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VELS Unit Planner.

Unit 3 / Semester 1: Grammar AR + JC + BH Year Level: 8


Step 1
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)
Key Concept Understand and appreciate similarities and differences in the language through social and geographical environments -
(Generative topic / why? / Grammar and Culture
big idea)
Focus Essential Learning Domain: LOTE
Domain Dimensions: Communicating in LOTE
(Including dimensions) Standards:
• They show awareness of the language requirements of a range of specific situations related to a given topic, and adapt language and
gesture appropriately for the role, audience and purpose of the task.
• They acquire and use new information and language, and recycle previously learnt language skills and knowledge in new contexts.
• They read a range of short, and sometimes modified, texts for meaning.
• They read short passages for meaning.
Dimensions: Intercultural Knowledge and Language Awareness
Standards:
• They actively contribute to the establishment of a physical and language environment in the classroom that reflects the language
and the culture. They select, interpret and present knowledge about the language, its speakers, and countries where it is spoken.
Supporting Domains Domain: Personal Learning
(Including dimensions) Dimensions: The Individual Learner
Standards:
• Students demonstrate an awareness of different cultural and societal beliefs.
• They gather information about their own performance through seeking feedback, in addition to the rubric and reflection.
Dimensions: Managing Personal Learning
• At Level 5, students set realistic short-term and long-term learning goals within a variety of tasks and describe their progress
towards achieving these.
• They complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising
appropriate resources and demonstrating motivation.

Domain: Communication
Dimensions: Listening, Viewing and Responding
Standards:
• When responding, they use specialised language and symbols as appropriate to the contexts in which they are working.
Dimensions: Presenting
• Students use the communication conventions, forms and language appropriate to the subject to convey a clear message across a
range of presentation forms to meet the needs of the context, purpose and audience.
Understanding Goals 1 2 3 4
(Written as essential Naming the parts of speech How to ask questions in The verb forms in Indonesian Observations about modern
questions or statements) Indonesian. and how tense is indicated. Indonesian life and language
through the media

Step 2
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)
Sequence Understanding Performances of Understanding Ongoing Assessment Reference to specific
Goals (Criteria, feedback & reflection) VELS standards
Introductory Naming the Explaining how a language has a system in Participation in classroom activities. • They acquire and use new
Performances parts of speech order for us to be better able to understand it Identification of parts of speech in information and language,
(Tuning in) and to communicate more effectively. quizzes and recycle previously
learnt language skills and
Show in English the various parts of speech Vocab test on question words knowledge in new
contexts.
and have students identify nouns, verbs, Vocab test on tense indicators.
• They read a range of
adjectives, pronouns, adverbs, prepositions, etc
short, and sometimes
Have students start to give some examples of Group Posters – 6 groups (shows modified, texts for
each of these in Indonesian from their prior knowledge of students) meaning.
knowledge base Topics: Adjectives, Verbs, Pronouns, • They read short passages
Prepositions, Noun phrases, for meaning.
How to ask Have the students think about how they obtain Adverbs.
questions in information. Show them the PowerPoint on
Indonesian. asking and answering questions based on the Using intonation when asking
Oxford Indonesian grammar book. questions – practise in class.
Brainstorm Questions words
The verb forms Have the students think about what information
in Indonesian verbs convey and how this is done. Have them
and how tense is convey the information in English and then
indicated. show how it is done in Indonesian.

Observations Give illustrations from the media that are


about modern current in 2009 and show how I have put them
Indonesian life into a Language and Culture book.(exercise
and language book for the purpose)
through the .
media

Guided Inquiry Researching Students in pairs research an aspect of a part of Checking of draft by teacher. • They show awareness of
Performances information on speech that the teacher gives them to make a the language
(Finding out / how a particular PowerPoint to show to the class. They need to requirements of a range
sorting out / part of speech is teach the class how to effectively use this in of specific situations
going further) formed and used Indonesian. The PowerPoint needs to include related to a given topic,
and adapt language and
in Indonesian information and exercises for the students to
gesture appropriately for
complete. the role, audience and
purpose of the discourse.
Students are given resources from grammar • They acquire and use new
books to work with. information and language,
and recycle previously
A draft worksheet model is given out for the learnt language skills and
students to complete prior to beginning their knowledge in new
PowerPoint. contexts.
• They actively contribute
Language and Students stick in newspaper articles, magazine to the establishment of a
Culture Book articles or list what they have observed on T.V. physical and language
filled out or the Internet. environment in the
classroom that reflects the
language and the culture.
They select, interpret and
present knowledge about
the language, its speakers,
and countries where it is
spoken.
• Students demonstrate an
awareness of diff. cultural
& societal beliefs
Culminating PowerPoint The students in pairs present their PowerPoints. LAT: PowerPoint, Language and • At Level 5, students set
Performances presentation The students who are listening take notes in Culture Book realistic short & long-
(Making their Language and Culture books and term learning goals
within a variety of tasks
conclusions / complete the activities. and describe their
taking action) progress to achieving
these.
• They complete short,
extended and group tasks
within set timeframes,
prioritise their available
time, utilising appropriate
resources and
demonstrate motivation.

