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

TOPIC 1

School

TOPIC 2

TRANSPORTATION

Transportation

TOPIC 2

Contents – Topic 2: Transportation

Scope and Sequence Overview ................................................................................................................................................................................................................................................................................................................................................................... 41 Part B – weekly overview ............................................................................................................................................................................................................................................................................................................................................................................................ 41 Daily lesson structure and plan .................................................................................................................................................................................................................................................................................................................................................................... 42 Part A – topically related ............................................................................................................................................................................................................................................................................................................................................................................................. 44 Part B – cross-curricular lessons .................................................................................................................................................................................................................................................................................................................................................................. 47 Week 1 – Lesson 1 – MAT .............................................................................................................................................................................................................................................................................................................................................................................. 47 Week 1 – Lesson 2 – SPO ............................................................................................................................................................................................................................................................................................................................................................................... 49 Week 2 – Lesson 1 – SLO ................................................................................................................................................................................................................................................................................................................................................................................ 51 Week 2 – Lesson 2 – MAT .............................................................................................................................................................................................................................................................................................................................................................................. 53 Song Lyrics .................................................................................................................................................................................................................................................................................................................................................................................................................................................. 55 Topic Grammar Shapes Overview, Part A & Part B ............................................................................................................................................................................................................................................................................................. 56 Vocabulary Questions Overview ............................................................................................................................................................................................................................................................................................................................................................... 58

TOPIC 2

Transportation

Scope and Sequence Overview: Topic 2 – Transportation (2 weeks – 4 lessons) TEACHER INTRODUCTION (3 minutes)

WARM-UP/INTRO (4-5 minutes)

PART A Topic Related: TRANSPORTATION (10 minutes) Recognizing modes of transportation, 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

Red Light Song

Vocabulary

Week 1 – car, bus, bike Week 2 – truck, train, taxi

Grammar structure

This is a car. Adjectives (big, small, long, short) This is a big car. Is this a big car? Yes/No.

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

WEEKS 1–2 Lesson 1 Week 1 MAT Week 2 SLO

Subjects

Lesson 2 SPO MAT

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

MAT Counting, building sentences through word problems and pictures, learning to read sentences represented by shapes. SPO Listening to instructions and commands, learning road rules, learning to read sentences represented by shapes. WEEK 2

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

SLO Building vocabulary and understanding the meaning of the words same and different, identifying pictures that are the same and those that are different, learning to read sentences represented by shapes. MAT Counting, building vocabulary and understanding the words left and right, learning to read sentences represented by shapes.

Transportation

TOPIC 2

TOPIC 2 – TRANSPORTATION 2 Weeks – 4 Lessons Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by visual shapes. PART B: Cross-curricular lesson plans. INTRODUCTION AND WARM-UP Visual Timetable example

Teacher intro

Greeting

Song

Weather

TOPIC A Transportation

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 transportation called “Red Light, Green Light” .Then you will come to the floor and we will learn some new words about transportation. When you see my picture, we will talk in Slovene and you can tell me what you think and how you feel about what we have learned today so far. I will ask a few different pupils each time. Then we will continue with math. We will start by counting using our bodies and learn about (see PART B). After the math section, you can tell me in Slovene about what you know and understand. We will finish our lesson with our good-bye song/poem.” Your pupils will appreciate knowing exactly what they are doing at every stage of the lesson. Pupils of all learning abilities and disabilities will be able to follow the structure and rhythm of the lesson. It should also help with minimizing any pupil disturbances.

TOPIC 2

Transportation

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) Oh, how I’d like to travel far. Go by train, by plane, by boat, by car. Not on foot nor will I go by bike. To travel far is what I’d like. (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.

Transportation

TOPIC 2

PART A Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by visual shapes. PART B: Cross-curricular lesson plans.

