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Prosedur permainan Cat and Mouse Game. Mintalah siswa berdiri membentuk lingkaran.
Dengan guru berdiri di tengah lingkaran. Jelaskan kepada siswa aturan permainan. Mulai permainan dengan guru menjadi Cat terlebih dahulu. Guru memberikan pertanyaan kepada salah seorang siswa.
Tentu saja pertanyaan harus sesuai dengan tema pelajaran. Misalnya tema 'Perkenalan'. Maka pertanyaan harus seputar 'perkenalan' misalnya: What's your name?, Where do you live? Sebelum permainan dimulai, pertanyaan dan cara menjawab harus dikuasai siswa terlebih dahulu. Siswa yang tidak bisa menjawab ganti menjadi Cat dan meneruskan permainan. Prosedur permainan guessing game:.
Bagilah siswa menjadi dua kelompok. Mintalah satu perwakilan masing-masing kelompok untuk berdiri di depan menghadap anggota kelompoknya. Orang yang berdiri ini tidak boleh menoleh ke papan tulis. Tuliskan satu kata berhubungan dengan topik di papan tulis. Misalnya topik teknologi. Tuliskan kata 'Television'.
Mintalah anggota kelompok menyebutkan ciri-ciri dari benda tersebut. Contoh: You can watch movie and news. Beri kesempatan anggota kelompok yang berdiri di depan kelas menebak benda yang dimaksud.
Siswa yang menebak pertama kali dan benar mendapat skor untuk kelompoknya. Ulangi lagi dengan menulis nama benda lain sesuai dengan topik. Beri kesempatan kelompok menerangkan ciri-cirinya. Beri kesempatan siswa yang berdiri untuk menebak. Siswa yang pertama kali menebak dan tebakannya benar, diberi poin. Minta anngota lain untuk bergantian berdiri. Lakukan seperti prosedur sebelumnya.
Cara melakukan permainan ini sangat sederhana. Simak langkahnya berikut ini:. Bagi siswa menjadi 2 tim sama banyak.
Minta masing-masing siswa membuat 10 pertanyaan question tags. Beri contoh: You want to be a teacher, don't you?, It's Sunday, isn't it?. Minta siswa grup A dan B berdiri berhadapan. Siswa A bertanya kepada siswa B.
Siswa B harus menjawab tidak menggunakan Yes atau No. Tapi menjawab dengan tags. Contohnya siswa A bertanya, 'You have children, don't you?' Siswa B harus menjawab, 'I do' atau 'I don't' sesuai dengan kenyataan. Jika siswa B menjawab Yes atau No, atau Tags nya salah, maka ia harus keluar dari barisan. Teruskan permainan hingga seluruh pertanyaan terjawab.
Hitung siswa yang tersisa di kelompok B. Giliran kelompok B yang bertanya kepada kelompok A. Kelompok yang paling banyak menyisakan anggota adalah pemenangnya. Cara memainkan game kosakata Bahasa Inggris 'How Many Words Do You Get?'
. Buatlah siswa menjadi beberapa kelompok. Bisa juga berpasangan dengan teman sebangku.
Tulislah di papan tulis sebuah kata misalnya INDONESIA. Mintalah siswa membuat 20 kata dengan syarat kata tersebut mempunyai huruf yang berasal dari kata INDONESIA. Berikan contoh jika perlu, misalnya: DONE, SEA, NOSE. Berikan waktu 10 menit agar siswa menyelesaikan tugas tersebut. Berikan hadiah bagi kelompok yang menemukan 20 kata dalam 10 menit.
Cara memainkannya:. Persiapkan beberapa kartu yang di atasnya ditulisi adjective yang berhubungan dengan perasaan. Tulis di papan tulis kalimat tanya: Are you.?.
Tunjukkan sebuah mimik perasaan yang diambil dari sebuah kartu. Misalnya rasa lapar. Mintalah siswa menanyakan apa yang sedang guru rasakan. Beri contoh: Are you hungry?
Jawab Yes, I am atau No, I am not. Minta satu siswa sukarelawan yang percaya diri maju ke depan kelas untuk mengambil satu kartu. Minta siswa yang lain menebak apa yang sedang dirasakan oleh siswa sukarelawan sesuai dengan mimik yang ia praktekkan. Sukarelawan hanya menjawab Yes, I am atau No, I am not. Setelah semua siswa paham permainan, bagilah siswa menjadi dua kelompok. Minta satu siswa dari anggota kelompok maju ke depan dan mengambil sebuah kartu.
