More Than Words

More than words

 

Objectives:

1.        To enable students to practice forming words in English that they have know

2.        To encourage students to enhance vocabulary and spelling

Language skills:

1.        Creative thinking skill

2.        Speaking skill

3.        Listening skill

Level: High

Duration: 25 minutes

Materials: -

Procedures:

Briefing : (5 minutes)

1.          The teacher introduces the game ‘More than words’ to the students.

a.       The teacher explains the following rules of the game to the students:

                                                              i.      The first person will spell a word and pronounce it.

                                                            ii.      The 2^nd person in line have to listen to the end letter of the word mentioned by the first person and within 5 second they have to come up with new word beginning with the letter. This step will repeated by each person and for the last person in line the 1^st person take his/her last letter and form a word.

                                                          iii.      The participants who are unable to form a word within 5 second will be eliminated from the game

                                                          iv.      Participants are not allowed to use words that is already mentioned in the game

2.      Teacher asks students to form groups of 10 person each

Demonstrate: (5 minutes)

1.      The teacher demonstrates the game once by asking 5 students to volunteer in participating in the game

Play: (15 minutes)

1.          Students will make a line with their group members and start to play the game

2.          The first person will spell a word and pronounce it.

3.          The 2^nd person in line have to listen to the end letter of the word mentioned by the first person

4.          Within 5 second they have to come up with new word beginning with the letter.

5.          Step 2-5 will repeated by each person and for the last person in line the 1^st person take his/her last letter and form a word.

6.          The last remaining person of each group will be the winner of the game

Debrief: (5 minutes)

1.        The teacher gives a small prize to the winner.

2.        The teacher asks the students what they have learned from the game.

Variations:

1.        For students with high proficiency teacher could create themes for categories of words students are allowed to come up with. Eg. Countries, animals, verbs, adjectives, etc.

2.        The game can be played in another way, where the whole class can participate by arranging students to stand/sit as one large circle.

    Prepared by : Siti Nurul Shahira binti Mohd Fauzi & Siti Maisarah Muhammad

Ashikin's - POST-REFLECTION

Though there are some lacking here and there during the camp, the extraordinary teamwork spirit shown made me feel relieved. Since it was my first time to work under protocol, I was very concern whether or not I was doing it right. So far, none of the problems involved facilitators and the organizer team. Only a few technical problems showed up but the facilitators manage to attend to it very well (yay to all of you!) However, teachers’ presence in the groups made the students even more shy and demotivated because they were afraid to make mistake (in grammar, I assume). This is because teachers have full authority towards students while facilitators will act more like brothers or sisters; hence the students were rather more comfortable with us.

I hope I helped them well throughout the camp and the camp can be considered as a great success since I can see some changes in the students’ confidence. I manage to take over the group after the ‘Tandem Writing’ activity and helped them out for the skit. (My group was the one with the fish headgear.) They were still struggling with the voice projection but I told them to just speak out whatever you understand and be confident. I guess that was what they did. I was more than happy to see them walked up front and acted out because they were very shy at first. Congratulations to all facilitators for their hard work!

Ashikin's - DURING-Camp

I started to get to know the teachers from 20 different schools and get their names checked. I was quite nervous because I’m afraid of making mistake in such situation (yes, insecurity alert! Haha.) However, everything went well. Few hours after the camp started, the teachers were required to join the facilitators in the groups and help whenever needed. Therefore, I kindly asked the teachers to join any group of their own preferences and I would appreciate it very much if they started to work together with the facilitators. Some of them refused to and preferred to stay but I have no right to force them whatsoever so I let them be. (Now I’m getting more and more nervous.)

At the middle of the camp, I had to take over Wan Muhammad’s group since he was replacing Nazrin to be the MC. Nazrin, on the other hand, was helping Peng Chuan who was not feeling well. (Oh, dear! Poor Peng Chuan!) I also helped out during the prize giving ceremony by asking any of the teacher to do the honour of giving out prizes to the students. I’m glad I did it well till the end. 

Ashikin's - PRE-Camp

Before the camp, one meeting had been conducted to appoint the Team Leader, person who is responsible for food, materials, MC and so on. I volunteered to be the person in charge for protocol. I am supposed to deal with the procedures in formal situation which is throughout the camp. 

