tbi (buku teks)

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Chapter

1

IN THIS CHAPTER

PART 1.1PART 1.2

PART 1.3PART 1.4

PART 1.5

DASH IT!TELL ME MORE

VOCABULARY MAP SORTFAMOUS SPORTSPERSON

THE DE-VOWELLING GAME


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2 Make English Fun!

Sport

Students should be familiar with the pronunciation ofthe English alphabet.Students should have already

worked on the targetvocabulary in a previouslesson. The lesson should notbe too recent; this wouldmake the game too easy which

would be de-motivating (seeIntroduction for the importance ofplanning activities at the right level ofchallenge for your students.)If necessary pre-teach or elicit the following:guess, word, letter and It's your turn.

Organize your students into teams of around 5. Studentscan choose their own team names. Write the team nameson the board to help scoring the game later.

Write your gapped words on the board. Your whiteboardmight look like this:

Activity type : Vocabulary

Aims : This activity can be used to check the meaning and pronunciation of

vocabulary from previous lessons or to pre-teach vocabulary needed

for a reading or listening activity. It can also be used to check pro-nunciation of the letters of the English alphabet.

Grouping : Teams of 4, 5 or 6 students.

Materials : Whiteboard and pens/blackboard and chalk

Timing : 20 minutes (for about 8-10 words)

Assumed

Language

Procedure


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3Dash It!

Sport

Ask the 1st team to suggest any letter of the alphabet.Check the gapped words and f ill in every time the letteroccurs.

For example the team suggests 0.1 -0 - - - -

7 -0 - - - - - - - -8 -0 - - -9 - - - - - - -0-

Students are given one point for every time the letteroccurs, in this case 4 points.If students have correctly guessed a letter they may thenguess one whole word. If they guess a word correctly,they get points according to the number of letters inthe word (i.e. soccer 6 points.) If they guess incorrectlythey get minus 6 points. Teams don't have to make aguess.They can pass and then the game moves on to the nextteam.Move to the next team. Students suggest another letter.Repeat the same procedure. Teams may only make a guess

when it's their turn. Teams may only guess one word

then the turn goes to the next team.

Team Names Sport Answer (Dont write!)

1

23

4

5

6

7

8

9

10

(soccer)

(basketball)(referee)

(racquet)

(skiing)

(windsurfing)

(tournament)

(court)

(badminton)

(athletics)

Is itSoccer?


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4 Make English Fun!

SportThe game continues until all the words are f illed in.The winning team is the one with the most points.

Possible

Follow up

Activities

1. Work in teams with 5 students. Give your team a name.Students group themselves in teams, choose a nameand write the team names on the board. Write up thegapped words.

2. Look at the whiteboard. Point at the whiteboard. Howmany words are there? What is the topic?

3. Team 'A', guess one letter. If the letter is correct Goodthat's correct you get__points.Fill in the suggestedletter everytime it occurs.Now you can guess one word.If the word is correct Good that's correct you get_ morepoints. Fill in the correct word. If the word is incorrectSorry you get minus_ points.Now team B it's your turn.

4. If the letter is incorrect Sorry that's wrong. Now TeamC it's your turn.

5. Repeat this procedure working around the groups untilall the words are correctly guessed.

The winning team is team.... Well done!

Suggested

Instructions

Vocabulary Extension. You could ask your studentsabout which of the sports uses a referee, which of thesports need a net etc.


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5Dash It!

Sport

referee

athletics

Pronunciation.Ask your students to mark in the wordstress.For example:

Study Skills. Encourage your students to record any usefulnew vocabulary in a memorable way.(see Vocabulary Map Sort in this unit)

Speaking. You could ask your students to work in pairsor small groups and brainstorm other sports. This couldlead into a discussion about which of the activities is:

the most dangerous the most expensive the most difficultthe most fashionable the most exciting the most tiring the most popular

: motor-racing, hang-glidling and skiing: Is it' the most expensive'?

When groups have finished their discussion don't forgetto give some feedback. (See introduction for some ideas

on giving feedback.)Grammar. The above activity is an excellent lead in to

work on comparative and superlative adjectives.Speaking. Ask your students to work in pairs. Studentseach think of 3 sports which could fit into one of theabove categories (see table above).They read out the 3sports and their partner guesses which category.

For example:

: No, it isn't.

: Is it 'the most dangerous'?

: Yes, it is! Your turn.

motor-racing,

hang-glidling and

skiing

Is it' the most

expensive'?


