Lib eng pri 2015 topic 6 in the past by Založba Rokus Klett, d.o.o.

TOPIC 6

In the Past

TOPIC 6

IN THE PAST

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Contents – Topic 6: In the Past

Scope and Sequence Overview ............................................................................................................................................................................................................................................................................................................................................................... 175 Part B – weekly overview ........................................................................................................................................................................................................................................................................................................................................................................................ 175 Daily lesson structure and plan ................................................................................................................................................................................................................................................................................................................................................................ 176 Part A – topically related .......................................................................................................................................................................................................................................................................................................................................................................................... 178 Part B – cross-curricular lessons .............................................................................................................................................................................................................................................................................................................................................................. 181 Week 1 – Lesson 1 – MAT .......................................................................................................................................................................................................................................................................................................................................................................... 181 Week 1 – Lesson 2 – SPO .......................................................................................................................................................................................................................................................................................................................................................................... 184 Week 2 – Lesson 1 – SPO .......................................................................................................................................................................................................................................................................................................................................................................... 186 Week 2 – Lesson 2 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 188 Week 3 – Lesson 1 – GUM ........................................................................................................................................................................................................................................................................................................................................................................ 191 Week 3 – Lesson 2 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 194 Song Lyrics .............................................................................................................................................................................................................................................................................................................................................................................................................................................. 197 Topic Grammar Shapes Overview, Part A & Part B ........................................................................................................................................................................................................................................................................................ 198 Vocabulary Questions Overview .......................................................................................................................................................................................................................................................................................................................................................... 200

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Scope and Sequence Overview: Topic 6 – In the Past (3 weeks – 6 lessons) TEACHER INTRODUCTION (3 minutes)

WARM-UP/INTRO (4-5 minutes)

PART A Topic Related: IN THE PAST (10 minutes) Recognizing rooms and items in a home, 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

My Home Song

Vocabulary

Week 1 – bedroom, bathroom, living room, kitchen Week 2 – fridge & stove, sofa & TV Week 3 – bed & wardrobe, sink & toilet

Grammar structure

Prepositions (in) Where is the sofa? It is in the living room.

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

WEEKS 1–3 Week 1 Week 2 Week 3

Subjects

Lesson 1 MAT SPO GUM

Lesson 2 SPO MAT 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 Skip counting, addition using 10s and 1s, greater than, learning to read sentences represented by shapes.

Subject 2

SPO Identifying items from the past and today, learning to read sentences represented by shapes.

Subject

SPO Identifying items from the past and today, learning to read sentences represented by shapes.

Subject 2

MAT Skip counting, understanding metre, measuring, understanding the concept of longer, shorter, taller, reading math equations, 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)

Subject 1

GUM Learning to move to the song “Marko is Jumping”, learning to read sentences using shapes.

Subject 2

MAT Skip counting, understanding centimetre, estimating and measuring lengths, learning to read sentences represented by shapes.

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TOPIC 6 – IN THE PAST 3 Weeks – 6 Lessons Lesson objectives PART A: Recognizing rooms and items in a home, 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 In the Past

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 homes called “This Is My Home”. Then you will come to the floor and we will learn some new words about our home. 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 rooms and items in a home, 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: past, teacher, greeting, song/tongue-twister, good-bye, PART B picture. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash Cards: bedroom, bathroom, living room, kitchen, fridge, stove, sofa, TV, bed, wardrobe, sink, toilet. Visual Grammar Shapes:

Topic 1

Show the pupils the picture of a home with rooms and tell them “Home – this is a home.” We do not use house as not everyone lives in a house. A home can refer to any place that someone lives. Using actions, instruct your pupils to push their chairs in and stand beside their desks. You do not need to explain any vocabulary at this point, but you may want to elicit the word home. You have already explained to them what you will be doing and talking about at the beginning of the lesson. Introduce the song “This Is My Home” in a rote fashion (teacher sings and pupils repeat each line). When singing the vocabulary, have the pupils do a gesture associated with each room. (e.g. the gesture to eat or drink for the kitchen, washing yourself for the bathroom). Each week add new vocabulary and repeat the previous weeks’ vocabulary. For a preview of this activity, go to www.lilibi.si and watch the video.

Topic song This Is My Home REFRAIN Bedroom, bathroom, living room, kitchen. Bedroom, bathroom, living room, kitchen. Bedroom, bathroom, living room, kitchen. This is all in my home. Bed and wardrobe are in the bedroom. Bed and wardrobe are in the bedroom. Bed and wardrobe are in the bedroom. This is all in my home.

