Lib eng 2 pri 2015 topic 9 movement

TOPIC 9

MOVEMENT

2

257

Movement

TOPIC 9

Contents – Topic 9: Movement

Scope and Sequence Overview .............................................................................................................................................................................................................................................................................................................................................................. 259 Part B – weekly overview ....................................................................................................................................................................................................................................................................................................................................................................................... 259 Daily lesson structure and plan ............................................................................................................................................................................................................................................................................................................................................................... 260 Part A – topically related: Topic 1 .......................................................................................................................................................................................................................................................................................................................................... 263 Part B – cross-curricular lessons: Topic 1 ............................................................................................................................................................................................................................................................................................................... 266 Week 1 – Lesson 1 – SLO ........................................................................................................................................................................................................................................................................................................................................................................... 266 Week 1 – Lesson 2 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 268 Part A – topically related: Topic 2 .......................................................................................................................................................................................................................................................................................................................................... 271 Part B – cross-curricular lessons: Topic 2 ................................................................................................................................................................................................................................................................................................................ 274 Week 2 – Lesson 1 – SLO ............................................................................................................................................................................................................................................................................................................................................................................ 274 Week 2 – Lesson 2 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 276 Part A – topically related: Topic 3 .......................................................................................................................................................................................................................................................................................................................................... 279 Part B – cross-curricular lessons: Topic 3 ............................................................................................................................................................................................................................................................................................................... 282 Week 3 – Lesson 1 – GUM ....................................................................................................................................................................................................................................................................................................................................................................... 282 Week 3 – Lesson 2 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 285 Part A – topically related: Topic 4 .......................................................................................................................................................................................................................................................................................................................................... 288 Part B – cross-curricular lessons: Topic 4 ............................................................................................................................................................................................................................................................................................................... 291 Week 4 – Lesson 1 – MAT ......................................................................................................................................................................................................................................................................................................................................................................... 291 Week 4 – Lesson 2 – ŠPO .......................................................................................................................................................................................................................................................................................................................................................................... 294 Song Lyrics ............................................................................................................................................................................................................................................................................................................................................................................................................................................. 296 Topic Grammar Shapes Overview, Part A & Part B ........................................................................................................................................................................................................................................................................................ 298 Vocabulary Questions Overview .......................................................................................................................................................................................................................................................................................................................................................... 300

258

TOPIC 9

Movement

Scope and Sequence Overview: Topic 9 – Movement (4 weeks – 8 lessons) TEACHER INTRODUCTION (3 minutes)

WARM-UP/INTRO (4–5 minutes)

PART A Topic Related: MOVEMENT (10 minutes) Review of Topics 1–4, 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

Week 1 – School Week 2 – Transport Week 3 – Autumn Week 4 – Family

Vocabulary Grammar structure REFLECT AND CONNECT (5 minutes) WEEKS 1–4

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

Week 1 Week 2 Week 3 Week 4

Subjects

Lesson 1 SLO SLO GUM MAT

Lesson 2 MAT MAT MAT ŠPO

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

SLO Describing actions using the present simple tense, prepositions; learning to read sentences represented by shapes.

Subject 2

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

WEEK 2

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

Subject 1

SLO Creating compound nouns from two singular nouns, learning to read sentences represented by shapes.

Subject 2

MAT Skip counting, reinforcing litre, word problems using pictures, learning to read sentences represented by shapes.

WEEK 3

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

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

Subject 1

GUM Playing and following simple musical notation and rhythm on Orff instruments, understanding the concept of long and short notes, loud and soft sounds.

Subject 2

MAT Skip counting, reviewing word problems and stories, learning to read sentences represented by shapes.

WEEK 4

Subject 1

MAT Counting, skip counting, reviewing word problems and stories.

Subject 2

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

259

Movement

TOPIC 9

TOPIC 8 – HEALTHY LIFESTYLES 3 Weeks – 6 Lessons Lesson objectives PART A: Review of Topics 1–4, learning to read sentences represented by shapes.

PART B: Cross-curricular lesson plans: Week 1: Topic 1 – School Week 2: Topic 2 – Transportation Week 3: Topic 3 – Autumn Week 4: Topic 4 – Family INTRODUCTION AND WARM-UP Visual Timetable example

Teacher intro

Greeting

Song

Weather

TOPIC A Movement

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. Let them know that this week will be a review of the Topics 1-4.

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 TOPIC called “SONG TITLE”. Then you will come to the floor and we will learn some new words about TOPIC. 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 SUBJECT. After the SUBJECT 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.

260

TOPIC 9

Movement

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.

261

Movement

TOPIC 9

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.

NB

262

When reviewing the vocabulary, the structures will become more complex than the first time the pupils encountred the weekly topics. As their comprehension has increased, so has the complexity of the phrases and sentences.

TOPIC 9

Movement

PART A – Review of Topic 1 (SCHOOL) Week 1, Lessons 1 & 2 Lesson objectives PART A: Recognizing classroom objects, listing, reinforcing the concept of and when listing, learning to read sentences represented by shapes.

PART B: Cross-Curricular lesson plans

Describing actions using the present simple tense, prepositions; learning to read sentences represented by shapes.

Skip counting, litre, word problems using pictures, learning to read sentences represented by shapes.

NB

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: movement, teacher, greeting, song/tongue-twister, good-bye, PART B picture.

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

Flash cards: teacher, pupil, chair, desk, paper, crayon, pencil, notebook, ruler, pen.

Additional flash cards: school, Lili, Bine, family members.

