ELEARNING
http://elearning.utm.my
username=your matrix number (example: AH1345678)
password=the first 8 digit of your IC number example: (19807676)
Monday, February 25, 2002
Wednesday, February 20, 2002
The Contributions of My Game to the Classroom Learning.
The “ What’s In A Word” game promotes sense of alertness and creativity
among students . This game can also make students more aware of various words
in Standard British English , where while playing the game , they will discover
many new words out of shared knowledge with their friends who might come out
with words that they have never heard of before . Simultaneously , it is by nature
that children , especially , have a very high curiosity level and high sense of
winning that whenever they came across words that they don’t know the
meaning , they will eventually ask either their teacher or knowledgeable adults or
even look it up in a dictionary to prove its existence . By luck , these new words
will be in their minds forever and they might even be able to make use of it .
Therefore , this game will enhance the student’s vocabulary competence .
Since this game also introduces many long –spelling starter words that might not
seldom come across the student’s everyday speech and required them to find its
meaning and build a sentence to show that they understand its meaning and
usage , this game , if not much , will nevertheless adds more vocabulary and its
application to the students . Since this game has a very high sustainability level ,
the students may play it anywhere with just anyone at everywhere . What’s more ,
this game can be played by all level of learners , be it the beginners or the
advanced students , and even adults . The only thing that needs to be changed to
comply with each level is its rules .
This game was created using the combination of two learning theories
namely the Experiential Learning and Multiple Intelligences . When the students use
the words that they had came out with and able to understand it from their
previous game , it is making use of the Experiential Learning Theory . This game
also enhances the linguistic Intelligence as contained in the seven elements of
Multiple Intelligences .
However , teachers applying this game in their classroom lesson must be
able to modify its rules wisely to suit their student’s level as it has proved that
game could be too hard for students with low level of English proficiency as
tested during the Language Camp in SK Air Manis previously . ( Using
“Wordstem” which is almost similar to this game.) .
The “ What’s In A Word” game promotes sense of alertness and creativity
among students . This game can also make students more aware of various words
in Standard British English , where while playing the game , they will discover
many new words out of shared knowledge with their friends who might come out
with words that they have never heard of before . Simultaneously , it is by nature
that children , especially , have a very high curiosity level and high sense of
winning that whenever they came across words that they don’t know the
meaning , they will eventually ask either their teacher or knowledgeable adults or
even look it up in a dictionary to prove its existence . By luck , these new words
will be in their minds forever and they might even be able to make use of it .
Therefore , this game will enhance the student’s vocabulary competence .
Since this game also introduces many long –spelling starter words that might not
seldom come across the student’s everyday speech and required them to find its
meaning and build a sentence to show that they understand its meaning and
usage , this game , if not much , will nevertheless adds more vocabulary and its
application to the students . Since this game has a very high sustainability level ,
the students may play it anywhere with just anyone at everywhere . What’s more ,
this game can be played by all level of learners , be it the beginners or the
advanced students , and even adults . The only thing that needs to be changed to
comply with each level is its rules .
This game was created using the combination of two learning theories
namely the Experiential Learning and Multiple Intelligences . When the students use
the words that they had came out with and able to understand it from their
previous game , it is making use of the Experiential Learning Theory . This game
also enhances the linguistic Intelligence as contained in the seven elements of
Multiple Intelligences .
However , teachers applying this game in their classroom lesson must be
able to modify its rules wisely to suit their student’s level as it has proved that
game could be too hard for students with low level of English proficiency as
tested during the Language Camp in SK Air Manis previously . ( Using
“Wordstem” which is almost similar to this game.) .
Tuesday, February 19, 2002
1.0) Introduction
1.1) What is language game?
A language game is come from two words that are language and games. Referring to Oxford Dictionary, Language is the system of sounds and words used by humans to express their thoughts and feelings. However, game is a form of competitive play or sport with rules. Therefore, language game is one of the competitive play in order to learn a language.
2.0) The rules of the game
Teacher will divides students into two teams and arranges them to sit facing each other. Both groups have to toss the coin first to take a turn. The group who gets the turn will throw the bag. At the same time, music will be played when the games starts. Once music stop, students will stop throw the bag. A student who holds the bag must take the bag and run to the Checkpoint at the front and center of the class. At the same time, the other group starts counting 10 seconds. After that, a student will take out a piece of paper from the bag and categorized the word whether it is countable or uncountable noun. The correct answer will get 10 marks. Then, a student wills run to his/her group members. The same category will be listed by group member as many as they can. But the word should be start with the first alphabet ( e.g: Sugar; start with s from a piece of paper that the one categorized). 2 marks will be given for each and every word- considered as bonus mark. However, the words that cannot be categorized by the player will be opened to another group. The other group member will categorize it and they will get 5 marks but there is no word-list for bonus mark. Students who have already got a bag should not receive it twice unless after all students in the group get the bag. The winner is considered from the highest mark.
3.0) How did the language game implemented for game 1 might have enhanced language learning of your students?
3.1) Promote Collaborative learning.
The game that my friend and I implemented in class last time basically involved all students in class. Students are divided into 2 teams and they tend to work each other. The part that we can see students work together is when students have to list as many as they can a word that once categorized. (Example; Sugar-Uncountable nouns). They have to list with the same category and the word that they listed must be start with S. Students need to think the word as fast as possible. (While opposite group will count till 10). So, they need to cooperate and participate to each other in order to be a winner. This condition actually promotes students especially for shy &unmotivated students to work together with other students. During that time, unmotivated students would not think about themselves, however, they think about how to contribute mark to their group members or team.
3.2) Involve Active Physical Response
Active physical response was engaged in this game. This is because in this game, first, students are required to throw the bag to the opposite while the music opening. Moreover, once receive the bag (see the rules of the game) has to run to the checkpoint, open as fast as possible, and answer immediately. These involve active physical movement where it is one of thing that can reduce student’s unmotivated feeling. Besides that, students can easy remember when they play active roles. According to Richard and Rodgers, 1986, combined tracing activities, such as verbal rehearsal accompanied by motor activity, increase the probability of successful recall. The sentence can be concluded as:
VERBAL REHEARSAL + MOTOR ACTIVITY = SUCCESSFUL RECALL.
3.3) Reduce students’ Affective filter.
The lesson that we presented was considered as one type of language games. Whenever one talk about games, there is nothing to worried. When games apply in classroom, students will become motivated and relaxed. It happened because students’ affective filter goes down. According to Lightbown &Spada, 1993, Krashen theory tells that ‘Affects’ refers to such things as motivates, needs, attitudes, and emotional state. The filter will be ‘up’ or operating when the learners are stressed, self conscious, or unmotivated. However, it will be ‘down’ when the learners are relaxed and motivated. By learning a language using this game, students would be able to reduce their unmotivated feeling especially for students who are shy and have low confidence. By having game in this class, all students would feel comfortable and motivated or in Krashen;s terms called ‘lowered affective filter’. (insert music element)
3.4) Learn grammar implicitly.
In this game, it required students learn grammar implicitly rather than learn grammar explicitly. Students pick up the knowledge in unconscious way. In another term, students learn grammar in context without they knowing it. (Krashen, 1993). Learn grammar in explicit way will bring students to bore. They felt uncomfortable and unmotivated because the rule is somehow hard thing to follow. By having this game, students feel more comfortable and enjoyable. They do not even consent the grammar rules. It just a game and they deal fun from it.
3.5) Test students’ vocabularies and promote reading.
Vocabulary is an important thing for students in order to built a sentence. In this game students have to list out as many as thet can vocabularies in the same category and start with the same alphabet. Students need to have a lot of vocabularies in mind so that it will be easy for them to pick up the game. Thus, automatically, promote students read a lot in order to enrich words in their mind.
3.6) Promote fast thinking
This game basically promotes fast thinking. As I mentioned before, in one part of this game, students have to list out as many as they can, word that once categorized immediately-while the opposite group count till 10. Students have to think as fast as possible and required them to think spontaneously. They need to pick up the meaning of the word instead of think whether it is countable or uncountable noun. For example; while they-in group/team lists out the word sugar, salt, sauce, salad,- they have to take into account either the word is countable or uncountable nouns.
3.7) Mark-Reinforce students
Commonly, human will be more aggressive when they have something as reward. In this case, students are reinforcing by mark, In order to win or get highest mark, students tend to play active roles. Each student has to participate to each other to compete with opposite group. Competition will make students become more confident and active in participation. This is because; students feel that they have a responsible in the game. Both mark and competition reinforce students in learning a language.
3.8) Students centered
This game promotes students’ centered where by it need totally or more focus on students’ commitment and students’ participation. Teacher plays a role as an instructor who gives an instruction to students and just makes some material preparation. Students have to play, the roles. This condition allows less-teacher centered in class. So, students learn more by their own self rather than spoon feed by the teacher.
3.9) Sustainable
Basically, this game is a sustainable game in terms of it can be used in other lesson topic. Example, this game needs students to categorized whether the word is countable or uncountable nouns. Once, it can be applied in present tense/past tense. Moreover, it also can be applied in order to categorized nouns/verb or even name of country. This game test students’ to vocabularies. To produce many words, student must be knowledgeable.
4.0) Conclusion
As a conclusion, this kind of game basically is easy to play and it is knowledgeable. Students can play by their own selves within their peers. Instructor just introduced the game and they can go back home and play it.
1.1) What is language game?
A language game is come from two words that are language and games. Referring to Oxford Dictionary, Language is the system of sounds and words used by humans to express their thoughts and feelings. However, game is a form of competitive play or sport with rules. Therefore, language game is one of the competitive play in order to learn a language.
2.0) The rules of the game
Teacher will divides students into two teams and arranges them to sit facing each other. Both groups have to toss the coin first to take a turn. The group who gets the turn will throw the bag. At the same time, music will be played when the games starts. Once music stop, students will stop throw the bag. A student who holds the bag must take the bag and run to the Checkpoint at the front and center of the class. At the same time, the other group starts counting 10 seconds. After that, a student will take out a piece of paper from the bag and categorized the word whether it is countable or uncountable noun. The correct answer will get 10 marks. Then, a student wills run to his/her group members. The same category will be listed by group member as many as they can. But the word should be start with the first alphabet ( e.g: Sugar; start with s from a piece of paper that the one categorized). 2 marks will be given for each and every word- considered as bonus mark. However, the words that cannot be categorized by the player will be opened to another group. The other group member will categorize it and they will get 5 marks but there is no word-list for bonus mark. Students who have already got a bag should not receive it twice unless after all students in the group get the bag. The winner is considered from the highest mark.
3.0) How did the language game implemented for game 1 might have enhanced language learning of your students?
3.1) Promote Collaborative learning.
The game that my friend and I implemented in class last time basically involved all students in class. Students are divided into 2 teams and they tend to work each other. The part that we can see students work together is when students have to list as many as they can a word that once categorized. (Example; Sugar-Uncountable nouns). They have to list with the same category and the word that they listed must be start with S. Students need to think the word as fast as possible. (While opposite group will count till 10). So, they need to cooperate and participate to each other in order to be a winner. This condition actually promotes students especially for shy &unmotivated students to work together with other students. During that time, unmotivated students would not think about themselves, however, they think about how to contribute mark to their group members or team.
3.2) Involve Active Physical Response
Active physical response was engaged in this game. This is because in this game, first, students are required to throw the bag to the opposite while the music opening. Moreover, once receive the bag (see the rules of the game) has to run to the checkpoint, open as fast as possible, and answer immediately. These involve active physical movement where it is one of thing that can reduce student’s unmotivated feeling. Besides that, students can easy remember when they play active roles. According to Richard and Rodgers, 1986, combined tracing activities, such as verbal rehearsal accompanied by motor activity, increase the probability of successful recall. The sentence can be concluded as:
VERBAL REHEARSAL + MOTOR ACTIVITY = SUCCESSFUL RECALL.
3.3) Reduce students’ Affective filter.
The lesson that we presented was considered as one type of language games. Whenever one talk about games, there is nothing to worried. When games apply in classroom, students will become motivated and relaxed. It happened because students’ affective filter goes down. According to Lightbown &Spada, 1993, Krashen theory tells that ‘Affects’ refers to such things as motivates, needs, attitudes, and emotional state. The filter will be ‘up’ or operating when the learners are stressed, self conscious, or unmotivated. However, it will be ‘down’ when the learners are relaxed and motivated. By learning a language using this game, students would be able to reduce their unmotivated feeling especially for students who are shy and have low confidence. By having game in this class, all students would feel comfortable and motivated or in Krashen;s terms called ‘lowered affective filter’. (insert music element)
3.4) Learn grammar implicitly.
In this game, it required students learn grammar implicitly rather than learn grammar explicitly. Students pick up the knowledge in unconscious way. In another term, students learn grammar in context without they knowing it. (Krashen, 1993). Learn grammar in explicit way will bring students to bore. They felt uncomfortable and unmotivated because the rule is somehow hard thing to follow. By having this game, students feel more comfortable and enjoyable. They do not even consent the grammar rules. It just a game and they deal fun from it.
3.5) Test students’ vocabularies and promote reading.
Vocabulary is an important thing for students in order to built a sentence. In this game students have to list out as many as thet can vocabularies in the same category and start with the same alphabet. Students need to have a lot of vocabularies in mind so that it will be easy for them to pick up the game. Thus, automatically, promote students read a lot in order to enrich words in their mind.
3.6) Promote fast thinking
This game basically promotes fast thinking. As I mentioned before, in one part of this game, students have to list out as many as they can, word that once categorized immediately-while the opposite group count till 10. Students have to think as fast as possible and required them to think spontaneously. They need to pick up the meaning of the word instead of think whether it is countable or uncountable noun. For example; while they-in group/team lists out the word sugar, salt, sauce, salad,- they have to take into account either the word is countable or uncountable nouns.
3.7) Mark-Reinforce students
Commonly, human will be more aggressive when they have something as reward. In this case, students are reinforcing by mark, In order to win or get highest mark, students tend to play active roles. Each student has to participate to each other to compete with opposite group. Competition will make students become more confident and active in participation. This is because; students feel that they have a responsible in the game. Both mark and competition reinforce students in learning a language.
3.8) Students centered
This game promotes students’ centered where by it need totally or more focus on students’ commitment and students’ participation. Teacher plays a role as an instructor who gives an instruction to students and just makes some material preparation. Students have to play, the roles. This condition allows less-teacher centered in class. So, students learn more by their own self rather than spoon feed by the teacher.
