Phase IV – Term IV 2004
Early Stage 1 Wiradjuri Language Program – Greetings and Family
Focus:
• Daily Greetings
• Introducing Family
Unit Description: This unit is going to introduce the students to simple
greetings, introductions and family members. Learning in this unit focuses on
developing the knowledge, understanding and skills that will enable students to
greet the teacher(s) and each other every day, to identify family members and
understand something about Wiradjuri family structure. Students will be able to
introduce themselves to each other and perform simple question-and-answer
activities.
Indicative time: 10 weeks; 10x 20 minute lessons per week
Additional incidental learning during lesson changes and morning routines.
Outcomes:
A student:
1.UL1 recognises and responds to words, phrases and simple sentences in
Aboriginal languages.
1.UL.3 uses known words in Aboriginal languages to interact in everyday
activities
1.MLC.2 explores ways in which meaning is conveyed in Aboriginal languages
1.MBC.1 demonstrates awareness of cultural diversity
1.MBC.2 identifies cultural practices in Aboriginal communities and relates
these to personal experiences
Language functions and structure:
Geography Wiradjuri language area
Daily greetings Yamandhu marang? Are you well? Ngawa baladhu marang. Yes I’m well. Marang nganha. That’s good.
See Learning Wiradjuri Book 1 Place and Direction (Grant & Rudder, 2001, p11) for more examples.
Family Members mother – gunhi father – babiin son – wurrumany older brother – gaagang older sister – mingaan
younger sister – minhi younger brother – gagamin girl – migay boy – birrany baby – gudha
Yes/no answers ngawa/wiray
Questions and Answers Ngandhi nginha? Who’s this one? Nginha gunhi. This is mother.
Introductions Introducing family Widyu-ndhu yuwin ngulung? What’s your name? Yuwin ngadhi _______?
Published Resources
Grant, S. & Rudder, J. 2001, Learning Wiradjuri Book 1 Place and Direction, Wiradjuri Council of Elders, Restoration House
Grant, S. & Rudder, J. 2001, Learning Wiradjuri Book 2 About Actions, Wiradjuri Council of Elders, Restoration House
Grant, S. & Rudder, J. 2001, Wiradjuri Language: How it Works, A Grammar in Everyday English, Wiradjuri Council of Elders, Restoration House
Grant, S. & Rudder, J. 2001, Wiradjuri Language: Colouring in Book 1, Wiradjuri Council of Elders, Restoration House
Grant, S. & Rudder, J. 2001, Wiradjuri Language: Learn to Draw Book 2, Wiradjuri Council of Elders, Restoration House
Grant, S. & Rudder, J. 2004, Wiradjuri Language Songs Book 1, Wiradjuri Council of Elders, Restoration House
Grant, S. & Rudder, J. 2004, Wiradjuri Language Songs Book 2, Wiradjuri Council of Elders, Restoration House
Phase IV – Term IV 2004
KINDERGARTEN
TERM 3
FOCUS: Daily Greeting
Students Learn about:
Students Learn to:
Activities
Assessment
Teacher:
•
Shows students map of Australia indicating Wiradjuri
language area.
•
Visible representations of
cultural identity
•
Recognise symbols of identity
eg geographical locations
Students:
•
Colour in a map of NSW showing local towns and
Wiradjuri language area
Teacher:
•
Introduces daily greetings
Students are able to
point to Wiradjuri
language area on a
map of NSW
Yamandhu marang? Are you well?
Ngawa, baladhu marang I’m well
Marang nganha that’s good
Demonstrates pronunciation of each word and sentence
•
The importance of listening and
observing
The importance of listening
attentively to pronunciation and
intonation
Elements of spoken languages
•
•
The variety of contexts in which
familiar words can be identified
•
•
Familiar concepts that are
expressed across languages and
Recognise the diverse ways in
which familiar concepts are
•
•
•
•
Listen actively to aid
comprehension
Discriminate between sounds
and relate them to specific
meanings
Recognize and reproduce
sounds in Aboriginal languages
Identify and respond to key
words and phrases in context,
eg songs, rhymes, dance,
actions and games
Students:
•
Repeat the greetings after the teacher, paying attention
to elements of pronunciation of each word
•
Practice using the greetings with classmates
•
Use greetings each day with teacher and peers
•
Play the ball throwing game, saying and returning the
greetings
Students pronounce
the greetings
accurately
Students can respond
to teacher’s question
Yamandhu marang?
without prompting
(observation/checklist)
Students can
participate in the
activity competently
Ngawa, baladhu
marang
Marang nganha
Phase IV – Term IV 2004
cultures
expressed, eg greetings
Teacher :
•
Explains the traditional double handshake
•
Key features of nonverbal
communication
•
Use nonverbal communication
such as gestures and facial
expressions in role play and
mime, eg varieties of
handshakes
Students:
•
Practice the double handshake with classmates while
practicing greetings
Teacher
•
Teaches the song Yamandhu marang?
