Debbie Tkel-Sbal's 1996 Conversational Palauan

TABLE OF CONTENTS

UNIT 1: GENERAL INFORMANTION

            Lesson 1: Greetings and General Phrases                                      1-6

            Lesson 2: Common Places Names and Phrases                             7-12

 

UNIT 2: PERSONAL INFORMATION

            Lesson1: Information about Selves/Family and

                                    Common Phrases                                                      13-19

            Lesson 2: Give Information about Age, Nationality,

                        Residence, etc                                                                        20-26

 

UNIT 3: TIME

            Lesson 1: Weeks, Months                                                                 27-34

            Lesson 2: Tell Time of Day, Phrases, Review Weeks and

                                    Months                                                                       35-41

 

UNIT 4: BODY

            Lesson 1: Parts of the Body                                                             42-50

            Lesson 2: Clothing/Accessories and Physical Appearances         51-59

 

UNIT 5: HEALTH

            Lesson 1: Emotions, Feelings, Illnesses                                           60-67

            Lesson 2: Injuries                                                                              68-74

 

UNIT 6: HOME

            Lesson 1: Different Parts of a House, Household Furniture         75-80

            Lesson 2: Household Objects, Household Chores                          81-86

 

UNIT 7: FOOD

            Lesson 1: Cooking Objects, Local Starch Food                                87-93

            Lesson 2: Local Meats, Vegetables, and Fruits                               94-101

 

UNIT 8: WEATHER

            Lesson 1: Weather Conditions, Directional Phrases                      102-109

            Lesson 2: More on Weather Conditions                                         110-114

 

UNIT 9: SCHOOLS

            Lesson 1: Schools Subjects, Activities, and School Related

            Occupations                                                                           115-124

Lesson 2: School Activities and Other Useful Phrases                  125-133

 

UNIT 10: RECREATION

                  Lesson 1: Shopping                                                                                                                      134-140

            Lesson 2: Dining at a Restaurant                                                    141-147

 

BIBLIOGRAPHY

                                                                                                                                                   148-149

 

 

CONVERSATIONAL PALAUAN

 

UNIT 1:

GENERAL INFORMANTION

 

LESSON 1: GREETINGS AND GENERAL PHRASES

 

OBJECTIVES:

                  Students will be able to:

1.     Greet one another in various times of day

2.     Ask and name selves and others

3.     Understand and follow common classroom commands

4.     Understand Conversation Management Phrases

 

TIME:   2 TO 3 HOURS (1 TO 2 Days)

 

Materials:            Clock, blackboard, chalk, flip chart, markers, index cards

 

Teaching Strategies:

 

1.     Total Physical Response/Commands

2.     Questions/Answers

3.     Dialogue

4.     Game

5.     Small Group Activities

Teaching Activities

 

Activity  1.   Greetings

 

Alii                                                        /Hello.

Ungil Tutau.                                   /Good Morning.

Ungil Chodochosong.              /Greetings at midmorning (toward noon)

Ungil Sueleb                                  /Good Afternoon.

Ungil Kebsengei.                        /Good Evening.

Ke ua ngarang?                            /How are you?

Ak Mesisiich.                                 /I'm fine.

E kau a ua ngarang?                                    /And How are you?

Ak dirrek el mesisiich.            /I'm fine, too.

Mechikung me a uriul.            /Bye…See you later.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

T:     Teachers will model the phrases. And use a clock to demonstrate the greetings at various times of day. Will model phrases two or more times.

Ss: Listen

T:     Will model phrases again line by line.

Ss: Students will repeat after the teacher

T:     Will divided students into groups and call on individual group to give the correct greeting phrases and he/she shows different times of day.

Ss: Individual students will give the correct greeting phrases

 

T:     Provide students with a written copy of the phrases. May copy the phrases on the blackboard, chart paper, flip chart or as a hand-out.

 

Ss: Students will repeat  each line after you, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

 

T:     Pair Students and have them practice in pairs.

 

Ss: Students will work in pairs with one asking the questions and the other listening and responding. Students will reverse roles and repeat.

 

T:     While students are in working pairs, teacher will observe and provide assistance to those students having difficulties.

 

 

Activity 2.    Ask and name selves and others

 

                           Ng techa ngklek?                                 /                What is my name?

                           A ngklek a                                                 /                My name is

                           Ng techa ngklem?                               /                What is your name?

                           A ngklem a                                               /                Your name is

                           Ng techa ngklel?                                  /                What is his or her name?

                           A ngklel a?                                                /                His or her name is

                           Ng techa ngkliu?                                  /                What are your names?

                           A ngklam a __me a __.                      /                Our names are__ and __

 

Note:              Explain that a ngklel is used both for "his or her name is."

 

T:     Say dialogue: (examples)

 

         A ngklek a _____.                /Point your finger to yourself

         A ngklem a ____.                 /Point your finger to the person you're talking to

         A ngklel a _____.                 /Point your finger to the person away from you

A ngkliu a __ me a __ me                          /Your names are___, ___ and ___ a ___

A ngklam a __ me a __.                              /Our names are___, and ___, etc.

A ngklir a __ me a __ , etc.                       /Their names are __ and __ , etc.

 

 

Ss: Listen

T: Models the questions with the answers : (examples)

         Ng techa ngklek?

         A ngklek a ___

 Ng techa ngklem?

A ngklem a____

Ng techa a ngklel?

A ngklel a ___

Ng techa ngkliu?

A ngkliu a __, ___, etc.

Ng techa ngklir?

A ngklir?

A ngklir a __,___, etc.

Ng techa ngklam?

A ngklam a __,___, etc.

 

Ss:   Listen

T:     Models again the combined question and answer phrases with action. (May repeat this step as many times as needed).

 

Ss:   Repeat after the teacher as a whole group

T:     Will divide students into groups and call on individual groups to answer the questions

 

Ss:   Individual groups will take turn answering the questions.

T:     Will assign Group #1 to ask the questions and Group #2 to provide the answers.

Ss: Groups #1 will ask the questions and Group #2 will give the answers.

         Will reverse role and repeat

 

T:     Provide students and a written copy of the phrases.

Ss:   Students will repeat each line after you, take plenty of time to go over individual words which are particularly difficult to pronounce or understand.

T: Pair up students and have them practice.

Ss:  Will work in pairs with one asking the questions and the other listening and responding.       Reverse roles and repeat.

 

Activity 3.      Follow classwork  commands

Morrenges              /                     listen

Mluut                      /                      repeat

Lak  mongerodech       /             you  don't make  noise or  talk

Monguiu                        /             read

Moluches                        /            write

Bom  dechor                   /            Stand up

Bom   dengchokl             /           sit   down

Morael                               /           go

Mei                                     /           Come

 

T:    Model   behavior  as  you say command. Model  all commands

Ss:   Listen

T:    Say " morrenges" and put your hand to cup your ear. Model  all commands  as  many  time   as  needed  before you ask the students to say the commands out loud.

Ss:   Listen

T :   Say  all the commands again with the appropriate  actions and ask the  students to model  the  commands with you. If they're already comfortable in saying the commands,  they  can say them as they  model the action.

Ss :   Students will model the commands as the whole group

T  :     Continue this process by modeling each word and have the Ss repeat.

Ss.     Students model the commands

T:       Divide students into groups , give the commands and ask different groups to model the commands. (Do this step several times with the different groups.)

Ss.     Individual groups will take turn modeling the commands.

T:       Provide the students with a written copy of the commands and go over the commands.

Ss.     Students will repeat each line after you, taking plenty of time to go over Individual words which are particularly difficult to pronounce or understand.

T:       Divide students into pairs.

Ss.     Students will work pairs, with one giving the commands and the other listening and modeling the commands. Reverse roles and repeat.

T: While students are working in pairs, teacher will observe and provide assistance to those having difficulties.

 

Activity 4. Understand Conversation Management Phrases:

1.                    Ka mluut el melekoi                                   /                Please repeat

2.                    Ng mekera omdu el kmo "                " el Tekoi er a Belau?           /                How do you say "         " in Palauan?

3.                    Bo mokokau el melekoi.        /                Please speak slowly

4.                    Ak medengei                                 /                I understand.

5.                    Ng dial kudengei.                       /                I don't understand

6.                    Ke kmal mesaul (formal)       /                Thank you

7.                    Ke mesulang (Informal)         /                Thanks

8.                    Sulang (very informal)             /                Thanks.

 

T:              Models phrases will appropriate actions. (Repeat as many times as needed)

Ss:            Listen

T:              Models phrases again. (Repeat this step as many times as needed).

Ss:            Students repeat phrases after the teacher.

T:              Divided students into groups and have each group take turn modeling the phrases. ( Repeat this step as many times as needed).

Ss:            Individual groups will take turn modeling the phrases.

T:              Provide students with a written copy of the phrases.

Ss:            Students will repeat each line after you, taking plenty to time to go over individual words which are particularly difficult to pronounce or understand. ( Teacher and students will repeat this step as many times as needed).

T:              Divide students into pairs.

Ss:            Will work in pairs with one telling (or reading) and the other listening and responding. Reverse roles and repeat.

T:              While students are working in pairs, teacher will observe and provide assistance to those students having difficulties.

 

Activity                     5.            Game: Positive and negative commands

                                    Morrenges                             /Listen

                                    Mluut el molekoi               /repeat and say that again

                                    Monguiu                                  /read

                                    Moluches                               /write

                                    Mongerodech                      /make noise

                                    Bong dechor                         /stand up             

                                    Bong dengchokl                                    /sit down

                                    Morael                                     /go

                                    Mei                                             /come

                                    Lak morrenges                    /don't listen

                                    Lak mluut el molekoi      /don't    repeat

                                    Lak monguiu                         /don't read

                                    Lak moluches                      /don't write

                                    Lak mongerodech             /don't make noise

                                    Lak bom dechor                                   /don't stand up                 

                                    Lak bom dengchokl          /don't sit down

                                    Lak morael                            /don't go

                                    Lak komei                               /don't come

 

Steps:

1.     Write the commands on a set of card ( one command per card).

2.     Pair up students and give each pair a set of cards.

3.     Students will take turn picking up a card, read the command silently and act it out while the other student tries to guess what the command is.

4.     The student who guesses correctly will keep the card.

5.     The student with the most cards at the end of the activity is the winner.

 

Activity   6.           Dialogue

 

Note: write the following dialogue on the board or chart paper so that students can see as well as hear the dialogue.

S1:           Alii, ng ungil tutau.                                               /Hello, good morning.    (depends on what time                 

                                                                                                            Of day students are doing this lesson).

S2:           Ungil tutau.                                                               /Good morning.

S1:           A ngklel a ___. Ng techa ngklem?                /My name is___. What's your name?

S2:           A ngklel a ___.                                                          /My name is___

S1:           Keu a ngarang?                                                                         /How are you?

S2:           Ak mesisiich. E kau a ua ngarang?             /I'm fine. How are you?

S1:           Ak dirrek el mesisiich.                                       /I'm fine too.

S2:           Ng  techa ngklel a sechelim?                         /What's your friend's name?

S1:           A ngklel a sechelik a ___.                                  /My friend's name is ____

T:              Model the above dialogue with a volunteer (Repeat as many times as needed)

Ss:            Listen

T:              Model the dialogue again (Repeat as many times as needed)

Ss:            Repeat after the teacher

T:              Provide students with written copies of the dialogue

Ss:            Read the dialogue with the teacher, taking plenty of time to go over individual words or phrases that are particularly difficult to pronounce or understand.

T:              Divide students in to groups. Assign one group the role of Students #1 and the other, the role of Student#2 and have of them practice the dialogue.

Ss:            Students will practice the dialogue in pairs. Reverse roles and repeat.

T:              Teacher will call on volunteers to role play their dialogue.

Ss:            Students will role play their dialogue in pairs.

 

Activity 7.             Assignment:

 

                                    Teachers will pair up students and ask each pair to make up a short dialogue using what they've learned in Activity 1 to 6. Students can prepare and use props to role play their dialogue at the next class meeting. A written copy of their dialogue will be turned in to the teacher.

 

                  Note: Students may seek assistance from native Palauan speakers in preparing their dialogue.

 

CONVERSATIONAL PALAUAN

 

UNIT1:   GENERAL INFORMATION

 

LESSON 2:

OBJECTIVES:

Students will be able to:

1.     Know common places names

2.     Understand 8 Conversation Management Phrases

3.     Identify 7 Classroom Objects

4.     Understand and follow 8 classroom commands

Time:     2 to 3 ( 1 to 2 days)

 

Materials:            bb, chalk, flip chart, marker, paper, pen/pencil, handout, common classroom objects, pictures or models of places, map

 


Teaching Strategies:

 

1.     Total Physical Response

2.     Questions/ Answers

3.     Dialogue

4.     Games

5.     Small group  activities

Teaching Activities

 

Activity  1.            Review of Lesson 1

                  Instructor will prepare his/her own review lesson.

 

Activity  2.            Understand common place names:

 

1.     Blai                                                      /                house

2.     Skuul                                 /                school

3.     Klas                                                     /                class

4.     Laibreri                           /                library

5.     Ikelesia                           /                church

6.     Stoang                             /                store

7.     Makit                                /                market

8.     Obis                                   /                office

9.     Bai                                      /                meeting house

10.  Bill a bulis                     /                police station

11.  Osbitar                            /                hospital                

12.  Uum                                  /                cafeteria, kitchen

13.  Restorand, bill  a blengur     /                restaurant

14.  Benjio                              /                bathroom/restroom

T:              Bring pictures or prepare drawings or models of the above vocabulary.

Teacher will show each picture, drawing or model and say it's name.

Ss:            Listen

T:              Teacher will repeat the above procedures 3 or 4 times

Ss:            Listen

T:              Teacher will say the name of each picture again.

Ss:            Students will repeat after the teacher

T:              Show each picture without saying anything

Ss:            Whole class will name each picture shown

T:              Teacher will number the pictures and put them up on the board or wall and will randomly call out the numbers.

Ss:            Students will call out the corresponding places names.

T:              Divide Class into groups and show the pictures to each group and ask,"Tiang ng ker?"

Ss:            Each group will take turn responding, "Tilechang a blai." Or "Ng blai."

T:              Call on individual students to identify the pictures.

Ss:            Individual students identify pictures shown by teacher.

T:              Provide students with a written copy of the words.

Ss:            Will read the words after you, taking plenty of time to go over individual words which are particularly difficult to pronounce or understand .( Repeat this step as many times as needed)

T:              Divide students into pairs and give each pair a set of cards with the above words written on them.

Ss:            Will work in pairs with one showing the pictures and asking questions and the other responding. Reverse roles and repeat. Will continue practicing until they know all the words.

 

Activity 3.             Understand Conversation Management Phrases

                                    Ke mo er ker?                                         /                Where are you doing?

                                    Ak mo er a blai.                                                       /                I'm going to the house>

                                    Ke mla er ker?                                       /                where did you come from?

                                    Ak mla er a skuul.                                /                I came from school.

                                    Ke mla er a blai er a elii?               /                Were you at the house yesterday?

                                    Ke mo er ker er a klukuk?               /                Where are you going tomorrow?

                                    Ak mo er a  skuul er a klukuk        /                I'm going to school tomorrow.

                                    Ak mo er a skuul er a klukuk         /                I'm going to school tomorrow

                                    Ke mo er a klukuk?                             /                Are you going to school tomorrow?

                                    Ochoi, ak mo er a skuul er a klukuk/         Yes, I'm going to school tomorrow

                                    Ng diak, ng diak bo er a skuul er a klukuk./            No, I'm going to school tomorrow

                                    Mechikung.                                             /                Goodbye.

 

T:              Model phrases with appropriate actions. ( Repeat as many times as needed.)

Ss:            Listen

T:              Model phrases again.    (Repeat this step as many times as needed.)

Ss:            Students repeat phrases after the teacher.

T:              Teacher will ask each question again and for answer , she will use the names of places learned in activity #2. For Example:

Ke mo er ker?                                         Where are  you going?

 

Ak mo er a blai.                                                       I'm going to the house

Ak mo er a skuul.                                 I'm going to school.

Ak mo er a  klas.                                   I'm going to class

Ak mo er a laibreri.                            I'm going to the library

Ak mo er a ikelesia.                           I'm going to church

Ak mo er a stoang.                              I'm going to the store

Ak mo er a obis                                     I' m going to the office

Ak mo er a benjio                                I'm going to the restroom

Ke mla er ker?                                       Where did you come from?

Ak mla er a blai                                                       /I was at the house

Ke mlo er ker er a elii?                     /Where did you go yesterday?

Ak mlo er a skuul er a elii.             I went to school yesterday.

(continue substituting the names of places.)

Ke mo er a skuul er a klukuk?/                      Are you going to school tomorrow?

(continue substituting the names of places).

Ochoi, ak mo er a skuul er a klukuk./       Yes, I'm going to

                                                                                          School tomorrow.

Mechikung                                               /                Goodbye.

 

Ss: Listen

T:              Teacher models the phrases again substituting the names of places. (Repeat this step as many times as needed.)

Ss:            Students repeat after the teacher.

T:              Provide students with a written copy of the phrases

Ss:            Students will repeat each phrase after you, taking plenty of time to go over individual words which are particularly difficult to pronounce or understand.

T:              Divided students into two groups and assign one group to ask the questions and the other to answer.