3.9) Sustainable
Basically, this game is a sustainable game in terms of it can be used in other lesson topic. Example, this game needs students to categorized whether the word is countable or uncountable nouns. Once, it can be applied in present tense/past tense. Moreover, it also can be applied in order to categorized nouns/verb or even name of country. This game test students’ to vocabularies. To produce many words, student must be knowledgeable.
4.0) Conclusion
As a conclusion, this kind of game basically is easy to play and it is knowledgeable. Students can play by their own selves within their peers. Instructor just introduced the game and they can go back home and play it.
Monday, February 18, 2002
Here's your last lecture note. Read it. And I have a secret to tell you. Go to http://elearning.utm.my and try to log in.
username=your matrix number
password=the 8 digit of your IC number
You'll find another website of mine. It comes with more secret lecture notes for you to read. :)
What is collaborative learning?
Collaborative learning is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or create a product. According to Gerlach, "Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs."
There are many approaches to collaborative learning. A set of assumptions about the learning process (Smith and MacGregor, 1992) underlies them all:
Learning is an active process whereby students assimilate the information and relate this new knowledge to a framework of prior knowledge. Learning requires a challenge that opens the door for the learner to actively engage his/her peers, and to process and synthesize information rather than simply memorize and regurgitate it. Learners benefit when exposed to diverse viewpoints from people with varied backgrounds. Learning flourishes in a social environment where conversation between learners takes place. During this intellectual gymnastics, the learner creates a framework and meaning to the discourse. In the collaborative learning environment, the learners are challenged both socially and emotionally as they listen to different perspectives, and are required to articulate and defend their ideas. In so doing, the learners begin to create their own unique conceptual frameworks and not rely solely on an expert's or a text's framework. Thus, in a collaborative learning setting, learners have the opportunity to converse with peers, present and defend ideas, exchange diverse beliefs, question other conceptual frameworks, and be actively engaged. Collaborative learning processes can be incorporated into a typical 50-minute class in a variety of ways. Some require a thorough preparation, such as a long-term project, while others require less preparation, such as posing a question during lecture and asking students to discuss their ideas with their neighbors (see concept tests). As Smith and MacGregor state, "In collaborative classrooms, the lecturing/listening/note-taking process may not disappear entirely, but it lives alongside other processes that are based in students' discussion and active work with the course material." Regardless of the specific approach taken or how much of the ubiquitous lecture-based course is replaced, the goal is the same: to shift learning from a teacher-centered to a student-centered model.
--------------------------------------------------------------------------------
Cooper, J., and Robinson, P. (1998). "Small group instruction in science, mathematics, engineering, and technology." Journal of College Science Teaching 27:383.
Cooper, J., Prescott, S., Cook, L., Smith, L., Mueck, R., and Cuseo, J. (1990). Cooperative learning and college instruction: Effective use of student learning teams. California State University Foundation, Long Beach, CA.
Gerlach, J. M. (1994). "Is this collaboration?" In Bosworth, K. and Hamilton, S. J. (Eds.), Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning No. 59.
MacGregor, J. (1990). "Collaborative learning: Shared inquiry as a process of reform" In Svinicki, M. D. (Ed.), The changing face of college teaching, New Directions for Teaching and Learning No. 42.
Smith, B. L., and MacGregor, J. T. (1992). "What is collaborative learning?" In Goodsell, A. S., Maher, M. R., and Tinto, V. (Eds.), Collaborative Learning: A Sourcebook for Higher Education. National Center on Postsecondary Teaching, Learning, & Assessment, Syracuse University.
http://www.wcer.wisc.edu/nise/cl1/CL/moreinfo/MI2A.htm
username=your matrix number
password=the 8 digit of your IC number
You'll find another website of mine. It comes with more secret lecture notes for you to read. :)
What is collaborative learning?
Collaborative learning is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or create a product. According to Gerlach, "Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs."
There are many approaches to collaborative learning. A set of assumptions about the learning process (Smith and MacGregor, 1992) underlies them all:
Learning is an active process whereby students assimilate the information and relate this new knowledge to a framework of prior knowledge. Learning requires a challenge that opens the door for the learner to actively engage his/her peers, and to process and synthesize information rather than simply memorize and regurgitate it. Learners benefit when exposed to diverse viewpoints from people with varied backgrounds. Learning flourishes in a social environment where conversation between learners takes place. During this intellectual gymnastics, the learner creates a framework and meaning to the discourse. In the collaborative learning environment, the learners are challenged both socially and emotionally as they listen to different perspectives, and are required to articulate and defend their ideas. In so doing, the learners begin to create their own unique conceptual frameworks and not rely solely on an expert's or a text's framework. Thus, in a collaborative learning setting, learners have the opportunity to converse with peers, present and defend ideas, exchange diverse beliefs, question other conceptual frameworks, and be actively engaged. Collaborative learning processes can be incorporated into a typical 50-minute class in a variety of ways. Some require a thorough preparation, such as a long-term project, while others require less preparation, such as posing a question during lecture and asking students to discuss their ideas with their neighbors (see concept tests). As Smith and MacGregor state, "In collaborative classrooms, the lecturing/listening/note-taking process may not disappear entirely, but it lives alongside other processes that are based in students' discussion and active work with the course material." Regardless of the specific approach taken or how much of the ubiquitous lecture-based course is replaced, the goal is the same: to shift learning from a teacher-centered to a student-centered model.
--------------------------------------------------------------------------------
Cooper, J., and Robinson, P. (1998). "Small group instruction in science, mathematics, engineering, and technology." Journal of College Science Teaching 27:383.
Cooper, J., Prescott, S., Cook, L., Smith, L., Mueck, R., and Cuseo, J. (1990). Cooperative learning and college instruction: Effective use of student learning teams. California State University Foundation, Long Beach, CA.
Gerlach, J. M. (1994). "Is this collaboration?" In Bosworth, K. and Hamilton, S. J. (Eds.), Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning No. 59.
MacGregor, J. (1990). "Collaborative learning: Shared inquiry as a process of reform" In Svinicki, M. D. (Ed.), The changing face of college teaching, New Directions for Teaching and Learning No. 42.
Smith, B. L., and MacGregor, J. T. (1992). "What is collaborative learning?" In Goodsell, A. S., Maher, M. R., and Tinto, V. (Eds.), Collaborative Learning: A Sourcebook for Higher Education. National Center on Postsecondary Teaching, Learning, & Assessment, Syracuse University.
http://www.wcer.wisc.edu/nise/cl1/CL/moreinfo/MI2A.htm
Friday, February 15, 2002
hi everyone...gong xi fa cai to chinese buddies...:D
errr...i have something here with me...as i was surfing the net for esp materials...as usual, what u need is not what u get...this is about the various ways to praise ur students in future...:D i think i've learn the magic behind praises from my supervisior. it is especially useful for weak or lacked of confidence students.
99 WAYS TO SAY "VERY GOOD"
FOR THOSE DAYS WHEN YOU CAN’T THINK OF WHAT TO SAY
You’re on the right track now!
You’ve got it made.
SUPER!
That’s right!
That’s good.
You’re really working hard today.
You are very good at that.
That’s coming along nicely.
GOOD WORK!
I’m happy to see you working
like that.
That’s much, much better!
Exactly right.
I’m proud of the way you worked
today.
You’re doing that much better today.
You’ve just about got it.
That’s the best you’ve ever done.
You’re doing a good job.
THAT’S IT!
Now you’ve figured it out.
That’s quite an improvement.
GREAT!
I knew you could do it.
Congratulations!
Not bad.
Keep working on it.
You’re improving.
Now you have it!
You are learning fast.
Good for you!
Couldn’t have done it better myself.
Aren’t you proud of yourself?
One more time and you’ll have it.
You really make my job fun.
That’s the right way to do it.
You’re getting better every day.
You did it that time!
That’s not half bad.
Nice going.
You haven’t missed a thing!
WOW!
That’s the way!
Keep up the good work.
TERRIFIC!
Nothing can stop you now.
That’s the way to do it.
SENSATIONAL!
You’ve got your brain in gear today.
That’s better.
That was first class work.
EXCELLENT!
That’s the best ever.
You’ve just about mastered it.
PERFECT!
That’s better than ever.
Much better!
WONDERFUL!
You must have been practicing.
You did that very well.
FINE!
Nice going.
You’re really going to town.
OUTSTANDING!
FANTASTIC!
TREMENDOUS!
That’s how to handle that.
Now that’s what I call a fine job.
That’s great.
Right on!
You’re really improving.
You’re doing beautifully!
SUPERB!
Good remembering.
You’ve got that down pat.
You certainly did well today.
Keep it up!
Congratulations. You got it right!
You did a lot of work today.
Well look at you go.
That’s it.
I’m very proud of you.
MARVELOUS!
I like that.
Way to go!
Now you have the hang of it.
You’re doing fine!
Good thinking.
You are really learning a lot.
Good going.
I’ve never seen anyone do it better.
Keep on trying.
You outdid yourself today!
Good for you!
I think you’ve got it now.
That’s a good (boy/girl).
Good job, (person’s name).
You figured that out fast.
You remembered!
That’s really nice.
That kind of work makes me happy.
It’s such a pleasure to teach when you
work like that!
I think you’re doing the right thing.
errr...i have something here with me...as i was surfing the net for esp materials...as usual, what u need is not what u get...this is about the various ways to praise ur students in future...:D i think i've learn the magic behind praises from my supervisior. it is especially useful for weak or lacked of confidence students.
99 WAYS TO SAY "VERY GOOD"
FOR THOSE DAYS WHEN YOU CAN’T THINK OF WHAT TO SAY
You’re on the right track now!
You’ve got it made.
SUPER!
That’s right!
That’s good.
You’re really working hard today.
You are very good at that.
That’s coming along nicely.
GOOD WORK!
I’m happy to see you working
like that.
That’s much, much better!
Exactly right.
I’m proud of the way you worked
today.
You’re doing that much better today.
You’ve just about got it.
That’s the best you’ve ever done.
You’re doing a good job.
THAT’S IT!
Now you’ve figured it out.
That’s quite an improvement.
GREAT!
I knew you could do it.
Congratulations!
Not bad.
Keep working on it.
You’re improving.
Now you have it!
You are learning fast.
Good for you!
Couldn’t have done it better myself.
Aren’t you proud of yourself?
One more time and you’ll have it.
You really make my job fun.
That’s the right way to do it.
You’re getting better every day.
You did it that time!
That’s not half bad.
Nice going.
You haven’t missed a thing!
WOW!
That’s the way!
Keep up the good work.
TERRIFIC!
Nothing can stop you now.
That’s the way to do it.
SENSATIONAL!
You’ve got your brain in gear today.
That’s better.
That was first class work.
EXCELLENT!
That’s the best ever.
You’ve just about mastered it.
PERFECT!
That’s better than ever.
Much better!
WONDERFUL!
You must have been practicing.
You did that very well.
FINE!
Nice going.
You’re really going to town.
OUTSTANDING!
FANTASTIC!
TREMENDOUS!
That’s how to handle that.
Now that’s what I call a fine job.
That’s great.
Right on!
You’re really improving.
You’re doing beautifully!
SUPERB!
Good remembering.
You’ve got that down pat.
You certainly did well today.
Keep it up!
Congratulations. You got it right!
You did a lot of work today.
Well look at you go.
That’s it.
I’m very proud of you.
MARVELOUS!
I like that.
Way to go!
Now you have the hang of it.
You’re doing fine!
Good thinking.
You are really learning a lot.
Good going.
I’ve never seen anyone do it better.
Keep on trying.
You outdid yourself today!
Good for you!
I think you’ve got it now.
That’s a good (boy/girl).
Good job, (person’s name).
You figured that out fast.
You remembered!
That’s really nice.
That kind of work makes me happy.
It’s such a pleasure to teach when you
work like that!
I think you’re doing the right thing.
Night at 10. Fila’s house.
Fila, me, Rubiah and Mangala, four of us who are assigned for doing the banner sat down in a small circle to have a brief discussion regarding what we are supposed to do. We had a few plans, plan A, plan B, and Plan C.
Plan A: alphabets will be printed out on colourful papers. The question is, it will cost us some $$$. So, plan A was cancelled as we want to save the budget. Plan B: we will trace the alphabets one by one on the yellow cloth. Hmm…. It will take a long time to finish it. So it was not a good idea after all! Plan C: we will cut off the alphabets out off the A4 papers, ‘tekap’ on the yellow cloth and paint over it using brush. Hehehe… we will be able to complete it no times ;)
However, things didn’t turn out as easy as we thought. As we ‘tekap’ the A4 papers on the cloth and paint over it, the result was darn SCARY. The alphabets seem to be OUT OF SHAPE!! Huh? In a flash of time, I recall somebody (not from our group members) who had uttered this sentence: ‘kerja senang saje… dulu I buat sat saje dah siap…’ (Yea right…kononya :p) Well, I guess I will be more appreciate if she said nothing at all ;)
After TRIAL by TRIAL, we finally found the best way to do this banner. (Ghee… best work really has to go through more complicated and times consuming task) We adopt and combined the plan B and plan C together, and the ‘masterpiece’ seems to be more acceptable now ;)
All of us were doing some self- entertainment to make each other awake… we laugh and laugh even though some of us didn’t understand Tamil spoken by our friends. But still, we really enjoy each other company. For me, I didn’t manage to see the whole picture of the masterpiece. I had left at 2am as I have an elective test in the early morning tomorrow. GANBATTE !!!
Fila, me, Rubiah and Mangala, four of us who are assigned for doing the banner sat down in a small circle to have a brief discussion regarding what we are supposed to do. We had a few plans, plan A, plan B, and Plan C.
Plan A: alphabets will be printed out on colourful papers. The question is, it will cost us some $$$. So, plan A was cancelled as we want to save the budget. Plan B: we will trace the alphabets one by one on the yellow cloth. Hmm…. It will take a long time to finish it. So it was not a good idea after all! Plan C: we will cut off the alphabets out off the A4 papers, ‘tekap’ on the yellow cloth and paint over it using brush. Hehehe… we will be able to complete it no times ;)
However, things didn’t turn out as easy as we thought. As we ‘tekap’ the A4 papers on the cloth and paint over it, the result was darn SCARY. The alphabets seem to be OUT OF SHAPE!! Huh? In a flash of time, I recall somebody (not from our group members) who had uttered this sentence: ‘kerja senang saje… dulu I buat sat saje dah siap…’ (Yea right…kononya :p) Well, I guess I will be more appreciate if she said nothing at all ;)
After TRIAL by TRIAL, we finally found the best way to do this banner. (Ghee… best work really has to go through more complicated and times consuming task) We adopt and combined the plan B and plan C together, and the ‘masterpiece’ seems to be more acceptable now ;)
All of us were doing some self- entertainment to make each other awake… we laugh and laugh even though some of us didn’t understand Tamil spoken by our friends. But still, we really enjoy each other company. For me, I didn’t manage to see the whole picture of the masterpiece. I had left at 2am as I have an elective test in the early morning tomorrow. GANBATTE !!!
