Hey there!!! This is the lesson plan for Snake and Ladder. Hope you enjoy reading it!!!
Subject: English
Standard: 6 (Beginners) Attendance: 29
Date: 22 July 2002 Time: 10:00 - 10:40 a.m.
Topic: Snake and Ladder (Singular and Plural Nouns) Venue: Standard 6 Classroom
OBJECTIVE
By the end of the lesson, students should be able to:
1. identify the singular and plural nouns.
2. give the correct spelling of the singular and plural nouns.
TEACHING AIDS
1. Flashcards: Pictures
2. Worksheet: Instructions on how to play the game
3. Gameboard (Snake and Ladder)
4. Dice
5. Cubes
6. Worksheet for Teachers: Instructions for teachers ('what they are supposed to do')
PRIOR KNOWLEDGE
Students have learnt and understand about singular and plural nouns. Students also know how to spell the words.
DELIVERY
Content:
1. Give the correct form of singular and plural nouns verbally.
2. Spell the words (the singular and plural nouns).
Comprehension / Skills:
1. Giving the correct form of singular and plural nouns verbally.
2. Giving the correct spelling of the singular and plural nouns (to ensure that students had really given the correct form of singular or plural nouns).
TEACHER-STUDENT ACTIVITIES
Set Induction:
Teacher tells students that they are going to do revision on singular and plural nouns through games. Teacher then shows a few pictures, where in some pictures there is only one thing while others there are more than one thing. Teacher asks students one by one to tell the singular or plural nouns of the pictures shown and spell the words. Teacher writes the words on the whiteboard.
Material = Flashcards
Duration = 5 minutes
Activity 1:
Teacher introduces the Snake and Ladder game. Teacher distributes Worksheet to students and explains the instructions clearly. Teacher asks students whether they have any doubts or questions. Teacher tells students to consult him or her if the students have any problems during the game.
Material = Worksheet
Duration = 5 minutes
Activity 2:
Teacher asks students to get into groups of four or five. Teacher then distributes the gameboard, dice and cubes to every group. Students can start playing as soon as they get all the materials needed. (Please refer to Worksheet for Teachers to understand what teachers are supposed to do throughout the game.)
Materials = Gameboard, dice, cubes, worksheet for teachers
Duration = 25 minutes
Activity 3:
Teacher stops the game and asks students if there are disagreements over any of the singular or plural nouns. If lets say Group A comes up with disagreement, teacher refers the problem to the other groups so that students learn to teach each other. Teacher only gives answer as a last resort. Teacher also brings up any singular or plural nouns where everyone in a group was wrong.
Duration = 5 minutes
CLOSING
Teacher ends the lesson by highlighting the singular and plural nouns that students learn in the game.
HOMEWORK
No homework.
Wednesday, August 21, 2002
hi to everybody...during last class when Mr.G asked us to list down 10 of our contributions, i really don't know what to say. i have no idea what i have done in the camp preparation. i don't think i'm a sleeping member....but i really can't say what is my "most" "biggest" best contribution to the camp. i don't remember doing anything alone. maybe that's why i can't think of anything. as i remembered, every work was done together. the program book, the banner, the games' materials and all. well maybe someone has done more work than others....but i don't think it's a big deal. i think there must be at least one person helping that someone. think again, don't try to deny it. (well sorry if i'm wrong!)
hello...
language camp...language camp? what can i say about language camp...
anyway i just want to share my experience about what i've done before for the camp. i did nothing actually but i was the one who met encik faruk, looking for previous language camp's proposal. hmmm...other than that i was the one who went to taman universiti to buy materials for banner. i went to taman u with kak nor, the person incharge of banner in see yan's group.
hmmm..about sponsorship...hehehhehe...i didn't get any sponsorship from anybody, so at last i went to taman u and bought the amterials for banner and that is my sponsorship. in other words, i sponsor my ownself.
a day before, that was on 8th of august 2002, avtually i had a very big proble. i couldn't manage to solve the problem. i really felt like i want to quit from the language camp tea as i thought that i can do nothing before i solve the problem. luckily i found mimi at the faculty and she was the one who consult me even i think she don't even recognize it. so, i went to encik faruk's room to get the approval for the programme book and to get his photo for name tag too. then i went to dr norazman's room, my beloved pa to get his photo and lastly i went to mr g's office to get his last advice for our meeting in the evening. actually mr g promised to come to our meeting. we were waiting for him but he was not there.anyway, we don't relly mind as the programme is already done succeessfully.
on the evening, all of the team members came to ktc and we were having our last meeting in front of cybersix and we did all the preparation that have to be done before the camp.
hmmm..that is all about the pre-cap actually...
special thanks to all of the team members...evelyn, syida, jocelyn, tipah, k.ena, anem, bobby, yati, feed, gerald, tiny, mimi, ct. denggi, airin and jey. lastly to mrg, papa bear..hehehhee;dr norazman and our dearest miss fatimah
CONGRATULATION TO ALL OF US..WE DID THE GREAT THING!!!!
language camp...language camp? what can i say about language camp...
anyway i just want to share my experience about what i've done before for the camp. i did nothing actually but i was the one who met encik faruk, looking for previous language camp's proposal. hmmm...other than that i was the one who went to taman universiti to buy materials for banner. i went to taman u with kak nor, the person incharge of banner in see yan's group.
hmmm..about sponsorship...hehehhehe...i didn't get any sponsorship from anybody, so at last i went to taman u and bought the amterials for banner and that is my sponsorship. in other words, i sponsor my ownself.
a day before, that was on 8th of august 2002, avtually i had a very big proble. i couldn't manage to solve the problem. i really felt like i want to quit from the language camp tea as i thought that i can do nothing before i solve the problem. luckily i found mimi at the faculty and she was the one who consult me even i think she don't even recognize it. so, i went to encik faruk's room to get the approval for the programme book and to get his photo for name tag too. then i went to dr norazman's room, my beloved pa to get his photo and lastly i went to mr g's office to get his last advice for our meeting in the evening. actually mr g promised to come to our meeting. we were waiting for him but he was not there.anyway, we don't relly mind as the programme is already done succeessfully.
on the evening, all of the team members came to ktc and we were having our last meeting in front of cybersix and we did all the preparation that have to be done before the camp.
hmmm..that is all about the pre-cap actually...
special thanks to all of the team members...evelyn, syida, jocelyn, tipah, k.ena, anem, bobby, yati, feed, gerald, tiny, mimi, ct. denggi, airin and jey. lastly to mrg, papa bear..hehehhee;dr norazman and our dearest miss fatimah
CONGRATULATION TO ALL OF US..WE DID THE GREAT THING!!!!
Tuesday, August 20, 2002
Entry 4 (pre – camp)
Preparing for the camp aroused anxiety in me and I could not wait to go for the camp. There sure was loads of work to be done before we could actually go for the camp. Besides planning the lesson plans and activities to be implemented at the camp, we had to do a banner and wrap up presents and hampers before going for the camp. Good god, trust me … this is a great deal of work. Especially when we only had another week to hand in our PSM proposal. Everyone has got her own problems and circumstances, yet it is each member’s responsibility to help in the preparation for the camp. It was fun, I should say, working with course mates, outside the classroom. This was the first time ever, after being course mates for 3 years, that we worked on a camp together. A fantastic experience, at least it relieved me of my ‘PSM fever’ for a couple of hours, which we spent together. No one did anything greater than the other did because each of us played an equal part, praying for the success of the camp. We worked all we could at all times and awaited enthusiastically to experience the camp.
Preparing for the camp aroused anxiety in me and I could not wait to go for the camp. There sure was loads of work to be done before we could actually go for the camp. Besides planning the lesson plans and activities to be implemented at the camp, we had to do a banner and wrap up presents and hampers before going for the camp. Good god, trust me … this is a great deal of work. Especially when we only had another week to hand in our PSM proposal. Everyone has got her own problems and circumstances, yet it is each member’s responsibility to help in the preparation for the camp. It was fun, I should say, working with course mates, outside the classroom. This was the first time ever, after being course mates for 3 years, that we worked on a camp together. A fantastic experience, at least it relieved me of my ‘PSM fever’ for a couple of hours, which we spent together. No one did anything greater than the other did because each of us played an equal part, praying for the success of the camp. We worked all we could at all times and awaited enthusiastically to experience the camp.
Preparing for the camp is fun and exciting. So and I are the game masters for the camp to Pasir Raja. We are responsible for the games, which will be implemented in the camp. As for now, we have decided to have 6 indoor game-based lessons. Each lesson is aimed to involve different skills like reading, writing, listening, speaking, vocabulary and grammar respectively. The game-based lessons were designed to suit the level of primary school students by the team members. Besides, we have planned to carry out a few outdoor activities in enhancing the camp. The outdoor activities include the telematch, the aerobic exercises and the treasure hunt. In order to ensure the effectiveness of the games, we have implemented both the indoor and outdoor activities among ourselves. We tried out all the games so that each member would be familiar with the activities. Therefore we were well prepared for the camp. Well, with all these preparation beforehand, I just can’t wait to go to the camp. Good job all of you! Let’s hope to share and enjoy a marvelous moment at the camp!
hmmm...now that the camp is over...i miss kids...they were really adorable weren't they? well, there were quite a number of them at the camp...all noisy and energetic....screaming 'fantastic'......they question should have been "shall we make our faci's deaf?" to which the kids will shout " fantastic". to those who were are at the tenggaroh camp. u'll understand what i'm talking about. to the others, well, Feed would shout "Kids how are you feeling" to which they will scream at the top of their lungs....."Fantasctic". u should have heard them scream..what an experience..well, i miss that too.. the attempts at making me deaf when i already have slight hearing problems...well, i could just come into the class one day and shout at you guys and you all couls scream back fantastic in case i miss the screaming too much...the folks over there gave us so much food... on the last day..due to some preparations i skipped one meal..my stomach started to growl in protest..of course told it to , you know, keep quite. hmmm.. the camp sure has left many memories hasn't it? but that is the way it is with memorable moments.
Monday, August 19, 2002
Post mortem
Hi...actually....i was one of the public relantion officer in the camp...but...i didn't have the actual job as a P.R. So sad...the two only thing that i did was getting the welcoming word for the programme book from Mr. G. But....that day Mr. G was too busy and he haven't prepared the draft of the welcoming words when i wanted to take from him that day...then don't know someone got it from Mr.G. later of the day. Besides that, being the P.R for the camp, i also have to come out the speeches for the camp. I was told to prepare 2 speeches as the 1 for the representative from the school and the other 1 was for the representative from university. The camp, although is a English Camp, the speeches have to prepare in Malay Language because of the people in that area know more malay language than english. Therefore, i as a chinese guy...do not anything about the giving speeches in the Malay culture came out with the 2 drafts. But, sad to know that both draft just did not been used as both authorities had their own speech ready.
Hi...actually....i was one of the public relantion officer in the camp...but...i didn't have the actual job as a P.R. So sad...the two only thing that i did was getting the welcoming word for the programme book from Mr. G. But....that day Mr. G was too busy and he haven't prepared the draft of the welcoming words when i wanted to take from him that day...then don't know someone got it from Mr.G. later of the day. Besides that, being the P.R for the camp, i also have to come out the speeches for the camp. I was told to prepare 2 speeches as the 1 for the representative from the school and the other 1 was for the representative from university. The camp, although is a English Camp, the speeches have to prepare in Malay Language because of the people in that area know more malay language than english. Therefore, i as a chinese guy...do not anything about the giving speeches in the Malay culture came out with the 2 drafts. But, sad to know that both draft just did not been used as both authorities had their own speech ready.
Hi.. It's me. I guess this is my post entry to the game plan regarding the language camp on the 3rd and 4th August 2002. I would say that I really enjoyed the camp even though I was sick for a few days after the camp. It was fun! Actually, it was a challenging task to facilitate the standard six students. Well, they were not bad. Their proficiency level was quite good. However, we faced some difficulties in asking the students to complete certain tasks because we had to repeat again and again. It was very tiring BUT as a teacher, we should be able to do it. During the camp, See Yan was my partner to facilitate the students. Emm….. you know that she is small… the students enjoed calling her Kak See Yan, 'kesian'. See Yan and I were the facilitators for the ducklings' group. During the ice breaking session, we called our duckling by saying:
We are the ducks….
Where are our children? Quack… Quack… Quack…
and the students answered : Here we are, we are the ducklings. Quack… Quack… Quack….
After the ice breaking session, the students were instructed to go to the particular classes with their facilitators. So, I went to a classroom with my ducklings. Before I started any games. I asked them about their feelings towards the camp and it seemed to be very happy to hear from them that they liked it very much. I found that they were very keen on the activities held in the classroom.
Besides the games in the classroom, the treasure hunt was also fun. Nevertheless, it was not carried out fully because of the rain.
Moreover, the aerobic session was also exciting and I could see that the students really enjoyed it. In fact, I also enjoyed it even though it was tiring. Before I forget, I would like to say something about the experience of stayimg one night in my foster parents house. Three of us stayed in a house; Kak Nor, Marciana and me. It was something new to me. My foster parents were really nice to all of us. As we reached home late about 11.00 pm. we thought of getting to know the parents and after that sleep because we were very tired. However, my God mother, she fried some'keropok' for us to eat. We were very full actually, but we tried to have at least some of the 'keropok' because you know…. for courtesy sake…. In the next morning, she cooked breakfast for us. So, we took some before going back to the school. As that would be our last meeting with the parents, we gave a souvenir to express our gratitude.
We are the ducks….
Where are our children? Quack… Quack… Quack…
and the students answered : Here we are, we are the ducklings. Quack… Quack… Quack….
After the ice breaking session, the students were instructed to go to the particular classes with their facilitators. So, I went to a classroom with my ducklings. Before I started any games. I asked them about their feelings towards the camp and it seemed to be very happy to hear from them that they liked it very much. I found that they were very keen on the activities held in the classroom.
Besides the games in the classroom, the treasure hunt was also fun. Nevertheless, it was not carried out fully because of the rain.
Moreover, the aerobic session was also exciting and I could see that the students really enjoyed it. In fact, I also enjoyed it even though it was tiring. Before I forget, I would like to say something about the experience of stayimg one night in my foster parents house. Three of us stayed in a house; Kak Nor, Marciana and me. It was something new to me. My foster parents were really nice to all of us. As we reached home late about 11.00 pm. we thought of getting to know the parents and after that sleep because we were very tired. However, my God mother, she fried some'keropok' for us to eat. We were very full actually, but we tried to have at least some of the 'keropok' because you know…. for courtesy sake…. In the next morning, she cooked breakfast for us. So, we took some before going back to the school. As that would be our last meeting with the parents, we gave a souvenir to express our gratitude.
