UNIT OF WORK Hobbies and sport
Language: Indonesian
Target group: Stage 3
What are the key ideas or concepts you want the students to learn?
The key concepts I want students to learn are that:
 Both Western and traditional Indonesian hobbies/sports are popular in
Indonesia.

There is a range of language that can be used when communicating
about hobbies including likes and dislikes, preferences and skill level.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Unit of work: Hobbies and sport
Estimated duration: 8 hours
Why does that learning matter?
The learning matters because:
 Understanding contemporary Indonesia requires an understanding of
how some products of Western culture have been adopted and exist
side-by-side with products of traditional Indonesian culture.
 Being able to discuss sport with Indonesian friends or visitors
contributes to students’ capacity to initiate and sustain relationships.
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
UNIT OF WORK Hobbies and sport
Targeted outcomes
Outcomes
3.UL.1 A student organizes and responds to key ideas from spoken texts in familiar contexts.
3.UL.2 A student organizes and responds to key ideas from written texts in familiar contexts.
3.UL.3 A student interacts with others by sharing key points of information in Indonesian.
3UL.4 A student writes texts to present key points of information in Indonesian.
3.MLC.2 A student identifies patterns and features of Indonesian by making comparisons between languages.
3.MBC.1 A student demonstrates awareness of cross-cultural influences on language and culture.
Students learn about:
 identifying purpose, context and key ideas in a text

ways to analyse the structure of text

responding in familiar situations


identifying the purpose, context and main ideas of a text
appropriate ways to open, maintain and close a conversation

the impact of purpose, context and audience on constructing text

referring to models to express own ideas

the identification of word function and the principles of word substitution
in making meaning

changes that occur in language through cross-cultural contact
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Students learn to:
 understand purpose and context e.g. by identifying key words and textual
clues.
 use textual features to support understanding e.g. identifying questions and
the sequence of ideas
 respond appropriately in familiar situations e.g. confirming: Ya saya suka
main sepak bola.
 search for and select relevant information in order to respond to questions.
 use modeled language and formulaic expressions to initiate and maintain
communication e.g. Apa hobimu?
Apakah kamu suka…?
Kapan kamu main…?
 apply specific rules of grammar and access appropriate vocabulary to
construct texts
 use available resources to support the construction of new texts e.g. word
lists, sentence models
 apply learnt patterns to produce own text e.g. Hobi saya..
Saya suka…
Saya bermain…
Pada hari Senin…
 identify the way foreign words are incorporated into language e.g. televisi,
komputer, PS2.
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
UNIT OF WORK Hobbies and sport
Structures:
• Apa hobimu? Hobi saya [+ hobby/sport]
• Saya bermain ….
• Saya suka / tidak suka /lebih suka …..
• Apakah kamu lebih suka …atau …?
• Pada hari [day] saya [activity]
• Kamu bermain kriket pada hari apa?
• saya pandai/ tidak pandai ……
Socio-cultural content:
Popular Indonesian hobbies/sports and how they are played.
Importance of Pramuka in Indonesia
Cross-curriculum content &
policies:
PDHPE: playing kelereng, gasing
[bamboo tops], lompat tali, bekel,
laying-layang.
Mathematics: strategy game Congklak.
Music: angklung
HSIE: finding out about the different
sports and games found in Indonesia.
Building the field:
Discussion: to find out student knowledge of popular hobbies/sports in Indonesia compared to those that are popular in
Australia.
Stimulus material: Video of popular Indonesian games.
Internet research on Indonesian children’s games.
Photos from Suara Siswa
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
UNIT OF WORK Hobbies and sport
Suggested teaching and learning activities:
1. Introduction of hobbies (LR)
2. Matching activity (RR) Produce a set of memory cards with the word on one and the corresponding picture on
the other, to be used throughout the unit. (MLC)
3. Song Kegemaran dan olahraga (LR)
4. Identification of likes, dislikes and preferences in relation to hobbies and sports. (LR, S)
5. Class survey of hobby preferences. (LR, S)
6. Sequencing activity on days of the week. (LR, RR)
7. Information gap activity. Complete a diary entry for each day of the week and do a word search. (S, RR)
8. Conversation – questions and answers to elicit practised responses about hobbies and preferences. (RR, W, S)*
9. Guided letter writing (R, W )
10. Extension activities:
o Creating a cartoon strip with characters displaying a variety of skill levels and expressing likes and
dislikes.
o Role play
Resources:
Maju
Indo songs for Aussie Kids
Saya pandai
Hebat! Module 3.4, Module 4.1
Pandai
LOTE Starters 2 –Permainan bola
Suara Siswa photo set
Languages through movement
teachers’ notes pp 41–43
www.expat.or.id/info/games
http://indonesia.elga.net.id/kids/index.
html
www.curriculum.edu.au/accessasia/ind
nesia (go into Sumatra and click on the
selamat datang board)
Activities marked with an asterisk (*) can be used for assessment
Evaluation and variation
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative