Lib eng pri 2015 topic 10 summer

TOPIC 9

Movement

TOPIC 10

SUMMER

2

301

Summer

TOPIC 10

Contents – Topic 10: Summer

Scope and Sequence Overview .............................................................................................................................................................................................................................................................................................................................................................. 303 Part B – weekly overview ....................................................................................................................................................................................................................................................................................................................................................................................... 303 Daily lesson structure and plan ............................................................................................................................................................................................................................................................................................................................................................... 304 Part A – topically related: Topic 5a ................................................................................................................................................................................................................................................................................................................................................... 306 Part B – cross-curricular lessons: Topic 5a ........................................................................................................................................................................................................................................................................................................................ 309 Week 1 – Lesson 1 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 309 Week 1 – Lesson 2 – GUM ........................................................................................................................................................................................................................................................................................................................................................................ 311 Part A – topically related: Topic 5b ...................................................................................................................................................................................................................................................................................................................................... 314 Part B – cross-curricular lessons: Topic 5b ........................................................................................................................................................................................................................................................................................................... 317 Week 2 – Lesson 1 – SPO ........................................................................................................................................................................................................................................................................................................................................................................... 317 Week 2 – Lesson 2 – SPO ........................................................................................................................................................................................................................................................................................................................................................................... 319 Part A – topically related: Topic 6 .......................................................................................................................................................................................................................................................................................................................................... 321 Part B – cross-curricular lessons: Topic 6 ............................................................................................................................................................................................................................................................................................................... 324 Week 3 – Lesson 1 – SLO ........................................................................................................................................................................................................................................................................................................................................................................... 324 Week 3 – Lesson 2 – REVIEW ............................................................................................................................................................................................................................................................................................................................................................ 326 Song Lyrics ............................................................................................................................................................................................................................................................................................................................................................................................................................................. 328 Topic Grammar Shapes Overview, Part A & Part B ........................................................................................................................................................................................................................................................................................ 330 Vocabulary Questions Overview .......................................................................................................................................................................................................................................................................................................................................................... 332

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TOPIC 10

Summer

Scope and Sequence Overview: Topic 10 – Summer (3 weeks – 6 lessons) TEACHER INTRODUCTION (3 minutes)

WARM-UP/INTRO (4-5 minutes)

PART A Topic Related: MOVEMENT (10 minutes) Reviewing Topics 1-4, 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

Week 1 – Celebrations Week 2 – Winter Seasons Week 3 – Life in the Past

Vocabulary 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 SLO

Lesson 2 GUM 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, word problems using division.

Subject 2

GUM Reading, following and creating musical notation, reviewing the words associated with length and sound of instruments (loud, quiet, long, short), playing instruments (sticks, triangle, cymbals).

WEEK 2

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

Subject 1

SPO/MAT Skip counting, taking a survey, reading a graph, learning to read sentences represented by shapes.

Subject 2

SPO Reading pictures, describing pictures, listening for understanding of pictures.

WEEK 3

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

Subject 1

SLO Communicating who you are to other people in English, learning to read sentences represented by shapes.

Subject 2

--Reflection of the year, looking towards the future.

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TOPIC 10

TOPIC 10 – SUMMER 3 Weeks – 6 Lessons Lesson objectives PART A: Review of Topics 5–6, learning to read sentences represented by shapes.

PART B: Cross-curricular lesson plans: Week 1: Topic 5a – Celebration Week 2: Topic 5b – Winter Season Week 3: Topic 6 – Life in the Past INTRODUCTION AND WARM-UP Visual Timetable example

Teacher intro

Greeting

Song

Weather

TOPIC A Summer

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. Let them know that this week will be a review of the Topics 5a, 5b and 6.

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 TOPIC called “SONG TITLE.” Then you will come to the floor and we will learn some new words about TOPIC. 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 SUBJECT. After the SUBJECT 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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Summer

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.

NB

When reviewing the vocabulary, the structures will become more complex than the first time the pupils encountered the weekly topics. As their comprehension has increased, so has the complexity of the phrases and sentences.

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PART A – Review of Topic 5a (CELEBRATIONS) Week 1, Lessons 1 & 2 Lesson objectives PART A: Recognizing instruments, learning to read sentences represented by visual shapes.

