Indonesian Folktale – Kancil dan Buaya

I have been focusing on this folktale this term with my year 1-3 classes. The first and last time I taught this story was back in 2015 and it has been fascinating looking back over my lesson plans from that time as it was the first year I taught using TCI.

I’ve been having so much fun with this story that I want to share with you a few of the pre story ideas I came up with for the story. Probably though, before I go any further, I should share with you the TCI version of the folktale that is based on the one that Annie, Sharon & I co-created in 2015.

Ada kancil.

Kancil tinggal di hutan.

 Di hutan ada sungai.

Kancil berjalan kaki ke sungai.

Kancil lapar.

Kancil lihat mangga dan mau seberang sungai.

Kancil tidak bisa berenang.

Kancil lihat buaya di sungai.

Buaya lapar.

Kancil berkata, “Halo buaya. Ada berapa buaya di sungai?”

Buaya berkata, “Kurang tahu.”

Kancil berkata, “Ayo buaya, antri. Saya mau menghitung.”

Buaya antri.

Kancil seberang sungai dan melompat dari buaya ke buaya dan menghitung.

 Satu, dua, tiga, empat, lima, enam, tujuh, delapan, sembilan, sepuluh!”

Kancil putar dan lihat buaya.

Kancil tertawa! Ha! Ha!

Buaya marah. Grr. Grr.

Kancil senang sekali makan mangga.

Kancil terlalu pandai.

Translation: There’s a mouse deer. The mouse deer lives in the forest. There is a river in the forest. Cancel walked to the river. Mousedeer is hungry. Mousedeer saw a mango and wanted to eat it. Mousedeer can’t swim. Mousedeer saw that there were crocodiles in the river. They are hungry. Mousedeer said, “Hallo crocodile. How many crocodiles are in the river?” The crocodiles said, “Don’t know!” Mousedeer said, “Line up so that I can count you.” The crocodiles lined up. Mousedeer jumped from crocodile to crocodile and counted. One, two, three, four, five, six, seven, eight, nine, ten. Mousedeer turned and looked at the crocodiles. Mousedeer laughed. Ha! Ha! The crocodiles were cross. Grr. Grr.  Mousedeer happily ate the mango. Mousedeer is too clever!

Prestory telling:

My structures for this story have been:
Kancil- mousedeer
bisa – can/able to
seberang sungai – cross the river

Other structures that were covered through TPR & brain breaks include:
berenang – swim
tertawa – laugh
antri – line up

structures not covered; just translated whenever it was said;
kurang tahu – don’t know

 

To introduce the kancil/mouse-deer, I googled pics of them which I shared with the classes. There are also a few great youtube clips. This is one of my favourites:

 

Easily the best fun I had was introducing the structure ‘bisa’. My first lesson was a hoot thanks entirely to Ibu Anne. I added to my powerpoint, pictures of people doing things and then asked the class, “Siapa bisa….” ( Who can…?) When students put up their hand to indicate that they could do the said skill, I stated, “Bu Cathy mau lihat!” (I want to see it), Students happily got up and demo’d their skill in front of the class. The actions included playing violin, playing drums, gymnastics, singing (I gave them a microphone for this!), dancing (firstly waltz, secondly floss, thirdly line dancing) and then finished with flying! The flying was hilarious. In between 2 lines of  students, I placed a chair at one end and I stood at the other end with my arms out-stretched, asking, “Siapa bisa terbang ke Bu Cathy?” (Who can fly to Bu Cathy?) Everyones hand went up! Students  then one by one, volunteered to stand on the chair and fly to me! After each effort, I would sadly state, “Oh, tidak bisa terbang! (Oh, can’t fly!)” This was such a great lesson! The creativity of students to fly to me was awesome!
For the followup lesson focusing on ‘bisa’, I struck gold when I popped into the performing arts classroom and discovered receptions students learning how to do pair balances with our brilliant Performing Arts teacher, Natalie Bond. Here are a couple that I have used successfully:

https://twitter.com/chsinfantjunior/status/921033969570865152

http://year4sedgeberrow.blogspot.com/2013/09/enjoying-gymnastics.html

Google ‘simple pair balances’ and there are heaps! I have to add here though, that I was very fortunate in that Natalie did all the teaching of how to do each safely, how to work out who does what and that they each needed to take it in turns if one partner had to do a different action to the other.

My next target structure that I introduced was ‘seberang sungai’ (crossed the river). I intentionally added this into the story because it is a phrase that is so easily adaptable. It could become seberang {ruang} kelas (cross the class {room}) or even seberang jalan (cross the road). After much thought and research on the internet, I knew I wanted to have the students crossing a make believe river. Most ideas I found required equipment/props I didn’t have or would be bulky to pack up & store between lessons. I hit upon an easy yet successful substitute by fluke during one of the lessons. I noticed that as students stood up to move to one side of the ‘river’, there were cushions on the floor! Light bulb moment! I asked my star student (the one sitting on the Kursi Luar Biasa) to spread the cushions throughout the river and then told the remaining students they were all kancil who wanted to ‘seberang sungai’. I explained that they had to jump from cushion to cushion and if they fell in the river, they became a crocodile. (kancil melompat dari cushion ke cushion. Kancil jatuh di sungai, jadi (become) buaya di sungai). I add the English after words not yet acquired. This was so engaging, that students sat quite patiently waiting for their turn to seberang sungai! It also gave me heaps of opportunities to say ‘seberang sungai’ over and over again.

