: Module 6 - Food, please! TIME: 8.30-9.30 DATE: 4/10/2023
SKILL(S) FOCUS: Writing LESSON: 89 (Writing 17) DAY: Wednesday
Main: 4.3 Main: 4.3.3
Love the environment Language
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
By the end of the lesson, most of the pupils will be able to
1. Plan, draft and write an increased range of simple sentences
2. Understand specific information and details of short simple texts
Pupils can write at least two sentences correctly.
Get Smart plus 3 Student’s Book, p.58, Computers for internet
Present simple for description; prepositions of place: from
research or magazines or selection of recipes, Pictures of different
+ country dishes around the world (Worksheet 26)
Pre-lesson:
Teacher shows a few pictures that show different foods. Pupils and teacher
discuss about the pictures. (HOTS)
1. Ask pupils what they remember about the dishes from different countries.
Ask groups to quickly present one of the dishes as a review for the whole
class.
2. Brainstorm some different dishes from around the world and use the
pictures to introduce the dishes on the worksheet. Note that these are
suggestions, which can be changed to suit your class.
3. Ask pupils to do the matching activity (worksheet part A) in pairs.(21st CA) JADUAL MENETAP
4. In small groups, pupils choose one dish. They should check online to find
out what the ingredients are.
5. As a plan for writing, pupils complete the first sections of the worksheet
part B. Then they should write about a dish. They can use the texts in the
textbook as models or you could write a model on the board.
6. Monitor carefully and help pupils. Make sure they are working well as a
7. Teacher distributes worksheets.
8. Pupils answer and mark will be given by teacher. (CBA)
Post-lesson:-
Pre-Lesson Task 10: Say What’s Missing.
HOTS Analysis 21st CA Think– Pair– Share
Pupils do activity with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan will be improved on __________________________________________________________
MAIN SKILL(S) FOCUS: Listening LESSON: 82 (Speaking 17) DAY: Wednesday
Main: 2.1 Main: 2.1.2
Cooperation Values
1. Find out about very basic personal information using fixed phrases.
2. Express basic likes and dislikes.
Pupils can ask questions and write the answers correctly.
Paper for the snapdragon and pencils.
What’s your favourite …?
Pre-lesson:
Show pupils a finished snapdragon: the outside should have 4 colours on it, the inside 8
numbers 1 - 8 and the very inside 4 questions What’s your favourite animal / number / toy /
colour?
1. Choose a pupil and tell him/her to say a colour. The pupil chooses one of the colours
on the snapdragon and says it.
2. If they say green, for example, ask the pupil to say something green in the classroom.
3. Open the snapdragon and ask the pupil to say a number.
4. Count the number together with the pupil and open and shut the snapdragon the
same number of times as the number the pupil tells you.
5. Ask the pupil to choose another number. JADUAL MENETAP
6. Now open the snapdragon and ask the pupil the question on the inside (e.g. What’s
your favourite animal?): the pupil answers.
7. Teacher give every pupil a piece of square paper and instructions how to make a
snapdragon
8. Pupils make a snapdragon. (CBA)
9. Pupils draw colours on the outside, numbers on the inside and 4 questions on the
inside. (HOTS)
Post-lesson:-
When they are ready, tell pupils to play the game with their classmates. (21st CA)
Teach pupils Bye!

