Indonesian
Talking about where things are
Activity context
These digital resources are designed for languages teachers to use with Interactive Whiteboards. This
activity has been designed to consolidate Indonesian language when talking about where things are.
Syllabus links:
4.UL.2
demonstrates understanding of the main ideas and supporting detail in written texts and
responds appropriately
4.UL.3
establishes and maintains communication in familiar situations
4.MLC.1
demonstrates understanding of the importance of appropriate use of language in diverse
contexts
5.UL.2
selects, summarises and analyses information and ideas in written texts and responds
appropriately
5.UL.3
uses Indonesian by incorporating diverse structures and features to express own ideas
5.MLC.1
demonstrates understanding of the nature of languages as systems by describing and
comparing linguistic features across languages
Notebook page
Activity
Positions
To consolidate vocabulary and grammar structure related
to the positioning of items.
Students use the page to drill and explain the vocabulary
and structures. Clicking on an image will cause it to move
away from the page for emphasis.
For this activity students will learn the vocabulary and
structures for positioning of items.
The Notebook file can be edited to include as many
vocabulary items as desired.
© NSW Department of Education and Training 2010
Page | 1
Positions
To consolidate vocabulary and grammar structure related
to the positioning of items.
Students use the page to drill and explain the vocabulary
and structures. Clicking on an image will cause it to move
away from the page for emphasis.
For this activity students will learn the vocabulary and
structures for positioning of items.
The Notebook file can be edited to include as many
vocabulary items as desired.
Positions
To consolidate vocabulary and grammar structure related
to the positioning of items.
Students use the page to drill and explain the vocabulary
and structures. Clicking on an image will cause it to move
away from the page for emphasis.
For this activity students will learn the vocabulary and
structures for positioning of items.
The Notebook file can be edited to include as many
vocabulary items as desired.
Positions
To consolidate vocabulary and grammar structure related
to the positioning of items.
Students use the page to drill and explain the vocabulary
and structures. Clicking on an image will cause it to move
away from the page for emphasis.
For this activity students will learn the vocabulary and
structures for positioning of items.
The Notebook file can be edited to include as many
vocabulary items as desired.
Positions
Students drag the words from the bottom of the page and
place them under their corresponding pictures.
For this activity students will learn the vocabulary for
positioning of items.
The Notebook file can be edited to include as many
vocabulary items as desired.
© NSW Department of Education and Training
2010
Page | 2
Positions
To consolidate vocabulary and grammar related to the
positioning of items.
Students click on one of the question mark buttons to
reveal a sentence about positions. They then drag the
images below to create a picture that represents the
sentence.
For this activity students will learn the vocabulary and
structures for positioning of items through reading
comprehension.
The Notebook file can be edited to include as many
vocabulary items as desired.
Positions
Students click on the moving image in the centre to stop
on a random picture. They then choose the correct
response below the image.
For completing this activity students will need to know the
vocabulary for positions.
The Notebook file can be edited to include as many
vocabulary items as desired.
Positions
To consolidate vocabulary and grammar related to the
positioning of items.
Students make a sentence (orally or in written form) about
each picture. To check if their sentence is correct students
click on the question mark nearest the image that relates
to the sentence.
For this activity students will learn the vocabulary and
structures for positioning of items through writing or
speaking.
The Notebook file can be edited to include as many
vocabulary items as desired.
Positions
Students match the appropriate Indonesian words on the
right to their English equivalents on the left by dragging the
Indonesian words to the relevant spaces. A timer may be
used for this activity.
To complete this activity students should have learnt the
vocabulary for positioning of items.
The Notebook file can be edited to include eight
vocabulary items.
© NSW Department of Education and Training
2010
Page | 3
Positions
Students click on the tiles to match an image to its
Indonesian equivalent. As the pairs are found they will
disappear. A timer may be used for this activity.
For completion of this activity students should have learnt
the vocabulary for positions.
The Notebook file can be edited to include 12 pairs of
vocabulary items.
Assessment strategies:
The teacher:

observes students participating in activities

provides oral feedback to the class and to individual students.
Assessment criteria:
The student:

listens actively to aid comprehension

contributes to the identification and labelling of the vocabulary

demonstrates comprehension, e.g. by matching words to pictures

develops writing skills in context, e.g. matching words with pictures and labelling objects.
The Notebook files for each student can form part of your assessment to inform your teaching and capture
"point in time" learning.
© NSW Department of Education and Training
2010
Page | 4
© NSW Department of Education and Training
2010
Page | 5