My follow up for ‘seberang sungai’ was to show a few pictures I found on the internet of Indonesian students crossing rivers to get to school which provided great opportunities for PQA.

Screen Shot 2018-10-09 at 7.28.33 pm.png

I also found a few pictures of crocodiles crossing rivers at Cahill Crossing in the NT and then cheekily finished up with this picture:

Screen Shot 2018-10-09 at 7.34.42 pm.png

Students were indignant when I circled ‘kancil seberang sungai’ and laughed when I explained that there is a make of car in Indonesia called a ‘kancil’!!

Look what I have also just found!! How cute! Screen Shot 2018-10-09 at 7.32.11 pm.png

 

I enjoyed introducing  ‘berenang‘, ‘antri‘ & ‘tertawa‘ – via TPR & Brain Breaks.

‘Tertawa’ (Laugh) is in a great Indonesian song/rhyme that has been a huge hit with students of all ages. I found it on youtube originally but have adapted it significantly from a CI perspective. It goes like this:
Screen Shot 2018-10-09 at 11.24.01 am.png

Here is my 2017 year 2/3 class demonstrating it:

 

Antri (line up):
For this, I incorporated ideas I learned while observing Annabelle Allen at iFLT 2019. I simply ask the class to ‘antri, tinggi sampai pendek’. (line up, tallest to shortest). This is very hard for students to do without talking, so once again, I used Annabelle Allen’s technique of stopping them and demonstrating ways in which they could achieve this using the Indonesian they know, then letting them go again. The first time I did this, I had to stop them several times to give kudos to those students who were using Indonesian – such a positive way of getting in those sneaky reps! Other ‘antri’ ideas include;
-hari ulang tahun (birthday months) – although I did have quite a few students who didn’t know theres!
-mau punya buaya (wants to own a crocodile)
-nama, A sampai Z (by name, A to Z)
If you can think of any more – please add the ideas in the comments below. One I planned to do but abandoned because I anticipated too much English discussion was foot size. I think this would work better with older students!

 

Berenang (Swim) is easy to incorporate into TPR & mata-mata (spy). In terms 3 & 4 for mata-mata I have been trialling a variation of this to keep it novel. Students love this part of the lesson and woe betide if I forget it! It isn’t strictly great TCI as it is largely listen and repeat, but for junior primary aged students, I have found it a terrific way to begin my lessons and get them thinking in Indonesian and can also be an impressive demonstration for visitors of just how much these young’uns have acquired!
So this term, I have a slide in my powerpoint of the language we are focusing on currently. It looks like this:
Screen Shot 2018-10-09 at 11.45.19 am.png

I limit the number of words so that it isn’t too overwhelming for the students with poor literacy. I then ask them each to choose one word for which they know the gesture. I remind them that they are not to speak, the class speaks. The mata-mata take it in turns to gesture and the class calls out the Indonesian word that it represents. Overall this has been a successful adaptation however there have been a few students, generally those with poor literacy skills, who misunderstand the instructions and make up their own gesture. Unfortunately this results in everyone calling out a random word, often in English! I am hoping that with lots of modelling and student demonstrations, this will gradually decrease!

Storytelling: 
I told the story towards the end of the term several times. The first time using pictures on a powerpoint and the second using student actors. The best thing about this story is that it easily accommodates an entire class of actors. I randomly choose the kancil using my class collection of paddle pop sticks, and the remaining characters in the story are acted out by whoever wants to. The remaining actor parts include:
hutan (forest)
sungai (river) &
buaya (crocodile).
I do not limit the. numbers of any of the above parts because any variation becomes an almost parallel story!! The first class acted out the story so well, I asked them to do it again the following lesson do that I could take photos of them to make a class book. The book looks amazing! My kancil was very expressive.

Screen Shot 2018-10-09 at 7.41.04 pm.png

It’s now the school holidays, and I am looking forward to planning fun activities based on this story for next term that will provide plenty of opportunities for assessment ready for the upcoming term 4 reports.

 

 

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Teaching Songs through TCI – Lupa Lupa Ingat

Lupa, Lupa Ingat (also know as Lupa Lupa tapi Ingat) is a brilliant song for using in the Indonesian Language classroom because of the minimal number of words in the lyrics as well as the constant repetition. The two main target structures are ‘lupa’ (forget) & ‘ingat’ (remember) – two very useful words!!

