TENTATIVE PROGRAM FOR OUR LANGUAGE CAMP
1. Icebreaking
2. Teambuilding Activity (Flag Design and Team Song/Anthem/Jingle)
3. Game 1: Vocabulary
4. Game 2: Vocabulary
5. Game 3: Listening
6. Game 4: Listening
7. Game 5: Speaking
8. Game 6: Speaking
9. Game 7: Reading
10. Game 8: Grammar
11. Game 9: Grammar
13. Game 10: Writing
14. Discussing the Storyline
15. Rehearsal
16. Drama Presentations
................................................
Free slot between games will be used to sing songs, answer riddles and write journal entries.
Total Physical Response method for the morning exercise
Treasure Hunt for the late afternoon exercise.
Friday, June 28, 2002
Tuesday, June 25, 2002
Wow!!! Luckily I remembered how to post my comments to gameplan! Took me almost half an hour... Well, I admit I have poor memory and also I haven't been here for a long time. Sorry, Mr. G... seems like a lot of you have posted your comments on Gameplan. I feel so guilty for not doing my homework! :P Hmmm.... Actually I thought we have Dr. Anie's class today, but she postponed it two days ago; said she need to go somewhere... I was on my way out when Jocelyn reminded me that the class was cancelled, so I ended up in cybercafe... doing this! Another proof of my short memory span! Hehehe... Another thing, about the Language Camp, I have been "elected" as one of the directors, but since I haven't organised any UTM activities before, I am reasonably blur on what to do... sobsob... luckily I have Habsah as my assistant! Thanks for all the help so far! Anyway, I'll try my best to be an efficient director, so please bear with me ya, my dear committee members! And if you have any comments, complaints or even compliments (hehe...) do not hesitate to voice out to me. As you will find out, I'm a very patient and objective person, so I will not take offence. Oopss... am I praising myself already? But seriously, I need all the help I can get, and don't worry, I'll do all I can to make the Language Camp a success. Oh, and if you don't wanna give comments to me directly, you can always post them to my upsaid account. I'll check them regularly. So, all the best. I'm signing off now. Thanks for reading my comment here! :-)
Minutes of Meeting (The First Meeting)
Date : 18th June 2002
Time : 11.45 am to 12.10 pm
Venue : C15-202
Attendance : 16/17
Absence with apology : -
Absence without apology : 1
Agenda : 1. The election of the committee members for the language game project.
Particulars/ Discussions : 1. The group members volunteered themselves to hold the position, which they are suitable for.
2. As the result of the discussion, the committee members were elected such as below:
Director : Wong See Yan
Asst. Director : Nordiana Ishak
Secretary : 1. Radika A/P Subramaniam
2. Norzalina Nor Hasin
Finance : 1. Marciana Maturin
2. Natasha Katyzah Muslim
Food : 1. Nor Aziah Husin
2. Norjihan Abu Talib
Transportation : 1. Ng Sau Ping
2. Foo Swee Lee
P.R.O. : 1. Nor Haziah Abd. Halin
2. Menaga A/P Gandhi
3. Andrea Wang
Game master : 1. So Ling Chueng
2. Kuganeswari A/P Puvipalachandran
Prepared by: Radika A/P Subramaniam
Approved by: Wong See Yan
Date : 18th June 2002
Time : 11.45 am to 12.10 pm
Venue : C15-202
Attendance : 16/17
Absence with apology : -
Absence without apology : 1
Agenda : 1. The election of the committee members for the language game project.
Particulars/ Discussions : 1. The group members volunteered themselves to hold the position, which they are suitable for.
2. As the result of the discussion, the committee members were elected such as below:
Director : Wong See Yan
Asst. Director : Nordiana Ishak
Secretary : 1. Radika A/P Subramaniam
2. Norzalina Nor Hasin
Finance : 1. Marciana Maturin
2. Natasha Katyzah Muslim
Food : 1. Nor Aziah Husin
2. Norjihan Abu Talib
Transportation : 1. Ng Sau Ping
2. Foo Swee Lee
P.R.O. : 1. Nor Haziah Abd. Halin
2. Menaga A/P Gandhi
3. Andrea Wang
Game master : 1. So Ling Chueng
2. Kuganeswari A/P Puvipalachandran
Prepared by: Radika A/P Subramaniam
Approved by: Wong See Yan
LESSON PLAN
TOPIC: Dash It and Hang It!
OBJECTIVES:
By the end of the lesson, students should be able to:
1. guess the words by uttering letters.
2. combine letters to spell a mystery word.
TEACHING AIDS:
1. Five sets of word based on five different categories.
2. An apple, an orange, pictures of animal, pictures of occupation, maps of country, and pictures of transportation.
PRIOR KNOWLEDGE:
Students have encountered some words from their daily lives.
DELIVERY:
1. Guessing the words by uttering letters.
2. Combining letters to spell a mystery word.
3. Moral value:- cooperation
IMPLEMENTATION:
Set Induction:
1. Teacher shows different types of fruit, pictures of animal, pictures of occupation, pictures of transportation, and maps of country to the students.
2. Teacher then asks students to name them.
Activity 1:
1. Students are divided into five groups.
2. Then, each group members are to select a leader in their group.
3. Leaders are asked to go to the front and draw lots in order to select the category that will be played during the game.
4. Teacher decides which group to start the game according to the categories that have been chosen.
5. Teacher gives instruction to students on how to play the game.
Activity 2:
1. Teacher draws one dash for each letter of the word based on the selected category.
2. The student(s) suggest a letter which they think may be in the word. If it is, write it in above the appropriate dash. If it is not, draw one part of the hanged man? Thirteen mistakes hang?the group. If the group manages to get to the right answer, the group will be rewarded with two marks.
3. These procedures continue to the next group until all the groups have played the game.
4. The group with the highest mark will be the winner and is rewarded.
CLOSING:
Teacher ends the lesson by asking the students what they have learned from the game.
HOMEWORK:
No homework is assigned.
TOPIC: Dash It and Hang It!
OBJECTIVES:
By the end of the lesson, students should be able to:
1. guess the words by uttering letters.
2. combine letters to spell a mystery word.
TEACHING AIDS:
1. Five sets of word based on five different categories.
2. An apple, an orange, pictures of animal, pictures of occupation, maps of country, and pictures of transportation.
PRIOR KNOWLEDGE:
Students have encountered some words from their daily lives.
DELIVERY:
1. Guessing the words by uttering letters.
2. Combining letters to spell a mystery word.
3. Moral value:- cooperation
IMPLEMENTATION:
Set Induction:
1. Teacher shows different types of fruit, pictures of animal, pictures of occupation, pictures of transportation, and maps of country to the students.
2. Teacher then asks students to name them.
Activity 1:
1. Students are divided into five groups.
2. Then, each group members are to select a leader in their group.
3. Leaders are asked to go to the front and draw lots in order to select the category that will be played during the game.
4. Teacher decides which group to start the game according to the categories that have been chosen.
5. Teacher gives instruction to students on how to play the game.
Activity 2:
1. Teacher draws one dash for each letter of the word based on the selected category.
2. The student(s) suggest a letter which they think may be in the word. If it is, write it in above the appropriate dash. If it is not, draw one part of the hanged man? Thirteen mistakes hang?the group. If the group manages to get to the right answer, the group will be rewarded with two marks.
