1cernet.ssr-wien.at/files/eplkorr.doc · web viewfrüchte in kleine stücke schneiden. ... he or...

Global Education

Primary School

- 1 -

1.WocheHallo! Hello!

SUCulture

andScience

Hello, I am... What’s your name?Whispering namesYou are Dolly?one, two, three…Peter come to me

MaMathematics

One, two, three, four, five

Me Music „What’s your name?”

„Hello, hello, hello, what’s your name?”

Be Arts

Lü Physical Education Say hello to your friends Good morning Nick!

A choice of Classroom phrases:Hello! Hello Mrs...! Hello kids!Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 2 -

Goodbye! Good bye Mrs..! Good bye kids!My name is…Hi, I´m… Who are you?What’s your name?Yes! No!Stand up, sit down, and clap/slap…Look at me!Listen to me!Let’s begin! Let’s go on! Let’s sing!school bag, book, pencil caseWhat can you feel?One, two, three, four

SU: Spiele zum Kennen lernen:Handpuppe: Hello! I’m… What’s your name?

Kinder übernehmen den Part der HandpuppeMinidialog: „Hello, I’m Sandy. What’s your name?”„My name is Max”„Hello Max!”

One, two, three – Peter come to me (Sitzkreis)L fragt die Kinder: “Are you Dolly?“ “Yes/No”L wirft den Ball und sagt: „Hello Max.” Kind wirft zu einem anderen Kind weiter.

Schoolbag, pencil case, book:Kim games: What can you feel?” „A pencil case”Fishing game: „I’ve got a schoolbag…”

M: Knocking GameSpiel zur Vertiefung der Zahlen. L klopft auf den Tisch. „How many knocks?” KK:5KK übernehmen dann Lehrerrolle.Schwieriger wird es, wenn die „knocks“ in einem Rhythmus geklopft werden.

Numbers : Materialien: A5-Karten mit Zahlen 1-4, je nach SchülerzahlL: Let’s count in English! 1,2,3,4,Klatschen: 1,2,3,4

Anbahnen des Gefühls für betonte und unbetonte Silben:L: One and two and three and four Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 3 -

Gemeinsam mit Kindern L: a ONE and a TWO….3 Gruppen: G1: nur 1,2,3,4

G2: 1 and 2 and 3 and 4 G3: a1 and a 2 and a 3 and a 4

Alle drei Gruppen setzen gemeinsam ein, alle müssen bei „4“ fertig sein.Gruppe drei hat mit „a“ einen Auftakt.

ME:„What’s your name“„Hello,hello,helloRhythmisches Sprechen: stand up, sit down and clap, clap, clap

LÜ: Klassenturnen: Kinder gehen durch die Klasse mit Musik. Wenn die Musik stoppt, geben sie einander die Hände, sagen: „Hello, Tom!“ „Goodbye, Tom“Aufweckspiel: Sitzkreis am Boden alle tun so, als würden sie schlafen.L geht zu einem Kind, weckt es auf: „Good morning Nick“. Dieses Kind weckt ein anderes auf usw. bis alle wach sind.

2. WocheJetzt bist du ein Schulkind

I am a school kid

SUCulture and Science

school things

Ma

Mathematics

Let’s count in English 1-4

MeMusic

„Hello, hello, hello, what’s your name?”„Good morning to you!“

Be ArtsWe Handicrafts

Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 4 -

Lü Physical EducationAnweisungen folgen: All the 1s in this corner

Erz. Social Development We help each other

A choice of Classroom phrases Repeat! Repeat it after me!Say it again!Let’s repeat! Again!All together!Now in groups!Only you!Once more!Now you, and you, then you…!Louder please. Speak up!This is a..Take your..Well done! Very good! Super! Lovely! Fine! Great!That’s all for today.Stand in a line!

Su:School things: sharpener, eraser, glue, scissors, pen, pencilFishing game. “What have you got?” “ I’ve got…”Kim games: “What is missing?”LottoMemoryAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 5 -

Throw the diceRhymes: pencils and a pen (Flashcards)Reihensprechübungen: “I’ve got a..“

M: Zahlkarten austeilen 1-4. Who can bring me NR 4?Let’s count in English (Lautschulung), klatschenSpiele: Wiederholung aus der ersten WochePuzzle: Zahlen auseinander schneiden, wieder zusammen legenFind your partner: A4 Blätter mit Zahl in der Mitte durchschneiden- je 2 Kinder müssen einander findenMonster: Monster like to eat: ones, twos….

LÜ: Atomspiel: KK laufen im Turnsaal zum Takt der Trommel. Der Lehrer ruft eine engl. Zahl und die Kinder stellen sich in Gruppen zusammen.Durchzählen: (von 1-4)Eckenspiel: All the ones in this corner Numbers 1 and 2 change places!Kreisspiel: duck/fox Kreis: Ein Kind geht um den Kreis, berührt die Rücken der anderen Kinder und sagt zu jedem “duck”. Bei wem es “fox” sagt, von dem wird es gefangen.

Me:„Hello, hello, hello, what’s your name?”„Good morning to you”!


Global Education

Primary School

- 6 -

3. WocheGetting to know each other


school things

Ma

Mathematics

Rhyme: 1,2,3 Clap with me!

MeMusic

„Good morning to you!““Good bye to you!”

Be Arts Who is that? Wir zeichnen uns selber

We Handicrafts

Lü Physical EducationKreisspiel mit BallMr and Mrs Bad Fangpiel


Global Education

Primary School

- 7 -

Classroom PhrasesGood morning to you!Hello! Good bye! What´s your name? My name is …I am a girl/ I am a boyMr./Mrs.Look here! This is...These things you know in English!Lucy has got a…A puzzle and a walkman

Su:1. Good morning L begrüßt die KK in englischer Sprache:„ Good morning boys and girls!“KK: Good morning Mrs. (Name der Lehrerin)

KK begrüßen die Kinder mit den Namen, die sie schon kennen:„Good morning Tom.“ Gehen hin und schütteln einander die Hand. Verabschieden sich wieder (Rollenspiel) „Good bye Tom“

L begrüßt nur die Mädchen- die erheben sich und grüßen zurück.L: „Good morning girls!“Girls: “Good morning Mrs. Smith.”Ebenso bei den Buben.Schließlich: „Good morning boys and girls.“

2. Things you know in EnglishL hängt Bilder an die Tafel, die auch im Deutschen mit englischen Ausdrücken benannt werden. Jeans, Pullover, Puzzle, T-Shirt, Computer, Mountain-Bike, Skateboard, Walkman, SnowboardKK benennen die DingeL ruft einzelne KK heraus. Sie nehmen sich eines der Bilder. L: „Look at Lucy. Lucy hat got a puzzle!”KK wiederholen. Können den Satz bald selber sprechen.Mit anderen Kindern alle Bilder durchüben.KK dürfen sich je zwei Dinge/Bilder nehmen.L: „Look at Tom. Tom has got a puzzle and a walkman.”


Global Education

Primary School

- 8 -

Am Anfang jeder Sequenz wird das Lied “Good morning to you” gesungen. Nach dem Unterrichtsende „Good bye to you!“

3. Wiederholung: What´s your name?Rollenspiel:1. 2 Kinder kommen zur Tafel. Sie winken sich zu und rufen: „Hello!“ K1: „Hello! I am Lisa. What´s your name?K2: My name is Tom. Good bye!”K1: “Good bye!”Die Kinder trennen sich und gehen auf ihre Plätze. Alle anderen KK applaudieren.

4. Dieses Spiel kann auch mit den Nachnamen variiert werden.K1: “Hello! I´m Mrs. Smith. What´s your name?”K2: “My name is Mr. Red. Good-bye!”K1: “Bye-bye!”

BE:Kinder zeichnen sich selber. Zeichnungen werden eingesammelt. Ein Kind zieht aus dem Stapel ein Blatt und hält sich das Blatt vor die Brust. Ein anderes Kind/alle KK fragen: „What´s your name?“Das Kind rät, von wem die Zeichnung sein könnte und sagt: „I´m Anja.“ Das Kind, von dem nun aber die Zeichnung stammt, protestiert, steht auf und sagt, „No! I´m Susi!“

M:Rhyme: One, two, threeClap with me!Clap, Clap, clapClap like me!

One, two, threejump with me!Jump, jump, jumpJump like me!

LÜ:1. Kreisspiel mit einem Ball:Die Kinder sitzen im Sitzkreis.Ein Kind bekommt einen Ball. Es sagt: „Hello! What’s your name?“ und rollt den Ball einem anderem Kind zu. Die Fängerin/der Fänger gibt einen Namen an: “ I’m Tom. What’s your name?“Der Ball wird zu einem anderen Kind gerollt.


Global Education

Primary School

- 9 -

2. Mr. and Mrs. Bad FangspielKreisaufstellungL geht außen um den Kreis herum und berührt die KK am Rücken. Ein Kind berührt der L fester, damit das Kind weiß, dass es Mrs. oder Mr. Bad ist. L reiht sich in den Kreis ein, macht einen Ausfallschritt auf ein Kind zu, fixiert dieses und sagt:“ What´s your name?“K antwortet: My name is.“ und fragt ein anderes Kind, auf das es einen Schritt zugeht.Wird Mr. oder Mrs. Bad gefragt, antwortet das gefragte Kind: „I´m Mr. Bad!“ und läuft außen um den Kreis los, um das andere Kind zu fangen. Die davonlaufende Person ist gerettet, wenn es ihr gelingt, den Platz von Mr/Mrs. Bad zu erreichen. Wenn das Kind vorher gefangen wird, ist Mr. Bad/Mrs. Bad Sieger und darf herumgehen und ein Kind bestimmen, welches Mr./Mrs. Bad sein soll. Das Spiel beginnt von Neuem.

4. WocheDas Obst ist reif

Fruits


Different kinds of fruitsFruits and vegetables are very healthyMh, that tastes good

Ma

Mathematics

Let’s count in English 1-4

MeMusic

There we go round the Mulberry bush/orange tree

Be Arts Colour the banana yellow


Global Education

Primary School

- 10 -

We Handicrafts

Lü Physical EducationAnweisungen folgen: All the bananas in this corner


Classroom Phrases:Do you understand me?Close your eyes!In English pleaseWhere’s …?Be quiet please!Excellent! Good work! God boy, good girl!O.K. all right!That’s right!Try it again!Make a circle!Run! Stop!Take a giant step! Take a baby step!Change places!

SU: Fruits

1. L bringt einen Korb mit Früchten mitAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 11 -

neue Wörter: fruit, apple, banana, kiwi, plum, orange

L zeigt verschiedene Obstsorten, spricht vor, alle KK sprechen nach:„This is an apple..., this is a banana…Bald können KK herauskommen, das Obst aus dem Korb räumen und den obigen Satz nachsprechen.

L:“Show me the banana!“K kommt heraus, hebt die Banane hoch und sagt: ”This is a banana!” usw.

L: Give me an apple“ KK: „Here you are“Mit allen Früchten durchspielen. Bald spielen jeweils zwei KK das Spiel alleine.Eventuell Bildkarten austeilen, je 2(4) Kinder legen die Bildkarten auf den Boden und fordern einander zum Dialog auf: Give me the banana!“ „Here you are.“Variation: das Wort “please” und “Thank you” anhängen.

2. Früchte in kleine Stücke schneidenKK kosten mit verbundenen AugenL: “Now close your eyes! Open your mouth and guess, what it is!”KK: “This is an orange…”

3. Fruit bingo

4. Fruit Train ChantDie Strophen jeweils zuerst mit Bildkarten an der Tafel zeigen und üben. Dann mit 10 Kindern sprechen. Die KK stellen sich hintereinander auf und halten sich am Ellbogen fest, kreisen mit dem Arm wie ein Zugrad, zuerst langsamer, dann immer schneller.

„Apples and plums (2x)Nuts and plums (2x)Oranges and bananas(2x)Bananas! Bananas! (2x)Fruit! (Wie die Trillerpfeife des Zuges)

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

How many apples do you see? Can you count them? 1 - 2 - 3.


Global Education

Primary School

- 12 -

How many green ones? How many red? Now eat an apple and go to bed

Ten rosy apples high in a tree safely hiding where no one can see. When the wind goes rocking to and fro ten rosy apples to the ground must go

Ten red apples grow on a tree, (nach oben zeigen) five for you and five for me. (5 Finger der einen Hand zeigen, dann die 5 anderen) Let us shake the tree just so (einen Baum schütteln) and then red apples will fall below. (Finger auf den Boden fallen lassen) 1,2,3,4,5,6,7,8,9,10.Viele andere „apples poems“ at ( www.kinderkorner.com/apple.html )

M:1. Chant: 10 Bananen an die Tafel zeichnen in steigender Reihenfolge:„One banana, two bananas, three bananas, fourfive bananas, six bananasseven bananas, more!Eight bananas, nine bananas,ten bananas – again!”

2. Fingerpuppen basteln5 Äpfel anmalen lassen L:“ Now show me one apple!“KK heben einen Fingerapfel hoch.Alle Zahlen im Zahlenraum 5 durchüben.Kleine Rechnungen auf die Finger stecken lassen:„One apple plus one apple equals two apples!“Wer von den KK kann vor allen anderen eine Rechnung mit Äpfeln vorrechnen?

3. Fruchtuhr an die Tafel1. L: “Show me two pears!“L: “Show me three nuts.”Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

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

Global Education

Primary School

- 13 -

4. AB: L: How many bananas can you see?

5. Die Zahlen 1 – 4 auf den Rücken der Kinder tippen. K sagt die Zahl auf Englisch.Easy calculations : one apple plus one apple equals two apples.

BE: Fruchtkorb anmalen lassen, ausschneiden.Ebenso die Früchte. Alle Früchte + Korb liegen auf dem Tisch.L: “Now put the apples into the basket“.Alle KK legen die Äpfel in den Korb.Dieses Spiel kann auch in Partnerarbeit gespielt werden.

LÜ:Fruit saladKK sitzen auf dem Boden oder stellen sich im Kreis auf. Jedes Kind hat einen Fruchtnamen (je nachdem, wie viele Kinder es sind, haben mehrere Kinder den selben Obstnamen).Ein Kind steht in der Mitte, ruft einen oder 2 Obstsorten, diese Kinder müssen Plätze tauschen. Das mittlere Kind versucht, einen freien Platz zu erwischen. Bei „Fruit salad“ müssen alle Kinder Platz tauschen.

5. WocheAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 14 -

Ein Herz für TierePets


Looking at petsWhat´s missing?What have you got?Kreisspiel

Ma

Mathematics

Addieren und Subtrahieren mit TierenNumber gamesWettspiel

MeMusic

The bird is on the lamp

Be Arts Draw your favorite petWe Handicrafts

Lü Physical EducationDuck-Fox gameFangspiel


Classroom Phrases:Today I´ll show you some petsYou know what pets are?This is a…, please bring me…Thank you! What´s missing?Close your eyes! Have you got a… ? Yes, I have, No, I haven´tAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 15 -

Is it a…? Yes, it is! No, it is not.Come to me! Close the door! My favorite pet is…

Su:Wortschatz: cat, dog, mouse, rabbit, bird, fish, hamster..( ev. erweitern durch die Tiere, die die Kinder zu Hause haben.)

1. L: „Today I´ll show you some pets. You know what pets are? No? Then look!”L zeigt Fotos/Bildkarten (ev. Stofftiere)„This is a cat (dog, mouse...) What is it ?KK: “ It´s a cat”

2. L teilt Bilder aus„Please bring me the cat.“Bilder hängen dann an der Tafel

3. KK sollen sich die Tiere gut einprägen. Dann schließen alle die Augen. L gibt ein Bild weg. L: “What´s missing?“ KK öffnen die Augen, sagen das fehlende Tier.

4. L gibt einem Kind alle Bildkarten. Es sucht sich eines aus. Die anderen KK fragen nun: “Have you got a fish?“ „Yes, I have, No, I have not.“Wer das richtige Bild errät, darf das Spiel weiterspielen.

5. KreisspielKK sitzen am Boden auf Polstern.Ein Kind steht in der Mitte. Hinter dem Rücken der KK wird ein Tier weitergegeben. (Tiere abwechselnd einsetzen: an jedem Tag ein anderes)Die z.B. Maus wird also herumgegeben. Die KK sagen dazu: “ The mouse is going round.“L: ”Stop!”Kind in der Mitte fragt nun: “Have you got the mouse?” Das gefragte Kind antwortet: ”Yes, I have.” „No, I have not.“Falls das Kind in der Mitte richtig getippt hat, darf es sich in den Kreis setzen und das andere Kind stellt sich in die Mitte.

5. Rhyme (mit Stofftieren oder Bildern illustrieren)A bird, a dog, a mouse, a frog.A rabbit and two cats,I love all my pets!

Vorschlag zum Reime festigen:Ein Arbeitsblatt gestalten, wo die Tiere darauf sind. Das AB mit nach Hause geben- wer kann es am Ende der Woche aufsagen?


Global Education

Primary School

- 16 -

6. Fühlspiel: Stofftiere unter einer Decke oder in der Fühlschachtel (vom Buchstabentag) erfühlen.

KK greift, fühlt, rät: This is a...L (oder ein Elternteil/der Native variiert:KK greift, fühlt L: „ Is it a cat?“ K: “No, it is not.” “ Is it a frog?” K: “Yes, it is!”

Später in freien Lernphasen kann das Fühlspiel auf diese Art von den KK gespielt werden.

ME:The Bird Is On The Lamp

M:1. Addieren und Subtrahieren im entsprechenden Zahlenraum mit Tieren. Zuerst an der TafelAB mit gezeichneten Rechnungen+ „Two cats plus one cat equals three cats.“- “These are seven dogs. One dog runs away. There are six dogs left.”

2. Number games1. Zahlen von 1 bis 5 (oder im jeweiligen Zahlenraum) auf Kärtchen an die KK austeilen. Jedes Kind bekommt ein Kärtchen.L: „Show me number two!”Alle KK halten ihre Zahl 2 hoch.Mit allen Zahlen durchspielen

2. Andere Aufträge an die KK:L: „Number 3, come to me!“ “ Number 4, go to the door!” “Number 2, touch your shoe!”

3. SpielKK stellen sich in 2 Gruppen vor der Tafel auf. L hat an der Tafel alle bekannten Zahlen aufgeschrieben. Jeweils auf 2 Hälften an die Tafel.Die 2 ersten KK bekommen Kreiden in die Hand. L nennt eine Zahl. KK laufen zur Tafel, streichen diese Zahl ab.Das KK, das als erstes die Zahl abstreicht, erhält für seine Gruppe einen Punkt.

BE:„Draw your favorite pet“!KK: “My favorite pet is the…cat.”KK zeichnen zuerst und stellen dann den anderen KK ihr Lieblingstier vor.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 17 -

LÜ:1. KK stehen im Kreis. „duck-fox-game“ Ein KK geht außen um den Kreis herum und tippt jedem KK auf die Schulter, indem es sagt: „Duck!“Bei dem KK, bei dem es „Fox!“ sagt, beginnt das Fangspiel. Das eine Kind muss das andere Kind fangen. Wer als erster nach einmaligem Umrunden wieder in der Kreislücke steht oder nicht gefangen wird, bleibt im Kreis. Wer gefangen wird, ist der nächste Spieler außerhalb des Kreises.

2. FangspielMatten werden quer zum Turnsaal als „Fluss“ aufgelegt.KK werden in verschiedene Tiergruppen eingeteilt. Der Fänger steht hinter den Matten.KK an der gegenüber liegenden Wand des Turnsaals.KK: “Please, Mr./Mrs. Crocodile, may we cross the river?”Fänger: ”Cats only.” – alle “Katzenkinder” laufen los und versuchen, nicht gefangen zu werden.

5. WocheWenn der frische Hersbstwind weht

Weather


Talking about the weatherWhat´s the weather like?Do you like the sun?Missing game

Ma

Mathematics

Drawing raindropsCounting with the weather

MeMusic

How´s the weather?I´m singing in the rain

Be Arts Let´s paint a rainbowWe Handicrafts

Lü Physical Education4 EckenspielThe right and wrong chair



Global Education

Primary School

- 18 -

Classroom Phrases: Let´s sing a song! Let´s learn a new chant!Let´s play a game! Once more! Say it again, please!Speak up, please! All together now!Let´s do it all together! Take your water colours! Let´s paint a rainbow!

SU:Wortschatz: rain – rainy, sun – sunny, wind – windy, cloud – cloudy, fog – foggy, snow – snowy

1. Symbole/Flashcards an der TafelSonne, Regen, Schnee, Wind, Nebel, WolkenL zeigt auf die Symbole und macht pantomimische Bewegungen dazu.L: „Look, this is the sun. It´s sunny.” (zeigt eine Scheibe, wischt Schweiß ab)KK sprechen nach, ahmen die Pantomime nach.„Look! The rain! It´s rainy!” (Regenschirm halten, aufspannen)„Look! The wind! It´s windy!” (heftig blasen)“Look! The snow! It´s snowy!” (mit den Fingern Schneeflocken zur Erde fallen lassen)„Look! The clouds! It´s cloudy!” (ziehende Wolken andeuten)„Look! The fog! It´s foggy! (schlechte Sicht andeuten)

2. KK bekommen den „Yes/No–Stick“(eine Scheibe, vorne rot und hinten grün – der rote Teil mit einem traurigen Gesicht und der grüne Teil mit einem lustigen Gesicht – an einem Stäbchen befestigt)

a) L zeigt auf eine Karte an der Tafel.L: „Is it sunny?“ KK heben ihre Scheiben entsprechend hoch.Bald kann ein KK hervor kommen und die Fragen stellen.


Global Education

Primary School

- 19 -

b) L fragt: “Do you like rainy weather?“KK zeigen mit ihren Antwortstäbchen: Yes, No.Wieder kann ein Kind die Frageposition einnehmen.

3. Missing gameKK schließen die Augen, L nimmt eine Flashcard/ein Symbol weg.L: „What´s missing?“KK öffnen die Augen: “The sun is missing.” etc.Der Gewinner darf bei der nächsten Runde eine Karte wegnehmen.

Rhymes„Rain, rain, go awaywe don´t want a rainy daycome again another day

Rain, rain, go awaycome again another daylittle Timmy wants to play.”

Chant: One, Two One, two, the west wind blew. Three, four, the thunder's roar. Five, six, seven, rain from heaven. Eight, nine, ten, sunny again. Weather (to the tune of : “Oh My Darling” Weather Helper, Weather Helper, What's the weather outside? Go and look out the window, tell us what you see outside. What's the weather? What's the weather? What's the weather tell everyone. Is it windy? Is it cloudy? Is there rain? Or is there sun? Weiter Songs und Poems ( www.canteach.ca/elementary/songspoems17.html www.preschooleducation.com/sweather.shtmlwww.englishbox.de/weather.htmlwww.sau53.org/net7/tlinks1/poems/weather/weather.htm


http://www.sau53.org/net7/tlinks1/poems/weather/weather.htm

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

http://www.preschooleducation.com/sweather.shtml

http://www.canteach.ca/elementary/songspoems17.html

Global Education

Primary School

- 20 -

M: Drawing raindrops: KK zeichnen mit blauem Stift so viele Regentropfen (Punkte) ins Heft, wie L sagt/klatscht: „Draw 4 raindrops!“Rechnen mit Schneeflocken, Sonnenstrahlen, Regentropfen (Tafelbilder, Kärtchen)

LÜ: 1. 4 Ecken Spiel mit den Begriffen sun, rain, wind, snow L fordert KK auf: „Sun and rain, change places!” Die KK in den jeweiligen Ecken tauschen Plätze.

2.Pass the Pumpkin(similar to "Hot Potato")Cut an 8-inch circle out of a piece of orange cloth. In the center of the circle, place a cup of dried beans or rice. Gather the circle up around the beans, and tie shut using green or brown yarn. (It's best to use several thicknesses of yarn, and tie in a knot.) Make sure the circle is tied securely shut. If desired, you may draw a face on your pumpkin bean bag.

Have all children sit on the floor in a circle. Explain that they are about to hear some music. When the music plays, they should pass the pumpkin around the circle. When the music stops, they should stop passing the pumpkin. Whoever is left holding the pumpkin moves to the center of the circle. As the number of children inside the circle increases, the distance between children in the circle also increases, meaning that each child will have the pumpkin a few seconds longer before he or she can get it to the next person. Play until only one child is left outside the circle. This child wins the round. ( dieses und andere Spiele: www.theholidayzone.com/autumn/games.html )

3. Right–Wrong ChairKK spielen in Teams gegeneinander. L zeigt das Bild vom Wetter und nennt entweder den richtigen oder falschen Begriff dazu. Die KK laufen zu den aufgestellten right-wrong chairs.

BE:Let´s paint a rainbowErstes Kennen lernen der Grundfarben auf Englisch

ME:Weather Song (Melodie: "Oh My Darling") What’s the weather? What’s the weather? Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

http://www.theholidayzone.com/autumn/games.html

Global Education

Primary School

- 21 -

What’s the weather, everyone? Is it windy? Is it cloudy? Is there rain? Or is there sun?

What's the Weather (Melodie: "Where is thumbkin?") What's the weather, what's the weather? Can you tell, can you tell? Is the sun shining, is the rain falling? Can you tell, can you tell? Singing in the rainUnd hier ist die Spielversion. Es wird nur die erste Strophe gesungen und dann spricht ein "caller", welche Bewegungen ausgeführt werden müssen, z.B. "Thumbs up". Die Kinder wiederholen "Thumbs up" und machen gleichzeitig die Bewegung. Bei "Choo cha......" wird die Hüfte nach rechts und links geschoben. Singing in the Rain I'm singing in the rain, just singing in the rain What a glorious feeling I'm happy again thumbs up...thumbs up (do the motion) choo cha cha choo cha cha choo cha cha cha choo cha cha choo cha cha choo cha cha cha I'm singing in the rain, just singing in the rain What a glorious feeling I'm happy again thumbs up...thumbs up (do the motion) elbows back ... elbows back (do the motion) choo cha cha choo cha cha choo cha cha cha choo cha cha choo cha cha choo cha cha cha I'm singing in the rain, just singing in the rain What a glorious feeling I'm happy again thumbs up...thumbs up (do the motion) elbows back ... elbows back (do the motion) knees together...knees together (do the motion) choo cha cha choo cha cha choo cha cha cha choo cha cha choo cha cha choo cha cha cha I'm singing in the rain, just singing in the rain What a glorious feeling I'm happy again thumbs up...thumbs up (do the motion) elbows back ... elbows back (do the motion) Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

http://www.englishbox.de/song19.html

Global Education

Primary School

- 22 -

knees together...knees together (do the motion) toes together...toes together (do the motion) choo cha cha choo cha cha choo cha cha cha choo cha cha choo cha cha choo cha cha cha I'm singing in the rain, just singing in the rain What a glorious feeling I'm happy again thumbs up...thumbs up (do the motion) elbows back ... elbows back (do the motion) knees together...knees together (do the motion) toes together...toes together (do the motion) bend over...bend over (do the motion) choo cha cha choo cha cha choo cha cha cha choo cha cha choo cha cha choo cha cha cha I'm singing in the rain, just singing in the rain What a glorious feeling I'm happy again thumbs up...thumbs up (do the motion) elbows back ... elbows back (do the motion) knees together...knees together (do the motion) toes together...toes together (do the motion) bend over...bend over (do the motion) tongue out...tongue out (do the motion,continue singing) choo cha cha choo cha cha choo cha cha cha choo cha cha choo cha cha choo cha cha cha I'm singing in the rain, just singing in the rain What a glorious feeling I'm happy again thumbs up...thumbs up (do the motion) elbows back ... elbows back (do the motion) knees together...knees together (do the motion) toes together...toes together (do the motion) bend over...bend over (do the motion) tongue out...tongue out (do the motion,continue singing) sit down....sit down. (do the motion) choo cha cha choo cha cha choo cha cha cha choo cha cha choo cha cha choo cha cha cha ( www.englishbox.de )

It Must Be Autumn (Melodie: "When the Saints Go Marching In")Oh, when the leaves fall off the trees,Oh, when the leaves fall off the trees,We know it must be autumnWhen the leaves fall off the trees.


http://www.englishbox.de/

Global Education

Primary School

- 23 -

Leaves Are Falling (Melodie: "Are You Sleeping?")Leaves are falling, leaves are falling,All around, All around,Brown and yellow leaves, red and orange too,On the ground, On the ground.

