Rancangan Mengajar ( )
      g      g j (RM)
    ‹è ‚jÖ]<íŞ}
    ‹ł…ł flÖ] í Ł
     è…‚ j Ş}
   Lesson Plans (LP)
Proses Pembelajaran




Pengajaran
 Pengajaran
    gj        Pembelajaran
               Pembelajaran
                      j
Kandungan Rancangan Mengajar
James S Cangelosi (1992) mencadangkan setiap pengajaran harus terlebih
       S.
dahulu dised...
Dasar Rancangan Mengajar

 Elizabeth Parrot (1986) menerangkan kandungan RM dlm 3
 kata kunci akronim PIE (PPP): i. Planni...
Penyediaan Rangka Mengajar yg disusun oleh guru menjadi
 panduan melaksanakan pengajaran utk mencapai objektif
 kurikulum
...
Kenapa RM Penting ?
1. Menjadi pedoman & memandu arah guru semasa melaksanakan tugas
       j      p                      ...
Kenapa RM Penting ?
                                :òîÛbnÛa@ÂbÔäÛa@À@âbÇ@ÝØ“i@튇nÜÛ@Áî݃nÛa@òîàçc@˜îƒÜm@åغë
@åß@ Õã@ ...
Semester


Mingguan
Mi


 Harian
‫´‪êñ]‚je÷]<Ùæù]<Ì’Ö]:<Üè†ÓÖ]<áa†ÏÖ]: ì^Ú<»<íéÂçf‰ù]<æ_<íéÚçéÖ]<Œæ…‚Ö]<àèæ‚i<tƒç‬‬

 ‫]‪ê×ÓÖ]<àÚˆÖ‬‬
 ‫]‪ê×ÓÖ] àÚˆÖ‬‬    ...
‫]‪<oè‚£]<ì^Ú<»<íéÂçf‰ù]<æ_<íéÚçéÖ]<Œæ…‚Ö]<àèæ‚i<tƒç´: ëçÞ^nÖ]<Ùæù‬‬
‫]‪ê×ÓÖ]<àÚˆÖ‬‬                   ‫]‪Ø’ËÖ‬‬         ...
Lesson Plan
                                                 Listening: Telephone Conversation

Date: August 1, 2002
Grade...
Procedure:
      Warm-up/Review: (10 minutes)
      Students are currently learning new vocabulary about job titles and de...
•   Nama Sekolah & Guru
•   Nama Mata pelajaran
•   Darjah / Tingkatan
•   Bilangan Murid
•   Tarikh / Hari / Masa & Tempo...
• Pendahuluan:
     -ingat & kaitan pelajaran lepas, menarik minat bentuk soalan, isu semasa
                             ...
RANCANGAN MENGAJAR HARIAN
•   Nama guru: Hj Muhd Danil bin Hj Duraman
•   Hari / Tarikh: Selasa / 6hb Jun 2006M – 9 Jamadi...
• Objektif Khas: Di akhir pengajaran, murid-murid akan dapat:
  1) Mengetahui setiap perbuatan-perbuatan sembahyang.
     ...
LANGKAH- LANGKAH PENGAJARAN
LANGKAH/               ISI PELAJARAN                    AKTIVITI-AKTIVITI                 ALAT...
LANGKAH/              ISI PELAJARAN                  AKTIVITI-AKTIVITI               ALAT BANTU
  MASA                    ...
LANGKAH/            ISI PELAJARAN              AKTIVITI AKTIVITI
                                               AKTIVITI-A...
Assignment
Within
Wi hi 1000 – 1400 words (  d (around 7 pages without the
                                   d          i...
1. Strategi dan Pendekatan Ke arah Mengoptimumkan
   Metod Pengajaran A
   M dP              Agama
2. SPN 21 dan Cabaran T...
Lesson Plan
Lesson Plan
Lesson Plan
Lesson Plan
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Lesson Plan

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Lesson Plan

  1. 1. Rancangan Mengajar ( ) g g j (RM) ‹è ‚jÖ]<íŞ} ‹ł…ł flÖ] í Ł è…‚ j Ş} Lesson Plans (LP)
  2. 2. Proses Pembelajaran Pengajaran Pengajaran gj Pembelajaran Pembelajaran j
  3. 3. Kandungan Rancangan Mengajar James S Cangelosi (1992) mencadangkan setiap pengajaran harus terlebih S. dahulu disediakan RM yg. mengandungi perkara berikut : 1. Tujuan am (learning goal) 2. Objektif pelajar (specific objective) 3. Langkah p g j g pengajaran yg mengandungi aktiviti tertentu utk menolong g g g pelajar mencapai objektif pelajaran 4. Perlu ada mekanisme untuk memantau kemajuan pelajar 5. Penilaian (summative evaluation) utk mengukur pencapaian pelajar quot;Learning goal is the overall purpose of the teaching unit. It indicates what gg p p g students are expected to learn. Specific objective, define the learning goal. That is a number of specific skills, abilities & attitude the student must acquire.“
  4. 4. Dasar Rancangan Mengajar Elizabeth Parrot (1986) menerangkan kandungan RM dlm 3 kata kunci akronim PIE (PPP): i. Planning (Persediaan) ii. Implementation (Penyampaian) iii. Evaluation (Penilaian) Pengajaran Persediaan Objektif Pembelajaran Penilaian
  5. 5. Penyediaan Rangka Mengajar yg disusun oleh guru menjadi panduan melaksanakan pengajaran utk mencapai objektif kurikulum <Øéf‰<» íé‰^‰_ ìçŞ} ^ ¼éŞ~jÖ]æ Œæ…‚Ö] ]‚Âc Ø Œ c <ë„Ö]< ØéÖ‚Ö] æ ‚†¹] íֈ߲ áçÓè Ü×ù] |^¨ äÛé×Ãi äqçè LP is a step-by-step description of how to lesson objectives. This is usually intended for the teacher and provides suggestions on how to proceed with implementation of the lesson plan plan.
