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
v Chitravelu, N., Sithamparam, S. and The Soon Choon. (1995).ELT Methodology- Principles and Practice. Penerbit Fajar Bakti.
v Thompson, R. A.1973. Energizers for Reading Instruction. New York: Parker Publishing Company, Inc.
Sunday, August 25, 2002
My Contribution to the camp....
Actually...i was one of the P.R in the SK Tenggaroh 3 Language Camp. But my job was just like an office boy...helping all of the committee before and during the camp. Before the camp, i helped the other team-mates to fold the boxes from the majong paper for the crossword puzzle game, painting the banner and helping to carry all those material to the bus. During the camp...besides as a facilitator and jumping here and there for the students to follow, i also had hepled a female camper who had injurt herself during 1 of the morning exercises. The girl was still crying when i attended to her need. Then i said some words that encourage her to stop crying...then i start to do some 1st aid to her as 2 of my female team-mates don't know how to apply that. Moreover, i also helped another team-mate, Tiny Teoh to prepare her game board. Emm...basically...i think that's all about my job that i've done.
Actually...i was one of the P.R in the SK Tenggaroh 3 Language Camp. But my job was just like an office boy...helping all of the committee before and during the camp. Before the camp, i helped the other team-mates to fold the boxes from the majong paper for the crossword puzzle game, painting the banner and helping to carry all those material to the bus. During the camp...besides as a facilitator and jumping here and there for the students to follow, i also had hepled a female camper who had injurt herself during 1 of the morning exercises. The girl was still crying when i attended to her need. Then i said some words that encourage her to stop crying...then i start to do some 1st aid to her as 2 of my female team-mates don't know how to apply that. Moreover, i also helped another team-mate, Tiny Teoh to prepare her game board. Emm...basically...i think that's all about my job that i've done.
Saturday, August 24, 2002
My contribution For Language Camp
I was in charge of the sponsorship for the language camp in Felda Tenggaroh 3. Basically I have to get as much money as I can for this language camp. We need money to buy the materials for the games and also for the present and the souvenir. Luckily, our meal will be 100% support by the Felda Committee, otherwise we will need no money. However, it is really hard to find people or organization that are willing to sponsor our language game. To solve this problem, we agree to pay at least RM 20 each. While in the meantime I’ll try my best to get the sponsor. Thank you so much to my brother-in-law (Saujana Canopy Sdn Bhd) who at last gave me RM200 for this Language Camp. While Hanim get RM100 from her mother’s Manager and Shidah get three roles of film from Hi-Speed Photoshop. However, the rest of the groups still have to pay RM20 each. The total of amount that we have is RM530. Wow, surprised… what a big number we have….. May be if there are still some balance left after the language camp, we can go to KFC or Mc’Donald together and have fun before the end of this semester….. :)
I was in charge of the sponsorship for the language camp in Felda Tenggaroh 3. Basically I have to get as much money as I can for this language camp. We need money to buy the materials for the games and also for the present and the souvenir. Luckily, our meal will be 100% support by the Felda Committee, otherwise we will need no money. However, it is really hard to find people or organization that are willing to sponsor our language game. To solve this problem, we agree to pay at least RM 20 each. While in the meantime I’ll try my best to get the sponsor. Thank you so much to my brother-in-law (Saujana Canopy Sdn Bhd) who at last gave me RM200 for this Language Camp. While Hanim get RM100 from her mother’s Manager and Shidah get three roles of film from Hi-Speed Photoshop. However, the rest of the groups still have to pay RM20 each. The total of amount that we have is RM530. Wow, surprised… what a big number we have….. May be if there are still some balance left after the language camp, we can go to KFC or Mc’Donald together and have fun before the end of this semester….. :)
Arguing Game
Lesson Plan
Subject: English
Standard : 6 A (Advanced) Attendance : 30 / 30
Date : 11 June 2002 Time : 9.00-9.30 am
Topic : Vocabulary Venue : 6 A
Objectives:
By the end of this lesson, students should be able to:
1. Produce words according to letters.
2. Spell and make words based on letter cues.
3. Pronounce the words in the vocabulary list correctly.
Teaching Aids
1. Letter cues: Cards with an alphabet on each.
2. Handout 1: A4 paper with columns to help students form words.
Prior Knowledge
Students recognize the letters and are able to spell simple words, which are part of active vocabulary.
Delivery
Content Comprehension/ skills
1.Flash Words – game Producing words according to letters.
2. Letter Rummy – game Spelling and making words based on letter cues.
3. Group work Listening: Able to hear and understand each other’s opinions.
Speaking: Give suggestions based on own knowledge.
4. Pronunciation Pronouncing the words on the vocabulary list correctly.
Teacher – students activities
Set induction
1.Teacher divides students into 2 teams, A and B. Then a game called ‘Flash words’ is played. Teacher starts off the game by saying a word.
2.The first student in team A continues by producing a word with the last letter of the word said by the teacher. He/she then passes the word to the first student in team B, followed by the second student in team A.
3.Game continues until all the students have had a chance to produce words. The team with most students who were able to produce words immediately wins the game. (Individual work 5 minutes)
Activity 1
1.Teacher divides the students into 5 groups and distributes a copy of Handout 1 to each group. Then, teacher explains the concept of the game, ‘Letter rummy’. (Handout 1 3 minutes)
Activity 2
1.Students play the game, ‘Letter rummy’. A representative from each group picks 10 letter cues from the teacher. Each group is supposed to make a word with their letter cues and paste it on the board. The group with no letter cues left wins the game (the game is similar to scrabble). Students are required to write down the words that they form on the Handout 1. *Teacher starts off the game by pasting a word on the whiteboard. (Group work Letter cues Handout 1 15 minutes)
Activity 3
1.Students are asked to pronounce the words pasted on the board after the teacher. (5 minutes)
Closing
Teacher summarizes the lesson and highlights the vocabulary list before dismissing the class.
Homework
No homework is given.
Lesson Plan
Subject: English
Standard : 6 A (Advanced) Attendance : 30 / 30
Date : 11 June 2002 Time : 9.00-9.30 am
Topic : Vocabulary Venue : 6 A
Objectives:
By the end of this lesson, students should be able to:
1. Produce words according to letters.
2. Spell and make words based on letter cues.
3. Pronounce the words in the vocabulary list correctly.
Teaching Aids
1. Letter cues: Cards with an alphabet on each.
2. Handout 1: A4 paper with columns to help students form words.
Prior Knowledge
Students recognize the letters and are able to spell simple words, which are part of active vocabulary.
Delivery
Content Comprehension/ skills
1.Flash Words – game Producing words according to letters.
2. Letter Rummy – game Spelling and making words based on letter cues.
3. Group work Listening: Able to hear and understand each other’s opinions.
Speaking: Give suggestions based on own knowledge.
