Lili in Bine eng priročnik final 1 2 sklop

ENGLISH WITH

LILI AND BINE ANGLEŠČINA Z LILI IN BINETOM V DRUGEM RAZREDU OSNOVNE ŠOLE PRIROČNIK ZA UČITELJA

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English with Lili and Bine

Angleščina z Lili in Binetom v drugem razredu osnovne šole Priročnik za učitelja Avtor: Tom Majer Urednica: Nika Robek Strokovna sodelavka pri razvoju koncepta: Mateja Todorovski Strokovni pregled: Mateja Todorovski Jezikovni pregled: Arven Šakti Kralj Szomi Slikovno gradivo: Shutterstock in arhiv Založbe Rokus Klett Direktor produkcije: Klemen Fedran Izdala in založila: Založba Rokus Klett, d. o. o.

Za založbo: Maruša Kmet Oblikovanje in prelom: Jernej Kramberger Oblikovanje naslovnic: Grega Inkret Vodja oblikovanja: Grega Inkret 1. izdaja Ljubljana, 2015

Vse knjige in dodatna gradiva Založbe Rokus Klett dobite tudi na naslovu www.knjigarna.com

© Založba Rokus Klett, d. o. o. (2015). Vse pravice pridržane.

Brez pisnega dovoljenja založnika so prepovedani reproduciranje, distribuiranje, javna priobčitev, predelava ali druga uporaba avtorskega dela ali njegovih delov v kakršnem koli obsegu in postopku, kot tudi fotokopiranje, tiskanje ali shranitev v elektronski obliki. Tako ravnanje pomeni, razen v primerih od 46. do 57. člena Zakona o avtorski in sorodnih pravicah, kršitev avtorske pravice.

Založba Rokus Klett, d. o. o.

Stegne 9 b, 1000 Ljubljana telefon: 01 513 46 00 telefaks: 01 513 46 99 e-naslov: rokus@rokus-klett.si www.rokus-klett.si

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CONTENTS A word from the author ..............................................................................................................................................................................................................................................................................................................................................................................................4 The 45-Minute Lesson Approach & Format ............................................................................................................................................................................................................................................................................................................5 Approach and ideas behind the concept .........................................................................................................................................................................................................................................................................................5 Shapes and Visual Grammar ...............................................................................................................................................................................................................................................................................................................................................5 The Visual Timetable and Lesson Format Overview .............................................................................................................................................................................................................................................6 About the author .........................................................................................................................................................................................................................................................................................................................................................................................................................8 Topic 1: School................................................................................................................................................................................................................................................................................................................................................................................................................................. 9 Topic 2: Transportation........................................................................................................................................................................................................................................................................................................................................................................................ 41 Topic 3: Autumn..................................................................................................................................................................................................................................................................................................................................................................................................................... xx Topic 4: Family............................................................................................................................................................................................................................................................................................................................................................................................................................. xx Topic 5a: Celebrations............................................................................................................................................................................................................................................................................................................................................................................................ xx Topic 5b: Winter ................................................................................................................................................................................................................................................................................................................................................................................................................... xx Topic 6: In the Past ......................................................................................................................................................................................................................................................................................................................................................................................................... xx Topic 7: Spring, Animals..................................................................................................................................................................................................................................................................................................................................................................................... xx Topic 8: Healthy Lifestyles............................................................................................................................................................................................................................................................................................................................................................................ xx Topic 9: Movement ....................................................................................................................................................................................................................................................................................................................................................................................................... xx Topic 10: Summer ............................................................................................................................................................................................................................................................................................................................................................................................................ xx Acknowledgments .......................................................................................................................................................................................................................................................................................................................................................................................................... xx

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Dear teacher, The Lili and Bine English learning pack has been designed for use with the Lili and Bine cross-curricular series. The learning pack integrates perfectly and offers a comprehensive extension for the English classroom.

Vocabulary is introduced through songs, poems, verses and recitations, and movement – if you feel comfortable with that. Ideas are provided for changing and increasing vocabulary through songs depending on the age group. You will be able to see the progression over the two or three years when English is taught in your classroom. You will also be able to add your preferences for seasonal and fun songs, tongue twisters – or simply use the ones provided. The choice is yours.

There are ten chapters that follow the ten topics of the Lili and Bine series. You will see that Topic 5 has been split in two parts and now actually covers two topics. Each chapter acts as an individual batch for ease of use in the classroom. Detailed instructions are provided for each stage of the lessons within each chapter.

Routine is important. I have kept that in mind throughout the programme. That is why each lesson opens with a greeting song and ends in a goodbye song. You will see quite a few other things repeated over the course of the programme. You will also find your pupils really appreciate the routines and things they are used to, things they are comfortable with.

The lessons are designed so that they are split into two parts, Topic A and Topic B. There is a Reflect & Connect section after each of the parts, which will provide you with feedback on the children’s progress, their feelings and their attitudes towards English.

Topic A is where vocabulary is introduced through fun and engaging songs in a spiral fashion in each year.

Grade 3 will build on where Grade 2 left off. Grammar is touched on and introduced but is not the main focus. Children will learn grammar through living the language, not drilling it. Grammar in Grade 2 can be accomplished through pictorial grammar representation.

Topic B is the section that offers the cross-curricular connection to other subjects and is grade-specific. In this section, you will do mini CLIL lessons. Two subjects are provided each week and they are interchangeable.

Vocabulary from an A Topic section will be directly linked to this section based on what is being taught in the Lili and Bine series for that grade. If you have an additonal substitution class during the week, you can either review a previous lesson from that topic or the previous lesson. Repetition is good, and it will build confidence in children.

The purpose of doing the lessons this way is to slowly introduce you to and make you feel comfortable teaching in a CLIL-like manner. Performing this type of teaching for 2 to 3 years will make you feel more comfortable teaching CLIL in Grade 4 and beyond. Furthermore, children will have had 2–3 years of acquiring and building vocabulary to be able to follow CLIL classes.

I designed this programme specifically with the Slovene English teachers in mind. Through my experience in collaborating with teachers and educational professionals during professional development workshops and seminars, I have gained a greater understanding of the concerns teachers face, their comfort level and where the English teaching approach is heading. I have implemented part of the programme to suit the comfort level of the teacher and introduce them to developing themselves in the area of CLIL. I have visited schools where I have taught CLIL in Grade 4 classes. These children had 2 lessons of English per week in Grades 1–3. The pupils in these Grade 4 classes I taught were surprised at how much English they actually understood and knew. They were able to learn in English and complete their in-class tasks in Slovene easily and with very little assistance. I believe in the CLIL method, and it is for this reason I am striving to create a programme that will lead future classes in this direction, making learning English even more enjoyable for both the teacher and pupils.

I hope you will enjoy the cross-curricular English lessons with the two busy bees.

Tom Majer

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The 45-Minute Lesson Approach and Format Approach and ideas behind the concept There is a greater amount of music and movement in this programme for the simple reason that studies show that music and movement help children to learn. When considering testing result statistics for some boards of education in Ontario, Canada, studies have shown that children who attended the music elementary schools not only outperformed pupils from the public schools on assessments, but also enjoyed reading and writing more than their counterparts.

Movement does a couple of different things for learning as well as engage a spatial sense. Not only does it help to orient the person and anchor them in their experience with regards to what they are learning, but it also helps with memory consolidation. Learning is best when you engage a lot of your senses.

What we know exists in our memory. To know something is to remember it over time and to be able to find it when you need it. PART A of this programme works in this way through the spiral approach. PART B ties in the vocabulary as much as possible into the cross-curricular subject.

The first step in learning is paying attention. Eye-catching or startling displays or actions can draw the attention at the beginning of a lesson. The visual timetable will help pupils be able to follow the lesson. Both PART A and PART B of the lesson have been deliberately designed to keep in mind the attention span of children at this age.

Shapes and Visual Grammar Visual Grammar example

This

is

a

teacher.

I

have

a

desk.

Children use object representations to learn the meaning of words for numbers and the logic of verbal counting. I have taken this concept of object representation and transferred it to include it in the teaching of grammar and sentence formation. As visual and verbal materials are processed in different systems, the programme incorporates the visual and verbal information together in bite-sized pieces (chunks) for easier learning through the visual grammar component.

As children are not to read or write English in the early years of foreign language learning in Slovenia, the shapes are a visual cue for the written and spoken language. The children are able to see how the sentences look grammatically without talking about grammar. The shapes are a pre-curser to reading as they display the number of words in the sentence to be spoken (and later written) anda are presented in sequence left to right. In the teacher example, the words are written under the shape to support the teacher; however, later on this concept will be incorporated to be used with the pupils. I have found that using shapes has helped pupils of all learning abilities and challenged children in a different way. The first stages of reading are through pictures. These shapes act as pictorial representation of the spoken work.

There are nine shapes, each representing a part of speech.

Visual Grammar example

Pronoun

Noun

Adjective

Article

Verb

Adverb

Adverb (not)

Preposition

Conjunction

Interjection

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The Visual Timetable and Lesson Format Overview

Visual Timetable Visual Timetable example

Introduction and warm-up (3–5 minutes)

The debriefing at the beginning will allow all pupils to be informed of what is happening in the class, and the pupils should be able to follow the lesson as it will have been told in Slovene. The teacher will display the visual timetable to help pupils follow the lesson and know when the teacher will use Slovene to communicate with the class. These are during the Reflect & Connect moments.

Lesson Format overview Introduction & Warm-up

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Part A

Reflact & Connect

Part B

Reflact & Connect

Conclusion

Greeting song

The lesson begins with a greeting song which indicates that the English lesson begins and the teacher will speak only in English.

The words to the song as well as a video preview have been provided.

Seasonal song This is followed by a selection of songs/poems/verses/chants/tongue-twisters/movement exercises the teacher can choose from or find on their own. This part should include seasonal or holiday thematic pieces. It also acts as a ‘warm-up’ for the children to move their mouths. It is important to create a fun environment and choose songs the children can laugh at and be a bit silly.

