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.

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

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:)

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

testing

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!

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.

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.

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!!!

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.

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!

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? :)

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!!

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!!

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....

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..

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

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...:)

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

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.

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.

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

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! :)

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

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. :)

hi everyone!! i just try to send this message as i fail to post the lesson plan for the past few days. :)

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!!!! :)

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!

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.

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

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.

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...

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.

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.

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 ).

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.

ATTENTION!
1. For the weblog assignment, I only count entries and comments on username.upsaid.com and gameplan.blogspot.com.
2. Our Language Camp will be implemented between 1 to 15 August 2002. Choose any two days.

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...

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) :)

Hi.. hello... at least I have published something.

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 (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

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: 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.

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 mr.g..i'll try to post something on them from time to time.

hi! :) it's me again. Sir i think i'm having a problem with my site www.amistupid.blogspot.com. it cannot be open."page not found". what am i suppose to do now.hmm...i'm confuse! help me...!!!

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.

cool! now i know how to use this stuff...

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

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) :)

hello guys i am in deep trouble....as I enter my blog i keep discovering this problem: errror 503 and i did join the troubleshooting discussion but it seems to be of no avail. i need some help here. anybody having the same problem as me????

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??? :) :) :)

see yan azie & i met en ghazali today to discuss about the weblog assignment

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 !!

did anybody know what our management students learn in their course here in utm???!!!well ...pls do tell me!!!! i need all info that any of you would give me...

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.

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...

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!!!)

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.

what am i supposed to do?? please give me some ideas...

not too bad... I'm the third =p

hi i just want to inform that i have already accept the invitation..

I'm the first to be in gameplan!

RANGKA KURSUS
Nama Fakulti & Jabatan: FPPSM & Jabatan Bahasa Moden
Nama dan Kod Mata Pelajaran: Language Games in the Classroom SHE4932
Jumlah Jam Pertemuan: 30 Jam
Nama Pensyarah Ghazali Bunari (m-zali@utm.my)
No. Bilik D06- Level 2
No. Telefon Bilik: 3404/07- 550 3404

Sinopsis/ Synopsis
The course emphasizes on the technique of using language games in the classrooms. Theoretical background of the technique will be discussed and students will participate in series of activities that lead to the discovery of learning points. They will also be assigned projects which require independent work and which provide practice on planning and facilitating language games. This course will equip students with the skill to teach English using games in classrooms and to conduct activities for basic communication workshops and English clubs in schools. As part of the asessment, students are required to organize language camps/workshops which will be conducted in schools.

The objectives of the course are :
i) to provide students with the ability to justify the use of language games in classrooms,
ii) to assist students in the production of training documents which can be used in schools,
iii) to train students with the skills to plan and facilitate language games to teach English, and
iv) to enable students to conduct activities for basic communication workshops and English clubs in school.

Perancangan Mingguan/ Weekly Schedule
Week 1 Introduction to the course. Briefing on mode of implementation, methodology, lecturer's and students’ role and mode of assessment.
Week 2 Ø Why Language Games? Ø Class Weblog
Week 3 Ø Planning Language Games
Week 4-10 Game 1: Macroteaching
Week 4 Ø Experiential Learning v Game 1: Group 1 & 2
Week 5 Ø Collaborative Learningv Game 1: Group 2 & 3
Week 6 Ø Multiple Intelligencesv Game 1: Group 4 & 5
Week 7 v Game 1: Group 6 & 7Ø Types of Games
Week 8 v Game 1: Group 8 & 9 q Delegation of Tasks for Game 2
Week 9 v Game 1: Group 10 & 11q Proposal for Game 2
Week 10 v Game 1: Group 12 & 13q Final Proposal for Game 2
Week 11 v Game 1: Group 14 & 15q Preparation of Materials for Game 2
Week 12 q Rehearsal for Game 2
Week 13 q Rehearsal for Game 2
Week 14 q Game 2: Language Workshop
Week 15 q Postmortem for Game 2 Ø Revision
Week 16 Final Examination

Rujukan/ References
Ghazali B. 2001. Gameplan. (on-line) http://gameplan.blogspot.com
Lee, W.R. 1993. Language Teaching Games. Oxford University Press: Oxford.McCallum, G.P. 1980. 101 Word Games. Oxford University Press: New York.
Nesamalar C., Saratha S., & The S.C. 1999. ELT Methodology: Principles and Practice. Fajar Bakti Sdn. Bhd.: Shah Alam.
Oller, J. (ed.). 1993. Methods That Works. Heinle & Heinle Publishers. Boston, Massachusetts.
Rinvoluccri. M. 1984. Grammar Game: Cognitive, affective and drama activities for EFL students. Cambridge University Press: Cambridge.
Wright, A., Betterridge, D, & Buckby, M. 1983. Games for Language Learning. Cambridge University Press, Cambridge.

