Download docx - Fun Game For Classroom Instruction

Fun Learning Games Instruction--- Interactive And Creative Ways To Teach English As A Second

Language To Children In India.

1

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland

Name: Musitapa KamalijiangProject: Creative and Interactive teaching methods for teachers in SEDSInstitution: School of Social Work Studies, University of Queensland, AustraliaDate: August 2016

Table of content

Acknowledgement …………………………………………………………………………………………..4

Background…………………………………………………………………………………………………..5

Introduction ………………………………………………………………………………………………….6

Social Justice…………………………………………………………………………………………………..6

Empowerment And Power Imbalance………………………………………………………………………7

Banking Approach…………………………………………………………………………………………….7

Community Education Approach…………………………………………………………………………….8

Social Work Values And Community Education Approach……………………………………………….9

Development And Learning…………………………………………………………………………………..9

Part 1: Engagement Techniques…………………………………………………………………………11

Who Is This?......................................................................................................................................11

True Or False………………………………………………………………………………………………...11

Draw Yourself………………………………………………………………………………………………...12

Would You Rather…………………………………………………………………………………………...13

2

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Paper Planes…………………………………………………………………………………………………14

7 Up……………………………………………………………………………………………………..….…15

News Reporter……………………………………………………………………………….………………15

What Does Your Name Mean?..........................................................................................................16

Part 2: Learning Games…………………………………………………………………………………...17

Sight Words…………………………………………………………………………………………………..17

Preposition Words…………………………………………………………………………………………...18

Listening Exercise……………………………………………………………………………………………18

Heads Up………………………………………………………………………………………………...….. 19

Cats And Rats……………………………………………………………………………………………..... 20

Spelling Game………………………………………………………………………………………………..21

Gender Game………………………………………………………………………………………………..22

Word Jumble Race…………………………………………………………………………………………..23

The Mime……………………………………………………………………………………………………..24

Hot Seat……………………………………………………………………………..………………………. 24

Hangman……………………………………………………………………………………………………..25

The Questions………………………………………………………………………………………………..26

Categories……………………………………………………………………………………………..……. 27

3

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Tenses………………………………………………………………………………………………………..27

A To Z Race………………………………………………………………………………………………….28

Stand Up If you Have Ever………………………………………………………………………………….28

Comparative and Superlative………………………………………………………………………………29

Part 3: Treasure Hunt……………………………………………………………………………………...30

Part 4: Personal Experiences…………………………………………………………………………….56

The Boy And His Ruler…………………………………………………………………………………...…56

The Treasure Hunt…………………………………………………………………………...……………...58

Reference……………………………………………………………………………………….................61

Appendix

Appendix 1: List of all preposition words………………………………………………………………….61

Appendix 2: Drawing steps of hangman…………………………………………………………………..63

Appendix 3: Example of all tenses ………………………………………………………………………..64

Appendix 4: Comparative and Superlative Words……………………………………………………….65

Appendix 5: Example of a passbook……………………………………………………………………..66

Appendix 6: Planned route for all teams………………………………………………………………….67

Acknowledgement

This project consumed huge amount of work, research and dedication. Still, implementation would

not have been possible if I did not have a support of many individuals and organizations.

Therefore I would like to extend my sincere gratitude to all of them.

4

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland First of all I am thankful to The University of Queensland (UQ) in Australia for their logistical

support and for providing necessary guidance concerning projects implementation.

I am also grateful to The Social Education and Development Society (SEDS) in India for provision

of expertise, and technical support in the implementation. Without their superior knowledge and

experience, the project would like in quality of outcomes, and thus their support has been

essential.

I thank my supervisor Augustine Ullatil from the Community Aid Alliance (CAA) in India, my

colleagues Paul Lum from The Griffith University, Australia, and Karolina Heck from Freie

Universität, Germany, who provided insight and expertise that greatly assisted the placement

project. Especially, I would like to show my gratitude to Rashna Joshua, Chief Administrator of

School, SEDS and Manil Joshua, CEO, SEDS for sharing their pearls of wisdom with me during

the course of this placement project. I am also immensely grateful to all teachers who devoted

their time and knowledge in the implementation of this project.

Nevertheless, I express my gratitude toward my family, friends and colleagues for their kind co-

operation and encouragement, which help me in completion of this project.

Background The government schools in India provide free education to children till they finish 10 th class.

However, the qualities of teaching and learning environment of government schools are poor. It is

common to see that government schools combine students from different age groups into one

classroom without acknowledging students’ needs in education. It is also common to see one

classroom school especially in rural government schools. In addition, only one teacher is available

5

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland for all students and all subjects. It is not often to see art or physical education classes provided to

students who are studying in government schools. In addition, the physical infrastructures of

government schools are extremely poor. The students are expected to sit on the floor in a room

with poor lighting. One the other hand, the SEDS School provides private education to children in

Mecala Palli and surrounding villages a better learning environment. Moreover, students’ learning

experiences are closely monitored. The students at SEDS School are allocated to different classes

in order to provide education that is suitable and appropriate to their learning and development

needs. However, one thing government schools and SEDS School have in common is their

traditional teaching methods. Based on personal observation and discussion with local teachers in

the beginning of the project, teachers are more likely to focus on the how students’ performance in

the examination instead of understanding and application of knowledge in general. It is safe to say

that primary focus of education is for students to pass examinations by remembering what is on a

textbook. Regardless of what the students actually understood and their abilities to articulate what

they learnt to practices.

IntroductionThis project report is the documentation of activities conducted in the workshops with

schoolteachers from August till September 2016. The aim of the project was to increase

awareness of creative teaching methods and facilitate teachers to implement activities in their

classroom to accommodation students with different learning styles. Development of the project is

based on core social work values and principles such as autonomy, empowerment. The primary

goal of this project was to introduce innovated and creative teaching methods to children who are 6

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland studying English as a second language in remote India. The secondary goal was to improve

schoolteachers’ English language literacy in order to increase the quality of education provided at

the school. The reporter’s role in this project was to facilitate and monitor the workshops

throughout the project. External staff and colleagues and the school carried out the evaluation of

the project. More importantly, the teachers were asked to provide feedback throughout the project

and to evaluate the usefulness of the project. The teachers are empowered to determent the

content of workshops. The primary goal of the project is evaluated by how teachers apply creative

and innovated teaching methods in their own classroom. The outcome of secondary goal of the

project is measured through peer interaction during class activities. The teachers were asked to

demonstrate what they have learnt by the end of the project in order to measure the outcome.

Social Justices

Australian Association of Social Workers (AASW) stated in Code of Ethics (2010) that:

“The social work profession promotes justice and social fairness, by acting to reduce barriers and

expand choice and potential for all persons, with special regard for those who are disadvantaged,

vulnerable, oppressed or have exceptional needs”.

From a social work perspective, social injustice especially in education system is very common in

remote India. People live in rural area might not have the same opportunity and exposure to

education institutions as good as the ones in major cities. As a social worker, it is important to

acknowledge and recognize the injustice in rural education. The non-modifiable factors such as

residential status should not effect on the education. The people live in rural area should have the

same opportunities and rights as the urban population in multi-directional, innovative and creative

education. This project is primarily targeted to the teachers who are the frontline educators, in

order to provide same opportunity for students in rural areas. The children from rural areas do not

have the same opportunities to learn English as the children in major cities. Nevertheless, the

teachers who work in rural schools may have experienced same injustice as the students from the

education system due to their residential status. In order to eliminate the social injustice opposed

on rural population, especially children. This project is designed to reduce the barrier between

quality of education in rural areas and major cities. In addition, expand the options in teaching

methods in rural area towards a multi-directional, creative and innovative method by work together

with the teachers. In the mean time, the potential of students and teachers will be discovered in

the process.

Empowerment and Power Imbalance 7

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Based on observation, there is a power imbalance in the classroom between teachers and

students. The teachers are more dominating in the classroom and the students are passively

receiving. The classes are lack of interactive between the teachers and students. The teachers are

less likely to empower and motivate the students to learn. This aim of the project was to increase

the interactive between the teachers and students in the class by implementing learning games

and activities. Therefore, the power imbalance in the class will be shifted to a different dynamic

where the students will be able to take initiative in their own learning. Moreover, most teachers are

lack of exposure to English speaking environment, which impacted on their ability to communicate

with the students at the school in English. The workshops provide opportunity for the teachers to

be exposed to an environment where they can only communicate with each other with English.

The workshop was designed to increase teachers’ confidence in speaking English. The role of

group facilitator is to empower the teachers to use English in their daily life by creating a safe,

respectful and non-judgmental English-speaking environment

Banking Approach

Banking approach often transfer educators’ knowledge to service users without acknowledging

desire of a community. In another word, educators act as the experts in the area who drive the aim

and central of a community. Information was delivered passively to services users who were

ignored in development process. This approach could potentially lead to mismatch of expectation

where both services users’ and educators’ desire won’t be addressed (Healy, 2011). This

approach is often delivered in ‘top-down’ approach (Healy, 2011), which means the experts in the

filed will decide to conduct needs assessment based on their professional knowledge and

judgment without consultation with services users. This is the traditional way of teaching method

commonly used in India. From a social work perspective, banking approach might be useful in a

larger scale in policy level but in community settings where teachers and students are involved.

The banking approach will not be able to satisfy the learning need of students. Different types of

learning style will not be acknowledged and accommodated. The participate of the workshops will

not be acknowledge in terms of the what do they want to learn from those workshops.

Community Education Approach

On the other hand, community education approach recognizes and builds knowledge of a

community. Unlike banking approach, community education approach advocates the idea of

equal and respectful learning process between community members and educators (Healy, 2011).

Compare to banking approach, community education approach can be described as a ‘bottom-up’

approach where community members are considered as major stakeholders (Healy, 2011).

Community education approach is established based on four principles (Healy, 2011), which are8


1) Respect community members’ lived experiences

2) Education through dialogue;

3) Holistic educational style; and

4) Transformative education.

Community education approach values each individual’s lived experiences. Educators are

required to assist community members to develop an evidence-based practices method.

Community members and educators are partners in the learning process. Community education

approach replaced the learning process from traditional way of ‘teaching’ to ‘co-learning’ with

community members (Healy, 2011). Moreover, this approach recognizes the complex needs and

barriers of individuals in learning process (Healy, 2011). Also, community education approach

empower community member to develop critical way of thinking, in order to promote positive

changes (Healy, 2011). Overall, the practice principles creates connection between community

members and their capacities in order to establish changes that are sustainable and appropriate in

the community.

Based on the principles of community education approach, the workshops are designed to

acknowledge and recognize the teachers’ lived experiences in teaching. The group facilitator’s role

is to stimulate a discussion in regards to creative and innovated teaching methods in the group.

