‘Pleased To Meet You’ by Jim Tripp – Junior Primary Lesson Outline

‘Pleased To Meet You’ is without a doubt the best story (I believe) to use as a springboard into TCI/TRPS. In my first year of using TPRS, I used the version below of Jim’s brilliant story with all year levels; R (prep) – year 7. A huge thank you to Jim Tripp for his kind and generous permission allowing me to share it with you. The beauty of this story is its simplicity, quirkiness and economic use of language.

The outline in this post is a blend of a unit of work that Ibu Sharon and I created in 2017 for conference presentations and my own classroom practise. It is designed for preliterate students however can equally be used successfully with all other junior primary year levels.  I now teach these lessons with both the straight reception (prep) classes and the composite R/1’s. Thus the year ones in these composite classes work with this story twice and I’m guessing you’ll be astonished to hear that I have not ever had a student comment about this!

If you are starting out on your CI journey and your JP students are also unfamiliar with CI, this outline can also see used successfully with all JP levels as not only does this story introduce structures vital for story telling & co-creating stories but it also is a gentle and engaging way to introduce your students to the language and expectations useful in a CI classroom.

The target vocabulary in the junior primary story version includes the following three structures:
nama saya, siapa nama, berkata (My name is, What’s your name, said)
The following are also in the story: di (at), dari (from), Astaga! (OMG!)autograph & pingsan (faints) but instead of pre-teaching these, I personally prefer to say the words in both languages (Indonesian first followed immediately with the English translation) & incorporate comprehension checks until I assess they were no longer necessary and then just use Indonesian. With my reception (prep) students I use ‘di’ & ‘Astaga!’ but not ‘dari’ or ‘pingsan’; I use ‘from’ & ‘faints’ instead. We all know our own student cohort best and you will know whether to use the Indonesian, the English or both for these ‘bonus’ words. I can’t stress enough the importance of always minimising unfamiliar vocabulary to avoid student cognitive overload. The only way you can fully understand how stressful this can be for your students is to join a class teaching an unfamiliar language as we did with Blaine Ray at the recent 2019 Australian TCI Conference. Please, please, please keep this in mind when teaching.

To personalise the story, I highly recommend using the name of familiar staff from your school in your story. Changing the celebrity name and the location to suit your current student’s interests will also ensure that the story appeals to your students.

It is also  important in all TCI stories that cognates and proper nouns (not common nouns) are used. For example ‘McDonalds’ & ’hamburger’ are easily recognisable cognates whereas ‘rumah makan’ (restaurant) & ‘nasi’ (rice) are not. Cognates & familiar proper nouns are a gift to language learners and teachers. They help us to reduce the cognitive load and facilitate the ‘narrow and deep’ mantra that underpins CI teaching.

One final note regards the intentional lesson structure I use when planning activities in my JP lessons. The younger the students, the more important it is to keep activities short and sweet and for every sitting activity, follow it with an up and moving activity. I call this the up/down/up/down format! Students this age need lots of movement and restricted sitting time!

Here is the JP story version; 

Pleased To Meet You by Jim Tripp

Taylor Swift di MacDonald’s.
Pak Taylor di MacDonald’s.

Taylor Swift berkata ‘Halo. Nama saya Taylor Swift. Siapa nama?

Pak Taylor berkata ‘Nama saya Pak Taylor.’

Taylor Swift berkata ‘Pak Taylor? Pak Taylors dari PEPS? Astaga!

Taylor Swift berkata, ‘Autograf?’
Taylor Swift faints

English Translation:

Taylor Swift is at MacDonald’s.
Pak Taylor is at MacDonald’s.

Taylor Swift said ‘Hallo. My name is Taylor Swift. What’s your name?

Pak Taylor said ‘My name is Pak Taylor.’

Taylor Swift said ‘Pak Taylor? Pak Taylor from PEPS? OMG!