Hello there everyone! It has been such a long time of me being here. What to do? Lots of work...non stop work...well, today i'm gonna write about Language Camp...at last, we managed to complete our biggest and challenging task ever! Wow....its really a great experience for me....the students were great, foster parents were superb, school was nice, teachers were excellent and then food was delicious. In short..everything went on smoothly, just as i thought it will be. I hope in near future i can be involved in this kind of activities again. Its really amazing and wonderful experience. The students were really attached with us, facilitators...and their English was good, much more better than my practical students. Hmm....i do miss all of them. The activities were really fun...and my group was called as "TADPOLES"..Hahaha...Ok pals..see you all again...byeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee
Post Mortem
Hi, i'm not sure id we still need to sent in the post mortem here in blogspot....but in case we have to, so here i am sending the post mortem.....basically is almost the same as what i said in the class.....getting a bus isn't easy.... haha in case there are some of our coursemates are thinking of taking the transportation job next semester, please think it over:)....dealing with the UTM office workers not easy...sometimes they are friendly and helpful, sometimes they just show us black face. After running under the hot sun and being toyed around cos people give us the wrong direction, then we are there.... then i explained alot to the man-in-charge about the camp and he approved it.... the juniors were also in the bus with us.... make quite a lot of noise... maybe they are just too hyper active and excited over the camp....anyway i really learnt a lot in that camp.... what's more i'll be getting my posting maybe next year... it's good time to learn something and experience new things... for those who really worked hard for the preparation of the camp, i salute and thanked all of u (u know who u are)....it's great pleasure working with u gals.... that's all for now.... good luck in doing assignments and take care:)
Hi, i'm not sure id we still need to sent in the post mortem here in blogspot....but in case we have to, so here i am sending the post mortem.....basically is almost the same as what i said in the class.....getting a bus isn't easy.... haha in case there are some of our coursemates are thinking of taking the transportation job next semester, please think it over:)....dealing with the UTM office workers not easy...sometimes they are friendly and helpful, sometimes they just show us black face. After running under the hot sun and being toyed around cos people give us the wrong direction, then we are there.... then i explained alot to the man-in-charge about the camp and he approved it.... the juniors were also in the bus with us.... make quite a lot of noise... maybe they are just too hyper active and excited over the camp....anyway i really learnt a lot in that camp.... what's more i'll be getting my posting maybe next year... it's good time to learn something and experience new things... for those who really worked hard for the preparation of the camp, i salute and thanked all of u (u know who u are)....it's great pleasure working with u gals.... that's all for now.... good luck in doing assignments and take care:)
LITERATURE REVIEW
Vocabulary constitutes the words that make up a language. In using language to express feelings and ideas and also to communicate with one another, words are used. The words one chooses to communicate, determines the accuracy and also the clarity of the message. Various reasons affect the development of vocabulary in learners. Words learnt through active use are more likely to be remembered than words which have merely been read or heard.
The focus on vocabulary in language teaching has occasionally varied over the years. With audio-lingualism, grammar was stressed leaving vocabulary looked upon as less important. Then came the shift to communicative language teaching somewhere in the 1970’s. With it came the shift of vocabulary to a more important role. Comprehension-based approaches such as the Natural Approach also emphasises the importance of learning vocabulary in the early stages of language learning.
The importance of learning vocabulary can be seen clearly in the Malaysian syllabi for English at both the primary and also secondary level. There is a section of the content recommendation that lists a word list comprising key vocabulary items relevant to specific topic areas.
There are a number of approaches that can be used to teach language. Each and every approach or combination of approaches require the imagination and also the resourcefulness of the teacher in order to present instruction that is both interesting and meaningful in manner.
It is common knowledge among teachers and educators that learning is most likely to occur when pupils are involved. Therefore, the reading instructions of teachers are designed to meet the needs of the students. Creative teachers add extra zest to their language learning activities in the sense that they use eclectic approaches. Even their basic skill instruction never seems to be lacking in ideas.
Creative teaching ideas are truly the energizers that can be used to liven up any type of language learning activity. One effective way to do so is by using games in the classroom, which brings us to language games in the classroom. The best part about using language games to teach is that the students use and learn English through having fun. The classes are made educational and also exciting and fun.
These activities stem from a humanistic philosophy of learning. This philosophy places students at its core. The teacher plays the role of empowering learning through ‘whole person’ involvement. With an over-emphasis on cognitive learning, the affective domain has been neglected. Students need to be involved in the learning process. This is because students will not learn unless they enjoy the learning.
Two games have been chosen. The first is ‘Word Mystery: What Can You See?’ In this game, the students have to make up words from a certain word given. The purpose of this game is to enable students to learn, review and expand their use of vocabulary. Through this game, the teacher can also reinforce spelling and at the same time reinforce vocabulary.
This game is suitable for students of any level. The main word that is given can be changed to more difficult words, as in it will be difficult to make up words from the given word. This game is also sustainable in nature. The student can play this game alone at home without the supervision of a teacher. The students can look up the words made up in the dictionary to check the spelling and also to look for any other suitable words that can be used.
This game can be used by teachers’ in the classroom. It does not require many materials, just a piece of paper. The student uses his or her creative ability to see what words can be made up from the initial words. To make the game even more challenging, the rules can be altered. For instance, for a lower ability class, the teacher will request them to make up words with 2 or more letters.
On the other hand, for an advanced class, the teacher can request the students to make up words with 4 or more letters. For our game, we want the students to come up with 20 words but more words can be made up. Thus, the students can be given a time limit and allowed to find as many words as they can. We have stressed on the ability to come up 20 words so as to also stress on who can find words faster.
The second game, ‘Charade’ is an effective way to teach students to put ideas into language. When a students is acting out the word given and the other friends are guessing, they are all indirectly putting their thoughts into language without them really knowing that they are doing so.
This game can also effectively communicate ideas, feelings, thoughts and solutions through body movements. This covers the affective and kinaesthetic domain of learning. Finally, through this game inventiveness in non-verbal communication skills are encouraged. Once again this touches the kinaesthetic and affective domain of learning.
This game can only be played in a group. This encourages teamwork between the members of a group. Groupware is a good way to let students learn. They can ask their friends questions that they are to shy to ask their teacher. In other words collaborative learning takes place. In contrast to collaborative learning, students in teacher-centred activities primarily respond to questions asked by the teacher and rarely initiate speech.
The game ‘Charade’ can be played not only in classrooms but also at parties and so on, thus enabling the learning process of vocabulary to go on outside the class. Thus, this game is also sustainable in nature. It does not require any materials, but there has to be someone who sets up the game, as in sets up the words or phrases that are to be acted out. This person then cannot play but will act as a judge.
In conclusion, when selecting a game, teachers should keep in mind that many of the activities can be put down on paper for either independent or small groups. This allows the students to work with nominal teacher supervision.
When selecting ideas, an appropriate game should be chosen to meet certain skills of students. Language games are a very effective way to teach students vocabulary, and with that train of thought have we chosen the games that we have chosen.
The two games that we have chosen are sustainable in nature and can be used to effectively improve the student’s command of vocabulary. The difficulty of the game can be easily controlled by altering the rules that govern the game. Therefore, the two games that we have shoes are suitable to be used as language games in and also out of the classroom.
REFERENCE
Chitravelu, N., Sithamparam, S. and The Soon Choon. (1995).ELT Methodology- Principles and Practice. Penerbit Fajar Bakti.
Thompson, R. A.1973. Energizers for Reading Instruction. New York: Parker Publishing Company, Inc.
" WORD MYSTERY : WHAT CAN YOU SEE? "
HOW TO PLAY THE GAME
† You will be divided into groups of 6
† A word will be written on the board
† Your group must come up with 20 other words using the letters found in the word given in 15 minutes on the paper given.
† For example, just say you are given the word ‘RHINOCEROS’. From this word you can come up with words like:
nose,on, chin etc.
† The same letter cannot be used twice in one word. Just say there are two O’s, you can use it twice (soon). If there is one N you cannot write ‘noon’ but you can write ‘one’.
† The words are to be 3 or more letters long. Words like ‘on, or, he’ are not accepted because they have only two letters.
† The words by the top 3 fastest groups will be checked.
† The group that follows the rules and is fast is the winner.
☺ ☺ CHARADE ☺ ☺
HOW TO PLAY THE GAME
ƒ You will be divided into groups of 6
ƒ There will be three rounds for this game
ƒ For each round, each group will take turns to send a representative who will pick a word
ƒ The representative will then be given 2 minutes to act out the word
ƒ The representative is NOT allowed to SPEAK or WRITE
…….ENJOY THE GAME…….
Vocabulary constitutes the words that make up a language. In using language to express feelings and ideas and also to communicate with one another, words are used. The words one chooses to communicate, determines the accuracy and also the clarity of the message. Various reasons affect the development of vocabulary in learners. Words learnt through active use are more likely to be remembered than words which have merely been read or heard.
The focus on vocabulary in language teaching has occasionally varied over the years. With audio-lingualism, grammar was stressed leaving vocabulary looked upon as less important. Then came the shift to communicative language teaching somewhere in the 1970’s. With it came the shift of vocabulary to a more important role. Comprehension-based approaches such as the Natural Approach also emphasises the importance of learning vocabulary in the early stages of language learning.
The importance of learning vocabulary can be seen clearly in the Malaysian syllabi for English at both the primary and also secondary level. There is a section of the content recommendation that lists a word list comprising key vocabulary items relevant to specific topic areas.
There are a number of approaches that can be used to teach language. Each and every approach or combination of approaches require the imagination and also the resourcefulness of the teacher in order to present instruction that is both interesting and meaningful in manner.
It is common knowledge among teachers and educators that learning is most likely to occur when pupils are involved. Therefore, the reading instructions of teachers are designed to meet the needs of the students. Creative teachers add extra zest to their language learning activities in the sense that they use eclectic approaches. Even their basic skill instruction never seems to be lacking in ideas.
Creative teaching ideas are truly the energizers that can be used to liven up any type of language learning activity. One effective way to do so is by using games in the classroom, which brings us to language games in the classroom. The best part about using language games to teach is that the students use and learn English through having fun. The classes are made educational and also exciting and fun.
These activities stem from a humanistic philosophy of learning. This philosophy places students at its core. The teacher plays the role of empowering learning through ‘whole person’ involvement. With an over-emphasis on cognitive learning, the affective domain has been neglected. Students need to be involved in the learning process. This is because students will not learn unless they enjoy the learning.
Two games have been chosen. The first is ‘Word Mystery: What Can You See?’ In this game, the students have to make up words from a certain word given. The purpose of this game is to enable students to learn, review and expand their use of vocabulary. Through this game, the teacher can also reinforce spelling and at the same time reinforce vocabulary.
This game is suitable for students of any level. The main word that is given can be changed to more difficult words, as in it will be difficult to make up words from the given word. This game is also sustainable in nature. The student can play this game alone at home without the supervision of a teacher. The students can look up the words made up in the dictionary to check the spelling and also to look for any other suitable words that can be used.
This game can be used by teachers’ in the classroom. It does not require many materials, just a piece of paper. The student uses his or her creative ability to see what words can be made up from the initial words. To make the game even more challenging, the rules can be altered. For instance, for a lower ability class, the teacher will request them to make up words with 2 or more letters.
On the other hand, for an advanced class, the teacher can request the students to make up words with 4 or more letters. For our game, we want the students to come up with 20 words but more words can be made up. Thus, the students can be given a time limit and allowed to find as many words as they can. We have stressed on the ability to come up 20 words so as to also stress on who can find words faster.
The second game, ‘Charade’ is an effective way to teach students to put ideas into language. When a students is acting out the word given and the other friends are guessing, they are all indirectly putting their thoughts into language without them really knowing that they are doing so.
This game can also effectively communicate ideas, feelings, thoughts and solutions through body movements. This covers the affective and kinaesthetic domain of learning. Finally, through this game inventiveness in non-verbal communication skills are encouraged. Once again this touches the kinaesthetic and affective domain of learning.
This game can only be played in a group. This encourages teamwork between the members of a group. Groupware is a good way to let students learn. They can ask their friends questions that they are to shy to ask their teacher. In other words collaborative learning takes place. In contrast to collaborative learning, students in teacher-centred activities primarily respond to questions asked by the teacher and rarely initiate speech.
The game ‘Charade’ can be played not only in classrooms but also at parties and so on, thus enabling the learning process of vocabulary to go on outside the class. Thus, this game is also sustainable in nature. It does not require any materials, but there has to be someone who sets up the game, as in sets up the words or phrases that are to be acted out. This person then cannot play but will act as a judge.
In conclusion, when selecting a game, teachers should keep in mind that many of the activities can be put down on paper for either independent or small groups. This allows the students to work with nominal teacher supervision.
When selecting ideas, an appropriate game should be chosen to meet certain skills of students. Language games are a very effective way to teach students vocabulary, and with that train of thought have we chosen the games that we have chosen.
The two games that we have chosen are sustainable in nature and can be used to effectively improve the student’s command of vocabulary. The difficulty of the game can be easily controlled by altering the rules that govern the game. Therefore, the two games that we have shoes are suitable to be used as language games in and also out of the classroom.
REFERENCE
Chitravelu, N., Sithamparam, S. and The Soon Choon. (1995).ELT Methodology- Principles and Practice. Penerbit Fajar Bakti.
Thompson, R. A.1973. Energizers for Reading Instruction. New York: Parker Publishing Company, Inc.
" WORD MYSTERY : WHAT CAN YOU SEE? "
HOW TO PLAY THE GAME
† You will be divided into groups of 6
† A word will be written on the board
† Your group must come up with 20 other words using the letters found in the word given in 15 minutes on the paper given.
† For example, just say you are given the word ‘RHINOCEROS’. From this word you can come up with words like:
nose,on, chin etc.
† The same letter cannot be used twice in one word. Just say there are two O’s, you can use it twice (soon). If there is one N you cannot write ‘noon’ but you can write ‘one’.
† The words are to be 3 or more letters long. Words like ‘on, or, he’ are not accepted because they have only two letters.
† The words by the top 3 fastest groups will be checked.
† The group that follows the rules and is fast is the winner.
☺ ☺ CHARADE ☺ ☺
HOW TO PLAY THE GAME
ƒ You will be divided into groups of 6
ƒ There will be three rounds for this game
ƒ For each round, each group will take turns to send a representative who will pick a word
ƒ The representative will then be given 2 minutes to act out the word
ƒ The representative is NOT allowed to SPEAK or WRITE
…….ENJOY THE GAME…….
LESSON PLAN
Subject : ENGLISH
Form : Beginner to Intermediate
Topic : Learning With Games (Vocabulary)
OBJECTIVE:
By the end of the lesson, students should be able to:
a) make up other shorter words from a longer word
b) identify and associate certain actions with the relevant words
c) play the word games taught on their own
TEACHING AIDS:
1. Handout 1: Rules of the game ‘Word Mystery: What Can You See?’
2. Handout 2: Rules of the game ‘Charade’
3. Strips of paper with words or phrases written on it
4. mahjong paper
5. a marker pen
6. a container
PRIOR KNOWLEDGE:
Students have been exposed to and are familiar with language games. They are familiar with the words used for the games.
DELIVERY:
CONTENT UNDERSTANDING/SKILL
1. Students make up new words from a given word.The word given is: 'AEROPLANE' Vocabulary skills
2. A student acts out a word given and the other students guess what it is.The words given are: - big bird, swimming sadly, dog’s tail,cat’s eyes,rabbit’s ears,tiger’s tail, monkey dance,reading books,singing songs,watching television,sweeping, listening to the radio,washing clothes,elephant’s trunk,dancing,bowling,crawling baby and basketball. Creative and critical
thinking skills.
TEACHER-STUDENT ACTIVITIES
Set Induction
1) The teacher tells the students to close their eyes and relax.
2)They are asked to imagine a word. They are then asked to imagine other words related to that word.
3)The teacher then asks the students to imagine the words twirling around them, spinning out of control. Then they are asked to imagine the words growing like flowers one by one all around them.
4)The teacher then explains that if we do not know the meaning of many words then it will be a frightening experience when we come across many words that are new. But if we learn many words and associate them with things that we like, for instance flowers, then it will make learning words easier.