REFRAIN Cooker (stove) and fridge are in the kitchen. Cooker (stove) and fridge are in the kitchen. Cooker (stove) and fridge are in the kitchen. This is all in my home. REFRAIN Add to the song in subsequent weeks repeating/reviewing the previous words. Week 2 – sofa & TV Week 3 – sink & toilet

This song is sung to the tune of 10 Little Indian Boys. 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 items in a home you were singing about during the lesson ready (e.g. bathroom, bedroom, living room, kitchen, bed, wardrobe, stove, fridge). Ask the class “What is this?” Make gestures to ensure your pupils understand what you are asking them. If they do not know, you can answer, “This is a bed. This is the living room.” Do not be concerned about the difference in using a and the. Use visual grammar for reinforcement of the structure being learned.

Topic 3

You can introduce the preposition in when forming the questions in the 2nd lesson after the pupils have a grasp of the 6 words. You can ask the question, “Where is the bed?” Elicit the response, “The bed is in the bedroom.” You can play one of several games where you say a room or an object in the room and the pupils have to make the gesture related to that object, or have them find the flash card. You can place the pictures of the rooms in different parts of the classroom and have the pupils move to the flash card when you say the word. For example, give the command, “Go to the bedroom.” Pupils move to the picture of the bedroom. Ask the pupils, “Which room is this?” Elicit the response, “This is the bedroom.” Visual Grammar example

This

bed.

The

bed

the

bedroom.

In Weeks 2 and 3, begin to incorporate the prepositions in and next to. You can do this by asking questions such as, “Where is the bed?” Elicit the response, “The bed is in the bedroom.” “Where is the kitchen?” “The kitchen is next to the bedroom.”

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

PART B (see weekly lesson pages for details)

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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 rooms and items in a home, learning to read sentences represented by shapes. PART B: Skip counting, using addition of 10s and 1s, greater than, 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: past, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: bedroom, bathroom, living room, kitchen, bed, wardrobe, stove, fridge. Visual Grammar Shapes (optional):

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. On the second time counting, show and tell the pupils to close their right hand and make a fist. The left hand remains open. They still do the same movements with the hands, but they are to speak the number when they touch with their left hand (the open hand) only, and whisper the number when they touch with the right hand (the closed hand). Essentially they are reciting the 2 times multiplication tables. Give an example of the first 4 numbers. 1 (place right hand on right foot), 2 (place left hand on left foot), 3 (place right hand on right knee), 4 (place left hand on left knee), 5 (place right hand on right side of waist), 6 (place left hand on left side of waist), 7 (place right hand on right shoulder), 8 (place left hand on left shoulder), 9 (place right hand on right side of head), 10 (place left hand on left side of head), 11 (place right hand above head in the air), 12 (place left hand above head in the air). Continue the same pattern from the beginning for numbers 13–24. For a preview of this activity, go to www.lilibi.si and watch the video.

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Subject 2 Ask the pupils to sit down on the floor. Write the numbers 12 and 17, leaving a space between the numbers. Have the pupils read the numbers. Remember to expect answers in Slovene, but repeat them in English so that the pupils are exposed to the vocabulary as much as possible. Ask the class, “Which number is bigger? Which number is greater?” Use your hands or a gesture when you say bigger, and the same gesture when you say greater. Elicit the response, 17. Say, “17 is greater.” Have the pupils repeat, while you point to the number. Repeat this structure two more times with other pairs of numbers not exceeding 20, but this time asking the question, “Which number is greater?”

Subject 3 Next write a more complex number sentence, such as 10+3 and 10+5, leaving a space between the two equations. Ask the class, “Which number is greater?” Use your hands or a gesture when you say greater. Give them some time to calculate the answer. Elicit the response, 15 or 10+5. Have the pupils repeat, “10+5=15 (10 plus 5 is 15 or 10 and 5 is 15), 15 is greater”, while you point to the numbers. We could say “number 15 is greater”, but we will keep it short. Repeat this structure two more times with other pairs of numbers not exceeding 20, but this time asking the question, “Which number is greater?” Remember that the numbers the pupils are working on are 10+# in each case. For example, 10+9 and 10+6, 10+2 and 10+4, 10+8 and 10+7, etc.

Subject 4 Write some additional pairs of numbers in the format 10+# and 10+# on the board as provided in the examples below. Have the pupils work in pairs or groups of 3 to solve the equations on the board. Elicit the response, “10+# is greater.” 1. 10+3 10+4 2. 10+9 10+3 3. 10+5 10+6 4. 10+8 10+1 You may use the visual grammar cues (optional) to help those pupils who cannot remember the phrase on their own. Visual Grammar example

17 (10+7)

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greater.

