DN150143 Katalog LIB - FINAL

Activity 10
Activity 1
(below).
Activity 12
Activity 13
Good-Bye
Activity 14
Activity 3
Activity 1
Activity 2
Activity 5
Activity 4
Zasnova učne
ure angleščine
z Lili in Binetom
Slikovna časovnica omogoča učencem stalno
seznanjenost s potekom učne ure. Zaradi uveljavljenih
rutin se bodo počutili varne, zato bo pouk učinkovitejši.
Uvod in ogrevanje
Uro pričnemo s pozdravno pesmijo ali recitacijo,
ki učence ogreje za pouk angleščine.
tter
m
nd
ne
Medpredmetni delovni zvezek
Lili in Bine 2
je izhodišče za dejavnosti pri pouku angleščine. Gradivo
za angleščino sledi strukturi desetih tematskih sklopov v
delovnem zvezku, na katere se vsebinsko smiselno naveže.
Tako se vključi tudi v obstoječe tedensko načrtovanje
medpredmetno povezanega pouka za vse predmete.
Dejavnosti so kratke, zabavne in se ponavljajo.
Program predvideva pogosto uporabo glasbe,
petja in gibanja, saj je s tem zagotovljeno boljše
pomnjenje. Če je učitelj do petja zadržan,
lahko pesmi recitira.
Faza A
Faza A se posveča besedišču posameznega
tematskega sklopa, ki ga gradimo skozi pesmi, recitacije
ali dialoge in spiralno nadgrajujemo. Vsak teden znotraj
sklopa prinese novo nadgradnjo, isti vsebinski sklop
pa se leto kasneje naveže na svojega predhodnika.
Besedišče ponazarjajo slikovne kartice na
geometrijskih likih (slikovni prikaz izgovorjene besede
ali preproste povedi). Te na nezavedni ravni omogočajo
prepoznavanje besednih vrst in vzorcev besednega
reda ter gradijo temelj za kasnejše preprostejše učenje
branja in slovničnih struktur.
Primer vizualno podprte povedi:
NOVO
TOPIC 1 TOPIC 1
School School
Have the children get their flash cards and bring them to the floor. Si ting on the floor, review
Time permi ting, play a quick visual game. Show a pair of like cards and ask, “Are they the
the flashcards taught it PART A. Have the children review the expre sion “This is a …” by
same?” If the cards are different (e.g. show the new school & the old school), the students must
asking them, “What is this?” As the children say, “This is a …” they pick up their flash card, while
stand, jump and say, “They are different.” If the cards are the same (e.g. show the new school
you stick their picture on the board. Have children take turns asking, “What is this?” to the
& the new school), the students remain seated, turn around in their place and say, “They are
cla s. Individual students can answer. Remember to expect answers in Slovene, but repeat
the same.” This activity is about developing sp ed recognition based on visual stimuli. The
them in English so tha the students are exposed to the vocabulary as much as possible.
students must respond quickly to the picture.
Reinforce the expression with the visual grammar cues (below).
Visual Grammar example
REFLECT & CONNECT
Show the students on the visual timetable that it is now time where you wi l speak Slovene.
Have the students return to their desks and ask them in Slovene whether or no they think
they understood what was being taught/learned so far (including the weather song, seasonal
This is a teacher.
song/poem/verse/recitation). Some example questions and statements could be:
Te l me what you liked abou this activity.
What did you find cha lenging abou this activity?
Was learning today easier or more di ficul than you thought? Te l me why you thought so.
Take 2 identical pictures (e.g. new school & new school) from the teacher flashcard set and
• 2 thumbs up if you can remember 2 or 3 words.
hold them nex to one another. Ask the students, “Are the teachers the same?” Elicit a response
of “yes,” by nodding your head, or “no,” by shaking your head. You may even balance the
pictures to show they are equal. Elici the students to say, “yes.” and say, “They are the same.”
CONCLUSION
Repeat this with the other pictures that are the same. Reinforce the expre sion with the visual
grammar cues (below).
Take 2 different pictures (e.g. old school & new school) from the teacher flashcard set and
Te l (gesture) students to stand to sing the good-bye song in rote fashion until the students
hold them nex to one another. Ask the students, “Are the teachers the same?” Elicit a response
know the song.
of “yes,” by nodding your head, or “no,” by shaking your head. You may even unbalance the
pictures to show they are different. Elici the students to say, “yes.” and say, “They are different.”
Repeat this with the remaining cards. Reinforce the expre sion with the visual grammar cues
Good-bye song
Visual Grammar example
Good-bye to you, good-bye to you.
Let us a l say, good-bye to you.
Go to www.lilibi.si to listen to the song.
They are the same. They are different.
