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Lesson records t2 w2 even

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HSCS Term 2 Week 2.2012

HSCS Term 2 Week 2.2012

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  • 1. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012Term 2.2012 rie 2 t o 5 6 7 8 9 10WEEK TWO 0840- 1040- 1120- 1200- 1240- 1320- 1400-26 MARCH -30 MARCH 0920 1120 1200 1240 1320 1400 1440EVEN MON ENGLISH ENGLISH ENGLISH LITERATURE IN LITERATURE IN LITERATURE IN 26 MAR LANGUAGE LANGUAGE LANGUAGE ENGLISH ENGLISH ENGLISH 3N1 3N2 3N2 2E1 2N1 2N2 SCHOOL WIDE INTERNAL ORAL EXAMINATIONS - ENGLISH AND MOTHER TONGUE (As scheduled in S Calendar) REFLECTIONS ATTENDANCE: 1 ENGLISH LANGUAGE WITH 3N1 40/40 [A] Teacher conducted Housekeeping for the following purposes: For a class of 40, this was an extremely co-operative class. • Answer students’ questions on the subject matter There were be gaps in the way they came up with their • Organise their materials in their files and update the contents page respective reflections but it should be a good start to help • Checking of the students’ files them consciously think about their own learning journey with • Receiving feedback from students - AFL - Collecting Students Feedback on Learning me. SKILLS to learn S Students to look back and reflect systematically by jotting down what they have or have not learnt in Term 1. STRATEGIES to encourage learning S Teacher to provide a framework to help students recall the various lessons they have covered in Term 1. Desired ATTITUDES of Learners A To be able to focus on recalling , reflecting and putting together the gist of their thoughts with regard to the various topics they have covered in Term 1. Desired BEHAVIOUR of Learners B To be able to do a qualitative two-paragraph written feedback for submission to the English Language teacher at in Term 2 Week 3.Lessons planned and taught by Yeo Yam Hwee Page 1
  • 2. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012 REFLECTIONS ATTENDANCE: 3-4 ENGLISH LANGUAGE WITH 3N2 31/31 [A] Students took their Spelling test of 100 words: 3N2 took on the spelling test with trepidation but they managed to complete the task even though not as smoothly as 1 Spontaneous 34 Counterbalance 67 Initiative I had expected. The dictation was also greeted with apprehension even though I had reassured them that the short 2 A co-curricular activity 35 Description 68 Continually paragraph would be read and reread by me several times at a 3 A scintillating 36 Exposition 69 Inquisitive slow speed. It was a good practice for the class and also a good performance feedback on the students ability to spell and to be able to 4 Listening attentively 37 Suspiciously 70 Precision seriously capture what the teacher was saying in class. I think 5 Persistent 38 Legislation 71 Conquest they had begun to realise the importance of listening and 6 Inspirational 39 Productivity 72 Investiture annotating - life skills which are crucial in the working world. 7 Impossible 40 Impeccable manners 73 Ceremonious 8 Interesting 41 Impersonate 74 Racial discrimination 9 Hospitable 42 An auspicious 75 Intoxication occasion 10 Incredible 43 Serious consequences 76 Implications 11 Unavoidably 44 Unstructured 77 Simultaneous 12 Advantage 45 Interview 78 Continuity 13 Amenities 46 Permissible 79 Simulation 14 An engaging discussion 47 Circumnavigation 80 Autistic 15 A nourishing meal 48 Racialism 81 Impatience 16 Apprenticeship 49 Ridiculous 82 Intervention 17 An inaugural 50 Prototype 83 Temptation performance 18 January 51 Gravitational 84 A disadvantageous situation 19 Reconciliation 52 Comparatively 85 Notoriety 20 February 53 Absolutely 86 Implementation 21 Master of Ceremony 54 Surgery 87 The weather is inclement. 22 Separated 55 Assembly 88 Desirable outcomes 23 A pungent aroma 56 Unforeseen 89 A rewarding experience circumstances 24 Reluctantly 57 Forefather 90 An explosive experiment 25 Eloquently 58 Judgement 91 IllogicalLessons planned and taught by Yeo Yam Hwee Page 2