3. These procedures continue to the next group until all the groups have played the game.
4. The group with the highest mark will be the winner and is rewarded.
CLOSING:
Teacher ends the lesson by asking the students what they have learned from the game.
HOMEWORK:
No homework is assigned.
Sunday, June 23, 2002
Hey, ladies and gentlemen! It seems like many most you still not yet posted your entries to your username.upsaid.com. What's the matter? Are you guys having problem surfing the net or something? Well, tell you something. You can come to the Cybersix to sruf net and post your entry! It is very convenience, cheap and fast surfing. The most convenient is it opens everyday, 9am until 6.30pm and 9-12 in the evening. Ladies and gentlemen, once again, let me remind you, Cybersix in Kolej Tuanku Canselor! See you then...
Saturday, June 22, 2002
LESSON PLAN
TOPIC: Dash It and Hang It!
OBJECTIVES:
By the end of the lesson, students should be able to:
1. guess the words by uttering letters.
2. combine letters to spell a mystery word.
TEACHING AIDS:
1. Five sets of word based on five different categories.
2. An apple, an orange, pictures of animal, pictures of occupation, maps of country, and pictures of transportation.
PRIOR KNOWLEDGE:
Students have encountered some words from their daily lives.
DELIVERY:
1. Guessing the words by uttering letters.
2. Combining letters to spell a mystery word.
3. Moral value:- cooperation
IMPLEMENTATION:
Set Induction:
1. Teacher shows different types of fruit, pictures of animal, pictures of occupation, pictures of transportation, and maps of country to the students.
2. Teacher then asks students to name them.
Activity 1:
1. Students are divided into five groups.
2. Then, each group members are to select a leader in their group.
3. Leaders are asked to go to the front and draw lots in order to select the category that will be played during the game.
4. Teacher decides which group to start the game according to the categories that have been chosen.
5. Teacher gives instruction to students on how to play the game.
Activity 2:
1. Teacher draws one dash for each letter of the word based on the selected category.
2. The student(s) suggest a letter which they think may be in the word. If it is, write it in above the appropriate dash. If it is not, draw one part of the “hanged man”. Thirteen mistakes “hang” the group. If the group manages to get to the right answer, the group will be rewarded with two marks.
3. These procedures continue to the next group until all the groups have played the game.
4. The group with the highest mark will be the winner and is rewarded.
CLOSING:
Teacher ends the lesson by asking the students what they have learned from the game.
HOMEWORK:
No homework is assigned.
TOPIC: Dash It and Hang It!
OBJECTIVES:
By the end of the lesson, students should be able to:
1. guess the words by uttering letters.
2. combine letters to spell a mystery word.
TEACHING AIDS:
1. Five sets of word based on five different categories.
2. An apple, an orange, pictures of animal, pictures of occupation, maps of country, and pictures of transportation.
PRIOR KNOWLEDGE:
Students have encountered some words from their daily lives.
DELIVERY:
1. Guessing the words by uttering letters.
2. Combining letters to spell a mystery word.
3. Moral value:- cooperation
IMPLEMENTATION:
Set Induction:
1. Teacher shows different types of fruit, pictures of animal, pictures of occupation, pictures of transportation, and maps of country to the students.
2. Teacher then asks students to name them.
Activity 1:
1. Students are divided into five groups.
2. Then, each group members are to select a leader in their group.
3. Leaders are asked to go to the front and draw lots in order to select the category that will be played during the game.
4. Teacher decides which group to start the game according to the categories that have been chosen.
5. Teacher gives instruction to students on how to play the game.
Activity 2:
1. Teacher draws one dash for each letter of the word based on the selected category.
2. The student(s) suggest a letter which they think may be in the word. If it is, write it in above the appropriate dash. If it is not, draw one part of the “hanged man”. Thirteen mistakes “hang” the group. If the group manages to get to the right answer, the group will be rewarded with two marks.
3. These procedures continue to the next group until all the groups have played the game.
4. The group with the highest mark will be the winner and is rewarded.
CLOSING:
Teacher ends the lesson by asking the students what they have learned from the game.
HOMEWORK:
No homework is assigned.
REFERENCES
Desforges, C. (Ed). ( 1998). An Introduction to Teaching : Psychological Perspectives.
United States of America. Blackwell Publishers Ltd.
Eggen, P.D. and Kauchak, D. P. ( 2001). Strategies for Teachers:Teaching Content and
Critical Thinking Skills. United States of America. Allyn and Bacon.
Gose,M.D. (1999). Creating a Winning Game Plan: The Secondary Teacher's Playbook.
California. Corwin Press, Inc.
Lightbown, P.M. and Spada,N. ( 2000). How Languages are Learned. Hong Kong. Oxford University Press.
Desforges, C. (Ed). ( 1998). An Introduction to Teaching : Psychological Perspectives.
United States of America. Blackwell Publishers Ltd.
Eggen, P.D. and Kauchak, D. P. ( 2001). Strategies for Teachers:Teaching Content and
Critical Thinking Skills. United States of America. Allyn and Bacon.
Gose,M.D. (1999). Creating a Winning Game Plan: The Secondary Teacher's Playbook.
California. Corwin Press, Inc.
Lightbown, P.M. and Spada,N. ( 2000). How Languages are Learned. Hong Kong. Oxford University Press.
LITERATURE REVIEW
There are a few underlying principles in our game plan, " How Are You Feeling Today?" The most basic principle is the Social Interaction Model whereby students are grouped together collaboratively to increase learner involvement to give students the chance to interact with students from different cultural and socio-economic backgrounds ( Eggen and Kauchak, 2000 ). Apart from that, Desforges ( 1998: 135 ) says that "…..there is an underlying view of the learner as an active participant, as having to share in the process of articulating a problem or its solution." This game gives heavy emphasis on group work. For instance, students have to discuss the answers within their group and each member has to cooperatively carry out these tasks:
Student A: paste picture of faces on the board
Student B: write down the sentence " I am ………when …………………."
Student C: read the sentence aloud with correct pronunciation
Group work will work out effectively in this game as it has educational or learning benefits. Group work can "help children to learn to get along together in a context where peers could help one another and realize their own strengths and weaknesses as well as those of others ( Desforges, 1998: 151). Eggen and Kauchak(2001) states that collaborative work allows students to learn to compromise, negotiate and motivate as they participate as group members.
We also based our game plan on Interactionist's Approach towards language learning. Interactionist's theory emphasize the necessity for learners to have access to meaningful and comprehensive input through conversational interactions with other students ( Lightbown and Spada, 2000). Through this approach, learners will be afforded the chance to engage in meaningful activities whereby they will be compelled to express and clarify their intentions, thoughts and opinions in a way that permits them to arrive at a mutual understanding in order to accomplish the goal of their game; that is to be the winner of this game.
As for the skill acquired from this game, students will be exposed to a repeated structure of " I am ……….when………….". This is a type of substitution drill, which can be founded on Behaviourist Theory. This theory is chosen, as it will reinforce student's learning as well as their vocabularies. The vocabularies can also be reinforced through pictures; that is the faces, which show different expressions of emotions such as happy, angry, sad, frustrated and confident and others.
The most important point in this game is; we ant students to have fun while learning, as this is most worthwhile activity that would help student learn English implicitly without soliciting their defensive barriers towards learning (increasing their affective filter). " Students need a contest, a match, an event, a test to grow. As teachers, you play a major role in giving students something to grapple with so that they can both test and improve their developing strengths" ( Gose, 1999: 3)
Lastly, I placed great burden on this statement:
"…………….this must be a friendly competition, perhaps something like an all-star game, where you hope to elicit both your best performance and your student's best performance" ( Gose, 1999: 3 ).
