Production
In general
1. Introducing Perjalanan berbahaya
2. Using a language challenge sheet to
focus on particular language points
3. Finding out about
the Leatherback turtle
In
general:
Where possible, have students work in pairs on a
computer. To minimise noise levels, it is possible to buy small stereo splitters that allow two headphones to be plugged into one
computer.
It is
often useful to initially introduce a learning object by using a data
show or gathering students around to look at one computer screen. This
allows you to describe the basic organisation of the learning object and
model how you want it used. Another strategy is to introduce a learning
object to a small group of students who will then act as mentors or
'experts' and introduce it to other students later on. Sometimes it is
useful to allow students a short exploratory 'free play' time before the
first 'official' use of the learning object.
The
background information sheet (in
Word or
PDF) will
provide you with extra information about the Leatherback turtle.
The
Script for Perjalanan berbahaya (in
Word
or PDF)
will support you in selecting other language points that you want to
raise with students.
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1. Introducing
Perjalanan berbahaya
When first introducing Perjalanan berbahaya,
give students a brief overview of what each of the four sections are
about. Although there is no definite order prescribed, the first
two sections provide information that students need to know before doing
the quiz or playing the game.
Explain to students that they are not expected to know all the
Indonesian, and model how they can work out the likely meaning by using
the help provided in rollovers, clues in the images, and the Indonesian
language that they already know.
Put the students into small groups or teams who can
work together to collect and compare information about the Leatherback
turtle.
Include some reflection time at the end of each
session using the learning object, where students can discuss what
they find out about the Leatherback turtle or Indonesian language. (See the
Reflection section.)
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2. Using a
language challenge sheet to focus on particular language points
Discuss:
-
cognates are
words that are similar in two or more languages as a result of common
descent. There are many examples in this learning object, and students
can very easily guess their meaning, eg lokasi, kuis, klik. Challenge
students to collect examples of these on a Language challenge sheet (in
Word or
PDF) as they work through the learning object. Discuss with students
why they think these words are so similar in English and Indonesian.
-
the use of 'lah' as a suffix to
indicate a polite order or instruction. Eg Pilhlah = choose. Ask
students:
-
How do
we give someone an instruction in English? What language forms do we
use?
-
How do
we make it more polite? (There isn't a
ubiquitous word for 'please' in Indonesian.)
-
Challenge students to note the other instructional '-lah' words in
the learning object onto their task sheet
-
comparative
language - When comparing two things in Indonesian, we use
'lebih' (more) or 'kurang' (less). For example, 'lebih besar' =
'bigger'; 'kurang cepat' = 'slower' (less fast). How do we compare
things in English? Ask students to collect examples of the use of
these two words to compare things, noting what those examples mean if
they can work it out.
Collate
students' results from the language challenge sheet, and discuss,
comparing with English.
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3. Finding out
about the Leatherback turtle
The
information that students find out about the Leatherback turtle in Lokasi berkembangbiak
and Perputaran hidup penyu (the first two sections of the object)
is reinforced and tested in the quiz and game sections.
Discuss
the idea of a 'life cycle' with students. The turtle life cycle diagram
maps some significant points in its life, from birth to the creation of
the next generation. Give each group of students a large blank sheet of
paper, and explain that you want them to note interesting facts about
the turtle onto a diagram that represents the life cycle. So facts about
egg-laying would go onto the part of the life cycle where the female
turtle is laying eggs.
Each group:
-
can decide
for themselves how they show the life cycle (extra points for labels and
title in Indonesian!)
-
will
receive 1 point for each correct fact or idea in English, and bonus
points for correct words in Indonesian about that fact eg using 'bertelur'
instead of 'lays eggs'
-
can keep their diagram a
secret from other groups until assessment day.
-
life cycle diagram will be
assessed against criteria for success
(in Word or PDF). NB:
Students could work with you to decide on the criteria for success
before beginning the task. Some blank spaces are left for your own
criteria.
At the end
of each session using the learning object, allow time for questions,
comments and reflections about either the Leatherback turtle, language
points that come up or strategies for using the learning object well.
(See the Reflection section).
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