The song is sung by a band originally called Kuburan (The Grave – as in cemetery grave) however in 2011, they changed their name to The Kubs. They are a Gothic band and were originally  heavily influenced by Kiss which is very obvious when you watch their official clip! While the song itself would be appropriate for all year levels, I tend to use it only with year 6/7’s because the clip could be a little too confronting for younger students.

Teaching this song using TCI/TPRS has been heaps of fun. Whereas previously I relied on the quirkiness of the clip to engage students, it hasn’t been at all necessary this time. In fact, most classes have yet to see the clip! I am planning to save that for the finale. Instead of the song clip, I’ve been using a karaoke clip that just has the lyrics written up on the screen. The beauty of this, is that the focus is purely on the lyrics with no visual distractions. There are quite a few posts around with activity/lesson ideas and here are a few of the suggestions I have trialed successfully after pre-teaching the 2 main target structures. I decided to do this using tongue twisters as they are good fun and yet tricky to remember! It was awesome too, providing opportunities to those clever 4%-ers to shine!!

The tongue twisters I chose were:

and

I chose these 3 because they were short, quirky and each contained at least one familiar word. The final one in particular was chosen because it could be expanded to include the word ‘kunci’ which is one of the words from the song lyrics!

The above images are from a PowerPoint I  made using images from Google images. I then incorporated a slow fade for the text, so that when students felt that they could ‘remember’ the tongue twister well enough to repeat it, I tapped the board and the text vanished slowly giving them the opportunity to restate the tongue twister from memory!

After this, I found a few blogs that had ideas for teaching songs. The best (as usual) was Martina Bex‘s The Comprehensible Classroom, I found this post with heaps of ideas. Admittedly the majority of the ideas in this post are aimed at more complex song lyrics and also for older students, but none the less, I still got quite a few terrific ideas here.

Following are some of the successful ideas I used for teaching this song:

  1. Group singing: Put the students into groups of 4. In their groups they had to nominate one part of the song. (I divided up the song into 3 parts – firstly the verse about lupa, secondly the verse about ingat and finally the chorus) I then played the song and asked each group to focus on just singing their verse lyrics. We did that a few times and then I ramped it up by asking each group to stand and sing when it was their verse! If there was a verse/chorus that no one chose, then we all sang together! This song is so catchy that it is impossible not to join in!!
  2. Song Cloze: I did this today and it was very successful for getting heaps of repetitions. The cloze was handed out to individual students. They were asked to each fill in as many of the blanks as possible by themselves without asking for help from anyone. When they had done as much as they could, they had to turn their sheet over and doodle. This showed me who was finished and also kept the noise level down! I then asked them to get into pairs to compare their answers and then when they had all agreed on the correct answers, to turn their sheet over and doodle again. Finally I asked pairs to combine with another pair and again go through the lyrics and check their answers. When this was finished, I then played the first verse of the song. I asked students to circle the incorrect words and tick the line if they got all the words correct. Each group then had to reconvene and erase the incorrect words and replace it with the correct word, again from memory!  This part was awesome. I loved listening to the discussions – talk about focused debate!! I played the verse once more and each group listened again and by this time they had all lines correct. We then repeated this process again for the second verse and then the chorus.
  3. Divide the students into teams. Play the song and stop at a random spot. Groups have to confer and agree on what the next line is in the song. The first team where everyone puts up their hand gets to sing the next line. After they had sung it to the class, we listened to the next line and decided if they were correct. If so, they got a point. With the 3 classes I did this with, I was gobsmacked at how well the boys did with this activity. Whether it was the added level of competition or just that they were less shy about singing, I’m not sure, but it was delightful to see boys fist pumping when they got the song line correct!!

 

Here are a few more of the ideas from Martina Bex’s blog that I hope to try next:

  • Give students a list of lines from the song with a few imposters, and have them mark off lines as they hear them. The end goal is to identify lines that DON’T appear in the song.
  • Give students a lyrics sheet with mistakes in it, and have students correct the errors as they listen.
  • Give students a brief list of words that may or may not be in the song, and have them skim the lyrics to see how quickly they can identify which ones appear and which ones do not.
  • Draw a mural while you listen–draw any concept that you hear and can illustrate!
  • Physically arrange cut-up lines from the song on desks to put them in the correct order.
  • Cross off words from a sheet as they hear them sung in the song. (As the word count in this song is very low, a word cloud wouldn’t work!)
  • Do a dictation with lines from the song.

 

PS: A great tip for avoiding pesky/ inappropriate advertising that we get when using YouTube clips in class – ViewPure is your answer. I have a ‘purify’ tab bookmarked and it is awesome. When I find a video I want to show in class, I just purify it, save to the appropriate folder and then its ready to go. The other bonus of this, is that I can load it up at the beginning of the day, and it sits waiting for me to push play. After showing, it also stops right there – it doesn’t go on to play another clip which is another potential hazard with You Tube!