(Wiradjuri Language Songs Book 1, Wiradjuri Songs
CD)
•
Working in teams to
communicate effectively with
others
•
Use the language in classroom
activities eg songs, games, role
plays
•
Different ways of showing
comprehension
•
Demonstrate comprehension,
eg by answering questions
•
Appropriate forms of verbal and
nonverbal behaviour in social
interaction
•
Participate in social exchanges
with teacher and peers
Students:
•
Sing along with the song/ teacher to practice the
greetings
•
Play ‘fizz buzz’ with greetings
Students are able to
use greetings without
hesitation and
recognise vocabulary
items in different
contexts, eg songs/
games
Teacher
•
Introduce greeting – What’s your name?
Widyu-ndhu yuwin ngulung?
Yuwin ngadhi _______
My name is________
Can students greet
each other using
appropriate language?
(observation/
checklist)
Students
•
Practice asking names. Get children in pairs asking
each other
Widyu-ndhu yuwin ngulung?
What’s your name?
and children replying appropriately with
Yuwin ngadhi _______
•
In small groups of 4, practice greetings and
introductions
Yamandhu marang? Are you well?
Phase IV – Term IV 2004
Ngawa baladhu marang. Yes I’m good.
Marang nganha. That’s good.
Widy-ndhu yuwin ngulung? What’s your name?
Yuwin ngadhi _______ My name is_____.
Phase IV – Term IV 2004
KINDERGARTEN
FOCUS: Family Members
Students Learn about:
TERM 3
Students Learn to:
Activities
Teacher :
•
Uses puppets to model ‘What’s your name’ and
appropriate response
Widyu-ndhu yuwin ngulung?
Yuwin ngadhi _______
My name is________
•
The importance of listening to
pronunciation and intonation.
•
•
The importance of correct
pronunciation, intonation and
stress for effective
communication
•
Discriminate between sounds
and relate them to specific
meanings
Develop pronunciation and
intonation skills by repeating
words in context
Students:
•
Repeat after the teacher paying attention to correct
pronunciation of new words
•
In pairs use puppets or soft toys to practice using
the new sentences
Teacher:
•
Uses flash cards to introduce the new vocabulary
for members of the family
•
Models pronunciation
•
Drills students to learn the vocabulary items and
listens for correct pronunciation
•
Shows students the written words for the new
vocabulary items
•
Identification and
classification of information
•
Associate language with
known actions, objects or
ideas
Students:
•
Look at flash cards and practice new vocabulary,
repeating after the teacher
•
Play memory game with picture cards and practice
Assessment
Phase IV – Term IV 2004
•
•
Working in teams to
communicate effectively with
others
Ways of organizing and
presenting information in
context
•
•
Use language in classroom
activities eg games
Develop writing skills in
context eg matching words
and pictures
saying family names.
•
Complete worksheet matching up a picture of a
family member with the written word
Teacher:
•
Invite local community elders to talk about his/ her
family
•
Discuss key aspects of kinship, ie mother’s sister is
also “gunhi”, father’s brother is also “babiin”,
mother’s sister’s children are also brother and sister
and father’s brother’s children are also brother and
sister.
•
Similarities and differences
between local communities’
lifestyles and those of other
aboriginal or non aboriginal
communities
•
Compare aspects of lifestyles
including food, family,
gender roles
Students:
•
Listen to the elder talk about his or her family
•
The children will construct a family tree using
photograph and/or draw their family with crayons
•
Identify from flashcards and family tree the
relationships just mentioned
Teacher:
• Introduce the word ‘who’ ngandhi?
• Begin questions – hold flashcard eg mother – and
ask
Ngandhi nginha? Who’s this?
Students
•
Repeat the word Ngandhi
•
Replies to question with Nginha gunhi ‘Here is
mother’
•
Play memory games with cards
Can students identify
family members
correctly?
(observation/checklist)