Anggota kelompok harus menebak perasaan yang diperagakan siswa tersebut. Jika siswa tersebut menjawab Yes, I am maka kartu diberikan kepada kelompok tersebut, tapi jika menjawab No, I am not, maka kelompok kedua mendapat kesempatan untuk menebak. Lanjutkan permainan dengan memanggil anggota kelompok kedua. Siswa tersebut melakukan seperti apa yang dilakukan siswa pertama.
Lakukan permainan sampai semua kartu selesai diperagakan. Kelompok yang mendapat kartu terbanyak adalah pemenangnya. Langkah-langkah melakukan permainan Kata Berkait dalam pelajaran bahasa Inggris. Persiapkan peralatan seperti spidol dan papan tulis. Bagilah siswa menjadi 3 kelompok.
Tulislah sebuah kata di papan tulis. Lalu mintalah kelompok pertama untuk menyebutkan sebuah kata yang dimulai dengan huruf terakhir kata di papan tulis. Tulislah kata yang disebutkan kelompok pertama di papan tulis. Mintalah kelompok kedua menyebutkan kata yang dimulai dengan huruf terakhir kata yang disebutkan kelompok pertama tadi. Tulis kata yang disebutkan kelompok kedua. Mintalah kelompok ketiga menyebutkan sebuah kata yang diawali dengan huruf terakhir kata yang disebutkan kelompok kedua.
Tulislah kata yang disebutkan kelompok ketiga. Kembali kepada kelompok pertama. Mintalah mereka menyebut satu kata yang diawali dengan huruf terakhir kata yang disebutkan kelompok ketiga. Lanjutkan permainan hingga 8 putaran. Dalam permainan ini kamu dan kawan-kawanmu berlatih kecermatan dalam membaca pesan/kalimat bahasa inggris, dan memperdalam “WH-question” (what, who, where, when, which, why, and how) dan kalimat perintah (command).
Membentuk kelompok yang terdiri atas 3-5 orang. Untuk lebih meyakinkan penampilanmu, maka kamu dan semua kawan yang akan bermain sah-sah saja bila berandai-andai sebagai DETECTIVE yang harus memecahkan sandi secara bersama. Sandi itu berupa: pesan, perintah, atau pertanyaan yang di tulis secara rahasia pada sebuah kartu. Apabila pesan rahasia itu berupa pertanyaan/perintah, harus di jawab atau di kerjakan pada lembar jawaban.
Sandi dapat dikembangkan lagi dengan berbagai model. Bahan yang disiapkan.
Lembar jawaban. Kartu dari kertas manila ukuran 7X10 cm sejumlah kebutuhan. Pada setiap kartu, ditulis pesan rahasia berupa kata/kalimat sandi. Esuom Keasikan yang bisa kamu dapatkan. Memperkaya khasanah kosa kata bahasa inggris.
Point 10 untuk setiap jawaban yang benar. Kelompok yang paling cepat menjawab dan benar, adalah pemenang dalam periode ini. Kelompok yang mengumpulkan point terbanyak berhasil menjadi pemenang utama (THE MAIN MINNER). Kamu dapat juga mengirim pesan dengan secret messages kepada kawan-kawan dengan sms, atau e-mail untuk menguji ketajaman dan kecermatan membaca. Mempererat tali persahabatan dan kekompakan dengan teman.
Arrange these words to make right sentences. Kartu 1: to – last – temple – father – Borobudur – my –went – month.
Kartu 2: doing – are Tati – you – what?. Kartu 3: difficult – is – lesson – explaining - a – the – teacher. Kartu 4: well – can – English – speak – Maria. Kartu 5: now – you – maths – are studying? – am – no – not – I. Menguji kecermatan dan ketelitian dalam mengenali kata dan menyusun kalimat yang benar.
Menambah kosa kata/vocabulary. 10 points buat jawaban yang benar. Kelompok yang paling cepat menjawab dan benar, adalah pemenang dalam periode ini. Kelompok yang mengumpulkan points terbanyak berhak menjadi pemenang utama (THE MAIN WINNER). Kamu dapat juga mempraktekan permainan ini dengan mengirim sms atau e-mail kepeda kawanmu untuk ketajaman dan kecermatan membaca. Aturan permainan. Membentuk dua kelompok, yaitu kelompok A dan kelompok B.
Jumalah anggota harus sama dan seimbang kemampuannya. Seorang wakil dari masing-masing kelompok maju kedepan papan tulis yang telah berisi daftar kata, siap untuk pasang telinga (kelompok A dan kelompok B sama).
