Lib eng 2 pri 2015 topic 5b winter

TOPIC 5B

WINTER

2

145

Winter

TOPIC 5b

Contents – Topic 5b: Winter

Scope and Sequence Overview ............................................................................................................................................................................................................................................................................................................................................................... 147 Part B – weekly overview ........................................................................................................................................................................................................................................................................................................................................................................................ 147 Daily lesson structure and plan ............................................................................................................................................................................................................................................................................................................................................................... 148 Part A – topically related ......................................................................................................................................................................................................................................................................................................................................................................................... 150 Part B – cross-curricular lessons .............................................................................................................................................................................................................................................................................................................................................................. 153 Week 1 – Lesson 1 – SPO ........................................................................................................................................................................................................................................................................................................................................................................... 153 Week 1 – Lesson 2 – MAT/SLO ....................................................................................................................................................................................................................................................................................................................................................... 156 Week 2 – Lesson 1 – GUM ........................................................................................................................................................................................................................................................................................................................................................................ 159 Week 2 – Lesson 2 – MAT/SLO ........................................................................................................................................................................................................................................................................................................................................................ 161 Week 3 – Lesson 1 – GUM ....................................................................................................................................................................................................................................................................................................................................................................... 164 Week 3 – Lesson 2 – SPO .......................................................................................................................................................................................................................................................................................................................................................................... 166 Song Lyrics ............................................................................................................................................................................................................................................................................................................................................................................................................................................. 169 Topic Grammar Shapes Overview, Part A & Part B ......................................................................................................................................................................................................................................................................................... 170 Vocabulary Questions Overview ........................................................................................................................................................................................................................................................................................................................................................... 172

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Scope and Sequence Overview: Topic 5b – Winter (3 weeks – 6 lessons) TEACHER INTRODUCTION (3 minutes)

WARM-UP/INTRO (4-5 minutes)

PART A Topic Related: WINTER (10 minutes) Recognizing articles of clothing, 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

Ravioli Song

Vocabulary

Week 1 – trousers, shirt, socks, slippers Week 2 – coat, shoes Week 3 – hat, scarf Week 4 – mittens, boots

Grammar structure

Do you have blue pants?

Do you have brown slippers?

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 SPO GUM GUM

Lesson 2 MAT/SLO MAT/SLO SPO

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

SPO Recognizing parts of the day and what you do during these times of the day, learning to read sentences represented by shapes.

Subject 2

MAT/SLO Skip counting, understanding the concept of tall, taller, short and shorter, learning to read sentences represented by shapes.

WEEK 2

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

Subject 1

GUM Recognizing sounds that are long, short, strong and soft.

Subject 2

MAT/SLO Skip counting, understanding the concept of tall, taller, short and shorter, learning to read sentences represented by shapes.

Subject 1

GUM Recognizing sounds that are long, short, strong, soft, high and low, learning to read sentences represented by shapes.

Subject 2

SPO Recognizing parts of the day and what you do during these times of the day, learning to read sentences represented by shapes.

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

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TOPIC 5b – WINTER 3 Weeks – 6 Lessons Lesson objectives PART A: Recognizing articles of clothing, 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 Winter

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 clothing called “Ravioli”. Then you will come to the floor and we will learn some new words about articles of clothing. 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) The Comparative Rap The good are getting better and the bad are getting worse.

The big are getting bigger and the small are getting smaller.

The tall are getting taller and the short are getting shorter.

Continue with other opposites in the same manner.

(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 articles of clothing, 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.

NB

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

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

Flash Cards: trousers, shirt, socks, slippers, coat, shoes, hat, scarf, boots, mittens.

Visual Grammar Shapes:

4

4

2

1

1

Winter 1 Show the pupils the picture of clothes and tell them “Clothing – these are clothes.” 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 clothes. You have already explained to them what you will be doing and talking about at the beginning of the lesson. Introduce the song “Ravioli” in a rote fashion (teacher sings and pupils repeat each line). Have the pupils use gestures while singing (e.g. pointing to the articles of clothing or where the articles of clothing would be found on your body). Each week add the 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

Ravioli Ravioli, ravioli, ravioli, that’s the food for me.

Do you have it on your hat?

Yes, I have it on my hat.

On your hat?