4. Pronunciation Pronouncing the words on the vocabulary list correctly.
Teacher – students activities
Set induction
1.Teacher divides students into 2 teams, A and B. Then a game called ‘Flash words’ is played. Teacher starts off the game by saying a word.
2.The first student in team A continues by producing a word with the last letter of the word said by the teacher. He/she then passes the word to the first student in team B, followed by the second student in team A.
3.Game continues until all the students have had a chance to produce words. The team with most students who were able to produce words immediately wins the game. (Individual work 5 minutes)
Activity 1
1.Teacher divides the students into 5 groups and distributes a copy of Handout 1 to each group. Then, teacher explains the concept of the game, ‘Letter rummy’. (Handout 1 3 minutes)
Activity 2
1.Students play the game, ‘Letter rummy’. A representative from each group picks 10 letter cues from the teacher. Each group is supposed to make a word with their letter cues and paste it on the board. The group with no letter cues left wins the game (the game is similar to scrabble). Students are required to write down the words that they form on the Handout 1. *Teacher starts off the game by pasting a word on the whiteboard. (Group work Letter cues Handout 1 15 minutes)
Activity 3
1.Students are asked to pronounce the words pasted on the board after the teacher. (5 minutes)
Closing
Teacher summarizes the lesson and highlights the vocabulary list before dismissing the class.
Homework
No homework is given.
Literature Review
The language game that has been created is based on two major language learning theories. The theories mentioned are communicative approach to language learning and interactionist view on language learning. In this paper we will discuss on how the language games can help language learning by looking at the theories used.
In the communicative approach, it aim is to make students communicatively competent. Being communicative competence means that being able to use the language in an appropriate context (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995). The students must have the appropriate knowledge on the linguistic forms, meanings and functions to be able to communicate communicatively (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995). This means that by giving students a task, that is to find the other half of their proverb or similes, the students needs to choose the most appropriate linguistic form to use. In this context, to find out the other half to their similes or proverbs by asking other people. Students interact a great deal with one another (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995) to enable them to get the task done.
In the interectionist view on language learning, Long (1985) views that tasks in which there is a need for the participants to exchange information with each other promote interectional modifications. This mean that two-way information exchange tasks and closed tasks promote more interectional modifications. In this game, students are required to exchange the information that they have to be able to complete their task. Vygotsky (1978, cited in Lightbound and Spada 2000:23) indicates that language develops entirely from social interaction. He further agues that children will be able to advance to a higher level of knowledge and performance than they are capable of when they are in a supportive interactive environment. In this game, every student is put in the same environment, that is to produce utterances to be able to complete a task. So, when every student tries to produce utterances, they students would not feel threaten by the environment because their peers are in the same situation. Swain (1985) agrees with Krashen’s (1982) view that comprehensible input is necessary in language learning. However, there must be comprehensible output as comprehensible input alone is not adequate for language learning. So, it is okay to force the students to use the language in this game.
Based on the theories mention, it is hope that this language game can help students to be able to communicate communicatively in exchanging information. Thus, improving their language skills in communicating with one another
The language game that has been created is based on two major language learning theories. The theories mentioned are communicative approach to language learning and interactionist view on language learning. In this paper we will discuss on how the language games can help language learning by looking at the theories used.
In the communicative approach, it aim is to make students communicatively competent. Being communicative competence means that being able to use the language in an appropriate context (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995). The students must have the appropriate knowledge on the linguistic forms, meanings and functions to be able to communicate communicatively (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995). This means that by giving students a task, that is to find the other half of their proverb or similes, the students needs to choose the most appropriate linguistic form to use. In this context, to find out the other half to their similes or proverbs by asking other people. Students interact a great deal with one another (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995) to enable them to get the task done.
In the interectionist view on language learning, Long (1985) views that tasks in which there is a need for the participants to exchange information with each other promote interectional modifications. This mean that two-way information exchange tasks and closed tasks promote more interectional modifications. In this game, students are required to exchange the information that they have to be able to complete their task. Vygotsky (1978, cited in Lightbound and Spada 2000:23) indicates that language develops entirely from social interaction. He further agues that children will be able to advance to a higher level of knowledge and performance than they are capable of when they are in a supportive interactive environment. In this game, every student is put in the same environment, that is to produce utterances to be able to complete a task. So, when every student tries to produce utterances, they students would not feel threaten by the environment because their peers are in the same situation. Swain (1985) agrees with Krashen’s (1982) view that comprehensible input is necessary in language learning. However, there must be comprehensible output as comprehensible input alone is not adequate for language learning. So, it is okay to force the students to use the language in this game.
Based on the theories mention, it is hope that this language game can help students to be able to communicate communicatively in exchanging information. Thus, improving their language skills in communicating with one another
Post Mortem for Language Camp at Felda Tenggaroh.
Basically I think that the language camp at Felda Tenggaroh can be considered as a success. In terms of transportation there were some minor problems and misunderstanding with the people at the Unit Kenderaan but eventually everything went as planned. I suggest that the person in charge of transportation for the next language camp call up the people at the Unit Kenderaan to confirm the time and place to meet a day before the language camp. This is just to ensure that there will not be any misunderstanding or miscommunication like what happened to my group during our language camp. Although not much damage was done, (as we did manage to go the school and come back to UTM) I got quite a shock when some of my group members said that the bus had waited for us at the FAB car park instead of the Padang Kawat at KTC. Until today I don’t really know what happened but it was clearly a miscommunication with the people at the Unit Kenderaan. So a thing to avoid for the next language camp. As for the games, I think the "Treasure Hunt" and "Win Lose or Draw" were not so suitable for the students level. The rest of the games were okay. Overall I had a wonderful time and I truly enjoyed the experience of conducting the language camp. Everybody in my group did a great job so a big round of applause for all of you guys. That is all for my post mortem for the language camp at Felda Tenggaroh.
Basically I think that the language camp at Felda Tenggaroh can be considered as a success. In terms of transportation there were some minor problems and misunderstanding with the people at the Unit Kenderaan but eventually everything went as planned. I suggest that the person in charge of transportation for the next language camp call up the people at the Unit Kenderaan to confirm the time and place to meet a day before the language camp. This is just to ensure that there will not be any misunderstanding or miscommunication like what happened to my group during our language camp. Although not much damage was done, (as we did manage to go the school and come back to UTM) I got quite a shock when some of my group members said that the bus had waited for us at the FAB car park instead of the Padang Kawat at KTC. Until today I don’t really know what happened but it was clearly a miscommunication with the people at the Unit Kenderaan. So a thing to avoid for the next language camp. As for the games, I think the "Treasure Hunt" and "Win Lose or Draw" were not so suitable for the students level. The rest of the games were okay. Overall I had a wonderful time and I truly enjoyed the experience of conducting the language camp. Everybody in my group did a great job so a big round of applause for all of you guys. That is all for my post mortem for the language camp at Felda Tenggaroh.
