(traditional style) sailing boat

Years 5/6 Indonesian Program - Second year – Semester One Topic 1: TRANSPORT {Various forms of transport & How will you travel?} Lessons: approximate...
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Years 5/6 Indonesian Program - Second year – Semester One Topic 1: TRANSPORT {Various forms of transport & How will you travel?}

Lessons: approximately 5 (45 minutes each)

Vocabulary and structures

Translation

Mau naik apa?

What do you want to go by?

Saya mau naik ... .

I want to go by ... .

naik

to go by

transportasi

transportation

berjalan kaki

to walk

sepeda

bicycle

sepeda motor

motorbike

becak

pedicab/trishaw

bajaj

three-wheeled taxi

mobil

car

taksi

taxi

angkot/bemo

mini van

dokar/delman

horse drawn cart

bis

bus

bis sekolah

school bus

kereta api

train

perahu

(traditional style) sailing boat

© 2016 Education Services Australia Ltd, unless otherwise indicated. Provided acknowledgements are retained, Education Users may use, reproduce and communicate this material free of charge for non-commercial educational purposes until 30 June 2018, unless otherwise indicated.

Vocabulary and structures

Translation

feri

ferry

kapal

ship

pesawat terbang

aeroplane

truk

truck

Teaching and Learning Activities

Resources

Students drill and practise various forms of transport vocabulary and phrases through the use of Quizlet.

Quizlet: Mau naik apa? https://quizlet.com/95373998/mau-naik-apa-flashcards/

In small groups, students play memory game with flashcards. Also memory game similar to ‘I went to the market and I bought … ‘; ‘I went by ... to ... .’

Flashcards (various forms of transport – illustrations and text)

Example: Saya naik becak ke pantai. David naik taksi ke mal. Susi naik sepeda motor ke pasar. Students practise identifying and writing the various transportation vocabulary through the Languages Online Activities Topic 15, Activities 1 – 4.

Languages Online: Topic 15: Getting Around: Activities 1–4 http://www.vsl.vic.edu.au/languagesonline/lls/indonesia n/topic_15/index.html

Students survey the class on how they get to school using the question phrase: Kamu naik apa ke sekolah? And the response being; Saya naik ... ke sekolah. Students find the data to tell them what is the most popular mode of transport to get to school. Students create a graph of their choice to show their results and share with the class.

Create a graph http://nces.ed.gov/nceskids/createagraph/

© 2016 Education Services Australia Ltd, unless otherwise indicated. Provided acknowledgements are retained, Education Users may use, reproduce and communicate this material free of charge for non-commercial educational purposes until 30 June 2018, unless otherwise indicated.

Teaching and Learning Activities

Resources

Students role-play a scenario, pretending that they are attending school in an Indonesian city and tomorrow is a Curriculum day and they have the day off school. Working in pairs, students write a script for a role-play to negotiate where they want to go for the day and how they will get there (using what forms of transport). Students can go to up to three different places in one day (why limit themselves to just one place? They have all day!). Students film their role-play and send to you for assessment. Students should remember that as they are in Indonesia, they would most likely use some forms of traditional transport to get around town. *Research and read about the traditional and modern forms of public transport in Indonesia and discuss the uses of each form of transport as a whole class.

Traditional and modern public transport in Jakarta http://www.expat.or.id/info/traditionaltransport.html

Cultural/Intercultural Understandings The understandings cover a selection of possible areas where students could reflect on Indonesian culture and their own. It is not intended to be prescriptive but rather a guide for teachers to add or adapt as they feel necessary. *As a whole class discuss similarities and differences between traditional and modern modes of public transport in Indonesia and in Australia (or other countries).

© 2016 Education Services Australia Ltd, unless otherwise indicated. Provided acknowledgements are retained, Education Users may use, reproduce and communicate this material free of charge for non-commercial educational purposes until 30 June 2018, unless otherwise indicated.

Topic 2: AT SCHOOL {Classroom commands, classroom objects and subjects}

Lessons: approximately 5 (45 minutes each)

Vocabulary and structures

Translation

Vocabulary and structures

Translation

buka(lah)

open

gunting

scissors

cepat(lah)

hurry up

penghapus

eraser

dengarkan(lah)

listen

tas sekolah

school bag

diam(lah)

be quiet

ransel

backpack

duduk(lah)

sit down

pelajaran

subject

lihat(lah)

look

bahasa Indonesia

Indonesian

masuk(lah)

enter

bahasa Inggris

English

berdiri(lah)

stand up

geografi

geography

alat-alat sekolah

school supplies/things

Ilmu pengetahuan alam (IPA)

science

buku

book

kesenian

art

buku latihan

exercise book

matematika

mathematics

buku tulis

writing book

musik

music

kotak pensil

pencil case

pendidikan jasmani (Penjas)

physical education

kalkulator

calculator

sejarah

history

pena

pen

ada

to be here/there, to be present

pena biru

blue pen

tidak ada

to not be here/there, to not be present

pena merah

red pen

pertama, kedua, ketiga, keempat

First, second, third, fourth

pensil

pencil

© 2016 Education Services Australia Ltd, unless otherwise indicated. Provided acknowledgements are retained, Education Users may use, reproduce and communicate this material free of charge for non-commercial educational purposes until 30 June 2018, unless otherwise indicated.

Vocabulary and structures

Translation

penggaris

ruler

Vocabulary and structures

Translation

Teaching and Learning Activities

Resources

Students drill and practise new vocabulary and phrases in relation to classroom objects through the use of Quizlet.

Quizlet: Alat-alat sekolah

Using the whiteboard and using visuals, introduce students to the forms ada and tidak ada when talking about whether there are particular classroom objects there/here (visible). Also explain that ada and tidak ada can also be used when marking the roll e.g. are certain students present (ada) or not present (tidak ada).

Whiteboard

Prepare a backpack with a variety of different school supplies/items e.g. kotak pensil, kalkulator, gunting, buku latihan, penggaris etc, which students will have to memorise and write down.

Backpack with a wide variety of classroom supplies/objects

https://quizlet.com/96712379/alat-alat-sekolah-flash-cards/

Say to students; Di dalam ransel saya ada ... and then proceed to remove each item from the backpack one at a time and place them on the table for students to view. Give the students one minute to view the items and then cover them up with a sarong (or something similar) so they are not visible. A few students can be chosen each time to read out their list of objects e.g. Ada penggaris, ada gunting etc. This activity could be played several times, using different items each time. Students could also take it in turns of showing what’s in their backpack. The time frame that students have could be shortened each time to make it more challenging for students. Students drill and practise vocabulary for school subjects through the use of flashcards and a variety of card games such as snap and memory. You could also use the whiteboard to revise vocabulary through the use of text and visuals. Also begin to practise full sentences using likes/dislikes and school objects.

Flashcards/whiteboard

For this activity, give students a blank table to fill in. Students need to walk around the classroom and interview their classmates about their likes and dislikes in relation to various school subjects and fill in the blank table.

Blank table for interview about school subjects (for student to fill in) (see separate PDF – LLS_Indonesian_2.1_topic 2_interview table)

Students listen to their classmates’ descriptions of what they think about their school subjects. © 2016 Education Services Australia Ltd, unless otherwise indicated. Provided acknowledgements are retained, Education Users may use, reproduce and communicate this material free of charge for non-commercial educational purposes until 30 June 2018, unless otherwise indicated.

While students listen they fill in the blank table, using the information they hear from them. Students use Indonesian the whole time. If students need to check their understanding, they can use questions similar to these: Troy suka matematika? Julia tidak suka bahasa Inggris? Using the whiteboard, display a copy of Ayu’s school timetable showing times, days and school subjects. Read and discuss as a class and practise and drill questions with students which they have to take it in turns to answer e.g. Ayu belajar bahasa Inggris pada hari apa?, Apa pelajaran pertama pada hari Senin?

Daftar pelajaran Ayu - Ayu’s school timetable (see separate PDF) Computer/iPad

Students then have a go at developing their own school timetable, written in Indonesian and discuss it with a classmate. Timetables can be created on the computer/iPad. Students drill and practise vocabulary for classroom commands and work together to form full sentences using this vocabulary. Students also start to try to use this vocabulary wherever possible in the classroom. Read through the words and practise pronunciation. Play a class oral game of Simon Says = Simon berkata. E.g. Simon berkata berdirilah, Simon berkata duduklah etc. Cultural/Intercultural Understandings The understandings cover a selection of possible areas where students could reflect on Indonesian culture and their own. It is not intended to be prescriptive but rather a guide for teachers to add or adapt as they feel necessary. * In relation to Ayu’s school timetable, as a whole class discuss the similarities and differences between Ayu’s school timetable and the student’s own school timetable. Discuss reasons why Indonesian school times are very different to ours in Australia e.g. Indonesian students only go to school for half a day but they attend school six days per week. Why is this? Students could create a Plus, Minus, Interesting diagram to share their understandings and thoughts of the similarities and differences between school in Indonesia and school in Australia.