Ss:            Group 1 will ask the questions and group 2 will give the answer.

T:              Divide students into pairs.

Ss:            Will work in pairs with one asking questions and the other listening and responding . (Reverse role and repeat).

T:              While students are working in pairs, teacher will observe and provide assistance to those needing assistance.

 

Activity 4.             Dialogue:

                  Pair up students and have them create their own dialogue using what they've learned so far (The dialogue will include what they've learned in the previous lessons.). Role play of dialogues will take place at the next class meeting.

Activity 5.             Identify common classroom objects

                  Tebel                                         /                table

                  Kingall                                      /                chair/seat

                  Hong                                          /                book                                                            

                  Babier                                       /                paper

                  Oluches                                                     /                pencil

                  Tsiok                                          /                chalk

                  Blakbord                                 /                blackboard

                  Kureong                                   /                crayon 

                  Tet                                               /                purse, backpack

 

T:              Teacher have these classroom objects ready for demonstration. Will show each object and say it's name. (Repeat this step as many times as needed).

Ss:            Listen

T:              Teacher will show each object and say it's name.

Ss:            Repeat each word after the teacher

T:              Divide students into groups and show the objects to each group

Ss:            Each group will take turn naming the objects

T:              Provide students with a written copy of the words and go over them

Ss:            Students repeat the words after teacher

T:              Will pair up students

Ss:            Will work in pairs, with one showing the objects and the other naming them. Reverse roles and practice again.

 

Activity 6.             Game:  Win, Loose or Draw

 

Steps:

 

1.     Teachers will write the words from Activity 2 and Activity 5 on index cards ( one word=1 index card)

2.     Divice students into two groups (Team A and Team B or they can name themselves).

3.     Teachers will decide which team will draw first (for example, let's assume that Team A will draw first. Team A will choose one of their team members to draw for their group).

4.     Teachers will show a card to the person from Team A and he will try to draw the objects. As he is drawing, the rest of Team A will try to hues the name of the object their team member is trying to draw( they have 1(one) minute to guess what the object is and say the correct Palauan name). Team B must not call out the answer at this time because Team A can steal  their ideas and get a point for guessing right.

5.     If Team A fails to guess the object in 1(one) minute, then Team B will get a chance to guess the correct name. If Team B guesses correctly, they get the one point.

6.     Then it's Team B's turn to draw and guess the name of the object ( follow Steps 1 to 5).

7.     After Team B, then it's Team A's turn again until everyone in both teams has had a chance to draw or until they've drawn and guessed all the words.

8.      The team with the most points wins the game.

Activity 7.             Name and Follow Classroom Commands:

 

1.     Beskak                             /                give me

Lak momeskak           /                don't give me

2.     Mnguu                             /                take, get, bring

Lak molai                       /                don't get, take, or bring

3.     Bo mdechor                 /                you stand up

Lak bo mdechor        /                don't stand up

4.     Bo mdengchokl          /                you sit down

Lak bo mdengchokl  /               you sit down

5.     Bong                                  /                go            

Lako bong                      /                don't go

6.     Morael                            /                go

Lak morael                   /                don't go

7.     Mei                                                      /                come

Lak ko mei                     /                don't come

8.     Mtetkii                            /                point to

Lak molutk                    /                don't point to

T:     Model all commands with appropriate gestures to convey meaning.

Model the positive commands first, then the negative commands. ( Repeat this step as many times as needed.)

 

Ss:   Listen

 

T:     Model all commands again with appropriate gestures and ask the students to model the actions. If they're already comfortable in saying the commands, they can say them as they model the action, however, don't force them to produce orally at this time.

 

Ss:   Students will model the commands as a whole group.

 

T:     Place different classroom objects on a table ( use objects students already know from the previous activity and model: "Morrenges, lak mongerodech, beskak a oluches or mtetkii a oluches". Another example would be, " Lak molekoi, morael el mo er a kingall e bong mdengchokl".

Make up other commands combinations as you go along.

 

Ss:   Students follow commands given by the teacher.

 

T:     Divide students into groups, give the commands and ask different groups to model the commands. (Do this step several times with the different groups).

 

Ss:   Individual groups will take turn modeling the commands.

 

T:     Divide the students in to pairs.

 

Ss:   Students will work in pairs, with one giving the commands and the other listening and modeling the commands. Reverse roles and repeat. Students will try to make up other command combinations.

 

T:     Teacher will call each group to give their commands while the rest of the students act out the commands.

 

 

Activity  8.                     Dialogue

 

 

Teacher will pair up students and ask each pair to make up a short dialogue using what they've learned in lesson 1 and lesson 2. Students will prepare and use props to role play their dialogue at the next class meeting. They will also hand in a written copy of their dialogue to the teacher.

CONVERSATIONAL  PALAUAN

 

UNIT: 2

                    PERSONAL INFORMANTION

 

LESSON 1:              INFORMANTION ABOUT SELVES/FAMILY AND COMMON PHRASES

 

 

OBJECTIVES:

 

Students will be able to:

 

1.     Ask and give personal information about themselves

2.     Give information about family member

3.     Count with numbers for humans from 1 to 10

4.     Understand conversation management phrases

5.     Understand and name 7 classroom objects

TIME:      2 TO 3 HOURS (1 TO 2 Days)

                  Materials:             hand-outs, common classroom objects, drawings or pictures of family members, vocabulary on index cards.

 

                  Teaching Strategies:

1.     TPR                  

2.     Dialogue

3.     Question/Answer

4.     Interview

5.     Games

6.     Small group activities

Teaching Activities:

 

Activity   1.           Review with Palauan version of "Simon Says"

 

                  Activity  1. Subtitute "Simon Says" with "A Simon a kmo" then give the different commands taught in unit 1 and have students follow the commands.

                                    "A Simon a Kmo":

                  "Bom dechor"

                  "Bom  dengchokl"

                  "Mtetkii a kingall"

                  "Morael"

 

Remind students that they will only act out the commands when they begin with phrases "ASimon a kmo". Teacher will make up other commands.

 

                  Ss:            Follow the commands given by the teacher

                  T:              Ask volunteers to take turn giving the commands.

                  Ss:            Volunteers make up their own commands and the rest of the class will follow the commands given by the volunteer students(s).

 

Activity 2.             Ask and give personal information about themselves :

 

                  T:              Prepare a chart ahead of time with drawings of different family members. Label the drawings with the following names:

 

                                                      Chedam                                   /                father

                                                      Chedil                                       /                mother

                                                      Demak                                      /                my father

                                                      Delak                                         /                my mother

                                                      Ochedak                                  /                my brother/sister/sibling

                                                      Ochellek                                  /                my younger brother

                                                      Obekuk                                                       /                my older brother

                                                      Chudelek                                /                my older sister

                                                      Merrengek                             /                my younger sister

                                                      Demak el rubak                                    /                my grandfather

                                                      Delak el mechas                /                my grandmother

                                                      Okdemelek                            /                my uncle (my mother's brother)

 

                  T:              Introduce the above vocabularies by pointing to the different family members and saying the appropriate word.

 

                  Ss:            Listen

 

                  T:              After repeating the above words several times, introduce the following phrases by giving information about you first.

 

                                    A ngklek a ____.                                     /                My Name is ___

                                    A ngklel a demak a ___.                   /                My father's name is___

                                    A ngklel a delak a ___.                      /                My Mother's name is ___

                                    A ngklel a ochedak a __.                                    /                My Brother's/sister's name is__

                                    A ngklel a obekuk a ___.                                    /                My older brother's name is __

                                                                                                                              (male /male relationship only)

                                    A ngklel a ochellek a __.                                    /                My younger brother's name is__

                                                                                                                              (male/ male relationship only)

                                    A ngklel a udelek a __.                      /                My older sister's name is__

                                                                                                                              (female / female relationship only)

                                    A ngklel a merrengek a __.            /                My younger sister's name is__

                                                                                                                              (female/ female relationship only)

                                    A ngklel a demak el rubak             /                My grandfather's name is __.

                                    A ngklel a delak el mechas           /                My grandmother's name is__.

                  A ngklel a okdemelek a __.                              /                My uncle's name is__.

 

Note: Let students know that "okdemelek" (okdemaol) refers only  to your mother's brother(s)

 

                  T: Repeat the phrases several times to make sure that students understand what you're saying. Give real of fictitious names to the different family members to better illustrate the meaning of the phrases.

Ss:            Listen

T:              Say the phrases again and pointing to the different models or drawings.

Ss:            Listen and repeat after teacher.

T:              Divide students into small groups and have them repeat after you.

Ss:            Individual groups repeat after teacher

T:              Provide students with written copies of the phrases and ask them to write in information about themselves

Ss:            Write information about themselves in the blanks.

T:              Teacher read the sentences line by line.

Ss:            Repeat after the teacher line by line.

T:              Pair up students and have them introduce themselves to each other using real information about themselves.

Ss:            Students introduce themselves to their partners.

T:              Change partners so that students introduce themselves to as many classmates as possible

Ss:            Introduce themselves to as many classmates as possible.

 

Activity 3.             Questions and answers

T:              Teacher will introduce the following questions and the appropriate answers. Model the questions and answers with a volunteer.

 

Q               Ng techa ngklel a demam?                             /                What's your father's name?

A:              A ngklela demak a__                                           /                My father's name is__?

Q               Ng techa ngklel a delam?                                /                What's your mother's name?

A:              A ngklel a delak a __                                            /                My mother's name is __

Q               Ng techa a ngklel a ochedam?                     /                What's your brother's /sister's name?

A:              A ngklel a ochedak a __.                                                      /                My brother's/sister's name is__.

Q               Ng techa ngklel a obekum?                            /                What is your older brother's name?

                                                                                                                              (male to male relationship only)

A:              A ngklel a obe kuk a__                                        /                My older brother's name is___.

Q               Ng techa a ngklel a ochellem?                     /                What's your younger brother's name? (male to male relationship only)

A:              A ngklel a ochellek a__.                                                       /                My younger brother's name is__.

Q               Ng techa ngklel a chudelem?                        /                What is your older sister's name?

A:              A ngklel a chudelek a__.                                                     /                My older sister's name is__.

Q               Ng techa ngklel a merrengem?                    /                What's your younger sister's name? (female to female relationship only)

A:              A ngklel a merrengek a __.                              /                My younger sister's name is___.

Q               Ng techa ngklel a demam el

                  Rubak?                                                                         /                What is your grandfather's name?

A:              A ngklel a demak el rubak a ___                                     /                My grandfather's name is___.

Q               Ng techa ngklel a delam el mechas?       /                What's your grandmother's name?

A:              A ngklel a delak el mechas a                         /                My grandmother's name is___

Q               Ng techa ngklel a okdemelem?                   /                What is your uncle's name?

A:              A ngklel a okdemelek a__.                               /                My uncle's name is___.

 

Ss:            Listen

T:              Model the questions with volunteers as many times as needed

Ss:            Repeat after teacher

T:              Provide students with a written copy of the questions and answers

Ss:            Read the questions and answers with the teacher, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

T:              Pair up students and assign one student to ask the questions and the other  to provide the answers.

Ss:            Will work in pairs with one asking the questions and the other listening and responding. Reverse roles and repeat.

T:              Change partners so that students get a chance to practice with other classmates.

Ss:            Practice with as many classmates as possible.

 

Activity                   4.              Counting with numbers for humans from 1 to 10

 

                                    Ta (el chad)          /                one

                                    Teru (el chad)     /                two

                                    Tedei (el chad)  /                three

                                    Teua ( el chad)   /                four

                                    Teim (el chad)    /                five

                                    Telolem (el chad) /           six

                                    Teuid (el chad)  /                seven

                                    Teai (el chad)     /                eight

                                    Tetiu (el chad)   /                nine

                                    Teruich (el chad)/              ten

 

T:              Draw ahead of time stick figures of people with the corresponding Palauan numbers and go over the numbers with the students.

Ss:            Listen

T:              Ask students to pint to the picture that has certain number of people in it. Examples, use some of the commands taught in Unit 1: "Mtetkiia siasing el ngar er ngii a reteru el chad",etc.

T:              Go over the numbers again and have students repeat ( Repeat as many times as needed).

Ss:            Repeat the numbers after the teacher.

T:              Prepare cards with different number of people in each card doing something (use action words taught in Unit 1 and Unit 2), for example:

                  A card will have two people sitting

                  A card will have two people running

                  A card with one person standing , etc.

                  Introduce this question form: Show a card and say," te tela el chad a dengchokl? Te tela el chad a remurt? Te tela el chad a dechor?

After each questions, give the appropriate answer. Repeat this step two or three times before you ask the students to respond ( Be sure to prepare enough set of cards for students to use at the end of this lesson.—pair practice).

Ss:            Listen

T:              Teacher will ask the questions again

Ss:            and students will give the answers as a whole group

T:              Will divide the students into groups and ask each group the same questions

Ss:            Individual groups will take turn answering the questions

T:              Provide students with written copies of the numbers, the questions and the answers. Go over the numbers with the students.

Ss:            Repeat after the teacher

T:              Pair up students and give each pair a set of cards and have them practice with one asking the questions and the other listening and responding.

 

Ss:            Students practice and keep switching roles until they've mastered the lesson.

 

Activity 5.             Family members:              Dialogue

T:              Ask the students to draw their own family pictures (with stick figures) or bring photographs which has all or most of their family members in it. You will also draw one for your own family. Show yours to the students and model the following dialogue:

 

Note:     Be sure to change the numbers to correspond with the number of people in your picture or drawing.

 

                  "A rechad er a blik a teai.              /                There are 8 people in my family.

                  A ruchedak a tedei.                           /                I have three brothers or sisters. (If you're a female then you're talking about your brothers and if you're a male then you're talking about your sisters).

 

                  "A rubekuk a terung                          /                I have two older brothers.(brothers relationship only).

                  A ochellek a di tang                           /                I have one younger brother.(brother's relationship only).

                  E kau, te tela a rechad er a blim? /            And you, how many people are in your family?

 

                  E tela a ruchedam?                            /                And how many brothers or sisters do you have?

 

Ss:            Draw pictures of their families and listen to the teacher model the above dialogue.

T:              Repeat the dialogue as many times as needed ( Be sure to cover all the vocabulary taught in Activity 2.)

Ss:            Listen

T:              Model the dialogue again

Ss:            Repeat after the teacher

T:              Provide students with a written copy of the dialogue

Ss:            Go over the dialogue with the teacher, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

 

T:              Pair up students and have them work with each other practicing the dialogue.

Ss:            Will work in pairs with one showing the drawing or picture of his or her family and sharing information about his/her family while the other listens and ask questions. Students will reverse roles and repeat until they've mastered the dialogue.

 

Activity 6.             Understand and name classroom objects

                                    Mado     /                window

                                    Klok        /                Clock/watch

                                    Chesimer/            door

                                    Kbokb    /                wall

                                    Ulaol      /                floor

                                    Tet           /                bag/purse

                                    Baks       /                box

 

T:              Teacher will have these classroom objects ready for demonstration. Will show or point at each object and say its name. (Repeat this step as many times as needed).

Ss:            Listen

T:              Teacher will show each object and say its name

Ss:            Repeat each word after the teacher

T:              Divide students into groups and show the objects to each group

Ss:            Each group will take turn naming the objects

T:              Provide students with written copy of the words and go over them

S:              Students repeat the words after the teacher.

T:              Pair up students

S:              Will work in pairs, with one showing or pointing at the objects and asking "tia ng ngarang?" or "Se ng ngarang?" and the other responding . Reverse roles and practice again.

Activity 7.             Understand conversation management phrases

 

                  Tiang ngarang?                   /                What's this?

                  Tilechang  ngarang?        /                What's that? (Point to object near the person you're talking to)

                  Or Se ngarang?                    /                What's that? (Point to object away from the person you're talking to)

                  Aikang  ngarang?               /                What are these?

                  Ailechang  ngarang?        /                What are those? (Point to objects near the person you're talking to)

                  Aike ngarang?                      /                Whar are those? (Point to objects away from the person you're talking to)

 

T:              Teacher will model the following questions by using the vocabulary taught in Activity 6. For example, the teacher will touch the window and say, "Tiang ngarang?" point to the wall and say,"Se ngarang?",etc. As the teacher models the questions, she will also model the appropriate responses

Ss:            Listen

T:              Teacher model the questions again

Ss:            and students will provide the answers as a whole group

T:              Teacher will divide students into groups and have each group provide answers as he/she or a volunteer ask the questions

Ss:            Individual groups will take turn answering questions asked by a teacher or a volunteer.

T:              Provide students with written copies of the questions and go over the questions

Ss:            Read first and repeat after the teacher, taking plenty of time to go over individual words which are particularly difficult to pronounce or understand

T:              Pair up students and have them practice the questions

Ss:            Will work in pairs with one student asking the questions and the other listening and responding. Reverse roles and repeat.

T:              While students are working in pairs, the teacher will monitor and assist those students who need assistance

Activity 8.             Game, Win, Loose or Draw

                  Steps:

1.     Teacher will combine the words taught in Unit 1-Lesson 2( Activity 5.) and the words taught in Unit 2- Lesson 1 (Activity 6.) and will write them in index cards (one word=1 index card)

2.     Divide students into two groups (Team A and Team B or they can name themselves).

3.     Teacher will decide which team will draw first (for example, let's assume that Team A will draw first. Team A will then choose one of the their team members to draw for their group.)