Step 3
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)

Weekly Overview
(Weeks may vary due to 3 blocks over 2 weeks)
Week 1 Reminder about collecting information from the media about Indonesia;

Parts of Speech: Label each word.... (noun/subject, object/thing, verb)


1. Anto duduk (Subject + (intransitive) Verb)
2. Nenek berjalan (Subject + verb)
3. Saya berjalan ke pasar (Subject + verb + object?) – prepositional phrase
4. Tini menonton televisi
5. Jan beramain tenis
6. Ali mendengarkan music
7. Liam makan hamburger
8. Sari membeli DVD
SUBJECT + VERB + OBJECT

9. Anto tinggi (Subject + adjective)


10. Juliet cantik (Subject + adjective)
11. Ajing saya lucu
12. Buku itu kecil
NOUN + ADJECTIVE
Asking Questions:
-Raised intonation, practise asking questions:“Kamu sakit?”, “Kamu suka apel?”
Question words – BRAINSTORM: 1.Apa(kah), 2.Siapa, 3.Berapa, (Di/dari/ke-) 4.Mana, 5.Kapan, 6.Mengapa/Kenapa, 7.Bagaimana
1.Apakah = Do, does. Is used at the beginning of a sentence.
- Using apa(kah) at beginning of questions: “Apakah Pak sakit?”, “Apakah anda(kamu) tinggal di sini?”
- Drop –kah to make it less formal:“Apa dia/kamu suka apel?
Apakah = Is, What - “Apa itu apel?” Is that an apple? Or “apa itu?” what is that? Or “Apa nama binatang itu / Nama binatang itu apa?” What
is the name of that animal? “Musik apa itu?” What kind of music is that?

2.Siapa = Who. Used to ask about people rather than things. - “Siapa dia?” Siapa namamu?” “Pensil siapa ini?” “Buku siapa itu?”

3.Berapa = How much, how many. Answer will always have to do with numbers, quantities.
“Berapa orang di pesta?” “Berapa pensil?” “Berapa umurmu?” “Jam berapa?”
“Berapa kali?” – How often/many times? “Saya belajar kesenian duakali seminggu” – I study Art twice a week.
“Berapa harganya?” How much?
Keberapa = what number “Kamu anak keberapa?” What number child are you?

4.Mana = where. Not used by itself. Di mana = where, Ke mana = where to, Dari mana = where from.
Di - “Kamu di mana?” - You are where?/Where are you? “Di mana kamu tinggal/Kamu tinggal di mana?” - where do you live?
Ke – “Mereka ke mana?” – Where did they go?
Dari – “Dia dari mana?” – He is from where? “Dari mana uang ini?”- where is this money from?”
Yang mana = which one. At the start or end of sentence.
“Yang mana mobilmu?”- Which one is your car? Or “Topimu yang mana?” Your hat is which one?
“Yang mana?” Which one? “Buku yang mana?” Which book? “yang merah.” – the red one.

5.Kapan = when. It is only used in questions! You cannot use it in a sentence (as a conjunction)...‘when she arrived’ you would need to use
ketika or waktu.
“Kapan liburan sekolah mulai?” – when do the school holidays start? Or “Kapan kamu ke pantai?” – when are you going to the beach?”

6.Mengapa, Kenapa = Why. Kenapa is more informal. “Mengapa anda/kamu terlambat?” – why are you late?” Or “Kenapa kamu diam saja?”
why are you (just) quiet?”

7.Bagaimana = How. Used in different situations.


“Bagaimana kabarmu?” (=Apa kabar) - How are you? “Bagaimana kami ke McDee?” – How about we go to McDonalds?
“Bagaimana caranya mengupas kelapa?” - How do we open/peel a coconut? “Bagaimana dia?” - How/what’s she like?
- Vocab test on the question words next week.
Group Posters – 6 groups. Topics: Adjectives, Verbs, Pronouns, Prepositions, Nouns (4 phrases), Adverbs. (See Grammar notes doc. to help).
Students take some notes from teacher about these topics also.
Fill the gaps activity – Prepositions. 7 Questions.

Week 2 Tense Indicators


(Time indicators: Bersama-sama Pg 118 + Pg 36 Oxford Grammar) Worksheet to do.
Sekarang = now. Dulu = before (previously). Sedang = in the process/middle of, currently doing. Belum = not yet/not done.
Sebelum = before. Sesudah = after. Sampai = until. Selama = during.
- Vocab test on time/tense indicators next week.

How to ask questions in Indonesian and how to give answers. Language and Culture book added to.
- Answering using tidak and bukan?(pg 6-7 Oxford)
- Or answering using mau, boleh, sudah, bisa? (pg8-10 Oxford)

Week 3 Research into a topic and draft completed. PowerPoints made.


Week 4 PowerPoints presented; notes taken

Resources
Bagus Sekali Textbook 1 Tidak begitu susah notes.
Bersama-sama 1 Grammar notes; pp117ff
Kenalilah Indonesia 1 Grammar notes.
A Student’s Guide to Indonesian Grammar by Dwi Noverini Djenar
Internet
Newspapers

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