PREFACE TO THE PROGRAM BOOK
It has been a very long time since I participated in my first language camp as a facilitator. It was a commercial language camp in which participants had to pay RM100 fee. I discovered that the participants enjoyed the activities as much as I did designing and facilitating them. I cannot even remember the exact date but I am sure it was more than 4 years ago. Since then, I have implemented the language camp activities in many other community services involving children. I strongly believe, while language camp activities are fun and exciting for the students, they can seriously develop positive attitude toward language learning itself. For this particular camp, we tried our best to prepare games that are simple enough so that the participants can play them repeatedly at home with friends without the supervision of teachers. Perhaps, the school teachers here can also take the games and adapt them to fit your own classroom needs. At the same time, I really appreciate if the school teachers can show the facilitators from UTM some teaching tips in executing effective and successful English lessons. Through this language camp, I hope TESL students of UTM will gain experiences on how to teach and deal with real school children. Lastly, I wish to say thank you to the school administration for volunteering to host this language camp.
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Wednesday, July 31, 2002
Tuesday, July 30, 2002
LITERATURE REVIEW
Conducting language games in the classroom has long been regarded as one of the many ways in which the target language is learnt successfully. This is based on the fact that games and pair work activities help motivate students to communicate in the target language, besides providing “situations in which communication is natural and meaningful” (Oller, 1993:120). This runs parallel with the view of Long and Porter (1985), which emphasised that “when students interact with one another in a second language while trying to jointly solve a problem, the likelihood of mastery of the second language is significantly increased”. Besides providing motivation and context to communicate, language games also create “a sense of play” which enhances both learning and memory (Oller, 1993). All the features mentioned above are sufficient to support the incorporation of language games into the classroom.
However, no matter how beneficial games are towards language learning, the content and approaches of language games need to be taken into careful consideration. Just like any teaching method, a good and effective language game needs to be based on some theories of learning or language learning, so that learners can truly benefit from it. One example of an effective language game is “Animal Habits”.
Developed for post beginner to lower intermediate learners, “Animal Habits” provides a perfect avenue for cooperative learning among its participants. This is evident when participants go through each other’s sentences to detect any errors. This activity therefore provides the opportunity for peer tutoring among learners, which “fosters cooperation and interdependence in pursuing learning tasks” (Lang et. al, 1994:353). By having constant practice, most children “become rather good instructors and benefit greatly from teaching fellow students” (Lang et. al, 1994:353).
Meanwhile, Gardner’s (1983) theory of Multiple Intelligence is also applied in “Animal Habits”. Students are provided the opportunity to build on three out of seven types of intelligences proposed by Gardner, namely linguistic intelligence and interpersonal intelligence. By completing sentences, learners are trained in their linguistic intelligence, whereby they use the language to convey meaning effectively. While exchanging ideas during the discussion on written structures, learners also get to practice their interpersonal intelligence by being sensitive to their classmates’ thoughts and feelings. In this way, they can learn to convey their thoughts without offending anyone. Also, they can practice their negotiation skills when deciding on the correct and wrong sentences.
It can be seen that “Animal Habits” incorporates theories of learning in the students’ language learning process. Having been founded on these theories, the game should also be effectively carried out, reaching the desired result at the end of each game. If this can be achieved, “Animal Habits” can be accepted as a game that is effective for language learning purposes, both theoretically and practically.
REFERENCES
Oller, J.W. (Ed.) (1993). Methods That Work: Ideas for Literacy and Language Teachers. 2nd ed. USA: Heinle & Heinle Publishers.
Lang, H.R., McBeath, A., Hébert, J. 1994. Teaching Strategies and Methods for Student-Centered Instruction. Toronto: Harcourt Brace & Company.
Gardner, H. 1983. Frames of Mind: The Theory of Multiple Intelligences. Cited in Kauchak, D.P. and Eggen, P.D. (1998). Learning and Teaching: Research-Based Methods. Boston: Allyn and Bacon.
Long, M.H., and Porter, P. (1985). “Group Work, Inter-language Talk, and Second Language Acquisition.” Cited in Oller, J.W. (Ed.) (1993). Methods That Work: Ideas for Literacy and Language Teachers. 2nd ed. USA: Heinle & Heinle Publishers.
Conducting language games in the classroom has long been regarded as one of the many ways in which the target language is learnt successfully. This is based on the fact that games and pair work activities help motivate students to communicate in the target language, besides providing “situations in which communication is natural and meaningful” (Oller, 1993:120). This runs parallel with the view of Long and Porter (1985), which emphasised that “when students interact with one another in a second language while trying to jointly solve a problem, the likelihood of mastery of the second language is significantly increased”. Besides providing motivation and context to communicate, language games also create “a sense of play” which enhances both learning and memory (Oller, 1993). All the features mentioned above are sufficient to support the incorporation of language games into the classroom.
However, no matter how beneficial games are towards language learning, the content and approaches of language games need to be taken into careful consideration. Just like any teaching method, a good and effective language game needs to be based on some theories of learning or language learning, so that learners can truly benefit from it. One example of an effective language game is “Animal Habits”.
Developed for post beginner to lower intermediate learners, “Animal Habits” provides a perfect avenue for cooperative learning among its participants. This is evident when participants go through each other’s sentences to detect any errors. This activity therefore provides the opportunity for peer tutoring among learners, which “fosters cooperation and interdependence in pursuing learning tasks” (Lang et. al, 1994:353). By having constant practice, most children “become rather good instructors and benefit greatly from teaching fellow students” (Lang et. al, 1994:353).
Meanwhile, Gardner’s (1983) theory of Multiple Intelligence is also applied in “Animal Habits”. Students are provided the opportunity to build on three out of seven types of intelligences proposed by Gardner, namely linguistic intelligence and interpersonal intelligence. By completing sentences, learners are trained in their linguistic intelligence, whereby they use the language to convey meaning effectively. While exchanging ideas during the discussion on written structures, learners also get to practice their interpersonal intelligence by being sensitive to their classmates’ thoughts and feelings. In this way, they can learn to convey their thoughts without offending anyone. Also, they can practice their negotiation skills when deciding on the correct and wrong sentences.
It can be seen that “Animal Habits” incorporates theories of learning in the students’ language learning process. Having been founded on these theories, the game should also be effectively carried out, reaching the desired result at the end of each game. If this can be achieved, “Animal Habits” can be accepted as a game that is effective for language learning purposes, both theoretically and practically.
REFERENCES
Oller, J.W. (Ed.) (1993). Methods That Work: Ideas for Literacy and Language Teachers. 2nd ed. USA: Heinle & Heinle Publishers.
Lang, H.R., McBeath, A., Hébert, J. 1994. Teaching Strategies and Methods for Student-Centered Instruction. Toronto: Harcourt Brace & Company.
