Lib eng pri 2015 topic 5a celebrations by Založba Rokus Klett, d.o.o.

TOPIC 4

Family

TOPIC 5A

CELEBRATIONS

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Contents – Topic 5a: Celebrations

Scope and Sequence Overview ............................................................................................................................................................................................................................................................................................................................................................... 113 Part B – weekly overview ........................................................................................................................................................................................................................................................................................................................................................................................ 113 Daily lesson structure and plan ................................................................................................................................................................................................................................................................................................................................................................ 114 Part A – topically related .......................................................................................................................................................................................................................................................................................................................................................................................... 116 Part B – cross-curricular lessons .............................................................................................................................................................................................................................................................................................................................................................. 119 Week 1 – Lesson 1 – MAT .......................................................................................................................................................................................................................................................................................................................................................................... 119 Week 1 – Lesson 2 – SLO ............................................................................................................................................................................................................................................................................................................................................................................. 122 Week 2 – Lesson 1 – MAT ............................................................................................................................................................................................................................................................................................................................................................................124 Week 2 – Lesson 2 – GUM ..........................................................................................................................................................................................................................................................................................................................................................................127 Week 3 – Lesson 1 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 129 Week 3 – Lesson 2 – SPO ........................................................................................................................................................................................................................................................................................................................................................................... 132 Week 4 – Lesson 1 – SPO .......................................................................................................................................................................................................................................................................................................................................................................... 134 Week 4 – Lesson 2 – MAT .......................................................................................................................................................................................................................................................................................................................................................................... 137 Song Lyrics ............................................................................................................................................................................................................................................................................................................................................................................................................................................. 140 Topic Grammar Shapes Overview, Part A & Part B ...........................................................................................................................................................................................................................................................................................142 Vocabulary Questions Overview .......................................................................................................................................................................................................................................................................................................................................................... 144

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Scope and Sequence Overview: Topic 5a – Celebrations (4 weeks – 8 lessons) TEACHER INTRODUCTION (3 minutes)

WARM-UP/INTRO (4-5 minutes)

PART A Topic Related: CELEBRATIONS (10 minutes) Recognizing instruments, 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

Music Man song

Vocabulary

Week 1 – piano, violin, trumpet Week 2 – drums, guitar, clarinet Week 3 – trumpet, tuba Week 4 – flute, recorder

Grammar structure

What is this? Can you play the piano? Do you like the piano?

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 MAT MAT SPO

Lesson 2 SLO GUM 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 Cross-Curricular Connection to Subjects (15 minutes)

Subject 1

MAT Counting, understanding differences between curved and straight lines, learning to read sentences represented by shapes.

Subject 2

SLO Sequencing and ordering (first, next, last), learning to read sentences represented by shapes.

Subject 1

MAT Counting, reading word problems using addition and subtraction, learning to read sentences represented by shapes.

Subject 2

GUM Learning to sing some Christmas songs in English.

Subject 1

MAT Counting, understanding and recognizing the difference between straight and curved lines, learning to read sentences represented by shapes.

Subject 2

SPO Understanding the concepts of morning, afternoon, evening, learning to read sentences represented by shapes.

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

WEEK 3 PART B Cross-Curricular Connection to Subjects (15 minutes)

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

Subject 1

SPO Understanding the concepts of morning, afternoon, evening and night, learning to read sentences represent by shapes.

Subject 2

MAT Counting, making a graph, learning to read sentences represented by shapes.

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TOPIC 5a – CELEBRATIONS 4 Weeks – 8 Lessons Lesson objectives PART A: Recognizing instruments, learning to read sentences represented by shapes. PART B: Cross-curricular lesson plans. INTRODUCTION AND WARM-UP Visual Timetable example

Teacher intro

Greeting

Song

Weather

TOPIC A Celebrations

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

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Greeting song

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

Greeting song/recitation Welcome, Welcome Welcome, welcome to our class. We’re so glad you’re here. Welcome, welcome to our class. We’re so glad you’re here. Come on in and join the fun. School is fun for everyone. Welcome, welcome to our class. We’re so glad you’re here. This song is sung to the tune of Old MacDonald. Go to www.lilibi.si to listen to the song.