PART B: Cross-curricular lesson plans

Skip counting, word problems involving division.

Reading, following and creating musical notation, reviewing the words associated with length and sound of instruments (loud, quiet, long, short), playing instruments (sticks, triangle, cymbals).

NB

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

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

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

Flash cards: piano, guitar, violin, drums, clarinet, trumpet.

Additional picture: carollers.

Visual Grammar Shapes:

3

4

2

1

2

Topic 1

Show the pupils the picture of people singing and tell them they are “Carollers – these are people singing Christmas songs.”

Using actions, instruct your pupils to push their chairs in and stand beside their desks. You have already explained to them what you will be doing and talking about at the beginning of the lesson. Introduce the song “I am the Music Man” in a rote fashion (teacher sings and pupils repeat each line). Have the pupils march or skip to the beat while singing the REFRAIN. When singing the vocabulary, physically move your body to how you would play that instrument (e.g. using your arm to move the bow, or pretending to play the piano). The pupils do the same. Add new vocabulary each week and repeat the vocabulary of the previous weeks.

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

Topic song

I am the Music Man REFRAIN I am the music man, I’m from Slovenia, And I can play.

What can you play?

I can play the piano.

Pi-pi-pi-piano, piano, piano Pi-pi-pi-piano, Pi-pi-piano REFRAIN

306

I can play the violin. v-v-v-v-violin, violin, violin. v-v-v-v-violin, v-v-violin.

Pi-pi-pi-piano, piano, piano Pi-pi-pi-piano, Pi-pi-piano Review all instruments. g-g-g-g-g-guitar d-d-d-d-d-d-drums t-t-t-t-t-trumpet c-c-c-c-clarinet

This song is sung to the tune of I am the Music Man. Go to www.lilibi.si to listen to the song.

TOPIC 10

Summer

Topic 2

Instruct your pupils to get their flash cards and come and sit down on the floor. Make certain that you are by the board. Have the flash cards of the instruments you were singing about during the lesson ready (e.g. violin, piano, drum, guitar, etc.). Pick a card, review and ask the pupils, “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 …. .” Ask the pupils, “Can you play the piano?” Nod your head to elicit a response of “yes”, and shake your head to elicit a response of “no”. Teach the pupils the expression, “Yes. I can play the piano.” Reinforce using the visual grammar cues. 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.

Pupils can take turns asking and answering. For example, Jana asks Miha, “Miha, can you play the violin?” Miha answers, “No, I cannot play the violin.” Miha asks Jakob, “Jakob, can you play the guitar?” Pupils can also work in small groups in this manner.

Visual Grammar example

This

is

a

piano.

I

can

play

the

piano.

I

can

not

play

the

piano.

Topic 3

You can also review the expression, “No. I cannot play the piano.” if your pupils are grasping the concept.

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.

PART B (see weekly lesson pages for details) 307

Summer

TOPIC 10

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: Review of Topic 5a (CELEBRATIONS) Week 1 – Lesson 1 – MAT Lesson objectives PART A: Recognizing instruments, learning to read sentences represented by shapes.

PART B: Skip counting, word problems using division.

NB

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

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

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

Worksheet

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

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

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

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

Subject 2 Have the pupils come to the floor. Show them the first set of pictures from the worksheet.

Tell Story Number 1.

“Bine has 20 pencils. 4 pencils go in each pencil case. How many pencil cases does Bine need?”

Have the class repeat the story. Tell the class that the number must be the same in each pencil case. Circle the 4 pencils on Bine’s side showing pencils.

Answer: 5 pencil cases.

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Subject 3 Hand out copies of the worksheet and have the pupils return to their desk. Go over the story again. Have a pupil try to retell the story.

Continue with the following stories. Have the pupils attempt to read the story as much as they can with as little support as possible.

Story Number 2 “Lili has 12 sandwiches. 3 sandwiches go in each box. How many boxes does Lili need?”

Have the class repeat the story. Tell the class that the number must be the same in each box. Circle 3 sandwiches on Lili’s side showing sandwiches.

Answer: 4 boxes.

Story Number 3 “Bine has 15 fish. 3 fish go in each bowl. How many bowls does Bine need?”