HOTS Creation 21st CA Games
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project Snapdragon
Pupils make a snapdragon with Pupils compare their snapdragon woth
guidance their friends.
REFLECTION
SKILL(S) FOCUS: Language Art LESSON: 90 (Language Art 17) DAY: Wednesday
Main: 5.3 Main: 5.3.1
1. Respond imaginatively and intelligibly through creating simple action songs on familiar topics
2. Narrate very short basic stories and events
Pupils can create a chant about food.
Food vocabulary Flashcards of food vocabulary, Copies of the Food train chant
Pre-lesson:
Put food vocabulary flashcards on the board in this order. Point to the cards and ask
pupils to say vocabulary items. (HOTS)
i. Line 1: sugar
ii. Line 2: peas and pineapple
iii. Line 3: coconuts and chocolate biscuits
iv. Line 4: milk and flour
v. Line 5: cheese
1. Tell pupils that they are on a steam train which is carrying the food. Say that their JADUAL MENETAP
train starts slowly, gets faster, and finally gives a whistle.
2. Ask pupils to stand up. Move your arms slowly then gradually faster, to imitate the
rhythm of the train, and ask pupils to copy you. Finish with the noise of the whistle.
3. Now say the Food train chant to this rhythm, using the flashcards to help pupils
remember the words if necessary.
4. Practise two or three times until pupils can say the chant confidently.
5. Put pupils into groups of 3–4. Ask pupils to practise the chant. (21st CA)
Post-lesson:-
Ask groups to perform their chants for their classmates. (CBA)
HOTS Creation 21st CA Rhyming / Singing
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Presentation
REFLECTION
SKILL(S) FOCUS: Listening LESSON: 91 (Listening 18) DAY: Thursday
Main: 4.3 Main: 1.2.2
1. Understand with support specific information and details of short simple texts
2. Understand a wide range of short supported questions
Pupils can write short answers to the questions in their exercise books.
Review of present tense question forms. Get Smart plus 3 Student’s Book, p.59.
Pre-lesson:
Play words game that will review food vocabulary.
1. Talk to pupils about the food they can see in the Student’s Book for Activity 13 / 29 pupils were able to achieve the
3, p.59, using questions such as Are there any..? (21st CA) learning objectives and given
2. Pupils listen and choose the correct answer (Activity 3). Encourage full enrichment exercise (s).
sentences when you feed back.
3. Write the questions on the board: 10 / 29 pupils were able to achieve the
a) Imagine. What’s in your crepe? learning objectives with guidance and
b) What do you want for lunch today/tomorrow? given reinforcement exercise (s).
c) Mime. What are you eating?
4. Ask pupils to write short answers to the questions in their exercise books. 6 / 29 pupils were not able to achieve
They should imagine an answer for questions a and c. (CBA) the learning objectives and given
5. Erase the questions from the board. Have pupils ask and answer the remedial exercise (s).
questions in pairs. Note that they should mime for question 3.
6. Feedback by asking some pupils to tell the class about their partner. TODAY’S LESSON:
Ask pupils to think back on their learning so far this week. In their learning diary, Need improvement
they can write: (HOTS)
• New words I remember
• Activities I enjoyed
HOTS Evaluation 21st CA Free Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Exercise Book
REFLECTION
RANCANGAN PENGAJARAN HARIAN PENDIDIKAN SENI VISUAL
Mata Pelajaran: Tema : Lari Sang Kelas : 1 IKHLAS Tarikh : 5/10/23
Pendidikan Tikus,Lari! Masa : 10.50-11.50 Hari :
Kesenian Topik : Tiupan KHAMIS
Standard Kandungan: Standard Pembelajaran:
1.1 Bahasa Seni Visual 1.1.2 Mengenal, memahami, dan menamakan bahasa seni visual yang ada pada
2.1 Kemahiran Seni Visual karya dalam membuat corak dan rekaan.
ii. tiupan
2.1.2 Mengaplikasikan pengetahuan bahasa seni visual, penggunaan media serta
teknik dan proses dalam penghasilan karya bidang mencorak dan membuat
rekaan.
ii. tiupan
Bidang : Membuat corak dan rekaan
Nilai Murni : Hubungan Rentas Alat /Bahan Bantu mengajar:
Menghargai Kurikulum/EMK: Kertas lukisan/warna/penyedut minuman
Kreativiti dan inovasi
KBAT: Gaya Pembelajaran: Kaedah Pentaksiran:
Mengaplikasi-Menganalisis V= Pemerhatian
A= Perbincangan Lisan
K= Tugasan individu
ASPIRASI MURID
Pengetahuan Kemahira Kemahiran Kemahiran Etika dan Identiti
√ n √ Memimpin √ Dwibahasa Kerohanian √ Nasional √
berfikir
Objektif Pembelajaran: Kriteria Kejayaan:
Pada akhir pembelajaran murid dapat menyatakan bahasa seni visual dan - menyatakan bahasa seni visual bagi
menganalisis perbezaan tiupan aras atas dan aras sisi dengan baik. tiupan
- menganalisis perbezaan tiupan aras
atas dan sisi
AKTIVITI
1. Murid diberi meniup penyedut minuman secara perlahan dan kuat. Nyatakan perbezaannya.
2. Murid diterangkan dan ditunjukkan gambar corak yang dihasilkan melalui teknik tiupan.
3. Murid berbincang tentang bahasa seni visual yang terdapat karya tiupan.
4. Murid dijelaskan tentang ritma dan pergerakan dalam karya yang dihasilkan.