The teachers are expected to brainstorm their ideas in terms of the possibility of using the

methods they established in their classroom. In addition, the group facilitator had been

implementing and facilitating the methods in the workshop, thus the teachers will experiences the

learning process like their students. This is a way for teachers to change their aspects and

perspectives in order to understand the students’ need and process in learning instead of

memorizing. The workshop was not only designed to develop teachers’ understanding of teaching

methods but also a way to increase their exposure to English speaking environment. The

workshops acknowledge different learning styles each individual has and using holistic approach

to develop the workshops. The purpose of documenting all workshops is also a way for a

sustainable development. The workshops were not designed be a service for the teacher instead

the workshops expect teachers’ input to the project. Moreover, the report can act like a manual for

other members in the community who are facing similar issues. The project also acknowledge the

turnover of the teachers at the school, so the project can be a guideline for other teachers who

wanted to implement similar activities in their own class.

Social Work Values and Community Education Approach 9

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Australian Association of Social Workers (2010) identified social worker should promotes

community participation in the development and implementation of services as one of social

workers core value. Community education approach reflected of the value by empowering

community members to engage in their community. This project is based on social work values

and applied community education approach as the framework to introduce a creative way of

teaching. The teachers are encouraged and empowered to share their lived experiences in

learning with others members in the group. The content of the workshops are designed to meet

the desire and demand of the teachers. In addition, the group facilitator introduces different and

creative teaching methodologies and facilitates the discussion among the teachers.

Development and learning Cognitive development is a progressive process of human reorganizing mental processes based

on their ongoing personal and environmental experiences (Burton, Westen, & Kowalski, 2009).

Piaget’s cognitive development theory reported that children develop knowledge through a

process of equilibration, which means balancing between fitting reality into their existing

knowledge, as known as assimilation, and modifying schemas to fit reality, as known as

accommodation (Burton, Westen, & Kowalski, 2009). According to Piaget, there are four stages

across a person’s lifespan, including sensorimotor, preoperational, concrete operational and

formal operational (Burton, Westen, & Kowalski, 2009). The school at SEDS is targeting children

from lower kindergarten till year 8. The children around this age can be categorised into

preoperational and concrete operational stage. In preoperational stage, children use ther mental

ability to represent events and objects in a various way liking using symbols, gestures and event

communication, thus their logical reasoning are not yet organized or developed (Peterson, 2014).

For children in concrete operational stage, children become more stable, think operationally and

use logical reasoning (Peterson, 2014). For younger children in lower classes, teachers are

expected to exposure students in to their familiarised environment and recognise objects through

symbols and event communication. By taking children to outside of classroom, children will be

able to learn actively. For the children in higher classes, they have developed or started to develop

logical and operational thinking mentality. The teachers are expected to increase students’

engagement and participation in the class in order to maximise their learning outcome.

Bandura’s social-cognitive learning theory strongly emphasized on observation learning that

through the process of imitation, modeling and reinforcement (Peterson, 2014). The modeling

process can be initiated by media, siblings, and parents (Peterson, 2014; Burton, Westen, &

Kowalski, 2009). In another word, observational learning method can be summarised into

watching, copying and learning from others (Peterson, 2014).

10


Vygotsky’s theory of cognitive development centred on the ideas that social interaction and

imaginative play a large contribution to the process of development in children (Peterson, 2014).

He believed that the social interactions that children engaged in helped them to both discover and

create meaning from the things that they discover (Peterson, 2014). Specifically, he believed that

some of the most important learning a child could experience was in the social interactions they

had with a skilled tutor that is often an adult, such as a parent or teacher. This approach can be

applied to students from all age group. The teacher should be able to provide opportunities for

students to interaction with other peers in classroom setting. This will ensure that students’

exposure in learning environments where they interact discovers and make meaning from things.

This project is based theories discussed previously in this section. The aim of the project was to

apply those theories in practices and demonstrate the ways the theories can be applied in

learning. The interactive and engagement activities are methods teacher could use to exposure

students to peer learning environment and increase students’ participation in classrooms. The

activities developed and used in the project are based on developmental status of an average

higher-class student, who has formed or started to form a logical and operational thinking. The

activities are aim to stimulate their learning from a creative approach.

Part 1: Engagement Techniques

This section will demonstrate all icebreaker activities and engagement techniques used in the

workshops. All activities conducted in the workshops will be elaborated based on three aspects:

preparation, rules and purpose. This is done to expect teachers will be able to conduce the same

activities independently after attending the workshops or after reading the report.

11

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland WHO IS THIS?

12


Rules:

1. Pick someone in the room to start this game.

2. The selected person will think of someone in the room and then describe him/her without

saying his/her name.

3. The selected person can describe anything about this person. E.g. Height, weight, colors of

his/her clothes, things he/she likes to do.

4. Rest of the class will guess who this person is.

5. Once the class knows who this person is, next around will continue.

Purpose:

1. This game will practices students’ ability to create sentences by using their own vocabulary.

This is the good way apply and use English in daily practice

2. This game will also help students to establish healthy friendship between each other.

Especially if there was a new student in class.

13

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland TRUE OR FALSE

14


Rules:

1. The teacher should ask all students to write down three sentences about themselves in a piece

of paper. Two of them have to be true and one of them has to be false.

2. Ask one student to read his/her sentence to the rest of the class. The class has to guess which

sentence is false among the three of them.

3. The game has to go around the class till everyone has read their sentences.

Purpose:

1. This is a great way to be creative in terms of writing sentences. This game is meant to be fun

so students can write anything down. For example: My parents were royal members in the U.K.

2. This is an awesome way to get to know someone.

3. By reading the sentence, students’ exposure to English will increase.

15

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland DRAW YOURSELF

16


Preparation:

1. The teacher has to prepare 3 questions for discussion/conversation. The questions can be

anything. Please remember that this game is meant to be fun so do not prepare serious

questions. Some examples are

What do you want to be when you grow up?

What would you do if you had 1 million Rupees?

What sorts of animals do you like and why?

2. The teacher has to prepare 1 piece of paper and some color pens for students to draw

Rules:

1. The students have to draw a picture of himself/herself on the piece of paper provided.

2. Once students have completed the drawings. The teacher will collect the drawings and

distributed to other students. It is important that students should not be allocated his/her own

drawing to himself/herself.

3. The students are required to find the student in the picture he/she was allocated to.

4. Once the student located the other student in the picture. They are required to have a

discussion about the three questions the teacher prepared.

5. By the end of the game, all students should have interviewed by other student who has his/her

drawing and interview the student who is in his/her drawing.

Purpose:

1. The students are more likely to learn in a creative and interactive fun. Therefore, by drawing a

picture of him/herself. This is a good way to involve art in class.

2. The identify/ how the student see him/herself can be found from his/her picture. This is a great

way to establish confidence in students about themselves.

3. The discussion questions are the ways to use English to introduce themselves to other

students in the classroom.

4. By interacting with other students, the ability and confidence in speaking and listening in

English are also expected to improve.

17

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland WOULD YOU RATHER

Preparation:

1. The teacher is expected to prepare few questions for the game. There are some examples

of questions:

Would you rather never be able to speak again or always have to say everything that is

on your mind?

Would you rather to be happy or rich?

Would you rather change the past of be able to see the future?

Would you rather get up early or stay up late?

Would you rather be invisible or have the ability to fly?

Would you rather be the smartest person in the school or the most popular person in the

school? Would you rather have breath or smelly feet?

Would you rather be the funniest person in the room or the most intelligent?

Would you rather reverse one decision you make everyday or be able to stop time for 10

seconds everyday?

Would you rather continue with your life or restart it?

Would you rather be a cat or a dog?

Would you rather have no taste buds or be colorblind?

Would you rather be in jail or 10 years or be in the coma for 20 years?

Would you rather look like a fish or smell like a fish?

Would you rather be a tree or have to live in a tree for the rest of your life?

Would you rather live in space or under the sea?

Rules:

1. The teacher will read one question and the class has to decide what would they want to do

(individually)

2. The class is expected to split up to 2 groups based on the choices provided by the

questions

3. The teacher can start a discussion with students based on their choices

4. The game continues until the questions are finished

Purpose:

1. The game is designed for students to understand how to use ‘would you rather’ sentences

18

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland 2. This is a great way for students express their opinion in something. The game can provide

opportunity for students to practices their speaking skill. This is very important for teacher to

facility a discussion after each question. The point of the game is for all students to

participate in the game and express their personal opinion in English. The speaking skill will

be improved.

3. This game was meant to be fun to play; therefore, questions can be adjusted. The students

are expected to practices their English and build up confidence in speaking English.

4. In addition, for students who are very quiet in the class, this game could motivate them to

participate in a casual way. Please keep in mind that individual choices should be not

judged.

19

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland PAPER PLANES

20


Preparation:

1. Prepare old newspapers or any other papers that you don’t use anymore.

2. Cut the newspapers into small pieces (not too small, half of A4 paper will do)

3. Prepare an empty bin or an empty box and place it in the front of the classroom.

Rules:

1. Before the class, give the students 2 or more pieces of the papers that the teacher has

prepared.

2. The teacher should ask the students to fold the paper they were given into airplanes. If the

students don’t know how the teacher is expected to teach the students how.

3. Once they have completed to fold airplanes. The students can keep the airplanes with

them.

4. Once the class starts, every time student participates in the class, he/she can throw an

airplane into the empty bin/box placed in the front of the classroom.

5. The aim of the game is for all students to throw their airplanes to the bin/box before the end

of the class.

Purpose:

1. This is a great way for the students to be exposure the craft class by learning how to make

an airplane.

2. All students in the classroom can participate in the game so no one can stay quite in the

class. This is a great way to engage the quite students in the classroom.

3. In addition, by the end of the class, the students will be able to see their input in the class

visually. This is a great way to demonstrate to students that everyone in the class has their

own valuable opinions. All students should be acknowledged in the classroom and they

should feel proud that they were able to fill the empty bin/box together as a team.

4. This is a great way to show the students that everyone is investing in the class. All students

are valued.

21

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland 7 UP

22


Rules:

1. Arrange all students to sit in a circle.

2. Pick one student to start the game by counting numbers from 1 (clock wise).

3. When its come to numbers 7, numbers can be multiplied by 7 and numbers contains 7. For

example: 7, 14, 17, 21, 27, 28, 35, 37, 42, 47, 49, 56, 57 etc. The student who supposes to

count that number will clap and say ‘UP’.

4. Once ‘up’ is being said, the direct of counting will change and others will continue counting

numbers from where it was left off.

5. The game will continue until someone makes a mistake then that person will be out of the

game. The teacher can chose to continue with the numbers where it was left off OR reset

the numbers.

Purpose:

1. This game is designed to practice students’ mathematics skills.

2. In addition, the teacher can change the complexity of the game by replacing up with

different category of items. For instance: a vegetable, a fruit, a stationary item etc.

