Simon Says game.

(warmer stage)

During the lesson in warmer stage, The teacher choose Total Physical Responses (TPR) method which is the students will do some movement according to Simon Says activity. We modified the game to My friends say....... instead of Simon Say it is because he /she wants to relate the game into students background knowledge and make the lesson more to local culture so the students willing to participate and feel attract when they do the activity. The students have to listen the instruction in attentively way. In this game students are ask to listen and do the movement when the teacher give his/her instruction with phrase start with My friend says run quickly.....then the students will do the movement, if the instruction start with different phrase students no need to do the action but if they break the rule they will eliminated their self from the game.

The Instructions:

Line up the group across from you, 10 to 20 feet away. Tell the players that they should all obey you if you first say the words "My friend says.

Tell them that they are out of the game if they follow an order that doesn't begin with "Simon says," or if they fail to do what My friend says to do. Begin by saying something like, "My friend says, put your hands on your head quickly." Look to make sure everybody has put their hands on their heads. Give another order such as, "My friend says, stand on one foot." Check again. Continue giving orders. Mix it up and say something like, "Raise your right hand straightly," without the preface "My friend says." Call out the players who raise their hands. Play until one person is left. This is the winner. Let that person give the commands for the next round.

Getting Tricky

Give the orders fast, in rapid succession. Cut the orders short, saying, "My friend says, do this," and make the motion you want mimicked, such as putting your hands on your shoulders. Do this step several times with a different command each time. Quickly say "Do this," and make the motion -- put your hands on your waist, for example. Many players will automatically follow your lead (and end up out of the game). Relax and say something like "Straighten up the line," in a casual manner. Again, several players will comply (and they'll be out). Single out specific players, especially older ones who are harder to fool. Say, "Chris, move back (or up) a step." She might fall for it. Ask a question every now and then. Point and ask, "What's your name again?" If the person answers, he's out. Keep the pace moving fast. Everyone will be laughing so hard, they won't care who's in or out, or who wins or loses.

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The Sentence Strips Activity. The teacher briefly asks the students to work in a small group. The students will be given the sentence strips of verbs and adverbs for each group and asks them to rearrange the sentences given to form correct sentence. The teacher is using the communicative learning approach because it is focusing on the rules for creating grammatically correct sentences. The teacher has already explains about the usage of verbs and adverbs on the previous lesson. Then the teacher will come out with the sentence strips in terms to test the level of understanding of the students about the revised lesson.

The student will be given a task on the sentences strips and they have to read out their sentences in the classroom. The interaction between teacher and students can create the meaningful and purposeful interaction through the language. After the group work presented their sentences, the teacher will asks them to create their own sentences using the verbs and the adverbs given. This may help the students to get better understanding the usage of the verbs and adverbs. The students will come out with their ideas and they will be asked to read their sentences in the classroom. Then the teacher will acquires them to write their own sentences in their exercise books. Teacher will check their answers.

The next activity is to ask the students to browse through the internet and asks them to do the research on the famous hobbies. They have to note the adverbs phrases used in the description to the classroom and ask their friends to jot down the verbs and the adverbs used in the descriptions which they have read. They will be asked to match the verbs to the correct adverbs taken from the research. The words will be written in their exercise books and the students will find out the suitable adverbs or verbs to match with the correct verbs or adverbs. The activity is using the communicative approach because it will be tested the level of understanding of the students in forms and functions of the verbs and adverbs.

Examples : Sparkly jewellery Cook deliciously Dance gracefully

Descriptions of Famous Hobbies Jewelry-Making

Sparkly, glittery and shiny things are always a delight for women. What a great way to express your femininity! It also makes men more attracted and drawn to you. Not only that, but you can give away the jewelry you make as gifts for others! Its a very personal gift, since it would be made by you. Its a great way to give memorable gifts and it also shows your creativity and allows you to express your creativity. Femininity is all about color; so why not make some colorful jewelry that you can wear? You can also take classes on jewelry making, and you may find that jewelry making can earn you money whilst expressing your feminine creativity.