© 2016 Education Services Australia Ltd, unless otherwise indicated. Provided acknowledgements are retained, Education Users may use, reproduce and communicate this material free of charge for non-commercial educational purposes until 30 June 2018, unless otherwise indicated.

Topic 3: DAILY ROUTINES! {Daily Routines}

Lessons: approximately 5 (45 minutes each)

Vocabulary and structures

Translation

Vocabulary and structures

Translation

rutin sehari-hari

daily routine

mencuci piring

to wash the dishes

kegiatan sehari-hari

daily activities

mengerjakan PR (pekerjaan rumah)

to do homework

bangun

to wake up/get up

membersihkan kamar

to clean the bedroom

mandi

to shower/to wash/to bathe

memasak makan malam

to cook dinner

menyisir rambut

to brush hair

mencuci mobil

to wash the car

menggosok gigi

to brush teeth

berbicara di telepon

to speak on the telephone

berpakaian

to wear clothes

makan pagi/sarapan

breakfast/to eat breakfast

berangkat sekolah

to leave for school

beristirahat

to have a rest/to take a break

makan siang

lunch/to eat lunch

pulang

to go/come home

makan malam

dinner/to eat dinner

tidur

to sleep

Teaching and Learning Activities

Resources

Students drill, learn and practise new vocabulary in relation to daily routines and chores using Quizlet.

Kegiatan sehari-hari

Students drill and practise vocabulary in relation to daily routines through completing the Languages Online Interactive Activities 1 - 3.

Languages Online: Topic 10 Daily routines: Activities 1 - 3

https://quizlet.com/96957351/kegiatan-sehari-hari-flash-cards/

http://www.vsl.vic.edu.au/languagesonline/lls/indonesian/topic_10/no_01/inde

© 2016 Education Services Australia Ltd, unless otherwise indicated. Provided acknowledgements are retained, Education Users may use, reproduce and communicate this material free of charge for non-commercial educational purposes until 30 June 2018, unless otherwise indicated.

x.aspx# In pairs or individually, students can play Hangman on Quia to practise vocabulary in relation to Daily Routines.

Hangman - daily activities in Indonesian http://www.quia.com/hm/108088.html

Students should be divided into two groups (Grup A and Grup B) to play a miming game. Select a student to start the game and give that student a daily activity/chore to mime for the class. Each group scores a point for the first correct answer, and the group with the highest score wins. Using the Interactive whiteboard, as a whole class, students read the Interactive webpage ‘A Day in The Life of Putu, a Balinese girl’.

Day in the Life: Indonesia

Students can use Putu’s diary entries as a guide and write a diary entry to show their daily routine and the times of the day in which they complete each routine activity and their daily chores. Students then compare their routine with a classmate. Do students do different things at different times? Why is that?

Computer/iPad

http://www.timeforkids.com/destination/indonesia/day-in-life

Students should email their diary entry to you for assessment. *As a whole class, watch the short video clip; ‘Fenty’s Day’ which features ‘mandi’ or bathing in Indonesia.

Fenty’s Day http://www.lls.edu.au/teacherspace/embedvideo?mediaid=3d300ffc-c05c-4ee68e7e-823a64b25dcd&id=842

Cultural/Intercultural Understandings The understandings cover a selection of possible areas where students could reflect on Indonesian culture and their own. It is not intended to be prescriptive but rather a guide for teachers to add or adapt as they feel necessary. * After watching the video clip ‘Fenty’s Day’, as a whole class discuss the similarities and differences between bathing in Indonesia and bathing in Australia or other parts of the world. What interesting things did students see in the video?

© 2016 Education Services Australia Ltd, unless otherwise indicated. Provided acknowledgements are retained, Education Users may use, reproduce and communicate this material free of charge for non-commercial educational purposes until 30 June 2018, unless otherwise indicated.

Topic 4: LET’S EAT! {Food & Drinks}

Lessons: approximately 5 (45 minutes each)

Vocabulary and structures

Translation

Vocabulary and structures

Translation

makan

to eat

sayur

vegetables

makanan

food

sambal

chilli sauce

minum

to drink

pisang goreng

fried bananas

minuman

drinks, a drink

onde-onde

rice cake ball, covered in sesame seeds and filled with green bean paste

nasi goreng

fried rice

jus jeruk

orange juice

mi goreng

fried noodles

es cendol

drink/dessert made from rice flour served with coconut milk, palm sugar and shaved ice.

nasi campur

mixed rice (steamed rice with a variety of accompanied dishes)

es kelapa muda

iced young coconut

sate ayam

chicken satay

teh botol.

bottled iced tea

ikan bakar

BBQ fish

air putih

drinking water

rendang

beef curry

Mau makan apa?