There are a few underlying principles in our game plan, " How Are You Feeling Today?" The most basic principle is the Social Interaction Model whereby students are grouped together collaboratively to increase learner involvement to give students the chance to interact with students from different cultural and socio-economic backgrounds ( Eggen and Kauchak, 2000 ). Apart from that, Desforges ( 1998: 135 ) says that "…..there is an underlying view of the learner as an active participant, as having to share in the process of articulating a problem or its solution." This game gives heavy emphasis on group work. For instance, students have to discuss the answers within their group and each member has to cooperatively carry out these tasks:
Student A: paste picture of faces on the board
Student B: write down the sentence " I am ………when …………………."
Student C: read the sentence aloud with correct pronunciation
Group work will work out effectively in this game as it has educational or learning benefits. Group work can "help children to learn to get along together in a context where peers could help one another and realize their own strengths and weaknesses as well as those of others ( Desforges, 1998: 151). Eggen and Kauchak(2001) states that collaborative work allows students to learn to compromise, negotiate and motivate as they participate as group members.
We also based our game plan on Interactionist's Approach towards language learning. Interactionist's theory emphasize the necessity for learners to have access to meaningful and comprehensive input through conversational interactions with other students ( Lightbown and Spada, 2000). Through this approach, learners will be afforded the chance to engage in meaningful activities whereby they will be compelled to express and clarify their intentions, thoughts and opinions in a way that permits them to arrive at a mutual understanding in order to accomplish the goal of their game; that is to be the winner of this game.
As for the skill acquired from this game, students will be exposed to a repeated structure of " I am ……….when………….". This is a type of substitution drill, which can be founded on Behaviourist Theory. This theory is chosen, as it will reinforce student's learning as well as their vocabularies. The vocabularies can also be reinforced through pictures; that is the faces, which show different expressions of emotions such as happy, angry, sad, frustrated and confident and others.
The most important point in this game is; we ant students to have fun while learning, as this is most worthwhile activity that would help student learn English implicitly without soliciting their defensive barriers towards learning (increasing their affective filter). " Students need a contest, a match, an event, a test to grow. As teachers, you play a major role in giving students something to grapple with so that they can both test and improve their developing strengths" ( Gose, 1999: 3)
Lastly, I placed great burden on this statement:
"…………….this must be a friendly competition, perhaps something like an all-star game, where you hope to elicit both your best performance and your student's best performance" ( Gose, 1999: 3 ).
Friday, June 21, 2002
How are you Feeling Today?
We think that the game “How are you Feeling Today?” is suitable for the Primary Six students because we created the game based on the Interactionists’ Hypothesis. As we all know, English is a very important language. In order to master this language, we must start to learn the language at a very young age. It would be more fun and to learn the language implicitly. This can happen in the implementation of language games in the classrooms. Through language games, the group cooperation is very important. Most of the language games incorporated group work. The participation is very important. The game created must be a friendly competition.
According to Michel. D. Gose, “Students need a contest, a match, an event, a test to grow.” Therefore the game we create must play a major role in giving students someone to grapple with so that they can both test and improve their developing strength.
We choose the Interactionists’ Hypothesis because it emphasizes the necessity for learners to have access to meaningful and comprehensible input through conversational interactions with other students. Lightbown & Spada said that, “When learners are given the opportunity to engage in meaningful activities, they are compelled to negotiate for meaning that is to express and clarify their intentions, thought, opinions, etc in a way which permits them to arrive at a mutual understanding. This is especially true when learners are working together to accomplish a particular goal. The negotiation in turn, leads learner to acquire the language forms- the meaning they are attending to.”
A good example of Interactionists’ Hypothesis in our game is, all three of the students in the group play their roles. For example, Student A is supposed to draw and paste the round shaped face after discussion, Student B is supposed to write the sentence on the board and Student C is supposed to read the sentence written on the board. This cannot be done individually because it takes up a longer time and personal feelings or conflicts might be involved in drawing or writing the sentence. We are also allocating an additional mark to the five fastest groups who manage to paste their round shaped face on the board. This mark is a reward to the most cooperative and fastest group.
“With the interaction in the group, students also will learn to compromise, negotiate and motivate as they participate as group members”, Paul E. Eggan. The students can work collaboratively to reach their goals. We hope that this game not only let students learn something new, but at the same time learning how to work and interact with the group members and enjoy the activity.
REFERENCES
Eggen, P.D. and Kauchak, D. P. ( 2001). Strategies for Teachers:Teaching Content and
Critical Thinking Skills. United States of America. Allyn and Bacon.
Gose,M.D. (1999). Creating a Winning Game Plan: The Secondary Teacher’s Playbook. California. Corwin Press, Inc.
Lightbown, P.M. and Spada,N. ( 2000). How Languages are Learned. Hong Kong. Oxford University Press.
We think that the game “How are you Feeling Today?” is suitable for the Primary Six students because we created the game based on the Interactionists’ Hypothesis. As we all know, English is a very important language. In order to master this language, we must start to learn the language at a very young age. It would be more fun and to learn the language implicitly. This can happen in the implementation of language games in the classrooms. Through language games, the group cooperation is very important. Most of the language games incorporated group work. The participation is very important. The game created must be a friendly competition.
According to Michel. D. Gose, “Students need a contest, a match, an event, a test to grow.” Therefore the game we create must play a major role in giving students someone to grapple with so that they can both test and improve their developing strength.
We choose the Interactionists’ Hypothesis because it emphasizes the necessity for learners to have access to meaningful and comprehensible input through conversational interactions with other students. Lightbown & Spada said that, “When learners are given the opportunity to engage in meaningful activities, they are compelled to negotiate for meaning that is to express and clarify their intentions, thought, opinions, etc in a way which permits them to arrive at a mutual understanding. This is especially true when learners are working together to accomplish a particular goal. The negotiation in turn, leads learner to acquire the language forms- the meaning they are attending to.”
A good example of Interactionists’ Hypothesis in our game is, all three of the students in the group play their roles. For example, Student A is supposed to draw and paste the round shaped face after discussion, Student B is supposed to write the sentence on the board and Student C is supposed to read the sentence written on the board. This cannot be done individually because it takes up a longer time and personal feelings or conflicts might be involved in drawing or writing the sentence. We are also allocating an additional mark to the five fastest groups who manage to paste their round shaped face on the board. This mark is a reward to the most cooperative and fastest group.
“With the interaction in the group, students also will learn to compromise, negotiate and motivate as they participate as group members”, Paul E. Eggan. The students can work collaboratively to reach their goals. We hope that this game not only let students learn something new, but at the same time learning how to work and interact with the group members and enjoy the activity.
REFERENCES
Eggen, P.D. and Kauchak, D. P. ( 2001). Strategies for Teachers:Teaching Content and
Critical Thinking Skills. United States of America. Allyn and Bacon.
Gose,M.D. (1999). Creating a Winning Game Plan: The Secondary Teacher’s Playbook. California. Corwin Press, Inc.
Lightbown, P.M. and Spada,N. ( 2000). How Languages are Learned. Hong Kong. Oxford University Press.