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

Seasonal song/poem/recitation/verse/tongue-twister (examples) 1 Point to the window, point to the door, jump to the ceiling, stomp on the floor. 2 Ten super sausages, sizzling in a pan. One goes (snap), another goes (clap). Eight super sausages, sizzling in a pan. One goes (snap), another goes (clap). etc. (Or the teacher chooses what they think is relevant to add to the existing curriculum.) Go to www.lilibi.si to listen to ideas for this section.

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

Weather song How’s the Weather? How’s the weather? It’s SUNNY (depending on the weather that day). How’s the weather? It’s SUNNY. How’s the weather? It’s SUNNY. It’s SUNNY today. Go to www.lilibi.si to listen to the song.

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

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

What you will need for today – checklist: Visual Timetable: celebrations, 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. Visual Grammar Shapes:

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

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.

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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

piano.

can

play

the

piano.

can

not

play

the

piano.

Topic 2 In Weeks 2 and 3, focus on the expression, “No. I cannot play the piano.” if your pupils are grasping the concept. In Week 3, you could introduce the questions, “Can you jump/walk/run/sing, etc.?

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

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

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

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PART B Week 1 – Lesson 1 – MAT Lesson objectives PART A: Recognizing instruments, learning to read sentences represented by shapes. PART B: Counting, understanding differences between curved and straight lines, 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: celebrations, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Worksheet (cut-out cards for the pupils to use; prepare enough for the whole class) 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 Have the pupils sit on the floor. Draw a straight line on the board. Tell the pupils, “This is a straight line.” Have them repeat the word straight and the phrase just learned. You do not need to use the visual grammar cues at this point. Repeat at least 3 times, each time pointing to the line. Tell the pupils to stand up straight (show them this – for example, stand with your arms to your side like a soldier – their back is straight). When finished, have them sit on the floor. Draw a curved line on the board. Tell the pupils, “This is a curved line.” Have them repeat the word curved and the phrase just learned. You do not need to use the visual grammar cues at this point. Repeat at least 3 times, each time pointing to the line. Tell the pupils to stand up and slouch over (show them this – for example, stand and then bend over letting your hands

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and head hang free as though you were going to touch your toes – tell them that their back is curved, and show them this gesture). When finished, have them sit on the floor.

Subject 3 Make certain that you cut up the worksheet. Ask two pupils to come to the front of the classroom and hand them each a card from the photocopy pages for this lesson. Keep one half of the card yourself. Show your card to the class and ask the two pupils to do the same. If you have a straight line, ask the first pupil, “Do you have a straight line?” (you are looking for the other half of your card). Elicit a yes or no response only. Show the question using the visual grammar cues and have the class repeat the question (see visual grammar below). If the answer is yes, see if the two lines on the cards match. Remember, you are looking for the matching half of your card. The cards will match exactly according to the thickness and position of the line. If the card does not match, ask the second pupil, “Do you have a straight line?” (if you have a straight line in your hand). Elicit a yes or no response only. Show the question using the visual grammar cues and have the class repeat the question (see visual grammar below). If the answer is yes, see if the two lines on the cards match. The will match exactly according to the thickness and position of the line. Tell the pupils they will play a game. They must find the matching card. You can show them an example of a matching card. They must ask the question, “Do you have a straight/curved line?” each time (see visual grammar below). Shuffle the cards before handing them out to the pupils. Have the pupils go around asking the question being learned while trying to find their matching half. When they are finished finding their match, they sit down at their desk. Visual Grammar example

you

have

curved

line?

(optional)

have

curved

line.

Subject 4 Time permitting, when everyone is done, they can review the phrase, “I have a straight/curved line.” as a group, each pupil showing and telling what kind of line they have. Demonstrate, “I have a curved line.” Ask the pupils who are more capable to model the sentences first. You do not need visual grammar cues at this point, but you may prepare the visual grammar cues while the pupils are finding their other half.

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

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

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

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PART B Week 1 – Lesson 2 – SLO Lesson objectives PART A: Recognizing instruments, learning to read sentences represented by shapes. PART B: Sequencing and ordering (first, next, last), 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: celebrations, teacher, SLO, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: piano, violin, guitar. Additional flash cards: father, mother, brother, sister, grandmother, grandfather, uncle, aunt, cousin. Visual Grammar Shapes:

Subject 1

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

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First

the

father

plays

the

piano,

the

mother

plays

the

violin,

last

the

sister

plays

the

guitar.