Ideas and video previews have been provided.

Weather song This part concludes with a weather song/chant. You could put up a monthly weather calendar to keep track and use for a later purpose. Teachers can build vocabulary in this section by their selection. Teachers will be able to implement songs they are more comfortable with that they may feel will not be covered in the curriculum, e.g. colours, the Head and Shoulders song, etc. This is a constant in the lesson and children with learning difficulties and language issues will be able to participate as some aspects will not change – a sense of comfort created there.

The words to the song as well as a video preview have been provided.

PART A (10–12 minutes) Part A of the lesson is topic-specific, and focuses on building vocabulary and conversation . Vocabulary is introduced through songs or chants. This section works in a spiral manner. It is constant in all grades and the amount of vocabulary introduced increases with every year, as do the questions associated with the topic. Reading and sentence structure is introduced and reinforced using the shapes which are called ‘visual grammar.’

Song lyrics, ideas and video previews have been provided, as well as all of the teacher’s resources in the appendixes.

Reflect & Connect 1 (5 minutes)

This is part of the formative assessment, where the teacher can assess 3–4 children in each section. It also works in developing self-reflection, self-confidence, and self-efficacy. The teacher speaks in Slovene during these parts, getting feedback from the children, as well as explaining and answering any queries they may have. This feedback will benefit the pupils in being able to self-regulate their learning and the teacher in seeing where the children are at and their interests.

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PART B (10–15 minutes) This component is considered a mini-CLIL lesson in that the content is taken from the Lili in Bine programme depending on the subject. The subject is labeled and parallels one of the lessons in that subject during the same week. There are 2 subjects that can be interchanged if the teacher decides. If the teacher misses a class, they just continue with the programme. If the teacher has to substitute for a class, they can either do the lesson they missed, repeat a previous lesson from another week, or build on a previous one. This part of the programme is very flexible in this situation. Reading and sentence structure will be introduced and reinforced using the ‘visual grammar’ shapes.

Ideas and video previews have been provided, as well as all of the teacher’s resources in the appendixes.

Reflect & Connect 2 (5 minutes) This is part of the formative assessment, where the teacher can assess 3–4 children in each section. It also works in developing self-reflection, self-confidence and self-efficacy. The teacher speaks in Slovene during these parts, getting feedback from the children, as well as explaining and answering any queries they may have. This feedback will benefit the pupils in being able to self-regulate their learning and the teacher in seeing where the children are at and their interests. If the lesson runs short, the teacher may take an additional minute or two in this section at their discretion.

Concluding Song

The lesson concludes with a good-bye song, which indicates that the English lesson is over and that the teacher will speak Slovene.

The words to the song as well as a video/audio preview have been provided.

About the author A Slovenian-Canadian born and raised in Canada, Tom has taught in Slovenia for 12 years at state, private and language schools, as well as at adult education centers. He has taught the entire vertical from kindergarten to high school matriculation, and at post-secondary institutions. During the 20 years in education, Tom has taught in 5 countries and worked with several national and international curricula. He is a trained teacher in classical and alternative pedagogical methods for mother tongue and foreign languages, as well as a CLIL facilitator in Slovenia and Croatia. Other than working in schools, Tom’s Slovenian work experience includes working for ZRSŠ as a Senior Advisor, and teaching at the Faculty of Education’s PIAOŠ programme at the University of Ljubljana. Tom has 8 years’ experience collaborating with teachers in professional development workshops through the Faculty of Education at the Univeristy of Ljubljana and ZRSŠ. He has also corrected and recorded national English examinations for RIC, and published stories and edited materials for Rokus Klett. He has created a website for learning languages and designed a classroom chair (box). He continues to develop original materials for his classes.

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Tom Majer OCT, B. Ed., PG Dip TESOL, Waldorf Trained Teacher, B.A. Humanities

TOPIC 1

SCHOOL

2

9

School

TOPIC 1

Contents – Topic 1: School Scope and Sequence Overview ........................................................................................................................................................................................................................................................................................................................................................11 Part B – weekly overview ...................................................................................................................................................................................................................................................................................................................................................................................11 Daily lesson structure and plan ........................................................................................................................................................................................................................................................................................................................................................ 12 Part A – topically related .................................................................................................................................................................................................................................................................................................................................................................................. 14 Part B – cross-curricular lessons ..................................................................................................................................................................................................................................................................................................................................................... 16 Week 1 – Lesson 1 – MAT ..................................................................................................................................................................................................................................................................................................................................................... 16 Week 1 – Lesson 2 – SPO ...................................................................................................................................................................................................................................................................................................................................................... 18 Week 2 – Lesson 1 – SPO ...................................................................................................................................................................................................................................................................................................................................................... 20 Week 2 – Lesson 2 – MAT ..................................................................................................................................................................................................................................................................................................................................................... 22 Week 3 – Lesson 1 – GUM .................................................................................................................................................................................................................................................................................................................................................. 24 Week 3 – Lesson 2 – MAT ..................................................................................................................................................................................................................................................................................................................................................... 26 Week 4 – Lesson 1 – SLO ....................................................................................................................................................................................................................................................................................................................................................... 28 Week 4 – Lesson 2 – GUM ....................................................................................................................................................................................................................................................................................................................................................30 Song Lyrics .............................................................................................................................................................................................................................................................................................................................................................................................................................................. 32 Vocabulary Questions Overview ................................................................................................................................................................................................................................................................................................................................................... 33 Topic Grammar Shapes Overview, Part A & Part B ..........................................................................................................................................................................................................................................................................34

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TOPIC 1

School

Scope and Sequence Overview: Topic 1 – School (4 weeks – 8 lessons) TEACHER INTRODUCTION (3 minutes)

WARM-UP/INTRO (4-5 minutes)

PART A Topic Related: SCHOOL (10 minutes) Recognizing classroom objects, learning to read sentences represented by visual shapes.

Greeting song

Welcome, Welcome

Monthly song/colour poem

Same or different for each year

Seasonal/fun song

Same or different for each year

Additional song/tongue-twister

Same or different for each year

Weather song

How’s the Weather?

Topic related song/poem/verse/recitation

School song

Vocabulary

Chalk & board Pencil & notebook Schoolbag & books

Grammar structure

Prepositions: in – on – under Is the ___ on the ___? YES/NO The ___ is on the ___.

REFLECT AND CONNECT (5 minutes) WEEKS 1–4 PART B Cross-Curricular Lesson Connection to Subjects (15 minutes)

Week 1 Week 2 Week 3 Week 4

Subjects

Lesson 1 MAT SPO GUM SLO

Lesson 2 SPO MAT MAT GUM

REFLECT & CONNECT (5 minutes) CONCLUSION (2-3 minutes)

Good-bye song/poem/verse/recitation

Good-bye to you

Part B – Weekly overview WEEK 1 PART B Cross-Curricular Connection to Subjects (15 minutes)

Subject 1

MAT Counting, making a tally chart, reading a tally chart, learning to read sentences represented by shapes.

Subject 2

SPO Introducing oneself and where one lives, learning to read sentences represented by shapes.

WEEK 2

PART B Cross-Curricular Connection to Subjects (15 minutes)

Subject 1

Subject 2

SPO Building vocabulary and understanding of the words same and different, identifying pictures that are the same and different; learning to read sentences represented by shapes.

MAT Counting, understanding numbers that are equal and not equal, reading math equations; learning to read sentences represented by shapes.

WEEK 3

PART B Cross-Curricular Connection to Subjects (15 minutes)

Subject 1

PART B Cross-Curricular Connection to Subjects (15 minutes)

Subject 1

Subject 2

GUM Listening to Hayden’s “The Clock”, expressing feelings (like and don’t like), making a graph, reading a graph, counting.

MAT Counting, addition, introduction to word problems through pictures; counting out how many; learning to read sentences represented by shapes.

WEEK 4

Subject 2

SLO Reading pictures to create “The Snake” story, acting out the story.

GUM Rhythmical (syllables), reinforcing vocabulary in Topic A, making a graph, reading a graph; learning to read sentences represented by shapes.

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School

TOPIC 1

TOPIC 1 – SCHOOL 4 Weeks – 8 Lessons

Lesson objectives PART A: Recognizing classroom objects, learning to read sentences represented by shapes.

PART B: Cross-curricular lesson plans.

INTRODUCTION AND WARM-UP Visual Timetable example

Teacher intro

Greeting

Seasonal song

Weather

TOPIC A School

Teacher Reflect & Connect

TOPIC B MAT

Teacher Reflect & Connect

Good-bye

Intro 1 Explain to pupils in Slovene how the lesson will proceed by displaying the visual timetable (see example below). Place the visual timetable on the board or have a ready-made frame for it hung on the wall and stick pictures to it.

Intro 2 Inform the children when you will be speaking Slovene (at the beginning – intro – and during the Reflect & Connect sections) otherwise you will be speaking only in English to the pupils. You can even put a picture of yourself on the visual timetable to indicate the times you will be speaking to them in Slovene. You may even wish to ask a pupil to put the pictures up as you explain the timetable. You can explain the timetable by saying: For example (in Slovene): “Today we will begin with our greeting/hello song followed by our pointing poem, tonguetwister on sausages, and our weather song. Then we will sing a song/recite a poem about school called “Let’s Go to School.” Then you will come to the floor and we will learn some new words about our classroom. When you see my picture, we will talk in Slovene and you can tell me what you think and how you feel about what we have learned today so far. I will ask a few different pupils each time. Then we will continue with math. We will start by counting using our bodies and learn about (see PART B). After the math section, you can tell me in Slovene about what you know and understand. We will finish our lesson with our good-bye song/poem.”

Your pupils will appreciate knowing exactly what they are doing at every stage of the lesson. Pupils of all learning abilities and disabilities will be able to follow the structure and rhythm of the lesson. It should also help with minimizing any pupil disturbances.

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TOPIC 1

School

Greeting song

Start your lesson with the greeting song or recitation. Add actions to the song when you can (e.g. shake hands when you say “welcome”, wave your arm for “come on in”, and jump and throw your hands up in the air when you say “fun”, etc.).

