Lib eng 2 pri 2015 introduction

Tom Majer

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 2

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 (natančen seznam na zadnji strani) Direktor produkcije: Klemen Fedran Izdala in založila: Založba Rokus Klett, d. o. o.

Za založbo: Maruša Kmet Oblikovanje in prelom: Jernej Kramberger Oblikovanje prilog: Jernej Kramberger in Boštjan Brecelj 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.

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MAJER, Tom English with Lili and Bine 2 : angleščina z Lili in Binetom v drugem razredu osnovne šole. Priročnik za učitelja [Elektronski vir] / Tom Majer ; [slikovno gradivo Shutterstock in arhiv Založbe Rokus Klett]. - 1. izd. - El. knjiga. - Ljubljana : Rokus Klett, 2015 ISBN 978-961-271-625-7 (pdf ) 281265408

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........................................................................................................................................................................................................................................................................................................................................................................................ 39 Topic 3: Autumn..................................................................................................................................................................................................................................................................................................................................................................................................................... 59 Topic 4: Family............................................................................................................................................................................................................................................................................................................................................................................................................................. 85 Topic 5a: Celebrations........................................................................................................................................................................................................................................................................................................................................................................................ 111 Topic 5b: Winter ............................................................................................................................................................................................................................................................................................................................................................................................................. 145 Topic 6: In the Past .................................................................................................................................................................................................................................................................................................................................................................................................... 173 Topic 7: Spring, Animals............................................................................................................................................................................................................................................................................................................................................................................... 201 Topic 8: Healthy Lifestyles...................................................................................................................................................................................................................................................................................................................................................................... 229 Topic 9: Movement ................................................................................................................................................................................................................................................................................................................................................................................................. 257 Topic 10: Summer ...................................................................................................................................................................................................................................................................................................................................................................................................... 301 Acknowledgements ............................................................................................................................................................................................................................................................................................................................................................................................... 333

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Dear teacher, The Lili and Bine English learning pack has been designed for use with the Lili and Bine crosscurricular 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, Part A and Part 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.

Part 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.

Part 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 Part A 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 teachers of English 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 include 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

Thanks and acknowledgements The author and publisher would like to thank Mr. Michael Sampson and Sampson Books for permission to use the adaptation of the Brown Bear story.