Different learners have different style of learning. Therefore, the process in incorporating or embedding learning theories/ approach into the lesson is very crucial. According to Lightbown and Spada, theories can give primary importance to the learners’ innate characteristics. By adopting Language Games into language learning is not only fun but at the same time, it promote self- motivation and comprehensive content. Multiple Intelligences in Gardner's Theory argued that “reason, intelligence, logic, knowledge are not synonymous…” Primary elements of different types of learning are found in particular areas of the brain where corresponding transformations have occurred. Thus, various types of learning result in synaptic connections in different areas of the brain. In his Theory of Multiple Intelligences, he expanded the concept of intelligence to also include such areas as special relations, music, and interpersonal knowledge in addition to mathematical and linguistic ability. Every child is born possessing the seven intelligences and this means each child will have his own unique set of intellectual strengths and weaknesses. Students will come into the classroom with different sets of developed intelligences. Therefore, these sets determine how easy (or difficult) it is for a student to learn information when it is presented in a particular manner, which is commonly referred to as a learning style. Therefore, it is impractical, as well as impossible, for a teacher to accommodate every lesson to all of the learning styles found within the classroom because different learners have different capability and style of learning. However, the teacher can show the students on how to used theirs more developed intelligences in order to understand of a subject which is normally employs their weaker intelligences. Through my game entitled ‘Okapi’, students were given the opportunity in developing Spatial Intelligence. They were given a task, which gave them the opportunity to manipulate and create mental images based on the description of the picture step by step using the plastercine. Not only that, it also involved Linguistic Intelligence (involves having a mastery of language) whereby this intelligence includes the ability to effectively manipulate language to express oneself.
At the same time, the game: ‘okapi’ also involved the group learning approach. The approaches that are related to group work in the language classroom can be identifying as: student team learning (Slavin, 1996), cooperative learning (Johnson & Johnson, 1992), group investigation (Sharan & Sharan, 1992), and collaborative learning (Barnes et al., 1986). The differences within the approaches may be in certain aspects of instructional design and learning. For example: group structure and teacher role. Below are some principles that are common to any group learning approach, which have been implemented into the game: (1) Small-group learning takes place in groups of between 3-5 students. (2) A group-learning task is designed based on shared learning goals and outcomes. (3) Individual accountability, role fulfillment, and task commitment are expected of students. (4) Cooperative behavior involves trust-building activities, joint planning, and an understanding of team support conduct and, (5) positive interdependence is developed through setting mutual goals. The game: ‘Okapi’ can be an interesting lesson to be taught to the young learners, as well as young adult learners. It is fun and yet challenging. At the same time, it involved fully participant from each and every members within the group in order to make the activity successful.
At the same time, the game: ‘okapi’ also involved the group learning approach. The approaches that are related to group work in the language classroom can be identifying as: student team learning (Slavin, 1996), cooperative learning (Johnson & Johnson, 1992), group investigation (Sharan & Sharan, 1992), and collaborative learning (Barnes et al., 1986). The differences within the approaches may be in certain aspects of instructional design and learning. For example: group structure and teacher role. Below are some principles that are common to any group learning approach, which have been implemented into the game: (1) Small-group learning takes place in groups of between 3-5 students. (2) A group-learning task is designed based on shared learning goals and outcomes. (3) Individual accountability, role fulfillment, and task commitment are expected of students. (4) Cooperative behavior involves trust-building activities, joint planning, and an understanding of team support conduct and, (5) positive interdependence is developed through setting mutual goals. The game: ‘Okapi’ can be an interesting lesson to be taught to the young learners, as well as young adult learners. It is fun and yet challenging. At the same time, it involved fully participant from each and every members within the group in order to make the activity successful.
Thursday, February 14, 2002
SITI SABARIAH BT. ALI
800711-01-5424
AP 980243
4 SPL
LITERATURE REVIEW
Learning English by using game is quite new in the Malaysia specification of education syllabus. However in the western education this technique of learning the language has being done for many years. It has been told that language learning by using game can enhance the student's interest and schemata in the learning the language. According to McCallum (1980) the students will ensure more participation in learning when we use a game while giving the lesson to the students. Besides that, the teacher is easy and free to know or find out what is the students' level in learning without being focusing on their attention. Because of this reason I had made a game which can help teacher in making the learning process in the class become fun and easy for students to understand.
My game is just a simple game. This game is a combination of spelling and thinking activities. The spelling activity is to ensure the student's ability in spelling the right words while the thinking activities is to reflect the student's what actually know about certain information that they get or hear. For this game, students have to guessing some clue given by the teacher and then spell the answer that they give. For each right answer that they can give the students will be given marks. This game is giving the students exposition about the type of occupation. By giving some clues to the students, they have to guess the type of occupation in the question given. As they can answer the questions they have to spell the name of the occupation correctly to the class.
As to make the language games offer an enjoyable informal learning the teacher have to get the students into some groups. This is to provide the fun learning atmosphere and banished the boredom besides promotes motivation to the students. Motivation in here means give the students a picture of characteristic (clues of the one occupation) of the occupations so that the students can set their ambition. By setting the ambition on what they want to be when they have finished the study, the students will try to study hard and maintain good scores to make sure their ambition will be succeeded. Getting the students into some groups also can contribute to an atmosphere of healthy competition. They will try to provide a right answer for the questions given in order to make sure their group will be the winner of this game.
This game also provides the students with the vocabulary of the type of occupations. This may help in providing the students with the vocabulary when the students want to write an essay about their ambition. The vocabulary can be found in the clue given by the teacher when the game is played. Students will focus their attention on specific characteristic of the occupation in order to write the essay. Although this game is quite simple and easy it still offer an enjoyable informal learning atmosphere.
LESSON PLAN
Subject: English
Standard : 5 Nilam Attendance : 26
Date : 3th January 2002 Time : 2.00-4.00 p.m.
Topic : Venue : Classroom
Level : Intermediate Skill : Vocabulary
OBJECTIVE
By the end of the lesson, students should be able to:
1. give the correct vocabularies based on the clues given;
2. spell out the vocabularies with the correct letters.
TEACHING AIDS
1. Clue cards
2. Mark board
3. Spelling board
4. Handouts containing the rules of the game
PRIOR KNOWLEDGE
Students have been taught
DELIVERY
Content
Teacher-Student Activities
Set Induction
1. Teacher asks students whether they still remember the previous lesson.
2. Students are asked to list down what types of … that can be found.
3. Students response by giving the correct examples of …
Pre-Game
1. Regarding the topic of the lesson, teacher starts her teaching by inviting the students to participate in a language game.
2. Teacher explains briefly that the game involves… that they've learned from the previous lesson.
While-Game
1. To start the game, teacher explains to the students on how they can play the game.
2. Teacher first, asks the students to divide themselves into group of 9.
3. The first group will need to take the first round by taking a clue card from the teacher.
4. Based on the clue, the group is needed to answer the clue by giving the correct vocabulary within 10 seconds.
5. 10 marks will be given for a correct answer.
6. But then, a representative from the group is needed to come forward to spell out the vocabulary so that other students can see it too.
7. The same process will be done by the following two groups.
8. If it happens the group cannot answer the clue, it could be passed on the next group to answer.
Post-Game
1. In the end of the game, teacher counts all the marks that each group has collected.
2. Teacher then, announces the winner of the game.
CLOSING
Teacher ends the lesson by asking the students on how they feel about the game they've just played. Teacher recaps all the vocabularies they've learned from the game.
HOMEWORK
Students are asked to compose 5 sentences based on the vocabularies learned.
Date of submission: 7th January 2002
TEACHER'S NOTES
RULES OF THE GAME
1. FORM YOURSELVES INTO GROUPS OF 8.
2. TAKE ONE PIECE OF CLUE CARDS FROM THE TEACHER.
3. BASED ON THE CLUE, PLEASE ANSWER IT WITH THE CORRECT WORD.
4. 10 POINTS FOR EACH CORRECT ANSWER.
5. THEN, ONE OF YOU NEEDS TO COME FORWARD AND SPELL THE VOCABULARY USING JUMBLED LETTERS.
RULES OF THE GAME
1. FORM YOURSELVES INTO GROUPS OF 8.
2. TAKE ONE PIECE OF CLUE CARDS FROM THE TEACHER.
3. BASED ON THE CLUE, PLEASE ANSWER IT WITH THE CORRECT WORD.
4. 10 POINTS FOR EACH CORRECT ANSWER.
5. THEN, ONE OF YOU NEEDS TO COME FORWARD AND SPELL THE VOCABULARY USING JUMBLED LETTERS.
RULES OF THE GAME
1. FORM YOURSELVES INTO GROUPS OF 8.
2. TAKE ONE PIECE OF CLUE CARDS FROM THE TEACHER.
3. BASED ON THE CLUE, PLEASE ANSWER IT WITH THE CORRECT WORD.
4. 10 POINTS FOR EACH CORRECT ANSWER.
5. THEN, ONE OF YOU NEEDS TO COME FORWARD AND SPELL THE VOCABULARY USING JUMBLED LETTERS.
800711-01-5424
AP 980243
4 SPL
LITERATURE REVIEW
Learning English by using game is quite new in the Malaysia specification of education syllabus. However in the western education this technique of learning the language has being done for many years. It has been told that language learning by using game can enhance the student's interest and schemata in the learning the language. According to McCallum (1980) the students will ensure more participation in learning when we use a game while giving the lesson to the students. Besides that, the teacher is easy and free to know or find out what is the students' level in learning without being focusing on their attention. Because of this reason I had made a game which can help teacher in making the learning process in the class become fun and easy for students to understand.
My game is just a simple game. This game is a combination of spelling and thinking activities. The spelling activity is to ensure the student's ability in spelling the right words while the thinking activities is to reflect the student's what actually know about certain information that they get or hear. For this game, students have to guessing some clue given by the teacher and then spell the answer that they give. For each right answer that they can give the students will be given marks. This game is giving the students exposition about the type of occupation. By giving some clues to the students, they have to guess the type of occupation in the question given. As they can answer the questions they have to spell the name of the occupation correctly to the class.
As to make the language games offer an enjoyable informal learning the teacher have to get the students into some groups. This is to provide the fun learning atmosphere and banished the boredom besides promotes motivation to the students. Motivation in here means give the students a picture of characteristic (clues of the one occupation) of the occupations so that the students can set their ambition. By setting the ambition on what they want to be when they have finished the study, the students will try to study hard and maintain good scores to make sure their ambition will be succeeded. Getting the students into some groups also can contribute to an atmosphere of healthy competition. They will try to provide a right answer for the questions given in order to make sure their group will be the winner of this game.
This game also provides the students with the vocabulary of the type of occupations. This may help in providing the students with the vocabulary when the students want to write an essay about their ambition. The vocabulary can be found in the clue given by the teacher when the game is played. Students will focus their attention on specific characteristic of the occupation in order to write the essay. Although this game is quite simple and easy it still offer an enjoyable informal learning atmosphere.
LESSON PLAN
Subject: English
Standard : 5 Nilam Attendance : 26
Date : 3th January 2002 Time : 2.00-4.00 p.m.
Topic : Venue : Classroom
Level : Intermediate Skill : Vocabulary
OBJECTIVE
By the end of the lesson, students should be able to:
1. give the correct vocabularies based on the clues given;
2. spell out the vocabularies with the correct letters.
TEACHING AIDS
1. Clue cards
2. Mark board
3. Spelling board
4. Handouts containing the rules of the game
PRIOR KNOWLEDGE
Students have been taught
DELIVERY
Content
Teacher-Student Activities
Set Induction
1. Teacher asks students whether they still remember the previous lesson.
2. Students are asked to list down what types of … that can be found.
3. Students response by giving the correct examples of …
Pre-Game
1. Regarding the topic of the lesson, teacher starts her teaching by inviting the students to participate in a language game.
2. Teacher explains briefly that the game involves… that they've learned from the previous lesson.
While-Game
1. To start the game, teacher explains to the students on how they can play the game.
2. Teacher first, asks the students to divide themselves into group of 9.
3. The first group will need to take the first round by taking a clue card from the teacher.
4. Based on the clue, the group is needed to answer the clue by giving the correct vocabulary within 10 seconds.
5. 10 marks will be given for a correct answer.
6. But then, a representative from the group is needed to come forward to spell out the vocabulary so that other students can see it too.
7. The same process will be done by the following two groups.
8. If it happens the group cannot answer the clue, it could be passed on the next group to answer.
Post-Game
1. In the end of the game, teacher counts all the marks that each group has collected.
2. Teacher then, announces the winner of the game.
CLOSING
Teacher ends the lesson by asking the students on how they feel about the game they've just played. Teacher recaps all the vocabularies they've learned from the game.
HOMEWORK
Students are asked to compose 5 sentences based on the vocabularies learned.
Date of submission: 7th January 2002
TEACHER'S NOTES
RULES OF THE GAME
1. FORM YOURSELVES INTO GROUPS OF 8.
2. TAKE ONE PIECE OF CLUE CARDS FROM THE TEACHER.
3. BASED ON THE CLUE, PLEASE ANSWER IT WITH THE CORRECT WORD.
4. 10 POINTS FOR EACH CORRECT ANSWER.
5. THEN, ONE OF YOU NEEDS TO COME FORWARD AND SPELL THE VOCABULARY USING JUMBLED LETTERS.
RULES OF THE GAME
1. FORM YOURSELVES INTO GROUPS OF 8.
2. TAKE ONE PIECE OF CLUE CARDS FROM THE TEACHER.
3. BASED ON THE CLUE, PLEASE ANSWER IT WITH THE CORRECT WORD.
4. 10 POINTS FOR EACH CORRECT ANSWER.
5. THEN, ONE OF YOU NEEDS TO COME FORWARD AND SPELL THE VOCABULARY USING JUMBLED LETTERS.
RULES OF THE GAME
1. FORM YOURSELVES INTO GROUPS OF 8.
2. TAKE ONE PIECE OF CLUE CARDS FROM THE TEACHER.
3. BASED ON THE CLUE, PLEASE ANSWER IT WITH THE CORRECT WORD.
4. 10 POINTS FOR EACH CORRECT ANSWER.