  6. 6. Kenapa RM Penting ? 1. Menjadi pedoman & memandu arah guru semasa melaksanakan tugas j p g g pengajaran. 2. Menghindari kelupaan & mengingatkan guru kpd langkah-langkah pengajaran. 3. Dengan RM yg tersusun teliti, pendidik d 3 D li i didik dapat membuat j k terhadap b jangkaan h d tindak balas murid bersesuaian dgn penyampaian. 4. 4 Mempermudah guru memilih menyusun & meningkatkan kemahiran agama memilih, murid, memungkinkan penambah baikan yg berterusan. 5. Menghubungkan pelajaran agama murid dgn kehidupan persekitaran, isu & g g p j g g p p peristiwa dlm m‘kat. 6. Membangkitkan semangat dan menarik minat murid mengikuti pelajaran serta menunaikan amalan agama. ik l 7. Menentukan strategi pengajaran antara yg bersifat teori dgn praktikal. 8. 8 Menyediakan ABM/BBM mengikut kesesuaian tajuk & keperluan murid murid. 9. Mengadakan aktiviti luar kelas memenuhi agenda amal kebaikan sosial.
  7. 7. Kenapa RM Penting ? :òîÛbnÛa@ÂbÔäÛa@À@âbÇ@ÝØ“i@튇nÜÛ@Áî݃nÛa@òîàçc@˜îƒÜm@åغë @åß@ Õã@ ¶g@ áÜȾa@ Ý @ Þ ± @ ~áÜȾa@ âbè·@ Á ¥@ Ûa@ ò öa “ Ûa @ ò Ûb¤ üa@ pb@ ‡Èjní (1 Ü ¾a ÝàÇ Þì±ë Ü ¾a b Áî¥ Ûa òîöaì“ÈÛaë òîÛb¤Šüa b @Òa‡çþ@ Ýc@ Šb g@ åàš@ òîöu@ Òa‡çc@ ÕîÔznÛ@ òàà—¾a@ ~òİia¾a@ òàÄä¾a@ paìİ©a @NáîÜÈnÛa @lýİÛa@ pa©@ ÕîÓ†@ ‡í‡¥@ óÜÇ@ ê‡Çbí@ aˆg@ ~áÜȾa@ âbßc@ ò ú @ ìšë@ ¶ @ ð†ûí@ (2 İ © Ó ¥ ˆ ¾ c òíú‹Ûa ¶g @òjbä¾a@ paõa‹u⁄a@ Ý›Ïc@ áŠ@ åß@ éäغ@ áq@ åßë@ ~òîÛb¨a@ áîÜÈnÛa@ Òa‡çcë@ òÔibÛa @NéºìÔmë@튇nÛa@‰îÐänÛ @êŠë‹¾@ ÙÛˆë@ Lñ‹ànß@ ò ¾ ˆ ñ ¾ ‚ ¶g òЗi òîäè¾a òîàÜÈÛa@ áÜȾa@ pa‚@ ì¹@ ¶ @ ð†ûí @ (3 òíŠë†@ ò @ ò ¾ @ ë@ ò @‡Èi@ßbÇ@ÑÜn¦ë@åíbjnm@pa©a@ê‰çë@~‘늇Ûa@Áî݃ni@âbîÔÛa@õbäqc@À@òÇìänß@ pa£ b @ôìn«ë@ ~òíìiÛa@ Òa‡çþa@ Ìmë@ ~bè튇ni@ áÜȾa@ âìÔí@ Ûa@ pŠa‹Ô¾a@ Òýn‚a@ kji@ âbÇ òîÜàÇ@ pbí‹v·@ òÓ @ò òÓýÈÛa@ paˆ@ ò § @ ta‡yþaë@ ~ò ˆ òíŠb§a þ òîÇbànuüa@ pýØ“¾aë@ ~wçbä¾a ü Ø ¾ ¾ @N튇nÛa @¶g@ æbîyþa@ kÜËc@ À@ Éu‹m@ Ûa@ ~òu‹a@ ëc@ òöŠbİÛa@ ÑÓaì¾a@ åß@ rØÛa@ áÜȾa@ kä°@ (4 É @NémdubÐßë@ @ÙÛˆ@ta‡yþ@Õjß@Šì—m@æë†@ïßìîÛa@튇nÛa@ @Þ d bÈÛa ˆ þ bÇ Þ삆 @bß@ ëc@ ~Òa‡çþbi@ bèäß@ ÕÜÈní@ bß@ õaì@ ~ïaŠ‡Ûa@ wèä¾a@ lìîÇ@ Òb“n×a@ óÜÇ@ áÜȾa@ ‡Çbí@ @ (5 @óÜÇ@ ÝàÈÛa@ åß@ åØàní@ áq@ åßë@ áíìÔnÛaë@ 튇nÛa@ Ö‹ @ ëc@ ôìnbi@ bèäß@ ÕÜÈní @ÙÛ‰i@ ò–b©a@ pbyÔ¾a@ áí‡Ôm@ Õí‹ @ åÇ@ ëc@ ~éÐäi@ wèä¾a@ μ¥@ óÜÇ@ ê‡Çbíë@ ~bèîÏým © c ¥ @NòîäȾa@pbİÜÜÛ