3. The teacher can have a reward system to motivate students who participate in the game.

The students are more likely to engage when it’s a competition.

23

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland NEWS REPORTER

24


Rules:

1. Ask a student from the class to report news that happen this week/today. If the student did

not read the newspaper, the student is allowed to share an ORIGINAL story (Please keep

in mind that the students should not repeat a story from textbooks).

2. The student has 5 minutes.

3. Normally, the teacher should ask one student to do this in the beginning of each class.

Purpose:

1. The game is designed to improve students’ confidence speaking as well as ability to explain

himself/herself in English.

2. This is also a great technique to increase students’ participation in the class, especially

students who don’t speak frequently. This game will ensure that all students have at least

once chance in practicing English.

3. In addition, reporting news it’s a good way to interpret what they read from book to

sentences they can apply in daily speaking.

WHAT DOES YOUR NAME MEAN?

Rules:

1. Using a dictionary, Google or any other resource, students find and write down an

appropriate adjective that begins with each letter of their first name.

E.g. Flirtatious, Relaxed, Extrovert, Desirable

Rules:

1. This is a great way for people to remember each other’s name.

2. By using dictionary, will help students to be familiar with the dictionary. In addition, this will

help students to expand their vocabulary.

25


Part 2: Learning gamesThis section will elaborate activities conducted in the workshop that are focus on the secondary

goal of the project. All activities are taught in multidirectional, innovated and creative ways in the

workshops conducted with the teachers. The activities focused on English subject but teachers are

expected to transfer the methodology to their own specialties. All activities conducted in the

workshops will be elaborated based on three aspects: preparation, rules and purpose.

26

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland SIGHT WORDS

27


Preparation:

1. The teacher is required to select some sight words (commonly used words in English) and

write them on blank palm card/flash cards. The number of the words chosen can be flexible.

The words are best written in different colors to keep things interesting.

2. Before class, the teacher should place the cards on the blackboard randomly.

3. (Optional) If the teacher decided to do this activity in two different groups within the same

class as a competition. Appropriate way should be used to split the class.

Rules:

1. The teacher will pronounce a randomly word on the blackboard. One student will find the

card with the spoken word on it from the blackboard and take it back to his/her group.

2. Second student will construe a sentence by using the word.

3. Return the card to the teacher once the sentence has been written down on the card.

4. Next around can start.

** If the teacher did split the group, please time each group. Whichever team used the less time,

that team wins **

Purpose:

1. The teacher will help students to practice their listening skill by pronouncing the word.

2. The writing skill of students can be improved by using the word to construct a sentence.

3. This is a great way to build up students’ abilities to work in a team environment.

4. Sight words are the English words that are commonly used in daily practice (both speaking

and writing). There are around 2000 sights words in English, which contributes to around

80% of vocabulary in daily used English.

28

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland PREPOSITION GAME

29


Preparation:

1. The teacher should prepare preposition words in English and write them down in small

piece of paper (one word per paper)

Rules:

1. The teacher asks all students to pick a piece of paper for themselves.

2. All students should write a sentence in the back of the paper and use it to construct a

sentence out of it.

3. The teacher collects all the paper and reallocates the same paper to other students. The

students are expected to correct the sentence if they think its wrong.

4. Once everyone is done, the teacher will go through the preposition words all together in the

class. The students are expected to demonstrate the preposition using their action.

** For example: INSIDE Place a pen in a pencil case and show to the class that the pen is

inside of the pencil case.**

5. The teacher is expected the correct the misuse of preposition words on the way. All

preposition words should be explained. Attention should be drawn to the use of preposition

words is not set. The use of the words are flexible

**List of all preposition words can be found in appendix 1**

Purpose:

1. The preposition words in English can be very confusing for people who are learning English

as a second language. The need of this exercise is in a high demand.

2. By using actions to demonstrate will give learners a better understanding of the words. The

visual learning method will be more effective compare to other methods in this context.

3. The learners are expected the construe a sentences and correct other learners sentences

will help learners to see grammar errors from a different perspective.

4. This exercise also encourages students to learn.

30

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland LISTENING EXERCISE

31


Preparation:

1. The teacher should choose a song that is suitable for his/her student’s English literacy

level. Please make sure that the song’s context is also suitable for students. The teacher

should keep in mind that the song shouldn’t content too much slang, rap or vocals, so the

students are able to listen to it clearly.

Rules:

1. PLAY THE SONG FOR THE FIRST TIME. The teacher asks the students to write down

anything they heard from the song. This can be a single word or a sentence. This is not a

spelling exercise so the students can write down things that sounded like the word they

heard from the song.

2. PLAY THE SONG FOR THE SECOND TIME. This teacher should ask students to fill in the

blank they missed in the first time. Once the students are done. The teacher should ask the

students to write down the lyrics on the board. Everyone should write down something, it

doesn’t need to be correct. By looking at the board, other students can change what they

think it was wrong on the board.

3. PLAY THE SONG FOR THE THRID TIME. The students are required to look at the board

together and correct what was wrong.

4. PLAY THE SONG FOR THE FOURTH TIME. This time, the teacher should stop after each

line and compare to what was written on the board. It is important to point of the meaning of

each word and explains what the song is about. If there were grammar errors in the song,

the teacher should point it out as well.

**OPTIONA: If the students want to learn to sing the song, the teacher should make arrangement.

**

Purpose:

1. By using popular songs it is a good way to motivate students to learn, especially their

interest in learning English. The students may not have much exposure to an English-

speaking environment; therefore, using English songs is a great way to improve students’

listening skills.

2. It was observed that most English teachers in the school are not native speakers. The

listening exercises will provide opportunities for both students and the teachers to practice

their pronunciation. This exercise will help learners to adjust their pronunciation.

32

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland HEADS UP

33


Preparation:

1. The teacher is expected to prepare certain numbers of small pieces of paper. On each

paper, the teacher should write down a word. (Depending on the English literacy level of

students, those words should not be too hard or too easy)

Rules:

1. The teacher can split the class into 2 groups. Each group should select one-person come

up to the front. And rest of the group remains in their seats.

2. The selected person’s responsibility is to pick a note from what the teacher prepared and

describe/draw/act the meaning of the word without saying the word. The other students in

the group to guess the word.

3. Each team has 3 minutes. The selected person can pass if he/she did not understand the

word. If the selected person accidently said the word, it will not be counted. (The word

cannot be explained by saying the past tenses or other forms of the same word. E.g. finish

—finished)

4. The team guessed the most words in the limited time wins the game.

Purpose:

1. This is a team building exercise. The students are expected to collaborate with others in the

same time.

2. By using competition, the students can be more motivated to learn.

3. This is a great way for students to describe and explain what they know in English.

4. In the beginner level, body language and drawing should be allowed. If the students are in a

higher level of English literacy, they should only using English to explain the word. The

difficulties of the game can also be adjusted through word adjustment.

34

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland CATS AND RATS

35


Preparation:

1. Get access to the cards that will be used in the game.

2. This game is better play in a group (more than 3 people)

Rules:

1. First all the cards are hared out among the players.

2. Four cards always belong together and together form a quartet. In the 3 small fields on the

upper edge of the card, you can recognize which cards you still need to form a quartet.

3. If you don’t have these in your hand, you can find out which of the other plays has the

missing cards by asking the plays about the object. You can pick anyone from the group to

answer to your question. Please remember to use English to describe what sort of cards

you are looking for. You can describe the colors, shapes and other significant factors of the

card. In addition, when you ask other players, please use a completed sentence instead of

just saying one or two single words. E.g. Do you have a pink rabbit in a dress?

4. If the other player has the card, that person has to answer to the question and give you the

card you asked. In this process, people may form wrong sentences or did not understand

the question they asked. However, once the question has been answer, the card has to be

given to the player who asked the question regardless. If the other player doesn’t have that

card, then it is someone else’s turn to ask the question.

5. If you have collected a quartet you lay it on the table. The game is over when you have all

formed quartets. The winner is the one who has collected the most quartets.

**The card game consists of 56 cards with 14 quartets**

Purpose:

1. By using cards game, students will be able to engage more. The cards game will

automatically form a competition mode among the students. The students are expected to

be more competitive and engaging because they want to win the game.

2. By using external tools will provide opportunities for student to apply the knowledge they

have learned in the classroom to a real life situation. The motivation of learning will be

insprired among students

3. This game will establish links between pictures and words. Traditionally, second language

learners are more likely to translate words to their native language and

understand/memorise the meaning of words. This game in particular will help the students

to form new words by looking at the picture. This method avoids using students’ native

language to learn English. 36


37

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland SPELLING GAME

38


Preparation:

1. Prepare few random letters that you can think of for a spelling game. (Tips: local newspaper

normally contains a similar game with answer attached to it on the same day). Please be

mindful that some games are hard for certain people. Therefore, try it on yourself before

classes.

2. Depending on the complexity, you can have more letters in the mix. In addition, you can

limit the number of times each letter is used in a word.

Rules:

1. The teacher splits the class to two groups. And each group will be given the same letters

and questions. The game has to most correct words written is the winner.

2. The teacher can do this on the board or give each team a big piece of paper. Please note

that: some people may copy from the other group if the teacher decided to conduct this

activity on the board.

3. The teacher should decide how long the game should last. Depending on the complexity of

the game, the time varies as well. However, normally 5 minutes for easy mode and longer

for the difficult questions.

Purpose:

1. The spelling is a critical element in written English. The correct spelling of words can

determine you reading and writing skills. However, improve one’s vocabulary and spelling

can be very dry and boring. Therefore, activities like this will motivate students to learn the

word.

2. The game can be done in both group and individual settings. As a group activity, the

students will be able to learn to work as a team. In addition, they will be able to learn from

each other because not everyone has the same vocabulary. The social learning theory from

development psychology confirmed that social interaction is a great way to learn. The

experience will ensure the students remember the word.

39

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland GENDER GAME

40


Preparation:

1. Prepare few sentences that gender specific words can be used and use those sentences to

create fill in the blank type of questions.

2. Before the class, write down the questions on the board without reviling the correct

answers. Gender symbols are recommended to use (male ♂ and female ♀)

**Examples**

♀ wants a book for ♀ birthday.

♂ is delighted to see ♂ son’s achievement.

♀ told ♂

Rules:

1. During the class, ask the students to write down the answer on their notebook. The

students are asked to replace the gender symbols with current gender specific words in the

sentences.

2. Second around, ensure everyone share their answer with the group. It is important for

people to be honest with their answer. In addition please inform the students that it is okay

to be wrong and this is why we are learning this.

3. The teacher could revile the current answer to the students and explain why. Also, the use

of different words should be compare between each gender.

Purpose:

1. It is very common to see English as second language learner confuse the use of gender

specific words, especially if their native language does not have any gender specific words.

