Lib eng pri 2015 topic 7 spring, animals by Založba Rokus Klett, d.o.o.

TOPIC 6

In the Past

TOPIC 7

SPRING, ANIMALS

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Spring, Animals

TOPIC 7

Contents – Topic 7: Spring, Animals

Scope and Sequence Overview .............................................................................................................................................................................................................................................................................................................................................................. 203 Part B – weekly overview ....................................................................................................................................................................................................................................................................................................................................................................................... 203 Daily lesson structure and plan ............................................................................................................................................................................................................................................................................................................................................................... 204 Part A – topically related ......................................................................................................................................................................................................................................................................................................................................................................................... 206 Part B – cross-curricular lessons ............................................................................................................................................................................................................................................................................................................................................................. 209 Week 1 – Lesson 1 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 209 Week 1 – Lesson 2 – SLO ............................................................................................................................................................................................................................................................................................................................................................................ 212 Week 2 – Lesson 1 – MAT .......................................................................................................................................................................................................................................................................................................................................................................... 214 Week 2 – Lesson 2 – SLO ............................................................................................................................................................................................................................................................................................................................................................................ 217 Week 3 – Lesson 1 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 220 Week 3 – Lesson 2 – SLO ........................................................................................................................................................................................................................................................................................................................................................................... 223 Song Lyrics ............................................................................................................................................................................................................................................................................................................................................................................................................................................. 225 Topic Grammar Shapes Overview, Part A & Part B ........................................................................................................................................................................................................................................................................................ 226 Vocabulary Questions Overview .......................................................................................................................................................................................................................................................................................................................................................... 228

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Spring, Animals

Scope and Sequence Overview: Topic 7 – Spring, Animals (3 weeks – 6 lessons) TEACHER INTRODUCTION (3 minutes)

WARM-UP/INTRO (4-5 minutes)

PART A Topic Related: SPRING, ANIMALS (10 minutes) Recognizing animals and colours, 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

Animals Story or Song

Vocabulary

Week 1 – brown bear, red bird, yellow duck, blue horse. Week 2 – green frog, purple cat, white dog. Week 3 – black sheep, gold fish.

Grammar structure

What’s this? It is a blue bird. What colour is the frog? The frog is green.

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

WEEKS 1–3 Lesson 1 Week 1 MAT Week 2 MAT Week 3 MAT

Subjects

Lesson 2 SLO SLO SLO

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

Good-bye song/poem/verse/recitation

Good-bye to you

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

Subject 1

MAT Skip counting, word problems using metre, learning to read sentences represented by shapes.

Subject 2

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

Subject 1

MAT Skip counting, word problems using centimetre, learning to read sentences represented by shapes.

Subject 2

SLO Understanding the concept of comparison (high–higher, fast–faster, slow– slower), 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

MAT Skip counting, learning to read 2-part word problems, learning to read sentences using shapes.

Subject 2

SLO Learning to read the “Black Bear” song, learning to read sentences represented by shapes.

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TOPIC 7 – SPRING, ANIMALS 3 Weeks – 6 Lessons Lesson objectives PART A: Recognizing colours and animals, 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 Spring, Animals

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 animals called “Black Bear, Black Bear.” Then you will come to the floor and we will learn some new words about colours and animals. 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 colours and animals, 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: spring/animals, teacher, greeting, song/tongue-twister, good-bye, PART B picture. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: black bear, yellow duck, brown horse, green frog, orange cat, blue bird, red dog, white goat, purple fish. Visual Grammar Shapes:

Topic 1 Show the pupils a few flash cards showing animals and tell them “Animals – these are animals.” You have already explained to them what you will be doing and talking about at the beginning of the lesson. Introduce the song “Black Bear, Black Bear” in a rote fashion (teacher sings and pupils repeat each line). Model the movement to the song: slap your lap in accordance to the syllable for the colour and clap in accordance to the syllable for the animal. For example, yel-low duck (lap, lap, clap), black bear (lap, clap). Have the pupils repeat the actions while singing. 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 Black Bear, Black Bear Black bear, black bear, What do you see? I see a yellow duck looking at me. Yellow duck, yellow duck, What do you see? I see a brown horse looking at me. Brown horse, brown horse What do you see? I see a green frog looking at me. Green frog, green frog What do you see? I see an orange cat looking at me. Orange cat, orange cat What do you see? I see a blue bird looking at me.