Teacher will show a card to the person from Team A and he will try to draw the object. As he is drawing, the rest of Team A will try to guess the name of the object their team member is [1]trying to draw(They have 1 (one) minute to guess what the object is and say the correct Palauan name). Team B must not call out the answer at this time because Team A can steal their ideas and get a point for guessing right.

4.     If Team A fails to guess the objects in 1(one) minute, then Team B will get a chance to guess the correct name. If Team B guesses correctly, they get the one point.

5.     Then it's Team B's turn to draw and guess the name of the object (follow steps 1 to 5).

6.     After Team B, then it's Team A turn until everyone in both teams has had a chance to draw or until they've drawn and guessed all the words correctly

7.     The team with the most wins.

 

Activity 9.             Assignment

 

                  Teacher will pair up students and ask each pair to make up a dialogue using what they've learned in Unit 1 and Lesson 1 Unit 2. Students will prepare and use crops to role-play their dialogue at the next class meeting. They will also in a written copy of their dialogue.

 

                  Teacher will pair up students and ask pair to make up a dialogue using what they've learned in Unit 1 and Lesson 1 of Unit 2. Students will prepare and use props to role -play

                                                     

 

 

                                                     

 

CONVERSATIONAL PALAUAN

UNIT 2: PERSONAL INFORMATION

LESSON 2: GIVE INFORMATION ABOUT AGE, NATIONALITY, RESIDENCE, ETC

 

OBJECTIVES

 

Students will be able;

1.     Understand and use counting numbers for years (age)

2.     Ask and give additional informational such as place of birth, nationality, place of origin/ residence, etc.

3.     Understand and follow classroom commands

4.     Understand conversational management phrases

 

 

Time: 2 to 3 (1 to 2)

 

Materials: blackboard, chalk, chart paper or flip chart, deck of cards, colored index cards, markers

 

 

Teaching Strategies:

 

1.     Total Physical Response

2.     Question and answer

3.     Dialogue

4.     Interview

5.     Games

6.     Small group activities

 

Teaching Activities:

 

Activity 1.             Introducing counting numbers four year (age)

 

T:              Introducing the following numbers for age by putting them on the blackboard or chart paper with their corresponding English numbers:

 

1/tang                     11/teruich me a tang                       21/lluich me a tang

2/erung                                    12/teruich me a erung                    22/lluich me a erung

3/edei                     13/teruich me a edei                       23/lluich me a edei

4/euang                 14/teruich me a euang                   24/lluich me a euang

5/eim                      15/teruich me a eim                         25/lluich me a eim

6/elolem               16/teruich me a elolem                                   26/lluich me a elolem

7/euid                     17/teruich me a euid                       27/lluich me a euid

8/eiai                      18/teruich me a eiai                         28/lluich me a eiai

9/etiu                      19/teruich me a etui                        29/lluich me a etui

10/teruich           20/lluich                                                   30/okedei

                                                                                                            31/okedei me a tang

                                                                                                            40/okoang

                                                                                                            41/okoang me a tang

                                                                                                            50/okeim

                                                                                                            51/okeim me a tang

                                                                                                            60/okolem

                                                                                                            61/okolem me a tang

                                                                                                            70/okeuid

                                                                                                            71/okeuid me a tang

 

T:              Go over the numbers

Ss:            Listen

T:              Go over the numbers again (Repeat this step as many  times as needed).

Ss:            Repeat after teacher

T:              Pair up students and give each pair 2 sets of different colored index cards

Ss:            Each student in a team will make a set of flash cards with the above numbers. Each student will also have different colored cards. Although each student within a team has different colored cards, across the teams the colores are repeated. (Example: S1 will have green cards and S2 will have yellow cards). They will write the Palauan number on one side and the English number on the other side.

T:              Ask students to practice with each other

Ss:            Have S1 hand their cards to S2

T:              S2 will hold up a card showing the English number and S1 will try to say the correct Palauan number. If S1 guesses the number correctly, he or she will keep the card, if not, it is placed on the bottom of the deck to be repeated when S1 wins back his or her cards. S1 and S2 will switch roles and repeat the process until both have won all their cards back.

 

Activity 2.             Game: Addition

 

                  Steps:  

1.     Pair up students and give each pair a set of regular playing cards.

2.     Shuffle the cards and lay them face down on the table.

3.     S1 will turn over one card and say the number of the card in Palauan(Students will use the counting numbers for years).

4.     S1 then turns over a second card and say the name of the number on the second card

5.     S1 then adds the number on the two cards and give the correct sum in palauan

6.     If S1 give the correct sum in Palauan the he/she keeps the cards. If not, the cards are put back on the table face down.

7.     S2 will take his/her turn and follow the same procedure.

Note:     The student with the most cards at the end of the game is the winner.

 

Activity 3.             Asking and giving age: Question and Answer

 

                  Ng tela rekim?                     /                How old are you?

                  Ng teruich me a elolem a rekik /                 I'm sixteen years old

                  Ng tela rekil a demam?                   /                How old is your father?

                  Ng____ a rekil (ademak)*/             My father is ___years old.

                  Ng tela rekil a delam?    /                How old is your mother?

                  Ng___a rekil (a delak)*./                 My mother is ___years old

                  Ng tela rekil a ochedam?/             How old is your brother  or sister?

                  Ng____a rekil (a ochedak)*./        He or she is __years old.

                  Ng tela rekil a obekum?                  /                How old is your older brother? (brother                 /brother relationship only)

                  Ng____a rekil (a obekuk)*./           He's ___years old.

                  Ng tela rekil a ochellem?    /         How old is your younger brother? (brother/brother relationship only)

                  Ng___a rekil (a Ochellek)* /          He's ___years old.(brother /brother relationship only)

                  Ng tela rekil a udelem?                      /             How old is your older sister?(sister/sister relationship only)

                  Ng____a rekil(a udelek)*. /            she's ____years old.

                  Ng tela rekil a merrengem?/       How old is your younger sister?(sister/sister relationship only)

                  Ng____a rekil.                      /                She's ____years old.

Note:     The phrases with an * in parenthesis can be left out or added depending on whether you want to be very specific or casual in your answers.

 

T:              Model the questions and answers by giving information about yourself first. You may use fictitious numbers to answer the questions.

Ss:            Listen

T:              Model the questions and answers as many times as needed.

Ss:            Listen

T:              Model the questions and answers again.

Ss:            Repeat after teacher.

T:              Divide students into groups and ask each group the question. Have fictitious numbers ready to fill in the blanks.

Ss:            Individual groups answer the questions with the numbers indicated by the teacher.

T:              Repeat the same exercise until students have a good grasp of the numbers

Ss:            Continue answering the questions in groups

T:              Have the students ask the questions and you give the answers

Ss:            Ask the questions

T:              Provide students with written copies of the questions and answers

Ss:            Students will repeat each line after you, taking plenty of time to go over individual words or phrases which are particularly difficult to understand or pronounce.

T:              Pair up students and have them practice the phrases

S:              Will work in pairs with one asking the questions and the other listening and responding. Reverse roles and repeat.

T:              Teacher will allow students time to practice until he/she feels that they have a good understanding of the phrases. While students are practicing, teacher will monitor and provide assistance to those needing assistance.

Activity 4.             Asking and giving information about place of residence, place, birth, nationality: Dialogue

                 

                  Ke kiei er ker?    /                Where do you live?

                  Ak kiei er a Mangilao./   I live in Mangilao

                  Ak kie er a Dorm /              I live at the Dorm             

                  Ke chad er ker el beluu?/               what is your nationality?

                  Ak chad er a Belau            /                I'm from Palau

                                    Merikel                                    /                U.S Mainland

                                    Bolabei                                    /                Pohnpei

                                    Siabal                      /                Ja pan  

                                    Ruk                            /                Chuuk

                                    Beluulechab       /                Yap         

                                    Ke chad er kelta el beluu er Belau?/        Which Island of Palau are you from?

                                    Ak chad er a Beliliou.      /                                  I'm from Peliliu

 

                                    Or ke chad er kelta el beluu er a Merikel/              Where in the U.S are you from? Or Which U.S state are you from?

                                    Ak chad ra California                        /                                  I'm from California

                                                      Ke mlechell er ker el beluu?        /                                  Where were you born?

                                                      Ak mlechell er a Guam                    /                                  I was born In Guam

                                                      Ng tela a dengue er kau?               /                                  What's your phone number?

                                                      A dengue er ngak a #___.                /                                  My phone number is___

 

                  Note:     Teacher may substitute the underlined words with other place names.

                  T:              Prepare props and other teaching aids to help introduce the above lesson. Model the above lesson with a person who speaks Palauan (if possible).

                  Ss:            Listen

                  T:              Model the lesson again using names of places where your students come from to make it more relevant.

                  Ss:            Listen

                  T:              Model again

                  Ss:            Repeat after the teacher

                  T:              Prepare a Map of Micronesia with the different names of the islands and their villages or hamlets. Divided students into groups and have them practice the phrases.

                  Ss:            One group will ask the questions and the other group will give the answers. Teacher will indicate on the map which island or village they should use to answer as each question is asked. Reverse roles and repeat.

                  T:              Provide students with written copies of the phrases and go over the lesson with them.

                  Ss:            Students will repeat each line after you, taking plenty of time to go over individual words which are particularly difficult to pronounce or understand.(repeat this step as many times as needed).

                  T:              Pair up students and have them practice with each other.

                  Ss:            Will work in pairs with one student asking the questions and the other listening and responding. Reverse roles and repeat.

                  T:              Change partners so that students get a chance to interview as many classmate as possible

                  Ss:            Interview as many classmates as possible and choose one partner to introduce in Activity 5.

 

                  Activity 5.             Giving Information about a friend: Interview

                                    Ngika a sechelik el Huan.              /                This is my friend Huan

                                    Ng teruich me a eai a rekil            /                He's 18 years old.

                                    Ng chad er a Belau                             /                He's from Palau

                                    Ng mlechell er a Koror                     /                He was born in Koror

                                    Ng kiei er a Mangilao                        /                He lives in Mangilao

                                    Ng ngara skuul er a UOG                 /                He goes to school at UOG

                                    A dengue er ngii a #__                       /                His/her phone# is ___

 

                  Note:     Informantion about phone numbers will be given in English.

 

                  T:              Model the above Dialogue with a volunteer (repeat as many times as needed).

                  Ss:            Listen

                  T:              Model the dialogue again

                  Ss:            Repeat after teacher

                  T:              Provide students with written copies of the dialogue

                  Ss:            Read the dialogue with the teacher, taking  plenty of time to go over individual words or phrases that are particularly difficult to pronounce or understand

                  T:              Pair up students and have them use the above format to interview each other.

                  Ss:            Students take turns interviewing each other.

                  T:              Call on each pair to introduce each other to the rest of the class

                  Ss:            Take turn introducing each other to the rest of the class.

 

Activity 6.             Understand and follow classroom commands

 

                  Bom mtobed                        /                Go outside

                  Lak bom mtobed               /                Don't go outside

                  Be mtobed                             /                come outside

                  Lak be mbtobed                 /                Don't come outside

                  Bom mtuu                              /                Go inside

                  Lak bom mtuu                     /                Don't go inside

                  Bem mtuu                              /                Come inside

                  Lak bem mtuu                     /                Don't come inside

                  Momes                                                       /                Look

                  Lak momes                            /                Don't look

                  Mtetkii                                     /                Point to

                  Lak molutk                             /                Don't point

 

                  T:              Model all commands with appropriate gestures to convey meaning. Model the positive commands first, then the negative commands. (repeat this step as many times as needed.)

                  Ss:            Listen

                  T:              Model all the commands again with appropriate gestures and ask the students to model the action. If they're already comfortable in saying the commands, they can say them as they model the action, however don't force them to produce orally at this time

                  Ss:            Students will model the commands as a whole group

                  T:              Teacher will make up other command combinations with commands already taught in Unit 1 and Unit 2. Examples: Bo mtobed er a tuangel!!

                  Ss:            Students follow commands given by the teacher

                  T:              Divide the students into groups, give the commands and ask different groups to model the commands. (Do this step several times with the different groups).

                  Ss:            Individual groups will take turn modeling the commands

                  T:              Provide students with written copies of the new commands and go over the commands

                  Ss:            Students will repeat each line after you, taking plenty of time to go over individual words/phrases which are particularly difficult to pronounce or understand.

                 
                  T:              Divide students into pairs

                  Ss:            Students will work in pairs with one giving the commands and the other listening and modeling the commands. Reverse roles and repeat.

                  T:              While students are working in pairs teacher will observe and provide assistance to those students having difficulties.

 

                  Activity 7:             Assignment: Making up a new commands

 

                  Teacher will pair up students and ask them to make up new commands using commands already taught in Unit 1 and Unit 2. Each pair will make up at least 10 new commands. At the next class period, the students will take turn giving their commands while the rest of the class will follow the commands. A written copy of the commands will be turned in to the teacher.

 

                  Activity 8.             Understand conversation management phrases

                  Q:             Ng mekera a omolekoi er tia el tekoi/ How do you say this word?

                  A:              Ke kmo, "mado" or Ng "mado"/ You say, "mado", or it's "mado"

                  Q:             Ng ua ngara omelechesel tia el tekoi?/ How do you spell or write this word?

                  A:              Ng m-a-d-o.          /                you spell m-a-d-o.

                  Q:             Ngara belkul a ___ el tekoi er a Merikel?/What does ___mean in English?

 

                  A:              Ng belkul a___./ It means____.

                  Q:             Ka mluut el melekoi er a osisiu el tekoi?/Can you repeat what you just said.

                  A:              Ak dilu el kmo "___"./ I said,"___".

                  Q:             Ng di ungil a de du el kmo___?/ is the correct to say___?

                  A:              Ochoi, ng di ungil. / Yes, it's correct. Or Ng diak, ng dial lungil. / No, it's not correct.

 

                  T:              Model phrases with appropriate actions/gestures.

                  Ss:            Listen

                  T:              Model phrases again. (Repeat this step as many times as needed).

                  S:              Listen

                  T:              Teacher models the phrases again. (Repeat this step as many times as needed.)

                  Ss:            Students repeat after the teacher.

                  T:              Provide students with written copy of the phrases

                  Ss:            Students will repeat each phrase after you, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

                  T:              Divide students into two groups and assign one group to ask the questions and the other to answer.

                  Ss:            Group 1 will ask the questions and group 2 will give the answers.

                  T:              Divide students into pairs.

                  Ss:            Will work in pairs with one asking questions and the other listening and responding. ( Reverse roles and repeat).

                  T:              While students are working in pairs, teacher will obseve and provide assistance to those needing assistance.

 

Activity 9.             Dialogue

 

                  Teacher will pair up students and ask each pair to make up a dialogue using what they've learned in Unit 1 and Unit 2. Students will prepare and use props to role play their dialogue at the next class meeting. They will also turn in a written copy of their dialogue.

 

CONVERSATIONAL PALAUAN

UNIT 3:

                    TIME

 

LESSON 1:              WEEKS, MONTHS

 

OBJECTIVES:

Students will be able to:               

1.     Understand and name days of the week.

2.     Understand and name months of the year.

3.     Understand and name days of the month

4.     Create original dialogue using concept of time in terms of weeks, months, etc.

 

                  Time:                       4 to 5 hours ( 2 to 3 days)              

                  Materials:             calendar, clock, blackboard, chalk, chart paper, markers, index cards

                 

                  Teaching  Strategies:                                                                                               

                 

1.     Total Physical Response

2.     Questions and Answer

3.     Dialogue

4.     Games

5.     Interview

6.     Small Group activities

Activity 1.             Understand and name days of the week

 

                  Kor el ureor         /                Monday

                  Ongeru el ureor/                Tuesday

                  Ongedei el ureor/             Wednesday

                  Ongeuai el ureor/             Thursday

                  Ongeim el ureor/               Friday

                  Sabadong             /                Saturday

                  Sandei                    /                Sunday

 

T:              Teacher will have a calendar ready with both the Palauan and English name of the days of the week. Teacher will introduce the above vocabulary by pointing to "Monday" and asking " Elechang e ng ongetela el ureor?"/" What day is today?" She/he will give the correct answer. Example: "Elechang e ng Kor el ureor."/"Today is Monday". He /she will repeat the same procedure for the rest of the days of the week.

Ss:            Listen

T:              Will ask the question,"Ng ongetela el ureor er elechang" and point to the day that he/she wants the students to answer with.

Ss:            Will answer question as a whole group.

T:              Repeat the above procedure as many times as needed.

Ss:            Answer the teacher's question as a whole group.

T:              Divide students into groups and ask each group to name the days of the week as you point to the English name of the week.

Ss:            Groups take turn naming the days of the week in Palauan.

T:              Ask individual students to name the days of the week as you point to the English version.

Ss:            Individual students take turns naming the days of the week in Palauan

T:              Teacher will introduce the following words and phrases:

 

                  Elechang               /                Today

                  Elii                             /                yesterday

                  Ideliseb                                   /                day  after yesterday

                  Klukuk                     /                tomorrow

                  Ngiaos                    /                day after tomorrow

                 
Elechang e ng ongetela el ureor?               /what day is today?