  • 3. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012 26 Effectiveness 59 Photographic memory 92 Generational 27 Creatively 60 Contextual 93 Imagination 28 Surprisingly 61 Legitimate 94 Superseded by 29 Effusive 62 An occupational 95 Substitution hazard 30 Illegible handwriting 63 Obedience 96 Incomprehensible 31 Severe injuries 64 Generosity 97 Horrendous 32 Illegal immigrants 65 Humility 98 Replacement 33 Ignorance 66 Obtuse 99 Consumption 100 A tenacious spirit [B] Students listened to a short passage read aloud to them by the teacher and wrote down the passage as dictated several times. When I opened my eyes, the world looked slightly fractured, and it took a minute to realise that the sun had to be well up and the glasses fragmenting my vision. As I sat up and removed them, I heard a laugh somewhere near the lake and froze. The laugh was distorted, but the fact that it registered at all meant I had to be regaining my hearing. Yes, my right ear could hear again although it was still ringing. As for my left ear, well, at least the bleeding had stopped. I stood up and surveyed the situation around me. There was no motion at all. Absolute quiet all around me. It was both surreal and eerie. SKILLS to learn S To cultivate accuracy in listening To write with accuracy by taking down information from an aural source. STRATEGIES to encourage learning S To challenge the students by reading out to them words, phrases and expressions from different domains related to their current subjects. Desired ATTITUDES of Learners A To be calm, confident and patient in managing given tasks on their own in a focused and purposeful manner. Desired BEHAVIOUR of Learners B To be able to work individually by accurately capturing what one hears and then correctly reproduce it in its written form.Lessons planned and taught by Yeo Yam Hwee Page 3
  • 4. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012 REFLECTIONS ATTENDANCE 6 LITERATURE IN ENGLISH WITH 2E1 40/40 [A] Text: Short Story by Leon Garfield – Merchant of Venice The students were late in returning to class but lesson was able Pages: 64-67 to proceed effectively owing to the co-operation extended to Teacher and students read together the selected pages with the following foci: me by the students. [1] helping the students image and think about the 16th Century Venetian understanding of the racial and religious conflicts / clashes – self-righteousness [2] directing students to examine the plight Shylock had to experienced [3] generating interest by vocalising the speech delivered by Shylock in pages 65-66 of the textbook [4] screening a short video clip - from the "The Making of The Merchant of Venice" motion picture starring Al Pacino and Jeremy Irons SKILLS to learn S To think about how to study a character and write about him or her in the context of the story. STRATEGIES to encourage learning S Using the famous "speech on racism - Had the Jews no eyes" by Shylock to kick start Character Studies to generate interest and sense of relevance of the story to the modern human condition. Desired ATTITUDES of Learners A To be reflective and be eager to want to understand the story via paying close attention to the three selected foci - Shylock, Antonio and Portia. Desired BEHAVIOUR of Learners B To be able to ask relevant questions with regard to the teachers dramatic interpretation based on the part of the story //Also to annotate (note-taking and making) REFLECTIONS ATTENDANCE: 7 LITERATURE IN ENGLISH WITH 2N1 Although I have repeatedly told them that they would be 43/43 [A]Housekeeping Matters examined on the three short stories in the forthcoming MYE [1] Teacher returned students the following assessment scripts: The Teacher / Adeline Ng Ai 2012 and even issued a written information sheet to state the Choo/Monster case, there are still students who seem to be unsure. I shall do so again and again to remind them. [2] Teacher reminded the students again that these three short stories would be examined during the MYE2012 Literature Examinations. [3] Teacher informed students that additional notes and handouts would be issued later to help them with the understanding of the texts and also on how to attempt the Literature questions. SKILLS to learn S To organise scripts and notes issued to them in a proper manner in their Literature files. STRATEGIES to encourage learning S Notes with finer details were issued to find the students fill any gaps in their learning while at the same time, help them to listen better to the teacher during lesson time.Lessons planned and taught by Yeo Yam Hwee Page 4