Gardner, H. 1983. Frames of Mind: The Theory of Multiple Intelligences. Cited in Kauchak, D.P. and Eggen, P.D. (1998). Learning and Teaching: Research-Based Methods. Boston: Allyn and Bacon.
Long, M.H., and Porter, P. (1985). “Group Work, Inter-language Talk, and Second Language Acquisition.” Cited in Oller, J.W. (Ed.) (1993). Methods That Work: Ideas for Literacy and Language Teachers. 2nd ed. USA: Heinle & Heinle Publishers.
COMPLETION SHEET
1. I normally eat ……………………………………………
2. I don’t like to eat ………………………………………….
3. During the day, I …………………………………………..
4. At night, I ………………………………………………….
5. I am afraid of ………………………………………………
6. ……………………………….is/are afraid of me.
7. When I have to move, I usually ……………………………
8. I live in ……………………………………………………..
9. My young usually live in/on/under …………………………
10. I have ………………………………………….. on my body.
Bonus sentences:
11. ………………………………………………………………..
12. ………………………………………………………………..
1. I normally eat ……………………………………………
2. I don’t like to eat ………………………………………….
3. During the day, I …………………………………………..
4. At night, I ………………………………………………….
5. I am afraid of ………………………………………………
6. ……………………………….is/are afraid of me.
7. When I have to move, I usually ……………………………
8. I live in ……………………………………………………..
9. My young usually live in/on/under …………………………
10. I have ………………………………………….. on my body.
Bonus sentences:
11. ………………………………………………………………..
12. ………………………………………………………………..
LESSON PLAN
Subject: English
Class: Primary Six
Level: Post-beginner to Lower-intermediate
Topic: Animal Habits
Objectives:
By the end of this lesson, students should be able to: -
1. use simple present tense to express habitual actions.
2. identify mistakes in sentences and correct them.
Teaching aids:
Handout 1: Rules of the game (Animal Habits)
Handout 2: Completion Sheet
Prior knowledge:
Students know how to spell the names of animals, birds and fish correctly. They also have general knowledge about the living habits of animals.
Delivery
Content Skill / Comprehension
1. Spell out the names of animals, birds and fish Spelling
2. Completion Sheet Describing animal habits
3. Guessing animal characters Guessing
Teacher – Student Activity
Set induction
Teacher asks students to brainstorm names of animals, birds and fish. Before the teacher writes on the board, students need to spell out each word that they have contributed. (5 minutes)
Activity 1
1. Teacher gives Handout 1 and introduces a game called “Animal Habits”. Then, teacher explains the rules of the game to students.
2. Teacher groups students and asks each group to choose an animal, bird or fish that they can associate with. (5 minutes)
Activity 2
1. Teacher gives out handout 2 and asks students to work on the completion sheets in their groups.
2. After that, each group reads out their sentences and the rest try to guess the animal character. (10 minutes)
Activity 3
1. The groups exchange their completion sheets and give marks for each correct sentence.
2. Teacher then finalises the marks for each group. (10 minutes)
Conclusion
Teacher sums up the mark and declares the winner. Teacher also summarises what the students have learnt during the lesson.
Subject: English
Class: Primary Six
Level: Post-beginner to Lower-intermediate
Topic: Animal Habits
Objectives:
By the end of this lesson, students should be able to: -
1. use simple present tense to express habitual actions.
2. identify mistakes in sentences and correct them.
Teaching aids:
Handout 1: Rules of the game (Animal Habits)
Handout 2: Completion Sheet
Prior knowledge:
Students know how to spell the names of animals, birds and fish correctly. They also have general knowledge about the living habits of animals.
Delivery
Content Skill / Comprehension
1. Spell out the names of animals, birds and fish Spelling
2. Completion Sheet Describing animal habits
3. Guessing animal characters Guessing
Teacher – Student Activity
Set induction
Teacher asks students to brainstorm names of animals, birds and fish. Before the teacher writes on the board, students need to spell out each word that they have contributed. (5 minutes)
Activity 1
1. Teacher gives Handout 1 and introduces a game called “Animal Habits”. Then, teacher explains the rules of the game to students.
2. Teacher groups students and asks each group to choose an animal, bird or fish that they can associate with. (5 minutes)
Activity 2
1. Teacher gives out handout 2 and asks students to work on the completion sheets in their groups.
2. After that, each group reads out their sentences and the rest try to guess the animal character. (10 minutes)
Activity 3
1. The groups exchange their completion sheets and give marks for each correct sentence.
2. Teacher then finalises the marks for each group. (10 minutes)
Conclusion
Teacher sums up the mark and declares the winner. Teacher also summarises what the students have learnt during the lesson.
hello..evryone. how's life? if you're reading this that means you're alive. good job! i'm truly proud of the fact that you have survived the tortures of university life...talk about workload...so many things and so litte time..wish i could add a few more hours to the day...language camp is coming round the corner..i'll be part of the second batch..going to Felda Tenggaroh. i heard the foster parents there are very excited about having foster children. i hope they don't tear me to pieces the moment they set eyes on me...me being so nice and all..ha,ha. well. classes now days are so full of games, language games classeslah..really having a good time losing..but there is a certain joy..yer, joy..in losing. it's all part of the game...you guys have got really good ideas about games..but its also the rest of the class that makes these games interesting and fun. my games re tomorrow..i hope you guys will enjoy it. simple games but a game nevertheless. well, i guess i got to go now. now, now don't cry...i'll be back. see you guys....
Pre Camp: Hello everyone..i am back in action liao...nowadays very busy with the language camp meeting. In the meeting is talk about all the games and plan the treasure hunt. i was informed to conducted the treasure hunt check point.... luckily it is not a tough jobs. Everyone about to finish their things and now nearly left the banner, name tag, ...etc. Banner...going to paint it on afternoon 2pm on Thursday. Besides, everyone please be ready at the KTC padang kawat for the bus not later than 6.45am and the bus will leave UTM sharp at 7am this saturday.So..you guys please be punctual or you will be leave back behind. Then.. those who late i dunno...dun care lor
Monday, July 29, 2002
Hi, for about another 3-4 days from now we will be going to Sek. Keb. Pasir Raja in Kulai for the language camp....I can't believe it.....it seems that not much things need to be done.....from some people's point of view, things might look easy and can be easily done but when we start to do it we will feel the hard work behind the success...afterall we can't finish or do everything by ourself........tomorrow we willl be trying out the Treasure Hunt.... and Friday we will be having a briefing for all the facilitators........ some of the group members still haven't get ready their lesson plsn to be hand in to the gamemaster for the tentative....sometimes it's kind of funny, how can some people been giving so many excuses for little things which they are supposed to do?hmm i wonder if half of the class are like that, what will happen to the camp? Lastly, hope that all of us will enjoy the camp and it will be a successful camp:)
Tuesday, July 23, 2002
hello everyone!! We meet again! I just got back to university 2 days back....hmm, first i was very sad but now feeling so jubinalt because I have met my dearest friends and I'm so excited...well..thats what we call as true love in friendship..u will automaticall feel some great anticipation and sweet notings inside u. Okay ok...about our Camp..hmm, its just next week!! Its getting nearrer and nearer..best part is.we will be going directly after my brithday which falls on 1st August...guess I have to celebrate my birthday with the students over there. But it will be exciting since they will happy too. Well, preparations are going on for the Language Camp, everyone is busy with their work especially the finance and transport department. I am also trying to give helping hand as much as I can, hmmmmmm...ok then..take care....bye for now
Monday, July 22, 2002
hi guys...it's me again...bobby.
i think i have a suggestion here. but, i don't know it will works or not.
i think we should have the theme song for the participants of the camp this time. the song that have come into my mind is the japanese cartoon "DORAEMON". We don't have to sing the original song of it. therefore we have to come out with our own words of it.