 

                  Elechang e ng Kot el ureor                              /Today is Monday

                 

                  A klukuk e ng ongetela el ureor?                                   /What day is tomorrow?

                  A klukuk e ng Ongeru el ureor                       /Tomorrow is Tuesday

                  A ngiaos e ng ongetela el ureor?                                  /What is the day after tomorrow?

                  A ngiaos e ng Ongedei el ureor.                                     /The day after tomorrow is Wednesday                                  

                  A elii e ng mle ongetela el ureor?              /What day was yesterday?

                  A elii e ng mle Sandei                                         /Yesterday was Sunday

                  A ideliseb e ng mle ongetela el ureor?   /What was the day before yesterday?

                  A ideliseb e ng mele Sabadong                    /The day before yesterday was Saturday              

 

                  Note:     Change the underlined words to correspond with the correct days of the week.

 

                  T:              Model the vocabulary and phrases as many times as needed.

                  Ss:            Listen

                  T:              Model the phrases again

                  Ss:            Repeat after the teacher

                  T:              Divide the students into groups and have each group answer your questions.

                  Ss:            Groups take turn answering the questions

                  T:              Provide students with written copies of the phrases

                  Ss:            Read the phrases with the teacher, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

                  T:              Divide the students into groups again (same group as before) and have one group ask the questions and the other respond.

                  Ss:            One group will ask the questions and the other will give the answers

                  T:              Teacher will ask groups to reverse roles and repeat.

                  Ss:            Groups reverse roles and repeat.

                  T:              Pair up students and have them practice the phrases.

                  Ss:            Will work in pairs and asking the questions and the other listening and responding. Reverse roles and repeat.

                  T:              While students are working in pairs, teacher will monitor and assist those who need assistance.

 

Activity 2.             Questions/Answer

                                    Note:     Introduce the following vocabulary before you go into the dialogue:

 

                                    Ta el sandei                          /one week

                                    Eru el sandei                        /two weeks

                                    Edei el sandei                      /three weeks

                                    Eua el sandei                       /four weeks

                                    Eim el sandei                       /five weeks

 

                  Q:             Alii, ke mla er ker el mei?              /Hello, where did you come from?

                  A:              Ak mla er a Merikel                            /I came from the States

                  Q:             Ng techa ngklem?                               /What is your name?

                  A:              A ngklek a ___                                         /My name is ____

                  Q:             Ke mlei er a oingerang?                                    /When did you arrive here?

                  A:              Ak mlei er a Ongedei el ureor     /I came on Wednesday

                  Q:             Ke mo er ker er a klukuk?               /Where are you going tomorrow?

                  A:              Ak mo er a Belau                                  /I'm going to Palau

                  Q:             Ke mo er a Belau el tela el sandei?/ How long will you be in Palau?

                  A:              Ng di ta el sandei el kngar er a Belau./I'll be in Palau for only one week

 

                  T:              Model the phrases (with a volunteer)

                  Ss:            Listen

                  T:              Model the phrases again (Repeat this steps as many times as needed).

                  Ss:            Repeat after the teacher.

                  T:              Divide students into groups and have each group repeat the phrases after you.

                  Ss:            Groups take turn repeating the phrases after the teacher.

                  T:              Provide students with written copies of the phrases

                  Ss:            Read each line after you, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

                  T:              Have one group ask the questions and the other group listens and respond

                  Ss:            One group ask the questions and the other listens and respond.

                  T:              Pair up students and have them practice the phrases with each other.

                  Ss:            Will work in pairs with one student asking thequestions and the other listening and responding. Reverse roles and repeat.

 

                  Note:     Students will change the underlined words when practicing in pairs.

 

Activity 3.             Understand and name months of the year

                 

                  Kot el buil                               /                January

                  Ongeru el buil                      /                February

                  Ongede el buil                     /                March

                  Ongeua el buil                     /                April

                  Ongeim el buil                     /                May

                  Ongelolem el buil             /                June

                  Ongeuid el buil                   /                July

                  Ongeai el buil                      /                August

                  Ongetiu el buil                    /                September

                  Ongeteruich el buil          /                October

                  Ongetruich me a ta el buil/          November

                  Ongetruich me a ongerung el buil/ December

 

                  T:              Teacher will already have the above vocabulary on a chart paper or on the blackboard, Teacher will introduce the above vocabulary by pointing to "January" and saying the Palauan name for January. She will repeat the same procedure for the rest of the months of the year.

                  Ss:            Listen

                  T:              Will repeat the above procedure as many times as needed

                  Ss:            Listen

                  T:              Will repeat the months of the year again.

                  Ss:            Repeat after teacher

                  T:              Divide students into groups and ask each group to name the months of the year as you point to each one.

                  Ss:            Group take turns naming the months in Palauan

                  T:              Ask individual students to name the months of the year as you point to the English version.

                  Ss:            Students taking turns naming the months of the year in Palauan.

                  T:              Provide the students with written copies of the above vocabulary

                  Ss:            Read with the teacher, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

                  T:              have students go around the room asking other students what month they were born in, example " Ke mlechell er a ongetela el buil?"                 and individual students will respond,"Ak mlechel er a Ongeim el buil.

Ss:            Students will go around asking other students what month they were born in.

                  T:              Teacher will make sure that all students will get a chance to ask all the other classmates the above question and also answer the same question themselves.

                  Note:     Students must give the actual month they were born in.

                 

Activity 4.             Game: Peer practice

                  Steps:

1.     Teacher will pair up students and give each pair 2 sets of different colored cards.

2.     Each student in a team will make a set of flash cards with the vocabulary in Activity 3. Students in each team will have different colored cards but across teams of the colors are repeated. They will write the names of the months in Palauan on one side and the English version on the other side

3.     S1 will give his/her  cards to S2

4.     S2 will hold up a card showing the name of the month in English and S1 will say the name of the month in Palauan.

5.     If S1 gives the correct name of the month in Palauan, then he/she will keep the card, If S1 gives an incorrect name, then the card is placed on the bottom of the stack to be repeated when S1 wins back his or her cards

6.     After S1 has tried all his/her cards. S2 will hand his/her cards to S1 and go through the steps again.

7.     After the first round, students are given time to study the names they missed before they begin a second round

8.     When the teacher calls "time", the student with the most cards won back is the winner.

 

Note:     Teacher will decide the number of rounds students will play this game

 

Activity 5.             Interview

                  S1:           Ke mlechell er ker el beluu?        /Where were you born?

                  S2:           Ak mlechell er a Belau                     /I was born in Palau

S1:           Ke mlechell er a ongetela el buil./ What month were you born?

S2:           Ak mlechell er a Ongeiem el buil./I was born in May.

S1:           A sechelim ng mlechell er ker el beluu?/Where was your friend born?

                  Ker el beluu?

S2:           Ng mlechell er a ____      /                He was born in_____.

S2:           E kau a mlechell er ker el beluu?/ And you, where were you born?

S1:           Ak mlechell er a Siabal  /                I was born in Japan.

S2:           A sechelim ng mlechell er a ongetela el buil?/ What month was your friend born in?

S1:           Ng mlechell er a ____el buil.        /He/she was born in ____.

T:              Model the phrases (with a volunteer)

Ss:            Listen

T:              Model the phrases again(Repeat this step as many times as needed).

Ss:            Repeat After teacher

T:              Divide students into groups and have each group repeat the phrases after you.

Ss:            Groups take turn repeating the phrases after the teacher.

T:              Provide students with written copies of the phrases

Ss:            Read each line after you, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

T:              Pair up students and have them interview each other about where they were born, the month they were born in, etc.

Ss:            Students interview each other in pair

T:              Call on 2 students from different groups at a time to ask and answer the above questions.

Ss:            Students from different groups will ask and answer the above questions.

 

Activity 6.             Days of the Month

 

                  Kot el kebesengil a buil                                    /first day of the month

                  Eru el kebesengil a buil                                     /second day of the month

                  Edei el kebesengil a buil                                  /third day of the month

                  Eua el kebesengil a buil                                    /fourth day of the month

                  Eim el kebesengil a buil                                    /fifth day of the month

                  Elolem el kebesengil a buil          /sixth day of the month

                  Euid el kebesengil a buil                                  /seventh day of the month

                  Eai el kebesengil a buil                   /eighth day of the month

                  Etui el kebesengil a buil                                   /ninth day of the month

                  Teruich el kebesengil a buil         /tenth day of the month

                  Teruich me a ta el kebesengil a buil/eleventh day of the month

                  Teruich me a eru el kebesengil a buil/twelfth day of the month

                  Teruich me a edei el kebesengil a buil/thirteenth day of the month

                  Teruich me a eua el kebesengil a buil/fourteenth day of the month

                  Teruich me a eim el kebesengil a buil/fifteenth day of the month

                  Teruich me a elolem el kebesengil a buil/sixteenth day of the month

                  Teruich mea euid el kebesengil a buil/ seventeenth day of the month

                  Teruich mea eai el kebesengil a buil/eighteenth day of the month

                  Teruich me a etui el kebesengil a buil/nineteenth day of the month

                  Lluich el kebesengil a buil            /twentieth day of the month

                  Lluich me a tang el kebesengil a buil/twenty first day of the month

                  Lluich me a eru el kebesengil a buil/twenty second day of the month

                  Lluich me a edei el kebesengil a buil/twenty third day of the month

                  Lluich  me a eua el kebesengil a buil/twenty fourth day of the month

                  Lluich me a eim el kebesengil a buil/twenty fifth day of the month

                  Lluich me a elolem el kebesengil a buil/twenty sixth day of the month

                  Lluich me a euid el kebesengil a buil/twenty seventh day of the month

                  Lluich me a eai el kebesengil a buil/twenty eighth day of the month

                  Lluich me a etui el kebesengil a buil/twenty ninth day of the month

                  Okedei el kebesengil a buil/thirtieth day of the month

                  Okedei me a ta el kebesengil a buil / thirty first day of the month

 

T:              Teacher will prepare a calendar with English numbers only. Teacher will also write the Palauan days of the month on index cards. He/she will go over the days of the month by taping the Palauan version to each day of the month.

Ss:            Listen

T:              Go over the days of the month again(Repeat this step as many times as needed)

Ss:            Repeat after teacher

T:              Divide students into groups and have each group name the days of the month.

Ss:            Groups will take turn naming the days of the month.

T:              Show only the English number and ask the group to discuss with each other and give you the correct number in Palauan.

Ss:            Discuss with their group members and a spokesperson from each group will give the correct number in Palauan.

T:              Repeat the above procedure until you've covered all the days of the month.

T:              Show the English numbers and call on individual students to give the correct numbers in Palauan.

S:              Students will name the days of the month when called upon by the teacher.

T:              Provide students with written copies of the days of the month.

Ss:            Students will repeat each line after you, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

T:              Pair up students and have them practice with each other

Ss:            Will work in pairs with one showing the English numbers and the other giving the Palauan numbers. Reverse roles and repeat.

 

Activity 7.             Questions and Answer

Note:     Teacher may change themonths and dates underlined.

Q               Elechelang e ng ongetela el ureor?/What's today?

A:              Ng ongeim el ureor. OR /It's Friday OR

                  Elechang e ng ongeim el ureor   /Today is Friday

Q               Ng ongetela el buil er elechang?/What's themonth

A:              Ng ongeai el buil                /It's August

 Q              Ng tela el kebesengil a buil?       /What's the date of the month?

A:              Ng teruich me a ta el kebesengil a ongeai el buil./it's the eleventh day of the month

Q               Ke merael er a oingerang?           /When are you leaving?

A:              Ak merael er a Kot le ureor          /I'm leaving on Monday

                                                      Kot el buil             /January

                                                      Ede el kebesengil a kot el buil./the 3rd of January.

                                                     

Q               Ke mei er a oingerang?                   /When are you coming back?

A:              Ak mei er a klukuk                               /I'm coming back tomorrow

                                    Ongerun el ureor               /on Tuesday

                                    Ongeim el buil                     /in May

                                    Euid el kebesengil a ongeim el buil/ on the 7th of May.

T:              Model the phrases using different months and dates.

Ss:            Listen

T:              Model the phrases (as many times as needed).

Ss:            Listen

T:              Model the phrases (as many times as needed).

Ss:            Repeat after teacher

T:              Provide students with written copies of the phrases.

Ss:            Students will repeat each line after you, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce and understand.

T:              Pair up students and have them practice the phrases.

Ss:            Will work in pairs with one student asking the questions and the other listening and responding. Reverse roles and repeat.

T:              Keep changing partners so that students get a chance to practice with as many classmates as possible.

Ss:            Practice with as many classmates as possible.

 

CONVERSATIONAL PALAUAN

UNIT3.                     TIME

 

LESSON2:               TELL TIME OF DAY, PHRASES, REVIEW WEEKS AND MONTHS

 

OBJECTIVES:

Students will be able to:

1.     Tell time of day

2.     Give information using weeks, months, and time

3.     Understand and use 7(action) verbs

4.     Understand conversation management phrases

 

Time:     4 to 5 hours (2 to 3 days)

Materials:            clock with movable hands, index cards, markers, water, comb, paper cups

 

Teaching strategies

1.     TPR

2.     Dialogue

3.     Question and answer

4.     Games

5.     Small group activity

Teaching Activities

 

Activity 1.             Telling Time

 

                  Note:     Prepare ahead of time a clock with movable hands and also prepare a set index cards with the following time:

 

                  Ta el klok               /                one o'clock

                  Eru el klok             /                two o'clock

                  Edei el klok          /                three o'clock

                  Eua el klok            /                four o'clock

                  Eim el klok            /                five o'clock

                  Elolem el klok    /                six o'clock

                  Euid el klok          /                seven o'clock

                  Eai el klok             /                eight o'clock

                  Etui el klok           /                nine o'clock

                  Teruich el klok   /                ten o'clock

                  Teruich me a ta el klok/                  eleven o'clock

                  Sueleb                    /                twelve o'clock

                  Sueleb er a klebesei/     midnight

T:              Put the clock up in front of the class for the students to look at. Set the clock to the time you want to ask and say the following,"Ng tela el klok"?/"What time is it?" Give the correct time,"Ng ta el klok"/It's one o'clock, etc. As you say the time also show the index card that has the time written on it .Continue modeling all the "times".

Ss:            Listen

T:              Repeat the above procedure as many times as needed.

Ss:            Listen and repeat after the teacher.

T:              Set the clock to a new time and ask,"ng tela el klok?"(Continue asking the question until you've gone over all the "times").

Ss:            Students will give the correct time as a whole group.

T:              will divide students into groups and have each group give you the correct time.

Ss:            Groups will take turn giving the correct time

T:              Ask individual students to give you the correct time as you set the clock to the time you want them to give you.

Ss:            Individual students will take turn responding.

T:              Provide students with written copies of the questions and answers.

Ss:            Students will repeat each line after you, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

T:              Pair up students and have them practice with each other.

Ss:            Will work in pairs with one student asking the questions and the other listening and responding. Reverse roles and repeat.

 

Activity 2.             My Daily Schedule: Dialogue

                  Note:     Teacher will write the following on a chart paper to use as a model

                  A elolem el klok e ak mekiis         /at 6:00 a.m. I wake up.

                  A elolem el klok me a tedobech  e ak mo lelechong e buras/at 6:30 a.m. I take a shower and brush my teeth.

                  A euid el klok e a kuubail e songdii a bdeluk./At 7:00 a.m. I dress and comb my hair.

                  A euid el klok me a tedobech e ak omengur/At 7:30 a.m. I eat breakfast.

 

                  A eai el klok e ak merael el mo er a school            /at 8:00 a.m. I leave for school.

 

                  T:              Teacher will model the dialogue with gestures to convey meaning. Teacher will also introduce the concept of "half hour', ex:   ta el klok me a tedobech, eru el klok me a tedobech, etc.

 

                  Ss:            Listen

                  T:              Model the dialogue as many times as needed.

                  Ss:            Listen

                  T:              Model the dialogue and ask students to model the dialogue with him/her.

                  Ss:            Listen

                  T:              Model the dialogue and ask the students to model the dialogue with him/her.

                  Ss:            Students will model the dialogue as a whole group.

                  T:              Group students and have each group model the dialogue.

                  Ss:            Groups will take turn modeling the dialogue

                  T:              Ask individual students to model the dialogue.

                  Ss:            Individual students will take turn modeling the dialogue.

                  T:              Provide students with written copies of the dialogue.

                  Ss:            Students will repeat each line after you, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

                  T:              Pair up students and have them practice with each other.

                  Ss:            Will work in pairs with one student saying the dialogue and the other listening and responding. Reverse roles and repeat.

                  Activity 3.             Extension

                  Students will take the dialogue in Activity 2 and change the times to fit their daily routine. They can also add the dialogue using what they've learned in the previous units. Students will then take turn modeling their dialogue.

                  Note:     Teacher may have students do this activity as a homework and have them model their dialogue at the next class meeting.

 

                  Activity 4.             Give Information using weeks, months, and time

S1:           Ke mo er a Belau er a oingerang?              /                When are you leaving to Palau?

S2:           Ak mo er a Belau er a ongeim el ureor    /                I'm leaving to Palau on Friday.

S1:           A ongeim el ureor ng tela el kebesengil a buil?/What day is Friday?

S2:           Ng eru el kebesengil a kot el buil.              /it's the 2nd of January

S2:           E kau a mo merael er a oingerang?           /And you, when are you leaving?