Blue bird, blue bird, What do you see? I see a red dog looking at me. Red dog, red dog, What do you see? I see a white goat looking at me. White goat, white goat, What do you see? I see a purple fish looking at me. Purple fish, purple fish, What do you see? I see a black bear, a yellow duck, a brown horse, a green frog, an orange cat, a blue bird, a red dog, a white goat and a purple fish looking at me.

This song is sung to the tune of Twinkle, Twinkle, Little Star. 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 animals you were singing about during the lesson ready. 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 black bear.” Use the visual grammar for reinforcement of the structure being learned. Review the vocabulary.

Topic 3 When the pupils have the idea of colour and animal, you can have every pupil in the class choose an animal. The first game you can play to reinforce the colour + animal is pointing to an animal and have the pupils slap their lap and clap their hands to the phrase. For example, black (one slap on the lap for one syllable in the colour) bear (one clap on the lap for one syllable in the colour), yel-low (two slaps on the lap for one syllable in the colour) duck (one clap on the lap for one syllable in the colour).

Topic 4 Time permitting, here is another game you can play. Have the pupils choose an animal. The pupils who have chosen black bear stand up. The pupils sitting begin by singing or saying, “Black bear, black bear, what do you see?” Pick a random animal word they are learning and point to it, for example green frog. The pupils standing say, “I see a green frog looking at me.” The pupils with black bear sit down and the pupils with green frog stand. The pupils sitting begin singing or saying, “Green frog, green frog, what do you see?” Pick a random animal word they are learning and point to it, for example yellow duck. And this continues. Use the visual grammar for reinforcement of the structure being learned. Visual Grammar example

This

black

bear.

see

black

bear

looking

me.

If the song is going well, in Week 3, you can change the word see to hear and looking at to speaking to if your class is progressing faster than anticipated.

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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.

PART B (see weekly lesson pages for details)

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

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

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PART B Week 1 – Lesson 1 – MAT Lesson objectives PART A: Recognizing animals and colours, learning to read sentences represented by shapes. PART B: Skip counting, word problems using metre, 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: spring/animals, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: black bear, yellow duck, brown horse, green frog, orange cat (3 copies of each flash card); Additional flash cards: walk, fly, swim. 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. 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 Put up the flash cards of the black bearand the verb walk on the board, and write 5 m on the board. Ask a pupil or two to try and read the pictures. They may have various ideas of how they can be read. Elicit, “The black bear walks 5 metres.” Have the class repeat the expression. Rearrange the pictures to form the visual grammar cues below to reinforce the structure. Put up the flash cards of the black bear and the verb walk on the board, and write 14 m on the board. Ask a pupil or two to try and read the pictures. Elicit, “The black bear walks 14 metres.” Have the class repeat the expression. Rearrange the pictures to form the visual grammar cues below to reinforce the structure. Ask the class, “How far does the black bear walk?” Use a gesture to help with the concept of far when you use this word. Elicit the response, “The black bear walks 19 metres.”