Assessment
Ø Literature Review : 10%
Participation : 10%
Weblog : 20%v
Game 1: Proposal : 20% a) Documentation b) Facilitationq
Game 2: Language Workshop : 20% a) Documentationb) FacilitationØ
Final Examination : 20%

Students must fulfil the university’s requirement of 80% attendance to obtain a pass in this course.

:-(
sir, i'm really disappointed with my marks....what actually happen to my final exam?

at last made it for lang. camp...thanx mr g. pray for my success in my future undertakings...i hope to keep in touch with u!

gonna miss you friends...yesterday is our last meeting together, right??? i hate that moment in my life!!!!
love you always...remember me always...thanks Mr.G....but can you give A instead of A-?..hehehe

MEAL AT KENNY ROGERS
On 1st March 2002, the class went to Kenny Rogers restaurant at Angsana for our end of the semester dinner. We used the leftover money from our Language Camp project. The meal was delicious. I would like to wish you all GOOD LUCK in whatever you are doing after this.

GRADES

801204035070 C+
800912146172 B-
800330086296 A
800831145186 A-
800527015678 C+
801128035238 A
790404085151 A
800717015062 C+
580712086214 A-
790708075454 C+
801108125404 B+
800416016184 B-
800815015752 A-
801226065238 D+
801118085274 B+
801129145420 C-
800826095102 C+
790227145714 A-
800204065304 C
801222015460 A-
800706035244 D
800717055312 B+
801023055494 B-
780823045200 C+
800711015424 B-
801118145556 B-
790919055744 B
A2413658 B

MARKS
Some people did not submit their statistics of participation in the weblog/webquest project. I asked my assistant to count their entries. And, my assistant can't be trusted. Please tell me if I need to edit the mark for your weblog project again. See me before March 7.

I arrange your marks according to this order: No , IC #, Course, Lit. Rev.(10%), Part. (10%), webquest/weblog (20%), Game1(20%), Game2(20%), and Total C. Work (80%).

1 801204035070 4SPL 0 7 10 14 17 48
2 800912146172 3SPL 0 9 16 14 18 57
3 800330086296 4SPL 9 10 20 15 19 73
4 800831145186 4SPL 9 7 20 14 17 67
5 800527015678 4SPL 5 10 0 17 16 48
6 801128035238 4SPL 9 10 20 15 16 70
7 790404085151 4SPL 9 8 20 16 17 70
8 800717015062 4SPL 0 10 0 12 17 39
9 580712086214 4SPL 8 8 20 16 16 68
10 790708075454 4SPL 0 7 0 14 16 37
11 801108125404 4SPL 6 10 19 12 16 63
12 800416016184 4SPL 7 10 13 13 16 59
13 800815015752 4SPL 6 8 20 15 16 65
14 801226065238 3SPL 0 7 0 15 16 38
15 801118085274 4SPL 8 8 0 12 17 45
16 801129145420 4SPL 0 6 0 17 16 39
17 800826095102 4SPL 0 10 0 17 17 44
18 790227145714 4SPL 7 10 20 12 19 68
19 800204065304 4SPL 4 10 0 14 16 44
20 801222015460 4SPL 6 10 20 15 18 69
21 800706035244 3SPL 2 3 0 9 11 25
22 800717055312 4SPL 6 10 12 13 16 57
23 801023055494 4SPL 3 10 10 12 16 51
24 780823045200 4SPL 0 8 0 12 17 37
25 800711015424 4SPL 0 10 0 12 18 40
26 801118145556 4SPL 0 10 0 15 16 41
27 790919055744 4SPL 9 7 12 14 16 58
28 A2413658 4SPL 6 10 10 14 17 57

[For those who came to see me to discuss about your marks, I already made the corrections. The corrections are not shown above.]