Friday, August 23, 2002
Entry 5 (post mortem)
Well so finally we’re back from the Pasir Raja camp. It was a great experience! I loved it… I know that all of us felt the same. I enjoyed being the facilitator for the tiger’s group. My “tiger cubs” were smart, cool and wonderful kids. All the plans and hard work that we have put in for the camp did not go to waste. It was a successful camp! The school authority was very helpful and the students were very cooperative. That was part of the success also! Only the treasure hunt could not be completed due to the heavy rain and we had to come up with other activities like singing for that session. However it was the most enjoyable moment in my life. It didn’t stop after the camp, our relationship with the students continues forever. I was particularly touched and happy when a few of my “tiger cubs” called to greet me. It’ll be a lifetime memory. The camp was the most exciting and interesting activity I have ever experienced ever since I took up the TESL course. I love the language games subject and cheers to all the sincere to all the dedicated and hard working team members! Together we have enjoyed and excelled a marvelous camp! Keep up the good work and all the best in your finals!
Well so finally we’re back from the Pasir Raja camp. It was a great experience! I loved it… I know that all of us felt the same. I enjoyed being the facilitator for the tiger’s group. My “tiger cubs” were smart, cool and wonderful kids. All the plans and hard work that we have put in for the camp did not go to waste. It was a successful camp! The school authority was very helpful and the students were very cooperative. That was part of the success also! Only the treasure hunt could not be completed due to the heavy rain and we had to come up with other activities like singing for that session. However it was the most enjoyable moment in my life. It didn’t stop after the camp, our relationship with the students continues forever. I was particularly touched and happy when a few of my “tiger cubs” called to greet me. It’ll be a lifetime memory. The camp was the most exciting and interesting activity I have ever experienced ever since I took up the TESL course. I love the language games subject and cheers to all the sincere to all the dedicated and hard working team members! Together we have enjoyed and excelled a marvelous camp! Keep up the good work and all the best in your finals!
Thursday, August 22, 2002
Entry 3 (works)
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!
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!
Ermm...this is an informal minutes for the third Language Camp (Tenggaroh) meeting. For your information, I had forgotten the date, venue, time and those who attended or were absent for the meeting.
We updated on the T-shirt money and sponsorship. For the T-shirt, Kak Ena and Tipah are still collecting the money and will pass to Mr. Ghazali after collecting all. As for the sponsorship, most of us did not get sponsorship in the formof financial (money). However, Syidah managed to get three rolls of films from High Speed (I hope this is correct). And someone managed to get sponsors on stationeries. Kak Ena is supposed to collect RM20 from every group member as sponsorship.
Secondly, we updated on the prizes. Prizes will only be given to the winners for drama presentation, treasure hunt and best group. As for others (for games/LDK), each facilitator is encouraged to prepare bookmarks or key chains for the winner.
Thirdly, on transportation. Teoh informed everyone that the bus had been booked. Teoh is asked to take attendance before leaving to Tenggaroh and when coming back from Tenggaroh.
Fourth, on the programme (person-in-charge for each programme): -
# Programme Runner/MC: Nurhafidhah
# Points (Scores): Habsah, Teoh
# Aerobics: Bobby, Gerald, Jocelyn
# Multimedia session: Zurena, Nur Afzah
# Games: Siti Noor Diana, Baizura (take turns)
# Closing Ceremony: Nurhafidhah
# Drama Presentation: Jeyanthi, Arinderjit
Finally, regarding the banner. Every committee member must participate in completing the banner together on Thursday (8 August 2002) at 2p.m. in DSG, KTC.
That's the end of the minutes. I'm really sorry for it's so informal. Very sorry!!!
We updated on the T-shirt money and sponsorship. For the T-shirt, Kak Ena and Tipah are still collecting the money and will pass to Mr. Ghazali after collecting all. As for the sponsorship, most of us did not get sponsorship in the formof financial (money). However, Syidah managed to get three rolls of films from High Speed (I hope this is correct). And someone managed to get sponsors on stationeries. Kak Ena is supposed to collect RM20 from every group member as sponsorship.
Secondly, we updated on the prizes. Prizes will only be given to the winners for drama presentation, treasure hunt and best group. As for others (for games/LDK), each facilitator is encouraged to prepare bookmarks or key chains for the winner.
Thirdly, on transportation. Teoh informed everyone that the bus had been booked. Teoh is asked to take attendance before leaving to Tenggaroh and when coming back from Tenggaroh.
Fourth, on the programme (person-in-charge for each programme): -
# Programme Runner/MC: Nurhafidhah
# Points (Scores): Habsah, Teoh
# Aerobics: Bobby, Gerald, Jocelyn
# Multimedia session: Zurena, Nur Afzah
# Games: Siti Noor Diana, Baizura (take turns)
# Closing Ceremony: Nurhafidhah
# Drama Presentation: Jeyanthi, Arinderjit
Finally, regarding the banner. Every committee member must participate in completing the banner together on Thursday (8 August 2002) at 2p.m. in DSG, KTC.
That's the end of the minutes. I'm really sorry for it's so informal. Very sorry!!!
Here's the minutes for the second Language Camp (Tenggaroh) meeting. Read on...
MINUTES OF 2ND LANGUAGE CAMP MEETING
Date : 29 July 2002 (Monday)
Time : 9:45a.m.
Venue : C15-202
Attendance: Nurul Atifah, Mursyidah, Habsah, Siti Noor Diana, Nur Afzah Hanim, Baizura, Gerald Tan, Norhayati, Bobby Chew,
Evelyn Lim, Jeyanthi, Teoh Hoon Chin, Nurhafidhah, Sii Siaw Zin
Absence with reasons: Zurena, Arinderjit
Chairperson: Evelyn Lim
AGENDA
1.Update on Sponsorship
# No sponsor from anyone yet.
# Evelyn asked everyone to get at least sponsor of RM20. If cannot get any sponsor by the end of the week, the person will have to
give their own sponsor.
# Any sponsor in the form of things (e.g.: films, food, etc) are acceptable.
2.Update on Materials
# Evelyn informed everyone that the Faculty would provide 40 manila cards, 2 rims of A4 paper, 20 mahjong paper, 10 markers and 3
boxes of 2B pencils.
# Nurhafidhah is supposed to claim all the materials from the Faculty on Wednesday, 31 July 2002 together with See Yan.
3.Food
# Evelyn informed everyone that food will be sponsored by the school.
# There will be one vegetarian, while others will be any food excluding pork and beef.
(ACTION: Jeyanthi)
4.Budget
# Evelyn informed everyone about the budget for publicity (RM50), prizes (RM100), photocopy (RM50) and others (RM50).
# Norhayati asked why photocopy cannot be done from the Faculty so that there is no need for the budget for photocopy.
# As for the T-shirts, everyone needs to pay RM15 to Nurul Atifah. Nurul Atifah then needs to collect the T-shirts from Mr. Ghazali on Wednesday, 31 July 2002.