S1:           Ak mo merael er a chelsel a ongeru el buil/I'll be leaving sometime in February

S2:           Ke mo meketekt er a Belau?       /Will you stay long in Palau?

S1:           Ng diak. Ak di mong el ta el sandei/No, I'll be there for the only a week.

S2:           Ke mo er ker er elechang?            /Where are you going now?

S1:           Ak mo er  a klass                /                I'm going to class.

S2:           Ng tela el klok a klas er kau?       /What time is your class.?

S1:           Ng etui el klok me a tedobech./It starts at nine o'clock.

S2:           Mada mechikung me a uriul./Well, bye—see you later.

S1:           Mechikung./Goodbye.

T:              Model the dialogue with a volunteer or a person who speaks Palauan.

Ss:            Listen

T:              Model the dialogue as many times as needed.

Ss:            Listen

T:              Model the dialogue again and have students repeat. (Repeat this step as many times as needed).

Ss:            Students repeat the dialogue after the teacher.

T:              Divide students into groups and assign one group the role of S1 and other group with the role of S2.

Ss:            The two groups will practice the dialogue with assistance from the teacher. Reverse roles and repeat.

T:              Provide students with written copies of the dialogue.

Ss:            Students will repeat each line after you, taking plenty of time to go over individual words and phrases which are particularly difficult to pronounce or understand.

T:              Pair up students and have them practice with each other.

Ss:            will work in pairs with one taking the role of S1 and the other will take the role of S2. Reverse roles and repeat.

T:              Teacher will allow students enough time to practice until he/she feels that they have a good understanding of the dialogue. While students are practicing, teacher will monitor and provide assistance to those needing assistance.

 

Activity 5.             Assignment

                  Pair up students and ask each pair to take the dialogue in Activity 4 and change the underlined words to create a new dialogue. Students will practice their dialogue which they will role play at the next class meeting.

Activity 6.             Understand and use 7 (action)verbs

 

                  Merael /                walk/go

                  Remurt/                 run

                  Melim/                   drink

                  Melechong(melecholb)                  /bathe/shower

                  Mesongd/             comb

                  Omengur/             eat

                  Buras/                     brush

                  T:              Teacher will model the above words by saying,"Ak merael" while doing the action:

                  Ak merael/           I'm walking

                  Ak remurt/           I'm running

                  Ak melim/             I'm drinking

                  Ak melechong/melecholb./I'm bathing (I'mtaking a bath or shower)

                  Ak mesongd a cheiuk/    I'm combing my hair.

                  Ak omengur./     I'm eating

                  Ak buras a ungelek/         I'm brushing my teeth.

Ss:            Listen

T:              Model the phrases again and ask the students to model with him/her.

Ss:            Listen and model the phrases with the teacher.

T:              Model the phrases again

Ss:            Repeat the phrases while modeling them

T:              Teacher will introduce the questions,"ak mekerang? Ke mekerang?,Ng mekerang?, Ng mekerang?, Te mekerang?, Aki mekerang?", and model the correct responses.

Ss:            Listen

T:              Repeat the questions and model the correct responses.

Ss:            Repeat after the teacher.

T:              Divide students into 3 groups:  one group will model the action, the second group will ask the questions, and the third group will give the answers.

Ss:            Will act out their assigned parts.

T:              Reverse group roles and repeat until all groups have had a chance to model, ask, questions and give answers.

Ss:            Group reverse roles and repeat.

T:              Provide students with written copies of the questions and answers.

Ss:            Students will repeat each line after you, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

T:              Pair up students and have them practice with each other.

Ss:            will work in pairs with one modeling and asking the questions and the other listening and responding .

T:              While students are practicing in pairs, teacher will monitor and provide assistance to those who need assistance.

 

 

 

Activity 7.             Extension

 

                  Note:     Teacher will have the necessary props ready for this lesson.

T:              Teacher will expand the phrases in activity 6 using words and phrases already covered in the previous units, for example:

                  Ak merael el mo er a mado.         /I'm walking to the window

                  Ak remurt el mo er a tuangel.     /I'm running to the door.

                  Ak melim a ralm                                   /I'm drinking water

                  Ak mo melecholb er a kebesengei/I will shower tonight

                  Ak mesongd a cheiuk el oba a osongd/I'm combing my hair with a comb.

                  Ak mle buras a ungelek                   er a elii                   /I brushed my teeth yesterday

T:              Teacher will model the above phrases

Ss:            Listen

T:              Model the phrases again and ask the students to model with him/her.

Ss:            Listen and model the phrases with the teacher.

T:              Model the phrases again

Ss:            Repeat the phrases while modeling them.

T:              Teacher will again use the following questions,"Ak mekerang?, Ke mekerang?,Ng mekerang?, Te mekerang?, Aki mekerang?," and modeling the correct responses.

Ss:            Listen

T:              Repeat the questions and model the correct responses.

Ss:            Repeat after teacher

T:              Divide students into 3 groups: One group will model the actions, the second group will ask the questions, and the third group will give the answers.

Ss:            Will act out their assigned parts

T:              Reverse group roles and repeat until all groups have had a chance to model, ask questions and give answers.

Ss:            Groups reverse roles and repeat

T:              Provide students with written copies of the phrases.

Ss:            Students will repeat each line after you, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

T:              Pair up students and have them practice with each other .

 Ss:           Will work in pairs with one modeling and asking the questions and the other listening and responding.

T:              While students are practicing in pairs, teacher will monitor and provide assistance to those who need assistance.

 

                  Activity 8.             Understand conversational management phrases

 

Q.             Ke ousbech a ngeso?      /Do you need help?

A:              Ochoi, ak ousbech a ngeso. Ng diak, ng diak kuusbech a ngeso./ No, I don't need help.

Q               Ng sebechem el ngosukak?          /Can you help me?

A:              Ochoi, ng sebechek el ngosukau. Ng diak, ng diak lsebechek el ngosukau./ No, I can't help you

Q               Ng sebechem el meskak a oluches?/Can you give me a pencil?

A:              Ochoi, ng sebechek el meskau a oluches. Or       /Yes, I can give you a pencil

                  Ng diak, ng diak lsebechek el meskau a oluches  Or No, I can't give you a pencil

Q               Ng sebechek el longer a babilngem?/Can I borrow your book

A:              Ochoi, ng sebechem el longer a babilengek./ No, you can't borrow my book.

                                                                        Or

                  Ng, ng diak lsebechem el longer a babilengek./ No, you can't borrow by book.

T:              Models phrases with appropriate actions.(Repeat as many times as needed.)

Ss:            Listen

T:              Models phrases again. (Repeat this step as many times as needed.)

S:              Students repeat phrases after the teacher.

T:              Teacher will ask each question again and he/she will substitute underlined words with vocabulary already covered in Unit 1:            Lesson 2 Activity 5

Ss:            Listen

T:              Teacher models the phrases again substituting the underlined words. (Repeat this step as many times as needed.)

Ss:            Students repeat after the teacher.

T:              Provide students with written copy of the phrases.

Ss:            Students will repeat each phrases after you, taking plenty of the time to go over individual words or phrases which are particularly difficult to pronounce or understand.

T:              Divide students into two groups and assign one group to ask the questions and the other answer.

Ss:            Group 1 will ask the questions and group 2 will give the answers.

T:              Divide students into pairs

Ss:            Will work in pairs with one asking questions and the other listening and responding.( Reverse roles and repeat)

T:              While students are working in pairs, teacher will obseve and provide assistance to those needing assistance.

 

Activity 9.             Assignment

 

                  Pair up students and ask them to create an original dialogue using what they've learned in Unit 3. They can also incorporate what they've learned in Unit 1 and Unit 2. Students can prepare and use props to role play their dialogue at the next class meeting. A written copy of the dialogue will be turned in to the teacher.

CONVERSATIONAL PALAUAN

 

UNIT 4:

                    BODY

 

LESSON 1:              PARTS OF THE BODY

 

OBJECTIVES:

 

Students will be able to:

 

1.     Familiarize themselves with the name (root words) for the parts of the body.

2.     Understand and use the possessive forms of the rood words for the parts of the body.

3.     Understand and use body measurements and other descriptive words to describe physical appearances of people.

TIME:      4 TO 5 HOURS (2 TO 3 DAYS)

 

MATERIALS:          chart of the human body "real bodies of T and SS, bb, chalk, flip charts, marker, index cards

 

Teaching Strategies:

1.     TPR

2.     Dialogue

3.     Questions and answers

4.     Games/Song

5.     Small group activity

 

Teaching Activities:

 

Activity                   1.              Name the major parts of the body

                  Note:     Teacher will make it clear to the students that the following names for the body parts are root words, however we don't say these words without using their possessive forms, when speaking. This activity is only to familiarize the students with the root words for body parts.

 

                  Bedengel              /                body

                  Bedul                       /                head

                  Chui                          /                hair

                  Lis                              /                nose

                  Mad                          /                eyes

                  Ngor                         /                mouth

                  Berdel a ngor     /                lips

                  Chur                         /                tongue

                  Ding                          /                ears

                  Omerkaol             /                throat

                  Chikl                         /                neck

                  Uulk                          /                back

                  Ongelungel          /                shoulder

                  Ulul                           /                chest

                  Tut                             /                breast

                  Diil                            /                abdomen

                  Idekel a but         /                buttock

                  Chim                        /                arm and hand

                  Cheldngelel a chim/        fingers

                  Oach                        /                leg and foot

                  Bkul a oach          /                knee

                  Cheldngelel a oach          /                toe

 

                  Note:     Prepare ahead of time, a chart of the human body with all the body parts listed above and label them. In addition, write the names of the body parts on index cards to be uses in later activity.

 

T:              Put up the cart of the human body on the blackboard. Point to each body part as you say its name.

Ss:            Listen

T:              Repeat the names of the body parts as many times as needed.

Ss:            Listen

T:              Repeat the names of the body parts and have the students repeat after you while pointing to their own body parts. (Repeat this activity as many times as needed)

Ss:            Point to their own body parts while saying the names.

T:              Divide students into groups and have them take turn pointing to their own body parts as you call out the names.

Ss:            Groups take turn pointing to their own body parts as the teacher calls out the names.

T:              Provide students with written copies of the above vocabulary.

Ss:            Read the words with the teacher, taking plenty of time to go over individual words which are particularly difficult to pronounce or understand.

T:              Divide students into groups again(same group as before) and have one group call out the names of the body parts and the other group will respond by pointing to their own body parts.

Ss:            One groups will ask the questions and the other will give the answers.

T:              Teacher will ask groups to reverse roles and repeat.

Ss:            Groups reverse roles and repeat.

T:              Pair up students and have them practice the phrases.

Ss:            Will work in pairs with asking the questions and the other listening and responding. Reverse roles and repeat.

T:              While students are working in pairs, teacher will monitor and assist those who need assistance.

Activity 2.             Song:      "A bedul me a lis me a ding"

 

Note:     Teacher will prepare ahead of time, a chart with the following body parts mentioned in the song. She will also provide a written copy of the song to the students.

T:              Teacher will read the words to the song and points to each body part metioned.

Ss:            Listen

T:              Teacher will sing and demonstrate the following song: "A bedul me aiis me a ding me a ngor me a mad me a okerekaol, A ulud me a deled me a chim me a chim me a bereberel a chim, A oach me a bkul me a berober a oltekau er a chelechedad, Me a bok dechor e ak mesisiich e le ak bleob el."

Ss:            Listen

T:              Teacher will demonstrate the song again and this time the students will sing and act out the song with the teacher. (Do this several times until students know the song and can act it out,too.)            

T:              Divide students into two groups and have one group sing the song while the second group does the actions.

Ss:            One group will sing the song and the other group will do the actions.

T:              Reverse roles and repeat.

 

Activity 3.             Game: Win, loose or Draw

 

Steps:

Note:     Teacher will explain the steps to the students before the game begins.

1.     Teacher will take the vocabulary taught in Activity 1 (names of body parts) and write them on index cards (one word=1 index card)

2.     Divide students into two groups (Team A and Team B or they can name themselves).

3.     Teacher will decide which team will draw first (for example, let's assume member to go to the blackboard to draw for their group).

4.     Teacher will show a card to the person from Team A and he/she will try to draw only the body part written on the card. As he/she is drawing, the rest of Team A will try to guess the name of the body part their team member is trying to draw(They have 1(one) minute to guess what the body part is and say the correct Palauan name). Team B must not call out the answer at this time because Team A can steal their ideas and get a point for guessing right.

5.     If team A fails to guess the name of the body part in 1(one) minute, then Team B will get the chance to guess the correct name. If Team B guesses correctly, they get the one point.

6.     Then it's Team B's turn to draw and guess the name of the body part(follow steps 1 to 5)

7.     After Team B, then it's Team A's turn until everyone in both teams has had a chance to draw or until they've drawn and guessed all the words correctly.

8.     The team with the most points wins the game.

Activity 4.             Using possessive forms of the root words for the body parts

 

                  Note:     Prepare a chart or hand-out with the following:

                                    Bedengel              /                body

                                    Bedengek             /                my body

                                    Bedengem           /                your body

                                    Bedengel              /                his/her body

                                    Bedengir               /                their bodies

                                   

                                    Bedul                       /                head

                                    Bdeluk                    /                my head

                                    Bdelum                                    /                your head

                                    Bdelul                     /                his/her head

                                    Bdelrir                    /                their heads

 

                                    Chui                          /                hair

                                    Chiuk                       /                my hair

                                    Chium                     /                your hair

                                    Chiul                        /                his/her hair

                                    Chiirir                      /                their hairs

 

                                    Iis                               /                nose

                                    Isngek                     /                my nose

                                    Isngem                   /                your nose

                                    Isngel                      /                his/her nose

                                    Isngir                       /                their noses

 

                                    Mad                          /                eye(s) (also refers to face)

                                    Medak                    /                my eye(s)

                                    Medam                                    /                your eye(s)

                                    Medal                     /                his/her eye(s)

                                    Mederir                 /                their eye(s)         

                                   

                                    Ngor                         /                mouth

                                    Ngerek                    /                my mouth

                                    Ngerem                                    /                your mouth

                                    Ngerel                     /                his/her mouth

                                    Ngerir                      /                their mouths

 

                                    Berdel a ngor     /                lip(s)

                                    Berdel a ngerek/                my lip(s)

                                    Berdel a ngerem/              your lip(s)

                                    Berdel a ngerel/                                   his/her lip(s)

                                    Berdel a ngerir                    their lip(s)

 

                                    Chur                         /                tongue

                                    Churak                    /                my tongue

                                    Churam                                    /                your tongue

                                    Chural                     /                his/her tongue

                                    Churrir                    /                their tounge

                                   

                                    Ding                          /                ear(s)

                                    Dingak                    /                my ear(s)

                                    Dingam                                    /                your ear(s)

                                    Dingal                     /                his/her ear(s)

                                    Dingerir                                   /                their ear(s)

 

                                    Chikl                         /                neck

                                    Chiklek                   /                my neck

                                    Chiklem                                   /                your neck

                                    Chiklel                    /                his/her neck

                                    Chiklir                     /                their necks

 

                                    Uulk                          /                back

                                    Uulkek                    /                my back

                                    Uulkem                                    /                your back

                                    Uulkel                     /                his/her back

                                    Uulkir                      /                their backs

 

                                    Ongelungel          /                shoulder(s)

                                    Ongelngelek       /                my shoulder(s)

                                    Ongelngelem     /                your shoulder(s)

                                    Ongelngelel        /                his/her shoulder(s)

                                    Ongelngelir         /                their shoulder(s)

 

                                    Ulul                           /                chest

                                    Uluk                          /                my chest

                                    Ulum                        /                your chest

                                    Ulul                           /                his/her chest

                                    Ulurir                       /                their chest

 

                                    Tut                             /                breast(s) or baby's bottle

                                    Tuk                            /                my breast(s)

                                    Tum                          /                your breast(s)

                                    Tul                             /                his/her breast(s)

                                    Deterir                   /                their breast(s)

 

                                    Diil                            /                abdomen

                                    Delek                       /                my abdomen

                                    Delem                     /                your abdomen

                                    Delel                        /                his/her abdomen

                                    Delir                         /                their stomachs

                                    Idekel a but         /                buttock(s)

                                    Idekel a btik        /                my buttock(s)

                                    Idekel a btim      /                your buttock(s)

                                    Idekel a btil         /                his/her buttock(s)

                                    Idekel a bterir   /                their buttocks

 

                                    Chim                        /                hand(s)

                                    Chimak                                     /                my hand(s)

                                    Chimam                 /                your hand(s)

                                    Chimal                    /                his/her hand(s)

                                    Chimorir                /                their hands

 

                                    Cheldengelel a chim/     finger(s)

                                    Cheldengelel a chimak/                 my finger(s)

                                    Cheldengelel a chimam/ your finger(s)

                                    Cheldengelel a chimal/                  his/her finger(s)

                                    Cheldengelel a chimorir / their fingers

 

                                    Oach                        /                leg(s) and foot/feet

                                    Ochik                       /                my leg(s) or foot/feet

                                    Ochim                     /                your leg(s) or foot/feet

                                    Ochil                        /                his/her leg(s) or foot/feet

                                    Ocherir                                     /                their legs or feet

 

                                    Bkul a oach          /                knee(s)

                                    Bkul a ochik         /                my knee(s)

                                    Bkul a ochim       /                your knee(s)

                                    Bkul a ochill        /                his/her knee(s)

                                    Bkul a ocherir    /                their knees

 

                                    Cheldngelel a oach/        toe(s)

                                    Cheldngelel a ochik/       my toe(s)

                                    Cheldngelel a ochim/     your toe(s)

                                    Cheldngelel a ochil/        his/her toe(s)

                                    Cheldngelel a ocherir/  their toes

 

                  T:              Teacher will ask two volunteers (one male and one female) to help her model the above words. The teacher will ask the following questions as he/she models the correct responses.