Activities
Game One
1) The students are told that they will be playing a game. They are given Handout 1. The teacher explains how to play the game. A word will be written on the board. The students are to make up 20 words using the words given.
2) They will be given 15 minutes and have to write their answers on the mahjong papers given.
3) The word given is ‘AEROPLANE’. The same letter cannot be used twice. For example, the word ‘role’ can be used but the word ‘rolled’ cannot be used because there is only one ‘l’.
5)The first three groups which make up 20 words will be given preference. The group that has no mistakes and is fast is the winner. The same word cannot be repeated and the students have to be careful about their spelling.
6)The words have to be three or more letters long. Words such as ‘on’ and ‘an’ cannot be used.
7)The students play the game. After 15 minutes the teacher checks the words made up by the top three groups. And the winner is announced.
Activities
Game Two
1) The students are divided into groups of 6. They are asked to choose a representative.
2) The representative then picks a word out of the container held by the teacher. The representative then acts out the word or phrase in the paper without speaking.
3) The other group members are to guess what the word or phrase is. There will be three rounds. The group with the highest score at the end of the three rounds is the winner.
CONCLUSION:
The teacher concludes the class by asking the class how they felt about playing games to learn new words.
HOMEWORK:
The students are not given any homework.
Subject : ENGLISH
Form : Beginner to Intermediate
Topic : Learning With Games (Vocabulary)
OBJECTIVE:
By the end of the lesson, students should be able to:
a) make up other shorter words from a longer word
b) identify and associate certain actions with the relevant words
c) play the word games taught on their own
TEACHING AIDS:
1. Handout 1: Rules of the game ‘Word Mystery: What Can You See?’
2. Handout 2: Rules of the game ‘Charade’
3. Strips of paper with words or phrases written on it
4. mahjong paper
5. a marker pen
6. a container
PRIOR KNOWLEDGE:
Students have been exposed to and are familiar with language games. They are familiar with the words used for the games.
DELIVERY:
CONTENT UNDERSTANDING/SKILL
1. Students make up new words from a given word.The word given is: 'AEROPLANE' Vocabulary skills
2. A student acts out a word given and the other students guess what it is.The words given are: - big bird, swimming sadly, dog’s tail,cat’s eyes,rabbit’s ears,tiger’s tail, monkey dance,reading books,singing songs,watching television,sweeping, listening to the radio,washing clothes,elephant’s trunk,dancing,bowling,crawling baby and basketball. Creative and critical
thinking skills.
TEACHER-STUDENT ACTIVITIES
Set Induction
1) The teacher tells the students to close their eyes and relax.
2)They are asked to imagine a word. They are then asked to imagine other words related to that word.
3)The teacher then asks the students to imagine the words twirling around them, spinning out of control. Then they are asked to imagine the words growing like flowers one by one all around them.
4)The teacher then explains that if we do not know the meaning of many words then it will be a frightening experience when we come across many words that are new. But if we learn many words and associate them with things that we like, for instance flowers, then it will make learning words easier.
Activities
Game One
1) The students are told that they will be playing a game. They are given Handout 1. The teacher explains how to play the game. A word will be written on the board. The students are to make up 20 words using the words given.
2) They will be given 15 minutes and have to write their answers on the mahjong papers given.
3) The word given is ‘AEROPLANE’. The same letter cannot be used twice. For example, the word ‘role’ can be used but the word ‘rolled’ cannot be used because there is only one ‘l’.
5)The first three groups which make up 20 words will be given preference. The group that has no mistakes and is fast is the winner. The same word cannot be repeated and the students have to be careful about their spelling.
6)The words have to be three or more letters long. Words such as ‘on’ and ‘an’ cannot be used.
7)The students play the game. After 15 minutes the teacher checks the words made up by the top three groups. And the winner is announced.
Activities
Game Two
1) The students are divided into groups of 6. They are asked to choose a representative.
2) The representative then picks a word out of the container held by the teacher. The representative then acts out the word or phrase in the paper without speaking.
3) The other group members are to guess what the word or phrase is. There will be three rounds. The group with the highest score at the end of the three rounds is the winner.
CONCLUSION:
The teacher concludes the class by asking the class how they felt about playing games to learn new words.
HOMEWORK:
The students are not given any homework.
Sunday, August 18, 2002
Hi...i just saw the picture that was shown. I wonder whose camera was it...well maybe it was Mr. G's camera. talking about pictures, where are the pictures that was taken when we were sitting on the BIG stairs (well I should think that it was a very big stairs...). I though that the people who took the pictures are suppose to show us the pictures? Don't tell me that they haven't develop the photos yet...!
Actually, after reading Sau Ping's comment about the camp, sorry to say, but, I really agree that the prizes were not fairly given to the pupils. I mean, it is very common that everyone who gets second and third place should receive a prize or something that really sybolise that they are in Second or Third place. I fell pity to those children who didn't get their prizes...furthermore, the prizes for games during their LDK also not really a satisfying prize. Imagine when you have to share two packets of Twisties for 5 pupils...
Well...so far nothing more happening yet because we didn't have Language GAmes class for two days already. But it sure was fun to hear most of my friends still talking about their disatisfaction about the camp...I am not trying to be funny here ok...Anyway, thats about it...see you in class then...
Actually, after reading Sau Ping's comment about the camp, sorry to say, but, I really agree that the prizes were not fairly given to the pupils. I mean, it is very common that everyone who gets second and third place should receive a prize or something that really sybolise that they are in Second or Third place. I fell pity to those children who didn't get their prizes...furthermore, the prizes for games during their LDK also not really a satisfying prize. Imagine when you have to share two packets of Twisties for 5 pupils...
Well...so far nothing more happening yet because we didn't have Language GAmes class for two days already. But it sure was fun to hear most of my friends still talking about their disatisfaction about the camp...I am not trying to be funny here ok...Anyway, thats about it...see you in class then...
Saturday, August 17, 2002
Post Camp- Languge games Camp
The camp at last finish and also for Evelyn's group...everyone was talking about their experience from the camp and their kids. The language camp was successfully done and finished ....of course especially the kids..they play, act, sing, and learn new things. But unfortunately, the prizes for the closing ceremony were not very enough for the drama presentation because prizes only given the the first place. What about the second and third place groups??? It is very unfair when we put a lot of effort to guide the kids to present the best on stage and what they get? My kids were acting the tiltled "Who kills Mr.G's chicken?" and they got the second place and they all so dissappointed when they knew they didn't get any prizes even though they knew they got the second place. What to do... those who incahrge for this camp was incapable to do the job...but only know how to say and instruct!!!!
The camp at last finish and also for Evelyn's group...everyone was talking about their experience from the camp and their kids. The language camp was successfully done and finished ....of course especially the kids..they play, act, sing, and learn new things. But unfortunately, the prizes for the closing ceremony were not very enough for the drama presentation because prizes only given the the first place. What about the second and third place groups??? It is very unfair when we put a lot of effort to guide the kids to present the best on stage and what they get? My kids were acting the tiltled "Who kills Mr.G's chicken?" and they got the second place and they all so dissappointed when they knew they didn't get any prizes even though they knew they got the second place. What to do... those who incahrge for this camp was incapable to do the job...but only know how to say and instruct!!!!
Thursday, August 15, 2002
LITERATURE REVIEW for Dash It And Hang It!!
What is Vocabulary?
Vocabulary is a list of words, which make up a language constitution. The Anglo-Saxons regarded vocabulary as a ‘word –hoard’ or a store of words which is to be owned and treasured. To the Chinese, however, it is a sea of words to be fished. In using language to express ourselves and communicate with one another, we use words. The accuracy and clarity of our message depends on the words we choose (Nesamalar Chitravelu et al, 2001)
The Importance of Vocabulary
There are very strong reasons for vocabulary to be taught by the teacher and learned by the learners. It can be considered as being a very imperative, if not the most imperative, element in language learning. Learners feel that many of their difficulties in both receptive and productive language use result from an inadequate vocabulary. Simply increasing learners’ vocabulary without giving attention to putting this knowledge to use may not be effective, but getting learners to do language tasks when their vocabulary is inadequate for the task is a frustrating experience.
Research on readability (Chall, 1958; Klare, 1974-1975) stresses the importance of vocabulary knowledge in learning, as does research on academic achievement (Saville-Troike, 1984)
In other words, giving attention to vocabulary is unavoidable. Even the most formal or communication-directed approaches to language teaching must deal with needed vocabulary in one way or other.
The Use of Vocabulary in English Language
There are two ways in learning vocabulary - direct and indirect vocabulary learning. In direct vocabulary learning, the learners do exercises and activities that focus their attention on vocabulary. Such exercises include word-building exercises, guessing words from context when this is done as a class exercise, learning words in lists, and vocabulary games whilst in indirect vocabulary learning is focused on some other feature, usually the message that is conveyed by a speaker or writer. If the amount of unknown vocabulary is low in such messages, considerable vocabulary learning can occur even though the learners’ attention is not directed toward vocabulary learning.
Krashen (1981a) calls these the input theory of language learning. He believes that certain conditions must apply for such learning to occur. First, the learners must be interested in understanding the message. From the point of view of vocabulary learning, this interest creates a need to understand the unknown words in the message. Second, the message should contain some items that are just outside the learners’ present level of achievement. These items, however, should be understandable from the context in which they occur. This includes both language and non-language context. Third, the learners should not feel worried or threatened by their contact with the foreign language.
Opportunities for indirect vocabulary learning should occupy much more time in a language-learning course than direct vocabulary learning activities. This is in fact just another way of saying that contact with language in use should be given more time than decontextualized activities. The range of contextualized activities of course covers the range of the uses of language. This conditions for language learning can take place in indirect vocabulary learning (Krashen, 1981b)
The Review of Hangman
Hangman is a game, which is specifically invented for language learners who want to improve their knowledge in their vocabulary. This game consists a sense of relation, which is hyponyms. Hyponyms are words that can be related in meaning so that the meaning of one word includes the meaning of the other word. For an example, one is more general in meaning than the other (Nesamalar Chitravelu et al, 2001) In our game we will be using four terms which are occupation, fruits, animals and transportation. For an instance, let us take a look at the term fruits. This term includes specific item such as a guava, which is regarded as a hyponym. Whilst, the general term fruits are called as a super ordinate.
For our set induction, we will be showing pictures and objects to the students for them to name the items and classify them into their categories. This way of introducing our lesson is called as visual techniques. Visual techniques are extremely effective in conveying meaning. It is also very interesting stimuli for various language activities to generate the production of vocabulary items. According to Chitravelu et al (2001) there are two types of activity that can be used using visual for the teaching of vocabulary- word picture associations and using diagrams. We will be using the preceding activity for our game. Word picture associations presents a picture of a single object and asks the students to tell what words can be associated with it.
There are basically two approaches will be implemented in our game. They are inductive and deductive approach. We will proceed the game with the inductive approach in the set induction. Inductive approach or discovery method is where the students are first given a number of sample sentences containing the target forms and then the teacher guides the students into deriving the rule for themselves. As mentioned earlier, in the set induction, the students will be shown pictures and objects to be named and classified into their categories.
As for our following approach, the deductive method will be used in the game. For this approach, the teacher explicitly explains the rules when presenting the new language. Later on, he or she will move on to practices in the application of these rules. This method is applied in the game session whereby the students are asked to select the category. Following this they have to guess the mystery words by uttering the letters.
Collaborative learning is also one of the elements that will be applied in our game. This learning is pertained because it involves students to work together to solve a problem, complete a task or create a product. Gerlach (1994) says, “collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs.” In this game, students are allowed to discuss among themselves within five seconds in order to give a letter for them to guess the exact answer.
As a conclusion, all these terms used in our game are hopefully helpful for the students to gauge a better understanding in learning vocabulary and to use it effectively in their daily lives.
References
1. Chitravelu, N., Sithamparam, S. and The, S. C. (1995). ELT Methodology Principles and Practice. Shah Alam: Penerbit Fajar Bakti.
2. Gerlach, J.M.(1994). Is this collaboration? In Bosworth, K. and Hamilton, S.J. (Eds.), Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning No.59.
3. Greenall, S. (1984). Language Games and Activities. Great Britain: Hulton Educational Publications Ltd.
4. Klare, G. R. (1974). Assessing Readability. Reading Research Quarterly 10:02-102.
5. Krashen, S. D. (1981a). The Fundamental Pedagogical Principle in Second Language Teaching. Studia Linguistica 35, 1 &2:50-70.
6. Krashen, S. D. (1981b). The Theoretical and Practical Relevance of Simple Codes in Second Language Acquisition. In Second Language Acquisition and Second Language Learning. 119-137.
7. Saville-Troike, M. (1984). What Really Matters in Second Language Learning for Academic Achievement? TESOL Quarterly 18, 2:199-219.
8. Wallace, M. J. (1982). Teaching Vocabulary. Great Britain: Heinemann Educational Books Ltd.
What is Vocabulary?
Vocabulary is a list of words, which make up a language constitution. The Anglo-Saxons regarded vocabulary as a ‘word –hoard’ or a store of words which is to be owned and treasured. To the Chinese, however, it is a sea of words to be fished. In using language to express ourselves and communicate with one another, we use words. The accuracy and clarity of our message depends on the words we choose (Nesamalar Chitravelu et al, 2001)
The Importance of Vocabulary
There are very strong reasons for vocabulary to be taught by the teacher and learned by the learners. It can be considered as being a very imperative, if not the most imperative, element in language learning. Learners feel that many of their difficulties in both receptive and productive language use result from an inadequate vocabulary. Simply increasing learners’ vocabulary without giving attention to putting this knowledge to use may not be effective, but getting learners to do language tasks when their vocabulary is inadequate for the task is a frustrating experience.
Research on readability (Chall, 1958; Klare, 1974-1975) stresses the importance of vocabulary knowledge in learning, as does research on academic achievement (Saville-Troike, 1984)
In other words, giving attention to vocabulary is unavoidable. Even the most formal or communication-directed approaches to language teaching must deal with needed vocabulary in one way or other.
The Use of Vocabulary in English Language
There are two ways in learning vocabulary - direct and indirect vocabulary learning. In direct vocabulary learning, the learners do exercises and activities that focus their attention on vocabulary. Such exercises include word-building exercises, guessing words from context when this is done as a class exercise, learning words in lists, and vocabulary games whilst in indirect vocabulary learning is focused on some other feature, usually the message that is conveyed by a speaker or writer. If the amount of unknown vocabulary is low in such messages, considerable vocabulary learning can occur even though the learners’ attention is not directed toward vocabulary learning.
Krashen (1981a) calls these the input theory of language learning. He believes that certain conditions must apply for such learning to occur. First, the learners must be interested in understanding the message. From the point of view of vocabulary learning, this interest creates a need to understand the unknown words in the message. Second, the message should contain some items that are just outside the learners’ present level of achievement. These items, however, should be understandable from the context in which they occur. This includes both language and non-language context. Third, the learners should not feel worried or threatened by their contact with the foreign language.