For example...we can change the song which goes like this...: when i was a little kid my teacher said to me...learning english is so much fun......
if you guys agree with it...then we should sit together n think of the whole song (Malaysia version of Doreamon)Avour!
i think i have a suggestion here. but, i don't know it will works or not.
i think we should have the theme song for the participants of the camp this time. the song that have come into my mind is the japanese cartoon "DORAEMON". We don't have to sing the original song of it. therefore we have to come out with our own words of it.
For example...we can change the song which goes like this...: when i was a little kid my teacher said to me...learning english is so much fun......
if you guys agree with it...then we should sit together n think of the whole song (Malaysia version of Doreamon)Avour!
Sunday, July 21, 2002
hi everyone...i think you guys must be very surprise to see me
here after i have been missing for such a long time...sorry... :C
regarding about the language camp which is just around the
corner,i hope that everyone of us will be all set for it.Especially
the team which lead by Evelyn.Besides, i would like to remind
you guys to take extra care of your health as the meningitis
disease would endanger our life.till then...all the best to
Evelyn's group.hip-hip-hurray...hip-hip-hurray.
here after i have been missing for such a long time...sorry... :C
regarding about the language camp which is just around the
corner,i hope that everyone of us will be all set for it.Especially
the team which lead by Evelyn.Besides, i would like to remind
you guys to take extra care of your health as the meningitis
disease would endanger our life.till then...all the best to
Evelyn's group.hip-hip-hurray...hip-hip-hurray.
hi everyone...i think you guys must be very surprise to see me
here after i have been missing for such a long time...sorry... :C
regarding about the language camp which is just around the
corner,i hope that everyone of us will be all set for it.Especially
the team which lead by Evelyn.Besides, i would like to remind
you guys to take extra care of your health as the meningitis
disease would endanger our life.till then...all the best to
Evelyn's group.hip-hip-hurray...hip-hip-hurray.
here after i have been missing for such a long time...sorry... :C
regarding about the language camp which is just around the
corner,i hope that everyone of us will be all set for it.Especially
the team which lead by Evelyn.Besides, i would like to remind
you guys to take extra care of your health as the meningitis
disease would endanger our life.till then...all the best to
Evelyn's group.hip-hip-hurray...hip-hip-hurray.
Hi guys! It's been a long time since I've posted anything on Gameplan. Well, I've been so busy lately. Since I'm one of the director of Language Camp, I think it's good for me to share this news with you.
If you have read the previous entries by See Yan and Swee Lee, our proposal has been rejected a few times. During the holidays, I went to see our Timbalan Pendaftar, who rejected the proposal yet again on the basis that the faculty can't approve it since we have put FPPSM and the Felda authority as the main organisers. He also said that if FPPSM is the joint organiser, we should ask their Dean to sign it, then get them to sponsor our activity, not FP. After some lengthy discussion with him, I went to see Mr. G who also had a discussion with him through the phone. At last, we arrived at a compromise and decided to alter the contents of our proposal again, this time putting FP as joint organiser of language camp with Felda, and with the help of TESL lecturers and students. I've handed up the proposal again to Timbalan Pendaftar, and he said he will discuss it with Mr. Dean, but he might not be available these few days due to Convo... how depressing!
So, the conclusion is that our proposal has yet to be approved. Nevertheless, we can't wait too long for this. I think it's better if we start working by now. My target for my committee is to come up with the all the games needed by the end of this week, so that we can do the programme book next week. Besides that, these two weeks will be dedicated to looking for sponsors for this camp. Hopefully, we'll have enough funds to run this camp smoothly.
Well, that's all from me now. To all my fellow coursemates, ganbate kudasai!!!
If you have read the previous entries by See Yan and Swee Lee, our proposal has been rejected a few times. During the holidays, I went to see our Timbalan Pendaftar, who rejected the proposal yet again on the basis that the faculty can't approve it since we have put FPPSM and the Felda authority as the main organisers. He also said that if FPPSM is the joint organiser, we should ask their Dean to sign it, then get them to sponsor our activity, not FP. After some lengthy discussion with him, I went to see Mr. G who also had a discussion with him through the phone. At last, we arrived at a compromise and decided to alter the contents of our proposal again, this time putting FP as joint organiser of language camp with Felda, and with the help of TESL lecturers and students. I've handed up the proposal again to Timbalan Pendaftar, and he said he will discuss it with Mr. Dean, but he might not be available these few days due to Convo... how depressing!
So, the conclusion is that our proposal has yet to be approved. Nevertheless, we can't wait too long for this. I think it's better if we start working by now. My target for my committee is to come up with the all the games needed by the end of this week, so that we can do the programme book next week. Besides that, these two weeks will be dedicated to looking for sponsors for this camp. Hopefully, we'll have enough funds to run this camp smoothly.
Well, that's all from me now. To all my fellow coursemates, ganbate kudasai!!!
Saturday, July 20, 2002
Dear fellow friends, here is the tentatives which can still be revised at any moment after we discuss it in detail in our group meeting. This is just a rough outline I have come up for review and feedback. The tentative is as below:
Saturday
8.15-8.30a.m. Arrive at the school (light breakfast)
8.30-10.15a.m. Ice breaking
10.15-10.45a.m. Breakfast
10.45-11.45a.m. Vocabulary Game 1
11.45-12.45a.m. Vocabulary Game 2
12.45-2.15p.m Lunch
2.15-3.15p.m. Listening Game
3.15-4.15p.m. Speaking Game 1
4.15-5.15p.m. Tea time
5.15-6.30p.m. Evening Exercise
6.30p.m. Dinner
9.00-10.30p.m. Multimedia Session
Sunday
6.45-7.45a.m. Morning Exercise
7.45-8.30a.m. Breakfast
8.30-9.35a.m. Reading Game
9.35-10.35a.m. Grammar Game
10.35-11.35a.m Writing Game
11.35-12.45p.m. Drama Presentation
12.45-2.30p.m. Lunch and Prayer
2.30-3.30p.m. Treasure Hunt
3.30-5.00p.m. Closing Ceremony and Prize Giving Ceremony
5.00p.m. Go back to UTM.