Thursday, June 20, 2002
Wednesday, June 19, 2002
hi again! i have a request. do visit my......i don't know what u call that, the upsaid page with my entries & please post comments on my entries. all u have 2 do is click on my name at gameplan.blogspot.com & send in ur comments. i assume that u know why i feel deprived without ur comments.... please feel free 2 leave a note (approximately 50 words). of course i'll be posting comments too..... after all, what r friends 4! so long now, good day 2 all of u!
hi all! u know what? now i can open the page http://pkuganeswari.blogspot.com/ if u all still remember, it's the first blog that we created, which could not be opened. i don't know if any of u have tried opening urs but i was just able to view the web page of my own blog! of course i'm glad that we r all intergrated in this gameplan.blogspot.com but it's cool 2 have ur own blog. well, if u have dumped ur 1st blog do try viewing it. all u have 2 do is type http://_________.blogspot.com/ in the location box & press enter... u'll have ur web page opened. trust me, it's a cool experience... although u have nothing much written there but it is something that u've created. do try & let me know if u were able 2 access 2 the page. Mr.G, if u r reading this, i would like 2 10Q 4 introducing us to this weblog stuff. that's all 4 now, catch u guys later. bye...
Tuesday, June 18, 2002
hi to all... first of all thanx mr g for including my name in ur top 10 list :) im honoured.. so, about game 1 that we've done... i found it very interesting that u decided to do a poster presentation for that game 1... although my game (n tipah) only made to the semi final, i feel that its a great achievement as it was our first try.. tipah, we can try again next time.. anyway, well done to all my frens for 'publishing' very interesting posters of their games.. i could see that all of us really put in much effort for the poster presentation... n i noticed that all the games have their strengths and weaknesses... to those whose game did not make it to the second round, well, i think yours is not bad at all... its just a matter of luck... like what mr g said, letting the students to judge the games has its pros n cons... n for me we really could not determine how good is the game by judging only based on the poster unless we play the game.... i myself did not expect to reach the semi... but im happy with the result... kudos to 'ustazah' fidhah :) n syidah... well frens, lets try n beat 'the last letter' in our next match! lastly, i welcome any comment from u guys on my game with tipah (crossword building) :)
I was very happy for managing to go through quarter final round last week. That was my first time to gain two marks from Mr.G. However my game did not manage to go through the final round. The winner of the presentation was "Last Letter" which was introduced by Norhafidhah and Mursyidah. Even though my game is more sustainable (in my point of view), it did not caught the juries' interest. Well why don't you judge our game (my partner's and me did the game together actually) yourselve. we adapted the game from a book (I forgot to take notes of the writer and the book's title) and altered it here and there to meet the needs of sustainablity.
LESSON PLAN
Topic: Crossword Building (vocabulary) Place: Classroom
Objectives:By the end of the lesson, the students should be able to:
1. Spell four to six letters words in English vocabulary
2. Identify the root words and the affixes while proving the spelling is correct or wrong
Teaching Aids:
1. Blank square boxes on 5 roll-board
2. Whiteboard makers
3. Dictionary (optional)
Previous Knowledge:
The students have basic knowledge of nouns, verbs, adverbs, adjectives and the affixes.
Delivery:
CONTENT COMPREHENSION/SKILLS
Spell words on the crossword board Listing previous knowledge and acquiring new vocabularies
Identify correct spelling Discuss with other players/teacher/ using dictionary to prove the spelling is correct
TEACHER-STUDENT ACTIVITIES
Set induction
1.Teacher tells the students that they will play a game.
2.Teacher tells the students that they have to spell words based on their knowledge.
3.The students are divided into groups of 6.
4.Teacher gives each group a crossword board.
Activity
1.Each box must only contain a letter of the word.
2.Each student has to put a word of 4 to 6 letters at their turn.
3.The first student spells out a word on the board with 4, 5 or 6 letters.
4.The second and the rest of the students must build their words in crossword fashion that is build the words on the letters that are already on the board.
5.Each student has 2 minutes to build his word.
6.Any students who can build the word within 1 minute will be given 2 marks while the students who build the word within 2 minutes will earn 1 mark.
7.The students who cannot build the word in 2 minutes or spell the word wrongly will not earn any mark.
8.Students who failed to form a word for three times will be kicked out of the game.
9.Teacher helps the students if they have problems with the spelling or the students search the word in a dictionary.
Closing:
Teacher ends the lesson by thanking the students for their co-operation and congratulates the winners. Teacher also encourages the others to try harder next time.
Homework:No homework is given.
That is all... So you can see now that our game is very sustainable because everybody can play it whereever and whenever they want.
LESSON PLAN
Topic: Crossword Building (vocabulary) Place: Classroom
Objectives:By the end of the lesson, the students should be able to:
1. Spell four to six letters words in English vocabulary
2. Identify the root words and the affixes while proving the spelling is correct or wrong
Teaching Aids:
1. Blank square boxes on 5 roll-board
2. Whiteboard makers
3. Dictionary (optional)
Previous Knowledge:
The students have basic knowledge of nouns, verbs, adverbs, adjectives and the affixes.
Delivery:
CONTENT COMPREHENSION/SKILLS
Spell words on the crossword board Listing previous knowledge and acquiring new vocabularies
Identify correct spelling Discuss with other players/teacher/ using dictionary to prove the spelling is correct
TEACHER-STUDENT ACTIVITIES
Set induction
1.Teacher tells the students that they will play a game.
2.Teacher tells the students that they have to spell words based on their knowledge.
3.The students are divided into groups of 6.
4.Teacher gives each group a crossword board.
Activity
1.Each box must only contain a letter of the word.
2.Each student has to put a word of 4 to 6 letters at their turn.
3.The first student spells out a word on the board with 4, 5 or 6 letters.
4.The second and the rest of the students must build their words in crossword fashion that is build the words on the letters that are already on the board.
5.Each student has 2 minutes to build his word.
6.Any students who can build the word within 1 minute will be given 2 marks while the students who build the word within 2 minutes will earn 1 mark.
7.The students who cannot build the word in 2 minutes or spell the word wrongly will not earn any mark.
8.Students who failed to form a word for three times will be kicked out of the game.
9.Teacher helps the students if they have problems with the spelling or the students search the word in a dictionary.
Closing:
Teacher ends the lesson by thanking the students for their co-operation and congratulates the winners. Teacher also encourages the others to try harder next time.
Homework:No homework is given.
That is all... So you can see now that our game is very sustainable because everybody can play it whereever and whenever they want.
Monday, June 17, 2002
LESSON PLAN (Language Games Project)
Subject : English (From : Ng Sau Ping)
Form : 4 (Intermediate Level)
Attendance : 35
Date : 11 June 2002
Time : 10.00-10.50a.m.
Topic : Newspaper in Education (Reading)
Venue : C15 202
OBJECTIVE
By the end of the lesson, students should be able to:
1.point out the correct information taken from the newspaper.
2.identify the functions of information in the newspaper.
TEACHING AIDS
1.Newspaper (5 copies)
2.Small pieces of manila card which each represents 1 point.
PRIOR KNOWLEDGE
Students know how to look for different information in the different sections found in the newspaper.
DELIVERY :
Content Comprehension/ Skills
Searching information from the various sections found in the newspaper. -skimming and scanning-
Group discussion -making inferences -
(giving opinions based on the understanding of the information)
Teacher-Student Activities
Set Induction
Teacher shows the students various sections taken from the newspaper and asks them what kind of newspaper do they read and which section do they like most.