Subject 3 Using the completed visual grammar cues in the order below, change the pictures to yellow duck, fly and under the shapes for # and metre, write 10 and m. Have some pupils read the visual grammar with the new pictures. You may have to introduce the verb fly. Elicit the response, “The yellow duck flies 10 metres.” On the next line, change the picture to yellow duck, fly and under the shapes for # and metre, write 8 and m. Have some pupils read the visual grammar with the new pictures. Elicit the response, “The yellow duck flies 8 metres.” Ask the class, “How far does the yellow duck fly?” Use a gesture to help with the concept of far when you use this word. Elicit the response, “The yellow duck flies 19 metres.” Using the completed visual grammar cues in the order below, have a pupil change the picture to another animal (e.g. fish), add swim and under the shapes for # and metre, write 8 and m. Have some pupils read the visual grammar with the new pictures. You may have to introduce the verb swim. Elicit the response, “The COLOUR ANIMAL swims 8 metres.” On the next line, change the picture to COLOUR ANIMAL, swim and under the shapes for # and metre, write 8 and m. Have some pupils read the visual grammar with the new pictures. Elicit the response, “The COLOUR ANIMAL swims 8 metres.” Ask the class, “How far does the COLOUR ANIMAL swim?” Use a gesture to help with the concept of far when you use this word. Elicit the response, “The COLOUR ANIMAL swims 16 metres.”

Subject 4 Time permitting, you can have the pupils in the class create their own word problems for one another. Visual Grammar example

Then

210

The

black

bear

walks

metres.

the

black

bear

walks

metres.

The

black

bear

walks

metres.

TOPIC 7

Spring, Animals

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 animals and colours, learning to read sentences represented by shapes. PART B: Reading pictures to create the story of “The Snake”, playing out the story.

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: spring/animals, teacher, SLO, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. The Snake: sunny, boy & girl, walk, forest, see, snake, step, bite, doctor, injection, walk, forest. Additional items: rope.

Subject 1

Make a clearing spacious enough for the pupils to move in the room, then have them sit on the floor. While the pupils are clearing the room, place the pictures of the “The Snake” story on the board in the following order (sunny – boy & girl – walk – forest – snake – step – bite – doctor – injection – walk – forest). Read the story, picture by picture, pointing each time to the appropriate picture in the story. When finished, read the story again in rote form (teacher speaks, pupils repeat). The “–” indicates the section you read and the pupils repeat. Use gestures or actions for step, walk and bite to enhance the story. The Snake One sunny day – a boy and a girl – walk to the forest. – In the forest – the boy and the girl – see a snake. – The snake is long and green. – Do not step on the snake! – If you step on the snake, – the snake will bite you. – If the snake bites you, – you need to go to the doctor. – The doctor – will give you an injection. – When you get an injection, – then you can go and walk – in the forest. For a preview of this activity, go to www.lilibi.si and watch the video.

Subject 2

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

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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 animals and colours, learning to read sentences represented by shapes. PART B: Skip counting, word problems using centimetre, 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: spring/animals, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards (spring/animals topic): black bear, yellow duck, brown horse, green frog, orange cat (3 copies of the animals flash cards); walk, fly, swim. Visual Grammar Shapes:

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Subject 2 Put up the flash cards of the green frog and the verb swim on the board, and write 25 cm on the board. Ask a pupil or two to try and read the pictures. They may have various ideas of how they can be read. Elicit, “The green frog swims 25 centimetres.” Have the class repeat the expression. Rearrange the pictures to form the visual grammar cues below to reinforce the structure. Put up the flash cards of the green frog and the verb walk on the board, and write 10 cm on the board. Ask a pupil or two to try and read the pictures. Elicit, “The green frog swims 10 centimetres.” Have the class repeat the expression. Rearrange the pictures to form the visual grammar cues below to reinforce the structure. Ask the class, “How far does the green frog walk?” Use a gesture to help with the concept of far when you use this word. Elicit the response, “The green frog swims 35 centimetres.”