Nah, begitu disebutkan sebuah kata oleh guru/juri, wakil dari masing-masing kelompok harus adu cepat member tanda silang pada kata yang didengar. Apabila dalam waktu 15 detik sang wakil tidak mampu menyilang kata, maka dilanjutkan wakil berikutnya dari masing-masing kelompok, hingga semua anggota mendapat giliran.
Setiap wakil hanya boleh member tanda silang satu kali kalau lebih dari satu kali gugur alias di diskualifikasi. Language Focus: Vocabulary Building Usage Level: Level 2 - 6 Notes: This game will teach the children how to answer and respond on any theme.
The competition makes it merrier, since it is also challenging. Materials: 1. List of questions in theme of learning 2. Pictures of the topical objects 3.
Stopwatch Method: 1. Split the kids into groups of about 5/6 kids. Move the desks into little islands.
Give them a topic (e.g. Fruits, sports, foods, animals etc.) 3. The first team says a word from that category (e.g. 'Apple ' for fruits). If they can do it they get a point.
Go to the next group and ask them for another word from the same topic. If they repeat a word that's been already said, or can't think of one, you move onto the next team and they gain no points! Repeat from 4 7. When all the words in the category have been used then change to a different topic. Sometimes saying 'any English OK!'
Is a good topic. Also try maybe giving 1 point for an easy word (e.g. 'cat') or two for a difficult word (e.g.
Divide the class into two teams, team A and team B or boys and girls. If you like, you might choose them randomly. Tape a name on the forehead of each student. The amount for each team may vary depends on the least number of members in a group. The two groups make a long line facing face by face. The individual student should not see his or her paper, but the others should.
Then, like with 20 questions, only yes or no questions should be asked. Perhaps start from group A the first student and ask 'Am I am man?' If the answer is yes, he/she can ask again, but if the answer is no, it's the next person's turn for group B. Play until everyone has guessed who he or she is!
This can be played with nationalities, countries, household objects, anything and it's a gas, especially for adult. The fastest group which can guest who she or he is, is the winner. The winner can be given a reward and the lose team must try again on the next game. Language Focus: Vocabulary, Pronunciation, Writing and Structure (verbs) building Usage Level: Level 3 - 5 Notes: This is the combination of three skills in one game that can be introduced at once. The students will explore more on imagining how the words look like, knowing the letters that made up the words and say the correct pronunciation of the words.
Plus to have the competition will make it merrier to be the best team. Materials: 1. List of words and or flashcards in several setting and theme (kitchen, bathroom, dining room, fruit, animals, sports, etc) 2. Blank sheets of paper 3. Whiteboard along with the board marker Method: Step 1 The teacher may start with dividing the students into 2 groups of whatever number as you can possibly build. The students of each group make 2 lines facing the whiteboard. The teacher, then, stands in front, in the middle of the two groups.
The game is started right after the teacher say or shows (in flashcards) the word that has to be written by the first member of each group without peeking. The game continues when the teacher say the other words for the other members of the group to be written on the whiteboard, taking turns. After finishing the writing session, now the teacher offers extra points by having the pronunciation session. Each member of the two groups must say the words in correct pronunciation. There are extra bonuses for those who can pronounce the words correctly. Step 2 There are two groups competing to be the winner in guessing the words from the mime expression, and then they say and write the words. One representative from each group in turns doing mime, giving the clues to be guessed by other members according to the list of words given by the teacher.
The winner is the group which can guess, write and say the abundant of words in exact forms. The teacher may start with dividing the students into 2 groups of whatever number as you can possibly build. The students of each group make 2 lines facing the field. The teacher, then, stands in front, in the middle of the two groups.
The game is started right after the teacher say or shows (in flashcards) the word that has to be written by the first member of each group without peeking. Each member of the group then must run to grab the group’s flag at the far post passing the table and chair challenge and return to the teacher to spell the word and write the exact form of the word on the whiteboard. Language Focus: Listening, vocabulary & Spelling building Usage Level: All Level Notes: The game can be played with many modifications as in accordance to the necessity and the students’ level of competence. The students will be able to recognize English sounds through its alphabets. Then for the higher level can be added the vocabulary and spelling skill by asking them to present the words derived from the alphabets and spell them.
Materials: 1. List of words in several setting and theme (kitchen, bathroom, dining room, fruit, animals, sports, etc) 2.
Blank sheets of paper 3. Pens or pencils 4. Method: The teacher prepares the setting first by putting the alphabets (in papers or chalk drawing) in the center of the field in correct order and or for challenging one, can be scrambled. The game starts by having the students in 5 to 8 to make a long line in front of the alphabets islands. The teacher, then, asks the students to run and make a circle around the letter mentioned by the teacher, the loser is he/she who cannot join the circle or the slowest one.