On my hat!

Oooohhhhh.

Ravioli, ravioli, ravioli, that’s the food for me.

Do you have it on your shirt?

Yes, I have it on my shirt.

On your shirt?

On my shirt!

On your hat?

On my hat!

150

Ravioli, ravioli, ravioli, that’s the food for me.

Do you have it on your socks?

Yes, I have it on my socks.

On your socks?

On my socks!

On your shirt?

On my shirt!

On your hat?

On my hat!

Oooohhhhh.

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

Week 1 – pants, shirt, socks, slippers Week 2 – coat, shoes Week 3 – hat, scarf Oooohhhhh.

Extras if pupils are learning items of clothing quickly – mittens, boots This song is sung to the tune of Alueta. Go to www.lilibi.si to listen to the song.

TOPIC 5b

Winter

Winter 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 articles of clothing you were singing about during the lesson ready (e.g. trousers (pants), shirt, socks, etc.).

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/these are …” Introduce these by using two fingers when pointing and this by using one finger when pointing. Make gestures to ensure your pupils understand what you are asking them. Use visual grammar for reinforcement of the structure being learned.

You can divide the articles of clothing according to this is and these are on different sides of the board.

Winter 3 Tell the pupils to look at you. Tell them what you are wearing by pointing to your articles of clothing and saying, “I am wearing a shirt. I am wearing socks. I am wearing trousers.” They will see what you are wearing when you point to it. Put up the visual grammar and show the pupils, “I am wearing a shirt.” Have the pupils repeat the phrase.

Ask a pupil (e.g. Jaka), using gestures, “Are you wearing trousers?” Elicit the response, “Yes. I am wearing trousers.” Have the class say, “Jaka is wearing trousers.” Continue asking other pupils in the class in the same manner. Always elicit a response of yes.

Visual Grammar example

This

is

a

shirt.

I

am

wearing

a

Jaka

is

wearing

trousers.

Jana

is

not

wearing

These

are

trousers.

shirt.

trousers.

In Weeks 2 and 3, you can further develop or introduce additional responses. For example, “I am not wearing a shirt.” And “Jaka is not wearing slippers.” or “I am not wearing a shirt.”

In Weeks 2 and 3, pupils can come to the front of the classroom, show the class and describe what they are wearing. For example, “I am wearing trousers. I am wearing socks. I am wearing slippers. I am wearing a shirt.” etc.

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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 – SPO Lesson objectives PART A: Recognizing articles of clothing, learning to read sentences represented by shapes.

PART B: Recognizing parts of the day and what you do during these times of the day, learning to read sentences represented by shapes.

NB

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: winter, teacher, SPO, greeting, song/tongue-twister, good-bye.

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

Flash cards: trousers, shirt, socks, slippers Additional flash cards: eat, sleep, go to school, watch TV, brush your teeth.

Visual Grammar Shapes:

4

2

2

2

2

This lesson is a review reinforcing the concept of morning, afternoon, evening and night from Topic 5a, Week 4, Lesson 1, and builds upon it. Some verbs will be a review from “The Snake” story from previous lessons.

SPO 1 Have the pupils come to the floor with their cards of morning, afternoon, evening and night. Show the flash cards for morning, afternoon, evening and night, and review them. Tell them that when you say morning, afternoon, evening or night, they are to find their flash cards, show them and say, “in the morning/afternoon/evening” or “at night.”

SPO 2 Show the flash card of sleep. Have pupils try to describe the picture. Show a gesture of sleep to reinforce the picture. Elicit the response sleep from the class. Have the class do the gesture to show sleep.

Show the flash card of eat. Have pupils try to describe the picture. Show a gesture of eat to reinforce the picture. Elicit the response eat from the class. Have the class do the gesture to show eat. Review all the pictures learned thus far.

Show the flash card of go to school. Have pupils try to describe the picture. Show a gesture of go to school to reinforce the picture. Elicit the response go to school from the class. Have the class do the gesture to show go to school. Review all the pictures learned thus far.

Show the flash card of watch TV. Have pupils try to describe the picture. Show a gesture of watch TV to reinforce the picture.

Elicit the response watch TV from the class. Have the class do the gesture to show watch TV. Review all the pictures learned thus far.