 

TPRS Step 3: Reading

Our Inaugural SA TPRS conference has just finished. It was 3 days full of information, explanations, demos and coaching. My brain is full to bursting and my body is absolutely shattered (note to self: participating in a language class is a physically and mentally exhausting brain workout) I am now in a particularly weird emotive state where I would just love to be heading back again this morning for another day of listening to Terry & Lizette and yet on the other hand, I am so excited to have some time to start thinking about the ways in which I can incorporate the skills that were demonstrated over the past 3 days into my teaching.

What an outstanding team Terry Waltz & Lizette Liebold are! They work together seamlessly and complement each other beautifully. Terry skills as a presenter dovetailed nicely with Lizette’s coaching skills. Combined they have countless years of TPRS teaching, in fact Lizette is one of the original pioneer TPRS language teachers who hopped on the TPRS train right back when it first began and has consequently attended all NTPRS conferences bar one!

Terry’s skills as a presenter are remarkable. While this was her 3rd consecutive Australian conference, delivering (I assume) exactly the same program, at no time did I feel that it was rehearsed or a repeat of a previous presentation. Terry’s manner assured us that she was genuinely enjoying her time with us and that we in no way compared poorly against previous cohorts. Which is exactly what happens in a TPRS classroom! While the target structure may be the same with consecutive classes, each class provides different details which lead us in different directions each and every time.

My brain is reeling with all that I heard throughout the conference and thank goodness I took notes, because right now it is still aching and overwhelmed. If I reflect on the biggest take away for me from my 3 days at the conference, it would without a doubt be the clarification of the 3 steps of TPRS. I now understand that the stories I’ve been using for the story asking are in fact the final reading text.

Terry demonstrated this with two very different languages; Hawaiian firstly and then on day 3 with Mandarin. Being unfamiliar with both languages, I was incredibly fortunate to experience the 3 steps of TPRS as a student twice. This really helped me consolidate my understanding and appreciation of the 3 steps which are:

  1. Establish meaning
  2. Story asking
  3. Reading.

Prior to the conference, step 3 for my classes was the story the class had created and revolved around various TCI activities to keep it engaging while achieving repetitions within that one story. I completely understand now the value of reading a different story (the original story or maybe another modified class’s story) for step 3.This enables students to consolidate the acquired language in a totally new setting. Depending on the level of your students, this final step also has the potential to provide your student with longer stories with a variety of the newly acquired target structures in it, each targeted separately prior to the final reading in steps one and two. This understanding is going to turn the way I plan upside down and I am sooo excited. Can’t wait to get started to experience it!

To clarify:

If the story is this one with the Lucy wants a jacket story
(credit Judith Dubois):

Ada perempuan.

Nama perempuan Lucy.

Lucy dingin.

Lucy mau jaket.

Lucy tidak pakai jaket.

Lucy lihat laki laki kecil.

Nama laki laki kecil Will.

Will punya jaket tetapi jaket Will terlalu kecil.

Lucy lihat Pak Hudson. (principal’s name)

Pak Hudson punya jaket tetapi jaket Pak Hudson terlalu besar.

Lucy lihat Jane.

Jane punya jaket dan jaket Jane pas.

Jane kasih Lucy jaket.

Lucy pakai jaket.

Lucy berkata, “Terima kasih Jane.”

Jane berkata, “Sama sama.”

The first task is identify the target structures your students will need to acquire to read and comprehend this story. When I do this story, the target structures are grouped and ordered like this:

Group One

  1. topi
  2. sepatu
  3. jaket

Group Two

  1. dingin
  2. panas

Group Three

  1. terlalu besar
  2. terlalu kecil
  3. pas.

Because my students have acquired the remaining language from previous stories, I can incorporate it into fun songs and TPR activities to target each group of target structures one by one. I usually begin with panas/dingin which is easily incorporated into the roll call if the weather is extreme and the students come in hot and sweaty or conversely wet and cold! My lessons generally begin with a roll call asking “Apa kabar?” This in itself is an awesome opportunity for circling. Kelas, Joe panas! Joe dingin atau joe panas? Joe dan Mary panas dan Betty dingin!

If you look back through this blog, you’ll find various songs that I’ve made up which my students have enjoyed singing and then acting out. The one I love the most is sung to the tune of baa baa black sheep:

Lucy dingin.

Lucy mau jaket.

Will panas.

Tidak mau jaket.

Will kasih Lucy.

Lucy pakai jaket.

Lucy berkata, “Terima kasih Will.”

(NB names are substituted with the names of the actors)

These type of activities are then repeated for each list of target structures. which are each targeted separately because each set may take several weeks till acquisition.  For target structures like the ones in group 3, I love looking for weird and wacky pictures on google images that incorporate familiar and popular characters from recent films/books/tv programs and then use them to create a powerpoint. Harry Potter is reliably popular and easily identifiable by all year levels at my school so one powerpoint had a page with harry potter wearing a tiny hat, the next page with him wearing an enormous hat and the following page showed Harry wearing a hat the perfect size! Thus I was able to consolidate ‘topi’ while introducing new structures! The following pages were pictures of familiar characters or cognate animals (orangutan, komodo) wearing oversized, undersized or perfectly sized jackets, hats or shoes. My students are generally riveted to the screen, wondering what kooky picture will be next. It also provides opportunities to circle using mau and punya. Billy punya topi pizza besar? Billy mau punya topi pizza besar?