For instance, ‘He’ and ‘She’. It is important to address the issue that occurs frequently in the

use of English.

2. In addition, it is noticeable that some people did not know the correct way of sentence

structure. Therefore, gender specific words are often misplaced. In other scenarios,

confusion occurred in the correct way of using He, Him, His/ She, Her.

41

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland WORD JUMBLE RACE

42


Preparation:

1. Before the class, the teacher should write out a number of sentences, using different colors

for each sentence. If you are planning to split up the class to different groups, then 5

sentences per each team are recommended. You can have as many teams as you want

but remember to have enough sentences to go around.

2. Cut up the sentences so you have a handful of words.

Rules:

1. During the class the teacher can split of the class to teams of 2,3, or 4. A large team will

make this game very easy. This game requires all members to participate in each team.

2. Teams must now put their sentences in the correct order.

3. The winning team is the first team to have all sentences correctly ordered.

Purpose:

1. This is a great game to encourage teamwork and bring a sense of competition to the

classroom. This is designed to help student learn how to formulate a sentences in English.

This will be a great opportunity for teachers to observe what are the common mistakes the

students make.

2. This activity combines the learning of grammar, spelling, writing skills and word order. By

asking students to work together, they will be more likely to participate in the discussion.

Especially in a small group.

3. In addition, for students who are learning English as a second language, their native

language may have a different order of words and ways to construe sentences. This game

provides opportunity and exposure for students to correctly structure sentences.

4. The method of using small pieces of paper to reconstruct sentences can be very useful for

visual learners in the class.

43

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland THE MIME

44


Preparation:

1. Before the class, write out some actions - like washing the dishes - and put them in a bag.

Rules:

1. Split the class into two teams.

2. Bring one student from each team to the front of the class and one of them chooses an

action from the bag.

3. Have both students mime the action to their team.

4. The first team to shout the correct answer wins a point.

5. Repeat this until all students have mimed at least one action.

Purpose:

1. Miming is an excellent way for students to practice their tenses and their verbs.

2. It's also great for teachers with minimal resources or planning time. It's adaptable to almost

any language point that the teacher might be focusing on.

3. This game works with any age group, although adults tire of this far quicker than children.

To keep children engaged, relate what they will be miming to your groups' personal

interests as best as possible. For example: difference sports or exercises they do, different

subjects were taught at school.

4. This game is aim to improve students’ vocabulary and practice speaking skill.

45

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland HOT SEAT

46


Preparation:

1. The teacher is expected to prepare words that are related to the language focus point of

each lesson. Depending on the age of the students and their ability to speak English. The

complexity of the words chosen can be adjusted to the level that is suitable for them.

2. Depending on designed duration of the game and number of students in the class, the

number of words should be adjusted as well.

Rules:

1. Split the class into 2 teams, or more if the class is too large.

2. Elect one person from each team to sit in the Hot Seat, facing the classroom with the board

behind them.

3. Write a word on the board. One of the team members of the student in the hot seat must

help the student guess the word by describing it. They have a limited amount of time and

cannot say, spell or draw the word.

**For students in higher class, limited time should help them to work effective and create a

competitive and fun atmosphere. However, with younger children, time restriction may not work.

Therefore, rotating participation of all students might be a better way to engage everyone in the

class**

4. Continue until each team member has described a word to the student in the Hot Seat.

Purpose:

1. This activity allows students to build on their vocabulary and encourages competition in the

classroom.

2. The game involved practices in speaking, listening and formation of English sentences.

This game is designed to suit all age groups including young children, student in higher

classes and adults. The teacher is required to adjust the rules accordingly.

47

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland HANGMAN

48


Rules:

1. Pick someone from the class and ask

him/her to think of a word in his/her head.

2. The selected person writes the number of

letters on the board using dashes to show

many letters there are.

3. Ask rest of the students to suggest a letter

to the selected person. If it appears in the

word, write it in all of the correct spaces. If the letter does not appear in the word, write it off

to the side and begin drawing the image of a hanging man.

4. Continue until the students guess the word correctly (they win) or you complete the diagram

**Drawing of the hangman can be found in the appendix**

Purpose:

1. This game is best used for 5 minutes at the start to warm the class up or 5 minutes at the

end if you've got some time left over. It works no matter how many students are in the

class.

2. In addition, this is also a great example of spelling exercise

3. For young children in the class, this will help them to familiar themselves with English letters

and practices their spelling at the same time.

49

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland THE QUESTIONS

50


Preparation:

1. Find an article that is suitable for students to read. Please also be mindful that the chosen

article should not be too hard based on the level of the students’ English literacy.

2. Design a few questions in regards to the article. The teacher is expected to write down the

questions on a piece of paper.

3. The teacher should cut the chosen questions in to small pieces. Please use different pen

for different questions so the students can differentiate the questions when you disrupt the

order of words

Rules

1. During the class the students are expected to read the article first.

2. The teacher hands the questions to the students, which have been cut into pieces. The

students are expected to reorganize the sentences to correct order and answer the

questions.

**The teacher can conduct this activity with a whole class or spilt the class into 2 groups**

Purpose:

1. This activity was designed to practice the formation of English sentences and order or

words. It is common to see students speak English in Telugu/Hindi grammar. This exercise

could improve their understanding of English grammar and formation of a correct English

sentences. The teacher should notices that this activity is only suitable for formatting simple

English sentences.

2. Moreover, this activity combines the reading exercise. The activity can be used to inspire

and motivate students to read more English articles outside of school. The questions will

help the students to understand and make sense of the meaning of the article.

3. The reading activity is suitable for all age group. However, the teacher should use different

techniques to engage the students.

51

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland CATEGORIES

52


Preparation:

1. The teacher should prepare few categories before class. The teacher should write the

name of each category on an A4 paper. (Please remember to write one word per paper)

Rules:

1. During the class, the teacher hands in a paper per team. (Each team should not have more

than 3 students). The paper should face down when the papers are being handed so no one

can see what is written on it.

2. The teacher asks the students to flip over the paper and write down as many words as they

can that belongs to that category.

3. All team can start at the same time and finish within 5 minutes. Whichever team has the

most correct words win.

Purpose:

1. This is a great game to expand students’ vocabulary. By using categorizing words into

different groups, students can learn from a systematic view.

53

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland TENSES

54


Preparation:

1. Please refer to the appendix 3 for examples of all tenses. Each cell is an example.

2. The teacher can write down each example in small pieces of papers. This will be used to

provide opportunity for students to differentiate all tenses.

3. In order to minimize the confused may caused to the students, tenses should take up at

least 3 sessions to cover all content of tenses.

Rules:

1. In class, the teacher should hand out all papers and ask the students to place the

sentences/examples to correct categories based on their tenses.

Purpose:

1. This is a very important concept in English that ESL students feel difficult to understand.

2. It is critical for ESL students to understand and apply the grammar knowledge in daily

practices.

3. Using examples will help students to have a clear outlook of the use of tenses in English

4. This activity is design to be conducted in a group setting, where students are expected to

work together and resolve the question. This is also an opportunity for students to be part of a

peer learning experiences. Through social interaction with their peers, students will be exposed

to an environment where they are easy to formulate their logistic understanding of English

grammar.

55

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland A TO Z RACE

Rules:

1. Ask students to write an appropriate word beginning with each letter.

Purpose:

1. This exercise is targeted to increase students’ vocabulary level.

2. This activity can be conducted individually or in a group.

STAND UP IF YOU HAVE EVER …Rules:

1. The first student makes their first stand up if… statement and gets to their feet. If they are

the only student standing they get a point. Mark the point and move on to the next student.

2. Go round the class two or three times and make sure to encourage questions about some

of the stories as you uncover them.

3. The winner is the student with the most points under their name at the end

Purpose:

1. This game, which practises using the present perfect to talk about life experiences, is brilliant for getting at the students’ most interesting stories.

2. This game also is a great way to start a conversation.

56

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland THE COMPARATIVES AND SUPERLATIVE

57


Preparation:

Please refer to Appendix 4. The teacher is required to prepare few example of words and

their comparative and superlative formats

Rules:

The students are asked to identify the meaning of all words prepared by the teacher and

find the pattern of how words changed.

The teacher will explain the pattern once the students discussed it among themselves

based on syllables of words

The teacher is expected the provide exercise for students to participate in the class, in

order to increase interaction between teacher and students. This will also be a measure for

teacher to understand how well the students understood the concept in the lesion.

Purpose:

Comparatives and superlative words are commonly used in English, however, ESL learners

are often make mistake, especially in the use if irregular adjectives. It is important for

students to understand the pattern and use of comparative and superlative words in

English.

In addition, providing examples and exercise for students will help teacher to get access to

students’ understanding of the concept and knowledge. This will also act as a measurement

for teachers.

Part 3: Treasure Hunt 58

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland The treasure hunt was conducted in the school for the teachers who participated in the workshops.

The idea behind the treasure hunt is for teachers to use and apply the knowledge their learnt from

the workshops in the game, which is a demonstration of an interactive and creative teaching

method. In addition, the treasure hunt was design to be replicable; therefore, the teachers from the

school can use the similar method to conduct the same activities with the students in the class.

This part of the report outlined and explained the process of the game, which was conducted in

the school. The explanation of the game meant to be a temple for future references.

Rules:

12 team members are counted for the game. The instructor pair up the participants to 6

different teams and color code each team.

Each team will have own journeys in the treasure hunt. The order of clues and questions

will be different for each team. So please, do not copy other teams’ answers because that

will NOT be your question.

The team complete all missions the fastest will win the game.

Each team will receive a passbook in the beginning of the game, which is used for collect

signatures from instructors at different stations. All teams must collect all signatures.

There are some stations are hosted by man but some stations have no host at all. Please

only take your mission card from the room. If a team’s mission card was destroyed, the

team that responsible for the behavior will be disqualified from the game and lose the

chance of winning. PLEASE TAKE THIS SERIOUSLY.

When the game starts, the instructor will ring the bell once. Once the first team successfully

completes all missions, an instructor will ring the bell once again.

Each team will be given two chances to ask for external support. The support card will be

given out to each team in the beginning of the game, which can be used at any stations to

any questions. Once the support card has been used, it cannot be reversed or recycled. In

addition, the support card cannot skip any mission. The card is only used to provide hints to

support the team to complete the mission.

All team will start from the same location in the first mission with different clues and

questions. For a comprehensive guide to all routes planned for each team please refer to

appendix 5.

Ideally, it is expected to have all stations staffed, however, due to limited human resources

only 3 people excluding the reporter, supported in the planning process of the game.

Clue 1:

59

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Team Mission:White Station: Hosted by Kamal Location: U.K.G

The team will receive a mission card from the instructor with a question written on it. The team has to complete the mission in order to receive a clue for the next destination in the treasure hunt.