Where do you want to eat?

gado-gado

vegetable salad with peanut sauce

Saya mau makan ...

I want to eat ... .

ayam goreng

fried chicken

haus

thirsty

soto

soup

lapar

hungry

nasi (putih)

(white) steamed rice

telur

egg

© 2016 Education Services Australia Ltd, unless otherwise indicated. Provided acknowledgements are retained, Education Users may use, reproduce and communicate this material free of charge for non-commercial educational purposes until 30 June 2018, unless otherwise indicated.

Teaching and Learning Activities

Resources

Students drill, learn and practise new vocabulary in relation to various foods and drinks using Quizlet activities.

Quizlet: Makanan & Minuman

Give a brief and simple introductory lesson on the interactive whiteboard to explain to students how adding the suffix –an to the end of verbs like makan and minum, changes them into nouns e.g, makanan and minuman. –An nouns often show the result of an action. Look at various examples of vocabulary that students may already be aware of.

Interactive whiteboard

https://quizlet.com/97983496/makanan-minuman-flash-cards/

Examples: makan – to eat, makanan – food minum – to drink, minuman – a drink, drinks baca – to read, bacaan – literature, reading tulis – to write, tulisan – article, writing masak – to cook, masakan – cooking, dishes Students drill and practise food and drink vocabulary through the Match the Memory Interactive Online Game – Makanan Indonesia. An alternative to online is that vocabulary could also be practised playing memory as a whole class with flashcards of text and visuals.

Makanan Indonesia http://matchthememory.com/MakananIndonesia Flashcards

As a whole class, play oral language memory game similar to ‘I went to the market and I bought’, however this version is; Saya lapar, saya mau makan ... and/or Saya haus, saya mau minum ... . See how many versions of food and/or drink students can remember before making an error. Students survey their classmates to find out what their most favourite food is. Students may need to look up some additional food vocabulary in the dictionary to complete this task and to have a broader range of foods or alternatively teacher could brainstorm additional vocabulary with students as a whole class.

Create a graph http://nces.ed.gov/nceskids/createagraph/

© 2016 Education Services Australia Ltd, unless otherwise indicated. Provided acknowledgements are retained, Education Users may use, reproduce and communicate this material free of charge for non-commercial educational purposes until 30 June 2018, unless otherwise indicated.

Students ask their classmates; ‘Apa makanan favorit kamu?’ and students will have a response ready e.g. ‘Makanan favorit saya pizza.’ Students collect the data and create a graph of their choice to show what the most favourite foods are for their class. Option 2: You could divide the class into two separate groups and have half the class survey what their favourite foods are and the other half could survey what their favourite drinks are. * As a whole class, watch the video clip, ‘Taste of Indonesia – Asian Food Channel: Padang Food & Solo, Central Java’ – a look at traditional foods from two Indonesian islands. Discuss any interesting points as a whole class.

Taste of Indonesia - Asian Food Channel

In small groups of 5 – 6 students, follow your instructions on how to make ‘Perkedel jagung’ or corn fritters; a popular Indonesian snack.

Deliciously Crunchy Corn Fritters

Additional home task: ‘A Taste of Indonesia at the supermarket’ – Students are given a copy of the worksheet from Languages Online Indonesian and asked to visit one or two local supermarkets and to look for any authentic Indonesian products on the shelves (the type of food and the brand) e.g. kecap manis. Students write down each product on the record sheet. How many products can the students find?

Languages Online: Topic 34. Introductory Food Vocabulary: Worksheet 09. A taste of Indonesia at my supermarket!

http://safeshare.tv/w/hRjlOoERIg

Recipe can be found at: http://indospired.com/deliciously-crunchy-corn-fritters/

http://www.education.vic.gov.au/languagesonline/indonesian/sect34/index.htm

Back in the classroom, students can discuss and compare notes of what Indonesian products they found at their local supermarket and which ones they have actually tried. Cultural/Intercultural Understandings The understandings cover a selection of possible areas where students could reflect on Indonesian culture and their own. It is not intended to be prescriptive but rather a guide for teachers to add or adapt as they feel necessary. *As a whole class further discuss the video clip; Taste of Indonesia from the Asian Food Channel and whether students have tasted any Indonesian food at all. Discuss similarities and differences in regards to food dishes and the style of eating in Indonesia and Australia, or other countries that students may be familiar with.

© 2016 Education Services Australia Ltd, unless otherwise indicated. Provided acknowledgements are retained, Education Users may use, reproduce and communicate this material free of charge for non-commercial educational purposes until 30 June 2018, unless otherwise indicated.