Making connections
This learning object is designed around an issue or
topic rather than around a particular language learning point. However a
range of connections can be made to prior language learning and to
learning in other subject areas.
Although students can use Penyelamatan binatang
successfully without working through the following activities, they will
be better prepared with some prior language experiences.
Endangered species
Mapping: about Indonesia
Endangered species
To build a list of vocabulary to support students, ask
them to suggest a few key words or phrases that they think they might
need when working with this learning object. Then give students the sample
vocabulary list, Daftar kata (in
Word or
PDF).
Have pairs of students add any of their own words to this list and use
bilingual dictionaries to try to build up the Indonesian vocabulary. Have each pair
start at a different place in the list, and use pencil so that the
correct vocabulary list can be quickly collated (and corrected). See the completed list, Daftar kata guru
(in Word or
PDF).
Briefly discuss the use of question words in Indonesian.
For example, 'siapa' (who) is used when referring to a person, 'apa'
where it is referring to a non-person object. Any question where the
answer is a number is asked using 'berapa'.
Back
to top
Mapping: about Indonesia
Discuss with students what they know of the geography of
Indonesia. Brainstorm words to describe the position, climate and
geography of Indonesia. This should include Indonesia being an
archipelago of over 17,000 islands with 6,000 or so being inhabited (CIA Fact Book). Also its position straddling the equator
and therefore having a largely tropical climate.
Have students visit the Go Indonesia website at
http://www.curriculum.edu.au/accessasia/goindonesia/index.htm
and visit one of the main Indonesian islands. Ask each group to
explore their chosen island and note key information to present to other
groups. Students may make an oral presentation, design a poster or
prepare an 'info sheet' of dot-pointed information, for example.
As students listen to each group's presentation, ask them
to note key words about each island. This could be done on a blank map
of Indonesia, or as a concept map.
Brainstorm the words of different geographical
natural and man-made features such as those found in Kata
geografis (in Word or PDF). Allow
students to add some extra words to that list, if they wish. Ask them to
reflect on the strategies they use to learn vocabulary, and suggest ways
to learn these words. See Using mnemonics (in
Word or
PDF) for an introduction
to this memory strategy.
Back
to top
Print this page
| 