5. Murid dibimbing cara meniup penyedut minuman cara aras atas dan sisi.
6. Murid menitikkan warna pada kertas dan membuat tiupan pada aras atas dan aras sisi.
7. Murid menganalisis kesan tiupan tersebut pada corak yang dihasilkan.
8. Guru membuat penilaian dan rumusan.
Refleksi :
Pengajaran hari ini berjaya mencapai objektif kerana sebilangan besar murid dapat menguasai kemahiran yang
dipelajari.Terdapat 4 orang murid tidak menguasai dan akan diberi bimbingan.
Rubrik Pentaksiran
Tahap
Penguasaa Tafsiran Kemahiran Prestasi Murid
n
1 Menyatakan bahasa seni visual pada karya. sangat terhad
2 Menerangkan bahasa seni visual yang terdapat pada karya. terhad
3 Dapat mengaplikasi kemahiran dan pengetahuan seni visual dalam aktiviti penerokaan. memuaskan
4 Menganalisis bahasa seni visual dan dapat menggunakan pengetahuan dan kemahiran seni baik
semasa aktiviti penerokaan.
5 Menyatakan bahasa seni visual dan menjana idea kreatif melalui penerokaan dengan betul sangat baik
dan kemas.
SKILL(S) FOCUS: Speaking LESSON: 92 (Speaking 18) DAY: Thursday
Main: 2.1 Main: 2.1.2
Tolerance Language
1. Find out about and describe basic everyday routines
2. Understand a wide range of short supported questions
Pupils can write at least three correct answers in their exercise book.
Review of present tense statements & question forms Get Smart plus 3 Student’s Book, p.59, Food flashcards.
Pre-lesson:
Pre-lesson Task 2: Guess The Answer
Lesson development:- 13 / 29 pupils were able to achieve the
learning objectives and given
1. Use flashcards to review questions by asking some higher then lower enrichment exercise (s).
proficiency pupils about their food likes and dislikes.(21st CA)
2. Tell pupils you will ask some questions. They should write their answers in 10 / 29 pupils were able to achieve the
their exercise books. Answers – Yes, I do. / No, I do not. (CBA) learning objectives with guidance and
3. Questions: given reinforcement exercise (s).
Do you have pancakes for breakfast?
Do you like cheeseburgers? 6 / 29 pupils were not able to achieve
Do you like yoghurt? the learning objectives and given
Do you have soup for dinner? remedial exercise (s).
Do you want a crepe for lunch?
4. Pupils ask and answer in pairs (activity 4). Monitor closely as pupils work TODAY’S LESSON:
on the Speaking activity. (HOTS)
Excellent
5. Pupils do workbook page 46.
Need improvement
Post-lesson:-
Pupils answer and discuss the answer as a class.
HOTS Analysis 21st CA I See, I Think, I Wonder
REFLECTION
SKILL(S) FOCUS: Reading LESSON: 93 (Reading 18) DAY: Friday
Main: 3.2 Main: 3.2.1
1. Understand the main idea of short simple texts
2. Connect sentences using basic coordinating conjunctions
Pupils can read and write at least three correct sentences.
Review of some and any statements. Get Smart plus 3 Student’s Book, p.61, Food flashcards.
Pre-lesson:
Pre-lesson Task 2: Guess The Answer
1. Pupils read about Tony’s favourite food. Pupils read the text before playing
the CD. On this first reading, ask pupils to read and tell you if they think
they would like Tony’s pizza. (21st CA)
2. Teacher explains Writing Tip (Student’s Book, p.61). Have pupils write the
sentences in full in their exercise books. (HOTS) HARI BICARA AKADEMIK
3. Collect pupils’ writing to review it to get an idea of their learning in this
unit. Give some corrective feedback, but avoid correcting everything. Add
positive comments.
4. Pupils do workbook page 48.
5. Pupils answer and mark will be given by teacher. (CBA)
Post-lesson:-
Post-Lesson Task 5: Remember It, Say It.
HOTS Analysis 21st CA Brainstorming
REFLECTION
MAIN SKILL(S) FOCUS: Listening LESSON: 82 (Speaking 17) DAY: Friday
Main: 2.1 Main: 2.1.2
Cooperation Values
3. Find out about very basic personal information using fixed phrases.
4. Express basic likes and dislikes.
Pupils can ask questions and write the answers correctly.
Paper for the snapdragon and pencils.
What’s your favourite …?
Pre-lesson:
Show pupils a finished snapdragon: the outside should have 4 colours on it, the inside 8
numbers 1 - 8 and the very inside 4 questions What’s your favourite animal / number / toy /
colour?
10. Choose a pupil and tell him/her to say a colour. The pupil chooses one of the colours
on the snapdragon and says it.
11. If they say green, for example, ask the pupil to say something green in the classroom.
12. Open the snapdragon and ask the pupil to say a number.
13. Count the number together with the pupil and open and shut the snapdragon the
same number of times as the number the pupil tells you.
14. Ask the pupil to choose another number. HARI BICARA AKADEMIK
15. Now open the snapdragon and ask the pupil the question on the inside (e.g. What’s
your favourite animal?): the pupil answers.
16. Teacher give every pupil a piece of square paper and instructions how to make a
snapdragon
17. Pupils make a snapdragon. (CBA)
18. Pupils draw colours on the outside, numbers on the inside and 4 questions on the
inside. (HOTS)
Post-lesson:-
When they are ready, tell pupils to play the game with their classmates. (21st CA)
Teach pupils Bye!