18 19
School School
Explain to students in Slovene how the le son wi l go by displaying the visual timetable (see
Fo low the gr eting song with some short and quick song, poem, tongue-twister, recitation
example above). Place the visual timetable on the board or have a ready-made frame for it
and/or verse. This wi l help the children to ge their tongues and mouths warmed up for English,
hung on the wa l and stick pictures to it.
and add a bit of laughter and expre sion each time. Try to add a few gestures and actions if
po sible.
Seasonal song/poem/recitation/verse/tongue-twister (examples)
Inform the children when you wi l be speaking Slovene (a the beginning – intro – and during
the Reflect & Connect sections), otherwise you wi l be speaking to the students only in English.
1. Poin to the window, poin to the door, jump to the ceiling, stomp on the floor.
You can put a picture of yourself on the visual timetable to indicate the times you wi l be
2. Ten super sausages, si zling in a pan. One goes (snap), another goes (clap).
speaking to them in Slovene. You may even wish to ask a studen to pu the pictures up as you
Nine super sausages, si zling in a pan. One goes (snap), another goes (clap).
explain the timetable. You can explain the timetable by saying:
etc.
For example (in Slovene): “Today we wi l begin with our gr eting/he lo song fo lowed by
Go to www.lilibi.si to listen to ideas for this section.
our pointing poem, tongue-twister on sausages, and our weather song. Then we wi l
sing a song/recite a poem about school ca led “Let’s Go To School.” Then you wi l come to
the floor and we wi learn some new words about our cla sroom. When you see my picture,
we wi l talk in Slovene and you can te l me what you think and how you feel about what we
have learned today so far. I wi l ask a few different students each time. Then we wi l continue
with math. We wi l start by counting using our bodies and learn about (s e PART B). After the
Conclude with the weather song. Make certain you place the weather picture on the visual
math section, you can te l me in Slovene about what you know and understood. We wi l
timetable a cording to the weather the day you wi l be singing.
finish our le son with our good-bye song/poem.”
Weather song
Your students wi l appreciate knowing exactly what they are doing at every stage of
the le son. Students of a learning abilities and disabilities wi l be able to follow the
How’s the Weather?
structure and rhythm of the le son. It should also help with minimizing any student
How’s the Weather? It’s SUNNY (depending on the weather that day).
disturbances.
How’s the Weather? It’s SUNNY.
How’s the Weather? It’s SUNNY.
It’s SUNNY today.
Start your lesson with the gr eting song o recitation. Add actions to the song when you can
Go to www.lilibi.si to listen to the song.
(e.g. shake hands when you say “welcome,” swing your arm for “come on in,” and jump and
throw your hands in the air when you say “fun,” etc.).
PART A
Greeting song/recitation
4 Weeks – 8 Le sons
Welcome, Welcome
Welcome, welcome to our class. We’re so glad you’re here.
Lesson objectives
Welcome, welcome to our cla s. We’re so glad you’re here.
PART A: Recognizing cla s items, learning to read sentences represented by
Come on in and join the fun. School is fun for everyone.
shapes.
Welcome, welcome to our class. We’re so glad you’re here.
PART B: Counting, making a ta ly chart, reading a ta ly chart, learning to read sentences
represented by shapes.
This song is sung to the tune of Old MacDonald. Go to www.lilibi.si to listen to the song.
TOPIC 1 TOPIC 1
7+6
8 9
10+3
Priročnik za učitelja English with
Lili and Bine in dnevne priprave
Priročnik za učitelja predstavi zasnovo gradiva in ozadje
pristopov, na katerih temelji, pa tudi strukturo učne ure
in posamezne elemente, ki sestavljajo komplet. Za
lažjo uporabo je razdeljen na posamezne tematske
sklope, podobno kot medpredmetni delovni zvezek,
zajema pa vse pripadajoče materiale za preprosto
načrtovanje in učinkovit pouk. Priročnik in učne
priprave bodo kmalu brezplačno dostopni na
prenovljenem izobraževalnem portalu Lilibi.si.
I am a teacher.
5 minut za refleksijo
Vmesna faza ponuja premor in možnost ocene
naučenega, izmenjave mnenj in za učitelja dragocenih
povratnih informacij.
Faza B
V fazi B naučeno besedišče uporabimo v povezavi z
vsebinami drugih predmetnih področij. Dejavnosti
so vezane na učno uro in vsebino drugega predmeta,
obravnavano v istem tednu. Fleksibilnost programa
pa se kaže v učiteljevi možnosti izbire med dvema ali
tremi predmeti.
Zaključek
Stalnica, s katero strnemo učno uro angleščine
in napovemo nadaljevanje pouka v slovenščini,
je poslovilna rutina.
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