Greeting song/recitation Welcome, Welcome Welcome, welcome to our class. We’re so glad you’re here.

Welcome, welcome to our class. We’re so glad you’re here.

Come on in and join the fun. School is fun for everyone.

Welcome, welcome to our class. We’re so glad you’re here.

This song is sung to the tune of Old MacDonald. Go to www.lilibi.si to listen to the song.

Seasonal song Follow the greeting song with a short and quick song, poem, tongue-twister, recitation and/or verse. This will help the children to get their tongues and mouths warmed up for English, and add a bit of laughter and expression each time. Try to add a few gestures and actions if possible.

Seasonal song/poem/recitation/verse/tongue-twister (examples) 1. Point to the window, point to the door, jump to the ceiling, stomp on the floor.

2. Ten super sausages, sizzling in a pan. One goes (snap), another goes (clap).

Eight super sausages, sizzling in a pan. One goes (snap), another goes (clap). etc.

(Or the teacher chooses what they think is relevant to add to the existing curriculum.)

Go to www.lilibi.si to listen to ideas for this section.

Weather song Conclude with the weather song. Make certain you place the weather picture on the visual timetable according to the weather on the day that you are singing the song.

Weather song How’s the Weather?

How’s the weather? It’s SUNNY (depending on the weather that day).

How’s the weather? It’s SUNNY. How’s the weather? It’s SUNNY. It’s SUNNY today.

Go to www.lilibi.si to listen to the song.

13

School

TOPIC 1

PART A Lesson objectives PART A: Recognizing classroom objects, learning to read sentences represented by shapes.

PART B: Cross-curricular lesson plans.

NB

In the introduction and warm-up section tell the pupils what they will be learning about and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: school, teacher, greeting, song/tongue-twister, good-bye, PART B picture.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash Cards: school, teacher, pupil, chair, desk, paper, crayon, pencil, notebook, ruler, pen.

Visual Grammar Shapes:

2

1

1

Topic 1 Show the pupils the picture of a school and tell them “School – this is a school”. Using actions, instruct your pupils to push their chairs in and stand beside their desks. You do not need to explain any vocabulary at this point, but you may want to elicit the word school. You have already explained to them what you will be doing and talking about at the beginning of the lesson.

Introduce the song “Let‘s Go to School” in a rote fashion (teacher sings and pupils repeat each line). Have the pupils march or skip to the beat while singing the REFRAIN. When singing the vocabulary, physically touch or point to the items that are mentioned in the song (e.g. pointing to the teacher, or touching the chair). The pupils do the same. Add new vocabulary each week and repeat the vocabulary of the previous weeks.

For a preview of this activity, go to www.lilibi.si and watch the video.

Topic song Let‘s Go to School REFRAIN School, school, let’s go to school.

School, school, let’s go to school.

School, school, let’s go to school.

Let’s go to school today.

Teacher and pupil are at school. (Week 1) Teacher and pupil are at school.

Teacher and pupil are at school.

Let’s go to school today.

REFRAIN (end)

Desk and chair are at school. (Week 1) Desk and chair are at school.

Desk and chair are at school.

Let’s go to school today.

REFRAIN

Add to the song in subsequent weeks, repeating/reviewing the previous words.

Week 2 – paper & crayons Week 3 – pencil & notebook Week 4 – ruler & pen

This song is sung to the tune of Lou, Lou Skip to My Lou. Go to www.lilibi.si to listen to the song.

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TOPIC 1

School

Topic 2 Instruct your pupils to get their flash cards and come and sit down on the floor. Make certain that you are by the board. Have the classroom objects you were singing about during the lesson ready (e.g. a chair, a book, a notebook, a pencil, a ruler, etc.). Pick an object and ask the pupils, „What is this?“ Make gestures to ensure your pupils understand what you are asking them. If they are not sure, you can answer, “This is a …” Expect answers in Slovene, but repeat them in English so that the pupils are exposed to the vocabulary as much as possible. It will eventually sink in. Some pupils will speak up in English sooner than others. Encourage them, but never force pupils into speaking up before they are ready. Take a look at the questions you want to reinforce for the week. Each week builds upon the previous week. Prepare your shapes. Try emphasizing the words in the phrase differently each time to create different tones in your speaking. For example, stress This in “This is a teacher” or teacher in “This is a teacher”.

Topic 3 Use the visual grammar shapes as cues each time the pupils correctly form the sentence being learned (e.g. “This is a teacher.”

– see example below). Place the picture of the teacher in the correct part of the sentence. Do the same with the other pictures. You can eventually have the children place the picture in the correct position within the sentence. If there are any children in the class who are capable of remembering what was being taught, use them to ask questions, “What is this?” and have them ‘be the teacher’.

Visual Grammar example

This

is

a

teacher.

Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: · Tell me what you liked about this activity. · What did you find challenging about this activity? · Was learning today easier or more difficult than you thought? Tell me why you thought so. · 2 thumbs up if you could remember 2 or 3 words.

15

School

TOPIC 1

PART B (see weekly lesson pages for details)

Conclusion Tell (gesture) the pupils to stand up to sing the good-bye song in rote fashion until they know the song by heart.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

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TOPIC 1

School

PART B Week 1 – Lesson 1 – MAT Lesson objectives PART A: Recognizing classroom objects, learning to read sentences represented by shapes.

PART B: Counting, making a tally chart, reading a tally chart, learning to read sentences represented by shapes.

NB

In the introduction and warm-up tell the pupils what they will be learning about in MAT, and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: school, teacher, MAT, greeting, song/tongue-twister, good-bye.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash cards: desk, chair, teacher, pupil.

Visual Grammar Shapes:

3

2

1

2

Subject 1 Have the children stand up and find some space on the floor. Show the video of counting by body parts or demonstrate counting by ones. If you do not have the video, count using your body, starting from right to left, feet first, until you reach above your head. Repeat 3 times to warm the children up. Start slowly at first. See the instructions below.

1 (place right hand on right foot), 2 (place left hand on left foot), 3 (place right hand on right knee), 4 (place left hand on left knee), 5 (place right hand on right side of waist), 6 (place left hand on left side of waist), 7 (place right hand on right shoulder), 8 (place left hand on left shoulder), 9 (place right hand on right side of head), 10 (place left hand on left side of head), 11 (place right hand above head in the air), 12 (place left hand above head in the air).

Continue the same pattern from the beginning for numbers 13–24.

For a preview of this activity, go to www.lilibi.si and watch the video.

Subject 2 Have the children get their flash cards and bring them to the floor. Sitting on the floor, review the flash cards taught in PART A. Have the children review the expression “This is a …” by asking them, “What is this?” As the children say, “This is a …,” stick your picture on the board. Have the children find their picture and repeat it with the picture in their hand. Have the children take turns asking, “What is this?” to the class. Individual pupils can answer. Remember to expect answers in Slovene, but repeat them in English so that the pupils are exposed to the vocabulary as much as possible. Reinforce the expression with the visual grammar cues (below).

17

School

TOPIC 1

Subject 3 Ask the children to choose a card. Show your card and say, “I (pointing to yourself) have a desk.” Point to the visual grammar as you speak. Place the picture on the board. Each time you review a picture, place it next to the previous picture to form a horizontal line (this will set up the pictures so you can make tally marks). The children pick up their own flash card to indicate which item you are asking about. Show this expression with visual grammar. Ask a few pupils “What do you have?”, prompting them to say “I have a ...”

Visual Grammar example

This

is

a

teacher.

I

have

a

desk.

Tell the pupils to raise their hand if they have a desk (point to the picture of the desk on the board). Elicit, “I have a …”. Remind them of the expression by pointing to the visual grammar cues. Go around the room counting aloud the hands of the children who chose a desk. Try to elicit the pupils to help with the counting.

Go to the board and write that number in tally marks. Each time you add a tally mark, count the number aloud. Repeat this action with the rest of the pictures. You may have a pupil write the tally marks for the other pictures. When you have completed the tally chart for all the pictures, recount the numbers in groups of five. For example, if 13 children chose desk, then you would read the tally marks as (teacher) “1, 2, 3, 4, 5” (pupils repeat), (teacher) “6, 7, 8, 9, 10” (pupils repeat), (teacher) “11, 12, 13” (pupils repeat). Then write out that number in numeric form – 13. In the end, read the chart and have the pupils repeat the phrase, “There are 13 desks. There are 4 chairs.” etc. Have the pupils collect their cards and go back to their seats.

Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: · Tell me what you liked about this activity. · What did you find challenging about this activity? · Was learning today easier or more difficult than you thought? Tell me why you thought so. · 2 thumbs up if you could remember 2 or 3 words.

Conclusion Tell (gesture) the pupils to stand up to sing the good-bye song in rote fashion until they know the song by heart.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

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TOPIC 1

School

PART B Week 1 – Lesson 2 – SPO Lesson objectives PART A: Recognizing classroom objects, learning to read sentences represented by visual shapes.

PART B: Introducing oneself and where one lives, learning to read sentences represented by shapes.

NB

In the introduction and warm-up tell the pupils that they will be learning to introduce themselves by learning to say, “Hello. My name is … I live in … Good-bye.”

What you will need for today – checklist: Visual Timetable: school, teacher, MAT, greeting, song/tongue-twister, good-bye.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash cards: desk, chair, teacher, pupil.

Visual Grammar Shapes:

3

2

1

2

Subject 1 Have the children stand up and give a good shake before sitting down on the floor. Introduce yourself, “Hello. My name is Mr. Smith.” Show the visual grammar. Ask some pupils, “What is your name?” Elicit, “My name is …” Show the visual grammar.

Expect answers in Slovene, but repeat them in English so that the pupils are exposed to the vocabulary as much as possible.

It will eventually sink in. Some pupils will speak up in English sooner than others. Encourage them, but never force pupils into speaking up before they are ready.