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SPO 3 Ask the class, “When do you sleep?” pointing to the pictures morning, afternoon, evening and night. Elicit the response, “in the morning/evening” or “at night”. Show this expression using the visual grammar and have the class repeat the answer again.

Add the additional visual grammar cues to the sentence for, “I sleep in the morning/evening.” or “I sleep at night.” (see visual grammar cues below). Role play and have two or three pupils in a group ask questions and answer them.

Repeat the questions and answers in the same concept as above for “When do you eat?”, “When do you go to school?”, “When do you watch TV?”, and time permitting, “When do you brush your teeth?”

Visual Grammar example

in

the

morning

at

night

I

sleep

at

night.

I

sleep

I

watch

TV

in

the

afternoon.

I

go

to

school

in

the

in

the

morning.

morning.

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 2 – MAT/SLO Lesson objectives PART A: Recognizing articles of clothing; learning to read sentences represented by shapes.

PART B: Skip counting, understanding the concept of tall, taller, short and shorter, learning to read sentences represented by shapes.

NB

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

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

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

Flash cards: trousers, shirt, socks, slippers, coat, shoes.

Visual Grammar Shapes:

4

4

2

MAT 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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MAT 2 Have the pupils sit on the floor. Invite two pupils, one shorter than the other, to come to the front. Choose the shorter pupil first. Say to the class, “This is Jana. Jana is tall.” Use gestures to show the concept of tall. Have the class repeat these two sentences. Then say to the class, “This is Mina. Mina is taller. Mina is taller than Jana.” Use gestures to show the concept of taller, perhaps even stressing the -er in taller. Have the class repeat these two sentences, “This is Mina. Mina is taller.” Emphasize the words tall and taller using the two2 pupils.

Choose another two pupils to come to the front. As the pupils are coming and going, set up the visual grammar cues as indicated below. Visually put the taller sentence higher. Read the visual grammar again using the pupils Jana and Mina. Have the pupils repeat this. Have the next two pupils stand close to the shapes corresponding to height. Elicit a pupil to try and read the visual grammar cues using his or her classmates. For example, “This is Nika. Nika is tall. This is Anna. Anna is taller.” Help out with the first word if necessary by saying the word this. Ask the class, “Who is taller?” Elicit the response, “Anna is taller.”

Have the pupils work in pairs and decide who is taller. Have a few pupils say their answer to the class.

Choose another two pupils to come to the front of the classroom. As the pupils are coming and going, set up the visual grammar cues so that the second phrase is lower than the first, representing shorter. Repeat the same process with short and shorter as in the instructions above.

Visual Grammar example

Mina

Jana

is

is

taller.

tall.

MAT 3 Time permitting, or for additional lessons, you can use clothing to learn long and longer, and short and shorter. Eventually you can teach using classroom objects, big and bigger, and small and smaller.

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 2 – Lesson 1 – GUM Lesson objectives PART A: Recognizing articles of clothing, learning to read sentences represented by shapes.

PART B: Recognizing sounds in music that are long, short, strong and soft.

NB

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

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

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

Musical instruments: a triangle or another instrument where the sound carries for some time, and a drum or another instrument that can play loudly and softly.

GUM 1 Have the pupils remain at their desks. Take a long (big) step, and say, “long” (make certain that when you say long you stretch out the word, for example lo-o-o-ong. Take two long (big) steps, and say, “long, long”. Take three long (big) steps, and elicit the pupils to say “long, long, long”. Take the triangle, ting it once and say, “long”. Take the triangle, ting it 3 times, and elicit the pupils to say, “long, long, long”.

Take a short (small) step, and say, “short”. (make certain that when you say short you say the word quickly). Take two short (small) steps, and say, “short, short”. Take three short (small) steps, and elicit the pupils to say “short, short, short”. Take the triangle, ting it once and say, “short”. Take the triangle, ting it 3 times quickly, and elicit the pupils to say, “short, short, short”.

Take the triangle, ting it 4 times to show the rhythm – long, short, short, long. Elicit the class to tell the length of the notes in words, “long, short, short, long”. Go to the board, draw a series of lines and dots to show this rhythm: ___ . . ___ and have the pupils repeat. Invite a pupil to ting the triangle 4 times. The classmates must guess if the tings were long or short. Another pupil can come up to the board and draw the sounds using long and short lines as provided in the example.