Have the class repeat the story. Tell the class that the number must be the same in each box. Circle 3 fish on Bine’s side showing fish.

Answer: 5 bowls.

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

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

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

Let us all say, good-bye to you.

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

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TOPIC 10

Summer

PART B: Review of Topic 5a (CELEBRATIONS) Week 1 – Lesson 2 – GUM Lesson objectives PART A: Recognizing instruments, learning to read sentences represented by shapes.

PART B: Reading, following and creating musical notation, reviewing the words associated with length and sound of instruments (loud, quiet, long, short), playing instruments (sticks, triangle, cymbals).

NB

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

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

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

Additional items: Orff instruments.

Worksheet.

This lesson reviews, reinforces and builds upon the previous lesson in Topic 9, Week 3, Lesson 1.

Subject 1 Have the pupils sit at their desks. Introduce the names of the three Orff instruments they will be using this lesson: sticks, triangle and cymbals. You can ask them the questions, “What is this? What are these?” to see what they recall and remember.

If they do not know the English name for an instrument, give it to them in English.

Subject 2 Hand out copies of the worksheet to the class.

Have the pupils look at Number 1 on the worksheet. Ask a pupil from the class if they can read the instruments using the words loud and quiet representing the instrument. The answer should be: quiet, quiet, quiet, quiet quiet (2 beats), quiet (2 beats) quiet, quiet, quiet, quiet loud (hold for 4 beats).

Have the pupils read this together. Try to keep a steady rhythm.

Ask a pupil from the class if they can read the instruments using the words long and short. The answer should be: short, short, short, short short (2 beats), short (2 beats) short, short, short, short long (hold for 4 beats).

Have the pupils read this together. Try to keep a steady rhythm. You can have some pupils play the instruments to help reinforce the sounds and rhythm.

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Subject 3

Have the pupils look at Number 2 on the worksheet. Have them draw the instruments in the boxes. Ask a pupil from the class if they can read the instruments using the words loud and quiet. The answer should be: quiet, quiet, quiet, quiet quiet (2 beats), quiet (2 beats) quiet, quiet, quiet, quiet loud (hold for 4 beats).

Have the pupils read this together. Try to keep a steady rhythm.

Ask a pupil from the class if they can read the instruments using the words long and short. The answer should be: short, short, short, short short (2 beats), short (2 beats) short, short, short, short long (hold for 4 beats).

Have the pupils read this together. Try to keep a steady rhythm. You can have some pupils play the instruments to help reinforce the sounds and rhythm.

Subject 4 Have the pupils look at Number 3 on the worksheet. The pupils work in groups of three for this class assignment, as there are 3 instruments. Tell the class to finish Number 3 just the same as Numbers 1 and 2. When completed, have a few pupils in the class read their composition using the words loud and quiet or long and short. Time permitting, some groups may play their composition with the Orff instruments.

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.

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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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TOPIC 10

PART A – Review of Topic 5b (WINTER) Week 2, Lessons 1 & 2 Lesson objectives PART A: Recognizing articles of clothing, learning to read sentences represented by shapes.

PART B: Cross-curricular lesson plans

Skip counting, taking a survey, reading a graph, learning to read sentences represented by shapes.

Reading pictures, describing pictures, listening for understanding of pictures.

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

NB

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

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

Flash cards: trousers, shirt, socks, slippers, coat, shoes, hat, scarf, boots, mittens.

Additional flash cards: clothes.

Visual Grammar Shapes:

4

4

2

1

1

Topic 1

Show the pupils the picture of clothes and tell them “Clothing – these are clothes.” 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 clothes. You have already explained to them what you will be doing and talking about at the beginning of the lesson. Introduce the song “Ravioli” in a rote fashion (teacher sings and pupils repeat each line). Have the pupils use gestures while singing (e.g. pointing to the articles of clothing or where the articles of clothing would be found on the body). 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

Ravioli Ravioli, ravioli, ravioli, that’s the food for me.

Do you have it on your hat?

Yes, I have it on my hat.

On your hat?

On my hat!

Oooohhhhh.

Ravioli, ravioli, ravioli, that’s the food for me.

Do you have it on your shirt?

Yes, I have it on my shirt.