Use the visual grammar shapes as cues each time the pupils attempt to answer a question (e.g. My name is Jana. – see example below). You can eventually have the children come up and read the sentence, pointing to the shapes as they say the sentence. If there are any children in the class who are capable of remembering what was being taught, use them to ask the questions, “What is your name?” and have them ‘be the teacher.’

Visual Grammar example

My

name

is

Jana.

I

live

in

Celje.

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School

TOPIC 1

Subject 2 Continue saying “I live in Celje.” and using gestures. Show the visual grammar cues. Ask the pupils, “Where do you live?” Elicit, “I live in …” Expect answers in Slovene, but repeat them in English so that the pupils are exposed to the vocabulary as much as possible. It will eventually sink in. Some pupils will speak up in English sooner than others. Encourage them, but never force pupils into speaking up before they are ready.

Use the visual grammar shapes as cues each time the pupils attempt to answer a question (e.g. “I live in Celje.” – see example above). You can eventually have children come up and read the sentence, pointing to the shapes as they say the sentence.

If there are any children in the class who are capable of remembering what was being taught, use them to ask questions, “Where do you live?” and have them ‘be the teacher.’

Using the visual grammar examples on the board, review the two sentences by pointing to the visual grammar cues as you speak: Hello.

My name is …

I live in Celje.

Have the class as a whole read the visual sentences out loud as you point to the shapes. Invite a pupil to come up and create a short dialogue: Teacher: Hello! (shaking hands with the pupil).

Pupil: Hello! (pupil shaking hands with the teacher).

Teacher: My name is ……

Pupil: My name is ……

Teacher: I live in …

Pupil: I live in …

Teacher: Good-bye. (waving) Pupil: Good-bye. (waving)

Subject 3 Time permitting, have the pupils stand up and work in pairs to practise this short dialogue, preferably in unison. Take turns using the visual grammar as cues for structure. Time permitting, have a few pupils come up and practise their conversation.

Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: · Tell me what you liked about this activity. · What did you find challenging about this activity? · Was learning today easier or more difficult than you thought? Tell me why you thought so. · 2 thumbs up if you could remember 2 or 3 words.

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Conclusion Tell (gesture) the pupils to stand up to sing the good-bye song in rote fashion until they know the song by heart.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

21

School

TOPIC 1

PART B Week 2 – Lesson 1 – SPO Lesson objectives PART A: Recognizing classroom objects, learning to read sentences represented by visual shapes.

PART B: Building vocabulary and understanding of the words same and different, identifying pictures that are the same and different; learning to read sentences represented by shapes.

NB

In the introduction and warm-up tell the pupils in Slovene what they will be learning about in SPO, and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: school, teacher, SPO, greeting, song/tongue-twister, good-bye.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash cards (3 of each, 2 identical and 1 different): desk, chair, teacher, pupil, paper, crayon.

Visual Grammar Shapes:

2

3

2

3

1

Subject 1 Have the children get their flash cards and bring them to the floor. Sitting on the floor, review the flash cards taught in PART A. Have the children review the expression “This is a ….” by asking them, “What is this?” As the children say, “This is a …,” they pick up their flash card and you stick their pictures on the board. Have the children take turns asking, “What is this?” to the class. Individual pupils can answer. Remember to expect answers in Slovene, but repeat them in English so that the pupils are exposed to the vocabulary as much as possible. Reinforce the expression with the visual grammar cues (below).

Visual Grammar example

This

is

a

teacher.

Subject 2 Take two identical pictures (e.g. new school and new school) from the teacher flash card set and hold them next to one another. Ask the pupils, “Are the schools the same?” Elicit a response of “yes”, by nodding your head, or “no”, by shaking it. You may even balance the pictures to show that they are equal. Elicit the pupils to say “yes” and say, “They are the same.” Repeat this with the other pictures that are the same. Reinforce the expression with the visual grammar cues (below).

Take two different pictures (e.g. old school and new school) from the teacher flash card set and hold them next to one another. Ask the pupils, “Are the schools the same?” Elicit a response of “yes”, by nodding your head, or “no”, by shaking it.

You may even unbalance the pictures to show that they are different. Elicit the pupils to say, “no” and say, “They are different.”

Repeat this with the remaining cards. Reinforce the expression with the visual grammar cues (below).

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Visual Grammar example

They

are

the

same.

They

are

different.

Subject 3 Time permitting, play a quick visual game. Shows a pair of like cards and asks, “Are they the same?” If the cards are different (shows the new school and the old school), the pupils must stand, jump and say, “They are different.” If the cards are the same (shows the new school and the new school), the pupils remain seated, turn around in their place and say, “They are the same.”

This activity is about developing speed recognition based on visual stimuli. The pupils must respond quickly to the picture.

Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: · Tell me what you liked about this activity. · What did you find challenging about this activity? · Was learning today easier or more difficult than you thought? Tell me why you thought so. · 2 thumbs up if you could remember 2 or 3 words.

Conclusion Tell (gesture) the pupils to stand up to sing the good-bye song in rote fashion until they know the song by heart.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

Flash card picture example

new school

new school

 SAME 

old school

 DIFFERENT 

23

School

TOPIC 1

PART B Week 2 – Lesson 2 – MAT Lesson objectives PART A: Recognizing classroom objects, learning to read sentences represented by visual shapes.

PART B: Counting, understanding numbers that are equal and not equal, reading math equations; learning to read sentences represented by shapes.

NB

In the introduction and warm-up tell the pupils in Slovene what they will be learning about in MAT, and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: school, teacher, MAT, greeting, song/tongue-twister, good-bye.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash cards: 7, 10, 15,fb,ff,fff, 4+5, 6+3, 7+6, 10+3 Visual Grammar Shapes:

2

2

2

1

Subject 1

Have the children stand up and find some space on the floor. Show the video of counting by body parts or demonstrate counting by ones. If you do not have the video, count using your body, starting from right to left, feet first, until you reach above your head. Repeat 3 times to warm the children up. Start slowly at first. See the instructions below.

1 (place right hand on right foot), 2 (place left hand on left foot), 3 (place right hand on right knee), 4 (place left hand on left knee), 5 (place right hand on right side of waist), 6 (place left hand on left side of waist), 7 (place right hand on right shoulder), 8 (place left hand on left shoulder), 9 (place right hand on right side of head), 10 (place left hand on left side of head), 11 (place right hand above head in the air), 12 (place left hand above head in the air).

Continue the same pattern from the beginning for numbers 13–24.

For a preview of this activity, go to www.lilibi.si and watch the video.

Subject 2 Review and consolidate same and different by playing the quick game in PART B – Week 2 – Lesson 1. Briefly remind the children how to play this game again. Use the teacher’s flash cards for this section.

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Subject 3

fb

Take two identical numbers, one in numeric form (e.g. 7) and one with dots or tally marks (e.g. ) from the teacher flash card set and hold them next to one another. Ask the pupils, “Are they the same? Are they equal?” and elicit a response of “yes”, by nodding your head, or “no”, by shaking it. You may even balance the cards to show they are on the same level. Elicit the pupils to say “yes” and say, “They are equal.” Write on the board = 7. Take two flash cards that have the same value (e.g. 3+2 and 4+1) and ask the pupils, “Are they are equal?” Elicit “Yes. They are equal.” Reinforce with the visual grammar cues (below).

fb

fb

Take two different numbers, one in numeric form (e.g. 6) and one with dots or tally marks ( e.g. ) from the teacher flash card set and hold them next to one another. Ask the pupils, “Are they the same? Are they equal?” Elicit a response of “yes”, by nodding your head, or “no”, by shaking it. You may even unbalance the cards to show that they are not equal. Elicit the pupils to say, “no” and say, “They are not equal.” Take two flash cards that have different values (e.g. 4+5 and 7+6) and ask the pupils, “Are they equal?” Elicit “No. They are not equal.” Reinforce the expression with the visual grammar cues (below).

Visual Grammar example

They

are

equal.

They

are

not

equal.

Subject 4 Time permitting, play a quick visual game. Show a pair of numbers and ask, “Are they the same?” If the cards are different (e.g. and 4), the pupils must stand up, jump and say, “They are different.” If the cards are the same (e.g. 4+5 and 6+3), the pupils remain seated, turn around in their place and say, “They are the same.” This activity is about developing speed recognition based on visual stimuli. The pupils must respond quickly to the picture.

fb

Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: · Tell me what you liked about this activity. · What did you find challenging about this activity? · Was learning today easier or more difficult than you thought? Tell me why you thought so. · 2 thumbs up if you could remember 2 or 3 words.

25

School

TOPIC 1

Conclusion Tell (gesture) the pupils to stand up to sing the good-bye song in rote fashion until they know the song by heart.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

26

TOPIC 1

School

PART B Week 3 – Lesson 1 – GUM Lesson objectives PART A: Recognizing classroom objects, learning to read sentences represented by shapes.

PART B: Listening to Hayden’s “The Clock”, expressing feelings (like and don‘t like), making a graph, reading a graph, counting.

NB

In the introduction and warm-up tell the pupils what they will be learning about in GUM, and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: school, teacher, GUM, greeting, song/tongue-twister, good-bye.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash cards: desk, chair, teacher, pupil, paper, crayon, pencil, notebook.

Music or video – Hayden’s “The Clock” Visual Grammar Shapes:

3

3

2

1

2

Subject 1 Have the children return to their desks. At the beginning of the lesson, you should have mentioned that they will be listening to Hayden’s “The Clock,” and that they will share how they feel about this piece of music. Tell the children, using gestures, to close their eyes, put their heads on their desks and listen to the song. Play the song. While the song is playing, prepare the visual grammar and put the like (happy face) and don’t like (sad face) faces above the appropriate phrases. When the song is finished, ask the children, “Do you like the song?” Elicit a response of yes, by pointing to the happy face, or no, by pointing to the sad face. Say “I like the song” pointing to the visual grammar for “I like the song”, then “I don’t like the song” pointing to the visual grammar (see grammar shapes below). Have the class repeat the two phrases to practise.