GUM 2 Flex one of your bicep muscles and say, “strong” (make certain that when you say strong you say it louder). Flex each arm and say, “strong, strong”. Flex each arm twice and elicit the pupils to say “strong, strong, strong, strong”. Take the drum, hit it hard twice and say, “strong, strong”. Take the drum, hit it hard twice and 4 times, and elicits the pupils to say, “strong, strong”, and “strong, strong, strong, strong” respectively.

Put a finger to your lips (as if to say sh-h-h-h-h) and say, “soft” (make certain that when you say soft you say the word softly or quietly). Take the drum, softly hit it twice and say, “soft, soft”. Take the drum, hit it hard twice and 4 times softly, and elicit the pupils to say, “strong, strong, soft, soft, soft, soft”.

Take the drum and hit it 4 times to show the rhythm – soft, soft, strong, strong. Elicit the class to tell the loudness of the notes in words, “soft, soft, strong, strong”. Go to the board and draw a series of circles to show this rhythm: o o O O, and have the pupils repeat using words. Invite a pupil to hit the drum 4 times. The classmates must guess if the sounds were strong or soft. Another pupil can come up to the board and draw the sounds using long and short lines as provided in the example.

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GUM 3 Time permitting, you can combine all four words learned: long, short, strong, soft. Pupils in the class can create their own 4- or 8-beat sounds, speak them out and draw them.

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 5b

Winter

PART B Week 2 – Lesson 2 – MAT/SLO Lesson objectives PART A: Recognizing articles of clothing; learning to read sentences represented by shapes.

PART B: Skip counting, understanding the concept of tall, taller, short and shorter, learning to read sentences represented by shapes.

NB

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

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

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

Flash cards: trousers, shirt, socks, slippers, coat, shoes, hat, scarf.

Visual Grammar Shapes:

4

2

2

This lesson reviews, reinforces and builds upon the previous lessons in Topic 5b, Week 1, Lesson 2, and Topic 5b, Week 2, Lesson 1.

MAT 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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MAT 2 Have the pupils sit on the floor. Review the articles of clothing from Part A. Invite two pupils, one shorter than the other, to come to the front. Choose the shorter pupil first. Say to the class, “This is Jana. Jana is wearing trousers. Jana’s trousers are short.” Use gestures to show the concept of short. Have the class repeat these two sentences. Then say to the class, “This is Mina. Mina is wearing trousers. Mina’s trousers are shorter.” Use gestures to show the concept of shorter, perhaps even stressing the -er in shorter. Have the class repeat these two sentences, “Jana’s trousers are short. Mina’s trousers are shorter.” Emphasize the word short and shorter using the two pupils’ articles of clothing.

Pair up the pupils and practise this phrase. Have some pupils tell something that is shorter with their partner. It could be any article of clothing they know.

MAT 3 Choose another two pupils to come to the front. As the pupils are coming and going, set up the visual grammar cues as indicated below. Read the visual grammar again using the pupils Jana and Mina and put trousers in the appropriate spot.

Have the pupils repeat this. Have the next two pupils stand up. Elicit a pupil to try and read the visual grammar cues using his or her classmates and the word slippers (if they are wearing slippers; if not, use trousers again). For example, “This is Nika.

Nika is wearing slippers. Nika’s slippers are long. This is Ana. Ana is wearing slippers. Anna’s slippers are longer.” Help out with the first word if necessary by saying the word this. See if the pupils can say all three sentences. If not, focus on the last sentence only. Ask the class, “Whose slippers are longer?” Elicit the response, “Ana’s slippers are longer.” Have the pupils work in pairs and decide whose slippers are longer. Have a few pupils say their answers to the class.

Visual Grammar example

Jana’s

trousers

are

short.

Mina’s

trousers

are

shorter.

MAT 4 Time permitting or for additional lessons, you can use clothing to learn big and bigger, small and smaller, and thick and thicker, and thin and thinner using classroom objects.

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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.

163

Winter

TOPIC 5b

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

PART B: Recognizing sounds that are long, short, strong, soft, high and low, learning to read sentences represented by shapes.

NB

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: winter, teacher, GUM, greeting, song/tongue-twister, good-bye.