5.Programme Book
# Content: objectives, welcoming notes from Mr. Faruk and Mr. Ghazali, tentative programme, language games (brief introduction, language skills), committee members, songs (four songs), and autograph.
# The person-in-charge of typing and compiling the programme book is Nurul Atifah.
* Complete compiling: by Thursday, 1 August 2002 (ACTION: Nurul Atifah).
* Editing: by Friday, 2 August 2002 (ACTION: Jeyanthi).
* Fax (ask Mr. Ghazali): by Saturday, 3 August 2002 (ACTION: Nurul Atifah).
# Siti Noor Diana was asked to prepare the brief introduction of each game (how many groups, how to play, language skills practised) for programme book, and also the lesson plans for modules. She is supposed to pass the brief introduction to Nurul Atifah by Tuesday, 30 July 2002.
6.Transportation
# Evelyn informed that the bus to the school was booked. Everyone needs to wait at Padang Kawad in KTC at 7:30p.m. on Friday, 9 August 2002.
7.Banner
# Evelyn informed that Habsah will buy the materials for banner and do the design. But then, everyone will help up in the drawing and painting/colouring of the banner, which will most probably be carried out this Saturday (3 August 2002) or Sunday (4 August 2002).
8.Treasure Hunt
# The presentation will be on Wednesday, 31 July 2002. Baizura will simplify the games so that there is no need for facilitator at each station.
# The Treasure Hunt will take 2 hours during the Language Camp (according to the tentative programme).
Meeting adjourned at about 10:15a.m.
Prepared by,
JOCELYN SII
Secretary 1
MINUTES OF 2ND LANGUAGE CAMP MEETING
Date : 29 July 2002 (Monday)
Time : 9:45a.m.
Venue : C15-202
Attendance: Nurul Atifah, Mursyidah, Habsah, Siti Noor Diana, Nur Afzah Hanim, Baizura, Gerald Tan, Norhayati, Bobby Chew,
Evelyn Lim, Jeyanthi, Teoh Hoon Chin, Nurhafidhah, Sii Siaw Zin
Absence with reasons: Zurena, Arinderjit
Chairperson: Evelyn Lim
AGENDA
1.Update on Sponsorship
# No sponsor from anyone yet.
# Evelyn asked everyone to get at least sponsor of RM20. If cannot get any sponsor by the end of the week, the person will have to
give their own sponsor.
# Any sponsor in the form of things (e.g.: films, food, etc) are acceptable.
2.Update on Materials
# Evelyn informed everyone that the Faculty would provide 40 manila cards, 2 rims of A4 paper, 20 mahjong paper, 10 markers and 3
boxes of 2B pencils.
# Nurhafidhah is supposed to claim all the materials from the Faculty on Wednesday, 31 July 2002 together with See Yan.
3.Food
# Evelyn informed everyone that food will be sponsored by the school.
# There will be one vegetarian, while others will be any food excluding pork and beef.
(ACTION: Jeyanthi)
4.Budget
# Evelyn informed everyone about the budget for publicity (RM50), prizes (RM100), photocopy (RM50) and others (RM50).
# Norhayati asked why photocopy cannot be done from the Faculty so that there is no need for the budget for photocopy.
# As for the T-shirts, everyone needs to pay RM15 to Nurul Atifah. Nurul Atifah then needs to collect the T-shirts from Mr. Ghazali on Wednesday, 31 July 2002.
5.Programme Book
# Content: objectives, welcoming notes from Mr. Faruk and Mr. Ghazali, tentative programme, language games (brief introduction, language skills), committee members, songs (four songs), and autograph.
# The person-in-charge of typing and compiling the programme book is Nurul Atifah.
* Complete compiling: by Thursday, 1 August 2002 (ACTION: Nurul Atifah).
* Editing: by Friday, 2 August 2002 (ACTION: Jeyanthi).
* Fax (ask Mr. Ghazali): by Saturday, 3 August 2002 (ACTION: Nurul Atifah).
# Siti Noor Diana was asked to prepare the brief introduction of each game (how many groups, how to play, language skills practised) for programme book, and also the lesson plans for modules. She is supposed to pass the brief introduction to Nurul Atifah by Tuesday, 30 July 2002.
6.Transportation
# Evelyn informed that the bus to the school was booked. Everyone needs to wait at Padang Kawad in KTC at 7:30p.m. on Friday, 9 August 2002.
7.Banner
# Evelyn informed that Habsah will buy the materials for banner and do the design. But then, everyone will help up in the drawing and painting/colouring of the banner, which will most probably be carried out this Saturday (3 August 2002) or Sunday (4 August 2002).
8.Treasure Hunt
# The presentation will be on Wednesday, 31 July 2002. Baizura will simplify the games so that there is no need for facilitator at each station.
# The Treasure Hunt will take 2 hours during the Language Camp (according to the tentative programme).
Meeting adjourned at about 10:15a.m.
Prepared by,
JOCELYN SII
Secretary 1
These are the topics for drama presentation that we agreed on. :)
TOPICS FOR DRAMA PRESENTATION
1.Who stole the cookies from the cookie jar?
2.Where are my friends?
3.Why can't I be a farmer?
4.Don’t tell your mom. Let it be our secret!
5.Do you like to hang around?
6.The day when I got my exam results…
7.Where did I put my bicycle?
8.Who kills Mr. G's chicken?
9.Where are my shoes?
10.Why must we share our food?
11.I don't want to go to school…
12.Mat, where's my motorcycle?
13.There is only one black duck.
14.Minah learns her lesson.
15.Are you okay?
TOPICS FOR DRAMA PRESENTATION
1.Who stole the cookies from the cookie jar?
2.Where are my friends?
3.Why can't I be a farmer?
4.Don’t tell your mom. Let it be our secret!
5.Do you like to hang around?
6.The day when I got my exam results…
7.Where did I put my bicycle?
8.Who kills Mr. G's chicken?
9.Where are my shoes?
10.Why must we share our food?
11.I don't want to go to school…
12.Mat, where's my motorcycle?
13.There is only one black duck.
14.Minah learns her lesson.
15.Are you okay?
This is the minutes of the first Language Camp (Tenggaroh) Meeting for Evelyn's group. Check it out!!!
MINUTES OF 1ST LANGUAGE CAMP MEETING
Date : 28 June 2002 (Friday)
Time : 10:15a.m.
Venue : C15-202
Attendance: Nurul Atifah, Mursyidah, Habsah, Siti Noor Diana, Nur Afzah Hanim, Zurena, Gerald Tan, Norhayati, Bobby Chew, Evelyn Lim, Jeyanthi, Teoh Hoon Chin, Nurhafidhah, Baizura, Sii Siaw Zin
Absence : Arinderjit
Chairperson: Evelyn Lim
AGENDA
1.Update on the date and time of Language Camp
# Evelyn informed everyone that language camp will be held from 9th August till 11th August 2002 (Friday - Sunday) in Felda
Tenggaroh, Mersing. It will be a 3 days 2 nights camp. The school where the camp will be held will be confirmed later.