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

What you will need for today – checklist: Visual Timetable: transportation, teacher, greeting, song/tongue-twister, good-bye, PART B picture. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash Cards: bus, bike, train, car, lorry (truck), tram, taxi, scooter. Visual Grammar Shapes:

Topic 1 Show the pupils the picture of a traffic light and tell them “This is a traffic light. It has a red light, a yellow light and a green light.” 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 traffic light. You have already explained to them what you will be doing and talking about at the beginning of the lesson. Introduce the song “Red Light, Green Light” in a rote fashion (teacher sings and pupils repeat each line). Have the pupils march or skip to the beat while singing. When singing the vocabulary, add gestures (e.g. hand out to indicate stop, shaking finger for do not go away). The pupils do the same. Start the first week by reviewing last year’s vocabulary. During the second week add the new vocabulary and repeat the previous weeks’ vocabulary. To learn the greatest number of types of transportation, use one type for each light and/or zebra crossing as in the song example. For a preview of this activity, go to www.lilibi.si and watch the video.

Topic song Red Light, Green Light Red light, red light, what do you say? I say, “Stop the car, and do not go away.” Yellow light, yellow light, what do you mean? I mean, “Stop the bus and wait till it is green.” Green light, green light, what do you say? I say, “The bike can go. Go, now. It’s OK!” Zebra crossing, zebra crossing, what do you say? I say, “Stop, look and wait till the truck has gone away.” This song is sung to the tune of Red Light. Go to www.lilibi.si to listen to the song.

TOPIC 2

Transportation

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 modes of transportation you were singing about during the lesson ready (e.g. bike, bus, car, train, taxi, etc.). Pick a card, review and ask the pupils, “What is this?” Elicit 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 car” or bike in “This is a bike”.

Topic 3 Review other expressions from last year such as, “What does Lili have?” Elicit, “Lili has a ___.” You can introduce, “Who has a bus?” Elicit, “Lili has a bus.” In the first week, introduce the prepositions: next to, in front of, behind and between. In the subsequent week, reinforce the prepositions. Play a preposition game (similar to “Simon Says”) where you put your hands in front of your body and say “in front of”, put them behind your body and say, “behind”, to the side of you and say, “next to”, between your knees and say, “between”. You can start by saying “Simon says, between”. Pupils put their hands between their knees and say “between”. Take two pictures of modes of transportation and place them one next to the other on the board, then ask, “Where is the bus?” Model verbally and then using the grammar shapes. “The bus is next to the car.” Pupils model after you speak and then show the visual grammar and model again. Use various items from this section to reinforce the new preposition. For example, “The train is in front of the bus. The bike is behind the taxi.” Children can physically position themselves instead of the flash cards, too. For example, “Jana is between Jaka and Mihaela.”

Topic 4 Use the visual grammar shapes as cues each time the pupils correctly form the sentence being learned (e.g. “This is a bus.” – see example below). Place the picture of the bus 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

bus.

Lili

has

car.

The

bus

in front of

the

car.

Transportation

TOPIC 2

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

PART B (see weekly lesson pages for details)

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

Good-bye song Good-bye Good-bye to you, good-bye to you. Let us all say, good-bye to you. Go to www.lilibi.si to listen to the song.

TOPIC 2

Transportation

PART B Week 1 – Lesson 1 – MAT Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by visual shapes. PART B: Counting, building sentences through word problems and pictures, learning to read sentences represented by shapes.

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

What you will need for today – checklist: Visual Timetable: transportation, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash Cards: bus, bike, train, car, lorry/truck, tram, taxi, scooter; see. Pictures: Lili, Bine Visual Grammar Shapes:

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 Put a picture of Bine on the board, followed by the see flash card, then the number 6 card, an adjective blank shape (tell them it means small, showing them the meaning with a gesture) and the car flash card. Ask the class to read the pictures. Elicit, “Bine sees 6 small cars.” Use the visual grammar shapes as cues each time the pupils attempt to speak the sentence. Below the pictures on the board, put a picture of Lili, followed by a picture of see, the number 8, an adjective (tell them it means small) and the car flash card. Ask the class to read the pictures. Elicit, “Lili sees 8 small cars.” Use the visual grammar shapes as cues each time the pupils attempt to speak the sentence. Have the class reread the entire sentence, then ask, “How many small cars do Lili and Bine see?” Elicit the response, “Lili and Bine see 14 small cars.” Use the visual grammar shapes as cues each time the pupils attempt to speak the sentence.