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

Musical instruments: a triangle or another instrument where the sound carries for some time, a drum or another instrument that can play loudly and softly, a xylophone or an instrument that can play high and low notes.

A few Orff instruments for the class to use in pairs or groups of 3.

This lesson reviews, reinforces and builds upon the previous lesson in Topic 5b, Week 2, Lesson 1.

GUM 1 Review what the pupils learned in the previous lessons with long and short notes (using the triangle), and strong and soft sounds (using the drum). Pupils do the actions and play the instruments to help remember and even draw the symbols for these. Please confer with the previously mentioned lessons for details on how the pupils learned these concepts. Review the marks to indicate what was learned: ___ . . ___ and O O o o. You can mix up these four sounds for some extra fun and challenge before moving on to teach them two new sounds. For example: ___ . O o (long, short, strong, soft). Spend a few minutes reinforcing these. Review them in pairs.

GUM 2 Take the xylophone, hit a high note once, then a low note once and say, “high, low” (when speaking the words, use a higher pitch voice for high, standing on your toes, and a lower pitch voice for low, bending your knees a little). The pupils repeat and can do the actions with you for high (standing on their toes) and low (bending their knees a little) a few times. Play four notes – high, high, low, low and elicit the response, “high, high, low, low.” Go to the board, draw a series of marks to show this rhythm: ‘ ‘ , , and have the pupils repeat. Change the pattern – low, high, high, low and elicit the response, “low, high, high, low”.

Have a pupil come to the front to draw the marks on the board. Third time, have a pupil create a four beat rhythm using the two notes. Let the class guess.

GUM 3 Time permitting, combine all three pairs learned (___ . O o ‘ ,) to create a complex rhythm and challenge the pupils to their musical ability.

164

TOPIC 5b

Winter

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.

165

Winter

TOPIC 5b

PART B Week 3 – Lesson 2 – SPO Lesson objectives PART A: Recognizing articles of clothing; learning to read sentences represented by shapes.

PART B: Recognizing parts of the day and what you do during these times of the day, learning to read sentences represented by shapes.

NB

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: winter, teacher, SPO, greeting, song/tongue-twister, good-bye.

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

Flash cards: trousers, shirt, socks, slippers, coat, shoes, hat, scarf, mittens, boots.

Additional flash cards: sleep, eat, go to school, etc.

Visual Grammar Shapes:

4

2

2

2

2

This lesson reviews, reinforces and builds upon the previous lesson in Topic 5b, Week 1, Lesson 1.

SPO 1 Have the pupils come to the floor with their cards of morning, afternoon, evening and night. Show the flash cards for morning, afternoon, evening and night, and review them. Tell them that when you say morning, afternoon, evening or night, they are to find their flash cards, show them and say, “in the morning/afternoon/evening” or “at night.” Make certain that they are able to identify at night and do not say in the night.

SPO 2 Show the flash card of sleep. Have pupils try to describe the picture. Show a gesture of sleep to reinforce the picture. Elicit the response sleep from the class. Have the class do the gesture to show sleep.

Show the flash card of eat. Have pupils try to describe the picture. Show a gesture of eat to reinforce the picture. Elicit the response eat from the class. Have the class do the gesture to show eat. Review all the pictures learned thus far.

Show the flash card of go to school. Have pupils try to describe the picture. Show a gesture of go to school to reinforce the picture. Elicit the response go to school from the class. Have the class do the gesture to show go to school. Review all the pictures learned thus far.

Show the flash card of watch TV. Have pupils try to describe the picture. Show a gesture of watch TV to reinforce the picture.

Elicit the response watch TV from the class. Have the class do the gesture to show watch TV. Review all the pictures learned thus far.

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TOPIC 5b

Winter

SPO 3 Ask the class, “When do you sleep?” pointing to the pictures of morning, afternoon, evening and night. Elicit the response, “in the morning/evening” or “at night.” Show this expression using the visual grammar and have the class repeat the answer again.

Add the additional visual grammar cues to the sentence for, “I sleep in the morning/evening” or “I sleep at night.” (see visual grammar cues below). Role play and have 2 or 3 pupils in a group ask questions and answer them.