  8. 8. Semester Mingguan Mi Harian
  9. 9. ‫´‪êñ]‚je÷]<Ùæù]<Ì’Ö]:<Üè†ÓÖ]<áa†ÏÖ]: ì^Ú<»<íéÂçf‰ù]<æ_<íéÚçéÖ]<Œæ…‚Ö]<àèæ‚i<tƒç‬‬ ‫]‪ê×ÓÖ]<àÚˆÖ‬‬ ‫]‪ê×ÓÖ] àÚˆÖ‬‬ ‫]‪Ø’ËÖ‬‬ ‫]£’‪í‬‬ ‫‪‹è…‚jÖ]<è…^i‬‬ ‫‪‹è…‚jÖ] è…^i‬‬ ‫‪Œ…‚Ö]<á]çßÂ‬‬ ‫‪Œ…‚Ö] á]çßÂ‬‬ ‫54ﻕ‬ ‫ﺍﻷﻭﻝ ﺍﺑﺘﺪﺍﺋﻲ‬ ‫ﺍﳋﺎﻣﺴﺔ‬ ‫ﻗﺮﺍﻥ ﻛﺮﱘ- ﺣﻔﻆ ﺳﻮﺭﺓ ﺍﻟﻔﺎﲢﺔ‬ ‫‪]‚Âý^e í‘^}<l^¿uøÚ‬‬ ‫‡‪<àÚ‬‬ ‫]¹‪]ç‬‬ ‫‪Ü×ÃjÖ]<ÜèçÏi‬‬ ‫‪‹è…‚jÖ]<l]ð]†qc‬‬ ‫_‪Ü×ÃjÖ]<Í]‚â‬‬ ‫]‪‹è…‚jÖ‬‬ ‫]‪íéÛé×ÃjÖ‬‬ ‫ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺴﺒﻮﺭﺓ ﻭﻛﺘﺎﺑﺔ ﺍﺳﻢ ﺍﻟﺴﻮﺭﺓ-ﺍﻟﻨﻄﻖ ﺍﳉﻤﺎﻋﻲ ﺑﺎﺳﻢ ﺍﻟﺴﻮﺭﺓ ﻭﺍﺣﺪﹰﺍ‬ ‫ﻟﺴﺒﻮﺭﺓ‬ ‫ﺍﻟﺴﺒﻮﺭﺓ‬ ‫ﺍﻻﻧﺘﻘﺎﻝ ﻭﻝ‬ ‫ﻭﺍﺣﺪﺍ ﻹﺷﺎﺭﺓ ﺇﱃ ﺳﻢ ﻟﺴﻮﺭﺓ ﻣﻊ ﳌﻄﺎﻟﺒﺔ ﺑﺎﻟﻨﻄﻖ ‪‬ﺎ، ﰒ ﻻﻧﺘﻘﺎﻝ ﺇﱃ ﺃﻭﻝ‬ ‫ﻭ ﺣﺪ ﺍﻹﺷﺎﺭﺓ ﺍﺳﻢ ﺍﻟﺴﻮﺭﺓ ﺍﳌﻄﺎﻟﺒﺔ‬ ‫)1ﺃﻥ ﻳﻨﻄﻖ ﺍﻟﻄﻼﺏ‬ ‫03ﻕ‬ ‫ﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﺘﺼﻮﻳﺐ‬ ‫ﻭﺍﻟﻄﺒﺎﺷﲑ ﺍﳌﻠﻮﻥ‬ ‫ﺍﻟﺴﻮﺭﺓ ﻭﻛﺘﺎﺑﺘﻬﺎ ﺑﺄﺣﺪ ﺍﻷﻟﻮﺍﻥ ﻭﺍﻟﺘﺪﺭﺝ ﰲ ﻧﻄﻘﻬﺎ، ﻭﻫﻜﺬﺍ ﻛﻠﻤﺔ ﻛﻠﻤﺔ ﰒ‬ ‫ﺑﻜﻠﻤﺎﺕ ﺳﻮﺭﺓ ﺍﻟﻔﺎﲢﺔ‬ ‫ﺍﳌﺆﺷﺮ‬ ‫ﻧﻄﻖ ﺍﻵﻳﺔ ﻛﺎﻣﻠﺔ، ﰒ ﺍﻻﻧﺘﻘﺎﻝ ﺇﱃ ﺍﻵﻳﺔ ﺍﻟﱵ ﺑﻌﺪﻫﺎ، ﻭﻫﻜﺬﺍ ﺣﱴ ‪‬ﺎﻳﺔ‬ ‫ﻧﻄﻘﺎ ﺻﺤﻴﺤﺎ‬ ‫ﹰ‬ ‫ﹰ‬ ‫ﺍﻟﺴﻮﺭﺓ.‬ ‫ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺴﻮﺭﺓ ﺍﳌﻜﺘﻮﺑﺔ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ، ﰒ ﺗﻼﻭﺓ ﺍﻷﺳﺘﺎﺫ ﻟﻠﺴﻮﺭﺓ ﻓﺘﻼﻭﺓ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﻟﺘﻼﻭﺍﺕ‬ ‫ﺍﻟﺴﻮﺭﺓ‬ ‫)2ﺃﻥ ﻳﺘﻠﻮ ﺍﻟﻄﺎﻟﺐ ﺳﻮﺭﺓ ﺍﻟﻄﻼﺏ ﻭﺗﺮﺩﻳﺪﻫﻢ ﻓﺘﻼﻭﺓ ﺍ‪‬ﻴﺪﻳﻦ ﻓﺎﻟﺘﻼﻭﺓ ﺍﻟﺰﻣﺮﻳﺔ ﻣﻊ ﺑﺚ ﺍﳊﻤﺎﺳﺔ‬ ‫51ﻕ‬ ‫ﺍﻟﻄﻼﺏ ﺍ‪‬ﻮﺩﺓ ﻣﻊ‬ ‫ﺍﳌﺼﺤﻒ‬ ‫ﻭﺍﳌﻨﺎﻓﺴﺔ، ﰒ ﺍﻟﺘﻼﻭﺓ ﺍﻟﻔﺮﻳﺔ ﻓﺎﻟﺜﻨﺎﺋﻴﺔ ﻭﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﺼﺤﻒ ﺍﳌﺴﺠﻞ ﰲ‬ ‫ﺍﻟﻔﺎﲢﺔ ﺗﻼﻭﺓ ﳎﻮﺩﺓ‬ ‫ﻮﻳﺐ‬ ‫ﺍﻟﺘﺼﻮﻳﺐ‬ ‫ﻞ‬ ‫ﺍﳌﺴﺠﻞ‬ ‫ﺍﻟ ﺍ ﺔ ﺑﻌﺪ ﻼ ﺓ ﺍﳌﺪﺭﺱ.‬ ‫ﺍﻟﺒﺪﺍﻳﺔ ﺗﻼﻭﺓ ﺍﳌ‬ ‫)3ﺃﻥ ﳛﻔﻆ ﺍﻟﻄﺎﻟﺐ‬ ‫ﺗﺴﻤﻴﻊ ﺍﻟﺴﻮﺭﺓ ﻓﺮﺍﺩﻱ‬ ‫03ﻕ‬ ‫ﺍﳌﺴﺠﻞ‬ ‫ﻣﻦ ﺧﻼﻝ ﺍﳌﺮﻭﺭ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﻣﺮﻭﺭﹰﺍ ﻣﺘﻨﻘﻼ ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺣﻔﻈﻬﺎ.‬ ‫ﹰ‬ ‫ﺳﻮﺭﺓ ﺍﻟﻔﺎﲢﺔ ﺣﻔﻈﺎ‬ ‫ﹰ‬ ‫ﻭﺍﻟﺘﺼﻮﻳﺐ‬ ‫ﺻ ﺎﹰ‬ ‫ﺻﺤﻴﺤﺎ‬ ‫ﻣﺎ ﻫﻲ ﺍﻟﺴﻮﺭﺓ ﺍﻟﱵ ﳚﺐ‬ ‫)4ﺃﻥ ﻳﺬﻛﺮ ﺍﻟﻄﺎﻟﺐ ﻣﺎ‬ ‫ﻣﻦ ﺧﻼﻝ ﺑﻴﺎﻥ ﺃﳘﻴﺘﻬﺎ ﰲ ﺍﻟﺼﻼﺓ، ﻭﻛﺬﻟﻚ ﺍﳊﺚ ﻋﻠﻰ ﺣﻔﻈﻬﺎ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ‬ ‫51ﻕ‬ ‫ﻋﻠﻴﻨﺎ ﻗﺮﺍﺀ‪‬ﺎ ﰲ ﻛﻞ‬ ‫ﻳﺪﻝ ﻋﻠﻰ ﺃﳘﻴﺔ ﺳﻮﺭﺓ‬ ‫ﻣﻨﻬﺎ ﰲ ﺍﻟﺼﻼﺓ.‬ ‫ﺭﻛﻌﺔ ﻣﻦ ﺍﻟﺼﻼﺓ‬ ‫ﺍﻟﻔﺎﲢﺔ‬ ‫ﺍﳋﻄﻮﺍﺕ ﲢﺘﺎﺝ ﻟﺸﻲﺀ ﻣﻦ ﺍﻟﺘﺪﺭﺝ ﺃﻥ ﺗﺴﺘﻐﺮﻕ ﺍﻟﺴﻮﺭﺓ ﺃﻛﺜﺮ ﻣﻦ ﺣﺼﺔ‬ ‫‪: íŞ¤]<Ùçu<l^¿uøÚ‬‬ ‫ﺗﺄﻛﻴﺪ ﺍﳊﻔﻆ ﻭﺍﻟﻔﻬﻢ ﰲ ﺍﳌﻨﺰﻝ‬ ‫]‪:íéֈ߹]<l^fq]çÖ‬‬