After the structures have been acquired to my satisfaction, I move on to step 2 – story asking – using actors. The actors help in a variety of ways; they make the story engaging for the class (& me), they help me circle each part of the story (especially if the acting requires more expression – I love OTT acting – sneaky way to get reps), they can also be a tool for me to measure class acquisition. Story asking is incredibly important as it allow classes to create unique stories through collaboration, its how students buy into the story. Afterwards, the class story can be written up to be used in a variety of ways as listed on the TCI activities page.

Then finally step 3 (the one I will work on this year) is reading together the original story as printed above. I loved how Terry did this. She had a powerpoint ‘book’ that the class could read together and each page had a line of text with a quirky picture that provided opportunities for circling, popup grammar, funny stories/gestures to help students remember conjunction words (eg. tetapi = point to your but) or other useful words that need a boost. (imagine the ‘cultural’ story you could create for bercakap-cakap!!).

For me as a student, this final step was incredibly powerful. It made me feel super confident that I could read it and understand the story even though the characters and setting were not familiar. With those changes, the story felt foreign yet still achievable. Soo cool. It truly demonstrated for me the concept of  i+1. Fully comprehensible yet stretching my acquisition just the right amount.

With this text, there are a variety of reading activities that can be done with students to further consolidate acquisition. With Terry, we choral read the book on the tv screen, firstly in pinyin and then with Chinese characters. Boy, did this hit home for me how fortunate both my students & I are that Indonesian is a roman alphabetic language!!

Here are a list of the reading activities & games  that Terry shared with us:

  • kindergarten reading
  • whole class choral reading
  • group reading
  • Echo reading (teacher reads in TL and students read in English)
  • volley ball reading
  • paired repeated reading
  • readers theatre

Reading games:

  • Musical readings – students in pairs each reading a sentence each one by one with each student double checking the sentence was read correctly & if not, the sentence is reread. The teacher plays music and when the music stops, whoever is not reading gets a point.
  • Reading Bingo – each student has a 3×3 =grid. In each box, the student writes a different word from the story in each square. Students cross out the word when they hear it.
  • Stupid Teacher (Guru Gila?) teacher reads the story and deliberately says a word not in the story or changes one word. Students in pairs, competing against each other, tally up the mistakes and compare tally at end of reading.
  • Comprehension Questions – to measure comprehension, ask the questions in English. They could include true/false questions, short answer questions, multiple choice questions, cloze from story with multiple choice options for each cloze empty space.

Now all I have to do is decide which story I want to begin with this term!! What story are you using?

Tweaking a pre TPRS cooking unit – again…..

For the second year in a row, I finished with a cooking recipe instead of a story for the year 6/7 classes. This cooking unit is a tradition with my year 6/7 students and it is the only pre TCI/TPRS unit I haven’t binned! This is for several reasons: Firstly it is a food based theme which students constantly love and therefore hopefully is becomes a memorable final unit for my year 7’s before they head off to high school and secondly it ties in nicely with our annual end of year school pasar (market).

As this is a unit I have done with my upper primary students for as long as I can remember, it has been tweaked significantly over the last 2 years as I continue to make it more TCI friendly. Last year was my first attempt which you can read about here. This year’s tweaking though was much more successful (in my opinion) which I can only put down to my ongoing reading and listening to all things TPRS/TCI.

The biggest improvement came quite simply; tweaking the recipes that the unit is based upon.

I always begin this unit by asking each class to brainstorm for recipes they would like to cook. Then the class votes on them all, knowing that the recipe will  be cooked twice; once for students to eat and enjoy themselves and then again to sell at the pasar.  Students suggested dishes are usually based on food they have enjoyed at previous pasars’ or dishes they enjoyed eating that had been made by visiting Indonesians. This year the 3 6/7 classes chose 3 totally different recipes; mie goreng telur Ala Ibu Mia (yummy savoury noodle pancakes), dadar gulung and klepon.

Once each class has decided on what they want to cook and sell at the pasar, I find a recipe for it because the unit of work for each class is then based on that recipe.

This year when I dug out the recipes, I was horrified with the amount of unfamiliar vocabulary each recipe uses! This became my first job – to pare down the recipe to its most basic form and to incorporate as much acquired language where ever possible. Unfortunately with recipes, what cannot be altered, is the list of ingredients and one recipe had 10 ingredients, most of which were unfamiliar!