Taylor Swift said, ‘Autograph?’
Taylor Swift faints

 

Junior Primary Lesson Outlines

LESSON 1. Target Structures:
nama saya 
(my name is)
ya/tidak
 (yes/no)

Welcome: (A huge thank you to Diane Neubauer for her permission to use an adaptation of her wonderful introduction here)
Halo Kelas!  Welcome to Indonesian. My name is Bu/Pak (Mrs/Mr)_____. Can you say that?
(Repeat very slowly) ‘Bu/Pak _____ . What do you think Bu/Pak means? Ya! Bu/Pak
means Mrs/Mr and if I was a man/woman, my name would be Pak/Bu ______! Pak/Bu
means Mr/Mrs.
How do you feel about learning Indonesian?
I think learning Indonesian is cool too.
Some students feel nervous/ worried about learning Indonesian. They think it is
going to be hard. Do any of you feel more like that? Thank you for telling me this.
I’m going to share with you a few things which will help you enjoy learning Indonesian and also help you learn it faster.
Go through the rules briefly:
JP – Dengar, Diam, Duduk (Listen, Quiet, sit down)
Do you know any Bahasa Indonesia?
What do you think learning Indonesian will be like?

 

TCI Activity # 1: Roll
I always begin calling the roll with the statement ‘Ayo mengabsen’.
followed quickly by pop-up English translation;  That is Indonesian for let’s call the roll.
I call the roll using class dojo.
Greet each child with a wave & a halo with their name.
Encourage students to reply with Halo Bu Cathy.

 

TCI Activity # 1: Class Expectations
Direct student attention to the 3 monyet poster. Discuss briefly what they are doing? Sitting, listening and being quiet! Explain that the monyet are being very clever and they are reminding you of what you need to do to learn Indonesian.  Clarify that when students are doing the right thing they can earn positive class dojo points and when they are not doing the right thing, they will get a negative class dojo point.
I then refer to the poster throughout the lesson and give class dojo points to students doing the right thing!
Screen Shot 2019-02-06 at 11.12.04 am.png

(see TPT for a free copy of this poster – acknowledgement to Annie Beach for her impressive artistry)

 

TCI Activity # 2:  Introduce the target structure ‘Nama saya’
1. Say ‘Nama saya’.
2. Explain ‘Nama saya’  is Indonesian for “My name is…”
3. Students echo the teacher with various voices. Voice ideas include growly, squeaky, opera, whisper, very slowly ( I really love saying the structure slowly because it provides youth the opportunity to clearly enunciate it!).
Note that ‘listen & repeat’ is strongly discouraged in CI classrooms however I have found that junior primary students thoroughly enjoy it because of the quirky voices. It is a compelling way for them to hear novel repetitions of structures and the more unusual the voices, the more engaged the students become!
4. Provide the gesture.
5. Do one more comprehension check. (what does ‘nama saya’ mean, close your eyes and do the gesture for….)

TCI Activity # 3: Circling ‘- Nama saya’ (Remember to speak SLOWLY)
Here is the script that I used with my 2018 reception classes:

Say ‘Nama saya Bu Cathy’ and point to myself.
What do you think ‘Nama saya Bu Cathy” means?
Ya; ‘Nama saya Bu Cathy” means, “My name is Bu Cathy.”
Hold up a Dora The Explorer (or any soft toy character that is easily recognisable by that age level).
Nama saya Dora.
Ya!  Nama saya Dora.”
Comprehension check: Nama saya Dora means My name is Dora!
Is that right? Is her name Dora?
Ya!!
Point to myself:
Nama saya Bu Cathy!
Ya! (thumbs up)
(Pointing to myself) Nama saya Dora?
No!! Nama say Bu Cathy
Nama saya (their teacher?)
Nama saya Jett? (Use a student’s name from the class)
No!!
Bagus!!
Nama saya Bu Cathy?
Ya!! Nama saya Bu Cathy!
Nama saya Mrs Turley or Nama saya Bu Cathy?
Bu Cathy!
Ya!!
What do you think ya means? That’s right – yes!
Hold up monyet puppet and say:
Halo kelas! (Waving his hand at them) and then:
Nama saya Big Bird??? Monyet shakes his head no.
No!! Bukan!!
Nama saya Cookie Monster??? Monyet shakes his head no.
No!! Bukan!!
Nama saya Monyet?? Monyet shakes his head yes!
Ya!! Nama saya Monyet!  Monyet nods his head yes!
What does ‘Nama saya Monyet’ mean?
Ya!! Nama saya Monyet means, my name is Monyet!
Monyet again asks, Nama saya Jett? (student from the class)
Simultaneously with the class, negate this saying bukan!
Nama saya Monyet!
Nama saya Bu (their class teacher)?
Simultaneously with the class, negate this saying bukan!
What does ‘bukan’ mean? Repeat again shaking head. Ya!! Bukan means no.
Bagus!
Monyet again; ‘Nama saya Monyet’.
Nama saya Monyet or Nama saya Jett?
Ya!! Nama saya Monyet!

Repeat this with other student names from this class and each time, Monyet waves to that student!
Continue circling with other cards/props until you feel students have sufficiently grasped the target language or the students are becoming restless.

 

TCI Activity # 4: Fun Target structure Repetitions (to get more repetitions of the target structures use games, fun rhythms or songs that do not contain any unfamiliar vocabulary.)
Choose one of the following ‘nama saya’ activities:
1. Clapping: Clap hands twice and then knees twice while simultaneously saying intimate to the clapping; ‘Nama saya Bu/Pak ______,’  then repeating the clapping rhythm for the students to echo you, in time with the rhythm. Continue using students names by going around the circle with the students echoing! In the second round, encourage individual students to say it using their own name with the class & you echoing.
2. Piccadilly Circus – students stand in a circle with one child in the centre holding a soft a ball. They walk/run to someone in the circle and say as they hand over the ball, “Nama saya _____”. The 2 students then swap places & the person with the ball then walks/runs to someone different and says “Nama saya ________”.  You can vary this game by asking students to sit down after they have passed off the ball or you can add another different coloured ball and play it with 2 balls.
3. dum dum dah dah – (replace dum, dum, dah, dah with Nama saya)

 

LESSON 2Target Structures:
Siapa nama? – What is your name?

TCI Activity # 1: Roll (Getting to know the students and familiarising them with how each Indonesian lesson begins)
I always begin calling the roll with the statement ‘Ayo mengabsen’ and again follow this immediately with a pop-up English translation;  That is Indonesian for let’s call the roll.
Call the roll using class dojo and as with the previous lesson, greet each child with a wave, a halo and their name while encouraging students to reply with Halo Bu Cathy.

TCI Activity # 2: Review & Expand Student understanding of Class Expectations
Review the 3 monyet poster and the benefits of sitting, listening and being quiet in Indonesian lessons!

TCI Lesson Activity # 3 – Nakal/Pandai
(Introduce your preferred behaviour management system. Here is a link explaining in more detail how I manage my very successful JP behaviour management system.)
Discuss nakal/pandai and reiterate what is pandai in kelas Bahasa Indonesia and what is nakal di kelas Bahasa Indonesia. Link to tiga monyet and give class dojo points to students being pandai.
Introduce and sing together the following song to reinforce tiga monyet.
satu, satu, duduk, duduk, duduk.
dua, dua, diam, diam, diam.
tiga, tiga, dengar, dengar, dengar.
satu, dua, tiga, duduk, diam, dengar.

Put a stick up on the board next to the pandai poster using blutack and again reinforce diam, dengar, duduk.

 

TCI Activity # 4: TPR (Total Physical Response)
1. Revise meanings for berdiri, duduk. (stand, sit) &
2. Introduce perempuan/ laki-laki (girl/boy).
3. Explain/translate ‘perempuan’  is Indonesian for “girl” and ‘laki-laki’  is Indonesian for “boy.”
4. Students echo the teacher with various voices. Voice ideas include growly, squeaky, opera, whisper, very slowly ( I really love saying the structure slowly because it provides youth the opportunity to clearly enunciate it!).
5. Brainstorm for a gesture for the structures (e.g. girl = hand pretending to puff up hair & boy = stroking beard or drawing a moustache)
6. Do one more comprehension check.