  10. 10. ‫]‪<oè‚£]<ì^Ú<»<íéÂçf‰ù]<æ_<íéÚçéÖ]<Œæ…‚Ö]<àèæ‚i<tƒç´: ëçÞ^nÖ]<Ùæù‬‬ ‫]‪ê×ÓÖ]<àÚˆÖ‬‬ ‫]‪Ø’ËÖ‬‬ ‫]£’‪í‬‬ ‫‪‹è…‚jÖ]<è…^i‬‬ ‫‪Œ…‚Ö]<á]çßÂ‬‬ ‫54ﻕ‬ ‫ﺍﻷﻭﻝ ﺛﺎﻧﻮﻱ‬ ‫ﻷ‬ ‫ﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺣﺪﻳﺚ ﺁﺩﺍﺏ ﻗﻀﺎﺀ ﺍﳊﺎﺟﺔ‬ ‫ﻣﻼﺣﻈﺎﺕ ﺧﺎﺻﺔ ﺑﺎﻹﻋﺪﺍﺩ‬ ‫‡‪<àÚ‬‬ ‫‡‪àÚ‬‬ ‫]¹‪]ç‬‬ ‫]¹‪<]ç‬‬ ‫‪Ü×ÃjÖ]<ÜèçÏi‬‬ ‫]‪× Ö‬‬ ‫‪Ï‬‬ ‫‪‹è…‚jÖ]<l]ð]†qc‬‬ ‫‪Ö] ] ] c‬‬ ‫_‪Ü×ÃjÖ]<Í]‚â‬‬ ‫_ ]‪× Ö] Í‬‬ ‫]‪‹è…‚jÖ‬‬ ‫]‪íéÛé×ÃjÖ‬‬ ‫ﺍﻟﺴﺒﻮﺭﺓ ﺃﻭ‬ ‫ﺑﻌﺪ ﻛﺘﺎﺑﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﻳﻜﺘﺐ ﺍﳌﻌﻠﻢ ﻧﺺ ﺍﳊﺪﻳﺚ ﺃﻭ ﻳﻌﺮﺿﻪ‬ ‫)1ﺃﻥ ﻳﻘﺮﺃ ﺍﻟﻄﺎﻟﺐ ﺍﳊﺪﻳﺚ ﻗﺮﺍﺀﺓ‬ ‫7ﻕ‬ ‫ﻟﻮﺣﺔ ﻓﻠﻴﻨﻴﺔ‬ ‫ﻣﻦ ﺧﻼﻝ ﻟﻮﺣﺔ ﻓﻠﻴﻨﻴﺔ ﰒ ﻳﻄﻠﺐ ﻣﻦ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﺍﳊﺪﻳﺚ.‬ ‫ﺟﻬﺮﻳﺔ‬ ‫ﻣﺎ ﳌﻘﺼﻮﺩ‬ ‫ﻳﺴﺄﻝ ﺍﳌﻌﻠﻢ ﺍﻟﻄﻼﺏ ﻋﻦ ﻣﻌﲎ ﺍﻻﺳﺘﻨﺠﺎﺀ ﰒ ﳛﺪﺛﻬﻢ ﻋﻦ ﻣﻌﻨﺎﻩ ﰲ ﺍﻟﻠﻐﺔ‬ ‫)2ﺃﻥ ﻳﻌﺮﻑ ﺍﻟﻄﺎﻟﺐ ﺍﻻﺳﺘﻨﺠﺎﺀ ﻟﻐﺔ‬ ‫ﹰ‬ ‫5ﻕ‬ ‫ﺍﻟﺴﺒﻮﺭﺓ‬ ‫ﺑﺎﻻﺳﺘﻨﺠﺎﺀ‬ ‫ﻭﰲ ﺍﻟﺸﺮﻉ ﰒ ﻳﻄﻠﺐ ﻣﻦ ﺑﻌﻀﻬﻢ ﺇﻋﺎﺩﺓ ﺍﻟﺘﻌﺮﻳﻒ‬ ‫ﻭﺷﺮﻋﺎ‬ ‫ﹰ‬ ‫ﺿﻊ..… ﰲ ﲨﻠﺔ‬‫ﻊ‬ ‫ﺏ ﻭﻳﻮﺟﻬﻮﻥ ﺇﱃ‬ ‫ﺮ ﻣﻊ‬ ‫ﺮ ﺗﻨﺎﻗﺶ ﻣﻌﺎﱐ‬ ‫ﺑﺑﻌﺪ ﺍﻟﻘﺮﺍﺀﺓ ﺶ ﱐ ﻫﺬﻩ ﺍﳌﻔﺮﺩﺍﺕ ﻊ ﺍﻟﻄﻼﺏ ﻭﻳﻮ ﻬﻮ‬ ‫)3ﺃﻥ ﻳﻳﻔﺴﺮ ﺍﻟﻄﺎﻟﺐ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺮ ﺐ ﱐ‬ ‫)‬ ‫5ﻕ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻟﻜ‬ ‫ﻣﻔﻴﺪ ﻣﻦ ﻋﻨﺪﻙ‬ ‫ﺗﻌﺮﻑ ﻣﻌﺎﻧﻴﻬﺎ ﺣﱴ ﻣﻦ ﺧﻼﻝ ﺍﻟﺴﺒﻖ.‬ ‫ﺍﻟﺘﺎﻟﻴﺔ ﺑﺎﻟﻴﻤﲔ-ﺑﺎﻟﺘﺮﺟﻴﻊ‬ ‫ﻳﻄﻠﺐ ﺍﳌﻌﻠﻢ ﻣﻦ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﺍﳊﺪﻳﺚ ﻋﺪﺓ ﻣﺮﺍﺕ ﻭﺇﻳﻀﺎﺡ ﺍﳌﻌﲎ‬ ‫)4ﺃﻥ ﻳﺬﻛﺮ ﺍﻟﻄﺎﻟﺐ ﺍﳌﻌﲎ ﺍﻹﲨﺎﱄ‬ ‫01ﻕ‬ ‫ﺍﻹﲨﺎﱄ ﻟﻠﺤﺪﻳﺚ.‬ ‫ﱄ‬ ‫ﻟﻠﺤﺪﻳﺚ‬ ‫ﻣﺎ ﺁﺩﺍﺏ ﻗﻀﺎﺀ‬ ‫ﻳﻄﺎﻟﺐ ﺍﳌﻌﻠﻢ ﺑﺎﺳﺘﺨﺮﺍﺝ ﺁﺩﺍﺏ ﻗﻀﺎﺀ ﺍﳊﺎﺟﺔ ﻣﻦ ﺍﳊﺪﻳﺚ ﻭﺍﻟﺘﻌﻠﻴﻖ‬ ‫)5ﺃﻥ ﻳﺬﻛﺮ ﺍﻟﻄﺎﻟﺐ ﺁﺩﺍﺏ ﻗﻀﺎﺀ‬ ‫8ﻕ‬ ‫ﺍﳊﺎﺟﺔ ﻛﺎ ﻟﻨﺺ‬ ‫ﻋﻠﻴﻬﺎ ﰒ ﺗﺴﺠﻴﻠﻬﺎ ﰲ ﺍﻟﺪﻓﺘﺮ.‬ ‫ﺍﳊﺎﺟﺔ ﻛﻤﺎ ﻭﺭﺩ ﰲ ﻧﺺ ﺍﳊﺪﻳﺚ‬ ‫ﻋﻠﻴﻬﺎ ﺍﳊﺪﻳﺚ؟‬ ‫ﻣﺎﺫﺍ ﺍﺳﺘﻔﺪﺕ ﻣﻦ‬ ‫ﺑﻌﺪ ﻣﻨﺎﻗﺸﺔ ﻣﻌﺎﱐ ﺍﳊﺪﻳﺚ ﻭﺁﺩﺍﺑﻪ ﻳﻄﻠﺐ ﺍﳌﻌﻠﻢ ﻣﻦ ﺍﻟﻄﻼﺏ ﺍﺳﺘﺨﺮﺍﺝ‬ ‫)6ﺃﻥ ﻳﺬﻛﺮ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﱵ‬ ‫01ﻕ‬ ‫ﺩﺭﺍﺳﺔ ﻫﺬﺍ‬ ‫ﺃﻫﻢ ﺍﻟﻔﻮﺍﺋﺪ ﻭﺗﺴﺠﻴﻠﻬﺎ ﰲ ﺍﻟﺪﻓﺘﺮ.‬ ‫ﳝﻜﻦ ﺍﺳﺘﻨﺘﺎﺟﻬﺎ ﻣﻦ ﺍﳊﺪﻳﺚ‬ ‫ﺍﳊﺪﻳﺚ؟‬ ‫ﺍﳋﻄﻮﺍﺕ ﲢﺘﺎﺝ ﺇﱃ ﺷﻲﺀ ﻣﻦ ﺍﻟﺘﺪﺭﺝ ﺃﻥ‬ ‫‪<Ùçu<l^¿uøÚ‬‬ ‫ﺗﺄﻛﻴﺪ ﺍﳊﻔﻆ ﻭﺍﻟﻔﻬﻢ ﰲ ﺍﳌﻨﺰﻝ‬ ‫]‪:íéֈ߹]<l^fq]çÖ‬‬ ‫ﺗﺴﺘﻐﺮﻕ ﺍﻟﺴﻮﺭﺓ ﺃﻛﺜﺮ ﻣﻦ ﺣﺼﺔ‬ ‫]¤‪: íŞ‬‬