  • 5. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012 Desired ATTITUDES of Learners A To make a conscientious effort to listen attentively in class. Desired BEHAVIOUR of Learners B To make a conscientious effort to listen and make notes on the notes issued by the teacher. REFLECTIONS ATTENDANCE: 8 LITERATURE IN ENGLISH WITH 2N2 40/42 A]Housekeeping Matters This has always been ironically, a far better class. It is very [1] Teacher returned students the following assessment scripts: The Teacher / Adeline Ng Ai Choo/Monster teachable and the students are fully aware that the three short Absentees: [2] Teacher reminded the students again that these three short stories would be examined during the MYE2012 stories will be tested in the MYE2012. Sherwyn Literature Examinations. Artika [3] Teacher informed students that additional notes and handouts would be issued later to help them with the understanding of the texts and also on how to attempt the Literature questions. SKILLS to learn S To organise scripts and notes issued to them in a proper manner in their Literature files. STRATEGIES to encourage learning S Notes with finer details were issued to find the students fill any gaps in their learning while at the same time, help them to listen better to the teacher during lesson time. Desired ATTITUDES of Learners A To make a conscientious effort to listen attentively in class. Desired BEHAVIOUR of Learners B To make a conscientious effort to listen and make notes on the notes issued by the teacher.Lessons planned and taught by Yeo Yam Hwee Page 5
  • 6. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012 TUES 1 2 3 4 5 6 7 8 9 10 27 MAR 0800- 0840- 0920- 1000- 1040- 1120- 1200- 1240- 1320- 1400- 0840 0920 1000 1040 1120 1200 1240 1320 1400 1440 ENGLISH ENGLISH ENGLISH LITERATURE IN LITERATURE IN LITERATURE IN LANGUAGE LANGUAGE LANGUAGE ENGLISH ENGLISH ENGLISH 3N1 3N1 3N2 2E1 2E2 2N2 SCHOOL WIDE INTERNAL ORAL EXAMINATIONS - ENGLISH AND MOTHER TONGUES REFLECTIONS ATTENDANCE: 1-2 ENGLISH LANGUAGE WITH 3N1 39/40 Housekeeping Matters and Reading Progress Assessments – Short Stories This was an important reading assessment for speed and [a] Students read three short stories. Each time when they were done with the reading, they worked on the accuracy as the class prepared for the MYE2012. Absentees: accompanying assessment worksheet to the story under timed condition. Yao Da [b] After the first story, the students moved on to the next, till they completed the last one. The stories were: [1] Grasshoppers (Oh Thiam Chin) [2] The Handover (Yong Shu Hoong) [3] The Stars (S. Rajaratnam) SKILLS to learn S Be able to tell the noticeable difference between blind reading and guided reading (knowing what the questions in the assessment worksheets are asking one to look out for). Be able to response accurately under timed condition. Be able to use the approach practised in class at home when working on improving one’s reading ability. STRATEGIES to encourage learning S Use of short stories to encourage students to read. Use of TRUE or FALSE questioning technique to entice students to reach out for accuracy in reading, comprehension and interpretation. Desired ATTITUDES of Learners A Humility, self-confidence and willing to work under time- conditioned pressure. Desired BEHAVIOUR of Learners B Work with focus to complete given reading tasks.Lessons planned and taught by Yeo Yam Hwee Page 6
  • 7. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012 REFLECTIONS ATTENDANCE: 3 ENGLISH LANGUAGE WITH 3N2 31/31 Housekeeping Matters and Reading Progress Assessments – Short Stories This was an important reading assessment for speed and [a] Teacher gathered AFL - students feedback on learning and teaching of English Language with a survey form. accuracy as the class prepared for the MYE2012. [b] Students read a short story by Oh Thiam Chin entitled “Grasshoppers”. When they were done with the reading, they worked on the accompanying assessment worksheet to the story under timed condition. SKILLS to learn S Be able to tell the noticeable difference between blind reading and guided reading (knowing what the questions in the assessment worksheets are asking one to look out for). Be able to response accurately under timed condition. Be able to use the approach practised in class at home when working on improving one’s reading ability. STRATEGIES to encourage learning S Use of short stories to encourage students to read. Use of TRUE or FALSE questioning technique to entice students to reach out for accuracy in reading, comprehension and interpretation. Desired ATTITUDES of Learners A Humility, self-confidence and willing to work under time- conditioned pressure. Desired BEHAVIOUR of Learners B Work with focus to complete given reading tasks. REFLECTIONS ATTENDANCE: 5 LITERATURE