Transportation

TOPIC 2

Visual Grammar example

Lili

and

Bine

sees

small

cars.

Bine

see

small

cars.

Subject 3 Put a picture of Lili on the board, followed by the see flash card, then the number 12 card, an adjective blank shape (tell the pupils it means long, showing them the meaning with a gesture) and the bus flash card. Ask the class to read the pictures. Elicit, “Lili sees 12 long buses.” Use the visual grammar shapes as cues each time the pupils attempt to speak the sentence. Below the pictures on the board, put a picture of Bine, followed by a picture of see, the number 15 card, an adjective blank shape (tell the pupils it means long, showing them the meaning with a gesture) and the bus flash card. Ask the class to read the pictures. Elicit, “Bine sees 5 long buses.” Use the visual grammar shapes as cues each time the pupils attempt to speak the sentence. Have the class reread the entire sentence, then ask, “How many long buses do Lili and Bine see?” Elicit the response, “Lili and Bine see 17 long buses.” Use the visual grammar shapes as cues each time the pupils attempt to speak the sentence. Have a pupil in the class create a sentence for the class to figure out. Pupils can work in pairs to figure out how to read the sentence. Have a pair tell the story to the class.

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

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

Good-bye song Good-bye Good-bye to you, good-bye to you. Let us all say, good-bye to you. Go to www.lilibi.si to listen to the song.

TOPIC 2

Transportation

PART B Week 1 – Lesson 2 – SPO Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by visual shapes. PART B: Listening to instructions and commands, learning road rules, learning to read sentences represented by shapes.

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

What you will need for today – checklist: Visual Timetable: transportation, teacher, SPO, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: bus, bike, train, car, lorry/truck, tram, taxi, scooter. Additional Pictures: red light, yellow light, green light, zebra crossing. Visual Grammar Shapes:

Subject 1 Tell the pupils that you will play a game called “Red Light, Green Light”. Demonstrate the game as you explain it: Walk around the classroom. Do not to bump into anyone when you walk. When I say GREEN LIGHT (put a green light on the board), walk around the classroom. When I say RED LIGHT (put a red light on the board), stop walking and look at me. If you see a car, say “Stop the car” (put the visual grammar on the board and have the pupils repeat the phrase). When I say YELLOW LIGHT (put a yellow light next to the red light on the board), stop, walk on the spot and look at me. If you see a bus, say, “Stop the bus” (show the visual grammar on the board and have the pupils repeat the phrase). When I say ZEBRA CROSSING (put a zebra crossing on the board), stop walking and look at me. If you see a bike, say, “Stop, look and wait.” (Put the visual grammar on the board and have the pupils repeat the phrase.)

Subject 2 Practise the commands with the class, and then play the game. You can have a few pupils take turns giving the commands. Every time a command is given, reinforce the phrase with the visual grammar (below). Visual Grammar example

Stop

the

car.

Stop,

look

and

wait.

Transportation

TOPIC 2

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

Good-bye song Good-bye Good-bye to you, good-bye to you. Let us all say, good-bye to you. Go to www.lilibi.si to listen to the song.

TOPIC 2

Transportation

PART B Week 2 – Lesson 1 – SLO Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by shapes. PART B: Building vocabulary and understanding the meaning of the words same and different, identifying pictures that are the same and those that are different, learning to read sentences represented by shapes. In the introduction and warm-up tell the pupils what they will be learning about in SLO, and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: transportation, teacher, SLO, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: bus, bike, train, car, lorry/truck, tram, taxi, scooter. Visual Grammar Shapes:

Subject 1

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 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

bus.

Subject 2

Take two identical pictures (e.g. two buses) from the teacher flash card set and hold them next to one another. Ask the pupils, “Are the buses 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. bus and taxi) from the teacher flash card set and hold them next to one another. Ask the pupils, “Are they 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).

Transportation

TOPIC 2

Visual Grammar example

They

are

the

same.

They

are

different.

