Lib eng pri 2015 topic 1 school

TOPIC 1

SCHOOL

2

9

School

TOPIC 1

Contents – Topic 1: School Scope and Sequence Overview ........................................................................................................................................................................................................................................................................................................................................................11 Part B – weekly overview ...................................................................................................................................................................................................................................................................................................................................................................................11 Daily lesson structure and plan ........................................................................................................................................................................................................................................................................................................................................................ 12 Part A – topically related .................................................................................................................................................................................................................................................................................................................................................................................. 14 Part B – cross-curricular lessons ..................................................................................................................................................................................................................................................................................................................................................... 17 Week 1 – Lesson 1 – MAT .................................................................................................................................................................................................................................................................................................................................................................. 17 Week 1 – Lesson 2 – SPO .................................................................................................................................................................................................................................................................................................................................................................... 19 Week 2 – Lesson 1 – SPO .................................................................................................................................................................................................................................................................................................................................................................... 21 Week 2 – Lesson 2 – MAT .................................................................................................................................................................................................................................................................................................................................................................. 23 Week 3 – Lesson 1 – GUM ................................................................................................................................................................................................................................................................................................................................................................ 25 Week 3 – Lesson 2 – MAT .................................................................................................................................................................................................................................................................................................................................................................. 27 Week 4 – Lesson 1 – SLO ..................................................................................................................................................................................................................................................................................................................................................................... 30 Week 4 – Lesson 2 – GUM .................................................................................................................................................................................................................................................................................................................................................................. 32 Song Lyrics ..............................................................................................................................................................................................................................................................................................................................................................................................................................................34 Topic Grammar Shapes Overview, Part A & Part B ..........................................................................................................................................................................................................................................................................36 Vocabulary Questions Overview ...................................................................................................................................................................................................................................................................................................................................................38

10

TOPIC 1

School

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

WARM-UP/INTRO (4-5 minutes)

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

Greeting song

Welcome, Welcome

Monthly song/colour poem

Same or different for each year

Seasonal/fun song

Same or different for each year

Additional song/tongue-twister

Same or different for each year

Weather song

How’s the Weather?

Topic related song/poem/verse/recitation

School song

Vocabulary

Chalk & board Pencil & notebook Schoolbag & books

Grammar structure

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

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

Week 1 Week 2 Week 3 Week 4

Subjects

Lesson 1 MAT SPO GUM SLO

Lesson 2 SPO MAT MAT GUM

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

Good-bye song/poem/verse/recitation

Good-bye to you

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

Subject 1

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

Subject 2

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

WEEK 2

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

Subject 1

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

Subject 2

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

WEEK 3

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

Subject 1

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

Subject 2

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

Subject 1

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

Subject 2

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

WEEK 4 PART B Cross-Curricular Connection to Subjects (15 minutes)

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School

TOPIC 1

TOPIC 1 – SCHOOL 4 Weeks – 8 Lessons

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

PART B: Cross-curricular lesson plans.

INTRODUCTION AND WARM-UP Visual Timetable example

Teacher intro

Greeting

Seasonal song

Weather

TOPIC A School

Teacher Reflect & Connect

TOPIC B MAT

Teacher Reflect & Connect

Good-bye

Intro 1 Explain to pupils in Slovene how the lesson will proceed by displaying the visual timetable (see example 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 school called “Let’s Go to School.” Then you will come to the floor and we will learn some new words about our classroom. When you see my picture, we will talk in Slovene and you can tell me what you think and how you feel about what we have learned today so far. I will ask a few different pupils each time. Then we will continue with math. We will start by counting using our bodies and learn about (see PART B). After the math section, you can tell me in Slovene about what you know and understand. We will finish our lesson with our good-bye song/poem.”

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

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School

Greeting song

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

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

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

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

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

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

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

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

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

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

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

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

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

Weather song How’s the Weather?

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

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

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

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School

TOPIC 1

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

PART B: Cross-curricular lesson plans.

NB

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

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

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

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

Visual Grammar Shapes:

2

1

1

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

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

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

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

School, school, let’s go to school.

School, school, let’s go to school.

Let’s go to school today.

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

Teacher and pupil are at school.

Let’s go to school today.

REFRAIN (end)

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

Desk and chair are at school.

Let’s go to school today.

REFRAIN

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

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

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

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TOPIC 1

School

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

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

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

Visual Grammar example

This

is

a

teacher.

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

PART B (see weekly lesson pages for details)

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School

TOPIC 1

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

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

Let us all say, good-bye to you.

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

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TOPIC 1

School

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

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

NB

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

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

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

Flash cards: desk, chair, teacher, pupil.

Visual Grammar Shapes:

3

2

1

2

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

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

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

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

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

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School

TOPIC 1

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

Visual Grammar example

This

is

a

teacher.