Pre-Reading
1.Teacher will ask the students to form a group of 7 people.
2. Teacher will then distribute a newspaper to each group.
3. Teacher will then tell the students that they will be given some information or clues taken from the newspaper, for example, victory, stock exchange, blockbuster and etc.
4. Students need to:
i) search the information to find out which section it belongs to.
ii) and run to the front to show the teacher the information he or she had found as fast as possible.
5. the fastest group with the correct answer will be given a small piece of manila card that represents 1 point.
6. Students will be given 5 minutes to flip through the newspaper before the game starts.
While-Reading
1. Teacher starts the game by giving out the information one by one.
2. Teacher will then remind the students that teamwork is very important in playing the game.
3. Every time each information or clues are found, teacher will explain the function of the information and the sections where the information is taken from.
Post-Reading
1. Teacher will write out questions on the board, such as:
-What do you think of the section that your group had found the information from?
-What is the use of the information and the section?
-Do you like that section and why?
-If you do not like it, please state out the reasons.
2. Students need to discuss the answers within group members and present the results in the written form and submit it at the end of the lesson.
( The activity takes 50minutes to complete)
CLOSING
Teacher ends the lesson by emphasizing the importance of newspaper in our daily lives.
HOMEWORK
No homework given.
TEACHER’S NOTES
Subject : English (From : Ng Sau Ping)
Form : 4 (Intermediate Level)
Attendance : 35
Date : 11 June 2002
Time : 10.00-10.50a.m.
Topic : Newspaper in Education (Reading)
Venue : C15 202
OBJECTIVE
By the end of the lesson, students should be able to:
1.point out the correct information taken from the newspaper.
2.identify the functions of information in the newspaper.
TEACHING AIDS
1.Newspaper (5 copies)
2.Small pieces of manila card which each represents 1 point.
PRIOR KNOWLEDGE
Students know how to look for different information in the different sections found in the newspaper.
DELIVERY :
Content Comprehension/ Skills
Searching information from the various sections found in the newspaper. -skimming and scanning-
Group discussion -making inferences -
(giving opinions based on the understanding of the information)
Teacher-Student Activities
Set Induction
Teacher shows the students various sections taken from the newspaper and asks them what kind of newspaper do they read and which section do they like most.
Pre-Reading
1.Teacher will ask the students to form a group of 7 people.
2. Teacher will then distribute a newspaper to each group.
3. Teacher will then tell the students that they will be given some information or clues taken from the newspaper, for example, victory, stock exchange, blockbuster and etc.
4. Students need to:
i) search the information to find out which section it belongs to.
ii) and run to the front to show the teacher the information he or she had found as fast as possible.
5. the fastest group with the correct answer will be given a small piece of manila card that represents 1 point.
6. Students will be given 5 minutes to flip through the newspaper before the game starts.
While-Reading
1. Teacher starts the game by giving out the information one by one.
2. Teacher will then remind the students that teamwork is very important in playing the game.
3. Every time each information or clues are found, teacher will explain the function of the information and the sections where the information is taken from.
Post-Reading
1. Teacher will write out questions on the board, such as:
-What do you think of the section that your group had found the information from?
-What is the use of the information and the section?
-Do you like that section and why?
-If you do not like it, please state out the reasons.
2. Students need to discuss the answers within group members and present the results in the written form and submit it at the end of the lesson.
( The activity takes 50minutes to complete)
CLOSING
Teacher ends the lesson by emphasizing the importance of newspaper in our daily lives.
HOMEWORK
No homework given.
TEACHER’S NOTES
Saturday, June 15, 2002
LESSON PLAN
Subject : English
Form : 4 (Intermediate Level) Attendance : 35
Date : 11 June 2002 Time : 10.00-10.50a.m.
Topic : Newspaper in Education (Reading) Venue : C15 202
OBJECTIVE
By the end of the lesson, students should be able to:
1. point out the correct information taken from the newspaper.
2. identify the functions of information in the newspaper.
TEACHING AIDS
1. Newspaper (5 copies)
2. Small pieces of manila card which each represents 1 point.
PRIOR KNOWLEDGE
Students know how to look for different information in the different sections found in the newspaper.
DELIVERY :
Content Comprehension/ Skills
Searching information from the various sections found in the newspaper. - skimming and scanning
Group discussion - making inferences
Teacher-Student Activities
Set Induction
Teacher shows the students various sections taken from the newspaper and asks them what kind of newspaper do they read and which section do they like most.
Pre-Reading
1.Teacher will ask the students to form a group of 7 people.
2. Teacher will then distribute a newspaper to each group.
3. Teacher will then tell the students that they will begiven some information or clues taken from the newspaper, for example, victory, stock exchange, blockbuster and etc.
4. Students need to:
i) search the information to find out which section it belongs to.
ii) and run to the front to show the teacher the information he or she had found as fast as possible.
5. the fastest group with the correct answer will be given a small piece of manila card that represents 1 point.
6. Students will be given 5 minutes to flip through the newspaper before the game starts.
While-Reading1. Teacher starts the game by giving out the information one by one.
2. Teacher will then remind the students that teamwork is very important in playing the game.
3. Every time each information or clues are found, teacher will explain the function of the information and the sections where the information is taken from.
Post-Reading
1. Teacher will write out questions on the board, such as:What do you think of the section that your group had found the information from? What is the use of the information and the section? Do you like that section and why? If you do not like it, please state out the reasons.
2. Students need to discuss the answers within group members and present the results in the written form and submit it at the end of the lesson.
CLOSING
Teacher ends the lesson by emphasizing the importance of newspaper in our daily lives.
HOMEWORK
No homework given.
TEACHER’S NOTES
Subject : English
Form : 4 (Intermediate Level) Attendance : 35
Date : 11 June 2002 Time : 10.00-10.50a.m.
Topic : Newspaper in Education (Reading) Venue : C15 202
OBJECTIVE
By the end of the lesson, students should be able to:
1. point out the correct information taken from the newspaper.
2. identify the functions of information in the newspaper.
TEACHING AIDS
1. Newspaper (5 copies)
2. Small pieces of manila card which each represents 1 point.
PRIOR KNOWLEDGE
Students know how to look for different information in the different sections found in the newspaper.
DELIVERY :
Content Comprehension/ Skills
Searching information from the various sections found in the newspaper. - skimming and scanning
Group discussion - making inferences
Teacher-Student Activities
Set Induction
Teacher shows the students various sections taken from the newspaper and asks them what kind of newspaper do they read and which section do they like most.
Pre-Reading
1.Teacher will ask the students to form a group of 7 people.
2. Teacher will then distribute a newspaper to each group.
3. Teacher will then tell the students that they will begiven some information or clues taken from the newspaper, for example, victory, stock exchange, blockbuster and etc.
4. Students need to:
i) search the information to find out which section it belongs to.
ii) and run to the front to show the teacher the information he or she had found as fast as possible.
5. the fastest group with the correct answer will be given a small piece of manila card that represents 1 point.
6. Students will be given 5 minutes to flip through the newspaper before the game starts.
While-Reading1. Teacher starts the game by giving out the information one by one.
2. Teacher will then remind the students that teamwork is very important in playing the game.
3. Every time each information or clues are found, teacher will explain the function of the information and the sections where the information is taken from.