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Subject 2

Ask a pupil to come up and change the family members and another pupil to change the order of the instruments. Review the names of the family members. Ask the question (depending on the family member), “Who is this? What does the grandfather play?” Elicit the response, “The grandfather plays the guitar.” Follow suit with the other family members. Ask, “Who plays first? Who plays next? Who plays last?” See if there is a pupil in the class who can read the entire sentence, and have the pupil model the sentence. Use the visual grammar cues to reinforce the phrase being learned. Have the pupils repeat. ”

Subject 3

Time permitting, ask another pupil to come up and change the pictures of the instruments and family member. Repeat as above.

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

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

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PART B Week 2 – Lesson 1 – MAT Lesson objectives PART A: Recognizing instruments, learning to read sentences represented by shapes. PART B: Counting, reading word problems using addition and subtraction, 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: celebrations, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Additional flash cards: Lili (3x), Bine (3x); sandwich (4x), banana (4x), apple (4x); eat (3x) Visual Grammar Shapes:

This is a similar review to Topic 3, Week 1, Lesson 1, but it builds upon and reinforces the concepts learned previously.

Subject 2 Have the children get their flash cards and bring them to the floor. Sitting on the floor, review all the flash cards by asking, “What is this?” Put a picture of Bine on the board, then the number 12 card, and the apple flash card. Ask the class to read the pictures. Elicit, “Bine has 12 apples.” Add the remaining shapes to form the visual grammar 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 eat, the number 2, and the apple flash

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card. Ask the class to read the pictures. Elicit, “Lili eats 2 apples.” Use the visual grammar shapes as cues each time the pupils attempt to speak the sentence. Have the class reread both sentences, then ask, “How many apples does Bine have?” Elicit the response, “Bine has 4 apples.” On the third line put the grammar shapes for “Bine has 10 apples.” (see visual grammar cues below for order). Use the visual grammar shapes as cues each time the pupils attempt to speak the sentence. Reread the entire word problem of three lines from beginning to end. Visual Grammar example

Bine

has

apples.

Lili

eats

apples.

Bine

has

apples.

Subject 2 Repeat the same as above with banana and different numbers. Have some more proficient pupils create word problems. Support the pupils’ word problems with visual grammar and have the class repeat the phrases. Some examples could be: Lili has 8 bananas. Lili eats 5 bananas. Lili has 3 bananas. A more complex word problem: Bine has 12 sandwiches. Bine eats 2 sandwiches. Lili eats 2 sandwiches. Ask, “How many sandwiches does Bine have?” Bine has 8 sandwiches.

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

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

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PART B Week 2 – Lesson 2 – GUM Lesson objectives PART A: Recognizing instruments, learning to read sentences represented by shapes. PART B: Learning to sing some Christmas songs in English.

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: celebrations, teacher, GUM, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Pictures: bells, one-horse open sleigh, January calendar, Christmas tree. Christmas songs: Jingle Bells, We Wish You a Merry Christmas

Subject 1 Play a CD or find a YouTube video for “Jingle Bells” and play the tune. Some pupils may already know the main part of the English version and several may know the Slovene version. Play the song once. In rote fashion, teach the pupils the main part of the “Jingle Bells” song: Jingle Bells (main part) Jingle bells, jingle bells, jingle all the way. Oh what fun it is to ride in a one-horse open sleigh. Support this song by putting up pictures of bells and a one-horse open sleigh while singing the song. Point to the two pictures while teaching the pupils the song in rote fashion. Repeat the main part twice, then play the song again. Have the children sing to the main part when it comes up.

Subject 2 Play a CD or find a YouTube video for “We Wish You a Merry Christmas” and play the tune. Some pupils may already know the main part of the English version and several may know the Slovene version. Play the song once. In rote fashion, teach the pupils the main part of the “We Wish You a Merry Christmas” song: We Wish You a Merry Christmas (main part) We wish you Merry Christmas, we wish you Merry Christmas, We wish you Merry Christmas and a Happy New Year. Support this song by putting up pictures of a calendar of January or any other symbol you associate with New Year’s Day. Point to the picture(s) while teaching the pupils the song in rote fashion. Repeat the main part twice, then play the song again. Have the children sing to the main part when it comes up.