The Leaves Are Falling Down (Melodie: "The Farmer in the Dell")The leaves are falling down,The leaves are falling down,Fall is here, and winter's near,The leaves are falling down

Two Little Apples (Melodie: "This Old Man")Way up high in a tree,Two little apples smiled at me,So I shook the tree as har-r-rd as I couldDown fell the apples -- Um-m-m-m, goodwww.theholidayzone.com/autumn/songs.html

7.WocheDie Wände, die uns schützen

At home

SUCulture

andScience

Our homeYes/No sticksWhere do you live?What can you see in every room?

MaMathematics

ShapesMister ShapeAddition, Subtraktion auf Englisch

Me MusicWiederholung aller gelernter Lieder

Be Arts I´m going to build a house


http://www.theholidayzone.com/autumn/songs.html

Global Education

Primary School

- 24 -

Lü Physical EducationAtomspiel in verschiedenen Variationen

Classroom Phrases:Listen to me! Listen carefully and then repeat!Say it in English, please!Sit still!Be quiet, please!Come to the board! Paint the picture!Is this the…? Yes, it is. No, it isn´t

SU:Neue Wörter: kitchen, living room, bed-room, childrens´s room, bathroom1. Bild von einem HausL: „This is the kitchen.“ KK wiederholen, K darf herauskommen, den Raum, den es kennt benennen.

2.KK nehmen ihre Yes/No SticksL:“ Is this the kitchen?“ KK zeigenL deutet auf entsprechend richtige, falsche Räume.

3. KK erarbeiten einen Plan ihrer Wohnung- nur eine kleine Skizze, wo alle Räume der Wohnung darauf sein sollen.L: „Where do you live? In a house? In a flat?” Kinder zeigen auf.L: „Which rooms have you got in your house/flat?”KK: “ We´ve got a kitchen, a bedroom…”

4. Neue Wörter “chair, table, cupboard, bed, lamp, benchAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 25 -

“What can you see in every room?”, fragt der Lehrer. KK betrachten Bilder von Räumen und benennen die Gegenstände.KK: “There is a chair in the living room.““There is a bed in the bedroom.”

Reime: “I´m looking for a house,” (by Rose Fyleman)said the little brown mouse.One room for breakfast and one room for tea.One room for supper, that makes three.One room to dance in when I give a ball.A kitchen and a bedroom. Six in at all.”

BE:1. Die Kinder zeichnen zusammen mit dem Lehrer ein Haus. Zuerst an die Tafel, dann auf ein Din A4 Papier. Dazu folgender Reim:„I´m going to build a housewith a chimney tall.A slooping roofand a garden wall.A big door you can open wideand two little windowsyou can look inside!”

2. Wiederholung der FarbenPaint the chair blue, paint the bench red…

M:Einführung der Topic “shapes”

1. L gibt verschiedene Formen an die Tafela squarea rectanglea trianlea circlea hexagon

L spricht vor, die KK sprechen nachL: „Show me the triangle...“KK zeigenL: ”How many triangles can you see?”KK bilden Mengen: “I can see 4 triangles”

2. Mister Sape: L gibt Auftrag:Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 26 -

Auf einer Overhead Folie ist „Mister Shape“ für alle KK sichtbar.Rote, blaue, grüne, gelbe, und orange Stifte.L: „Now colour all circles blue!“K kommt heraus, malt aus.

Dann das AB vergrößert auf Din A4 austeilenWieder Arbeitsaufträge von oben. Die KK zeichnen auf den eigenen Blättern.

3. Addition, Subtraktionen mit den Formen an der Tafel.

ME:Wiederholung aller bisher gelernten englischen Lieder

LÜ:AtomspielKK laufen durch den Saal.L ruft: “5 chairs!“ – fünf Kinder bilden einen Kreis und “sitzen” in der Luft.L: „7 beds!“ – KK gehen in 7er Gruppen zusammen und schnarchen laut.

8. WocheHalloween

He ho for Halloween


Global Education

Primary School

- 27 -

SU Wir feiern HalloweenWir verkleiden uns Culture and

Science

On Halloween I am going to dress up as…

Ma Arbeit im Zahlenraum 4Addition und Subtraktion

Mathematics

How many ghosts can you see?

Me Halloween SongsMusic

Ghosts and GoblinsA Little Baby Ghost

Be Ein tanzender Geist Arts A dancing ghostWe Handicrafts

LüBallspiele

Physical Education

Playing with the ball

Erz. Wir helfen einander Social Development

We help each other

Classroom phrasesDo you like? Yes, I like… / No, I don’t like… Yes, I do. / No, I don´t.What do you like? The whitch? Yes/No The ghost? The pumpkin? The cat? The spider? The bat?Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 28 -

Let’s do sums: Four plus three equals…. Three minus one …Steal the ribbonsGet/Throw/Catch the red/blue/white ball.Let´s make a…

Su: Was ist Halloween?

Geist, Hexe, Fledermaus, Kürbis an die TafelSymbole, Geschichte besprechen

Bilder ausschneiden lassen Rhymes: 1. „He ho“ for Halloween! All the witches to be seen Some are black, some are green “He ho” for Halloween!

2. “Black spider, what can you see?” Kinder fragen einander, zeigen auf die Bilder

Do you like a witch? Yes, I do/No, I don’t

Halloween Party mit vielen Stationen

1. Jack –o´-Laterne aus Kürbis basteln2. Schminkstation3. Hexenbrot belegen (mit Zahnpasta etc)4. Halloween Memory 5. Halloween Dekoration basteln (Fledermausgirlande)6. Songs and rhymes: Singen in einem abgedunkelten Raum7. im Kidsweb nachlesen

M:Addieren und subtrahieren auf Englisch (Rechnungen im Mathematikbuch zweisprachig)

Find 3 kids who like witches/cats/pumkinsHow many witches can you see?

ME:Halloween Songs:Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 29 -

Halloween is coming soon (Melodie: London Bridge) Halloween is coming soon, coming soon, coming soon, Halloween is coming soon, Oh, what fun!

Witches flying on their brooms, on their brooms, on their brooms, Witches flying on their brooms, Eee! Eee! Eee!

Jack o'lanterns grin at you, grin at you, grin at you, Jack o'lanterns grin at you, Oh! Oh! Oh! A Little Baby Ghost: (Melodie: The Eensy, Weensy, Spider)A little baby ghost went out one Halloween.along came a witch that the ghost had never seen!But, mommy ghost came flying to see what made him cry…And the witch that scared her baby went flying off so high!

Ghost and Goblins: (Melodie: Frere Jacques)

Ghost and goblins,Ghost and goblinsWitches too,Witches too,All out trick-or-treating,All out trick-or-treating,Can´t scare you!Can´t scare you!

Dress Up

A pretty princess wears a crown (form circle above head) Bunny's ears flop up and down (place hands above head and move up & down) A beautiful ballerina dances to and fro(dance) A funny clown laughs "Ho, ho, ho". 2 green eyes shine from a cat(circle eyes) A scary witch wears a pointy hat (form point with arms above head) Jack-O-Laterns shine so bright (form circle with arms) Happy children on Halloween night!

LÜ:Halloween HopFür dieses Spiel benötigen Sie einen Hexenbesen. Der Lehrer/Die Lehrerin ist "The silly witch". Er/Sie erzählt den Kindern: " It is Halloween night outside and it is very dark. I am the very silly witch and I am going Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 30 -

to cast a very silly spell on you. I am going to wave my broomstick and turn all of you into frogs. Now, how do frogs move around? They jump. Every time I wave my broom, you will all jump around. When I put my broom down, you will all stop!" Die Kinder folgen den Befehlen. Weitere Hexenbefehle können sein: - You are all kangaroos. How do kangaroos move around? - You are all monkeys. How do monkeys move around? - You are all cars. How do cars move around?

Ghost-ghost-witch Alle Kinder stehen im Kreis. Ein Kind (=ghost) geht außen um den Kreis herum, berührt einzelne Kinder am Rücken und ruft dabei: "Ghost – ghost – ghost -..........witch" Dann muss das Kind, das als "witch" gekennzeichnet wurde, hinter dem ghost herlaufen und versuchen, ihn zu fangen. Falls die Hexe den Geist fängt, darf sie ihm eine Aufgabe stellen (z.B. sing a song; dance; bark like a dog; u.a. Playing with the ball:

Punch the ball! Throw the ball in the sky! Catch the ball! Touch the ball!

Spook-E-Do Tell the children that each one of them will have a chance to show the others in the group a trick. Call on a child and lead the group to chant:

Hello, (name), Spook-E-Do What is the trick you are going to do Will you hop, or bend, or spin around Stretch, or wiggle, or touch the groundContinue until all the children have had a chance to show their trick.Five Little Goblins On A Halloween Night

Five little goblins on a Halloween night Made a very, very spooky site The first one danced on his tippy-tip-toes. The next one tumbled and bumped his nose. Than next one jumped high up in the air. The next one sang a Halloween song. Five goblins played the whole night long.Die Kinder können die Bewegungen dazu ausführen. Weitere Ideen, Songs und Poems.www.childfun.com/modules.php?name=News&file=article&sid=12&mode=&order=0&thold=0Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

http://www.childfun.com/modules.php?name=News&file=article&sid=12&mode=&order=0&thold=0

http://www.childfun.com/modules.php?name=News&file=article&sid=12&mode=&order=0&thold=0

Global Education

Primary School

- 31 -

www.geocities.com/ohtoad/HalloweenSongs.html mit Melodie zum Anhörenwww.dltk-kids.com/crafts/halloween/halloween_songs.htm

9.WocheHerbstferien


http://www.dltk-kids.com/crafts/halloween/halloween_songs.htm

http://www.geocities.com/ohtoad/HalloweenSongs.html

Global Education

Primary School

- 32 -

10. WocheDie Welt ist voll Farben

Colours

SUCulture

andScience

Playing with dicesYes/No sticksFarbwürfel basteln

MaMathematics

Formen (shapes)Mengen bildenRechnungen mit FormenPartnerspiel

Me MusicMixed Colours

Be Arts Farben mischen

Lü Physical EducationLook, look, look and see!Oh, wild manColour ball

Classroom PhrasesEverybody who has got something green… stand up!Sit on the floor! Stand on the chair! Pick your nose! Hands up!Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 33 -

Do you like…? Yes! No!Show me! Let´s mix colours!

Su:1. Playing with dices

L hat einen großen Würfel, auf dessen Seiten jeweils ein anders farbiger, großer Punkt zu sehen ist. Er wirft den Würfel.Oben ist die Farbe „Grün“L: „Everybody who has got something green stand up!“KK, die etwas Grünes anhaben, stehen auf.Dieses Spiel mit anderen Farben spielen.

Andere Aufforderungen an die KK.“Sit on the floor when you have got something yellow“”Stand on the chair…””Pick your nose””Hands up…”

2. Yes/no sticksL: “Do you like green?” KK zeigenL: “Do you like red?”…

3. KK basteln einen Farbwürfel mit 6 vorher besprochenen Farben.Die Würfel bemalen, ausschneiden lassen, kleben.

L: „Show me red!“ KK zeigen die richtige Würfelseite Immer zwei KK würfeln.

Wenn zwei KK dieselbe Farbe würfeln, bekommen sie einen Punkt. Immer die Farbe, die gewürfelt wurde, laut vorsprechen.

4. Guessing game„ I can see something blue. Guess what it is!”KK gehen hin und zeigen. „Yes/No“KK, die fortschrittlicher Englisch sprechen fragen: „Is it the window?“ “Yes, it is”“No, it is not”

Reime:This is my dog his name is Jack,his body is brown,his nose is black.

This is my cat,her name is Queen,her nose is pink,her eyes are green.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 34 -

This is my hamster,his name is Clown,his legs are white,his ears are brown.

An apple is red,a plum is blue,a banana is sweetand so are you.

What Color Are You Wearing? Suit actions to words. Repeat until most of the common colors are used. Leader says: Red, red, red, red, Who is wearing red today? Red, red, red, red, Who is wearing red? All children with red showing say: I am wearing red today. Look at me and you will say Red, red, red, red, I am wearing red today.

www.enchantedlearning.com/rhymes/topics/colors.shtmlwww.first-school.ws/theme/nurseryrhymes.htmwww.first-school.ws/theme/cp_colors.htmwww.angelfire.com/dc/childsplay/colors_theme.htm

M:Die verschiedenen Formen üben

Mengen bilden Rechnungen mit den Formen an der Tafel rote, grüne, blaue, gelbe Formen an die Tafel zeichnen. Partnerspiel: je 2 KK mit

Rücken an die Tafel und Kreiden in der Hand.L: “Show me the red triangle!“KK drehen sich um, streichen das Zeichen durch – oder in Gruppen - Siegergruppe bekommt einen Punkt.


http://www.angelfire.com/dc/childsplay/colors_theme.htm

http://www.first-school.ws/theme/cp_colors.htm

http://www.first-school.ws/theme/nurseryrhymes.htm

http://www.enchantedlearning.com/rhymes/topics/colors.shtml

Global Education

Primary School

- 35 -

BE:Farben mischen: gelb und blau = grün (green)weiß und rot = rosa (pink)gelb und rot = orange (orange)rot und blau = violett (purple)Schwarz und weiß = grau (grey)Zuerst auf Deutsch, dann auf Englisch erarbeiten, indem die KK mit Wasserfarben die Farben mischen.Farben auf Englisch benennen.

LÜ:1. “Look, look, look and see,run to something green,when I count to 3. 1,2,3.”

2. “Oh, wild man,please tell me,which colour will bring me over the sea?”The wild man answers:“Red”…

3. Four coloured hoops are placed on the floor of the gym. The pupils run around in circles, the teacher tells them: “ Run to the red hoop!”The winner may tell the other pupils where to run next.