Here’s my script from my 2018 reception classes:
Jett (student name) laki-laki.
Jett laki-laki? Ya Jett laki-laki.
Julie laki-laki? Bukan. Jett laki-laki.
Jett laki-laki atau Julie laki-laki?
Ya Jett laki-laki.
Repeat for a female student.
Repeat using SpongeBob. SpongeBob laki-laki atau SpongeBob perempuan?
Comprehension check. and move to incorporating laki-laki & perempuan:
Perempuan berdiri.
Jett perempuan atau Jett laki-laki? Ahh, Jett laki-laki! laki-laki duduk.
Perempuan duduk.
Laki-laki berdiri.
Jess laki-laki? Jess perempuan? Ya! Jess perempuan! Jess perempuan duduk!
Laki-laki duduk!
**Comprehension check often**

 

TCI Activity # 5: Circling – ‘Siapa Nama?’
From a bag, take out 2 puppets and begin a puppet show:
Bert: Halo kelas!
Bert: Nama saya Mr Banana.
Teacher says: Is that right? No!!
Bert: OK! Nama saya Bert!
Bert: Siapa nama? (to puppet 2 – SpongeBob ). (Comprehension check)
SpongeBob then asks a student sitting at the front, Siapa nama? (comprehension check).
SpongeBob (to Bert): Nama saya Jett (repeating name given by student).
Bert: Bukan!! Bukan Jett.
Bert points to Jett and says ‘Jett’ while nodding head. Points to SpongeBob and shakes his head saying, ‘Bukan Jett’. Points to Jett again and while nodding & waving says, ‘Halo Jett!’
Repeat for several students.
SpongeBob: ‘Nama saya Bu Cathy?’
Teacher: Bukan. Nama SAYA Bu Cathy!!
Bert: Siapa nama (to SpongeBob). (Ramp it up by being theatrical!!)
Teacher: Siapa nama? (to SpongeBob & again to the class)
Encourage class to answer.
Bert & SpongeBob say together: SpongeBob!
SpongeBob: Ya, Nama saya SpongeBob

 

TCI Activity # 6: Fun Target structure Repetitions 
1. Raja Monyet (monkey king).
Students sit in a circle, with
one child in the middle with his/her eyes well covered. Select another student who will be the ‘Raja’ (king) and give them a name, which is familiar to your students. For this story, the ‘Rajas’ name would become Pak Taylor or Taylor Swift! The student in the centre is then invited to choose 3 different students (one at a time) and ask each, “ Siapa nama?”(What is your name?). All students except for the ‘raja’ answer with “Nama saya & their own name”(My name is _______) but the Raja answers with ‘Nama saya Taylor Swift.”(My name is Taylor Swift) With this answer, everyone must swap seats. Teacher can then choose a new ‘Raja’ and a new person to sit in the middle.
2. Last year I wrote a song that uses a very slow ‘skip skip, skip to my Lou‘ tune:
Siapa nama?
Siapa nama?
Siapa nama?
Siapa nama?
Nama saya Bu Cathy!
3. I also created a new game which is perfect for reps on siapa nama & nama saya with junior primary students:
Students walk together in a circle around the room in the same direction with music playing. When the music stops, each student has to drop to the ground like a rock with their eyes closed and their face facing downwards. ( It is important when explaining how to play this game that students understand that if they are not tucked up like a rock, they can’t be covered with the sarong, so I recommend before playing, ask a student to demo curling up like a ‘rock’ beforehand with their face facing the ground.) I walk with the students while the music is playing and when the music stops, and all the student are curled up like a rock, I cover one student with the sarong. As soon as I ask, “Siapa nama?”, students can sit up and walk over to the student covered by the sarong and stand around him/her without touching the sarong (or student) and answer my question. I restate every answer with ‘Nama saya (suggestion)?’ and if I say the right name, the student under the sarong jumps up! This became one of the most requested games last year!! Over the year, I gradually phased out the music and incorporated TPR language into the game and sometimes, I even covered two students with the sarong!!

 

TCI Activity # 7Farewell Song; (Tune: If you’re happy and you know it clap your hands)
Sampai jumpa, Sampai jumpa, Sampai jumpa
Sampai jumpa, Sampai jumpa, Sampai jumpa
Sampai jumpa murid-murid/ anak anak (or simply kelas _______)
Sampai jumpa Bu/Pak_______,
Sampai jumpa, Sampai jumpa, Sampai jumpa

 

 

 

LESSON 3Target Structures:
berkata – said

TCI Activity # 1: Roll
At this stage, I simply say their name and when they answer, I just greet each person with ‘halo (+ name). At this stage of the year, this is purely for me to start attaching names to faces.