Opportunities for indirect vocabulary learning should occupy much more time in a language-learning course than direct vocabulary learning activities. This is in fact just another way of saying that contact with language in use should be given more time than decontextualized activities. The range of contextualized activities of course covers the range of the uses of language. This conditions for language learning can take place in indirect vocabulary learning (Krashen, 1981b)
The Review of Hangman
Hangman is a game, which is specifically invented for language learners who want to improve their knowledge in their vocabulary. This game consists a sense of relation, which is hyponyms. Hyponyms are words that can be related in meaning so that the meaning of one word includes the meaning of the other word. For an example, one is more general in meaning than the other (Nesamalar Chitravelu et al, 2001) In our game we will be using four terms which are occupation, fruits, animals and transportation. For an instance, let us take a look at the term fruits. This term includes specific item such as a guava, which is regarded as a hyponym. Whilst, the general term fruits are called as a super ordinate.
For our set induction, we will be showing pictures and objects to the students for them to name the items and classify them into their categories. This way of introducing our lesson is called as visual techniques. Visual techniques are extremely effective in conveying meaning. It is also very interesting stimuli for various language activities to generate the production of vocabulary items. According to Chitravelu et al (2001) there are two types of activity that can be used using visual for the teaching of vocabulary- word picture associations and using diagrams. We will be using the preceding activity for our game. Word picture associations presents a picture of a single object and asks the students to tell what words can be associated with it.
There are basically two approaches will be implemented in our game. They are inductive and deductive approach. We will proceed the game with the inductive approach in the set induction. Inductive approach or discovery method is where the students are first given a number of sample sentences containing the target forms and then the teacher guides the students into deriving the rule for themselves. As mentioned earlier, in the set induction, the students will be shown pictures and objects to be named and classified into their categories.
As for our following approach, the deductive method will be used in the game. For this approach, the teacher explicitly explains the rules when presenting the new language. Later on, he or she will move on to practices in the application of these rules. This method is applied in the game session whereby the students are asked to select the category. Following this they have to guess the mystery words by uttering the letters.
Collaborative learning is also one of the elements that will be applied in our game. This learning is pertained because it involves students to work together to solve a problem, complete a task or create a product. Gerlach (1994) says, “collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs.” In this game, students are allowed to discuss among themselves within five seconds in order to give a letter for them to guess the exact answer.
As a conclusion, all these terms used in our game are hopefully helpful for the students to gauge a better understanding in learning vocabulary and to use it effectively in their daily lives.
References
1. Chitravelu, N., Sithamparam, S. and The, S. C. (1995). ELT Methodology Principles and Practice. Shah Alam: Penerbit Fajar Bakti.
2. Gerlach, J.M.(1994). Is this collaboration? In Bosworth, K. and Hamilton, S.J. (Eds.), Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning No.59.
3. Greenall, S. (1984). Language Games and Activities. Great Britain: Hulton Educational Publications Ltd.
4. Klare, G. R. (1974). Assessing Readability. Reading Research Quarterly 10:02-102.
5. Krashen, S. D. (1981a). The Fundamental Pedagogical Principle in Second Language Teaching. Studia Linguistica 35, 1 &2:50-70.
6. Krashen, S. D. (1981b). The Theoretical and Practical Relevance of Simple Codes in Second Language Acquisition. In Second Language Acquisition and Second Language Learning. 119-137.
7. Saville-Troike, M. (1984). What Really Matters in Second Language Learning for Academic Achievement? TESOL Quarterly 18, 2:199-219.
8. Wallace, M. J. (1982). Teaching Vocabulary. Great Britain: Heinemann Educational Books Ltd.
Wednesday, August 14, 2002
Look who is here...is a plane...is a bird.....is.....
Ferrari...
Brooom...(x3)
Here we come...(x3)
Brooom...(x3)
Ferrari in the town,
Brooom...(x3)
Ferrari will be the champ.
Broooooom.........
FERRARI IS THE BEST!!!!!
(Titanic Movie Lyric)
Every night in my dream...i see them (the pupils in my group)...i miss them...
After the camp....back home here....i really can't think of anything elses....just the chubby kids in Tenggaroh 3. And the other things that still keep on coming to my mind are language games...where ever i go and what ever i do...my mind will automatic want to come out new SUSTAINABLE games for the next camp......Can any1 tell me y am i reacted like that?
Ferrari...
Brooom...(x3)
Here we come...(x3)
Brooom...(x3)
Ferrari in the town,
Brooom...(x3)
Ferrari will be the champ.
Broooooom.........
FERRARI IS THE BEST!!!!!
(Titanic Movie Lyric)
Every night in my dream...i see them (the pupils in my group)...i miss them...
After the camp....back home here....i really can't think of anything elses....just the chubby kids in Tenggaroh 3. And the other things that still keep on coming to my mind are language games...where ever i go and what ever i do...my mind will automatic want to come out new SUSTAINABLE games for the next camp......Can any1 tell me y am i reacted like that?
Tuesday, August 13, 2002
It's a Small World
Language: English
It's a small world after all
It's a small world after all
It's a small world after all
It's a small, small world
It's a world of laughter, a world of tears
It's a world of hopes and a world of fears
There's so much that we share
That it's time we're aware
It's a small world after all
It's a small world after all
It's a small world after all
It's a small world after all
It's a small, small world
There is just one moon
and one golden sun
And a smile means friendship to everyone
Though the mountains divide
And the oceans are wide
It's a small world after all
It's a small world after all
It's a small world after all
It's a small world after all
It's a small, small world
SAY ORANGE!
Language: English
It's a small world after all
It's a small world after all
It's a small world after all
It's a small, small world
It's a world of laughter, a world of tears
It's a world of hopes and a world of fears
There's so much that we share
That it's time we're aware
It's a small world after all
It's a small world after all
It's a small world after all
It's a small world after all
It's a small, small world
There is just one moon
and one golden sun
And a smile means friendship to everyone
Though the mountains divide
And the oceans are wide
It's a small world after all
It's a small world after all
It's a small world after all
It's a small world after all
It's a small, small world
SAY ORANGE!
Hai again!!! This posting will be about the day we left for Tenggaroh which is on Friday 9/8/02. Well, it was a very very extremely rushing day for me as I had to submit my thesis and I had to skipped class for that!!! Very disappointing to myself. Feel very useless!!! Anyway, about the day of departure, I actually had the time to go to Astana since the bus came late. Hehehe... And guess what, it was drizzling. So cold and yet so hot because I rush too much! We were all waiting at the Padang Kawad in KTC at 7:30p.m. However, the bus didn't turn up till it was around 8p.m., I guess. I'm not sure about the time because I didn't wear watch. Sorry!!! We were told by Fidhah that the bus driver actually waited for us in FAB. What lar...Teoh told them in Padang Kawad and yet they waited in FAB?! Nonsense! Luckily Fidhah and another person I forgotten who, very very sorry, went to FAB and brought the bus driver to Padang Kawad. I guess he was kind of angry, I'm not sure, because he honned at us! So not professional. But the good thing is, hehehe...I want to make another group (See Yan's group) jealous, Mr. G actually followed us in the bus!!! Hahahahaha...jealous leh...he loves us I guess...hiak hiak hiak!!! Do you Mr. G? Oh ya...another thing, there's this one kid in the bus whom we actually played with. He's soooo....cute!!! We actually had fun in the bus playing with this kid. And we watched this one movie which is very funny, weird and stupid. I'm still wondering what movie that is! So boring. Anyway, thanks to Teoh for arranging the bus for all of us. Without you, I guess we'll have to walk there, you know. You are the most important person, remember that!!! And ya...thanks to Fidhah for the nice and really creative name tag. So nice!!! Thanks to Mimi for the briefing in the bus. To Yatie for being the photographer. And to everyone for everything, especially the laughters!!! Hahaha...hohoho...huhuhu...hehehe...hihihi...mmm...
Pre-camp (Preparation)
Hai there!!! Well, I know this is outdated because it's about precamp. Well, I just wanna tell how I felt during the preparation for the camp. Erm...actually, frankly speaking I totally disagree with this camp though it's beneficial and important for me as a TESL student and future teacher (I guess). Why I disagree is because it really takes up a lot of our precious time to do our thesis and yet it's just a two credit subject! I was facing problem with my thesis and this camp really made me peaced off and burnt up!!! I could hardly find the time to do my thesis, you know, as there are a lot more assignments out there to be completed. I had counted that I have 20 assignments and 6 tests this semester together with the thesis is really a very very tough semester for me!!! Then having to organise this language camp again since it needs a lot of work and time really made me very angry and stressed. And that's the reason why I actually complained about it in I don't know what page it is. Maybe some of you read it. Honestly I feel that (I'm still feeling the same now) it does not worth two credits only for the two subjects (Language Games in Classroom and also Drama) that we are supposed to take during our final year since these two subjects need us to put in so much effort and time. I would strongly suggest to give us three credits instead as from what I feel is that it is pretty easy to score for these subjects, I mean ok lar...as long as we do our work. I'm not sure about this idea but I'm just not satisfied with the idea of only giving us two credits for it. I know that three hours in class is tough but think about how much we have to rush for our games presentation until we need to shorten the games and have replacement class. Isn't that worse than having three-hour class? But anyway, regarding the Language Camp, as I was (past already mah...) Secretary 1, I just prepared the minutes of the meetings and reminded our Miss Director, Evelyn, about the things we need to do. Not all the time lar...because I believe I was the blurrest among all since I had no mood or interest to do anything. I will send the minutes some time later, very sorry for not sending earlier because I don't have time and now I didn't have them with me! Forgotten to bring. Supposed to send them today. Blur lar...Old already after scolding the pupils too much!!! Hiak hiak hiak...Ok back to Language Camp...as far as I know I didn't do much and I'm really very sorry about that!!! And ermm...regarding the work, I have no comment because as far as I'm concerned most of the things were completed last minute due to time constraint - the booklet, sponsors, materials, banner, etc. Very rushing lar, geng! Then at the same time have to rush for thesis. Let's forget about that! Seriously, I really pitied Evelyn because she had to rush here and there for everything. Really salute her for that!!! And I also saw some of the committee members rushing here and there to complete their work. I know that these are very very tiring, but I wasn't given much job, you know. So I was kind of lost and did not know what to do. And that's one reason why I was so BLUR!!! So sad, you know. Very sad indeed. So I would really like to apologise for not helping much. Really very sorry!!! Anyway, the progress was great, in the sense that everything was completed on time. Great job to all the committee members except me!!!
Hai there!!! Well, I know this is outdated because it's about precamp. Well, I just wanna tell how I felt during the preparation for the camp. Erm...actually, frankly speaking I totally disagree with this camp though it's beneficial and important for me as a TESL student and future teacher (I guess). Why I disagree is because it really takes up a lot of our precious time to do our thesis and yet it's just a two credit subject! I was facing problem with my thesis and this camp really made me peaced off and burnt up!!! I could hardly find the time to do my thesis, you know, as there are a lot more assignments out there to be completed. I had counted that I have 20 assignments and 6 tests this semester together with the thesis is really a very very tough semester for me!!! Then having to organise this language camp again since it needs a lot of work and time really made me very angry and stressed. And that's the reason why I actually complained about it in I don't know what page it is. Maybe some of you read it. Honestly I feel that (I'm still feeling the same now) it does not worth two credits only for the two subjects (Language Games in Classroom and also Drama) that we are supposed to take during our final year since these two subjects need us to put in so much effort and time. I would strongly suggest to give us three credits instead as from what I feel is that it is pretty easy to score for these subjects, I mean ok lar...as long as we do our work. I'm not sure about this idea but I'm just not satisfied with the idea of only giving us two credits for it. I know that three hours in class is tough but think about how much we have to rush for our games presentation until we need to shorten the games and have replacement class. Isn't that worse than having three-hour class? But anyway, regarding the Language Camp, as I was (past already mah...) Secretary 1, I just prepared the minutes of the meetings and reminded our Miss Director, Evelyn, about the things we need to do. Not all the time lar...because I believe I was the blurrest among all since I had no mood or interest to do anything. I will send the minutes some time later, very sorry for not sending earlier because I don't have time and now I didn't have them with me! Forgotten to bring. Supposed to send them today. Blur lar...Old already after scolding the pupils too much!!! Hiak hiak hiak...Ok back to Language Camp...as far as I know I didn't do much and I'm really very sorry about that!!! And ermm...regarding the work, I have no comment because as far as I'm concerned most of the things were completed last minute due to time constraint - the booklet, sponsors, materials, banner, etc. Very rushing lar, geng! Then at the same time have to rush for thesis. Let's forget about that! Seriously, I really pitied Evelyn because she had to rush here and there for everything. Really salute her for that!!! And I also saw some of the committee members rushing here and there to complete their work. I know that these are very very tiring, but I wasn't given much job, you know. So I was kind of lost and did not know what to do. And that's one reason why I was so BLUR!!! So sad, you know. Very sad indeed. So I would really like to apologise for not helping much. Really very sorry!!! Anyway, the progress was great, in the sense that everything was completed on time. Great job to all the committee members except me!!!
hello there.... like i said before, i'm part of the tenggarog language camp...i was a tenggaroh camper...the camp was really nice..but tiring. the programs went on smoothly. Arin and i were in charge of the drama presentation. the kids came up with some pretty good dramas. there were 8 groups all together. my partner was Ayu. i had a nice time with her. basically, i think that the camp was good time to get to know our coursemates characters in detail. teaching the kids how to actually act out a drama was quite an experience. an experience i'm not going to forget for a long time. the students had fun playing the games we taught them. they were very active, and eager to learn. my foster parents were great. they sent me home with so many presents. i'm sure that i'll keep in touch with them over the years. maybe even go back to see them again. the presence of our lecturers was a source of comfort and a fountain of guidance. the thing about the camp is that it was a learning experience for me, educationally and in other aspects as well. although a lot of work and effort was needed it was worth it. i know for sure that everyone had a nice time too. good work tenggaroh campers and organisers.
Hi to everyone!! The hottest and happening topic for the next few days/weeks would be on our Language Camp. Ihad a lot of fun during the language camp. We were adopted by foster parents who took good care of us throughout the few days of camp but it was sad that we could not spend much time with them as we were most of the time in school with the students, playing all sort of games with them. The students were very active and co-operative. Some had good command of English whereas the rest of them had a little difficulty in communicating in English. It was good that we got exposed to the learning abilities of the students of the rural area and got to know the living style of the families in the rural area. Our foster parents tried hard to make sure that we stayed there comfortably. This camp taught me a lot as it was my first camp ever. i hated camps all this while because i hated going away from home and staying with people or in schools. I was really scared at the beginning but my view of camps is totally different now. maybe i will be more involved in camps after this. It is a good learning experience to me. This camp would be the most memorable camp of my life!! I would like to thank Mr Ghazali and all the other lecturers who came up with such a brilliant plan of organizing this Language Camp.I hope that they will organize more of these in future.
Assalamualaikum and hello to all of you. Since there are two weeks past already after the Language Camp, I stil think we can share our view and experience through the camp. Basically, I'm incarge for the Lamb's group and I think most of them are very active students and their eagerness to learn the language by playing the games are very high. They looks very iniatitive, clever, kind, cheerful and enjoy the games. most of the games are done inside the classroom. From my observation, the games that they liked very much is "Which Way To Go?, Dash It and Hang It and Cross Line." My partner, Marcy and I feel very tired to handle them but we are really enjoyed it especially when they have to practice for their drama presentation called "Why we must share our food?". Eventhough they are not the winner (just in 3rd place), but it is ok for them. I think this language camp are very good to us in order to increase our skill in teaching the students and how to become a good facilitator in future. Futhermore, we can learn the new thing from the camp such as meet with the foster parents, a nice headmaster and teachers and the students. I will make this camp as a sweet memories in my life as a TESL students in UTM and of course I hope I can go for it again especially when I become a future teacher. Lastly, I hope that all of you also have a nice experience with this camp and keep in touch with the students.