4. Colour gymnastic: L nennt eine Farbe. KK mit gleichfärbigen Kleidungsstücken stehen auf, klatschen, stehen auf einem Bein, hüpfen,...

5. Colour ball: Kreis wird gebildet, L nennt eine Farbe, K wirft den Ball einem anderen Kind zu, das ein gleichfärbiges Kleidungsstück trägt.


Global Education

Primary School

- 36 -

11. WocheSie wünschen bitte?

Shopping

SUCulture

andScience

Let´s go shopping (Rollenspiele)Pantomime

MaMathematics

Bingospiel einführen

Me MusicHave you got a ball?

Be Arts Let´s draw a toy

Lü Physical EducationBewegungsspiel mit Flashcards


Global Education

Primary School

- 37 -

Classroom PhrasesHave you got a…? Yes, I have!Thank you! How much is it?Now talk to your neighbour!Now work together in pairs.Now you can ask me/ask Tom.Don´t shout.That´s wrong! That´s right!Take a pencil! Look at the square!

SU:1. Going shoppingL baut einen Laden mit Verkaufstisch, Kassa und verschiedenen Spielsachen auf: a car, a ball, a train, a plan

2. Spiel: Kinder gehen einkaufenSie kommen zum Lehrer und fragen: „Have you got a ball?“ L: “Yes, I have.”KK: “How much is it?” L: “ It´s two Euro.”Verschiedene Verkaufssituationen durchspielen.Erweitern mit: „Good morning“ – „Hello“ – „Good bye“Auch nach Dingen fragen, die nicht da sind.

3. Pantomime:L zeigt vor, welche Dinge er besitzt (Wortschatz der letzten Wochen gebrauchen). KK raten. Sie fragen:“ Have you got a ball?““Have you got a Schoolbag?”

Später übernehmen die KK die Rolle des L und fragen einander.

4. Verkaufsspiel mit folgendem Dialog einüben:L: “Good morning.”KK: “Good morning. Have you got a car?”L: “A car…mhm. Here you are!”K: “And have you got a train?”L: “A train. Here you are! “Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 38 -

K: “And have you got a plane?”L: “A plane. Here you are. And have you got the money?”K: “ Here you are!”L: “Thank you! Good bye!”

M:BingospielL: “Let´s play Bingo! Look at this square!”L deutet auf das Zahlenquadrat mit den vorbereiteten Zahlen im erarbeiteten Zahlenraum.L:“ Let´s read the numbers!“ KK lesen die Zahlen vor.L: “Now take a pencil. I´m going to call out numbers. Circle these numbers.” (L zeigt es an der Tafel vor)L:“9,11,7, now we´ve got three numbers in a row. We can shout “BINGO”!”L: ”Now you can write your numbers in the next square (numbers between 1-20) KK notieren nun die eigenen Zahlen.Anschließend das Bingo Spiel durchführen.

LÜ:Bewegungsspiel zur WortschatzerarbeitungL zeigt die flashcard von „Plane, ball, car, train“ und macht die entsprechenden Bewegungen.plane: laufen mit ausgestreckten Armencar: laufen mit Lenkbewegungentrain: laufen in Dreiergruppen (Hände auf Schultern des Vordermannes)ball: breitbeiniges HüpfenL hält eine Bildkarte hoch, benennt sie und ruft: „Start“. KK laufen in den entsprechenden Bewegungen los und müssen dabei auf den L achten, der ganz plötzlich eine neue Bildkarte hochheben kann.

BE:Eines der Spielzeuge zeichnen(a car, a train, a ball, a plan)KK gehen herum, zeigen ihre Zeichnung nicht her, fragen andere KK: ”Have you got a ball?”“Yes, I have” “No, I have not.”Gewonnen haben die Kinder, die sich als erste in Gruppen mit ihren Zeichnungen zusammengefunden haben. (Alle Züge, alle Bälle...)Kann mit anderen Wörtern, die gezeichnet werden sollen, variiert werden.

12. WocheMeine Familie


Global Education

Primary School

- 39 -

My family

SUCulture

andScience

Rhyme: “My family”Have you got a sister?I´ve got a brother

MaMathematics

RhymeBad number gameMengen legen

Me MusicAre you sleeping, brother John?

Be Arts My family

Lü Physical EducationFamily games

Classroom Phrases:How many ... can you see?Let´s count together!Put your things away, please!Look at the blackboard!Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 40 -

Hurry up! Open the door, please! Close the door, please!Try it again!

Su:1. L pinnt Flashcards an die Tafel und sagt: „My father, my mother, my sister, my brother, the baby and me.Oh, what a big family!”KK sprechen nach; sprechen einzeln vor.

2. Dialog:L: „Have you got a sister, John?“John: “Yes, I have.” (Yes, I have two sisters…)“No, I have not.”(Kinder antworten je nach eigener Familiensituation)L: „Have you got a sister, Tom?“Tom: “No, I have not, but I have two brothers.”(verschiedene Antworten mit den Kindern erarbeiten)Kontrolle, nachdem der L ein Kind gefragt hat.L: „What has Tom got?“ KK: “A brother!”

Nachdem möglichst alle Kinder dran waren, dürfen Einzelne an die Tafel herauskommen und ihre Familie vorstellen.K: „I´ve got a mother and a father and a baby sister“.

Schließlich können sich die KK untereinander fragen.

Rhyme:1. An Hand eines Tafelbildes oder einer Overheadfolie üben:„Some butter for Jim;Some jam for mother;Some tea for meand a cup for my brother.”Kann auch mit Hilfe eines kleinen Rollenspiels und echter Butter, Tee und Tassen eingeübt und gespielt werden.

2. Picture gallery: Bilder; dazu folgender Reim:„That´s my mother,that´s my brother,that´s my dad.That´s my little sister,that´s my baby sistershe´s not sad!That´s my teacher Mrs. Green.That´s my uncle Jimmy.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 41 -

That´s my cousin Timmy.That´s aunt Jean.She´s sixteen.”

M:Zahlen bis 7 auf Englisch festigen1. Reim: 1,2,3,4 point to the window,point to the door.5,6,7 point to heaven!1,2,3,4 window, door,heaven – floor!

2. Bad numbers:Kärtchen mit Würfelbildern 3 und 6 (kann mit anderen Zahlen variiert werden).KK sitzen im Kreis. Die Kärtchen 3 und 6 liegen in der Mitte. Alle KK zählen im Kreis von 1-7. Dabei darf 3 und 6 nicht genannt, sondern müssen übersprungen werden. Wer trotzdem 3 oder 6 zählt, scheidet aus. So lange zählen, bis ein Kind übrig bleibt.

3. Mengen an der Tafel legen: (1-7)Die KK sollen herausfinden, wie viele Dinge sich in den Mengen befinden.L fragt: „How many balls are in this circle?“KK zählen laut.Umkehrung: L sagt eine Zahl: „Seven.“ KK nennen die Dinge, die in 7er Mengen an der Tafel zu sehen sind.

ME:“Are you sleeping, brother John?“

BE:Kinder zeichnen ihre Familien als Foto in einem Bilderrahmen. Beim Herzeigen der Arbeiten werden die einzelnen Familienmitglieder vorgestellt. „This is my mother, this is my father...“Ev. den Wortschatz erweitern mit grandpa/grandma/aunt/cousin.

Später können die KK die Zeichnungen der anderen KK betrachten und sagen: „This is Eric´smother. This is Eric´s father …”

LÜ:Arbeitsaufträge als “Familie” ausführen.


Global Education

Primary School

- 42 -

Die KK bilden 4er, 5er oder 6er Gruppen. Sie einigen sich, wer Vater, Mutter, Bruder, Schwester sind. Stellen sich den anderen Kindern vor: „Hello, I´m mum!“ „Hello, I´m dad!“Dann sollen diese Familien folgende Dinge möglichst rasch erledigen:

1. eine Matte zu einer von L für jede Gruppe bestimmte Stelle tragen: „Carry the mat to this point!“2. einen Medizinball darauflegen: „Put a medicine ball on the mat!“3. an jede Ecke der Matte 4 Kegel stellen: „Put 4 clubs at the four corners of the mat!“4. sich auf die Matte setzen: “Sit down on the mat!”

13. WocheWenn ich glücklich bin...

Likes and dislikes

SUCulture

andScience

Likes and dislikesYes/No sticksFragespielFühlspiel

MaMathematics

Find 3 kids who like...Rechnen mit KindernAdditionen, Subtraktionen auf Englisch im ZR 7

Me MusicDo you like it?

Be Arts What I like!


Global Education

Primary School

- 43 -

Lü Physical EducationWiederholung englischer Spiele nach Wunsch der Kinder

Classroom PhrasesLook here! Turn around!Stop that noise, please!Switch on/off the light, please!Open you book at page…Raise/put up your hands!Be careful!Correct! Good! Try it again!

SU:1. L hält eine Schokolade, einen Apfel, eine Banane, eine Packung Kaffee, eine Flasche Wein… hoch.L: „This is a chocolate.“ KK wiederholen“This is an apple.”Alle Dinge werden vorgestellt.

2. Yes and No Sticks werden an die KK ausgeteilt.L hebt die Schokolade hoch und fragt: „Do you like chocolate?“Die KK drehen ihr Gesicht – yes or no.Nach den anderen Dingen ebenso fragen.

3. KK antworten mit: „Yes, I do“ „No, I don´t” oder “Yes, I like chocolate”

4. Alle Dinge in einen FühlkorbBlind ertasten: „Do you like it?“ “Yes, I do. No, I don´t.”Erweiternd: “This is a chocolate. I like chocolate.”Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 44 -

5. Die Phrase “Do you like…” und die entsprechenden Antworten können auch mit anderen Topics geübt werden (Pets, Fruits, Schoolthings, Colours…)

6. Hobbies: Bilder an der Tafel: skiing, swimming, biking, cycling, playing football, scooting,, skating.Frage: “Do you like biking?”

7. Interviewblatt an die KK austeilen – die KK fragen sich gegenseitig, kreuzen an.

8. Würfelspiel: immer 4 KK sitzen im Kreis, würfeln. Beim entsprechenden Bild fragt ein Kind das andere: „Do you like skiing, Mary?“„Yes, I like skiing“ – „No, I don´t like skiing.”

Rhyme:1. “One, two, a choclate for you.One, two, three, a banana for me…”KK verwenden verschiedene Vokabel aus dem SU für den Reim – je nachdem, was vorhanden ist.

2. 1,2,3, look at me!I can swim and I can ski…

3. Pantomime:Kind schaut in ein Zündholzschachterl, wo Bilder von den oben genannten Likes/Dislikes drinnen sind. Kind versucht pantomimisch, das Gesehene darzustellen.Andere KK fragen: „ Do you like swimming?“, “Do you like a banana” …

M:1. L: “Find 3 kids who like bananas.”L: “Find 4 kids who like swimming.”…

2. L: “Here are 7 children. 3 children swim away. How many children are here now?”KK: “4 children are here”Variieren mit “skate away”„scoot away“„ski away“...

3. Additionen, Subtraktionen auf Englisch7 minus 5 equals 21 plus 4 equals 5

BE:Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 45 -

1. KK zeichnen, was sie gerne haben.Sie stellen die Bilder vor. „I like...“ Lehrer hilft spontan mit Vokabeln aus.

ME:Nach der Melodie von „Are you sleeping“

Do you like it, do you like it, yes or no,yes or no? Do you like ba-na-nas,do you like ba-na-nas? Yes I do, no I don´t

14. WocheRund um den Adventkranz


Global Education

Primary School

- 46 -

Getting ready for Christmas!

SUCulture

andScience

Snowman – 3 Rhymes

Rudolf, the Reindeer

MaMathematics

Chrismath lightsDrawing on a Christmas treeAddieren und Subtrahieren im ZR 8

Me MusicHere we go round the Christmas tree

Be Arts Cutting out a snowmanCutting out reindeer antlers

Lü Physical EducationPhysical break chant

Classroom PhrasesCut out … on the black lineFold … on the dotted lineColour…Give a name toNod your head!Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 47 -

Bend your knees!Raise your head!Jump up high!First, second third, fourth, fifth, sixth, … tenthDraw a …

Neue Vokabel: Scarf, hat, nose, eyes, ground, cover, sound, gloves

SU:1. Snowman: Christmas rhymesEin Schneeman wird an der Tafel zusammen gesetzt. Dabei werden die neuen Vokabeln eingeübt.Dann wird ein Blatt mit einem Schneemann ausgeteilt.1. Cut out the snowman on the black line, fold on the dotted line.2. Colour the snowman as the poem says.3. Give the snowman a name and write it on its back.

My snowmanMy snowman is so tall and cold.His scarf is green. His hat is old.His nose is red. His eyes are black.His name is written on his back. (original version by Waltraud Uhr)

Who am I?I am whiteAn I fall from the sky.I cover the ground.And I don’t make a sound.

Pop up Father ChristmasHere is the chimney,(make a fist with the thumb inside)Here is the top.(Put the other hand over the fist)Open the lid(remove the hand)Out Santa will pop!(pop up the thumb)

M:Addieren, Subtrahieren im ZR 7

ME:Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 48 -

Here we go round the Christmas Tree (Melodie: Here we go round the mulberry bush)

1. Here we go round the Christmas tree,The Christmas tree, the Christmas tree.Here we go round the Christmas treeOn Christmas day in the morning.

This is the way we put on our gloves,Put on our gloves, put on our gloves,This is the way we put on our glovesOn Christmas day in the morning.

BE:Origami Ornaments ReendeerRudolph KopfReindeer antlers

LÜ:Nod your headAnd bend your kneesGrow as tall as Christmas trees.

On your kneesSlowly fallCurl into a large snowball

Raise your headand jump up high.Wave your hand and say: “Good bye!”


Global Education

Primary School

- 49 -

15. WocheIch wünsch´mir was

Father Christmas is coming!

SUCulture

andScience

A present, a presentPantomimeWhat would you like for Christmas?RollenspielThe story of Rudolph, the red nosed reindeer

MaMathematics

Rechnungen am WeihnachtsbaumSchneeflockenrechnungen

Me MusicRudolph the red nosed reindeer

Be Arts Cutting out snowflakesWeihnachtsbilder ausmalen


Global Education

Primary School

- 50 -

Lü Physical EducationPlaying with ballsFetch the ball

Classroom PhrasesSee you tomorrow!Line up at the door! Line up two by two!Let´s sing all together!Do it like me!Water the flowers, please!Don’t run! Don’t rush!Watch out! Let´s form a circle!Well done! Fine! Good work!