For modification, you may read a sentence explaining on thing with the first letter of the alphabets, and then ask them (the students) to spell the word. Language Focus: All skill Usage Level: Level 4 - 6 Notes: This is the challenging game which has to be played in two teams, the knights and the giants. The knights are in mission to set free the princesses and grab the stars of life played with many modifications as in accordance to the necessity and the students’ level of competence.
The students will be able to recognize English vocabulary of things, pronounce and spell them correctly and also say the right password to the giants. Materials: 1. List of words in several setting and theme (kitchen, bathroom, dining room, fruit, animals, stationary, etc) 2.
Pidato Perpisahan Sekolah Bahasa Inggris
Blank sheets of paper 3. Pens or pencils 4. Stars from paper 5. Costumes of knights and giants Method: The teacher prepares the setting first by putting the chairs in 5 for the posts of giants who guard the princess and await the knights. One team becoming the knights and the other are giants. The knights are equipped by the things which needed by the giants so they can pass. The game starts by having the knights to collect 5 things that they assumed will be asked by the giants, ex.
Things in the classroom (eraser, pen, pencil, ruler, book, etc). The knights, then, hide the things behind their back and say the password to the giants, ex. GiantGiant in the wood, let me bring the goods for you. EXAMPLE: Giant = I want a pencil to draw my house Knight = (if he owns the pencil) Here you are, a pencil for you! Giant = Alrighty then, you may pass. Knight = Gratitude, my mighty giant.
Then the knight keeps continuing to give things for the Giants. The knights only have three chances to change his/her things for the Giants. If in three chances the Knights couldn’t give what Giants need, then he/she fails and must be replaced by the other Knights, until there is a knight can pass all Giants and set free the princess. Language Focus: Vocabulary, Pronunciation, Listening building Usage Level: All Level Notes: This game will teach the children how to say the names of the English body parts and how to use them.
Materials: 1. List of words in theme of body parts 2. Blank sheets of paper 3.
Pens or pencils 4. Picture of human body parts Method: All you need is an empty classroom and an even member of children. The children make couples and they disperse themselves. Now you are going to give orders to the children.
For example: Head against arm. Now one child of the couple must put his head against the arm of the other kid.You check if everyone is doing it alright. Scissors, Paper, Stone (SPS). (Stage 1 - presentation) Show the action and say the words. Students should do the actions as you say, and gradually say the words, too. (Stage 2 - listening) All the students stand up and everyone does SPS together, including the teacher.
Anyone who is beaten by the teacher has to sit down. Those with the same as the teacher, or who win, stay standing. Eventually there is just one winner in the room. If desired, the winner can start the next round so that the teacher can prompt all students to be saying the words. (Stage 3 - practice) Students practice SPS with one partner. (Stage 4) SPS Three wins to finish. Students choose a partner and do SPS.
The winner gets one 'point.' Students change partners and continue. When a student has three wins, they can sit down. Stop the activity when there are three or four students left. (Also teach 'winner,' 'loser' and 'change' to the 'listen and do' level.) Problem: some students are good at SPS. Many weak students go for paper first. Good students do scissors, and so win.
Excellent SPS students determine if their opponent is weak or good, and play accordingly. Let's Go student names. (Stage 1 - presentation). Make large teacher's cards of the six students (Kate, Andy, Jenny, Lisa, Scott, John). Ask a student, 'What's your name?'
The student replies: 'My name's Miho,' and then asks you: 'What's your name?' Put a card in front of your face and reply in a funny voice: 'My name's John.' Place the card on the blackboard and continue.
Review previous names after introducing new ones ('What's his/her name?' (Stage 2 - drill). Challenge the students to see who can say all the names first. Choose students by picking out their name-cards at random. Give to the student who is first.
(Stage 3 - speaking) Say all six with dice. Copy page 7 of the student's book, cut out the song and number the students 1 (Kate) to 6 (John). Put a box beside each number. Also (for stage 5) draw six lines where the song was and number them 1 to 6. Put students in groups of up to 6, and give each group a die. Students throw the dice one each, in turn.
They read the number, say the name and tick the box ('Four. Lisa' or 'Four. ) If the number is already ticked, the student simply passes the die to the next person. When one student has said all six names, the whole class stops. That student gets 6, and all the others get points according to the number of ticked boxes. (Stage 4 - conversation) Give the students a (photocopied picture or just the written name or download from (pdf format)).
(Stage 5 - writing) SPS Talk to all. Students in pairs do SPS.