Hi! It's quite a long time since I have posted anything to gameplan. However, I've been posting all the minutes of meeting regarding the Language Camp 1. The 3rd and 4th August 2002 were great days, actually. Although it was very tiring, it was very fun and enjoyable. Actually, I have gained a lot of experience through the camp. It was really great! I enjoyed staying in my foster parents' house eventhough it was only for one night. Nice to work with all the committee members.Well done!
While Camp ->
The camp is though.. and i had stayed there 1 day 1 night. so, everyone was doing their own part of job but some still wandering around in the school. the kids are cute, active and quite have the interest into learning English. They have some weakness into undertsanding some words and some new vocabulary. So, the first night was following by the multimedia presentation. the presentation is boring to the others facilatators until they all had gone to the classrooom and sit without watching and only left those who are the five of us incharge (sauping,shi ing, ling cheung,sweelee, noza) to do the multimedia section. Anyway, the kids are so impress of the games from the software until the part that they loved most was the singing part. they choose and choose the singing part and follow the lyrics which had approach from the screen and folllow sing even though they don't even know the style of the songs. it is very very funny until we all laugh too. I know Swee Lee can't stand of their funny characters until she rush out to the corridor and laugh and laugh and laugh. The next day, the drama presentation is though to me at the beginning stage because the kids don't know what to do with the title "Who Kills Mr.G's chicken?", but lastly i managed to give them ideas and attract thier attention into joining part to act out the drama. The headmistress is good and kind enough to wait until we go home. The parents were so happy with their kids of their presentation. So, everyone went back on a tired day!!
The camp is though.. and i had stayed there 1 day 1 night. so, everyone was doing their own part of job but some still wandering around in the school. the kids are cute, active and quite have the interest into learning English. They have some weakness into undertsanding some words and some new vocabulary. So, the first night was following by the multimedia presentation. the presentation is boring to the others facilatators until they all had gone to the classrooom and sit without watching and only left those who are the five of us incharge (sauping,shi ing, ling cheung,sweelee, noza) to do the multimedia section. Anyway, the kids are so impress of the games from the software until the part that they loved most was the singing part. they choose and choose the singing part and follow the lyrics which had approach from the screen and folllow sing even though they don't even know the style of the songs. it is very very funny until we all laugh too. I know Swee Lee can't stand of their funny characters until she rush out to the corridor and laugh and laugh and laugh. The next day, the drama presentation is though to me at the beginning stage because the kids don't know what to do with the title "Who Kills Mr.G's chicken?", but lastly i managed to give them ideas and attract thier attention into joining part to act out the drama. The headmistress is good and kind enough to wait until we go home. The parents were so happy with their kids of their presentation. So, everyone went back on a tired day!!
Post-entry for gameplan
Hello, as the continuation of the previous entry I had send just now, I fail to mention that it was supposed to be the final entry for the gameplan. It is quite nice to get to know Malay cultures...when we stayed at our foster parents' house that is.Apart from that, I forgot to mention that I miss all my little kittens ( My group's name is Kittens! :) ). They were soooo cute and I will always pray that they stay cute and healthy always. Apart from that, their language level is rather good and I am really amazed because the students I taught in the secondary school lack the command of vocabulary which they have. Therefore, this made it easier for the students to be guided by the facilitators. Okay better stop now. :)
Hello, as the continuation of the previous entry I had send just now, I fail to mention that it was supposed to be the final entry for the gameplan. It is quite nice to get to know Malay cultures...when we stayed at our foster parents' house that is.Apart from that, I forgot to mention that I miss all my little kittens ( My group's name is Kittens! :) ). They were soooo cute and I will always pray that they stay cute and healthy always. Apart from that, their language level is rather good and I am really amazed because the students I taught in the secondary school lack the command of vocabulary which they have. Therefore, this made it easier for the students to be guided by the facilitators. Okay better stop now. :)
hello! got to post my entry and share about the experience at the language camp. Basically it is okay with all of us getting tired like crazy by the end of the camp. we sleep like a log till almost noon the next day . it is nice that we get to interact with the students in the language camp.come to think of it , the group Andrea, Mena and I were in charge of almost get number one or the champion for treasure hunt when it was just cancelled like that which is rather a great pity. overall i am sure that this camp did provide us with more than memorable experience it also taught us responsibility and cooperation if we want to get all our tasks done on time. This will serve as a very good reminder to all of us.
Monday, August 12, 2002
post camp
hi to all.... by now i've been hearing a lot form both group for the Language Camp.... Overall both group did enjoyed a lot in the camp. Some really enjoyed especially staying overnight in the foster parents' house..... almost all very friendly and considerate foster parents.... some even ate more than what they are supposed to eat:) after the camp i learned about the conditions of learning English in the rural area, then the live there where no fans and the toilet is far away from home..... so we should cherish whatever we have here now. Actually the students' proficiency level aren't that bad as we expected...so we should salute the English teachers there in putting in so much effort in teaching the students' English....the students know a lot of vocabulary...... just that they can't produce a complete sentence.....I think if the teachers stress more on grammar, the students will sure to write at least a good short, correct grammatical sentence. After graduating, most of us might be posted to the rural areas, so this language camp might be a good time for us to learn somethings which can be applied in the teaching in rural areas in the future..... on the other hand, it gave us the experience of staying in the rural areas...not sure of others but i really learned a lot from the camp.....:)
hi to all.... by now i've been hearing a lot form both group for the Language Camp.... Overall both group did enjoyed a lot in the camp. Some really enjoyed especially staying overnight in the foster parents' house..... almost all very friendly and considerate foster parents.... some even ate more than what they are supposed to eat:) after the camp i learned about the conditions of learning English in the rural area, then the live there where no fans and the toilet is far away from home..... so we should cherish whatever we have here now. Actually the students' proficiency level aren't that bad as we expected...so we should salute the English teachers there in putting in so much effort in teaching the students' English....the students know a lot of vocabulary...... just that they can't produce a complete sentence.....I think if the teachers stress more on grammar, the students will sure to write at least a good short, correct grammatical sentence. After graduating, most of us might be posted to the rural areas, so this language camp might be a good time for us to learn somethings which can be applied in the teaching in rural areas in the future..... on the other hand, it gave us the experience of staying in the rural areas...not sure of others but i really learned a lot from the camp.....:)
Hiii.......Ina.....wow!!!the camp was so great.....but too bad u lost ur voice. but, we did team the students in our group very well rite? if not, how could our team won the 1st prize for drama presentation rite? I do hope we could work together in some other activities.
Well...if next sem there will be a camp also, will u join?I would say YES. Because i really enjoy the camp very much...
Brooom...(x3)
Here we come...(x3)
Brooom...(x3)
Ferrari in the town,
Brooom...(x3)
Ferrari will be the champ.
Broooooom.........
FERRARI IS THE BEST!!!!!
Well...if next sem there will be a camp also, will u join?I would say YES. Because i really enjoy the camp very much...
Brooom...(x3)
Here we come...(x3)
Brooom...(x3)
Ferrari in the town,
Brooom...(x3)
Ferrari will be the champ.
Broooooom.........
FERRARI IS THE BEST!!!!!
Friday, August 09, 2002
Hello, itis been a while since I last posted my entry here. About reading Marciana's entry, emm.. I want to voice out that I want to claim money! haha.. I just forgot to claim my money back from the treasurer whenever I saw Marciana last few days. Sad to say that my wallet is almost out of cash and if I could claim back the money as soon as possible, I could get about RM100. Wow!! What a big amount, isn't it? And so sad that I keep on forgetting to remind the treasurer to pay me back. When I need to money, I just remember that I still have to claim my money from the treasurer. Emm.. So unforgetful.. That really makes me sick of it. I can just forget something which is just being said few seconds ago. Emm.. aging.. aging..
hello again...i am in C' Yan's group, and i am also the treasurer for her group. i really think this sounds funny...so if you want to know, read on but if you do not even bother, then you can just ignore.
anyway, i was the treasurer and before the Language Camp, i kept on asking money from people, forcing them to pay...so, when i got all the money, i was really happy that i had done my job. Moreover, i do not need to urge people to pay anymore.
Unfortunately, after the Language Camp, suprisingly, i still urge people to claim money from me...isn't that odd...so i had been spending the whole week asking and urging people to claim money from me...Better yet, i still have a lot of money with me...handling such amount is really scary for me...
anyway, i was the treasurer and before the Language Camp, i kept on asking money from people, forcing them to pay...so, when i got all the money, i was really happy that i had done my job. Moreover, i do not need to urge people to pay anymore.
Unfortunately, after the Language Camp, suprisingly, i still urge people to claim money from me...isn't that odd...so i had been spending the whole week asking and urging people to claim money from me...Better yet, i still have a lot of money with me...handling such amount is really scary for me...
Thursday, August 08, 2002
ok, well, today in just a couple of hours time, i'll be off to felda tenggaroh with my coursemates for our language camp. yesterday, we all met at ktc dsg, well in front of it actually. then we painted our bright and cheerful orange banner with black paint. then we prepared the materials for our camp. folding and folding and foldind for the crosswrod game. talk about thick mah jong papers. well, we met at 2 pm. then we started at 3. then we went all the way to about 7 o'clock. and we had work to do back in our rooms. there's alot to prepare for a camp. but i'm quite used to going for camps, so this is all not new to me. well, can't wait to go and experience my first language camp. i mean i've been for camps, many camps, but never a language camp. well, this camp will be different because we're the organisers, helping a buch of 90 students have a good time and learn english at the same time. ok i've got to go. proposal and all..you know.
Wednesday, August 07, 2002
let me tell you what i had experienced when i was in the LAnguage Camp. basically, i was totally tired and moreover, i didn't have enough sleep until now. why? i think most of us are still busy with their own proposal. imagine me, coming back from the camp and then straight continue my proposal. tired? of course i didn't even bother. anyway, during the language camp, i was quite satisfied because we manage to handle the camp and the children love us...well, maybe not all...look at the bright side, after so much problem and "tension" upon organising the camp, we finally made it, we are off the hook (for the meantime). overall, i really like looking at the pupils when they enjoy themselves, but quite irritating when they did not bother to listen. But, what can I say, they are just kids...I'm sure we were like that also when we were in primary schools...
hi to all... its been a while since i last wrote here... so about the pre camp.. i am the game master in evelyn's group together with ct d. we decided that we do not want to split up the work of selecting games, treasure hunt and ect ect so we kind of do it together. its a hectic day for me this time around as we have to pass up our research proposal by the end of this week. and our lg camp is also schedule on the day day remember? that leaves me only ONE day to do some ammendments to my proposal. actually i did not really feel the tense of organizing such camp earlier as i have been through it before. however, the pressure steps in this weekend with lots of work to do. i remember i have to prepare all the materials for the selected games. and doing them isnt an easy job bebeh! luckily evelyn and the committe members are quick to offer help. we'll be meeting thurday afternoon to prepare all the materials and banner and whatsoever that will be needed. so you see, team work is the core factor in determining the success of the camp. oh ya, ct d is down with dengue fever, so lets pray that she'll be ok before the camp! she's been really weak and i hope she'll get better soon or else our team will be losing one hand. as hoon chin mentioned, i too, really hope that everything will turn out fine in the end. cya guyz!
Tuesday, August 06, 2002
Pre-Camp
I don't really know how to describe my feelings before the camp. There is a mixture of a lot of different feelings at different times. No doubt I feel really excited because this is my first camp since a very long time ago. Not only that it is also the first time that I will be conducting a camp with my coursemates. So basically I feel really excited now that it is only a matter of one more day before we actually head for the camp. I could not wait to meet the kids at the school. Sometimes I feel nervous as well. What if things did not go as plan. You never know what might happen as there are endless possibilities that something might go wrong especillay in terms of transportation. It is really important that everything goes smoothly so that we can go and come back from the school safe and in one peice. Nevertheless judging from the success of See Yan's group I guess we will do just fine. I also feel nervous about going to the school because after all it is a new place and a new environment but since it is only for a few days I guess it is okay. Besides my coursemates will be there. There are also times when I feel really frustrated because there is so much to be done but so little time to do it. I'm just in charge of transportation so you can imagine those holding a higher post than me. There you have it the different feelings that I experienced before going to the camp. I really hope that everything will turn out alright in the end.
I don't really know how to describe my feelings before the camp. There is a mixture of a lot of different feelings at different times. No doubt I feel really excited because this is my first camp since a very long time ago. Not only that it is also the first time that I will be conducting a camp with my coursemates. So basically I feel really excited now that it is only a matter of one more day before we actually head for the camp. I could not wait to meet the kids at the school. Sometimes I feel nervous as well. What if things did not go as plan. You never know what might happen as there are endless possibilities that something might go wrong especillay in terms of transportation. It is really important that everything goes smoothly so that we can go and come back from the school safe and in one peice. Nevertheless judging from the success of See Yan's group I guess we will do just fine. I also feel nervous about going to the school because after all it is a new place and a new environment but since it is only for a few days I guess it is okay. Besides my coursemates will be there. There are also times when I feel really frustrated because there is so much to be done but so little time to do it. I'm just in charge of transportation so you can imagine those holding a higher post than me. There you have it the different feelings that I experienced before going to the camp. I really hope that everything will turn out alright in the end.
Hi there. It is me again. Actually I had posted two entry to gameplan on the 7/8/02. First was the pre-camp entry and the second one was my contribution to language camp. Unfortunately I found out later on that I can't actually post two entry in a day as it will be counted as one entry. So in order to correct the mistakes which I had done I had to edit my entry. So my entry about my contribution to the language camp will be posted on another day. I hope anybody reading this especially Mr G will understand. Never mind if you dont. Just forget it okay. By the way I cant seem to find my literature review which I had posted ages ago. I have been looking for it for so long that I am almost giving up. I guess it is easier to just post my literature review again. Alright that is all for now. Got to go.
Monday, August 05, 2002
HELLO' I AM BACK. forgot to key in the entry for PRE-CAMP. before the camp all of us were extremely busy and basically a few of us really had to forgo sleep in order to get things done on time before the language camp. for those who put in a lot of effort they will know who they are! : ) okay back to my job before the camp:
1. arrange the tentatives with the games accordingly.
2. prepare the materials for certain games which nobody has yet volunteered.
3. buying materials for the games, present wrappers and other additional things.
4. prepare the rules andlesson plans(arrange in order )
5. get all the materials I have with me to the language camp.
6.check with group members constantly to see their preparation.
i wanted to thank all my group members for their cooperation especially all who have volunteered to do so much. They know who they are. Thank you! :) :) :)
1. arrange the tentatives with the games accordingly.
2. prepare the materials for certain games which nobody has yet volunteered.
3. buying materials for the games, present wrappers and other additional things.
4. prepare the rules andlesson plans(arrange in order )
5. get all the materials I have with me to the language camp.
6.check with group members constantly to see their preparation.
i wanted to thank all my group members for their cooperation especially all who have volunteered to do so much. They know who they are. Thank you! :) :) :)
PRE CAMP
For the pre camp some of us are quite nervous actually..... we held meetings almost every week........planning and editing the programmes..... the preparation was really a lot of work.......we worked in group as frequent as possible...... especially trying out the games, treasure hunt, deciding on the gifts, worrying of where to stay....etc...... in fact during that we had 2 tests and at the sametime we have the preparation to do... so it was quite taxing....we gotto revise, do our PSM and prepare for the camp..... each of us in the group have different things or job to do.....from the director to the gamemaster...... sometime we can't even come out with a conclusion of which to do first... it seems like everything need to be done first from the proposal to the preparation of materials. Basically, no matter what camp usually the preparation will take up more work and time than carrying out the real work on the day......one thing for sure, most of us are excited yet busy to prepare to go..........