Post-Reading
1. Teacher will write out questions on the board, such as:What do you think of the section that your group had found the information from? What is the use of the information and the section? Do you like that section and why? If you do not like it, please state out the reasons.
2. Students need to discuss the answers within group members and present the results in the written form and submit it at the end of the lesson.
CLOSING
Teacher ends the lesson by emphasizing the importance of newspaper in our daily lives.
HOMEWORK
No homework given.
TEACHER’S NOTES
Subject: English
Form: 2 B (Intermediate Level) Attendance: 35
Date: 24 June 2002 Time : 10.00-10.40am
Topic: Language Game- How Are You Feeling Today ? Venue : 2 B
(Reading & Writing Skills)
OBJECTIVE
By the end of the lesson, student should be able to:
1. learn that they can tell how people feel by looking at their facial expressions.
2. describe the emotions displayed on the board using correct grammatical structures.
TEACHING AIDS
1. Whiteboard or blackboard
2. Marker pens or chalks
3. Handout 1- Round face shapes
4. Strips of papers : List of Expressions
5. Blue tack
6. Teacher made faces (examples)
7. Pictures of events / ghosts / accidents
8. Grading Scheme
PRIOR KNOWLEDGE
Students already have some knowledge on identifying different type of expressions such as happy, sad, frustrated, lonely, excited etc.
DELIVERY
Content Comprehension/Skills
1. Teacher’s “paper faces” on eleven types of expressions sticked on the board. Next to the faces are descriptions about the faces such as happy, sad, lonely etc.
2. Practising the structure that is required to describe the emotions:eg. I am happy when I get to read books.
3. Read out sentences written by their groups.4. Hands-on experience on how to visualize different emotions. Students will draw the expressions required of them on the round shaped faces (Handout 1). Vocabulary Expressing their opinions regarding situations that elicit different feelings or emotions from students.Correct pronunciationActive participative learning from all group members: Interactional skills.
Set Induction
1. Teacher elicits students’ responses regarding the pictures which the teacher will show them and they have to tell the teacher what are their feelings or opinions regarding the pictures.
Activity 1
1. Teacher asks students whether they notice their friends or own facial expressions when they look at the pictures.
2. Secondly, teacher asks students to picture themselves in those situations showned in the pictures and describe how they feel.
Activity 2
1. Teacher begins the language game of “How Are You Feeling Today?” with the students. First of all, teacher explains the rules of the game to the students and also the grammatical structure they will need to use in the game.
2. Students are then divided into 3 persons per group and the game begins here.
Activity 3
1. At this section, students will be allocated marks according to this grading scheme:Groups Pictures(2marks) Sentence(1mark) Reading (1mark) Fatest 5(1mark) Total Marks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
When students’ pictures matdh those of the teacher’s 2marks will be given. If the students write the sentences correctly, 1mark will be allocated. When they read correctly the sentences, they will be awarded 1marks. The five earliest group who finished drawing the picture will be awarded 1mark. Pictures 2minutes5 minutesRules of the game.Handout 1Marker PensStrips of paperBlue tack30 minutesGrading scheme3 minutes
CLOSING
The teacher summarizes the lesson by asking the students the lesson that they have learned from the game, “How Are You Feeling Today?”
HOMEWORK
Students are asked to draw five differet types of expressions and then write five sentences associated with the exoressions in their own words in their exercise books.
Homework must be submitted on 28 June 2002
Rules of the Game
1. Students will be given a round shaped paper face per group. Apart from that, they will be supplied with a strip of paper containing an expression, e.g happy, blue tack and marker pens.
2. Students have to draw expression on the face given as written on the strip of paper as fast as possible. The students who managed to draw the faces which matches with the teacher’s will be given one mark (only for the first 5 groups), when they paste the faces on the whiteboard or blackboard post haste.
3. Next, the students will have to write the sentences which they have composed on the board and rea the sentences aloud. The structure of the sentences should be based on :
I am ___________ when _______________.
4. Teacher will allocate the marks based on a specific grading system.
Subject: English
Form: 2 B (Intermediate Level) Attendance: 35
Date: 24 June 2002 Time : 10.00-10.40am
Topic: Language Game- How Are You Feeling Today ? Venue : 2 B
(Reading & Writing Skills)
OBJECTIVE
By the end of the lesson, student should be able to:
1. learn that they can tell how people feel by looking at their facial expressions.
2. describe the emotions displayed on the board using correct grammatical structures.
TEACHING AIDS
1. Whiteboard or blackboard
2. Marker pens or chalks
3. Handout 1- Round face shapes
4. Strips of papers : List of Expressions
5. Blue tack
6. Teacher made faces (examples)
7. Pictures of events / ghosts / accidents
8. Grading Scheme
PRIOR KNOWLEDGE
Students already have some knowledge on identifying different type of expressions such as happy, sad, frustrated, lonely, excited etc.
DELIVERY
Content Comprehension/Skills
1. Teacher’s “paper faces” on eleven types of expressions sticked on the board. Next to the faces are descriptions about the faces such as happy, sad, lonely etc.
2. Practising the structure that is required to describe the emotions:eg. I am happy when I get to read books.
3. Read out sentences written by their groups.
4. Hands-on experience on how to visualize different emotions. Students will draw the expressions required of them on the round shaped faces (Handout 1). Vocabulary Expressing their opinions regarding situations that elicit different feelings or emotions from students.Correct pronunciationActive participative learning from all group members: Interactional skills.
Set Induction
1. Teacher elicits students’ responses regarding the pictures which the teacher will show them and they have to tell the teacher what are their feelings or opinions regarding the pictures.Activity 11. Teacher asks students whether they notice their friends or own facial expressions when they look at the pictures.
2. Secondly, teacher asks students to picture themselves in those situations showned in the pictures and describe how they feel.
Activity 2
1. Teacher begins the language game of “How Are You Feeling Today?” with the students. First of all, teacher explains the rules of the game to the students and also the grammatical structure they will need to use in the game.
2. Students are then divided into 3 persons per group and the game begins here.
Activity 3
1. At this section, students will be allocated marks according to this grading scheme:Groups Pictures(2marks) Sentence(1mark) Reading (1mark) Fatest 5(1mark) Total Marks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
When students’ pictures matdh those of the teacher’s 2marks will be given. If the students write the sentences correctly, 1mark will be allocated. When they read correctly the sentences, they will be awarded 1marks. The five earliest group who finished drawing the picture will be awarded 1mark. Pictures 2minutes5 minutesRules of the game.Handout 1Marker PensStrips of paperBlue tack30 minutesGrading scheme3 minutes
CLOSING
The teacher summarizes the lesson by asking the students the lesson that they have learned from the game, “How Are You Feeling Today?”
HOMEWORK
Students are asked to draw five differet types of expressions and then write five sentences associated with the exoressions in their own words in their exercise books.
Homework must be submitted on 28 June 2002
Rules of the Game
1. Students will be given a round shaped paper face per group. Apart from that, they will be supplied with a strip of paper containing an expression, e.g happy, blue tack and marker pens.
2. Students have to draw expression on the face given as written on the strip of paper as fast as possible. The students who managed to draw the faces which matches with the teacher’s will be given one mark (only for the first 5 groups), when they paste the faces on the whiteboard or blackboard post haste.
3. Next, the students will have to write the sentences which they have composed on the board and rea the sentences aloud. The structure of the sentences should be based on :
I am ___________ when _______________.