5. THEN, ONE OF YOU NEEDS TO COME FORWARD AND SPELL THE VOCABULARY USING JUMBLED LETTERS.
ASSIGNMENT ON LITERATURE REVIEW
By: Sharifah Bt Md Hashim
780823 – 04 – 5200
AP 980399
4 SPL
Language games offer an enjoyable informal learning atmosphere that banishes boredom and promotes motivation to learn (Lee, 1979 & McCallum, 1980). As we know, learning a language is something very boring compares to learning some calculation subject. From this problem, many researches have made to make sure the learning is fun and not make the students been forced to learn it. So, language games are the solutions for the problem.
For Game 1, we have implemented the activity by asked them to categorize between Countable and Uncountable Noun. The class is divided into two groups. A bag with some roles of Countable and Uncountable Noun will be thrown as the music start. When the music stop, the person who hold the bag in 20 seconds ran to the check point and answered the question by took a role from the bag. The answer is based on Countable or Uncountable Noun. And in another 15 seconds, the other members in group listed as many as they could the noun based on the category that their checkpoint’s friend’s answer.
In this assignment, I use the Multiple Intelligence as a tool for the activity implemented in Game 1. Multiple Intelligence is shifted from Science to Education (Gardner, 1993). Although the students have different kinds of minds (as in different level), we taught them the same stuff in the same way and assess them in the same way. It means all of the students got the same game, which was the same questions, and both groups have been assessed from the individual’s and group members’ answers.
According to Gardner(1993), he identifies different kinds of intelligence by the students. He looked this matter at the classroom where teachers can identify strengths among these intelligences. So, teachers can accommodate different students more successfully according to their orientation to learning.
So, there are 9 intelligences identified and there will have others on time to time. From these 9 intelligences, teachers can address in students’ classrooms. There are Visual/Spatial, Verbal/Linguistic, Mathematical/Logical, Bodily/Kinesthetic, Musical/Rhythmic, Intrapersonal, Interpersonal, Naturalist and Existentialist.
In my game, I used the Bodily/Kinesthetic where my students can get the experience learning best through activity, by throwing the bag from one group to another group. And for sure they learn the language actively. They laughed and with excitedly struggle played to win the game for their group.
Then, I used Musical/Rhythmic while the game progressed. This intelligence let the students learn well through songs, patterns, rhythms, instruments and musical expression. This can made the students more enjoyed and rushed to get the turn, so they can answered the question and got mark for it.
Besides that, Interpersonal intelligence also be used where the students learned with people oriented and outgoing, and do their learning cooperatively in groups. We can saw it from the when they have the team spirit to win for their group and aimed to achieve good marks to be the winner. This is suit the features of Interpersonal where the students been identified as ‘talkative’ or ‘too concerned about being social’.
The conclusion is my game is focused more to Multiple Intelligence in the way to teach the subject. So, students have enhanced the language learning by answering the questions and team’s spirit also has been achieved in order to win the game. They also can learn about the topic of Countable and Uncountable in the fun way.
1. Gardner, H (1993a). Multiple Intelligences: The Theory in Practice. NY: Basic Books.
2. McCallum, G. P. 1980. 101 Word Game. New York: Oxford University Press.
By: Sharifah Bt Md Hashim
780823 – 04 – 5200
AP 980399
4 SPL
Language games offer an enjoyable informal learning atmosphere that banishes boredom and promotes motivation to learn (Lee, 1979 & McCallum, 1980). As we know, learning a language is something very boring compares to learning some calculation subject. From this problem, many researches have made to make sure the learning is fun and not make the students been forced to learn it. So, language games are the solutions for the problem.
For Game 1, we have implemented the activity by asked them to categorize between Countable and Uncountable Noun. The class is divided into two groups. A bag with some roles of Countable and Uncountable Noun will be thrown as the music start. When the music stop, the person who hold the bag in 20 seconds ran to the check point and answered the question by took a role from the bag. The answer is based on Countable or Uncountable Noun. And in another 15 seconds, the other members in group listed as many as they could the noun based on the category that their checkpoint’s friend’s answer.
In this assignment, I use the Multiple Intelligence as a tool for the activity implemented in Game 1. Multiple Intelligence is shifted from Science to Education (Gardner, 1993). Although the students have different kinds of minds (as in different level), we taught them the same stuff in the same way and assess them in the same way. It means all of the students got the same game, which was the same questions, and both groups have been assessed from the individual’s and group members’ answers.
According to Gardner(1993), he identifies different kinds of intelligence by the students. He looked this matter at the classroom where teachers can identify strengths among these intelligences. So, teachers can accommodate different students more successfully according to their orientation to learning.
So, there are 9 intelligences identified and there will have others on time to time. From these 9 intelligences, teachers can address in students’ classrooms. There are Visual/Spatial, Verbal/Linguistic, Mathematical/Logical, Bodily/Kinesthetic, Musical/Rhythmic, Intrapersonal, Interpersonal, Naturalist and Existentialist.
In my game, I used the Bodily/Kinesthetic where my students can get the experience learning best through activity, by throwing the bag from one group to another group. And for sure they learn the language actively. They laughed and with excitedly struggle played to win the game for their group.
Then, I used Musical/Rhythmic while the game progressed. This intelligence let the students learn well through songs, patterns, rhythms, instruments and musical expression. This can made the students more enjoyed and rushed to get the turn, so they can answered the question and got mark for it.
Besides that, Interpersonal intelligence also be used where the students learned with people oriented and outgoing, and do their learning cooperatively in groups. We can saw it from the when they have the team spirit to win for their group and aimed to achieve good marks to be the winner. This is suit the features of Interpersonal where the students been identified as ‘talkative’ or ‘too concerned about being social’.
The conclusion is my game is focused more to Multiple Intelligence in the way to teach the subject. So, students have enhanced the language learning by answering the questions and team’s spirit also has been achieved in order to win the game. They also can learn about the topic of Countable and Uncountable in the fun way.
1. Gardner, H (1993a). Multiple Intelligences: The Theory in Practice. NY: Basic Books.
2. McCallum, G. P. 1980. 101 Word Game. New York: Oxford University Press.
2nd, February - It was in the midst of dawn at 5.30 a.m. when I heard voices outside the room talking and laughing like there’s no tomorrow. I got up and could see Cipah and Mak Et were busy cutting the pieces of backdrops and I felt sorry for not helping her from the start. So, I just grabbed a pair of scissors and cut the pieces seeing that there were quiet a lot. We actually realised that we’ve made a call to this pakcik on fetching us to FAB at 6.30 a.m. I guessed we just need an hour to finish up the cutting and get fully dressed before 6.30 a.m. However, the next thing we knew, we were absolutely late for the 6.30 a.m bus with the hustle and bustle of getting readied and done. Sorry to Mr. G and especially to Zarim who had been calling several times asking us to be hurry. We realised that the bus finally moved, a little late, but we just prayed we could reach the destination on time. Less than 45 minutes, we finally arrived at SK Air Manis where all the young students had already gathered at the school compound as if they were welcoming us with warm smiles and happy faces. It was totally anticipating and exhilirating how the camp’s going to be. We moved all of our stuffs in the school’s computer room next to the library. We placed them together with the materials for the students’ activities and then we went to the school’s hall to meet the students. I myself tried to help Mak Et to put up the backdrop while the students register their names at the registration desk in charged by Cipah among others. Before I forgot, I was actually placed under the “duck” group together with Mone and Puh Yih. To make things short, we the facilitators got into our group after the ice-breaking session (included the sing-along session and a student’s activity). We introduced ourselves to the students and trying our best to recognize and memorize their names as they were 11 of them. For the first activity, we were meant to do a motto and a logo which describes best about our group. It was quiet hard at the first place since the students either were too shy or had no idea of what we were trying to convey. But, I know it wouldn’t be the latter reason why they were so passive. It could be the medium of communication that wasn’t too familiar to them. Anyhow, we still got the warm response from them since there was someone who is good in art doing the logo and they were students, Iza and Naflizan who’re good in pointing out opinions. We were satisfied of what they’d performed through the motto and the logo and we even had our own chant. At 11 am, we started to have the first activity which was the Word Scavenger Hunt followed by Wordstem. It’s pretty hard to follow the whole lesson plan provided by the game planners. Since we had already figured out the ability of the students, we tried to simplify the whole lesson plan which could suit their competency of English. It was sure hard for them but I guess they might need a little more time to readjust with this kind of activity since language game is all about doing activities in group. The same thing was done in the following games that were Bingo and Win,Lose and Draw. They were pretty excited about the Bingo but I could see they had difficulties in understanding the whole passage. Again, we altered the whole lesson plan. Instead of having past-present tenses, we changed them into difficult words that they don’t understand. Believe me, they did have a hard time to do it individually compared in groups since it could lead to a better discussion. Then, I was so afraid that the way I taught the students didn’t live up to what’s been expected since I got too nervous to see Mr G coming back and fro checking all the groups (hi, hi). I actually quickly passed my role to Mone or Puh Yih everytime I sees him. hur, hur. For one thing, the treasure hunt excites the students very much. Kids will be kids! It surely because of the idea running around the school instead of staying in the classroom makes the learning more approachable. Well, I dunno cause I was one of them who got excited myself as well!!!LOL! Puh yih was in charge with the checkpoint while mone and I tried my best to explain the idea of the treasure hunt cause they’d be language points that they need to solve together. The best part of this game was we, ducks merged as the winner of the game! The okapi was pretty fun too because we got the most marks for the clay shaping. We were so proud of them that I couldn’t help smiling but just wondered how they used the language points. Well, never mind that! I just let Mr. G judges the way how the activity went. Hur, hur! It was actually the final activity for that very nite and they went to bed at about 12 after having some snacks at the canteen. Funny to see Banchee, cipah, ana and the others ran around making sure the students were put into bed. It simply reminds me a lot when I was in primary where there was this teacher shouting here and there asking us to get into bed and turn off the lights. To all the girls, you guys oozed the idea of being strict and firm teachers. Hur, hur. Well, I went to bed pretty late and surely got up late. Hearing the voice of the aerobic instructors, I moved quickly (don’t tell anyone that some of us didn’t have a real bath on that morning. What? U already knew. Never mind!believe me, it was just rumours). Poor mone as she didn’t feel too well on that day Right after the aerobic session, we are needed to come up with a theme song for each group. It was a rip-off of Old Mc Donald where Puh Yih changed it into different lyrics. At first, the students sang it at the top of their lungs but just faded away as soon as they were in front of their friends. LOL! We were suppose to do the Pyramid Game but it was changed into Great Minds Think Alike (if I’m not mistaken). For one thing, they could do it really fine since we’d finally divided them equally. Those who are much smarter could actually help their friends and so forth. And then, we had the Drama thing which we discussed with the students carefully how we were going to do it. they were having so much fun, I guess despite the stern voices from us asking them to be serious while practicing. With all the additional costumes and make up, we were just hoping that the students could perform at their best and I heard that they came to second. Not bad , I suppose. Well, the language camp at SK Air Manis gives me such a memorable experiences that I could never forget. I just wish that I could involve in such camp again. Being a teacher is surely as tough as nail but without determination, it won’t be happening. I learned a lot from this camp even though deep down in my heart, I’m not that confident enough with my own performance as an educator. I hope I can do better in the near future. Thanks to Mr. G, Farhana, fellow friends and especially the students of Air Manis. Kalau ada sumur di ladang….Adios!
2nd, February - It was in the midst of dawn at 5.30 a.m. when I heard voices outside the room talking and laughing like there’s no tomorrow. I got up and could see Cipah and Mak Et were busy cutting the pieces of backdrops and I felt sorry for not helping her from the start. So, I just grabbed a pair of scissors and cut the pieces seeing that there were quiet a lot. We actually realised that we’ve made a call to this pakcik on fetching us to FAB at 6.30 a.m. I guessed we just need an hour to finish up the cutting and get fully dressed before 6.30 a.m. However, the next thing we knew, we were absolutely late for the 6.30 a.m bus with the hustle and bustle of getting readied and done. Sorry to Mr. G and especially to Zarim who had been calling several times asking us to be hurry. We realised that the bus finally moved, a little late, but we just prayed we could reach the destination on time. Less than 45 minutes, we finally arrived at SK Air Manis where all the young students had already gathered at the school compound as if they were welcoming us with warm smiles and happy faces. It was totally anticipating and exhilirating how the camp’s going to be. We moved all of our stuffs in the school’s computer room next to the library. We placed them together with the materials for the students’ activities and then we went to the school’s hall to meet the students. I myself tried to help Mak Et to put up the backdrop while the students register their names at the registration desk in charged by Cipah among others. Before I forgot, I was actually placed under the “duck” group together with Mone and Puh Yih. To make things short, we the facilitators got into our group after the ice-breaking session (included the sing-along session and a student’s activity). We introduced ourselves to the students and trying our best to recognize and memorize their names as they were 11 of them. For the first activity, we were meant to do a motto and a logo which describes best about our group. It was quiet hard at the first place since the students either were too shy or had no idea of what we were trying to convey. But, I know it wouldn’t be the latter reason why they were so passive. It could be the medium of communication that wasn’t too familiar to them. Anyhow, we still got the warm response from them since there was someone who is good in art doing the logo and they were students, Iza and Naflizan who’re good in pointing out opinions. We were satisfied of what they’d performed through the motto and the logo and we even had our own chant. At 11 am, we started to have the first activity which was the Word Scavenger Hunt followed by Wordstem. It’s pretty hard to follow the whole lesson plan provided by the game planners. Since we had already figured out the ability of the students, we tried to simplify the whole lesson plan which could suit their competency of English. It was sure hard for them but I guess they might need a little more time to readjust with this kind of activity since language game is all about doing activities in group. The same thing was done in the following games that were Bingo and Win,Lose and Draw. They were pretty excited about the Bingo but I could see they had difficulties in understanding the whole passage. Again, we altered the whole lesson plan. Instead of having past-present tenses, we changed them into difficult words that they don’t understand. Believe me, they did have a hard time to do it individually compared in groups since it could lead to a better discussion. Then, I was so afraid that the way I teached the students didn’t live up to what’s been expected since I got too nervous to see Mr G coming back and fro checking all the groups (hi, hi). I actually quickly passed my role to Mone or Puh Yih everytime I sees him. hur, hur. For one thing, the treasure hunt excites the students very much. Kids will be kids! It surely because of the idea running around the school instead of staying in the classroom makes the learning more approachable. Well, I dunno cause I was one of them who got excited myself as well!!!LOL! Puh yih was in charge with the checkpoint while mone and I tried my best to explain the purpose of the treasure hunt cause they’d be language points that they need to solve together. The best part of this game was we, ducks merged as the winner of the game! The okapi was pretty fun too because we got the most marks for the clay shaping. We were so proud of them that I couldn’t help smiling but just wondered how they used the language points. Well, never mind that! I just let Mr. G judges the way how the activity went. Hur, hur! It was actually the final activity for that very nite and they went to bed at about 12 after having some snacks at the canteen. Funny to see Banchee, cipah, ana and the others ran around making sure the students were put into bed. It simply reminds me a lot when I was in primary where there was this teacher shouting here and there asking us to get into bed and turn off the lights. To all the girls, you guys oozed the idea of being strict and firm teachers. Hur, hur. Well, I went to bed pretty late and surely got up late. Hearing the voice of the aerobic instructors, I moved quickly (don’t tell anyone that some of us didn’t have a real bath on that morning. What? U already knew. Never mind!believe me, it was just rumours). Poor mone as she didn’t feel too well on that day Right after the aerobic session, we are needed to come up with a theme song for each group. It was a rip-off of Old Mc Donald where Puh Yih changed it into different lyrics. At first, the students sang it at the top of their lungs but just faded away as soon as they were in front of their friends. LOL! We were suppose to do the Pyramid Game but it was changed into Great Minds Think Alike (if I’m not mistaken). For one thing, they could do it really fine since we’d finally divided them equally. Those who are much smarter could actually help their friends and so forth. And then, we had the Drama thing which we discussed with the students carefully how we were going to do it. they were having so much fun, I guess despite the stern voices from us asking them to be serious while practicing. With all the additional costumes and make up, we were just hoping that the students could perform at their best and I heard that they came to second. Not bad , I suppose. Well, the language camp at SK Air Manis gives me such a memorable experiences that I could never forget. I just wish that I could involve in such camp again. Being a teacher is surely as tough as nail but without determination, it won’t be happening. I learned a lot from this camp even though deep down in my heart, I’m not that confident enough with my own performance as an educator. I hope I can do better in the near future. Thanks to Mr. G, Farhana, fellow friends and especially the students of Air Manis. Kalau ada sumur di ladang….Adios!