# After a long discussion, everyone agreed to leave from UTM on Friday (9th August 2002) at around 7:00p.m. The programme
(activities) of the language camp will officially start on Saturday morning.
2.Update on T-shirt
# Evelyn informed everyone that the design of the T-shirt will be done by Mr. Ghazali.
# Each T-shirt (long sleeve) will cost RM15.
3.Budget
# Evelyn informed the committee that the food will be provided by the school. Jeyanthi and Arinderjit (Food Department) will have to
co-ordinate with the school to ensure enough food for everyone and that the school prepare special dishes for those who have
allergic or those who are vegetarians, etc.
# So, the budget for this language camp will only include materials, gifts and souvenirs.
4.AOM
# Nurul Atifah (Treasurer) suggested having Commitment Fees in case the committee cannot get enough sponsorship.
# Norhayati (PRO) asked about the ways to keep in contact with the school. Evelyn told her that she does not have to go to the
school; she just needs to call to keep in contact. Norhayati then asked for claims for calls (use Ring-Ring Card).
# Apart from PRO department, other departments (for example food) can also claim money for any official calls made.
# Nurhafidhah (PRO) informed everyone that the design of nametags for the committee had been done. However, she asked whether
the committee needs to design nametags for the participants. Evelyn will ask either Mr. Faruk or Mr. Ghazali regarding this
matter.
# Evelyn informed that the number of participants is not confirmed but it will be around 100 and all of them are from Standard Six.
# For transportation, Gerald told everyone that the committee will be going to the school by UTM bus. However, he and Hoon Chin
will have to wait for UTM letter before informing the UTM bus co-ordinator.
# Nurul Atifah (Treasurer) asked about the due for sponsorship. Regarding this matter, the committee will have to wait for UTM letter
before proceeding with sponsorship.
# Registration: school or UTM?
# Suggestion to have post mortem/discussion about the next day's tentative every night after the programme ends. Everyone agreed.
# Bring along the proposal and letter in order to get first aid kit.
5.Group discussion
# Evelyn divided everyone into four groups to discuss about respective matters: -
* Group 1 (Tentative): Baizura, Siti Noor Diana, Jeyanthi, Nurhafidhah
* Group 2 (Budget): Zurena, Nur Afzah, Nurul Atifah
* Group 3 (Proposal): Norhayati, Gerald, Teoh Hoon Chin, Bobby
* Group 4 (Action Plan): Evelyn Lim, Habsah, Mursyidah, Sii Siaw Zin
# After half-an-hour discussion, every group gave reports on the matters they discussed.
* Group 1 (by Siti Noor Diana) -> tentative starts on Saturday, ends on Sunday 5p.m.
* Group 2 (by Nurul Atifah) -> budget approximately RM3500.
* Group 3 (by Norhayati) -> follow the format of the proposal given; just have to change certain details/information.
* Group 4 (by Evelyn) -> (please refer)
Meeting adjourned at about 11:15a.m. The next meeting (second meeting) will be on next Friday (5th July 2002). The time and venue will be informed later.
Prepared by,
JOCELYN SII
Secretary 1
ACTION PLAN
WEEK 7 WEDNESDAY Proposal
THURSDAY Mr. G/ Dr. Z
FRIDAY Faculty
2nd Meeting
WEEK 8 MONDAY Letters Approval
SATURDAY Materials for modules
WEEK 9 (HOLIDAYS) MONDAY Book bus
WEEK 10 SATURDAY Modules & handouts
WEEK 11 MONDAY Gifts/Souvenirs
SATURDAY Food (confirm)
WEEK 12 MONDAY VIP Speeches
SATURDAY Language Camp
SUNDAY Language Camp
** SPONSORSHIP -> Week 7 - Week 9
** COLLECT SPONSORSHIP -> Week 9
** NAME TAGS -> Week 10 - Week 12
MINUTES OF 1ST LANGUAGE CAMP MEETING
Date : 28 June 2002 (Friday)
Time : 10:15a.m.
Venue : C15-202
Attendance: Nurul Atifah, Mursyidah, Habsah, Siti Noor Diana, Nur Afzah Hanim, Zurena, Gerald Tan, Norhayati, Bobby Chew, Evelyn Lim, Jeyanthi, Teoh Hoon Chin, Nurhafidhah, Baizura, Sii Siaw Zin
Absence : Arinderjit
Chairperson: Evelyn Lim
AGENDA
1.Update on the date and time of Language Camp
# Evelyn informed everyone that language camp will be held from 9th August till 11th August 2002 (Friday - Sunday) in Felda
Tenggaroh, Mersing. It will be a 3 days 2 nights camp. The school where the camp will be held will be confirmed later.
# After a long discussion, everyone agreed to leave from UTM on Friday (9th August 2002) at around 7:00p.m. The programme
(activities) of the language camp will officially start on Saturday morning.
2.Update on T-shirt
# Evelyn informed everyone that the design of the T-shirt will be done by Mr. Ghazali.
# Each T-shirt (long sleeve) will cost RM15.
3.Budget
# Evelyn informed the committee that the food will be provided by the school. Jeyanthi and Arinderjit (Food Department) will have to
co-ordinate with the school to ensure enough food for everyone and that the school prepare special dishes for those who have
allergic or those who are vegetarians, etc.
# So, the budget for this language camp will only include materials, gifts and souvenirs.
4.AOM
# Nurul Atifah (Treasurer) suggested having Commitment Fees in case the committee cannot get enough sponsorship.
# Norhayati (PRO) asked about the ways to keep in contact with the school. Evelyn told her that she does not have to go to the
school; she just needs to call to keep in contact. Norhayati then asked for claims for calls (use Ring-Ring Card).
# Apart from PRO department, other departments (for example food) can also claim money for any official calls made.
# Nurhafidhah (PRO) informed everyone that the design of nametags for the committee had been done. However, she asked whether
the committee needs to design nametags for the participants. Evelyn will ask either Mr. Faruk or Mr. Ghazali regarding this
matter.
# Evelyn informed that the number of participants is not confirmed but it will be around 100 and all of them are from Standard Six.
# For transportation, Gerald told everyone that the committee will be going to the school by UTM bus. However, he and Hoon Chin
will have to wait for UTM letter before informing the UTM bus co-ordinator.
# Nurul Atifah (Treasurer) asked about the due for sponsorship. Regarding this matter, the committee will have to wait for UTM letter
before proceeding with sponsorship.
# Registration: school or UTM?
# Suggestion to have post mortem/discussion about the next day's tentative every night after the programme ends. Everyone agreed.