Visual Grammar Shapes: 1

Movement / School 1

Show the pupils the picture of a school and tell them “School – this is a school.” Using actions, instruct the pupils to push their chairs in and stand up at their desks. You do not need to explain any vocabulary at this point, but you may want to elicit the word “school”. You have already explained to them what you will be doing and talking about at the beginning of the lesson.

Introduce the song “Let’s Go to School” in a rote fashion (teacher sings and pupils repeat each line). Have the pupils walk, march or skip to the beat while singing the REFRAIN. When singing the vocabulary, physically touch or point to the items you are singing (e.g. pointing to the teacher, or touching the chair). Pupils do the same. Each week addnew vocabulary and repeat the previous weeks’ vocabulary.

For a preview of this activity, go to www.lilibi.si and watch the video.

Topic song Let‘s Go to School REFRAIN School, school, let’s go to school.

School, school, let’s go to school.

School, school, let’s go to school.

Let’s go to school today.

Desk and chair are at school.

Desk and chair are at school.

Desk and chair are at school.

Let’s go to school today.

REFRAIN Teacher and pupil are at school.

Teacher and pupil are at school.

Teacher and pupil are at school.

Let’s go to school today.

REFRAIN (end) Add to the song by singing about paper & crayons, pencil & notebook, ruler & pen.

This song is sung to the tune of Lou, Lou Skip to My Lou. Go to www.lilibi.si to listen to the song. .

263

Movement

TOPIC 9

Movement / School 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 classroom items you were singing about during that lesson ready. Review the items quickly to ensure the pupils remember the vocabulary. Put up a picture of Lili, leave a space, the grammar shape for and, then the picture of Bine, leave a space. Place a school item next to Lili (e.g. pencil) and one next to Bine (e.g. notebook). Read the picture to the class, “Lili has a pencil and Bine has a notebook.” Stress the word and. Have the class repeat.

Take the and grammar shape and place it after Bine. Add a family member next to the and grammar shape and a school item (e.g. ruler) next to that family member. Read the picture to the class, “Lili has a pencil, Bine has a notebook and the mother has a ruler.” Stress the word and. Have the class repeat.

Movement / School 3

Invite three pupils to come to the front of the classroom and have them choose a school item each. Ask a pupil or two to try to make a sentence with what they see based on the example you provided. For example, “Pupil A has a chair, Pupil B has a crayon and Pupil C has a notebook.” The concept being learned is where to place the word and when listing. For example, A, B and C (and is placed between the last two items being listed). Have the class repeat. If you need to reinforce this concept, have the first two pupils stand together and the third pupil an arm’s length away from the second pupil. Place the and grammar shape between the second and the third pupil.

Movement / School 4

Invite four pupils to come to the front of the classroom and have them choose a school item each. Ask a pupil or two to try to make a sentence with what they see based on the example you provided. For example, “Pupil A has a chair, Pupil B has a crayon, Pupil C has a notebook and Pupil D has paper.” Have the class repeat.

Movement / School 5

Time permitting, put the pupils into groups of 3 or 4. Have them choose an item each and practise telling what everyone has as in the examples. One member of the group may present to the class. Have the class repeat.

264

TOPIC 9

Movement

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.

265

Movement

TOPIC 9

PART B: Review of Topic 1 (SCHOOL) Week 1 – Lesson 1 – SLO Lesson objectives PART A: Recognizing classroom objects, learning to read sentences represented by shapes.

PART B: Describing actions using the present simple tense, prepositions; learning to read sentences represented by shapes.

NB

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: movement, teacher, SLO, greeting, song/tongue-twister, good-bye.

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

Flash cards: teacher, pupil, chair, desk, paper, crayon, pencil, notebook, ruler, pen.

Visual Grammar Shapes:

2

3

1

1

1

SLO 1

Have the pupils return to their desks and take out their grammar shapes for this unit. The pupils should have these shapes already cut out for this lesson. Ask a pupil to come to the front. Tell the pupil to stand on a chair. Ask the class, “What is Jaka doing?” The pupils will be familiar with the present continuous tense from the game “The Snake.” Elicit the response, “Jaka is standing on the chair.” If a pupil is not able to form the sentence correctly, model the sentence for the class. Have the class repeat. Put the visual grammar on the board and have the class create the same pattern on their desk. See the visual grammar cues below. Have the class reread the visual grammar cues again.

SLO 2

Ask another pupil to come to the front. Tell that pupil sit under a desk. Ask the class, “What is Tina doing?” Elicit the response, “Tina is sitting under the desk.” Have the class repeat. Put the visual grammar on the board and have the class create the same pattern on their desk. See visual grammar cues below. Have the class reread the visual grammar cues again.

SLO 3

Ask two pupils to come to the front. Tell these two pupils to stand next to you/the desk. Use the command, “Nika and Jana, stand next to me (or the desk).” Ask the class, “What are Nika and Jana doing?” Elicit the response, “Nika and Jana are standing next to the desk.” Have the class repeat. Ask the class to try and put the visual grammar together first on their desk. If a pupil has the correct structure, have that pupil come to the front and rearrange the visual grammar on the board. Have the class create the same pattern on their desk. See the visual grammar cues below. Have the class reread the visual grammar cues again.

266

TOPIC 9

Movement

SLO 4

Place a pencil inside a bag. Tell the pupils to create the sentence, “The pencil is in the bag” using their grammar shapes. Go around and see if the pupils were able to correctly form the visual grammar. Put the correct visual grammar cues on the board for the pupils to see.

