On the eighth week, our hosts hosted two actvities: 'Taboo game' and 'I am an animal'. Both activities were really simple, but I think they were helpful to use in the classroom.
Taboo game
We did 'taboo game' again because our group members really enjoyed this activity on the last time. The rule was same with last class' activitiy. First, students write two words on the paper. Second, students put papers on the box. Third, students pick two words of the box. Students should not see the paper. Fourth, student ask some questions to the next student. If the student says words on the paper, the student put off the paper. I think this activity considered 'Meanung", 'Interest' and 'Stress-Free' of MINUS plan because lots of students can enjoy this game by speaking trivial questions like 'How was your mid term exam?' or 'Where do you live'?. Also, students can get along with each other by using this activities. Students can talk with other students without any psychological pressures. Therefore, I think it is really helpful to use as an 'ice-breaker'. However, I think it can be better to change some rules like that A student who said 'taboo words' cannot participate conversation. It can make students get participate in this activity more passionately.
I am an animal
We also did 'I am an animal' activity. Our group members have never done this activity before, so our host explanied the rule of this activity. The rule is a little bit complicated, but it was really creative. First, host gave some cards to students. Second, student get one of cards. Except for a few cards, there are animal names on the cards like eagle, lion and so on. Third, students describe the animal they picked like " I am an eagle, I am really strong and I can fly" However, student who picked other cards like emotions and plants should pretend to be an animal. Latstly, students detect one person who pretend to be an animal. Unless they are not true, a student who is not animal can gather other students' cards. In my opinion, this activity is related with New language activities. After learning about animals, students can acquire some words about animals without a lot of efforts. When student learn new language, they feel tired because they think they have to 'learn' something. Also, this activity is appropirate for beginner-level students because learning animals and describing their expressions is related with young children, not adults.
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Anonymous
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RE: Teaching Listening and Speaking (Spring 2019) - Week 8 Reflections for Dextrous
This time she prepared a new game called liar game. The rule of game was simple. The host gave team members 6-7 cards for each, and in the cards, there are animals or other else, such as proverbs. Every round we turn in our one card for each, and at the same time, we need to say lie or truth that it is an animal.
It was fun, and doesnt need lots of consideration, so I think this game fits for the young students. However, the phrases we used for this game was usually I am___ and she is a liar! I thought there needs to be some push by the host to say more in the process of finding the liar. Therefore, it would be better if the teacher, this time host, helps students to say sentences using various phrases in finding the liar.
2. Taboo word Game
This time she prepared a similar game that we did last time, taboo word game. The rule was simple as last time. We wrote a word in paper twice, then gather it, and picked two cards again by drawing lots. Those two words that is written in cards is the taboo words for each, and the person who didnt say it at least, is the winner.
It was fun, and doesnt need lots of consideration in understanding the rules, so I think this game fits for the young students, but also for the adult learners, because it is still fun for the adults too. Moreover, pedagogically, I think students can learn conversational phrases, which motivates counter conversation partner to speak what I wish to hear. Therefore, it is a good activity.
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Hater
Date:
RE: Teaching Listening and Speaking (Spring 2019) - Week 8 Reflections for Dextrous
It was based on output (production) and interaction with group members. The atmosphere was relaxing and we were not nervous. It is because we have played this game and we know it is fun! We made a bunch of words for taboo and randomly distributed to us. Each player doesnt know what words they got. The member who sit next to asked question to make her to say the words. As a production-based activity, of course, we speak a lot and have fun. However, it required us to listen to other carefully in order to catch other players.
The drawback of this game was that player doesnt play anymore if someone lost their cards. Also, they do not speak in a long sentences because the more they speak, they have more chance to caught. I think It was designed to allow student to speak less frequent vocabulary or speak in different way of we usually speak. It didnt facilitate us to make the complex utterance. Also, the lexical items wasnt so qualified and I saw the repeated words from last taboo game. Teacher can prepare the words by deeply thinking of the students pattern of speech.
Are you a cat?
She gave me a list of animals in Alphabetic order and asked us to memorise them as many as we can. We whined a lot because there were more than a hundred animals on the list. I think no one didnt look at carefully to memorise them. We got around 18 card including animals or not animals.. Each round we put a card and pretend to be a certain animals on the list. It could be an animal card but also not. The more animal a player remember, the more perfectly she can disguise as having animal card by naming it. Every round, we were suspicious to catch who is lying. I saw the hard-work of host in making cards but it hardly led us to make complex sentences or practicing speech. We just said I am a kangaroo or I am a snake like that. Maybe, if she make us a sentence or description of animal would be more productive. It demands the active interaction with group members and it was interesting.