HOTS Creation 21st CA Games
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project Snapdragon
Pupils make a snapdragon with Pupils compare their snapdragon woth
guidance their friends.
REFLECTION
MAIN SKILL(S) FOCUS: Reading LESSON: 83 (Reading 17) DAY: Friday
Main: 3.1 Main: 3.1.3
Cooperation Language
1. Blend phonemes ( CVC , CCVC )
2. Read and enjoy simple print and digital games at word level.
Pupils can create and their own word snake/sausage puzzles.
Recycled language from lesson 79: animal vocabulary Animal flashcards for pre-lesson task
Pre-lesson:
Task 4 for animal vocabulary
1. Review spelling of animal vocabulary by writing gapped words on the board.
E.g. s_ider
2. Draw a word snake or word sausage on the board with the names of animals
hidden inside it, e.g.
3. bdogseeratxtelephantthedflizrdnmcatuh
4. Pupils read it, and tell each other the 5 animals in it, and then tell you.(dog, HARI BICARA AKADEMIK
rat, elephant, lizard, cat)
5. Pupils work in pairs to create and their own word snake/sausage puzzles.
(21st CA) (HOTS)
6. Pupils swap puzzles with another pair, who solve the puzzle. (CBA)
Post-lesson:-
Task 11 - perhaps about pets or a trip to the zoo
Teach pupils Bye!

HOTS Creation 21st CA Team Projek
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project Puzzle
Pupils create their own word Pupils compare their word snake/
snake/sausage puzzles with guidance Worksheet for enrichment.
sausage puzzles with their friends.
REFLECTION

RPH Week 26 2023

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RANCANGAN PENGAJARAN HARIAN PENDIDIKAN SENI VISUAL

Mata Pelajaran: Tema : Lari Sang Tikus,Lari! Kelas : 1 Tarikh : 2/10/23

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