 

                  Q               tia ngarang?                         /                What is this? ( and point to her own body part).

                  A:              Ng bdelum                             /                It's your head or that's your head

                  Q               Se ngarang?                          /                What is that?  (and point to the body parts of one of the volunteer).

                  A:              Ng bdelul                                /                That's his/her head

                  Q               Aika ngarang                        /                What are these? (and point to her own body parts).

                  A:              Ng medam                             /                They're your eyes.

                  Q               Aike ngarang                        /                What are those? (and point to the body parts of both volunteers?

                  A:              Ng mederir                            /                Those are their eyes.

 

Note:     Change the Underlined words to reflect the body part you're asking about.

 

                  T:              Teacher will model the above questions and responses, for example, the teacher will touch his/her head and say, "Tia ngarang?" point to one of the volunteer's body part and say, "Se ngarang?",etc. As the teacher models the questions, he/she will also model the appropriate responses.

                  Ss:            Listen

                  T:              Teacher models the body parts again

                  Ss:            Repeat after the teacher

                  T:              Teacher will ask questions about different parts of the body

                  Ss:            and students will provide the answers as a whole group

                  T:              Teacher will divide students into groups and have each group provide answers as his/her or a volunteer ask the questions.

                  Ss:            Individual groups will take turn answering questions asked by a teacher or volunteer.

                  T:              Provide students with written copies of the vocabulary and the questions.

                  Ss:            Repeat after the teacher line by line, taking plenty of time to go over individual words which are particularly difficult to pronounce or understand.

                  T:              Pair up students and have them practice with each other

                  Ss:            Will work in pairs with one student asking the questions and the other listening and responding. Reverse roles and repeat.

                  T:              While students are working in pairs, the teacher will monitor and assist those students who need assistance.

 

                  Note:     Make sure students know all the body parts before you begin next activity.

Activity 5.             Game:   Palauan version of "Simon says"

 

                  Note:     Teacher will group students into groups of 4 for the first half of this activity.

                  T:              Substitute "Simon Says" with "A Simon a kmo" then given commands for students to touch or point to the different parts of the body, for example:

                                    A Simon a kmo:                   /                Simon says:

                                    Mretechii a bedelum     /                touch your head

                                    Mtetki a medal                                     /                point to his/her eyes, etc.

                                    Remind students that they will only act out the commands when they begin with the phrases "A Simon a kmo". Teacher will make up other commands.

                  Ss:            Groups will follow the commands given by the teacher.

                  T:              Pair up students and ask each pair to make up at least ten commands .

                  Ss:            Students will work in pairs making up at least ten commands.

                  T:              Ask students to take turn giving their commands.

                  Ss:            Students will give the commands and the rest of the class will model the commands.

 

Activity 6.             Use body measurements and other descriptive words to describe physical appearances of people

                 

                                    Metongakl/kemangel                      /                long (singular)

                                    Metongakl/mekemangel               /                long  (Plural)

                                    Kedeb                                                         /                short (singular)

                                    Mekedeb                                                  /                short (plural)

                                    Kedelbuu/klou                                      /                big or large (singular)

                                    Mekedelbuu/meklou                       /                big or large (plural)

                                    Mesengaked                                          /                thin or slim

                                    Kekerei                                                                        /                little or small (Singular)

                                    Mekekerei                                               /                little or small (plural)

                                    Ungil a klungel                                      /                in between (good size)

                                    Mekerisebsub a chiul                      /                curly (hair)

                                    Melemalt a  chiul                                /                Straight (hair)

                                    Chititau a bedengel                          /                brown skin

                                    Becheleleu a bedengel                                     /                white skin

                                    Chedelekelek a bedengel             /                black skin

                                    Ungil a medal                                        /                pretty face

                                    Mekngit a medal                                 /                ugly face

 

                  Note:     prepare ahead of time pictures of fat, slim, short, tall, white, brown, black skinned people with curly or straight hair, etc.

 

                  T:              Show pictures of people of different sizes and say the words that describe each person.

                  Ss:            Listen

                  T:              Repeat the same procedure as before. (Repeat this step several times until students know all the words.)

                  Ss:            Repeat after the teacher

                  T:              Check students knowledge by pointing to each picture and have them describe each picture.

                  Ss:            Students as a whole group will give the descriptive words that describes each picture shown by the teacher.

                  T:              Teacher will again show the different pictures and introduce the questions:

                                    Q               "Ng ua techa ngikal el chad?"/What is this person like?

                                    A:              "Ng metongakl el chad"                 /                He or she is a tall person.

                                                      "Ng kedeb el chad"  /                        He or she is a short person.

                                                      "Ng mekedeb a chiul" /                                     He or she has short hair.

                                    Q               "Ng ua techang ngikel el chad?"/ What is that person like?

                                    A:              "Ng klou a bdelul"            /                He or she has a large head.

                                                      "Ng becheleleu a bedengel."/   H or she is white.

                                    Q               "Keu a techang el chad?" /           What are you like?

                                    A:              " Ak chetitau a bedengek e melemalt a chiuk e meklou a medak."/I'm brown skinned with straight hair and bid eyes.

 

                  When teacher asks the questions, he/she will also model the correct responses in complete sentences.

 

                  Ss:            Listen

                  T:              Repeat same procedure as before. (Repeat this step as many times as needed.)

                  Ss:            Repeat after teacher.

                  T:              Check students knowledge by pointing to each picture or to another student and ask the appropriate question form.

                  Ss:            Students will provide the correct responses as a whole group.

                  T:              Divide students into groups and have each group give the correct responses as you ask the questions.

                  Ss:            Groups will take turn answering the questions asked by the teacher.

                  T:              Ask the same question and have volunteers give the correct responses.

                  Ss:            Volunteers will answer the questions asked by the teacher.

                  T:              Provide students with written copies of the vocabulary and the questions with their possible answers.

                  Ss:            Students will repeat after you, taking plenty of time to go over, individual words or phrases which are particularly difficult to pronounce or understand.

                  T:              Pair up students and assign one student to ask questions and the other to provide the answers. The student who will ask the questions will draw stick figure of people with different physical appearance and ask questions about them.

                  Ss:            Will work in pairs with one drawing the stick figures and asking the questions and the other listening and responding. Reverse role and repeat.

                  T:              While students are working in pairs, teacher will monitor and provide assistance to those students needing assistance.

                  Activity 7.             Game:   "Who am I"?

                  T:              Have students write 5 simple sentences describing themselves on an index card.

                  Ss:            Write 5 sentences describing themselves on index cards.

                  T:              Take the index cards and shuffle them and pass them out randomly to the students.

                  Ss:            Students will take turn reading the descriptions on their index cards and after reading the descriptions, the student will ask, " Ak techang?" (Who am I?) and the rest of the class will guess.

                  T:              Make sure all students will read the cards.

 

                  Activity 8.             Assignment

                  Teacher will pair up students and have them do the following:

1.     Find out information about their partner such as:

Person's name

Place of birth

Place of residence

How many bothers or sisters that person has

What is your partner like? (physical appearance be very thorough when describing your partner). And any other information you would like to share about your partner.

2.     At the next class meeting, students will introduce their partners and vice versa.

3.     As students are introducing each other, the rest of the class will judge whether the description is accurate or not.

 

 

CONVERSATIONA PALAUAN

 

UNIT 4.                                      BODY

LESSON 2:              CLOTHING/ACCESSORIES AND PHYSICAL APPEARANCES

OBJECTIVES:

Students will able to:

 

1.     Name the different articles of clothing and accessories

2.     Know the different colors associated with clothing/accessories

3.     Use more descriptive words to describe people's appearances

TIME:      4 TO 5 HOURS (2 TO 3 DAYS)

 

Materials:             different articles of clothing, colors, accessories, cut-out pictures of people wearing different articles of clothing with different colors, hand-out, index cards, markers.

 

Teaching Strategies:

1.     TPR

2.     Question and answer

3.     Dialogue

4.     Games

5.     Small groups activity

Teaching activities:

 

Activity 1.             Review of lessons from Unit 4:  Lesson 1

 

                  Note:     Teacher will prepare his/her own review lessons and review lesson 1 with his/her students.

 

Activity 2.             Articles of clothing

 

                  Note:     Teacher will bring the actual articles of clothing or assign students to bring them to class, or he/she can bring pictures or drawings or articles of clothing listed below.

 

                                    Bail                           /                clothes

                                    Dores                      /                dress

                                    Saiang/skato      /                skirt

                                    Mumu                     /                house dress

                                    Chelchedal a bail/            shirt

                                    Nangasode          /                long sleeve shirt

                                    Matang                                    /                panties/under shorts for men

                                    Saiang er a chelsel/         slip         

                                    Tsitsibando         /                bra

                                    Cheriut                                     /                grass skirt

                                    Subong                   /                pants in general

                                    Hansubong/siort/             short pants

                                    Nangasubong/                    long pants

                                    Hangkats              /                handkerchief

                                    Olekesongel       /                belt

                                    Oeacher                /                footwear/shoes

                                    Zori                           /                slippers

                                    Kaua                        /                formal dress shoes

                                    Saks                          /                socks

                                    Sportsiuus           /                sport shoes

 

                  T:              Teacher will show each article of clothing (or pictures/drawings already labeled) and say it's name. (Repeat this step several times).

                  Ss:            Listen

                  T:              Point to each article of clothing and say It's name and have students repeat after you.

                  Ss:            Students repeat after teacher.

                  T:              Point to each article of clothing and ask:

                                    Q               "Tiang ngarang?" and model the correct response the first few times and then have students give the answers on their own.

                                    A:              "Ng skato/saiang."

                                                      "Ng chelechedal a bail."

                                                      "Ng dores",etc.

                  Ss:            Students will identify each article of clothing in complete sentences.

                  T:              Divide students into groups and ask each group to name the articles of clothing as the teacher shows each one and asks the question, "Tiang ngarang?"

                  Ss:            Groups will take turn giving answers in complete sentences.

                  T:              Teacher will ask individual students to name the articles of clothing.

                  Ss:            Individual students will take turn naming the articles of clothing.

                  T:              Teacher will point to one student and ask the class the following questions:

 

                                    Q               "Ng ngarang oubail a Mary?"      /"What is Mary wearing?"

                                                      Teacher will also model the correct response:

                                    A:              " A Mary a oubail a skato me a chelechedal a bail."/ "Mary is wearing a skirt and a blouse.

                                    Q               "Ng ngara oureacher a Mary?/"What kind of footwear is Mary wearing?"

                                    A:              "A Mary a oureacher a saks me a sportsiuus."/"Mary is wearing socks and sport shoes."

                                    Ss:            Repeat after teacher

                                    T:              Divide students into groups and have one group ask the questions while the other group respond.(You will need volunteer students to ask questions about.)

                                    Ss:            One group will ask questions and the other group will respond. Reverse roles and repeat.

                                    T:              Provide students with written copies of the vocabulary and the model questions/answers.

                                    Ss:            Will repeat the vocabulary and the questions after the teacher, taking plenty of time to go over words or phrases that are particularly difficult to pronounce and understand.

                                    T:              Pair up students and have them practice with each other.

                                    Ss:            Will work in pairs with one student asking the questions and the other listening and responding. Reverse roles and repeat.

                                    T:              While students are working in pairs, teacher will monitor and provide assistance to those who need assistance.

                                   

                  Note:     Teacher may introduce the following concepts at the time:

                                    "Ng oubail."        /"He/she is dressed."

                                    "Ng diak loubail."/"He/She is not dressed."

                                    "Ng diak meau."/ "He/she is bare or naked."

 

                  Activity 3.             Accessories

                  Note:     Teacher will either bring the actual accessories or pictures/drawings of them for this activity.

 

                                    Telau     /                earings

                                    Olbeiungel/         necklace

                                    Kebkab                   /                ring

                                    Klok        /                watch

                                    Osongd/                 comb

                                    Tsiotsio/                hair clip

                                    Ribong/                                    ribbon

                                    Herband/              headband

                                    Mad el dirk          /                sun glasses

                                    Kutsibeni              /                lipstick

                                    Ulekou                    /                hat

                                    Tet                             /                purse/handbag

 

                  T:              will show the above items and say it's name while demonstrating the use of each item (Example: holding up and earing and saying "telau and putting in on).

                  Ss:            Listen

                  T:              Will repeat first step

                  Ss:            Repeat after teacher

                  T:              Will show each item again and ask, "Tiang ngarang?". Teacher will also model the correct responses:

                                    "Ng telau"

                                    "Ng klok"

                                    "Ng osongd",etc.

                  Ss:            Students repeat after teacher

                  T:              Teacher will ask the name of each items and students will respond.

                  Ss:            Students will name the objects shown by the teacher in complete sentences (Example: "Ng kebkab.")

                  T:              divide students into group and have each group name the objects as the teacher shows each object one by one.

                  Ss:            Each group will take turn naming the objects.

                  T:              Ask individual students to name the objects.

                  Ss:            Individual students will take turn naming the objects.

                  T:              Provide students with written copies of the above vocabulary.

                  Ss:            Read the words the teacher, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

                  T:              Pair up students and have them practice with each other.

                  Ss:            Students will work in pairs with one asking the questions ("Tiang ngarang?") and pointing or showing each object) while the other listens and respond in complete sentences ("Ng telau,"etc.). Students will reverse roles and repeat.

 

                  Activity 4.             Question and answer

                  Note:     Teacher will make sure all the students have mastered the names of the accessories before going on to this activity.

                  T:              Teacher will ask the following questions:

                                    Q:             "Ng techa a outelau?"   /"Who's wearing earrings?"

                                    A:              "A Mary me a Lily me a Betty a outelau./"Mary, Lily, and Betty are wearing earrings.

                  Note:     Use your students' name instead of the underlined names which is fictitious).

 

                                    Q:             "Ng techa a ouolbeiungel?"/"Who's wearing a necklace?

                                    A:              "A Mark me a Tina a ouolbeiungel."/"Mark and Tina are wearing necklaces."

                                    Q:             "Ng techa a oukebkab?"/Who's wearing a ring?"

                                    Q:             "A Mary me a Lily me a Mark me a Tina a oukebkab."/"Mary, Lily, Mark and Tina

are wearing rings."

 

                  Note:     Continue until you've covered all the vocabulary in Activity 2. Remember to model the correct responses before you ask the students to respond on their own.

                 

                  Ss:            Listen and repeat after the teacher when they are ready to produce orally.

                  T:              Divide students into groups and have each group answer the questions/

                  Ss:            Groups will take turn answering the questions asked by the teacher

                  T:              Teacher will introduce these additional questions (Review of counting system of people). He/she will also model the correct responses:

                                    Q:             "Te tela el redi a oukebkab?"/"How many female (in the classroom) are wearing rings?

                                    A:              "Te tedei el redil a oukebkab."/Three females are wearing rings."

                                    Q:             "Te tela el chad a outelau?"/ "How many people are wearing earrings?"

                                    A:              "Te teim el chad a outelau."/"Five people are wearing earrings."

                                    Q:             "Te tela el sechal a ouklok?"/"How many males are wearing watches?"

                                    A:              "Te tetiu el sechal a ouklok."/"Nine males are wearing watches."

 

                  Note:     Continue asking the questions until you've covered all the vocabulary in Activity 2.

                  Ss:            Listen and repeat after teacher when they are ready to produce orally.

                  T:              Divide students into groups and have each group answer the questions.

                  Ss:            Groups will take turn answering the questions asked by the teacher.

                  T:              Provide students with written copies of the above sample questions and answers.

                  Ss:            Read the words with the teacher, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

                  T:              Pair up students and have them practice with each other.

                  Ss:            Students will work in pairs with one asking the question and the other listening and responding in complete sentences. Students will reverse roles and repeat.

                  T:              After giving students enough time to practice, teacher will check student's knowledge by asking questions and having individual students provide the answers.

 

                  Activity 5.             Colors of Clothing and accessories

                                    Note:     Bring to class different colored clothing and accessories.

 

                                                      Bekerekard / red

                                                      Chedelekelek/ Black

                                                      Becheleleu/ White

                                                      Bibrurk/mellil/ yellow

                                                      Chemadech/ Green

                                                      Bedengel a chutem/ brown

                                                      Mellemau/ blue

                  T:              Teacher will show different articles of clothing or accessories and describe their colors:

                                                      "chedelekelek el skato."               /"Black skirt."

                                                      "Becheleleu el chelchedal a bail."/" White shirt."

                                                      "Mellmau el sportsiuus."/"Blue sport shoes."

                                    Note:     Teacher will continue until all articles of clothing/accessories and colors are covered.

                  Ss:            Listen

                  T:              Repeat the first step again and have students repeat after him/her.