Posted by: Hanimarlia bt. Hassan (Username: mikewazoesky) using Sharifah’s file (Username:howsh)
HANIMARLIA HASSAN
800717-01-5062
4 SPL
AP 980064
LITERATURE REVIEW
Language games enhance learning in many different ways. How did the language game that you implemented for Game 1 activity might have enhanced language learning of your “students”?
Language games may enhance language learning in many different ways in order to make the content of English language more meaningful and sufficient to the students. Generally, language games give the educators the chance to boost creativity and inventiveness in teaching the target language through selected ideas and the appropriateness of the content among their students. According to McCallum, language games can function as reinforcement, review and enrichment. They can also be used in any language teaching situation and with any skill whether listening, speaking, reading and writing. For some extends, these foundations give a certain view on what the language games are all about which to put the students as the center of the learning process. It means the activity is more focussing on students’ attention on specific structures, grammatical patterns and vocabulary items (McCallum). To top it up, students are needed to do activities prepared on their own where the teachers will make sure that they will aid and guide them all along as long as they can ensure the maximum of their participation in each activity.
Therefore, more or less, one may realize how difficult and easy it is to implement an activity that we can be sure could enhance the language learning of the students. I myself along with my friend did come up with an activity which we consider it as spelling activity using nouns on vehicles, buildings and occupations. It’s done in a quiz manner where the students are divided into three groups equally. Based on certain clues, students from different groups will take turn to answer the clues whether it’s vehicle, building or occupation. Then, they need to spell out the words by using the pieces of colored cardboard letters correctly.
According to Howard Gardner, the Multiple Intelligence consists of nine theories which are Visual/Spatial, Verbal/Linguistic, Mathematical/Logical, Bodily/Kinesthethic, Musical/Rhythmic, Intrapersonal, Interpersonal, Naturalist and Exsentialist. I would like to take Verbal/Linguistic Intelligence and Visual/Spatial Intelligence as the foundations of this game. Linguistic Intelligence promotes the children to demonstrate strength in the language arts that are listening, speaking, reading and writing. These students are said to have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching. While latter which is Visual Intelligence allows the children to learn best visually and organizing things. They like to see what you are talking about in order to understand. The children enjoy charts, maps, graphs, tables, illustrations, art, puzzles, costumes or anything that is eye catching.
Based on Verbal/Linguistic Intelligence, students are needed to listen attentively to the clues read by the teacher. Through the given clues, students will go through with the thinking process where they need to discuss with each other using all the input of language points. Through speaking skill, the students will produce the output by giving the correct answers. Then, the students will be asked to spell out the word at the front so every student can see. What the student needs to do is to use the coloured cardboard letters and organize them into a correct word.
Therefore, the mentioned game may be practised as one of the class activities if the teacher wants to promote language arts and students’ visualization. This may allow the idea of enhancing the language learning among the students. As what has been mentioned before, language game is implemented to ensure maximum students’ participation besides offering an enjoyable informal learning atmosphere. It also provides an outlet for creative use of natural language in a non-stressful situation. To certain extends, we need to comprehend that language games give way on a whole new idea of teaching in advance instead of teacher-centered, conventional (chalk and talk) atmosphere.
Posted by: Hanimarlia bt. Hassan (Username: mikewazowsky) using Sharifah’s file (Username:howsh)
800717-01-5062
4 SPL
AP 980064
LITERATURE REVIEW
Language games enhance learning in many different ways. How did the language game that you implemented for Game 1 activity might have enhanced language learning of your “students”?
Language games may enhance language learning in many different ways in order to make the content of English language more meaningful and sufficient to the students. Generally, language games give the educators the chance to boost creativity and inventiveness in teaching the target language through selected ideas and the appropriateness of the content among their students. According to McCallum, language games can function as reinforcement, review and enrichment. They can also be used in any language teaching situation and with any skill whether listening, speaking, reading and writing. For some extends, these foundations give a certain view on what the language games are all about which to put the students as the center of the learning process. It means the activity is more focussing on students’ attention on specific structures, grammatical patterns and vocabulary items (McCallum). To top it up, students are needed to do activities prepared on their own where the teachers will make sure that they will aid and guide them all along as long as they can ensure the maximum of their participation in each activity.
Therefore, more or less, one may realize how difficult and easy it is to implement an activity that we can be sure could enhance the language learning of the students. I myself along with my friend did come up with an activity which we consider it as spelling activity using nouns on vehicles, buildings and occupations. It’s done in a quiz manner where the students are divided into three groups equally. Based on certain clues, students from different groups will take turn to answer the clues whether it’s vehicle, building or occupation. Then, they need to spell out the words by using the pieces of colored cardboard letters correctly.
According to Howard Gardner, the Multiple Intelligence consists of nine theories which are Visual/Spatial, Verbal/Linguistic, Mathematical/Logical, Bodily/Kinesthethic, Musical/Rhythmic, Intrapersonal, Interpersonal, Naturalist and Exsentialist. I would like to take Verbal/Linguistic Intelligence and Visual/Spatial Intelligence as the foundations of this game. Linguistic Intelligence promotes the children to demonstrate strength in the language arts that are listening, speaking, reading and writing. These students are said to have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching. While latter which is Visual Intelligence allows the children to learn best visually and organizing things. They like to see what you are talking about in order to understand. The children enjoy charts, maps, graphs, tables, illustrations, art, puzzles, costumes or anything that is eye catching.
Based on Verbal/Linguistic Intelligence, students are needed to listen attentively to the clues read by the teacher. Through the given clues, students will go through with the thinking process where they need to discuss with each other using all the input of language points. Through speaking skill, the students will produce the output by giving the correct answers. Then, the students will be asked to spell out the word at the front so every student can see. What the student needs to do is to use the coloured cardboard letters and organize them into a correct word.
Therefore, the mentioned game may be practised as one of the class activities if the teacher wants to promote language arts and students’ visualization. This may allow the idea of enhancing the language learning among the students. As what has been mentioned before, language game is implemented to ensure maximum students’ participation besides offering an enjoyable informal learning atmosphere. It also provides an outlet for creative use of natural language in a non-stressful situation. To certain extends, we need to comprehend that language games give way on a whole new idea of teaching in advance instead of teacher-centered, conventional (chalk and talk) atmosphere.
Posted by: Hanimarlia bt. Hassan (Username: mikewazowsky) using Sharifah’s file (Username:howsh)
Wednesday, February 13, 2002
Learning second language is never an easy task especially to bilingual learners like Malaysian students. Primary and secondary school students in our country face a great difficulty in mastering the language because of number of reason. One of the major reasons is lack of interest. To many students English classes are always boring because what they do all the time is writing essay and answering comprehension question. People had fixed their mind that an English class is always about grammar and answering comprehension question.
Learning English can be fun and interesting. Its all depend on educators to make their lesson interesting. Different learners have different needs and they learn in different way. Learners needs and wants differ according to their age and proficiency level. For primary and secondary school students teaching language through games might be one of the best ways to elicit their interest towards learning.
According to Larsen-Freeman,1986, "games are important because they have certain features in common with real communication events- there is a purpose to exchange. Also the speaker receive immediate feedback from the listener on whether or not she successfully communicated". When playing games students have a lot of chances to communicate and interact with each other. This exposes them to the usage of language. Language game that included in appendix 1 is one of the games that can be used in classroom to teach English. Notice that the game require group work which means that there is a collaboration learning. Having students to work in small group actually maximize the amount of communicative practice they receive. Besides students also will be more motivated to study English. This is based on assumption of the communicative approach whereby students will be more motivated to learn foreign language if the feel they are learning to do something useful with the language they study. Motivation is important in learning a language. According to Krashens' affective filter hypothesis "learners with high motivation, self confidence and low anxiety have high filters and so obtain and let in plenty of input" (Ellis,1985).
Besides motivation language game such as included in appendix also students centered. Based on communicative approach, students should be given priority in language classes and lesson should be students centered (Ellis, 1985). The role of educators is just as facilitators. Other than that through games and role-play such as pretending as taxi driver or passengers students can overcome their anxiety. If they manage to overcome their fear, they will relax and enjoy the game. According to suggestopedia approach learners will use their full mental power if they can relax and enjoy the lesson (Larsen -Freeman, 1986).
The game that included in appendix also promotes towards subconscious language acquisition. According to Krashen, language acquisition occur subconsciously as a result of participating in natural communication where the focus is on meaning (Ellis, 1985). Through games learners might learn language form and function consciously but still acquisition take place through subconscious learning.
Language game basically will benefit learners especially beginners to learn English in more interesting and effective way. Teachers can make their lesson more effective if they spend some time to design or even adapt games to be used to teach their students.
References.
Ellis,R, 1985. Understanding second Language Acquisition. Oxford University Press.
Larsen-Freeman.1986.Techniques and principle in language teaching. Oxford University Press.
[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
[edit]
[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.
[edit]
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
[edit]
[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.
[edit]
Marsha Tan Sue Mien
800815-01-5752
AP 980448
4 SPL
LITERATURE REVIEW - LEARNING THEORIES BEHIND 'ALIEN JUMBLE'
Language learning doesn't need to be dull and boring. It can be made interesting and fun when it stirs up the student's excitement and interest. In this area, many points need to be pondered upon. As different learners have different skills and abilities in different areas of the language, the game that is played must be designed in such a way that everyone may join in and contribute in different areas of the game.
In Alien Jumble, an outlet for the creative use of the natural language is provided. In addition to that, they are playing the game in a non-stress situation. This is because, although the teacher is actually facilitating the game, the students are free to form any word that they know. Of course, for diffferent levels of English we would have to have tougher words, such as in an advanced Standard 6 class, forming the word 'cup' would be too easy for them. As Alien Jumble is a flexible game, adjustments can be made anytime during the process of the game whether before of after or even during the game.
Alien Jumble is a collaboration of co-operation and speed. Collaborative learning is seen as the class is divided into 2 groups. The groups have to work together to put together the jumbled up alphabets to form a word. Besides that, they would have to discuss about the sentence that has to be made after they had formed the word. We can also see a collaboration of multiple skills and tasks in the four 'aliens' that wear the alphabets. Since they cannot see their own alphabets, they only have each other to rely on and also their team members. This way, the 'aliens' have to co-operate not only among themselves but also with the group members who are shouting out directions to them.
Multiple intelligence is the theory that learning and teaching focuses on the particular intelligence of each person. As there are many things to do at once in the allocated time, the students would have to think and act at once. Different learners have different areas of the language in which they are good at. For example, someone might have better knowledge at music if the clue was 'musical instrument'. In this way, he or she could help guide the team to the right path of guessing. While doing that, the others can guide the 'aliens' with the knowledge and clues that they have. After that, another student might be able to come up with the best sentence. As culture emphasizes particular intelligences, we can expect to see various intelligences here in Malaysia as we have a combination of different races, religion and culture.
Experiential learning involves personal involvement, self-initiating, evaluated by learner and pervasive effects on learner. In 'Alien Jumble' we can see all the four qualities mentioned. Each and every student is personally involved in the game and are self-initiated to complete the word, generate a sentence and then win the round. If adjustments are made, we can ask the other groups to evaluate the opposing group and this may further lead to a class discussion should either groups voice dissatisfaction. In 'Alien Jumble' too, the students participate completely in the learning process. They can also control the nature of it and the direction of it. This is because the game is designed to suit each and everyone of them, to fit their interest and ability. This is because significant learning happens when the personal interests of the students are taken into concern.
As a conclusion, based on the explanation, Alien Jumble is a comprehensive and enjoyable game for students of all ages and levels. This game can be brought from the classroom to the home to have a good time among parents and siblings. It is flexible and can be adjusted to suit or meet the needs of the students. With adjustments depending on the level of the students, it can definitely succeed as a fun yet beneficial language game.
800815-01-5752
AP 980448
4 SPL
LITERATURE REVIEW - LEARNING THEORIES BEHIND 'ALIEN JUMBLE'
Language learning doesn't need to be dull and boring. It can be made interesting and fun when it stirs up the student's excitement and interest. In this area, many points need to be pondered upon. As different learners have different skills and abilities in different areas of the language, the game that is played must be designed in such a way that everyone may join in and contribute in different areas of the game.