# Bring along the proposal and letter in order to get first aid kit.
5.Group discussion
# Evelyn divided everyone into four groups to discuss about respective matters: -
* Group 1 (Tentative): Baizura, Siti Noor Diana, Jeyanthi, Nurhafidhah
* Group 2 (Budget): Zurena, Nur Afzah, Nurul Atifah
* Group 3 (Proposal): Norhayati, Gerald, Teoh Hoon Chin, Bobby
* Group 4 (Action Plan): Evelyn Lim, Habsah, Mursyidah, Sii Siaw Zin
# After half-an-hour discussion, every group gave reports on the matters they discussed.
* Group 1 (by Siti Noor Diana) -> tentative starts on Saturday, ends on Sunday 5p.m.
* Group 2 (by Nurul Atifah) -> budget approximately RM3500.
* Group 3 (by Norhayati) -> follow the format of the proposal given; just have to change certain details/information.
* Group 4 (by Evelyn) -> (please refer)
Meeting adjourned at about 11:15a.m. The next meeting (second meeting) will be on next Friday (5th July 2002). The time and venue will be informed later.
Prepared by,
JOCELYN SII
Secretary 1
ACTION PLAN
WEEK 7 WEDNESDAY Proposal
THURSDAY Mr. G/ Dr. Z
FRIDAY Faculty
2nd Meeting
WEEK 8 MONDAY Letters Approval
SATURDAY Materials for modules
WEEK 9 (HOLIDAYS) MONDAY Book bus
WEEK 10 SATURDAY Modules & handouts
WEEK 11 MONDAY Gifts/Souvenirs
SATURDAY Food (confirm)
WEEK 12 MONDAY VIP Speeches
SATURDAY Language Camp
SUNDAY Language Camp
** SPONSORSHIP -> Week 7 - Week 9
** COLLECT SPONSORSHIP -> Week 9
** NAME TAGS -> Week 10 - Week 12
My Contribution For Language Camp
I was in charge of transportation for the language camp at Felda Tenggaroh. Basically I had to make sure that there was a bus to take us to the school and also to take us back to UTM. I managed to settled that by going to the Unit Kenderaan with Swee Lee (who was in charge of transportation for the other group). It wasnt an easy job because Swee Lee and I had a tough time looking for the place. We had to walk for quite a long distance under the hot sun just to book the bus for the camp. We could had settled things earlier but due to some unexpected circumstances we had to resort to last minute work but luckily everything went smoothly except for some minor problems. I was also responsible to make sure that everybody was in the bus before it left so that no one will get leff behind. Apart from that, I also contributed by taking care of an injured girl during the morning exercise and a boy who had stomach ache. Of course the credit was not all mine because some of the other facilitators helped as well. My biggest contribution was to sponsor myself by paying RM 20 for the camp. I guess that was all for my contribution for the language camp.
\
I was in charge of transportation for the language camp at Felda Tenggaroh. Basically I had to make sure that there was a bus to take us to the school and also to take us back to UTM. I managed to settled that by going to the Unit Kenderaan with Swee Lee (who was in charge of transportation for the other group). It wasnt an easy job because Swee Lee and I had a tough time looking for the place. We had to walk for quite a long distance under the hot sun just to book the bus for the camp. We could had settled things earlier but due to some unexpected circumstances we had to resort to last minute work but luckily everything went smoothly except for some minor problems. I was also responsible to make sure that everybody was in the bus before it left so that no one will get leff behind. Apart from that, I also contributed by taking care of an injured girl during the morning exercise and a boy who had stomach ache. Of course the credit was not all mine because some of the other facilitators helped as well. My biggest contribution was to sponsor myself by paying RM 20 for the camp. I guess that was all for my contribution for the language camp.
\
Helo everyone!!! IMPORTANT MEMO FOR ALL THE COMMITTEE IN EVELYN'S GROUP!!!
As you know, you are supposed to prepare a report for your respective departments. Evelyn has prepared the outline for all of you!!! And I guess all of you had received it, except for Bobby (BOBBY, PLEASE TAKE NOTE). So please follow the outline and make sure that your reports are at least a bit formal, ok?
Here's the memo...
Each committee member please prepare a short report (at least 1/2 page) on your area of responsibilities before and during the Language Camp. Please submit your reports to Evelyn by 26th AUGUST 2002 (MONDAY).
CONTENT OF REPORT
* Post
* Area of responsibilities / job description
# Positive comments
# Problems faced
# Suggestions
* Others (comments in general, before / during the camp)
# Positive comments / good points
# Problems faced
# Suggestions
REMINDER: Any comments should be made objectively and meant to address the matter. Do not make any personal attacks on others. TQ!!!
If you have any doubts or inquiries, please contact Evelyn or me, Jocelyn. Thank you very much in advanced for your co-operation!!!
As you know, you are supposed to prepare a report for your respective departments. Evelyn has prepared the outline for all of you!!! And I guess all of you had received it, except for Bobby (BOBBY, PLEASE TAKE NOTE). So please follow the outline and make sure that your reports are at least a bit formal, ok?
Here's the memo...
Each committee member please prepare a short report (at least 1/2 page) on your area of responsibilities before and during the Language Camp. Please submit your reports to Evelyn by 26th AUGUST 2002 (MONDAY).
CONTENT OF REPORT
* Post
* Area of responsibilities / job description
# Positive comments
# Problems faced
# Suggestions
* Others (comments in general, before / during the camp)
# Positive comments / good points
# Problems faced
# Suggestions
REMINDER: Any comments should be made objectively and meant to address the matter. Do not make any personal attacks on others. TQ!!!
If you have any doubts or inquiries, please contact Evelyn or me, Jocelyn. Thank you very much in advanced for your co-operation!!!
WE ARE THE BEST!..WE ARE THE BEST!..WE ARE THE BEST!...WE ARE THE HAND PRINTS..WE ARE THE BEST FOR ALL THE TIME... WE ARE THE BEST ...WE ARE THE HAND PRINTS...!!
heheh....that's the cheer for my group-The Hand Prints...i don't know why did my students named their group the hand prints...but i guess they were influenced by the programme book...there were borders of hand prints in the book and my students like the design very much and they were very excited to name themselves the hand prints....the cheer was created by shidah, my partner for the camp.thanks a lot shidah!!actually i had no idea at all for the cheer....i couldn't think of any cheer and luckily shidah created it that night before she went to sleep and taught us the next morning....heheheh....fortunately we could perform our flag (a little bit messy...heheh..)and the cheer on stage...
talking about the students...my group consists of twelve students....there are six boys and six girls in my group...they came from different feldas but they can befriend...at first they were shy and some of them are quiet...but after we had the first game they looked very cooperative and sporting...they tried to speak in english and some of them have a good command of english...i didn't have any problem in dealing with them but sometimes they were very active and out of control...they liked to play around and they couldn't sit for a long time...they jumped and mingled with each other...the most hardest part was the drama competition...the students were eager to act and they have the talent....the problem was they have to speak in english...finally...shidah and i wrote the scripts and asked them to memorize the lines...all of them were very committed and they tried to memorize the dialogue...they could act excellently but when it comes to the scripts they were not so confident...ehheheh....finally..after the hard time training them to act..they could perform the drama on sunday morning...eheheh...that was my cute boys and girls...one more thing about my students is they are very polite and every time they want to go to the toilet they asked for my permission...and called me TEACHER...