Subject 3 Using the completed visual grammar cues in the order below, change the pictures to yellow duck, fly and under the shapes for # and metre, write 20 and cm. Have some pupils read the visual grammar with the new pictures. You may have to introduce the verb fly. Elicit the response, “The yellow duck flies 20 centimetres.” On the next line, change the picture to yellow duck, fly and under the shapes for # and metre, write 8 and cm. Have some pupils read the visual grammar with the new pictures. Elicit the response, “The yellow duck flies 8 centimetres.” Ask the class, “How far does the yellow duck fly?” Use a gesture to help with the concept of far when you use this word. Elicit the response, “The yellow duck flies 29 centimetres.” Using the completed visual grammar cues in the order below, have a pupil change the picture to another animal (e.g. fish), add swim, fly or walk and under the shapes for # and distance, write any number and either cm or m. Have some pupils read the visual grammar with the new pictures. You may have to introduce the verb chosen. Elicit the response, “The COLOUR ANIMAL VERB # cm/m.” On the next line, change the picture to COLOUR ANIMAL, VERB and under the shapes for # and distance, write any number and either cm or m. Have some pupils read the visual grammar with the new pictures. Elicit the response, “The COLOUR ANIMAL VERB # cm/m.” Ask the class, “How far does the COLOUR ANIMAL swim/walk/fly?” Use a gesture to help with the concept of far when you use this word. Elicit the response, “The COLOUR ANIMAL swims/walks/flies # cm/m.”

Subject 4 Time permitting, you can have the pupils in the class create their own word problems for one another. Visual Grammar example

Then

The

green

frog

swims

centimetres.

the

green

frog

swims

centimetres.

The

green

frog

swims

centimetres.

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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 – SLO Lesson objectives PART A: Recognizing animals and colours, learning to read sentences represented by shapes. PART B: Understanding the concept of comparison (high–higher, fast–faster, slow–slower), 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: spring/animals, teacher, SLO, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: black bear, yellow duck, brown horse, green frog, orange cat (3 copies of each flash cards) Additional flash cards: walk, fly, swim, run. Visual Grammar Shapes:

Subject 1

Have the pupils come and sit on the floor. Review the animals, and play some guessing games. A pupil can come to the front and imitate an animal and the other pupils have to guess which animal it is that they have learned.

Subject 2

Have the pupils bring their flash cards of the animals and sit on the floor. Invite two pupils to come to the front. Ask both pupils to jump. Ask the class, “Who jumps higher?” Use gestures to show the concept of high. Set up the visual grammar cues and have the class repeat these two sentences. Then say to the class, “Miha jumps higher than Jaka.” Use gestures to show the concept of higher, perhaps even stressing the er in higher. Have the class repeat the sentences, “Miha jumps higher than Jaka.” Emphasize the words jumps and higher using the two pupils. ”

Subject 3

Have the two pupils choose an animal each and hold the flash cards in front of the class (e.g. brown horse and black bear). Choose the verb jump. Review the word high with the class, using a gesture to go with the verb jump. Ask the class, “Which animal jumps higher, the black bear or the brown horse?” Elicit the response, “The brown horse jumps higher.” Place the animals on the visual grammar where the names were. Add the article and adjective in the appropriate place (see the visual grammar below). Place the verb jump in the verb place. Have the class or a pupil try to form the entire phrase looking at the visual grammar, “The brown horse jumps higher than the black bear.” Have the class repeat speaking in chunks to help remember.

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Subject 4

Have pupils work in groups of 2. They choose two animals and compare which animal jumps higher. Have two pupils say their answer to the class using the visual grammar cues to form the correct sentence. Have the class repeat. Have two pupils choose another 2 animals (e.g. yellow duck and red dog) and choose the verb run. Ask the class, “Which animal runs faster, the yellow duck or the red dog?” Elicit the response, “The red dog runs faster.” Place the animals on the visual grammar. Place the verb run in the verb place. Have the class or a pupil try to form the entire phrase looking at the visual grammar, “The red dog runs faster than the yellow duck.” Have the class repeat speaking in chunks to help remember. Have pupils work in groups of 2. They choose two animals and compare which animal runs faster. Have 2 or 3 pupils say their answer to the class using the visual grammar cues to form the correct sentence. Have the class repeat. Time permitting, have two pupils choose another two animals and use the verb run with the adjective slow. Ask the class, “Which animal runs slower?” Continue the approach in the same manner. Another option is to have the pupils ‘be the teacher’ by choosing the animals and compare how they move – faster, slower, higher. Visual Grammar example

Miha

jumps

higher

than

Jaka.

