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2)What questioning techniques did you use to facilitate speaking and listening skills during the game? State these questions.

I used the 5W1H and open ended questions.Examples were:-
- “Who threw the biggest number?”
- “Who should start first?”
- “Can you remember the rules of the game?”
- “Why do you say it is 8 and not 7?”
- “What are jungle animals?”
- “What does the dice say?”
-“Which colour are you suppose to pick?
-“How many do you need to choose?”
-“Point and count.Is it 8? Let’s check again.”
-“ Can you find 7 purple?”

3. Describe one conflict episode and share how managed the situation using question techniques.

Kayden threw the dice and it landed on 8. He used the subitizing technique and said “8”. George said "7!" I looked at George and said “7? Kayden, then what did you say?” Kayden replied “8!” I asked “Why did you say it is 8?” Kayden covered 2 dots and said “See, 6… 7,8” as he counted on the two dots after 6. I said “ Ok !  So how many do you need to take?” George said “8!” and he started picking up the kuti Kuti.

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1.猜猜我是谁（动物版）

2.通过提问和引导来让幼儿顺利进行游戏。

-你想要选择哪个动物作为答案？

-你要向朋友提问什么问题？（并重复幼儿提问）

-按照幼儿回答，向幼儿提问：那你要把什么关起来？

-看看你剩下的图卡，你还能够问怎样的问题？

3.在一次游戏中，思家误盖图卡，导致最后没找到目标答案图卡。和幼儿复盘游戏过程，并通过“要把什么关起来？”来提醒幼儿。

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1) Lai Eat Sedap Unavu

2) Dengan menggunakan teknik 1H5W, sewaktu memperkenalkan permainan ini.

Siapa yang akan mula dahulu?

Bagaimana cara menyiapkan makanan ini

Mengapa harus letak sos tomato di spageti?

Apakah yang membuat payasam sedap?

Di mana kita boleh beli mi rebus?

Bila kita boleh makan spageti?

3) Saya mendapati ia agak sukar untuk murid-murid mengikuti arahan ‘tukar ke arah lain’ lalu kami berbincang dan mereka ingin ia ditukar ke ‘ambil 2 kad’.

Mereka mengambil kad yang tidak berkaitan dengan makanan mereka namun mereka berbincang dan membuat keputusan untuk menukar kad yang betul.

Naurah: Itu saya punya? (Nuarah berkata kepada Matthias)
Matthias: Saya exchanged boleh?
Inqa: Ambil situ. (tunjuk ke arah bakul).
Affif: Saya punya betul?
Inqa: Betul.
Naurah: Ya, betul.

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Peraturan sebenar permainan apabila kad gambar harus menghadap ke bawah namun kanak-kanak mengalami kesukaran bermain oleh itu saya memberitahu kanak-kanak untuk membuka semua kad gambar untuk memudahkan mereka. Setelah itu barulah mereka dapat bermain dengan masa yang telah ditetapkan iaitu 2 minit. Kanak-kanak juga berkomunisi dan berbincang sesama rakan-rakan nama-nama makanan yang berada di dalam hidangan masing-masing.

Saya juga bertanya 5W1H dengan soalan di manakah mereka boleh membeli hidangan tersebut, apa warnanya, bagaimana mereka memakannya.

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2、我会通过六何法提问幼儿，比如1）谁的点数多？2）你的棋下面的格子里面有什么呢？3）你要怎样走棋呢？4）你要挑战过桥呢？还是继续走下去？4）你要选什么颜色的卡片呢？5）你觉得怎样会走得更快吗？你想抽取幸运卡片吗？为什么？
3、有的幼儿为了让自己丢到数字最大的骰子面，她们就拿到了6个点的面，轻轻的往地面上放，结果真得就是6个点，等她的对手就说他的朋友是欺骗，让他的朋友再丢一次，可是，她的朋友丢的时候，还是这样丢，还是6个点的面，所以就把棋子往前走了6步。因为她这样一丢，他的朋友们有的可以看出技巧的，接下来丢骰子也是同样的丢。

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1.《图卡配对游戏》
2.通过前期示范和提问等方式引导幼儿顺利进行游戏。
-子恒出了“布”，孙老师出了“石头”，我还可以换成“剪刀 ”吗？
-孙老师赢了，那我应该先做什么呢？
-这两张卡片我可以拿走吗？为什么不可以？
-这两张卡片我可以拿走吗？它们哪些东西是一样的？
3.小朋友们习惯了老师参与游戏，导致当老师不参与时，大家在做做决定时习惯等待老师的答案，但事实上小朋友们时可以自行游戏的。因为老师尝试在游戏时，鼓励大家增强与同伴之间的沟通和互动，在明白游戏规则和玩法上自行参与游戏和做决定。

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I used the 5 Ws & 1H questioning technique. இது என்ன  உணவு? நீ இந்த உணவை சுவைத்துள்ளாயா? உன்னால் எழுத்துக்கூட்டி படிக்க முடியுமா? They were 2 picture cards of the eggs (boiled and salted egg) one for the porridge the other for the nasi lemak. Aaiz was to match the picture cards for Nasi Lemak and took the salted egg picture. Raoul and Aaiz had a discussion. Raoul explained why the salted egg is his. He described the salted egg and also mentioned that he had eat it before. The situation was managed by the children themselves.