Saturday
8.15-8.30a.m. Arrive at the school (light breakfast)
8.30-10.15a.m. Ice breaking
10.15-10.45a.m. Breakfast
10.45-11.45a.m. Vocabulary Game 1
11.45-12.45a.m. Vocabulary Game 2
12.45-2.15p.m Lunch
2.15-3.15p.m. Listening Game
3.15-4.15p.m. Speaking Game 1
4.15-5.15p.m. Tea time
5.15-6.30p.m. Evening Exercise
6.30p.m. Dinner
9.00-10.30p.m. Multimedia Session
Sunday
6.45-7.45a.m. Morning Exercise
7.45-8.30a.m. Breakfast
8.30-9.35a.m. Reading Game
9.35-10.35a.m. Grammar Game
10.35-11.35a.m Writing Game
11.35-12.45p.m. Drama Presentation
12.45-2.30p.m. Lunch and Prayer
2.30-3.30p.m. Treasure Hunt
3.30-5.00p.m. Closing Ceremony and Prize Giving Ceremony
5.00p.m. Go back to UTM.
Thursday, July 18, 2002
Hello! Here I am again. Regarding the tentatives for the language camp, I am still working on it. However I don't think that it is much of a progress ( sigh ) because so far I only have three lesson plans whereas I still need another five more to come my way. All of our group members are now back at theeir home town. So, I really can't do anything back at home. Oops, another thing...sorry Tasha, due to miscommunication, I was not able to get your lesson plan from you. I truly am very sorry. O.k. guess that's about all I am posting. I will post the tentative tomorrow and hopefully Mr. G is gonna see it and approve. Alright, I am checking out! Happy Holidays! :) Enjoy while you still can...we have only today and another 2 more days to go before returning to campus and fighting books and test and quiz and assignments! Ganbatte!
Wednesday, July 17, 2002
Hello again!!! My special hi to Arin because she read my mail and answered for it..thank you very much darling! Well...I will be sending my comments soon too..just for time being I am mailing my views first regarding the Language Camp...well for my side, the director is Miss See Yan and let me tell you guys...she is the best!! I am a PRO...and we will be going to the Pasir Raja school in Kulai. Well, the other day, See Yan and me went for a meeting with the other school teachers. Eventhough it is not exacetly for irs, I feel that i gained some knowledge regarding the Language Camp...ok people..tta go now..see u a..bye b
Hello again... you people must be suprised to see my name so often here. Well, like I've said I have a better access to the Internet at home and here I am spending my time posting journals everyday. My holiday mood is beginning to tone down now that we have a list of assignments on the "things to be done " list.The assignment-fever is up and I am sure that it is happening to all of you as well.There is nothing much that I can write about the Language Camp right now coz there I do not have any updates on it as we are on holidays.I just hope, like what Menaga has reminded us about, we should spare our money for the sponsorship of the Language Camp. Thanx Menaga!! Gotta continue with assignments now. Catch you again,tomorrow.BYE!!!!
Hello everyone...i am so tired today because only just now i clicked some where else and typed so much and later i realized that i shouldnt be typing over there to send an entry. Okay..let me redo it again..well, just wanted to remind all of u that dont forget to collect money for our sponsorship. The most important thing is do not forget to bring the paper along okay? Well, i just sent my 3rd entry to upsaid.com. And i saw all of your posts..very nicely done. I hope all of u are waiting for the language cam programme because i am too..ok guys..see u all soon, bye bye
hi there...
it's been awhile since my last posts. anyway i need your help. please give me your comment about my topic which is 'the effectiveness of language games in classroom'. just click at AMISTUPID and then click comment. u know how it's work right?anyway thanks 4 ur help. if u give me ur comment why can't i? :)
it's been awhile since my last posts. anyway i need your help. please give me your comment about my topic which is 'the effectiveness of language games in classroom'. just click at AMISTUPID and then click comment. u know how it's work right?anyway thanks 4 ur help. if u give me ur comment why can't i? :)
Tuesday, July 16, 2002
FAKULTI PENDIDIKAN
UNIVERSITI TEKNOLOGI MALAYSIA
SKUDAI, JOHOR BHARU
LANGUAGE GAMES IN CLASSROOM
SHE 4932
SUBMITTED BY:
NOR AZIAH BINTI HUSIN
800817-11-5108 AP 990678
P. KUGANESWARI A/P PUVIPALACHANDRAN
810911-08-5346 AP 990624
4 SPL
SUBMITTED TO:
EN. GHAZALI BUNARI
DATE: 9 JULY 2002
Lesson Plan
Subject: English
Standard : 6 A (Advanced) Attendance : 30 / 30
Date : 11 June 2002 Time : 9.00-9.30 am
Topic : Vocabulary Venue : 6 A
Objectives:
By the end of this lesson, students should be able to:
1. Produce words according to letters.
2. Spell and make words based on letter cues.
3. Pronounce the words in the vocabulary list correctly.
Teaching Aids
1. Letter cues: Cards with an alphabet on each.
2. Handout 1: A4 paper with columns to help students form words.
Prior Knowledge
Students recognize the letters and are able to spell simple words, which are part of active vocabulary.
Delivery
Content Comprehension/ skills
1.Flash Words – game Producing words according to letters.
2. Letter Rummy – game Spelling and making words based on letter cues.
3. Group work Listening: Able to hear and understand each other’s opinions.
Speaking: Give suggestions based on own knowledge.
4. Pronunciation Pronouncing the words on the vocabulary list correctly.
Teacher – students activities
Set induction
1.Teacher divides students into 2 teams, A and B. Then a game called ‘Flash words’ is played. Teacher starts off the game by saying a word.
2.The first student in team A continues by producing a word with the last letter of the word said by the teacher. He/she then passes the word to the first student in team B, followed by the second student in team A.
3.Game continues until all the students have had a chance to produce words. The team with most students who were able to produce words immediately wins the game. (Individual work 5 minutes)
Activity 1
1.Teacher divides the students into 5 groups and distributes a copy of Handout 1 to each group. Then, teacher explains the concept of the game, ‘Letter rummy’. (Handout 1 3 minutes)
Activity 2
1.Students play the game, ‘Letter rummy’. A representative from each group picks 10 letter cues from the teacher. Each group is supposed to make a word with their letter cues and paste it on the board. The group with no letter cues left wins the game (the game is similar to scrabble). Students are required to write down the words that they form on the Handout 1. *Teacher starts off the game by pasting a word on the whiteboard. (Group work Letter cues Handout 1 15 minutes)
Activity 3
1.Students are asked to pronounce the words pasted on the board after the teacher. (5 minutes)
Closing
Teacher summarizes the lesson and highlights the vocabulary list before dismissing the class.
Homework
No homework is given.
HANDOUT 1
Fill in the space (___) provided, with the letter cues that you have picked. Then write down the words that you have produced with the letter cues, in the boxes provided below.
1. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
2. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
3. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
4. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
Hi again,i hope that you guys are enjoying your holidays back home with your loved ones because i am.The Language Camp is just around the corner. It sounds exciting-can hardly wait for it. Our group which is led by Evelyn Lim has planned to go on the third weekend after the holidays.My partner,Jeyanthi and I are in charge of the food for the Language Camp.I was absent for the first meeting which was on a Friday. i was having very bad diarrheoa and got an M.C. for that day. This semester has been treating me badly. I've been very sick. There were many things discussed- we were all given a Handout on the minutes of meetings. Jeyanthi and I have been discussing food matters that have to be prepared for the participants.I hope that everything will turn out to be perfect with the help of all the other members.i believe that with the co-operation of all,we will be able to make the Lnaguage Camp a successful one.Till I catch you again,BYE!!
Monday, July 15, 2002
Hello everyone..well, yesterday i sent my first entry to upsaid.com...and today is my first entry to gameplan.com. As i said yesterday, it was very hard for me to find time to actually post my entries from there. Since now i'm back for holidays, its easier for me to do all these fun activities. Ok, let me start by talking about our Language Camp programme. I am very much delighted and looking forward to join this kind of activities since last year/ I heard about this activities from my seniors. And now i myself will be adventuring this porgarmme. I am very much looking forwrad for this...ok pals..see u tomorrow. Till then, take care, bye bye......
Hi.....
Arin here. it's sad to say but this is my first entry. i am back home now and have an easier access to the Internet compared to while i was in UTM campus.In my opinion, the language games course is quite fun and exciting because it introduces us to a variety of games that can be used in teaching students English in the classroom. on the other hand, i feel that sometimes the way of assessment that is used by Mr Ghazali during class can be quite pressurizing in the sense that we have to be alert while playing games in the class in order to collect marks.it sometimes depends on a person's luck or intelligence whether he/she gets marks at the end of the game.it is good way of assessment as it is quite challenging. i feel that this class is interesting where we dont have to sit and listen to lecture for the whole of the two hours of class but we get to play games and have fun!!
Arin here. it's sad to say but this is my first entry. i am back home now and have an easier access to the Internet compared to while i was in UTM campus.In my opinion, the language games course is quite fun and exciting because it introduces us to a variety of games that can be used in teaching students English in the classroom. on the other hand, i feel that sometimes the way of assessment that is used by Mr Ghazali during class can be quite pressurizing in the sense that we have to be alert while playing games in the class in order to collect marks.it sometimes depends on a person's luck or intelligence whether he/she gets marks at the end of the game.it is good way of assessment as it is quite challenging. i feel that this class is interesting where we dont have to sit and listen to lecture for the whole of the two hours of class but we get to play games and have fun!!
Sunday, July 14, 2002
Hi.....
guess almost everyone of us are back in hometown now....hmmm how do i said this?Saturday morning, it rained heavily....Evelyn and I wennt to see the Dean of Faculty of Education to ask Mr Dean to approve our proposal for the language games..... Eve and I were kibd of blurr cos we were asked many questions.... he is quite unhappy and blurr abt the proposal ...we didn\t say much things cos we were in a spot tight condition... so the knowledge of all the proposal need futher considerations from the Dean and he passed our proposal to the timbalan Pendaftar to check..... in fact Eve and I were kinda worried .... cos what if he doesn\t approve then all our efforts will be wasted..... especaially i waited for Dr Hafidz the qwhole thursday morning till 4.00pm ... i even skipped Pn Manis's class.....and went there again on fri morning and sat morning....kinda wasting a lot of time for a lot of people.... but anyway i learned that things don't come easily... ok no matter where u gals are....take care and see u soon....
guess almost everyone of us are back in hometown now....hmmm how do i said this?Saturday morning, it rained heavily....Evelyn and I wennt to see the Dean of Faculty of Education to ask Mr Dean to approve our proposal for the language games..... Eve and I were kibd of blurr cos we were asked many questions.... he is quite unhappy and blurr abt the proposal ...we didn\t say much things cos we were in a spot tight condition... so the knowledge of all the proposal need futher considerations from the Dean and he passed our proposal to the timbalan Pendaftar to check..... in fact Eve and I were kinda worried .... cos what if he doesn\t approve then all our efforts will be wasted..... especaially i waited for Dr Hafidz the qwhole thursday morning till 4.00pm ... i even skipped Pn Manis's class.....and went there again on fri morning and sat morning....kinda wasting a lot of time for a lot of people.... but anyway i learned that things don't come easily... ok no matter where u gals are....take care and see u soon....
Friday, July 12, 2002
Proposal is Rejected!!!
Well, regarding to the proposal we submitted to the Ketua Jabatan Pendidikan Sains Sosial, is rejected yesterday. The reason he gave is the wrong spelling of his name. Though I was not the one who submitted the proposal to him, I still feel uncomfortable about the situation at that moment. It seems like most of us are going back to hometown and most of us already went back yesterday or before that. I am kinda worry about the proposal as all the Head of Department is having meetin today. Swee Lee rushed to Cybersix here to correct and re-printed out the proposal. It was really urgent as we are running out of time. Swee Lee and Evelyn are going to re-submit the proposal again this morning. Hope everything is going smooth and fine. I am totally having heahache about the proposal as it is not easy to have it approve by asking the signatures from different departments. Oh God! Please make everything goes the way it is..
Well, regarding to the proposal we submitted to the Ketua Jabatan Pendidikan Sains Sosial, is rejected yesterday. The reason he gave is the wrong spelling of his name. Though I was not the one who submitted the proposal to him, I still feel uncomfortable about the situation at that moment. It seems like most of us are going back to hometown and most of us already went back yesterday or before that. I am kinda worry about the proposal as all the Head of Department is having meetin today. Swee Lee rushed to Cybersix here to correct and re-printed out the proposal. It was really urgent as we are running out of time. Swee Lee and Evelyn are going to re-submit the proposal again this morning. Hope everything is going smooth and fine. I am totally having heahache about the proposal as it is not easy to have it approve by asking the signatures from different departments. Oh God! Please make everything goes the way it is..
Thursday, July 11, 2002
Minutes of Meeting (The Third Meeting)
Date : 7th July 2002
Time : 11.35 am to 12.00 noon
Venue : C15-202
Attendance : 15/15
Absence with apology : -
Absence without apology : -
Agenda:
The progress of the Language Camp I (3rd to 4th August 2002)
Particulars and Discussion:
The school and facilitators
-According to the director, the school is in good condition. The facilities are provided with good conditions and the teachers are helpful
too. Moreover, the director also informed that the bus will arrive sharp at 7.00 am on 3rd August 2002. Therefore, punctuality is
greatly appreciated.
-The director informed that the pairs of the facilitators that will be selected for implementing the games have to be multiracial.
-Action: All the committee members.