This is my first time ever to be the person in charge in protocol. I helped the leader to meet Dr. Noor Zainab and discuss the other matter that need to be done before the day of the event. I hope I can do well during the camp!

AMNESIA by Syahirah Binti Mohamad Yazid and Stephanie Young

Prepared by:

 Syahirah Binti Mohamad Yazid (A11PP0098) & Stephanie Young Siew Ling (A11PP0096)

Amnesia: 20 Questions

Objective:

i)                    To enable the students to form simple statement by using “Yes/ No Questions” tag.

ii)                  To enable the students to guess the answers correctly by asking “Yes/No Questions”.

Language Skills:

Yes/ No Questions

Level:

Intermediate

Group Size:

46 students divided into small groups of three.

Duration:

30 minutes

Materials:

i)        Paper

ii)      Pencil or pen

Preparation:

Teacher needs to ensure that students have a piece of paper ready and the students understand how the game works and its purpose before playing the game.

Rules:

i)                    The students need to use the “Yes/No Question” tag to guess the name written on their paper.

ii)                  Each member is not allowed to look at the paper that they are holding.

iii)                Each student takes turn to ask questions and other students in the group can only answer “Yes” or “No” to their questions.

iv)                The students need to make deduction from the answers they get by asking the correct questions to guess the name on their paper.

Procedure:

a)      Briefing (5 minutes)

1.      Teacher divides the students into small groups of three.

2.      Each student is required to have a small piece of paper and pencil.

3.      Teacher introduces the name of the activity: 20 Questions.

4.      Teacher explains the rules of the game to the students.

b)      Demo (5 minutes)

1.      Teacher shows example on how the game works with the students.

2.      The students are required to ask questions if they do not understand. Teacher clarifies the students’ doubts before starting to play the game.

c)      Playing the game (15 minutes)

1.      The students are needed to write down a well-known celebrity and fold it into smaller size without exposing what is written.

2.      The students exchange the small piece of paper with their group mates.

3.      The students cannot look into the have to hold their small piece of paper high on their forehead.

4.      The first student has to ask the other group mates questions in order to guess the celebrity held.

Example of Yes/No questions:

-          Am I one of the Disney actors?

-          Did I receive musical awards?

-          Was I … ?

-          Do I …. ?

-          Have I ?

5.      The students take turns asking Yes or No questions up to a total of 20 Questions.

6.      The fastest who guess the answer correctly win the game.

d)     Debriefing (5 minutes)

1.      Teacher asks the students what they have learnt from the game.

2.      Teacher picks students at random to respond to the questions.

3.      Teacher ends the game by making overall conclusion.

Variation:

i)                    The game can be played by more than 3 people in a group.

ii)                  Other than the name of famous celebrities, students can guess the name of famous individuals (e.g. prime minister, queen, etc) and cartoon characters.

Comments:

The game is useful as a warmer or filler which can provide review or practice with yes/ no questions. By having this game in the classroom, it helps the students to focus on the ways of asking questions, learn additional vocabulary and simply bring more fun to the classroom. It can also help the students to become good thinkers. This is because the students think before asking. They choose the most important thing among many alternatives, analyzing consequences. However, this game might be challenging for the students who does not have a wide range of vocabularies regarding to the theme set. Therefore, the teacher has to select and alters the varieties of the theme of the game based on the levels of the students. 

Lesson Plan of Pre-Language Camp by Jacqueline Limantan and Kew Shirley

Prepared by:

Jacqueline Limantan ( A11PP0080) & Kew Shirley ( A11PP0100)

Lesson Plan of Pre-Language Camp

Objectives:

1) To enable students to have a clear image of language camp with the help of pictures and videos. 

2) To enable students to know their particular role and task before the language camp.

Language skills:

1.      Discussion skill
2.      Speaking skill

3.      Listening skill

Level: High

Duration: 45 minutes

Materials:

1.      Picture

2.      Video

Procedures:

Set Induction (5 -10 minutes)

1.      Teacher asks questions on Language Camp

For example:

                                           I.            Do your ever joined language camp before as a facilitator?

                                        II.            What can you understand from language camp?

2.      Teacher introduces the topic of the day (Language Camp).

Input (15 minutes)
1.      Teacher explains ‘Language Camp’ to the students.