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In the Past

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 – SPO Lesson objectives PART A: Recognizing rooms and items in a home, learning to read sentences represented by shapes. PART B: Identifying items from the past and today, 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: past, teacher, SPO, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards (the past topic): bedroom, bathroom, living room, kitchen, bed, wardrobe, stove, fridge. Pictures of rooms and items from the past and today (living room, kitchen, bedroom, sofa, TV). Visual Grammar Shapes:

Subject 1 Have the children stand up and give a good shake before sitting down on the floor. Review the pictures learned in Part A. This time you will have two sets of pictures, one set of pictures that are from the past and a set based on today’s photos (or what is in your flash card package). Write 1915 and 2015 on the board. Read the numbers as 19–15 and 20–15. Tell the class that 1915 is the past and 2015 is today. Create gestures showing the past and today. Look at the link for Slovene sign language for simple gestures to show past and today. Have the pupils repeat the actions with the corresponding word. Past (preteklo) – http://sszj.fri.uni-lj.si/?stran=slovar.index Today (danes) – http://sszj.fri.uni-lj.si/?stran=slovar.index

Subject 2 Show a picture of a living room from the present. Ask the class, “What is this?” or “Which room is this?” Elicit the response, “This is the living room.” Ask the class, “Is the living room from the past or from today?” While speaking the words past and today use the gestures and point to the years on the board. Elicit the response, “Today.” But have them say, “From today.” Show the visual grammar cues to reinforce the response. Have the pupils repeat the expression in a rhythmical manner, for example, “The living room – is from – the present.” Show another picture from the present to reinforce this expression. Show a picture of a kitchen from the past. Ask the class, “What is this?” or “Which room is this?” Elicit the response, “This is the kitchen.” Ask the class, “Is the kitchen from the past or from today?” While speaking the words past and today use the gestures and point to the years on the board. Elicit the response, “Past.” But have them say, “From the past.” Show the visual grammar cues to reinforce the response. Have the pupils repeat the expression in a rhythmical manner, for example, “The kitchen – is from – the past.” Show another picture from the past to reinforce this expression.

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Do a few more examples in the same manner as outlined above using the pictures, but switching them. You can play a moving game where you write the numbers 1915 and 2015 on a piece of paper and put them up in two different locations in the classroom. When you show one of the pictures to the class, they must move to the picture that is associated with the past (1915) and the present (2015) respectively. Always ask the pupils what the room or object is, and where it comes from – the past or today. The extended phrase, “The kitchen is from today” will come in a subsequent lesson. Visual Grammar example

from

the

past

from

the

present

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

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

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PART B Week 2 – Lesson 1 – SPO Lesson objectives PART A: Recognizing rooms and items in a home, learning to read sentences represented by shapes. PART B: Identifying items from the past and today; 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.

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Do a few more examples in the same manner as outlined above using the pictures, but switching them. Play a moving game where you write the numbers 1915 and 2015 on a piece of paper and put them up in two different locations in the classroom. When you show one of the pictures to the class, they must move to the picture that is associated with the past (1915) and the present (2015) respectively. Always ask the pupils what the room or object is, and where it comes from – the past or today. Visual Grammar example

from

the

past

The

kitchen

from

today

the

past.

Flash card picture example

LILI & BINE

from today

from the past

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

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

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PART B Week 2 – Lesson 2 – MAT Lesson objectives PART A: Recognizing rooms and items in a home, learning to read sentences represented by shapes. PART B: Skip counting, understanding metre, measuring, understanding the concept of longer, shorter, taller, reading math equations, 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.

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Subject 2 Have the pupils sit on the floor. Show the class a metre stick and ask “What is this?” Pupils may know what it is in Slovene. Give them the English pronunciation for metre. Ask a pupil to stand up and come to the front of the classroom. Ask the class, “Is Miha taller than 1 metre?” Use a gesture to help reinforce the word tall when you say the word taller. Pupils may answer with “yes” or “Miha is taller”. Model the expression for them, “Miha is taller than 1 metre.” Show this expression using the visual grammar cues below. Review the expression again.

