{"id":2286,"date":"2005-06-06T11:44:51","date_gmt":"2005-06-06T03:44:51","guid":{"rendered":"https:\/\/2blog.ilc.edu.tw\/28\/2005\/06\/06\/meeing-note-april-18-2005\/"},"modified":"2005-06-06T11:44:51","modified_gmt":"2005-06-06T03:44:51","slug":"meeing-note-april-18-2005","status":"publish","type":"post","link":"https:\/\/2blog.ilc.edu.tw\/28\/2005\/06\/06\/meeing-note-april-18-2005\/","title":{"rendered":"meeing note, April 18, 2005"},"content":{"rendered":"

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Meeting notes <\/span><\/p>\n

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Date & time: 2005\/04\/18 <\/span><\/span><\/b>

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Place: <\/span>1F, meeting room in the <\/span><\/b>Special<\/span><\/b><\/placename> <\/span><\/b>Education<\/span><\/b><\/placename> <\/span><\/b>Building<\/span><\/b><\/placetype><\/place><\/p>\n

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Topic for today\u2019s meeting: <\/span><\/b>Meaningful EFL Games in classroom <\/p>\n

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[@more@]<\/p>\n

Topic for today\u2019s meeting: <\/span><\/b>Meaningful EFL Games in classroom <\/p>\n

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1. <\/span><\/span><\/span><\/b>Leanne presented a board game that looked like the Monopoly Game with which she put on some different questions like, What, When, Where, Why, How etc. The teacher rolled a dice and moved the magnet to the place according to the number the dice showed. Students can either create their own questions and ask teacher or just read the questions on the board. Leanne explained that her class is basically an advanced class but still there are some Ss that don\u2019t go to BuSiBan i.e. cram school. Leanne also had a plain board that you can put your own word on.<\/p>\n

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2. <\/span><\/span><\/span><\/b>Sue led with a GAME: Sue started with a word, the next one should find a word that start with the last letter of the previous word mentioned. For example, Sue picked the word\u2019 dog\u2019 then the next word should begin with \u2018g\u2019.<\/p>\n

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(If you need a definition for \u2018game\u2019, check the website: www.wordreference.com) <\/p>\n

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3. <\/span><\/span><\/span><\/b>Showing Power Point slides. \u2018Not just more GAMES\u2019 Sue asked a few questions like \u2018What is a game? What\u2019s the difference between a game and an activity? What is a language game? \u2019 <\/p>\n

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Sue later talked about the steps for today\u2019s workshop: Reflection, Articulation(=to put into words) and Operationalization which are all good GRE words.( Take a closer look at them if you plan to have GRE exam. And it\u2019s ) <\/span><\/p>\n

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4. <\/span><\/span><\/span><\/b>First: Reflection<\/p>\n

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Everyone wrote their favorite games, below is the list we gathered:<\/p>\n

<\/span><\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
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Bingo<\/p>\n

<\/span><\/b><\/p>\n<\/td>\n

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Scary words<\/p>\n

<\/span><\/b><\/p>\n<\/td>\n<\/tr>\n

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Tossing Dolphin(turn-taking game)<\/p>\n

<\/span><\/b><\/p>\n<\/td>\n

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Cowboy <\/p>\n

<\/span><\/b><\/p>\n<\/td>\n<\/tr>\n

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Missing game<\/p>\n

<\/span><\/b><\/p>\n<\/td>\n

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Ask Mr. Wolf (what time is it?)<\/p>\n

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Touching flash cards<\/p>\n

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Squat down, White Carrots (<\/span><\/b>\u7f85\u8514\u8e72<\/span>)<\/p>\n

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Simon Says<\/p>\n

<\/span><\/b><\/p>\n<\/td>\n

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Black Jack (gambling related)<\/p>\n

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Mission Impossible <\/span><\/b>\uff08\u652f\u63f4\u524d\u7dda\uff09<\/span><\/p>\n

<\/span><\/b><\/p>\n<\/td>\n

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Imitations<\/p>\n

<\/span><\/b><\/p>\n<\/td>\n<\/tr>\n

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Wind Blows <\/span><\/b>\uff08<\/span>musical chair? Duck, Duck Goose?<\/span><\/b>\uff09<\/span><\/p>\n

<\/span><\/b><\/p>\n<\/td>\n

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7 \u2013up <\/p>\n

<\/span><\/b><\/p>\n<\/td>\n<\/tr>\n

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Hangman<\/p>\n

<\/span><\/b><\/p>\n<\/td>\n

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Pictionary<\/p>\n

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Concentration <\/p>\n

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I spy something<\/p>\n

<\/span><\/b><\/p>\n<\/td>\n<\/tr>\n

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Guess the price\/bid up game\/bargaining <\/p>\n

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<\/span><\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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5. <\/span><\/span><\/span><\/b>Articulation(=to put into words)<\/p>\n

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Good language games are: <\/p>\n

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<\/span>(contributed from all the teachers:)<\/p>\n

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<\/span>Communicative\/ interactive, practical\/useful, strategic, involve every students, fun\/exciting, easy to understand, fit to students\u2019 level, appropriate, objective-focused, engaging , easy to play with, fair, connecting speaking and writing forms, harmonious and peaceful, challenging, interesting, flexible, leave students with good feelings. <\/span><\/p>\n

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6. <\/span><\/span><\/span><\/b>Operationalization<\/p>\n

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Match language skills with actions or activities to describe and select good language games for your students.<\/p>\n

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Sue had the formula goes like this:<\/p>\n

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Language skill (what they will practice or use) + Actions (what they will do) = Excellent language game.<\/p>\n

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Group discussion: <\/p>\n

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Bingo game: listening, speaking, comprehension, recognition for vocabs) <\/p>\n

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Cowboy game: recall\/ concentration, speaking, fluency, accuracy\u2026(though Sue and Gerry had bit different opinions)<\/p>\n

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Phonic game: I spy: meaning of words, listening\/writing phonics, spelling<\/p>\n

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Hangman: spelling pattern, vocab games, phonics, multi-word hangman<\/p>\n

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White Carrots Squat(<\/span><\/b>\u767d\u863f\u8514\u8e72<\/span>)<\/span><\/b>\uff1a<\/span> intelligibility, recall under pressure<\/p>\n

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Teacher speaks without making out sounds: \u2019 physical articulation\u2019<\/p>\n

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Mission<\/span><\/b><\/place><\/city> impossible: listening, understanding, WH question formation.<\/p>\n

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Verb tense game: grammar, spelling, listening, authentic questions <\/p>\n

<\/span><\/b><\/p>\n","protected":false},"excerpt":{"rendered":"

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