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.
Farewell routine See Topic 1. Revision and new words Students draw eyes, ears, nose and mouth on their body poster from the previous activity. words for body parts and insert into folder Record the students performing the song. Other activities could include: Concentration Body Part Bingo Eyes: Ears: Mouth: Nose: Language use Revise the verse of the song Heads, Shoulders, Knees and Toes Using pictures, ask students to repeat eyes, ears, nose and mouth in Language Introduce the second verse, ie, eyes, ears, nose and mouth, then sing the song with actions Ask students to perform in pairs or groups. Record the song. Alternative song words: Two: Little: Look: Hear: One: Smell: Sweet: Eat: Alternative song: Two Little Eyes Two little eyes to look around, Two little ears to hear each sound, One little nose to smell what's sweet, One little mouth that likes to eat! Source: To hear the tune for this song and others, go to Sharing: ask the students to their family the second verse of the song in Language. Assessment: observation, quizzes, role-play, contribution to class discussions, written work, oral presentation (delete those not applicable) Topic 3: Hand, Arm and Leg Overview Suggested Student Activities Insert and grammar in target Language Comments/resources for the Language Team and Aboriginal Teacher Greeting routine See Topic 1. Farewell routine See 1. Revision Create a vocabulary box a shoebox and small pieces of cardboard. each lesson, write new Language words on a blank card and put them in the box.
Use the box to review known Language, eg, each student chooses a card and has to give its English translation; or the teacher chooses a word and says it translation and students have to say the corresponding Language word. Language use Trace a hand or make a hand print and insert the name of the owner for a class poster or for the student’s folder. Compare hands and discuss how they are different. Repeat the song learned earlier to help retention Create a new verse using the new words Make hand and foot prints and display with the appropriate Language word. Invite an Elder to talk about animal tracks and tracking, illustrated by making tracks in the sand Photo recognition – children correctly name objects in photos Foot : Hand: Arm: Leg - the calf of the leg: Leg – thigh: Alternative song On shoulders: On knees: Behind: Chin: Choose which song you will teach your class, and teach them the appropriate words. Alternative song: Hands On Shoulders Hands on shoulders Hands on knees Hands behind you If you please Touch your shoulders Now your nose Now your chin And now your feet! Source: Limbs Discuss what arms and legs are used for. Paint designs on the arms and legs of their body posters and/or themselves. Learn an appropriate dance Ask an appropriate community member to assist with body painting and to teach an appropriate dance Game Play Uncle/Aunt Says (where is your…) with the body words learned. Uncle John says where is your: Aunty Fay says where is your: A known person’s name could be used, eg, Uncle John or Aunty Fay says… A puppet could also be used for this game. Be flexible and creative, customising this to suit the