HELLO · Web view(The word pencil case has 3 syllables, so you hop-hop-hop, left right, left, three times, while pronouncing each syllable). While you are singing and hopping you

Global EducationPrimary School

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EUROPA BÜRO

Global Education Primary School (GEPS)

GLOBAL STUDIES

2. Klasse / 2nd Grade

Donna Wimmer - Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien


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WEEKS 1 - 19



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WEEK 1

BACK TO SCHOOL

SUCulture and

Science

Good morning. Nice to see you again.Are you..? Yes, I am/No, I’mHow are you? I’m fine thanks./ I’m not. so well.How do you do!This is...and I am.....Goodbye!

MA Mathematics counting till 10calculating +/- = 10

ME Music This old man

BE Arts Design a postcard from the holidays

LÜ Physical Education

Moving around to rhythmical instrumentsA balloon game



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Vocabulary:

Good morning!Mr, Mrs, Miss, Ms.... boys/girls Nice to see you again.Are you...? Yes, I am. / No, I’m not.How are you? I’m fine thanks. / I’m not very well/ So-soI’m not OK.I’m fine too.How do you do!Yes, I am.This is ......, and I’m........... Goodbye!This is a postcard from Austria.Italy/Spain/Greece/TurkeyThis is a hotel/swimming pool/sandy beach with palm trees.

SU:

1. Presenting ourselves again

a, the name together with the movement

A circle is formed in class. We are all standing and practising My name is……./I am…… The T starts first by saying My name is.........and making a movement (e.g.: waving his/her hand, blinking or pulling a face). The PS repeat the name altogether and make the movement.

b, introducing friends and ourselves to others

This exercise can also be done by sitting in a circle on chairs. T starts and says: Hello, I’m Donna! The P on the right hand side says: Hello, this is Donna and I’m Lukas! The next one says: Hello, this is Donna, this is Lukas and I’m Dalibor! The last one introduces everyone else before introducing himself.



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c, greeting the pupils

The T greets the pupils: Good morning, boys and girls. The PS greet back: Good morning Mr /Mrs/Ms X or just Good morning ......(first name ).The song Good morning to you is a possibility.

d, nice to see you again / the song/

We all sit in a circle on chairs. The chair next to the T remains free. The T sings the song: Nice to see you again, and instead of boys/girls , a pupil’s name is called out. This P sits him/herself down on the vacant chair next the T. The Pl whose right side is now free sings the song and names someone else.

e, different ways of greeting people – a sketch

My name is Sue, how do you do!

My name is Sue.How do you do!

How do you do Sue!

My name is Joe.Hey, hello!

Hello Joe!

My name is Rolling.Boys and girls, good morning!

Good morning Mr Rolling!

My name is Guy.Oops, goodbye!

Goodbye Guy! Written and created by: Donna Wimmer

This sketch should be a lot of fun. One person comes into the classroom and introduces him/herself and the PS greet back. First the young girl Sue comes in and



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greets the children. The next one is the hamburger guy Joe who greets in a very informal way. After Joe goes out, a teacher comes in and in a very formal manner introduces himself. Once the teacher leaves the classroom, some very confused person by the name of Guy jumps accidentally in the wrong class and realising it, says goodbye straight away and goes out.

2. Posing the question

a, names out of a hat

Presuming that the T has forgotten the pupil’s name asks him/her: Are you......?The pupil answers: Yes, I am./No, I’m not .Cards with all the names are placed in a box or in a hat. The T draws a card out, reads the name (makes a gesture as if he/she has forgotten the name), walks up to a pupil and asks the question: Are you....?

b, a short dialogue using questions and answers

Nice to see you again

T: Nice to see you (again)........(name)!.P: Good morning.......! /Hello.......(name)!.T: How are you.....(name)?P: I’m fine, thanks. / I’m not very well.And you.....(name)?How are you? I’m fine too. / Fine thanks.

c, repeating what’s your name

The T brings flash-cards of different letters. Each letter belongs to one of the pupil’s names. The T does the example first. He/she draws a card (the cards are lying face-down on the floor) with a letter on it ( for example letter “A” is on the card.), and asks: What’s your name? The P whose name begins with this letter answers: I’m Alexander/My name is Alexander. The T comments: Nice to see you again. Then this P picks another flash-card and asks someone else.



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d, the how are you game

The flash-cards with the three different symbols will be placed somewhere on the board.

Smiley Sad face So-so

T: 1,2, how are you?

The PS will come out and place themselves according to how they feel that particular day in front of one of the flash-cards and say:

- Smiley- Hurrah, hurrah, hooray, I’m fine today/ I’m OK. - Sad face- By the way, I’m not OK!- So-so- I’m so-so!

M:

Repeating calculating till 10

5+?=103+?=10Etc.

ME:

This old manThis old man

This old man, he plays one, he plays knick-knack on my thumb. With a knick-knack paddy whack, give a dog a bone. This old man comes rolling home.



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This old man, he plays two, he plays knick-knack on my shoe. With a knick-knack paddy whack, give the dog a bone. This old man comes rolling home.

This old man, he plays three, he plays knick-knack on my knee. With a knick-knack paddy whack, give the dog a bone This old man comes rolling home.

This old man, he plays four, he plays knick-knack on my door. With a knick-knack paddy whack, give the dog a bone. This old man comes rolling home.

This old man, he plays five, he plays knick-knack on my hive. With a knick-knack paddy whack, give the dog a bone. This old man comes rolling home.

This old man, he plays six, he plays knick-knack on my sticks. With a knick-knack paddy whack, give the dog a bone. This old man comes rolling home.

This old man, he plays seven, he plays knick-knack up in heaven. With a knick-knack paddy whack, give the dog a bone. This old man comes rolling home.

This old man, he plays eight, he plays knick-knack on my gate. With a knick-knack paddy whack, give the dog a bone. This old man comes rolling home.

This old man, he plays nine, he plays knick-knack on my line.



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With a knick-knack paddy whack, give the dog a bone. This old man comes rolling home.

This old man, he plays ten, he plays knick-knack once again. With a knick-knack paddy whack, give the dog a bone. This old man comes rolling home.

BE:

Design a postcard from your holidays.

What you need: hard cardboard or hard drawing paper previously cut out resembling a blank postcard, scissors, glue, coloured pencils or felt pens.Use different holiday brochures which the PS will want to cut out in order to make their own postcards, according to the resort where they have spent their summer holiday. You do need a couple of postcards which you have already created in advance. Place them next to the country on the big map of the world.

E.g.: T: This is a postcard of Lignano. Lignano is in Italy. Show Italy and Lignano on the map. For the example perhaps a postcard of Austria, and postcards of some of the places where the students come from would be suitable.More vocabulary for describing the postcard (perhaps for the more advanced classes).This is a hotel ( my grandmother’s house, my house in Turkey,.....). This is the swimming pool, the sandy beach with palm trees. Lignano is sunny and warm.

LÜ:

1. Moving around to rhythmical instrumental music

The PS move around in class to the rhythm of the music. When the music stops, each student finds himself/herself a partner . A: Hello, I’m.......B: Hello, I’m........A: How are you...?



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B: I’m fine thanks.

2. Playing with a balloon

The pupils throw the balloon to each other calling out the name of the one who should catch it next.

3. The How are you ball game

Smiley , Sad face, , So-so , painted on soft balls.

T throws one of the balls to one of the pupils and asks: How are you Tom?P answers according to the symbol on the ball: I’m fine thanks/ I’m not very well/ So-so.Eventually the PS take over the role of the T.



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WEEK 2

SCHOOL THINGS

SUCulture and

Science

Revising old and learning new vocabularyWhat’s number one? Number one is.......I’ve got a red pencilI’ve got no.....May I borrow your.....?What colour is your....?My....is blueI am/you are/he is/she isIt’s my pen/It’s Christopher’s

MA Mathematics Which number is missingLogical combination of numbers

ME MusicSong: Red and yellow....A choice of jazz chants:-Books, books-Here is my ruler-Come here and look -Purple ruler

BE Arts Colour in the school things

LÜ PhysicalEducation

Packing a school bag



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Vocabulary:

scissors, glueschool bag, penexercise book, foldermarker, crayonscupboard(s), computer gameWhat’s number one?Number one is....I’ve got a brown....I’ve got no ........May I borrow your....?I am.../You are...He is.../She is...Is this your...?Yes it is/No, it isn’t My........is yellowWhat colour is your..?It’s Elisabeth’s..…./ it’s my….Draw the curtainsSwitch on/off the lightClean the boardWash the spongePut away your....Put the sheets in your folderLet’s pack the school bagHere is my.....

SU:

1. Repeating the school things from last year

a, show me ...........

T: Now take out your pencil case and put it on the desk. Open your pencil case, take out a pencil and put it on the desk. Put an eraser, a ruler , a sharpener, a felt pen, and a red and green coloured pencil on the desk.



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One by one the school things are taken out according to the given instructions. Once all the items are placed on the desk in front of each P, they are asked to show them one by one.T: Show me the........The PS hold up the appropriate school thing up in the air.

b, dancing with the school things

Once all the things are on the desk, the PS are asked to stand up, stand behind their chairs and take one step back. We repeat the song and dance with the school things from last year.

The Song and Dance with the School Things

Pen - cil - casePen – cil – casePen – cilPen – cil x2

Felt – penFelt – pen Felt – felt – felt – felt – Felt – pen x2

Sha – sha – Sharpener,Sha – sha – SharpenerSha – sha – Sharpener

SharpenerSharpener x1 written and created by: Donna Wimmer

The T does the first example, holding a pencil case in the right hand and a pencil in the left.

T: Pen - cil - case, Pen – cil – case,

(The word pencil case has 3 syllables, so you hop-hop-hop, left right, left, three times, while pronouncing each syllable). While you are singing and hopping you are



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waving the pencil case, which is up in the air in your right hand. You quickly change the hands before saying the next word.

T: Pen – cil Pen – cil

This time the hand with the pencil is up and the one with the pencil case is down on the right hip. This is repeated twice before calling out a third item.

T: Felt – pen Felt – pen Felt – felt – felt – felt – Felt – pen

Before saying the word felt-pen, quickly put the pencil case and the pencil down, take a felt pen and hold it with both hands, hopping up and down to each syllable with feet and knees drawn together. Sing the verse twice.

T: Sha – sha – Sharpener, Sha – sha – Sharpener Sha – sha – Sharpener

Sharpener Sharpener

You quickly put away the felt pen and grab a sharpener in your hand. Sing the sharpener verse walking around improvising sharpening a pencil. First sing it very

quietly, increasing your voice as you go on. Once you finish, let the PS join in and sing it with more feeling and power. When you sing it the third time round, you will feel as if you are doing a musical with the pupils in class.

c, the shadow guessing game

Place different school things on the OHP and allow the PS to guess what they are.Be sure to cover them up so the PS are not able to see them.T: What is it?

P: Is it a .....?T: Yes, it is/No, it isn’t. Eventually P changes role with T.



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d, touch it

Working in pairs. One P stands in front of the other with hands behind his/her back. The P behind puts an item in his/her hand. He/she has to guess what it is.

2. Introducing new vocabulary

a, using the Max Video to help you

The new vocab: school bag , scissors, glue, coloured pencils, pen, exercise book........

The PS watch the sketch, repeating it the second round and saying it themselves the third time when the sound is turned off.

b, flash-cards of old and new vocabulary

Place the flash-cards all around in class. Two students come out and point to the item which is called out. PS learn to react quickly and precisely.T: Exercise book. Point at the exercise book!If the PS point at the right item, the T says: Very good. This is an exercise book.

c, a pantomime

A P comes out and mimes. The others try to guess.

d, a listening comprehension

The PS are given a sheet with different school things on it. Next to each school thing, there is a space where they shall write a number down, after hearing it. Number 1. - eraser Number 2. - penNumber 3. - sharpenerNumber 4. - felt peenNumber 5. - exercise bookNumber 6 - pencilNumber 7 - rulerNumber 8 - pencil caseNumber 9 - book Number 1 0 - coloured pencil



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Number 11 - school bag

Checking the answers:

T: What’s number one?P: Number one is (the) eraser.

Once the answer has been given, you could write the number on the board next to the flash-card.

e, I’ve got a brown ruler

Place some coloured sheets of paper on the board all in a line.

E.g.

If a P has a red pencil (for example), he/she comes out to the board, stands in front of the red sheet and says:

P: I’ve got a red pencil

Some other P has a brown ruler. Comes out, stands under the brown sheet and says:

P: I’ve got a brown ruler.

f, sorting out

The PS take out their pencil case with content inside out (including scissors and glue).They will have the task of sorting the school things according to the colour they hear (in a line, one next to the other). Items with more than one colour don’t count.

g, I am Mrs red Pencil case

The class is divided into two groups. There is a teacher to each group. We are seated in two circles on chairs.



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T starts: I’m Mrs red pencil case. The P sitting on the right side of the T is next and pointing to the person he/she is referring to says:

P: She is Mrs red pencil case and I’m Mr green ruler. The next one says:P: She is Mrs red pencil case, he is Mr green ruler and I am Mr blue sharpener.etc.

If he is / she is, is too difficult to say, it can be replaced by you are.

h, it’s my pencil

The T collects a certain school thing from each P. Places them all in a box. We form a circle in class with the box in the middle. The T takes out one of the things and asks a P:T: Is this your pencil?P: Yes it is./ No, it isn’t.If the T doesn’t get a positive answer after the second go, the P to whom the item belongs to stands up and says:P: It’s my pencil.Or someone else stands up and says:P: It’s Elisabeth’s pencil.

i, classroom phrases

Practice classroom phrases with the PS. with the help of Simple Simon Says...

- Take out your English book(s)/pencil case/ruler...!- Open/pack your schoolbag!- Shut your books!- Put away your....!- Clean the board!- Wash the sponge!- Open/close the window!- Open/close the cupboard!- Draw the curtains!- Put the sheet(s) in your folder!- Stand up!/sit down!- Stand behind your chair!- Switch on/turn off the lights!- Stop talking!



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Once the PS have learned the meaning of all the phrases, they might want to practice saying them themselves. One P mimes an action and the others try to say what it is.

j, borrowing school things from fellow pupils.

We are working in pairs. Each pair gets a double set of cards with school things on them. The cards are shuffled and placed face-down on the desk. Each of the two pupils takes 10 cards.

Each P looks at his/her own set of cards. Realising that a school thing is missing one will say to the other:

P1: I’ve got no pen. A pen please, Tamara!

P2: Here you are.

P1: Thank you

P2. I’ve got no glue. The glue, please Basti!

P1: Here you are.

P1: Thank you .

For the more advanced PS: May I borrow your......please!The PS will be able to see the complete set of 10 cards (on the envelope that they have been given), which they at the end of the game should have in their hand.

M:

1. Repeating numbers from 1-12

a, the which number is left out guessing game

T: Let’s count from 1-12. The numbers are on the board. T goes through the numbers with the PS, counting forwards and backwards a couple of times. In the end the T counts once more, but this time leaves a number out.

T: Listen carefully: one, two, three, five, six, even, eight, nine ten, eleven, twelve.



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What number is missing?P: Four.Eventually the role of the T is replaced by the P. The better groups can even play the game leaving two numbers out.

b, logical combinations of numbers

T: (referring to the first combination of numbers on the board): Look at these numbers. Let’s read them.

2 – 4 – 6 – 8 – 10 – 12

P: Two, four, six, eight, ten, twelve.

T: Two plus which number is four?P: Two.T: Yes, two plus two is four.

You can write +2 in a circle.

T: Four plus what is six?P: Two.Etc. Other combinations of numbers:

1 – 3 – 4 – 6 – 7 – 9 – 10 – 12 +2, +1, +2, +1, .............1 – 4 – 3 – 6 – 5 – 8 – 7 – 10 – 12 +3, -1, +3, -1, ..............1 – 5 – 2 – 6 – 3 – 7 – 4 +4, -3, +4. –3, ..............

ME:

1. Red and yellow, green and blue

Sung to the tune of Head and Shoulders. Each time we repeat the song, a word is left out and instead of it, the name of a school thing with the same colour is replaced.There are 8 flash-cards of school things on the board. One is red ( e.g. the pen), the other is yellow ( e.g. the ruler), the third is green ( e.g. the book), and the fourth is blue ( e.g. the sharpener),.......etc.



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verse I

Red and yellow,green and blue,green and blue, x2

and pink and whiteand brown and black,

red and yellow,green and blue,green and blue.

verse II

Pen and yellow,green and blue,green and blue. x2

and pink and white and brown and black,

pen and yellow green and blue,green and blue.

verse III

Pen and ruler, green and blue, green and blue. x2 .......etc.

2. Jazz Chants

a, books, books-count the books

Books, books,count the books,1-2-3-4-5 blue books.

hairs, chairs,count the chairs,



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1-2-3-4-5 brown chairs.

Crayons, crayons,count the crayons,1-2-3-4-5 red crayons.

How many books?5 books.

How many chairs?5 chairs.

How many crayons?Count the crayons,1-2-3-4-5.

b, here is my ruler

The T has the following items in front of him/her: The ruler, the book, the sharpener, the eraser, the pen, and the computer game.

A: Here is my ruler.......................... B: Put it in your bag.A: Here is my book......................... B: Put it in your bag.A: Here is my sharpener...................B: Put it in your bag.

A: Here is my eraser.........................B: Put it in your bag.A: Here is my pen......................…....B: Put it in your bag.A: Here is my computer game......... .B: Leave it at home.

Two teachers are acting it out, singing and putting the items one by one in the school bag.Once the PS have the hang of it, they can replace the T.

c, come here and look

The PS clap to the colour-words

Come here and lookBlue pencil, red book,Come here and look,Green ruler, red book.



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Come here and look, Yellow pen, red book,Come here and look,Brown sharpener, red book.

d, purple ruler

Purple rulerpink eraseryellow chairyellow chair

Purple pencilpink eraseryellow chairyellow chair

Purple markerpink eraseryellow chairyellow chair

Purple, greenand pink eraseryellow chairyellow chair.

The PS are given sheets with pictures of:

1st row – ruler – eraser – chair – chair2nd row – pencil – eraser – chair – chair 3rd row – marker – eraser – chair – chair 4th row – eraser – chair – chair

The T goes through each row first together with the PS, reading and following with the finger. T explains what a marker is. PS are told to take out 4 coloured pencils: purple, pink, yellow and green. The PS will listen to the jazz chant the first time only following with their finger on the sheet.After doing each row the CD is stopped to allow the PS to colour the items in according to the appropriate colour. Repeat a few times until they get it right. Each time a row is completed, a pupil is asked to reproduce the part him/herself.



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BE:

Colour in the school things

The students get a sheet with pictures of different school things to colour in.After they complete the first part of the exercise, they divide in two groups and each group sits in a circle. There is a T to each group.

T: What colour is your sharpener Milica?M: My sharpener is yellow.

Turns to the pupil to the right and asks him/her.

M: What colour is your sharpener Sebastian?S: My sharpener is green.

After a while they ask about the colour of some other item.

LÜ:

1. Packing a school bag:

You need two school bags and the double amount of school things. The PS form two teams. There is an empty school bag in front of each team. A couple of feet away, in

front of each group, there is a hoop with exactly the same school things in it. The two teams line up, one behind the other.

T: Let’s pack the school bag. Get the pencil. One, two, three, go!

The first one that comes back with a pencil is the winner and is allowed to pack it in the school bag. If the wrong item has been brought back, there is no point.

T: Is this a pencil? PS: No, it isn’t

T: Put it next to the school bag.The group with the most items in the school bag is the winner.



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WEEK 3

FINDING THE WAY

SU Culture and Science

Following directions: left, right, straight aheadSigns: post office, bus stop, police station, restaurant, etc.On my way to school; I pass the…Prepositions: next to, behind, opposite the…..Ordinal numbers: 1st , 2nd, 3rd,…..A dialogue: Excuce me….?

MA Mathematics Find the numbers 1-13

ME Music The Wheels on the bus

BE Arts Draw a 3D street


Hokey KokeyLeading a Blind man



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Vocabulary:

post office bus stopchemist’s gas stationrailway station police stationsupermarket hospitalschool museumcinema hotelbank churchrestaurant Lisa’s hometurn left!/right!go straight aheadstopwheelswipershornnext to opposite tobehindExcuse meWhere is the...?take the 1st/2nd/3rd right/left

SU:

1. Following directions

Form two groups in class. Have the PS stand in two lines, one behind the other.T: Put your right arm out. Now you left arm.



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T gives instructions to the PS., this time a little bit faster. The ones that stretch the wrong arm out are out and they sit down. It gets to be more complicated when the PS get instructions to:

-turn left/right-go straight ahead-stop.

2. Signs

Flash-cards of the following signs will be presented to the PS:

- post office - bus stopchemist’s - gas stationrailway station - police stationsupermarket - hospitalschool - museumcinema - hotelbank - churchrestaurant - Lisa’s home

They should not all be learned at once. You can exclude some of them, according to the level of the class.

a, point to it

Place a couple of flash-cards of signs on the board. Have a few PS come out and stand in front of them. The T calls out one of them. The PS try to find it and point at it as fast as they can. After a time the P replaces the T.

b, reveal the card

Form a big circle in class. The flash-cards with the signs are lying face-down in the middle. Divide your class in half. Half of the flash-cards are green and the other half is red. The red group reveals the red cards and the blue group-the blue ones.

he P from the red group, after revealing the card says what the sign stands for and if the answer is right leaves the card revealed on the floor and gets one point. If the answer is wrong, the card is turned face-down again.



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c, on my way to school

Work in small groups. Form a circle. a stack of flashcards are in the middle, turned face-down. The T takes one. On it is the sign which stands for police station.

T: On my way to school, I pass a police station.

If the sentence is right, he/she can keep the card as a point and if not the card must be put back to the stack (under all the other cards). The next P takes a card with the hospital sign on it.

P:. On my way to school, I pass a hospital.

Keep going till there are no cards left.

d, using prepositions

Go through the following prepositions:

- next to - behind- opposite the….Place two signs next to each other.

T: the post office is next to the super market.Use a couple of examples for each preposition.

3. Overhead projector

a, the map with signs

Before expecting the PS to know the signs, revise them once more. You point to a sign on the OHP and you say what it stands for using either a different item or a high or low voice to symbolise it, depending upon what it is.

E.g.: Point to sign hospital. Say the word as if something hurts you and hold your hand or shoulder with a pain expression on the face. Repeat the word twice



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- cinema – mime filming- school – the jingle of a bell- bank – rub finger symbolising money- restaurant – mime having a meal- hotel – show action sleeping- police station – use deep voice and serious face- church – hands together- bus stop – make a stop sign using your hand- post office – lick a stamp onto a letter hand it over

etc. created by Donna Wimmer

The words should be called out in a very rhythmical way. Repeated as often as possible in order to associate movement with word .

b, the map with streets and directions

The PS will be shown a simple map on the OHP. On the mapthe PS will se different streets. There is a main street going straight ahead and there are streets to the left and right of the main street. The PS will learn what the streets to the right side are called:

- the first right- the second right- the third right

The streets to the left are called:

- the first left- the second left - the third left

If you follow the main street, you go:

- straight ahead

T demonstrates the directionThe streets to the right side of the main street will be given ordinal numbers: 1st R

2nd R

3rd R

The left streets will also be given ordinal numbers.



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1st L 2nd L

3rd L

T gives one P the directions to take and the P moves his/her Pencil along the streets on the OHP map.T:- : Go straight ahead. Take the 1st left.- : Go straight ahead. Take the 2nd left.- : Go straight ahead. Take the third right.Etc.

c, excuse me!

Learn asking and explaining the way. Use a simple map on the OHP.

A: Excuse me. Where is the hospital?B: Go straight ahead . Take the first right. The hospital is next to the park.A: Thank you. Bye! 4. Revising what has been covered using an OHP

a, what does this sign stand for?

A simple map on the OHP with signs scattered everywhere.

T: What’s this? (What does this sign stand for?)P: The cinema.

b, signs and prepositions

T: Where is the super market?P: Opposite the restaurant.

c, using mime and guess

A P comes out, jingles a bell and asks:

P1: What’s this?



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P2: The school.

M:

1. Find the numbers from 13-19

Make three rows of desks to the right side and three rows to the left side of the classroom. These rows represent three streets. There will also be a passage between the two sides. This is the main street going straight ahead. Books are placed on desks. T hides numbers from 13-19 under certain books on both sides of the class. A P is asked to find a certain number. Different signs are placed opposite, next to or behind the hidden numbers.

E.g.:

T: Find number 15. (writes the number on the board.) Go straight ahead. Take the 2nd right. Number 15 is opposite the cinema.

2. A bingo game with numbers from 1-19

Hand out a little slip of paper with a grid on it to each P. Have the PS writ in each free space a number from 1-13. The T shows the number each time it is called out. The PS cross it off if they have it. Three in a row is B-I-N-G-O.



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ME:

The Wheels on the Bus The wheels on the bus go round and round Round and round, round and round The wheels on the bus go round and round All day long. (Roll hands in front of body)

The wipers on the bus go, "Swish, swish, swish, Swish, swish, swish, swish, swish, swish" The wipers on the bus go, "Swish, swish, swish" All day long. (Imitate window wipers with hands)

The horn on the bus goes, "Beep, beep, beep Beep, beep, beep, beep, beep, beep" The horn on the bus goes "Beep, beep, beep" All day long. (Imitate pressing the horn)

The babies on the bus go, "Wah, wah, wah! Wah, wah, wah, wah, wah, wah!" The babies on the bus go, "Wah, wah, wah!" All day long. (Rub eyes with fists)

The children on the bus go, ”Chatter, chatter, chatter,Chatter, chatter, chatter, chatter, chatter, chatter”The children on the bus go, ”Chatter, chatter, chatter”All day long.(Imitate chattering using hands)

The mummies on the bus go, "Shh, shh, shh, Shh, shh, shh, shh, shh, shh" The mummies on the bus say, "Shh, shh, shh" All day long. (Bring pointer to mouth)



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BE:

Draw a street with buildings and trees on both sides. Up front, the street looks wide and it gets narrower as it disappears into the distance, giving a feeling of dimension. The buildings and trees got smaller too.

LÜ:

a, Hokey Kokey

b, leading a blind man

A blind-folded P will be given precise instructions which way to go.

PS come in pairs. One of them will be blind-folded, the other will lead the way according to the way on the little maps which they will get from the T.

finish

start stop



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If the blind-folded P goes the right way and reaches the finish spot, he/she will get a card with a certain instruction on it. E.g.: sing a song, bend the knees 10 x, jump 20x, etc.

WEEK 4

AUTUMN FRUIT


I like ...best.An apple please!Here you are.Thank you.Do you like...?Yes, I do/No, I don’t.....is (not) good for me. Listening comprehension:What does Mike like?Sketch: Fruit salad

MA MathematicsCounting from 1-20,emphasising the numbers from 13-19 Game-bad numbers

ME Music I like to eat apples and bananas

BE Arts Colouring in the fruit kaleidoscopepattern (mandala)Reporting about it using is/are

Physical Here we go round the apple treeRepeating the game: Pears in the



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LÜ Education basket from last year

Vocabulary:

I like .... bestI like to eatGive me an apple, please.(One apple, please.)Here you are .Thank you.Do you like.....? /Yes, I do. /No, I don’t.What’s in the bag? /Let me see./ Give them to me.....is (not) good for me.Point to the picture.up/downbad numberColour in the fruit!What colour is your apple?What colour are your pears?My pears are.....

SU:

1. Repeating the Vocabulary

a, flashcards

T presents the flash-cards one by one, allowing the PS to call them out first as well as helping them in pronouncing each word. The flash-cards are then placed one by one on the board (using either the flannel board or magnets to hold the picture to the board).T: Give me an apple, please!.P: (handing the apple to the teacher): Here you are.T: Thank you (very much).



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b, words in syllables

For this exercise you need to arrange the fruit flash-cards according to the number of syllables each one has:

The fruit words with the one syllable:-pear-plum-peach

The fruit words with two syllables:-apple-orange-kiwi-grapefruit

The fruit words with three syllables:-banana-pine apple

The fruit words with four syllables:-water melon Say each word twice in a very rhythmical way, according to your own taste. Repeat as often as you like. Have the PS clap if you like. Imitate a robot if you like. Snap your fingers/stamp your feet if you like. Invent a new machine that makes all these lovely sounds if you like. Be creative and give the PS a chance to express themselves.

2. Healthy food

a, good for me/not good for me

PS sit in a circle. T spreads flash cards (out on the floor) of different types of fruit and ones of food which is not so healthy: lollypop, coke, hamburger, chocolate, juice, hot-dog, cake etc.

T: Look at these things here. Some things are good for me, other things are not good for me. An apple is good for me, a hot dog is not good for me.



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T: Listen, do not speak.- An apple is good for me. Now say after me:.....for me....P: ...........................for me ......T: ..................good for me . P.........good for me.T: ...............is good for me. P....is good for me.T: An apple is good for me. P: An apple is good for me.

Teacher takes the flash-card with the apple on it. Takes it away from the other cards and repeats: An apple is good for me. Can you go on? What is good for me?P:(with support from T), A plum is good for me.The flash-cards with fruit on them are arranged on the one side and the ones showing the unhealthy types of food are on the other side. A pupil will name the healthy and unhealthy types once more.

3. Likes/Dislikes

a, Do you like ....? (questions and answers)

T shows a flash-card of a banana and says: I like bananas. Hmm, yummy(rubbing the stomach). Asks a pupil: Do you like bananas?P: Yes I do. / No, I don’t.

b, listening comprehension

Showing the . Here you can see different types of fruit. What are they? Now listen and find out what Mike and Lucy like and what they don’t like . What Mike and Lucy like, put a plus and what they don’t like write a minus in the box. The teacher does the first dialogue together with the PS after which they work by themselves.

Girl: Mike , do you like apples?Mike: Yes, I do.

Girl: Do you like nuts Mike?Mike: No, I don’t

Girl: Mike?Mike: Yes?

Girl : Do you like bananas?Mike: Yes, I do.



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Mike: Lucy, do you like pears?Girl : Pears? No, I don’t.

Mike: Do you like plums Lucy?Girl : Yes, I do, and I like nuts.

Checking the answers again.T: What does Mike like?P: Apples and bananas.

T: And what doesn’t Mike like? P:.........

4. Sketch: fruit salad

Listen to the sketch a few times having the pupils follow with their finger pointing to the appropriate picture (blue book page 7). After this do role play with a few pupils at a time.

5. Team Games

a, team game-card game

The class is divided in two groups. A circle is formed in class. There are two sets of cards . For each group one. Each set of cards contains pictures of both healthy and unhealthy foods. All the cards are placed face down. Team 1 reveals a card and says: A......is good for me. The cards with healthy types of food on them are taken aside and they count as points. The other cards are just revealed and left on the floor among the unrevealed ones. Then group 2

reveals a card and so on. The team with the most healthy types of food pictures wins.

b, team game-dice game

Two teams. PS are seated in 2 circles. Two sets of cards with fruit on them to each group.T: Throw the dice.P1: Four.



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T: Move on four. Turn the card over. What is it?The P should be able to name the fruit. If the answer is positive, the card remains unrevealed and the P places his/her stone on it again. If the answer is wrong, the P goes one field (card) back. If the next player lands on the same card, he/she leaves it unrevealed and just names it.

M:

Counting from 1 – 20.

Numbers from 1-20 are placed on the board. PS count together with the T until 12, after which the T goes on counting - 20. Numbers

from 13-20 are repeated together with the whole class as well as individually.

games

a, the guessing game

One pupil thinks of a number and the others guess what it is. If the guess is wrong then the P with the number says up or down.

b, bad numbers

Students form a circle in class. T places some cards with numbers on the floor in the middle of the circle. For example: Four, seven eleven, thirteen, sixteen, and twenty are bad numbers.We go around the circle counting, each pupil says a number (1-20). If the pupil says a bad number, he/she sits down. We keep on counting until all the pupils are seated.

ME:

1. I like to eat apples and bananas

Apples and Bananas

I like to eat eat eat apples and bananas (2x) I like to eat eat eat apples and bananas (2x)

I like to ate ate ate ay-pples and banay-nays (2x)



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I like to eat eat eat ee-pples and banee-nee-s (2x)

I like to ite ite ite i-pples and bani-ni-s (2x)

I like to oat oat oat o-pples and bano-no-s (2x)

I like to oot oot oot oo-pples and banoo-noo-s (2x)

I like to eat eat eat apples and bananas (2x)

2. Repeat the rhythmical song about the peach, plum and pear

Three types of fruit are placed on the flannel board: a peach, a plum and a pear. The T says Peach three times and taps directly under the peach each time the name of the fruit is mentioned. The same with the other ones.

The peach, plum, pear chant

Peach, peach, peach,plum, plum, plum x3

Peach, peach,plum, plum,

P – P – P – P – pear, pear,pear, pear, pear, pear.

created and written by: Donna Wimmer

BE:

The fruit kaleidoscope (mandala)

During this simple colouring in exercise, we practice the plural “s”

The PS get to colour in the fruit. During the colouring in the T asks one of the pupils: T: What colour is your apple? P: My apple is red.The T gives instructions to the PS to colour in the bananas yellow. Waits until they finish and poses the next question:T: What colour are your bananas? P: My bananas are yellow.



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T: Colour in two pears yellow and two pears brown. Waits till the pupils finish and asks one of them:T: What colour are your pears? P: Two pears are yellow and two are green.

The Grid

Make a class grid, in order to find out what the PS in class like best. You need a poster. The bottom is lined with different types of fruit. Between each type of fruit draw a line from the top to the bottom of the page, dividing them. T: I like pears best.Goes to the poster and colours in the square above the pair.

A P comes out and does the same. Depending upon if it’s a boy or girl, they use a specific colour. When the grid is complete, we talk about it.

T: Seven children like apples best. Four like pears six like plums and........or:T: Twelve girls like strawberries best.........etc.

LÜ:

1. Here we go round the apple tree song

Sung to the tune of here we go round the mulberry bush.The children make a circle in the gym-holding hands –skipping around in a circle and singing. Each time they change the fruit, they go around in another direction.

Here we go round the apple tree,the apple tree,the apple tree,Here we go round the apple tree,so early in the morning.

The next verse is the banana tree, the plum tree, the pear tree.....etc.

2. Repeating the apples in the basket exercise

Apples in the basketPears on the treesPlums in the grass



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W E E K 5

PETS AND WILD ANIMALS


Soft toy animals (pets) in a box.The pet chartAt the pet shop Which animals are pets?Games:

a. number + petb. pet foodc. a pet memoryd. mime the pet

Rhymes:a choice of eight to choose from

Animal Stories:a choice of two to choose from

MA MathematicsOrdinal numbers 1-20The 2x timetable

a choice of five activities to choose from

ME MusicFarmer Johnny My PetsThe Mouse is on the cat

BE ArtsPaper plate fishA simple and easy way to draw animals



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Pound PuppiesHounds and RabbitsAnimal walksThe Animal Number chase

Pets:

Vocabulary:

What’s pet number.....?Number ...... is the.......Who has got a .......?I have got a ........How many children have got a.......?........... children have got a ........How many rabbits are there in the pet shop?There are two......There is one....... Which pet eats/drinks......?Is this a ....?birdseeds boneLondonQueengrass skiestiptoefun cooldeepdivedipdash platestrianglesstaplefinhis/her

SU:



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1. Soft-Toy Animals (pets) in a Box.

T brings soft-toy animals in a box.

T: I’ve got some pets in the box. Can you think of any pets?

If the PS can’t think of any pets, the T tells them that a cat is a pet for example. Each time a P gives the name of a pet, the T pulls it out of the box and places it on the exhibiting desk in front of the class. Even better have the P come out and take the pet out of the box him/herself .After naming three pets (which are all placed in a line one next to the other), the T covers them up and asks the class:

T: What’s pet number one?P: Number one is the cat.

T: What’s number two?P: Number two is the dog.

T: What’s number three?P: Number three is a budgie.

T: Great!, and can you give me all three. What’s one, two and three?

In this case, one pupil tries to recall and say all three.T reveals the animals. Calls them out with the PS once more, checking whether the answer is correct.

If a few PS are able to say all three without difficulty, then go on with number four, five and so on.Before pulling out new pets out of the box, explain whether they are big or small, whether they have wings or a tail and what colour they can be. If it’s still too difficult for the PS, then add mime to it so that they can guess easier.

2. The Pet Chart

PS obtain a sheet with a few pets on it. Each P gets a set of different pets. The sheet is turned face-down.

Before starting with the work sheet, the PS will be shown a chart with different pets on it. T goes through the chart together with the PS, concentrating on the pronunciation. After this the PS will be asked to look at their sheets for a minute.



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T: Hands up who has got a cat.

Count the raised hands with the PS and write the number next to the cat on the chart (on the board).

T: “How many children have got a cat?PS: .....children have got a cat.

Enquire about the other animals: tortoise, budgie, hamster, fish, guinea pig, rabbit, snake, mouse, parrot, dog, etc.

At the end of the lesson, a few PS can report about the chart.

T: How many children have got a cat?P1: Five children have got a cat.

T: How many children have got a fish?P2: Three children have got a fish.

For the not so advanced PS:

T: How many pets have you got?P: I’ve got two pets. I’ve got a dog and a fish.

3. At the Pet Shop

PS obtain pet shop work sheet. Text :Schlener/Harris A little more English-©Veritas-Verlag,Linz copyright approval by Linda Schlener

T: Look at the picture. How many rabbits (parrots, spiders, cats etc.) are there in the pet shop?PS: There are two rabbits in the pet shop. There is one snake in the pet shop.

4. Which animals are pets?

Ps obtain a sheet with different animals (pets and wild animals together). The task is to recognise the pets and mark them in some way.



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T: Is a guinea-pig a pet?P: Yes, it is.

T: Is a hippo a pet?P: No, it isn’t.

5. Games:

a, number and pet

The class is divided into two groups: the doors and the windows. Each P belonging to the windows group is given a number. From 1 to 13. Each member of the doors is also given a number from 1 to 13. that means there are two ones, two twos, two threes, etc.

Flash cards of different pets are placed on the board. T calls out a number and a pet. Two PS of each group with the same number run to the board after hearing their number and take or point at the adequate pet.

b, pet food

Each flash card with a pet on it has got a picture of its favourite food on the other side. E.g.:

cat............milk or fishdog...........bonerabbit........carrotbudgie......small birdseeds mouse......cheeseparrot........big seedstortoise.....saladsnake.......eggs, ratsThe flash cards with the pet food side are stuck to the board with long strips of sticky tape (all in a line).Flash cards with long strips of sticky tape are easy to flip over. T goes through each type of pet food and flips over the flash card to show the pet that eats that particular food. E.g.:

T: Carrots!. Which pet eats carrots? The fish, the dog or the rabbit?P: The rabbit eats carrots.

After going through all the pet food and all the pets have the PS come out and arrange a guessing game.



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P1: Milk.P2: A cat drinks milk.

c, a pet memory game

For station day.

d, mime the pet

Pets-CatsCats are small mammals. They are beautiful animals. We often keep them as pets.

Cats are white, black or grey. They all have different body shapes and sizes. There

are over 30 different kinds of pet cats. -House cats do not like swimming. Cats like to

eat meat or fish. And they like to drink milk. Sometimes they catch a mouse or a little

bird. Cats started living with people over 7,000 years ago and still live with us today.

Lions and tigers are cats, too. But they are no pets. They are wild animals. Lions live

in Africa. Tigers live in Asia.

6 Cat Rhymes and Poems:

a, Pussy-cat, pussy-cat

Pussy-cat, Pussy-cat, Where have you been?

I’ve been to London, To see the Queen.

Pussy-cat, pussy-cat,What did you do there?

I frightened a little mouse under the chair.



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b, Mister Cat

Mister Cat, Mister Cat, have you got a yellow hat? Have you got one in your bed? Have you got one on your head? Mrs Hen, Mrs Hen, have you got a yellow pen? Have you got one in your bed? Have you got one on your head?

Doctor Dog, Doctor Dog, have you got a yellow frog? Have you got one in your bed? Have you got one on your head?

c, Three Little Kittens

www.gbui.de/English/english-301.html

d, The Black Cat Rhyme

Green grass.

Blue skies.

Black cats.

Yellow eyes.

Red birds.

Blue skies.

Black cats.

Yellow eyes.


http://www.gbui.de/English/english-301.html


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White clouds.

Blue skies.

Black cats.

Yellow eyes.

Black cats.

Blue skies.

Yellow, yellow eyes.

e, I have a cat

I have a cat

Her eyes are green,

Her nose is pink,

Her name is Queen.

I have a dog,

His name is Jack,

His tail is brown,

His nose is black

7. Other Animal Rhymes

a, animal poem

I’m a little kitty,



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I love to tiptoe.

Won’t you do it with me?

Ready now, let’s go.

I’m a little rabbit,

I love to hop, hop, hop.

Come on and do it with me,

It’s fun we’ll never stop.

I’m a great big elephant,

I take big steps so slow.

I´d love to have you join me,

Ready now? Let’s go.

I’m a little dog,

Who loves to run and run.

If you would do it with me,

We could have such fun.

b, five little fish

Five little fish swimming in a pool.(wiggle 5 fingers)First one says, “The pool is cool.”(warm arms around body)Second one says, “The pool is deep.”(voice deep)Third one says, “I want to sleep.”(rest head on hands)Fourth one says, “Let’s dive and dip.”(hand dives and dips)



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Fifth one says, “I spy a ship.”(peer out under hand)Fisherman boat comes,(fingers form v and move away from body)Line goes ker-splash,(pantomime throwing fishing line)Away the five little fish dash.(wiggle five fingers away)

c, cat and dog

Cat and dog and bird and hamster,guinea-pig and mouse, guinea-pig and mouse.Look, my pets are playing here,my cat, my dog, my mouse.Look, my pets are playing here,my cat, my dog, my mouse.

8. Animal Stories

a, Scat the cat

Scat the cat is a black cat. Everyone in his family is black. But Scat the cat is tired of being like everyone else. So he says: " I'm Scat the cat, I'm sassy and fat. I change my colours just like that!" And he snaps his claws. So Scat the cat changes into a cat with changing colours. He is as green as the grass blue as the sky, red as an apple, yellow as a lemon, orange as an orange and brown as a bear.

Scat the cat enjoys being a cat with changing colours for a few days. But then he gets tired. So he says: " I'm Scat the cat, I'm sassy and fat. I change my colours just like that!"

Well, Scat the cat changes his colours many times. He finds out that it isn't so bad being a black cat. He snaps his claws and he says:

" I'm Scat the cat, I'm sassy and fat. I change my colours just like that!" And he was happy being black again.

www.gbui.de/English/english-202.html


http://www.gbui.de/English/english-202.html


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b, Billy’s cat

All are seated in a circle. T tells the story and makes a movement to each underlined words.

Billy has a white cat with a long tail and Billy has a little dog with long ears. he white cat with the long tail is on the sofa. It is sleeping. The little dog with the long ears is in the garden. It is running around. The white cat white the long tail doesn’t like the little dog with the long ears.The little dog with the long ears doesn’t like the white cat with the long tail.The door is open. A big dog comes in. It runs after the little dog with the.......The little dog with the cries, “Help, help,” and runs away. The big dog cries, “Stop, stop,” and runs after him. The white cat with the long tail wakes up. It runs into the garden and jumps on the head of the big dog. The big dog runs away. The little dog is happy. It loves the white cat. Billy is happy too. He loves the little dog and the white cat.

M:

1. The two times table

a, counting ordinal numbers:

2 4 6 8 10 12 14 16 18 20

There is also a worksheet to look at. Animals in pairs.

b, circle the number game

Place the numbers on the board. Go through them a couple of times, each time with a new pupil. T: Close your eyes and tell me the numbers. leave the numbers on the board. Two PS obtain a piece of chalk. T says 2x2=? and writes it on the board. The first one to run to the board and draw a circle around the right answer is the winner.

c, say 12 and sit down

A big circle is formed in class. PS are holding hands. T starts with number 2. The next P says 4, the next one says 6 etc., until 12. The one that say 12 sits down and the next one starts with 2 again. Keep going until all the PS are seated.

d, musical chairs



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There are 10 chairs formed in a circle. On each chair sit two PS. Each time there is one chair less two are out.

e, OHP- I see 6 times 2 birds

T is using the overhead projector and PS have the same picture in front of them. E.g. PS are asked to draw a circle around the birds in groups of twos. T: I see 6 times two birds. PS are asked to write the calculation down.

ME:

1. Farmer Johnny has a dog

Farmer Johnny has a dogand Bingo is his name oh,

B.-.I.-.N.-.G.-.O x3and Bingo is his name oh.

2. My pets

Sung to the tune of “Oh du lieber Augustin”, text Schlener/Harrison A little more English-©Veritas-Verlag,Linz copyright approval by Linda Schlener

a. I have got a little dog, little dog, little dog.I have got a little dog with fluffy ears,barking here, barking therebarking round everywhere.I have got a little dog with fluffy ears.

b. I have got a little cat, little cat, little cat. I have got a little cat with a curly tail, sleeping here, sleeping there, sleeping just everywhere. I have got a little cat with a curly tail.

c. I have got a little fish, little fish, little fish. I have got a little fish with golden scales, swimming here, swimming there, swimming round everywhere. I have go a little fish with golden scales.



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a. I have got a little mouse, little mouse, little mouse.I have got a little mouse with shiny eyes,running here, running there,running round everywhere.I have got a little mouse with shiny eyes.

b. I have got a budgie, a budgie, a budgie.I have got a budgie with a yellow beak,flying here, flying there,flying round everywhere,I have got a budgie with a yellow beak.

3. The Mouse is on the Cat

(For the overhead projector-A picture of animals standing on each other’s heads.)Revision from last year.

a. The mouse is on the cat.The mouse is on the cat.

Where is the mouse?The mouse is on the cat.

c. The cat is on the dog.The cat is on the dog.

Where is the cat?The cat is on the dog.

d. The dog is on the bear.The dog is on the bear.

Where is the dog?The dog is on the bear.

e. The bear is on the box.The bear is on the box.

Where is the bear?The bear is on the box.



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f. The mouse is on the cat.The cat is on the dog.The dog is on the bear.The bear is on the box.

Where is the box?The box is on the floor.

BE:

1. Paper Plate Fish

Materials:

☼ Two small paper plates☼ Scissors☼ Stapler☼Textas (felt pens)

a. Put the plates together. Cut a small triangle from both plates...b. Reverse one plate. Place the two plates back together again, making sure the

triangles match up to create the mouth of the fish.c. Staple around the edges of the plates to keep them together. Staple one triangle

onto the plates as the tail. Staple the other triangle onto the plates as a top fin.d. Draw a fin and an eye on each side of the fish. Then decorate the fish with textas

(felt-pens).

2. A Simple and Easy Way to Draw Animals:

Materials:

☼ Drawing paper☼ A pencil☼ an eraser

a. T: Let’s draw a cat! Starts to make the first lines on the board. T, after making a line or two on the board asks the PS: Is this a cat? Not able to recognise the cat at first the PS will probably call out a negative answer. PS will be asked to draw the same lines on their drawing paper. T giving PS time, draws another two lines and asks the PS again: Is this a cat now? PS will keep answering until they are able to recognise the cat.



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LÜ:

1. Pound Puppies:

Focus: running and dodgingEquipment: Ten to twelve pinnies

Organisation:

Choose one third of the players to be the “Dog catchers,” who each get a pinnie to wear. The other players are the “Pound Puppies” and scatter over the play area. Mark out an area to serve as the Dog Pound, or use the centre circle of the basketball court.

Description of Activity:

a. On the signal “Go!”, Dog Catchers, try to catch as many Puppies as you can. b. The caught Puppies must follow you to the Dog Pound.c. Puppies, you may run anywhere in the play area. You can also free the Puppies

in the pound by running through the pound and shaking hands with them.d. Dog Catchers, you are allowed to have only one guard on the Dog Pound. e. When all the Puppies have been caught, a new game begins.

Variations:

Have the free Puppies “give ten” to the caught Puppies in the pound to free them (slap both hands together, palms to palms).

Allow each team a certain time limit as the Dog Catchers.

2. Hounds and Rabbits :

Focus: Running and dodging; alertnessEquipment: Two pinnies; one long rope per three playersOrganisation:

Make as many burrows as needed (knot the ends of the ropes together to make circles). Spread the burrows around the play area. Choose two players to be the



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“Hounds,” who hold a pinnie in their hand. Divide the rest of the class, the ”Rabbits,” into groups of three and have each group stand in a burrow.

Description of activity:

a. On the signal “Go!”, Hounds call “one, two, three!”, then howl as loud as they can.b. Rabbi, when you hear the howl, you must run from your burrow and find another,

but remember only three to a burrow.c. Hounds, try to tag a Rabbit as they change burrows. When you tag a Rabbit, give

him or her the pinnie because he or she becomes the new Hound and you become the Rabbit.