Subject 2 Have the children take out their happy/sad face cards from their flash card sets. Ask them “Do you like this song?” Elicit a response of “yes” by pointing to the happy face, or “no”, by pointing to the sad face. Tell the children to choose the happy face for “I like the song” or the sad face for “I don’t like the song”. They show their answers, each group repeating their decision of like or do not like. Count the number of pupils who like and those who do not like the song. Write the number on the board above the happy and sad faces. Ask the children, “How many pupils like the song?” If the pupils answer in Slovene, say the number in English, followed by “# pupils like the song”. Do the same for those who do not like the song. If the pupils answer in Slovene, say the number in English, followed by “# pupils do not like the song”.

Visual Grammar example

I

like

the

song.

I

do

not

like

the

song.

27

School

TOPIC 1

Subject 3 Time permitting, you can practise answering, “I like” and “I do not like” with other examples from daily life such as, “Do you like (a popular cartoon character)?” pointing to the happy face. Try to elicit the expressions they are learning in this segment.

You may have a more competent pupil ask the question as well.

Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: · Tell me what you liked about this activity. · What did you find challenging about this activity? · Was learning today easier or more difficult than you thought? Tell me why you thought so. · 2 thumbs up if you could remember 2 or 3 words.

Conclusion

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

28

TOPIC 1

School

PART B Week 3 – Lesson 2 – MAT Lesson objectives PART A: Recognizing classroom objects, learning to read sentences represented by shapes.

PART B: Counting, addition, introduction to word problems through pictures, counting out how many, learning to read sentences represented by shapes.

NB

In the introduction and warm-up tell the pupils what they will be learning about in MAT, and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: school, teacher, MAT, greeting, song/tongue-twister, good-bye.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash card: desk, chair, teacher, pupil, paper, crayon, pencil, notebook.

Number cards: your choice.

Visual Grammar Shapes:

4

3

2

2

1

Subject 1 Have the children stand up and find some space on the floor. Show the video of counting by body parts or demonstrate counting by ones. If you do not have the video, count using your body, starting from right to left, feet first, until you reach above your head. Repeat 3 times to warm the children up. Start slowly at first. See the instructions below.

1 (place right hand on right foot), 2 (place left hand on left foot), 3 (place right hand on right knee), 4 (place left hand on left knee), 5 (place right hand on right side of waist), 6 (place left hand on left side of waist), 7 (place right hand on right shoulder), 8 (place left hand on left shoulder), 9 (place right hand on right side of head), 10 (place left hand on left side of head), 11 (place right hand above head in the air), 12 (place left hand above head in the air).

Continue the same pattern from the beginning for numbers 13–24.

For a preview of this activity, go to www.lilibi.si and watch the video.

Subject 2 Review: Have the children get their flash cards and bring them to the floor. Sitting on the floor, review the flash cards taught it PART A. Have the children briefly review the expression “This is a ….” By asking them, “What is this?” As the children say, “This is a …,” stick the picture on the board, and have the children hold up their flash cards. Have the children take turns asking, “What is this?” to the class. Individual pupils can answer. Reinforce the expression with the visual grammar cues (below).

29

School

TOPIC 1

Subject 3 Choose a card (e.g. desk) and demonstrate the idea of think and choose using gestures to help. Show your card and say, “I have a desk” (pointing to yourself when you say “I”). Show this expression with visual grammar and repeat. Ask the pupils to find the same card that you have chosen and repeat the phrase, “I have a desk” (pointing to themselves when they say “I”). Repeat a few times with other cards to reinforce the phrase. Ask the children to think of and choose a card they like. Ask a few pupils “What do you have?” prompting them to say “I have a …”

Subject 4 Ask a pupil to stand up and come to you. Give the pupil the pencil and the number 4 flash cards and say, “Bine has 4 pencils”.

The pupils repeat, and you reinforce the expression with the visual grammar. Ask another pupil to come up and bring their pencil flash card. Give that pupil the number 5 and say, “Lili has 5 pencils”. Ask the class how many pencils they have (using your fingers to help with the idea of how many). Expect the children to calculate the number and answer in Slovene. Teach them the expression, “They have 9 pencils”. Repeat this with different flash cards and different pupils. Reinforce the expression with the visual grammar cues (below). Time permitting, you can invite 3 children to come up and have the group calculate 3 numbers together.

Visual Grammar example

This

is

a

teacher.

I

have

a

desk.

Bine

has

2

pencils.

They

have

8

pencils.

Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: · Tell me what you liked about this activity. · What did you find challenging about this activity? · Was learning today easier or more difficult than you thought? Tell me why you thought so. · 2 thumbs up if you could remember 2 or 3 words.

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Conclusion Tell (gesture) the pupils to stand up to sing the good-bye song in rote fashion until they know the song by heart.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

31

School

TOPIC 1

PART B Week 2 – Lesson 1 – SPO Lesson objectives PART A: Recognizing classroom objects, learning to read sentences represented by shapes.

PART B: Reading pictures to create “The Snake” story, acting out the story.

NB

In the introduction and warm-up tell the pupils what they will be learning about in SLO, and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: school, teacher, SLO, greeting, song/tongue-twister, good-bye.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash cards: desk, chair, teacher, pupil, paper, crayon, pencil, notebook, ruler, pen.

Additional items: a rope.

The Snake: sunny, boy & girl, walk, forest, see, snake, step, bite, doctor, needle, walk, forest.

Subject 1

Make a clearing spacious enough for the pupils to move in the room, then have them sit on the floor. While the pupils are clearing the room, place the pictures of the “The Snake” story on the board in the following order (sun – boy & girl – walk – forest – snake – step – bite – doctor – needle – walk – forest). Read the story, picture by picture, pointing each time to the appropriate picture in the story. When finished, read the story again in rote form (teacher speaks, pupils repeat). The “–” indicates the section you read and the pupils repeat. Use gestures or actions for step, walk and bite to enhance the story.

The Snake One sunny day – a boy and a girl – walk to the forest. – In the forest – the boy and the girl – see a snake. – The snake is long and green. – Do not step on the snake! – If you step on the snake, – the snake will bite you. – If the snake bites you, – you need to go to the doctor. – The doctor – will give you an injection. – When you get an injection, – then you can go and walk – in the forest.

For a preview of this activity, go to www.lilibi.si and watch the video.

Subject 2

Time permitting, show a rope and say, “This is a snake. Do not step on the snake. I am the doctor.” (See video for rope actions in the story of The Snake). Have the children line up at one end of the cleared space. Standing in the middle of the space, hold one end of the rope and ask a pupil to hold the other. Say to the children, “The snake is sleeping” (hold the rope still and show the action for sleeping). Say and have the children repeat, “The snake is sleeping”. The pupils must say what the snake is doing before jumping over the rope. You can ask every few pupils, “What is the snake doing?” to reinforce the question. Sway the rope a little and say, “The snake is getting up” (show the action for getting up). The other phrases associated with the snake story are: the snake is washing, the snake is getting dressed, the snake is eating, and the snake is going to school. See video for rope actions. Go as far as you can and continue the story another time. There may not be enough time on the first day when you introduce the story. It will give the children something to look forward to the next time. Tidy the classroom back to its original arrangement.

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Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: 路 Tell me what you liked about this activity. 路 What did you find challenging about this activity? 路 Was learning today easier or more difficult than you thought? Tell me why you thought so. 路 2 thumbs up if you could remember 2 or 3 words.

Conclusion Tell (gesture) the pupils to stand up to sing the good-bye song in rote fashion until they know the song by heart.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

33

School

TOPIC 1

PART B Week 4 – Lesson 2 – GUM Lesson objectives PART A: Recognizing classroom objects, learning to read sentences represented by shapes.

PART B: Rhythmical (syllables), reinforcing vocabulary in Topic A, making a graph, reading a graph, learning to read sentences represented by shapes.

NB

In the introduction and warm-up tell the pupils what they will be learning about in GUM, and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: school, teacher, GUM, greeting, song/tongue-twister, good-bye.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash cards: desk, chair, teacher, pupil, paper, crayon, pencil, notebook, ruler, pen.

Additional flash cards (optional): 1 syllable, 2 syllables.

Visual Grammar Shapes:

3

2

1

2

Subject 1 Have the children get their flash cards and bring them to the floor. Sitting on the floor, review the flash cards taught in PART A. Have the children review the expression “This is a …” by asking them, “What is this?” As the children say, “This is a …,” stick the picture on the board. Have the children take turns asking, “What is this?” to the class. Individual pupils can answer. Try to have the pupils take the place of the teacher when possible. Review all the phrases learned thus far. Reinforce the expression with the visual grammar cues (below).

Visual Grammar example

This

is

a

teacher.

I

have

a

desk.

Jana

has

a

desk.

Subject 2 Write the numbers 1 and 2 on the board. Ask the class to clap to the word teacher (there are 2 claps which indicate the 2 syllables: tea–cher). Ask the pupils how many claps there are in teacher (using your fingers to gesture how many). Place the picture of the teacher above the number 2. Continue to do the same with the other pictures, reinforcing the vocabulary learned in Week 4 first. Ask volunteers to place the picture above the correct number, 1 or 2, according to the number of claps/syllables for that picture. Be certain to place the pictures in columns (one on top of another) as this will act as a pictograph. When all 11 pictures have been added to the board, count the number of pictures in each column and practise

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School

clapping the syllables again to review and make certain they are all correct. You may ask, “How many pictures have 1 syllable?”

Children may answer with the numbers only.

Syllable answers to pictures 1 syllable: school, desk, chair, pen 2 syllables: tea–cher, stu–dent/pu–pil, cra–yon, pa–per, pen–cil, note–book, ru–ler”.

Subject 3 Time permitting, Option 1 – The children sit at their desks and choose a picture from the set, while you put the number 1 card by the window and the number 2 card by the door (or wherever there is enough space for the children to move around the room). The children either pick a picture of their choice or you show them one. The pupils go to the number they think corresponds to the number of syllables for their picture (remember they have the picture on the board to follow).