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Sport

6 Make English Fun!

Variations

to practise vocabulary onany given topic.with vocabulary taken from a text in your course book,

which you wish to use in this or a future class. Studentscould predict the theme of the lesson from the words inthe game.

with vocabulary f rom one story (see example belowwith some possible words underlined). Your studentscould then try to predict orally the events of the story.

You could remind your students that their predictionswill not be correct or incorrect.

This activity can also be used:

A man and his wife visited a small village on holiday one summer.They walked around for a couple of hours but got tired so decided to

catch a bus to the next village. They found a bus stop and stoodbeside it. after waiting for nearly 2 hours, there was still no bus

and they started to get worried. Just when they were about to walkaway a man came, picked up the old bus stop and carried it into the

antique shop behind them.

with various parts of speech (verbs, adjectives, adverbsetc.)

with a sentence rather than a list of words. The numberof words is not limited. You could for example, choosea sentence using a structure /tense you wish to study.

with I or 2 words already filled in (not the first letter!),especially if you think the vocabulary may be toochallenging for your students.

without a topic heading or title. Any team who guessesthe theme of the vocabulary at any stage in the gamecould be awarded bonus point.

with extra points awarded for correct pronunciation ofthe words


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7Tell Me More

Sport

Activity type : Listening/writing

Aims : To practise listening for detailed information and writing short

sentences to describe something or someone.

Grouping : Groups of 4 or 5 students.Materials : Paper and pen or pencil for each group.

Timing : 67 minutes to play the example game.

1015 minutes for preparation.

67 minutes to play each group's description.

Assumed

Language

Students should be familiar with the vocabulary of the

topics in the example (i.e. sport) and their own chosentopics. The teacher could give students a list of possibletopics to choose from to ensure students have sufficientvocabulary to complete the task successfully.Students should be familiar with the use and form ofthe present simple to describe facts.Students should be aware of the use of 'you' to mean'people in general'.Students should be familiar with game instruc-

tion vocabulary such as 'guess', 'get into teams','it's your turn', 'pass' etc. If not pre-teach or elicitthe necessary vocabulary.

Procedure Before the lesson make a description of a sport in 8separate sentences. The 8th sentence is the answer. Makesure that your sentences are graded i.e. the 1st gives thesubject and the 7th is the most specific.

For example:

It's a sport.You play it outside.You play with a ball.You play in teams.There are 2 goals.

You get one point for a goal.You play with a stick.

It's hockey.


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Sport

8 Make English Fun!

Ar range the students intogroups of 4 or 5. Write theirteam names on the board.Read your first sentence at

normal speed. You could repeatthe sentence if necessary, as longas the students ask in English!(Pre-teach 'Can you say thatagain please?').

Each team can have one guess at the name of theunknown sport. Write the guesses under the teams'names.

Now read out the 2nd

sentence. All the teams whose 1st

guess is also true for the 2nd sentence get one point.For example: If team A guessed 'soccer' after hearing the1st sentence they will get 1 point, as soccer is a sport andis an outdoor sport. If team B guessed 'gymnastics' they

won't get a point as it is a sport but isn't an outdoorsport. Write the scores on the whiteboard. Erase allincorrect guesses from the whiteboard. Teams who makeincorrect guesses are not eliminated from the game.

The students now guess again, taking into account theinformation in the 2nd sentence. You may need to repeatthe 2nd sentence. Students may choose the same sportagain or a completely different one.Read out the 3rd sentence. All the teams whose 2nd guessis also true for the 3rd sentence get one point.For example: If team C guessed 'tennis' after hearing the2nd sentence they will get one point as tennis is an

outdoor sport and is played with a ball. If team D

guessed 'horse riding' they won't get a point as it isan outdoor sport but isn't played with a ball.

Repeat the same procedure as before writing up thescores and erasing incorrect answers.

The game continues in this way untilthe final guess. Teams who successfully guessthe name of the sport (sentence 8) get 3points.


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9Tell Me More

SportThe winning team is the team with the highest score.Students now make their own version of the game,perhaps choosing from a list of topics on the

whiteboard (see 'variations' below). You will need

to work through an example with your students to ensurethey understand the importance of grading their answersfrom most general to most specific. You may choose toask students to write fewer sentences. Go back throughthe sports sentences one by one. Get students to shoutout possible answers for each sentence. They will see thatthere are many more possible correct answers for sentence1 or 2 than for sentence 6 or 7.

