Lib eng 2 pri 2015 topic 4 family by Založba Rokus Klett, d.o.o.

TOPIC 4

Family

TOPIC 4

FAMILY

Family

TOPIC 4

Contents –Topic 4: Family

Scope and Sequence Overview ................................................................................................................................................................................................................................................................................................................................................................... 87 Part B – weekly overview ............................................................................................................................................................................................................................................................................................................................................................................................ 87 Daily lesson structure and plan .................................................................................................................................................................................................................................................................................................................................................................... 88 Part A – topically related .............................................................................................................................................................................................................................................................................................................................................................................................. 90 Part B – cross-curricular lessons .................................................................................................................................................................................................................................................................................................................................................................. 93 Week 1 – Lesson 1 – SLO ................................................................................................................................................................................................................................................................................................................................................................................ 93 Week 1 – Lesson 2 – MAT .............................................................................................................................................................................................................................................................................................................................................................................. 96 Week 2 – Lesson 1 – LUM .............................................................................................................................................................................................................................................................................................................................................................................. 98 Week 2 – Lesson 2 – SLO ........................................................................................................................................................................................................................................................................................................................................................................... 100 Week 3 – Lesson 1 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 102 Week 3 – Lesson 2 – SLO ........................................................................................................................................................................................................................................................................................................................................................................... 104 Song Lyrics ............................................................................................................................................................................................................................................................................................................................................................................................................................................. 107 Topic Grammar Shapes Overview, Part A & Part B ........................................................................................................................................................................................................................................................................................ 108 Vocabulary Questions Overview ........................................................................................................................................................................................................................................................................................................................................................... 110

TOPIC 4

Family

Scope and Sequence Overview: Topic 4 – Family (3 weeks – 6 lessons) TEACHER INTRODUCTION (3 minutes)

WARM-UP/INTRO (4-5 minutes)

PART A Topic Related: FAMILY (10 minutes) Recognizing family members, 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

Where’s My Father song

Vocabulary

Week 1 – mother, father, brother, sister Week 2 – grandmother, grandfather Week 3 – uncle, aunt, cousin happy, sad, tired, angry

Grammar structure

Is the father sad? The father is sad. The father is NOT sad. The father is happy, and the mother is sad.

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

WEEKS 1–3 Week 1 Week 2 Week 3

Subjects

Lesson 1 SLO LUM MAT

Lesson 2 MAT SLO SLO

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 Subject 1 to Subjects (15 minutes) Subject 2

SLO Introducing oneself, creating a dialogue, learning to read sentences represented by shapes. MAT Counting, patterning, learning to read sentences represented by shapes. WEEK 2

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

LUM Creating a family portrait, identifying family members, learning to read sentences represented by shapes. SLO Understanding possessives, learning to read sentences represented by shapes. WEEK 3

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

MAT Counting, recognizing shapes and sizes, listening to commands, learning to read sentences represented by shapes. SLO Consolidating possessives, learning to read sentences represented by shapes.

Family

TOPIC 4

TOPIC 4 – FAMILY 3 Weeks – 6 Lessons

Lesson objectives PART A: Recognizing family members, learning to read sentences represented by shapes. PART B: Cross-curricular lesson plans.

INTRODUCTION AND WARM-UP Visual Timetable example

Teacher intro

Greeting

Song

Weather

TOPIC A Family

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 above). 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 family called “Where’s My Father?” Then you will come to the floor and we will learn some new words about our family. 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.

TOPIC 4

Family

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.

Family

TOPIC 4

PART A Lesson objectives PART A: Recognizing family members, learning to read sentences represented by shapes. PART B: Cross-curricular lesson plans.

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: family, teacher, greeting, song/tongue-twister, good-bye, PART B picture. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash Cards: father, mother, brother, sister, grandfather, grandmother, uncle, aunt, cousin. Visual Grammar Shapes:

Family 1 Show the pupils the picture of a family and tell them “Family – this is a family.” 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 family. You have already explained to them what you will be doing and talking about at the beginning of the lesson. Introduce the song “Where’s My Father?” in a rote fashion (teacher sings and pupils repeat each line). Have the pupils use gestures while singing (e.g. shrugging shoulders for where, using facial expressions for the feelings, pointing for there). Each week add the new vocabulary and repeat the previous weeks’ vocabulary. For a preview of this activity, go to www.lilibi.si and watch the video.