IN ENGLISH WITH 2E1 40/40 Focus: Short Story-Merchant of Venice The students were on track to tackle the forthcoming test in Characterisation Studies - Shylock Term 2 Week 4 on the Merchant of Venice. Textbook Reference: Pages 64 - 67 [1] Teacher introduced the Character Studies Grid - Physical Qualities / Mental Qualities / Moral Qualities and Social Qualities to help students better understand the character of Shylock. [2] Teacher also explained to them the need to examine a character by thinking about his or her relationships with other characters in the story. SKILLS to learn S To read the lines concerning the target character in the story and annotate those lines and then to write critically about the target character by thinking of him or her as a person and his or her relationship with others in the story. STRATEGIES to encourage learning S Dramatisation by the teacher in class to entice the students to listen up and appreciate the importance any particular character brings to the story.Lessons planned and taught by Yeo Yam Hwee Page 7
  • 8. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012 Desired ATTITUDES of Learners A Careful attention given to the reading and to pay particular attention to the target characters lines in the story. Desired BEHAVIOUR of Learners B Annotating and learning to write about the target character by studying the character and his or her relationships with others in the story. REFLECTIONS ATTENDANCE: 6 LITERATURE IN ENGLISH WITH 2E2 38/39 Focus: Short Story-Merchant of Venice The students were on track to tackle the forthcoming test in Characterisation Studies - Shylock (Part 1) Term 2 Week 4 on the Merchant of Venice. Absentees: Textbook Reference: Pages 64 - 67 Isaiah [1] Teacher introduced the Character Studies Grid - Physical Qualities / Mental Qualities / Moral Qualities and Social Qualities to help students better understand the character of Shylock. [2] Teacher also explained to them the need to examine a character by thinking about his or her relationships with other characters in the story. SKILLS to learn S To read the lines concerning the target character in the story and annotate those lines and then to write critically about the target character by thinking of him or her as a person and his or her relationship with others in the story. STRATEGIES to encourage learning S Dramatisation by the teacher in class to entice the students to listen up and appreciate the importance any particular character brings to the story. Desired ATTITUDES of Learners A Careful attention given to the reading and to pay particular attention to the target characters lines in the story. Desired BEHAVIOUR of Learners B Annotating and learning to write about the target character by studying the character and his or her relationships with others in the story. REFLECTIONS ATTENDANCE: 8 LITERATURE IN ENGLISH WITH 2N2 39/42 Focus: What is IRONY? I am very happy to report that the class responded very [1] Teacher used the Thai Language Motion Picture "Beautiful Wonderful Perfect" to help students understand positively to the motion picture. They might not be able to get Absentees: the meaning of IRONY. The rationale for using this motion picture over others was chiefly because it was a very all the ironic moments in the clip but they thoroughly Mani comprehensible film which clearly illustrated to the students the meaning of "IRONY" in a realistic setting understood the message it carries. ArtikaLessons planned and taught by Yeo Yam Hwee Page 8
  • 9. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012 concerning parents and their children and their relationships with others. Kym tin SKILLS to learn S Spot an ironic situation and write about it to explain it. STRATEGIES to encourage learning S Motion picture which carries a social issues but delivers it in a light- hearted tone to entice the students. Desired ATTITUDES of Learners A Pay close attention to the motion picture. Desired BEHAVIOUR of Learners B Respond to the teachers question with regard to irony or ironic situations in a story. WED 1 2 3 4 5 6 7 8 9 10 28 MAR 0730- 0840- 0920- 1000- 1040- 1120- 1200- 1240- 1320- 1400- 0830 0920 1000 1040 1120 1200 1240 1320 1400 1440 STAFF UPPER UPPER ENGLISH ENGLISH CONTACT TIME SECONDARY SECONDARY LANGUAGE LANGUAGE ASSEMBLY ASSEMBLY 3N2 3N2 SCHOOL WIDE INTERNAL ORAL EXAMINATIONS - ENGLISH AND MOTHER TONGUE SPEECH DAY - COMBINED REHEARSAL REFLECTIONS ATTENDANCE: 6-7 UPPER SECONDARY ASSEMBLY Nothing in particular 31/31Lessons planned and taught by Yeo Yam Hwee Page 9