Variations:

Start the game with three or more Hounds.

3. Animal Walks:

Focus: Weight bearing, locomotionEquipment: NoneOrganisation:

Children explore weight-bearing on different body parts throughout novelty walks. Teach them the names of different “walks” and use them as breaks between different activities in the lesson.


a. Pussy-Cat Walk: Start on all fours. Walk softly and smoothly like a cat. Stop, “meow,” stretch! Here comes a mouse! Can you catch him?

b. Puppy Run: Take your weight on all fours, bending your arms and legs slightly. Keep your head up. Show me how you run forward, run backwards, run sideways. Run and chase after some of the other “puppies.” Can you bark as you chase them? Can you roll over like a dog and get right back up on your hands and feet again?

c. Lame Dog Walk: Can you walk like a lame dog? Who can run like l lame dog? Place both hands and one foot on the floor.

d. Bear Walk: Start by taking your weight on all fours, with your hands and feet on the floor. Now show me how you can walk like a bear. can you swing your hips,



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moving the arm and leg on the same side at the same time: Sniff around looking for that honey!

e. Donkey Walk: kneel on hands and knees with your had bent forward, and hunch your back. Now raise your head upwards and hollow your back as you move. Continue in this way. Can you make a sound like a donkey? “Hee-Haw! Hee-Haw!”

f. Crab Walks: Sit on the floor with your hands behind you and your palms flat on the floor. Raise your body off the floor and take your weight on your hands and feet. Show me how you can move forward, backwards, sideways.

4. The animal-number chase

Focus: Alertness, listening skills, quickness, reaction time, speed runningEquipment: Soft toy animals (pets), 13 red and 13 blue pinniesOrganisation:

Divide class in two groups. One group has the red and the other group the blue pinnies. Both groups are arranged in single file formations (one behind the other), behind a starting line, facing a pile of soft toy animals (pets), placed 1o metres away. Members of each group obtain a number from 1-13.


a. T calls out a number and the name of an animal. PS of each group with this number run as fast as they can to get the animal that was called out, run back once they have found it. The animal counts as one point.



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W E E K 5

WILD ANIMALS


Wild animals in colourThe Zoo danceDo you know this animal?Stories:

a. The Lion and the Mouseb. The Big Bad Tiger

Rhymes and Jazz Chants:a. Bear Huntb. Five Little Monkeysc. An Elephantd. Three Little Monkeys

MA Mathematics Same as in pets

ME Music Wim A WehWe’re going to the ZooKookaburra

BE Arts The Elephant Mask

LÜPhysical

EducationPanthers and LeopardsZoo ChatterAnimal walk RelayWalking through the zooCircle Rope PatternsThe Elephant chase



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Wild Animals:

Vocabulary:

What can you see?zooWe dance too.through the jungle doesn’t come hidevery sad There is no....Happily ever after.bear huntcatch a big oneI’m not scaredover it through them mud a dark gloomy caveback through the....one bumps his head no monkey businessterribly big/fatthe mighty junglevillage How about you? gum tree bushlaugh Kookaburragaygum drops leave some for me

SU:

1. Wild animals in colour



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The PS obtain a sheet with different animals on it.T: Number one is a brown bear.The PS are asked to find the bear first and put their finger on it. They are then asked to number the picture with the bear as N° 1.

N° 2 – yellow lionN° 3 – blue hippoN° 4 – green crocodileN° 5 – purple zebraN° 6 – white snakeN° 7 – orange tigerN° 8 – grey elephantN° 9 – red monkey

After giving each animal a number and a colour, the T refers to the bear again and says:

T: This is a brown bear and we ask the brown bear. Brown bear, brown bear, What can you see?

BB: I can see a yellow lion, looking at me.

T: Yellow lion, yellow lion, What can you see?

YL: I can see a blue hippo, looking at me .etc.

2. The Zoo Dance

The PS are standing in a circle and imitating animals dancing.

Bears dance in the zoo (clap, clap),and we dance there too (clap, clap).

Monkeys dance in the zoo (clap, clap),and we dance there too (clap, clap).

Elephants dance in the zoo (clap, clap),



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and we dance there too.

3. Do you know this Animal?

PS get a sheet with different animals on it. The front and the back parts of each animal actually belong to two different animals.

T: Do you know this anima? P: The front part is a monkey and the back part is an elephant

4. Stories

a, the lion and the mouse

One day a Lion lay asleep in the jungle. A tiny Mouse, running about in the grass and not noticing where he was going, ran over the Lion's head and down his nose. The Lion awoke with a loud roar, and down came his paw over the little Mouse. The great beast was about to open his huge jaws to swallow the tiny creature when "Pardon me, O King, I beg of you," cried the frightened Mouse. "If you will only forgive me this time, I shall never forget your kindness. I meant no harm and I certainly didn't want to disturb Your Majesty. If you will spare my life, perhaps I may be able to do you a good turn, too." The Lion began to laugh, and he laughed and laughed. "How could a tiny creature like you ever do anything to help me? And he shook with laughter. "Oh well," he shrugged, looking down at the frightened Mouse, "you're not so much of a meal anyway." He took his paw off the poor little prisoner and the Mouse quickly scampered away.

Some time after this, some hunters, trying to capture the Lion alive so they could carry him to their king, set up rope nets in the jungle. The Lion, who was hunting for some food, fell into the trap. He roared and thrashed about trying to free himself but with every move he made, the ropes bound him tighter.

The unhappy Lion feared he could never escape, and he roared pitifully. His thunderous bellows echoed through the jungle. The tiny Mouse, scurrying about far away, heard the Lion's roars. "That may be the very Lion who once freed me," he said, remembering his promise. And he ran to see whether he could help.

Discovering the sad state the Lion was in, the Mouse said to him, "Stop, stop! You must not roar. If you make so much noise, the hunters will come and capture you. I'll get you out of this trap."



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With his sharp little teeth the Mouse gnawed at the ropes until they broke. When the Lion had stepped out of the net and was free once more, the Mouse said, "Now, was I not right?"

"Thank you, good Mouse," said the Lion gently. "You did help me even though I am big and you are so little. I see now that kindness is always worth while." Moral of the story: Even the strong sometimes need the friendship of the weak.

Diese story kann man als Bildergeschichte mit einigen zusätzlichen Übungen herunterladen bei schoolexpress.

Materialien: Fingerpuppets und weitere Bastelvorlagen finden Sie bei first-school.

Als Online-Story erzählt gibt es die Geschichte bei der BBC.

Reim

Sachinformationen zu Löwen gibt es bei Animalmap.

b, the big bad tiger

One day the elephant walks through the jungle. He meets a snake, running away from the tiger.He hides the snake in his house.

The elephant walks through the jungle.He meets a monkey, running away from the tiger.He hides the monkey in his house.

The elephant walks through the jungle.He meets a crocodile........

.....a hippo.....

.....a bear.....

.....a mouse.....

On the elephant’s birthday all the animals give him a big party. The snake comes and the hippo comes, the bear comes and the mouse comes....

The only animal that does not come is the tiger.The big, bad tiger.



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All the animals are afraid of him.

The tiger walks through the jungle, looking for something to eat.There is no snake, there is no .....He is very hungry, very hungry.He comes to the elephant’s house.There is a big party, he is very sad.

The animals say: Come in, but you must promise to become a good tiger. So he promises and he never eats another snake, another bear, another..........And they live happily ever after.

5. Rhymes and Jazz Chants

a, bear hunt

We’re going on a bear hunt,We’re going to catch a big one,I’m not scared,What a beautiful day.Oh! Oh!Grass! grass!Tall, wavy grass!.We can’t go over it,We can’t go under it.We’ll have to go through it.Sh sh sh sh sh

We’re going on a bear hunt,We’re going to catch a big one,I’m not scared,What a beautiful day.Oh! Oh!Trees!...Trees!Big tall trees!We can’t go under them,we can’t go through them,We’ll have to go over them.Click click click click click

We’re going on a bear hunt,We’re going to catch a big one,



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I’m not scared,What a beautiful day.Oh! Oh!Mud! Mud!Thick squelchy mud!We can’t go under it,We can’t go over it,We’ll have to go through it.Slurp slurp slurp slurp slurp

We’re going on a bear hunt,We’re going to catch a big one,I’m not scared,what a beautiful day.Oh! Oh!A cave! A cave!A dark gloomy cave!We can’t go over it,we can’t go under it,We’ll have to go through it(click tongues 5 times)

Two black furry ears,One black wet nose,Two sharp pointed teeth,It’s a bearQuick, run back.

Back through the cave,(click tongues 5 times)Back through the mud,(slurp 5 times)Back over the trees,(click 5 times)Back through the grass,(sh 5 times)

QUICK BACK HOME AND SLAM THE DOOR



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b, five little monkeys

Five little monkeysjumping on the bed.One falls offand bumps his head.Mum phones the doctorand the doctor says:“No more monkey business jumping on the bed”.

Four little monkeys....Three....Two.....One.....

c, an elephant

An elephant goes like this, like thatHe’s terribly bigAnd he’s terribly fat.He’s got no fingersAnd he’s got no toesBut goodness graciousWhat a long nose.

d, three little monkeys

Three little monkeysjumping on the bed,(tap three fingers on palm of opposite hand)

One fell offand bumped his head,(one finger falls off, then hold head)

Mama called the doctorand the doctor said:(hold phone by ear, dial in air)

“No more little monkeys jumping in bed.”(shake finger)



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ME:

1. WIM A WEH

In the jungle,The mighty jungle,

The lion sleeps tonight. x2

Wim a wehooooooo.....wim a weh

In the village,The quiet village,

The lion walks tonight. x2

chorus

Hush my darling,Don’t cry my darling,

The lion sleeps tonight.

2. We’re Going to the Zoo

We’re going to the zoo, zoo, zoo,How about you, you, you?You can come too, too, too,We’re going to the zoo, zoo, zoo.

3. Kookaburra

Kookaburra sits in the old gum tree,Merry, merry king of the bush is he.Laugh, Kookaburra,laugh Kookaburra,Gay your life must be.

Kookaburra sits in the old gum tree,Eating all the gum drops he can see.Stop! Kookaburra! Stop! Kookaburra!Leave some there for me.



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BE:

1. Elephant mask

materials:

☼ Clean plastic 4 litre milk bottle☼ Black crayon☼ Scissors☼ Black and white paint, mixed to make grey☼ Styrofoam bowl or meat tray☼ Paintbrush☼ Elastic string☼ Grey construction paper☼ Stapler☼ Knife

a. Cut the milk bottle in half from top to bottomb. Hold the half with the handle up to your face. The handle will be the elephant’s trunk and should be placed over your nose. Use the crayon to mark the eye sockets. Cut out the eye sockets. Make sure they are big enough to see out of.c. Paint the mask grey. Allow it to dry.d. Carefully poke a small hole in the middle of each side of the mask. Tie the ends of an elastic string through the holes. The elastic should hold the mask in place on your face without being too tight.e. Cut two large ear shapes from grey paper. Staple the ears to the sides of the mask.

LÜ:

1. Panthers and Leopards :

Focus: Alertness, agilityEquipment: Four cone markers; one scarf per playerOrganisation:

Mark two end-lines on the play area. Divide the class into two teams: The “Panthers” and the “Leopards.” Have both teams stand with their backs to each other on opposite end-lines. Each player has a flag tucked into the back of his or her shorts, with at least half of the flag showing.



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a. I will give a silent signal to one team: Panthers creep towards the Leopards. Panthers, when you are close to the Leopards I will call “The Panthers are coming!”

b. Leopards, when you hear this, turn to give chase and try to tag the Panthers by pulling their scarves before they can get back to their own line. If you tag a Panther, she or he joins your team.

Variations:

a. Use other locomotor movements: walking, skipping, hopping.b. Vary the starting positions. Have both teams sit cross-legged with backs to each

other on opposite end lines.c. Call the game by a different name: “The Tigers and the Lions”.

2. Zoo Chatter:

Focus: Co-operation, listening skills, fair playEquipment: NoneOrganisation:

Have the class sit around in a big circle, about an arm’s length apart, with eyes closed. Remind players thet to play fairly, they must keep their eyes closed


a. I am the Zookeeper. I will move around the circle whispering the name of one of four zoo animals in your ear: “Elephant,” “Seal,” “Lion,” or “Monkey.” Now remember which animal you are.

b. When you hear the signal “Chatter,” stand and move about the play area, making the sound of your animal and keeping your eyes closed. Whenever you hear a sound that is the same as yours, hold on to that animal and together try to find the others.

c. When all the “Elephants” are trumpeting together; all the “Seals” are baying; all the “Lions” are roaring loudly; and all the “Monkeys” are chattering together on all fours, the game is over.

Variations:

a. For a small class, name only three animals.



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b. Call different animals each time a new game is played: sheep, cows, chickens, ducks, cats, dogs, etc.

3. Animal Walk Relay

Focus: Agility; arm-shoulder strength; teamwork Equipment: Four cone markersOrganisation:

Use cones to mark out a starting line and turning line that are 10 metres apart. Form teams of four or five players, who stand in single file formation just behind the starting line: each team about 2 metres from each other. Adjust the “walking distance” to the ability level of the players. If there are unequal teams, a player may have to go twice.


1. Each player, in turn, perform an “Animal Walk” to the turning line and back to your file in this way:

First Player-“Puppy Dog Walk” on hands and feet, with your trunk facing downward. Second Player-“Crab Walk” on hands and feet, with your trunk facing upward and

feet leading. Third Player-“Frog Walk” by leaping forward with hands together and then feet

together. Fourth Player- “Seal Walk” by using only your hands and dragging your feet. Fifth Player- “Bear Walk” by moving forward with your right hand and foot, and

then your left side

2. The first team to complete the relay and sit in cross-legged position is the winner.

Variation:

Include other walks such as: “Spider Walk”- same position as for the Crab Walk but head leads; “Lame Dog Walk”- Same position as for Puppy Dog Walk except that one foot is in the air.

3. Walk Through the Zoo

Focus: Locomotion; weight bearingEquipment: None



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Organisation:

Have the children find a home and stand facing you. Explain that you are going on a visit to the zoo and as you mention the animals, you want them to show you how that animal moves.

Allow the cildren to interpret first; then have them do the following movements together.


1. Camel Walk : Stand with on foot ahead of the other. Bend forward at the waist and raise your hands behind you to lock fingers. This is the camel’s hump. As ypu take a step, raise or lower your head. Can your camel walk backwards; sideways; go down on his knees; gallop?

2. Kangaroo Hop : Bend your arms, holding your hands limply in front of you at chest height. Lean forward, bend your knees, and jump forward and upwards to land lightly on your feet. Con you hold a “Joey” ( a baby kangaroo) in your pouch near your bellybutton as you move?

3. Gorilla Walk : Start on all fours. Turn your hands inward toward each other. Walk like a gorilla. Look like a gorilla. Can you sound like a gorilla?

4. Elephant Walk: Form a standing position, bend forward at the waist. Let your arms hang down; then clasp hands together, to be the elephant’s trunk. Walk with your knees slightly bent, your back rounded, and with your arms swinging from side to side. Can you make your trunk touch the floor as you walk? What noises does an elephant make?

5. The Circus: Let’s form a large circle, with everyone facing the centre. This will be the “Circus Ring.” I will be the “Ringmaster” and stand in the centre of the ring. Now everyone, think of an animal that you might find at the circus. When I call your name, I want you to come into the ring, tell us the name of your anima., do the actions and make the sounds for your animal. Then we will all do your actions together with you. Now I will choose another “animal” to come to the centre. If someone uses your animal, try to think of another, or use the same animal and do something different.

Variation:

Have circle players guess the animal that has entered the “Circus Ring.” The player with the correct guess then comes into the centre. Ensure that everyone gets a chance to be an animal.

5. Circle Rope Patterns:



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Focus: Space and body awareness; balancing; listeningEquipment: One short rope per child; music with a lively beat; tape or CD player.Organisation:

Have children get a short rope, take it to a home space, and make it into a circle shape on the floor. Ensure that ropes are well spaced.


1. On the signal “Move!” travel around the play area without touching any of the rope circles. On signal “Shape.......,” quickly stand inside a circle and perform the following:

Make your body as small as you can; as big as you can. Make a one-foot balance; a tall balance; a low balance. Touch your bellybutton to the floor in your circle Build a bridge across your pond using four body parts

2. How can you put half of your body in the circle and half outside?

How many body parts can you touch inside the rope? How few? Place one hand in the circle and your legs straight out. Can you move all the way

around the circle, like a Grinder? Repeat with opposite hand in the opposite direction.

Balance with four body parts inside, one part out; two parts inside, one part out; three parts inside, one part out; one body part inside, one part out.

3. Begin in the centre of your home circle. Show me how you can move in and out of your rope: forward, backwards, sideways. Use two feet together, then one foot.

Make a quarter jump-turn; half jump-turn; full-jump turn in your circle.

4. Leap over your pond. How many different ways can you take off and land: two feet to two feet; two feet to one foot; one foot to one foot; one foot to two feet. While in the air, do a quarter-turn; half-turn; wide shape; stunt of you own.

5. Musical Ropes: When you hear the music, leave your home rope and move around the other ropes. When the music stops, quickly and safely find a rope to stand in. Each time I will remove one or more ropes. If you are caught without a rope to stand in, jog lightly in space until the game ends.

6. Circle Rope Tag: Find a partner and use two ropes to make one large circle on the floor. Play a game of tag with one partner trying to catch the other as you move around the outside of the circle.



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6. The Elephant chase:

All children holding nose with left hand and putting the right arm through the circle formed by the left arm imitating the elephant’s trunk., are running away from one or a few other elephants chasing after them.



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W E E K 6

ALL ABOUT AUTUMN


MA Mathematics

ME Music

BE Arts

LÜPhysical

Education



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Autumn:

SU:

1. Autumn Activities:

a, collecting colourful leaves

PS collect colourful leaves, which they bring to school. Lets classify leaves according to their:- colour- form- size

- individual features (e.g.: round curves, zigzag around the outside,....)- Repeat the colours red, green, yellow, brown,...With the PS) - Repeat forms (e.g. oval, serrated,...)- Use a book to identify the leaves with the trees from which they come (e.g.: oak

tree, beech tree, birch tree, maple tree...) If possible give the PS worksheets with drawn leaves next to which they stick the real ones. The don’t have to have them all, just which ones they have found.

2. Chants:

a, the weather

Do you like the sun?Yes, I do. Yes, I do.

Do you like the snow?Yes, I do. Yes, I do.

Do you like the rain?Yes, I do. Yes, I do.

Do you like the fog?No, I don’t. No, I don’t.

Can you tell me why?Yes, I can. Yes, I can.



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I can’t find my dog in the fog.I can’t find my dog in the fog.

The flash cards are on the board. The flash card with the sun represents the question: “Do you like the sun?” Under this flash card is another with smiley on it representing: “Yes, I do. Yes, I do.” The same goes for flash cards of snow, and rain. The one with fog on it has a sad face under it, representing: “No, I don’t. No, I don’t.”The flash card representing “Can you tell me why?” has a question mark on it Under it is a symbol for “Yes, I can. Yes, I can.” “ I can’t find my dog in the fog” is a flash card showing a dog in the fog.

Practice the first part of the dialogue first, the one with the “Yes, I do and No, I don’t “ answers. Divide your class into two groups. One group poses the questions and the other gives the answers. Use parts of body to create a rhythmical sound (clapping, slapping, snapping tapping etc.)

Repeat the first part of the chant next time and add the rest of it. A role play is possible. Shuffle the cards. A P of one group picks up one card without looking and tries to associate the question or the answer with it.

3. Autumn Rhymes and Nursery Rhymes:

a, down! down!

Down! Down!Down! Down!Yellow and brownThe leaves are fallingOver the town.

b, the sunflower children

The sunflower children Nod to the sun.Summer is over Fall has begun.

c, leaves

Red leaves and yellow leavesOrange leaves and brown,



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Leaves are dancing everywhereHappily dancing down.

d, November

No sunshine, lots of rain, No warm days, snow again!No bugs or bees No leaves on trees. You must remember This is November

e, it’s raining

It’s raining, it’s pouring,the old man is snoring;He went to bed, and bumped his head,And couldn’t get up in the morning.

f, rain, rain, go away

Rain, rain go awayCome back another day, Little Johnny wants to play.

M:

ME:

1. It is Autumn (melody: Skip to m y Lou”):

It is Autumn up in the tree.It is Autumn up in the tree.It is Autumn up in the tree.Up in the tree it’s autumn.

Leaves are changing up in a tree.....Leaves are changing up in a tree.....Leaves are changing up in a tree.....Up in the tree it’s autumn.



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Leaves are falling from that tree....Leaves are falling from that tree....Leaves are falling from that tree....Up in the tree it’s autumn.Squirrels are growing up in a tree...Squirrels are growing up in a tree...Squirrels are growing up in a tree...up in the tree it’s autumn.

2. Leaves, Leaves, Falling Down (melody: Row, Row, Row Your Boat”)

Leaves, leaves falling down, (Wiggle fingers downward)Falling on the ground.Red, Yellow, Orange and Brown,Triangle, oval and round.(use fingers from both hands to make these shapes.)

3. Autumn leaves are falling down

Autumn leaves are falling down,to the ground, to the ground,Autumn leaves are falling down,red, yellow and brown,red, yellow and brown.

4. How’s The Weather?

How’s The Weather?It’s sunny.

How’s The Weather?It’s sunny.

How’s The Weather?It’s sunny.It’s sunny today.

How’s The Weather?It’s rainy.



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How’s The Weather?It’s rainy.

How’s The Weather?It’s rainy.It’s rainy today.

How’s The Weather?It’s snowy.

How’s The Weather?It’s snowy.

How’s The Weather?It’s snowy.It’s snowy today

How’s The Weather?It’s windy.

How’s The Weather?It’s windy.

How’s The Weather?It’s windy.It’s windy today.

How’s The Weather?It’s cloudy.

How’s The Weather?It’s cloudy.

How’s The Weather?It’s cloudy.It’s cloudy today.

BE:

1. Autumn Collage:

Materials:



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☼ Styrofoam meat tray☼ Natural autumn items, such as acorns, leaves, nuts, pine cones, seeds etc. ☼ Glue☼ Hole punch☼ Wool

1. Collect a variety of autumn items that are found in nature.2. Arrange the items and glue them onto the Styrofoam meat tray.3. Punch a hole in each of the top corners. Cut a piece of wool and tie the ends to

the holes.4. Use the wool to hang the collage.

More Ideas:

☼ Make a nature collage on the outside of an empty tin can. Place water and fresh flowers in the tin. Use it as a centrepiece on your table.

☼ See if you can make necklaces by stringing together acorn caps.

☼ Try using seeds and nuts to make pictures of animals and people on paper plates.

☼ Make a toy, such as a doll, using only natural items.

2. Leaf Stencils:

Materials:

☼ Leaves of different shapes and sizes☼ White paper☼ Brown, red, yellow, green and orange tempera paints☼ Styrofoam meat trays☼ Sponges cut into squares

1. Place a leaf on the white paper.2. Pour some paint onto a Styrofoam meat tray. Dip the sponge into the paint3. Use the sponge to pat some paint around the edges of the leaf.4. continue the process using other leaves and different coloured paints.

More Ideas:



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☼ Do not be afraid to mix paint colours with the sponges. It makes a far more authentic looking leaf.☼ Leaf stencils can be used to add a decorative touch to wood, tile and even windows☼ Take a nature walk and identify as many different types of leaves as you can. How many of them change colour during autumn? Try to collect one leaf that has fallen from each type o tree and start a leaf collection work together to classify the leaves in your collection by grouping them according to similar characteristics, such as colour, shape, size, texture or number of points.

3. Leaf Rubbings:

Materials:

☼ Leaves of different shapes and sizes☼ Thin paper, such as typing paper or butcher’s paper☼ Crayons

1. Place the leaf on a table with the smooth side down.2. Place the paper on top of the leaf.3. gently rub the side of a crayon back and forth across the paper to get the imprint

of the leaf.4. Continue the process, using different leaves and a variety of crayon colours.

More Ideas:

☼ Make an interesting collage by cutting out the leaf rubbings, poking holes in them, and hanging them from a stick.

☼ Make a cardboard frame to go around your rubbing design. Draw some more leaves on the frame.

☼ Make a variety of rubbings, using items such as coins, embossed greeting cards, paper clips or textured cloth.

☼ identify and label the different types of leaves used to create the rubbings.