The publisher is grateful to the following for permission to use photographic and illustrated material: (SHT = Shutterstock) female teacher - SHT/Norwayblue; male teacher - SHT/Norwayblue; handshake - SHT/file404; girl singing - SHT/Budi Susanto; weather icons - SHT/RedKoala; boy waving - SHT/HiSunnySky; school icon - SHT/PinkPueblo; autumn leaf - SHT/Natykach Nataliia; family - SHT/ Teguh Mujiono; cake and balloons - SHT/grmarc; snowman - SHT/rvika; pocket watch - SHT/AlexRoz; ladybird - SHT/La Gorda; apple with heart - SHT/Denphumi; dancing silhouettes - SHT/Nowik Sylwia; beach chair - SHT/bioraven; school subject icons - SHT/Alan Uster; boy and girl - SHT/Matthew Cole; girl walking - SHT/Matthew Cole; forest - SHT/Matthew Cole; snake - SHT/igor malovic; shoe - SHT/JSlavy; see - SHT/Studio Barcelona; snake bite - SHT/Luciano Cosmo; doctor - SHT/Louis D. Wiyono; injection - SHT/Tribalium; new school - SHT/ Matthew Cole; old school - SHT/Pushkin; male teacher at board - SHT/ShineArt09; female teacher at board - SHT/ShineArt09; pupil – girl SHT/Teguh Mujiono; pupil – boy - SHT/Muhammad Desta Laksana; red chair - SHT/MrBenBa; brown chair - Matej de Cecco/Igor Šinkovec (arhiv Založbe Rokus Klett); desk 1 - SHT/Klara Viskova; desk 2 - SHT/Klara Viskova; pile of paper sheets - SHT/milo827; coloured paper sheets - SHT/DVARG; green crayon - SHT/Mahesh Patil; red crayon; - SHT/Matthew Cole; yellow pencil - SHT/microvector; blue pencil Franfou; closed notebook - SHT/Virinaflora; open notebook - Franfou; brown ruler - SHT/Sergii Korolko; yellow ruler - SHT/Kuttly; blue and pink pen - SHT/Okuneva; smiley faces - SHT/schwarzhana; white bus - SHT/kontur-vid; red bus - SHT/Dmitry Natashin; orange bike - SHT/ ikuvshinov; green bike - SHT/ikuvshinov; red train - SHT/Norberthos; green train - SHT/Aleksangel; silver car - SHT/Skalapendra; red car - SHT/olegtoka; red lorry - SHT/kontur-vid; green lorry - SHT/aleosha; orange taxi - SHT/Nikola Knezevic; yellow taxi - SHT/LplusD; brown tram - SHT/Babich Alexander; red tram - SHT/sababa66; blue scooter - SHT/gerodot555; red scooter - SHT/AXpop; traffic lights - SHT/ Natykach Nataliia; zebra crossing - SHT/Vectors.1; hand sign L - SHT/SmileStudio; hand sign R - SHT/SmileStudio; bread - Franfou; butter SHT/deymos; apple - SHT/Svetlana Prikhnenko; banana - SHT/Nikiteev_Konstantin; cheese - SHT/Silanti; milk - Franfou; soup - SHT/Oko Laa; salad - SHT/moremari; juice - Franfou; sandwich - SHT/LoopAll; red schoolbag - SHT/Grimgram; family members - SHT/Natalia Hubbert; uncle and male cousin - SHT/Natalia Hubbert; aunt and female cousin - SHT/Natalia Hubbert; face expressions - SHT/primiaou; clarinet - SHT/abstractdesignlabs; violin - SHT/dicogm; piano - SHT/Jane Kelly; trumpet - SHT/microvector; guitar - SHT/Maximilian Laschon; drum SHT/vectorOK; parts of the day - SHT/Ovchynnikov Oleksii; boy climbing - SHT/Lorelyn Medina; boy jumping - SHT/Matthew Cole; carolers - SHT/Kakigori Studio; girl eating - SHT/Matthew Cole; bells - SHT/Khartseva Tetiana; sleigh - SHT/Katherine84; Christmas tree - SHT/Jut; Happy New Year - SHT/Mahesh Patil; trousers - Franfou; shirt - Franfou; socks - SHT/Klara Viskova; slippers - SHT/Natykach Nataliia; coat - SHT/Klara Viskova; shoes - SHT/Klara Viskova; hat - SHT/Klara Viskova; scarf - SHT/Klara Viskova; boots - SHT/Klara Viskova; skirt - SHT/ Klara Viskova; mittens - SHT/Klara Viskova; jacket - SHT/Klara Viskova; clothes - SHT/Klara Viskova; girl sleeping - SHT/Teguh Mujiono; boy going to school - SHT/Teguh Mujiono; boy watching TV - SHT/BlueRingMedia; boy brushing his teeth - SHT/Teguh Mujiono; going to sleep - SHT/Sonia Goncalves; girl going to the shop - SHT/jesadaphorn; girl getting dressed - SHT/Matthew Cole; bedroom - Franfou; bathroom - Franfou; living room - Franfou; kitchen - Franfou; fridge - SHT/Klara Viskova; stove - SHT/Rolaks; sofa - Franfou; TV - SHT/M. Stasy; bed - Franfou; wardrobe - SHT/Skalapendra; sink - SHT/AlexussK; toilet - Franfou; old living room - SHT/Santiago Cornejo; new living room - SHT/Marko Poplasen; old kitchen - SHT/Fedor Selivanov; new kitchen - SHT/EPSTOCK; old bedroom - SHT/Thierry Pirsoul; new bedroom - SHT/PlusONE; old bathroom - SHT/Everett Collection; new bathroom - SHT/yu_tsai; old sofa - SHT/Baloncici; new sofa - SHT/ archideaphoto; old TV - SHT/Refat; new TV - SHT/cobalt88; Marko skače - SHT/Iakov Kalinin; home - SHT/Opka; bear - SHT/weter 777; duck - SHT/Teguh Mujiono; horse - SHT/Sarawut Padungkwan; frog - SHT/BlueRingMedia; cat - SHT/Katrina.Happy; bird - SHT/Bannykh Alexey Vladimirovich; dog - SHT/AlexeyZet; goat - SHT/d‘Naya; fish - SHT/Jedi_Master; airplane flying - SHT/BlueRingMedia; boy swimming - SHT/ Matthew Cole; eye - SHT/Studio Barcelona; girl with looking glass - SHT/Matthew Cole; market - SHT/BlueRingMedia; restaurant - SHT/ pichayasri; shop - SHT/Artisticco; farm - SHT/Matthew Cole; library - SHT/Matthew Cole; park - SHT/Skalapendra; castle - SHT/Matthew Cole; zoo - SHT/Matthew Cole; beach - SHT/moremari; girl running - SHT/Matthew Cole; girl skipping - SHT/Matthew Cole; town - SHT/ Willierossin; recycling bins - SHT/sahua d; paper - SHT/photka; glass bottle - SHT/viewgene; metal - SHT/photka; plastic - SHT/photka; breakfast - SHT/moonkin; lunch - SHT/moonkin; dinner - SHT/moonkin; girl drinking - SHT/Kakigori Studio; pizza - SHT/moonkin; spaghetti - SHT/moonkin; clock faces - SHT/naihei; girl in bathtub - SHT/Matthew Cole; empty room - SHT/carlos castilla; bed with red blanket - SHT/ pichayasri; hourglass - SHT/mama_mia; bedtime - SHT/Lorelyn Medina; house - SHT/Pixel Embargo; farmhouse - SHT/Tetyana Kolodkina; Wheel - SHT/Alhovik; wheelchair - SHT/La Gorda; ball - SHT/Stepan Bormotov; snowball - SHT/Aleksandrs Bondars; light bulb - SHT/Kraska; sunlight - SHT/avian; hand - SHT/Lucy Ya; handbag - SHT/Supertrooper; Gold - SHT/Oleksiy Mark; goldfish - SHT/Natykach Nataliia; euro coins and notes - arhiv Založbe Rokus Klett; bottle of orange juice - SHT/Gts; carton of milk - SHT/Gts; price tag - SHT/Kraska; transparent bag - SHT/Kozachenko Maksym; tray - SHT/timquo; box of pencils - SHT/Teodora D; seaside - SHT/Andrea Izzotti; mountains - SHT/Olga Danylenko; children‘s room - SHT/sedat seven; pencil box - SHT/Matthew Cole; open lunch box - SHT/aperturesound; closed lunch box SHT/aperturesound; fish bowl - SHT/studioVin; live - SHT/Mahesh Patil; children playing - SHT/Lorelyn Medina; boy wearing a hat - SHT/ Lorelyn Medina; boy thinking - SHT/Teguh Mujiono; scale - SHT/Anthonycz; boy standing - SHT/Teguh Mujiono; girl sitting - SHT/Matthew Cole; prepositions of place - arhiv Založbe Rokus Klett.

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