Spelling Game:Please use the following letters to spell as many words as you can. Each letters can only be used ONCE. Once you completed the task please give it back to the instructor in the room for a signature in your passbook.

Condition to pass: The minimum of a successful mission is 5 words.

The letters are: R,I,E,T,I,N,L,S,E.

The answers are:Enter, entire, inert, insert, leer, liner, lire, listener, reel, rein, relent, rent, resent, rest, resilient, resin, reset, rinse, rise, risen, rite, seer, sire, siren, sneer, steer, sterile, stem, stir, tenser, terse, tier, tinier, tire, tree.

Once the team completes the mission, the instructor provides a different mission card for the team to proceed to a different station. Instructor please informs the team head to class 6.

Black Station 1: Hosted by Kamal Location: U.K.G.


The CrosswordPlease complete the following crossword. The hint to the next destination is the answer for 1 down.

Condition to pass: you need to get all answer correctly in order to receive a signature for your passbook.

1.1. E N G L I S H

2. I N D I A3. B E A C H

4. S T R E N G T H5. L A P T O P6. P R O D U C E

7. U N I V E R S I T Y

Across:1. An international language.2. The country we are in now.3. A place where people go to swim4. Opposite of weak5. Smaller computer6. Make something

60

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland 7. A place where people go after collage

After successfully completing the mission the team should head to the school library.

61

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Red Station: Hosted by Kamal Location: U.K.G.


The CrosswordPlease complete the following crossword. The hint to the next destination is the answer for 1 down.

Condition to pass: you need to get all answer correctly in order to receive a signature for your passbook.

Across:1. Opposite of hard2. Very good and wonderful3. A fast growing industry in India4. Heavy5. Your occupation

11 E A S Y

2 A M A Z I N G3 T E C H N O L O G Y

4 W E I G H T5 T E A C H E R

After successfully completing the mission, your team should head to class eight.Green Station: Hosted by Kamal Location: U.K.G.


You need to fill in the blank for the questions bellowed by using say/talk/tell/speak. Please note that you might need to change the form of some words.

Condition to pass: You need to get at least 8 out of 10 correctly in order to receive a pass for this activity.

Fill in the blank1. She ____ them about her holiday2. Don’t ____ anything to your parents3. The two children are ____ to each other during the pause4. I have always ____ to my son about this subject5. Do you always ____so quietly?6. He ____ she wasn’t right.7. Who was _____to his friend?8. The children ____ us what they had seen at the museum9. She didn’t know what to ____.10. ‘Put the car in the garage’, she ___.

Answers:1. Told2. Say3. Talking

62

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland 4. Spoken5. Speak6. Said7. Talking8. Told9. Say10.Said

Once you have completed the mission, you will receive a new clue for your next station. The instructor please directs the team to the school rooftop.

63

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Blue Station 1: Hosted by Kamal Location: U.K.G.

Fill in the blankThe team will receive a mission card from the instructor with a question written on it. The team has to complete the mission in order to receive a clue for the next destination in the treasure hunt.You need to fill in the blank for the questions bellowed by using see/look/watch. Please note that you might need to change the form of some words.


The questions:1. You can’t ____ far in this fog2. Denny and Phil ____ good tonight3. Did you ____ the cricket yesterday evening?4. ____ out for pickpockets.5. Can you ____ the blue car on the left.6. ___ you tomorrow, if nothing comes in between.7. It ____ like rain, doesn’t it?8. Oh yes, I ____ what you mean.9. Hey, what’s wrong? You really ___ unhappy.10. I’m afraid; Linda has to ___ a doctor.

The answers:1. See2. Look3. Watch4. Watch5. See6. See7. Looks8. See9. Look10.See

Once you have completed the mission, you will receive a new clue for your next station. The instructor please directs the team dinning hall.

Yellow Station: Hosted by Kamal Location: U.K.G.


The CrosswordPlease complete the following crossword. The hint to the next destination is the answer for 1 down. You need to find the person who is relevant to the word in 1 down. That person will give you a signature on your passbook if you located him/her correctly.

Condition to pass you need to get all answer correctly in order to receive a signature for your passbook.

64

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Across:

1. A formal agreement between 2 families before marriage2. To describe a person who is very angry3. To describe a place that is very quite4. A type of sport that involves water5. A similar word to leave.

1.1. E N G A G E M E N T

2. F U R I O U S3. S I L E N T

4. S W I M5. E S C A P E

65


Clue 2:

66

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Team Mission:White Station: NO HOST Location: Class 6

The team should entre the classroom and search for a mission card with the name of the team written on it. The mission card will be placed somewhere in the classroom. The participants should not take other teams’ mission cards that are placed in the same location.

The World Map:Please name countries that started with the follow letters. A,B,C,D,E,F and G. You need to answer at least 5 countries correctly in order to receive a signature on your passbook when you reach your next destination. The next person you need to find is from one of the countries. Once you see the person you need to say the code: ‘How much are the cabbage?’. The right person should answer: ‘The rabbits are not home today’. If the person you found did not answer correctly to the code, that means you found a wrong person for your next mission. You need to keep searching for the right person for your next mission.

Condition to pass: You need to have at least one country for each letter.

The answers are (but not limited to):A: Australia, Austria, AmericaB: Belgium, Burma, BelarusC: China, Cuba, ColombiaD: DenmarkE: EgyptF: France, FinlandG: Germany

This answer of this question should lead the team to a different person at a different station. That person will give the team a different mission. Please note that the team may approach the wrong person therefore, it is important to direct the team to the right person for the next mission.

Black Station: NO HOST Location: school library

Once the team reaches the venue of this game, the team members are expected to search for the mission card with their team’s name written on it.

Dictionary Is My Best FriendPlease use the small dictionary provided in the library and search the meaning of the following words. You are required to write down the meaning of all words and the page the words occurred. Once you have complete the mission please head to Paul’s station.

Condition to pass: You need to find all words from the dictionary in order to pass this mission and receive a signature at your next stop

The words and answers are:Obligation: p.379 n. 1. Something that must be done because of a law, agreement, etc. 2 the state of being obligated to do something

Garrulous: p231 adj. very talkative

67

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Magnificent: p.333 adj. 1. Very attractive and impressive. 2. Very good. (Magnificently, adv).

Routine: p. 483 n. 1. A regular procedure. 2. A set sequence in a performance. Adj. performed as part of a regular procedure. Routinely adv.

Stigma: p. 545 n. 1. A mark of disgrace. 2. A part of a flower pistil that receives the pollen.

After you have complete the mission please head to the Paul. Please remember to bring the passbook with you and your answers. You need to show your answer before you can continue with your mission.

68

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Red Station: NO HOST Location: Class 8

Once you arrive to class 8, Please search for the mission card for your team. Also, please open the plastic bag placed on the table. You should be able to see small pieces of papers in the bag. Please use the words to formulate a sentence in correct order. You are expected to use all the words in the bag and write down your answer on your notebook.

Condition to pass: You need to use all the words in the bag and formulate a sentence without grammatical mistake

Sentence FormulationPlease use the following words to formulate a sentence in correct order. Please write down your answer on your notebook before you head to your next station.

Family, Help, You, Problems, In, Suggestion, From, Members, Will, Out, Sorting, Personal,

Answer:Suggestion from family members will help you in sorting out personal problems.

Once you complete the question, please head back to school rooftop. In addition, please put the papers back into the plastic bag. Do not remove anything from the bag.

Green Station: NO HOST Location: School Rooftop

Please search for your mission card once you reach the rooftop. Please only take your mission card and don’t touch or look at other teams’ cards.

Preposition wordsYou should be able to see 2 objects placed near your mission card. You are required to use at least 2 different preposition words to formulate at least 2 sentences based on demonstration of the objects you see.

Condition to pass: You will pass this mission only when you can use the preposition words correctly and you have no grammatical mistakes in the sentences you formulated.

Once you have complete the task, please head back to school dinning hall for your next mission.

Blue Station: NO HOST Location: Dinning hallOnce you reach your destination, please search for the mission card.

SensesIn this mission, you are required to look around the environment you are in right now and answer the questions. You are required to write down the answers of each question. The questions are listed below.

Condition to pass: You are expected the answer all question to pass.

The questions:1. Use at least two sentences to describe what your team member is wearing. And how does he/she look.

69

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland 2. Please use at least 2 sentences to describe the weather.

Once you have completed your task please head to Rashna’s station to check your answer and receive your next clue.

Yellow Station: Hosted by Paul Location: ---

Sing with meThe instructor will ask the participants to sing an English song. If the participants did not know any English songs, the instructor should teach the participants one easy song at the spot. All team members are required to sing an English song.

Condition to pass: The team is considered to pass until the instructor is satisfied with the team’s performance.

Once the team passes the mission, please direct the team backs to class 6

70


Clue 3:

71

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Team Mission:White Station: Hosted by Karolina Location:

The instructor is expected the check the previous answer from the map game. If the team did not meet the requirements to pass, they need to complete the map game before proceeding to the next game. If the team got the answer right, next mission can be preceded.

The CategoriesPlease pick one categories from the following and name at least 10 different things that belongs to this categories. You are not allowed to repeat what you had before. The instructor will sign your passbook and give you your the next clue when you complete the mission.


Animals Subjects Taught At Schools Drinks Stationary Items Sports

Once the instructor thinks the team has completed the mission, please sign the passbook. In addition, please direct the team to class 8 at the school.

Black Station: Hosted by Paul Location: ---



Once the team passes the mission, please direct the team backs to class 6.Red Station: NO HOST Location: School Rooftop



Preposition wordsYou should be able to see 2 objects placed near your mission card. You are required to use at least 2 different preposition words to formulate at least 2 sentences based on demonstration of the objects you see. You will pass this mission only when you can use the preposition words correctly and you have no grammar mistakes in the sentences you formulated.

After you complete the task please head to Paul. The instructor will check your answer and sign your passbook. You will also receive your next mission there.

72

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Green Station: NO HOST Location: Dinning Hall

Once you reach your destination, please search for the mission card.

SensesIn this mission, you are required to look around the environment you are in right now and answer the questions. You are required to write down the answers of each question. You are expected to answer all questions to pass. The questions are listed below.


1. Please use 5 sentences to describe what you see.2. Please use 1 sentence to describe the weather.

Once you are finished please bring it back to Kamal to check. You will also receive your next clue from Kamal.

Blue Station hosted by Rashna Location: ---.

Please check the answer for the previous mission before proceeding to the next mission. The signature of the instructor is needed. The team will pass this mission only if they correctly constructed the sentences with minimum among or no grammatical mistakes.