LÜ:



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W E E K 6

THE APPLE

SUCulture and

Science

All about apples for teachers to know: varieties, growth, harvest, etc.Different apple productsMake apple juice/ apple sauce in class Learning different varietiesWhere is the apple? (prepositions)A choice of 5 listening comp.Story: Johnny AppleseedA choice of 10 poems and rhymes A choice of two games:Bobbing the Apple or apple memory

MA Mathematics

ME MusicApple SeedHave You Ever Seen an AppleJohn AppleseedApple Sauce

BE Arts Apple People

LÜPhysical

Education

Round the apple treeLead-ups to the forward rollForward roll-technique and variationForward roll progressions



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The Apple

SU:

All about Apples

Apples grow on a tree. It is called an apple tree. Apples are red, yellow and sometimes green. Apples grow in summer. We pick them from the tree in autumn. This is in August , September or October. Apples are juicy and sweet. Children like them, but not only children. Apples are good to eat. They are crunchy and healthy, too. We cut them into pieces, eat them or we make apple juice or apple pie, out of them.

For Teachers to know

Apples come in thousands of varieties, sizes, textures and tastes.

The colour of the outside of an apple may be green, yellow or various shades of red. Some yellow apples have weird brown spots all over them, while some red apples, like the Jonathan, have even weirder white spots. Apple colours also differ on the inside, where the flesh may be yellow, white, or cream-coloured. It’s also interesting that apples will turn brown if you cut them open and leave them out for a couple of hours.

Each variety of apple has a slightly different flavour, from sweet, to tart to bitter, to-ummmmm-just right!

Textures also vary amongst apple varieties, from soft and mushy, to firm and crunchy.

Because there are so many different varieties of apple, each with slightly different qualities than the next, producers grow different types of apples for different purposes. Some apples, like the Empire, are sweet and wonderful when eaten fresh( in fact, of all the cultivated apples grown, over half are eaten fresh), other apple varieties are better suited for cooking or further processing. The Rome Beauty ,for example, is often used for baking and not eaten fresh because it has a firm, acidic flesh, and though, smooth skin.

Many species of apples grown today are actually the result of breeding different species together.



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The favourites in the United States are Red Delicious, Golden Delicious and Granny Smith, accounting for almost 65% of the apples grown there. Things may be about to change though, because a flood of Gala and Fuji apples will soon be entering the marketplace. American farmers, encouraged by the high prices both Gala and Fuji apples were receiving during the early-to-mid 1990´s, invested in extensive plantings of those two varieties. it is therefore expected that the Fuji will soon replace the Granny Smith as the third most popular apple variety in the United States.

Some Apple Varieties

1. Red Delicious 8. Jonathan 15. Cortland/Redcort2. Golden delicious 9. McIntosh (Macintosh) 16. Ida Red3. Rome 10. Northern Spy 17. Empire4. Paula Red 11. Stayman/Winesap 18. Gala5. Jonagold 12. Fuji 19. Braeburn6. Ginger Gold 13. Spartan 20. Honeycrisp7. Jonamac 14. Crispin/Mutsu

Apple trees grow in the temperate regions of the world (areas that don’t get too hot or cold.

Apple trees are deciduous, which means their leaves fall off at the end of the growing season.

Apple trees belong to the Rosaceae (rose) family, and in the spring you can seethe beautiful white flowers on an apple tree looking like tiny roses.

Scientists that name and classify living things have called the cultivated species of apple tree Malus domestica, and the wild species Malus pumila.

Apples are “pomes” because they have a paper-like core, a fleshy layer around the core (the inside part that you eat), and an outer skin.

The volume of a ripe apple is about 20% air (that’s why they float), and 80% water.

Did you know that the dried up fuzzy thing on the bottom of an apple is called the “sepal”?

A Cross Section of an Apple

If You take a sweet, juicy, well-developed apple and cut it in half (cross-sectionally), you would see that the ovary has 5 compartments (called “carpels”). Each carpel should contain 2 seeds, for a total of 10 seeds per apple (except for the “Northern Spy” which contains 4 seeds per carpel and may therefore develop 20 seeds).



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Apples that are well developed and have most of their seeds are said to be “set”. But, apples don’t always set, and don’t always produce the total number of seeds they are capable of producing. Why?

First ....the number of seeds inside each apple is related to the health of the tree. Apple trees are kept in good health when they grow in nutrient-rich soil, have appropriate amounts of water a favourable climate. Healthier trees produce better fruit with more and larger seeds.

Second....apple blossoms (flowers) need to be pollinated in order to grow large fruit that have most or all of their seeds.

Pollen is a substance produced by apple trees as well as many other plants, and is necessary for reproduction. Pollen stimulates the development of the seed, which in turn stimulates other parts of the fruit to develop.

In late spring, lovely white blossoms appear on apple trees for about 9 days. These blossoms produce a lot of pollen, as well as a sweet nutrient-rich substance called nectar. Honeybees are attracted to the blossoms in order to obtain the nectar, and as they move from tree to tree collecting nectar, they also (without knowing it), transfer pollen from blossom to blossom. In fact, honeybees are the primary carriers of pollen in an apple orchard, as apple pollen is seldom carried by wind. In a mature orchard there should be at least one beehive per acre.

Good fruit set requires the pollination of at least six or seven seeds, and apples with a lot of pollinated seeds are usually larger in size because they are better at competing with other apples on the tree for nutrients. Apples that don’t have enough pollinated seeds inside usually drop from the tree before ripening. Pollinated blossoms grow into ripened fruit in 140 to 170 days. If an apple tree has a particularly good growing year and produces an abundance of fruit, this may cause it to become temporarily low on stored energy and nutrients and it may produce apples with a small number of fruit and seeds the following year, of fruit with 1 big seed and 1 small seed inside each carpel.

Growth

Apple trees grow best on hilltops and on the sloping sides of hills because these areas provide good water drainage, and also allow colder, heavier air to fall to the valley below during frosty spring nights when cold air could damage the blossoms or young fruit.



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Healthy apple trees produce “scions” (buds). To produce new apple trees, farmers cut scions of a desired variety of apple, and insert into the base of the stem or trunk of a seedling tree. The seedling tree is called the “rootstock” and is a root or a root plus a stem. This whole process is called “grafting”. The mature apple tree will then produce fruit of the same variety as those of the tree from which the scions were cut. Farmers try to graft scions from apple trees that have popular and tasty varieties of fruit, with rootstocks that are robust and resistant to cold temperatures and pests. Another method is to graft branches bearing full-sized fruit onto dwarf trees, and then grow the branches against a trellis.

In apple orchards, trees are planted in rows 3 to 9 meters apart. This gives farmers enough room to pick the mature fruit, and also spray the crop if necessary. Young apple trees must be carefully pruned during the first five years, so that the main branches are equally distributed up the trunk, and so that weak branches don’t develop. Apple trees may grow more than 12 meters in height.

An apple tree begins to bear fruit in 6 to 8 years, and is capable of producing fruit for as long as 100 years, though most commercially grown apple trees are replaced every 12 to 20 years.

Harvest and Storage

Apples are picked by hand, and a healthy apple tree can produce about 380 kilograms of fruit each year, Apples that ripen during late summer generally do not store very well. However, varieties that ripen in late autumn can remain fresh for up to a year if they are stored in cold, humid rooms.

More Information on apples, teachers can find on the following web sites:

www.valdosta.edu/-hncowart/topic.html

www.kinderkorner.com/apple.html

www.appleseed.net/jastory.html

www.englishbox.de/apples.html

www.nyapplecountry.com/recipephotos.htm


http://www.nyapplecountry.com/recipephotos.htm

http://www.englishbow.de/apples.html

http://www.appleseed.net/jastory.html

http://www.kinderkorner.com/apple.html

http://www.valdosta.edu/-hncowart/topic.html


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1. Different apple products

Explain to the PS how popular apple growing is all over the world. That the leading apple growing country is China, producing about 41% of the world’s apples, followed by the United States, Turkey and France.Apart from being to enjoy eating them as fresh fruit, we use them to make:- vinegar- wine- juice- apple pies and strudels - fruit salads- apple sauce etc.

a, make apple juice in class

Bring a juice maker and make apple juice in class. Have PS taste it. Explain how important apples are for healthy teeth. Instead of drinking Coke which is full of sugar.

b, apple sauce recipe

You need: about 20 apples, peeled and cored, two cups of sugar, cinnamon

You do: Peel the apples and cut them into pieces, put them into a big pot, add the sugar and the cinnamon and stir:

You can sing the following song:

The Applesauce Song

Peel an apple, cut it up, cook it in a pot.When you taste it you will find:It’s applesauce you’ve got.Applesauce I love so much,tasty applesauce.Applesauce I love so muchtasty applesauce.



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2. Learning Different Apple Varieties

a, memorising the number with the picture

Nine flash-cards of nine different apple types (varieties), are placed on the board in a line. Stuck to the board with long strips of sticky tape. The other side of the flash card has a number on it, from 1-9. Tell the PS: Number 1 is Empire, number 2 is Gala, Number 3 is Jonagold etc. Turn them back again and ask:T: What’s number one?P: Number one is…..

Once they guess two or three of them, go on with the next one.

3. Where is the apple? (revising prepositions)

a, one red apple-two trees

Diagram of two apple trees. A picture of an apple. Use the board of the flannel board.

T: Here you can see two apple trees.T places the apple on one of the apple trees.

T: The apple is on the tree.PS repeat and T goes on with the same apple and another preposition.- under- in front of- next to - behind- between two trees

The next step place the apple in one of the positions, pose the question and await an answer.

T: Where is the apple?P: The apple is on the tree.

When the PS have got the hang of it, they can take turns in asking each other. Dividing the class in teams is also a possibility.



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b, three different apples-two trees

Once the PS have learned the prepositions, you can, instead of one, use three apples (red, yellow green). Place all three apples on, under, in front of, behind, next to or between two trees and ask one of the PS.

T: Where is the green apple?P: The green apple is behind the tree.

T: Where is the yellow apple?P: The yellow apple is in front of the tree.

T: Where is the red apple?P: The red apple is next to the tree.

c, listen and place the apple

This is a listening comprehension. PS obtain a worksheet with two apple trees drawn on it. They get 6 apples, which they will first colour in before they start. Two are green, two are red and two are yellow. Once finished, they put away their coloured pencils and listen. T: The red apple is on the tree.

PS take one of the red apples and glue it somewhere in the picture, where they think “on” is. Wait for all to finish and then go on.

T: The green apple is between the trees.

d, listening comp. “Where is the apple?”- groups

Each pupil (5-6 in a group), obtains a laminated picture of two apple trees. There is also a laminated small apple hanging from the thread which is taped to the back of the laminated page, so that the PS can move the apple themselves according to what they hear.

e, listening comp. “Where is the worm?- groups

The same idea as above in “d”, but instead of apple trees, there are two apples and a worm hanging from the thread.



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T can find the “Where is the apple” worksheets under:www.englishbox.de/apples.html

4. How many apple seeds?

Explain to PS how if we cut an apple in half, we will find some seeds. If we plant these seeds in soil, new apple trees will grow. Allow the PS to guess how many seeds are in a red apple. Make a horizontal cut and allow the PS to count the seeds. Do the same experiment with a green and a yellow apple.

You can use the following rhyme to this experiment:

The Apple Seed song (tune: Twinkle, twinkle)

I’m a little apple seed,Peeking through,Please help me,I´ll help you.Dig me a hole,And hide me away, And l´ll be an apple tree,Some fine day.

To the “How many apple seeds?” guessing game, you can also use these simple rhymes:

Plant the seeds

Eat an apple, save the core,plant the seeds and grow some more.

Apple magic

in every single apple liesA truly magical surprise.Instead of slicing down, slice throughAnd watch the star appear for you!


http://www.englishbox.de/apples.html


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The apple star

Take an apple round and red.Don’t slice down,slice through instead.Right inside it you will seeA star as pretty as can be.

5. Stories

John Appleseed

200 years ago there lived a man in the United States. His name was John Chapman, but everybody called him Johnny Appleseed. He spent his life in the American wilderness planting apple seeds. He created apple orchards all over America, In Illinois, Indiana, Kentucky, Pennsylvania and Ohio.

His dream was a land where no one was hungry and everybody could eat apples. He was a very kind man, slept outdoors and walked barefoot around the country. Everywhere he went he planted apple seeds.

Everyone liked Johnny Appleseed: the settlers, the Indians and even the animals. He wore clothes made of sack and had a tin pot on his head. This pot he also used for cooking.

He always had the Bible with him, it was his favourite book. After more than 50 years of travel Johnny Appleseed died in 1845. But some of those trees he planted still bear apples today.

The John Appleseed song: (sung to the tune: Do you know the muffin man)

Do you know the apple man, the apple man, the apple man?Do you know the apple man?He planted apple seeds.

He wore a pot upon his head,upon his head, upon his head.He wore a pot upon his head,his name was Johnny Appleseed.



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6. Poems and Rhymes

a, an apple a day

An apple a day,keeps the doctor away.

b, apples

Apples in the attic,Apples in the hall,Apples in summer,Apples in fall.Apples make you healthy, Apples make you tall.I will eat some apples,I will eat them all.


c, apples, apples, one, two, three

Apples, apples, one, two, threeApples for you, Apples for me.Apples big, Apples small,Apple trees tiny, Apple trees tall.Apples sour,Apples sweet,Apples, apples, are good to eat.

d, eat an apple

Eat an appleSave the corePlant the seedsAnd grow some more.




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e, If I had two apples

if I had two applesWhat would I do?I´d keep one for meAnd give the other one to you.

f, five and five make ten

Here I have five apples.And here are five again.How many apples altogether?Why, five and five make ten!

g, counting apples

How many applesDo you see?Can you count them?1,2,3.

How many green ones?How many red?Now eat an appleAnd go to bed!

h, apple

Red and juicy, shiny, sweet,Apple you’re so good to eat.Crisp and crunchy, healthy, too.This core is all that’s left of you!

i, apples, apples

Apples juicy, apples round,On the tree or on the ground.Apples yellow, apples red,Apple pie and juice and bread!Apples crunchy, apples sweet,Apples are so good to eat!



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j, applesby Victoria Smith

A red apple.A yellow apple.A green apple.A blue apple?

A red apple. Yum!A yellow apple. Yum!A green apple. Yum!A blue apple. Yuck!

Flash cards of medium size laminated apples in the four colours.

7. Games

a, bobbing the apple

This game is usually played during Halloween. You need a bowl with water and a couple of apples floating inside. A P tries to get the apple out of the bowl, with both hands behind his/her back. If successful he/she may eat the apple as a reward.

b, a memory game

Collect pictures of apple types, apple products of different types, apple brands, etc. You need two of each picture.

M:

ME:

1. I like to eat Apples and Bananas (Repeat the song from last year).

2. Apple Seed (tune: Twinkle, twinkle)

I’m a little apple seed,Peeking through,Please help me,I´ll help you.



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Dig me a hole,And hide me away, And l´ll be an apple tree,Some fine day.

3. Have you ever seen an apple? (sung to the tune of “Ach Du Liebe Augustin)

Have you ever seen an apple,an apple, an apple?

Have you ever seen an apple,that grows on a tree?

A red one,a yellow one,a green one,a golden one?

Have you ever seen an apple,that grows on a tree?

4. Johnny Appleseed (Found above in point 5.-Stories-John appleseed)5. Applesauce (Found above in point 1.-Different Apple Products)

BE:

1. Apple People:

Materials:

☼ Apple☼ Knife☼ Whole cloves☼ Wool☼ Lace and/or ribbon☼ Straight pins☼ Craft sticks

1. Peel the apple, cut deep slices in the apple to create facial features. Press cloves into the slices to make the eyes and mouth. Make shallow slits for some wrinkles.



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2. Place the apples on a baking tray in an oven heated to 65° C. Bake overnight. Allow to cool.

3. Use straight pins to attach hair made from wool. Decorate with lace, bows, hats etc,. and attach with additional straight pins.

More Ideas:

☼ Apply blusher to the cheeks of the apple face for colour.

☼ Insert a stick into the bottom of the apple, so you can use your apple person as an outdoor decoration.

LÜ.

1. Round the apple tree (Melody: Here we go round the mulberry bush)

Here we go round the apple tree, the apple tree, the apple tree.Here we go round the apple tree, so early in the morning.

Verse 2: This is the way we plant the seeds.Verse 3: This is the way the little seed sprouts.Verse 4: This is the way it grows to a tree.Verse 5: This is the way the apples grow.Verse 7: This is the way the apples are picked.

2. Lead-Ups to the Forward Roll:

Focus: Forward rotationEquipment: One mat per playerOrganisation:

These stunts are small step progressions toward learning the Forward Roll. Have the players get a small mat and take it to their homes.


a. The Rocking Chair: Sit in a crouched position hugging the knees tightly to the chest. Rock backwards onto the neck and head, then roll forward again to the starting position. Roll back and forth rhythmically. As you roll forward, try to get to your feet.



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b. The Bunny Hop: Start in the swat position with your hands flat on the floor in front of your feet. Leap forward by pushing with the feet and lift the hands off the floor. Catch the weight on the hands, and then try to bring the feet past the hands.

c. The Seal Walk: Start in the front-support position with hands shoulder-width apart and directly under the shoulders. Walk by pulling the body along with the hands only. The feet should drag behind with the toes pointing outward. Keeping the back straight and the head up. Swing the hips freely..

d. Run and Squat: Run in an open space. when I signal “Stop” each time, listen for my call:

- Squat like a rabbit.- Bounce along on two feet, and then squat.- Run in a circle and then squat.- Run, jump up high, and then squat.

e. Squat and Look Behind: Start in the squat position. Raise your hips up overhead. Tuck your chin onto your chest and your head under, to look back between your legs. Can you see a friend? Who can se the wall?

f. Tip Over: Begin in the squat position. Tuck your chin under between your legs. You should be able to see the ceiling (sky) as the back of your head touches the mat. Raise your hips up until they tip you over to roll on your back. finish in the sitting position. Can you hold your knees as you roll?

3. Forward Roll-Technique and Variations:

Focus: Technique; spotting; sequence-buildingEquipment: One mat per playerOrganisation:

In performing the forward roll, emphasise that the head should be well tucked out of the way and that the landing should be made on the tops of the shoulders and the back of the neck, not the head.

When performing the forward roll, players may need assistance. This is called “spotting.” Teach players how to properly spot for their partners. Advise children with long hair to tie it back so that their performance is not hindered.

Have players find a partner, get a mat, and find a free space.


a. Technique: Begin in the crouch of squat position, with your weight on your toes. Place your hands on the mat slightly ahead of your toes, shoulder-width apart and fingers facing forward. Round your back by tucking your head between your



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knees. Your chin should be touching your chest. Push off from your toes, raising your seat as you roll forward, with your chin tucked to your chest. Land on the tops of your shoulders and push with the hands as you roll forward to the squat position, keeping your heels wide and close to your seat. Hug your shins with your arms while rolling onto your feet.

b. Spotting for the Forward Roll: Kneel on one knee alongside your partner. Place your leading hand on the back of your partner’s neck and the other hand under the near ankle. As he or she rolls forward, assist by lifting with the leading hand and pushing forward with the back hand.

c. Forward Roll Variations:

- Squat with your arms folded across your chest. Do a Forward Roll and return to the squat position.

- Squat with your arms wrapped around your lower legs. Do a Forward Roll without using your hands. Land on the top of your shoulders. Make sure you keep your head well tucked under; it should not touch the mat.

- Start in the standing position. Do a Forward Roll and finish in the standing position. Hold for three seconds.

- Forward Roll with legs crossed. Can you do a series of these along the mats?

d. Forward Roll Sequences:

- Forward roll to a squat position; rock backwards onto your neck and shoulders and clamp your feet under you; roll forward onto your feet and do another Forward Roll.

- Forward roll to a stand; forward roll to a stand; forward roll to a stand.- Start with your legs crossed. Cross-legged forward roll to a cross-legged stand;

turn and repeat.

4. Forward Roll Progressions:

Focus: Sequence-building; reinforcing techniqueEquipment: One mat per pairOrganisation:

Have players find a partner, collect a mat, and find a free space. Have them take turns at performing and spotting. Emphasize that players should

try for control rather than speed.



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a. From a standing position, do a Forward Roll. As you come out of the roll, go into a walk. Do another Forward Roll. This time as you come out of the roll, go into a Log Roll (Egg Roll, Shoulder Roll).

b. From the standing position, do a Forward Roll; jump high into the air, make a half-turn, land and repeat in the opposite direction.

c. Stand on one leg. Do a Forward Roll to finish standing on both legs. Can you stand on the other leg and repeat?

d. Angel Roll: From the standing position, and holding your arms out to the sides, do a Forward Roll to stand on the mat. Your heels must be kept close to your seat. As you come out of the roll, thrust your arms forward, vigorously.

- Place your arms sideways on the mat.- Do a Forward Roll followed by an Angel Roll.

e. Squat-Bridge-Forward Roll: Squat down, reach forward to place hands in the front support position. Form a high Bridge on your hands and feet. Spring forward from the bent-knee position to a Forward Roll with Tuck, keeping in a tight roll. As you come up to the standing position, shoot the arms forward, do not grab the ankles. Try to hold your balance for three seconds.

f. Partners, stand at opposite ends of the mats. Both do a Forward Roll past each other, then stand up, turn, and repeat.

g. Practice any type of roll on your mat. (Observe performers and comment on technique.)

4. Lead-Ups to the Backward Roll:

Focus: Rocking and balancingEquipment: One mat per playerOrganisation:

These are natural and safe progressions to the teaching of the Backward Roll. Have each player get a mat and place it in a free space.


a. Back Balance: Sit with your knees bent and your hands on the mat. Rock backward, raise your legs over your head, and balance there for five seconds.



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b. Shoulder Balance: Sit on the mat with your knees bent. Raise your elbows up and turn the palms of your hands toward the ceiling, fingers pointing backwards over your shoulders. Hold this position, and then rock backwards to balance on your shoulders using your hands on the floor to support yourself. Hold the balance for five seconds; then repeat. While in the Shoulder Balance position:

- Can you touch the floor with your toe, and then with the other toe?- Try stretching your legs upward to the ceiling.



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W E E K 7

VEGETABLES


Make a Greek saladA vegetable bingoMontessori flash-cards + gameThe seed guessing gameThe dice game

MA Mathematics The two timetable..... plus/minus = 30

ME Music The Mash Potato Song (Lollipop)

BE Arts Vegetable stamping

LÜPhysical

EducationVegetable mixThe vegetable hopscotch



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Vocabulary:

Do you like....?Yes, I do./No, I don’t. cauliflowergarliconionpotatotomatored radishcarrotcabbagebeanspeas cucumbersaladred, yellow, green pepperBrussels sprouts spinachleekbroccoliolivessheep cheesebunschopping boardWash the...Cut the....in squares/pieces.Season with salt, vinegar and oil.Mix the salad.Put the .....in the bowl.Be careful with the knife!Cut carefully!Don’t cut your fingers!Add the cheese.Hand me your plate, please!Here you are.Thank you!It tastes good!Yummy!



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SU:

Bring some vegetables to school (potatoes, tomatoes, onions, garlic, broccoli, carrots, cabbage, red radish, cucumber, red, yellow and green peppers, spinach, cauliflower, beans, peas, leek, salad, etc.).

Talk about each type. About the size, the colour the smell. Allow the pupils to hold each one in the hand and feel the texture.

1. Make a Greek salad

Proven to be a very good group exercise. Each P has a chance to peel or cut a certain vegetable. Make sure you have enough chopping boards and knifes for each P.

For the Greek salad you need:

- two big bowls - sheep cheese- paper plates - tomatoes- plastic forks - onions- six knifes - cucumber- six chopping boards - salad leaves- someth. to stir with - olives- paper napkins - salt, vinegar and oil

Previously wash the tomatoes, the salad leaves and the cucumbers. One P will peel the onions. Another will chop them in small squares. A third P will peel the cucumber and a fourth will chop it in squares. The tomatoes will be cut into slices. Once the tomatoes, the cucumber and the onions have been cut, add the olives and season with salt, vinegar and oil. Mix everything together carefully. Take the other bowl now and decorate the bottom with salad leaves. Place the mixed, chopped and seasoned salad on the leaves. Place the previously cut sheep cheese (nice big squares) on top of the salad. Once the cheese is on top, don’t stir the salad any more.Serve on paper plates. Eat with buns

The PS will enjoy making and eating this salad very much. They will learn the importance of eating vegetables and how easy it is to prepare them.



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Make sure you have enough time to put away everything and clean up, before the other group comes.