Visual Grammar example

Jaka

is

standing

on

the

chair.

Nika

and

Jana

are

standing

next to

the

desk.

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.

267

Movement

TOPIC 9

PART B: Review of Topic 1 (SCHOOL) Week 1 – Lesson 2 – MAT Lesson objectives PART A: Recognizing classroom objects, learning to read sentences represented by shapes.

PART B: Skip counting, litre, word problems using pictures, 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, and the expressions they will be learning.

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

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

Additional items: several cartons or bottles that hold 1 or 2 litres.

Additional flash cards: euro notes.

Worksheet Visual Grammar Shapes:

3

5

7

2

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.

268 For a preview of this activity, go to www.lilibi.si and watch the video.

TOPIC 9

Movement

MAT 2 Have the pupils sit on the floor. Take out a container (plastic, glass or carton) that holds 1 litre. Tell the class that this holds 1 litre. Tell the class that this bottle costs/is 2 euros. Write 1 l = 2 euro (symbol for euro) on the board. Ask the class, “How much are 6 bottles?” You may put 6 bottles in front of you to help the pupils visually or write 6 l = ?. Elicit the response, “6 bottles are/ cost 12 euros.” See the visual grammar cues below.

Visual Grammar example

6

bottles/litres

cost

12

euros.

3

bottles/litres

of

milk

and

3

bottles/litres

of

orange juice

cost

12

euros.

MAT 3 Hand out the worksheet and tell the pupils to go back to their desks. Tell the pupils to look at number 1. There are 4 boxes in number 1. Read each box and have the pupils repeat. “Bine goes to the shop/store. 1 litre of orange juice is/costs 3 euros. Bine buys/gets 10 bottles of orange juice.” Ask the question, “How much do 10 bottles of orange juice cost?” Have the pupils figure out the answer and write it in the box. Elicit the response, “10 bottles of orange juice cost 30 euros.”

MAT 4 Tell the pupils to look at number 2. Ask the class who would like to read the first box in the same manner as you demonstrated.

Have the class repeat.

Number 2 storyline: Lili goes to the shop.

1 litre of milk costs/is 5 euros.

Lili buys 5 litres.

Ask the question, “How much do 5 litres of milk cost?”

Elicit the response, “5 litres cost 25 Euro.”

Number 3 storyline: Lili and Bine go to the shop.

1 litre of milk costs/is 2 euros and 1 litre of orange juice is 3 euros.

Lili buys 3 litres of milk and Bine buys 3 litres of orange juice.

You ask the question, “How much do 3 litres of milk and 3 litres of orange juice cost?”

Elicit the response, “3 litres of milk and 3 litres of orange juice cost 15 euros.”

269

Movement

TOPIC 9

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

270

TOPIC 9

Movement

PART A – Review of Topic 2 (TRANSPORTATION) Week 2, Lessons 1 & 2 Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by visual shapes.

PART B: Cross-Curricular lesson plans

Creating compound nouns from two singular nouns, learning to read sentences represented by shapes.

Skip counting, reinforcing litre, word problems using pictures, learning to read sentences represented by shapes.

NB

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: movement, teacher, greeting, song/tongue-twister, good-bye, PART B picture.

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

Flash cards: bus, bike, train, car, lorry/truck, tram, taxi, scooter.

Additional flash card: traffic light.

Visual Grammar Shapes:

4

2

3

1

Movement / Transportation 1

Show the pupils the picture of a traffic light and tell them “This is a traffic light. It has a red light, a yellow light and a green light.” Using actions, instruct the pupils to push their chairs in and stand up at their desks. You do not need to explain any vocabulary at this point, but you may want to elicit the word traffic light. You have already explained to them what you will be doing and talking about at the beginning of the lesson. Introduce the song “Red Light, Green Light” in a rote fashion (teacher sings and pupils repeat each line). Have the pupils walk, march or skip to the beat while singing. When singing the vocabulary, add gestures (e.g. hand out to indicate stop, shaking finger for do not go away). Pupils do the same. Start the first week by reviewing the known vocabulary. During the second week add the new vocabulary and repeat the previous weeks’ vocabulary. To learn the greatest number of types of transportation, use one type for each light and/or zebra crossing as in the song example.

For a preview of this activity, go to www.lilibi.si and watch the video.

Topic song

Red Light, Green Light Red light, red light, what do you say?

I say, “Stop the car, and do not go away.”

Yellow light, yellow light, what do you mean?

I mean, “Stop the bus and wait till it is green.”

Green light, green light, what do you say?

I say, “The bike can go. Go, now. It’s OK!” Zebra crossing, zebra crossing, what do you say?

I say, “Stop, look and wait till the truck has gone away.”

This song is sung to the tune of Red Light. Go to www.lilibi.si to listen to the song.

271

Movement

TOPIC 9

Movement / Transportation 2

Instruct your pupils to get their flash cards and come and sit down on the floor. Make certain that you are by the board.

Have the flash cards of the modes of transportation you were singing about during the lesson ready (e.g. bike, bus, car, train, taxi, etc.). Pick a card, review and ask the pupils, “What is this?” Elicit answer, “This is a …” Expect answers in Slovene, but repeat them in English so that the pupils are exposed to the vocabulary as much as possible. It will eventually sink in. Some pupils will speak up in English sooner than others. Encourage them, but never force pupils into speaking up before they are ready. Take a look at the questions you want to reinforce for the week. Each week builds upon the previous week. Prepare your shapes. Try emphasizing the words in the phrase differently each time to create different tones in your speaking. For example, stress This in “This is a car” or bike in “This is a bike.”

