Lib eng 2 pri 2015 topic 8 healthy lifestyles by Založba Rokus Klett, d.o.o.

TOPIC 8

Healthy Lifestyles

TOPIC 8

HEALTHY LIFESTYLES

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Contents – Topic 8: Healthy Lifestyles

Scope and Sequence Overview .............................................................................................................................................................................................................................................................................................................................................................. 231 Part B – weekly overview ....................................................................................................................................................................................................................................................................................................................................................................................... 231 Daily lesson structure and plan ............................................................................................................................................................................................................................................................................................................................................................... 232 Part A – topically related ......................................................................................................................................................................................................................................................................................................................................................................................... 234 Part B – cross-curricular lessons ............................................................................................................................................................................................................................................................................................................................................................. 237 Week 1 – Lesson 1 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 237 Week 1 – Lesson 2 – LUM ......................................................................................................................................................................................................................................................................................................................................................................... 240 Week 2 – Lesson 1 – SPO .......................................................................................................................................................................................................................................................................................................................................................................... 242 Week 2 – Lesson 2 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 245 Week 3 – Lesson 1 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 248 Week 3 – Lesson 2 – SPO .......................................................................................................................................................................................................................................................................................................................................................................... 251 Song Lyrics ............................................................................................................................................................................................................................................................................................................................................................................................................................................. 253 Topic Grammar Shapes Overview, Part A & Part B ........................................................................................................................................................................................................................................................................................ 254 Vocabulary Questions Overview .......................................................................................................................................................................................................................................................................................................................................................... 256

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Scope and Sequence Overview: Topic 8 – Healthy Lifestyles (3 weeks – 6 lessons) TEACHER INTRODUCTION (3 minutes)

WARM-UP/INTRO (4-5 minutes)

PART A Topic Related: HEALTHY LIFESTYLES (10 minutes) Recognizing places in town, 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

Walk Through Town Song Week 1 – market, school, restaurant, shop/ store Week 2 – farm, library, park, Week 3 – castle, zoo

Vocabulary

Run, skip, walk, jump I can see a lion at the zoo. I can buy a book at a shop.

Grammar structure 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 MAT SPO MAT

Lesson 2 LUM MAT SPO

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 Skip counting, learning about money (the euro), multiplication facts; learning to read sentences represented by shapes.

Subject 2

LUM Recognizing the concept of light and dark colours, learning to read sentences represented by shapes. WEEK 2

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

Subject 1

SPO Understanding the concept of and identifying recycling bins and which items go where, associated vocabulary (paper, plastic, glass, metal), learning to read sentences represented by shapes.

Subject 2

MAT Skip counting, understanding the concept of kilograms (weight), drawing a graph, reading a graph, learning to read sentences represented by shapes. WEEK 3

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

Subject 1

MAT Skip counting, learning about money (the euro), multiplication facts, understanding the phrase pair of; learning to read sentences represented by shapes.

Subject 2

SPO Understanding the times for eating breakfast, lunch and dinner, expressing likes and dislikes; learning to read sentences represented by shapes.

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TOPIC 8 – HEALTHY LIFESTYLES 3 Weeks – 6 Lessons Lesson objectives PART A: Recognizing colours and animals, 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 Healthy Lifestyles

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 animals called “Black Bear, Black Bear.” Then you will come to the floor and we will learn some new words about colours and animals. 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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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.