Subject 3 Take a chair and compare it to one metre. Ask the class what it is and compare it to the metre using the comparative word taller. Show this expression using the visual grammar cues below. Review the expression again. Have the pupils discuss in pairs something in the classroom that is taller than one metre and report back to the class. If they do not know the object in English, they can say it in Slovene and you can give them the English equivalent. It may be an object in the classroom that they have not learned yet, and that is perfectly OK. Take a desk and compare it to one metre. Ask the class what it is and compare it to the metre using the comparative word longer. Use a gesture to help reinforce the word long when you say the word longer. Show this expression using the visual grammar cues below. Review the expression again. Have the pupils discuss in pairs something in the classroom that is longer than one metre and report back to the class. If they do not know the object in English, they can say it in Slovene and you can give them the English equivalent. It may be an object in the classroom that they have not learned yet, and that is perfectly OK. Take a pencil case and compare it to one metre. Ask the class what it is and compare it to the metre using the comparative word shorter. Use a gesture to help reinforce the word short when you say the word shorter. Show this expression using the visual grammar cues below. Review the expression again. Have the pupils discuss in pairs something in the classroom that is shorter than one metre and report back to the class. If they do not know the object in English, they can say it in Slovene and you can give them the English equivalent. It may be an object in the classroom that they have not learned yet, and that is perfectly OK. Visual Grammar example

Miha

taller

than

metre.

The

pencil case

shorter

than

metre.

The

desk

longer

than

metre.

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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 3 – Lesson 1 – GUM Lesson objectives PART A: Recognizing rooms and items in a home, learning to read sentences represented by shapes. PART B: Learning to move to the song “Marko is Jumping”, learning to read sentences using 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.

What you will need for today – checklist: Visual Timetable: past, teacher, GUM, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Picture of Marko (Marko skače) Visual Grammar Shapes (optional):

Subject 1 Have the children return to their desks. In the beginning of the lesson, you should have mentioned that they will be listening to a familiar tune and learning it in English. Show a picture of Marko in a green field and ask the class, “Who is this?” Hopefully the pupils will answer with “This is Marko.” Ask the class, “What is Marko doing?” Elicit the response, “Marko is jumping.” If the pupils answer in Slovene, provide them with the English equivalent. As the pupils should know this song, teach the English words to the song in rote fashion. Marko’s Jumping Marko’s jumping, Marko’s jumping, Jumping through the green field. Oh, yes, yes he is Jumping through the green field. Oh, yes, yes he is Jumping through the green field. Repeat the song no more than 3 times in rote fashion. Demonstrate to the pupils the action jump if they do not already know. Have the class stand up and sing the song with the action jumping. Jump when you say jumping, and continue jumping in rhythm to the syllables and beat during the part ‘jumping through the green fields’. For example: Marko’s jumping, Marko’s jumping, jumping through the green field.

JUMP, JUMP

JUMP, JUMP JUMP, JUMP JUMP

JUMP JUMP JUMP

Oh, yes, yes he is, jumping through the green field.

JUMP, JUMP JUMP

JUMP JUMP JUMP

Oh, yes, yes he is, jumping through the green field.

JUMP, JUMP JUMP

JUMP JUMP JUMP

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Subject 2 Have the class sit down. Ask the class, “What else can Marko do? Marko can jump. Marko can…” Elicit other verbs of movement such as turn, walk, run, clap, etc. Have the class stand up and practise the movement for walking (taking two steps). They may move around the classroom. Remind the pupils that they are not to walk into anyone while doing this song. Marko’s walking, Marko’s walking, walking through the green field.

WALK, WALK

WALK, WALK WALK, WALK WALK

WALK WALK WALK

Oh, yes, yes he is, walking through the green field.

WALK, WALK WALK

WALK WALK WALK

Oh, yes, yes he is, walking through the green field.

WALK, WALK WALK

WALK WALK WALK

Marko’s turning, Marko’s turning, turning through the green field.

TURN, TURN

TURN, TURN TURN, TURN TURN TURN TURN TURN

Oh, yes, yes he is, turning through the green field.

TURN, TURN TURN

TURN TURN TURN

Oh, yes, yes he is, turning through the green field.

TURN, TURN TURN

TURN TURN TURN

Have the pupils in the class decide which movements they would like to do to this song. You may want to use the visual grammar cues for the song, but this is optional. This can also be used for another class. Visual Grammar example (optional)

192

Marko

jumping (2X)

Jumping

through

the

green

field.

Oh,

yes.

Yes,

Jumping

through

the

green

field.