Here are the stages that the method part of the dadar gulung recipe has changed over the past 3 years:

Pre TPRS  Dadar Gulung Recipe:

2014

  • Aduk kelapa, gula jawa, air dan garam. Goreng sampai air hilang.
  • Taruh tepung, telur, pewarna, santan, garam, santan dan air. Aduk sampai halus.
  • Panaskan wajan. Mengisi sedikit minyak.
  • Tuang 2Tb adonan dadar. Goreng sampai dadar kering. Angkat.
  • Ulangi sampai adonan dadar habis.
  • Ambil satu dadar. Mengisi satu sendok makan intinya. Terus lipat dan gulung.
  • Ulangi sampai dadar dan intinya habis.
  • Selamat makan.

 

Post TPRS Dadar Gulung Recipe

2015

  1. Campurkan air, garam, gula dan kelapa. Goreng dan aduk. Angkat.
  2. Campurkan tepung, gula, garam, telur, pandan dan susu di mangkok besar. Aduk.
  3. Panaskan minyak.
  4. Kasih satu sendok besar campuran dadar dan goreng dua menit.
  5. Balik dadar dan goreng satu menit lagi.
  6. Angkat.
  7. Ulangi.
  8. Taruh campuran kelapa/gula di dadar. Lipat dan gulung.
  9. Selamat makan!

 

2016

  1. Aduk kelapa parut, gula merah, air dan garam di wajan. Goreng, sampai tidak ada air. Angkat dan taruh di piring.
  2. Aduk tepung, telur, pewarna pandan, susu dan garam di piring.
  3. Panaskan wajan. Kasih sedikit minyak.
  4. Kasih 2Tb dadar. Goreng. Angkat dan taruh di piring.
  5. Lagi
  6. Ambil satu dadar. Kasih satu sendok inti. Lipat dan gulung. Taruh di piring.
  7. Lagi sampai tidak ada dadar atau inti.
  8. Makan

 

With the 2016 recipe adaptation, my focus structures became taruh (place/put), aduk (stir/mix), piring (plate) & wajan (frypan). Words like ‘inti’ are not high frequency, so I simply had the translation for that and other such words posted up on the baord to assist comprehension and reduce confusion.

My second task was to introduce the list of ingredients. With dadar gulung, there are 10 ingredients! In order to get as many repetitions on each ingredient, I created power points, showed students the ingredients, let them taste, smell & handle the ingredients where appropriate (tasting coriander was not very successful but it sure helped them to remember it), Plickers & played the drawing/matching game I outlined in my 2015 post.

I love using PowerPoint when introducing new target structures. I go crazy with the transition features whereby you can have a picture/word on the screen and then with a touch something is added or changed to the page in a quirky way.  Most pages have 3 items which with a touch are layered onto each page. This included the English and Indonesian word for each ingredient and a picture to clarify meaning. The order that each came up on the page varied but generally the English word appeared last. The PowerPoint is then not only useful for introducing a list of new words but also for reviewing the list. To keep up the interest, pictures can be changed, slides rearranged and transition styles altered. Including pictures of past students is popular although can be distracting! Here is a link to the PowerPoint I used for dadar gulung.

While the main target structures for all 3 class recipes was ‘aduk’ and ‘taruh’,  ‘piring’ and ‘wajan’ were purely support/minor target structures, I was amazed to discover at the end of the unit how the acquisition of the former was sketchy and needed a few gesture prompts yet wajan and piring needed no such prompts. In fact students were using them in their English discussions while cooking!

For the first time ever, on the day of cooking, I only handed out the Indonesian version of the recipes to groups. The only person who received an English version was the group support person if they had one. Groups that invite a support person (older family member/friend) are permitted to cook elsewhere in the school which I encourage as it reduces the power load in my classroom and hence the overload switch cutting off power! I was so impressed with the groups that remained in my room and their successful comprehension of the Indonesian recipe.

Unlike last year, I was extremely pleased with how the cooking unit progressed this year, especially considering it is such a busy time of year. Reducing the unfamiliar vocabulary down to just aduk & taruh made such a difference. While aduk isn’t high frequency at all in the classroom context, ‘taruh’ certainly is and consequently I have already started incorporating into my lessons with the younger students.

I’ve also thought about the idea of having a year 6/7 cooking text that younger students work towards in Indonesian class during their 7 years of primary school, so that many of the words like ‘taruh’, ‘lipat’, ‘gulung’ can be built upon in a more challenging text.

Dadar Gulung

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Mie Goreng Telur Ala Ibu Mia

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Klepon

 

Two Introductory TCI/TPRS Workshops -MLTASA & CLTSA

Over the weekend, Bu Annie, Ibu Sharon & I attended 2 conferences; 1. MLTASA (Modern Languages Teachers Association SA) in the morning and 2. CLTASA (Chinese Language Teachers Assoc) in the afternoon. When we first heard that both associations were holding their annual conference on the same day, we were incredibly disappointed as we were committed to present at MLTASA while Ian & Caitlin (2 TCI Chinese teachers from QLD) were presenting at CLTSA. Luckily our presentations did not clash and we were able to get from EDC to Napier House in good time. However the locked door into Napier House cut short our celebratory hand pumps and thankfully Ian had his phone on! 