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Subject 3 Time permitting, you can repeat the songs and have the class sing a verse each, one in Slovene, then one in English.

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.

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PART B Week 3 – Lesson 1 – MAT Lesson objectives PART A: Recognizing instruments, learning to read sentences represented by shapes. PART B: Counting, understanding and recognizing the difference between straight and curved lines, 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.

This lesson reviews, reinforces and builds upon the previous lesson in Topic 5a, Week 1, Lesson 1. Review the first part quickly. You do not need to spend a lot of time reinforcing the concept of straight and curved lines unless the pupils have forgotten.

Subject 2 REVIEW: Have the pupils sit on the floor. Draw a straight line on the board. Tell the pupils, “This is a straight line.” Have them repeat the word straight and the phrase learned. You do not need to use the visual grammar cues at this point. Repeat at least 3 times, each time pointing to the line. Tell the pupils to stand up straight (show them this – for example, stand with your arms to your side like a soldier – their back is straight). When finished, have them sit on the floor.

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REVIEW: Draw a curved line on the board. Tell the pupils, “This is a curved line.” Have them repeat the word curved and the phrase learned. You do not need to use the visual grammar cues at this point. Repeat at least 3 times, each time pointing to the line. Tell the pupils to stand up and slouch over (show them this – for example, stand and then bend over letting your hands and head hang free as though you were going to touch your toes – tell them that their back is curved, and show them this gesture). When finished, have them sit on the floor.

Subject 3 Put the traffic light on the board and briefly review the colours. Show one of the cards to the pupils. Tell the pupils that they have one straight line (pointing to it) and one curved line (pointing to it). When they go back to their desks, they choose 2 colours from yellow, red or green. They have 2 minutes to colour their lines. While the pupils are colouring the lines, set up the visual grammar shapes for the expression, “I have a curved/straight (colour) line” (see visual grammar below). Model the sentence for the pupils. Ask a few pupils, “What do you have?” Elicit the response, “I have a curved/straight line.” Visual Grammar example

have

curved

yellow

line.

Subject 4 Tell the pupils they will play a game. When they hear the colour and line, they stand up/jump/turn around (depends on your commands). For example, the teacher will say “Jump if you have a curved yellow line”, pointing to the line and colour to help reinforce. After the pupils do the command, they repeat the sentence, “I have a curved yellow line”. Repeat a few times. Have other pupils give the commands and ‘be the teacher’.

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

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

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PART B Week 3 – Lesson 2 – SPO Lesson objectives PART A: Recognizing instruments, learning to read sentences represented by shapes. PART B: Understanding the concepts of morning, afternoon, evening, 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: celebrations, teacher, SPO, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: piano, drums, clarinet, trumpet, guitar, violin. Additional flash cards: Lili, Bine. Visual Grammar Shapes:

Subject 1 Have the pupils get the three flash cards of the times of the day (morning, afternoon, evening) and sit on the floor. As the pupils are getting their cards ready, begin to write the times horizontally on the board in the example below (you can use different colours to help distinguish between morning, afternoon and evening). Read the times below in order. Pupils do not need to know how to read the time, but learn it through usage only. They are to become familiar with the periods of the day being learned. 1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00 10:00 11:00 | 12:00 1:00 2:00 3:00 4:00 5:00 | 6:00 7:00 8:00 9:00 10:00 11:00 12:00 After you read and repeat 11:00 (11 o’clock) with the pupils, draw a line between 11 and 12. Place the picture of morning in the middle of the numbers. Tell the pupils that this is the morning. Have them repeat morning. Continue to read from 12 o’clock to 5 o’clock, with the pupils repeating after you. Draw a line between 5:00 and 6:00 and place the picture of afternoon in the middle of the numbers. Tell the pupils that this is the afternoon. Have them repeat afternoon. Continue to read from 6 o’clock to 12 o’clock. Place the picture of evening in the middle of the numbers. Tell the pupils that this is the evening. Have them repeat evening.