The winner asks the loser, 'Hello. What's your name?' The loser replies, 'My name's Jenny.'
The winner can write the name 'Jenny' on line 3. When one student has spoken to all six LG students, everyone stops. That student gets 6, and all the others get points according to the number of LG students they have spoken to. Alternatively, continue until most students have finished. ( Problem: Assumes that students can recognise the numbers 1 to 8.) Use the pictures on page 11 of the textbook. Each picture is given a number. Initially, this is in a straightforward order - the top four are one to four and the bottom four are five to eight.
Do not allow the students to write the numbers in their books, but instead write the numbers on the board. Then ask questions such as: 'Is number one a pencil?'
(Variation 1) You can also make this a speaking activity for practising the numbers: 'What number is the eraser?' Or the vocabulary: (Variation 2) 'What is number three.' Initially the items can be numbered in simply linear fashion, but later this can be varied.
(Variation 3) Also, the items can be labelled with some of the letters of the alphabet. (Variation 4) This can become a writing exercise. Each team send one member to the blackboard. When they hear the item, they shout out the answer to their colleague, who writes the letter on the board.
(Variation 5) Students listen and write the answers on their individual white boards. Telepathic student.
Tell one student the telepathic secret before the class (or take the student outside briefly and explain it just before the activity.) The secret is that when you point to the top of the card, the student should reply 'No, it isn't,' but when you point to the bottom of the card the reply is 'Yes, it is.' Put all the cards on the board. The student goes out of the door and the class chooses one card. The telepathic student is brought back in. Points to one card (top for no, bottom for yes) and the whole class asks the question - 'Is it the book?'
The student says yes at the appropriate card (pointed to at the bottom) and then goes out for another card. ( Problem: of course, this activity can be used only once in a course. However, you can vary the rule to use it a second time.). Give students some 'This is my.' Cards and ask them to draw some personal items - their bag, text book, eraser, pencil case, ruler, etc., and write the word on the card. Also make your own set. (For the following week:) Photocopy each student's set, and give them their copy.
Cut up the cards and give each child one card at random. Take a card yourself, and ask one student, 'Is this your (bag)?' If they say no, continue until you find the owner. When you find the owner, give them their card. Students have to return the card to its owner. Then they come to you to get another card. For each card they return to its owner, they get 2 points.
They must first ask you, 'Is this your (book)?' Students must hide their own photocopied set. At the end, most students should have their own cards. You may need to put aside some cards if a student says they have asked everyone and no one said yes (and they don't get any points for that card.) Students get one point for each of their own cards they have collected. Step back slam. (6th July 98) Students in groups of three or four, place a set of coloring pencils on the table.
The teacher says: 'Pick up a red coloring pencil.' Students race to be the person to pick up the desired object first. If there is a squabble, use SPS to determine the winner.
For each time that a student wins they get one point. In subsequent games, they must take the same number of steps back (away from the pencils) as they have had wins (points). So, if they have won three times, they walk back three steps. This favours the weaker students (they remain near the pencils.). Page 21 (part 1). Students in groups of four or five have one die per group.
They take turns to throw the die. As soon as one student gets a six, the student starts reading the words in order: 'This is a book, this is a bag.' The other students continue to throw the die in order, trying to get a six before the first student has read all ten words. The next student to get a six starts reading, interrupting the first student. It may be an idea to have the student who is currently speaking hold up a 'speech box' flag, or put on a hat.
Interlocking hands. (For counting) Students sit in a circle around a table, or on the floor. They place their hands on the table in an interlocking fashion: i.e. If students are arranged A B C D E then their hands (left L, and right, R) are BR AL CR BL DR CL ER DL AR EL. One student starts, lifting and dropping one hand and saying 'One.' The next student in order of the hands (let's say, clockwise), slaps the table and says two. Continue to twenty or so.
Anyone who makes a mistake - slaps at the wrong time or says the wrong number - is out, and removes their hand from the circle. A more complicated version allows for a change in direction by a double slap - and counting down. ( Problem: assumes that students can recognise numbers up to 15 or 20).
How many books are there on page 13 of the students' book? The teacher asks questions. For example: p6 boys (2); p7 chairs (5); girls (3); p8 rulers (2); boxes (2); p9 cats (3); pencils (2); p10 books (1); p11 red letters (9); blue letters (9); yellow letters (8); books (6); pencils (2) p12 chairs (2); teachers (3); books (2); girls (4); p13 red books (5); blue pencils (2); pink erasers (5); desks (4) p14 girls (1); boys (2) p15 hands (8); desks (4); apples (2); green bags (3) p16 green books (2); blue books (1); p17 black cats (3); red birds (4); yellow eyes (4); p18 blue books (3); p19 cats (4); books (6); apples (2); p20 yellow pencils (3); yellow books (2); green bags (2). Speaking when the whistle blows. Students are in groups. When the teacher says, 'Go' and starts the stopwatch, the first student says: 'Happy birthday. How old are you?'