For the pre camp some of us are quite nervous actually..... we held meetings almost every week........planning and editing the programmes..... the preparation was really a lot of work.......we worked in group as frequent as possible...... especially trying out the games, treasure hunt, deciding on the gifts, worrying of where to stay....etc...... in fact during that we had 2 tests and at the sametime we have the preparation to do... so it was quite taxing....we gotto revise, do our PSM and prepare for the camp..... each of us in the group have different things or job to do.....from the director to the gamemaster...... sometime we can't even come out with a conclusion of which to do first... it seems like everything need to be done first from the proposal to the preparation of materials. Basically, no matter what camp usually the preparation will take up more work and time than carrying out the real work on the day......one thing for sure, most of us are excited yet busy to prepare to go..........
Sunday, August 04, 2002
LITERATURE REVIEW
What is Vocabulary?
Vocabulary is a list of words, which make up a language constitution. The Anglo-Saxons regarded vocabulary as a ‘word –hoard’ or a store of words which is to be owned and treasured. To the Chinese, however, it is a sea of words to be fished. In using language to express ourselves and communicate with one another, we use words. The accuracy and clarity of our message depends on the words we choose (Nesamalar Chitravelu et al, 2001)
The Importance of Vocabulary
There are very strong reasons for vocabulary to be taught by the teacher and learned by the learners. It can be considered as being a very imperative, if not the most imperative, element in language learning. Learners feel that many of their difficulties in both receptive and productive language use result from an inadequate vocabulary. Simply increasing learners’ vocabulary without giving attention to putting this knowledge to use may not be effective, but getting learners to do language tasks when their vocabulary is inadequate for the task is a frustrating experience.
Research on readability (Chall, 1958; Klare, 1974-1975) stresses the importance of vocabulary knowledge in learning, as does research on academic achievement (Saville-Troike, 1984)
In other words, giving attention to vocabulary is unavoidable. Even the most formal or communication-directed approaches to language teaching must deal with needed vocabulary in one way or other.
The Use of Vocabulary in English Language
There are two ways in learning vocabulary - direct and indirect vocabulary learning. In direct vocabulary learning, the learners do exercises and activities that focus their attention on vocabulary. Such exercises include word-building exercises, guessing words from context when this is done as a class exercise, learning words in lists, and vocabulary games whilst in indirect vocabulary learning is focused on some other feature, usually the message that is conveyed by a speaker or writer. If the amount of unknown vocabulary is low in such messages, considerable vocabulary learning can occur even though the learners’ attention is not directed toward vocabulary learning.
Krashen (1981a) calls these the input theory of language learning. He believes that certain conditions must apply for such learning to occur. First, the learners must be interested in understanding the message. From the point of view of vocabulary learning, this interest creates a need to understand the unknown words in the message. Second, the message should contain some items that are just outside the learners’ present level of achievement. These items, however, should be understandable from the context in which they occur. This includes both language and non-language context. Third, the learners should not feel worried or threatened by their contact with the foreign language.
Opportunities for indirect vocabulary learning should occupy much more time in a language-learning course than direct vocabulary learning activities. This is in fact just another way of saying that contact with language in use should be given more time than decontextualized activities. The range of contextualized activities of course covers the range of the uses of language. This conditions for language learning can take place in indirect vocabulary learning (Krashen, 1981b)
The Review of Hangman
Hangman is a game, which is specifically invented for language learners who want to improve their knowledge in their vocabulary. This game consists a sense of relation, which is hyponyms. Hyponyms are words that can be related in meaning so that the meaning of one word includes the meaning of the other word. For an example, one is more general in meaning than the other (Nesamalar Chitravelu et al, 2001) In our game we will be using four terms which are occupation, fruits, animals and transportation. For an instance, let us take a look at the term fruits. This term includes specific item such as a guava, which is regarded as a hyponym. Whilst, the general term fruits are called as a super ordinate.
For our set induction, we will be showing pictures and objects to the students for them to name the items and classify them into their categories. This way of introducing our lesson is called as visual techniques. Visual techniques are extremely effective in conveying meaning. It is also very interesting stimuli for various language activities to generate the production of vocabulary items. According to Chitravelu et al (2001) there are two types of activity that can be used using visual for the teaching of vocabulary- word picture associations and using diagrams. We will be using the preceding activity for our game. Word picture associations presents a picture of a single object and asks the students to tell what words can be associated with it.
There are basically two approaches will be implemented in our game. They are inductive and deductive approach. We will proceed the game with the inductive approach in the set induction. Inductive approach or discovery method is where the students are first given a number of sample sentences containing the target forms and then the teacher guides the students into deriving the rule for themselves. As mentioned earlier, in the set induction, the students will be shown pictures and objects to be named and classified into their categories.
As for our following approach, the deductive method will be used in the game. For this approach, the teacher explicitly explains the rules when presenting the new language. Later on, he or she will move on to practices in the application of these rules. This method is applied in the game session whereby the students are asked to select the category. Following this they have to guess the mystery words by uttering the letters.
Collaborative learning is also one of the elements that will be applied in our game. This learning is pertained because it involves students to work together to solve a problem, complete a task or create a product. Gerlach (1994) says, “collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs.” In this game, students are allowed to discuss among themselves within five seconds in order to give a letter for them to guess the exact answer.
As a conclusion, all these terms used in our game are hopefully helpful for the students to gauge a better understanding in learning vocabulary and to use it effectively in their daily lives.
References
1. Chitravelu, N., Sithamparam, S. and The, S. C. (1995). ELT Methodology Principles and Practice. Shah Alam: Penerbit Fajar Bakti.
2. Gerlach, J.M.(1994). Is this collaboration? In Bosworth, K. and Hamilton, S.J. (Eds.), Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning No.59.
3. Greenall, S. (1984). Language Games and Activities. Great Britain: Hulton Educational Publications Ltd.
4. Klare, G. R. (1974). Assessing Readability. Reading Research Quarterly 10:02-102.
5. Krashen, S. D. (1981a). The Fundamental Pedagogical Principle in Second Language Teaching. Studia Linguistica 35, 1 &2:50-70.
6. Krashen, S. D. (1981b). The Theoretical and Practical Relevance of Simple Codes in Second Language Acquisition. In Second Language Acquisition and Second Language Learning. 119-137.
7. Saville-Troike, M. (1984). What Really Matters in Second Language Learning for Academic Achievement? TESOL Quarterly 18, 2:199-219.
8. Wallace, M. J. (1982). Teaching Vocabulary. Great Britain: Heinemann Educational Books Ltd.
What is Vocabulary?
Vocabulary is a list of words, which make up a language constitution. The Anglo-Saxons regarded vocabulary as a ‘word –hoard’ or a store of words which is to be owned and treasured. To the Chinese, however, it is a sea of words to be fished. In using language to express ourselves and communicate with one another, we use words. The accuracy and clarity of our message depends on the words we choose (Nesamalar Chitravelu et al, 2001)
The Importance of Vocabulary
There are very strong reasons for vocabulary to be taught by the teacher and learned by the learners. It can be considered as being a very imperative, if not the most imperative, element in language learning. Learners feel that many of their difficulties in both receptive and productive language use result from an inadequate vocabulary. Simply increasing learners’ vocabulary without giving attention to putting this knowledge to use may not be effective, but getting learners to do language tasks when their vocabulary is inadequate for the task is a frustrating experience.
Research on readability (Chall, 1958; Klare, 1974-1975) stresses the importance of vocabulary knowledge in learning, as does research on academic achievement (Saville-Troike, 1984)
In other words, giving attention to vocabulary is unavoidable. Even the most formal or communication-directed approaches to language teaching must deal with needed vocabulary in one way or other.
The Use of Vocabulary in English Language
There are two ways in learning vocabulary - direct and indirect vocabulary learning. In direct vocabulary learning, the learners do exercises and activities that focus their attention on vocabulary. Such exercises include word-building exercises, guessing words from context when this is done as a class exercise, learning words in lists, and vocabulary games whilst in indirect vocabulary learning is focused on some other feature, usually the message that is conveyed by a speaker or writer. If the amount of unknown vocabulary is low in such messages, considerable vocabulary learning can occur even though the learners’ attention is not directed toward vocabulary learning.
Krashen (1981a) calls these the input theory of language learning. He believes that certain conditions must apply for such learning to occur. First, the learners must be interested in understanding the message. From the point of view of vocabulary learning, this interest creates a need to understand the unknown words in the message. Second, the message should contain some items that are just outside the learners’ present level of achievement. These items, however, should be understandable from the context in which they occur. This includes both language and non-language context. Third, the learners should not feel worried or threatened by their contact with the foreign language.
Opportunities for indirect vocabulary learning should occupy much more time in a language-learning course than direct vocabulary learning activities. This is in fact just another way of saying that contact with language in use should be given more time than decontextualized activities. The range of contextualized activities of course covers the range of the uses of language. This conditions for language learning can take place in indirect vocabulary learning (Krashen, 1981b)
The Review of Hangman
Hangman is a game, which is specifically invented for language learners who want to improve their knowledge in their vocabulary. This game consists a sense of relation, which is hyponyms. Hyponyms are words that can be related in meaning so that the meaning of one word includes the meaning of the other word. For an example, one is more general in meaning than the other (Nesamalar Chitravelu et al, 2001) In our game we will be using four terms which are occupation, fruits, animals and transportation. For an instance, let us take a look at the term fruits. This term includes specific item such as a guava, which is regarded as a hyponym. Whilst, the general term fruits are called as a super ordinate.
For our set induction, we will be showing pictures and objects to the students for them to name the items and classify them into their categories. This way of introducing our lesson is called as visual techniques. Visual techniques are extremely effective in conveying meaning. It is also very interesting stimuli for various language activities to generate the production of vocabulary items. According to Chitravelu et al (2001) there are two types of activity that can be used using visual for the teaching of vocabulary- word picture associations and using diagrams. We will be using the preceding activity for our game. Word picture associations presents a picture of a single object and asks the students to tell what words can be associated with it.
There are basically two approaches will be implemented in our game. They are inductive and deductive approach. We will proceed the game with the inductive approach in the set induction. Inductive approach or discovery method is where the students are first given a number of sample sentences containing the target forms and then the teacher guides the students into deriving the rule for themselves. As mentioned earlier, in the set induction, the students will be shown pictures and objects to be named and classified into their categories.
As for our following approach, the deductive method will be used in the game. For this approach, the teacher explicitly explains the rules when presenting the new language. Later on, he or she will move on to practices in the application of these rules. This method is applied in the game session whereby the students are asked to select the category. Following this they have to guess the mystery words by uttering the letters.
Collaborative learning is also one of the elements that will be applied in our game. This learning is pertained because it involves students to work together to solve a problem, complete a task or create a product. Gerlach (1994) says, “collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs.” In this game, students are allowed to discuss among themselves within five seconds in order to give a letter for them to guess the exact answer.
As a conclusion, all these terms used in our game are hopefully helpful for the students to gauge a better understanding in learning vocabulary and to use it effectively in their daily lives.
References
1. Chitravelu, N., Sithamparam, S. and The, S. C. (1995). ELT Methodology Principles and Practice. Shah Alam: Penerbit Fajar Bakti.
2. Gerlach, J.M.(1994). Is this collaboration? In Bosworth, K. and Hamilton, S.J. (Eds.), Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning No.59.
3. Greenall, S. (1984). Language Games and Activities. Great Britain: Hulton Educational Publications Ltd.
4. Klare, G. R. (1974). Assessing Readability. Reading Research Quarterly 10:02-102.
5. Krashen, S. D. (1981a). The Fundamental Pedagogical Principle in Second Language Teaching. Studia Linguistica 35, 1 &2:50-70.
6. Krashen, S. D. (1981b). The Theoretical and Practical Relevance of Simple Codes in Second Language Acquisition. In Second Language Acquisition and Second Language Learning. 119-137.
7. Saville-Troike, M. (1984). What Really Matters in Second Language Learning for Academic Achievement? TESOL Quarterly 18, 2:199-219.
8. Wallace, M. J. (1982). Teaching Vocabulary. Great Britain: Heinemann Educational Books Ltd.
Subject: English
Form : Standard 5 (Intermediate)
Attendance : 28/28
Date : 30th July 2002
Time : 10.30- 11.00 am
Topic : Dash it and Hang it (Vocabulary)
Venue : C15-202
OBJECTIVE
By the end of the lesson, students should be able to:
1. guess the words by uttering the letters.
2. combine letters to spell a mystery word.
TEACHING AIDS
1. 4 sets of words based on four different categories.
2. Pictures of fruits, animal, occupation and transportation.
3. Handout 1: Rules and instructions of the game.
PRIOR KNOWLEDGE
Students have basic understanding and knowledge in words from each selected categories.
DELIVERY
Content
1. Guessing the words by uttering letters.
2. Combining letters to spell a mystery word.
3. Moral value: -cooperation, dedicated
Comprehension/Skills
Vocabulary
IMPLEMENTATION
Teacher- Students Activities
Set Induction
1. Teacher shows pictures of fruit, pictures of animal, pictures of occupation and pictures of transportation to the students.
2. Teacher then, asks students to name them.
Note
Pictures of fruit, animal, occupation and transportation.
5 minutes
Activity 1
1. The students are divided into four 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 distributes Handout 1 to the students.
6. Teacher explains the rules and the instruction of the game to the students before starting top play the game.
Notes
Handout 1, 5 minutes
Activity 2
1. The leader of each group comes out and picks one word based on the selected category.
2. Then, the leader draws one dash for each letter of the selected word.
3. The members of the group suggest a letter, which they think may be in the word. If it is, the leader writes it in above the appropriate dash. If it is not, teacher draws one part of the “hanged man”. Ten mistakes “hang” the group. If the group manages to get the right answer, the group will be rewarded with two marks.
4. If the group cannot manage to get the right answer, other groups will be given a chance to guess the correct answer. One mark will be allocated for the right answer given by any other group.
5. The preceding procedures will be continued by the next group until all the groups have played the game. The group with the highest mark will be the winner and given a reward.
Notes
Sets of word, 20 minutes, Group work
CLOSING
Teacher ends the lesson by asking the students what they have learned from the game.
HOMEWORK
No homework is assigned.
Form : Standard 5 (Intermediate)
Attendance : 28/28
Date : 30th July 2002
Time : 10.30- 11.00 am
Topic : Dash it and Hang it (Vocabulary)
Venue : C15-202
OBJECTIVE
By the end of the lesson, students should be able to:
1. guess the words by uttering the letters.
2. combine letters to spell a mystery word.
TEACHING AIDS
1. 4 sets of words based on four different categories.
2. Pictures of fruits, animal, occupation and transportation.
3. Handout 1: Rules and instructions of the game.
PRIOR KNOWLEDGE
Students have basic understanding and knowledge in words from each selected categories.
DELIVERY
Content
1. Guessing the words by uttering letters.
2. Combining letters to spell a mystery word.
3. Moral value: -cooperation, dedicated
Comprehension/Skills
Vocabulary
IMPLEMENTATION
Teacher- Students Activities
Set Induction
1. Teacher shows pictures of fruit, pictures of animal, pictures of occupation and pictures of transportation to the students.