TCI Activity # 2: Behaviour Management – ‘Nakal/Pandai’

TCI Activity # 3: Introduce the target structure ‘berkata’
1. Write ‘berkata’ on the board. (except for reception/prep classes)
2. Explain/translate ‘berkata’  is Indonesian for “say/speaks”
3. Students echo the teacher with various voices. Voice ideas include growly, squeaky, opera, whisper, very slowly ( I really love saying the structure slowly because it provides youth the opportunity to clearly enunciate it!).
4. Brainstorm for a gesture for the structure and choose one that replicates the one you personally want or was chosen in a previous class.
5. Do one more comprehension check, (close your eyes and do the gesture for….).

TCI Activity # 3: Circling
Create a powerpoint of characters who have saying that are well known for your student cohort. What worked well for me was adding an animation for the ‘saying’ to delay the text until after you have brainstormed as a class and included heaps of reps of ‘berkata’. If students can’t remember exactly what the character is known to say, I prompt with ridiculous suggestions. e.g. Dory berkata, “Let it go”? And I don’t just say ‘Let it go”….. I sing it theatrically!! Boy, does that get a great response!!
For my junior primary students the following were very successful:
Spongebob berkata ‘Krabby Patty’.
Elsa berkata ‘Let it go.’
Pikachu berkata ‘Pika, pika.’
Bob the Builder berkata ‘Can we fix it? Yes we can!’
Dory berkata ‘Just keep swimming!’
screen-shot-2019-02-04-at-11.28.18-am.png

 

TCI Activity # 4: Target Structure Reps Activity
To get more repetitions of the target structures and provide students with a chance to move around, use games or fun rhythms that only contain familiar vocabulary or cognates. e.g.
Students stand in a circle. Teacher says a sentence from the powerpoint and the students  each mime it. Teacher then regards the selection of actions while repeating the sentence over and over before celebrating the students who have demonstrated it creatively and theatrically. Incorporate comprehension checks when necessary.
This activity is excellent for priming students for ‘All the World’s a Stage’ which benefits from OTT actions.

TCI Activity # 5: CI Activity – Tell the Story “Pleased to Meet You’ using puppets/soft toys/actors
Using the props that you feel most comfortable with, tell the story, circling & triangle each new detail for which students require repetitions. Remember the most important tip that Blaine shared with us at the conference; add characters not new sentences!
Note: With reception aged students, I recommend telling the story and save co-creating for older students.

 

TCI Activity # 6:  CI Activity – All the Worlds a Stage
In pairs, students act out the story as it is told to them by the teacher.
Here is how I introduce All The Worlds A Stage to students for the first time:
1. Students stand in a circle. I say the sentences in order, starting at the beginning. Each student mimes that sentence exactly. I acknowledge the students who do a brilliant job of this, encouraging creativity and exaggerated actions.
2. Then I ask students to duduk before explaining that “Cari satu teman dan duduk” means “Find a friend and then sit down’ and that the last two people standing will automatically become partners. (If there is an odd number, either I will offer to be that persons partner of they will be told to join in with a pair and make a group of 3. This depends on the activity. For ATWAS – I invite the student to be my partner.) We practise finding a friend a few times to both review the language and the process.
2. Once the class is sitting down with their friend, I ask the class to watch my demo. I turn to my ‘friend’ and say in English, do you want to be SpongeBob or do you want to be Bu Cathy?” I answer their response with ok! Then I ask my ‘friend’ to do another demo. Again I ask them ‘Do you want to be SpongeBob or Bu Cathy?’ Whatever they answer with, I say sadly and pretend to cry, “Oh, I wanted to be that.” We then discuss as a class what to do when both want to be the same character. I usually model saying to my ‘friend’ you be Bu Cathy this time and I’ll be Bu Cathy next time. OK?
The best thing about doing ATWAS twice is the REPETITION!!  Score!
3. Partners choose who they will be. I then say in Indonesian, SpongeBob berdiri. SpongeBob duduk. Bu Cathy berdiri. Bu Cathy duduk. (This is largely to double check that there is one of each character in each partnership as well as being the perfect opportunity to sneak in some sneaky TPR).
4.  I then say very slowly, sentence by sentence with as many reps as possible & acknowledging awesome acting;
“Bu Cathy berdiri.
Ada perempuan.
Nama perempuan Bu Cathy.
Bu Cathy di MacDonalds.
Bu Cathy duduk.
Spongebob berdiri.
Ada laki-laki.
Nama laki-laki SpongeBob.
SpongeBob di MacDonalds.’
Bu Cathy dan SpongeBob berdiri.
SpongeBob berkata, “Halo! Nama saya SpongeBob” (pause for students to echo).
“Siapa nama?” (pause for students to echo).
Bu Cathy berkata, “Halo Spongebob.
Nama saya Bu Cathy.” (pause for students to echo)
SpongeBob berkata, “Bu Cathy? (pause) Bu Cathy? (pause again) Bu Cathy from Port Elliot Primary School? (pause again).
Bu Cathy berkata, “Ya. Nama saya Bu Cathy.”
SpongeBob berkata, “Astaga! Autgraf!”
Bu Cathy autographs (I encourage students to write on their friends hand with a finger!)
SpongeBob faints.