Movement / Transportation 3

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

Movement / Transportation 4

Use the visual grammar shapes as cues each time the pupils correctly form the sentence being learned (e.g. “This is a bus.”

– see example below). Place the picture of the bus in the correct part of the sentence. Do the same with the other pictures.

You can eventually have the children place the picture in the correct position within the sentence. If there are any children in the class who are capable of remembering what was being taught, use them to ask questions, “What is this?” and have them ‘be the teacher’.

Visual Grammar example

272

This

is

a

bus.

Lili

has

a

car

The

bus

is

in front of

the

car.

TOPIC 9

Movement

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.

273

Movement

TOPIC 9

PART B: Review of Topic 2 (TRANSPORTATION) Week 2 – Lesson 1 – SLO Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by visual shapes.

PART B: Creating compound nouns from two singular nouns, learning to read sentences represented by shapes.

NB

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: movement, teacher, SLO, greeting, song/tongue-twister, good-bye.

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

Flash cards: bed, time, bedtime, farm, house, farmhouse, wheel, chair, wheelchair, snow, ball, snowball, sun, light, sunlight, hand, bag, handbag, gold, fish, goldfish, bath, room, bathroom, Additional flash cards: +, =.

Worksheet

SLO 1

Have the pupils come and sit on the floor. Take out the flash cards and see what the pupils know by asking, “What is this?” for each flash card. It does not matter in which order you look at the pictures. The pupils may say the word in Slovene; provide them with the English equivalent and repeat the new word at least 3 times in various ways. Some words may be completely new to some pupils, while others will know them.

SLO 2

Place the picture of the bath, the plus symbol (+), the picture of the room, then the picture of the equal symbol (=) on the board. Model the first phrase for the pupils, “Bath plus/and room equals/is bathroom.” Place the picture of the bathroom after the equal symbol. Have the class repeat the phrase.

Place the next 2 nouns in the same style beneath the first example. Have a pupil or two2 try to read the expression. The following are the compound noun expressions they will be learning: bath + room = bathroom bed + time = bedtime farm + house = farmhouse wheel + chair = wheelchair snow + ball = snowball sun + light = sunlight hand + bag = handbag gold + fish = goldfish Visual Grammar example

Bath

274

+

and/plus

room

=

equals/is

bathroom.

TOPIC 9

Movement

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.

275

Movement

TOPIC 9

PART B: Review of Topic 2 (TRANSPORTATION) Week 2 – Lesson 2 – MAT Lesson objectives PART A: Recognizing modes of transportation, learning to read sentences represented by visual shapes.

PART B: Skip counting, reinforcing litre, word problems using pictures, 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, and the expressions they will be learning.

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

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

Additional items: several cartons or bottles that hold 1 or 2 litres, 2 bottles of the same colour (clear), and 2 bottles of a different colour (green).

Additional flash cards: euro notes.

Worksheet Visual Grammar Shapes:

3

1

5

1

This lesson reviews, reinforces and builds upon the previous lesson in Topic 9, Week 1, Lesson 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.

276

TOPIC 9

Movement

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.

MAT 2 Have the pupils sit on the floor. Take out a container (plastic, glass or carton) that holds 1 litre. Tell the class that this holds 1 litre. Tell the class that this bottle costs/is 2 euros. Write 2 (symbol for Euro) on the board. Ask the class, “How much are 2 bottles?” You may put 2 bottles in front of you to help the pupils visually. Elicit the response, “2 bottles are/cost 4 euros.” Write 2 X 2 euros = 4 euros. See the visual grammar cues.

Visual Grammar example

2

bottles/litres

cost

4

euros.

2

clear

bottles

and

2

green

bottles

cost/are

10

euros.

MAT 3 Tell the class that the green bottle costs/is 3 euros. Write the number and the symbol for 3 euros on the board. Ask the class, “How much are 2 bottles?” You may put 2 bottles in front of you to help the pupils visually. Elicit the response, “2 bottles are/ cost 6 euros.” Write below the first example 2 X 3 € = 6 €. See the visual grammar cues.

Ask the class, “How much are the 2 clear bottles and the 2 green bottles?” Elicit the response, “10 euros.” See the visual grammar cues.

Example: 2 X 2 € = 4 €

2X3€=6€

10 €

277

Movement

TOPIC 9

MAT 4 Tell the pupils to look at number 2. Ask the class who would like to read the first box in the same manner as you demonstrated.

Have the class repeat.

Number 2 storyline: Lili goes to the shop.

1 litre of milk costs/is 5 euros.

Lili buys 5 litres.

Ask the question, “How much do 5 litres of milk cost?”

Elicit the response, “5 litres cost 25 Euro.”

Number 3 storyline: Lili and Bine go to the shop.

1 litre of milk costs/is 2 euros and 1 litre of orange juice is 3 euros.

Lili buys 3 litres of milk and Bine buys 3 litres of orange juice.

You ask the question, “How much do 3 litres of milk and 3 litres of orange juice cost?”

Elicit the response, “3 litres of milk and 3 litres of orange juice cost 15 euros.”

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

278

TOPIC 9

Movement

PART A: Review of Topic 3 (AUTUMN) Week 3, Lessons 1 & 2 Lesson objectives PART A: Recognizing food items, expressing likes and dislikes, learning to read sentences represented by shapes.

PART B: Cross-curricular lesson plans.

