Caripekerjaan yang berkaitan dengan Fun things to buy with 200 dollars atau upah di pasaran bebas terbesar di dunia dengan pekerjaan 21 m +. Ia percuma untuk mendaftar dan bida pada pekerjaan. I have been focusing on this folktale this term with my year 1-3 classes. The first and last time I taught this story was back in 2015 and it has been fascinating looking back over my lesson plans from that time as it was the first year I taught using TCI. I’ve been having so much fun with this story that I want to share with you a few of the pre story ideas I came up with for the story. Probably though, before I go any further, I should share with you the TCI version of the folktale that is based on the one that Annie, Sharon & I co-created in 2015. Ada kancil. Kancil tinggal di hutan. Di hutan ada sungai. Kancil berjalan kaki ke sungai. Kancil lapar. Kancil lihat mangga dan mau seberang sungai. Kancil tidak bisa berenang. Kancil lihat buaya di sungai. Buaya lapar. Kancil berkata, “Halo buaya. Ada berapa buaya di sungai?” Buaya berkata, “Kurang tahu.” Kancil berkata, “Ayo buaya, antri. Saya mau menghitung.” Buaya antri. Kancil seberang sungai dan melompat dari buaya ke buaya dan menghitung. Satu, dua, tiga, empat, lima, enam, tujuh, delapan, sembilan, sepuluh!” Kancil putar dan lihat buaya. Kancil tertawa! Ha! Ha! Buaya marah. Grr. Grr. Kancil senang sekali makan mangga. Kancil terlalu pandai. Translation There’s a mouse deer. The mouse deer lives in the forest. There is a river in the forest. Cancel walked to the river. Mousedeer is hungry. Mousedeer saw a mango and wanted to eat it. Mousedeer can’t swim. Mousedeer saw that there were crocodiles in the river. They are hungry. Mousedeer said, “Hallo crocodile. How many crocodiles are in the river?” The crocodiles said, “Don’t know!” Mousedeer said, “Line up so that I can count you.” The crocodiles lined up. Mousedeer jumped from crocodile to crocodile and counted. One, two, three, four, five, six, seven, eight, nine, ten. Mousedeer turned and looked at the crocodiles. Mousedeer laughed. Ha! Ha! The crocodiles were cross. Grr. Grr. Mousedeer happily ate the mango. Mousedeer is too clever! Prestory telling My structures for this story have been Kancil- mousedeer bisa – can/able to seberang sungai – cross the river Other structures that were covered through TPR & brain breaks include berenang – swim tertawa – laugh antri – line up structures not covered; just translated whenever it was said; kurang tahu – don’t know To introduce the kancil/mouse-deer, I googled pics of them which I shared with the classes. There are also a few great youtube clips. This is one of my favourites Easily the best fun I had was introducing the structure bisa’. My first lesson was a hoot thanks entirely to Ibu Anne. I added to my powerpoint, pictures of people doing things and then asked the class, “Siapa bisa….” Who can…? When students put up their hand to indicate that they could do the said skill, I stated, “Bu Cathy mau lihat!” I want to see it, Students happily got up and demo’d their skill in front of the class. The actions included playing violin, playing drums, gymnastics, singing I gave them a microphone for this!, dancing firstly waltz, secondly floss, thirdly line dancing and then finished with flying! The flying was hilarious. In between 2 lines of students, I placed a chair at one end and I stood at the other end with my arms out-stretched, asking, “Siapa bisa terbang ke Bu Cathy?” Who can fly to Bu Cathy? Everyones hand went up! Students then one by one, volunteered to stand on the chair and fly to me! After each effort, I would sadly state, “Oh, tidak bisa terbang! Oh, can’t fly!” This was such a great lesson! The creativity of students to fly to me was awesome! For the followup lesson focusing on bisa’, I struck gold when I popped into the performing arts classroom and discovered receptions students learning how to do pair balances with our brilliant Performing Arts teacher, Natalie Bond. Here are a couple that I have used successfully Google simple pair balances’ and there are heaps! I have to add here though, that I was very fortunate in that Natalie did all the teaching of how to do each safely, how to work out who does what and that they each needed to take it in turns if one partner had to do a different action to the other. My next target structure that I introduced was seberang sungai’ crossed the river. I intentionally added this into the story because it is a phrase that is so easily adaptable. It could become seberang {ruang} kelas cross the class {room} or even seberang jalan cross the road. After much thought and research on the internet, I knew I wanted to have the students crossing a make believe river. Most ideas I found required equipment/props I didn’t have or would be bulky to pack up & store between lessons. I hit upon an easy yet successful substitute by fluke during one of the lessons. I noticed that as students stood up to move to one side of the river’, there were cushions on the floor! Light bulb moment! I asked my star student the one sitting on the Kursi Luar Biasa to spread the cushions throughout the river and then told the remaining students they were all kancil who wanted to seberang sungai’. I explained that they had to jump from cushion to cushion and if they fell in the river, they became a crocodile. kancil melompat dari cushion ke cushion. Kancil jatuh di sungai, jadi become buaya di sungai. I add the English after words not yet acquired. This was so engaging, that students sat quite patiently waiting for their turn to seberang sungai! It also gave me heaps of opportunities to say seberang sungai’ over and over again. My follow up for seberang sungai’ was to show a few pictures I found on the internet of Indonesian students crossing rivers to get to school which provided great opportunities for intercultural PQA. I also found a few pictures of crocodiles crossing rivers at Cahill Crossing in the NT and then cheekily finished up with this picture Students were indignant when I circled kancil seberang sungai’ and laughed when I explained that there is a make of car in Indonesia called a kancil’!! Look what I have also just found!! How cute! I enjoyed introducing berenang, antri & tertawa – via TPR & Brain Breaks. Tertawa’ Laugh is in a great Indonesian song/rhyme that has been a huge hit with students of all ages. I found it on youtube originally but have adapted it significantly from a CI perspective. It goes like this Here is my 2017 year 2/3 class demonstrating it Antri line up For this, I incorporated ideas I learned while observing Annabelle Allen at iFLT 2019. I simply ask the class to antri, tinggi sampai pendek’. line up, tallest to shortest. This is very hard for students to do without talking, so once again, I used Annabelle Allen’s technique of stopping them and demonstrating ways in which they could achieve this using the Indonesian they know, then letting them go again. The first time I did this, I had to stop them several times to give kudos to those students who were using Indonesian – such a positive way of getting in those sneaky reps! Other antri’ ideas include; -hari ulang tahun birthday months – although I did have quite a few students who didn’t know theirs! -mau punya buaya wants to own a crocodile -nama, A sampai Z by name, A to Z If you can think of any more – please add the ideas in the comments below. One I planned to do but abandoned because I anticipated too much English discussion was foot size. I think this would work better with older students! Berenang Swim is easy to incorporate into TPR & mata-mata spy. In terms 3 & 4 for mata-mata I have been trialling a variation of this to keep it novel. Students love this part of the lesson and woe betide if I forget it! It isn’t strictly great TCI as it is largely listen and repeat, but for junior primary aged students, I have found it a terrific way to begin my lessons and get them thinking in Indonesian and can also be an impressive demonstration for visitors of just how much these young’uns have acquired! So this term, I have a slide in my powerpoint of the language we are focusing on currently. It looks like this I limit the number of words so that it isn’t too overwhelming for the students with poor literacy. I then ask them each to choose one word for which they know the gesture. I remind them that they are not to speak, the class speaks. The mata-mata take it in turns to gesture and the class calls out the Indonesian word that it represents. Overall this has been a successful adaptation however there have been a few students, generally those with poor literacy skills, who misunderstand the instructions and make up their own gesture. Unfortunately this results in everyone calling out a random word, often in English! I am hoping that with lots of modelling and student demonstrations, this will gradually decrease! Storytelling I told the story towards the end of the term several times. The first time using pictures on a powerpoint and the second using student actors. The best thing about this story is that it easily accommodates an entire class of actors. I randomly choose the kancil using my class collection of paddle pop sticks, and the remaining characters in the story are acted out by whoever wants to. The remaining actor parts include hutan forest sungai river & buaya crocodile. I do not limit the. numbers of any of the above parts because any variation becomes an almost parallel story!! The first class acted out the story so well, I asked them to do it again the following lesson do that I could take photos of them to make a class book. The book looks amazing! My kancil was very expressive. It’s now the school holidays, and I am looking forward to planning fun activities based on this story for next term that will provide plenty of opportunities for assessment ready for the upcoming term 4 reports.

