Revision Revise known language using flashcards or puzzles Ask students to call out words they know the their translation Introduce new Language teacher Head: Extend the use of Language Language words and models Language by Shoulders: by using a phrase such as practise these orally using their own body, Knees: Here is, etc. saying each word as they Foot: point to that part of the When saying is my ‘Here body. Extension words: head’, etc, some speakers simply put the two words side Use a large picture or Hair: by side, eg Mani gawang. poster to introduce body Fingernails: Other speakers will attach an parts in Language And: ending meaning to the ‘my’ word for head, eg, Mani Students trace (Use one of the following gawangik is my head.’ ‘Here around each other’s body words) on a large sheet of paper. Here is: Choose which extension That is: words are appropriate for your Students could draw There is: class. hair on the head, and fingernails on the hands of their body poster. Trace words for body parts and insert into their folder. Language use Using pictures, ask clap hands together’ Use the tune for Heads, ‘All students to repeat Heads, could be translated in Shoulders, Knees and Toes Shoulders, Knees and many ways, including: Feet in Language, then To hear the tune go to sing the song with actions. Djilp-djirringal marnang Hit-reciprocal hands Ask students to perform in pairs or groups. or Record the song on Djilp-djirringal an MP3 recorder or Hit-reciprocal similar. marnang-marnang hands Sharing: ask the students to their family the song in Language. Assessment: observation, quizzes, role-play, contribution to class discussions, written work, oral presentation (delete those not applicable) 2: Eyes, Ears, Nose and Mouth Overview Suggested Student Insert words and Comments/resources for Activities grammar in target the Language Team and Language Aboriginal Teacher Greeting routine See 1.
Revision Revise known language using flashcards or puzzles Ask students to call out words they know the their translation Introduce new Language words and practise these orally Language teacher models Language by using their own body, saying each word as they point to that part of the body. Use a large picture or poster to introduce body parts in Language Students trace around each other’s body on a large sheet of paper. Students could draw hair on the head, and fingernails on the hands of their body poster. Trace words for body parts and insert into their folder. Head: Shoulders: Knees: Foot: Extension words: Hair: Fingernails: And: (Use one of the following words) Here is: That is: There is: Extend the use of Language by using a phrase such as Here is, etc. When saying ‘Here is my head’, etc, some speakers simply put the two words side by side, eg Mani gawang. Other speakers will attach an ending meaning ‘my’ to the word for head, eg, Mani gawangik ‘Here is my head.’ Choose which extension words are appropriate for your class. Language use Using pictures, ask students to repeat Heads, Shoulders, Knees and Feet in Language, then sing the song with actions. Ask students to perform in pairs or groups. Record the song on an MP3 recorder or similar. ‘All clap hands together’ could be translated in many ways, including: Djilp-djirringal marnang Hit-reciprocal hands or Djilp-djirringal Hit-reciprocal marnang-marnang hands Use the tune for Heads, Shoulders, Knees and Toes To hear the tune go to Sharing: ask the students to their family the song in Language. Assessment: observation, quizzes, role-play, contribution to class discussions, written work, oral presentation (delete those not applicable) 2: Eyes, Ears, Nose and Mouth Overview Suggested Student Activities Insert words and grammar in target Language Comments/resources for the Language Team and Aboriginal Teacher Greeting routine See 1.
PartsoftheBodyF-2VC1.docx