Playing and following simple musical notation and rhythm on Orff instruments, understanding the concept of long and short notes, loud and soft sounds.

Skip counting, reviewing word problems and stories, learning to read sentences represented by shapes.

NB

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: movement, teacher, greeting, song/tongue-twister, good-bye, PART B picture.

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

Flash cards: apple, banana, bread, butter, milk, cheese, juice, salad, soup, sandwich.

Visual Grammar Shapes:

4

3

2

1

Movement / Autumn 1

Show the pupils the picture of an apple and that of a banana and tell them “This is an apple. And this is a banana.” 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 words apple and banana. You have already explained to them what you will be doing and talking about at the beginning of the lesson. Introduce the song “Apple and Banana, Please” in a rote fashion (teacher sings and pupils repeat each line). Have the pupils march or skip to the beat while singing. When singing the vocabulary, use flash cards of the items that are mentioned in the song (e.g. pointing to the apple or banana). The pupils do the same. Add new vocabulary each week and repeat the vocabulary of the previous weeks.

For a preview of this activity, go to www.lilibi.si and watch the video.

Topic song

Apple and Banana, Please Apple and banana, please.

Apple and banana, please.

May I have an apple? May I have a banana?

Yes, you may.

This song is sung to the tune of Hot Cross Buns. Go to www.lilibi.si to listen to the song.

279

Movement

TOPIC 9

Movement / Autumn 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. Try to have real items of the food you were singing about during that lesson ready or use flash cards instead (e.g. an apple, a banana, cheese, a small carton of milk, bottle of juice, etc.). Pick an item and ask the pupils, “What is this?” Make gestures to ensure your pupils understand what you are asking them. If they are not sure, you can answer, “This is a …” Expect answers in Slovene, but repeat them in English so that the pupils are exposed to the vocabulary as much as possible. It will eventually sink in. Some pupils will speak up in English sooner than others. Encourage them, but never force pupils into speaking up before they are ready. Take a look at the questions you want to reinforce for the week. Each week builds upon the previous week. Prepare your shapes. Try emphasizing the words in the phrase differently each time to create different tones in your speaking. For example, stress This in “This is an apple” or banana in “This is a banana.”

Movement / Autumn 3

Use the visual grammar shapes as cues each time the pupils correctly form the sentence being learned. Place the picture of the banana in the correct part of the sentence. Do the same with the other pictures. You can eventually have the children place the picture in the correct position within the sentence. If there are any children in the class who are capable of remembering what was being taught, use them to ask questions, “What is this?” and have them ‘be the teacher’.

Movement / Autumn 4

Have the children take out their happy/sad face card from their flash card pack. Ask them, “Do you like apples?” Elicit a response of yes by pointing to the happy face and nodding your head, or no by pointing to the sad face and shaking your head (faces from topic 1, week 3, lesson 2). The question, “Do you like …?” is a review from topic 1, week 3, lesson 2 – GUM. During this topic, introduce and reinforce the question, “Who likes apples?” in the first half of the topic. Start by asking the question, “Do you like apples?” Have pupils raise their like symbol and have other pupils answer in the class. Now ask, “Who likes apples?” Elicit the response, “Ana likes apples.” Use the visual grammar below to model the sentence. Have another pupil answer the question about who does not like apples in the class. During the second half of the topic, introduce and reinforce the question, “Who does not like apples?” Have pupils raise their dislike symbol, and have other pupils answer in the class. Elicit the response, “Ana does not like apples.”

Visual Grammar example

280

I

like

bananas.

I

do

not

like

bananas.

Miha

likes

bananas.

Jana

does

not

like

bananas.

TOPIC 9

Movement

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.

281

Movement

TOPIC 9

PART B: Review of Topic 3 (AUTUMN) Week 3 – Lesson 1 – GUM Lesson objectives PART A: Recognizing food items, learning to read sentences represented by shapes.

PART B: Playing and following simple musical notation and rhythm on Orff instruments, understanding the concept of long and short notes, loud and soft sounds.

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

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

Additional items: Orff instruments: maracas, triangle, cymbals, bells, sticks.

Worksheet

GUM 1 Have the pupils sit at their desks. Introduce the names of the 5 Orff instruments. You can ask them the questions, “What is this? What are these?” to see what they recall and remember. If they do not know the English name for an instrument, give it to them in English.

Begin with reviewing loud and soft. Ask the pupils if they think the triangle is a loud or a quiet instrument. Emphasize the words loud and quiet with the loudness of your voice. Elicit the response, “It is a quiet instrument. OR The triangle is a quiet instrument.” Demonstrate the long sound of the triangle. Ask the pupils if they think the triangle has a long or short sound.

Emphasize the words long and short with the length of the word when you speak these words. Elicit the response, “It has a long sound. OR The triangle has a long sound.” Demonstrate the length of the sound as long.

Review the other 4 instruments in the same manner.

GUM 2 Hand out copies of the worksheet to the class.

Have the pupils look at the first line. Ask the pupils to read the first line using the words long and short. Elicit the response, “Short (1 beat), short, short, short, long (holding the word long for 4 counts).” Have the class repeat, then read the first 2 lines.

Ask a pupil to read the third and fourth lines. As the pupils are reading individually or as a class, make certain that you point to the instrument they are reading about and keeping with the tempo as much as possible. Have the class read the first to fourth lines together.

Repeat the same structure with the second half of the page. Try to have the class as a whole read the second line together.