                  Ss:            Repeat after teacher.

                  T:              Divide students into groups and have each group describe the colors of the different articles of clothing and accessories:

                  Ss:            Groups will take turn describing the colors of the different articles of clothing and accessories.

                  T:              Teacher will ask individual students to describe the colors of the different articles of clothing.

                  Ss:            Individual students will take turn describing the colors of the different articles of clothing.

                  T:              Will provide written copies of the vocabularies/phrases to the students

                  Ss:            Students will read the words/phrases which are particularly difficult to pronounce or understand.

                  T:              Pair up students and have them practice with each other.

                  Ss:            Will work in pairs with one student showing pictures of different articles of clothing and asking questions about their colors and the other student listen and respond. Reverse roles and repeat.

                 

                  Activity 6.             Question and answer

                                    Note:     Teacher will model the first few questions and their correct responses before asking the students to respond on their own.

                  T:              Teacher will ask each student to stand in front of the class one by one, while she asks the class questions about each student's clothing/accessories, for example:

                                    Q:             "Ng ngua ngara a bedengel a bilel a Tina?"/"What color is Tina's dress?"

                                    A:              "A bilel a Tina a bekerekard a bedengel."/"Tina's dress is red."

                                    Q:             "Ng ng ua ngara bedengel a saks er a Mark"/"What color are Mark's socks?"

                                    A:              "A saks er a Mark a becheleleu a bedengel./"Mark's socks are white."

 

                                    Note:     Continue until you've described each student's clothing/accessories.

                  Ss:            repeat after teacher

                  T:              Teacher will ask questions about two more students' clothing /accessories.

                  Ss:            Student will respond as a whole group.

                  T:              Divide students into groups and have each group take turn answering the questions.

                  Ss:            Group will take turn answering questions asked by the teacher.

                  T:              Will assign one group to ask the questions and the other to respond.

                  Ss:            One group will ask questions about one of their classmate's clothing /accessories and the other group will answer.

                  T:              Keep changing the roles of the teams until all groups have had a chance to ask questions and to provide answers.

 

                  Acivity 7.               Dialogue

                                    Note:     Teacher will write the following dialogue on a chart paper.

                  S1:           Ungil tutau. Keu a ngarang?        /Good morning. How are you?

                  S2:           Ak kmal mesisiich.                             /I'm fine.

                  S2:           Ng uoi soak a bilem. Ke milecherar a bilem er ker?/ I really like your dress. Where did you buy your dress.

                  S1:           Ak milecherar er a Town House.                 /I bought it at Town House.

                  S2:           Ng dirk nag er ngii me a lechub e ng mla mo diak a ua tia el bilem/Are there still dresses like yours at Town House?

                  S1:           Ochoi, ng ngar er ngii a mellemau me a becheleleu me a bekerkard/ Yes, they have blue, white, and red ones.

                  S2:           Ng ngar ngii a ungil el oeacher er a Town House/ Do they have nice shoes at Town House

                  S1:           Ng kmal betok. Ng betook el bedengel a kaua me a sportsiuus./ Yes, they have plenty. There are different brand of formal dress shoes and sport shoes.

                  S2:           Ak bai mo er a Town House. / I should go to Town House

                  S1:           Bong. Ng kmal betok a ungil el chellechedal a bail me a matang me a saks me a kebkab me a olbeiungel el oteruul./ You should. They have plenty of nice blouses/shirts, panties, socks, rings, and necklaces on sale.

                  S2:           Mada ak merolung me a uriul.   /So I'll see you later.

                  S1:           Bye                                                                /Mechikung

                 

                  T:              Teacher will model the dialogue with gestures to convey meaning.

                  Ss:            Listen

                  T:              model the dialogue as many times as needed

                  Ss:            Listen

                  T:              Model the dialogue and ask the students to model the dialogue with him/her.

                  Ss:            Students will model the dialogue as a whole group.

                  T:              Group students and have each group model the dialogue

                  Ss:            Groups will take turn modeling the dialogue

                  T:              Ask individual students to model the dialogue

                  Ss:            Individual students will take turn modeling the dialogue

                  T:              Provide the students with written copies of the dialogue

                  Ss:            Students will repeat each line after you, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

                  T:              Pair up students and have them practice with each other.

                  Ss:            Will work in pairs with one student taking part of S1 and the other S2. Reverse roles and repeat.

                  Activity 8.             Extension

                  Teacher will pair up students and have each pair change the underlined words to create their own version of the dialogue. Students will be given time to write and practice their dialogue. At the next class meeting, students will role play their dialogue. A written copy of the dialogue will be turned in to the teacher.

 

                  Activity 9.             Game

                                    Note:     Teacher will prepare hand-outs for the students with only the Palauan words/phrases or teacher can make up his/her own words or phrases in Palauan.

 

 

                  Instructions:      Each student will be given a hand-out similar to the one below, except all the phrases will be in Palauan. The instructions for the activity are:   Find people who have the things listed below and have them sign your paper. Students will be moving around the room for this activity.

 

1.     Bekerekard el skato/               a  red skirt

2.     Mechedelekelk el oeacher/                 black shoes

3.     Becheleleu el chelechedal a bail / a white shirt

4.     Mellemau el subong                /blue pants

5.     Bibrurek el dores                       /yellow dress

6.     Ulekou                                               /hat

7.     Mad el dirk                                     /sun glasses or eye glasses

8.     Chedelekelek el subong        /black pants

9.     Telau                                                  /earrings

10.  Bando                                                /belt

11.  Chemadech el saks                                    /green socks

12.  Hankats                                            /handkerchief

13.  Kebkab                                              /ring

14.  Zori                                                                        /sandals

15.  Bedengel a chutem el hansubong/ brown shorts

After this activity, teacher will ask each student to read the name signed on his/her paper while the other students decide wheter thos people whose names are on the paper actually have what the form asked for.

 

Activity 10.          Can you draw?

 

                  Note:     Materials needed for this activity:           Assorted colored markers or crayons, blank sheets of paper or chart paper.

 

                  T:              Prepare a set of instructions that students will be listening to while they draw and color their drawings of a person. Use gestures if you feel that your students cannot understand what you mean. Example:

 

                                    Ngika el chad a ungil a klemengetal./This person ‘s height is average.

                                    Ngika el chad a kemangel a isngel /This person has a long nose

                                    Ng mekekedeb a mekerisebsub a cheiul/He/she has short and curly hair.

                                    Ng outelau a bekerekart el telau                                 /He/she is wearing red earrings

                                    Ng ouchelechedal a bail er a bibrurk      /He/she is wearing a yellow shirt or blouse.

 

                  Teacher will make additional instructions. The above format is only a suggestion. Students will work on their drawings individually. Be sure to say the instructions only in Palauan but with lot of gestures so that students will understand.

 

                  Ss:            Students will listen and follow the instructions given by the teacher by drawing and coloring.

                  T:              When this activity is finished, provide students with written copies of the instructions and have them check their drawings with the instructions.

                  Ss:              compare their drawings with the original instructions and mark the parts missed

                  T:              Will have students share their drawings with the rest of the class.

 

Activity 11.          Describing people's appearances           

1.     Teacher will provide cut-out pictures (pasted on index cards) of people wearing assorted articles of clothing/accessories (one picture for one student).

2.     Students will make up their own detailed description of the person on their cards. The description will include all visible physical characteristics of the person in their cards(whether tall, short, fat, skinny, straight, or curly hair, etc.), their clothing, accessories and their colors.

3.     Students may ask any person who speaks Palauan to help write up their description.

4.     Students will show and describe their pictures in detail, the following day, without looking at their note.

Activity 12.          Assignment

 

                  Lay out the five different colors (use colored construction paper) around the classroom and ask your students to choose their favorite color and stand next to that color. Students who prefer one color will make up one team. The team member's assignment is to find a person who speaks Palauan to help them make up a poem about their color. When the students are ready, they will read their poem to the whole class.

 

 

                  CONVESATIONAL PALAUAN

                 

UNIT 5:

                     HEALTH

                 

                                    LESSON 1:              EMOTIONS, FEELINGS, ILLINESSES

                                    OBJECTIVES:

                                    Students will be able to:               

1.     Name and describe emotions/feelings

2.     Name and describe various illnesses

3.     Name and describe various body aches and pains

TIME:      4 TO 5 HOURS (2 TO 3 DAYS)

                  Materials:            bb, chart paper, chalk, markers, pictures showing different feelings/emotions, body aches and pains, index cards

 

                  Teaching Strategies:

1.     Total Physical Responses

2.     Dialogue

3.     Questions and answer

4.     Games

5.     Small group activities

 

Teaching Activities:

 

Activity 1.             Review of Unit 4 (Parts of the Body)

                 

                  Note:     All instructions for this activity will be in Palauan.

 

                  T:              Simons Says:      Point to/touch your__(naming different parts of the body)

                  Ss:            Follow instructions

                  T:              Ask volunteers to give commands.

                  Ss:            Follow commands

                  T:              Teacher will make sure that all students have a chance to give as well as act out the commands.

 

                  Note:     If Students miss any of the commands given, teacher will reteach the parts of the body again

                  Activity 2.             Name and describe emotions/feelings.

                                    Kesib a rengul / Angry or Mad

                                    Mekngit a rengul/ sad

                                    Ungil a rengul/ happy, kind

                                    Kesib                       /hot or warm

                                    Mekerasem        /cold

                                    Mesaik                   /lazy

                                    Meses                     /industrious or strong

                                    Smecher                /sick

                                    Mesisiich              /strong or healthy

                                    Meringel               /hurt

                                    Diak meringel    /doesn't hurt

                                    Skareter                /tired

                                    Ocherechur         /laughing

                                    Chelisngull          /(face) frowning, or scowling

                                    Klikmechur          /smiling

                                    Checherd a rengul/irritable

 

                  Note:     Teacher will prepare ahead of time drawings of faces showing the different feelings listed above. Teacher will also label the drawings.

 

                  T:              Put up the face drawings on the blackboard. Point to each pictures and name the ‘feeling' while you model with appropriate gestures.

                  Ss:            Listen

                  T:              Repeat showing, naming, and modeling the ‘feelings' as many times as needed.

                  Ss:            Listen

                  T:              Repeat showing, naming and modeling the ‘feeling ‘and have students model after you. (Repeat the activity as many times as needed).

                  Ss:            Will model after the teacher.

                  T:              Divide students into groups and have them take turn naming the ‘feelings' as you show them the face drawings (be sure to hide the labels when you show them the drawings).

                  Ss:            groups take turn naming the feelings

                  T:              Provide students with written copies of the above vocabulary.

                  Ss:            Read the words with the teacher, taking plenty of time to go over individual words which are particularly difficult to pronounce or understand.

                  T:              Divide students into 2 groups. Teacher will show group 1 a face drawing and have them act out the emotion/feeling while group 2 will identify the emotion/feeling.

                  Ss:            One group will act out the emotion/feeling and the other will respond by identifying the emotion/feelings.

                  T:              Teacher will ask group to reverse roles and repeat.

                  Ss:            Groups reverse roles and repeat

                  T:              Pair up students and have them practice with each other

                  Ss:            Will work in pairs with one acting out the emotion/feelings and the other listening and responding. Reverse roles and repeat.

                  T:              While students are working in pairs, teacher will monitor and assist those who need assistance.

 

Activity 3.             Questions and Answer

 

                  T:              Teacher will ask question, "Ke ua ngarang?" and model the appropriate answer, "Ak mesisiich","Ak smecher", "Ng ungil a renguk", "Ak ko er a mesaik", etc.

                  Ss:            Listen

                  T:              Teacher will ask how each individual student is feeling:

                  Ss:            Individual students will tell how each of them is feeling.

Activity 4.             Name and describe various illnesses

                 

Note:     Teacher will ask students how they are feeling every day.

                                    Tereter / cold, fever, flu

                                    Smecher er a tereter/ have cold, fever, flu, sick

                                    Ouklukl/coughing

                                    Omachediil/diarrhea

                                    Ongirt/runny nose

                                    Omudech/vomit

                                    Chetelaol/dizzy

                                    Merecherached ( a rengul)/nauseous

                                    Terahom/pink eye, conjunctivitis

 

                  Note:     Teacher will prepare ahead of time drawings or pictures showing the different kinds of illnesses.

 

                  T:              Teacher will show each drawing and name the type of illness shown in the drawing. If appropriate, teacher may also model the type of illness

                  Ss:            Listen

                  T:              Repeat showing the type of illnesses and naming them.

                  Ss:            Repeat after teacher

                  T:              Divide students into groups, show each group a drawing and have them name the type of illness shown.

                  Ss:            Groups will take turn naming the type of illnesses shown by the teacher.

                  T:              Provide students with written copies of the above vocabulary

                  Ss:            Read the words or phrases which are particularly difficult to pronounce or understand.

                  T:              Pair up students and have them practice with each other

                  Ss:            Will work in pairs with one acting out the type of illnesses and the other listening and responding. Reverse roles and repeat.

                  T:              While students are working in pairs, teacher will monitor and assist those who need assistance.

 

                  Activity 5.             Dialogue

                  Note:     Teacher will explain the situation where is dialogue takes place:            Two women with their children meet and talk at the Doctor's Clinic

 

                  S1:           Ungil tutau, ke smecher?              /Good morning. Are you sick?

                  S2             Ng diak. Ng smecher a ngelekek./ No. My child is sick

                  S1:           Ng klsakl?             /What's wrong with him/her?

                  S2:           Ng smecher er a tereter./ He/she has a cold/fever or flu.

                  S2:           E kau, ng dirrek el smecher a ngelekem?/ And you, is your child sick, too.

                  S1:           Ochoi, ng omachediil.    /Yes, he/she has diarrhea.

                  S2:           Ng omudech el dirrek?/ Does he/she vomit, too?

                  S1:           Ng diak. Ng bai ko er a di chetelaol./ No. He/she only feels dizzy.

                  S1:           Sekid a ngklel a ngelekem el bla lokodongii?/ Your' s name has just been called.

                  S2:           Mdengchokl, e ki bo mesa a toktang./ Sit and wait your turn while we go see the doctor.

                  S2:           Me a uriul.           /See you later.

                  S1:           Ochoi, me a uriul./ Yes, see you later.

                 

 

                  T:              Model the above dialogue with a volunteer ( Repeat as many times as needed.)

                  Ss:            Listen

                  T:              Model the dialogue again (Repeat as many times as needed)

                  Ss:            Repeat after teacher.

                  T:              Provide students with written copies of thedialogue.

                  Ss:            Read the dialogue with the teacher, taking plenty of time to go over individual words or phrases that are particularly difficult to pronounce or understand

                  T:              Divide students into groups. Assign one group the role of student #1 and the other, the role of student#2 and have them practice thedialogue.

                  Ss:            Students will practice the dialogue in groups. Reverse roles and repeat.

                  T:              Pair up students and have them use the above format to practice the dialogue.

                  Ss:            Students practice the dialogue in pairs. Reverse roles and repeat.

                  T:              Give students enough time to practice the dialogue, then call individual pair of students to role play their dialogue.

                  Ss:            Students will role play their dialogue in pairs.

 

                  Activity 6.             Name and describe body aches and pains

                                                      Meringel a bdeluk            /headache

                                                      Meringel a ungelek          /toothache

                                                      Meringel a ulkek                /backache (Upper back)

                                                      Meringel a sengchek      /backache (lower back)

                                                      Meringel a chiklek            /sore neck

                                                      Meringel a delek               /stomachache

                                                      Meringel a dingak             /earache

                                                      Meringel a chimak           /sore hand

                                                      Meringel a ochik                /sore feet

                                                      Meringel a medak            /sore eye

                                                      Meringel a omerkolek   /sore throat

                                                      Meringel a bedengek     /all over body ache

Note:     Prepare ahead of time drawings or pictures showing different body aches or pains.

 

                  T:              Teacher will show the drawings or pictures one at a time, describe the pictures and model with appropriate gestures.

                  Ss:            Listen

                  T:              Repeat modeling the different body aches/pains. (Repeat as many times as needed).

                  Ss:            Model after Teacher

                  T:              Divide students into groups, model the body aches/pains and have each group identify the body aches/pains.

                  Ss:            Group will take turn identifying the body aches/pains modeled by the teacher.

                  T:              Provide students with written copies of the dialogue

                  Ss:            Read each dialogue with the teacher, taking plenty of time to go over individual words or phrases that are particularly difficult to pronounce or understand.

                  T:              Pair up students and have them practice with one modeling the phrases and the other listening and responding.

                  Ss:            Students practice the phrases in pairs. Reverse roles and repeat.

Activity 7.             Question and answer

                                    Note:     Teacher will practice the following questions and answers with the students:

                                    Q               Ng meringel a keskelem?              /Which part of your body hurs?

                                    A:              Ng meringel a bdeluk.                      /My head hurts, or I have a headache.

                                                      Ng meringel a ochik                           /My foot(feet) hurts or I have sore feet

                                    Q               Ng meringel a omerkolem            /Do  you have sore throat (does it your throat hurt)?

                                    A:              Ochoi, ng meringel a omerkolek./Yes, my throat is sore.

                                                      Ng diak. Ng diak lmeringel a omerkolek./No, My throat isn't sore (doesn't hurt).

                                    Q               Ng meringel a delel?                         /Does he or she have a stomachache?