The

brown

horse

jumps

higher

than

the

black

bear.

The

red

dog

runs

faster

than

the

yellow

duck.

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 3 – Lesson 1 – MAT Lesson objectives PART A: Recognizing animals and colours, learning to read sentences represented by shapes. PART B: Skip counting, learning to read 2-part word problems, learning to read sentences using 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: spring/animals, teacher, MAT, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: black bear, yellow duck, brown horse, green frog, orange cat, blue bird, red dog, white goat. Word problem pictures. Visual Grammar Shapes:

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Spring, Animals

Subject 2 Have the pupils come and sit on the floor. Review the animals, and play some guessing games. A pupil can come to the front and imitate an animal and the pupils have to guess which animal it is that they have learned.

Subject 3 Put the word problem picture up on the board. Ask the pupils, “Which animal do you see?” Elicit response, “I see dogs.” Ask the question, “How many dogs are there?” Possible answers: 15 or 15 dogs. Introduce the phrase, “There are 15 dogs.” Show this example with the visual grammar cues below. Have the class repeat this phrase. Ask the class, “How many red dogs are there?” Elicit the response, “There are 5 red dogs.” Use the visual grammar cues to help with this expression and emphasize there are. You can help to reinforce the word there by pointing to the picture as though the picture was over there. Ask the class, “How many dogs are white?” Elicit the response, “There are 10 white dogs.” Use the visual grammar cues to help with this expression and emphasize there are. You can help to reinforce the word there by pointing to the picture as though the picture was over there. Put the second word problem picture up on the board. Have the pupils tell you which animal they see by asking the question “Which animal do you see?” “I see birds.” Ask the question, “How many birds are there?” Possible answers: 12 or 12 birds. Introduce the phrase, “There are 12 birds.” Show this example with the visual grammar cues below. Have the class repeat this phrase. Ask the class, “How many blue birds are there?” Elicit the response, “There are 6 blue birds.” Use the visual grammar cues to help with this expression and emphasize there are. You can help to reinforce the word there by pointing to the picture as though the picture was over there. Ask the class, “How many birds are yellow?” Elicit the response, “There are 6 yellow birds.” Use the visual grammar cues to help with this expression and emphasize there are. You can help to reinforce the word there by pointing to the picture as though the picture was over there. For the third word problem picture, have the pupils work in pairs or groups of 3 to try and figure out some of the expressions learned. Time permitting, do the fourth word problem in the same manner as the third word problem – let the pupils in the class try to figure out and speak as much as they can, repeating what their classmates say.

Subject 4 In the “Reflect & Connect” part at the end of this section, you may want to tell the class that the expression there are is not used in Slovene and that many Slovenes forget to use this expression when speaking English. Entice them to remember by telling them that you are certain you will forget this as do most Slovenes when leaning English. You would be interested in seeing how many will remember the next time you teach this. Visual Grammar example

There

are

dogs.

There

are

red

dogs.

There

are

white

dogs.

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TOPIC 7

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.

222

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Spring, Animals

PART B Week 3 – Lesson 2 – SLO Lesson objectives PART A: Recognizing animals and colours, learning to read sentences represented by shapes. PART B: Learning to read the “Black Bear, Black Bear” song, 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: spring/animals, teacher, SLO, greeting, song/tongue-twister, good-bye. Weather: sunny, cloudy, rainy, windy, stormy, foggy, snowy. Flash cards: black bear, yellow duck, brown horse, green frog, orange cat, blue bird, red dog, white goat, purple fish (3 of each). “Black Bear” booklet. Visual Grammar Shapes:

Subject 1

Have the children stand up and find some space on the floor. Review all the animals, starting with the most recent ones. Play a game to reinforce the colours and animals. Play a guessing game where the pupils can come to the front of the classroom and imitate an animal and their classmates have to guess which animal it is that they have learned. Have a pupil from the class act as the teacher and direct this game while you set up the visual grammar cues.