Subject 2 Place the picture of Bine and an instrument on the board. Ask, “Who is this?” Elicit the response, “Bine” or “This is Bine.” Ask, “What can Bine play?” Elicit the response, “The piano.” or “Bine plays the piano.” Use the visual grammar cues to form the sentence, “Bine plays the piano.” and have the class repeat it. Place a picture of a time of day next to the sentence just formed, for example, afternoon. Ask, “When does Bine play the piano?” (pointing to the picture of afternoon). Elicit the response, “In the

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afternoon.” Place the additional visual grammar cues to form the complete sentence, “Bine plays the piano in the afternoon.” Say the sentences in a rhythmic way or stress different words to create some colour to the sentences. Do another example with Lili and another musical instrument in the same manner as the instructions above. Time permitting, invite a pupil up to the front of the classroom. Give the pupil a picture of an instrument and the time of day. Have the class form the sentence using their classmate’s name in the sentence using the visual grammar cues as a model. Visual Grammar example

Lili

plays

the

piano

the

morning.

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

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

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PART B Week 3 – Lesson 2 – SPO Lesson objectives PART A: Recognizing instruments, learning to read sentences represented by shapes. PART B: Understanding the concepts of morning, afternoon, evening and night, 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: celebrations, teacher, SPO, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: piano, drum, clarinet, trumpet, guitar, violin. Additional flash cards: Bine, Lili, morning, afternoon, evening, night. Visual Grammar Shapes:

Subject 1 Have the pupils get the flash cards of the times of the day (morning, afternoon, evening, night) and sit on the floor. As the pupils are getting their cards ready, begin to write the times horizontally on the board in the example below (you can use different colours to help distinguish between morning, afternoon and evening). Read the times below in order. Pupils do not need to know how to read the time, but learn it through usage only. They are to become familiar with the periods of the day being learned. 1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00 10:00 11:00 | 12:00 1:00 2:00 3:00 4:00 5:00 | 6:00 7:00 8:00 9:00 10:00 11:00 12:00 After you read and repeat 11:00 (11 o’clock) with the pupils, draw a line between 11 and 12. Place the picture of morning in the middle of the numbers. Tell the pupils that this is the morning. Have them repeat morning. Continue to read from 12 o’clock to 5 o’clock, with the pupils repeating after you. Draw a line between 5:00 and 6:00 and place the picture of afternoon in the middle of the numbers. Tell the pupils that this is the afternoon. Have them repeat afternoon. Continue to read from 6 o’clock to 12 o’clock. Place the picture of evening in the middle of the numbers. Tell the pupils that this is the evening. Have them repeat evening. Draw a line above the times in which it is dark (the sun sets) then draw a moon. Place the picture of night in the middle of the numbers (from the line where the sun sets to 12 midnight). Tell the pupils that this is night.

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Subject 2 Tell the pupils you will play a short game. When you say and point to a time on the board, the pupils must find the corresponding picture and say, “in the morning/afternoon/evening”. Put the visual grammar cues on the board and practise the phrase, “in the morning/afternoon/evening”, BUT “at night”. Practise a few times. Have a pupil come to the board and choose a time. They can point or say the time, for example, 5 o’clock. Pupils find the corresponding flash card to the 5 o’clock their classmate pointed at and raise their card. Then they all repeat the expression.

Subject 3 Place the picture of Bine and an instrument on the board. Ask, “Who is this?” Elicit the response, “Bine” or “This is Bine.” Ask, “What can Bine play?” Elicit the response, “The piano.” or “Bine plays the piano.” Use the visual grammar cues to form the sentence, “Bine plays the piano.” and have the class repeat it. Place a picture of a time of day next to the sentence just formed, for example, afternoon. Ask, “When does Bine play the piano?” (pointing to the picture of afternoon). Elicit the response, “In the afternoon.” Place the additional visual grammar cues to form the complete sentence, “Bine plays the piano in the afternoon.” Try to read the longer sentence with some rhythm or in chunks. Do another example with Lili and anther musical instrument in the same manner as the instructions above. Time permitting, invite a pupil up to the front of the classroom. Give the pupil a picture of an instrument and the time of day. Have the class form the sentence using their classmate’s name in the sentence using the visual grammar cues as a model. Visual Grammar example

Lili

plays

the

piano

the

Lili

plays

the

piano

night.

morning.