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1.语熙和宥妍玩游戏

2.在游戏过程中，我使用了五感提问技巧和六何法提问技巧来提高口语和听力技能。
1）五感提问：问的内容比较具体。
我有几条腿？
我的尾巴是长长的吗？我的尾巴短短的吗？我的尾巴是圆圆的吗？我的尾巴是尖尖的吗？
我的耳朵是长长的吗？
我的鼻子是黑色的吗？
我的嘴巴是尖尖的吗？
我的嘴巴是扁扁的吗？
我的毛发是什么颜色的？
我摸起来是软软的还是硬硬的？
我喜欢吃萝卜吗？
我会跑吗？我会跳吗？我会飞吗？
2）六何法提问：时间、地点、人物、事件、为何、如何
我住在哪里？——你住在农场里。你住在笼子里。
我什么时候睡觉？——你会在吃饱后便便然后睡觉。
我喜欢吃什么？——你喜欢吃萝卜、白菜、青草、蘑菇（“说“在生活中的互动式课程我们有一课学的兔子，因此回答问题的宥妍，很快就把兔子喜欢吃的食物都说了一遍。）
我怎样吃饭？——用前面的手抓住食物，然后张大嘴巴吃。
我是兔子吗？

3.描述与分享
冲突事件：
干扰——旁边观看的小朋友会直接把图片里的动物名称说出来或发出该动物的叫声，有些会假装路过（做图片里的小动物做出相关动作）

处理方式：
更换图片继续游戏，并请目前未参与该听说游戏的幼儿回到自己的区角游戏中，另外以圆圈活动的形式与幼儿继续进行游戏规则的复习。

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Spot it: Kids Edition
When the children saw the cards, most of them seemed to be excited and wanted to be the first to play.
Before they began, we identified the pictures on the cards which is the crucial part because the player have to name each picture. I asked 'What is this?" and "Where do we use this? "How do we use this object?" and the children were able to answer accordingly.
The challenge was when LA and HL played against each other and HL was always the ones getting it right. I had to get HL and LA to play amongst each other.

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骰子游戏
1、这是一个数学、听力与语言相结合的游戏。幼儿可以通过五官法、六何法以及布鲁姆分类法进行提问。幼儿们可以看着图片上的动物或水果图片进行提问，他们可以根据老师的提示问题进行提问，也可以根据自己的想法进行提问。
2、当禹腾提问对方“鳄鱼喜欢吃什么？”地时候，义伟回答说：“鳄鱼喜欢吃鱼。”，而禹腾马上提出反对意见说：“鳄鱼喜欢吃肉。”，两个人就这个答案进行了争执。于是老师说他们两个的答案都是对的，因为“鱼”也是包括在“肉类”里，幼儿们通过这次的争执事件，又增加了知识。

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2.在游戏过程中，我用提问的方式引导幼儿说出他需要拿的卡片是人物，地点，活动还是服装。当幼儿把四张卡片都拿出来了后，我会问幼儿：“你想编什么故事？”，如果幼儿不明白，我会继续问：“你想怎样排列卡片的顺序？”或“哪张卡片放在第一个？第二个是什么？第三个呢？”，然后引导幼儿按排列的顺序说出卡片的内容。当幼儿理解游戏规则后，会引导幼儿重新排列图片创编故事。如视频中显示，幼儿抽到了两张人物图片，一张服装图片和一张活动图片，幼儿组成的句子是“爸爸和妈妈穿睡衣去游泳。”
3.在翁利泇和泫阳玩得过程中，翁利泇创编的句子很滑稽，泫阳觉得他的句子是错的，要求利泇重新排列，但是利泇不要，因为利泇觉得他的句子很搞笑。老师告诉泫阳利泇的句子没有错，他创编的故事虽然在现实生活中不会出现，但是可以创编成有趣的故事，让大家开心。泫阳听了老师解释后，接受了利泇的故事，轮到自己玩时，也会创编好笑的故事。

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1.火车接龙
2.通过提问和引导来让幼儿顺利进行游戏。
-首先按照石头剪刀布，赢家丢骰子的方式进行游戏.
-游戏可以1-4人都可以自行发挥。
-每个骰子都有2个没有图案的标记，幼儿都会随意提问对方一个问题，
如：
恩齐问：你喜欢白天还是晚上？
虔皓问：你都在哪里看过大象？
3. 最后大家把自己的图片连成句子时，有些幼儿表达的不错，有些幼儿需要老师的引导下才能连起来。

冲突-幼儿有时讲不出来完整的句子，朋友插嘴，幼儿就跟对方发脾气。这时老师就会加入游戏，让幼儿遵守规则，让玩游戏的朋友自己说完，再让旁边的幼儿进行对话或发表意见。

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At the beginning of the game, I used recalling questions and asked "Do you remember how do we play this game?" The Claris replied "Yes" and they started doing the rock, scissor, paper.