  11. 11. Lesson Plan Listening: Telephone Conversation Date: August 1, 2002 Grade Level: Vocational Education, Adult/Continuing Education Subject(s): 1. Foreign Language/English Second Language 2. Vocational Education/Business Duration: 50 minutes Description: Students use telephone conversation as an listening/speaking activity to practice conversation. This lesson was originally used as part of a Business English Conversation class (Intermediate ESL/EFL). Goals: 1 To improve students' listening skills. 1. students skills 2. To practice telephone conversations and greetings. Objectives: 1. Students ill be bl to identify i job titles d in 1 St d t will b able t id tif various j b titl used i companies. i 2. Students will be able to respond to questions asked in mock telephone conversations. Materials: 1. prepared note cards containing different job titles found in a company (i.e. president, general manager, CEO, sales manager, secretary, accountant, assistant, vice-financial manager, etc.) 2. tape recorders with blank tapes
  12. 12. Procedure: Warm-up/Review: (10 minutes) Students are currently learning new vocabulary about job titles and departments within companies. During this period, students will practice identifying the job titles through listening. First, h t d t the t d f the job titles d k them to describe the job titles. For id tif i th j b titl th h li t i Fi t show students th note cards of th j b titl and ask th t d ib th j b titl F example, show them sales manager and ask, quot;What department does he work for?quot; Students will reply, quot;The sales and marketing department.quot; Then ask, quot;What does he do?quot; The students will reply, quot;Sell goods/company products to the market/customers.quot; This serves as a check to see if students know the new vocabulary. Pre-activity: (15 minutes) P tivit i t ) Pass out note cards to each student; everyone should have a job title. Then demonstrate the telephone conversation practice (of course, the opening/ending greetings of telephone conversation should be mentioned.) First say, quot;Hello, this is Kimberly from ABC Inc. May I speak to the general manager, please?quot; Then the student who has the job title general manager will stand up and answer, quot;Yes, this is general manager Tom speaking. May I help you?quot; Check to make sure all students know their job titles and practice simple conversation for greetings. ti Listening