After students have written their sentences in groups,

they can then read them out in the same way for othergroups to guess.

Suggested

Instructions1. Work in teams with 3 or 4 other students. Give your

team a name. Students group themselves in teams andchoose a name. Write the team names on the board.

2. I'm going to read 8 sentences. After each sentence, guesswhich sport I'm talking about. Here's the 1st sentence.

3. Read the 1st sentence. Team A what's your answer? Writeup the guess under the team name. Now Team B? andso on.

4. Now here's the second sentence. Award points to theteams whose 1st guess is also correct for the secondsentence. Team A you get 1 point. Team B, sorry nopoints.

5. Continue around the groups. Now guess again. You

can keep the same answer if you like. Team A what'syour answer? Write up the guess under the team name.Now Team B? and so on.

6. Continue the game in this way until the end of thegame. The winning team is Team_. Well done!


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Sport

10 Make English Fun!

animals

jobscountriesa person in your class

a teacher in your schoola famous person

This activity could be used with some of the followingtopics:

For example:

Possible

Follow up

Activities

Writing. Ask your students to write a paragraph abouttheir chosen topics. They could work on the sentencesthey wrote for the game and try to use simple connectivesto join them. You could give an example on the board.

Students could make their paragraphs into a gapped textfor another group to fill in. They could for example eraseevery 5thword. Students can easily check each others'answers.

This is an outdoor which you play with ball. Youplay in teams. is a referee. There 2 goals andyou one point for a .You play with a .The sport is hockey.

Variations

You can decrease the number of sentences to make

the activity shorter and easier, though a minimum of5 sentences is recommended.Play the game in reverse. Give your students the finalsentence (i.e. the answer) and ask them to guess thesentences used to describe it.


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11Vocabulary Map Sort

Sport

Activity type : Study skills (organizing vocabulary)

Aims : To check students' understanding of vocabulary in the context of

word groups. To expose students to different ways of storing and

remembering new vocabulary and to encourage students to becomeindependent language learners.

Grouping : Pairs or small groups.

Materials : Whiteboard and pens/blackboard and chalk. Pens and paper for

students.

Timing : 8-12 minutes

Assumedlanguage

Students should have at least a passive knowledge ofmost of the vocabulary in the game.

Procedure

Ask your students to work in groups to talk about differentways of recording and learning new vocabulary. In thislead in you should focus on production of ideas. You couldget your students to discuss this in Indonesian. Give yourown example first.

Bring together students' ideas (see Introduction for ideason feedback sessions.)If the vocabulary map is not mentioned by the students,you could give a simple example of a vocabulary map(see below) on the board to illustrate one technique forrecording vocabulary.

Lead in:


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Sport


TableTennis

Bikini Pool

Swimming

NonTeamSports

Golf Skiing

SandTrap Hole Snow

Jump

Table Bat HomeRun

Diamond

Base-ball

TeamSports

Basketball Football

Dunk Hoop Offside Striker

Ice

Hockey

Stick Ice

An example of a simple vocabulary map


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13Vocabulary Map Sort

SportExplain you are going to play a game where students

will practise organizing words in a word map.Draw up on the board 2 vocabulary maps which youhave already prepared (see examples below). All the

words, including the subject headings should be mixedup. You can either fill in the words mixed up on a mapor write them separately under an empty map.

Home Jump

TeamSports

Pool SandTrap

Ice TableTennis

Bikini Skiing

Dunk

Bat Foot-ball

Swimming

Diamond

Offside

Table

NonTeam

Sports

IceHokey Hoop

Basketball Snow Golf

Striker

Stick Base-ball

The example of the vocabulary map sort

Students work in pairs in a race to re-order the vocabularycorrectly in the appropriate vocabulary map.

When the first pair finishes, check their answers. Afterthis the winning pair can be responsible for checkingother students work (see Introduction for more ideason checking.)


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Sport


Set your students a project or homework to write aword map on a given or chosen topic, eithe rindividually or in groups. You could offer a small prizeas an incentive for the most original. Displaying the

finished work is also very motivating for your students.Ask you students to discuss which of the techniquesdiscussed in the lead in would be most suitable for them(all students have different learning styles!)Remind students that if they reorganize theirvocabulary at home, the process of doing so willhelp them remember the words and phrases.

Possible

Follow up

Activities


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15Famous Sports Person

Sport

Activity type : Writing, grammar and speaking

Aims : To give students freer practice of question forms using various

tenses.