2. Teacher then, asks students to name them.
Note
Pictures of fruit, animal, occupation and transportation.
5 minutes
Activity 1
1. The students are divided into four 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 distributes Handout 1 to the students.
6. Teacher explains the rules and the instruction of the game to the students before starting top play the game.
Notes
Handout 1, 5 minutes
Activity 2
1. The leader of each group comes out and picks one word based on the selected category.
2. Then, the leader draws one dash for each letter of the selected word.
3. The members of the group suggest a letter, which they think may be in the word. If it is, the leader writes it in above the appropriate dash. If it is not, teacher draws one part of the “hanged man”. Ten mistakes “hang” the group. If the group manages to get the right answer, the group will be rewarded with two marks.
4. If the group cannot manage to get the right answer, other groups will be given a chance to guess the correct answer. One mark will be allocated for the right answer given by any other group.
5. The preceding procedures will be continued by the next group until all the groups have played the game. The group with the highest mark will be the winner and given a reward.
Notes
Sets of word, 20 minutes, Group work
CLOSING
Teacher ends the lesson by asking the students what they have learned from the game.
HOMEWORK
No homework is assigned.
Minutes of Meeting (The Fifth Meeting)
Date : 25th July 2002
Time : 8.10 am to 8.55 am
Venue : C15
Attendance : 13/15
Absence with apology : Norjihan bt Abu Talib
Absence without apology : Nor Haziah bt Abd. Halin
Agenda:
The progress of the Language Camp I (3rd to 4th August 2002)
Particulars and Discussion:
Finance
- As the financial department is required to accumulate as much sponsorship as possible from the committee members when they return from the semester break, the members paid RM 10(sponsorship per person), RM 15(for the T-shirt) and also the sponsorship money that they have collected.
- Action: Marciana Maturin and Natasha Katyzah Muslim.
Transportation
- The bus will be waiting at the SUB car park.
- All the members are requested to be sharp at the car park at 6.45am.
- Action: Swee Lee and Sau Ping.
Game master
- In the process of getting and compiling the lesson plan.
- Monday is the last day for the assigned members to hand in the lesson plans.
- Action: So Ling Chueng and P.Kuganeswary
Programme
- As the pupils will be divided by the school authority according to their levels into 8 groups, each group needs to be given a name.
- The name for the groups should be in the same lexical category. For instance, if the names of flower chosen, all the groups need to have the names of flower.
- Action: Nordiana Ishak.
Nametag
- The food department has designed the nametag for the facilitators of this language camp.
- The sample of the nametag has been distributed around to the members.
- All members agreed with the design.
- Action: Nor Aziah Husin and Norjihan Abu Talib
Queries
- Nor Aziah Husin asked whether or not to design the certificates to be given to the participants of the language camp.
- According to Swee Lee, the faculty will be providing the certificate as this is one of the universities’ activity.
The next meeting is decided to be held on Tuesday (30th July 2002)
The meeting is adjourned at 8.55 am
Date : 25th July 2002
Time : 8.10 am to 8.55 am
Venue : C15
Attendance : 13/15
Absence with apology : Norjihan bt Abu Talib
Absence without apology : Nor Haziah bt Abd. Halin
Agenda:
The progress of the Language Camp I (3rd to 4th August 2002)
Particulars and Discussion:
Finance
- As the financial department is required to accumulate as much sponsorship as possible from the committee members when they return from the semester break, the members paid RM 10(sponsorship per person), RM 15(for the T-shirt) and also the sponsorship money that they have collected.
- Action: Marciana Maturin and Natasha Katyzah Muslim.
Transportation
- The bus will be waiting at the SUB car park.
- All the members are requested to be sharp at the car park at 6.45am.
- Action: Swee Lee and Sau Ping.
Game master
- In the process of getting and compiling the lesson plan.
- Monday is the last day for the assigned members to hand in the lesson plans.
- Action: So Ling Chueng and P.Kuganeswary
Programme
- As the pupils will be divided by the school authority according to their levels into 8 groups, each group needs to be given a name.
- The name for the groups should be in the same lexical category. For instance, if the names of flower chosen, all the groups need to have the names of flower.
- Action: Nordiana Ishak.
Nametag
- The food department has designed the nametag for the facilitators of this language camp.
- The sample of the nametag has been distributed around to the members.
- All members agreed with the design.
- Action: Nor Aziah Husin and Norjihan Abu Talib
Queries
- Nor Aziah Husin asked whether or not to design the certificates to be given to the participants of the language camp.
- According to Swee Lee, the faculty will be providing the certificate as this is one of the universities’ activity.
The next meeting is decided to be held on Tuesday (30th July 2002)
The meeting is adjourned at 8.55 am
Minutes of Meeting (The Fourth Meeting)
Date : 11th July 2002
Time : 10.05 am to 10.46 am
Venue : C15
Attendance : 11/15
Absence with apology : P.Kuganeswari A/P Puvipalachandran, Foo Swee Lee and Nordiana bt. Ishak
Absence without apology : Nor Haziah bt Abd. Halin
Agenda:
The progress of each department in the Language Camp I (3rd to 4th August 2002)
Particulars and Discussion:
Food Department
According to the director, the school will be providing the food for the language camp.
As the food department also taking the responsibility for the publicity, they are required to design nametag for the facilitators of the language camp as well as the students. All the committee members decided to have a colourful nametag.
The photos are required to be scanned.
According Natasha, the process of laminating and printing can be done in the faculty.
The director required for the sample of the nametag on Thursday (25th July 2002)
Action: Norjihan Abu Talib and Nor Aziah Husin.
Finance
The financial department is required to accumulate as much sponsorship as possible from the committee members when they return from the semester break.
All committee members agreed to contribute RM 10 per person and get as much sponsorship as possible when they are in their hometown.
The Director instructed this department to collect the money by Tuesday (23rd July 2002) including the T- shirt money for RM 15.
The materials that should be bought: Manila cards, 15 marker pens, safety pins as well as a rim of A4 papers.
Action: Marciana Maturin and Natasha Katyzah Muslim.
Facilitators
The pairs of facilitators to conduct the games in the Language Camp have been selected. However there is one facilitator that will be conducting the game on her own.
Results:
1.Foo Swee Lee and So Ling Chueng
2.Nor Haziah Abd. Halin
3.Wong See Yan and Radika A/P Subramaniam
4.Nor Aziah Husin and Menaga A/P Gandhi
5.Natasha Katyzah Muslim and Norzalina Nor Hasin
6.Norjihan Abu Talib and Marciana Maturin
7.Ng Sau Ping and Andrea Wang
8.P.Kuganeswari A/P Puvipalachandran and Nordiana Ishak
Action : All the committee members.
The next meeting is decided to be held on Thursday (25th July 2002)
The meeting is adjourned at 10.46 am
Date : 11th July 2002
Time : 10.05 am to 10.46 am
Venue : C15
Attendance : 11/15
Absence with apology : P.Kuganeswari A/P Puvipalachandran, Foo Swee Lee and Nordiana bt. Ishak
Absence without apology : Nor Haziah bt Abd. Halin
Agenda:
The progress of each department in the Language Camp I (3rd to 4th August 2002)
Particulars and Discussion:
Food Department
According to the director, the school will be providing the food for the language camp.
As the food department also taking the responsibility for the publicity, they are required to design nametag for the facilitators of the language camp as well as the students. All the committee members decided to have a colourful nametag.
The photos are required to be scanned.
According Natasha, the process of laminating and printing can be done in the faculty.
The director required for the sample of the nametag on Thursday (25th July 2002)
Action: Norjihan Abu Talib and Nor Aziah Husin.
Finance
The financial department is required to accumulate as much sponsorship as possible from the committee members when they return from the semester break.
All committee members agreed to contribute RM 10 per person and get as much sponsorship as possible when they are in their hometown.
The Director instructed this department to collect the money by Tuesday (23rd July 2002) including the T- shirt money for RM 15.
The materials that should be bought: Manila cards, 15 marker pens, safety pins as well as a rim of A4 papers.
Action: Marciana Maturin and Natasha Katyzah Muslim.
Facilitators
The pairs of facilitators to conduct the games in the Language Camp have been selected. However there is one facilitator that will be conducting the game on her own.
Results:
1.Foo Swee Lee and So Ling Chueng
2.Nor Haziah Abd. Halin
3.Wong See Yan and Radika A/P Subramaniam
4.Nor Aziah Husin and Menaga A/P Gandhi
5.Natasha Katyzah Muslim and Norzalina Nor Hasin
6.Norjihan Abu Talib and Marciana Maturin
7.Ng Sau Ping and Andrea Wang
8.P.Kuganeswari A/P Puvipalachandran and Nordiana Ishak
Action : All the committee members.
The next meeting is decided to be held on Thursday (25th July 2002)
The meeting is adjourned at 10.46 am
LITERATURE REVIEW
What is Vocabulary?
Vocabulary is a list of words, which make up a language constitution. The Anglo-Saxons regarded vocabulary as a ‘word –hoard’ or a store of words which is to be owned and treasured. To the Chinese, however, it is a sea of words to be fished. In using language to express ourselves and communicate with one another, we use words. The accuracy and clarity of our message depends on the words we choose (Nesamalar Chitravelu et al, 2001)
The Importance of Vocabulary
There are very strong reasons for vocabulary to be taught by the teacher and learned by the learners. It can be considered as being a very imperative, if not the most imperative, element in language learning. Learners feel that many of their difficulties in both receptive and productive language use result from an inadequate vocabulary. Simply increasing learners’ vocabulary without giving attention to putting this knowledge to use may not be effective, but getting learners to do language tasks when their vocabulary is inadequate for the task is a frustrating experience.
Research on readability (Chall, 1958; Klare, 1974-1975) stresses the importance of vocabulary knowledge in learning, as does research on academic achievement (Saville-Troike, 1984)
In other words, giving attention to vocabulary is unavoidable. Even the most formal or communication-directed approaches to language teaching must deal with needed vocabulary in one way or other.
The Use of Vocabulary in English Language
There are two ways in learning vocabulary - direct and indirect vocabulary learning. In direct vocabulary learning, the learners do exercises and activities that focus their attention on vocabulary. Such exercises include word-building exercises, guessing words from context when this is done as a class exercise, learning words in lists, and vocabulary games whilst in indirect vocabulary learning is focused on some other feature, usually the message that is conveyed by a speaker or writer. If the amount of unknown vocabulary is low in such messages, considerable vocabulary learning can occur even though the learners’ attention is not directed toward vocabulary learning.
Krashen (1981a) calls these the input theory of language learning. He believes that certain conditions must apply for such learning to occur. First, the learners must be interested in understanding the message. From the point of view of vocabulary learning, this interest creates a need to understand the unknown words in the message. Second, the message should contain some items that are just outside the learners’ present level of achievement. These items, however, should be understandable from the context in which they occur. This includes both language and non-language context. Third, the learners should not feel worried or threatened by their contact with the foreign language.
Opportunities for indirect vocabulary learning should occupy much more time in a language-learning course than direct vocabulary learning activities. This is in fact just another way of saying that contact with language in use should be given more time than decontextualized activities. The range of contextualized activities of course covers the range of the uses of language. This conditions for language learning can take place in indirect vocabulary learning (Krashen, 1981b)
The Review of Hangman
Hangman is a game, which is specifically invented for language learners who want to improve their knowledge in their vocabulary. This game consists a sense of relation, which is hyponyms. Hyponyms are words that can be related in meaning so that the meaning of one word includes the meaning of the other word. For an example, one is more general in meaning than the other (Nesamalar Chitravelu et al, 2001) In our game we will be using four terms which are occupation, fruits, animals and transportation. For an instance, let us take a look at the term fruits. This term includes specific item such as a guava, which is regarded as a hyponym. Whilst, the general term fruits are called as a super ordinate.
For our set induction, we will be showing pictures and objects to the students for them to name the items and classify them into their categories. This way of introducing our lesson is called as visual techniques. Visual techniques are extremely effective in conveying meaning. It is also very interesting stimuli for various language activities to generate the production of vocabulary items. According to Chitravelu et al (2001) there are two types of activity that can be used using visual for the teaching of vocabulary- word picture associations and using diagrams. We will be using the preceding activity for our game. Word picture associations presents a picture of a single object and asks the students to tell what words can be associated with it.
There are basically two approaches will be implemented in our game. They are inductive and deductive approach. We will proceed the game with the inductive approach in the set induction. Inductive approach or discovery method is where the students are first given a number of sample sentences containing the target forms and then the teacher guides the students into deriving the rule for themselves. As mentioned earlier, in the set induction, the students will be shown pictures and objects to be named and classified into their categories.
As for our following approach, the deductive method will be used in the game. For this approach, the teacher explicitly explains the rules when presenting the new language. Later on, he or she will move on to practices in the application of these rules. This method is applied in the game session whereby the students are asked to select the category. Following this they have to guess the mystery words by uttering the letters.
Collaborative learning is also one of the elements that will be applied in our game. This learning is pertained because it involves students to work together to solve a problem, complete a task or create a product. Gerlach (1994) says, “collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs.” In this game, students are allowed to discuss among themselves within five seconds in order to give a letter for them to guess the exact answer.
As a conclusion, all these terms used in our game are hopefully helpful for the students to gauge a better understanding in learning vocabulary and to use it effectively in their daily lives.
References
1.Chitravelu, N., Sithamparam, S. and The, S. C. (1995). ELT Methodology Principles and Practice. Shah Alam: Penerbit Fajar Bakti.
2.Gerlach, J.M.(1994). Is this collaboration? In Bosworth, K. and Hamilton, S.J. (Eds.), Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning No.59.
3.Greenall, S. (1984). Language Games and Activities. Great Britain: Hulton Educational Publications Ltd.
4.Klare, G. R. (1974). Assessing Readability. Reading Research Quarterly 10:02-102.
5.Krashen, S. D. (1981a). The Fundamental Pedagogical Principle in Second Language Teaching. Studia Linguistica 35, 1 &2:50-70.
6.Krashen, S. D. (1981b). The Theoretical and Practical Relevance of Simple Codes in Second Language Acquisition. In Second Language Acquisition and Second Language Learning. 119-137.
7.Saville-Troike, M. (1984). What Really Matters in Second Language Learning for Academic Achievement? TESOL Quarterly 18, 2:199-219.
8Wallace, M. J. (1982). Teaching Vocabulary. Great Britain: Heinemann Educational Books Ltd.
What is Vocabulary?
Vocabulary is a list of words, which make up a language constitution. The Anglo-Saxons regarded vocabulary as a ‘word –hoard’ or a store of words which is to be owned and treasured. To the Chinese, however, it is a sea of words to be fished. In using language to express ourselves and communicate with one another, we use words. The accuracy and clarity of our message depends on the words we choose (Nesamalar Chitravelu et al, 2001)
The Importance of Vocabulary
There are very strong reasons for vocabulary to be taught by the teacher and learned by the learners. It can be considered as being a very imperative, if not the most imperative, element in language learning. Learners feel that many of their difficulties in both receptive and productive language use result from an inadequate vocabulary. Simply increasing learners’ vocabulary without giving attention to putting this knowledge to use may not be effective, but getting learners to do language tasks when their vocabulary is inadequate for the task is a frustrating experience.