Topic song Where’s My Father? Where’s my father? Where’s my father? There he is. There he is. My father is happy. Yes, he is happy. That’s my father. That’s my father.

Where’s my mother? Where’s my mother? There she is. There she is. My mother is angry. Yes, she is angry. That’s my mother. That’s my mother.

Add to the song by singing about brother and sister. Add to the song in subsequent weeks, repeating/reviewing the previous words. Week 2 – grandmother, grandfather Week 3 – uncle, aunt, cousin Add the expressions sad and tired for all weeks. This song is sung to the tune of Frere Jacques. Go to www.lilibi.si to listen to the song.

TOPIC 4

Family

Family 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 family members you were singing about during the lesson ready (e.g. mother, father, brother, sister, etc.). Choose a pupil near you and ask the class “Who is this?“ Make gestures to ensure your pupils understand what you are asking them. If they do not know, you can answer, “This is …” Introduce that by choosing a pupil away from you and ask, “Who is that?“ Make gestures to ensure your pupils understand what you are asking them. “That is …” Use visual grammar for reinforcement of the structure being learned. Look at the facial expressions and review the faces in your pack. Start with happy and angry, and slowly add the other two feelings in the following lessons.

Family 3

Have a pupil choose one of the family member cards (e.g. mother) and come to the front of the classroom. Choose a feeling (e.g. happy) and hold the two pictures together. Have the pupils create an answer. Elicit the response, “The mother is happy.” Use visual grammar for reinforcement of the structure being learned (see example below). Have the pupils repeat. Ask the question, “Is the mother happy?” Shake your head for the response of no and nod your head for the response of yes. Elicit the response, “Yes.” and add “She is happy.” (emphasize the word she). Ask the question, “Is the mother sad?” Shake your head for the response of no and nod your head for the response of yes. Elicit the response, “No.” and add “She is not sad.” (emphasize the word she). Use visual grammar for reinforcement of the structures being learned (see example below). Remember, the pupils are not learning the word she, but are being introduced to it through the oral process. Have a pupil choose one of the family members (e.g. brother) and come to the front of the classrom. Choose a feeling (e.g. angry) and repeat the same concept as above. Remember, the pupils are not learning the word he, but are being introduced to it through the oral process. Visual Grammar example

The

mother

happy.

The

mother

not

She

happy.

Family 4

In weeks 2 and 3, you can further develop or introduce additional responses. For example, “The mother is angry.” You can ask, “Is the mother happy?” Pupils learn, “No. The mother is not happy. She is angry.” This is very much dependent on your class.

Family

TOPIC 4

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.

TOPIC 4

Family

PART B Week 1 – Lesson 1 – SLO Lesson objectives PART A: Recognizing family members; learning to read sentences represented by shapes. PART B: Introducing oneself, creating a dialogue, learning to read sentences represented by shapes.

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: family, teacher, SLO, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: mother, father, brother, sister. Visual Grammar Shapes:

This lesson is a review and builds upon a previous lesson.

SLO 1

Have the children stand up and give a good shake before sitting down on the floor. Prepare your shapes. Introduce yourself, “My name is Mr. Smith.” Show the visual grammar. Ask some pupils, “What is your name?” Elicit, “My name is …” Show the visual grammar. Review and consolidate the expressions and phrases: hello, my name is …, I live in …, good-bye from Topic 1, Week 1, Lesson 2. In this lesson you will build upon the conversation to include: I am 7/8. I have a brother. I have 2 sisters, etc. Use the visual grammar shapes as cues to review the answers to the question being reviewed (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

name

Jana.

live

Celje.

have

brothers.