Subject 2

Place the nouns bear and duck, and the verbs look and see in the appropriate places in the visual grammar as set up below. If the pupils know the song well enough, it should not make a difference in which order you place the animals; however, pupils with learning difficulties will prefer to have the animals being learned in the same order. When you are set up, have the class read the first part of the visual grammar ‘singing’ story. When the first part is complete, put the pictures of the next animal directly over the animals on the board to save time taking the animals down. The flow of the story (song) will be much smoother. Visual Grammar example

Black

bear,

black

bear,

what

you

see?

see

yellow

duck

looking

me.

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TOPIC 7

Subject 3

Time permitting and if your pupils are capable of reading the story themselves, you may decide to use the “Black Bear” booklet for a reading activity. They will be familiar with the shapes already but the more advanced pupils may even be able to read the words.

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

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

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

224

TOPIC 7

Spring, Animals

Song Lyrics: Topic 7 – SPRING/ANIMALS 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.

I see an orange cat looking at me. Orange cat, orange cat What do you see? I see a blue bird looking at me. Blue bird, blue bird, What do you see? I see a red dog looking at me. Red dog, red dog, What do you see? I see a white goat looking at me.

White goat, white goat, What do you see? I see a purple fish looking at me. Purple fish, purple fish, What do you see? I see a black bear, a yellow duck, a brown horse, a green frog, an orange cat, a blue bird, a red dog, a white goat and a purple fish looking at me.

This song is sung to the tune of Twinkle, Twinkle, Little Star. 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.

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TOPIC 7

Grammar Shapes Overview: Topic 7 â&#x20AC;&#x201C; SPRING/ANIMALS

PART A

226

This

bird.

The

bird

blue.

This

blue

bird.

The

bird

not

blue.

TOPIC 7

Spring, Animals

PART B

The

black

bear

walks

metres.

Bine

and

Lili

take

steps.

Bine

can

jump

high/higher.

Bine

takes

There

are

birds.

birds

are

blue.

steps.

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TOPIC 7

Vocabulary Questions Overview: Topic 7 – SPRING/ANIMALS

228

topic.week.lesson

PART A

PART B

7.1.1

What is this? This is a bird. What colour is the bird? The bird is blue. This is a blue bird.

The brown bear walks 5 metres. The brown bear walks 20 metres. How far does the brown bear walk? The brown bear walks 25 metres.

7.2.1

What is this? This is a bird. What colour is the bird? The bird is blue. This is a blue bird. Is the bird blue? Yes./No.

“The Snake” story – reading a story through pictures.

7.3.1

What is this? This is a bird. What colour is the bird? The bird is blue. This is a blue bird. Is the bird blue? Yes./No.

The brown bear walks 30 m. The brown bear stops. The brown bear runs 20 metres. How far does the brown bear go? Jaka and Tine take 20 steps. Jaka takes 10 more steps. How many steps does Jaka take?

7.3.2

What is this? This is a bird. What colour is the bird? The bird is blue. This is a blue bird. Is the bird blue? Yes./No.

Who can jump? Miha can jump. Luka can jump. Who can jump higher? Luka can jump higher.

7.3.1

What is this? This is a bird. What colour is the bird? The bird is blue. This is a blue bird. Is the bird blue? Yes, the bird is blue. No, the bird is red.

There are 10 birds. 5 birds are blue. How many birds are red? 5 birds are red.

7.3.2

What is this? This is a bird. What colour is the bird? The bird is blue. This is a blue bird. Yes, the bird is blue. No, the bird is red. No, the bird is not blue.

A story about animals Answering simple questions.