4. Teacher will allocate the marks based on a specific grading system.
Form: 2 B (Intermediate Level) Attendance: 35
Date: 24 June 2002 Time : 10.00-10.40am
Topic: Language Game- How Are You Feeling Today ? Venue : 2 B
(Reading & Writing Skills)
OBJECTIVE
By the end of the lesson, student should be able to:
1. learn that they can tell how people feel by looking at their facial expressions.
2. describe the emotions displayed on the board using correct grammatical structures.
TEACHING AIDS
1. Whiteboard or blackboard
2. Marker pens or chalks
3. Handout 1- Round face shapes
4. Strips of papers : List of Expressions
5. Blue tack
6. Teacher made faces (examples)
7. Pictures of events / ghosts / accidents
8. Grading Scheme
PRIOR KNOWLEDGE
Students already have some knowledge on identifying different type of expressions such as happy, sad, frustrated, lonely, excited etc.
DELIVERY
Content Comprehension/Skills
1. Teacher’s “paper faces” on eleven types of expressions sticked on the board. Next to the faces are descriptions about the faces such as happy, sad, lonely etc.
2. Practising the structure that is required to describe the emotions:eg. I am happy when I get to read books.
3. Read out sentences written by their groups.
4. Hands-on experience on how to visualize different emotions. Students will draw the expressions required of them on the round shaped faces (Handout 1). Vocabulary Expressing their opinions regarding situations that elicit different feelings or emotions from students.Correct pronunciationActive participative learning from all group members: Interactional skills.
Set Induction
1. Teacher elicits students’ responses regarding the pictures which the teacher will show them and they have to tell the teacher what are their feelings or opinions regarding the pictures.Activity 11. Teacher asks students whether they notice their friends or own facial expressions when they look at the pictures.
2. Secondly, teacher asks students to picture themselves in those situations showned in the pictures and describe how they feel.
Activity 2
1. Teacher begins the language game of “How Are You Feeling Today?” with the students. First of all, teacher explains the rules of the game to the students and also the grammatical structure they will need to use in the game.
2. Students are then divided into 3 persons per group and the game begins here.
Activity 3
1. At this section, students will be allocated marks according to this grading scheme:Groups Pictures(2marks) Sentence(1mark) Reading (1mark) Fatest 5(1mark) Total Marks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
When students’ pictures matdh those of the teacher’s 2marks will be given. If the students write the sentences correctly, 1mark will be allocated. When they read correctly the sentences, they will be awarded 1marks. The five earliest group who finished drawing the picture will be awarded 1mark. Pictures 2minutes5 minutesRules of the game.Handout 1Marker PensStrips of paperBlue tack30 minutesGrading scheme3 minutes
CLOSING
The teacher summarizes the lesson by asking the students the lesson that they have learned from the game, “How Are You Feeling Today?”
HOMEWORK
Students are asked to draw five differet types of expressions and then write five sentences associated with the exoressions in their own words in their exercise books.
Homework must be submitted on 28 June 2002
Rules of the Game
1. Students will be given a round shaped paper face per group. Apart from that, they will be supplied with a strip of paper containing an expression, e.g happy, blue tack and marker pens.
2. Students have to draw expression on the face given as written on the strip of paper as fast as possible. The students who managed to draw the faces which matches with the teacher’s will be given one mark (only for the first 5 groups), when they paste the faces on the whiteboard or blackboard post haste.
3. Next, the students will have to write the sentences which they have composed on the board and rea the sentences aloud. The structure of the sentences should be based on :
I am ___________ when _______________.
4. Teacher will allocate the marks based on a specific grading system.
Thursday, June 13, 2002
hello everybody!it's me...bobby chew.first of all,i would like to thank Sir(En.Ghazali) for helping me to solve my blogger website problem.Thanks for inviting me again into your gameplan sir.i just want to share this with you.i like the bingo game lessons a lot and guess what...?i'm giving tuition now and i've implied the game with 2 of my students.they twins and they are in primary four.In the bingo game in En.Ghazali's class,we have to fold 16 boxes from the paper right?And i ask my students to make it to 64 boxes then i asked them to flip through thier english reference book from page 1 to page 30 and asked them to write down any word they like into the 64 boxes.then i told them,who ever have 3 lines will win the game and will be rewared with bookmarks(2 for the winner and 1 for the loser).guess what?i also playing with them and one of them won the game.After the game, they asked me to play it again.And i bet they have learn some new vocabularies on that day. For those who are giving tuition,i suggested that you try to have fun with the students with this game.Good Luck.If you have any comments, please...please..and please post it to www.upsaid.com/bobbychew.
thanks...
thanks...
Tuesday, June 11, 2002
hi! it's me again diana...not nordiana but siti noor diana. ok today we did something quite fun which is we have to present our game that we create to calss.there are a lot of types of game and some of them are quite fun. mr. G ask us to present our game in a mahjong paper and paste it on the wall. however my game that i'd create with my partner did not get the intention of my coursemate.maybe i should created something more fun.anyway i enjoy a lot in today's class and hoping that i can play some of the game presented cuz it sounds quite fun. congratulations to fidhah n syidah because their game are the chosen one.hmm...what else. that's all i guess. catcha later ok..dont forget to give ur comment to me ok!
Hi, after stuggling a few days trying to figure out why i can't enter my journal in this gameplan.blogspot , now i finally can sent in my journal.....this is just a testing..... thanks to En. Ghazali inviting me again to the blogpsot.......today's class quite fun... i mean the way En. Ghazali wants us to participate in the assessment of the poster........i think this is fair..:) i'm now hoping to see the presentations of each group and i can't wait to play the game:-)
hi everyone, this is my first time here. i am just trying this out to check whether my password is correct or not. i know that all of us have to send in our lesson plans and the instructions in designing the plan. phew! that is something difficult. i hope that i will do it in time. oh my! all the work.
Hello friends....I would like to share my first experience in language games classroom last week.
We had played the game call BINGO among our classmate.
I was too unexpected that we can play such the game in the English learning classroom and En.Ghazali has prove it!
It is really an enjoyable moment after a long time that I left the game...I think I was only eleven years old (Form One). Maybe.
Well, even I can't get 2 marks in the game, I also feel very dissapointed.
However, it is a nice and interesting game that I've played before.
We had played the game call BINGO among our classmate.
I was too unexpected that we can play such the game in the English learning classroom and En.Ghazali has prove it!
It is really an enjoyable moment after a long time that I left the game...I think I was only eleven years old (Form One). Maybe.
Well, even I can't get 2 marks in the game, I also feel very dissapointed.
However, it is a nice and interesting game that I've played before.