not to be forgotten in this language camp was my foster parents...they were so nice and kind...they treated me like thier own daughter and my mum was very caring...she sent me to the school early in the morning and fetched me in the evening just by riding a bike...their children are nice too...they love me very much especially the youngest brother...i still remember he didn't let me go and asked me to come again tomorrow....and he wants me to stay with them forever....hehehe...until now they keep on calling me at least once a week....just to know my condition here...going to the camp left me with a great great memories...there are so many things to remember....and i can't describe how i enjoyed the camp....;-)
heheh....that's the cheer for my group-The Hand Prints...i don't know why did my students named their group the hand prints...but i guess they were influenced by the programme book...there were borders of hand prints in the book and my students like the design very much and they were very excited to name themselves the hand prints....the cheer was created by shidah, my partner for the camp.thanks a lot shidah!!actually i had no idea at all for the cheer....i couldn't think of any cheer and luckily shidah created it that night before she went to sleep and taught us the next morning....heheheh....fortunately we could perform our flag (a little bit messy...heheh..)and the cheer on stage...
talking about the students...my group consists of twelve students....there are six boys and six girls in my group...they came from different feldas but they can befriend...at first they were shy and some of them are quiet...but after we had the first game they looked very cooperative and sporting...they tried to speak in english and some of them have a good command of english...i didn't have any problem in dealing with them but sometimes they were very active and out of control...they liked to play around and they couldn't sit for a long time...they jumped and mingled with each other...the most hardest part was the drama competition...the students were eager to act and they have the talent....the problem was they have to speak in english...finally...shidah and i wrote the scripts and asked them to memorize the lines...all of them were very committed and they tried to memorize the dialogue...they could act excellently but when it comes to the scripts they were not so confident...ehheheh....finally..after the hard time training them to act..they could perform the drama on sunday morning...eheheh...that was my cute boys and girls...one more thing about my students is they are very polite and every time they want to go to the toilet they asked for my permission...and called me TEACHER...
not to be forgotten in this language camp was my foster parents...they were so nice and kind...they treated me like thier own daughter and my mum was very caring...she sent me to the school early in the morning and fetched me in the evening just by riding a bike...their children are nice too...they love me very much especially the youngest brother...i still remember he didn't let me go and asked me to come again tomorrow....and he wants me to stay with them forever....hehehe...until now they keep on calling me at least once a week....just to know my condition here...going to the camp left me with a great great memories...there are so many things to remember....and i can't describe how i enjoyed the camp....;-)
hii guys!! the camp is over and i'm pretty sure most of us had a great time during the camp...i really enjoyed the camp compared to the previous one because i didn't have any experience on that time...but the first camp helped me a lot in this latest camp...talking about the post mortem...there's not much to comment on as we had done it in the class with mr G...and i'm sure that all of us had a greater contribution in this camp...oh yeah...by the way..i want to comment on the selection of games and songs...in my opinion..there is one or two games which is difficult to play...before that...i'm not going to blame anyone but it is just a reminder so that we won't do it again next time...ok?? mmm...one of the game is animal habit...for me this game is not suitable because the students can't describe the habits of the animals...most of them know how to describe animals in malay and they didn't know the term or words in english...besides..they didn't know the characteristics of the animals such as their habitat..their activity and so on..my group took a long time to finish the game as they couldn't describe the animal correctly...some of them looked unhappy when they couldn't finish the sentences and it decreased the students' interest...another game is dash it and hang it...the game is quite ok but the clue given was very difficult for the students to draw...some students can understand the sentences but they couldn't imply it in the drawing...but we manage to finish the game and what we did was we kept on giving clues to the students...we gave them extra time to think and guess the answer...luckily, we played this game with another group and it was like a competition...so the students were motivated to play and they were eager to win...about the songs...some of them are difficult to sing as they are changes in the lyrics and the tune is out of tempo...there were many songs in the programme book but we kept on singing the same song for the whole camp....such as it's a small world...baa baa black sheep...these song are very catchy and easy to remember that's why students like the songs very much...so we have to select a simple but catchy song after this and make sure the students sing all the song provided in the programme book...i think that's all from me...but before i end...i would like to acknowledge everybody that i'm not going to blame anyone by giving such comments...i hope that we won't do the same mistakes again and can organize a much more better language camp after this....cheriiioooo!!! :-)
PRE CAMP
hi gang!!! heheh...it's late already for me to talk about the pre camp,right?i supposed to post this before the camp..i'm really sorry because i forgot to post it... :-(
before the camp..there were two or three meeting..basically the meeting was about the preparation...we talked about the proposal, the sponsorship, the transportation as well as other things...but the most memorable moment was the day before the camp which was on thursday afternoon...we gathered at ktc at 2.30 pm and we had a short meeting before we proceed with the activities for that day which were finishing the banner, preparing the materials and so on...on that day..as the treasurer i collected the sponsor from everyone and then i went to the shop with kak ena to buy the materials...then we went back to ktc and helped the other friends to finish the banner and materials...i folded about 16 pieces of mahjong paper for the crossword building games and it was very tiring...actually..it was not an easy task...at the beginning there were seven or eight of us who fold the paper but at the end there were only four persons to finish folding the paper...ahahah....i can't imagine how tired we are on that day...the next morning...kak ena and i bought souvenirs for the school and felda...then we prepared the hampers for the students...there were eight hampers and again it was a tiring task to do...and there were some more works to be done before the camp...i still remember how busy i am with kak ena on that day...we are running here and there to prepare the hampers and souvenirs...and in the same time i had to finish my psm....i really didn't have ample time to rest and sleep on that day...but i really enjoy doing that thing....i was very satisfy because i can contribute something to the camp although at the beginning i still blurr with my position in the committee member...:-)...
hi gang!!! heheh...it's late already for me to talk about the pre camp,right?i supposed to post this before the camp..i'm really sorry because i forgot to post it... :-(
before the camp..there were two or three meeting..basically the meeting was about the preparation...we talked about the proposal, the sponsorship, the transportation as well as other things...but the most memorable moment was the day before the camp which was on thursday afternoon...we gathered at ktc at 2.30 pm and we had a short meeting before we proceed with the activities for that day which were finishing the banner, preparing the materials and so on...on that day..as the treasurer i collected the sponsor from everyone and then i went to the shop with kak ena to buy the materials...then we went back to ktc and helped the other friends to finish the banner and materials...i folded about 16 pieces of mahjong paper for the crossword building games and it was very tiring...actually..it was not an easy task...at the beginning there were seven or eight of us who fold the paper but at the end there were only four persons to finish folding the paper...ahahah....i can't imagine how tired we are on that day...the next morning...kak ena and i bought souvenirs for the school and felda...then we prepared the hampers for the students...there were eight hampers and again it was a tiring task to do...and there were some more works to be done before the camp...i still remember how busy i am with kak ena on that day...we are running here and there to prepare the hampers and souvenirs...and in the same time i had to finish my psm....i really didn't have ample time to rest and sleep on that day...but i really enjoy doing that thing....i was very satisfy because i can contribute something to the camp although at the beginning i still blurr with my position in the committee member...:-)...