  • 10. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012 REFLECTIONS ATTENDANCE: 8-9 ENGLISH LANGUAGE WITH 3N2 27/31 [a] Students read two other short stories. Each time when they were done with the reading, they worked on the It was an important time-conditioned practice to alert the students accompanying assessment worksheet to the story under timed condition. to the need to be mindful of the passage of time during Absentees: [b] After the first story, the students moved on to the next. examinations. Brandon Ang Grabriel Lim The stories were: Marcus Oh [2] The Handover (Yong Shu Hoong) Hamkah [3] The Stars (S. Rajaratnam) SKILLS to learn S Be able to tell the noticeable difference between blind reading and guided reading (knowing what the questions in the assessment worksheets are asking one to look out for). Be able to response accurately under timed condition. Be able to use the approach practised in class at home when working on improving one’s reading ability. STRATEGIES to encourage learning S Use of short stories to encourage students to read. Use of TRUE or FALSE questioning technique to entice students to reach out for accuracy in reading, comprehension and interpretation. Desired ATTITUDES of Learners A Humility, self-confidence and willing to work under time-conditioned pressure. Desired BEHAVIOUR of Learners B Work with focus to complete given reading tasks.Lessons planned and taught by Yeo Yam Hwee Page 10
  • 11. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012 THURS 1 2 3 4 5 6 7 8 9 10 29 MAR 0800- 0840- 0920- 1000- 1040- 1120- 1200- 1240- 1320- 1400-1440 0840 0920 1000 1040 1120 1200 1240 1320 1400 ENGLISH LEAVES ENGLISH LITERATURE IN LANGUAGE LANGUAGE ENGLISH 3N2 3N2 3N1 2E2 SCHOOL WIDE INTERNAL ORAL EXAMINATIONS - ENGLISH AND MOTHER TONGUE REFLECTIONS ATTENDANCE: 1 ENGLISH LANGUAGE WITH 3N2 31/31 1190/01 Section C: Continuous Writing This is an important revision lesson on Expository Essay Writing. Focus: Exposition/Expository Essay Writing Type: Argumentation SKILLS to learn S Understand and appreciate the functions / form of exposition/expository essay writing STRATEGIES to encourage learning S A series of expository writing related handouts and notes written by Yeo Yam Hwee has been issued to the students for home revision and further reading in preparation for the MYE2012. Desired ATTITUDES of Learners A Pay close attention in class Desired BEHAVIOUR of Learners B Understand and ask questions with regard to the learning points on expository writing covered REFLECTIONS ATTENDANCE: 2 LEAVES WITH 3N2 31/31 [1] Teacher used a video clip from a Thai Language motion picture (with English subtitles) - Beautiful Wonderful It was important for me, as form teacher of 3N2 to curb bullying Perfect to illustrate the need for the students in the class to show acceptance, compassion, love and concern to tendencies in some of my students. others who are less fortunate than them. SKILLS to learn S To show care and concern for others who are less fortunate by giving our love and attention. STRATEGIES to encourage learning S The use of ironic situations in the motion picture - the contrast between the ugly actions of the so-called "normal" people versus theLessons planned and taught by Yeo Yam Hwee Page 11
  • 12. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012 kind and considerate actions of the so-called "people with learning disabilities". Desired ATTITUDES of Learners A To pay attention to the message carried by the motion picture. Desired BEHAVIOUR of Learners B To respond positively to the teachers appeal for all in the class to be discreet and considerate to each and every one of us in 3N2 and beyond. REFLECTIONS ATTENDANCE: 3 ENGLISH LANGUAGE WITH 3N1 39/40 1190/01 Section C: Continuous Writing Focus: Exposition/Expository Essay Writing This is an important revision lesson on Expository Essay Writing. Absentee: Type: Argumentation Ilma SKILLS to learn S Understand and appreciate the functions / form of exposition/expository essay writing STRATEGIES to encourage learning S A series of expository writing related handouts and notes written by Yeo Yam Hwee has been issued to the students for home revision and further reading in preparation for the MYE2012. Desired ATTITUDES of Learners A Pay close attention in class Desired BEHAVIOUR of Learners B Understand and ask questions with regard to the learning points on expository