In Alien Jumble, an outlet for the creative use of the natural language is provided. In addition to that, they are playing the game in a non-stress situation. This is because, although the teacher is actually facilitating the game, the students are free to form any word that they know. Of course, for diffferent levels of English we would have to have tougher words, such as in an advanced Standard 6 class, forming the word 'cup' would be too easy for them. As Alien Jumble is a flexible game, adjustments can be made anytime during the process of the game whether before of after or even during the game.
Alien Jumble is a collaboration of co-operation and speed. Collaborative learning is seen as the class is divided into 2 groups. The groups have to work together to put together the jumbled up alphabets to form a word. Besides that, they would have to discuss about the sentence that has to be made after they had formed the word. We can also see a collaboration of multiple skills and tasks in the four 'aliens' that wear the alphabets. Since they cannot see their own alphabets, they only have each other to rely on and also their team members. This way, the 'aliens' have to co-operate not only among themselves but also with the group members who are shouting out directions to them.
Multiple intelligence is the theory that learning and teaching focuses on the particular intelligence of each person. As there are many things to do at once in the allocated time, the students would have to think and act at once. Different learners have different areas of the language in which they are good at. For example, someone might have better knowledge at music if the clue was 'musical instrument'. In this way, he or she could help guide the team to the right path of guessing. While doing that, the others can guide the 'aliens' with the knowledge and clues that they have. After that, another student might be able to come up with the best sentence. As culture emphasizes particular intelligences, we can expect to see various intelligences here in Malaysia as we have a combination of different races, religion and culture.
Experiential learning involves personal involvement, self-initiating, evaluated by learner and pervasive effects on learner. In 'Alien Jumble' we can see all the four qualities mentioned. Each and every student is personally involved in the game and are self-initiated to complete the word, generate a sentence and then win the round. If adjustments are made, we can ask the other groups to evaluate the opposing group and this may further lead to a class discussion should either groups voice dissatisfaction. In 'Alien Jumble' too, the students participate completely in the learning process. They can also control the nature of it and the direction of it. This is because the game is designed to suit each and everyone of them, to fit their interest and ability. This is because significant learning happens when the personal interests of the students are taken into concern.
As a conclusion, based on the explanation, Alien Jumble is a comprehensive and enjoyable game for students of all ages and levels. This game can be brought from the classroom to the home to have a good time among parents and siblings. It is flexible and can be adjusted to suit or meet the needs of the students. With adjustments depending on the level of the students, it can definitely succeed as a fun yet beneficial language game.
Night at 10. Fila’s house.
Fila, me, Rubiah and Mangala, four of us who are assigned for doing the banner sat down in a small circle to have a brief discussion regarding what we are supposed to do. We had a few plans, plan A, plan B, and Plan C.
Plan A: alphabets will be printed out on colourful papers. The question is, it will cost us some $$$. So, plan A was cancelled as we want to save the budget. Plan B: we will trace the alphabets one by one on the yellow cloth. Hmm…. It will take a long time to finish it. So it was not a good idea after all! Plan C: we will cut off the alphabets out off the A4 papers, ‘tekap’ on the yellow cloth and paint over it using brush. Hehehe… we will be able to complete it no times ;)
However, things didn’t turn out as easy as we thought. As we ‘tekap’ the A4 papers on the cloth and paint over it, the result was darn SCARY. The alphabets seem to be OUT OF SHAPE!! Huh? In a flash of time, I recall somebody (not from our group members) who had uttered this sentence: ‘kerja senang saje… dulu I buat sat saje dah siap…’ (Yea right…kononya :p) Well, I guess I will be more appreciate if she said nothing at all ;)
After TRIAL by TRIAL, we finally found the best way to do this banner. (Ghee… best work really has to go through more complicated and times consuming task) We adopt and combined the plan B and plan C together, and the ‘masterpiece’ seems to be more acceptable now ;)
All of us were doing some self- entertainment to make each other awake… we laugh and laugh even though some of us didn’t understand Tamil spoken by our friends. But still, we really enjoy each other company. For me, I didn’t manage to see the whole picture of the masterpiece. I had left at 2am as I have an elective test in the early morning tomorrow. GANBATTE !!!
Fila, me, Rubiah and Mangala, four of us who are assigned for doing the banner sat down in a small circle to have a brief discussion regarding what we are supposed to do. We had a few plans, plan A, plan B, and Plan C.
Plan A: alphabets will be printed out on colourful papers. The question is, it will cost us some $$$. So, plan A was cancelled as we want to save the budget. Plan B: we will trace the alphabets one by one on the yellow cloth. Hmm…. It will take a long time to finish it. So it was not a good idea after all! Plan C: we will cut off the alphabets out off the A4 papers, ‘tekap’ on the yellow cloth and paint over it using brush. Hehehe… we will be able to complete it no times ;)
However, things didn’t turn out as easy as we thought. As we ‘tekap’ the A4 papers on the cloth and paint over it, the result was darn SCARY. The alphabets seem to be OUT OF SHAPE!! Huh? In a flash of time, I recall somebody (not from our group members) who had uttered this sentence: ‘kerja senang saje… dulu I buat sat saje dah siap…’ (Yea right…kononya :p) Well, I guess I will be more appreciate if she said nothing at all ;)
After TRIAL by TRIAL, we finally found the best way to do this banner. (Ghee… best work really has to go through more complicated and times consuming task) We adopt and combined the plan B and plan C together, and the ‘masterpiece’ seems to be more acceptable now ;)
All of us were doing some self- entertainment to make each other awake… we laugh and laugh even though some of us didn’t understand Tamil spoken by our friends. But still, we really enjoy each other company. For me, I didn’t manage to see the whole picture of the masterpiece. I had left at 2am as I have an elective test in the early morning tomorrow. GANBATTE !!!
We had a meeting last Thursday.
I arrived at 8.05 pm, but surprisingly nobody was there. GOSH* where are the rest? I must be dreadfully late and please, I don’t want to be the ‘left behind’… PHEW… thank goodness it started at 8.30.
Farhana was busying doing some write up about the program schedule for the upcoming language camp, while the rest workout with the materials. I started off my duty by inserting the A4 papers into the colourful paper file, with 4 pieces of papers per file. After that, I fold the manila cards into a few square sections, wrote an alphabet at the surface of each square, and then cut them out. However, I didn’t stay until the end of the meeting. Me, as one of the members who are in the group for doing banner went over to fila’s house to do it, as we need a computer and a bigger space to do all the painting and etc.
I arrived at 8.05 pm, but surprisingly nobody was there. GOSH* where are the rest? I must be dreadfully late and please, I don’t want to be the ‘left behind’… PHEW… thank goodness it started at 8.30.
Farhana was busying doing some write up about the program schedule for the upcoming language camp, while the rest workout with the materials. I started off my duty by inserting the A4 papers into the colourful paper file, with 4 pieces of papers per file. After that, I fold the manila cards into a few square sections, wrote an alphabet at the surface of each square, and then cut them out. However, I didn’t stay until the end of the meeting. Me, as one of the members who are in the group for doing banner went over to fila’s house to do it, as we need a computer and a bigger space to do all the painting and etc.
KRISTY INUS
801101-12-5404
Literature Review
The game ‘Weather Forecast for Today’ is a game adapted from a book of language games. It is a game where the students learned to use expressions related to weather features using illustrations and related materials (real authentic things).
This game was selected to teach these new vocabularies because of the ability to relate the learning to the real life situation. The rationale behind it is to reinforce vocabulary items by providing common associations for each item, and to practice and identify vocabulary items associated with the different weather features (McCallum, 1980). This game is also selected for intermediate level students of Standard Five, since the students here in our own country would find this game challenging enough. It is also because of the status of English as a Second Language may not be fully achieved yet due to the majority of students’ low language proficiency. Thus, even though this game may be considered simple to schools in western countries, it proved to have a certain degree of difficulty when it was implemented in our place.
As it was known, language games are significant because they can highly motivate the students to learn the language. In this case, this game helps to gain the students’ interest, where they are able to interact with each other and use most of their senses. Students, as quoted by McCallum (1980), in the informal atmosphere of game play are less self-conscious and therefore more apt to experiment and freely participate in using the foreign language. The level of edutainment in this game is high, so as the logic was stated above, students’ are more motivated to learn the language.
This game also helps to enhance language learning of the students’ since it includes ‘real life’ situations and materials. Wright, Betteridge, and Buckby (1984) agreed that this point is generally true: the teacher and the class must be convinced that the language used in this type of activity is relevant to ‘real life’ situations, i.e. situations out of school where English is used. Thus, this should add a bonus point to this game, since English is not about knowing, but about using it.
Lastly, this game is also significant in terms of the indirect focus on the interrelationship of language and situation, where in Chomsky’s terms, we put these elements of our linguistic ‘competence’ into ‘performance’, in real situations (Shepherd, 1993). By using different types of weather features, the students can see the appropriateness of certain materials to the situations. This would help them in their usage of the language correctly and reasonably.
References:
·McCallum, G. P. 1980. 101 Word Game. New York: Oxford University Press.
·Shepherd, V. 1993. Playing the Language Game. Buckingham: Open University Press.
·Wright, A., Betteridge, D. and Buckby, M. 1984. Games for Language Learning: New Edition. Cambridge: Cambridge University Press.
LESSON PLAN
Subject: English
Primary: 5 Bijak (Intermediate) Attendance: 40
Date: 6/12/2001 Time: 3.00- 3.40 pm
Topic: Weather Forecast for Today Venue: 5 Bijak
OBJECTIVE:
By the end of the lesson, students should be able to:
1) state the correct ‘weather’ expressions using the drawings in manila cards and related things.
TEACHING AIDS:
1) Poster containing picture of weather features (Set Induction)
2) Manila cards containing drawings related to weather features
3) Crayons
4) Colour pencils
5) Magic pens
6) Marker
7) Props including umbrellas, hats, and sweaters
8) Students’ handout containing rules of game
PRIOR KNOWLEDGE:
1) Students have learned to use the simple present of the verb ‘to be’, so the children should be able to use expressions related to weather features (e.g. ‘it’s rainy’).
DELIVERY:
Content 1) Weather features:It’s rainy. Take your umbrella.It’s cloudy. Close your umbrella.It’s windy. Wear your scarf.It’s sunny. Put on your hat and sunglasses.It’s snowy. Put on your sweater.
Comprehension/Skills : Vocabulary/ Grammar
Teacher – Student Activities
Set Induction1) Teacher shows a poster containing drawings of different weather.
2) Teacher asks the students to guess what they will learn on today’s lesson.
3) Teacher asks questions to the students regarding weather; do they like rainy/sunny day, have they ever seen snow before, etc. 4) Teacher introduces the topic for today.
Activity 1
1) Teacher introduces words relating to weather and their description. Teacher uses the manila cards with drawings to show the difference and obtain their understanding.
2) Teacher gives examples of how to use the words in sentences.
Activity 2 (Language Game)
1) Teacher tells the class that they will play a game and divides the class into two groups.
2) For each group, teacher distributes empty manila cards and asks the students to make their own drawings following the models shown earlier. Teacher gives them 5 minutes.
3) Teacher gives out the handouts to the students and explains the rules for the game.
4) Teacher distributes the props to each group and tells them to get one material for each person (either the manila card or the props).
5) Teacher orientates the game by first showing them how to play.
6) In the game, the first group will call out a weather feature and show the correct manila card to the other group. The other group will have to show the right prop for the weather. Then the next group changes its role with the first group. The game will go on for 5 rounds. The teacher will facilitate the game and keep marks
.7) The teacher counts the marks and announces which group is the winner. Teaching Aid:PosterTime: 3 minutes.Teaching aid:Manila CardsTime: 5 minutes.Teaching Aids:Manila cardsHandoutsPropsCrayonsColour pencilsMagic pensMarkersTime: 30 minutes.
CLOSING:
Teacher asks them to hang their drawings on the wall and write the weather expressions on the board, before telling them to copy the expression on the drawings.
HOMEWORK:
Make a sentence for each of the weather expressions. Hand in the assignment tomorrow.
TEACHER’S NOTES:
(Students’ Handout)
Rules of the Game
1) Divide the class into two groups.
2) Teacher will distribute matching props to both groups; umbrellas, hats, sweaters, etc.
3) Everyone in both groups must have one item in hand, either the manila card you have drawn earlier, or the props given by the teacher.
4) The game starts with the first group discussing what weather feature to select. They will call out one weather feature to the other group, and at the same time hold up the correct manila card. The other group will have to show the right prop for the weather.
5) The first group changes its role with the second group. The game will go on for 5 rounds.
6) One mark is given for each correct answer. The group with the most marks will be the winner.
801101-12-5404
Literature Review
The game ‘Weather Forecast for Today’ is a game adapted from a book of language games. It is a game where the students learned to use expressions related to weather features using illustrations and related materials (real authentic things).
This game was selected to teach these new vocabularies because of the ability to relate the learning to the real life situation. The rationale behind it is to reinforce vocabulary items by providing common associations for each item, and to practice and identify vocabulary items associated with the different weather features (McCallum, 1980). This game is also selected for intermediate level students of Standard Five, since the students here in our own country would find this game challenging enough. It is also because of the status of English as a Second Language may not be fully achieved yet due to the majority of students’ low language proficiency. Thus, even though this game may be considered simple to schools in western countries, it proved to have a certain degree of difficulty when it was implemented in our place.
As it was known, language games are significant because they can highly motivate the students to learn the language. In this case, this game helps to gain the students’ interest, where they are able to interact with each other and use most of their senses. Students, as quoted by McCallum (1980), in the informal atmosphere of game play are less self-conscious and therefore more apt to experiment and freely participate in using the foreign language. The level of edutainment in this game is high, so as the logic was stated above, students’ are more motivated to learn the language.
This game also helps to enhance language learning of the students’ since it includes ‘real life’ situations and materials. Wright, Betteridge, and Buckby (1984) agreed that this point is generally true: the teacher and the class must be convinced that the language used in this type of activity is relevant to ‘real life’ situations, i.e. situations out of school where English is used. Thus, this should add a bonus point to this game, since English is not about knowing, but about using it.
Lastly, this game is also significant in terms of the indirect focus on the interrelationship of language and situation, where in Chomsky’s terms, we put these elements of our linguistic ‘competence’ into ‘performance’, in real situations (Shepherd, 1993). By using different types of weather features, the students can see the appropriateness of certain materials to the situations. This would help them in their usage of the language correctly and reasonably.