Su:1. L pinnt an die Tafel Bilder von Geschenken,einen Ball, ein Auto, einen Teddybären.Zeigt mit, wenn er spricht:„A present, a present,A present, yippee!A ball and a carAnd a teddy for me! Passende Bewegungen dazu machen:ein Paket in die Luft zeichnenPaket öffnen, Arme auf Freude in die Luft hebenSpielsachen charakterisieren„for me“ – auf sich selber zeigen.

Oder eine Schachtel mit einer Schleife umbinden und dann das Geschenk auspacken.


Global Education

Primary School

- 51 -

2. Neue Bilder aus dem bisher verwendeten Wortschatz an die Tafel pinnen, die sich als Geschenke für Weihnachten eignen.(Spielsachen, Stofftiere..., echter Hund)L: „What would you like for Christmas?“ Lehrer kommt an die Tafel, zeigt auf das entsprechende Bild und sagt: ”I´d like to have a cat for Christmas.“Oft durchüben, viele Kinder an die Tafel holen.Bald kann das herausgerufene Kind die Rolle des L übernehmen und andere Kinder fragen bzw. an die Tafel herausholen.

3. Rollenspiel: Father Christmas and Rudolph Father Christmas: Ho, ho, ho! It´s Christmas.

Aha! This is Mikes and Lucy´s house. Stop, Rudolph!Rudolph (niest): Hatchie! What a winter!

Hatchie! Oh, I´m so cold!Father Christmas: Good old Rudolph!

Now: a plane for Mike and a car for Lucy ( noch andere Geschenke aus dem Sack holen)

Rudolph (niest): Hatschie! What a winter!Hatschie! Oh, I´m so cold!

Father Christmas: And a hat for you, Rudolph!Ho, ho, ho! And merry Christmas!

Rudolph: Thank you Father Christmas!

Das Rollenspiel wird zuerst vom L und dem Native mit Verkleidung vorgespielt. Dann übernehmen gut sprechende Kinder die Rollen.

4. Santa's Reindeer "Come Dasher, Dancer, Prancer, and Vixen. Come Comet, Cupid, Donner, and Blitzen." Santa said, "My reindeer number eight. We need to go. We can't be late! It's dark this Christmas Eve night. We need someone to carry a light. Rudolph, of course you'll be fine. Now my reindeer number nine." www.canteach.ca/elementary/songspoems11.html5. Die Kinder stellen ein kleines Buch her mit dem Text: I see a red light, I see a blue light, I see a green light, I see a yellow light,


http://www.canteach.ca/elementary/songspoems11.html

Global Education

Primary School

- 52 -

I see an orange light, . . . on houses at Christmas Time! www.englishbox.deAuf jeder Seite des booklets, ausgenommen der letzten, ist das Bild einer Glühbirne. Die Kinder malen diese entsprechend dem Reim in der richtigen Farbe an. Auf die letzte Seite malen sie ein Haus und dekorieren es weihnachtlich. M:Rechnungen am WeihnachtsbaumChristmas lights (AB)Rechnungen mit Schneeflocken, die in BE gebastelt werden

ME:Rudolph the red nosed reindeerRudolph the Red-Nosed Reindeer Had a very shiny nose, And if you ever saw it, You could even say it glows. All of the other reindeer Used to laugh and call him names; They never let poor Rudolph Join in any reindeer games. Then one foggy Christmas Eve, Santa came to say: "Rudolph with your nose so bright, Won't you guide my sleigh tonight?" Then how the reindeer loved him As they shouted out with glee, "Rudolph the Red-Nosed Reindeer, You'll go down in history." Den Text von Rudolph-Lied an Hand von Bildern an der Tafel gut einüben; oftmals sprechen!

BE:1.SnowflakesKreise(ca. 12-14cm) aus weißen und hellblauen Seidenpapieren; Scheren, weißer Zwirn Anweisungen:1. Take a round piece of white/blue paper and fold it three times.2. Cut little pieces from the sides!3. Open it out.



Global Education

Primary School

- 53 -

4. Tie a piece of thread to it and hang it in front of the window.Zum Rechnen können Schneeflocken (5cm) aus normalem Papier verwendet werden.)

2. Weihnachtsbilder ausmalen lassen, ebenso an die Fenster hängen.

LÜ: Playing with balls1. Alle Anweisungen auf Englisch – L zeigt vor, Kinder ahmen nach:Touch the ball. Throw it in the air.Toss the ball to the wall.Punch the ball. Throw the ball in the bucket…

2. WettspielL: “ Stand on the yellow line. Count from 1 to 3. All children with number 1 stand here, those with number 2 stand over there, and the rest stand here.Now we´ve got three groups.When I say: “One, two, three, go, you run to the wall, get the ball, run back, give the ball to the next child.”

Bälle liegen an der Wand, werden jeweils geholt und wieder zurück getragen.Die Gruppe, die am schnellsten fertig ist, hat gewonnen.

3. Fetch the ball2. Gruppen stehen sich im Abstand von 20 m gegenüber. An der Mittellinie liegen ein roter, ein gelber, ein weißer und ein blauer Ball.Jedes Kind hat eine Nummer.L: „Number 2 fetch the blue ball.“Beide Kinder rennen los. Wer den Ball als erster berührt,

16. WocheTannenduft und Glöckchenklang

Silent night, holy night


Global Education

Primary School

- 54 -

SUCulture

andScience

Was ist im Sack vom Weihnachtsmann?Colouring the Christmas tree

MaMathematics

Missing numbersSpielBackwriting

Me MusicJingle bells!

Be Arts Gift boxes

Lü Physical EducationReindeer RhythmusZahlen bis 8: Fuchs in den Bau, Parallelslalom

Classroom Phrases:I like ChristmasI want a ... for Christmas… has got a …Santa brings a …Look to the board!Point at the picture!What is it? It´s a…


Global Education

Primary School

- 55 -

new words: ski boots, ski gloves, computer, book,pullover, watch, doll, camera

SU:1. Jutesack mit Materialien: Schihandschuhe, Buch, Pullover, Uhr, Puppe, Kamera … oder Bildkarten.Einstieg: Lied: „Rudolph the red nosed reindeer“Santa Claus kommt mit dem Schlitten.Was hat er im Sack?

Sack auspacken: „This is a...“ KK wiederholenL hält in die Höhe – what is it?What of those things do you want for Christmas?”KK: “I want a … for Chrismas”

2. Story telling:“It was Christmas Eve” Lehrer zeigt BilderIt was Christmas EveSanta Claus was coming in his sleigh.Everybody was asleep.Santa Claus came down the chimney. Good bye!

Christmas PresentsSee the many presents by the Christmas tree, (Point to eye; sweep hand in wide half-circle; form tree with hands.)

Some for you,(Point to others.) And some for me.(Point to self.)

Long ones, (Spread hands wide apart.) Tall ones,(Hold hand high above head.) Short ones, too. (Hold hands close together.)

And here is a round one (Make circle with arms.) Wrapped in blue.

Isn't it fun to look and see Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 56 -

(Point to eyes.)All the presents by the Christmas tree? (Sweep hand in wide half-circle; form tree with hands.)

3. Rhyme:“Five red stocking” Here is a present for (Sandy)Here is a present for Sue.Here are some sweets for Daddy.A Merry Christmas to you!”

Five Little BellsFive little bells hanging in a row,(Hold up five fingers.)The first one said, "Ring me slow." (Hold up one finger.)The second one said, "Ring me fast."(Hold up two fingers.)The third one said, "Ring me last."(Hold up three fingers.)The forth one said, "I'm like a chime." (Hold up four fingers.)The fifth one said, "Ring us all at Christmas time." (Hold up five fingers.)www.night.net/christmas/poems12.html-ssiwww.englishbox.de

4. Game:Christmas Musical Chairscassette or CD playercassette or CD of Christmas musicgroup of playersone chair for each players, minus one chair

Arrange chairs in a circle facing outward. You will need one less chair than people in the group. When music starts, each player begins marching around circle of chairs. When music stops, each player tries to sit in a chair. Whoever fails to get a seat is out. Eliminate one player and remove one chair from the circle after each round, until only one player remains.

An adaptation of this game eliminates the need for chairs. Play a tape of music with which students are familiar. When the music stops, all students must freeze in position. Randomly point to a student. He or she must sing or say the next word in the song. If the student responds correctly, he or she points to another student to continue, then sits Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien


http://www.night.net/christmas/poems12.html-ssi

Global Education

Primary School

- 57 -

down on the floor. Each student who can correctly sing or say the next word in the song when called upon may sit down. Those who cannot are out.www.theholidayzone.com/christmas/cgames.html

M:1. Zahlen von 0-8 an die Tafel – zwei wegnehmen. Which number is missing?2. Kinder in zwei Gruppen stehen mit dem Rücken zur Tafel. L nennt eine Zahl zwischen 0 und 8- welches Kind streicht zuerst die richtige Zahl durch.3. Backwriting:Eine Zahl zwischen 0 und 8 auf den Rücken des Vordermanns schreiben. Kinder sagen die Zahl auf Englisch.

ME: „Father Christmas, father Christmas where are you, where are you?Stuck up in the chimney, stuck up in the chimney, stuck up in the chimney? Ding, dang, crash! Ding dong crash!” (nach Frere Jacques!)

BE:GiftboxesViele Ideen:www.enchantedlearning.com/crafts/christmas/

LÜ:Sun and Snow(a winter adaptation of "Red Light, Green Light")One player serves as the weatherperson, keeping his or her back to the other players. All other players stand behind a set line. When the weatherperson calls "Sun," other players race toward the weatherperson. When the weatherperson calls "Snow!" other players must freeze instantly. As soon as the weatherperson calls "Snow," he or she spins around to look out the other players. Anyone who moves must return to the start line. The weatherperson tooks away from the other players again and calls "Sun" or "Snow." The first player to tag the weatherperson becomes the next weatherperson

Christmas CirclePlayers form a large circle with one player in the middle. Players on the outside skip around the circle singing "We Wish You a Merry Christmas" while the player in the middle stands motionless. When players sing the word "Christmas," the circling players rush to sit down while the player in the middle runs to the edge and tries to tag another student before he or she can sit down.www.theholidayzone.com/christmas/cgames.html

Fuchs in den BauParallelslalomAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

http://www.theholidayzone.com/christmas/cgames.html

http://www.enchantedlearning.com/crafts/christmas/

http://www.theholidayzone.com/christmas/cgames.html

Global Education

Primary School

- 58 -

Leitern

17. WocheEin neues Jahr hat begonnen

A new year has begun

SUCulture

andScience

Month of the yearRhymeThe story of the snowman

MaMathematics

RhymeCancel outBack writing

Me MusicI like the seasons

Be Arts Jahreskreis zum Reim

Lü Physical EducationWho is afraid of Jimmy Tall?Ballübungen


Global Education

Primary School

- 59 -

Classroom Phrases:A happy new yearThe months of the yearLook at this!What month is it? It is…What can you see? I can see…Close your eyes! Be quiet! Imagine…Which colours can you see?Count forwards from 1 to 10Count backwards from 10 to 0Doing simple addition sums in English.

SU:Month of the year1. Kalenderblätter mit “typischen” Motiven für die einzelnen Monate einzeln vorzeigen, besprechen – den englischen Monatsnamen vor-, nachsprechenIm Laufe der Woche alle 12 Monate durch besprechen, die Namen wiederholen.2. Spiel: 1 Monatskärtchen hochheben: „Is it January! „Yes/No“ What month is it?Kinder spielen es alleine, in Paaren3. Die Bilder der bereits gelernten Monate an die Tafel – alle Kinder schauen genau hin-schließen kurz die Augen (Lehrer nimmt 1 Bild weg) Which month is missing?

4. Jahreszeiten besprechenRhyme dazu:Spring is showery, flowery, bowerySummer is hoppy, croppy, poppyAutumn is slippy, drippy, nippyWinter is breezy, sneezy, freezy

Four SeasonsWinter, spring,Summer, fallThere are four seasons.I know them all.Winter is a time for snowSpring is when the tulips growSummer is when I wear short sleevesFall is when I rake the leaves.


Global Education

Primary School

- 60 -

by Vera Trembach

www.earlyliterature.ecsd.net/seasons_general.htmwww.hintsandthings.co.uk/nursery/rhymes6.htm auch Rhymes zu den Wochentagen

M1. Rhyme:1,2,3,4,5, once I caught a fish alive.6,7,8,9,10 then I let it go again.Why did you let it go?Because it bit my finger so.Which finger did it bite?This little finger on the right.Geschichte mit Bildern an die Tafel auf Deutsch erzählen, langsam den englischen Reim dazu.

2. Cancel outsiehe vorige Wochen

3. Einfache Additionen auf Englisch

ME:I like the seasons

BE:Winter! Christmas and snowSpring! All flowers growSummer! Fun in the pool!Autumn! Let´s go to school

Jahreszeitenkreis zu den Jahreszeiten einzeichnen lassen – das im Reim Gesprochene hineinzeichnen lassen.