Sponsorship
-Everyone in the committee decided to contribute RM 10 per person as the money for sponsorship.
-Action: Marciana Maturin and Natasha Katyzah Muslim.
Attire
-Swee Lee asked the director about the attire. According to the director, no jeans is allowed and only tracksuits and collared T-shirts
are allowed.
-The language camp T-shirts will be worn on the last day, which is on Sunday.
-Action: All the committee members.
Accommodation
-The facilitators for this language camp will be accommodated in the foster parents home.
-However, it has not been clarified on the number of facilitators in each house.
Programmes
-The director asked the committee whether or not they are going to implement the treasure hunt in the language camp. All the
committee members accepted.
-Therefore Natasha, Norzalina, Sau Ping, Swee Lee and Nor Haziah are selected to plan the treasure hunt.
-According to Kuganeswari, the treasure hunt needs to be implemented in the class among us before it is taken to be implemented in
the school with the students.
-For the multimedia performance, Andrea, Swee Lee, So Ling Chueng and Sau Ping volunteered themselves to work it out. As there
are two groups of pupils, two facilitators are needed to each group.
-Moreover, the Total Physical Response way of teaching is decided to be conducted on Sturday evening and Sunday morning.
Therefore, Marciana and Nor Haziah volunteered to be in charge of it.
-For the safety, two facilitators were required by the director to take care of each group.
The next meeting is decided to be held on Thursday (11th July 2002)
The meeting is adjourned at 12.00 noon.
Prepared by, Approved by,
…………………………………… …………………………
(RADIKA A/P SUBRAMANIAM) (WONG SEE YAN)
Secretary 1 Director
Date : 7th July 2002
Time : 11.35 am to 12.00 noon
Venue : C15-202
Attendance : 15/15
Absence with apology : -
Absence without apology : -
Agenda:
The progress of the Language Camp I (3rd to 4th August 2002)
Particulars and Discussion:
The school and facilitators
-According to the director, the school is in good condition. The facilities are provided with good conditions and the teachers are helpful
too. Moreover, the director also informed that the bus will arrive sharp at 7.00 am on 3rd August 2002. Therefore, punctuality is
greatly appreciated.
-The director informed that the pairs of the facilitators that will be selected for implementing the games have to be multiracial.
-Action: All the committee members.
Sponsorship
-Everyone in the committee decided to contribute RM 10 per person as the money for sponsorship.
-Action: Marciana Maturin and Natasha Katyzah Muslim.
Attire
-Swee Lee asked the director about the attire. According to the director, no jeans is allowed and only tracksuits and collared T-shirts
are allowed.
-The language camp T-shirts will be worn on the last day, which is on Sunday.
-Action: All the committee members.
Accommodation
-The facilitators for this language camp will be accommodated in the foster parents home.
-However, it has not been clarified on the number of facilitators in each house.
Programmes
-The director asked the committee whether or not they are going to implement the treasure hunt in the language camp. All the
committee members accepted.
-Therefore Natasha, Norzalina, Sau Ping, Swee Lee and Nor Haziah are selected to plan the treasure hunt.
-According to Kuganeswari, the treasure hunt needs to be implemented in the class among us before it is taken to be implemented in
the school with the students.
-For the multimedia performance, Andrea, Swee Lee, So Ling Chueng and Sau Ping volunteered themselves to work it out. As there
are two groups of pupils, two facilitators are needed to each group.
-Moreover, the Total Physical Response way of teaching is decided to be conducted on Sturday evening and Sunday morning.
Therefore, Marciana and Nor Haziah volunteered to be in charge of it.
-For the safety, two facilitators were required by the director to take care of each group.
The next meeting is decided to be held on Thursday (11th July 2002)
The meeting is adjourned at 12.00 noon.
Prepared by, Approved by,
…………………………………… …………………………
(RADIKA A/P SUBRAMANIAM) (WONG SEE YAN)
Secretary 1 Director
Hi,tomorrow will be the last day for the first half of the semester....i think by now, most of our coursemates are ready to set off to go home....since this morning, i've been in the campus hoping to get the proposal ready in order for me to book a bus to go to the school....sigh i've been waiting in the FP's office the whole morning, and afternoon. I only managed to see him about 3.45pm....at the end guess what??? the person who did the proposal spelled his name wrongly...he's kinda mad....so, we gotto do the proposal again...the worse thing is he won't be around tomorrow...so, i dunno what will happen to the proposal.....anyway after rushing around FP, FPPSM and HEP finally i know a lot abt the bus...not bad huh?:) in fact we are running out of time to book the bus cos Aishah's group have not given their name of the people who are travelling in our bus...since i;m the transport minister so i'll do my best to get a comfortable bus for all of us...let's keep our fingers cross and hope the proposal will be fine and i'll be able to book the bus as soon as possible....happy mid-semester break to all...:)
Tuesday, July 09, 2002
hello everybody....
i just want to send something as i never send anything since last 4 or 5 weeks...hehhehehehe
what to say ha??? anyway about the language camp that we are organizing... it's quite challenging as now is already in week 8 and next week is the holiday...what can we do during holiday? almost all of us are going back to our kampung...and then there are only another two weeks after the break..anyway let's try our best to make it the best!!!good luck for every one especially those in Evelyn's group...bye..see you next time
i just want to send something as i never send anything since last 4 or 5 weeks...hehhehehehe
what to say ha??? anyway about the language camp that we are organizing... it's quite challenging as now is already in week 8 and next week is the holiday...what can we do during holiday? almost all of us are going back to our kampung...and then there are only another two weeks after the break..anyway let's try our best to make it the best!!!good luck for every one especially those in Evelyn's group...bye..see you next time
Language Games in the classroom
Literature Review
“Game is defined as any contest (setting) among players, interacting within a set of limitations (rules) to achieve an objective (Evans, 1979).
What can games offer language learners? What advantages do they have over more conventional language learning methods?
One of the basics characteristics of games is that they are entertaining. Learners enjoy the give and take of social interaction. Learners are excited by competition and by the suspense of not knowing what the outcome will be or who will be the winner. Learners like to experience situations where each person has a chance to win or to have his participation recognized. In short, playing game is fun.
Entertainment is powerful motivation and should not be overlooked as important part of language learning (Evans, 1979). The power of games to make language learning fun and entertaining is one of their most valuable educational characteristics and should be used to maximum effectiveness.
Beside the fun aspect, games also involve learners directly in the process of learning. These way learners are unable to use their knowledge to do something. Through games the correctness of the learners effort is almost always immediately known. This is essential as learning is most effective, when an immediate response about the effectiveness of learners’ effort, is derived. In addition to the immediate feedback, an important part of games is the non-threatening nature of this feedback and the chance to try again quickly (Evans, 1979).