                                    A:              Ochoi, ng meringel a delel            /Yes, he or she has a stomachache

                                                      Ng diak, ng diak lmeringel a delel.            /No, he or she doesn't have a stomachache.

                                    Note:     Change the above underlined words with other words listed on Activity 6 for more practice.

 

                                    T:              Teacher will model the questions and answers with a volunteer.

                                    Ss:            Listen

                                    T:              Model the questions and answers as many times as needed.

                                    Ss:            Listen

                                    T:              Model the questions and answers again.

                                    Ss:            Repeat after teacher.

                                    T:              Divide students into groups and ask each group to answer your questions. Keep changing the words and tenses so that students will have no time to practice.

                  Ss:            Individual group take turn answering the questions.

                  T:              Repeat the same exercise until students have a good understanding of the phrases

                  Ss:            continue answering the questions in groups

                  T:              Have the students ask the questions and you give the answers

                  Ss:            Ask the questions

                  T:              Provide students with written copies of the questions and answers

                  Ss:            Students will repeat each line after you, taking plenty of time to go over individual words or phrases which are particularly difficult to understand and pronounce.

                  T:              Pair up students and have them practice the phrases

                  Ss:            will work in pairs with one asking the questions and the other listening and responding. Reverse roles and repeat.

                  T:              teacher will allow students time to practice until he/she feels that they have a good understanding of the phrases. While students are practicing, teacher will monitor and provide assistance to those needing assistance.

 

                  Activity 8.             Dialogue

                  Situation:             Doctor's visit:    Two friends meeting and conversing with each other.

                                                      S1:           Ke mo er ker?/Where are you going?

                                                      S2:           Ak mo omes er a toktang./I'm going to see a doctor.

                                                      S1:           E ngarang, ke smecher?/Why, are you sick?

                                                      S2:           Ochoi. Ak smecher           /Yes. I'm sick.

                                                      S1:           Ke klsakl el smecher?    /What ‘s wrong with you?

                                                      S2:           Ng meringel a bdeluk e chetelaol./My head is aching and I feel dizzy.

                                                      S1:           Nge meringel a bedengem el dirrek?/Does your whole body ache?                           

                                                      S2:           Ng diak, ng bai di telkib el meringel a omerkolek el dirrek./No, by my throat is a little sore.

                                                      S1:           Ng kmal kirem el momsa a toktang./You really should see a doctor.

                                                      S2:           Me kurael, e ak mo el mo meoud./I have to go or I'll be late.

                                                      S1:           Mechikung.         /Bye

                                                      S2:           Ochoi me a uriul/ Yes, see you later.

                  T:              Teacher will model the dialogue with a volunteer.

                  Ss:            Listen

                  T:              Model the dialogue as many times as needed.

                  Ss:            Listen

                  T:              Model the dialogue again.

                  Ss:            Repeat after teacher.

                  T:              Provide students with written copies of the dialogue.

                  Ss:            Students will repeat each line after you, taking plenty of time to go over individual words or phrases which are particularly difficult to understand and prounce.

                  T:              Divide students in to groups and assign Group 1 the role of Student #1 and Group 2 , the role of Student #2 and have them practice the dialogue. Reverse roles and repeat.

                  Ss:            Practice the dialogue in groups. Reverse roles and repeat.

                  T:              pair up students and have them practice the dialogue.

                  Ss:            Will work in pairs with one asking the questions and the other listening and responding, Reverse roles and repeat. Students may change the underlined words to make their dialogue more creative

                  T:              Teacher will allow students time to practice until he/she feels that they have a good understanding of the phrases. While students are practicing, teacher will monitor and provide assistance to those needing assistance

                  T:              Give students enough time to practice the dialogue, then call individual pair of students to role play their dialogue.

                  Ss:            students will role play their dialogue in pairs.

 

                  Activity 9.             Game: Win, Loose or draw

                  Note:     Teacher will use vocabulary/phrases from activity 2, 4, and 6.

                  Steps:

1.     Teacher will write the words/phrases on index cards (one word=1 index card)

2.     Divide students into two groups (Team A and Team B or they can name themselves).

3.     Teacher will decide which team will draw first (for example, let's assume that Team A will draw first. Team A will then choose one of their team members to draw for their group).

4.     Teacher will show a card to the person from Team A and he will try to draw the object. As he is drawing, the rest of Team A will try to guess the name of the object. As he is drawing, the rest of team member is trying to draw (They have 1 (one) minute to guess what the object is and say the correct Palauan name). Team B must not call out the answer at this time because Team A can steal their ideas and get a point for guessing right.

5.     If Team A fails to guess the object in 1 (one) minute, then Team B will get a chance to guess the correct name. If team B guess correctly, they get the one point.

6.     Then it's Team B's turn draw and guess the name of the object (follow step 1-5).

7.     After Team B, then it's Team A's turn until everyone in both teams has had a chance to draw or until they've drawn and guessed all the words correctly

8.     The team with the most points wins.

Activity 10.          Assignment

                  Teacher will pair up students and ask each pair to make up a dialogue using what they've learned in Lesson 1 of Unit 5 and the other units already covered. Students will prepare and use props to role play their dialogues at the next class meeting. They will also turn in written copy of their dialogue.

 

 

COVERSATINAL PALAUAN

 

UNIT 5:                    HEALTH

LESSON 2:              INJURIES

 OBJECTIVES:

 

                  Students will be able to:

1.     Review:         Describe emotions/feelings taught in Lesson 1.

2.     Name, ask and describe various bodily injuries

3.     Name , ask and describe additional physical feelings.

Time:     4 to 5 hours (2 to 3 days)

Materials:            bb, chalk, flip chart, markers, pictures/drawings of bodily injuries, handouts

 

Teaching strategies:

1.     Total Physical Responses

2.     Dialogue

3.     Question/Answer

4.     Games

5.     Small Group Activities

 

Teaching Activities:

 

Activity 1.             Review:                                    Ask, and describe emotions/feelings from Lesson 1

                  Note:     Ask students to pay close attention to each other's responses because they'll be asked later to identify each other's feelings.

 

                  T:              Teacher will ask individual students how they are feelings:

                                    "Ke ua ngarang?"              /"How are you?"

                  Ss:            Individual students will tell the class how they are feeling. Example:

                                    "Ak mesisiich."                                     /"I'm fine."

                                    "Ak smecher."                     /"I'm sick."

                                    "Ak mesaik."                        /"I'm lazy."

                                    "Ak mekerasem."             /"I'm cold."

                                    "Ak kesib."                             /"I'm hot."

                  T:              If a student indicated that he/she is not feeling well, teacher will ask the following:

                                    "Ke klsakl?'                           /"What is wrong with you?"

                                   

                  Ss:            Student will indicate what is wrong with him/her.

                                    "Ak kumachediil."            /"I have diarrhea."

                                    "Ng meringel a delek."  /"I have a stomachache."

                                    "Ng diak klsakl, ak de mesaik/There's nothing wrong with me. I'm just lazy.

                                    Note:     Teacher will note students' responses. After every one have shared their feelings, teacher will ask the whole group, small group or individual students to identify how each student is feeling, for example:

                  T:              "Ng techa  a smecher?"                  /"Who is sick?"

                                    "Ng techa a meringel a bdelul?"/"Who has a headache?"

                                    "Ng techa a diak lsecher?"/"Who is not feeling sick?"

                                    " Ng techa kesib?"            /"Who is hot?"

                                    "Ng techa a mesaik?"    /"Who is lazy?"

                  Ss:            Students will respond in complete sentences, for example:

                                    "A Mark a smecher.         /"Mark is sick."

                                    "A Huan a meringel a bdelul?/"Huan has a headache."

                                    "A Tobi a diak lsecher."                  /"Tobi is not sick."

                                    "A Mary a kesib."              /"Mary is hot."

                                    "A Tina me a Mark a mesaik."/"Tina and Mark are lazy."

Activity 2:             Name and describe various types of bodily injuries

 

                                    Chelam                                    /Broken

                                    Telabt                     /scratched or skinned

                                    Delobech              /cut

                                    Bleu                          /broken  or cracked

                                    Delul                        /burned

                                    Oburk                      /swollen

                                    Ke mlekera e __?/ How did you___?

                                    Note:     Prepare ahead of time pictures to help with the vocabulary and phrases.

 

                  T:              Show a picture and say:

                                    Chelam                                    /broken, Sprained

                                    Ng chelam a ochil/His/her leg is broken

                                    Show a picture and say:

                                    Telabt                     /scratches

                                    Ng telabt a chimal/ She or he has scratches on his/her arm.

                                   

                                    Show a picture and say:

                                    Delobech              /cut

                                    Ng delobech a chimal /She or he has scratches on his/her arm.

                                    Bleu                          /cracked/cut

                                    Ng bleu a bdelul/He cracked his head

                                    Show a picture and say:

                                    Delul                        /burned

                                    Ng delul a medal/she or he burned her/his face.

                                   

                                    Show a picture and say:

                                    Oburk                      /swollen

                                    Ng oburk a medal/ His or her eye is swollen.

                  Ss:            Listen

                  T:              Repeat

                  Ss:            Repeat after teacher

                  T:              Teacher will model the phrases again with appropriate gestures

                  Ss:            Repeat after teacher

                  T:              Divide students into groups show each group a drawing and have them identify the type of injury shown.

                  Ss:            Groups will take turn naming the type of injuries shown by the teacher.

                  T:              Provide students with written copies of the above vocabulary/phrases.

                  Ss:            Read the phrases with the teacher, taking plenty of time to go over individual words or phrases which are particularly difficult to pronounce or understand.

                  T:              Pair up student and have them practice with each other.

                  Ss:            Will work in pairs with one acting out the type of injuries and the other listening and responding. Reverse role and repeat.

                  T:              While students are working in pair, teacher will monitor and assist those who need assistance.

 

                  Activity 3.             Game:   What Am I?

 

                                    Note:     Teacher will write the name of injuries on index cards and pass them to the students ( One student with one index card).

                 

                  T:              After passing out the index cards, teacher will call on individual student and ask this question:                  "Ke klsakl?" The student called will look at his/her card and act out the type of injury written on the card.

 

                  Ss:            Students will guess the type of injury being acted out and will give their answers in complete sentences, example: "Ng delobech a chimam."

                  T:              Teacher will make sure all the students that are acting out the different type of injuries. Teacher can also collect all the index cards, shuffle them, pass them out again and repeat the same procedure, except that students now have different cards.

                 

 

Activity 4.             Name and describe various causes of bodily injuries    

 

                                    Note:     Prepare, ahead of time, drawings/pictures showing different scenes of accidents resulting in bodily injuries.

 

                  T:              Show a picture and say:

                                    Q               Ng milekera e mecham a ochil a ___(fill in name)?/How did__ break his/her leg?

                                    A:              Ng rirebet er a kerrekar el mecham a ochil./ He or she fell out of the tree and broke(sprained) his/her leg.

                                    Q               Ng milekera e metabt a chimal a __(fill in name)?/How did__ get scratches on his/her arm?

                                    A:              Ng  milsibas el metabt a chimal.                /He or she slipped and scratched his or her arm.

                                    Show a picture and say:

 

                                    Q               Ng milekera e medobech a chimal a __ (fill name)?/How did__ cut his or her finger?

                                    A:              Ng uluusekook el loba a oles s dobechii a chimal/ He or she played with a knife and accidently cut his/her finger

                                    Show a picture and say:

                                    Q               Ng milekera e obeu a bdelul a __(fill name)/He or she fell off a ladder and cracked his head or her head.

                                    A:              Ng rirebet er a laidang le lobeu a bdelul./he or she fell off a ladder and cracked his or her head

                                    Show a picture and say:

                                    Q               Ng milekera medul a __?/ How did__ get burned?

                                    A:              Ng uluusekool a mases e medul./He or she played with matches and burned himself/herself.

                                    Show a picture and say:

                                    Q               Ng milekera e mo oburk a medal a __(fill in name)?/How did __ eye get swollen?

                                    A:              Ng smecher el terahom./              He or she has pink eye.

                 

T:              Teacher will show each drawing/picture while asking question. Teacher will also model the appropriate responses to the questions.

Ss:            Listen

                  T:              Repeat

                  Ss:            Repeat after teacher

                  T:              Teacher will model the phrases again with appropriate gestures

                  Ss:            Repeat after teacher

                  T:              Divide students into groups, show each group a drawing and have them explain how the person injured himself/herself.

                  Ss:            Groups will take turn explaining how the person injured himself/herself

                  T:              Provide students with written copies of the above vocabulary/phrases.

                  Ss:            Read the phrases with the teacher, taking plenty of time to go over individual words and phrases which are particularly difficult to pronounce or understand.

                  T:              Pair up students and have them practice with each other.

                  Ss:            Will work in pairs with one asking the questions and the other listening and responding. Reverse roles and repeat

                  T:              While students are working in pairs, teacher will monitor and assist those who need assistance.

 

                  Activity 5.             Dialogue

                                    S1:           Ungil tutau. Ke mo er ker?/Good morning. Where are you going?

                                    S2:           Ak mo er a osbitar.           /I'm going to the hospital

                                    S1:           E ng ngarang?                       /Why?

                                    S2:           Ng meringel a chimak.   /My hands hurts.

                                    S1:           Ng klsakl a chimam?       /What's wrong with your hand?

                                    S2:           Ng chelam.                            /It's sprained

                                    S1:           Ng milekesakl e mecham?/ How did you sprain it?

                                    S2:           Ak rirebet er a laidang el mecham a chimak./ I fell off a ladder and sprained my hand.

                                    S1:           Ng meringel?                        /Does is hurt?

                                    S2:           Ochoi. Ng kmal meringelme ng diak lsebechek el mechiuaiu./ Yes. It hurts so much I can't sleep.

                                    S1:           Ng milecham er a oingerang?/When did you sprain it?

                  S2:           Ng milecham er a elii.    /I sprained it yesterday.

                  S1:           Ng kmal kirem el mereched el mo mesa a toktang./ You should see a doctor as soon as possible.

                  S2:           Ochoi, ak merolung me a uriul./                 Yes, see you later.

                 

                  T:              Model the above dialogue with a volunteer ( Repeat as many time as needed)

                  Ss:            Listen

                  T:              Model the dialogue again (Repeat as many times as needed)

                  Ss:            Repeat after teacher

                  T:              Provide students with written copies of the dialogue.

                  Ss:            Read the dialogue with the teacher, taking plenty of time to go over individual words and phrases that are particularly difficult to pronounce or understand.

                  T:              Divide students into groups. Assign one group the role of Student#1 and the other, the role of Student #2 and have them practice the dialogue.

                  Ss:            Students will practice the dialogue in groups. Reverse roles and repeat.

                  T:              Pair up students and have them use the above format to practice the dialogue

                  Ss:            Students practice the dialogue in pairs. Reverse roles and repeat

                  T:              Have students create their own dialogue by changing the underlined words with words of their choice.

                  Ss:            Students create their own dialogue by changing the underlined words

                  T:              Give students enough time to practice the dialogue then call individual pairs of students to role play their dialogue.

                  Ss:            Students will role play the dialogue in pairs.

                 

Activity 6.             Name and describe additional physical feelings

                                    Songerenger       /                hungry

                                    Medingel              /                full

                                    Meched a rengul               /                thirsty

                                    Mesulaul                                /                sleepy

                                    Mesaul                                                       /                tired

                                    Mesisiich                                /                not tired, strong or fine

                                    Merur                                        /                shy

                                    Mekerasm                             /                cold

                 

                  Note:     Teacher will prepare ahead of time drawings showing the feelings listed above. Teacher will also label the drawings.

 

                  T:              Put up the drawings on the blackboard. Point to each picture and name the "feeling" while you model with appropriate gestures.

                  Ss:            Listen

                  T:              Repeat showing, naming and modeling the "feelings" as many times as needed.

                  Ss:            Listen

                  T:              Repeat showing, naming and modeling the "feelings" and have students model after you. (Repeat the activity as many times as needed).

                  Ss:            Will model after teacher

                  T:              Divide students into groups and have them take turn naming the "feelings" as you show them the drawings (be sure to hide the labels when you show them the drawings) or teacher can model the ‘feelings'

                  Ss:            groups take turn naming the 'feelings'

                  T:              Teacher will ask the following questions and model the appropriate answers:

 

                                    Q               Ke songerenger?               /                Are you hungry?

                                    A:              Ak kmal songerenger      /                I'm very hungry

                                                      Ng diak sa el songerenger/           I'm not to hungry

                                                      Ng diak songerenger.     /                I'm not hungry

                                                      Ak medingeds                      /                I'm full

                                                     

                  Q               Ng meched a regnum?                     /                Are you thirsty?

                  A:              Ng meched a renguk.                        /                I'm thirsty

                                    Ng diak lmeched a renguk.           /                I'm not thirsty

                  Q               Ke mesulaul?                                         /                Are you sleepy?

                  A:              Ochoi, ak mesulaul.                          /                Yes, I'm sleepy

                                    Ng diak, mesulaul.                             /                I'm not sleepy

                  Q               Ke mesaul?                                             /                Are you tired?

                                    Ochoi, ak kmal mesaul.                                    /                Yes, I'm very tired

                                    Ng diak mesaul                                                       /                I'm not tired

                                    Ak mesisiich.