Have the pupils look at the first 2 lines. Ask the pupils to read the first line using the words loud and quiet using what they had learned at the beginning of the class which corresponds to the instruments. Elicit the response, “Quiet, quiet, quiet, quiet, quiet (4 counts).” Have the class repeat, then read the first two lines. Ask a pupil to read the third and fourth lines. Cymbals are the only loud instrument (really). As the pupils are reading individually or as a class, make certain that you point to the instrument they are reading about and keeping with the tempo as much as possible. Have the class read the first to fourth lines together.

Repeat the same structure with the second half of the page. Try to have the class as a whole read all the lines together in 282 unison.

TOPIC 9

Movement

GUM 3

Divide the class into 4 groups, and give each group one line to read. Read the music again using the words long and short only. Look below to see how the class should recite the instruments using the words long and short. Each group is to read their line simultaneously with the other groups.

First Half Group 1 short short short short Group 2 short short short short Group 3 long (holding the word for 4 beats) Group 4 short short short short

long (holding the word for 4 beats) long (holding the word for 4 beats) long (holding the word for 4 beats) long (2 beats) short short

Second Half Group 1 short short short short Group 2 short short short short Group 3 long (holding the word for 4 beats) Group 4 short short short short

long (holding the word for 4 beats) long (holding the word for 4 beats) long (holding the word for 4 beats) short short short (no sound)

Divide the class into groups of 4. Each pupil in the group will take one line to read. The pupils will read the music again using the words loud and quiet only for where they think the instruments are loud or quiet. Look below to see how the class should recite the instruments using the words loud and quiet. Each pupil of the group is to read their line simultaneously and present it to the class should they decide.

First Half Group 1 quiet quiet quiet quiet Group 2 quiet quiet quiet quiet Group 3 loud (holding the word for 4 beats) Group 4 quiet quiet quiet quiet

quiet (holding the word for 4 beats) quiet (holding the word for 4 beats) loud (holding the word for 4 beats) quiet (2 beats) quiet quiet

Second Half Group 1 quiet quiet quiet quiet Group 2 quiet quiet quiet quiet Group 3 loud (holding the word for 4 beats) Group 4 quiet quiet quiet quiet

quiet (holding the word for 4 beats) quiet (holding the word for 4 beats) loud (holding the word for 4 beats) quiet quiet quiet (no sound)

GUM 4 Option: have five pupils play the Orff instruments while the class recites the words.

283

Movement

TOPIC 9

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.

284

TOPIC 9

Movement

PART B: Review of Topic 3 (AUTUMN) Week 3 – Lesson 2 – MAT Lesson objectives PART A: Recognizing food items, learning to read sentences represented by shapes.

PART B: Skip counting, reviewing word problems and stories, 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, and the expressions they will be learning.

What you will need for today – checklist: Visual Timetable: movement, 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, purple fish.

Additional flash cards: 8 ducks, 5 horses, 7 fish, 6 cats, 3 dogs, 4 snakes.

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.

285

Movement

TOPIC 9

MAT 2 Have the pupils come and sit on the floor. Show the picture of a duck. Ask the class, “What is this?” Elicit the response, “This is a duck. This is a yellow duck.” Ask the class, “How many feet does a duck have?” Elicit the response, “2 feet. It has 2 feet. The duck has 2 feet.” Show the picture and ask the class, “How many feet do 8 ducks have?” Elicit the response, “16 feet.”

Write on the board: 2 + 2 + 2 + 2 + 2 + 2 + 2 +2 = 16 Write next to this equation: 8 X 2 = 16 Read this equation as “8 groups of 2 equals 16.” Have the class repeat.

MAT 3 Show the picture of a horse. Ask the class, “What is this?” Elicit the response, “This is a horse. This is a brown horse.” Ask the class, “How many legs does a horse have?” Elicit the response, “4 legs. It has 4 legs. The horse has 4 legs.” Show the picture and ask the class, “How many legs do 5 horses have?” Elicit the response, “20 legs.”

Write on the board: 4 + 4 + 4 + 4 + 4 = 20 Write next to this equation: 5 X 4 = 20 Read this equation as “5 groups of 4 equals 20.” Have the class repeat.

MAT 4 Show a picture of a fish. Ask the class, “What is this?” Elicit the response, “This is a fish. This is a purple fish.” Ask the class, “How many spots does this purple fish have?” (pointing to the spots on the purple fish). Elicit the response, “3 spots. It has 3 spots. The fish has 3 spots.” Show the picture and ask the class, “How many spots do 7 fish have?” Elicit the response, “21 spots.”

Write on the board: 3 + 3 + 3 + 3 + 3 + 3 + 3 = 21 Write next to this equation: 7 X 3 = 21 Read this equation as “7 groups of 3 equals 21.” Have the class repeat.

MAT 5 Time permitting, use the card of the orange snake in the same manner. Ask the class, “What is this?” Elicit the response, “This is a snake. This is an orange snake.” Ask the class, “How many lines does this orange snake have?” (pointing to the lines on the orange snake). Elicit the response, “5 lines. It has 5 lines. The snake has 5 lines.” Show the picture and ask the class, “How many lines do 5 snakes have?” Elicit the response, “20 lines.”

Write on the board: 5 + 5 + 5 + 5 = 20 Write next to this equation: 5 X 4 = 20 Read this equation as “5 groups of 4 equals 20.” Have the class repeat.

286

TOPIC 9

Movement

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

287

Movement

TOPIC 9

PART A: Review of Topic 4 (FAMILY) Week 4, Lessons 1 & 2 Lesson objectives Recognizing family members, learning to read sentences represented by shapes.