A conversationYou are required to have a conversation with your team member for 5 minutes on a specific topic. The instructor will listen to your conversation and evaluate your performances. The instructor will have the full power to decide if you pass or fail the mission. The topics for the conversation are listed below:


1. Why do you want to be a teacher?2. What did you learn and didn’t you learn from Kamal’s classes?3. What is your favorite Hindu god/goddess and why?4. What do you like and what don’t you like about India?5. If you had enough money, where would you like to go for holiday, and why?6. Who is your role model and why?7. If time travel were real, what would you like to change in the past?8. Others: (The instructor can formulate a new topic)

Once you have completed the task please head to the school library for your next mission.

Yellow Station: NO HOST Location: Class 6


The World Map:If A=1, B=2, etc, then what is 7,5,18,13,1,14,25 stands for? Place find the word the number represent. Once you have identified the word, please also name other 5

73

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland different countries in that same continent. The next person you need to find is relevant to the number listed earlier. Once you see the person you need to say the code: ‘How much are the cabbage?’. The right person should answer: ‘The rabbits are not home today’. If the person you found did not answer correctly to the code, that means you found a wrong person for your next mission. You need to keep searching for the right person for your next mission.

Condition to pass: The team has to spell the word correctly and named at least 5 other counties from the same continent.

The answer:7 5 18 13 1 14 25G E R M A N Y

AND 5 OTHER COUNTIRS FROM EUROPE

This answer of this question should lead the team to a different person at a different station. That person will give the team a different mission. Please note that the team may approach the wrong person therefore, it is important to direct the team to the right person for the next mission.

74


Clue 4:

75

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Team Mission:White Station: NO HOST Location: Class 8






Once you complete the question, please head back to Kamal’s station and ask him to check the answers. In addition, please put the papers back into the plastic bag. Do not remove anything from the bag.

Black Station: NO HOST Location: Class 6


The worldThe team is required to name at least 2 countries from each continent. Please write down your answer on your passbook. Once you have completed the question please find one person who is from Europe on campus. Once you see the person you need to say the code: ‘How much are the cabbage?’ The right person should answer: ‘The rabbits are not home today’. If the person you found did not answer correctly to the code, that means you found a wrong person for your next mission. You need to keep searching for the right person for your next mission.

Condition to pass: You need to name at least 2 countries per continent

The question:Africa:Asia:Europe:North America:South America:Oceania:

The clue from this question should lead the team to Karolina’s Station.Red Station: Hosted by Paul Location: ---

76




Once the team passes the mission, please direct the team backs to class 6.

77

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Green Station: Hosted by Kamal Location: U.K.G

Please ask the instructor to check your answer first before your next mission. You can only proceed when you have the answer correctly. Otherwise, you need to continue on your previous mission. The instructor will only sign the passbook when you have the answer correctly.

Counting Down In EnglishPlease use the jumping rope provided by the instructor to jump ropes in front of the school. All members of the team are required to participate. The first team member will jump counting backwards from 50 to 26. The second member of the team has to continue from 25 and count backwards till 0. Please note that if someone made a mistake counting the numbers, the team has to start again from the beginning.

Condition to pass: The mission is counted to be successful when no one from the team makes mistakes.

Once you complete the mission, the instructor can sign their passbook and provide the team with a new clue.

Blue Station: NO HOST Location: school library

Once the team reaches the venue of this game, the team members are expected to search for the mission card with their team’s name written on it.

Dictionary Is My Best FriendPlease use the small dictionary provided in the library and search the meaning of the following words. You are required to write down the meaning of all words and the page the words occurred. You need to find all words from the dictionary in order to pass this mission and receive a signature at your next stop. Once you have complete the mission please head to the Paul’s station.

Condition to pass: You need to find all words from the dictionary in order to pass this mission and receive a signature at your next stop

The words and answers are:Fractious p.222 adv. 1. Bad-tempered. 2. Difficult to control.

Hallucinate p. 252 v. see something which is not actually present. (Hallucination n. hallucinatory adj.)

Microwave p.349 n. 1. An electromagnetic wave with wavelength in the range 0.001 – 0.3m. 2. An oven that uses microwaves to cook or heat food.

Precondition p.431 n. a condition that must be fulfilled beforehand.

Refugee p.463 n. a person forced to leave their country because of war or persecution.

After you have complete the mission please head to the Paul. Please remember to bring the passbook with you and your answers. You need to show your answer before you can continue with your mission.

Yellow Station hosted by Karolina Location:Once the team reaches the station, the instructor should check their answers of

78

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland previous question and sign their passbook before proceeding to the next mission.

I am an ArtistIn this mission, the team is required to use color pens provided to draw 2 maps of any countries in the world. The team can chose to do this individually or as a team. Once they have completed the mission the instructor can sign their passbook. Please direct the team back to the school dinning hall as their next destination for their mission.


79


Clue 5:

80


Please ask the instructor to check your answer first before your next mission. You can only proceed when you have the answer correctly. Otherwise, you need to continue on your previous mission. The instructor will only sign the passbook when you have the answer correctly.The mission at this station is to act out words the instructor provided for you. One team member supposes to guess the word and another team member will act the word without speaking/drawing out the word.

Heads UpPlease choses one member from your team to act and the other to guess. You are allowed to pass if you did not understand the meaning of the word or you think it is too difficult to guess. But you can only pass 2 times. The words are listed below:

Freezing, hunting, dancing, playing guitar, cleaning, texting.

Condition to pass: The team will complete the mission when the team successfully guessed 3 words.

Once the mission has been completed, the instructor will send out the clue for the next station. The instructor please directs the team to dinning hall at the school after signing the passbook.

Black Station hosted by Karolina Location:Once the team reaches the station, the instructor should check their answers of previous question and sign their passbook before proceeding to the next mission.

I am an ArtistIn this mission, the team is required to use color pens provided to draw 2 maps of any countries in the world. The team can chose to do this individually or as a team. Once they have completed the mission the instructor can sign their passbook. Please ask the team to remain where they are as their next mission will be at the same station.


Red Station NO HOST Location: Class 6


The languagesPeople from different countries speak different languages. In this mission, please link the countries and languages spoken in those countries. Once you have completed the mission, please locate one person on campus that is from one of those countries. Once you see the person you need to say the code: ‘How much are the cabbage?’. The right person should answer: ‘The rabbits are not home today’. If the person you found did not answer correctly to the code, that means you found a wrong person for your next mission. You need to keep searching for the right person for your next mission

81


The question:ChinaIndiaAmericaCanadaGermanyColombiaFranceRussia

RussianSpanishEnglishChineseHindiGermenEnglishFrench

Condition to pass: Your answer has to be all correct

82

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Green Station: NO HOST Location: Class 8

Once you arrive to class 8, Please search for the mission card for your team. Also, please open the plastic bag placed on the table. You should be able to see small pieces of papers in the bag. Please use the words to formulate a sentence in correct order.





Once you complete the question, please head back to Paul’s station and ask him to check the answers. In addition, please put the papers back into the plastic bag. Do not remove anything from the bag.

Blue Station: Hosted by Paul Location: ---



Yellow Station: NO HOST Location: Dinning Hall

Once you reach your destination, please search for the mission card. You should be able to see a plastic bag next to your mission card as well.

All tensesIn this mission, you are required to provide at least one example for all tense in the plastic bag.

Condition to pass: at least one example in each tense.

The question:Please provide at least one example of the following tenses. (By using sentences)

Present SimplePresent ContinuesPresent PerfectPresent Perfect Continues

Past SimplePast ContinuesPast PerfectPast Prefect Continues

Future SimpleFuture ContinuesFuture PerfectFuture Perfect Continues

Once you have completed the mission please head to class 8 for your next mission. Please remember to take your answers with you for this current mission.

83


84


Clue 6:

85

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Team Mission:White Station: NO HOST Location: Dinning Hall

Once you reach your destination, please search for the mission card.

SensesIn this mission, you are required to look around the environment you are in right now and answer the questions. You are required to write down the answers of each question. The questions are listed below:


1. Name 5 things that you can see2. Name 2 things that you can drink/eat3. Name 3 things that are green4. Name 4 things that are on the ground

Once you are finished please bring it back to Kamal to check. You will also receive your next clue from Kamal.

Black Station hosted by Karolina Location:After completing the previous mission, the team is required to remain at the same station for their next mission.

Counting Down In EnglishPlease use the jumping rope provided by the instructor to jump rope. All members of the team are required to participate. The first team member will jump counting backwards from 50 to 26. The second member of the team has to continue from 25 and count backwards till 0. Please note that if someone made a mistake counting the numbers, the team has to start again from the beginning.



Red Station: Hosted by Karolina Location:

Please ask the instructor to check your answer first before your next mission. You can only proceed when you have the answer correctly. Otherwise, you need to continue on your previous mission. The instructor will only sign the passbook when you have the answer correctly.

Condition to pass: The team will complete the mission when the team successfully guessed 3 words.

Heads UpPlease choses one member from your team to act without speaking/drawing out the word and the other to guess.You are allowed to pass if you did not understand the meaning of the word or you think it is too difficult to guess. However, you can only pass 3 times. The words are listed below:

Riding a motorbike, hunting, dancing, cooking, cleaning, texting.

86


Once the mission has been completed, please ask the team to remain where they are as their next mission will be at the same station.

Green Station: Hosted by Paul Location: ---



Blue Station: NO HOST Location: School Rooftop




After you complete the task please head to Rashna The instructor will check your answer and sign your passbook. You will also receive your next mission there.

Yellow Station: NO HOST Location: Class 8






Once you complete the question, please head back to Kamal’s station and ask him to check the answers. In addition, please put the papers back into the plastic bag. Do not remove anything from the bag.

87


Clue 7:

88


Please sign the passbook if the team has appropriate answers to the previous questions. If no, the team required to complete the previous questions before their next mission.

Counting Down In EnglishPlease use the jumping rope provided by the instructor to jump ropes in front of the school. All members of the team are required to participate. The first team member will jump counting backwards from 50 to 26. The second member of the team has to continue from 25 and count backwards till 0. Please note that if someone made a mistake counting the numbers, the team has to start again from the beginning.



Black Station NO HOST Location: Class 8



Condition to pass: You need to use all the words in the bag and formulate a sentence without grammatical mistakes



Once you complete the question, please head to school rooftop. In addition, please put the papers back into the plastic bag. Do not remove anything from the bag.

Red Station hosted by Karolina Location: ---.



89



Once the team completes the mission please sign the passbook and direct the team back to U.K.G.

90

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Green Station hosted by Paul Location: ---.




Once the team successfully completes the mission, please sign their passbook and direct them back to class 6.

Blue Station Hosted by Rashna Location:

Counting Down In EnglishPlease use the jumping rope provided by the instructor to jump ropes in front of the station. All members of the team are required to participate. The first team member will jump counting backwards from 50 to 26. The second member of the team has to continue from 25 and count backwards till 0. Please note that if someone made a mistake counting the numbers, the team has to start again from the beginning.

Condition to win: The mission is counted to be successful when no one from the team makes mistakes.