Time permitting, Option 2 – The children can try to figure out how many syllables they have in their names, and even group themselves in different areas of the classroom. For example, 1-syllable names go stand by the door, 2-syllable names go stand by the window, 3-syllable names go stand by the teacher’s desk.

Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: · Tell me what you liked about this activity. · What did you find challenging about this activity? · Was learning today easier or more difficult than you thought? Tell me why you thought so. · 2 thumbs up if you could remember 2 or 3 words.

Conclusion Tell (gesture) the pupils to stand up to sing the good-bye song in rote fashion until they know the song by heart.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

35

School

TOPIC 1

Song Lyrics: Topic 1 – SCHOOL Greeting song/recitation Welcome, Welcome Welcome, welcome to our class. We’re so glad you’re here.

Welcome, welcome to our class. We’re so glad you’re here.

Come on in and join the fun. School is fun for everyone.

Welcome, welcome to our class. We’re so glad you’re here.

This song is sung to the tune of Old MacDonald. Go to www.lilibi.si to listen to the song.

Seasonal song/poem/recitation/verse/tongue-twister (examples) 1. Point to the window, point to the door, jump to the ceiling, stomp on the floor.

2. Ten super sausages, sizzling in a pan. One goes (snap), another goes (clap).

Eight super sausages, sizzling in a pan. One goes (snap), another goes (clap). etc.

(Or the teacher chooses what they think is relevant to add to the existing curriculum.)

Go to www.lilibi.si to listen to ideas for this section.

Weather song How’s the Weather?

How’s the weather? It’s SUNNY (depending on the weather that day).

How’s the weather? It’s SUNNY. How’s the weather? It’s SUNNY. It’s SUNNY today.

Go to www.lilibi.si to listen to the song.

Topic song Let‘s Go to School REFRAIN School, school, let’s go to school.

School, school, let’s go to school.

School, school, let’s go to school.

Let’s go to school today.

Teacher and pupil are at school. (Week 1) Teacher and pupil are at school.

Teacher and pupil are at school.

Let’s go to school today.

REFRAIN (end)

Desk and chair are at school. (Week 1) Desk and chair are at school.

Desk and chair are at school.

Let’s go to school today.

REFRAIN

Add to the song in subsequent weeks, repeating/reviewing the previous words.

Week 2 – paper & crayons Week 3 – pencil & notebook Week 4 – ruler & pen

This song is sung to the tune of Lou, Lou Skip to My Lou. Go to www.lilibi.si to listen to the song.

36

TOPIC 1

School

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

37

School

TOPIC 1

Vocabulary Questions Overview: Topic 1 – SCHOOL

topic.week.lesson 1.1.1

1.1.2

1.2.1

1.2.2

1.3.1

38

PART A

PART B

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

I have a ___.

Lili has a ___.

Do you have a ___?

Does Lili have a ___?

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What is your name?

My name is ___.

Where do you live?

I live in ____.

Do you live in ___?

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What is this ___?

This is a ___.

Are this school and this school the same?

The schools are the same/different.

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

Are they the same?

They are the same.

4 and 4 are the same.

They are different.

5 and 4 are different.

5 > 4 (5 is greater than 4.)

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What do you have?

I have a _____.

I like the song.

I do not like the song.

10 pupils like the song.

15 pupils do not like the song.

1.3.2

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What do you have?

I have a ___.

1.4.1

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What do you have?

I have a ___.

The snake story – reading a story through pictures.

1.4.2

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What do you have?

I have a ___.

This is a ___.

It has 3 syllables.

Lili has 3 pencils. Bine has 4 pencils.

How many pencils do they have?

They have 7 pencils.

TOPIC 1

School

song.

Grammar Shapes Overview: Topic 1 – SCHOOL PART A

PART B

This

is

a

book.

Lili

has

a

book.

I

have

a

book.

My

name

is

Bine.

Lili

has

2

books.

I

live

in

Celje.

I

like

the

song.

I

do

not

like

the

10

pupils

like

the

song.

They

have

7

pencils.

39

40

TOPIC 2

TRANSPORTATION

2

41

Transportation

TOPIC 2

Contents – Topic 2: Transportation

Scope and Sequence Overview ................................................................................................................................................................................................................................................................................................................................................................... 37 Part B – weekly overview ............................................................................................................................................................................................................................................................................................................................................................................................ 37 Daily lesson structure and plan .................................................................................................................................................................................................................................................................................................................................................................... 38 Part A – topically related .............................................................................................................................................................................................................................................................................................................................................................................................. 40 Part B – cross-curricular lessons .................................................................................................................................................................................................................................................................................................................................................................. 42 Week 1 – Lesson 1 – MAT ............................................................................................................................................................................................................................................................................................................................................................................................ 42 Week 1 – Lesson 2 – SPO ............................................................................................................................................................................................................................................................................................................................................................................................ 44 Week 2 – Lesson 1 – SLO .............................................................................................................................................................................................................................................................................................................................................................................................. 46 Week 2 – Lesson 2 – MAT ............................................................................................................................................................................................................................................................................................................................................................................................ 48 Song Lyrics .................................................................................................................................................................................................................................................................................................................................................................................................................................................. 50 Vocabulary Questions Overview ............................................................................................................................................................................................................................................................................................................................................................... 51 Topic Grammar Shapes Overview, Part A & Part B ............................................................................................................................................................................................................................................................................................. 52

42

TOPIC 2

Transportation

Scope and Sequence Overview: Topic 2 – Transportation (2 weeks – 4 lessons) TEACHER INTRODUCTION (3 minutes)

WARM-UP/INTRO (4-5 minutes)

PART A Topic Related: TRANSPORTATION (10 minutes) Recognizing modes of transportation, learning to read sentences represented by visual shapes.

Greeting song

Welcome, Welcome

Monthly song/colour poem

Same or different for each year

Seasonal/fun song

Same or different for each year

Additional song/tongue-twister

Same or different for each year

Weather song

How’s the Weather?

Topic related song/poem/verse/recitation

Red Light Song

Vocabulary

Week 1 – car, bus, bike Week 2 – truck, train, taxi

Grammar structure

This is a car.

Adjectives (big, small, long, short) This is a big car.

Is this a big car? Yes/No.

REFLECT AND CONNECT (5 minutes) PART B Cross-Curricular Lesson Connection to Subjects (15 minutes)

WEEKS 1–2 Week 1 Week 2

Subjects

Lesson 1 MAT SLO

Lesson 2 SPO MAT

REFLECT & CONNECT (5 minutes)

CONCLUSION (2-3 minutes)

Good-bye song/poem/verse/recitation

Good-bye to you

Part B – Weekly overview WEEK 1 PART B Subject 1 Cross-Curricular Connection to Subjects (15 minutes) Subject 2

MAT Counting, building sentences through word problems and pictures, learning to read sentences represented by shapes.

SPO Listening to instructions and commands, learning road rules, learning to read sentences represented by shapes.

WEEK 2

PART B Subject 1 Cross-Curricular Connection to Subjects (15 minutes) Subject 2

SLO Building vocabulary and understanding the meaning of the words same and different, identifying pictures that are the same and those that are different, learning to read sentences represented by shapes.

MAT Counting, building vocabulary and understanding the words left and right, learning to read sentences represented by shapes.

43

Transportation

TOPIC 2

TOPIC 2 – TRANSPORTATION 2 Weeks – 4 Lessons Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by visual shapes.

PART B: Cross-curricular lesson plans.

INTRODUCTION AND WARM-UP Visual Timetable example

Teacher intro

Greeting

Song

Weather

TOPIC A Transportation

Teacher Reflect & Connect

TOPIC B MAT

Teacher Reflect & Connect

Good-bye

Intro 1 Explain to pupils in Slovene how the lesson will proceed by displaying the visual timetable (see example below). Place the visual timetable on the board or have a ready-made frame for it hung on the wall and stick pictures to it.

Intro 2 Inform the children when you will be speaking Slovene (at the beginning – intro – and during the Reflect & Connect sections) otherwise you will be speaking only in English to the pupils. You can even put a picture of yourself on the visual timetable to indicate the times you will be speaking to them in Slovene. You may even wish to ask a pupil to put the pictures up as you explain the timetable. You can explain the timetable by saying: For example (in Slovene): “Today we will begin with our greeting/hello song followed by our pointing poem, tonguetwister on sausages, and our weather song. Then we will sing a song/recite a poem about transportation called “Red Light, Green Light” .Then you will come to the floor and we will learn some new words about transportation. When you see my picture, we will talk in Slovene and you can tell me what you think and how you feel about what we have learned today so far. I will ask a few different pupils each time. Then we will continue with math. We will start by counting using our bodies and learn about (see PART B). After the math section, you can tell me in Slovene about what you know and understand. We will finish our lesson with our good-bye song/poem.”

Your pupils will appreciate knowing exactly what they are doing at every stage of the lesson. Pupils of all learning abilities and disabilities will be able to follow the structure and rhythm of the lesson. It should also help with minimizing any pupil disturbances.

44

TOPIC 2

Transportation

Greeting song

Start your lesson with the greeting song or recitation. Add actions to the song when you can (e.g. shake hands when you say “welcome”, wave your arm for “come on in”,and jump and throw your hands up in the air when you say “fun”, etc.).

Greeting song/recitation Welcome, Welcome Welcome, welcome to our class. We’re so glad you’re here.

Welcome, welcome to our class. We’re so glad you’re here.

Come on in and join the fun. School is fun for everyone.

Welcome, welcome to our class. We’re so glad you’re here.

This song is sung to the tune of Old MacDonald. Go to www.lilibi.si to listen to the song.

Seasonal song Follow the greeting song with a short and quick song, poem, tongue-twister, recitation and/or verse. This will help the children to get their tongues and mouths warmed up for English, and add a bit of laughter and expression each time. Try to add a few gestures and actions if possible.

Seasonal song/poem/recitation/verse/tongue-twister (examples) Oh, how I’d like to travel far.

Go by train, by plane, by boat, by car.

Not on foot nor will I go by bike.

To travel far is what I’d like.