2. Vegetable bingo

Each P is provided with a laminated card. On the card there are four different vegetables. The T calls out the vegetables one by one, showing a picture of each before placing it on the flannel board. The P, using a felt pen, crosses the vegetable (which has been called out) off. You must cross all four vegetables off in order to get a B I N G O. Use a wet paper napkin to rub out the crosses from the previous game and start again.

3. Montessori flash-cards plus game

This is a good way to repeat the already learned vegetables. Use the flash-cards first. Have the children recall the names of each vegetable, allowing them to keep the card in their hand if the answer is right. Count the points in the end.

A simple and easy way to learn vegetables. The Montessori way is simple and at the same time a lot of fun. There is a board with wooden windows. Only one space is free. Under each wooden window there is a small picture of a vegetable as well as on open window (which is actually a free square without a window). You say the vegetable that you see, then shift the wooden window to the free space and reveal the next vegetable and say its name.

4. The seed guessing game

Bring seeds of different vegetables to school and have the PS guess which seed belongs to which vegetable.

5. The dice game

A nice way to revise what has already been learned. This can be done in the whole class by making small groups of fours. Each group obtains a board with pictures of vegetables and a die. Land on the veggie and say what it is. If the answer is wrong, go back two fields.

M:

The two timetable.....plus/minus.....= 30



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Use pictures of different vegetables. ME:

The Mash Potato Song (Lollipop)

BE:

1. Vegetable Stamping

Materials:

☼ Assorted autumn vegetables☼ Knife☼ Variety of paint colours☼ Styrofoam meat trays☼ White paper

1. Pour some paint onto the meat trays. Cut the vegetables into sections.2. Dip a vegetable section into the paint.3. Stamp the vegetable section on the paper. Continue stamping additional

vegetable sections with a variety of colours.

More Ideas:

☼ Cut the vegetables in different ways: crosswise for onion, potato, and lengthwise for a pepper, a carrot, etc.

☼ Many vegetables have distinct textures on their skins or peels. Use the outsides of the vegetables. as well as the cut sections for the prints.

☼ Laminate the pictures to make colourful placemats. Then give the placemats as gifts.

LÜ.

1. Vegetable Mix



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Make a circle in the gym. Provide each P with a small picture of a vegetable. Attach on T-shirt with sticky tape. Some PS will have the same vegetable. One P is in the middle of the circle. He/ She calls out: P: Tomatoes change places!The PS with tomato pictures on their T-shirts stand up quickly and try to reach the other ones place. The person in the middle tries to reach one of the two places as well. The one without a seat is out and goes to the middle again.

2. Hopscotch Games:

Focus: Space awareness; hopping and jumpingEquipment: One beanbag per child; floor tape or chalkOrganisation:

Use floor tape to mark out two identical hopscotch patterns from each station as shown. Divide the class into groups of four or five; assign two groups to a station and allow them to practice hopping through the pattern.

Explain the rules of the game: take turns to play; use beanbags to toss; lose your turn if you step on a line, toss your beanbag on a line or the wrong space, change your hopping foot or land on both feet in other than the allowed space; take your turn again when the other players in your group have had their turn. rotate groups every ten minutes to a different hopscotch station.


a. Basic Hopscotch: Toss your beanbag into the first square. Hop into the first space, pick up your beanbag, and hop out. Hop on the same foot each time. Beanbags and feet must not touch the lines. Continue your turn, throwing the beanbag into each space, following the numbered order, until you lose your turn. Remember that in spaces 4 and 5, and 7 and 8, land with both feet on the floor at the same time, one foot in each space.

b. Half-Moon Hopscotch: Toss your beanbag into the first square; then hop into this square, pick up your beanbag, and hop out. Now toss your beanbag into the second square. Hop into the fist square; then into the second square; pick up your beanbag, and then hop into the first square and out. Continue in this way, up and back down. In space 4 and 5, and 7 and 8, land with both feet on the ground at the same time, one foot in each space. Also land with two feet in the “moon” space.

c. Ladder Hopscotch: Toss your beanbag into the first square. Hop over this square into the second square; pick up your beanbag and hop into the first square and



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out. Now toss your beanbag into the second square. Hop into the first square, over the second square, and into the third square. Turn around, pick up your beanbag, and hop into the second and first squares and out. continue in this way up, then down, the ladder.

d. Shuffleboard Hopscotch: Stand on one foot and toss the beanbag into the first square. Then hop over this square into all of the other spaces: land with one foot in squares 1, 4, 7, and 10 (change hopping foot here); land with two feet in squares 2 and 3, 5 and 6, 8 and 9. Upon reaching square 2 on the return, lean forward and pick up your beanbag, hop into square 1, and out. Continue in this way.

Variation:

a. If outside, use chalk on the tarmac or sidewalk surface and draw the different hopscotch games.

b. Instead of using just number, use number together with an apple variety. E.g.: № 1= potato, № 2= onion, № 3= tomato, № 4= cucumber, № 5= carrot, № 6= pepper, № 7= salad, № 8= garlic and №9 = cauliflower.



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WEEK 8

COLOURS-1


What do you get when you mix......?Dark green/ light greenColour dayMy pencil is redAn interview: What’s your favourite colour?a. In groupsb. An Interview guessing gamePoems and Rhymes:There are six to choose from

MA Mathematics

Counting to 30+/- the answer is 30 and underTimetables:x1, x2, x3, x4, x5, x6 (answer shouldn’t exceed 30)

ME MusicA choice of three:The Yellow Chair ChantBooks, BooksThe Colour Song

BE ArtsLooking at the world through different coloured glasses orTissue paper rainbows

LÜPhysical

EducationClimbing FrameBenches and Ropes



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SU:

1. What do you get when you mix.....?

There are a few basic colours. Revise them with your PS.

T: What do you get when you mix red and yellow for example, or blue and yellow? What about yellow and red?

Stick a white sheet of paper on the board and use some water colours and a paint brush to show the experiment. Even better is to have a P come out and demonstrate to the class.

2. Dark Green/Light Green

Explain to the PS which are the light and which the dark shades of colours. Then play a memory game.

P: This is dark green and this is light green.

3. Colour Day

Have each day of the week be a specific colour day....i.e. Red Day, blue Day and ask the parents to dress the children in that colour.

4. My pencil is red

This is a good way to repeat school things in combination with colours.Place a coloured flash-card on the board. For example red.

T: If you’ve got a red pencil come out and line up. Show the other PS your pencil and say: My pencil is red.

Change the colour. Change the school-thing or keep one colour and mix the school- things. E.g.:

T: Come out if you’ve got a green sharpener, ruler, pencil case or eraser.P1: My eraser is green.P2: My ruler is green.P3: My pencil case is green. etc.



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But be careful: My scissors are green.

This exercise can also be used in combination with clothes. E.g.: My T-shirt is yellow.

5. An Interview

P1: What’s your favourite colour Jackie?P2: My favourite colour is...........

a, in groups

This exercise can also be done in small groups. All are seated in a circle. One P starts by posing the question to his/her right neighbour. When the right neighbour answers properly, he/she poses the same question to another P to the right, going right around.

b, an interview-guessing game

One P comes out and stands facing the class.

The whole class calls out:: What’s your favourite colour Then they put up their hands to pose the chosen P a question. The chosen P picks one of the seated pupils out.

P1: Is it greenP2: Yes , it is. No, it isn’t.

6. Poems and Rhymes

a, colours

A carrot is orange,yellow is a pear,

green is the grass,and brown is a bear.

A snowman is white,blue is the sky,

black is a catand red is cherry pie.



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Use flash-cards to assist this poem

b, red and blue

Red and blue and yellow,green and black and white,green and black and white,brown and pink and orange,everything is bright,brown and pink and orange,everything is bright.

c, my crab song by chicky-ma-masung to “It’s a Small World”

I’m a small crab in the seaI’m, as red as I can beI have 6 legs as you can seeI’m a small red crab.

d, my starfishby chicky-ma-masung to “Mary had a Little Lamb”

I’m a little brown starfish,brown starfish,brown starfish,I’m a little brown starfish,Who lives under the sea.

e, five umbrellas

(use fingers, umbrella puppets or real umbrellas)

Five umbrellas stand behind the door,the red one goes out,then there are four.

Four umbrellas, pretty as can be,the blue one goes out then there are three.



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Three umbrellas, with nothing to do,the green one goes out,then there are two.

Two umbrellas, waiting for someone to come,the yellow one goes out,then there is one.

One umbrella, alone in the hall,the purple one goes out,and that is all.

f, black is my car

Black is my car,yellow a star.Green is a treeand brown a bumble-bee.red is a rose,a violet is blue.Sugar is sweet,and so are you.

M:

Counting to 30

. . . . .

. . . . .How much is two and two and two and two and two is.........?

Two times five is ..........?2 x 5 = 10

. . . . . . . .



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. . . . . . . .

. . . . . . . .How much is six and six and six and six?Six fours are twenty four.6 x 4 = 24

Main thing is that the answer doesn’t exceed 3o.You can use different colourful pictures instead of dots. E.g.: yellow suns, green frogs, black cats, etc.

Thirteen and Thirty are pronounced differently.

13 14 15 16 17 18 19 30

Plus/Minus - the result doesn’t exceed 30.

ME:

1. The Yellow Chair Chant (a jazz chant)

Purple ruler, pink eraser, yellow chair, yellow chair.Purple marker, pink eraser, yellow chair, yellow chair.Purple pencil, pink eraser, yellow chair, yellow chair.Purple, green and pink eraser, yellow chair, yellow chair.

PS are given sheets.They are asked to colour in the items first before singing.

Or they listen to the first part first and try to figure out what colour the ruler, the eraser and the chairs are before they colour them in.

We go through the first row a couple of times, each time asking a different P to say it.

2. Books, Books

Books, books,



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count the books.1-2-3-4-5 blue books.

Chairs, chairs,count the chairs.1-2-3-4-5 brown chairs.

Crayons, crayons,count the crayons.1-2-3-4-5 red crayons.

How many books?Five books.

How many chairs?Five chairs.

How many crayons?Count the crayons.1-2-3-4-5

For this jazz chant place 5 books, 5 chairs and 5 crayons in front of the PS. Each time you refer to the books, point to them. The same goes for the other items.

3. The Colour Song

Suzie is wearing red todayRed today, red today, Suzie is wearing red todayAll day long

( Substitute Suzie with a name of the child in your class, and red for the colour that child is wearing). Repeat the song twice and let the child dance during the song. Have the other children sing and clap along.

BE:

1. Looking at the World through Different Coloured Glasses

Obtain different coloured cellophane wrap and may toilette paper rolls. Apply a square of the cellophane wrap to the end of the toilet paper roll and secure with a



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rubber band or masking tape. Each child should have one. Have the children look through the tube to see what everything looks like. Have them trade with a friend. you could also have five of these set up in your science area for the children to use, or bind two of the same colour for binoculars.

2. Tissue Paper Rainbows

Supply the children with many different colours of tissue paper that will bleed. Have them cut out small shapes and then place on a piece of white paper. After the paper is covered with a single layer of paper ( it’s okay if a few overlap ), have the children paint the paper with water so the tissue paper will bleed onto the white paper. Allow to dry, remove the paper for a beautiful picture.

LÜ.

1. Climbing Frame

Be sure to place some mats under the climbing frames to avoid eventual injuries

Climb up as high as you can and climb down again. Climb up the one side and climb down the other. Climbing frame is now away from the wall. Climb up the climbing frame, climb

over and come down on the other side Climb through, go up, climb through and come down.

2. Benches and Ropes

Two benches are placed one next to the other. PS are lying on their stomachs on the benches. Each P uses the end of one long rope, which is placed around two bars to pull him/herself up to the top of the bench

Place a couple of such benches so the PS don’t wait their turn too long.



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WEEK 9

COLOURS-2

SUCulture and

Science

What’s under the rainbow?Games:a. Tomatoes are redb. Tomatoes are red-dice gameA white carnation turns bluePoems and rhymes:there are 6 to choose from

MA Mathematics Number - ? = maximum 30

ME MusicA choice of three songs:The Colour Jump SongMove With ColoursIf You’re Wearing Red Today

BE Arts Rainbow Eggshell Collage orMilky Rainbows

LÜPhysical

EducationClimbing Frame Challenges



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SU:

1. What’s under the Rainbow

Find a very colourful sock. Place something in the sock, like a block, or a toy. Let the child feel the object and try to guess what it is.

2. Games

a, the sun is yellow

A few flash-cards of items listed below are placed on the board under the colour they belong to. They can also be mixed up.

T: What is it?P: It’s a tomato.T: What colour is a tomato?P: A tomato is red.

P comes out and places the tomato flash-card under the red colour. Etc.

flash-cards representing yellow:

-the sun-sun flowers-bananas-daffodils

flash-cards representing white:

-snow-clouds-milk-ghosts

flash-cards representing black:

-black cats-witch’s hat-blackbirds-smoke



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flash-cards representing red:

-apples-tomatoes-red roses-red peppers

flash-cards representing grey:

-mice-elephants-grandmother’s hair- clouds

flash-cards representing green:

-grass-leaves-peas-frogs

flash-cards representing blue:

-oceans-skies-eyes-budgies

After a while a P replaces the T.The next step is to mix all the flash-cards up again and place them on the right side of the board. The left side is the colour flash-cards side. T calls out a names of two PS in class giving them each a colour. E.g.:

T: Mario green and Michael blue.

When hearing their names, these two PS, run as fast as they can to the board and place all the flash-cards to the colour they belong to. Mario finds the flash-cards with grass, leaves, peas and frog. Takes them and places them under the green colour. Michael does the same with blue. Who is faster? The newt step is saying the four sentences.



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Mario: Grass is green, frogs are green, peas are green an leaves are green.Michael: Oceans are blue, skies are blue, eyes are blue, budgies are blue.

Practising is and are.

b,a tomato is red

In the form of a dice game. Land on a colour and say what has this colour.

3. A White Carnation turns Blue

Obtain a white carnation, and put it in a vase with water and blue food colouring (about 10 drops in ¼ cup water should do). Wait a day or two, and see what happens.

4. Poems and Rhymes

a, yellow

Yellow is a star.Yellow is the sun.Yellow is the moon,When the day is gone.

b, orange

Orange is an orange.Orange is a carrot.Orange is the beak of a parrot.

c, blue

Blue is the ocean.Blue is the sky.Blue are the blueberriesI put into the pie.

d, green

Green is the grass,



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String beans and peas.Green are the brancheson Christmas trees.

e, red

Red is an apple.Red is a cherry.Red is a rose.And a ripe strawberry.

f, all colours

Orange is a carrot,Yellow is a pear,Green is the grass,And brown is a bear,Purple is a plum,Blue is the sky,Black is a witch’s hat,And red is cherry pie.

M:

Number minus ? = maximum 3024 - ? = 1929 - ? = 13ME:

1. The Colour Jump Song

If you’re wearing red thenJump up and Down,Jump up and Down,Jump up and Down,If you’re wearing red thenJump up and Down,Now sit back down.

2. Move with the Colours (sung to the tune: “If You’re Happy”)



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If you are wearing something red If you are......shake your head blue, touch your shoeIf you are wearing something red green, bow like a queen shake your head black, eat a snackIf you are wearing something red brown, turn aroundthen please shake your head pink, give us a winkIf you are wearing something redshake your head.

3. If You’re Wearing Red Today

If you’re wearing red today,red today, red today,If you’re wearing red today,stand up and say “Hoo-ray”

Repeat using other colours.

BE:

1. Rainbow Eggshell Collage

Use food colouring to colour crushed eggshells a few different colours. ( You can use eggshells from eggs you have used, there is no need to hard boil these egg shells.) Let your child glue the eggshells to a piece of paper after the dye has dried.

1. Milky Rainbows

Provide every child with a shallow container of milk. Place a couple drops of different food colouring in the milk. Next, have the child dip a toothpick into a little dish soap and then dip it into the milk. What happens? Try it again.

LÜ.

Climbing Frame Challenges



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WEEK 10

GOING SHOPPING


Which items belong to which shopThe shopping listShopping for vegetablesThe OHP “At the green grocer’s - What’s in the box?- Add prices to the products- Full shopping bagsAct out a shopping dialogueFill the empty shopping bagsShopping for fruit- A sketch “The Fruit Salad”

MA MathematicsDouble the amount (plural)Do the calculationCount to a hundredHow much money is in the purse?

ME Music How Much is the Doggie in the window?

BE Arts Draw a big Department store

LÜPhysical

EducationWorking with benches



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Vocabulary:

toy shopsport’s shopelectrical appliancesradiocolouring in bookslippersThe......belong to ......shop.the shopping list......is going shopping for her mother.a dozen of eggsa bottle of milka kilogram of .........a jar or marmaladea tin of beansa packet of chipsWhat’s (in) box number one?(In) box number one is........How much is/are the.........?It’s €..../They’re €...a kilo.May I help you?That’s €2.50 (Two Euros fifty)fruit saladone apple-two apples (plural)How much money is in purse number 1?In purse number one is cents/one Euro eighty.How much is that ....... in the window?for sailwaggly tailrobbersflashlights shine in the darkDraw a department store.different items/floorsfavourite shop/marketplace

SU:

1. Which items belong to which shop (store)?



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PS obtain a sheet with six different stores on it. In the middle of the sheet, there are different items. The PS should be able to recognise and say these items in English and classify them according to the stores they belong to. E.g.:

- The skis, the ski boots and the sledge belong to the sport shop.- The Lego Blocks, the doll and the teddy bear belong to the toy shop.- The hand mixer and the radio belong to the electrical appliances shop- The shoes and the slippers belong to the shoe shop.- The colouring in book and the book belong to the book shop.

2. The shopping list

Susan’s mother is ill. Susan is going shopping for her mother. She is making a list. Look at the picture and try to guess which items are on Susan’s list.

- a dozen of eggs- a bottle of milk- 5 apples - a kg of onions- a jar of marmalade- a tin of beans- a packet of chips

SHOPPING FOR VEGETABLES

Shopping for vegetables. The pupils have already learned about different types of vegetables in some of the previous lessons. They are now going to go shopping.

1. The overhead projector - “At the green grocer’s”

a, what’s in the box?

The PS scan see the green grocer standing selling vegetables. There are boxes numbered 1-12. Each box contains a different vegetable.

T: What’s in box number one?P: Garlic. / Number one is garlic.

T: What’s in box number two?P: Tomatoes. Number two is tomatoes. etc.

b, add prices to the products



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Add prices to the products

T: How much are the potatoes?P: 50c / The potatoes are 50c a kilo.

T: How much are the beans?P: € 3 . / The beans are € 3 a kilo.

c, full shopping bags-overhead projector

PS see a few shopping bags with different vegetables in them. We look at the first shopping bag and we create a shopping dialogue which goes along with it. The first time round, we do these shopping dialogues while seated, after which we either try to act them out, or we create our own shopping bags

2. Act it out – a shopping dialogue

Customer: Good morning.Green Grocer: Good morning. May I help you?C: A cucumber and a cauliflower please!(Hands the customer the vegetables one by one and puts them in his shopping bag, repeating their names while doing so.)GG: A cucumber and a cauliflower, here you are.C: Thank you.GG: (Calculating the prize) That’s € 2.50.C: Here you are! (Hands the greengrocer the money.)GG: Thank you. Bye! C: Bye-bye!

3. Fill the empty shopping bags

After going through the pictures on the overhead projector with the pupils, they are then given two sheets. One with empty shopping bags on it and the other showing different vegetables. The pupils are asked to choose a few vegetables they would like to buy, cut them out and glue them onto the shopping bags. This exercise is excellent in groups. Once finished, each P has their own individual shopping bag, to which they make up their own shopping dialogue the way they have learned it in the previous lesson. In the beginning the teacher plays the greengrocer and once the PS are able to do both roles, they choose their “act it out” partner and play the shopping dialogue with him/her.



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SHOPPING FOR FRUIT

1. Shopping for fruit done in the same manner as shopping for vegetables.

2. A sketch – “The Fruit salad”

Hello 2 – Englisch für die 2. Schulstufe – Christine Rohrauer – Gerda Pührer - Friedrich Schönberger - Veritas

PS obtain a sheet with pictures of a shopping dialogue sketch on it. They listen to the sketch few times, at the same time following with their finger.

Mike: Five apples and four pears, please.Assistant: Do you like apples and pears?Mike: Yes, I do. Hmm, yummy.

Mike: Ten bananas and eight oranges, please.Assistant: Do you like bananas and oranges?Mike: Yes, I do Hmm, yummy.

Mike: Seven kiwis, please.Assistant: Do you like kiwis?Mike: Yes, I do.

Assistant: Here you are.Mike: Thank you ....Oh, what a bag!

Mike: Ouch!

Lucy: Do you like fruit salad, Mike?Mike: Yes, I do.

M:

1. Double the amount

PS obtain a sheet with one and more.

E.g.: One apple two apples One pear two pear One banana two bananas e t c.



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2. Do the calculation

- If one T- shirt costs € 2 , how much are 4 T- shirts?- If one skirt costs € 5 , how much are 3 skirts.- If one blouse costs € 6 , how much are 2 blouses?

3. Counting to a hundred

Count 10 by 10 to a hundred. Count one by one to a hundred.Emphasise the difference between 13 and 30, 14 and 40, 15 and 50, etc.

4. How much money is in the purse?

There are purses with different amounts of money in each. Count the money and write under each purse the amount.

Count the money in each of the two purses and write down the amounts as well as if its more/less/or the same amount in both.

ME:

How Much is that Doggie in the Window?

How much is that doggie in the window?The one with the waggly tail.How much is that doggie in the window?I hope that doggie is for sail.

I must take a trip to California,And leave my poor sweetheart alone.If he has a dog he won’t be lonesomeAnd this doggie will have a good home.


I read in the papers there are robbers,



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With flashlights that shine in the dark.My love needs a doggie to protect himAnd scare them away with one bark.

I don’t want a bunny or a kitty,I don’t want a parrot that talksI don’t want a bowl of little fishesHe can’t take a goldfish for walks.


BE:

Draw a big Department store

Draw a huge department store wit different items on different floors or a marketplace or perhaps your favourite shop.

LÜ:

1. Working with benches

Focus: Safety guidelines; balance and controlEquipment: Balance benches; mats, beanbagsOrganisation: During balance bench activities, have players use bare feet; curl fingers around the edges to grip the bench for mounts and dismounts; move along the bench in one direction only unless you state otherwise; focus eyes ahead and hold arms out at sides for balance; step off the bench if they lose balance rather than wait to fall off; bend at hips, knees, and ankles to land softly after dismounting. Have one group demonstrate the correct lifting, carrying, and anchoring of the bench. Emphasize the importance of safety at all times.


- Lifting and Carrying the Bench: Use six carriers for each balance bench. Carry the bench this way: two players at each end and two on either side, facing the same direction.



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- Bend knees and lift together; hold the back flat and the head up as you straighten the knees.

- Walk in step, moving quickly and quietly; then bend the knees, hold the back lat and head up as you lower the bench to the floor.

- Safety Mats: Use four mats per bench; one at each end and one on each side.

- Anchoring the Bench: For stability, have two players anchor each bench: one player at each end sitting facing the middle. When working in pairs only, one player straddle-sits the bench while the other performs the task.

- Bench Travels: Form groups of o four to six players. Arrange the benches alongside each other, with mats at both ends and sides. Have each group stand in a line at one end of the bench. As soon as a player reaches halfway on the bench, the newt player may begin. When a player reaches the opposite end of the bench, he or she jumps off, landing lightly, and then joins the line again. Players should take turns being the anchors for the bench.

- Can you keep one foot on the floor and the other on the bench and move along the bench? Next time, travel with the opposite foot on the bench.

- Walk forward along the bench to the other end; next time, walk backwards along the bench.

- Run forward along the bench to the other end; next time jump your way to the other end.

- Gallop forward with the right foot forward to the opposite end; next time, gallop with the left foot forward

- Starting at one end, jump up on the bench, jump forward off the bench and to one side, jump up again, then off to the other side. Can you move along to the end of the bench this way?

- Walk forward carefully with small steps, toe touching heel as you go. Walk backwards, heel to toe.

- Walk sideways, on the balls of the feet.- Walk forward; turn around and walk backwards to the end. Walk forward, turning

as you go.- Walk forward. Bend your knees to touch your hand to the bench. Walk forward

and repeat. Can you pick up three beanbags along the bench as you go? it helps to look straight ahead all the time.

- Walk in a crouch position; turn around and walk backwards. Jump off using your hands.

- Walk forward. At about halfway, balance on one foot, walk forward, stop, balance on the other foot, and walk to the end. Jump off with a light landing.