Repeat the questions and answers in the same concept as above for “When do you eat?”, “When do you go to school?”, “When do you watch TV?”, “When do you brush your teeth?”, “When do you read a book?” or “When does your mother/father read a book?”

“When does your mother/father go to the shop?” Combine questions using family members as well.

Visual Grammar example

in

the

morning

at

night

I

sleep

at

night.

I

watch

TV

in

the

afternoon.

I

go

to

school

in

the

morning.

My

mother

goes

to

the

shop

in

I

sleep

in

the

the

afternoon.

morning.

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.

167

Winter

TOPIC 5b

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.

168

TOPIC 5b

Winter

Song Lyrics: Topic 5b – WINTER Greeting song/recitation Welcome, Welcome Welcome, welcome to our class. We’re so glad you’re here.

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

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

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

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

Seasonal song/poem/recitation/verse/tongue-twister (examples) The Comparative Rap The good are getting better and the bad are getting worse.

The big are getting bigger and the small are getting smaller.

The tall are getting taller and the short are getting shorter.

Continue with other opposites in the same manner (Or the teacher chooses what they think is relevant to add to the existing curriculum.)

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

Weather song How’s the Weather?

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

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

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

Topic song

Ravioli Ravioli, ravioli, ravioli, that’s the food for me.

Do you have it on your hat?

Yes, I have it on my hat.

On your hat?

On my hat!

Oooohhhhh.

Ravioli, ravioli, ravioli, that’s the food for me.

Do you have it on your shirt?

Yes, I have it on my shirt.

On your shirt?

On my shirt!

On your hat?

On my hat!

Oooohhhhh.

Ravioli, ravioli, ravioli, that’s the food for me.

Do you have it on your socks?

Yes, I have it on my socks.

On your socks?

On my socks!

On your shirt?

On my shirt!

On your hat?

On my hat!

Oooohhhhh.

This song is sung to the tune of Frere Jacques. 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.

169

Winter

TOPIC 5b

Grammar Shapes Overview: Topic 5b – WINTER

PART A

170

I

am

wearing

trousers.

He

is

wearing

a

hat.

Bine

is

wearing

blue

trousers.

I

am

not

wearing

a

blue

shirt.

TOPIC 5b

Winter

PART B

I

sleep

in

the

morning.

I

eat

a

banana

in

Lili’s

trousers

are

longer/long.

the

morning.

171

Winter

TOPIC 5b

Vocabulary Questions Overview: Topic 5b – WINTER

topic.week.lesson

172

PART A

PART B

5b.1.1

Are you wearing trousers?

Yes/No. Do you have blue trousers?

Yes/No.

When do you sleep?

I sleep in the morning/afternoon/evening.

When do you eat a banana?

I eat a banana in the morning/afternoon/evening.

5b.1.2

Are you wearing trousers?

Yes/No. Do you have blue trousers?

Yes/No.

Bine is tall. Lili is tall. (short) Who is taller?

Bine is taller.

Bine is wearing trousers. Lili is wearing trousers.

Whose trousers are longer?

Lili’s trousers (are longer).

5b.2.1

Are you wearing trousers?

Yes, I am wearing trousers.

No, I am not wearing trousers.

Do you have blue trousers?

Yes/No.

Which bar has 2 short/long notes?

Which bar has 2 strong/soft notes?

5b.2.2

Are you wearing trousers?

Yes, I am wearing trousers.

No, I am not wearing trousers.

Do you have blue trousers?

Yes/No.

Bine is tall. Lili is tall. (short) Who is taller?

Bine is taller.

Bine is wearing trousers. Lili is wearing trousers.

Whose trousers are longer?

Lili’s trousers (are longer).

5b.3.1

Are you wearing trousers?

Yes, I am wearing trousers.

No, I am not wearing trousers.

Do you have blue trousers?

Yes, I have blue trousers.

No, I do not have blue trousers.

Which bar has high/low notes?

Which bar has 2 strong/soft notes?

5b.3.2

Yes, I am wearing trousers.

No, I am not wearing trousers.

Do you have blue trousers?

Yes, I have blue trousers.

No, I have brown trousers.

Is Lili wearing trousers?

Yes, she is.

When do you sleep?

I sleep in the morning/afternoon/evening.

When do you eat a banana?

I eat a banana in the morning/afternoon/evening.