Subject 2

Have the pupils choose one card and ask them to not show it. Have any two pupils stand up and show their flash card. Ask the class, “What does Lili have?” Elicit a response, “Lili has a …” Ask the class, “What does Bine have?” Elicit a response, “Bine has a …” Ask the class, “Are they the same? Are they different?” Elicit a response according to the pictures the pupils are holding. Reinforce the expression with the visual grammar cues. Time permitting, the children can play in groups of three or four, practising the phrase, “Are they the same? Are they different?”

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.

TOPIC 2

Transportation

PART B Week 2 – Lesson 2 – MAT Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by shapes. PART B: Counting, building vocabulary and understanding the words left and right, learning to read sentences represented by shapes.

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

What you will need for today – checklist: Visual Timetable: transportation, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: bus, bike, train, car, lorry/truck, tram, taxi, scooter. Pictures: left and right hand picture symbols. Visual Grammar Shapes:

Subject 2 Have the pupils remain standing and raise their left hand by mirroring you (the teachers raises the opposite hand, the right hand) and they form the letter L (see picture). Say, “/l/, left”. Tell the class to take a step to the left (show the direction with your hand). Have the class say, “left”. Place the picture of the hand on the left side of the board. Practise two or three times. Have the pupils raise their right hand by mirroring you (the teachers raises the opposite hand, the left hand) and they form the letter R (see picture). You say, “/r/, right”. Tell the class to take a

Transportation

TOPIC 2

step to the right (show the direction with your hand). Have the class say, “right”. Place the picture of the hand on the right side of the board. Practise two or three times. Tell the class to sit down. Show the class a picture of a bus and ask them, “What is this?” Elicit the response, “This is a bus.” Place the bus on the board. Show a picture of a bike and ask the class, “What is this?” Elicit the response, “This is a bike.” Place the bike to the left of the bus. Ask the class, “Where is the bike? On the left? (pointing to the left hand picture) On the right?” (pointing to the left hand picture). Elicit the response, “The bike is on the left.” Reinforce the expression with the visual grammar cues (below). Repeat this with a few other modes of transportation.

Subject 3 Time permitting, ask some pupils where their classmates are. For example, “Jaka, where is Miha?” Jaka will attempt to answer, “Jaka is on the left/right.” Visual Grammar example

The

bike

the

left.

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.

TOPIC 2

Transportation

Song Lyrics: Topic 2 – TRANSPORTATION 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) (The teacher chooses what they think will complement and what is relevant to the existing curriculum.) Oh, how I’d like to travel far. Go by train, by plane, by boat, by car. Not on foot nor will I go by bike. To travel far is what I’d like. Go to www.lilibi.si to listen to ideas for this section.

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.

Transportation

TOPIC 2

Grammar Shapes Overview: Topic 2 â&#x20AC;&#x201C; TRANSPORTATION

PART A

This

bus.

This

big

bus.

TOPIC 2

Transportation

PART B

Bine

sees

cars.

Bine

sees

big

cars

Stop

red

light.

Lili

goes

the

door.

Lili

before

Bine.

The

car

the

and

small

cars.

left.

Transportation

TOPIC 2

Vocabulary Questions Overview: Topic 2 â&#x20AC;&#x201C; TRANSPORTATION topic.week.lesson 2.1.1

2.1.2

2.2.1

2.2.2

PART A

PART B

This is a ___. What is this? Is this a small or a big bus? This is a small bus.

Bine sees 3 cars. Lili sees 4 cars. Bine sees 2 small bikes and 5 big bikes. How many ___ do they see? How many ___ does he/she see?

This is a ___. What is this? Is this a small or a big bus? This is a small bus.

Stop at a red light. Stop at a yellow light. Go on a green light. Stop, wait and look at a zebra crossing.

This is a ___. What is this? Is this a small or a big bus? This is a small bus.

Luka, go to the door. Jana, go to the door. Luka is before Jana. The car is before the bus. The bike is after the bus.

This is a ___. What is this? Is this a small or a big bus? This is a small bus.

Where is Luka? Luka is on the left. Miha is on the right. The car is on the left/right.