(Or the teacher chooses what they think is relevant to add to the existing curriculum.)

Go to www.lilibi.si to listen to ideas for this section.

Weather song Conclude with the weather song. Make certain you place the weather picture on the visual timetable according to the weather on the day that you are singing the song.

Weather song How’s the Weather?

How’s the weather? It’s SUNNY (depending on the weather that day).

How’s the weather? It’s SUNNY. How’s the weather? It’s SUNNY. It’s SUNNY today.

Go to www.lilibi.si to listen to the song.

45

Transportation

TOPIC 2

PART A Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by visual shapes.

PART B: Cross-curricular lesson plans.

NB

In the introduction and warm-up section tell the pupils what they will be learning about and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: transportation, teacher, greeting, song/tongue-twister, good-bye, PART B picture.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash Cards: bus, bike, train, car, lorry (truck), tram, taxi, scooter.

Visual Grammar Shapes:

4

2

3

1

Topic 1 Show the pupils the picture of a traffic light and tell them “This is a traffic light. It has a red light, a yellow light and a green light.” Using actions, instruct your pupils to push their chairs in and stand beside their desks. You do not need to explain any vocabulary at this point, but you may want to elicit the word traffic light. You have already explained to them what you will be doing and talking about at the beginning of the lesson. Introduce the song “Red Light, Green Light” in a rote fashion (teacher sings and pupils repeat each line). Have the pupils march or skip to the beat while singing. When singing the vocabulary, add gestures (e.g. hand out to indicate stop, shaking finger for do not go away). The pupils do the same. Start the first week by reviewing last year’s vocabulary. During the second week add the new vocabulary and repeat the previous weeks’ vocabulary. To learn the greatest number of types of transportation, use one type for each light and/or zebra crossing as in the song example.

For a preview of this activity, go to www.lilibi.si and watch the video.

Topic song

Red Light, Green Light Red light, red light, what do you say?

I say, “Stop the car, and do not go away.”

Yellow light, yellow light, what do you mean?

I mean, “Stop the bus and wait till it is green.”

Green light, green light, what do you say?

I say, “The bike can go. Go, now. It’s O.K.!”

Zebra crossing, zebra crossing, what do you say?

I say, “Stop, look and wait till the truck has gone away.”

This song is sung to the tune of Red Light. Go to www.lilibi.si to listen to the song.

46

TOPIC 2

Transportation

Topic 2 Instruct your pupils to get their flash cards and come and sit down on the floor. Make certain that you are by the board.

Have the flash cards of the modes of transportation you were singing about during the lesson ready (e.g. bike, bus, car, train, taxi, etc.). Pick a card, review and ask the pupils, “What is this?” Elicit answer, “This is a …” Expect answers in Slovene, but repeat them in English so that the pupils are exposed to the vocabulary as much as possible. It will eventually sink in. Some pupils will speak up in English sooner than others. Encourage them, but never force pupils into speaking up before they are ready. Take a look at the questions you want to reinforce for the week. Each week builds upon the previous week. Prepare your shapes. Try emphasizing the words in the phrase differently each time to create different tones in your speaking. For example, stress This in “This is a car” or bike in “This is a bike”.

Topic 3 Review other expressions from last year such as, “What does Lili have?” Elicit, “Lili has a ___.” You can introduce, “Who has a bus?” Elicit, “Lili has a bus.” In the first week, introduce the prepositions: next to, in front of, behind and between. In the subsequent week, reinforce the prepositions. Play a preposition game (similar to “Simon Says”) where you put your hands in front of your body and say “in front of”, put them behind your body and say, “behind”, to the side of you and say, “next to”, between your knees and say, “between”. You can start by saying “Simon says, between”. Pupils put their hands between their knees and say “between”. Take two pictures of modes of transportation and place them one next to the other on the board, then ask, “Where is the bus?” Model verbally and then using the grammar shapes. “The bus is next to the car.” Pupils model after you speak and then show the visual grammar and model again. Use various items from this section to reinforce the new preposition. For example, “The train is in front of the bus. The bike is behind the taxi.” Children can physically position themselves instead of the flash cards, too. For example, “Jana is between Jaka and Mihaela.”

Topic 4 Use the visual grammar shapes as cues each time the pupils correctly form the sentence being learned (e.g. “This is a bus.”

– see example below). Place the picture of the bus in the correct part of the sentence. Do the same with the other pictures.

You can eventually have the children place the picture in the correct position within the sentence. If there are any children in the class who are capable of remembering what was being taught, use them to ask questions, “What is this?” and have them ‘be the teacher’.

Visual Grammar example

This

is

a

bus.

Lili

has

a

car

The

bus

is

in front of

the

car.

47

Transportation

TOPIC 2

Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: 路 Tell me what you liked about this activity. 路 What did you find challenging about this activity? 路 Was learning today easier or more difficult than you thought? Tell me why you thought so. 路 2 thumbs up if you could remember 2 or 3 words.

PART B (see weekly lesson pages for details)

Conclusion Tell (gesture) the pupils to stand up to sing the good-bye song in rote fashion until they know the song by heart.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

48

TOPIC 2

Transportation

PART B Week 1 – Lesson 1 – MAT Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by visual shapes.

PART B: Counting, building sentences through word problems and pictures, learning to read sentences represented by shapes.

NB

In the introduction and warm-up tell the pupils what they will be learning about in MAT, and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: transportation, teacher, MAT, greeting, song/tongue-twister, good-bye.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash Cards: bus, bike, train, car, lorry/truck, tram, taxi, scooter; see.

Pictures: Lili, Bine Visual Grammar Shapes:

3

1

1

2

1

Subject 1 Have the children stand up and find some space on the floor. Show the video of counting by body parts or demonstrate counting by ones. If you do not have the video, count using your body, starting from right to left, feet first, until you reach above your head. Repeat 3 times to warm the children up. Start slowly at first. See the instructions below.

1 (place right hand on right foot), 2 (place left hand on left foot), 3 (place right hand on right knee), 4 (place left hand on left knee), 5 (place right hand on right side of waist), 6 (place left hand on left side of waist), 7 (place right hand on right shoulder), 8 (place left hand on left shoulder), 9 (place right hand on right side of head), 10 (place left hand on left side of head), 11 (place right hand above head in the air), 12 (place left hand above head in the air).

Continue the same pattern from the beginning for numbers 13–24.

For a preview of this activity, go to www.lilibi.si and watch the video.

Subject 2 Put a picture of Bine on the board, followed by the see flash card, then the number 6 card, an adjective blank shape (tell them it means small, showing them the meaning with a gesture) and the car flash card. Ask the class to read the pictures. Elicit, “Bine sees 6 small cars.” Use the visual grammar shapes as cues each time the pupils attempt to speak the sentence. Below the pictures on the board, put a picture of Lili, followed by a picture of see, the number 8, an adjective (tell them it means small) and the car flash card. Ask the class to read the pictures. Elicit, “Lili sees 8 small cars.” Use the visual grammar shapes as cues

49

Transportation

TOPIC 2

each time the pupils attempt to speak the sentence. Have the class reread the entire sentence, then ask, “How many small cars do Lili and Bine see?” Elicit the response, “Lili and Bine see 14 small cars.” Use the visual grammar shapes as cues each time the pupils attempt to speak the sentence.

Visual Grammar example

Lili

and

Bine

sees

6

small

cars.

Bine

see

14

small

cars.

Subject 3 Put a picture of Lili on the board, followed by the see flash card, then the number 12 card, an adjective blank shape (tell the pupils it means long, showing them the meaning with a gesture) and the bus flash card. Ask the class to read the pictures.

Elicit, “Lili sees 12 long buses.” Use the visual grammar shapes as cues each time the pupils attempt to speak the sentence.

Below the pictures on the board, put a picture of Bine, followed by a picture of see, the number 15 card, an adjective blank shape (tell the pupils it means long, showing them the meaning with a gesture) and the bus flash card. Ask the class to read the pictures. Elicit, “Bine sees 5 long buses.” Use the visual grammar shapes as cues each time the pupils attempt to speak the sentence. Have the class reread the entire sentence, then ask, “How many long buses do Lili and Bine see?” Elicit the response, “Lili and Bine see 17 long buses.” Use the visual grammar shapes as cues each time the pupils attempt to speak the sentence.

Have a pupil in the class create a sentence for the class to figure out. Pupils can work in pairs to figure out how to read the sentence. Have a pair tell the story to the class.

Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: · Tell me what you liked about this activity. · What did you find challenging about this activity? · Was learning today easier or more difficult than you thought? Tell me why you thought so. · 2 thumbs up if you could remember 2 or 3 words.

50

TOPIC 2

Transportation

Conclusion Tell (gesture) the pupils to stand up to sing the good-bye song in rote fashion until they know the song by heart.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

51

Transportation

TOPIC 2

PART B Week 1 – Lesson 2 – SPO Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by visual shapes.

PART B: Listening to instructions and commands, learning road rules, learning to read sentences represented by shapes.

NB

In the introduction and warm-up tell the pupils what they will be learning about in SPO, and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: transportation, teacher, SPO, greeting, song/tongue-twister, good-bye.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash cards: bus, bike, train, car, lorry/truck, tram, taxi, scooter.

Additional Pictures: red light, yellow light, green light, zebra crossing.

Visual Grammar Shapes:

1

4

1

1

Subject 1 Tell the pupils that you will play a game called “Red Light, Green Light”. Demonstrate the game as you explain it: Walk around the classroom. Do not to bump into anyone when you walk.

When I say GREEN LIGHT (put a green light on the board), walk around the classroom.

When I say RED LIGHT (put a red light on the board), stop walking and look at me. If you see a car, say “Stop the car” (put the visual grammar on the board and have the pupils repeat the phrase).

When I say YELLOW LIGHT (put a yellow light next to the red light on the board), stop, walk on the spot and look at me. If you see a bus, say, “Stop the bus” (show the visual grammar on the board and have the pupils repeat the phrase).

