Using classroom resourses with TPR in an Indonesian language class

How can these resources support my language lesson? This is how I use them with my small group of F-2’s, so I hope this gives you some ideas.

We always start our lesson off with songs, and the role, using target language. We are also working through our first 3 classroom series so we practice that too.

Then if its a ‘New Word Week’ we move to Total Physical Response activities, to listen and act out our new words. This week we are looking at Pakaian with the key sentence ‘Saya pakai…..’ and ‘Dia pakai….’ We learnt saya, dia, kami, kamu and mereka a few weeks ago. If you haven’t done them then just names works as well. 

I say the word and point to the clothing area, say torso for baju, and then have a picture up on the whiteboard. I say it a few more times and the kids mime putting on a baju. We then say it together and mime, and then if anyone wants to have a go the kids have a turn. We do this with about 6 different clothing pieces, and then introduce the sentence.  “Saya pakai celana”. Then I look at someone else and use dia, or their name and a piece of clothing we have just learnt. They kids repeat after me. Then they have a go if they want.

I believe that kids shouldnt have to speak the target language as long as they are happy to show meaning though actions or pointing to pictures, I am happy. There will usually be some that want to have a go though.

We then do a sort of simon says where they kids copy what I say using “Kami/kamu pakai … “ But if I say “Saya …”, then the kids have to remember not to copy -as its just me. You can also throw in some names so just that one person has to do the action. I would finish by putting a ‘talk scene’ up on the board. I would point out a few characters depending on what we had learnt and then give students a chance to point to a few with “Dia pakai celana.” Or if they recall and have done the person words it might be “Perempuan pakai gaun” or “Ibu pakai baju berwarna merah” (if or when you cover colours).

For older kids or in the next few lessons this can be extended with another set of 6 pieces of clothing and then the colours of the clothing. By the end of the unit my hope would be that the kids could look at a person and say what they are wearing and what colour it is.
After actions, simon says and a look at a talk scene, I would write the sentences on the board and send the group back to their seats to make the flip books. Once they are done they would sit with a partner and cut up then play with their moveable scene, practising the words in the sentence they have learnt.
I would also hand out the kosa kata word sheets for the words learnt today. They then trace the words, colour the picture stick it into their ‘Kamus Saya’ scrap book and keep playing with their friend.

We always finish our lesson with the hot seat, where we practice asking a person questions. As today we learnt about clothing the questions would be those ones, like “what are you wearing?” as well as whatever has been covered in past units. For us this is their name, age, and who is in their family. Each unit includes one or two hot seat questions so we build up the questions in a meaningful way, with the ability to answer.

The next lesson would have a similar start and end, but I would hand out the 3 part cards sheet to review the new words, so they can cut out and match the words and picture up, as well as some TPR. While they are doing individual work such as cutting and matching I like to go around the room asking kids to tell me which they remember, and just get a feel for retention rates. From the front of the class I also may randomly call out clothing items on the cards and they have to hold up the right picture. This can be fun.

After I get them to colour and look at a talk scene with a friend, play ‘I have, who has‘ with those words, maybe bingo if they need more repatitions, and more playing time with the moveable scene. As a class activity at the desks, I would then tell a story using the figures magnetically stuck (or with bluetac) to the board. The kids would have to follow along by moving their pieces.

This story would depend on what words your students already know. As mine know family/people words, colours, arrive, leave and now clothing my story was very simple.

Ibu pakai celana berwarna biru tiba.

Bapak pakai baju berwarna merah tiba.

Kemudian… Perempuan pakai gaun berwarna merah muda tiba.

Laki-laki pakai celana pendek berwarna coklat tiba.

And then the characters leaving. You get the idea. If I hadn’t done colours I would only use what we have covered. But its is good to introduce and use some story words like kemudian.

I would then ask for suggestions, to create a story together that everyone had to follow along with their pieces with. A child may suggest part such as Ibu, or they whole line.  I walk around the class as I do this, to make sure the kids are vaguely following along, and try to keep up with the pieces on the board.

For older kids I would then pull out the composition sheets and let them write down some sentences.

The ‘review’ sheets would be done at the end of the lesson or as home work. I also let my kids take home their flip books, we dont need them in class and I hope they use them to practise, or at least show their parents what they have learnt!

So thats what we do. In a nutshell…

  • We start with a little total physical response.
  • We use talk scence to put them into meaningful (simple) sentences.
  • We use flip books to cement the phrasing and do our version of grammar.
  • We use play scenes for kids to practice what they are learning, to follow along in a short story, to help make up a class story, and to show their learning to me as I as them questions and they need to respond using the figures. 
  • We use 3 part cards for matching review games, but also as options to put into their target question or phrase. I want to enable them to meaningfully or randomly answer the questions I ask!
  • We use other games like bingo, simon says and ‘Saya punya… siapa punya…?’ To get lots of repetitions.
  • We assess informally with question and motion answers, and never assess speaking, as well as with the review sheets to help me see what stuck, and where I might need to improve.

Of course this doesn’t cover all the curriculum, and would get a bit repetitive, so we also have our question chair with each Units accompanying questions, our classroom series, our unit songs (for this one its pelangi, pelangi and balonku) and then in between each unit we do a Story Unit. That can be for my next post! 

We aim to get through two Word Units and two Story Units each term, as well as the Classroom Series. This means a focus on 2 key questions, 24 new words, and  24 story words!

I dont aim for 100% retention. Mostly exposure, and if they can ask/answer a few questions on the question chair I am happy! When they get above grade/year 2 I will expect more retention and much more verbal replies. But for now, understanding and engagement are the goals!

And they just love the moveable scenes!!!

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