Cooking

Cooking is a wonderful womanly hobby and art that you can enjoy with your girlfriends, aunties, cousins, mum, grandma, etc. Experiment with making pretty cupcakes or cookies even. Much most importantly, its great if you can learn to cook very healthy and nutritious meals for your family and friends.

Ballroom Dancing

This is something more traditional, but what a great way to meet some gentlemen if youre single! Ballroom dancing is a fantastic way to improve your posture and increase poise and grace. Its very lady-like, so any of you traditional ladies out there who love to do classy things this is a hobby for you! If youre married you could even go with your husband - doing new things together will bring you a deeper sense of attraction and connection and youll have more fun, and grow together. Most cities have a ballroom dancing studio, so jump on to google and search for one nearest to you! Sometimes you can get your first lesson for Free to get a feel of what the instructor is like and to work out whether it is really something for you or not.

Word Search activity (Group work) Teacher divides students into group of five and student been seated around the class. Teacher will distributed set of word search. Each group will get the different set of word search. Students search and circle the verb and adverb word in word search then write it down on a mahjung paper. The leader of the group present the verb and adverb found in word search and share the word to the whole class. In this activity we use Communicative language teaching approach, whereby student have to interact between themselves to obtain information and find the answer. This approach allow student to interaction between the learner and users of the language, collaborative creation of meaning, creating meaningful and purposeful interaction through language, negotiation of meaning as the learner and his or her interlocutor arrive at understanding, Learning through attending to the feedback learners get when they use the language, paying attention to the language one hears (the input) and trying to incorporate new forms into ones developing communicative competence and trying out and experimenting with different ways of saying things.

Student had to participate in classroom activities that were based on a cooperative rather than individualistic approach to learning. Students had to become comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model. They were expected to take on a greater degree of responsibility for their own learning. And teachers now had to assume the role of facilitator and monitor. Rather than being a model for correct speech and writing and one with the primary responsibility of making students produce plenty of error-free sentences, the teacher had to develop a different view of learners errors and of her/his own role in facilitating language learning. Through completing activities in this way, it is argued, learners will obtain several benefits: They can learn from hearing the language used by other members of the group. They will produce a greater amount of language than they would use in teacherfronted activities. Their motivational level is likely to increase. They will have the chance to develop fluency.

Pair work Link to previous activity, teacher asks the students works in pair. Teacher asks student to choose three verb from the word search that they had done before. Then create mind map of verb and suitable adverb and they can draw the picture to make it more clearly. Teacher explain about the adverb with few examples, using targeted questioning techniques ask students to describe using one simple adverb then ask more able students to use more complex adverb give feedback and encouragement as necessary. Communicative language teaching activities include any activities that encourage and require a learner to speak with and listen to other learners, as well as with people in the program and community. Communicative activities have real purposes: to find information, break down barriers, talk about self, and learn about the culture. Even when a lesson is focused on developing reading or writing skills, communicative activities should be integrated into the lesson. Furthermore, learning takes place when students are engaged in relevant tasks within a dynamic learning environment rather than in traditional teacher-led classes .Some advantages and benefit from this approach are more authentic opportunities to use the language, fun and interesting for learners and provides opportunity to use authentic materials. More authentic communication is likely to occur in the classroom if students go beyond practice of language forms for their own sake and use their linguistic and communicative resources in order to obtain information .In so doing, they will draw available vocabulary, grammar, and communication strategies to complete a task.

Conclusion: As the conclusions , the teacher provides more than 1 method approaches such as Total Physical Responses(TPR) and Communicative Language Teaching into his/her lesson which are good to enhance students abilities in completing the task or participate in the activity for the whole lesson. Futher more all the activities stated encourage students work in many ways and allow them to share the idea, giving the ideas and they also learn on how to communicate among their self when working in group. These methods used can make the lesson more effectively.