PART B: Cross-curricular lesson plans.

Counting, skip counting, reviewing word problems and stories.

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

NB

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: movement, teacher, greeting, song/tongue-twister, good-bye, PART B picture.

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

Flash cards: father, mother, brother, sister, grandfather, grandmother, uncle, aunt, cousin.

Additional flash cards: family.

Visual Grammar Shapes:

2

3

2

1

2

3

Movement / Family 1

Show the pupils the picture of an apple and that of a banana and tell them “This is an apple. And this is a banana.” 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 words apple and banana. You have already explained to them what you will be doing and talking about at the beginning of the lesson. Introduce the song “Apple and Banana, Please” in a rote fashion (teacher sings and pupils repeat each line). Have the pupils march or skip to the beat while singing. When singing the vocabulary, use flash cards of the items that are mentioned in the song (e.g. pointing to the apple or banana). The pupils do the same. Add new vocabulary each week and repeat the vocabulary of the previous weeks.

For a preview of this activity, go to www.lilibi.si and watch the video.

Topic song

Where’s My Father?

Where’s my father? Where’s my father?

There he is. There he is.

My father is happy. Yes, he is happy.

That’s my father. That’s my father.

Where’s my mother? Where’s my mother?

There she is. There she is.

My mother is angry. Yes, she is angry.

That’s my mother. That’s my mother.

Add to the song by singing about brother, sister, grandmother, grandfather, uncle, aunt, cousin.

Add the expressions sad and tired.

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

288

TOPIC 9

Movement

Movement / Family 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 family members you were singing about during the lesson ready (e.g. mother, father, brother, sister, etc.). Choose a pupil near you and ask the class “Who is this?” Make gestures to ensure your pupils understand what you are asking them. If they do not know, you can answer, “This is …” Introduce that by choosing a pupil away from you and ask, “Who is that?” Make gestures to ensure your pupils understand what you are asking them. “That is …” Use visual grammar for reinforcement of the structure being learned.

Look at the facial expressions and review the faces in your pack. Start with happy and angry, and slowly add the other two feelings in the following lessons.

Movement / Family 3

Have a pupil choose one of the family member cards (e.g. mother) and come to the front. Choose a feeling (e.g. happy) and hold the two pictures together. Have the pupils create an answer. Elicit the response, “The mother is happy.” Use visual grammar for reinforcement of the structure being learned (see example below). Have the pupils repeat. Ask the question, “Is the mother happy?” Shake your head for the response of no and nod your head for the response of yes. Elicit the response, “Yes.” and add “She is happy.” (emphasize the word she). Ask the question, “Is the mother sad?” Shake your head for the response of no and nod your head for the response of yes. Elicit the response, “No.” and add “She is not sad.” (emphasize the word she).

Use visual grammar for reinforcement of the structures being learned (see example below). Remember, the pupils are not learning the word she, but are being introduced to it through the oral process.

Have a pupil choose one of the family members (e.g. brother) and come to the front. Choose a feeling (e.g. angry) and repeat the same concept as above. Remember, the pupils are not learning the word he, but are being introduced to it through the oral process.

Visual Grammar example

The

mother

is

happy.

The

mother

is

not

She

is

happy.

happy.

289

Movement

TOPIC 9

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.

290

TOPIC 9

Movement

PART B: Review of Topic 4 (FAMILY) Week 4 – Lesson 1 – MAT Lesson objectives PART A: Recognizing family members, learning to read sentences represented by shapes.

PART B: Skip counting, reviewing word problems and stories.

NB

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: movement, teacher, MAT, greeting, song/tongue-twister, good-bye.

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

Worksheet.

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 Hand out copies of the worksheet and tell the pupils to go back to their desks. Tell them to look at number 1. There are 4 boxes in number 1. Read each box and have the pupils repeat. “The grandfather goes to the market. There are 5 apples in a bag.

The grandfather buys 6 bags.” Ask the question, “How many apples does the grandfather have?” Elicit the response, “30 apples.

The grandfather buys 30 apples.”

Write the number sequence on the board: 5 + 5 + 5 + 5 + 5 + 5 = 30 6 X 5 = 30 Have the class read this equation: 6 groups of 5 equals 30 OR 6 bags of 5 apples are 30 apples.

Number 2 storyline: Mother and father go to a restaurant.

There are 6 sandwiches on a tray.

The mother and father buy 4 trays.

Ask the question, “How many sandwiches do the mother and father buy?”

Elicit the response, “24 sandwiches. The mother and father buy 24 sandwiches.”

Write the number sequence on the board: 6 + 6 + 6 + 6 = 24 4 X 6 = 24 Have the class read this equation: 4 groups of 6 equals 24 OR 4 trays of 6 sandwiches are 24 sandwiches.

Number 3 storyline: The uncle and aunt go to a shop.

There are 10 pencils in a box.

The aunt and uncle buy 7 boxes.

Ask the question, “How many pencils do the aunt and uncle have?”

Elicit the response, “70 pencils. The aunt and uncle have 70 pencils.”

Write the number sequence on the board: 10 + 10 + 10 + 10 + 10 + 10 + 10 = 70 7 X 10 = 70 Have the class read this equation: 7 groups of 10 equals 24 OR 7 boxes of 10 pencils are 70 pencils.

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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TOPIC 9

PART B: Review of Topic 4 (FAMILY) Week 4 – Lesson 2 – ŠPO/SLO Lesson objectives PART A: Recognizing animals and colours, learning to read sentences represented by shapes.