I

have

a

desk.

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

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

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

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

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

Let us all say, good-bye to you.

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

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TOPIC 1

School

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

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

NB

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

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

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

Flash cards: desk, chair, teacher, pupil.

Visual Grammar Shapes:

3

2

2

1

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

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

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

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

Visual Grammar example

My

name

is

Jana.

I

live

in

Celje.

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

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School

TOPIC 1

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

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

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

My name is …

I live in Celje.

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

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

Teacher: My name is ……

Pupil: My name is ……

Teacher: I live in …

Pupil: I live in …

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

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

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

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

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

Let us all say, good-bye to you.

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

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TOPIC 1

School

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

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

NB

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

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

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

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

Visual Grammar Shapes:

2

3

2

3

1

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

Visual Grammar example

This

is

a

teacher.

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

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

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

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

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TOPIC 1

Visual Grammar example

They

are

the

same.

They

are

different.

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

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

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

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

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

Let us all say, good-bye to you.

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

Flash card picture example

new school

new school

 SAME  22

old school

 DIFFERENT 

TOPIC 1

School

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

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

NB

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

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

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

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

2

2

2

1

Subject 1

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

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

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

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

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

fb

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

fb

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School

TOPIC 1

fb

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

Visual Grammar example

They

are

equal.

They

are

not

equal.

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

fb

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

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.

24

TOPIC 1

School

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

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

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

NB

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

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

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

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

3

3

2

1

2

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

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

Visual Grammar example

I

like

the

song.

I

do

not

like

the

song.

25

School

TOPIC 1

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

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

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

Conclusion

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

Let us all say, good-bye to you.

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

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TOPIC 1

School

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

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

NB

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

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

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

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

Number cards: your choice.

Visual Grammar Shapes:

4

3

2

2

1

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

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

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

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

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

27

School

TOPIC 1

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

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

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

Visual Grammar example

This

is

a

teacher.

I

have

a

desk.

Bine

has

2

pencils.

They

have

8

pencils.

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

28

TOPIC 1

School

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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School

TOPIC 1

PART B Week 4 – Lesson 1 – SLO Lesson objectives PART A: Recognizing classroom objects, learning to read sentences represented by shapes.

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

NB

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

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

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

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

Additional items: a rope.

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

Subject 1

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

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

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

Subject 2

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

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TOPIC 1

School

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.

31

School

TOPIC 1

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

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

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

NB

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

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

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

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

Visual Grammar Shapes:

3

2

1

2

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

Visual Grammar example

This

is

a

teacher.

I

have

a

desk.

Jana

has

a

desk.

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

Children may answer with the numbers only.

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TOPIC 1

School

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

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

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

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

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

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

Let us all say, good-bye to you.

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

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School

TOPIC 1

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

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

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

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

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

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

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

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

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

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

Weather song How’s the Weather?

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

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

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

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

School, school, let’s go to school.

School, school, let’s go to school.

Let’s go to school today.

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

Teacher and pupil are at school.

Let’s go to school today.

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

Desk and chair are at school.

Let’s go to school today.

REFRAIN (end) Week 2 – paper & crayons Week 3 – pencil & notebook Week 4 – ruler & pen

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

34

TOPIC 1

School

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

Let us all say, good-bye to you.

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

35

School

TOPIC 1

Grammar Shapes Overview: Topic 1 – SCHOOL

PART A

36

This

is

a

book.

I

have

a

book.

Lili

has

2

books.

TOPIC 1

School

PART B

Lili

has

a

book.

My

name

is

Bine.

I

live

in

Celje.

I

like

the

song.

I

do

not

like

the

10

pupils

like

the

song.

They

have

7

pencils.

song.

37

School

TOPIC 1

Vocabulary Questions Overview: Topic 1 – SCHOOL

topic.week.lesson 1.1.1

1.1.2

1.2.1

1.2.2

1.3.1

38

PART A

PART B

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

I have a ___.

Lili has a ___.

Do you have a ___?

Does Lili have a ___?

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What is your name?

My name is ___.

Where do you live?

I live in ____.

Do you live in ___?

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What is this ___?

This is a ___.

Are this school and this school the same?

The schools are the same/different.

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

Are they the same?

They are the same.

4 and 4 are the same.

They are different.

5 and 4 are different.

5 > 4 (5 is greater than 4.)

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What do you have?

I have a _____.

I like the song.

I do not like the song.

10 pupils like the song.

15 pupils do not like the song.

1.3.2

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What do you have?

I have a ___.

1.4.1

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What do you have?

I have a ___.

The snake story – reading a story through pictures.

1.4.2

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What do you have?

I have a ___.

This is a ___.

It has 3 syllables.

Lili has 3 pencils. Bine has 4 pencils.

How many pencils do they have?

They have 7 pencils.