- Create your own way off walking on the balance bench.



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- Lie on your tummy along the bench. Show me how you can pull yourself along the bench. Lie on your back along the bench. can you push yourself along using your hands and feet? Using your feet only?

- Move along the bench on body part points: hands and feet; seat and feat; Knees; etc. Let a different part lead: head, seat, feet, hand, elbow.

- Start in a stretched-out position. Can you move along the bench being stretched, then curled, then stretched....right to the end?

- Travel along the bench by twisting and turning to the end; first on your tummy, then on your side, on your back.... Show me another way of travelling along the bench.

- Sit Walk: Straddle-sit on the bench at one end with your feet touching the floor. Face the opposite end of the bench. Can you move along the bench from one end to the other without using your hands? Now try this again, but travel backwards.

- Duck Walk: In squatting position, “waddle” your way to the end of the bench. Can you sound like a duck as you move?

- Crab Walk: While in the back support position with hands on the floor, feet on the bench and tummy facing up, Crab Walk to the end of the bench.

- Bunny Hop: Grip both sides of the bench. Push off with on foot, jump over the bench, with the opposite foot landing first and then the other. Move your hands forward and hop back over the bench to the other side. Continue to the end. Can you straighten your legs out as you jump? How high can you get your legs?

- Over and Under: Lie on your tummy along the bench. Roll sideways to alternately go underneath and up the other side without touching the floor, or the underneath part of the bench.

- Pencil Walk: Place your hands on the bench and your feet on the floor. Keep your body stiff and straight. Move sideways along the bench, taking your weight on your hands and feet.

- The Windmill: Start with both hands on the bench and both feet on the floor in the front support position. Roll over and over along the bench, taking your weight on your hands and feet as you turn over and over to the end of the bench. It helps to keep your body and elbows straight.



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WEEK 11

MY FLAT – MY HOME

SUCulture and

Science

This is my house.In my room, there is a ........In my house, there is a ........The skyscraperWhich actions belong to which room?AssociationsWhere is the mouse?A story – Goldilocks

MA MathematicsCounting to a hundred Neighbouring numbers Counting Euros and Cents A house with numbers 1-100

ME Music This Is The Way......

BE Arts Draw your own room


Passing different obstaclesRolling hoopsBedroom, bathroom, living-room



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Vocabulary:

The door is..........The windows are.......In my room, there is a .........wardrobebookshelfbedsofachairdeskcomputerIn my house, there is a ..........garagecellarliving-roomhallkitchenbathroomtoiletbedroombalconyattic1st, 2nd, 3rd, 4th – 12th

..........lives on the ......floor.Who lives on the .........floor?

SU:

1. This is my house

Repeating parts of a house from last year.

This is my house.This is the door. This is the roof.This is the chimney.



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These are the windows.

This is my house. The house is orange.This is the door. The door is blue.This is the roof. The roof is red.This is the chimney. The chimney is black.These are the windows. The windows are yellow.

Last year, the PS got a sheet with a picture of a square on it. Under the square there were small pictures of a door, a roof a chimney and two windows. We first went through the small pictures below and then the PS were asked to draw a door for example. After which they were asked to draw a roof, a chimney and two windows.Once they had finished, they were told:

T: The door is blue.

The PS after hearing this, colour in the door blue.

T: The roof is read. The chimney is black. The windows are yellow.

When we say a sentence with “is”, we clap our hands and when we say a sentence with “are”, we spread our arms apart, as if opening the window.

Once finished, the PS present their individual drawing of the house and repeat the sentence.

This is my house. The house is orange.This is the door. The door is blue.This is the roof. The roof is red.This is the chimney. The chimney is black.These are the windows. The windows are yellow.

2. In my room, there is a.........

There is a picture of an empty room. Just lines representing walls and there is a window and a door. Laminate it. This is the children’s room. There are small laminated pieces of furniture. There is a wardrobe, a book shelf, a bed, a sofa, a



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chair, a desk, a computer, etc. Go through the pieces of furniture first. T takes one piece of furniture (e.g. the cupboard), places it somewhere in the room and says:

T: In my room, there is a wardrobe.

PS repeat.

T: In my room, there is a desk. etc.

Once you go through all the pieces of furniture, you take everything away again and you allow the PS to try.

P1: (takes a chair, places it in the room and says:) In my room, there is a chair.P2: In my room, there is a bed.

Go around until all the PS have had a chance to create their own sentence. This is a very good exercise for small groups.

3. In my house, there is a .........

It’s a similar idea as in the “In my room” example, but instead of the simple outline of a room, there is a simple outline of a house on 3 floors. There are also pictures of different rooms, which are to be placed to the right and left side of the main stairs going through the middle of the house. All these pictures are laminated.

Here are the following rooms:

the garage the cellar the living-.room the hall the kitchen the bathroom the toilet the bedroom the balcony the attic

T: In my room, there is a hall.



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PS repeat. etc. You can also draw a skeleton of the house with chalk on the board and enlarge the rooms. Once the PS know what the different rooms are called, they can come out, take a flash-card of one of the rooms, place it somewhere in the house, and with the help of the T, say their sentence.

4. The Skyscraper

This is an exercise using the overhead projector. The PS will be able to see a skyscraper in front of them. There are many floors. They can see the ordinal numbers on the left hand side, next to each floor.

1st floor – on the first floor. (PS repeat)2nd floor – on the second floor.3rd floor – on the third floor.4th floor – on the fourth floor. etc.

PS are asked to come out and point to the particular floor. Next to the number of the floor there is a blank space meant for a name of the person living there. It’s a lot of fun for the PS if they read the names of their fellow classmates next to each floor.

T: 1st floor. Alexandra lives on the first floor.T: Who lives on the first floor?PS: Alexandra lives on the first floor.

5. Which Actions belong to which room?

Mime an action and have the PS guess, to which room the action belongs to.

a sleeping action – bedroom a having a shower/bath action – bathroom a watching TV action – living-room a cooking action – kitchen etc.

6. Associations

Show the PS a picture of a bath and have them associate it with the appropriate room. bath – bathroomtoilet seat – toilet bed – bedroom



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stove – kitchenwardrobe – bedroomdesk – children’s roomsofa – living-roombookshelves – living-room/children’s room

7. Where is the mouse?

There are 3 sofas. T: The mouse is next to the 1st sofa.

There are 3 desks.T: The mouse is under the 2nd desk.

There are 3 baths.T: The mouse is in the 3rd bath

There are 3 beds.T: The mouse is on the 1st bed.

8. A story- Goldilocks

Once upon a time there were three bears; The mother bear, the father bear and the baby bear who lived in a house in the woods. One morning the mother bear made porridge for breakfast. When the three bears sat at the table to eat, they found that the porridge was too hot. “Let’s go for a walk to the river,” the mother bear said. The porridge will be cool enough to eat when we return.” So off they went.

Nearby, Goldilocks was walking in the woods. “I’ve been walking such a long time, and I’m tired and hungry,” Goldilocks said. Just then Goldilocks saw the three bears´ house “Maybe there is something to eat in there,” Goldilocks said, and went inside.

Goldilocks saw the food on the table, and decided to try it. First Golkilocks tried the father bear’s porridge but it was too hot. Then Goldilocks tried the mother bear’s porridge but it was too cold. After this she tried the baby bear’s porridge and it was just right and Golilocks ate it all up.

“My goodness I’m sleepy,” Goldilocks said entering the bedroom. Goldilocks sat on the father bear’s bed, but it was too hard. Goldilocks then sat on the mother bear’s bed but it was too soft. The baby bear’s bed was just right, and Goldilocks fell asleep there.



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In a short while, the three bears returned from the river.” Someone’s been eating my porridge!” said the father. bear. “Someone’s been eating my porridge too!” said the mother bear. “Someone’s been eating my porridge, and they ate it all up!” cried the baby bear. They looked all around the house to find who had done this. When they looked in the bedroom they saw Goldilocks asleep on baby bear’s bed. Just then

Goldilocks woke up, saw the three bears and screamed. The three bears tried to catch Goldilocks, but Goldilocks ran out of the woods and all the way home.

You can find a picture story in schoolexpress.

The following topics can be covered with this story. my home furniture food

Use pictures of the four main figures. You also need the house, the three beds and the bowls of porridge.

This story can also be acted out. Create masks for each character or puppets on sticks. Go to -Stabpuppen.

Goldilocks-Lied Goldilocks-Rap dltk-kids (drawing fun) first-school

M:

Counting to a hundred.

Neighbouring numbers Counting Euros and Cents. A house with numbers from 1-100

ME:

This Is The Way



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This is the way we wash our face,wash our face,wash our face,This is the way we wash our face,so early in the morning.

This is the way we brush our teeth,brush our teeth,brush our teeth.This is the way we brush our teeth,so early in the morning.

This is the way we comb our hair,comb our hair,comb our hair.This is the way we comb our hair,so early in the morning.

This is the way we go to school,go to school,go to school.This is the way we go to school,so early in the morning.

Other possibilities:

- cook our meal- have a bath- go to bed etc.

BE:

Draw your own room

LÜ:

1. Going past different obstacles

A few groups compete in passing over, under or through different obstacles.

2. Rolling hoops



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Hold your hoop over your head and run with it. Run around your own hoop. Run around all hoops. Let your hoop roll and catch it before it rolls away. Roll your hoop to your partner. Run with your rolling hoop and make it a push before it stops rolling. Face your partner. He/she rolls the hoop to you and at the same time you roll

yours to him/her. Roll the hoop straight, following a line. Roll the hoop between two lines.

3. Bedroom, bathroom, kitchen

PS run around. When T calls out: “Bedroom”, the PS find a partner lie down on the floor with feet joined representing a bed.Bathroom – four PS come together (two next to each other and the other two opposite these two, joining feet in sitting position representing a bath.

Living-room – Five PS come together, sit in a line one next to the other to make a sofa.

Toilet – One P bends his knees pretending to be sitting on the toilet seat. etc.



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WEEK 12

OUR BUILDINGS


A story:The Three Little PigsTypes of houses people live inA listening comprehensionWhere do the animals live?

MA MathematicsOdd and even numbersHow many shoes altogether?The two timetableHow many twos are in a certain number?

ME Music Song about The Three Little Pigs

BE Arts Draw a house you would like to live in

LÜPhysical

EducationFind yourselves a homeForm a skyscraper with....floors



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SU:

1. A Story-The Three Little Pigs

Once upon a time there was an old mother pig with three little pigs, who went from home to seek their fortune. The first that went off met a man with a bundle of straw, and said to him:-- "Please, man, give me that straw to build me a house."

The man gave the straw, and the little pig built his house with it. Presently came along a wolf, and knocked at the door, and said:

"Little pig, little pig, let me come in."

But the pig answered:

"No, no, by the hair of my chiny-chin-chin."

So the wolf said:--

"Then I'll huff, and I'll puff, and I'll blow your house in."

So he huffed, and he puffed, and he blew his house in, and ate up the little pig.

The second little pig met a man with a bundle of sticks, and said:--

"Please, man, give me those sticks to build me a house."

The man gave the sticks, and the pig built his house. Then once more came the wolf, and said:


" No, no, by the hair of my chiny-chin-chin."

"Then I'll puff, and I'll huff, and I'll blow your house in."

So he huffed, and he puffed, and he puffed and he huffed, and at last he blew the house in, and ate up the little pig.

The third little pig met a man with a load of bricks, and said:--



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"Please, man, give me those bricks to build me a house with."

The man gave the bricks, and he built his house with them. Again the wolf came, and said:


"No, no, by the hair of my chiny-chin-chin."

"Then I'll huff, and I'll puff, and I'll blow your house in."

So he huffed, and he puffed, and he huffed, and he puffed, and he puffed and huffed; but he could not blow the house down.

The wolf was very angry and he told the little pig that he would come down the chimney to get the pig.

So the little pig made a fire in the fireplace and put a big pot of water to boil on it. When the wolf came down the chimney, the pig took the lid off the pot and the wolf fell in.

Then the little pig put on the lid again, boiled up the wolf until nothing was left of him, and lived happily ever after.

www.englishbox.de

Diese story kann man als Bildergeschichte mit einigen zusätzlichen Übungen herunterladen bei schoolexpress.

2. Types of houses people live in

Show PS flash-cards of different places to live in:

an igloo, a tent, a hut, a block of flats, a farmhouse, a house, a sky scraper, a mansion, a sky-scraper, house boat , castle etc.:

Show a picture of an Eskimo and say:T: This is Momo. He lives in an igloo (In Alaska).

Place Momo’s picture next to the igloo. Do the same with the others:



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This is Big Joe. He lives in a tent (in Colorado). An Indian tent is called a tipi This is Somo. He lives in a hut (in Africa). This is Nancy. She lives in a block of flats (in Vienna). This is Belinda. She lives in a farm house (in England). This is Janet Jackson. She lives in a mansion (in Florida). This is Hasan. He lives in a boat house (in India). This is Sir Arthur. He lives in a castle (in Nottingham Forest)

You don’t have to do them all. Do a few at a time and repeat them as you go along.

3. A listening comprehension

T: Number one is (the) house. Number two is (the) skyscraper. etc.

4. Where do the animals live?

A bird ( a budgie/a canary) lives in a cage/in a nest. A dog lives in a kennel A cat lives in your home. A mouse lives in a hole. A hamster lives in a box. A horse lives in a stable/barn A pig lives in a pigsty A bee lives in a beehive

Make a memory game.

M:

1. Odd and even numbers to 30

There are two houses. In the one house the PS write down all the odd and in the other, the even numbers from 1-30.

2. How many shoes altogether? How many pairs of shoes?

You can also use gloves for this exercise.

3. The two timetable



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4. How many twos are in ....(certain number)....

2 in 14 = 7 times2 in 10 = ? times etc.

ME:

The Song about the Three Little Pigs(Melodie: This old man)

This young pig, builds a house, Out of straw he builds a house. But old wolf, huff-and-puff, blows it into shreds, This pig runs to brother's instead.

Next young pig, builds a house, Out of sticks he builds a house,

But old wolf, huff-and-puff, blows it clean away, Two pigs run to brother's that day.

Third young pig, builds a house, Out of bricks he builds a house. But old wolf, huff-and-puff, cannot touch the place, Three pigs laugh in old wolf's face.

Malvorlage

Bei first-school gibt es eine Malvorlage mit den drei kleinen Schweinchen.

Internet

Diese Geschichte wird auf verschiedenen Internetseiten nacherzählt:

- mit sehr schönen Bildern - die Originalgeschichte eine interaktive Version der Geschichte

BE:

Draw a house you would like to live in.



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LÜ:

1. Find yourselves a home

There are hoops scattered everywhere. The music is playing and when it stops, find a hoop and jump in it. Your hoop is your home, and once you are in there, you are safe. The T always takes one more hoop away, before starting the music again. If you are not able to find a home, you are out.

2. Form a skyscraper with.....floors

PS run around, T calls out a number and PS get together forming groups (of number called out), lying on the floor making a skyscraper.



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WEEK 13

IT’S GETTING COLDER


When it’s cold and it’s raining......Put on your warm clothes.Poems and Rhymes-Cold Weather- When I look into the sky- Have you ever seen a cloud?Poems and Rhymes-Rainy Weather- It is raining Poems and Rhymes-Windy Weather- The wind is blowing- The wind blowsOther Poems and RhymesNovember

MAMathematics Repeating the two timetable

Split the number in halfThe 10 timetable

ME Music Rain on my umbrella

BE Arts Draw a cold and gloomy day

LÜPhysical

EducationDifferent catching games- the chain chase- four divided by two



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- don’t break the chain

Vocabulary:

When it’s cold and it’s raining/foggy, I stay at home and.....read a bookplay gamespaint a picturego swimminggo ice-skatingwatch TVtidy my roomhave a bathIt’s getting cold, put on your......singletshirt/blousesocks/tightssweaterscarfcoathatglovesHave you ever seen a.......raindropswet

SU:

1. When It’s cold and it’s raining

Show PS flashcards of different activities which they can do when the weather outside is miserable and cold. E.g.:

- read a bookplay a game- paint a picture-go swimming (in an indoor pool)-go ice-skating -watch TV-tidy my room



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-have a bath

T: When, it’s cold and it’s raining (foggy), I stay at home and read a book.

You can also sing your sentences like this:

When it’s cold,when it’s cold,when it’s cold and it’s raining,I stay at home,I stay at home,I stay at home and read a book.

When it’s cold,when it’s cold,when it’s cold and it’s foggy,I stay at home,I stay at home,I stay at home and play a game.

When it’s cold,when it’s cold,when it’s cold and it’s windy,I stay at home,I stay at home,I stay at home and watch TV.

When it’s cold,when it’s cold,when it’s cold and it’s .............,I stay at home,I stay at home,I stay at home and ..............

2. Put on your warm clothes, it’s getting cold (for the overhead projector)

There are about 10 different pictures of the same person. In each picture the person has put an extra piece of clothing on.Point to the picture of the person wearing a singlet an say:

For a male:



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-It’s getting cold put on your singlet.-It’s getting cold put on your socks.-It’s getting cold put on your shirt.-It’s getting cold put on your sweater.-It’s getting cold put on your scarf.-It’s getting cold put on your coat.-It’s getting cold put on your hat.-It’s getting cold put on your gloves.

For a female:

-It’s getting cold put on your singlet.-It’s getting cold put on your tights.-It’s getting cold put on your blouse.-It’s getting cold put on your sweater.-It’s getting cold put on your scarf.-It’s getting cold put on your coat.-It’s getting cold put on your hat.-It’s getting cold put on your gloves.

3. Poems and Rhymes – Cloudy Weather

a, when I look into the sky(Melody – “Twinkle, Twinkle...”)

When I look into the sky,I can see the clouds go by,They don’t even make a sound,Letting wind push them round.

Some go fast and some go slow,I wonder where the clouds all go.

b, have you ever seen a cloud?(Melody “Oh, du lieber Augustin”)

lHave you ever seen a cloud,

a cloud, a cloud,Have you ever seen a cloud,

that looks like a bear?

A Winnie bear, a teddy bear,



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a gummy bear, a grizzly bear,

Have you ever seen a cloud,that looks like a bear?

llHave you ever seen a cloud,


that looks like a plane?

A big one, a small one,a fast one, a slow one,

Have you ever seen a cloud,that looks like a plane?

llHave you ever seen a cloud,


that looks like a face?

A happy face, a sad face,a bored face, a mad face,

Have you ever seen a cloud,that looks like a face?

4. Poems and Rhymes – Rainy Weather

a, it is raining(Melody “Where is Thumbkin?”)

It is raining, It is raining,On my head, on my head.Pitter, patter raindrops, Pitter, patter raindrops,I’m all wet, I’m all wet!

5. Poems and Rhymes - Windy Weather



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a, the wind is blowing(Melody “Mary had a little Lamb”)

The wind is blowing all around,all around,all around,The wind is blowing all around,all around the town.

b, the wind blows

The wind comes out to play one day,First he blows the clouds away,He blows the leaves and away they fly,Falling down from the sky.The wind blows the great big ships at sea,The wind blows the kite away from me,

6. Other Poems and Rhymes

a, November

No sunshine, lots of rain,No warm days, snow again!No bugs, no bees,No leaves on trees. You must remember,This is November.

M:

1. Repeating the two timetable:

1+1=2 or 2X1=22+2=4 or 2x2=43+3=6 or 2x3=6

2. Split the number in half:

12 →..... 4 →.....



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18 →......

3. The 10 timetable:

Draw a branch with five leaves on either side

1 x branch with 10 leaves = 102 x branch with 10 leaves = 203 x branch with 10 leaves = 304 x branch with 10 leaves = 405 x branch with 10 leaves = 506 x branch with 10 leaves = 60etc.

ME:

Rain On My Umbrella(Melody “Where is Thumbkin?”)

Drip, drip, drop, drop,Drip, drip, drop, drop,Drip, drip, drop,Drip, drip, drop.

Rain on my umbrella, Rain on my umbrella,Never stop.Drip, drip, drop.

BE:

Draw a cold and gloomy day.

LÜ:

Different Catching Games:

a, the chain chase



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Small groups form a chain. The catcher tries to catch the last one while the group tries to prevent it.

b, four divided by two

A pair is holding tight each others hand and is catching the rest. When these two catchers manage to attach another two, automatically they split into two groups of two catchers again and chase the rest. Etc.

c, don’t break the chain

A very long chain of PS is catching the rest. Only the PS at each side of the chain are allowed to catch.



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WEEK 14

CHRISTMAS TRADITIONS – ST. NICHOLAS

SUCulture and

Science

The “Do you like.” questions/answersComparing Santa with St. NicholasSt. Nicholas in AustriaSt. Nikola village on the DanubePoems and rhymes about St. Nicholas- St. Nicholas- The Story of St. NicholasA Story: The Golden CupFor teachers to knowA play: The Three Poor SistersGames and activities

MA MathematicsThe ten timetableHow many tens in a certain number?+/- = 100

ME Music The musical “St. Nicholas i Coming”

BE Arts Create a mosaic icon of St. Nicholas


Throwing and catching the ballOther ball games



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Vocabulary:

Do you like....?-apples/nuts/oranges/chocolateYes, I do/No, I don’t St. Nicholas......is cominghas a sackThe sack is on his back.What’s in the sack?-apples/nuts/oranges/chocolateSanta Claus is......./St. Nicholas is......roundplumbtallthinDecember 25th

December 6th storieschurchesflieswalkswears a...capbishops hatthe three daughterspoor mannothing to eatcouldn’tno dowryget marriedworking in the fieldsa sacka bag of goldthrows itthrough the window



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SU:

Preparing the PS for St. Nicholas’s visit

1 The ”Do you like...” - questions/answers

PS obtain a sheet showing a table full of things to eat. Use the overhead projector for this exercise. Go through the things together first. Step number two is to pose the PS the “Do you like...” question.

T: Tony, do you like oranges?Tony: Yes, I do./No, I don’t.

T: Elisa, Do you like nuts?E: Yes, I do ./No, I don’t.

At the bottom of the sheet the PS will be able to see two boxes. One with a smiley and the other with a sad face. In the smiley box , the PS draw all the types of food /listed above/ they like and in the sad face box they draw the things they don't like. After this they report to the whole class.

P1: I like milk, oranges and nuts. I don't like chocolate and lemonade.

P2: I like chocolate cheese butter and apples. I don't like bananas and milk.

P3: etc.

The next step is that the PS working in pairs ask each other.

PA: Do you like milk?PB: Yes, I do. / No, I don't.

If the answer is positive, the P puts a little “+” next to the picture. This represents his/her partner’s answer.

1. The Musical “St. Nicolas is Coming”



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(Sung to the rhythm and melody of “We Will Rock You”-Kiss, rewritten by Donna Wimmer)

The PS will first learn the rhythm.Stay seated in your chairs and slap your knees two times (twice), after which you clap your hands. So It sounds like this:

Slap, slap clap;Slap, slap clap;Slap, slap clap;Slap, slap clap;

After this start singing, but don’t stop with the “Slap, slap, clap” rhythm. The words go like this:

1.St. Nicholas is coming!St. Nicholas is coming!

How it’s done:

The first two slaps on the knees-when uttering “Saint Ni.......”The clap of the hands is done when uttering “cho.....” (the sound is just “k”)The next two slap on the knees is done when uttering “laus....”The next clap is done when saying the word “is...”The next two slaps are done when saying the word “coming,” after which there is a clap without words. And you finish with a slap, slap, clap, but without uttering a single word.

All this is done twice before standing up to sing the rest. There is a real sack with goodies in the classroom. Refer to it while singing the next part.

St. Nicholas has a sack; (just sing!) The sack is on his back; (just sing!)

St. Nicholas is coming! (sing with the clap-slap rhythm!)St. Nicholas is coming! (sing with the clap-slap rhythm!)

Divide the class in two groups. Either boys and girls or mixed groups. The two halves are standing on either side of the classroom.

What’s in the sack? (both the boys and the girls together with T)



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What’s in the sack? (both the boys and the girls together with T)

Oranges! Oranges! (both the boys and the girls are singing - T takes some oranges out of the sack)

Do you like oranges? (just the girls)Yes, I do. (just the boys answer)


2.St. Nicholas is coming! (Sing with the clap-slap rhythm!)St. Nicholas is coming! (Sing with the clap-slap rhythm!)

What’s in the sack? (Both the boys and the girls together with T)What’s in the sack? (Both the boys and the girls together with T)

Apples! Apples! (Both the boys and the girls are singing – T takes some apples out of the sack)

Do you like apples? (Just the girls)Yes, I do. (Just the boys answer)

Do you like apples? (Just the girls)Yes, I do. (Just the boys answer)

3.St. Nicholas is coming! (sing with the clap-slap rhythm!)St. Nicholas is coming! (sing with the clap-slap rhythm!)