The above is repeated once more from step 2  but before we start, I explain that each pair needs to check if either wants to swap characters. If one person wants to swap, they must swap but if no one wants to swap, they can stay the same!

TCI Lesson Activity # 7 – Nakal/Pandai
Menghitung! comprehension check!
Count the tally in Indonesian and then if the pandai tally is more than the nakal tally, remove the stick from the board and ask the class, “Siapa nama?” Restate suggestions with ‘Nama saya Jett?” Bukan! I also throw in laki laki & perempuan here to give clues.
eg Nama saya Jett? Bukan. Saya bukan laki laki. Saya perempuan.
Once we have guessed the name of the student on the stick, they can choose an item from the Treasure Box.

Farewell Song; ( Tune: If you’re happy and you know it clap your hands)
Sampai jumpa, Sampai jumpa, Sampai jumpa
Sampai jumpa, Sampai jumpa, Sampai jumpa
Sampai jumpa murid-murid/ anak anak (or simply kelas _______) Go
Sampai jumpa Bu Cathy,
Sampai jumpa, Sampai jumpa, Sampai jumpa

 

 

Lesson 3 & Beyond…

This lesson’s main focus is the parallel story. I love to make PowerPoints from my parallel stories using well known characters and then record myself telling the story. This can then be uploaded to YouTube for students to listen to firstly in class and then repeatedly in their own time at home.

Here is  an example of one of my adult co-created parallel ‘Pleased To Meet You’ story.

 

I haven’t uploaded a junior primary one yet. The one I made last year was not successful because I used Ronald MacDonald & sadly in every class there were students who were familiar with an M rated film about an evil clown, so it won’t be used again let alone uploaded!

From this point, I usually base my lessons on TCI activities suitable for preliterate students that are fun ways to get. more repetitions on the parallel story.

I also highly recommend continuing to incorporate TPR to build up a classroom context vocabulary with words such as putar (turn), duduk di kursi (sit in a chair), berjalan kaki (walk), antri (line up), berdansa (dance), stop, melompat (jump) & berlari (run). Restrict this list of words to those that will help you minimise the use of English in the classroom and also words that you know will be necessary for future stories! There is no single list of TPR words because we all teach differently!!

 

Assessment:
At this level of schooling, open assessment of preliterate students will be based entirely on observation due to students inability to read and write.
Here are a few recommended closed assessment strategies perfect for this age group:

Listen & Draw – Teacher says a sentence from the story, students listen to the sentence and then illustrate the sentence to demonstrate comprehension. While the students are drawing, teacher observes who is drawing and who is not. By asking one of the students who is drawing to translate the sentence into English, provides evidence that the sentence was comprehended successfully while also providing a comprehension check for those who had yet to begin drawing.

 

Simon says – Teacher says a word (eg duduk) but precedes it with ‘Simon says’ (replace this with Bu/Pak & your name) if the students are to do the action. If the word is said alone, the students do not move.
Note: Traditionally, all students who do the incorrect action are asked to sit or stand out. I try to avoid this if possible and permit the students to continue playing the game. Much more enjoyable for everyone and also ensures all students are participating; thus providing more observation data!

 

Create a class book – Organise the story so that one sentence is on one page. Print the pages on A3 and distribute randomly to students – if more students than pages, arrange duplicate copies. When the illustrations are completed, reduce them on the photocopier to A4 (you’ll be amazed at how much this improves the illustrations) and then bind.
Optional – laminate each page.
Credit Annie Beach & Amy Vanderdeen for this strategy.