LÜ:1. „Wer hat Angst vorm schwarzen Mann“ „Who is scared of Jimmy Tall?“ – „Nobody!“„What are you doing when I´m coming?” “Running away”2. Redewendungen zu Ballübungen „Touch the red ball““Throw the ball”“Put the ball – near the wall, under your foot, in your left hand…”Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

http://www.hintsandthings.co.uk/nursery/rhymes6.htm

http://www.earlyliterature.ecsd.net/seasons_general.htm

Global Education

Primary School

- 61 -

18. WocheHast du auch keine Zeit?

Time

SUCulture

andScience

Uhr bastelnÜbungen mit der ZeitDays of the week


Global Education

Primary School

- 62 -

MaMathematics

Counting RhymesListen and drawBingoAddition and Subtraction to 10

Me MusicI get up at 6 o´clock

Be Arts Uhr basteln

Lü Physical EducationSpiele

SU:1. Eine Uhr basteln, anmalencut out the clock...Colour the…Glue the…

2. Übungen mit der Zeit:What time is it?Die Uhr auf eine bestimmte Zeit stellen lassen.L: „What time is it?“KK: “It´s 8 o´clock

3. Verschiedene Uhrzeiten an die Tafel pinnen.Auf die Zeiten zeigen und fragen:L: „What time is it?Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 63 -

KK: “It´s … o´clock”.Schüler nehmen die Lehrerrolle ein, fragen andere Kinder

4. Poem:„Tick-tock-tick-tock,listen to the clocktick-tock-tick-tocklisten to the clock“What´s the time?”A: “It´s 4 o´clock”

Monday aloneMonday alone,Tuesday together,Wednesday we walkWhen i's fine weather,Thursday we kiss,Friday we cry,Saturday's hoursseem almost to fly.But of all the days in the week, we will call.Sunday the rest day, the best day of all.

5. Yes/No cardsThe teacher shows the time on the watch and says the right or the wrong time. The pupils raise their “yes/no” sticks.

M:1. Rhyme1,2,3,4!Come in please and shut the door!5,6,7,8!It´s time for school your´re very late!9,10,9,10!Don´t be late for school again!

The Faces Of The ClockThe Big Hand is busyBut the Small Hand has power.The large one counts the minutes.But the Little One names the hour.


Global Education

Primary School

- 64 -

When both Hands stand at the top together,It's sure to be Twelve O'clock. But whetherThat's twelve at noon or twelve at nightDepends on if it's dark or light.www.atozkidsstuff.com/time.html und andere Ideen!

ME:Days of the weekThe “seven days make a week song”Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, seven days make a week,begin again on Monday.

Happy DaySung to: "Happy Days theme song"Sunday, Monday ..Happy days,Tuesday, Wednesday.. Happy Days,Thursday, Friday,.. Happy Days,Saturday-y-y,What a day-y-y,Groovin All week with you!!!! ( we twist down to the floor and back up while singing this part)Oooooooooooooooo!!!!!www.preschooleducation.com/scalendar.shtml Viele einfache Lieder!

Hickory, dickory dockOne child plays a constant tick-tock in a steady beat on a hollow wooden instrument. When the costumed mouse runs up the clock, which could be represented by stairs with a clock face on top, another child does an upward gliss on a xylophone. When the clock strikes one, a child clashes a cymbal or other loud ringing sound. When the mouse runs down, gliss downward on the xylophone. home.earthlink.net/~debrajet/preschool2.html

Hickory dickory dock.The mouse ran up the clock.The clock struck one,The mouse ran down.Hickory dickory dock.


http://home.earthlink.net/~debrajet/preschool2.html

http://www.preschooleducation.com/scalendar.shtml

http://www.atozkidsstuff.com/time.html

Global Education

Primary School

- 65 -

BE: Uhr basteln

19. WocheWinterkönig und Schneeprinzessin

Seasons/Winter

SUCulture

andScience

Wh: The sesonsThere are 4 ladiesThe seasons song

MaMathematics

Odd and even numbersZahlennachbarnUhrzeit wiederholenAdd. und Sub. im ZR.

Me Music“I like the seasons”

Be Arts Drawing a snowman

Lü Physical EducationBewegungsspiele1,2,3 come with meZipp-zappGames


Global Education

Primary School

- 66 -

SU:

1. Story about the 4 Seasons

Number one is Mrs. Winter, Mrs. Winter is number one.She says it´s cold, it´s cold, it´s so cold.She says it´s cold, it´s cold, it´s so cold.

Now, Mrs. Winter has 4 children, 4 children has Mrs Winter:December, January, February, MarchA part of Dezember and a part of March

Number two is Mrs Spring, Mrs Spring is number two.Flowers, flowers, beautiful flowersFlowers, flowers, beautiful flowers

Now Mrs Spring has 4 children, 4 children has Mrs SpringMarch, April, May, JuneA part of March and a part of June.

Number three is Mrs Summer, Mrs Summer is Number threeIt´s hot, it´s hot, it´s so hotIt´s hot, it´s hot, it´s so hot

Now, Mrs Summer has 4 children, 4 children has Mrs SummerJune, July, August, SeptemberA part of June and a part of September

Number four is Mrs Autumn, Mrs Autumn is Nr. 4Leaves, leaves, the leaves are fallingLeaves, leaves, the leaves are falling

Now, Mrs Autumn has 4 children, 4 children has Nr. 4September, October, November, DecemberA part of September and a part of December

1. Rhyme:Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 67 -

Winter! – Christmas and snow.Spring! All flowers grow.Summer! Fun in the pool.Autumn! Let´s go to school.

Dazu Gebärden: 1. Christbaum in die Luft zeichnen, Schneeball werfen2. Blume mit den Händen wachsen lassen, daran riechen3. Schwimmübungen machen4. Schultasche umhängen

Wenn der Reim gut geübt wurde, nennt der L ungeordnet Beschreibungen der Jahreszeiten – KK sagen die entsprechende Jahreszeit und umgekehrt.

2. I'm a Friendly Snowman by Shel Silverstein I'm a friendly snowman, big and fat, (Stretch arms out at sides.) Here is my tummy and here is my hat. (Point to tummy, then top of head.) I'm a happy fellow, here's my nose, (Smile, then point to nose.) I'm all snow from my head to my toes. (Point to head, then to toes.) I have two bright eyes so I can see (Point to eyes.) All the snow falling down on me. (Flutter fingers downward.) When the weather's cold I'm strong and tall, (Stand up tall.) But when it's warm I get very small. (Crouch down low.) 3.I Built a Little Snowman I built a little snowman. (make circle with hands) He had a carrot nose. (point to nose) Along came a bunny. (hold up to bent fingers) And what do you suppose? That hungry little bunny, (make bunny again) Looking for his lunch, (hop bunny around) Ate the snowman's nose. (pretend bunny is eating nose) Nibble! Nibble! Crunch! (pretend to be eating a carrot) 4. Melting Snowmen


Global Education

Primary School

- 68 -

Here's a snowman round and fat; (make circle with arms) Out comes the sun and melts his hat. (touch head) Here's a snowman with a scarf of red; Out comes the sun and melts his head. (touch head) Here's a snowman, fit as a fiddle; Out comes the sun and melts his middle. (touch stomach) Here's a snowman who waits for dawn; Out comes the sun and he's all gone! 5. Pin The Nose On The Snowman Ein Schneemannbild wird an der Tafel befestigt. Ein Kind muss mit verbundenen Augen versuchen, dem Schneemann die Nase (Bild einer Karotte) an die richtige Stelle zu heften

www.expage.com/page/alphabetacrossamericaletter19S4www.englishbox.dewww.pickens.k12.sc.us/hesteachers/laboonac/web%20pages/winter_poems.htmteachingheart.net/snowmentheme.html

BELet's build a snowman Die Kinder bauen einen Schneemann und lernen dabei folgende Wörter:snowman, body, head, hat (oder cap), scarf, buttons, broomstick, nose, (carrot), …. Dazu passt das indoor game "Snowman Fashion Show" Die Schüler erhalten ein Blatt mit einem Schneemann und malen den Schneemann nach Diktat des Lehrers aus: He is wearing a red scarf. He has a brown cap. His middle section is green. He has four yellow buttons usw. Variante: Die Schüler malen den Schneemann nach eigenen Vorstellungen aus und beschreiben ihn dann : My snowman has a blue scarf and a red cap and....

LÜ:Snowball On A Spoon Zwei Kinder erhalten einen weißen Styroporball auf einem Löffel. Diesen müssen sie – ohne dass er herunterfällt – durch einen aufgebauten Parcour zum Ziel tragen, und zwar möglichst schnell. Startaufforderung: Ready – steady - go! Schöner ist das Spiel natürlich, wenn man es draußen mit echten Schneebällen spielt. Snowball Shoot Die Kinder werfen Schneebälle in einen Korb. Von zwei gebildeten Teams gewinnt


http://www.pickens.k12.sc.us/hesteachers/laboonac/web%20pages/winter_poems.htm


http://www.expage.com/page/alphabetacrossamericaletter19S4

Global Education

Primary School

- 69 -

dasjenige, das in einer bestimmten Zeit die meisten Schneebälle in den Korb gebracht hat. Anschließend werden die Bälle auf Englisch gezählt. www.englishbox.de

ME:1. Dance Like Snowflakes (Melodie: “Where is Thumbkin?”)

Dance like snowflakes, Dance like snowflakes, In the air. In the air. Whirling, twirling snowflakes, Whirling, twirling snowflakes, Here and there. Here and there. 2. Snowflakes (Meodie: Twinkle, Twinkle, Little Star) Snowflakes, snowflakes, dance around, Snowflakes, snowflakes, touch the ground. Snowflakes, snowflakes, in the air. Snowflakes, snowflakes, everywhere. Snowflakes, snowflakes, dance around, Snowflakes, snowflakes, touch the ground

3. I'm A Little Snowman (Melodie: I´m A Little Teapot”) I'm a little snowman, Short and fat. Here are my buttons, Here is my hat. When the sun comes out, I cannot stay. Slowly I just melt away. 4. Build A Snowman (Melodie: (“Where is Thumbkin?”) Build a snowman, build a snowman, Big and round, big and round, Sun is shining on him Sun is shining on him He's all gone, he's all gone. Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien


Global Education

Primary School

- 70 -

5.Build a Snowman (Melodie: "Oh My Darling Clementine")Build a snowman,Build a snowman,Build a snowman,Big and round.Shape three snowballs, different sizesStack them tall, then add a face.

Dress the snowman,Dress the snowman,Dress the snowman,Big and round.Dress him in last winter's clothes,Tie his scarf and add a cap.

When the sun,When the sun,When the sunShines so bright,Watch him melt and disappearNever to return again.

Save his clothes,Save his clothes,Save his clothes,Don't throw them out!Soon the snow will fall again.Another snowman will be born

The Winter Pokey (Melodie: "The Hokey-Pokey")You put your right mitten in,You take your right mitten out.You put your right mitten in,And you shake it all about.You do the winter pokey, [shiver]And you turn yourself around.That's what it's all about!

You put your left mitten in....You put your right boot....You put your left boot....You put your long scarf in....You put your warm cap in....Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 71 -

You put your snowsuit in....

Winter sites

www.mrsjones.org/themes/winter.htmlwww.preschooleducation.com/swinter.shtmlwww.geocities.com/soogal99/wintersongs.htmlwww.preschoolexpress.com/music_station.shtmlwww.preschoolrainbow.org/preschool-winter.htmwww.atozteacherstuff.com/themes/winter.shtml

20. WocheTelephoning, Numbers

SUCulture

andScience

TelephoningMelden mit NummernNach dem Befinden fragenJemanden einladen

MaMathematics

Add. und Sub. im ZR.Number Snake

Me MusicTen little Indians

Be Arts Paint a number man

Lü Physical EducationNumber race


http://www.atozteacherstuff.com/themes/winter.shtml

http://www.preschoolrainbow.org/preschool-winter.htm

http://www.preschoolexpress.com/music_station.shtml

http://www.geocities.com/soogal99/wintersongs.html

http://www.preschooleducation.com/swinter.shtml

http://www.mrsjones.org/themes/winter.html

Global Education

Primary School

- 72 -

Classroom PhrasesTake the telephone!Now dial the number!Now the telephone rings!Speak up, please!Well done!What´s your telephone number?Let´s call…

SU:1. Wh der Zahlen 1-10Arbeitsmaterial 2 Telephonapparate, ArbeitsblattLehrer sagt vierstellige Telephonnummer, Schüler suchen die entsprechenden Telephonapparate auf ihrem Arbeitsblatt 2. Erarbeitung: Melden mit Nummer, Begrüßen am Telephon, Erklärung 0 =OEinige Kinder schreiben ihre Telephonnummer an die Tafel.Zuerst Lehrer, dann Kind ruft an und spricht beim Wählen die Ziffern laut dazu. Die anderen Kinder müssen aufpassen, ob ihre Nummer gewählt wird.Kind meldet sich mit der Nummer:

1-2-3-4-5-61-2-3-4-5-6Hello Susan, this is Ann!Hello Ann!Bye, bye

3. Nach dem Befinden fragen1-2-3-4-5-61-2-3-4-5-6Hello Susan, this is Ann!Hello Ann! How are you?I´m fine, thanks! And how are you?I´m fine, too, thanks!Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 73 -

I´m not very well, I´m ill!I´m sorry.Bye, bye.

4. Jemanden einladen1-2-3-4-5-61-2-3-4-5-6Hello Susan, this is Ann!Hello Ann!Can you come to me?When?At 4 o´clock!Well!Fine, bye, bye!Bye, bye!

M:1. Puzzle:Plan und Puzzleteile für jedes Kind, 2 SpielwürfelL: „Here is a funny man and a puzzle of the funny man. Throw both dices.Add both numbers.Find the correct puzzle piece and put it on the funny man!”Immer 2 Kinder arbeiten zusammen.Sieger ist, wer als erster sein Puzzle aufgelegt hat.

2. Numbers Snake1 Spielplan pro Gruppe, 1 WürfelZahlen von 1-10 Addieren, SubtrahierenKind 1 würfelt und rückt um die Augenzahl vor. Er liest die Rechnung auf Englisch vor, rechnet aus und rückt auf das entsprechende Ergebnisfeld vor.Dann kommt der nächste dran. Sieger ist, wer als erster im Ziel ist.

ME:“10 little Indians”

BE:

Paint a numbers manNur aus Zahlen einen lustigen Mann zeichnenAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 74 -

LÜ:Numbers race:Gruppen von 4-8 Spielern werden gebildet. KK stehen hinter einer Linie und zählen durch. L ruft eine Zahl, z.B. 2 Alle Spieler mit der Nr. 2 laufen so schnell sie können zum anderen Turnsaalende und wieder zurück. Wer zuerst auf seinem Platz steht, hat für seine Mannschaft einen Punkt erzielt.Gewonnen hat die Mannschaft mit den meisten Punkten.