The MLTASA conference began with a plenary by Sean Keenihan, who spoke about ‘the role and value of Languages education in schools – a business perspective’. Sean wears many hats and most relate to his Chinese proficiency, dating back to his high school days. When asked how to encourage students to learn a language he reflected with this: after graduation as one of hundreds of lawyers, he was the first from his year to be employed and this was entirely due to his bilingualism. His graphs illustrated recent growth figures in the SA tourism sector and he also talked about the growing state of global business. These two sectors are a just 2 of many that have a huge and growing demand for bilingual employees and thus being bilingual is giving many job seekers  an X factor, making them highly desirable in a competitive job market. Apparently only 30 of the 700 2015 SA lawyer  graduates were employed! I wonder what their X factor was? 

Our workshop, ‘Teaching Languages with TCI/TPRS’ was to be held in the larger room at EDC due to the large number of participants who had signed up for it. What an awesome way to begin!! We began by asking participants to bring their chairs to the front of the room and to sit in a semi circle facing the screen. As this was our first ever presentation and indeed our first ever attendance at MLTASA, we had no idea what to expect. One thing we were looking forward to was an audience of largely non Indonesian speaking teachers, who would experience our demo lesson from a student perspective and therefore hopefully feel the power of TCI even more dramatically than our Indonesian speaking colleagues. Our presentation began with introducing ourselves, outlining our TCI journey, and giving a brief explanaton of the acronyms TCI, TPRS & TPR. Due to the short amount  of time we had available and that we were a little late starting (domino effect of the 2nd plenary speaker running over time), our introduction was minimal. We felt that a demo would be more powerful than heaps of information. 

Our demo focused on the Pleased To Meet You (written by Jim Tripp) story. We began with establishing meaning of the target structures (siapa nama, nama saya, astaga, berkata – what’s your name, my name is, OMG, said), before giving a circling demo on siapa nama & nama saya. Sharon then established the ‘Stop – I don’t understand!’ gesture before telling the story. Afterwards she did a comprehension check and everyone gave her a thumbs up!! We had a little time for questions and we were very relieved that attending MLTASA was a high school French TPRS teacher!! It was awesome to connect with Zelda who has been working alone for 2 years – we take our hat off to you! Zelda was able to respond to questions that came from secondary language teachers – a cohort we have had the greatest difficulty connecting with as we have no secondary experience. Our promise to them that TPRS was designed initially for secondary students by a secondary language teacher rarely helps. Zelda’s contribution and support was invaluable.  

It wasn’t till much later, that Sharon realised that in our nervousness, the reduced workshop time and our determination to leave punctually, we forgot to mention anything about the unit of work we had created around this story to help participants trial a unit in their classrooms!! Oops. So if you were one of those participants and you would like a copy, contact me via my learn link address on the handout and I’ll happily forward it to you. 

We arrived at Napier House just before the post lunch conference sessions were about to begin, to our relief. Ian & Caitlin opened the locked doors which gave us time to quickly introduce ourselves to each other and chat briefly while heading upstairs to the auditorium. The entire afternoon schedule had been assigned to Ian & Caitlin! Imagine your only time constraint being getting to the airport in time for your flight home! We were slightly in awe and also a teeny (OK- a lot) envious!! Maybe next year, we need to ask for a double workshop session? 

Ian & Caitlin spent the first hour talking to a powerpoint which introduced TCI/TPRS to their audience of Chinese teachers. The powerpoint thoroughly explained TPRS, outlined how it differs from traditional/currrent language teaching methods, included several short videos of Ian teaching highly engaged year 7’s, year 10 free writes (290 words) , cold character reading , students talking positively about learning Chinese via TCI methodology, students reading unfamiliar texts fluently and a short yet highly engaging demo by Caitlin establishing meaning for ‘wants to eat’. As a student, I could immediately see the value of having the target structures clearly written on one side of the smartboard page and on the other side were other necessary vocabulary just as Diane Neubauer does.I hadn’t actually understood the beauty of this until that point! I also think I need to investigate buying a clicker gadget next year – it would be so convienent to turn the powerpoint pages from wherever I am in my class room!  

Ian & Caitlin stopped talking after an hour to give everyone a break and they were immediately swamped with people asking questions! The amount of interest was brilliant.  During their presentation, I could hear teachers around me commenting to each other quietly but unfortunately it was all in Chinese. 

During this break, it suddenly became clear, that the next session would have to be shortened significantly to prevent Ian & Caitlin missing their flight home to QLD. Particiapants were quickly called back into the auditiorium to answer any last minute questions. In no time at all, they were being presented with bottles of SA wine and the mad dash to the airport began. 