Family

TOPIC 4

SLO 2

Continue saying “I am 7.” and using gestures. Show the visual grammar cues. Ask the pupils, “How old are you?” Elicit, “I am 7/8 …” Continue saying “I have a brother.” and using gestures. Show the visual grammar cues. Ask the pupils, “Do you have a brother?” Elicit, “Yes. I have a brother.” If a pupil has 2 or 3 brothers, then show the visual grammar cues for, “I have 2 brothers.” 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. The pupils work in pairs and imitate the conversation of the teacher and the pupil: 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: I am 8. Pupil: I am 7. Teacher: I have a brother. I have 2 sisters. Pupil: I have 2 brothers. Teacher: Good-bye. (waving) Pupil: Good-bye. (waving)

SLO 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.

TOPIC 4

Family

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.

Family

TOPIC 4

PART B Week 1 – Lesson 2 – MAT Lesson objectives PART A: Recognizing family members, learning to read sentences represented by shapes. PART B: Skip counting, patterning; learning to read sentences represented by shapes.

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: family, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: mother, father, brother, sister. Visual Grammar Shapes:

MAT 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.

MAT 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 (father, mother brother, sister), and consolidate the question, “Who is this?” Put the pictures of brother, mother and father on the board in this order. Ask the pupils to read the pictures on the board, pointing to the pictures as they read them to you. Ask them, “Who comes after the brother? Who comes after the mother?” Read the pattern again as, “first is the brother, then the mother, then the father”. Have the pupils repeat the sentence, while you point to the visual grammar for reinforcement. Read the visual grammar in a rhythmic way, as it will make learning a longer sentence easier and more interesting.

TOPIC 4

Family

Visual Grammar example

First

the

brother,

then

the

mother,

then

the

father.

MAT 3 Take two other family flash cards and create a different pattern, e.g. sister, mother, father. Ask the pupils to read the pictures on the board, and point to the pictures as they read them to you. Ask them, “Who comes after the sister? Who comes after the mother?” etc. Read the pattern again using the words first and then. Have the pupils repeat the sentence, pointing to the visual grammar for reinforcement.

MAT 4 Time permitting, have the pupils work in pairs on the floor to create different patterns. Have the pairs of pupils read their pattern 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.

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.

Family

TOPIC 4

PART B Week 2 – Lesson 1 – LUM Lesson objectives PART A: Recognizing family members, learning to read sentences represented by shapes. PART B: Creating a family portrait, identifying family members, learning to read sentences represented by shapes.

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

What you will need for today – checklist: Visual Timetable: family, teacher, LUM, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: mother, father, brother, sister, grandmother, grandfather. Worksheet Visual Grammar Shapes:

LUM 1

Have the children get their flash cards, sitting at their desks. Review the flash cards taught in PART A and have the children review the expression, “Show me the father.” The pupils are to find the flash card and show it to you.

LUM 2

Have the pupils put the flash cards on their desks. Hand out photocopies of the MY FAMILY worksheet. Ask the children to draw a picture of their family using coloured pencil crayons.

LUM 3

When they have finished, have some children come to the front of the classroom, show their picture and tell the class who is in their picture. You can model a picture and speak, for example, “This is my family. This is my mother, this is my sister, this is my father, and this is my sister.” Pupils may only say, “Mother, father, brother, brother, grandmother,” for example. They may not say the entire sentence, but this shows they are able to identify family members. Room permitting, put the pictures on display for later use.

TOPIC 4

Family

Visual Grammar example

This

sister.

(Her name is …)

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.

Family

TOPIC 4

PART B Week 2 – Lesson 2 – SLO Lesson objectives PART A: Recognizing family members, learning to read sentences represented by shapes. PART B: Understanding possessives, learning to read sentences represented by shapes.

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

SLO 1

Have the pupils stand up and give a good shake before sitting down at their desks. Point to a pupil (e.g. Nina) and ask the class, “Who is this?“ Elicit the response, “This is Nina.” Ask Nina to take out a book. Ask the class, “What is this?” (pointing to the book). Elicit the response, “This is a book.” Review the two sentences, “This is Nina. This is a book.” Ask Nina, “Nina, is this your book?” (pointing to Nina as you say your). Elicit the response yes. Put the visual grammar shapes to form the phrase, “This is Nina’s book.” Read the sentence, emphasize the ‘s in Nina’s. Have the class repeat, “This is Nina’s book.” Ask the questions, “Whose book is this?” Elicit the response, “This is Nina’s book” by referring to the visual grammar cue for this expression. Choose another pupil in the class and repeat the same process. Use another school item they know such as a pencil.