I also used leading questions and ask what comes after it and the child responded that winner will guess first.

Then during the game, the children were also invited to ask questions to gain more information to the animal they need to guess. Using the how, what, where questions the children were able to get clues to guess what was in the picture.

I also facilitated the game in a way that I model an join in the game by asking guide questions too like "As what Ericson said, it has 2 legs, it can hop and it starts with letter K"

We also provide 2 chances to the children by flipping the timer for the second time until they successfully say out the answer.

The only challenge I face during this activity is that some children would go to their friends' table and say outloud the name of the animal in the picture.

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在游戏的过程中，小朋友们已经掌握了游戏的玩法。我采用5W1H的提问方式。一开始，小朋友们开始投骰子，谁的点数大，就由他开始。
提问：
1）谁的骰子点数最大？由谁先开始？
2）你丢的骰子是5点和绿色，那你要怎么做？
3）森林里有哪些动物？
4）什么动物住在水里？
5）大象最喜欢吃什么？
当瑜恩问奕涵，大象最喜欢吃什么的时候，奕涵想了一下，回答说：“大象最喜欢吃香蕉。”，瑜恩马上说：“不是，它喜欢吃甘蔗，不是香蕉。”这引起了小小的争执。奕涵没有争辩，倒是恩乐说大象也喜欢吃香蕉，因为她看过大象吃香蕉。最后老师说大象喜欢吃甘蔗，也喜欢吃香蕉，两个答案都可以，瑜恩才把3个Kuti-Kuti给奕涵。

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A part of the game was the chance to ask each other a question about the cards they have.

Elyza: What is the lion doing at the market?
Yi An: He go there to buy fruits.
Elyza: But lions don't eat fruits!
Yi An: ......
Me: Yi An, I also think that the lion doesn't eat fruits. Is the lion buying fruits for himself or his friends?
Yi An: Er.. he is buying banana for the monkey!

Sometimes the HA children might ask questions that the LA children might not know how to answer. Hence, to help the children who get stuck, I try to rephrase the questions or give hints.

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Q2. Questioning technique-Remembering, Understanding, Applying and Creating

Remembering
1)Based on the picture , what can you remember about the ____?
2) Can you describe the ____ with what you already know?

Understanding
1) After discussing with your partner, can you explain what the ____ can do/be?
2) How do you explain the item/ person?

Applying
1) What can we use the item for?
2) Where can the item/person be found?

Creating
1) Based on what you know/think, how can you use the item differently?
2) If you could imagine something new about this person/item, what would it be?

Q3. Prior to this video, Greyson hurried Elijah to start and when he did, Caelius couldn’t hear him well so he kept gesturing for him to speak louder.  When it was Greyson’s turn, he spoke fluently.
With HA children, they were able to answer the questions that help them to create /invent something different about the item/person. LA children worked best with questions that help to apply with what they already know.

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1. Upload a picture or video of your children engaged in playing with your teacher-made communication game with teacher's facilitation.

上传您的孩子玩游戏的图片或视频。

2. What questioning techniques did you use to facilitate speaking and listening skills during the game? State these questions.

在游戏过程中，您使用了哪些提问技巧来提高口语和听力技能？分想你要用到的问题。

3. Describe one conflict episode and share how managed the situation using question techniques.

描述一次孩子的冲突事件并分享如何处理该情况。

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The 5W1H and open ended questions. Example questions included: "What do you think happens when you land on that picture/number?", "What does the picture/card show?", "How would you sound out the letters in that word?", "What happens when the dice falls on a number bigger than the spaces needed to win the game?", "Where do you think the game piece should land on/go?", "Why do you think so (using the bridge is faster than the alternative route)?" , "How can you find out the other number needed to make the number 8?"

One conflict episode faced: Some children did not agree upon the rule that when a player rolls a number bigger than the number of spaces to reach the 'castle', the game piece needs to bounce back the complete number of spaces to satisfy the number that is rolled. Some children just wanted to reach the castle in any way possible, to win. The questions posed to the children to facilitate conflict management were: "What is the rule of the game for this?", "What do you think we can agree on to play fair?"