References:
·McCallum, G. P. 1980. 101 Word Game. New York: Oxford University Press.
·Shepherd, V. 1993. Playing the Language Game. Buckingham: Open University Press.
·Wright, A., Betteridge, D. and Buckby, M. 1984. Games for Language Learning: New Edition. Cambridge: Cambridge University Press.
LESSON PLAN
Subject: English
Primary: 5 Bijak (Intermediate) Attendance: 40
Date: 6/12/2001 Time: 3.00- 3.40 pm
Topic: Weather Forecast for Today Venue: 5 Bijak
OBJECTIVE:
By the end of the lesson, students should be able to:
1) state the correct ‘weather’ expressions using the drawings in manila cards and related things.
TEACHING AIDS:
1) Poster containing picture of weather features (Set Induction)
2) Manila cards containing drawings related to weather features
3) Crayons
4) Colour pencils
5) Magic pens
6) Marker
7) Props including umbrellas, hats, and sweaters
8) Students’ handout containing rules of game
PRIOR KNOWLEDGE:
1) Students have learned to use the simple present of the verb ‘to be’, so the children should be able to use expressions related to weather features (e.g. ‘it’s rainy’).
DELIVERY:
Content 1) Weather features:It’s rainy. Take your umbrella.It’s cloudy. Close your umbrella.It’s windy. Wear your scarf.It’s sunny. Put on your hat and sunglasses.It’s snowy. Put on your sweater.
Comprehension/Skills : Vocabulary/ Grammar
Teacher – Student Activities
Set Induction1) Teacher shows a poster containing drawings of different weather.
2) Teacher asks the students to guess what they will learn on today’s lesson.
3) Teacher asks questions to the students regarding weather; do they like rainy/sunny day, have they ever seen snow before, etc. 4) Teacher introduces the topic for today.
Activity 1
1) Teacher introduces words relating to weather and their description. Teacher uses the manila cards with drawings to show the difference and obtain their understanding.
2) Teacher gives examples of how to use the words in sentences.
Activity 2 (Language Game)
1) Teacher tells the class that they will play a game and divides the class into two groups.
2) For each group, teacher distributes empty manila cards and asks the students to make their own drawings following the models shown earlier. Teacher gives them 5 minutes.
3) Teacher gives out the handouts to the students and explains the rules for the game.
4) Teacher distributes the props to each group and tells them to get one material for each person (either the manila card or the props).
5) Teacher orientates the game by first showing them how to play.
6) In the game, the first group will call out a weather feature and show the correct manila card to the other group. The other group will have to show the right prop for the weather. Then the next group changes its role with the first group. The game will go on for 5 rounds. The teacher will facilitate the game and keep marks
.7) The teacher counts the marks and announces which group is the winner. Teaching Aid:PosterTime: 3 minutes.Teaching aid:Manila CardsTime: 5 minutes.Teaching Aids:Manila cardsHandoutsPropsCrayonsColour pencilsMagic pensMarkersTime: 30 minutes.
CLOSING:
Teacher asks them to hang their drawings on the wall and write the weather expressions on the board, before telling them to copy the expression on the drawings.
HOMEWORK:
Make a sentence for each of the weather expressions. Hand in the assignment tomorrow.
TEACHER’S NOTES:
(Students’ Handout)
Rules of the Game
1) Divide the class into two groups.
2) Teacher will distribute matching props to both groups; umbrellas, hats, sweaters, etc.
3) Everyone in both groups must have one item in hand, either the manila card you have drawn earlier, or the props given by the teacher.
4) The game starts with the first group discussing what weather feature to select. They will call out one weather feature to the other group, and at the same time hold up the correct manila card. The other group will have to show the right prop for the weather.
5) The first group changes its role with the second group. The game will go on for 5 rounds.
6) One mark is given for each correct answer. The group with the most marks will be the winner.
“Weather Forecast for Today”, the game implemented by my partner and I for the Game Plan Exhibition. The game was based on KBSR syllabus specification. The topic chosen is about the ‘weather” expressions whereby students have to give correct expression based on the instruction given from other group. I believe this game is appropriate with the low proficiency level of students because it will be a good start for beginners to love the language.
The children’s understanding of what language is derived from his owns experience of language in situations of use….. [his models therefore included] the instrumental, the regulatory, the interactional, the personal, the heuristic, the imaginative and the representatational. Each of these is his interpretation of the function of language which he is familiar.
(Haliday 1973 : 17)
As for that reason, my partner and I chose this game as one of the game that should be exposed to students especially when we have to deal with low proficiency students. This game will help them in applying their experiences into the class. As Flower (1966) claimed that “we learn to skate on the ice and to swim in the water, not in the classroom. Similarly we learn to speak and write our mother tongue in the full context of our daily usage and experience.” There is no reason why the linguistic environment, unlike the ice rink or the swimming pool, cannot be brought into the classroom in order to encourage further development in language skills.
According to Gardner (1993), the learning or teaching process should focus on the particular intelligences of the person. Whereby as we all know, each person has several intelligences, so as a teacher, we should make a full use of the students’ intelligence. But to fulfill all the seven requirements in a game may cause a difficulty to teacher. As for that, in my game I only focus on linguistic and spatial intelligence.
There are many valid reasons why we chose games as one of the main objective in fulfilling our target as an English teacher to introduce and make English more interesting. Students in other hand, need something that is totally enjoying and meaningful for them. As for that reason, games are automatically stimulating students’ interest, with a proper introduction that will motivate the students. As George (1980) claimed that games contribute to an atmosphere of healthy competition, providing an outlet for the creative use of natural language in a non-stressful situation.
We introduce words relating to weather and their description and also we use the manila cards with drawings to show the difference and obtain their understanding. We also give examples of how to use the words in sentences, so that the students have a clear vision and understand what we are teaching. As what we add in our objective in the lesson plan, the objective of the game is to state the correct ‘weather’ expressions using the drawings in manila cards and related things. As what McCallum (1980) claimed that “language games can be done to focus students attention on specific structures, grammatical patterns, and vocabulary items.”
After a brief explanation by the teacher, the students are divided into two groups. The reason for dividing the students into two groups is that to train the students to work as a team and also by giving idea and discussing to each other which will help them in achieving the goal. This is confirmed by Hamilton (1980), who says “ Collaborative learning, which is basically groupwork, boosts understanding.” We believe splitting the students into two groups is a great idea because the students are totally eager to play and also develop competitive spirit in order to get more points than other groups.
Manila card, crayons, colour pencils, magic pens etc, are being use in this game to create props for the game. This actually gives the opportunity to those students who are great in drawing but lack of confidence when answering question to participate in learning the language.
In this game, the students are required to have one material (either the manila card or props) for each person. Gaudart (1999) indicated that the teacher’s role is as a monitor of the students’ progress and problems. Gaudart (1999) also claimed that ‘introduction as a vital part in playing language games’. As for that reason, we orientate the game by first showing them how to play the game and also provided handouts for the students. Thus, this will help them in understanding clearly the rules of the games.
After a brief explanation about the literature review of the game, I must say that learning through games is a good way in helping the students to love English. Games will not bore the students, furthermore games help students especially weak students to enjoy the lesson, learn new vocabulary and also gain knowledge.
REFERENCES
1. Gardner, H (1993a). Multiple Intelligences: The Theory in Practice. NY: Basic Books.
2. Gaudart, H (1999) Games as a Teaching Tools for Teaching English to Speakers of other Languages.
3. Hamillton, S.J (9980) Collaborative Learning. 2nd Edition. IUIPUI Center for Teaching and Learning.
4. McCallum, G. P. 1980. 101 Word Game. New York: Oxford University Press.
5. Shepherd, V. 1993. Playing the Language Game. Buckingham: Open University Press.
6. Wright, A., Betteridge, D. and Buckby, M. 1984. Games for Language Learning: New Edition. Cambridge: Cambridge University Press.
LESSON PLAN
Subject: English
Primary: 5 Bijak (Intermediate) Attendance: 40
Date: 6/12/2001 Time: 3.00- 3.40 pm
Topic: Weather Forecast for Today Venue: 5 Bijak
OBJECTIVE:
By the end of the lesson, students should be able to:
1) state the correct ‘weather’ expressions using the drawings in manila cards and related things.
TEACHING AIDS:
1) Poster containing picture of weather features (Set Induction)
2) Manila cards containing drawings related to weather features
3) Crayons
4) Colour pencils
5) Magic pens
6) Marker
7) Props including umbrellas, hats, and sweaters
8) Students’ handout containing rules of game
PRIOR KNOWLEDGE:
1) Students have learned to use the simple present of the verb ‘to be’, so the children should be able to use expressions related to weather features (e.g. ‘it’s rainy’).
DELIVERY:
Content 1) Weather features:It’s rainy. Take your umbrella.It’s cloudy. Close your umbrella.It’s windy. Wear your scarf.It’s sunny. Put on your hat and sunglasses.It’s snowy. Put on your sweater.
Comprehension/Skills : Vocabulary/ Grammar
Teacher – Student Activities
Set Induction1) Teacher shows a poster containing drawings of different weather.
2) Teacher asks the students to guess what they will learn on today’s lesson.
3) Teacher asks questions to the students regarding weather; do they like rainy/sunny day, have they ever seen snow before, etc. 4) Teacher introduces the topic for today.
Activity 1
1) Teacher introduces words relating to weather and their description. Teacher uses the manila cards with drawings to show the difference and obtain their understanding.
2) Teacher gives examples of how to use the words in sentences.
Activity 2 (Language Game)
1) Teacher tells the class that they will play a game and divides the class into two groups.
2) For each group, teacher distributes empty manila cards and asks the students to make their own drawings following the models shown earlier. Teacher gives them 5 minutes.
3) Teacher gives out the handouts to the students and explains the rules for the game.
4) Teacher distributes the props to each group and tells them to get one material for each person (either the manila card or the props).
5) Teacher orientates the game by first showing them how to play.
6) In the game, the first group will call out a weather feature and show the correct manila card to the other group. The other group will have to show the right prop for the weather. Then the next group changes its role with the first group. The game will go on for 5 rounds. The teacher will facilitate the game and keep marks
.7) The teacher counts the marks and announces which group is the winner. Teaching Aid:PosterTime: 3 minutes.Teaching aid:Manila CardsTime: 5 minutes.Teaching Aids:Manila cardsHandoutsPropsCrayonsColour pencilsMagic pensMarkersTime: 30 minutes.
CLOSING:
Teacher asks them to hang their drawings on the wall and write the weather expressions on the board, before telling them to copy the expression on the drawings.
HOMEWORK:
Make a sentence for each of the weather expressions. Hand in the assignment tomorrow.
TEACHER’S NOTES:
(Students’ Handout)
Rules of the Game
1) Divide the class into two groups.
2) Teacher will distribute matching props to both groups; umbrellas, hats, sweaters, etc.
3) Everyone in both groups must have one item in hand, either the manila card you have drawn earlier, or the props given by the teacher.
4) The game starts with the first group discussing what weather feature to select. They will call out one weather feature to the other group, and at the same time hold up the correct manila card. The other group will have to show the right prop for the weather.
5) The first group changes its role with the second group. The game will go on for 5 rounds.
6) One mark is given for each correct answer. The group with the most marks will be the winner.
The children’s understanding of what language is derived from his owns experience of language in situations of use….. [his models therefore included] the instrumental, the regulatory, the interactional, the personal, the heuristic, the imaginative and the representatational. Each of these is his interpretation of the function of language which he is familiar.
(Haliday 1973 : 17)
As for that reason, my partner and I chose this game as one of the game that should be exposed to students especially when we have to deal with low proficiency students. This game will help them in applying their experiences into the class. As Flower (1966) claimed that “we learn to skate on the ice and to swim in the water, not in the classroom. Similarly we learn to speak and write our mother tongue in the full context of our daily usage and experience.” There is no reason why the linguistic environment, unlike the ice rink or the swimming pool, cannot be brought into the classroom in order to encourage further development in language skills.
According to Gardner (1993), the learning or teaching process should focus on the particular intelligences of the person. Whereby as we all know, each person has several intelligences, so as a teacher, we should make a full use of the students’ intelligence. But to fulfill all the seven requirements in a game may cause a difficulty to teacher. As for that, in my game I only focus on linguistic and spatial intelligence.
There are many valid reasons why we chose games as one of the main objective in fulfilling our target as an English teacher to introduce and make English more interesting. Students in other hand, need something that is totally enjoying and meaningful for them. As for that reason, games are automatically stimulating students’ interest, with a proper introduction that will motivate the students. As George (1980) claimed that games contribute to an atmosphere of healthy competition, providing an outlet for the creative use of natural language in a non-stressful situation.
We introduce words relating to weather and their description and also we use the manila cards with drawings to show the difference and obtain their understanding. We also give examples of how to use the words in sentences, so that the students have a clear vision and understand what we are teaching. As what we add in our objective in the lesson plan, the objective of the game is to state the correct ‘weather’ expressions using the drawings in manila cards and related things. As what McCallum (1980) claimed that “language games can be done to focus students attention on specific structures, grammatical patterns, and vocabulary items.”
After a brief explanation by the teacher, the students are divided into two groups. The reason for dividing the students into two groups is that to train the students to work as a team and also by giving idea and discussing to each other which will help them in achieving the goal. This is confirmed by Hamilton (1980), who says “ Collaborative learning, which is basically groupwork, boosts understanding.” We believe splitting the students into two groups is a great idea because the students are totally eager to play and also develop competitive spirit in order to get more points than other groups.
Manila card, crayons, colour pencils, magic pens etc, are being use in this game to create props for the game. This actually gives the opportunity to those students who are great in drawing but lack of confidence when answering question to participate in learning the language.
In this game, the students are required to have one material (either the manila card or props) for each person. Gaudart (1999) indicated that the teacher’s role is as a monitor of the students’ progress and problems. Gaudart (1999) also claimed that ‘introduction as a vital part in playing language games’. As for that reason, we orientate the game by first showing them how to play the game and also provided handouts for the students. Thus, this will help them in understanding clearly the rules of the games.
After a brief explanation about the literature review of the game, I must say that learning through games is a good way in helping the students to love English. Games will not bore the students, furthermore games help students especially weak students to enjoy the lesson, learn new vocabulary and also gain knowledge.