PART B: Reading pictures to create “The Snake” story, playing out the story.

NB

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

What you will need for today – checklist: Visual Timetable: movement, teacher, ŠPO, 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.

ŠPO 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.

ŠPO 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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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 9

Song Lyrics: Topic 9 – MOVEMENT 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) 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 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 Let‘s Go to School REFRAIN School, school, let’s go to school.

School, school, let’s go to school.

School, school, let’s go to school.

Let’s go to school today.

Desk and chair are at school.

Desk and chair are at school.

Desk and chair are at school.

Let’s go to school today.

REFRAIN Teacher and pupil are at school.

Teacher and pupil are at school.

Teacher and pupil are at school.

Let’s go to school today.

REFRAIN (end)

Add to the song by singing about paper & crayons, pencil & notebook, ruler & pen This song is sung to the tune of Lou, Lou Skip to My Lou. Go to www.lilibi.si to listen to the song.

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Topic song

Red Light, Green Light Red light, red light, what do you say?

I say, “Stop the car, and do not go away.”

Yellow light, yellow light, what do you mean?

I mean, “Stop the bus and wait till it is green.”

Green light, green light, what do you say?

I say, “The bike can go. Go, now. It’s OK!” Zebra crossing, zebra crossing, what do you say?

I say, “Stop, look and wait till the truck has gone away.”

This song is sung to the tune of Red Light. Go to www.lilibi.si to listen to the song.

Topic song

Apple and Banana, Please Apple and banana, please.

Apple and banana, please.

May I have an apple? May I have a banana?

Yes, you may.

This song is sung to the tune of Hot Cross Buns. Go to www.lilibi.si to listen to the song.

Topic song

Where’s My Father?

Where’s my father? Where’s my father?

There he is. There he is.

My father is happy. Yes, he is happy.

That’s my father. That’s my father.

Where’s my mother? Where’s my mother?

There she is. There she is.

My mother is angry. Yes, she is angry.

That’s my mother. That’s my mother.

Add to the song by singing about brother, sister, grandmother, grandfather, uncle, aunt, cousin.

Add the expressions sad and tired.

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.

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APPENDIX 3: Grammar Shapes Overview: Topic 9 – MOVEMENT

PART A

298

This

is

a

book.

I

have

a

book.

Lili

has

2

books.

This

is

a

bus.

This

is

a

big

This

is

an

apple.

I

like

apples.

Lili

likes

apples.

I

do

not

like

apples.

Lili

does

not

like

apples.

This

is

the

father.

He

is

happy.

The

father

is

happy.

The

father

is

not

bus.

sad.

TOPIC 9

Movement

PART B

Jaka

is

standing

on

This

is

1

litre.

The

bottle

costs

4

Jaka

has

5

litres.

+ Bed

plus

the

chair.

euros.

= time

equals

bedtime.

----------------- COMPOUND NOUNS ----------------

Bed

and

time

is

bedtime.

1

bag

has

3

sandwiches.

There

are

5

apples

in

each

bag.

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Vocabulary Questions Overview: Topic 9 – MOVEMENT topic.week.lesson

300

PART A

PART B

9.1.1

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What do you have?

I have a _____.

Jaka is standing on the chair.

Jaka is jumping off the chair.

What is Jaka doing?

Tanja is sitting on the desk.

Bine is going to the door.

Commands: Sit down.

Stand up.

Clap your hands.

9.1.2

This is a ___.

Is this a ___?

What is this?

Do you have a ___?

What do you have?

I have a _____.

This is 1 litre.

This bottle costs 3 euros.

How much do 3 litres cost?

3 litres cost 9 euros.

Jaka has 5 litres. Tine has 10 litres.

How many litres do they have?

9.2.1

This is a ___.

What is this?

Is this a small or a big bus?

This is a small bus.

Compound nouns What is this?

This is a bed. This is time. Bed + time make bedtime.

This is a farm. This is a house. Farm and house make farmhouse.

9.2.2

This is a ___.

What is this?

Is this a small or a big bus?

This is a small bus.

Jaka walks to the market. He buys 5 litres of juice. Jaka walks to the shop.

He buys 6 litres of milk.

How many litres does Jaka have?

Jaka has 11 litres.

Jaka steps on a banana. How many litres does Jaka have?

9.3.1

What is this?

This is an apple.

Do you like apples?

Yes. I like apples.

No. I do not like apples.

Who likes apples?

Lili likes apples.

Does Lili like apples?

Yes. She likes apples.

No. She does not like apples.

This is a triangle.

These are cymbal.

These are sticks.

These are shakers.

These are bells.

I have bells/shakers/a triangle/etc.

Which instrument do you have?

Which instrument do you want, Jaka?

I want the maracas.

Jaka, may I have the shakers, please?

9.32.

What is this?

This is an apple.

Do you like apples?

Yes. I like apples.

No. I do not like apples.

Who likes apples?

Lili likes apples.

Does Lili like apples?

Yes. She likes apples.

No. She does not like apples.

What is this? This is a bag.

What is this? This is a sandwich.

One bag has 3 sandwiches.

There are 5 bags.

How many sandwiches are there?

9.4.1

Who is this?

This is the father.

Is he happy?

Yes. He is happy.

The father is happy.

No, the father is sad.

Bine has 3 bags.

There are 5 apples in each bag.

How many apples does Bine have?

Bine has 15 apples.

9.4.2

Who is this?

This is the father.

Is he happy?

Yes. He is happy.

The father is happy.

No, the father is sad.

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