On your shirt?

On my shirt!

On your hat?

On my hat!

314

Oooohhhhh.

Ravioli, ravioli, ravioli, that’s the food for me.

Do you have it on your socks?

Yes, I have it on my socks.

On your socks?

On my socks!

On your shirt?

On my shirt!

On your hat?

On my hat!

Oooohhhhh.

Review all vocabulary.

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

TOPIC 10

Summer

Topic 2

Instruct your pupils to get their flash cards and come and sit down on the floor. Make certain that you are by the board. Have the flash cards of articles of clothing you were singing about during the lesson ready (e.g. trousers, shirt, socks, etc.). 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/these are …” Introduce these by using two fingers when pointing and this by using one finger when pointing.

Make gestures to ensure your pupils understand what you are asking them. Use visual grammar for reinforcement of the structure being learned.

You can divide the articles of clothing according to this is and these are on different sides of the board.

Topic 3

Tell the pupils to look at you. Tell them what you are wearing by pointing to your articles of clothing and saying, “I am wearing a shirt. I am wearing socks. I am wearing trousers.” They will see what you are wearing when you point to it. Put up the visual grammar and show the pupils, “I am wearing a shirt.” Have the pupils repeat the phrase.

Ask a pupil (e.g. Jaka), using gestures, “Are you wearing trousers?” Elicit the response, “Yes. I am wearing trousers.” Have the class say, “Jaka is wearing trousers.” Continue asking other pupils in the class in the same manner. Always elicit a response of “yes”.

Visual Grammar example

This

is

a

shirt.

I

am

wearing

a

Jaka

is

wearing

trousers.

Jaka

is

not

wearing

These

are

trousers.

shirt.

trousers.

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TOPIC 10

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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TOPIC 10

Summer

PART B: Review of Topic 5b (WINTER) Week 2 – Lesson 1 – SPO/MAT Lesson objectives PART A: Recognizing articles of clothing, learning to read sentences represented by shapes.

PART B: Skip counting, taking a survey, reading a graph, learning to read sentences represented by shapes.

NB

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

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

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

Flash cards: seaside, mountains, grandparents’ home, my home.

Visual Grammar Shapes:

2

2

2

1

2

Subject 1 Have the pupils come and sit on the floor. Show the flash cards of seaside, mountains, grandparents’ home, ‘my’ home (pupil’s).

Ask the class, “What is this?” Elicit responses of “seaside, mountains, grandparents’ home, ‘my’ home (pupil’s).” If the pupils say it in Slovene, give them the English equivalent.

Subject 2 Tell the class, “When I finish school, I like to go to …” (choose a place you like to go to). Place the visual grammar shapes as indicated below. Repeat your example using the visual grammar shapes. Teach and reinforce the expression, “I like to go to ….” using every picture. Have the class repeat each example. Ask some pupils in the class, “When you finish school, where do you like to go?” Elicit a response using one of the pictures of the flash cards learned above.

Subject 3 Ask the children to choose a place (seaside, mountains, grandparents’ home, my home) they like to go to after they finish school. Pointing to the picture of the seaside, tell the class, “Raise your hand if you like to go to the seaside.” Count the number of hands raised and write the number on the board next to the picture of the seaside.

Repeat this process for the remaining pictures.

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Subject 4 Time permitting, go through the survey and ask the class, “After you finish school, how many pupils like to go to the …?” Elicit the response of, “# pupils,” for example, “13 pupils.“ Some pupils may attempt to say, “13 pupils like to go to the seaside.”

Repeat this process for the remaining pictures.

Visual Grammar example

I

like

to

go

to

the

seaside.

my

home.

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.

318

TOPIC 10

Summer

PART B: Review of Topic 5b (WINTER) Week 2 – Lesson 2 – SPO Lesson objectives PART A: Recognizing articles of clothing, learning to read sentences represented by shapes.

PART B: Reading pictures, describing pictures, listening for understanding of pictures.

NB

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

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

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

Worksheet.

Subject 1 Have the pupils sit on the floor. Place the pictures on the interactive board. If you do not have an interactive board, hand out copies of the worksheet and have the pupils sit on the floor. Tell the class that in picture shows the grandmother, the grandfather and Tomaž.