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PART A Lesson objectives PART A: Recognizing places in town, 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: healthy lifestyles, teacher, greeting, song/tongue-twister, good-bye, PART B picture. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: market, school, restaurant, shop, farm, library, park, castle, zoo. Additional flash cards: run, skip, walk, jump. Visual Grammar Shapes:

Healthy Lifestyles 1 Show the pupils the picture of a town and tell them “Town – this is a town.” Using actions, instruct the pupils to push their chairs in and stand up at their desks. You do not need to explain any vocabulary at this point, but you may want to elicit the word town. You have already explained to them what you will be doing and talking about at the beginning of the lesson. Introduce the song “Walk Through Town” in a rote fashion (teacher sings and pupils repeat each line). Have the pupils walk, march or skip to the beat/syllable while singing. When singing the vocabulary, have the pupils do gestures associated with each building in town. Each week add 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 Walk Through Town Walk, walk, walk through town, Happily down the street. School, school, school, school, That’s the place to meet (stop and shake hands with your neighbour). Week 1: restaurant, market, shop Week 2: farm, library, park Week 3: castle, zoo In place of walk: run, skip, jump. This song is sung to the tune of Row, Row, Row Your Boat. Go to www.lilibi.si to listen to the song.

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Healthy Lifestyles 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 cards of the town buildings you were singing about during the lesson ready. Ask the class “What is this?” Make gestures to ensure your pupils understand what you are asking them. If they do not know, you can answer, “This is a market.” Use the visual grammar for reinforcement of the structure being learned. Review the vocabulary.

Healthy Lifestyles 3 Play a game. Place the pictures of the town buildings around the room. Have the pupils identify the places. Give certain pupils commands, such as, “Jump to the shop. Run to the school.” etc. You can have other pupils give commands to small groups of pupils. More challenging commands could include multiple instructions such as, “Walk to the school, then jump to the restaurant.”

Healthy Lifestyles 4 Another phrase that can be learned is next to. In Week 2, place the buildings in a row. Teach the phrase next to by choosing two pupils on the floor, pointing while saying, “Jana is next to Anja.” You may also introduce a gesture that corresponds to the words next to. In Weeks 2 and 3, you can ask yes/no questions using the words next to. For example, “Is the market next to the restaurant?” Elicit the response, “No. The school is next to the restaurant.” Or “What is next to the restaurant?” When asking the question, “Where is the restaurant?” elicit the response, “The restaurant is next to the market.” Use the visual grammar cues below to reinforce the phrases being learned. Visual Grammar example

This

school.

The

restaurant

next to

the

market.

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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.

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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PART B Week 1 – Lesson 1 – MAT Lesson objectives PART A: Recognizing places in town, learning to read sentences represented by shapes. PART B: Skip counting, learning about money (the euro), multiplication facts; 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: healthy lifestyles, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: shirt, hat, coat, scarf, book, chair, desk, pencil (countable items). Additional flash cards: euro, Lili, Bine. 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. On the second time counting, show and tell the pupils to close their right hand and make a fist. The left hand remains open. They still do the same movements with the hands, but they are to speak the number when they touch with their left hand (the open hand) only, and whisper the number when they touch with the right hand (the closed hand). Essentially they are reciting the 2 times multiplication tables. Give an example of the first 4 numbers. 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.

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MAT 2 Have the pupils come to the floor. Review the articles of clothing: hat, scarf, shirt, coat (countable items without the words pair of) or any item from Topic 1 – School. You choose which articles of clothing you feel your class needs to work on. Put a picture of the euro symbol on the board. Ask the pupils what they think it is. Make sure that you emphasize the English pronunciation for euro. Place the picture of an article of clothing on the board (e.g. shirt), write the number 5 and place the euro symbol next to the number. Have some pupils try to read the pictures. Elicit the response, “One shirt is/costs 5 euros.” If you plan to use the word cost, use a gesture with it. Have the class repeat the phrase. Place the question mark on the board. Take the picture of the shirt and move it down. Write a number 2 in front of the shirt. Tell the class that Lili and Bine want 2 shirts. Ask the question, “How much are 2 shirts?” or “How much do 2 shirts cost?” Elicit the response, “2 shirts are/cost 10 euros.” Have the class repeat the phrase. Put up the visual grammar cues and have the pupils read the first line, put the question mark on the second line and ask the question, and put the visual grammar cues on the third line and have the pupils read it. See the visual grammar cues below. Visual Grammar example

shirt

is/costs

euros.