Hi!!!!!!!!!!! Emm... the camp is over.... I miss all the kids... especially my group members..."THE HAND PRINTS"! I taught the group members the cheer for this group. Actually it was the cheer for my primary school. In Malay, the cheer will be like this...
SRDH...(Sekolah Rendah Dato' Hashim)
SRDH ...
SRDH Maju Jaya!
SRDH Maju Jaya!
SRDH Maju Jaya...
but for this group, I changed the line and I still use the same rhythm...
"THE HAND PRINTS"
We are the best!
We are the best!
We are the best!
We are the hand prints!
We are the best for all the time!
We are the best!
We are the hand prints!
Oh I miss all the kids!
Actually yesterday my foster parent called me and they said that they miss me so much especially "my youngest brother". Oh my God they are very kind at me!
yes! This Sunday I'm going to Tenggaroh 3 to visit my foster family and I plan to go to the beach at TANJUNG LEMAN!
From this camp, I've learned to appreciate the kindness from other people and try not to demand! Ok...Adios!
SRDH...(Sekolah Rendah Dato' Hashim)
SRDH ...
SRDH Maju Jaya!
SRDH Maju Jaya!
SRDH Maju Jaya...
but for this group, I changed the line and I still use the same rhythm...
"THE HAND PRINTS"
We are the best!
We are the best!
We are the best!
We are the hand prints!
We are the best for all the time!
We are the best!
We are the hand prints!
Oh I miss all the kids!
Actually yesterday my foster parent called me and they said that they miss me so much especially "my youngest brother". Oh my God they are very kind at me!
yes! This Sunday I'm going to Tenggaroh 3 to visit my foster family and I plan to go to the beach at TANJUNG LEMAN!
From this camp, I've learned to appreciate the kindness from other people and try not to demand! Ok...Adios!
LESSON PLAN
Standard: Five Attendance: 30
Date: 11 May 2002-07-30 Time: 9.00-9.50 am
Topic: Grammar Place: Class
Objectives:
By the end of the lesson, students should be able to:
1. Lists down vocabularies from 3 main part of speech; nouns, verb and adjectives.
2. Apply the vocabularies listed to make a sentence
Teaching Aids:
1. Papers
Previous Knowledge:
Students should have been taught and have the basic knowledge of nouns, verb and adjectives
Delivery:
Content Comprehension/Skills
Word list:· table· chair· bread· light · curly· purse· skirt· blade Listing vocabularies
Teacher-students Activities Note
Set InductionTeacher will spend 10 minutes to recall and discuss the nouns, verb and adjectives and the examples with the students.Teacher introduces the game to the students.Teacher divides students into 7 groups.Teacher distributes a piece of paper to each group.Teacher asks each group to draw a rectangle, five squares across and three squares down.Activity 1Teacher asks the students to write the words nouns, verbs and adjectives beside the 3 squares down.Teacher choose a five letter word and asks the students to write it across the top, putting each letter above each of the five squares.Activity 2Teacher asks the students to fill each square with a word beginning with the letter at the top of the column and being the part of speech indicated at the left.Teacher supervises students’ workActivity 3Teacher asks the group which completed the boxes first to construct a sentence using the words they have filled in the nouns squares.The group that completed the game first is the winner. 15 minutes10 minutes10 minutes15 minutes
Closing
Students should be able to give meanings to vocabularies listed.
Rules & Instruction
1. Get into 7 groups. Each group consists of 4 members in a group.
2. Draw 3x5 square on the paper given by the teacher.
3. Write down the category of grammar in the first column of the square.
4. Each group will be given a word.
5. Based on the word given each group will have to fill in each boxes of the squares with the appropriate word according to the category grammar listed.
6. When you have completed the boxes, create a sentence using the words from the nouns category.
7. The first group, which completed the game is the winner.
Example:
T A B L E
Nouns Tiger Apple Book Lamp Eagle
Verb Talk Act Buy Look Eat
Adjectives Tall Angry Big Long Easy
Form a sentence:
The tiger eats an apple while reading a book under the light with the eagle.
Standard: Five Attendance: 30
Date: 11 May 2002-07-30 Time: 9.00-9.50 am
Topic: Grammar Place: Class
Objectives:
By the end of the lesson, students should be able to:
1. Lists down vocabularies from 3 main part of speech; nouns, verb and adjectives.
2. Apply the vocabularies listed to make a sentence
Teaching Aids:
1. Papers
Previous Knowledge:
Students should have been taught and have the basic knowledge of nouns, verb and adjectives
Delivery:
Content Comprehension/Skills
Word list:· table· chair· bread· light · curly· purse· skirt· blade Listing vocabularies
Teacher-students Activities Note
Set InductionTeacher will spend 10 minutes to recall and discuss the nouns, verb and adjectives and the examples with the students.Teacher introduces the game to the students.Teacher divides students into 7 groups.Teacher distributes a piece of paper to each group.Teacher asks each group to draw a rectangle, five squares across and three squares down.Activity 1Teacher asks the students to write the words nouns, verbs and adjectives beside the 3 squares down.Teacher choose a five letter word and asks the students to write it across the top, putting each letter above each of the five squares.Activity 2Teacher asks the students to fill each square with a word beginning with the letter at the top of the column and being the part of speech indicated at the left.Teacher supervises students’ workActivity 3Teacher asks the group which completed the boxes first to construct a sentence using the words they have filled in the nouns squares.The group that completed the game first is the winner. 15 minutes10 minutes10 minutes15 minutes
Closing
Students should be able to give meanings to vocabularies listed.
Rules & Instruction
1. Get into 7 groups. Each group consists of 4 members in a group.
2. Draw 3x5 square on the paper given by the teacher.
3. Write down the category of grammar in the first column of the square.
4. Each group will be given a word.
5. Based on the word given each group will have to fill in each boxes of the squares with the appropriate word according to the category grammar listed.
6. When you have completed the boxes, create a sentence using the words from the nouns category.
7. The first group, which completed the game is the winner.
Example:
T A B L E
Nouns Tiger Apple Book Lamp Eagle
Verb Talk Act Buy Look Eat
Adjectives Tall Angry Big Long Easy
Form a sentence:
The tiger eats an apple while reading a book under the light with the eagle.
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