The second student replies: 'I'm ten,' then turns to the third student and initiates the conversation. At one minute, the person who is speaking has to do a forfeit - eg three press-ups, or five jumps.
Then either continue with the same conversation, or change it: ('This is for you.' The losing student becomes the first to do the next conversation.
Choose a card and guess. Students are in groups of up to five. Put five cards on the table, face up, and the others in a pile face down.
The first student chooses one of the cards but doesn't say which one. The next student (on the first student's left) guesses: 'Is it the car?' If it is not, the next student guesses. If it is, that student takes the card and the replaces it with one from the pack. If no one guesses the card, the student keeps it and a new card replaces it. That student gets another turn at choosing. This is a variation of because there are ten items.
Many different questions. The teacher shows a TC and elicits a question - eg 'What's this?' 'It's a puzzle.' Then the card is given to one of the students, who is asked to repeat the question. This continues until all the students have a card and know the question they have to ask for that card. Then they pair up and ask their questions. When they have both given their answers, they swap cards and move to different partners.
This can also be timed to two or three minutes and the students count how many different questions they have asked. Problem: slightly difficult. SPS questionnaire.
Students have a map of Japan each with six locations written on. The questionnaire has the six locations in one column, and the weather in the second column. The teacher has a master sheet with the weather for all six locations, but on each student's sheet is the weather for only ONE location. The students have to find out the weather at all the other locations. They pair with another student and do SPS.
The winner then looks at his chart, chooses one location where they don't yet know the weather and asks: 'How's the weather in Nagasaki?' If the loser knows, they say, and the winner writes it in their chart. But if the loser doesn't know, they say, 'I don't know.' Make a sheet with the twelve 'can you' cards (93-98, 111-116) and 'can you write your name?' 'Can you draw a picture?' 'Can you do homework?'
'Can you play the piano?' Arranged on a 4. 4 grid, with space to write under each one. Students then go round and ask others 'Can you play the piano?' If the answer is yes, that student signs the sheet in the appropriate square.
('Please write your name here.' ) Students try to get bingo, and then go for double bingos. (Idea from ). Throw all five. Students are in groups of four to six.
Each student has five cards placed face up in front of them. The leftmost card is one and the rightmost card is five. The students take turns to throw a die. If the student throws a one, they say: 'I'm hungry.
I want to eat bread,' or whatever number one is. Then they pick up the card, pretend to eat it, and put it face down in the same position. If the student has already eaten that 'number', they say: 'I'm not hungry.' If they throw a six, they can choose to eat any one of their remaining cards. If there are not enough cards photocopy five on a sheet, and then cut slits between them so that they can be folded in two when eaten.
(Idea from Setsuko Toyama, at the JALT conference October 1997). Don't take the last card.
Students in pairs have the eight food cards, plus card 131 to represent 'juice' and the spider card. They arrange the cards in a pyramid with the spider at the top, and rows of two, three and four below it.
The aim is not to eat the spider. Students can choose to eat one, two or three items at any one time, but the person who eats the spider - the last card, is the loser. When they take cards, they say: 'I'm hungry.
I want cake and bread,' or whatever. ( Variation 1) An alternative set of rules is that a student can take cards from only one line in any one turn, up to all the remaining cards in that line (e.g. Up to four cards from the bottom line.). Make a track with about 40 squares from start to finish. In each square put a question or command: 'What's this?' 'What color is this?'
'What are these?' 'How many are there?' 'Who's he/she?' 'Where's the.?' 'Go back three.' Then make another sheet with a space for the cards for each question type (but 'What's this?' And 'What color is this?'
Can use the same pile, and same for the plurals.) Put a selection of the cards in their places. Groups have one die and every student uses a coloured paper clip to indicate their position on the board. Students shop, trying to accumulate as many items as possible (each item is 1 unit of currency). Periodically, the instructor will say 'stop' (a bell or other device may be needed to attract attention in some cultural and classroom contexts) and call out a name of one of the products. Students with that product must then put ALL their products in a basket at the front of the room. The remaining students continue shopping. Students who had to dump their products must begin again from scratch (with fewer units of currency).