What’s in the sack? (both the boys and the girls)What’s in the sack? (both the boys and the girls)

Nuts! Nuts! (both the boys and the girls are singing – T takes out some nuts)

Do you like nuts? (Just the girls)Yes, I do. (Just the boys answer)

Do you like nuts? (Just the girls)Yes, I do. (Just the boys answer)



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4.St. Nicholas is coming! (Sing with the clap-slap rhythm!)St. Nicholas is coming! (Sing with the clap-slap rhythm!)

What’s in the sack? (Both the boys and the girls)What’s in the sack? (Both the boys and the girls)

Chocolate! Chocolate! (Both the boys and the girls are singing – T takes out some chocolate)

Do you like chocolate? (Just the girls)Yes, I do. (Just the boys answer)

Do you like chocolate? (Just the girls)Yes, I do. (Just the boys answer)

St. Nicholas is coming! (Sing with the clap-slap rhythm!)St. Nicholas is coming! (Sing with the clap-slap rhythm!)

You can also have the girls pose the question once and once the boys!

3. Comparing Santa with St. Nicholas

Santa Claus is round and plump;St. Nicholas is tall and thin.

Santa Claus wears a stocking cap;St. Nicholas wears a hat.

Santa Claus comes on December 25th;St. Nicholas comes on December 6th.

Santa Claus is often seen in stories;St. Nicholas is often seen in churches.

Santa Claus flies through the air- on his sledge;St. Nicholas walks, caring for those in need.

Santa Claus isn’t bad;St. Nicholas is just better.

by C Myers & J. Rosenthal



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5. St. Nikola Village on the Danube, December 6th, is a special day in the village of St. Nikola an der Donau, along the River Danube. Following a solemn service in the church, a long procession goes down to banks of the Danube. All the school children join in—as they have for more than thirty years. Many boats and ships are in the river, waiting. All at once, their horns and sirens sound. Here comes a boat, bringing St. Nikolaus. The children wait patiently while St. Nikolaus disembarks to be greeted with welcoming speeches. At last, he opens a large bag full of presents and sweets for all the children. Parents then claim their children and take them to warm up on the boats, or visit the market and special exhibits in the school. They return home in the late afternoon, to wait again St. Nikolaus' evening visit to their homes. At the end of an exciting day, if the little ones are not too tired, this is suggested as a prayer of thanks: O Saint of love, Be a guide for us In our lives, we pray, That we may Create joy for each other As you have done for so many.

The St. Nikola an der Donau post office issues a a special St. Nikolaus postmark nearly every year. The custom began in 1981, when an Austrian stamp featuring the town's coat of arms was released.

6. Poems and Rhymes about St. Nicholas

a, St. NicholasTonight when it is dark Saint Nicholas may come. He loves to bring a big surprise. He gives the children toys.



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Cookies, apples, Balls and games, Bells and whistles, Dolls and trains. Surprises for the boys.Surprises for the girls. Saint Nicholas is our friend in heaven. He is the children's saint.

We thank you, good Saint Nicholas! We thank you for the toys! We thank you, good Saint Nicholas! You bring us many joys.

—Ade Bethune

b, the story of St. Nicholas (chosen parts)

Every ChristmasNicholas comes with giftsfor girls and boys.You know his name as Nicholas,But it’s also Santa Claus.

Oh Good St. Nicholas, children’s friend,friend of girls and boys,this year in December come again,and fill your bag with toys.

7. A Story



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http://www.stnicholascenter.org/stnic/images/goldcup-cover-wmast.jpg


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Long, long ago in the old city of Myra there lived a small boy named Basilio. Because his father was a farmer, Basilio had learned from him how to tend the fields and to care for the animals. All year long the family worked from sunrise to sunset - Basilio and his father in the fields, his mother in the house.

When the hard work in the fields was done and the harvest was in, the neighbouring woman prepared a great feast for St. Nicholas Day. And while they bustled about with preparations, the farmers gathered in the village for merry-making, dancing through the streets to celebrate the approaching holiday.


http://www.stnicholascenter.org/stnic/images/goldcup-illus1-wmast.jpg



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But suddenly all merriment ended. A band of raiders swept through the town, their spears held high. The farmers fled into doorways and buildings as the horses' hoofs clattered across the square. Houses were broken into, and furniture was ripped and smashed as the raiders searched for treasure.Poor, frightened Basilio crouched beside the altar of the church.

A horseman rode into the church and scooped up the gold vessels from the altar. Seeing Basilio crouched there, the robber swiftly pulled him up onto the saddle. Turning, he raced down the road to the edge of the dark sea where a boat swung at anchor. And so, Basilio was carried off to a far and distant place.

In the strange foreign land, Basilio stood trembling before a mighty king. The king looked down at the frightened boy and scowled at him.At last the king spoke, his voice harsh and loud. "You are a stranger in my land and I have need for one such as you. One who can neither speak nor understand our language when I am in the private council chambers."



http://www.stnicholascenter.org/stnic/images/goldcup-illus4-wmaster.jpg



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And so Basilio was chosen to carry the gold cup of the king. To fill it with wine from the kegs or with sparkling river water and to place it before the king - this was his duty.






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Far away Basilio's father and mother grieved for him. Through the winter and spring and summer they mourned their lost son, not knowing what had become of him. Their fields went neglected, their animals unattended.A whole year passed thus. Basilio's mother was still inconsolable, and she did not wish to celebrate the holiday.

When neighbours came to their house, Basilio's father persuaded the mother that all must honour the good Saint Nicholas. As Basilio's mother listened to the guests talking about the boy, she wished once more for the return of her child.And as she spoke Basilio's name, the conversation was interrupted by loud noises from the barnyard.





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When Basilio's father ran outside, the dogs were barking, and the hens were clucking and flapping their wings excitedly.

There at the gate stood Basilio, dazed and bewildered. He was dressed in his royal page boy clothes. In his hands he held a gold cup filled to the brim with wine.

Basilio, my Basilio!" his father cried, and they embraced each other and wept and kissed."Basilio, where have you been, where have you been?" his father asked.Basilio told his father of his strange adventure.How he had been stolen away and how he had served the foreign king all the year long."And how did you return to us, Basilio? did they bring you back by ship?" his father asked.






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Basilio told of how in the middle of the palace, as he was carrying the cup to the king, he was once again lifted off the floor by strong arms. Only this time it was Saint Nicholas who carried him swiftly through the air, comforting him as they crossed the sea.

The mother, hearing her son's voice, rushed out into the garden.






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And all day long the farm was a place of wonderful rejoicing as they all gave thanks to Saint Nicholas for the safe return of Basilio.As the patron saint of mariners, merchants and children, St. Nicholas has long been loved and esteemed.

8. For Teachers To Know

St Nicolaus (Santa Claus)December 6th - St. Nicholas.Died c. 350.A.D

The real Santa lived a long time ago in a place called Myra (today’s Turkey)in about 300A.D. Myra-a port on the Mediterranean Sea , a stop on a busy sea route connecting the seaports of Egypt, Greece and Rome. Santa’s real name was Nicholas. Nicholas’s parents (one of the city’s wealthiest merchant families), died (of plague) when he was just a teenager. They left him a lot of money which made him a rich young man. His mother and father taught him to be generous to others, especially to those in need. After their death, he went to live with his uncle who was a priest. He grew up in a monastery and at the age of 17 he became one of the youngest priests ever,.

Many stories are told of his generosity as he gave his wealth away in the form of gifts to those in need, especially children. Legends tell of him either dropping bags of gold down chimneys or throwing the bags through the windows where they landed in the stockings hung from the fireplace to dry. Some years later Nicholas became a bishop –hence the bishops hat or miter, long flowing gown, white beard and red cape. After his death he was elevated to sainthood.

Nicholas heard about a man who had lost all his money. He had three daughters who were old enough to get married. But in those days young women had to have money in order to get married. This money is a “dowry” and it was used to help the new family get started. If you don’t have dowry money, you don't get married.

The family was so poor they had nothing left to eat. The daughters were going to be sold as slaves because they couldn’t live at home any longer. They were very sad.




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They wouldn’t be able to have families of their own and as slaves would no longer be able to decide where they would live or what they would do.

The night before the oldest daughter was to be sold, she washed her stockings and put them in front of the fire to dry. Then all of them went to sleep-the father and the three daughters. In the morning the daughter saw something lumpy in her stocking. She reached in and found a small, heavy bag. Inside was gold! Enough to provide food for the family and money for her dowry. Oh, how happy they were!

The next morning, another bag with gold was found. Imagine! Two of the daughters would now be saved. Such joy!

And the next night, the father planned to stay awake to find out who was helping his daughters. He dozed off, but heard a small “clink” as another bag landed in the room. Quickly he jumped up and ran out the door. Who did he catch ducking around the corner?

Nicholas, the young man who lived with his uncle. “Nicholas, It is you! Thank you for helping us -I hardly know what to say!” Nicholas said “Please do not thank me-thank God that your prayers have been answered. Do not tell others about me.”

Nicholas continued helping people. He always tried to help secretly. He didn’t want any attention or thanks. Years passed and he was chosen to be a Bishop.Bishops look after their people as shepherds look after their sheep. And that’s what Nicholas did. When there wasn’t any food, he found wheat; so no one went hungry.He always helped people in trouble. All his life Nicholas showed people how to love God and care for each other.

The people loved Nicholas. After he died, they told stories of the good and kind things Nicholas had done. Sailors took these stories about Nicholas everywhere they went . Some of his stories were about his special care for children-helping and protecting them when danger threatened. So more and more people learned about good, kind Nicholas. They wanted to be like him. He is an example of how we should live. And that is why he became a saint.

This is the story of the real Santa Claus, St. Nicholas. To this day people say that St. Nicholas, or Santa, is the special fried of children.-Carol Myers

9. A Play:

A ST NICOLAS PLAY



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Narrator: Today is St Nicolas' Day; this is one of 400 English churches dedicated to St Nicolas. World-wide there are more churches with St Nicolas as their Patron than any other saint. December 6th is an important day for all children - St Nicolas or Santa Claus is the Patron saint of children and today many young people in Russia, France and Holland are given presents. In fact St Nicolas lived a very long time ago in Turkey. He was a holy man, chosen to be Bishop by the Christians of Myra. The stories told of him make up for the little we actually know of his life - they often use the number three:

The Three Poor Sisters

SCENE ONE (House with open window - on left/pulpit side) Narrator: Look on the left side - there is the house of a poor man, he is sad

because his wife has died and is not very well. This poor man has no money to buy food so his three daughters have to earn what they can by working in the fields. Here they come now; they are tired and hungry.(Girls walk from tower to centre font)

Girl 1: If only we could each marry a rich husband, we could help Father.Girl 2: There's no way we can earn enough money to marry at all!Girl 3: I'm so tired - we can't work any harder. It's getting late.Girl 1: We must go home now.Narrator: The three sisters went home to bed; they were sad because unless

they each had a dowry - money to be given with them to their husbands - they could never marry. They each prayed for help.For three nights, at midnight each night, St Nicolas came to their rescue. Watch now as he throws a bag of gold into the open window.(St Nicolas comes with the first bag from chancel; as the clock strikes 12 he throws it into the open window, then goes back to the chancel. Repeat for second and third bags.)

Narrator: The First Night (we all count 12)The Second Night (we all count 12)The Third Night (we all count 12)These three bags of gold became the sign of St Nicolas

(St Nicolas stands on chancel step, the three sisters on the pulpit step, holding up their bags of gold)

Narrator: The three sisters were able to marry and lived happily ever after. the sign of St Nicolas became the three golden balls of the pawnbroker's sign.

10. St. Nicholas Games and Activities



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On the website:

www.stnicholascenter.org/Brix?pageID=419....tick-tack-toewww.stnicholascenter.org/Brix?pageID=418 a memory gamewww.stnicholascenter.org/Brix?pageID=424....a colouring in activity

M:

The 10 timetable.Plus/minus equals one hundred and less.How many tens in a certain number?

ME:

The Musical “St. Nicolas is Coming”(sung to the rhythm and melody of “We Will Rock You”-Kiss, rewritten by Donna Wimmer)

The PS will first learn the rhythm.Stay seated in your chairs and slap your knees two times (twice), after which you clap your hands. So It sounds like this:

Slap, slap clap;Slap, slap clap;Slap, slap clap;Slap, slap clap;

After this start singing, but don’t stop with the “Slap, slap, clap” rhythm. The words go like this:

1St. Nicholas is coming!St. Nicholas is coming!

How it’s done:

The first two slaps on the knees-when uttering “Saint Ni.......”The clap of the hands is done when uttering “cho.....” (the sound is just “k”)The next two slap on the knees is done when uttering “laus....”The next clap is done when saying the word “is...”


http://www.stnicholascenter.org/Brix?pageID=175




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The next two slaps are done when saying the word “coming,” after which there is a clap without words. And you finish with a slap, slap, clap, but without uttering a single word.

All this is done twice before standing up to sing the rest. There is a real sack with goodies in the classroom. Refer to it while singing the next part.

St. Nicholas has a sack; (just sing!) The sack is on his back; (just sing!)


Divide the class in two groups. Either boys and girls or mixed groups. The two halves are standing on either side of the classroom.

What’s in the sack? (both the boys and the girls together with T)What’s in the sack? (both the boys and the girls together with T)

Oranges! Oranges! (both the boys and the girls are singing - T takes some oranges out of the sack)




What’s in the sack? (both the boys and the girls together with T)What’s in the sack? (both the boys and the girls together with T)

Apples! Apples! (both the boys and the girls are singing – T takes some apples out of the sack)

Do you like apples? (just the girls)Yes, I do. (just the boys answer)

Do you like apples? (just the girls)



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Yes, I do. (just the boys answer)



Nuts! Nuts! (both the boys and the girls are singing – T takes out some nuts)

Do you like nuts? (just the girls)Yes, I do. (just the boys answer)

Do you like nuts? (just the girls)Yes, I do. (just the boys answer)



Chocolate! Chocolate! (both the boys and the girls are singing – T takes out some chocolate)

Do you like chocolate? (just the girls)Yes, I do. (just the boys answer)

Do you like chocolate? (just the girls)Yes, I do. (just the boys answer)


You can also have the girls pose the question once and once the boys!

BE:

Create a mosaic icon of St. Nicholas.



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PS obtain a sheet with a black and white picture of St. Nicholas. The PS will need to cut out little coloured squares or pieces out of different newspapers They need to bring from home envelopes with gold (yellow), red, black and white mosaic pieces.These pieces, they will stick onto the black and white picture to create a mosaic.

LÜ:

Throwing and catching the ball

Let the ball drop and catch it againThrow the ball up high and catch it againThrow the ball up high, clap your hands once and catch it againThrow the ball up high, clap your hands twice and catch it againHow many times can you clap your hands while the ball is up in the air.Throw the ball against the wall, let it bounce and catch it again.Can you catch the ball after throwing it against the wall, without letting it bounce on the floor.Throw the ball against the wall, let it bounce and clap your hands before you catch it again.Throw the ball against the wall, let it bounce and turn yourself around before you catch it again.Throw he ball to your partner with your right hand. Your partner will catch it with the right hand too.Throw he ball to your partner with your left hand. Your partner will catch it with the left hand too.Throw the ball with both hands to your partner, your partner will catch it with both hands too.Throw the ball to your partner but let it bounce off



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WEEK 15

ME AND MY FAMILY


I call my mother “Mum” Describing members of my family- a, using “his/her- b, using “is"Different FamiliesI’ve got......An InterviewPoems and Rhymes- Oh What a Big Family- Hand in Hand- FamiliesWho is your Mother

MA Mathematics How old is your brother/sister- younger/older

ME Music This Is My FamilyWe Are A Nice Family

BE Arts Draw a family tree


FamiliesFamily Relay



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Vocabulary:

mumdadgrandmagrandpauncle/auntdaughter/sonher/hisHer hair is...Her eyes are....What’s your. father’s name?mother’sbrother’ssister’sgrandfather’sgrandmother’sHow old is your brother/sister/.....?He/ She is .....years oldyounger/olderWe are a family.This is me.calflambfoalpigletchickkidWe are a nice family.We help each otherfamily tree

SU:

1. I Call My Mother “Mum”



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Go through the flashcards once more:

- father- mother- brother- sister- grandfather- grandmother

I call my father – “Dad”I call my mother – “Mum”I call my brother – “........”I call my sister – “...........”I call my grandfather – “Grandpa”I call my grandmother – “Grandma”I call my baby sister/brother – “...........”

2. Describing Members of My Family

a, using “his/her”

This is my father, his name is ..........This is my brother, his name is ..........This is my grandfather, his name is ..........This is my father’s/mother’ brother, his name is uncle.............

This is my mother, her name is ..........This is my sister, her name is ..........This is my grandmother, her name is ..........This is my father’s/mother’s sister, her name is aunt.............

Once the PS learn her/his, you could add:

- her hair is........- eyes are...........

b, using “´s”

Repeat this lesson by giving the PS a sheet with a tree on it. There are squares on the tree.



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T: Write down your name in this box. Write down your father’s name here in this box. Write down your mother’s name here in this box.

Once the PS have completed the task, they then report to the class:

P: My father’s name is ..........My mother’s name is ..........My brother’s name is ............etc.

This Exercise can also be done like this:

- I am my father’s/mother’s ................................? -daughter/son- My father’s/mother’s mother is my ...................? - grandmother- My father’s/mother’s father is my .....................? - grandfather- My father’s/mother’s brother is my ...................? - uncle- My father’s/mother’s sister is my ................... ..? - aunt

3. Different Families

Some families consist of only two members and others of three, four or more members.

For Children who live only with the one parent:

My dad and me,we are a family,

(pointing at the flashcards on the board)or

My mum and me,we are a family,

For children who live in a family with three members:

My mum, my dad, and me,we are a family.

or



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My mum, my sister and me,we are a family.

Four members in one family:

My mum, my dad, my two brothers and me,we are a family.

4. I’ve got .....

Repeating “I’ve got” from last year.

P1: I’ve got a father, a mother and a baby sister.P2: I’ve got a father. I’ve got no mother. I’ve got a big brother.P3: I’ve got a mother and three sisters.

5. An Interview

P1: Have you got a brother/sister?P2: Yes, I have./No, I haven’t

P1: What’s your sister’s/brother’s name?P2: His/Her name is ............

P1: How old is your brother/sister?P2: He/She is ......years old.

6. Poems and Rhymes

a, oh, what a big family!

My father, my mother, my brother, my sister, the baby and me,Oh, what a big family!

b, hand in hand

Here’s my father, (show pointer)Here’s my mother (show middle finger)Here’s my sister, (show ring finger)Here’s my brother (show little finger)



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Father, mother, sister, brother, hand in hand with one another.

c, families

Some families are large. (spread arms out wide)Some families are small. (bring arms close together)But I love my family (cross arms together)best of all.

7. Who Is Your Mother?

Make little memory cards of the following:

- cow - calf- sheep - lamb- horse - foal- pig - piglet- hen - chick- goat - kid

Play with a partner. Have cards turned face-down. Reveal two cards, say what they are. If you find baby and mother that match each other, keep them as points.

M:

-How old is your sister/brother?-My sister/brother is ......years old.

- My one brother is ...... - My other brother is......or

- My younger brother is.....- My older brother is........

Or you can compare the ages between the members.

- My mother is younger than my father.- My father is older than my mother- I am older than my brother/sister.



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ME:

1. This Is My FamilyWritten and sung by Donna Wimmer

This is my father,This is my father,This is my father - hey,This is my father.

This is my mother,This is my mother,This is my mother - heyThis is my mother.

This is my brother,This is my brother,This is my brother - hey,This is my brother.

This is my family,This is my family,This is my family,and this is me, me, me.

This is my family,This is my family,This is my family,and this is me.

This is me.

Use flashcards of family members, placing them on the board after introducing them. This is done before you start singing. Eg: The teacher introduces his/her family. Holding a flashcard of the father says:

T: This is my father. (places the card on the board)

The same is done with the other family members. After this the song is sung. Each time pointing to the family member, the song is referring to.



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Once the song is sung, the T kneels down on the floor imitating a child and says:

T: Who wants to be my father?

Eventually someone in class will accept to be the father.

T: Who wants to be my mother?etc.

Once the whole family is there, the T sings the song again (together with the PS). This time instead of referring to the flashcards on the board, the T refers to the chosen PS representing the teacher’s members of the family.

During the following lessons, some of the PS bring photos of their families. These are copied for the overhead projector. P projects his/her family on the board and pointing to the members says:

P: This is my mother, this is my father, this is my big brother and this is my baby sister.

2. We Are A Nice Family

My father, my mother, my brother and me,We are a very nice family.We help each other as much as we can.So we’ve made a special plan:

Father helps mother and mother helps me.Mother helps father and father helps me.

I help my brother, my brother helps me.We help each other in this family.

BE:

Draw a Family Tree

Use photos of members of the family if possible.

LÜ:



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1. Families

Have the PS run around. Call out a number.

T: You are families of threes/ fours/fives , etcThe PS try as fast as they can to come in a group of the number called out.

2. Family Relay

You are a family and you run to the wall, touch it and run back. The family that’s finished first is the winner.



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WEEK 16

CHRISTMAS TRADITIONS

SUCulture and

Science

Introducing typical Christmas vocabularyChristmas wishesThree stories:- “The Gingerbreadman”- “Robin Redbreast’s Christmas

song- “The Christmas Story”Poems and Rhymes- “The Five Little Gingerbreadman”- “Over The River”- “Little Robin Redbreast”

MA Mathematics

The four timetableHow many fours in a certain number?How much is/are the gifts?The Christmas countdown

ME Music

Repeat the three songs from last yearSing the three new songs:- “Santa Claus is Coming to Town”- “Oh Christmas Tree”- “Little Drummer Boy”- The two Gingerbread songs

BE ArtsEasy Christmas tree decorationsMake your own Christmas Cards:- two types to choose from

LÜPhysical

EducationWarming up with hoopsRun, Run Rudolf



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Vocabulary:

Father Christmas / Santa ClausJesusbarncribangelsstockingsfireplacechimneyChristmas EveChristmas treecandlesbellsstarsmistletoehollypresents wreathChristmas puddingfried turkeysleighreindeerskisski boots sledgebikescooterfootballbasketballdollbookbuilding blocksremote control racing carGame boy Advanceplay stationCDthe yo-yo the robotin-line-skates



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ice skatesbootssweaterteddy bear electrical scooter.......is coming on the 24th/25th of December.......brings presentsI wish Santa Claus brings me........What would you like for Christmas?I’d like a .........for Christmas.

SU:

1. Introducing the typical Christmas vocabulary

- Father Christmas / Santa Claus- Jesus- barn- crib- angels- stockings- fireplace- chimney- Christmas Eve- Christmas tree- candles- bells- stars- mistletoe- holly- presents - wreath- Christmas puddingfried turkey- sleigh- reindeer

Jesus was born in a barn. This happened 2000 years ago. His mother laid him in a crib. Jesus was born near the city of Bethlehem.

This is a Christmas tree. The tree grows in the forest. For Christmas we decorate it with Christmas balls, sweets, flashing lights or small candles, and other decorations.



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You can also explain the differences in Christmas traditions in the two countries (Austria and Great Britain).

2. Christmas Wishes

Show PS flashcards of the following potential gifts.

- skis- ski boots - sledge- bike- scooter- football- basketball- doll- book- building blocksremote control racing car- Game boy Advance- play station- CD- the yo-yo - the robotin-line-skates- ice skates- boots- sweater- teddy bear - electrical scooter

The PS obtain a sheet “The List of Christmas Wishes”, where thy are asked to draw the gifts they would like to receive for Christmas.

T: I wish Santa Claus brings me a ................ for Christmas.or

Working in pairs where one P asks the other:

P1: What would you like for Christmas?P2: I’d like a ...............for Christmas.



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You can also use the list of Christmas wishes to send to Santa. In this case:

P: Dear Santa, please bring me a...........and a.........for Christmas.

3. Two Stories:

a, “The Gingerbreadman”

Once upon a time, a little old lady made a Gingerbread man for a treat. She put him in the oven to bake, but after a while she heard a tiny voice crying, "Help! Let me out. "So she opened the oven door. The little Gingerbread man shot out of the oven and frightened the little old woman ... but she tried to catch him. The Gingerbread man was too fast. He ran up the road singing, "Run, run as fast as you can. You can't catch me, I'm the Gingerbread man."