Grouping : Whole class for the lead in and small groups for the game.Materials : Whiteboard and pens/blackboard and chalk. Pen and paper for each

group.

Timing : 5 minutes for the lead in.

15 minutes for the game.

Students should be familiar with question forms,especially present simple.Students should be familiar with some basic sportsvocabulary (for example names of sports, places andpeoples involved in sport.)Students may need to talk about nationalities.

Assumed

Language

Procedure

Think of a famous sportsperson who most of yourstudents will be familiar with.

Ask a student to come out to the board. Whisper thename of the famous sportsperson to the student or write

it on a piece of paper to show the student. Ask thestudent to draw a sketch of the person on the board(the worse the drawing, the more laughter in thenext stage!)Now ask the rest of the class to guess who the person isfrom the sketch! Encourage them to shout out theirsuggestions. You may need to pre-teach language suchas: I think it's

Lead in


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Sport


Now ask the students to work in small groups and tothink of their favourite sportsperson.The students now ask the same or similar questions.Students take on the role of their favourite sportspersonand use their imagination to answer the questions.Don't worry if the students' grammar is wrong if youraim is to develop fluency and don't insist that studentsuse full sentences.

After giving feedback (see Introduction for tips ongiving feedback) you could ask one or 2 of the groupsto 'perform' their interview for the rest of the class.

If the class can't guess after one minute you couldgradually offer a few clues. (She's from Indonesia. Sheplays badminton.)Elicit some questions

you might like to askhim/her with somepossible answers (stu-dents use their imagina-tion) and write the bestones up on the white-board. You could drillpronunciation at thisstage.

Game


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17Famous Sports Person

SportIf the students enjoy the activity it can be extended tofamous people in general.Students could write the questions themselves then givethe name of a sportsperson to another student who tries

to answer the questions.If you wish to focus on grammatical accuracy get yourstudents to write up their interview.This could be developed into a guessing game.

Variations


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Sport


Students should already familiar with the vocabulary inthe teacher's example.They should have a wide enough knowledge ofvocabulary in the subjects chosen by the teacher fortheir own examples to be effective.

A nice way to introduce the game is to write a 'de-vowelled' greeting on the board without giving anyexplanation to the students.

Activity type : Vocabulary

Aims : To check students' vocabulary and spelling in specific subject areas.

Grouping : Pairs

Materials : Whiteboard and pens/blackboard and chalk. Paper and pen for eachpair.

Timing : 5 minutes preparation for teacher before class.

5-6 minutes to play the example.

8-10 minutes preparation for students in class.

5-6 minutes to play students' games.

Assumed

Language

Procedure

For example:

"Gd mrnng clss. Tdy wr plyng_gm bt mssg lttrs."

("Good morning class. Today we'replaying a game about missing letters.")


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19The De-vowelling Game

SportGet the class to tell you what the message on the boardsays and what kind of letters are missing.List the vowels (a,e,i,o,u ) on the board and be sure thestudents are clear what they are and how to say them.

Arrange students into teams and choose team names.Write the team names on the board. (Students couldgive you the 'de-vowelled' spelling for extra practice!)Present your example without giving the subject.

Example board layout:

Team Names Subject:??? (Dont write!)

1

2

3

4

5

6

7

8

bsktbll

rcqt

rfr

jd

stdm

thttcs

cmpttn

tm

basketball

racquet

referee

judo

stadium

athletics

competition

team

The 1st team to write out completely correct answerswins 15 points, the 2nd to finish gets 12, the 3rd 10, the4th 8 and the 5th 5 points.

Possible

Follow upActivities

Students create their own 8 word 'de-vowelled' gamesfor other groups to solve as a race among all the teams.Suggested topics


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Sport


The same technique can be used with sentences. Forexample writing up a de-vowelled question for a rather'dry' reading comprehension text can make the task morefun and motivating for students.

A similar game can be played where the same letter (notnecessarily a vowel in this case) is removed from aselection of words.

Tips: Encourage your students to make the games aschallenging as possible; choosing examples that begin

with a vowel (e.g. athletics) helps here!Get your students to write a short 'de-vowelled'description of another student in the class. The firstteam to write out the complete description and

correctly identify the student will get points.This technique could be used with any short text.

countriesfoodparts of the body

jobsverbsadjectives

fruitelectrical equipmentanimals

Variations

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