The student with the most products at the end wins. A good game for large classes and for reviewing vocabulary lessons. Prepare a list of review vocabulary words. Write each word on two small pieces of paper. That means writing the word twice, once on each paper.
Organize the pieces like bundles, 2 bundles, 2 sets of identical words. Divide the class into 2 teams. Get them to make creative team names. Distribute each list of words to both teams.
Every student on each team should have a paper. Both teams have the same words. When you call a word, 2 students should stand up, one from each team. The students must then run to the blackboard and race to write a sentence using their word. Draw a target (with points - like a dart board) on the white board or use a cardboard box in the middle of the room.
Then, students make paper airplanes and launch them after they answer your question in the form of a sentence. I don't except my beginners/low intermediate students to form complete sentence so I help them to form correct sentences. To my surprise they will repeat the sentence several times (while I'm helping them) just so they can throw their airplane. For beginner and low intermediate classes, I recommend formulating questions that lead to 1 or 2 types of answers. This allows for better memorization. For example, use CAN/WILL questions and write the beginning part of the answer on the board 'I can/will.'
I recommend giving a prize to make the target points mean something, thus peaking their interest. You, the teacher, may need a dictionary do this activity. Choose a word which is long, difficult, and unknown to the students, a good word to begin with is: warmonger.
Without using a dictionary, your students write down a definition. (They can work out the definition in groups of three). Allow them a few minutes to think and write.
Collect the definitions and read them aloud. When you have finished reading, they will have to vote which of those is the correct one. (It doesn't matter if none of them is the correct one). After they have voted and none of the groups guessed the meaning you read the correct one aloud.
Paket ini merupakan pendukung aplikasi: terdiri kumpulan 8 mata pelajaran dalam format Buku Sekolah Elektrik (BSE) untuk kelas 5 SD, dengan rincian: 1. Agama Islam V Pengarang E. Sudirman, Andi Mulya Penerbit Pusat Kurikulum dan Perbukuan Kementerian Pendidikan Nasional Tahun 2011 2. Bahasa Indonesia V Pengarang Sudaryono dan W. Wiharsono Penerbit Pusat Kurikulum dan Perbukuan Kementerian Pendidikan Nasional Tahun 2010 3. IPA V Pengarang Indriati SCP, Umi Habibah, Eko Susilowati, Sri Suw Penerbit Pusat Kurikulum dan Perbukuan Kementerian Pendidikan Nasional Tahun 2010 4.
IPS V Pengarang Sri Mulyaningsih, Tuju Widodo Penerbit Pusat Perbukuan Departemen Pendidikan Nasional Tahun 2009 5. Matematika V Pengarang Lusia Tri Astuti, P. Sunardi Penerbit Pusat Perbukuan Departemen Pendidikan Nasional Tahun 2009 6. Mengenal Lingkungan Sekitar Kita 5 Pengarang Nurhadi, Hartitik, Fitria Rahmawati Penerbit Pusat Perbukuan Departemen Pendidikan Nasional Tahun 2009 7. Pendidikan Jasmani Olahraga dan Kesehatan V Pengarang Farida Mulyaningsih, Erwin Setyo Kriswanto, Yudant Penerbit Pusat Kurikulum dan Perbukuan Kementerian Pendidikan Nasional Tahun 2010 8.
Pendidikan Kewarganegaraan V Pengarang Suparlan, AlHakim, N Wahyu, Rochmadi, Ketut D, dkk Penerbit Pusat Perbukuan Departemen Pendidikan Nasional Tahun 2009.
Buku Sekolah Elektronik (BSE) Pengukuran Jilid 1 Berikut merupakan daftar isi buku elektronik tentang pengukuran 1: DAFTAR ISI 1. PENDAHULUAN 1.1. Parameter Alat Ukur 1 1.2.
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Kesalahan Ukur 6 1.3. Klasifikasi Kelas Meter 9 1.4. Kalibrasi 10 1.5. Macam-macam Alat Ukur Penunjuk Listrik 12 1.6. Peraga Hasil Pengukuran 28 2. MULTIMETER 2.1. Multimeter Dasar 43 2.2.
Voltmeter 57 2.3. Ohmmeter 65 2.4. Multimeter Elektronik Analog 69 2.5. Multimeter Elektronik Digital 111 3. LCR METER 3.1. Prinsip Dasar Pengukuran Komponen LCR 129 3.2.
LCR meter model 740 143 3.3. Pembacaan Nilai Pengukuran 148 3.4. Pengukuran Resistansi DC Dengan Sumber Luar 159 3.5. Pengukuran resistansi DC 161 4. PENGUKURAN DAYA 4.1.