When I say ZEBRA CROSSING (put a zebra crossing on the board), stop walking and look at me. If you see a bike, say, “Stop, look and wait.” (Put the visual grammar on the board and have the pupils repeat the phrase.)

Subject 2 Practise the commands with the class, and then play the game. You can have a few pupils take turns giving the commands.

Every time a command is given, reinforce the phrase with the visual grammar (below).

Visual Grammar example

Stop

52

the

car.

Stop,

look

and

wait.

TOPIC 2

Transportation

Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: 路 Tell me what you liked about this activity. 路 What did you find challenging about this activity? 路 Was learning today easier or more difficult than you thought? Tell me why you thought so. 路 2 thumbs up if you could remember 2 or 3 words.

Conclusion Tell (gesture) the pupils to stand up to sing the good-bye song in rote fashion until they know the song by heart.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

53

Transportation

TOPIC 2

PART B Week 2 – Lesson 1 – SLO Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by shapes.

PART B: Building vocabulary and understanding the meaning of the words same and different, identifying pictures that are the same and those that are different, learning to read sentences represented by shapes.

NB

In the introduction and warm-up tell the pupils what they will be learning about in SLO, and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: transportation, teacher, SLO, greeting, song/tongue-twister, good-bye.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash cards: bus, bike, train, car, lorry/truck, tram, taxi, scooter.

Visual Grammar Shapes:

2

3

2

2

Subject 1

Have the children get their flash cards and bring them to the floor. Sitting on the floor, review the flash cards taught it PART A. Have the children review the expression “This is a ….” by asking them, “What is this?” As the children say, “This is a …,” they pick up their flash card and you stick their pictures on the board. Have the children take turns asking, “What is this?” to the class. Individual pupils can answer. Remember to expect answers in Slovene, but repeat them in English so that the pupils are exposed to the vocabulary as much as possible. Reinforce the expression with the visual grammar cues (below).

Visual Grammar example

This

is

a

bus.

Subject 2

Take two identical pictures (e.g. two buses) from the teacher flash card set and hold them next to one another. Ask the pupils, “Are the buses the same?” Elicit a response of “yes”, by nodding your head, or “no”, by shaking it. You may even balance the pictures to show that they are equal. Elicit the pupils to say “yes” and say, “They are the same.” Repeat this with the other pictures that are the same. Reinforce the expression with the visual grammar cues (below).

54

TOPIC 2

Transportation

Take two different pictures (e.g. bus and taxi) from the teacher flash card set and hold them next to one another. Ask the pupils, “Are they the same?” Elicit a response of yes by nodding your head, or no by shaking it. You may even unbalance the pictures to show that they are different. Elicit the pupils to say, “no” and say, “They are different.” Repeat this with the remaining cards. Reinforce the expression with the visual grammar cues (below).

Visual Grammar example

They

are

the

same.

They

are

different.

Subject 2

Have the pupils choose one card and ask them to not show it. Have any two pupils stand up and show their flash card. Ask the class, “What does Lili have?” Elicit a response, “Lili has a …” Ask the class, “What does Bine have?” Elicit a response, “Bine has a …” Ask the class, “Are they the same? Are they different?” Elicit a response according to the pictures the pupils are holding.

Reinforce the expression with the visual grammar cues.

Time permitting, the children can play in groups of three or four, practising the phrase, “Are they the same? Are they different?”

Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: · Tell me what you liked about this activity. · What did you find challenging about this activity? · Was learning today easier or more difficult than you thought? Tell me why you thought so. · 2 thumbs up if you could remember 2 or 3 words.

Conclusion Tell (gesture) the pupils to stand up to sing the good-bye song in rote fashion until they know the song by heart.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

55

Transportation

TOPIC 2

PART B Week 1 – Lesson 1 – MAT Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by shapes.

PART B: Counting, building vocabulary and understanding the words left and right, learning to read sentences represented by shapes.

NB

In the introduction and warm-up tell the pupils what they will be learning about in MAT, and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: transportation, teacher, MAT, greeting, song/tongue-twister, good-bye.

Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy.

Flash cards: bus, bike, train, car, lorry/truck, tram, taxi, scooter.

Pictures: left and right hand picture symbols.

Visual Grammar Shapes:

1

1

1

1

2

Subject 1 Have the children stand up and find some space on the floor. Show the video of counting by body parts or demonstrate counting by ones. If you do not have the video, count using your body, starting from right to left, feet first, until you reach above your head. Repeat 3 times to warm the children up. Start slowly at first. See the instructions below.

1 (place right hand on right foot), 2 (place left hand on left foot), 3 (place right hand on right knee), 4 (place left hand on left knee), 5 (place right hand on right side of waist), 6 (place left hand on left side of waist), 7 (place right hand on right shoulder), 8 (place left hand on left shoulder), 9 (place right hand on right side of head), 10 (place left hand on left side of head), 11 (place right hand above head in the air), 12 (place left hand above head in the air).

Continue the same pattern from the beginning for numbers 13–24.

For a preview of this activity, go to www.lilibi.si and watch the video.

Subject 2 Have the pupils remain standing and raise their left hand by mirroring you (the teachers raises the opposite hand, the right hand) and they form the letter L (see picture below). Say, “/l/, left”. Tell the class to take a step to the left (show the direction with your hand). Have the class say, “left”. Place the picture of the hand on the left side of the board. Practise two or three times.

56

TOPIC 2

Transportation

Have the pupils raise their right hand by mirroring you (the teachers raises the opposite hand, the left hand) and they form the letter R (see picture above). You say, “/r/, right”. Tell the class to take a step to the right (show the direction with your hand).

Have the class say, “right”. Place the picture of the hand on the right side of the board. Practise two or three times.

Tell the class to sit down. Show the class a picture of a bus and ask them, “What is this?” Elicit the response, “This is a bus.” Place the bus on the board. Show a picture of a bike and ask the class, “What is this?” Elicit the response, “This is a bike.” Place the bike to the left of the bus. Ask the class, “Where is the bike? On the left? (pointing to the left hand picture) On the right?” (pointing to the left hand picture). Elicit the response, “The bike is on the left.” Reinforce the expression with the visual grammar cues (below). Repeat this with a few other modes of transportation.

Subject 3 Time permitting, ask some pupils where their classmates are. For example, “Jaka, where is Miha?” Jaka will attempt to answer, “Jaka is on the left/right.”

Visual Grammar example

The

bike

is

on

the

left.

Reflect & Connect Show the pupils on the visual timetable that it is now time for you to speak Slovene. Have the pupils sitting on the floor and ask them in Slovene whether or not they think they understood what was being taught/learned so far (including the weather song, seasonal song/poem/verse/recitation). Some example questions and statements could be: · Tell me what you liked about this activity. · What did you find challenging about this activity? · Was learning today easier or more difficult than you thought? Tell me why you thought so. · 2 thumbs up if you could remember 2 or 3 words.

Conclusion Tell (gesture) the pupils to stand up to sing the good-bye song in rote fashion until they know the song by heart.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

57

Transportation

TOPIC 2

Song Lyrics: Topic 2 – TRANSPORTATION Greeting song/recitation Welcome, Welcome Welcome, welcome to our class. We’re so glad you’re here.

Welcome, welcome to our class. We’re so glad you’re here.

Come on in and join the fun. School is fun for everyone.

Welcome, welcome to our class. We’re so glad you’re here.

This song is sung to the tune of Old MacDonald. Go to www.lilibi.si to listen to the song.

Seasonal song/poem/recitation/verse/tongue-twister (examples) (The teacher chooses what they think will complement and what is relevant to the existing curriculum.)

Oh, how I’d like to travel far.

Go by train, by plane, by boat, by car.

Not on foot nor will I go by bike.

To travel far is what I’d like.

Go to www.lilibi.si to listen to ideas for this section.

Weather song How’s the Weather?

How’s the weather? It’s SUNNY (depending on the weather that day).

How’s the weather? It’s SUNNY. How’s the weather? It’s SUNNY. It’s SUNNY today.

Go to www.lilibi.si to listen to the song.

Topic song Red Light, Green Light Red light, red light, what do you say?

I say, “Stop the car, and do not go away.”

Yellow light, yellow light, what do you mean?

I mean, “Stop the bus and wait till it is green.”

Green light, green light, what do you say?

I say, “The bike can go. Go, now. It’s O.K.!”

Zebra crossing, zebra crossing, what do you say?

I say, “Stop, look and wait till the truck has gone away.”

This song is sung to the tune of Red Light. Go to www.lilibi.si to listen to the song.

Good-bye song Good-bye Good-bye to you, good-bye to you.

Let us all say, good-bye to you.

Go to www.lilibi.si to listen to the song.

58

TOPIC 2

Transportation

Vocabulary Questions Overview: Topic 2 – TRANSPORTATION

topic.week.lesson 2.1.1

2.1.2

2.2.1

2.2.2

PART A

PART B

This is a ___.

What is this?

Is this a small or a big bus?

This is a small bus.

Bine sees 3 cars. Lili sees 4 cars.

Bine sees 2 small bikes and 5 big bikes.

How many ___ do they see?

How many ___ does he/she see?

This is a ___.

What is this?

Is this a small or a big bus?

This is a small bus.

Stop at a red light.

Stop at a yellow light.

Go on a green light.

Stop, wait and look at a zebra crossing.

This is a ___.

What is this?

Is this a small or a big bus?

This is a small bus.

Luka, go to the door. Jana, go to the door. Luka is before Jana.

The car is before the bus.

The bike is after the bus.

This is a ___.

What is this?

Is this a small or a big bus?

This is a small bus.

Where is Luka?

Luka is on the left.

Miha is on the right.

The car is on the left/right.

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Transportation

TOPIC 2

Grammar Shapes Overview: Topic 2 – TRANSPORTATION PART A

60

This

is

a

bus.

This

is

a

big

PART B

bus.

Bine

sees

3

cars.

Bine

sees

3

big

cars

Stop

at

a

red

light.

Lili

goes

to

the

door.

Lili

is

before

Bine.

The

car

is

on

the

and

left.

2

small

cars.