Tell the pupils to look at the first picture (top-right) by pointing to it. Have the pupils say as much as they can from what they already know by asking the class questions that will elicit responses.

The questions can be: What is Tomaž doing?

Where are they (which room)?

Are they happy/sad?

Continue to do the same with all the pictures.

Subject 2 Tell the pupils to point to the picture you are talking about. Have the pupils repeat the phrases in chunks.

Tomaž is in the bedroom OR Tomaž is sitting on his bed (picture #3).

Tomaž and the grandmother are at the market (picture # 1).

The grandfather is waiting by the telephone (picture #6).

The grandfather, the grandmother and Tomaž are in the bedroom (Picture #4).

Tomaž is standing and talking to his grandmother in the living room (picture #2).

The grandmother and Tomaž are sitting in the living room (picture #5).

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Subject 3 Have the pupils go to their desk and take out a pencil. Tell them to write the number 1 in the picture you are talking about.

You choose the order to read them based on the phrases above. When reviewing the pictures, have the pupils retell what they can about each picture.

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

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

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

Let us all say, good-bye to you.

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

320

TOPIC 10

Summer

PART A: Review of Topic 6 (IN THE PAST) Week 3, Lessons 1 & 2

Lesson objectives PART A: Recognizing rooms and items in the home, learning to read sentences represented by shapes.

PART B: Cross-curricular lesson plans.

Communicating who you are to other people in English, learning to read sentences represented by shapes.

Reflection of the year; looking towards the future.

NB

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

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

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

Flash cards: bedroom, bathroom, living room, kitchen, fridge, stove, sofa, TV, bed, wardrobe, sink, toilet.

Additional flash card: home.

Visual Grammar Shapes:

4

2

1

3

Topic 1

Show the pupils the picture of a home with rooms and tell them “Home – this is a home.” We do not use house as not everyone lives in a house. A home can refer to any place that someone lives. 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 home. You have already explained to them what you will be doing and talking about at the beginning of the lesson. Introduce the song “This Is My Home” in a rote fashion (teacher sings and pupils repeat each line). When singing the vocabulary, have the pupils do a gesture associated with each room. (e.g. the gesture to eat or drink for the kitchen, washing yourself for the bathroom). 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

This Is My Home REFRAIN Bedroom, bathroom, living room, kitchen.

Bedroom, bathroom, living room, kitchen.

Bedroom, bathroom, living room, kitchen.

This is all in my home.

Bed and wardrobe are in the bedroom.

Bed and wardrobe are in the bedroom.

Bed and wardrobe are in the bedroom.

This is all in my home.

REFRAIN Cooker (stove) and fridge are in the kitchen.

Cooker (stove) and fridge are in the kitchen.

Cooker (stove) and fridge are in the kitchen.

This is all in my home.

REFRAIN Review all vocabulary.

This song is sung to the tune of 10 Little Indian Boys. Go to www.lilibi.si to listen to the song.

321

Summer

TOPIC 10

Topic 2

Instruct your pupils to get their flash cards and come and sit down on the floor. Make certain that you are by the board. Have the flash cards of items in a home you were singing about during the lesson ready (e.g. bathroom, bedroom, living room, kitchen, bed, wardrobe, stove, fridge). 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 bed. This is the living room.” Do not be concerned about the difference in using a and the. Use visual grammar for reinforcement of the structure being learned.

Topic 3

You can introduce the preposition in when forming the questions in the 2nd lesson after the pupils have a grasp of the 6 words. You can ask the question, “Where is the bed?” Elicit the response, “The bed is in the bedroom.”

You can play one of several games where you say a room or an object in the room and the pupils have to make the gesture related to that object, or have them find the flash card. You can place the pictures of the rooms in different parts of the classroom and have the pupils move to the flash card when you say the word. For example, give the command, “Go to the bedroom.” Pupils move to the picture of the bedroom. Ask the pupils, “Which room is this?” Elicit the response, “This is the bedroom.”

Visual Grammar example

This

is

a

bed.

The

bed

is

in

the

bedroom.

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.

PART B (see weekly lesson pages for details)

322

TOPIC 10

Summer

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.