“How much …?”

shirts

are/cost

euros.

MAT 3 Ask a pupil to come to the front and choose an item. Place it over the shirt on the visual grammar. Have the same pupil choose the cost for that item (make certain that it is the multiplication number fact they will know). Ask another pupil how many he or she thinks Lili and Bine want to buy. Have a pupil try to read the phrases correctly. You ask the question and have the pupils work in groups of 2 to try and calculate the answer. Have 2 or 3 groups report to the class using the correct phrase following the visual grammar cues.

MAT 4 Time permitting, you can have the pupils in the class create their own word problems for one another.

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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.

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PART B Week 1 – Lesson 2 – LUM Lesson objectives PART A: Recognizing places in town, learning to read sentences represented by shapes. PART B Recognizing the concept of light and dark colours, learning to read sentences represented by shapes.

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

What you will need for today – checklist: Visual Timetable: healthy lifestyles, teacher, LUM, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Additional flash cards: light and dark colours. Visual Grammar Shapes:

LUM 1

Have the pupils stay seated at their desks. Turn off the lights and say, “It is dark.” Turn on the lights and say, “It is light.” Turn off the lights again and say, “dark.” Turn on the lights and say, “light.” Turn off the lights and wait for the class to say, “dark.” Then turn on the lights and wait for the class to say, “light.” Continue to turn the lights off and on seeing if the pupils can remember the words light and dark.

LUM 2

Review some of the colours learned in the previous topic: red, yellow, blue, brown, purple, orange, green (colours that are generally found in either light or dark shades), using the flash cards with colours. Pick a colour, for example blue, and show the darker shade to the class. Say to them, “This is dark blue.” Flip the card over and tell them, “This is light blue.” Emphasize the light and dark when speaking. Choose one of the sides of blue and ask the class, “What colour is this?” Elicit the response, “This is dark/light blue.” Have the class repeat. Choose another colour and ask, “What colour is this?” Elicit the response, “This is a dark/light COLOUR.” Continue the same with the rest of the colours quickly.

LUM 3

Play a game. Tell the class to stand up if they are wearing dark blue, jump if they are wearing light green, etc.

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LUM 4

Time permitting, you can have a pupil or two describe the colours they are wearing using the following phrase, “I am wearing dark blue. I am wearing light blue. I am wearing dark red.” etc. Or have a pupil describe the colours one of their classmates is wearing. Visual Grammar example (optional)

wearing

dark

green.

Mila

wearing

dark

green.

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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PART B Week 2 – Lesson 1 – SPO Lesson objectives PART A: Recognizing places in town, learning to read sentences represented by shapes. PART B: Understanding the concept of and identifying recycling bins and which items go where, associated vocabulary (paper, plastic, glass, metal), learning to read sentences represented by shapes.

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: healthy lifestyles, teacher, SPO, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Additional flash cards: recycling bins pictures/photos Additional items: plastic bag/bottle, glass bottle, metal, paper/book. Visual Grammar Shapes:

SPO 1 Bring out the pictures of the four recycling bins (paper, plastic, glass and metal), and say, “These are recycling bins.” emphasizing the recycling bins. Pointing to the paper bin, ask the class, “What goes in this recycling bin?” Elicit the response “paper” as the pupils will be familiar with this word. Pointing to the plastic bin, ask the class, “What goes in this recycling bin?” Elicit the response “plastic” as the pupils will be familiar with this word. Correct English pronunciation if they use the Slovene word. Review the two bins using the expression, “This is a paper bin. This is a plastic bin.” Pointing to the glass bin, ask the class, “What goes in this recycling bin?” Elicit the response “glass” if some pupils know it. If not, introduce this word. Some pupils may use the Slovene word. Give them the English equivalent and practise saying it. Review the 3 types of recycling bins. Pointing to the metal bin Ask the class, “What goes in this recycling bin?” Elicit the response “metal” if some pupils know it. If not, introduce this word. Some pupils may use the Slovene word. Give them the English equivalent and practise saying it. Review all 4 types of recycling bins, using the expressions, “This is a paper/plastic/glass/metal bin.”