21. WocheManchmal wär ich gern

Party time


Global Education

Primary School

- 75 -

SUCulture

andScience

FaschingsbilderRhymeKreisspiele

MaMathematics

Rechnen mit StiftenHow many can you see?Zahlenkette

Me MusicIf you´re happy

Be Arts Maske bemalen

Lü Physical Education

Classroom PhrasesJust a moment, please!Here you are. Would you like…Sorry, there is no …left.Could you bring me?That was very nice! Well done!

SU1. 4 Faschingsbilder an die Tafel hängenAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 76 -

princess, sheriff, ghost, clowndaneben die Zahlen 1,2,3,4,5L: „princess, sheriff, ghost and clown“macht dazu die pantomimischen Bewegungen.Princess: ein imaginäres Kleid hochhalten, Krone andeutenSheriff: breitbeinig hinstellen, die Daumen beider Hände in den Gürtel steckenghost: lauf „Huhu“ schreienclown: Mund und Ohren optisch mit den Händen verlängern!KK sprechen nach, zeigen mit

2. L spricht Reim:„Princess, sheriff, ghost, and clown.1,2,3,4,5, sit down.”Die Zahlen mit den Fingern einer Hand mitzeigen.Den Reim mit den Kindern in verschiedenen Lautstärken sprechen. Immer leiser werden, schließlich nur mehr flüstern.

3. KreisspielSesselkreis. Alle Kinder stehen. L geht in der Mitte herum, zählt den Reim aus.Bei „down“ muss sich das Kind, auf das gezeigt wird, hinsetzen.Beim Sprechen des Reimes sprechen alle KK mit. Wer als Letzter übrig bleibt, darf beim nächsten Mal auszählen.

Variante: auch 2. Strophe dazu:„Princess, sheriff, ghost, and clown,5,6,7,8 sit down.”Beide Reime hintereinander im Spiel verwendenEventuell Arbeitsblatt entwerfen, auf dem die KK mitzeigen können.

M:1. KK legen 10 Buntstifte vor sich auf den Tisch.L sagt auf English eine Zahl, z.B. 6 und die KK heben die Zahl Stifte hoch.2. L nimmt 5 Stifte in die Hand, zeigt sie den KK und fragt: „ How many?“KK rufen die richtige Zahl auf Englisch heraus.3. Je 3 Kinder stehen vor der Tafel. L nennt dem mittleren Kind eine Zahl.Ein Kind rechts sagt den Vorgänger, das andere Kind den Nachfolger.

BE: Gesicht wird aufgezeichnet. Maske wird kopiert, Augen und Mund ausschneiden, mit Wolle Haare aufkleben lassen, bemalen, an den Seiten Löcher in die Maske bohren, Gummifaden befestigen.L: „Take the copy of the mask. Put some glue on it and stick it on the paper.Colour the face. Cut out the mask.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 77 -

Cut out the eys and the mouth. Cut out the nose on two sides and fold it like this.Take some wool and glue it on the mask. Now we have got hair. Now put the mask on.

Me:If you´re happy

If you're happy and you know it, clap your hands! (clap!) (clap!)If you're happy and you know it, clap your hands! (clap!) (clap!)If you're happy and you know it, and you really want to show itIf you're happy and you know it, clap your hands! (clap!) (clap!)

If you're happy and you know it, stomp your feet! (stomp!) (stomp!)If you're happy and you know it, stomp your feet! (stomp!) (stomp!)If you're happy and you know it, and you really want to show itIf you're happy and you know it, stomp your feet! (stomp!) (stomp!)

If you're happy and you know it, shout Hooray! (hoo-) (ray!)If you're happy and you know it, shout Hooray! (hoo-) (ray!)If you're happy and you know it, and you really want to show itIf you're happy and you know it, shout Hooray! (hoo-) (ray!)

1. Blink your eyes - Blink Blink 2. Nod your head, Nod Nod 3. Tap your toes, Tap Tap 4. Stretch up high - Stretch Stretch 5. Sing a song - Sing a Song


Global Education

Primary School

- 78 -

22. WocheDein Körper ist ein Wunderding

My body

SUCulture

andScience

Playing with dicesSimon saysRepeating parts of the body

MaMathematics

ZahlenmännchenZahlenelefanten zeichnen

Me MusicWh: “ If you are happy”“Head and shoulders”“Teddy bear, teddy bear”

Be Arts Colouring the body

Lü Physical EducationBerührungsspieleGood ghost


Global Education

Primary School

- 79 -

Classroom phrases:Take the body, take the eyes…

Su:1. I’m a robot - Einführung der Körperteile Ausgehend von den grundlegenden geometrischen Formen Rechteck, Dreieck, Quadrat und Kreis, die im Mathematikunterricht untersucht werden, sollen die SchülerInnen einen Roboter herstellen. Die mathemathischen Formen werden in verschiedenen Größen aus buntem Tonpapier ausgeschnitten und auf den Boden gelegt. An der Wand hängt ein großes leeres Plakat zum Aufkleben. Die SchülerInnen erhalten vom Lehrer folgende Information: L: Let’s make a robot with these forms Die Kinder vermuten, was robot bedeutet. Die Ähnlichkeit des englischen mit dem deutschen Wort wird sie schnell auf die richtige Spur bringen. Danach legen sie die einzelnen Körperteile auf den Boden, bis der Roboter fertig ist. Während der Tätigkeit nennt der Lehrer die ausgelegten Körperteile: L: This is the head. This is the arm. This is the hand. usw. Die Schüler wiederholen die Sätze. Wenn der Roboter fertig gelegt ist und für gut befunden wird, kann er auf das leere Plakat an der Wand aufgeklebt werden. Der Lehrer/Die Lehrerin wiederholt dabei die neu eingeführten Vokabeln: L: (name), take the head. (Schüler klebt Kopf auf). (name), take the neck. (Schüler klebt Hals auf) usw. Auf einem Arbeitsblatt erhalten alle SchülerInnen die geometrischen Formen, um daraus ihren individuellen Roboter auszuschneiden und zu gestalten. Während der Bastelphase sollte der Lehrer/die Lehrerin die Kinder wiederholt fragen: „What’s this?“ und dabei auf einen Körperteil zeigen. Viele Kinder werden sich wegen der Ähnlichkeit vieler englischer und deutscher Begriffe (z.B. arm - Arm, hand - Hand, foot - Fuß) an die neuen Wörter erinnern. Im weiteren Verlauf der unterrichtlichen Arbeit können diese englischen Körperteile in vielfältiger Weise geübt werden. Diese Übungen beziehen alle Fächer mit ein. www.englishbox.de



Global Education

Primary School

- 80 -

2.Simon says Die SchülerInnen dürfen die Anweisungen, die der Lehrer/die Lehrerin gibt, nur befolgen, wenn dem Befehl der Ausdruck „Simon says“ vorangestellt wird. L: Robot, lift your right arm (Schüler reagieren nicht) L: Simon says: Robot, lift your right arm (Schüler heben den rechen Arm) Je schneller die Anweisungen gegeben werden, umso mehr gewinnt das Spiel an Spannung, vor allem dann, wenn eine Anweisung falsch oder ohne „Simon says“ ausgeführt wird und der Roboter dann ausscheiden muss. 3.Good morning, robots Alle SchülerInnen spielen einen Roboter und führen die Anweisungen des Lehrers/der Lehrerin ruckartig aus, wobei sie die Anweisungen stakkatohaft nachsprechen. L: Good - mor - ning - ro - bots! S: Good - mor - ning - ro - bots! L: Nod - your - head! S: Nod - your - head! L: Stamp - your - feet! S: Stamp - your - feet! L: Lift - your - arms! S: Lift - your - arms! Die Erweiterungen sind in diesem Spiel unerschöpflich (clap your hands, touch your nose etc.). 4. „Look at me! These are my eyes”KK wiederholenL: “Look at me! This is my nose”mit allen Körperteilen durchspielen

5. Wiederholen der Farben:L: „ My eyes are brown. What colour are your eyes?”K fragen weiter

6. Zu zweit aufstellen lassen: Line up two by twoTurn face to faceNose to nose, Ear to earKnee to knee…

7. Body partsPreparation: an inflatable dice


Global Education

Primary School

- 81 -

This is the perfect game to play after you have taught the song "Head and Shoulders” But the it can be used in a variety of other ways for learning other vocabulary!

Make sure the kids remember the words for parts of the body (head, eye, ear, mouth, nose, arm and leg) and then... 1. Split the class into 6 teams. If they are in columns of desks then saying the left had column is team 1, the next team 2 etc. is usually the best.

2.On the board draw 6 limbless, featureless faces and bodies.

3. Tell the front person in each group to stand up.

4. You then ask the kids who are stood up a question. The quickest one to answer is the winner.

5. The winner rolls the inflatable dice.

6. If they get a "1" they can draw an eye on their team's face. If they have a "2" they can draw an ear. Similarly,"3" is a nose, "4" is a mouth, "5" is an arm and "6" is a leg.

7. But each team can only have one nose, one mouth, and two each of the ears, eyes, arms and legs. For example if your team has already 2 arms, and you roll another number "5" then that go is a "pass" because you can't add another arm! This really helps the weaker teams catch up (and sometimes win!!!)

8. The next person in each group stands up and repeat from step 4

9. The winning team is the first team to get 2 eyes, 2 ears, 1 nose, 1 mouth, 2 arms and 2 legs. If you run out of time then the team with the most features is the winner!www.genkienglish.net/bodybuild.htm

Story tellingBaby Bird "Here's a baby birdie, he's hatching from his shell." (on floor on hands and knees, head down between arms) "Out comes his head," (pop head up) "And then comes his tail."


http://www.genkienglish.net/bodybuild.htm

Global Education

Primary School

- 82 -

(get up on knees, as if to put tail in the air) "Now his legs he stretches," (stand all the way up) "His wings he gives a flap." (flap arms with elbow bent like wings) "Then he flies, and flies, and flies, now what do you think of that?" (move around the room flapping arms) "Down, down, down, down, down, down, down, down." (spin around and around and around the room) "BOOM!" (fall to the ground)(By Pam Beall)

Billie Bird - Learning About a Bird's Body By - Amanda Thompson Preparation:The teacher should have a large drawing of a bird available to write on. Materials Needed:Drawing PaperPencils and Crayons Procedure:Part One1. Have the class sit in a circle in an open area of the classroom. Show the poem "Billie Bird" to the class and read it to them.2. Ask the class to recall the different parts of Billie Bird’s body that the poem talked about (feathers, beak [also called a bill], feet, tail, head, crown, and wings). As they do this, show them the picture of the bird.2. Explain that this poem has movements in it that the class is going to act out. Read through the poem again, slowly, and explain each movement to the students.4. Read through the poem again, this time having the students act it out.Part Two1. When the students return to their seats, distribute pieces of white drawing paper and give students access to crayons and pencils. 2. Instruct the students to draw a bird on the paper.HERE IS THE POEM: Billie Bird woke up one morningWhen the sun was nice and bright.When she ruffled up her feathers She was really quite a sight She opened up her orange beakAnd let out a big "tweet-tweet"Then she hopped out of her nestOn her tiny bird feet. She twitched her tail back and forthAnd looked up on her head.Then she smoothed the feathers on her crown"Now I look great!" She said. She was ready for a brand new dayAnd there was very much to do.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 83 -

So she spread her two big brown wingsAnd then - away she flew!! HERE ARE THE MOVEMENTS (FIT IN TO THE CORRECT PLACES IN THE POEM) Students "ruffle their feathers"Students make a beak with their hands and make a tweeting noiseStudents hop around on their tip toesStudents make a tail with their handsStudents look on their headStudents smooth down their "crowns" on the tops of their heads.Students spread their wings and go for a little flight!

ReimeLittle robot Touch your nose, - Nase berühren touch your ear, - Ohr berühren little robot, - auf einen Partner zeigen please come here - mit der Hand zu sich winken Touch your toe, - Zeh berühren touch your head, - Kopf berühren little robot, - auf einen Partner zeigen go to bed, - gefaltete Hände an die Wange legen und Augen schließen Robots A head, a neck, a mouth, a nose: I’m a robot. my name’s Rose

Two eyes, two ears, two arms, two legs: I’m a robot. my name’s Max.

ME I have 10 little fingers and 10 little toes hold up ten fingers Two little arms and one little nose raise arms and then point to nose One little mouth and two little ears point to mouth and ears Two little eyes for smiles and tears everyone smile One little head and two little feet Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

2 2 2 2

- 84 -

shake head and feet One little chin; that's ME, complete! hold up arms

M:Zahlenmännchen zeichnenThe head is number 9A leg is number 2 Draw 4 legs!The tail is number 1The teeth are number 1, too.

The man is number 8The hat is number 1 and number 3The legs are number 1The arms are number 1, too

BE:Zeichenspiel:dreigeteiltes gefaltetes Blatt PapierK1 zeichnet auf den ersten Streifen „head“ und faltet dieses nach hinten, so dass K2 nicht sieht, was es gezeichnet hat.K2 zeichnet nun „arms and hands“ und faltet seinen Streifen wieder um. (den Körper vorher vorzeichnen)K3 zeichnet „legs und toes“ und öffnet zum Schluss das entstandene Bild AusmalbildKasperlNach Ausweisungen anmalen lassenL: „ Colour the nose red.“ …

Body Outlines by Debbie Haren, Preschool TeacherStudents make life-size body outlines to learn the parts of the body.Materials: large sheets of butcher block paper (child-sized)crayons black permanent markerActivity: Have each child lay down on a piece of butcher block paper. Tell them you are going to draw the outline of their body. Use the permanent marker. Then, have the children use the crayons to colour their outfits on to their body that they are wearing, such as blue shorts and a blue & red shirt. This will let the kids know whose body is whose!Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

9

Global Education

Primary School

- 85 -

Now have the children tell you what each part is: such as their legs, arms, mouth, nose, eyes, etc. Have the children add and colour their hair, eyes, mouth, ears, shoes, etc.When they are all done it is really neat to display them taped up in the room. The kids love to show people which one is themFür mutige Lehrer:Water Sprinkler Body Paint

1/2 cup Non-irritating baby shampoo tsp to tbsp powdered tempera paintmargarine container

In the margarine container, mix together the shampoo and tempera to make a colored mixture.Repeat recipe with different coloursLet children rub this onto their legs and arms.Comes off easily running through the sprinklersKeep off face and hair as the tempera paint can burn the eyes a bitwww.dltk-kids.com/crafts/recipes/body_paint.htm

Monster Drawing Game

After you have taught the song "Heads and Shoulders" (Heads and shoulders knees and toes, knees and toes etc.) and the colours then try this game.