323

Summer

TOPIC 10

PART B: Review of Topic 6 (IN THE PAST) Week 3 – Lesson 1 – SLO Lesson objectives PART A: Recognizing rooms and items in a home, learning to read sentences represented by shapes.

PART B: Communicating who you are to other people in English, learning to read sentences represented by shapes.

NB

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

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

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

Flash cards: like, don’t like, family picture, town picture.

Additional flash cards: colours, food, school.

This lesson reviews, reinforces and builds upon the previous lesson in Topic 4, Week 1, Lesson 1.

Subject 1

Have the children stand up and give a good shake before sitting down on the floor. You have already explained to the class in the introduction what they will be doing and that they will talk about themselves. Have the class repeat and fill in their information.

Invite a pupil to come up and create a short dialogue. The pupils get into pairs and imitate the conversation you and one pupil model (an example where you model and the pupils repeats from your model). As you are creating your dialogue, put pictures in the order you speak to reinforce the topics you will be talking about (family, food, school, colour).

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. My brother’s name is (NAME). I have 2 sisters. My sisters’ names are (NAMES).

Pupil: I do not have a brother. I have a sister. My sister’s name is (NAME).

Teacher: I have a dog/cat/bird.

Pupil: I have a dog/cat/bird.

Teacher: I like pizza and spaghetti.

Pupil: I like chocolate and orange juice.

Teacher: I don’t like milk.

Pupil: I don’t like soup.

Teacher: I go to (NAME OF SCHOOL) Elementary School.

Pupil: I go to (NAME OF SCHOOL) Elementary School.

Teacher: I like to dance and sing.

Pupil: I like to sing and play on the computer.

Teacher: I like green and purple.

Pupil: I like blue, yellow and pink.

Teacher: Good-bye. (Waving) 324 Pupil: Good-bye. (Waving)

TOPIC 10

Summer

Subject 2

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

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

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

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

Let us all say, good-bye to you.

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

325

Summer

TOPIC 10

PART B: Review of the year Week 3 – Lesson 2 – Review of the year Lesson objectives PART A: Recognizing rooms and items in the home, learning to read sentences represented by shapes.

PART B: Reflection of the year, looking towards the future.

NB

In the introduction and warm-up tell the pupils that they will be reflecting on this past year.

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

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

Flash cards: all.

Topic 1

Have the children sit on the floor. Take out all the flash cards and, one by one, place them on the board according to topics.

There may not be enough room on the board. Have the pupils try to recall the vocabulary from the year as you put the words up on the board.

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.

PART B (see weekly lesson pages for details)

326

TOPIC 10

Summer

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.

327

Summer

TOPIC 10

Song Lyrics: Topic 9 – MOVEMENT Greeting song/recitation Welcome, Welcome Welcome, welcome to our class. We’re so glad you’re here.

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

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

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

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

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

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

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

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

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

Weather song How’s the Weather?

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

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

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

Topic song

I am the Music Man REFRAIN I am the music man, I’m from Slovenia, And I can play.

What can you play?

I can play the piano.

Pi-pi-pi-piano, piano, piano Pi-pi-pi-piano, Pi-pi-piano

I can play the violin. v-v-v-v-violin, violin, violin. v-v-v-v-violin, v-v-violin.

Pi-pi-pi-piano, piano, piano Pi-pi-pi-piano, Pi-pi-piano Review all instruments.

REFRAIN This song is sung to the tune of I am the Music Man. Go to www.lilibi.si to listen to the song.

328

TOPIC 10

Summer

Topic song

Ravioli Ravioli, ravioli, ravioli, that’s the food for me.

Do you have it on your hat?

Yes, I have it on my hat.

On your hat?

On my hat!

Oooohhhhh.

Ravioli, ravioli, ravioli, that’s the food for me.

Do you have it on your shirt?

Yes, I have it on my shirt.

On your shirt?

On my shirt!

On your hat?

On my hat!

Oooohhhhh.

Ravioli, ravioli, ravioli, that’s the food for me.

Do you have it on your socks?

Yes, I have it on my socks.

On your socks?

On my socks!

On your shirt?

On my shirt!

On your hat?

On my hat!

Oooohhhhh.

Review all vocabulary.