Pengukuran Daya Rangkaian DC 163 4.2. Pengukuran Daya Rangkaian AC 165 4.3. Wattmeter 167 4.4.
Error Wattmeter 183 4.5. Watt Jam meter 186 4.6. Meter Solid States 190 4.7. Wattmeter AMR 190 4.8. Kasus Implementasi Lapangan 191 4.9.
Faktor Daya 194 4.10. Metode Menentukan Urutan Fasa 203 5. PENGUJI TAHANAN ISOLASI DAN KUAT MEDAN 5.1. Pengujian Tahanan Isolasi 215 5.2.
Tahanan Pentanahan (Earth Ground Resistance) 221 5.3. Pengukuran Medan 240 6. PEMBANGKIT SINYAL 6.1. Fungsi Generator 253 6.2. Pembangkit Frekuensi Radio 264 6.3. Pembangkit Pulsa 289 6.4.
Sweep Marker Generator 289 7. Osiloskop 7.1.
Pengantar 295 7.2. Operasi Dasar CRO 303 7.3.
Jenis-Jenis Osiloskop 309 7.4. Osiloskop Digital 321 7.5. Spesifikasi Osiloskop 326 7.6.
Pengukuran Dengan Osikoskop 319 7.7.1. MSO Sumbu XYZ Aplikasi Pada Pengujian Otomotif 339 7.7.2. Mixed Signal Oscilloscope 331 7.7.3.
Osiloskop Digital Pospor (Digital Phospor Osciloscope / DPO) 331 7.7.4. Arsitektur Pemrosesan Paralel 332 7.7.5. Mudah Penggunaan 335 7.7.6. Probe 336 7.8. Pengoperasian Osiloskop 346 8.
FREKUENSI METER 8.1. Frekuensi Meter Analog. Frekuensi Meter Digital 357 8.3. Metode Pengukuran 363 8.4. Kesalahan pengukuran 374 9. PENGANALISA SPEKTRUM 9.1.
Pengantar dan Sejarah Perkembangan Spektrum Analiser 379 9.2. Jenis-jenis Penganalisa Spektrum 382 9.3. Dasar Analisa Spektrum Waktu Riil 390 9.4. Aplikasi Dalam Penggunaan 424 10. PEMBANGKIT POLA 10.1. Latar Belakang Sejarah 441 10.2.
Sinyal Pengetesan 442 10.3. Pola Standar 445 10.4. Pola Pengetesan Batang Untuk Pengecekan Lapisan 452 10.5. Pengembangan Pola 461 10.6. Pembangkit Pola 463 10.7. Spesifikasi 469 10.8. Aplikasi 469 11.MESIN TESTER 11.1.
Pengantar 479 11.2. Elektronik Pengetesan Fungsi Otomotif Menggunakan 490 Sistem Komponen 11.3. Aplikasi 497 11.3. Rupa rupa Penguji Mesin 515 11.4. Penganalisa Gas 516 12. SISTEM POSISI GLOBAL (GPS) 12.1. Pengantar Teknologi GPS 531 12.2.
Cara Bekerja GPS 541 12.3. Differential GPS (DGPS) 552 12.4. Petunjuk Pengoperasian GPS Maestro 4050 555 13. PERALATAN ELEKTRONIKA KEDOKTERAN 13.1.1 MRI (Magnetic Resonance Imaging) 567 13.1.2. Mesin MRI 577 13.1.3. MRI Masa depan 581 13.2.1. Pengertian CT SCAN 582 13.2.2.
Mesin Sinar X 586 13.2.3. Ide Dasar Computerized Axial Tomography (CAT) 588 13.2.4. Prosedur Scanning 589 13.3.1. Diagnosis Medis Penggambaran Sonography 595 13.3.2. Aplikasi Diagnostik 597 13.3.3.
Metoda Sonography 602 13.3.4. Perbedaan Jenis Ultrasonik 607 13.3.5. Prosedur Pengujian Dengan Ultrasonik 609 13.4. Penggambaran Kedokteran Nuklir 610 13.4.1. Prosedur Pengujian 612 13.4.2.
Prosedur Pelaksanaan 614 13.4.3. Resiko 622 13.4.4. Keterbatas Tomograpi Emisi Positron 622 13.4.5. Teknik Cardiosvascular Imaging 623 13.4.6. Scanning Tulang 623 LAMPIRAN A. DAFTAR PUSTAKA D. GLOSARIUM Apabila saudara ingin download file lengkap dalam bentuk pdf, silahkan klik link berikut: jangan lupa tinggalkan jejak anda pada blog ini, terima kasih.