SPO 2 Take the real paper products you brought. Say, “This is a paper/book/etc.” Pointing to the 4 recycling bins, ask the class, “Where does this go?” Elicit, “paper bin.” Reinforce the expression, “It goes in the paper bin.” Use the visual grammar cues below. Take the real plastic product you brought. Say, “This is a plastic bottle/etc.” Pointing to the 4 recycling bins, ask the class, “Where does this go?” Elicit, “plastic bin.” Reinforce the expression, “It goes in the plastic bin.” Use the visual grammar cues below.

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Take the real glass product you brought. Say, “This is a glass bottle/cup/etc.” Pointing to the 4 recycling bins, ask the class, “Where does this go?” Elicit, “glass bin.” Reinforce the expression, “It goes in the glass bin.” Use the visual grammar cues below. Take the real metal product you brought. Say, “This is a pie pan/etc.” Pointing to the 4 recycling bins, ask the class, “Where does this go?” Elicit, “metal bin.” Reinforce the expression, “It goes in the metal bin.” Use the visual grammar cues below. When saying this expression, use some melodic intonation to help reinforce the longer sentence, saying it in chunks.

SPO 3 Play a game. Hand out a photocopy of the four bins already cut out to each pupil. Have the pupils go back to their desk. Tell the class that when you show them one of the four real items, they have to show the flash card of the recycling bin that item goes in. Then they say, “It goes in the paper/plastic/glass/metal bin.” Do this 2 times then invite a pupil to come to the front of the classroom and ‘be the teacher’. Visual Grammar example

goes

the

paper

bin.

plastic/paper/metal/glass.

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.

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PART B Week 2 – Lesson 2 – MAT Lesson objectives PART A: Recognizing places in town, learning to read sentences represented by shapes. PART B: Skip counting, understanding the concept of kilograms (weight), making a graph, reading a graph, 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: healthy lifestyles, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Additional items: scale to weigh pupils. Visual Grammar Shapes:

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MAT 2 Have the pupils sit on the floor. Bring out the scale to weigh the pupils on, and invite a pupil to come and stand on it. Weigh the pupils and say, “Jaka weighs 20 kilograms.” Put the visual grammar on the board and write the number 20 and kg for kilograms in the correct place under the visual grammar shapes. Have the pupils read the visual grammar cues. Ask Jaka, “Jaka, how much do you weigh?” Elicit the response, “20 kilograms”, but reinforce the expression, “I weigh 20 kg.” See the visual grammar cues below. Have the class repeat, “PUPIL weighs # kg” each time. Invite another pupil to come up and weigh themselves. Ask that pupil, “How much do you weigh?” Elicit the response, “I weigh 18 kg.” Write the pupil’s weight on the board. Have as many pupils as you can and want to come up and weigh themselves. Write each number on the board. Have the class repeat, “PUPIL weighs # kg” each time. REMEMBER that if a pupil does not want to be weighed, they can opt out.

MAT 3 Write the following number groups on the board as shown below. You will make a tally graph. 10–15 kg 15–20 kg 20–25 kg 25–30 kg +30 kg If there are no pupils who weigh 10–15 kg, then take that section out. If there are a number of pupils who weigh between 30 and 35, you can add this section in and put +40 kg as another option. This all depends on the population and number of pupils in your class. Pointing to the numbers 10 and 15 in the column you are referring to, ask the class, “How many pupils weigh between 10 and 15 kilograms?” Write the number of tally marks that corresponds to the number of pupils. Repeat this step with each grouping.

MAT 4 Review the graph. Ask the class, “Which group has the most?” (use a gesture to help reinforce the word most). Ask the class, “Which group has the least?” (use a gesture to help reinforce the word least). The answers can be short. Visual Grammar example

246

Jaka

weighs

kg.

weigh

kg.