Furthermore, skills learned through games are much more easily applied to real-life situations than those acquired in lessons. Games are also used to assist learners who find difficulty in learning by traditional method (Armstrong, Percival and Saunders, 1994). Unlike many other types of educational materials, games can be used over and over again by the same learners. The outcome of a game is rarely the same each time it is played since different actions are taken leading to different results.
The flexibility theory allows games to be adapted to fit the special conditions under which they are being played. In short, games can be used for a wide and effective variety of educational purposes.
The game is started of by the teacher, who pastes a word (first word) on the board. Students are required to form a word in their groups, using the letter cues based on the letter from the first word as contextual clues. Each group is given 30 seconds to produce a word. The handout serves as a reference for the students to form words.
Letter rummy requires students to work in groups. Each group may consist 5-6 students. A representative from each group picks 10 letter cues from the teacher.
Letter Rummy is a game, which is similar to scrabble. It is played with letter cues and student’s handout, which has columns to help students to form words.
Letter rummy illustrates a game where there are numerous correct answers. Each group has a turn to form a word with the combination of 10 letters. Therefore there would be several different words produced.
Each group is required to replace the letters, which have been used to form words by picking up more letter cues from the teacher. The groups have to maintain their deck with 10 letter cues until they form a word using all the 10 letter cues. In every round, a group, which fails to produce a word within 30 seconds, misses its turn. Winner of the game is determined based on the amount of remaining letter cues in their deck. Here, the fastest group to clear his deck of letter cues in a single word becomes the champion.
Letter rummy, as described above involves a combination of experiential learning theory and collaborative learning theory. This can be seen as the game is conducted to suit the level and interest of the students. The external threats are also kept at a minimum throughout the game. For example, teacher does not interfere in the students’ group works, but facilitates and guides students when required. The group works allow self- initiated learning, which is most lasting and pervasive.
The game mainly involves groups of students working together to create a product (word). According to cognitive approach in collaborative learning, for learners to retain and comprehend knowledge, it must be placed in conceptual framework.
Consequently, letter rummy requires each group to consist of 5-6 students, so that the learners have the opportunity to rehearse their understanding with each other and develop. Conversations, which occur in group discussions, allow students to gain new knowledge.
The games also encourage cooperative learning through group works, which create an environment that motivate learning. Here, students help each other in acquiring knowledge. Hence, there is a driving force to foster positive interdependent relationships between group members.
REFERENCE:
Armstrong, R., Percival, F. and Saunders, D. (1994). “The Simulation and Gaming Yearbook”. Volume 2. London: Biddles Ltd, Guilford and King’s Lynn.
Evans. D.R. (1979). “Games and simulation in literacy training”. Great Britain. The Pitman Press, Bath.
Monday, July 08, 2002
LANGUAGE CAMP T-SHIRT
I need a design that is wearable by teenagers and yet captures the fun of joining the language camp. The designer for the language camp t-shirt presented several options. The quality of his designs were okay but they failed to capture the spirit of the language camp that we are planning. We sat for 3 hours infront of Adobe Photoshop discussing and brainstorming the design that really represents our language camp. Lastly we produced a design which can be described as:
1. A marriage between the Japanese Manga style and American comic concept.
2. Potraying the excitement of participating in an event that empowers one's ability.
In a nut shell, wearing the shirt is like shouting, "I BELIEVE I CAN FLY!"
I went to a t-shirt factory at Batu Pahat to place the order last Sunday. I hope the t-shirt will be ready by end of July.
I need a design that is wearable by teenagers and yet captures the fun of joining the language camp. The designer for the language camp t-shirt presented several options. The quality of his designs were okay but they failed to capture the spirit of the language camp that we are planning. We sat for 3 hours infront of Adobe Photoshop discussing and brainstorming the design that really represents our language camp. Lastly we produced a design which can be described as:
1. A marriage between the Japanese Manga style and American comic concept.
2. Potraying the excitement of participating in an event that empowers one's ability.
In a nut shell, wearing the shirt is like shouting, "I BELIEVE I CAN FLY!"
I went to a t-shirt factory at Batu Pahat to place the order last Sunday. I hope the t-shirt will be ready by end of July.
Saturday, July 06, 2002
LESSON PLAN
Form : 1 Adil
Topic : Opposite-adjectives Bingo
OBJECTIVES :
By the end of the lesson, students should be able to :
1. recognize the opposite words based on teacher’s instruction.
TEACHING AIDS :
1. Student’s handouts – Rules of the game.
2. Worksheet 1 – Bingo board.
PRIOR KNOWLEDGE :
Students have learnt on opposite-adjectives in previous lesson.
IMPLEMENTATION :
Set Induction
1. Teacher recalls the previous lesson on opposite words to test students’ memory and knowledge. Teacher asks students to give other examples of opposite words that they know.
2. Teacher introduces the game to students.
Teacher-students activities :
1. Teacher writes 25 words (adjectives) on the board.
2. Teacher distributes handout 1 (rules of the game) and worksheet 1 (Bingo board) to students.
3. Teacher asks students to fill in the Bingo board with words written on the board.
4. Teacher explains the games to students.
5. Teacher starts the game by calling out a word one by one.
6. Teacher conducts the game until she has the winner.
CONCLUSION :
Teacher summarizes the lesson by asking students what they have learnt today.
HOMEWORK :
No homework is assigned.
TEACHER’S NOTE
*RULES OF THE GAME.
1. Students have to fill in the boxes with the words written on the board in any order they want.
2. When teacher calls out one word, for example ‘cheap’, students have to cross the opposite of cheap, which is ‘expensive’.
3. Five words in a row are considered as one letter ‘B’. Students have to cross five rows, which later spell the word BINGO in order to win this game.
4. The first person who says BINGO is the winner
Form : 1 Adil
Topic : Opposite-adjectives Bingo
OBJECTIVES :
By the end of the lesson, students should be able to :
1. recognize the opposite words based on teacher’s instruction.
TEACHING AIDS :
1. Student’s handouts – Rules of the game.
2. Worksheet 1 – Bingo board.
PRIOR KNOWLEDGE :
Students have learnt on opposite-adjectives in previous lesson.
IMPLEMENTATION :
Set Induction
1. Teacher recalls the previous lesson on opposite words to test students’ memory and knowledge. Teacher asks students to give other examples of opposite words that they know.
2. Teacher introduces the game to students.
Teacher-students activities :
1. Teacher writes 25 words (adjectives) on the board.
2. Teacher distributes handout 1 (rules of the game) and worksheet 1 (Bingo board) to students.
3. Teacher asks students to fill in the Bingo board with words written on the board.
4. Teacher explains the games to students.
5. Teacher starts the game by calling out a word one by one.
6. Teacher conducts the game until she has the winner.
CONCLUSION :
Teacher summarizes the lesson by asking students what they have learnt today.
HOMEWORK :
No homework is assigned.
TEACHER’S NOTE
*RULES OF THE GAME.