TOPIC 6

In the Past

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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TOPIC 6

PART B Week 3 – Lesson 2 – MAT Lesson objectives PART A: Recognizing rooms and items in a home, learning to read sentences represented by shapes. PART B: Skip counting, understanding centimetre, estimating and measuring lengths, 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: past, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: pencil, ruler, notebook, crayon, pen. Actual objects: pencil, ruler, notebook, crayon, pen. Visual Grammar Shapes:

194

TOPIC 6

In the Past

Subject 2 Review: Have the children get their flash cards from Topic 1 (pencil, notebook, crayon, pen, ruler) and bring them to the floor. Sitting on the floor, review the flash cards briefly. 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 card. Have the children take turns asking, “What is this?” to the class. Individual pupils can answer.

Subject 3 Show the class a ruler and ask “What is this?” Elicit the response, “This is a ruler.” Show the numbers on the ruler and ask, “How many centimetres are in a ruler?” Elicit the response, “30 centimetres.” Pupils may know what it is in Slovene. Give them the English pronunciation for centimetre. Ask the class, “How long is the ruler?” Elicit the response, “30 centimetres.” Reinforce the expression, “The ruler is 30 cm long.” Show this expression using the visual grammar cues below. Review and repeat the expression again. Show the class a notebook and ask the class, “How long do you think the notebook is?” Use additional gestures for the word long and especially for the word think. “What do you think?” Have the children estimate how long they think the notebook is. They can use short answers here such as “20 cm”, “23 cm”, or “It is 20 cm long”, or “The notebook is 20 cm long”. Place the flash card of the notebook on the board and write the pupils’ estimates under the flash card. For example: notebook flash card 20 cm 23 cm Have two pupils measure the notebook and report to the class using the visual grammar cues, “The notebook is #cm long.” Have the class repeat, reinforcing the expression using the visual grammar.

Subject 4 In groups of 3 or 4, pupils put the remaining flash cards on the board. Ask each group to choose one item and in their group discuss how long they think that item is. Write their response on the board under the flash card. Each group repeats their estimate using the visual grammar below, “I think the pencil is 20 cm long.” Have the group say their estimate in chunks when speaking and repeating after you (I think – the pencil is – 20 cm long). Have one member of each group get the item they were estimating and measure it with a ruler. The group reports back to the class using the full expression. Visual Grammar example

The

ruler

long.

think

the

pencil

long.

195

In the Past

TOPIC 6

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.

196

TOPIC 6

In the Past

Song Lyrics: Topic 6 – IN THE PAST 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.

REFRAIN Cooker (stove) and fridge are in the kitchen. Cooker (stove) and fridge are in the kitchen. Cooker (stove) and fridge are in the kitchen. This is all in my home. REFRAIN

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

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

197

In the Past

TOPIC 6

Grammar Shapes Overview: Topic 6 â&#x20AC;&#x201C; IN THE PAST

PART A

198

the

living room

The

chair

the

Bine

the

kitchen.

The

sofa

not

kitchen.

the

kitchen.

TOPIC 6

In the Past

PART B

from

the

past

The

table

from

the

past.

Bine

taller

than

metre.

Marko

jumping.

Bine

walking

the

classroom.

The

ruler

long.

199

In the Past

TOPIC 6

Vocabulary Questions Overview: Topic 6 â&#x20AC;&#x201C; IN THE PAST topic.week.lesson

200

PART A

PART B

6.1.1

Where is the sofa? In the living room. Which room is this? This is the living room.

10 + 7 10 + 5 17 is greater. 15 is less. Which is greater, 10+7 or 10+4? Which is less, 10-2 or 10-5?

6.1.2

Where is the sofa? In the living room. Which room is this? This is the living room.

From the past. From today. The kitchen is from the past. The sofa is from today.

6.2.1

Where is the sofa? In the living room. Which room is this? This is the living room. Is the sofa in the living room? Yes./ No.

What is this? This is a bike. It is from today.

6.2.2

Where is the sofa? In the living room. Which room is this? This is the living room. Is the sofa in the living room? Yes, the sofa is in the living room. No, the sofa is in the kitchen.

This is 1 metre. Bine is taller than 1 metre. Bine is shorter than 2 metres. The table is longer than 1 metre.

6.3.1

Where is the sofa? In the living room. Which room is this? This is the living room. Is the sofa in the living room? Yes, the sofa is in the living room. No, the sofa is in the kitchen. Where is your sofa?

Marko is jumping. Marko is jumping in the field. Bine is walking. Bine is walking in the class.

6.3.2

What is this? This is a ruler. The ruler is 30 centimetres long. The pencil is 20 cm long. The crayon is 10 cm long. Which is longer/shorter? The pencil is longer.