Activity: (20 minutes) Continue to call on students as during the pre-activity, but this time add more message information, such as checking the date/place for the meeting, giving a telephone number, an invitation for dinner, etc. Students should be able to get the message accurately and then repeat/reconfirm the message to the teacher to check for understanding If students don't understand or feel unclear they can response teacher—to understanding. unclear, response, quot;Pardon me?quot; or quot;Can you repeat again more slowly?quot; During the conversation, the teacher should also note if students are using the polite form of conversation. Conclusion/Assignment: (5 minutes) The teacher can give students some suggestions and comments based on the outcomes of the listening activities activities. Assessment: Ask students to find a partner. Assign the task of designing their own telephone conversation. Students should use a tape recorder to record their conversation Students should bring the recordings to the next class so that they can be used for whole class listening practice Ideas conversation. practice. for listening practice: 1. Call General Manager: to set up the time for Monday’s meeting. 2. Call Secretary: to cancel the conference for tomorrow afternoon. 3. Call Security Guard: to reserve four visitors' p y parking spots for next Wednesday, 9:00 a.m. g p y, 4. Call Marketing Manager: to change the time schedule for presenting the proposal in Nissan Inc. 5. Call President’s Assistant: to give the president his wife's new cellular phone number and ask him to return her call.
  13. 13. • Nama Sekolah & Guru • Nama Mata pelajaran • Darjah / Tingkatan • Bilangan Murid • Tarikh / Hari / Masa & Tempoh Pengajaran • Tajuk l T k Pelajaran • Objektif Umum j • Objektif Khusus: 3 jenis: i. Kognitif (analisa intelektual & sintesis pengetahuan ) ii. Afektif (sikap emosi & penghargaan) ), (sikap, penghargaan), iii. Psikomotor (kemahiran fizikal, aplikasi & manipulatif)
  14. 14. • Pendahuluan: -ingat & kaitan pelajaran lepas, menarik minat bentuk soalan, isu semasa lepas soalan • Penyampaian Kandungan: dengar, lihat, faham • Alat / Bahan Bantu Mengajar • PeniIaian / Evaluasi : Pemeriksaan hasil belajar, j pengajuan soalan • Penutup / Kesimpulan • Kerja Lanjutan / Tugasan