For older JP students other assessment tasks could include:

  1. Unjumble words from a sentence taken straight from the story.
  2. Sequence sentences from the story.
  3. Match pictures and sentences from the story.
  4. Flyswatter game.
  5. Create individual book copies – Use the booklet setting on the photocopier with a sentence from the story on each page. Students illustrate one page at a time while the teacher reads the text out. It becomes very clear very quickly which students have acquired the language.
    (Students can then take the booklet home to read to parents, siblings and pets!)

 

If you have any other CI activity ideas that could be added to this unit of work, please add them to the comments below!! All contributions gratefully accepted!

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 intercultural 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:

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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 theirs!
-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.

 

 

Agen – Using Films in CI with Judith Dubois

Agen has been absolutely amazing! In 15 minutes, an evening coaching session is starting downstairs in our hotel which I’d really love to get to, so hopefully I can quickly squeeze this in before heading off!

I would like to blog about the sessions I’ve attended here at the TPRS Conference in Agen, both to clarify my own personal understanding and also share what I gleaned. I hope I can do them all justice and explain them clearly.

At today’s workshop titled Using Films With CI, Judy Dubois had us all sitting in a circle in one of the rooms at the school situated behind the gorgeous Cathedral de Caprais. Pic

Behind Judy, through the window, was the back of the cathedral; so gorgeous.IMG_4467

Judy began by asking us who has ever used film with their classes and several people raised their hand. She next asked all those who have, to share their ideas. Here is the collection I noted that I believe would be successful with primary aged students:

  1. Students need to earn points in language classes to watch a film in the target language – thus being rewarded with input – and set the subtitles to Indonesian! Written and aural input.
  2. Movietalks – watch before stopping at significant places to PQA. You can then create an embedded reading from this conversation.
  3. Judy shared how she also used the dialogue from a scene discussed in class by typing out the significant sentences, printing them off and then cutting each sentence in half. Students work in pairs to match up the halves and then put them into the correct order! The completed text becomes a synopsis of the scene which is by now fully comprehensible!
  4. Diane Neubauer recommended Simons Cat clips with their repetitive actions.
  5. Carrie had a great idea for preparing for a relief teacher. Before the absence, show students a trailer for a film and discuss with students their ideas about what the film could be about. With the TRT, students watched the movie and then upon return, the language teacher again shows the trailer and pretends they want to know more about the movie – thus having the students do a group retell of the story!!
  6. Great idea to show familiar movies to students dubbed in the target language! e.g. Harry Potter, Lord of The Rings, Disney
  7. Very important to remember that the films shown in class must be enjoyable for several reasons but most importantly; you, the teacher, will not want to plan a unit around a film you detest watching!
  8. Take a screen shot of a movie scene (preferably one with action) before showing students the film and have them predict what the movie might be about.
  9. Judy only uses films in her classes that use the language that she is teaching. Students don’t hear the language if they are reading English subtitles.
  10. Diane recommends having (Target Language) subtitles on while watching a film because it allows you to stop a film and discuss/PQA/comprehension check/read the language at the bottom of the screen. A good way to explain common Indonesian phrases that are unfamiliar to non Indonesian people. The focus of the film is what is needed for comprehension and whatever is not important is simply translated.
  11. Judith’s goal with using films in her classes is to motivate her students to continue watching the films independently in their own time for pleasure!
  12. Judy recommends ‘The Mighty’ as a film to watch with students as there isn’t that much conversation. The Black Stallion is another film with minimal talking.
  13. Great to use a film that was made from a book because of the discussion created when comparing the 2. e.g. Hunger Games.
  14. Quirky commercials would be perfect for movie talks.
  15. Stop the film when there is a close up of a character not speaking – maybe listening to someone else or thinking – and PQA what is he thinking?
  16. How cool would it be to study a film in fourth term and then finish the year by showing the full film to the students?
  17. Plan movie talks for tricky/tiring times of the year and minimise the workload where possible to do exactly the same film with all year levels!
  18. Have a text for students taken from the film with a sentence missing from it. Give the sentence to students and they have to listen to the dialogue of the movie again and again to see where it fits in.
  19. Hand out to students the dialogue between the characters from the film and students have to add in the names of the characters speaking.
  20. Very important to come up with ways for the students to listen (willingly) to the dialogue in the films repeatedly in compelling ways.
  21. Students have to create the script for a scene. Requires listen repeatedly to the scene to get it!
  22. The background context of the story is ongoing and as students move through the film, it becomes very familiar and contributes to comprehension – setting, characters, storyline. 
  23. Take a screen shot of a character. Ask a student actor to become that character and then the teacher interviews them with scripted questions that help students gain a deeper understanding of the character.
  24. One day someone will make a better film of the wonderful book Holes!