Research on readability (Chall, 1958; Klare, 1974-1975) stresses the importance of vocabulary knowledge in learning, as does research on academic achievement (Saville-Troike, 1984)
In other words, giving attention to vocabulary is unavoidable. Even the most formal or communication-directed approaches to language teaching must deal with needed vocabulary in one way or other.
The Use of Vocabulary in English Language
There are two ways in learning vocabulary - direct and indirect vocabulary learning. In direct vocabulary learning, the learners do exercises and activities that focus their attention on vocabulary. Such exercises include word-building exercises, guessing words from context when this is done as a class exercise, learning words in lists, and vocabulary games whilst in indirect vocabulary learning is focused on some other feature, usually the message that is conveyed by a speaker or writer. If the amount of unknown vocabulary is low in such messages, considerable vocabulary learning can occur even though the learners’ attention is not directed toward vocabulary learning.
Krashen (1981a) calls these the input theory of language learning. He believes that certain conditions must apply for such learning to occur. First, the learners must be interested in understanding the message. From the point of view of vocabulary learning, this interest creates a need to understand the unknown words in the message. Second, the message should contain some items that are just outside the learners’ present level of achievement. These items, however, should be understandable from the context in which they occur. This includes both language and non-language context. Third, the learners should not feel worried or threatened by their contact with the foreign language.
Opportunities for indirect vocabulary learning should occupy much more time in a language-learning course than direct vocabulary learning activities. This is in fact just another way of saying that contact with language in use should be given more time than decontextualized activities. The range of contextualized activities of course covers the range of the uses of language. This conditions for language learning can take place in indirect vocabulary learning (Krashen, 1981b)
The Review of Hangman
Hangman is a game, which is specifically invented for language learners who want to improve their knowledge in their vocabulary. This game consists a sense of relation, which is hyponyms. Hyponyms are words that can be related in meaning so that the meaning of one word includes the meaning of the other word. For an example, one is more general in meaning than the other (Nesamalar Chitravelu et al, 2001) In our game we will be using four terms which are occupation, fruits, animals and transportation. For an instance, let us take a look at the term fruits. This term includes specific item such as a guava, which is regarded as a hyponym. Whilst, the general term fruits are called as a super ordinate.
For our set induction, we will be showing pictures and objects to the students for them to name the items and classify them into their categories. This way of introducing our lesson is called as visual techniques. Visual techniques are extremely effective in conveying meaning. It is also very interesting stimuli for various language activities to generate the production of vocabulary items. According to Chitravelu et al (2001) there are two types of activity that can be used using visual for the teaching of vocabulary- word picture associations and using diagrams. We will be using the preceding activity for our game. Word picture associations presents a picture of a single object and asks the students to tell what words can be associated with it.
There are basically two approaches will be implemented in our game. They are inductive and deductive approach. We will proceed the game with the inductive approach in the set induction. Inductive approach or discovery method is where the students are first given a number of sample sentences containing the target forms and then the teacher guides the students into deriving the rule for themselves. As mentioned earlier, in the set induction, the students will be shown pictures and objects to be named and classified into their categories.
As for our following approach, the deductive method will be used in the game. For this approach, the teacher explicitly explains the rules when presenting the new language. Later on, he or she will move on to practices in the application of these rules. This method is applied in the game session whereby the students are asked to select the category. Following this they have to guess the mystery words by uttering the letters.
Collaborative learning is also one of the elements that will be applied in our game. This learning is pertained because it involves students to work together to solve a problem, complete a task or create a product. Gerlach (1994) says, “collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs.” In this game, students are allowed to discuss among themselves within five seconds in order to give a letter for them to guess the exact answer.
As a conclusion, all these terms used in our game are hopefully helpful for the students to gauge a better understanding in learning vocabulary and to use it effectively in their daily lives.
References
1.Chitravelu, N., Sithamparam, S. and The, S. C. (1995). ELT Methodology Principles and Practice. Shah Alam: Penerbit Fajar Bakti.
2.Gerlach, J.M.(1994). Is this collaboration? In Bosworth, K. and Hamilton, S.J. (Eds.), Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning No.59.
3.Greenall, S. (1984). Language Games and Activities. Great Britain: Hulton Educational Publications Ltd.
4.Klare, G. R. (1974). Assessing Readability. Reading Research Quarterly 10:02-102.
5.Krashen, S. D. (1981a). The Fundamental Pedagogical Principle in Second Language Teaching. Studia Linguistica 35, 1 &2:50-70.
6.Krashen, S. D. (1981b). The Theoretical and Practical Relevance of Simple Codes in Second Language Acquisition. In Second Language Acquisition and Second Language Learning. 119-137.
7.Saville-Troike, M. (1984). What Really Matters in Second Language Learning for Academic Achievement? TESOL Quarterly 18, 2:199-219.
8Wallace, M. J. (1982). Teaching Vocabulary. Great Britain: Heinemann Educational Books Ltd.
Subject: English
Form : Standard 5 (Intermediate)
Attendance : 28/28
Date : 30th July 2002
Time : 10.30- 11.00 am
Topic : Dash it and Hang it (Vocabulary)
Venue : C15-202
OBJECTIVE
By the end of the lesson, students should be able to:
1. guess the words by uttering the letters.
2. combine letters to spell a mystery word.
TEACHING AIDS
1. 4 sets of words based on four different categories.
2. Pictures of fruits, animal, occupation and transportation.
3. Handout 1: Rules and instructions of the game.
PRIOR KNOWLEDGE
Students have basic understanding and knowledge in words from each selected categories.
DELIVERY
Content
1. Guessing the words by uttering letters.
2. Combining letters to spell a mystery word.
3. Moral value: -cooperation, dedicated
Comprehension/Skills
Vocabulary
IMPLEMENTATION
Teacher- Students Activities
Set Induction
1. Teacher shows pictures of fruit, pictures of animal, pictures of occupation and pictures of transportation to the students.
2. Teacher then, asks students to name them.
Note
Pictures of fruit, animal, occupation and transportation.
5 minutes
Activity 1
1. The students are divided into four 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 distributes Handout 1 to the students.
6. Teacher explains the rules and the instruction of the game to the students before starting top play the game.
Notes
Handout 1, 5 minutes
Activity 2
1. The leader of each group comes out and picks one word based on the selected category.
2. Then, the leader draws one dash for each letter of the selected word.
3. The members of the group suggest a letter, which they think may be in the word. If it is, the leader writes it in above the appropriate dash. If it is not, teacher draws one part of the “hanged man”. Ten mistakes “hang” the group. If the group manages to get the right answer, the group will be rewarded with two marks.
4. If the group cannot manage to get the right answer, other groups will be given a chance to guess the correct answer. One mark will be allocated for the right answer given by any other group.
5. The preceding procedures will be continued by the next group until all the groups have played the game. The group with the highest mark will be the winner and given a reward.
Notes
Sets of word, 20 minutes, Group work
CLOSING
Teacher ends the lesson by asking the students what they have learned from the game.
HOMEWORK
No homework is assigned.
Form : Standard 5 (Intermediate)
Attendance : 28/28
Date : 30th July 2002
Time : 10.30- 11.00 am
Topic : Dash it and Hang it (Vocabulary)
Venue : C15-202
OBJECTIVE
By the end of the lesson, students should be able to:
1. guess the words by uttering the letters.
2. combine letters to spell a mystery word.
TEACHING AIDS
1. 4 sets of words based on four different categories.
2. Pictures of fruits, animal, occupation and transportation.
3. Handout 1: Rules and instructions of the game.
PRIOR KNOWLEDGE
Students have basic understanding and knowledge in words from each selected categories.
DELIVERY
Content
1. Guessing the words by uttering letters.
2. Combining letters to spell a mystery word.
3. Moral value: -cooperation, dedicated
Comprehension/Skills
Vocabulary
IMPLEMENTATION
Teacher- Students Activities
Set Induction
1. Teacher shows pictures of fruit, pictures of animal, pictures of occupation and pictures of transportation to the students.
2. Teacher then, asks students to name them.
Note
Pictures of fruit, animal, occupation and transportation.
5 minutes
Activity 1
1. The students are divided into four 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 distributes Handout 1 to the students.
6. Teacher explains the rules and the instruction of the game to the students before starting top play the game.
Notes
Handout 1, 5 minutes
Activity 2
1. The leader of each group comes out and picks one word based on the selected category.
2. Then, the leader draws one dash for each letter of the selected word.
3. The members of the group suggest a letter, which they think may be in the word. If it is, the leader writes it in above the appropriate dash. If it is not, teacher draws one part of the “hanged man”. Ten mistakes “hang” the group. If the group manages to get the right answer, the group will be rewarded with two marks.
4. If the group cannot manage to get the right answer, other groups will be given a chance to guess the correct answer. One mark will be allocated for the right answer given by any other group.
5. The preceding procedures will be continued by the next group until all the groups have played the game. The group with the highest mark will be the winner and given a reward.
Notes
Sets of word, 20 minutes, Group work
CLOSING
Teacher ends the lesson by asking the students what they have learned from the game.
HOMEWORK
No homework is assigned.
[8/2/2002 8:35:10 AM | teoh hoon chin]
LESSON PLAN Standard: 6 Date: 31 July 2002 Topic: Snake and Ladder (Singular and Plural Nouns) OBJECTIVE By the end of the lesson, students should be able to: 1. identify the singular or plural nouns 2. spell out the singular or plural nouns TEACHING AID 1. Pictures 2. Handout 1: Instructions for the students 3. Handout 2: Gameboard 4. Dice and cubes PRIOR KNOWLEDGE Sudents have basic knowledge about the singular and plural nouns DELIVERY 1. Giving the correct form of the singular or plural nouns 2. Spelling out the singular or plural nouns TEACHER - STUDENT ACTIVITIES Set Induction Teacher shows students some pictures and they are asked to name the pictures. Students are also asked to state if the pictures are in the plural or singular form Activity 1 Teacher introduces the game and distributes handout 1 to the students. Then teacher explains the instructions on how to play the game. Activity 2 Teacher asks the students to get into groups of four or five. Teacher then distributes handout 2, the dice and the cubes to each group. Students are asked to play the game with their group members based on the instructions given earlier. Activity 3 Teacher stops the game after a period of time and asks the students if they encounter any problems during the course of the game. Teacher discusses the problems with the students providing the answers as the last resort if none of the students can solve the problems. CLOSING Teacher ends the lesson by highlighting the singular or plural nouns found in the game. HOMEWORK No homework was assigned to the students.
LESSON PLAN Standard: 6 Date: 31 July 2002 Topic: Snake and Ladder (Singular and Plural Nouns) OBJECTIVE By the end of the lesson, students should be able to: 1. identify the singular or plural nouns 2. spell out the singular or plural nouns TEACHING AID 1. Pictures 2. Handout 1: Instructions for the students 3. Handout 2: Gameboard 4. Dice and cubes PRIOR KNOWLEDGE Sudents have basic knowledge about the singular and plural nouns DELIVERY 1. Giving the correct form of the singular or plural nouns 2. Spelling out the singular or plural nouns TEACHER - STUDENT ACTIVITIES Set Induction Teacher shows students some pictures and they are asked to name the pictures. Students are also asked to state if the pictures are in the plural or singular form Activity 1 Teacher introduces the game and distributes handout 1 to the students. Then teacher explains the instructions on how to play the game. Activity 2 Teacher asks the students to get into groups of four or five. Teacher then distributes handout 2, the dice and the cubes to each group. Students are asked to play the game with their group members based on the instructions given earlier. Activity 3 Teacher stops the game after a period of time and asks the students if they encounter any problems during the course of the game. Teacher discusses the problems with the students providing the answers as the last resort if none of the students can solve the problems. CLOSING Teacher ends the lesson by highlighting the singular or plural nouns found in the game. HOMEWORK No homework was assigned to the students.
Sek. Keb. LKTP Pasir Raja, Kulai
Are we having fun yet? These were the phrases repeated in Pasir Raja over and over again.
1. Do you understand?
2. Did you have fun?
3. Keep quiet!
4. Very good!
5. What do we do next?
6. Dapat hadiah tak cikgu?
7. Take some more (food).
8. Have you taken your bath?
9. Macam ni boleh cikgu?
10. Yesssss! (in chorus)
Are we having fun yet? These were the phrases repeated in Pasir Raja over and over again.
1. Do you understand?
2. Did you have fun?
3. Keep quiet!
4. Very good!
5. What do we do next?
6. Dapat hadiah tak cikgu?
7. Take some more (food).
8. Have you taken your bath?
9. Macam ni boleh cikgu?
10. Yesssss! (in chorus)
Friday, August 02, 2002
LESSON PLAN
Standard: 6
Date: 31 July 2002
Topic: Snake and Ladder (Singular and Plural Nouns)
OBJECTIVE
By the end of the lesson, students should be able to:
1. identify the singular or plural nouns
2. spell out the singular or plural nouns
TEACHING AID
1. Pictures
2. Handout 1: Instructions for the students
3. Handout 2: Gameboard
4. Dice and cubes
PRIOR KNOWLEDGE
Sudents have basic knowledge about the singular and plural nouns
DELIVERY
1. Giving the correct form of the singular or plural nouns
2. Spelling out the singular or plural nouns
TEACHER - STUDENT ACTIVITIES
Set Induction
Teacher shows students some pictures and they are asked to name the pictures. Students are also asked to state if the pictures are in the plural or singular form
Activity 1
Teacher introduces the game and distributes handout 1 to the students. Then teacher explains the instructions on how to play the game.
Activity 2
Teacher asks the students to get into groups of four or five. Teacher then distributes handout 2, the dice and the cubes to each group. Students are asked to play the game with their group members based on the instructions given earlier.
Activity 3
Teacher stops the game after a period of time and asks the students if they encounter any problems during the course of the game. Teacher discusses the problems with the students providing the answers as the last resort if none of the students can solve the problems.
CLOSING
Teacher ends the lesson by highlighting the singular or plural nouns found in the game.
HOMEWORK
No homework was assigned to the students.
Standard: 6
Date: 31 July 2002
Topic: Snake and Ladder (Singular and Plural Nouns)
OBJECTIVE
By the end of the lesson, students should be able to:
1. identify the singular or plural nouns
2. spell out the singular or plural nouns
TEACHING AID
1. Pictures
2. Handout 1: Instructions for the students
3. Handout 2: Gameboard
4. Dice and cubes
PRIOR KNOWLEDGE
Sudents have basic knowledge about the singular and plural nouns
DELIVERY
1. Giving the correct form of the singular or plural nouns
2. Spelling out the singular or plural nouns
TEACHER - STUDENT ACTIVITIES
Set Induction
Teacher shows students some pictures and they are asked to name the pictures. Students are also asked to state if the pictures are in the plural or singular form
Activity 1
Teacher introduces the game and distributes handout 1 to the students. Then teacher explains the instructions on how to play the game.
Activity 2
Teacher asks the students to get into groups of four or five. Teacher then distributes handout 2, the dice and the cubes to each group. Students are asked to play the game with their group members based on the instructions given earlier.
Activity 3
Teacher stops the game after a period of time and asks the students if they encounter any problems during the course of the game. Teacher discusses the problems with the students providing the answers as the last resort if none of the students can solve the problems.
CLOSING
Teacher ends the lesson by highlighting the singular or plural nouns found in the game.
HOMEWORK
No homework was assigned to the students.
Wednesday, July 31, 2002
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.
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.
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. ………………………………………………………………..
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