  15. 15. RANCANGAN MENGAJAR HARIAN • Nama guru: Hj Muhd Danil bin Hj Duraman • Hari / Tarikh: Selasa / 6hb Jun 2006M – 9 Jamadilawal 1427H • Darjah: 2 Anggerik • Masa: 9:00 – 10:00 pagi • Bilangan Murid: 16 orang • Mata pelajaran: Ibadat • Tajuk: Menghalusi lakonan perbuatan sembahyang • Sub tajuk: 1) Mengangkat takbir 2) Berdiri betul 3) Ruku’ j g g 4) I’tidal 5) Sujud 6) Duduk antara dua sujud 7) Duduk tahiyat awal 8) Duduk tahiyat akhir 9) Memberi salam M b i l • Objektif Am: Semua murid mengetahui perbuatan-perbuatan sembahyang
  16. 16. • Objektif Khas: Di akhir pengajaran, murid-murid akan dapat: 1) Mengetahui setiap perbuatan-perbuatan sembahyang. M t h i ti b t b t bh 2) Melakonkan perbuatan sembahyang. 3) Menyatakan perbuatan secara tertib. • Pengetahuan sedia ada: Murid-murid mengetahui tentang bagaimana cara mendirikan sembahyang • Alat bantu mengajar: 1) Kad bergambar gj ) g 2) Tikar sembahyang 3) Kalendar waktu sembahyang • Nilai-nilai murni: Mendirikan sembahyang dengan sempurna • Kaedah: 1) Tunjuk ajar 2) Seluruh kelas 3) Lakonan • Bahan rujukan: Buku teks “ Mari belajar sembahyang “
  17. 17. LANGKAH- LANGKAH PENGAJARAN LANGKAH/ ISI PELAJARAN AKTIVITI-AKTIVITI ALAT BANTU MASA DAN PEMBELAJARAN MENGAJAR 1 Membaca doa sebelum memulakan Murid murid Murid-murid membaca doa - Pendahuluan pembelajaran beramai-ramai 2 min Guru menerangkan pengertian Papan putih 2 Penerangan ringkas tentang sholat sholat, hukum sholat fardhu, Gambar-gambar Set induksi waktu sholat fardhu, rakaat-rakaat p perbuatan dan perbuatan-perbuatannya. sembahyang 3 min 3 Pengetahuan murid tentang Guru bertanya kepada murid, Soal jawab sembahyang fardhu dan perbuatan- waktu sholat fardhu, bilangan - 5 min perbuatannya rakaat dan perbuatannya