writing covered REFLECTIONS ATTENDANCE: 6 LITERATURE IN ENGLISH WITH 2E2 37/39 Focus: Short Story-Merchant of Venice The class is on track in their preparations for the forthcoming test Characterisation Studies - Shylock [Part 2] on Merchant of Venice. Absentees: Textbook Reference: Pages 64 - 67 Isaiah [1] Teacher introduced the Character Studies Grid - Physical Qualities / Mental Qualities / Moral Qualities and Hao Nan Social Qualities to help students better understand the character of Shylock. [2] Teacher also explained to them the need to examine a character by thinking about his or her relationships with other characters in the story. SKILLS to learn S To read the lines concerning the target character in the story and annotate those lines and then to write critically about the targetLessons planned and taught by Yeo Yam Hwee Page 12
  • 13. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012 character by thinking of him or her as a person and his or her relationship with others in the story. STRATEGIES to encourage learning S Dramatisation by the teacher in class to entice the students to listen up and appreciate the importance any particular character brings to the story. Desired ATTITUDES of Learners A Careful attention given to the reading and to pay particular attention to the target characters lines in the story. Desired BEHAVIOUR of Learners B Annotating and learning to write about the target character by studying the character and his or her relationships with others in the story. FRI 1 2 3 4 5 6 7 8 9 10 30 MAR 0800- 0840- 0920- 1000- 1040- 1120- 1200- 1240- 1320- 1400- 0840 0920 1000 1040 1120 1200 1240 1320 1400 1440 LITERATURE IN LITERATURE IN FORM TEACHER ENGLISH ENGLISH CONTACT TIME 2N2 2N1 3N2 SCHOOL WIDE INTERNAL ORAL EXAMINTIONS - ENGLISH AND MOTHER TONGUE REFLECTIONS ATTENDANCE: 2 LITERATURE IN ENGLISH WITH 2N2 41/42 Focus: Short Story - The Teacher by Catherine Lim This was an important lesson. I was glad the class was [1] Teacher went through the passage to help the students understand the story better. paying attention. Absentee: [2] Students asked questions in which the teacher tried to answer. Ilma [3] Teacher went through the learning points of the story. [4] Teacher highlighted the ironic situations found in the story. SKILLS to learn S To conduct careful reading of the text and also learn how to read between the lines - understanding and appreciating the hidden meanings. STRATEGIES to encourage learning S Notes and handouts detailing finer points to help students make notes when they do revision at home on their own. Desired ATTITUDES of Learners A Pay close attention in class. Desired BEHAVIOUR of Learners B Respond to the teachers questions in class and ask the teacher questions concerning the text.Lessons planned and taught by Yeo Yam Hwee Page 13
  • 14. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012 REFLECTIONS ATTENDANCE: 6 LITERATURE IN ENGLISH WITH 2N1 43/43 Focus: What is IRONY? I had expected them to pay close attention to the motion [1] Teacher used the Thai Language Motion Picture "Beautiful Wonderful Perfect" to help students understand the picture and I was right. meaning of IRONY. The rationale for using this motion picture over others was chiefly because it was a very comprehensible film which clearly illustrated to the students the meaning of "IRONY" in a realistic setting concerning parents and their children and their relationships with others. SKILLS to learn S Spot an ironic situation and write about it to explain it. STRATEGIES to encourage learning S Motion picture which carries a social issues but delivers it in a light- hearted tone to entice the students. Desired ATTITUDES of Learners A Pay close attention to the motion picture. Desired BEHAVIOUR of Learners B Respond to the teachers question with regard to irony or ironic situations in a story. REFLECTIONS ATTENDANCE: 7 FROM TEACHER CONTACT TIME WITH 3N2 31/31 [a] Together with my other form teacher, Mr. Fauzan, we conducted Nothing in particular. [1]Housekeeping Matters and [2 One-to-One Interviews SKILLS to learn S STRATEGIES to encourage learning S Desired ATTITUDES of Learners A Desired BEHAVIOUR of Learners BLessons planned and taught by Yeo Yam Hwee Page 14
  • 15. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012Lessons planned and taught by Yeo Yam Hwee Page 15
  • 16. LESSON RECORDS of YEO YAM HWEE - English & Literature in English T2W2.2012Lessons planned and taught by Yeo Yam Hwee Page 16