SLO 2

Pick a picture of a family member (e.g. father) and ask, “Who is this?“ Elicit the response, “This is a father.” Pick a picture (e.g. car). Ask the class, “What is this?” Elicit the response, “This is a car.” Review the two sentences. Put the visual grammar shapes to form the phrase, “This is the father’s car.” Read the sentence, emphasize the ‘s in father’s. Have the class repeat. Ask the questions, “Whose car is this?” Elicit the response, “This is the father’s car.” Pick a picture and ask, “Who is this?“ Elicit the response, “This is a mother.” Pick a picture (e.g. pencil). Ask the class, “What is this?” Elicit the response, “This is a pencil.” Review the two sentences. Put the visual grammar shapes to form the phrase, “This is the mother’s pencil.” Read the sentence, emphasize the ‘s in mother’s. Have the class repeat. Ask the question “Whose pencil is this?” Elicit the response, “This is the mother’s pencil.”

100

TOPIC 4

Family

Visual Grammar example

This

Nina.

This

Nina’s

book.

This

the

father’s

book.

car.

SLO 3

Time permitting, pupils can work in pairs. They choose a school item from their desks that they know and practise the possessive with their partner, telling what their classmate has got. They may want to share this with the class. For example, “This is Jaka’s pencil case.”

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.

101

Family

TOPIC 4

PART B Week 3 – Lesson 1 – MAT Lesson objectives PART A: Recognizing family members, learning to read sentences represented by shapes. PART B: Counting, recognizing shapes and sizes, listening to commands, learning to read sentences represented by shapes.

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: family, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Additional flash cards: big circle, small circle, big square, small square, big triangle, small triangle.

MAT 2 Have the children stand up and give a good shake before sitting down on the floor. Show the class a circle and say, “This is a circle.” Pupils practise and repeat. Pupils may draw a circle in the air as they repeat the word circle. Show the class a triangle and say, “This is a triangle.” Pupils practise and repeat. Pupils may draw a triangle in the air as they repeat the word triangle. Show the class a square and say, “This is a square.” Pupils practise and repeat. Pupils may draw a square in the air as they repeat the word square.

102

TOPIC 4

Family

MAT 3 Have the pupils stand up. Tell them that when they see and hear the word circle, they should turn around and say “circle”. Demonstrate and practise this command 3 times. Tell the pupils that when they see and hear the word triangle, they should jump and stand with their feet apart and say “triangle”. Demonstrate and practise the command for triangle and circle a few times. Tell the pupils that when they see and hear the word square, they should jump up four times and say “square”. Demonstrate and practise all three commands a few times.

MAT 4 Have the children sit on the floor. Show them the big circle and the small circle. Point to the big circle and say “This is a big circle.” Emphasize the word big, and use gestures as well to indicate size. Have the pupils repeat the phrase. Do the same with the small circle, big triangle, small triangle, big square and small square.

MAT 5 Hand out a blank piece of paper, have the pupils go back to their seats and take out a pencil. Tell them to draw the shape you say. Point to the shapes in the first few examples to help them. For example, when you say “big square”, point to the big square to help reinforce the drawing.

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.

103

Family

TOPIC 4

PART B Week 3 – Lesson 2 – SLO Lesson objectives PART A: Recognizing family members, learning to read sentences represented by shapes. PART B: Consolidating possessives, learning to read sentences represented by shapes.

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

This lesson reviews, reinforces and builds upon the previous lesson in Topic 4, Week 2, Lesson 2.

SLO 1

Have the pupils stand up and give a good shake before sitting down at their desks. Point to a pupil (e.g. Nina) and ask the class, “Who is this?“ Elicit the response, “This is Nina.” Ask Nina to take out a book. Ask the class, “What is this?” (pointing to the book). Elicit the response, “This is a book.” Review the two sentences, “This is Nina. This is a book.” Ask Nina, “Nina, is this your book?” (pointing to Nina as you say your). Elicit the response yes. Put the visual grammar shapes to form the phrase, “This is Nina’s book.” Read the sentence, emphasize the ‘s in Nina’s. Have the class repeat, “This is Nina’s book.” Ask the questions “Whose book is this?” Elicit the response, “This is Nina’s book” by referring to the visual grammar cue for this expression.

SLO 2

104

TOPIC 4

Family

Visual Grammar example

This

Nina.

This

Nina’s

book.

This

the

father’s

book.

car.

SLO 3

Show the pupils the worksheet you will do in class. Look at Number 1 and read the picture, “The father’s car. The mother’s car.” Have the pupils repeat after each picture. Continue with the next pictures, “The sister’s book. The sister’s bike.” If some children are capable of reading the pictures on the worksheet, then have them act as the teacher. Continue with the pictures, “The brother’s bag. The brother’s sandwich. The grandfather’s book. The grandmother’s chair.” The pupils must circle the picture you read in the first section. You choose which picture you read. In the next section, the pupils are to match the person with the item by drawing a line. Review the family members from top to bottom and the items from top to bottom.

SLO 4

Hand out the worksheets and have the pupils go back to their desks and take out a pencil. Tell them to listen to you, look at the worksheet, point at the pictures you read, circle and number them. Read the pictures in the order described below: 1. mother’s car 2. sister’s bike 3. brother’s bag 4. grandmother’s chair With Section 2, tell pupils to listen to you, point at the pictures you read and draw lines to match them. Match them as described below: father’s violin mother’s sandwich brother’s scooter sister’s ruler grandfather’s banana grandmother’s drum

105

Family

TOPIC 4

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.

106

TOPIC 4

Family

Song Lyrics: Topic 4 – FAMILY 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.

Topic song Where’s My Father? Where’s my father? Where’s my father? There he is. There he is. My father is happy. Yes, he is happy. That’s my father. That’s my father.

Where’s my mother? Where’s my mother? There she is. There she is. My mother is angry. Yes, she is angry. That’s my mother. That’s my mother.

This song is sung to the tune of Frere Jacques. 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.

107

Family

TOPIC 4

Grammar Shapes Overview: Topic 4 â&#x20AC;&#x201C; FAMILY

PART A

108

This

the

father.

happy.

The

father

happy.

The

father

not

sad.

TOPIC 4

Family

PART B

name

Bine.

live

Celje.

have

brother.

Lili

does

not

have

sister.

The

father

first,

then

the

This

father,

Bine.

This

the

motherâ&#x20AC;&#x2DC;s

hat.

This

small

circle.

mother.

109

Family

TOPIC 4

Vocabulary Questions Overview: Topic 4 – FAMILY topic.week.lesson

4.1.1

110

PART A Who is this? This is the father. Is he happy? Yes. He is happy. The father is happy. No, the father is sad.

PART B My name is Bine. I am 7. I live in Celje. I have a brother. (list a family member the pupil has) Does Bine have a sister? Yes, Bine has a sister. No, Bine does not have a sister. Bine has 2 sisters.

4.1.2

Who is this? This is the father. Is he happy? Yes. He is happy. The father is happy. No, the father is sad.

Who is first/second/third? The father is first/second/third. First is the father, then the mother, then the brother.

4.2.1

Who is this? This is the father. Is he happy? Yes. He is happy. The father is happy. No, the father is sad.

This is my family. This is my father Bine. This is my mother Lili. This is my sister Jana. Draw a picture and tell about family.

4.2.2

Who is this? This is the father. Is he happy? Yes. He is happy. The father is happy. No, the father is sad.

Who is this? This is the father. What is this? This is a hat. Whose hat is this? This is the father’s hat.

4.3.1

Who is this? This is the father. Is he happy? Yes. He is happy. The father is happy. No, the father is sad.

What is this? This is a circle/square/triangle. Is this a big or a small circle? This is a small circle.

4.3.2

Who is this? This is the father. Is he happy? Yes. He is happy. The father is happy. No, the father is sad.

Who is this? This is the father. What is this? This is a hat. Whose hat is this? This is the father’s hat.