  18. 18. LANGKAH/ ISI PELAJARAN AKTIVITI-AKTIVITI ALAT BANTU MASA DAN PEMBELAJARAN MENGAJAR Perbuatan-perbuatan sholat 4 diantarnya: Mengangkat takbir Guru menerangkan perbuatan- - Gambar perbuatan- g Penerangan , , , Berdiri betul, I’tidal, ruku’, perbuatan sholat mengikut urutan perbuatan sholat Guru Sujud, duduk antara dua sujud, - pelekat 10 min Duduk tahiyat awal&akhir dan Memberi l M b i salam -Melakonkan perbuatan sholat 5 Mengangkat takbir g g - Guru membahagikan murid g Aktiviti Berdiri betul, I’tidal, ruku’, kepada beberapa kumpulan Murid Sujud, duduk antara dua sujud, - Murid-murid melakonkan Tikar sembahyang 20 min Duduk tahiyat awal&akhir dan p perbuatan-perbuatan sembahyang p y g secara berkumpulan Memberi salam 6 Memberikan bimbingan dan panduan Guru membetulkan kesalahan Pemulihan lanjutan tentang perbuatan sholat perbuatan sholat murid Kad bergambar dan Memberi peneguhan bagi murid Pengayaan gy yang baik di dalam lakonan 7 min
  19. 19. LANGKAH/ ISI PELAJARAN AKTIVITI AKTIVITI AKTIVITI-AKTIVITI ALAT BANTU MASA DAN PEMBELAJARAN MENGAJAR 7 Guru bertanya kepada murid Penilaian Soal jawab secara lisan tentang perbuatan sholat - 7 min secara tertib 8 Guru menerangkan semula Kesimpulan Rumusan pelajaran perbuatan-perbuatan sholat - 4 min kepada id k d murid 9 Penutup Doa selesai pembelajaran Murid-murid membaca doa - 2 min beramai ramai beramai-ramai
  20. 20. Assignment Within Wi hi 1000 – 1400 words ( d (around 7 pages without the d ih h cover page & bibliography), write an assignment on any two f the topics listed below: t of th t i li t d b l Sediakan Contoh Rancangan Mengajar untuk satu mata pelajaran Agama Islam Sistem Penilaian sebagai mekanisme mengukur tahap pencapaian objektif dan keberhasilan penyampaian Pengajaran & Pembelajaran. Bagaimana guru secara kreatif berperanan dalam pengurusan bilik darjah yang kondusif
  21. 21. 1. Strategi dan Pendekatan Ke arah Mengoptimumkan Metod Pengajaran A M dP Agama 2. SPN 21 dan Cabaran Teknologi Pendidikan Semasa 3. Bakat, Kemahiran dan Kreativiti Guru Memperkasa Prestasi Pengajaran dan Pembelajaran 4. Aplikasi ICT dalam Pengajaran dan Pembelajaran Agama 5. 5 Latihan dan Kursus Kaedah Pengajaran Menyokong Agenda Penambahbaikan Berterusan 6. Penggunaan T k l i P didik d l P j 6 P Teknologi Pendidikan dalam Pengajaran d dan Pembelajaran di Negara Brunei Darussalam

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