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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

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PART B Week 3 – Lesson 1 – MAT Lesson objectives PART A: Recognizing places in town, learning to read sentences represented by shapes. PART B: Skip counting, learning about money (the euro), multiplication facts, understanding the phrase pair of; 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: healthy lifestyles, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: trousers, socks, slippers, boots, shoes. Additional flash cards: euro, Lili, Bine. Visual Grammar Shapes:

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MAT 2 Have the pupils come to the floor. Review the articles of clothing: trousers, socks, slippers, boots, shoes (countable items using the phrase pair of). You choose which articles of clothing you feel your class needs to work on. Put a picture of the euro symbol on the board. Ask the pupils what it is. Make sure that you emphasize the English pronunciation for euro.

MAT 3 Place the picture of an article of clothing on the board (e.g. trousers), write the number 10 and place the euro symbol next to the number. Have some pupils try to read the pictures. Elicit the response, “One pair of trousers is/costs 5 euros.” Introduce the phrase pair of. If you plan to use the word cost, use a gesture with it and review it. Have the class repeat the phrase. Place the question mark on the board. Take the picture of the shirt and move it down. Write a number 3 in front of the pair of trousers. Tell the class that Lili and Bine want 3 pairs of trousers. Ask the question, “How much are 3 pairs of trousers?” or “How much do 3 pairs of trousers cost?” Elicit the response, “3 pairs of trousers are/cost 30 Euro.” Have the class repeat the phrase. Put up the visual grammar cues and have the pupils read the first line, put the question mark on the second line and ask the question, and put the visual grammar cues on the third line and have the pupils read it. See the visual grammar cues below. Visual Grammar example

One

pair

trousers

is/costs

euros.

“How much … pair(s) of …?”

Three

pairs

trousers

are/cost

euros.

MAT 4 Ask a pupil to come to the front and choose an item. Place it over the shirt on the visual grammar. Have the same pupil choose the cost for that item (make certain that it is the multiplication number fact they will know). Ask another pupil how many he or she thinks Lili and Bine want to buy. Have a pupil try to read the phrases correctly. Ask the question and have the pupils work in groups of 2 to try and calculate the answer. Have 2 or 3 groups report to the class using the correct phrase following the visual grammar cues. Time permitting, you can have pupils in the class create their own word problems for one another.

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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

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PART B Week 3 – Lesson 2 – SPO Lesson objectives PART A: Recognizing places in town, learning to read sentences represented by shapes. PART B: Understanding the times for eating breakfast, lunch and dinner, expressing likes and dislikes; learning to read sentences represented by shapes.

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: healthy lifestyles, teacher, SPO, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Additional flash cards: food items, times of the day (morning, afternoon, evening), breakfast, snack, lunch, dinner, eat, drink. Visual Grammar Shapes:

SPO 1 Have the pupils come and sit on the floor. Review the food items by asking, “What is this?” Once you have reviewed the vocabulary, write the time you generally eat breakfast at (for example, 7:00) and place the picture of morning on the board and a drink from the flash cards. Tell the class, “I like to drink milk for breakfast.” Put the visual grammar on the board and repeat the phrase again in chunks using the visual grammar cues. Ask the class, “What do you like to drink for breakfast?” Elicit the response, “I like to drink milk/juice for breakfast.” Have the class repeat the phrase, “Miha likes to drink milk/juice for breakfast.” Have other pupils try to tell what they like to drink for breakfast. Practise repeating what other pupils say.

SPO 2 Write the time you eat snack at school (for example, 8:30) and place the picture of morning on the board and an item you eat from the flash cards. Tell the class, “I like to eat a sandwich for snack.” Repeat the phrase again in chunks using the visual grammar cues. Ask the class, “What do you like to eat for snack?” Elicit the response, “I like to eat FOOD ITEM for snack.” Have the class repeat the phrase, “Miha likes to eat FOOD ITEM for snack.” Have other pupils try to tell what they like to drink for snack. Practise repeating what other pupils say.