Yellow Station: Hosted by Kamal Location: U.K.G.

The team will receive a mission card from the instructor with a question written on it. The team has to complete the mission in order to receive a clue for the next destination in the treasure hunt.You need to fill in the blank for the questions bellowed by using see/look/watch. Please note that you might need to change the form of some words.


The questions:1. You can’t ____ far in this fog2. Denny and Phil ____ good tonight3. Did you ____ the cricket yesterday evening?4. ____ out for pickpockets.5. Can you ____ the blue car on the left.6. ___ you tomorrow, if nothing comes in between.

91

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland 7. It ____ like rain, doesn’t it?8. Oh yes, I ____ what you mean.9. Hey, what’s wrong? You really ___ unhappy.10. I’m afraid; Linda has to ___ a doctor.

The answers:1. See2. Look3. Watch4. Watch5. See6. See7. Looks8. See9. Look10.See

Once you have completed the mission, you will receive a new clue for your next station. The instructor please directs the team dinning hal

92


Clue 8:

93

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Team Mission:White Station: Hosted by Paul Location: ---



Once the team passes the mission, please direct the team backs to school rooftop.Black Station: NO HOST Location: School Rooftop




Once you have completed the sentences please head to Rashna’s station to your next station.

Red Station hosted by Kamal Location: U.K.G



Once you complete the mission, the instructor can sign their passbook and provide the team with a new clue. Please direct the team to the school dinning hall after the team completed the mission.

Green Station: NO HOST Location: Class 6

Once you arrive to class 6, please search for your mission card.

The worldIn this mission you are required to find the correct capital city for all countries listed bellow. Please write down your answer so it can be checked by one of the instructors.

Condition to pass: You need to get all of your answers correctly in order to

94

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland pass this mission

The countries (Question) The capital cities (Answer)England LondonFrance ParisItaly RomeChina BeijingJapan TokyoAmerica WashingtonGermany BerlinRussia MoscowIndia New DelhiKorea Soul

Once you have completed the mission, please locate one person on campus who is from one of those countries. Once you see the person you need to say the code: ‘How much are the cabbage?’. The right person should answer: ‘The rabbits are not home today’. If the person you found did not answer correctly to the code, that means you found a wrong person for your next mission. You need to keep searching for the right person for your next mission

95

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Blue Station: NO HOST Location: Class 8






Once you complete the question, please head back to class 6 for your next mission. In addition, please put the papers back into the plastic bag. Do not remove anything from the bag.

Yellow Station hosted by Karolina Location:


Condition to win: The mission is counted to be successful when no one from the team makes mistakes.

Once you complete the mission, the instructor can sign their passbook and provide the team with a new clue. Please direct the team to the school rooftop after the team completed the mission.

96


Clue 9:

97

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Team Mission:White Station: NO HOST Location: School Rooftop




Once you have completed the sentences please head to the front area to your final station.

Black Station: Hosted by Rashna Location:The instructor is expected the check the answer from the previous mission (Preposition words). If the team did not meet the requirements to pass, they need to complete the map game before proceeding to the next game. If the team got the answer right, next mission can be preceded.

The CategoriesPlease pick one categories from the following and name at least 10 different things that belongs to this categories. You are not allowed to repeat what you had before. The instructor will be will sign your passbook and give you your the next clue when you complete the mission.


Drinks Stationary Items Sports Electronic Fruits

Once the team successfully completes the mission, please ask them to stay where they are as their next mission will be at the same station.

Red Station: NO HOST Location: Dinning Hall

Once you reach your destination, please search for the mission card. You should be able to see a plastic bag next to your mission card as well.

All tensesIn this mission, you are required to provide at least one example for all tense in the plastic bag.

Condition to pass: at least one example in each tense.

The question:Please provide at least one example of the following tenses. (By using sentences)

98

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Present SimplePresent ContinuesPresent PerfectPresent Perfect Continues

Past SimplePast ContinuesPast PerfectPast Prefect Continues

Future SimpleFuture ContinuesFuture PerfectFuture Perfect Continues

Once you have completed the task please head to Rashna’s station for your next mission.

99

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Green Station: Hosted by Karolina Location:

The instructor is expected the check the answer from the previous mission If the team did not meet the requirements to pass, they need to complete the previous game before proceeding to the next game. If the team got the answer right, next mission can be preceded.

The CategoriesPlease pick one categories from the following and name at least 10 different things that belongs to this categories. You are not allowed to repeat what you had before. The instructor will be will sign your passbook and give you your the next clue when you complete the mission.


Tourist sites in India Music instruments Sports Electronic Fruits

Once the team successfully completes the mission, please direct the team to Rashna’s station.

Blue Station: NO HOST Location: Class 6Once you reach your destination please find your mission card. People from different country speak different language. In this mission you are required to identify which one of the following is the language spoken in the country. You need to answer all of them correctly in order to pass this mission.

The languageePeople from Turkey speak:

A. EnglishB. ArabicC. FarsiD. Turkish

People from Germany speak

A: GreekB: GermanC: DutchD: English

People from America speak

A: EnglishB: AmericanC: FrenchD: Spanish

People from Belgium speakA: GermanB: FrenchC: EnglishD: Italian

People from Canada speakA: AmericanB: CanadianC: ChineseD: English

Condition to win: you need to answer all questions correct.

Once you have completed the mission, please locate one person on campus that speaks German. Once you see the person you need to say the code: ‘How much are the cabbage?’. The right person should answer: ‘The rabbits are not home today’. If the person you found did not answer correctly to the code, that means

100

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland you found a wrong person for your next mission. You need to keep searching for the right person for your next mission

Yellow Station: NO HOST Location: School Rooftop



Condition to win: You will pass this mission only when you can use the preposition words correctly and you have no grammar mistakes in the sentences you formulated.

Once you have completed the sentences please head to the front area to your final station.

101


Clue 10:

102

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Team Mission:White Station hosted by Rashna Location: ---.

Please check the answer for the previous mission before proceeding to the final mission. The signature of the instructor is needed. The team will pass this mission only if they used the preposition words correctly and had no grammar mistakes in the sentences they formulated.




ONCE YOU COMPLETED ALL MISSIONS AND COLLECTD ALL SINGNATURE PLEASE HEAD BACK TO U.K.G TO SEE KAMAL.

Black Station hosted by Rashna Location: ---.





Red Station hosted by Rashna Location:Once the team reaches the station, the instructor should check their answers of previous question and sign their passbook before proceeding to the next mission.

103


I am an ArtistIn this mission, the team is required to use color pens provided to draw 2 maps of any countries in the world. The team can choose to do this individually or as a team. Once they have completed the mission the instructor can sign their passbook.



104

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland Green Station hosted by Rashna Location:

Once the team reaches the station, the instructor should check their answers of previous question and sign their passbook before proceeding to the next mission.

I am an ArtistIn this mission, the team is required to use color pens provided to draw 2 maps of any countries in the world. The team can choose to do this individually or as a team. Once they have completed the mission the instructor can sign their passbook.



Blue Station hosted by Karolina Location:Once the team reaches the station, the instructor should check their answers of previous question and sign their passbook before proceeding to the next mission.

I am an ArtistIn this mission, the team is required to use color pens provided to draw 2 maps of any countries in the world. The team can chose to do this individually or as a team. Once they have completed the mission the instructor can sign their passbook.



Yellow Station hosted by Rashna Location: ---.

Please check the answer for the previous mission before proceeding to the final mission. The signature of the instructor is needed. The team will pass this mission only if they used the preposition words correctly and had no grammar mistakes in the sentences they formulated.




105



Part 4: Personal Experiences The Boy And His Ruler

A few months ago, an opportunity to undertake my placement in India presented itself to me at my

university. Since I received the confirmation email from my supervisor, I have been scared and

excited at the same time. Beside the impression I got from media and my friends, I don’t know

anything about this magical country. Just like that, I left Australia to India with love, hope and

expectation. Since I stepped on this land, I never stopped to be amazed. After a week in

Bangalore, I was finally settled in a small village called mekalapalli where I call home now.

The reason I decided to come to India was to experiences the way of life and contributes to the

communities in India. The organisation I am involved with its called Social Education and

Development Society (SEDS), which is a non-government organisation in the state of AP. This

organisation has been facilitating the development of communities here over 35 years. I was eager

to be involved with their projects. Soon after my arrival, I have decided to be involved with the

private school at SEDS. The school provides English-mediated education to local children from

kindergarten to year 8. From Monday to Friday, the school also provides homework support for

students with their homework. Because most of the students’ parents in rural villages are not

unable to read or write, which made it difficult for students to receive study support from home.

Since I discovered the homework support centre I have never been able to isolate myself from this

wonderful program.

On an ordinary day after school, I walked up to

the rooftop of a building where the homework

support centre is with intention to supervise the

students with their homework. Normally, there

will be two teachers from the SEDS school to

facilitate the program. There were around 40

students from different schools came to the

homework support. They were all sitting on the

106

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland floor with only sunlight as a lighting system. They all focused on their books placed on the floor in

front of them. Once I arrived, they all looked up and warmly greeted me in English as usual. ‘Good

evening, Sir’ they said. I have never been abled to respond to this. Because being called as ‘Sir’

makes me feel so respected and valued here. The students were warm, friendly and extremely

polite. Also, they were curious. They were all looking at me. Suddenly I was the centre of their

attention. Seems to me that they were trying to guess my nationality or seeking any clues could

help them to understand the purpose of my visit. I sat down next to a teacher and started a

conversation about the program quietly.

Not long after I started the conversation, one of the boys sitting in front of my opened his bag and

pulled out a long straight wood. I started to observe what he was going to do with it. I noticed that

he coloured the wood with different colours on the piece of wood he pulled out. It looked like a

rainbow. I smiled and continued to observe him as he pulled out his notebook and a pen. I found

that there were short lines every centimetre marked on that piece of wood. I realised that it was

supposed to be a ruler. I was shocked and speechless at that point. The boy started to use the

wood to draw a straight line on his notebook and carefully placed that wood back to his old

backpack with patches on it. I did not know how to react to what I have seen.

After the end of the homework support, I came back to my room and sat down on my chair while

my pencil cases lay on the table that filled with different types pens, pencils and highlighters. I

started to think of what I have seen today up at the rooftop. I became emotional. I asked myself

how many times I have thrown away stationary items because I did not like the colour of the pen

or did not feel like using a particular pen. How many times I have demanded my parents that I

wanted more in my life. How many times I did not cherish what I have. How many times I did not

appreciate the things I own. I picked up my phone from the table and left a voice message to my

parents just to say thank you for everything they provided for me and everything I entitled for

because of them. I did not realise that this would be a journey for me to learn as well.

It will be a lie if I say I did not feel sorry for the boy, for children living in an under-developed area.