Teaching Spanish w Comprehensible Input- Haste Not Waste

An awesome blog written by Señora Hitz. The blog includes many awesome suggestions and those I believe are appropriate for Aussie teachers can be found on my TCI activities pages found on the home page in the top right hand corner. 

Posts like this, for me, help me to stop and reflect upon an important aspect of TCI/TPRS teaching. They help me to remember and appreciate what second language acquisition is truly like for my students. I hope it helps you too not only with understanding SLOW but also the many facets of SLOW. 

Read and contemplate the truths of ‘Haste a Not Waste’. 

PQA, My Way; By Alina Filepescu

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Here is an amazing post and video by Alina Filipescu. While the post is specifically talking about how she does PQA in her classrooms, there is actually sooo much more in it that we Indonesian teachers here in the southern hemisphere can learn about. Not only has she included an amazing video of herself brilliantly and seamlessly PQA-ing with a primary aged class but she has also included an explanation of what she does to cue her students when she wants them to respond. It is a truly amazing video and post and I highly recommend that you read/watch it to appreciate where we are all heading with our TPRS skills!! I look forward to the day when  my students participate to that extent and are so engaged in my lessons!

Almost Midterm Reflections

The end of week four has just arrived, thankfully, as I am so exhausted. Our community has a variety of nasty viruses in circulation at the moment which has had in some classes, a devastating affect. I just hope the sore throat I feel coming on is just the result of my previous class which consists of several challenging students!

This term, I approached my story slightly differently to how I have done so before. The main target structure for the current story is bisa (can/ to be able to do something) but I also wanted menyanyi (sing) & mencium (kiss/smell) to be taught explicitly too because both are great TPR words. I love the way Eric Herman uses TPR,to introduce target structures and know that I will be able to get good mileage from both words during brain breaks.

I firstly focused on bisa. This took about 2-3 lessons. I began by focusing on the skills and abilities that students identified having and then had a fun lesson asking students, “Siapa bisa handstand?” If students raised their hand, I then asked them, “Billy bisa handstand?” and if they didn’t raise their hand I would go right up to the student, look them in the eye and then ask suspiciously, “Jill bisa handstand?” I then circled their answers briefly before inviting the student to the center of the chairs which were arranged in a U for this lesson. The student then did the handstand and I was able to get many repetitions of bisa. Billy bisa handstand? Billy atau Bobby bisa handstand etc! One class asked me, “Bu Cathy bisa handstand?” To which I answered,”Tidak bisa.” yet they insisted I show them, so we all had a good laugh because I could barely got my feet off the ground. More repetitions of tidak bisa!!  Such a fun and relaxed lesson.

  
My lesson on mencium was a culture break – because it was largely in English. We talked about the differences between mencium and kiss/smell and also why in Indonesian, mencium means to kiss and to smell. This collaborative blog has a post which clearly explains the various ways in which Indonesians greet each other. I had students pair up and practise hand shaking (gentle and finishing on your heart), mencium (cheek to cheek while doing a gentle smell/sniff) and also kasih hormat kepada guru (holding the teachers hand to the students forehead). We also demonstrated all 3 greetings at a whole school assembly with a group of young students finishing up the demonstration by showing respect to our principal. It was a hoot.

I  next did Martina Bex’s wordle activity as outlined in my previous post. The link to this and other activities is on the new TCI activity page, found in the top band of the homepage. All these activities meant the lead in to the story took much longer than it did in terms one and two. Because bisa is such an important word in Indonesia and comes up constantly in a variety of contexts, I really believe it was vital to devote several lessons focusing on it. Also now that I am into my second semester of TCI, I feel a lot less pressure to cover topics/target structures quickly which has been a wonderful revelation. It is so empowering to be able to focus on student acquisition as apposed to keeping up with a rigid term overview.