Thankfully we had offered to take them to the airport as this provided us all with a precious window for solid 2017 planning. We all acknowledge the need to arrange high quality training in Australia asap and are keen to collaborate on this by inviting a guest out to Australia next January to provide us all with much needed expert training before the 2017 school year begins! It would be awesome if the person  who comes out, is happy to travel as then we could offer training in a few states which will be much more affordable to participants! If this all happens, would you be interested in attending and how much would you be prepared to pay to participate? Considering our only option at the moment is a flight to either America or Europe ($$), it would be considerably cheaper and so much easier if this eventuates! Please comment below with any thoughts. We need your feedback! The more interest, the better! 

Paper Airplane Reading

The following screen shot comes from a video which was shared a couple of weeks ago on the Ohio TCI Facebook page and seems not available anywhere else! 

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As soon as I watched it, I was determined to give it a go. I love trying new TCI activities!

The first time I tried it (week 5), it became quickly apparent that I had not prepared my students well enough by providing them with sufficient reading opportunities because for this activity to succeed, students must know the story very well. So, to achieve this, students did a listen and draw and played strip bingo which provided students opportunities to hear the story repeatedly.

Then this week we attempted paper plane reading once again and it was a hoot. Giving the instructions was largely done in English, which was frustrating, however one class did not give me permission to speak in English, and we didn’t do too badly, even though with the final instructions and clarifications, we did use English!

The two best things about paper airplane reading, is that movement is interspersed with reading and that students are asked to make paper planes; something which has never been encouraged in my lessons befre!!

Here are the instructions that I used in my year 3 – 7 lessons:

Hand out a sheet of paper to each student with the class story printed on one side, as well as a clipboard & a lead pencil.

1. We first chorale translated the story together. My instructions to students were: Bu Cathy membaca pakai Bahasa Indonesia dan murid murid membaca pakai Bahasa Indonesia.  Murid murid ekho Bu Cathy. (Ekho – one of the new words I learned this week from our visitors Yoedha, Dian & Zvana!!) I then read the sentences one by one and asked the students to choral read once I paused. If we came to a word I knew would be tricky or if students were skipping a word then I broke that sentence up into a phrase.

2. I then asked the students to read the story and choose one sentence from the story that they could translate easily but not to mark in any way the location of that sentence on the sheet of paper. They then had to turn the sheet over and at the top, write in ENGLISH the translation for that sentence. I then gave an example using the first sentence in their story. I chose the first sentence (Ada perempuan dan nama perempuan Harry Potter) because students are often muddling up the word ‘ada’ (there is) with ‘apa’ (what?) and we translated it together. I then gave everyone time to choose a sentence and write its translation on the blank side of the sheet of paper.

3. While students were finishing step 2, I explained, “Kalau sudah, clip board dan pensil dibawah kursi” (clipboards & pencil under you chair) and then asked them to make a paper airplane from their sheet. It was surprising both the variation of paper airplane designs we got and that there were a few in every class who did not know how to make a paper airplane. It worked well to encourage those who knew how to make a paper airplane to help those who didn’t by demonstrating the steps with their own paper so that their friend could do the same with theirs. This way, we all finished about the same time.image

4. “Murid murid, berdiri kalau sudah punya airplane.” (Stand if you have a plane) I decided not to teach the word for plane as it is not a cognate and these days, the word plane would be largely understood in Indonesia anyway. While we waited for everyone to finish up and stand, I explained the next step in English to ensure that students understood completely and every lesson, there were a few who did not. I drew their attention to the loud speaker outlet in the ceiling which is in the very centre of the classroom ceiling. I explained that I would count to tiga and on tiga, students would launch their planes at the speaker and that we needed to do it together for safety. I pointed out that only those wearing glasses had eye protection (which chuffed those students!) so we needed to ensure we aimed upwards. Then, students had to find an airplane that was not their own. They had to buka kertas (open the page) and read the English sentence on the back before turning over the sheet and locating the Indonesian translation in the story. They then had to translate into English the very next sentence of the story before recreating the plane and launching again. image Continue reading

Martina Bex is Luar Biasa!

Are you thinking that maybe you might like to dip your toes in the TCI/TPRS ocean this year? If so, then Martina Bex has a brilliant series about how to do this. Her latest post is called ‘TPRS 101 : Give it a Try’ and you can read it here. I highly recommend this post because she has clearly outlined the steps to follow for your first ever lesson. The only thing to keep in mind is that this is for secondary language teachers, so the questions I would ask  my primary students would be based entirely on language they are already familiar with mixed together with lots of cognates. Eg where did you go yesterday, who did you see yesterday, what did you eat, what did you drink? My students understand the Indonesian concept of ‘yesterday’ meaning sometime in the past, it might have actually been yesterday or it might have been last month. Very useful when simplifying language and keeping it comprehensible. 

For my students I could introduce the target structure ‘dapat’ (am thinking dikasih may be too confusing. ) ‘Dapat apa?’ And then ask that student ‘Dapat Xbox tetapi mau apa?’ Which uses all familiar language except ‘dapat’ which is the vocabulary being targeted and has to be used repetively to ensure acquisition. 

What other questions could we ask Indonesian students whose vocabulary is very limited? Feel free to add in the comment section below.