2.      Teacher shows pictures of previous language camp.

3.      Teacher shows videos of previous language camp.

Activity (15 minutes)

1.      Teacher brief students on the coming language camp.

                                i.            All students must participate as a facilitator.

                              ii.            There will be two language camp, Language Camp A and Language Camp B which take place at SMK Kota Masai 2.

                            iii.            The first language camp is for Year 4 students and the second is Form 2 students.

                            iv.            There will be 200 students participate in each language camp.

                              v.            Each facilitator is assigned to one group.

                            vi.            At the end of the camp, facilitator needs to write reflections (Pre, During and Post).

2.      Students are asked to be divided into 2 groups.

3.      Students are asked to discuss on the games that will be conducted for language camp.

4.      Students are asked to divide members in the group with different tasks.

5.      Teacher monitors every group discussion.

Conclusion (5 minutes)

1.      Teacher recaps on the lesson of the day by asking questions based on language camp.

2.      Teacher asks for feedback on the lesson of the day.

Variation:

1.      Teacher can ask the students who joined previous language camp to share their experience at the beginning of the lesson to elicit students’ interest to the language camp.

KING OF COMEDY by Tan Yuan Yi and Teh Peng Chuan

Prepared by :

Tan Yuan Yi (A11PP0061) & Teh Peng Chuan (A11PP0053)

Objectives:

1.        To enable students to learn how to talk about an event in English logically and intelligibly using 3 sentences.

2.        To encourage students to speak in English without pressure

Language skills:

1.        Summary skill

2.        Speaking skill

3.        Listening skill

Level: Intermediate to high

Duration: 45 minutes

Materials:

1. Paper

2. Pen

Procedures:

Brief : (5 minutes)

1.        The teacher introduces the game ‘King of Comedy’ to the students.

2.        The teacher explains the following rules of the game to the students:

               i.                   They are going to write “the funniest moment in my life” on a piece of paper using 1 to 3 sentences only.

             ii.                   They are going to talk about their respective funniest moment in groups of 3.

           iii.                   Each group will have to decide whose story is the funniest.

           iv.                   The person with the funniest story will proceed to the next round, whereby he or she will be grouped again with another 2 winners of the first round.

             v.                   The same procedure continues when only few students (3 to 5) are remained.

           vi.                   Students from the final round will read their stories aloud in front of the class.

         vii.                   The ultimate “King of Comedy” will be chosen by the class.

Demonstrate: (5 minutes)

1.        The teacher demonstrates the game once by talking about his or her stories using 3 sentences.

Play: (30 minutes)

1.             The teacher starts the game by asking students to take out a piece of paper and write their stories in 5 minutes.

2.                The teacher randomly divides students into groups of 3.

3.                The students gather with their assigned members.

4.                The students read out their stories without looking at the paper in front of their group members.

5.                Every group discusses and decides which member’s story is the funniest. The one with the funniest story is considered the winner.

6.                The winners of all groups from the first round proceed to the next round.

7.                Steps 2 to 4 are repeated.

8.             The same procedures continue until 3 to 5 students are left. These students are the final round candidates.

9.             The final round candidates take turn to read their stories aloud in front of the class.

10.         The ultimate ‘King of Comedy’ will be decided by the class, whereby the winner goes to the one who receives the highest volume of clapping.

Debrief: (5 minutes)

1.        The teacher gives a small prize to the winner.

2.        The teacher asks the students what they have learned from the game.

Variations:

1.        The topic of writing can be varied to suit students’ interest. For example, the happiest moment in my life (King of Happiness), the saddest moment in my life (King of Sorrow), the craziest moment in life (King of Craziness) and so on.

2.        The game can be played in another way whereby students are not grouped at first, but they go to different classmates randomly to exchange their stories. This is aimed to provide chances for them to repeat and improvise their speaking output until they become very fluent and confident when talking about the stories. After that, only the teacher groups the students. The rest is the same as what is reported above.