Soon the Gingerbread man met a duck. "Quack, quack. Stop little gingerbread man! You would like to eat you," said the duck. But the Gingerbread man was too fast. He ran away singing... "Run, run as fast as you can. You can't catch me ... I'm the Gingerbread man."

Soon the Gingerbread man met a cow. "Moo, moo! Stop little gingerbreadman! You would like to eat you," mooed the cow. But the Gingerbread man was too fast. He ran away singing... "Run, run as fast as you can. You can't catch me ... I'm the Gingerbread man."

Further down the road the Gingerbread man met a horse. "Neigh, neigh! Stop little gingerbreadman! I want to eat you," neighed the horse hungrily. But the Gingerbread man was too fast. He ran away singing... "Run, run as fast as you can. You can't catch me ... I'm the Gingerbread man."

The Gingerbread man ran faster and faster. Then he met an old fox. "Stop little gingerbreadman, I want to talk to you!" he smiled. But the Gingerbread man ran away singing... "Run, run as fast as you can. You can't catch me ... I'm the Gingerbread man." But the sly fox said: "I don't want to eat you. I'm your friend."

Soon they came to a river. The fox said "I'll help you cross the river. Jump onto my tail." So the little Gingerbread man did. Before long the fox said, "You are too heavy. Jump on my back." So the little Gingerbread man did. After a while the fox said, "You are too heavy for my back. Jump on my nose." So the little Gingerbread man did.



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Finally they reached the other side of the river. The sly fox tilted back his head quickly, tossed the Gingerbread man into the air and opened his mouth. SNAP! That was the end of the Gingerbread man.

As a picture story -schoolexpress.

As an online-story -sunshine.Online Activity

Die Kinder können online einen Gingerbread Man herstellen bei

http://www.sunshine.co.nz/nz/30/action/k_action.html

b, “Robin Redbreast's Christmas Song”

There was once an old grey cat, which went for a walk one Christmas morning. As she was walking by a small lake, she saw a Robin hopping about on a branch. "Good morning, Robin Redbreast," she said, "Where are you going on this cold and frosty morning?" "I'm going to the King," answered Robin, "to sing him a Christmas Song." "Oh, but wait before you go," said Cat. "Hop down to me a minute and I'll show you the beautiful white ring around my neck." But Robin looked down on Cat and saw an evil look in his eye. "Ha! ha! grey Cat," he said, "You can't trick me. I saw you show your white ring to the little grey mouse and you ate him! I'm not coming down to you! I'm flying straight on to the King!

So he spread his wings and flew away. He flew, and he flew, and he flew, till he came to a fence. There sat an old hawk who was looking about for his breakfast. "Good morning, Robin Redbreast," cried the old hawk, "where are you going on this cold and frosty morning?" "I'm going to the King," answered Robin, "to sing him a Christmas Song." "Oh, but wait before you go," said the old Hawk, "come close and see my magic green feather." But Robin did not like the look in the eye of the old Hawk. "Ha! ha! Old hawk," he said, "I saw you peck at the tiny birds, and you'll not peck at me. I'm going straight on to the King!"

So he spread his wings and flew away. He flew, and he flew, and he flew, till he came to a hillside where he saw a sly old fox looking out of his hole.



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"Good morning, Robin Redbreast," said the sly old Fox. "Where are you going on this cold and frosty morning?" "I'm going to the King," answered Robin, "to sing him a Christmas Song." "Oh, but wait before you go, said the sly old Fox, "let me show you the black spot I have on the end of my tail." "Ha! ha! Sly fox," said Robin, "I saw you chase a small lamb, I'm not interested in the spot on your tail. I'm going straight on to the King."

So Robin flew away once more, and never rested till he came to a rosy-cheeked boy, who sat on a log eating a big piece of bread and butter. The tired robin sat on a high branch and watched the boy. "Good morning, Robin Redbreast," said the boy. "Where are you going on this cold and frosty morning?" "I'm going to sing a Christmas Song to the King," answered the Robin. "Come a bit nearer," said the boy, "and I'll give you some crumbs from my bread." "No way, rosy-cheeked boy, I saw you catch a goldfinch with your crumbs. I am not interested in your crumbs. I'm flying straight on to the King."

So, no matter who begged him to stop and wait the Robin flew straight on to the King and sat on the window-sill of the palace. There he sat and sang the sweetest Christmas song he knew. He was very happy it was Christmas-time. And he sang, and he sang, and he sang. The King and Queen sat at the window, and they were so pleased with his lovely song that they asked each other what they could do to pay him for his singing. "I know what we can do," said the Queen, "we can find him a friend," Then the King clapped his hands and asked his servants to find a friend for Robin Redbreast. One servant knew a bird named Jenny Wren who lived in the kitchen courtyard. "Bring her to me," said the King. Jenny Wren and Robin Redbreast, when introduced, liked each other very much. They sat side by side on the window-sill, and they sang, and they sang. And they sang on that merry Christmas morning and many Christmas mornings there after.

Introduce the following flashcards first::Robin Redbreast, Cat, Hawk, Fox, Boy, King, Queen, Jenny Wren



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Distribute the rolls to the children. Make sure they can mime each character well.

In the end, the PS obtain a sheet.

The Robin Redbreast nursery rhyme:

Little Robin Redbreast Sat upon a rail. Niddle, naddle went his head; Wiggle, waggle went his tail.

Diesen Reim mit einer Malvorlage finden Sie auch unter http://www.niteowl.org/kids/robin.html. c, “The Christmas Story” (overhead projector)

4. Poems and Rhymes

a, The Five little Gingerbread Men Rhyme

Five little gingerbread men lying on a tray, One jumped up and ran away. Shouting "Catch me, catch me, catch me if you can ... I run really fast, I'm a gingerbread man!"



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Four little gingerbread men lying on a tray, One jumped up and ran away. Shouting "Catch me, catch me, catch me if you can ... I run really fast, I'm a gingerbread man!"

Three little gingerbread men lying on a tray, One jumped up and ran away. Shouting "Catch me, catch me, catch me if you can ... I run really fast, I'm a gingerbread man!"

Two little gingerbread men lying on a tray, One jumped up and ran away. Shouting "Catch me, catch me, catch me if you can ... I run really fast, I'm a gingerbread man!"

One little gingerbread man lying on a tray, He jumped up and ran away. Shouting "Catch me, catch me, catch me if you can ... I run really fast, I'm a gingerbread man!"

No more gingerbread men lying on a tray, They all jumped up and ran away. Oh, how I wish they had stayed with me to play. Next time I'll eat them before they run away.

b, over the river

Over the river and through the woodsTo Grandmother's house we go.The horse knows the wayTo carry the sleighThrough the white and drifted snow, O!

Over the river and through the woodsOh, how the wind does blow.It stings the noseAnd bites the toesAs over the ground we go.

c, “Little Robin Redbreast”

Little Robin Redbreast sat upon a tree, Up went pussy cat and down went he; down came pussy, and away Robin ran; Says little Robin Redbreast



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'catch me if you can'.

Little Robin Redbreast jumped upon a wall, pussy cat jumped after him and almost got a fall; Little Robin chirped and sang, and what did pussy say? Pussy cat said 'meeow' and Robin jumped away.

M:

1. The four timetable

2. How many fours in a certain number?

3. How much is/are the gifts?

The skis , the sledge, the Christmas tree, the bike, the scooter, the football, the basketball, the doll, the book, the building blocks, the remote control racing car, the Gameboy, the yo-yo , the robot, the in-line-skates, the boots, the sweater, the teddy bear

4. The Christmas Countdown

There is a sheet with a Christmas tree. On the tree, there are 20 Christmas balls.Count to 20, then count backward

ME:

1. Repeat “Jingle Bells”

Dashing through the snowon a one-horse open sleigh,



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Over the fields we go,Laughing all the way;Bells on bob-tail ring,Making spirits bright,What fun it is to ride and singA sleighing song tonight.

Jingle bells, jingle bells, Jingle all the way!O what fun it is to rideIn a one-horse open sleigh. (2x)

Now the ground is whiteGo it while you’re young,Take the girls tonightAnd sing this sleighing song;Just get a bob-tailed bayTwo-forty as his speedHitch him to an open sleighAnd crack! You’ll take the lead.

Jingle bells, jingle bells, Jingle all the way!O what fun it is to rideIn a one-horse open sleigh.

2. Repeat “Feli´z Navidad”

Feli´z Navidad, Feli´z Navidad, Feli´z Navidad,Prospero ano y felicidad. (X2)

I want to wish you a merry Christmas.I want to wish you a merry Christmas.I want to wish you a merry Christmas,from the bottom of my heart.

3. We Wish you a Merry Christmas

We Wish you a Merry Christmas,We Wish you a Merry Christmas,We Wish you a Merry Christmas, and a happy New Year.



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Glad tidings we bring,To you and your kin;Glad tidings for Christmas, and a happy New Year!

We Wish you a Merry Christmas,We Wish you a Merry Christmas,We Wish you a Merry Christmas, and a happy New Year.

4. Repeat the song “Santa Claus is Coming to Town”

You better watch out,You better not cry,You better not pout,I’m telling you why,Cause Santa Claus is coming to town.

He’s making a listand checking it twice,gonna find out who’s naughty and nice,Santa Claus is coming to town.

He sees you when you’re sleeping,he knows when you’re awake,he knows if you’ve been good or bad,so be good for goodness sake.

You better watch out,You better not cry,You better not pout,I’m telling you why,Cause Santa Claus is coming to town

5. “Oh Christmas Tree”

O Christmas tree, O Christmas tree how lovely are your branches.

In summer sun and winter snow, a coat of green you always show.

O Christmas tree, O Christmas tree how lovely are



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your branches.

6. “Little Drummer Boy”

Come they told me, parum pum pum pum. A new born King to see, parum pum pum pum. Our finest gifts we bring, parum pum pum pum,to lay before the King, parum pum pum pum, rum pum pum pum, rum pum pum pum, when we come

Little baby, parum pum pum pum. I am a poor boy too, parum pum pum pum. I have no gift to bring, parum pum pum pum,that’s fit to give our King, parum pum pum pum,rum pum pum pum,rum pum pum pum. Shall I play for you, parum pum pum pum,on my drum?

Mary nodded, parum pum pum pum. The ox and lamb kept time, parum pum pum pum. I played my drum for him, parum pum pum pum,I played my best for him, parum pum pum pum,rum pum pum pum,rum pum pum pum. Then he smiled at me, parum pum pum pum,me and my drum.

7. The Gingerbread Songs

a, the gingerbread song

(Melody: Bruder Jakob) Gingerbread, Gingerbread, Yum, yum, yum, Yum, yum, yum.



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I like gingerbread, I like gingerbread, In my tum, In my tum.

b, ten little gingerkids

(Melody: Ten little Indians) One little, two little, three little Gingerkids, Four little, five little, six little Gingerkids, Seven little, eight little, nine little Gingerkids, Ten little Gingerbread Kids

BE:

1. Easy Christmas Tree Decorations

Grade Levels: Pre-school & up Submitted by: Cathriona, Primary Teacher

Objective: To make a Christmas decoration.

Materials:

A slice of bread for each childA selection of festive cookie cuttersPaintGlitterA strawCardboard box (for storage and drying)Thread/ribbon

Procedure:

This activity has a few steps which means that it takes a few days to complete. But it is simple and worth the wait!

Give each child a slice of bread. Show the children the cookie cutters and ask them to select one each.



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The child places the cutter in the centre of the bread and presses down, cutting out the shape.

Using your straw make a hole in the top of the bread so that thread can be inserted later to hang up the decoration

I find it useful to line a cardboard box with paper and have the children's names written on it for easy identification later. The child places her cut out shape on her name. These are then left to dry out in the classroom. Remember to turn them over so both sides come in contact with the air!

When the bread is dry get the children to decorate theirs using glue and glitter. Remind them that one side must be dry before they can commence on the other! Insert ribbon/thread and tie to make a cheap and cheerful decoration. Enjoy!

2. Make Your Own Christmas Card

a, card number one

Place different Christmas motives on the board to inspire the children and allow them to be creative and draw their own Christmas card. When finished, cut around the picture and stick it on colourful cardboard paper which has already been folded in half to represent a card. Write in your wishes to the person(s) you are sending it to and don’t forget to sign it.

b, card number two

You can make this greeting card!Just print it out, colour it in any way you want it, and follow the directions for putting it together.

Click on the card above to get a full size image you can print out yourself.


http://www.claus.com/elfschool/extraC_cardprint.shtml


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1. Colour the pictures of Santa Claus and the fireplace.

2. Cut and remove shaded areas.

3. Cut the line above and below the fireplace. Be sure to cut along the dotted lines.

4. From the back of the fireplace picture, slide the Santa Claus picture into the top cut out slot. Then, pull it through to the front side of the fireplace picture and into the bottom cut out slot. Now, pull the Santa Claus up and down and see him come down the chimney!



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LÜ.

1. Warming up with hoops

Spread hoops around the playing area. Each P has his/her hoop.

- jump up and down within the hoop- jump up and down within the hoop moving arms and legs- jump in and out of the hoop- position yourself for push-ups, stretched out out of the hoop. Right hand in, left

hand in, right hand out, left hand out of the hoop ten times.

2. Run, Run, Rudolf

One hoop to a pupil. The PS are running or dancing around the playing area while the music is playing. When the music stops the PS run to a hoop and jump in. The last one to jump in is out. Picks his/her hoop up and goes out of the playing are.

Music: “Run, Run Rudolf”-by Chuck Berry.



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WEEK 17

CHRISTMAS HOLIDAYS


MA Mathematics

ME Music

BE Arts

LÜPhysical

Education



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WEEK 18

CHRISTMAS HOLIDAYS


MA Mathematics

ME Music

BE Arts

LÜPhysical

Education



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WEEK 19

A NEW YEAR HAS BEGUN


Happy New Year everyone!What brings good luck?12 months- overhead projectorOne year ha 12 monthsMonths of the year - occasionsMake a birthday posterMy good intentions in the New YearThe seasons

a, guessing gamePoems and Rhymes-The 4 Seasons:

- three to chose fromPoems and Rhymes about winter:

- three to choose fromA Story: Frosty the SnowmanDays of the weekPoems and Rhymes- five to choose from

MA MathematicsThe five timetable+/- = 1001st, 2nd, 3rd, 4th, ......etc.January has thirty-one days

ME MusicSnowflakes, SnowflakesDance like SnowflakesRepeat the Song about Autumn

BE Arts Draw your favourite season

LÜPhysical

EducationMake a snowman



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Vocabulary:

Happy New Year everyoneLots of luck/fun.healthywealthya four leafed clovera little pink piga horses hoofa lucky numbera little coina chimney sweepa mushroombefore/afterWhen is .............?Christmas/The Carnival/Easter/Halloween/Your birthday?When are the.....?The Half-Term Holidays/The Summer Holidays?My birthday is on the.....of....My good intentions are.....I’m going to......

- tidy my room regularly- do my homework regularly- help my mum and dad- be quit in class- stand up for an elderly woman/man to sit down

What day is today?What’s today’s date?born christened marriedtook illworsediedburiedsnowflakesin the airblossoms



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SU:

1. Happy New Year everyone!

Happy New Year everyone!Happy New Year everyone!

Lots of luck and lots of fun!Be good and healthy, Happy and wealthy,Happy New Year everyone!

Written by: Donna Wimmer

2. What Brings Good Luck?

- a four leafed clover- a little pink pig- a little ladybird- a horses hoof- a lucky number- a little coin- a chimney sweep - a mushroom

A four leafed clover brings good luck to me.Or:A horse’s hoof brings me good luck.Etc.

3. 12 Months – for the overhead

There are 12 boxes. Each box has a number and two pictures. The box with number one for example has a picture of a winter cap, a scarf and a champagne bottle. T discusses the pictures with the PS and asks them if they can guess which month it is. T refers to the number on the picture.

T: Month number one. What’s month number one?P: January? T: Yes, that’s right!



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Etc.4. One Year has 12 Months

The first month is January.The second month is FebruaryThe third month is MarchEtc.

T: What is the name of the second month?P: February.

T: What is the name of the month before September?P: August.

T: What’s the name of the month after December?P: January.Etc.

5. Months of the Year - Occasions

There is a big poster (or a chart) of the 4 seasons with 3 pictures belonging to each season. The pupils repeat the season and the months of the year.There is a separate flash-card with a Christmas motive on it.The teacher asks: When is Christmas?The pupils answer: In December. They place the flash-card next to the season.Teacher: When is Easter?Pupils: In April. Teacher: When are the summer holidays? Pupils: In July and August.Teacher: When is Carnival?Pupils: In February.Teacher: When are the half term holidays? Pupils: In February. Teacher: (Asks one of the pupils): When is your birthday? Pupil stands in front of a season with the flash-card in his/her hand of a birthday cake and says: My birthday is in winter – in January. This pupil asks another pupil the same question and hands him/her the flash-card. The next pupil does the same.

6. Make a Birthday Poster

Make a list of the birthdays of the PS in class. Hang it up in class.



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A picture for each month

T: Tom’s birthday is in March. Whose birthday is in April?P: Susan’s birthday is in April.

7. My Good Intentions in the New Year

-I’m going to do my homework regularly -I’m going to tidy my room.-I’m going to help my mum and dad.-I’m going to be quiet in class.-I’m going to stand up for an elderly lady/man to sit.

8. The Seasons

a, a guessing game(Overhead projector)

The pupils are shown different pictures representing one of the four seasons and have to guess to which season the picture belongs to.E.g.:- Sunglasses - summer- It’s raining - autumn- Scarf and gloves - winter- Blossoms - spring

9. Poems and Rhymes about the Four Seasons

a, repeat the rhyme “The 4 Seasons” from last year

The Four Seasons Rhyme(Written and created by Donna Wimmer)

1.Number 1 is Mrs Winter,Mrs Winter is number 1.She says: It’s cold, it’s cold, it’s so cold! It’s cold, it’s cold, it’s so cold!

2.Number 2 is Mrs Spring,



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Mrs Spring is number 2.Flowers, flowers, beautiful flowers!Flowers, flowers, beautiful flowers!

3.Number 3 is Mrs Summer,Mrs Summer is number 3.She says: It’s hot, it’s hot, it’s so hot! It’s hot, it’s hot, it’s so hot!

4.Number 4 is Mrs Autumn,Mrs Autumn is number 4.Leaves, leaves, the leaves are falling,Leaves, leaves, the leaves are falling,

b, winter, spring, summer and autumn

In winter, in winter we like to skate on ice.In spring time, in spring time,the flowers are so nice.

In summer, in summer, we watch the bumblebee.In autumn, in autumn,we pick apples from the tree.

c, winter, spring, summer, fall

Winter, Spring, Summer, FallThere are seasons, four in all.Weather changes, sun and rain and snow,



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Leaves fall down and flowers grow.Winter, Spring, Summer, FallThere are seasons, four in all.Look outside and you will seeJust what season it will be.

10. Poems and Rhymes about Winter

a, my snowman

My snowman is so big and cold,His broom is brown, his hat is old.His nose is red,His eyes are black.His arms are short,His name is Mac.

b, the chubby snowman

A chubby little snowmanHas a carrot nose.Along comes a bunny,And what do you suppose?That hungry little bunny,Looking for his lunch,Eats that snowman’s carrotNibble, nibble, crunch!

c, repeat the rhyme about the snowman

I’m a little snowman, short and fat,here’s my broomstick, here’s my hat,when the sun comes out to stay,watch me slowly melt away.

11. A Story:

Hamsterkiste John’s Snowman



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Once upon a time there was a little boy called John. One morning in

January he woke up and looked out of the window "Ah! It’s snowing!„ he

said. He put on his red pullover and his blue jeans. He put on his black

boots and his red hat and his coat and ran into the garden.

First he made a small snowball for the

head and then a larger one for the

body. He gave the snowman a scarf

around his neck. He made his face

with coals and a carrot. Soon it was

time for bed. At eleven o` clock he

woke up and got out of bed.

John ran to the window and looked out

in the garden to his snowman. He was

still there. At midnight he woke up

again, put on his dressing-gown and

went into the garden. "How do you

do!", said the snowman.

John couldn’t believe his ears. "Hello snowman! Come in!" he said. John

showed him around the house. "This is the sitting-room and this is the

radiator". "I don `t like hot things, "said the snowman. “So come on then.



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This is the kitchen and here is the fridge." "I like cold things, „said the

snowman.

They went upstairs to the bedroom and the snowman dressed up. He put

on a pair of glasses, a tie, a pair of trousers and a hat. After that they ran

into the garden, across the snow and up, up in the air. Suddenly they were

flying. Then the snowman said: “It’s six o `clock. We must go back!" At last

the snowman said "Good night!" and John went to sleep.

When he woke up in the morning the sun was shining and John looked into

the garden…

www.gbiu.de/Englisch/englisch-182htms

12. The days of the week

We repeat the song from last year.

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Seven days make a week, We begin again on Monday.

Ordinal numbers are written on the board, (or flash-cards are placed):

1st 2nd 3rd 4th 5th 6th 7th

The T points to a number and says: First, second, third…The PS repeat. The next round is instead of saying first when pointing to the first- you say: Monday. Point to the second and say: Tuesday .etc.Go through them again and say: The first day is…..? / Wait for an answer /. Someone might say Monday. Repeat the whole sentence again. The first day is Monday. Etc.What day is it today? / What’s the day today? This can be the question at the beginning of each English lesson.



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13. Poems and Rhymes about the Days of the Week

a, some fruit every day

An apple on Monday,An orange on Tuesday, A pear on Wednesday,A kiwi on Thursday,Some grapes on Friday,Two bananas on Saturday,Four strawberries on Sunday,Some fruit every day.

Written and created by Donna Wimmer

b, the days of the week rhyme

Flashcards are already prepared for the rhyme:

Monday - wash the clothesTuesday - blow your noseWednesday - market dayThursday - pay dayFriday - fish for teaSaturday - watch TVSunday - stay in bed, sleepy head.The different scenes can also be mimed. One could also take one away and play the “What’s missing” game. The” Point to the picture game”. Etc.

c, Solomon Grundy

Solomon Grundy, Born on Monday,Christened on Tuesday,Married on Wednesday,Took ill on Thursday,Worse on Friday,



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Died on Saturday,Buried on a SundayThis is the end Of Solomon Grundy.

d, the days of the week

The days of the week are seven in a row, The days of the week, how quickly they go!If sunny or rainy, if snowy or grey,The days of the week dance quickly away.

e, Lazy Kaisy

Lazy Daisy sleeps on Monday,Wakes up on Tuesday,Washes on Wednesday,Dresses on Thursday,Plays on Friday,Sings on Saturday,Dances on Sunday!

M:

- The five timetable- Plus/ minus = 100- 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 19th, 11th, 12th.- January has thirty-one days, February has.......

ME:

1, Snowflakes, Snowflakes(Melody: Twinkle, twinkle Little Star”)

Snowflakes, snowflakesDance aroundSnowflakes, snowflakesTouch the groundSnowflakes, snowflakesIn the airSnowflakes, snowflakes



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Everywhere.

2, Dance like Snowflakes(Melody: Where is Thumbkin?)

Dance like snowflakesDance like snowflakesIn the airIn the airWhirling, twirling snowflakesWhirling, twirling snowflakesHere and thereHere and there

3, Repeat the Song “Autumn Leaves are Falling Down”

Autumn leaves are falling down,to the ground, to the ground, Autumn leaves are falling down, red, yellow and brown,red, yellow and brown.

4. Repeat the Song: “It’s Autumn Up In The Tree”

BE:

Draw your favourite season.

LÜ.

Go outside and make a snowman

Plan this lesson in advance. Make sure the parents are informed about it. Write in the PS´s note books to bring a skiing outfit for the snowman PE: lesson.

If it’s a nice snowy day and if there is plenty of snow, you can make a snowman competition in the school playground or in a nearby park. Form a few groups. Each group makes their own snowman. The best made snowman wins. You need a few



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carrots, a few pots, caps or hats, a few scarves, a few stones for the eyes and buttons and a broom or two. Perhaps some twigs for the arms and hands.

Before the end of the lesson gather the PS. Talk about each snowman. Describe each one individually and ask the PS whether they like him and which croup was his creator. Announce the winner or winners and reward them.

Don’t forget to pack everything away before the end of the lesson.

Hang the wet skiing outfits, gloves and caps on the radiators to dry.


Documents

HELLO · Web view(The word pencil case has 3 syllables, so you hop-hop-hop, left right, left, three times, while pronouncing each syllable). While you are singing and hopping you