Hewas likewise not pompous that made numerous creatures cherish him. Kancil dan buaya dalam bahasa inggris 1. Source: www.kakakpintar.id. Nah, kalau kamu penasaran dengan ceritanya, berikut dongeng si kancil dan buaya dalam bahasa inggris beserta arti terjemahannya yang pas buat tugas story telling. Dongeng si kancil dan buaya dalam bahasa

Adabanyak sekali dongeng Nusantara yang terkenal dan bisa jadi sarana mendidik anak, misalnya cerita kancil dan buaya. Bukan hanya kisah tentang hewan, tapi ini juga menjadi latihan buat anak-anak mengenal literasi sejak dini. Dengan penceritaan yang menarik pada momen yang tepat misalnya sebelum tidur, kisah kancil dan para buaya pastinya
Caripekerjaan yang berkaitan dengan About us for digital marketing company atau upah di pasaran bebas terbesar di dunia dengan pekerjaan 21 m +. Ia percuma untuk mendaftar dan bida pada pekerjaan.
Myfirst póst focuses on thé story Mousedeer bécomes King in EngIish plus some wáyang kancil templates óf Kancil, Harimau ánd Kambing so thát students can maké their own wáyang kancil.If you havént seen it, yóu cán find my first póst Kancil Folktales hére.Whenever he wás in a bád situation, he aIways played tricks ón the other animaIs and was abIe to escape thé situation Kancillalu berlari naik ke atas tebing sungai. Buaya bertempik apabila mendengar kata-kata kancil. Buaya tahu ia sudah kena tipu. Buaya membedal ekornya dengan sekuat-kuat hatinya. Air sungai melambung naik. Kerbau segera melompat lalu berlari naik ke atas tebing mengikut kancil.

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KumpulanStory Telling Durasi 7menit Cerita Rakyat Situ Bagendit , Dan Cerita Kancil Dan Buaya Hay guys apa kabarnya semoga baik-baik dan selalu semangat pada kali ini admin akan berbagi story telling dalam bahasa Inggris cerita rakyat yaitu Situ Bagendit dan juga cerita Kancil Dan Harimau dengan durasi tujuh menit, nah untuk kalian yang saat ini sedang mencari dan membutuhkannya
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2 CERITA KANCIL DAN BUAYA Suatu hari, Kancil pergi ke sungai untuk minum. Tapi ia tahu bahwa buaya mungkin menunggu didalam air untuk memakannya, jadi dia berteriak keras-keras. "Aku ingin tahu apakah air hangat. Aku akan memasukkan kaki saya ke dalam air dan mencari tahu. "Tentu saja Kancil memasukkan kakinya.
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