SPO 3 Write the time you eat lunch at school (for example, 12:00) and place the picture of afternoon on the board and an item you eat from the flash cards. Tell the class, “I like to eat a pizza for lunch.” Repeat the phrase again in chunks using the visual grammar cues. Ask the class, “What do you like to eat for lunch?” Elicit the response, “I like to eat FOOD ITEM for lunch.” Have the class repeat the phrase, “Miha likes to eat FOOD ITEM for lunch.” Have other pupils try to tell what they like to drink for lunch. Practise repeating what other pupils say.

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SPO 4 Write the time you eat dinner at (for example, 6:00) and place the picture of evening on the board and an item you eat from the flash cards. Tell the class, “I like to eat a salad for dinner.” Repeat the phrase again in chunks using the visual grammar cues. Ask the class, “What do you like to eat for dinner?” Elicit the response, “I like to eat FOOD ITEM for dinner.” Have the class repeat the phrase, “Miha likes to eat FOOD ITEM for dinner.” Have other pupils try to tell what they like to drink for lunch. Practise repeating what other pupils say. Visual Grammar example

eat/drink

bananas

for

breakfast/snack/lunch/dinner.

Miha

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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Song Lyrics: Topic 8 – HEALTHY LIFESTYLES 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 Walk Through Town Walk, walk, walk through town, Happily down the street. School, school, school, school, That’s the place to meet (stop and shake hands with your neighbour). In place of walk: run, skip, jump. This song is sung to the tune of Row, Row, Row Your Boat. 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.

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Grammar Shapes Overview: Topic 8 â&#x20AC;&#x201C; HEALTHY LIFESTYLES

PART A

254

This

market.

can

walk

the

market.

can

not

walk

the

The

market

big.

The

market

not

big.

market.

TOPIC 8

Healthy Lifestyles

PART B

have

euros.

book

costs

euros.

The

shirt

light

green.

Bine

has

light

green

shirt.

This

bin

for

plastic.

Lili

weighs

kg.

Bine

weighs

more.

soup.

eat

soup

lunch.

not

bananas.

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Vocabulary Questions Overview: Topic 8 – HEALTHY LIFESTYLES topic.week.lesson

256

PART A

PART B

8.1.1

What is this? This is a market. Can you walk to the market? Yes, I can. No, I cannot.

I have 10 euros. Luka has 14 euros. A book costs 3 euros. How much are 2 books? 2 books cost 3 euros.

8.1.2

What is this? This is a market. Can you walk to the market? Yes, I can. No, I cannot.

It is light/dark. This is a shirt. It is green. The shirt is light/dark green. What colour is Miha’s shirt? Miha’s shirt is light/dark green.

8.2.1

What is this? This is a market. Can you walk to the market? Yes, I can walk to the market. No, I cannot walk to the market.

This is a bin. This is paper/plastic/metal/glass. This is a bin for paper/plastic/metal/glass (bottles). The book goes in the bin for paper (harder).

8.2.2

What is this? This is a market. Can you walk to the market? Yes, I can walk to the market. No, I cannot walk to the market.

Jaka weighs 15 kilograms. Tina weighs 12 kilograms. Who weighs more/less? Jaka weighs more/less. How much do you weigh? I weigh 22 kilograms.

8.3.1

What is this? This is a market. Can you walk to the market? Yes, I can walk to the market. No, I cannot walk to the market. Is the market big or small? The market is big/small.

I have 10 euros. Luka has 14 euros. A book costs 3 euros. How much are 2 books? 2 books cost 3 euros.

8.32.

What is this? This is a market. Can you walk to the market? Yes, I can walk to the market. No, I cannot walk to the market. Is the market big or small? The market is big/small.

I like soup. I eat soup at lunch/breakfast/dinner. I do not like bananas. Do you eat soup? When do you eat soup?