1. Students have to fill in the boxes with the words written on the board in any order they want.
2. When teacher calls out one word, for example ‘cheap’, students have to cross the opposite of cheap, which is ‘expensive’.
3. Five words in a row are considered as one letter ‘B’. Students have to cross five rows, which later spell the word BINGO in order to win this game.
4. The first person who says BINGO is the winner
Hi everybody! I hope everything is fine although there are a lot of assignments waiting for us. Hmm..not to forget is our PSM. Actually, I’m sending this message because I want to share my experience in the coming language games camp. I’m one of the treasurers and another two treasurers are Atifah and Zurena. As treasurers, we have to keep track of the money and account, responsible for the sponsorship, publicity, purchases and many other works. In the past meeting, we’ve decided on the budget. Roughly, we need around RM3000 to organize the language camp. However we try to decrease the amount so that it wouldn’t be burden to all of us. Besides, we are going to find sponsorship so that we will have enough money to organize the camp. Actually, this is my first time being a treasurer for a camp like this. So definitely I don’t have enough exposure and experience in the job as treasurer. For me this job is very risky since I have to keep the account and money or else the account is not well recorded. So I really need help from all the committee members. Just give comments if I’m wrong and I will take it positively and try to improve myself. I think that’s all for now… lastly I hope we will try our best to make this language camp a success…see u soon...bye!!
Hello friends, enjoyed reading all your activities in the blog. It seems that the preparation of going to the language camp is coming along the way. I think that the idea of paying a certain amount of money for our own group is practically a wise decision. It will give us at least a certain measure of confidence that we have a certain tidy sum behind us which can be utilize to our benefit and allow the language camp programme to be more organized. I on another hand is keeping my fingers crossed and waiting for work to come my way. And, i hope it is really soon. Other than that, i want to thank Andrea and See Yan for keeping me posted about the progress of our group. Hope all of us will gain a lot of experiences during the camp and keeping the spirit up! Thank you Mr. G. for giving me comments and encouraging us to work hard! :)
Friday, July 05, 2002
Minutes of Meeting (The Second Meeting)
Date : 24th June 2002
Time : 9.48 am to 9.55 am
Venue : C15
Attendance : 13/15
Absence with apology : -
Absence without apology : 1. Natasha Katyzah Muslim
2. Norzalina Nor Hasin
Agenda : 1. The confirmation of date to carry out the language camp project
2. Enquiry session
Particulars/ Discussions: 1. The Director informed the committee members about the date that has been fixed by
En. Ghazali to implement the programme:
-It is preferably to be held within 1st to 15th August 2002·
-After discussing with the committee members, the Director announced 3rd and 4th August
2002 as the suitable date for this language camp.
2. The Director opened the session for any enquiries from the directory·
-Swee Lee, the person who is in charge for the transportation asked whether the bus will be
provided by UTM or it has to be found on our own·
-According to the Director, it has not been confirmed yet and it will be informed later.
Action: 1. All the committee members
2. Swee Lee and Sau Ping.
The meeting is adjourned at 9.55 a.m.
Prepared by, Approved by,
…………………………………… …………………………
(RADIKA A/P SUBRAMANIAM) (WONG SEE YAN)
Secretary 1 Director
Date : 24th June 2002
Time : 9.48 am to 9.55 am
Venue : C15
Attendance : 13/15
Absence with apology : -
Absence without apology : 1. Natasha Katyzah Muslim
2. Norzalina Nor Hasin
Agenda : 1. The confirmation of date to carry out the language camp project
2. Enquiry session
Particulars/ Discussions: 1. The Director informed the committee members about the date that has been fixed by
En. Ghazali to implement the programme:
-It is preferably to be held within 1st to 15th August 2002·
-After discussing with the committee members, the Director announced 3rd and 4th August
2002 as the suitable date for this language camp.
2. The Director opened the session for any enquiries from the directory·
-Swee Lee, the person who is in charge for the transportation asked whether the bus will be
provided by UTM or it has to be found on our own·
-According to the Director, it has not been confirmed yet and it will be informed later.
Action: 1. All the committee members
2. Swee Lee and Sau Ping.
The meeting is adjourned at 9.55 a.m.
Prepared by, Approved by,
…………………………………… …………………………
(RADIKA A/P SUBRAMANIAM) (WONG SEE YAN)
Secretary 1 Director
Tuesday, July 02, 2002
Okay...now I remembered what had happen in the meeting. I suggest to Evelyn that we should collect commitment fee about RM 5 from each member. The fees is for backup if it happens that our budget is not enough. From our (the treasurers) discussion, even the budget for the food is already take us around RM 2300. Not to mention the files and handouts for the students, the sourvenirs for the school, the superiors and all and also the present for the students' performance. Well RM 5 is nothing compare to all that. But it will at least give some motivation for the group member to search and gather sponsorship as many as they could. (I do hope so!!)
Bye. :)
Bye. :)
Hi, everybody! Nice to read your comments here. It's been a long time since my last post. Anyway, I actually would like to post my literature review of the game that my partner and I introduced before. But the computer doesn't has Microsoft words program. So, I can't open my file and publish it for you.
Oh, my! Poor Evelyn.... do you feel upset about it? Well i'm sorry if I upset you. I really don't mean to. I think you are a good leader except that you're too "soft" (as in toooo kind and toooo "soft") and you're also not confident with yourself. Next time why don't you just shout or yell at us when we "pretend" as if we do not hear you. (he...he...I won't miss it). Well....good luck then Evelyn.
Bye for now!!!! :)
Oh, my! Poor Evelyn.... do you feel upset about it? Well i'm sorry if I upset you. I really don't mean to. I think you are a good leader except that you're too "soft" (as in toooo kind and toooo "soft") and you're also not confident with yourself. Next time why don't you just shout or yell at us when we "pretend" as if we do not hear you. (he...he...I won't miss it). Well....good luck then Evelyn.
Bye for now!!!! :)
Monday, July 01, 2002
hi to all... its been a while since i posted my last text... so this one would be about language camp... i know that some of you guys have already attended language games conducted by the faculty before... well, so do i.. but this time i think its gonne be different as we need to do all the preparations on our own.. (last time we were quite dependent on encik farouk and miss fatimah, remember?) to me it is always exciting going to school and conducting games... its a lot different than teaching in a class full of students who bored us-teachers with their blurry face!! well... from my experience, the Tenggaroh students (IF we really get the chance to conduct our language camp there) are really active and eager to participate in all the games... i think id better remind u guys that they are capable of finishing the games half an hour earlier than the time given... sounds challenging rite? well... i hope that all the committee members (for evelyn's group) will try our best to make the language camp a success... i understand that this semester we have lots of important things going on but i hope we can still commit ourselves to the given responsibility... to evelyn, keep up the good work and dont hesitate to be really strict to the group members... remember, u r the leader and some of the members really need to be 'pushed'.. (including myself :)) so i guess thats all for this time... cya in class tomorrow and good luck with the class presentation!