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

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

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PART B Week 4 – Lesson 2 – MAT Lesson objectives PART A: Recognizing instruments, learning to read sentences represented by shapes. PART B: Counting, making a graph, learning to read sentences represented by shapes.

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

What you will need for today – checklist: Visual Timetable: celebrations, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: piano, drum, clarinet, trumpet, guitar, violin. Visual Grammar Shapes:

Subject 2 Have the children get their flash cards of the instruments and bring them to the floor. Sitting on the floor, review the flash cards taught in PART A quickly. 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 some pupils ask the question and ‘be the teacher’, then ask them to choose a picture and repeat the expression with the picture in their hand. 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). As you review the instruments, place your flash cards in a vertical row on the board (this will set up the pictures so you can make tally marks).

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Subject 3 Ask the children to choose an instrument that they like. Show your card and model, “I (pointing to yourself) like the violin.” Point to the visual grammar as you speak. After you say which instrument you like, put a tally mark next to the flash card of the instrument on the board. Ask individual pupils, “Which instrument do you like?” prompting them to say “I like the …” After the pupils say which instrument they like, put a tally mark next to the flash card of the instrument on the board. Ask a few pupils so that the children get the idea of what you will be doing. This will set up the idea of the tally graph. Visual Grammar example

This

violin.

not

the

violin.

Tell the pupils to raise their hand if they like the violin (point to the picture of the violin on the board). Have a pupil who does not have the violin card up go around the room counting the hands of the children who have chosen the violin. Try to elicit the pupils to help count aloud. Have that pupil go to the board and write the number in tally marks. Each time he/she adds a tally mark, count the number aloud. Repeat this action with the rest of the instruments. Have the 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 have chosen the violin, then you would read the tally 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 violins. There are 4 pianos.” etc. Have the pupils collect their cards and go back to their seats. Time permitting, you can make a tally of the instruments the pupils do not like. Repeat the process in the same manner.

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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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Song Lyrics: Topic 5a – CELEBRATIONS 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.

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

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

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Grammar Shapes Overview: Topic 5a â&#x20AC;&#x201C; CELEBRATIONS

PART A

142

This

guitar.

can

play

the

guitar.

can

not

play

the

guitar.

not

the

guitar.

father

can

play

the

guitar.

father

can

not

play

the

guitar.

TOPIC 5a

Celebrations

PART B

This

curved

line.

Bine

has

curved

line.

Lili

and

Bine

have

curved

The

father

plays

the

trumpet

first.

The

father

buys

violins.

This

curved

blue

line.

Lili

plays

the

piano

the

The

piano

big.

Bine

has

big

line.

morning.

piano.

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Vocabulary Questions Overview: Topic 5A – CELEBRATIONS

topic.week.lesson

144

PART A

PART B

5a.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.

This is a curved/straight line. Bine has a curved/straight line. Lili and Jana have a curved/straight line.

5a.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.

What does the father play first? First, the father plays the violin. What does the father play next? Then, he plays the piano. What does the father play last? Last, he plays the trumpet.

5a.2.1

What is this? This is a guitar. Can you play the guitar? Yes, I can play the guitar. No, I cannot play the guitar. Do you like the guitar? Yes, I like the guitar. No, I do not like the guitar.

5a.2.2

What is this? This is a guitar. Can you play the guitar? Yes, I can play the guitar. No, I cannot play the guitar. Do you like the guitar? Yes, I like the guitar. No, I do not like the guitar.

5a.3.1

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. No, he cannot.

5a.3.2

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. No, he cannot.

5a.4.1

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.

5a.4.2

The father buys 3 violins. The mother buys 4 guitars. How many instruments do they have? They have 7.

Sing the songs “Jingle Bells” (main part) “We Wish You a Merry Christmas” (main part)

What is this? This is a curved/straight blue line. Lili has a curved/straight blue line.

Happy New Year, Bine. Merry Christmas, Lili.

In the morning/afternoon/evening. Lili plays the piano. Lili plays the piano in the morning/afternoon/evening.

The piano is big. Bine has a big piano. Bine plays a big piano.