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

2. Proses Pembelajaran
Pengajaran
Pengajaran
gj Pembelajaran
Pembelajaran
j

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. 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. 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. 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. Kenapa RM Penting ?
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8. Semester
Mingguan
Mi
Harian

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. ‫]‪<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. 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. 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. • 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. • 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

18. 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

19. • 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 “

20. 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

21. 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

22. 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

23. 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

24. 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