[2/13/2002 6:07:41 AM | rubi rubby]
Hello friend. How are you all????Today i would like to sdhare all my experience before, atand afterthe language camp in Sekolah Air Manis. We had a meeting on the suggestion for the place to be choose for langyuage camp. At first i wasnot really satisfied with the suggestion to Sekolah Air Manis in Kulai because I though it would be a long journey. But it wasn't. We the members in materials department have a short discussion to devide the groups for three different job. I have joint the group to do the banner.wetook about fourhour to finish designing the banner. It wastired , but we had a good time. On the 2nd February wewent to Sekolah Air Manis at around 7.oo a.m. I sat beside Mangala la, who else. What a nice journey. You guys want to know,this is the first time i went to Kulai .When we reach there all the students were waiting for us.we were given a room to put all out stuff. For the first activity, the students were asked to sing a song from the book that have been given to them., It seems that they really enjoy the activity. Then we have the group section where all the groups were given a name. my group is a sheep group "beheeebeeeheee" . On the first day, wehad alot of games. Really interesting, but tiring.At night we went to the room andhad abig rest. Beforewe sleep, weate maggie in my mug. Delicious.We chat together and sleep around 4 hours. The next day, we were dividedto ourown group. wehave to comeout with a song for our owngroup. Wein the sheep group as our moto " We AreThe Best" cameout with the song We Are The Besr the theme song.Afterthat we hada small drama presentationand our group have come out with the drama " I saw something alive in the kichen" . Faruizal and i had a difficult time to pratice the drama with the students . But at last they manbage to come out with an interesting and funny drama. I really enjoy the game. It's fun and interesting too. Although i feel tired, but i really enjoy it. Thanks Mr.G for organising this kind of camp.Thanks for allof you to make the camp more alive. date: 3:19 am - Tuesday,February 12,

from rubby
[email] [homepage]
3:25 am - Tuesday,February 12, 2002
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[2/13/2002 6:01:03 AM | rubi rubby]
RUBIAH BINTI RAMLI
800717-05-5312.
AP980392.
4 SPL



LITERATURE REVIEW.
GAME 1: GETTING TO KNOW OCCUPATION.

Get to know occupation game is used in the Communicative Approach. The students find them enjoyable and they are properly designed, they give students valuable communicative practice. Game is truly communicative, according to Morrow (in Johnson & Morrow, 1981). This game has the three features of communication: informational gap, choices and feedback. An informational gap existed when the members of the group did not know what his or her classmates were going to say by reading the description taken from the box. The volunteer from each group had a chance as to what she would predict and how she would predict it. Then they will get feedback in the form of response to the description given to them.
Besides that, the game that we have designed in game 1 is an interaction view of language underlying community language learning. It needs more interactions among the group members in order to get a correct answer from the description given to them. On other hand, the members of the group have to come out with a sentence to the description given to them. In order to be a winner in this game, the learners need an interaction between the learners .The interaction are unpredictable in content but typically are said to involve exchanges of effect. Learner’s exchanges deepen in intimacy, as the class becomes a community of learners. The desire to be part of this growing intimacy pushes learners to keep with the learning of their peers (Richard and Rogers, 1986; 116).
Furthermore, get to know occupation game is a learner-centered approach. A learner-centered approach in language instruction is founded on the concept that the learner is central in learning process. The learners play the games themselves and the teacher only plays a small part in the game. Learners learn primarily because of what they bring to their classroom experience in terms of their experiences, in terms of their perceived needs, motivations, past experiences leaning about occupation when they were in primary school, and interest. Learners have to play the game by throwing the dice and then move the counter forward. They have to take one of the cue cards given to them in the box and read the description of occupation that was written in the cue cards. Teachers, on other hand, are seen as facilitators, helpers, and resources (Campbell and Kryszewska 1992) with a decentralized role. Learner-centered approaches offer additional benefits for the classroom teacher including constant needs analysis, reduced prep time through the use of student-generated materials, peer-teaching and correcting, increased group solidarity, a decentralized teacher role, increased understanding of student concerns problems, learners-training benefits, and finally increased maturity and responsibility.
There are a lot of group works. It encourages collaborative learning in the classroom. In the game get to know occupation, the students have to read out the description and then run to their group and discuss the answers and come out with a sentence. Using group work as one of the teaching techniques has helped the students gain confidence in their ability and encourage the weaker students to participate in this game.
























Lesson plan

Form: 2 Anggerik. Attendance: 29
Title: Getting to know occupation. Venue: 2 Anggerik.
Time: 17th January 2002.

Objective (s):
At the end of the lesson, students should be able to:
1. Produce a correct answer to the description chosen with the correct sentence.
2. Identify different kinds of occupation and able to describe it.

Teaching Aids:
1. Mahjong paper
2. Manila card
3. Dice
4. Counter
5. White board.

Prior knowledge.
Students have learnt different kinds of occupations when they were in Form 1.

Content:
There are some questions that can be used to ask for description on occupation:-
1. Where do you work?
2. What do you do?
3. When do you start work?
4. What time do you finish work?
5. How do you find the work?
6. What do you wear?

Implementation.
Set induction:
1. Teacher shows the students several pictures of occupations.
2. Teacher asks the students to guess the occupation mentioned by the teacher.
3. Teacher lists down all the suggestions by the students.
4. Teacher introduces the topic of the lesson.

Delivery:
1. Teacher asks the students to work in pairs.
2. One of the students from each group has to imagine an occupation and give a simple description to their partner.
3. While he or she gives description, the other member has o guess the answer.
4. This activity goes on until both of the students from each pair takes turn to give description and responses.
5. Students are asked to divide themselves into four groups.
6. Teacher pastes mahjong paper containing a revision game on occupation.
7. Students are asked to send one representative from each group to play the game for each time
8. Each group needs a counter and they have to take turn to move by throwing the dice
9. When the representative land on yellow colored square, he/she has to give answer to the description.
10. The person will be given 30 seconds to discuss with their group for providing the answer and produce a correct sentence using the occupation mentioned.
11. While the other groups will decide whether the answers is correct.
12. Teacher discusses the answer with the students.

Closing.
1. Teacher summarizes the lesson by asking the students to list down orally some of the examples of occupations that they have learnt.
2. Students are given homework to be submitted on the 18th January 2002.

Assignment.
Write a short description about the occupation that you have learnt today.






REFERENCES.

Journal for the teacher of English. English teaching Forum. Volume 37.
Kelly, A.V.1989.The Curriculum Theory and Practice. London: Paul Chapman
Publishing Ltd.
Nunan,D. 1988. The Learner Centered Curriculum. Australia: Cambridge University
Press.
Richards,J.C & Rodgers,T.S.1986. Approaches and Methods in Language Teaching.
Cambridge: Cambridge University Press.

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