Monday, June 10, 2002
1. If you have problems with the weblog assignments, please come and see me.
2. Baizura, thanks for the vote of confidence. You are now in the list of my top ten students :)
3. Here are the topics for the 5 entries that you need to post to Gameplan:
a) Game 1: Lesson plan and Instruction
b) Literature Review
c) Works and contributions
d) Pre-camp preparation
e) Post-mortem
2. Baizura, thanks for the vote of confidence. You are now in the list of my top ten students :)
3. Here are the topics for the 5 entries that you need to post to Gameplan:
a) Game 1: Lesson plan and Instruction
b) Literature Review
c) Works and contributions
d) Pre-camp preparation
e) Post-mortem
Sunday, June 09, 2002
hi to all...if im not mistaken this would be my second posting to gameplan..(that is if my first one was valid..) ok, since everybody keeps talking about the subject,i would also like to say something on the topic. language games in classroom...never did it occur in my mind that it is a compulsary subject to tesl students :) (kind of a weird name for a SERIOUS subject in a SERIOUS course... isnt it?) i was wondering what will i really learn during the course... well.. now that ive been through 3 lessons i could say that this subject is now included in my very own list of '5 Most Interesting Classes That Ive Taken'. like what helen so said, i also did not realize that a simple bingo game could be turned into an educational game to be implemented in classroom.. well done mr G! youre now also included in my list of top 10 favourite lecturers! heheh... this subject really caters to students need of condusive learning athmosphere.. more over, through language games students got to learn almost everything implicitly... i think this subject is really a BIG helper for me in order to do more interesting lesson plans (arghhh!!!) in my next practical teaching.. (im not relly looking forward to teach again by the way) :)
Saturday, June 08, 2002
This is what I would like to say about language games in the classroom; despite the words "language games", I understand that we have to put in a lot of effort in order to come up with the best game ever for the students. We also have the need to make the game useful and substantive so that it can be brought out of the classroom as well ( students can play the games outside of the classroom). I enjoyed language games class because the environment is especially condusive to learning. The activities actually pushed students to do their best despite having to compete with others. The bingo game taught by Encik Ghazali sure is stimulating because I did not realize that we could actually play it in another totally different context altogether. As my partner and I planned the game for the coming exhibition in the class, we discovered a lot of methodological planning is requiured of us and also we found a lot of embedded integrative skills that underlie our games. Therefore, lg. games could really cater to improve students' lg. because it allowsstudents to use the language instead of just studying the language. The game has a high value of authenticity that is crucial to a learning environment ( if we look at the positive aspect of it ! :) ) I think my essay should be able to reach the span of 100 words??? :) :) :)
Thursday, June 06, 2002
Wednesday, June 05, 2002
hi there...well this is my first postings and i have no ideas what's to talk about. anyway i think i'm just gonna type anything that just come out from my mind and i dont have time to count how many words that i have already type.so i hope that this posting is worth 100 words.ok before i talk about something else let me give my opinion on this subject which is language games.i think it is an interesting subject and i'm having a lot of fun doing it. because everyweek Mr. Ghazali will let us play new games so that we can easily get free mark to add up in our carry mark. but sadly i never had a chance to get full mark everytime we play the games.pity me huh....!!i think it's more than enough. next posting i'll talk about some other interesting topic ok!!c yaa !!
Tuesday, June 04, 2002
Hi,everyone...sauping is here,about the game today, i felt quite dissappointed. Anyway, i am glad for those who managed to handout their paper to Mr.Ghazali. In my opinion, this game is simple and interesting. It attracts student's attention and their mood in learning the language. So, what i mean here is in a indirect way the students do playing the game but also learning vocabulary. This game is suitable to any level of students. We only need to either choose the topic harder or easier depends of the students of level. So, this vocabulary can be use to teach the Form 1 students. In my conclusion, I had learnt a new aids towards my teaching carier as a teacher in future, Thanks En.Ghazali for your ideas. By the way, my url is www.upsaid.com/sauping, so u guys please drop by and leave me a comment !! Thanks.
Monday, June 03, 2002
hi....hmmm...today is the third class with mr g. interesting!! the game was interesting and sustainable too. but that is the same idea with mine. do not believe??check it out at my web log:http://upsaid.com/ayu_wan/ i sent the entry yesterday and today suddenly mr g introduces the game in the class. anyway...my idea was on grammar and his is something on vocabulary. may be that is what we called "kebetulan". hehehhehe
hmmm..next week we have to present the poster on any language games....since right now i have no idea...but i'll discuss with my partner later on. hopefully we'll get a fantastic idea. what else i have to write...it's hard to type 100 words but this is already 114 words so..i have to stop..bye...
hmmm..next week we have to present the poster on any language games....since right now i have no idea...but i'll discuss with my partner later on. hopefully we'll get a fantastic idea. what else i have to write...it's hard to type 100 words but this is already 114 words so..i have to stop..bye...
hi...please visit my weblog at http://nurulatifah.blogspot.com/
and pleassssssssssssssssssssssse give some comments. i'm not a good writer but i can try to make it interesting (at least in my point of view).
actually i don't know what to write in here but i saw that everybody also have the same problem.
hey..mimi + ayu....
i've asked mr. g this morning and he said that we can post anything we want except the sensitive issues. you can put in your experiences...comments..invitations...plans...secrets...(but a secret that have been known more than 2 people is not a secret) < i learnt that from Sabrina The Teenage Witch>
oh..please don't comment on my template because i use blank template not al those colourful ones..well blank is simple and simple is creativity.
P/S: to Mr. Ghazali, if you're mad with me for calling you MR. G...I AM VERY SORRY!!!!! but i saw kak Zurina?Zurena? 's comment that she sent you...she called you MR. G..(i'm a good follower!!!)
and pleassssssssssssssssssssssse give some comments. i'm not a good writer but i can try to make it interesting (at least in my point of view).
actually i don't know what to write in here but i saw that everybody also have the same problem.
hey..mimi + ayu....
i've asked mr. g this morning and he said that we can post anything we want except the sensitive issues. you can put in your experiences...comments..invitations...plans...secrets...(but a secret that have been known more than 2 people is not a secret) < i learnt that from Sabrina The Teenage Witch>
oh..please don't comment on my template because i use blank template not al those colourful ones..well blank is simple and simple is creativity.
P/S: to Mr. Ghazali, if you're mad with me for calling you MR. G...I AM VERY SORRY!!!!! but i saw kak Zurina?Zurena? 's comment that she sent you...she called you MR. G..(i'm a good follower!!!)
Well, Bai, I'm also quite blur about what to write here. It's all about language games or our own personal stuffs? About your PSM topic, about groupwork. So far I didn't hear someone from the course is doing this topic. Meanwhile, I would like to tell you ladies and gentlemen that I'm doing topic on Online Forum for Language Learning. Perhaps, Mr. Ghazali would like to give me comments or advice on it. Since I'm still not really sure whether I can carry out my research next semester by having an Online Forum for a class, which until now have not been recognised because I have no idea which lecturer is interested in having an Online Forum for his or her lecture next semester. I would be very please if any of you can give me a helping hand on it if you boys and girls have some ideas or opinions for me. Anyway, thanks for taking the time for me here. I wonder if it is already reaching 100 words??
hi guys... ok.. im a bit pissed off with this comp rite now... i already wrote 200 words of text (thats double the figure that u require, mr g!) but suddenly i lost the window... god only knows what happened... im not actually patience with this kind of thing... well, mr g, i remembered u telling us no fighting, no gossiping bout the lecturers bla bla bla in this but i cant really recall u said on what to write... i mean, i can write on anything in more than that 100 words that is required but im afraid that it will not be counted... should it be on lg games only? pls advice.. hmm... since i lost my precious text just now (sob sob) i think ill start with something new.... ok.. the psm.. im sure all of u r really busy getting started with ur psm rite now... i just wanna wish u all the bestt.. and remember pn tina asked us to group ourselves together for the lit review? well, im doing something on grouping/teamwork/groupwork so if there is anybody else doing similar topic, perhaps we can discuss the lit review and exchange books... till then, goodbye.
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