But more importantly what I saw from the boy was someone who maximised the resource he has

access to and is optimistic to what he has. From that movement, I know that this is where I want to

be; this is what I want to do with my time. I knew that my decision of coming to India was possibly

the best decision I have ever made. This is only the beginning of my journey. I am sure that

students here will continue to surprise me.

107


The Treasure Hunt

It has been a while since I got involved with the school. At the early stage of my involvement at the

school, I have always wanted to demonstrate a different learning experience for the teachers.

Even though I have been combining different learning games and activities, I still think that is not

enough. The idea of treasure hunt has been sitting in my mind for quite sometime until the point I

realize if I didn’t do this now, I will regard it after I leave. So just like that I started the preparation

for this activity.

From day one, I have been collecting range of learning activities and researching an appropriate

way to implement the treasure hunt with limited physical and human resources. Endless hours I

spent it in front of my computer trying to come up with fresh ideas for teachers to experiences a

fun way to learn. Just last week,

this plan was final placed in

motion. I combined English,

social science, math, music and

art into the treasure hunt’s

questions so teachers have a

chance to use what they have

learnt in life in the game. In order

to motivate the teachers, I put the

words out couple of weeks before

so they would be pump for the

day to come. I have also

prepared prices for the first two teams so the game will be competitive. The little strategies I used

made me feel like a master of mind.

On the day of the game, I was nerves like I was going participating in the game or give a

presentation in public. I thought after years of practicing my presentation skills at university, I

would never feel nerves again but apparently I was wrong. At that point, it was not that I felt I

lacked of preparation, it was more like I might disappoint those teachers who were really expecting

the game to be perfect. Just like my childhood that my parents were always not satisfied with my

performance at school no matter how hard I tried. The expectation I had to live with was like a

Photo: Announcing the winning team

108

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland cloud shadowing just above my head. The pressure I put on to myself starting to be a burden

instead of a motivation. However, if there is anything I learnt from my parents is that you never

give up on the thing you really wanted to do. And I was certain that this was something I really

wanted to implement no matter the outcome. I stepped out of my room and headed to the school.

The last bell rang after the classes finished and my preparation for the game were completed just

in time. I walked into the classroom where I sett up as the main station and looked around the

room. I realize I wasn’t nerves anymore, I felt ready. Once everyone felled into places, I explained

the rules of the game and handed their first question. I rang the bell to notify other relevant people

in the game that we had begun. The sound of the bell was going over my head over and over

again. The teachers were concentrated on their question and have isolated themselves from the

outside world. The first questions for each team were all related to use of English language. I

started to observe as they were trying to figure out the answers. One after other, they had

completed the questions and moved on to their second station. The game went on for 2 hours until

one team ran back to the classroom I was in and told me they had completed their entire missions.

I rang the bell again announcing the victory. As the teams coming back to the classroom,

everyone was excited and covered with sweat. It was a hot day and their excited was hotter than

the sun. They were just excited to share their experiences with their colleagues and me. I was

standing in a comer of the room and looking at them with a smile on my face. They were laughing

and talking like a bunch of kids who just came back from Disney land. No one was upset that they

did not win the game, instead they were telling each other how fun and exciting their experiences

were. The things they run into and the activities they needed to do were more exciting than the

outcome. I realized I have achieved what I wanted to do achieve. It was not about the game or the

price; it was about the participation and motivation to learn. The best part is the teachers were

talking to each other in English.

109


As an English as third language speaker myself, I understand the struggle they have to deal with. I

was a shy individual who did not know how to express myself in group settings. Learning English

has opened a door for me and gradually I was able to speak up for myself. Looking back now, I

realized that it was not the book I read or the articles I wrote to practice grammar. It was the

experiences of me trying to push myself to learn outside of the classroom. I wanted the teachers to

also experience the feeling of placing themselves in different environments where they were able

to learn in an unexpected way. Seeing the teachers building up more confident in speaking

English. I saw individuals who are trying to free themselves from frames they set for themselves. I

saw individuals who are stepping out of their comfort zone.

It was an experience I would never had if I

was in Australia. I saw the changes in the

teachers and changes in me. I never wanted

to change the world but I wanted to build up

confidence in myself. I have achieved that

for myself here. People say they found

themselves in India. This is one of the

moments I realised; I think I am one of those

peoplePhoto: One of the winning teams celebrating their victory (Second Price)

Photo:

Participants

completing

their mission

with the help

from Rashna,

Chief of

Administrator

of School,

SEDS

110

The University Of Queensland Musitapa Kamalijiang

Reference:Australian Association of Social Workers. (2010). Code of Ethics. Australian Association of Social Workers.

Burton, L., Westen, D., & Kowalski, R. (2009). Psychology (2nd Australian and New Zealand ed.). Brisbane: John Wiley & Sons Australia, Ltd.

Healy, K. (2011). Community Education. In A. O'Hara, & R. Pockett, Skills for human service practice: working with individuals, groups and communities (2nd Edition ed., pp. 315-325). South Melbourne, Vic: Oxford University Press.

Peterson, C. C. (2014). Looking forward through the lifespan: Development Psychology (6th ed.). NSW: Pearson.

111


Appendix:

Appendix 1: List of all preposition words In/Inside Below Behind Opposite BesideOn Above In front of Onto AgainstAt Around Along Off OverNear Through Across Into From … to …Under Among Up Out of TowardsOver Between Down Past

112


Appendix 2: Drawing steps of hangman

113


Appendix 3: Example of all tenses

114


Present Past Future

Simple He plays I play He played I played I shall play He will play

He does not

play

I do not play He did not

play

I did not play I shall not

play

He will not play

Does he play Do I play Did he play Did I play Shall I play Will he play

Does he not

play

Do I not play Did he not

play

Did I not play Shall I not

play

Will he not play

Continuo He is playing I am playing I was

playing

We were

playing

I shall be

playing

He will be

playing

He is not

playing

We are not

playing

I was not

playing

We were not

playing

I shall not be

playing

He will not be

playing

Is he playing Are we

playing

Was I

playing

Were we

playing

Shall I be

playing

Will he be

playing

Is he not

playing

Are we not

playing

Was I not

playing

Were we not

playing

Shall I not be

playing

Will he not be

playing

Perfect

Simple

I have played He has

played

He had

played

I had played I shall have

played

He will have

played

I have not

played

He has not

played

He had not

played

I had not

played

I shall not

have played

He will not have

played

Have I played Has he

played

Had he

played

Had I played Shall I have

played

Will he have

played

Have I not

played

Has he not

played

Had he not

played

Had I not

played

Shall I not

have played

Will he not have

played

Perfect

Continuo

I have been

playing

He has been

playing

I had been

playing

He had been

playing

I shall have

been playing

He will have

been playing

I have not

been playing

He has not

been playing

I had not

been

playing

He had not

been playing

I shall not

have been

playing

He will not have

been playing

Have I been

playing

Has be been

playing

Had I been

playing

Had he been

playing

Shall I have

been playing

Will he have

been playing

Have I not

been playing

Has he not

been playing

Had I not

been

playing

He had not

been playing

Shall I not

have been

playing

Will he not have

been playing

115


Appendix 4: Comparative and Superlative WordsExample

Adjective Comparative SuperlativeOne-syllable adjectives ending in “e” Close

HugeStrangeWise

CloserHugerStrangerWiser

ClosestHugestStrangestWisest

One-syllable adjectives, ending in a consonant with a single vowel preceding it.

BigFatRedSadThin

BiggerFatterRedderSadderThinner

BiggestFattestReddestSaddestThinnest

One-syllable adjectives ending in “y” DrySpryWry

DrierSprier/SpryerWrier/Wryer

DriestSpriest/SpryestWriest/Wryest

One-syllable adjectives, other cases FastGreatShortTall

FasterGreaterShorterTaller

FastestGreatestShortestTallest

Two-syllable adjectives, ending in “e” FickleHandsomePolite

FicklerHandsomerPoliter

FicklestHandsomestPolitest

Two syllable adjectives, ending in “y” BumpyHeavyIcyShinyTiny

BumpierHeavierIcierShinierTinier

BumpiestHeaviestIciestShiniestTiniest

Two-syllable adjectives ending in “le”, or “ow”

AbleGentleNarrowShallowSimple

AblerGentlerNarrowerShallowerSimpler

AblestGentlestNarrowestShallowestSimplest

Two or more syllable adjectives, other cases

BeautifulImportant expensive

More beautifulMore importantMore expensive

Most beautifulMost importantMost expensive

Irregular and confusing adjectives BadFarGoodLate

WorseFarther/FurtherBetterLater/Latter

WorstFarthest/FurthestBestLatest/Last

116


Old Older/Elder Oldest/EldestAppendix 5: Example of a passbook

The 1st SEDS SchoolTreasure Hunt

Team Name:Mission number Completed Signatures of Instructors Support Card

1 Yes / No

2 Yes / No

3 Yes / No

4 Yes / No

5 Yes / No

6 Yes / No

7 Yes / No

8 Yes / No

9 Yes / No

10 Yes / No

The Answers for questions:

If the paper is not enough, you are welcome to use your own notebook.

Thank you for your participation and best of luck to your game!!!

117

Appendix 6: Planned route for all teams

The First SEDS School Treasure Hunt Planned Routes For All TeamsWhite Black Red Green Blue Yellow

Clue 1

U.K.GSpelling game

U.K.GThe crossword

U.K.GThe crossword

U.K.GFill in the blank


U.K.GThe Crossword

Clue 2

CLASS 6The world map

SCHOOL LIBRARYDictionary is my best friend

CLASS 8Sentence formulation

ROOFTOPPreposition words

DINNING HALLSenses

PAULSing with me

Clue 3

KAROLINACategories

PAULSing with me


DINNING HALLSenses

RASHNAAn conversation


Clue 4


CLASS 6The world

PAULSing with me

U.K.GCounting down in English

LIBRARYDictionary is my best friend

KAROLINAI am an arties

Clue 5

U.K.GHeads Up


CLASS 6The language

CLASS 8Sentences formation

PAULSing with me

DINNING HALLALL TENSES

Clue 6

DINNING HALLSenses

KAROLINACounting down in English

KAROLINAHeads up

PAULSing with me

SCHOOL ROOFTOPPreposition words


Clue 7

U.K.GCounting down in English

CLASS 8Sentences formulation

KAROLINAA conversation

PAULA conversation

RASHNACounting down in English


Clue 8

PAULSing with me


U.K.GCounting Down in English


CLASS 8Sentences formation

KAROLINACounting down in English

Clue 9

SCHOOL ROOFTOPPreposition words

RASHNACategories

DINNING HALLAll tenses

KAROLINACategories

CLASS 6World map


Clue 10

RASHNAA conversation


RASHNAI am an arties

RASHNAI am an arties



118

Thank You For Your Time! -------Musitapa Kamalijiang

119