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

Topic song

This Is My Home REFRAIN Bedroom, bathroom, living room, kitchen.

Bedroom, bathroom, living room, kitchen.

Bedroom, bathroom, living room, kitchen.

This is all in my home.

Bed and wardrobe are in the bedroom.

Bed and wardrobe are in the bedroom.

Bed and wardrobe are in the bedroom.

This is all in my home.

REFRAIN Cooker (stove) and fridge are in the kitchen.

Cooker (stove) and fridge are in the kitchen.

Cooker (stove) and fridge are in the kitchen.

This is all in my home.

REFRAIN Review all vocabulary.

This song is sung to the tune of 10 Little Indian Boys. 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.

329

Summer

TOPIC 10

Grammar Shapes Overview: Topic 10 – SUMMER

PART A

330

This

is

a

guitar.

I

can

play

the

guitar.

I

can

not

play

the

guitar.

I

do

not

like

the

guitar.

My

father

can

play

the

guitar.

My

father

can

not

play

the

guitar.

I

am

wearing

trousers.

He

is

wearing

a

hat.

Bine

is

wearing

blue

trousers.

I

am

not

wearing

a

blue

shirt.

in

the

living room

The

chair

is

in

the

kitchen.

Bine

is

in

the

kitchen.

The

sofa

is

not

in

the

kitchen.

TOPIC 10

Summer

PART B

Lili

can

put

5

pencils

I

want

the

sticks,

please.

I

like

to

go

to

in

each

pencil case.

the

seaside

(in

summer).

331

Summer

TOPIC 10

Vocabulary Questions Overview: Topic 10 – SUMMER topic.week.lesson

332

PART A

PART B

10.1.1

What is this?

This is a guitar.

Can you play the guitar?

Yes, I can play the guitar.

No, I cannot play the guitar.

Can your father play the guitar?

Yes, he can play the guitar.

No, he cannot play the guitar.

What does Miha have?

Miha has 20 pencils.

Miha has 4 pencil cases.

How many pencils can Miha put in each pencil case?

Miha can put 5 pencils in each pencil case.

10.1.2

What is this?

This is a guitar.

Can you play the guitar?

Yes, I can play the guitar.

No, I cannot play the guitar.

Can your father play the guitar?

Yes, he can play the guitar.

No, he cannot play the guitar.

This is a triangle.

These are cymbals.

These are sticks.

I have sticks/shakers/a triangle/etc.

Which instrument do you have?

Which instrument do you want, Jaka?

I want the maracas.

Jaka, may I have the sticks, please?

10.2.1

Yes, I am wearing trousers.

No, I am not wearing trousers.

Do you have blue trousers?

Yes, I have blue trousers.

No, I have brown trousers.

Is Lili wearing trousers?

Yes, she is.

Do you have ____ on your trousers?

What is this?

This is the seaside, mountains, grandmother & grandfather, home.

Do you like to go to the mountains?

Do you like to go to the mountains in summer?

Yes. No. Where do you like to go in summer?

I like to go to the mountains.

10.2.2

Yes, I am wearing trousers.

No, I am not wearing trousers.

Do you have blue trousers?

Yes, I have blue trousers.

No, I have brown trousers.

Is Lili wearing trousers?

Yes, she is.

Do you have ____ on your trousers?

Grandmother and Tomaž at the market. They are talking.

Grandmother and Tomaž in the home. They are happy.

They are talking. They are in the living room.

Tomaž is in the bedroom. He is on the bed. Tomaž is sad.

Grandmother and grandfather and Tomaž. They are happy. They are in the bedroom. It is in the morning.

Tomaž and grandmother. They are in the living room. They are not happy. Tomaž is sitting in a chair.

Grandfather. It is in the morning.

10.3.1

Where is the sofa?

In the family room.

Which room is this?

This is the family room.

Is the sofa in the family room?

Yes, the sofa is in the living room.

No, the sofa is in the kitchen.

Where is your sofa?

Making sentences about oneself.

10.3.2

Where is the sofa?

In the family room.

Which room is this?

This is the family room.

Is the sofa in the family room?

Yes, the sofa is in the living room.

No, the sofa is in the kitchen.

Where is your sofa?

Word Problems from pp. 65-66 DZ-4