REFERENCES
1. Gardner, H (1993a). Multiple Intelligences: The Theory in Practice. NY: Basic Books.
2. Gaudart, H (1999) Games as a Teaching Tools for Teaching English to Speakers of other Languages.
3. Hamillton, S.J (9980) Collaborative Learning. 2nd Edition. IUIPUI Center for Teaching and Learning.
4. McCallum, G. P. 1980. 101 Word Game. New York: Oxford University Press.
5. Shepherd, V. 1993. Playing the Language Game. Buckingham: Open University Press.
6. Wright, A., Betteridge, D. and Buckby, M. 1984. Games for Language Learning: New Edition. Cambridge: Cambridge University Press.
LESSON PLAN
Subject: English
Primary: 5 Bijak (Intermediate) Attendance: 40
Date: 6/12/2001 Time: 3.00- 3.40 pm
Topic: Weather Forecast for Today Venue: 5 Bijak
OBJECTIVE:
By the end of the lesson, students should be able to:
1) state the correct ‘weather’ expressions using the drawings in manila cards and related things.
TEACHING AIDS:
1) Poster containing picture of weather features (Set Induction)
2) Manila cards containing drawings related to weather features
3) Crayons
4) Colour pencils
5) Magic pens
6) Marker
7) Props including umbrellas, hats, and sweaters
8) Students’ handout containing rules of game
PRIOR KNOWLEDGE:
1) Students have learned to use the simple present of the verb ‘to be’, so the children should be able to use expressions related to weather features (e.g. ‘it’s rainy’).
DELIVERY:
Content 1) Weather features:It’s rainy. Take your umbrella.It’s cloudy. Close your umbrella.It’s windy. Wear your scarf.It’s sunny. Put on your hat and sunglasses.It’s snowy. Put on your sweater.
Comprehension/Skills : Vocabulary/ Grammar
Teacher – Student Activities
Set Induction1) Teacher shows a poster containing drawings of different weather.
2) Teacher asks the students to guess what they will learn on today’s lesson.
3) Teacher asks questions to the students regarding weather; do they like rainy/sunny day, have they ever seen snow before, etc. 4) Teacher introduces the topic for today.
Activity 1
1) Teacher introduces words relating to weather and their description. Teacher uses the manila cards with drawings to show the difference and obtain their understanding.
2) Teacher gives examples of how to use the words in sentences.
Activity 2 (Language Game)
1) Teacher tells the class that they will play a game and divides the class into two groups.
2) For each group, teacher distributes empty manila cards and asks the students to make their own drawings following the models shown earlier. Teacher gives them 5 minutes.
3) Teacher gives out the handouts to the students and explains the rules for the game.
4) Teacher distributes the props to each group and tells them to get one material for each person (either the manila card or the props).
5) Teacher orientates the game by first showing them how to play.
6) In the game, the first group will call out a weather feature and show the correct manila card to the other group. The other group will have to show the right prop for the weather. Then the next group changes its role with the first group. The game will go on for 5 rounds. The teacher will facilitate the game and keep marks
.7) The teacher counts the marks and announces which group is the winner. Teaching Aid:PosterTime: 3 minutes.Teaching aid:Manila CardsTime: 5 minutes.Teaching Aids:Manila cardsHandoutsPropsCrayonsColour pencilsMagic pensMarkersTime: 30 minutes.
CLOSING:
Teacher asks them to hang their drawings on the wall and write the weather expressions on the board, before telling them to copy the expression on the drawings.
HOMEWORK:
Make a sentence for each of the weather expressions. Hand in the assignment tomorrow.
TEACHER’S NOTES:
(Students’ Handout)
Rules of the Game
1) Divide the class into two groups.
2) Teacher will distribute matching props to both groups; umbrellas, hats, sweaters, etc.
3) Everyone in both groups must have one item in hand, either the manila card you have drawn earlier, or the props given by the teacher.
4) The game starts with the first group discussing what weather feature to select. They will call out one weather feature to the other group, and at the same time hold up the correct manila card. The other group will have to show the right prop for the weather.
5) The first group changes its role with the second group. The game will go on for 5 rounds.
6) One mark is given for each correct answer. The group with the most marks will be the winner.
happy valentines to everyone out there and gong xi fatt chai..
i guess we are all stil in the holiday mood ... well i will have to travel back today .. thought of saying a few words before i leave for johor... i felt quite excited when i boarded the bus with the rest of the group for i've never been on excursions with friends . it was a new experience alto gether for me. and to go and teach in a school is another new experience as i have not been for any practical yet ... so it was rather an eye operner to me... when i stepped down from the bus i saw all those cute children in the school porch i was feeling like back in those days when i was still a kid too...
i can recall much of my schooling life but i just know that i was always left behind in games or even a run and chase game with school friends.. i remembered as a kid i was always bullied and my bag was trown into the big garbage tank in the canteen... how i dislike going to school ... i wonder if some of the kid here were like me ,.... hope not.. it seems that they are quite active and friendly toward each other. .. so the language camp was started and the teachers were at first quite nervous to what they should do with a hall full of kids so christina ask them to sing songs... the kid swere still sort of shy but soon they warmed up to the new teachers and began participating... christina then asked me to sing too and i willingly lead to singing session.. it felt like those days when i taught the kindergarten .. the kids really enjoyed singing and the games . it was rather hard at first to explain the song cum game "who stole the cookie from the cookie jar" then every teacher tried to explain the song and the game to every groups...it was so hard to get the message through but the kid were eager so we went on explaining. so finally the explaining was successful and the song cum game was started how they enjoyed themselves.. soon the opening ceremony was announced . the whole day we were either busy running for the games or explaining ourselves to the kids.
i partically enjoyed teaching the quiet ones for i think i was like them shy and far... yet still interested to know something... lessons in groups were carried out and the kids in my group were a bit slower than the rest but nevermind at least they will learn something. thiba and azalia were in the same group as mine... azalia will conduct the class while i helped to write the important words.. on the board... something i should not have done.. because i started to feel a bit suffocated by the dust of the chalk maybe someone should create some chalk that is less dusty or better. ...then after the few games were taught the few quite ones began to show more participation... even the naughty ones began to enjoy the process of learning. the idea of this camp is indeed very good for the help the quiet and ahy ones to come out from their shells. .. later the treasure hunt was conducted i was busy chasing the group of mine boy they can really run so very fast so i tried to keep up with them. ... the treasure hunt was not as good as the lessons taught in class because the group tend to want to finish so fast they hardly know what the questions are and in the end only the good ones will give all the anwers leaving the poor one tagging behind lost and bored... anyway the game ended and we were all exhausted especially me... then we headed for the toilets for a cooling bath i instead went to the canteen with farah and mazlia.. we had each a cool syrup drink and we drank it up quickly like a thristy camel... i forget to avoid the ice because the drink was too sweet and it was really hot that day .. something i regretted doing.. because the ice triggered my asthma that night .. i didn't remember how i was in the room and then i knew that suhami helped me to the car.. all i could recall was explaining the game of okapi to the kida while squating down... the moment i stood up the the world went totally black .. i must have fainted due to fatigue ... i get it quite often whenever i squat down... this may be due to my anemic problems... later that night i was brought to my personal doctor for a jab something i hate most... but better that sleeping all alone on that cold icey room i was put before how i feared the hospitals... thank god .. i had such wonderful friends who cared... then i just dozed off into sweet slumber.. the next morning or rather afternoon i woke up feeling tired but sad for i've missed out the second day of the language camp... but i still hear a lot of things from the blogspot .. so keep me updated ... bye and see you all in class....
i guess we are all stil in the holiday mood ... well i will have to travel back today .. thought of saying a few words before i leave for johor... i felt quite excited when i boarded the bus with the rest of the group for i've never been on excursions with friends . it was a new experience alto gether for me. and to go and teach in a school is another new experience as i have not been for any practical yet ... so it was rather an eye operner to me... when i stepped down from the bus i saw all those cute children in the school porch i was feeling like back in those days when i was still a kid too...
i can recall much of my schooling life but i just know that i was always left behind in games or even a run and chase game with school friends.. i remembered as a kid i was always bullied and my bag was trown into the big garbage tank in the canteen... how i dislike going to school ... i wonder if some of the kid here were like me ,.... hope not.. it seems that they are quite active and friendly toward each other. .. so the language camp was started and the teachers were at first quite nervous to what they should do with a hall full of kids so christina ask them to sing songs... the kid swere still sort of shy but soon they warmed up to the new teachers and began participating... christina then asked me to sing too and i willingly lead to singing session.. it felt like those days when i taught the kindergarten .. the kids really enjoyed singing and the games . it was rather hard at first to explain the song cum game "who stole the cookie from the cookie jar" then every teacher tried to explain the song and the game to every groups...it was so hard to get the message through but the kid were eager so we went on explaining. so finally the explaining was successful and the song cum game was started how they enjoyed themselves.. soon the opening ceremony was announced . the whole day we were either busy running for the games or explaining ourselves to the kids.
i partically enjoyed teaching the quiet ones for i think i was like them shy and far... yet still interested to know something... lessons in groups were carried out and the kids in my group were a bit slower than the rest but nevermind at least they will learn something. thiba and azalia were in the same group as mine... azalia will conduct the class while i helped to write the important words.. on the board... something i should not have done.. because i started to feel a bit suffocated by the dust of the chalk maybe someone should create some chalk that is less dusty or better. ...then after the few games were taught the few quite ones began to show more participation... even the naughty ones began to enjoy the process of learning. the idea of this camp is indeed very good for the help the quiet and ahy ones to come out from their shells. .. later the treasure hunt was conducted i was busy chasing the group of mine boy they can really run so very fast so i tried to keep up with them. ... the treasure hunt was not as good as the lessons taught in class because the group tend to want to finish so fast they hardly know what the questions are and in the end only the good ones will give all the anwers leaving the poor one tagging behind lost and bored... anyway the game ended and we were all exhausted especially me... then we headed for the toilets for a cooling bath i instead went to the canteen with farah and mazlia.. we had each a cool syrup drink and we drank it up quickly like a thristy camel... i forget to avoid the ice because the drink was too sweet and it was really hot that day .. something i regretted doing.. because the ice triggered my asthma that night .. i didn't remember how i was in the room and then i knew that suhami helped me to the car.. all i could recall was explaining the game of okapi to the kida while squating down... the moment i stood up the the world went totally black .. i must have fainted due to fatigue ... i get it quite often whenever i squat down... this may be due to my anemic problems... later that night i was brought to my personal doctor for a jab something i hate most... but better that sleeping all alone on that cold icey room i was put before how i feared the hospitals... thank god .. i had such wonderful friends who cared... then i just dozed off into sweet slumber.. the next morning or rather afternoon i woke up feeling tired but sad for i've missed out the second day of the language camp... but i still hear a lot of things from the blogspot .. so keep me updated ... bye and see you all in class....
The materials completion activity was supposed to start at 8 am but my roommates, Zarim and I were a bit (really?) too late, photocopying some stuffs and bought some stuffs where we stumbled with Nor Azalia and friends doing the same thing. We arrived at 9 pm at the same venue and I could see that everybody was already busy with the writing, cutting, pasting and such like no other’s business. I guess we didn’t wait too long to do what we were supposed to do. Being cheeky myself, I guess I did the booklet thing. These girls helped me to rearrange the pages and I just stapled them together. The booklets were actually put in the files together with blank papers and pencil for the students to write. Norlie was busy doing her materials where we help them to make those cute little boxes for Pyramid Game. Sabariah made a sample of the box and we just copied what she had done. Too many processes indeed need more workers to accomplish. So, we decided to divide who’re going to fold, draw the lines, cut, fold again and staple them into the box. In the meantime, the program coordinators did give a reminder on what’s going to be expected on that very day. Mazlia, Wati and Suhaimi gave this further explanation about how every activity is supposed to be conducted. Obviously enough, some of use weren’t paying much of the attention (sorry!!!) but I did understand a thing or two. Anyway, we didn’t really finish up with all the materials including the boxes as it was already 12. So, we needed to continue on the following day after the class. I learned that there was no class on Thursday instead we needed to go to KTR to give some helping hands on the materials. I went there with Sabariah but she was supposed to do the t-shirt thing while I just straightaway went to K16. We continued with the boxes thing and some other materials which I finally left at 5 pm. On the following day which was Friday, I helped Sabariah with the backdrops along with Cipah. I guess things were not perfectly done eventhough we know the following day would be the BIG DAY!
Posted by: Hanimarlia bt. Hassan (Username: mikewazoesky) using Sharifah’s file (Username:howsh)
Posted by: Hanimarlia bt. Hassan (Username: mikewazoesky) using Sharifah’s file (Username:howsh)
A meeting on 24th of January, 2002 was held after Language Games class. I was asked to prepare a booklet for the Language Camp and Ana handed me in a hard copy of the previous camp’s booklet. I studied it and for one thing, tried to figure out what I was going to slot in besides the tentative and the list of the facilitators. I was asked to collaborate with the program coordinators in order to make sure where and when I can slot in the activities prepared for the students. I was almost torn apart whether to do the tentative as simple as the previous booklet or as specific as the one in the proposal. Well, Ana and I decided to do it exactly what’s in the proposal but more detailed on the activities (the name of the activities so that the students know). Ana did require me to add in objectives of the program and some sing-along songs. I guess I didn’t have the problem with the objectives (copy and paste mode, ma’am!) but the sing-along-songs were surely pretty funny since I didn’t grow up with “Jack and Jill went up to a hill” besides “twinkle, twinkle little star” and “london bridge is falling down”. So, I did seek help from these friends of mine to come up with suitable songs for the students which were easy to comprehend and easy to sing along to. I guess I did come up with a few songs which one or two were not that appropriate. So, I again came up with other few songs to make it complete six sing-along songs. I think I remember that I needed to hand in Ana something early in the morning which was a new proposal through Puh Yih as they’d be going to the school on that particular day. I guess these were all done on Tuesday of 29th. On the following day, changes were done here and there especially with the contents of the tentative. An autograph page was added apart from cute little pictures at the front and inside of the booklet. Linda was there helping Sabariah with the backdrops when I was doing the final touch of the booklet. She did ask me that maybe I could add in these words of wisdom where I asked one from Ana. So, I guess the job was nearly done that I needed to photocopy the actual one for 150 copies and brought them on that very night as we had this materials completion at 8 pm.
Posted by: Hanimarlia bt. Hassan (Username: mikewazoesky) using Sharifah’s file (Username:howsh)
Posted by: Hanimarlia bt. Hassan (Username: mikewazoesky) using Sharifah’s file (Username:howsh)
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