Each child has a blank piece of paper and lots of colouring pens. You then describe a monster that the kids have to draw. For example you say "This Monster has 3 RED HEADS" then perhaps "This Monster has 5 PURPLE EYES".

It calms the kids down! If some of them don't seem so keen then tell them they are designing a new Pocket Monster!!! They'll be interested then!!!!www.genkienglish.net/monster.htm

Body Snap

Ziel: Teile des Körpers benennenMaterial: kopiertes Arbeitsblatt pro KindWortschatz: arm, leg, foot, hand, eye, nose, mouth, earZiel des Spieles: Wer kann als erster Snap ausrufen, wenn zwei gleiche Bilder erscheinen

Die Kinder bekommen das Arbeitsblatt und schneiden die Karten aus. Sie mischen die Karten und jeder nimmt sich 16 Karten. Die Karten werden mit den Bildern nach untern auf einen Stapel gelegt.


http://www.genkienglish.net/monster.htm

http://www.dltk-kids.com/crafts/recipes/body_paint.htm

Global Education

Primary School

- 86 -

Das erste Kind nimmt sich eine Karte, dreht sie um und benennt das Bild. Das selbe macht das zweite Kind. Wenn beide Kinder das selbe Bild umgedreht haben, muss schnell z.B. hand Snapausgerufen werden. Wer zuerst ausgerufen hat, gewinnt die Karten und gibt sie unter seinen Stoß. Wenn die Karten nicht passen, wird solange weitergespielt, bis welche passen. Der erste, der Snap ausrufen kann, darf sich alle Karten von der Mitte nehmen. Wird einmal falsch ausgerufen ( falsches Wort...), darf sich das andere Kind die Karten nehmen.

Der Spieler, der alle Karten hat, hat gewonnen. Da das Spiel ziemlich lange dauern kann, kann man auch ein Zeitlimit vereinbaren. Danach werden die Karten gezählt, der Spieler, der die meisten Karten hat, hat gewonnen.

LÜ:BerührungsschlangeK: “ Ivo, touch my right arm.”Ivo; „Cara, touch my head“ ... (Eine Schlange wird gebildet)

Good Ghost:Kind hält die Hand auf die Stelle, wo es vom Fänger getroffen wurde und bleibt stehen. Erlöst kann es vom Good Ghost werden, wenn es die Körperteile auf English sagen kann.

Me:Head and shoulders knees and toes

, , and

and,

, , and


Global Education

Primary School

- 87 -

and ,

, and and ,

, , and ,

and, Ankles, elbows, feet and seat, feet and seat,Ankles, elbows, feet and seat, feet and seat,And hair and hips and chin and cheeks,Ankles, elbows, feet and seat, feet and seat

Bugs(tune: For he's a jolly good fellow)My head is starting to wiggle;My head is starting to wiggle;Around and around and around.(Repeat, substituting thorax and abdomen.)Last verse:My six legs are starting to wiggle;My six legs are starting to wiggle;My six legs are starting to wigglearound and around and around.

Oliver Twist

Oliver Twist, Twist, Twist(twisting body around left and rightAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 88 -

with arms bent close to body)

Can do this, this, this(index finger and right hand extendedas if saying "no, no, no", pointing)

*Touch his nose, nose, nose(touching nose with finger)

*Touch his toes, toes, toes(bending over and touching toes)*Repeat this section, then ask a child for another part of the body and sing through again, adding each part suggested by children each time (at the end of the chorus/song) until you or the kids cannot remember the order anymore.

23. WocheBald geht´s dir wieder gut

Diseases

SUCulture

andScience

Wh. parts of the bodyMy knee hurts!At the doctor


Global Education

Primary School

- 89 -

MaMathematics

Parts of the body

Me MusicI feel terribleThis is the wayThe human body

Be Arts colouring the doctors face

Lü Physical EducationRaise your handsThis is the Hokey Dokey!

Classroom PhrasesWhat´s the matter with you?You look ill! How are you?Are you fine?I´m not feeling good!I´m sick! My head aches…I´ve got a … What have you got?

SU:1. Flashcards with parts of the body on the board“Put picture of knee on the board and say: “My knee hurts”Alle Bilder werden an die Tafel gegeben. Dann kommt ein Kind heraus und sagt: „My finger hurts“. Ein anderes Kind muss auf das passende Bild zeigen.

2. What have I got?


Global Education

Primary School

- 90 -

Pantomime. Kinder müssen erraten, was mir weh tut. Sie müssen sagen: „Your knee hurts“

3.Simon saysSimon says my knee hurts. Kinder müssen auf das Knie zeigen.

Sketch:At the doctorA pupil comes to the doctor.Doc: “What´s the matter?”Patient: “My knee hurts”!Doc: “ No problem for the doctor”The doctor puts a bandage on the knee. Pupil limps to his seat.

Doc: “ Next one. Next one.”Doc: “What´s the matter?”Patient: “My eye hurts ”!Doc: “ No problem for the doctor” He puts something on his eye. Patient: “Thank you”Macht den Kindern viel Spaß, andere Kinder zu verarzten.

Rhyme:1.Touch your head Touch your toes Touch your knees Touch your nose

2. Head, toes, knees, nose (3mal)

3. Touch your knees and touch your toes.

1. again 2 mal

4. Stand up straight and count to 10 and touch your toes again.

GameFirst of all teach the names of various body parts and the phrase "Doctor, my ...... hurts!" e.g. "Doctor, my leg hurts!". The "Doctor, Doctor!" song is a great way of doing this. Then...

1. Split the kids pairs. One is the doctor, one is the patient.

2. Give each doctor a metre or so of toilet paper.


Global Education

Primary School

- 91 -

3. The teacher, or the students, choose a body part.

4. Everyone shouts out together "Doctor, Doctor my (body part) hurts!" e.g. if you chose "head", everyone would shout out "Doctor, Doctor my head hurts!".

5. Each doctor wraps their patient's corresponding body part!!

6. Patients and doctors exchange roles.

7.Repeat from 3www.genkienglish.net

Me:

Nose to Toes - The Human Body Tune: The Wheels on the BusThe brain on my head goes think, think, think,think, think, think,think, think, think,The brain in my head goes think, think, think,All day long.

The heart in my body goes thump, thump, thump,thump, thump, thump,thump, thump, thump,The heart in my body goes thump, thump, thump,All day long.

The stomach in my body digests my food,digests my food, digests my food, The stomach in my body digests my food,After I eat.

The lungs in my body breathe in and out,in and out,in and out,The lungs in my body breathe in and out,All day and night.

The skin on my body goes feel, feel, feelfeel, feel, feel,feel, feel, feel,


http://www.genkienglish.net/

Global Education

Primary School

- 92 -

The skin on my body goes feel, feel, feelAll day long.

Doctor, Doctor! Melodie by www.genkienglish.netby Richard Graham

Doctor, Doctor! My head hurts.Doctor, Doctor! My arm hurts.Doctor, Doctor! My leg hurts.Doctor, Doctor! My stomach hurts.

Are you OK?No, I’m not!Are you OK?Yeah, I’m OK!

Doctor, Doctor! My hand hurts.Doctor, Doctor! My foot hurts.Doctor, Doctor! My back hurts.Doctor, Doctor! My tooth hurts.

Are you OK?No, I’m not!Are you OK?Yeah, I’m OK!

This is the Way This is the way I wash my face.Wash my face.Wash my face.This is the way I wash my face.So early in the morning.This is the way I brush my teeth.Brush my teeth.Brush my teeth.This is the way I brush my teeth.So early in the morning.(other possible lines: comb my hair; say hello; ride a bike; read a book)

If You're Happy and You Know ItIf you're scared and you know it,Hide your eyes(Cover eyes with hands)If you're scared and you know it,Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 93 -

Hide your eyes(Cover eyes with hands)If you're scared and you know it,Then your face will surely show itIf you're scared and you know it,Hide your eyes(Cover eyes with hands)

If you're sad and you know it,Cry a tear(Bring fisted hands to eyes and say "Boo Hoo")If you're sad and you know it,Cry a tear(Bring fisted hands to eyes and say "Boo Hoo")If you're sad and you know it,Then your face will surely show itIf you're sad and you know it,Cry a tear(Bring fisted hands to eyes and say "Boo Hoo")

If you're angry and you know it,Stomp your feet(Stomp feet twice)If you're angry and you know it,Stomp your feet(Stomp feet twice)If you're angry and you know it,Then your face will surely show itIf you're angry and you know it,Stomp your feet(Stomp feet twice)

If you're happy and you know it,Shout "Hurray!"(Shout "Hurray!")If you're happy and you know it,Shout "Hurray!"(Shout "Hurray!")If you're happy and you know it,Then your face will surely show itIf you're happy and you know it,Shout "Hurray!"(Shout "Hurray!")


Global Education

Primary School

- 94 -

LÜ:1. Übung mit StockHands up! (Stock in die Höhe werfen)A shake a shakeA shakety shake(clap, clap)

Hands down!A shake a shakeA shakety shake(clap, clap)

To the back!To the front!To the side, side, side!

2. The Hokey Cokey

24. WocheFrühling

Springtime is coming


Global Education

Primary School

- 95 -

SUCulture

andScience

Wh WetterVerschiedene Blumen benennenTiere im FrühlingStory telling

MaMathematics

Me MusicSpring is here

Be Arts Daffodil

Lü Physical EducationThe weather gameFlower danceFlowers in the wind

Su1.Wiederholung WetterDie Kinder werden jeden Tag nach dem Wetter gefragt: What´s the weather like?“Pantomimisches Darstellen der einzelnen Wettererscheinungen

2.Wiederholung: SeasonsReimWinter! Christmas and snow.Spring! Flowers grow!Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 96 -

Summer! Fun in the pool.Autumn! Let´s go to school!

3.Einführung Frühlingsblumen Frühlingsblumen werden an der Tafel befestigt. L: Who can show me the yellow

flower. It´s called primrose.Das selbe mit: tulip, snowdrop, crocus, violet, hyacinth …

Kinder wiederholen die Namen der Blumen. L: Who can show me the crocus? usw. Memory: Bilder werden umgedreht. KK müssen immer zwei gleiche finden und den

Namen der Blume sagen

4.Flowers in the grass Als Vorbereitung haben die Schüler einen Blumenkopfschmuck aus Tonkarton in den verschiedensten Farben hergestellt . Der Lehrer/Die Lehrerin und die SchülerInnen spielen dieses Spiel gemeinsam, es kann aber auch ein Kind die Sprechrolle des Lehrers übernehmen. Die Kinder hocken sich zusammengekrümmt auf den Boden und haben die Köpfe gesenkt. L: Look outside! The sun is shining and the air isn`t cold any more. It`s getting warmer. Deep in the ground the flower bulbs feel the sun. (die Schüler beginnen sich langsam zu bewegen) L: The yellow flowers grow and grow. (Schüler mit gelben Hüten erheben sich langsam) L: They say "hello" to the sun. S: Hello, sun, here we are. (dabei strecken sie die Hände in die Höhe) L: Then the red flowers grow and grow. (Schüler mit roten Hüten erheben sich langsam und strecken nach und nach die Hände der Sonne entgegen) L: And they say "hello" to the sun. S: Hello, sun, here we are. L: Then the pink flowers grow and grow. usw. L: At last all the flowers are standing in the grass. They are all very happy. (Schüler hüpfen auf der Stelle und drehen sich im Kreis).


Global Education

Primary School

- 97 -

Dieses Spiel lässt sich beliebig erweitern mit vielen Farben oder mit den Namen der Blumen. www.englishbox.de

5.Flower Picture CollageObtain a catalogue for flowers... or an advertisement. You can either cut out the pictures of the flowers... or have your child cut them out. Tell your child the name of each flower in the pictures. (Optional) Ask your child to sort the pictures according to colour. (Optional) Then, ask your child which is their favourite. Have your child glue the pictures on a piece of paper for a flower collage.

6.Game: Bunch of flowers Dieses Reaktionsspiel ist eigentlich unter dem Namen "Obstsalat" oder "fruit salad" bekannt, aber man kann es genau so gut mit englischen Blumennamen spielen. Die Schüler sitzen im Stuhlkreis. Jedes Kind wählt einen von vier vorher bestimmten Blumennamen, z.B. crocus, daffodil, tulip, daisy. Ein Schüler steht in der Mitte des Kreises und ruft einen Blumennamen, z.B. "tulip". Alle Tulpen müssen nun die Plätze tauschen. Dabei versucht das Kind in der Mitte ebenfalls, einen Stuhl zu ergattern. Wer übrig bleibt, ist der neue "Ansager". Der Ansager kann auch zwei Blumennamen nennen, die dann die Plätze tauschen müssen. Sagt er aber "bunch of flowers", müssen alle Schüler den Platz wechseln. www.englishbox.de

7.Game: Kimspiel Der Lehrer/Die Lehrerin bringt viele verschiedene Blumen mit und legt sie in den Stuhlkreis (alternativ: Blumenbilder). Nach der Einführung der englischen Blumennamen werden die Pflanzen oder die Bilder mit einem großen Tuch verdeckt. Die Kinder schließen die Augen und die Lehrerin nimmt eine Blume weg. Dann wird das Tuch weggezogen und die Kinder müssen erraten, welche Blume fehlt.

8. Story telling1.Sniffy and FluffyOnce upon a time there lived a young frogwho often sat upon a very soft lily pad. His name was Sniffy.Probably because he liked flowers. One day, Sniffy was scrubbing his toes in the pond.He felt something moving in the water! Phew! It was his friend, Fluffy, a small fishfrom just up the pond. She giggled. Fluffy had good news. She heard there weregiant flowers on the other side of the pond! Sniffy could hardly wait!He packed a nutritious lunchand they set off to smell the flowers. They swam. Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien



Global Education

Primary School

- 98 -

And swam. They encountered a storm... A very large bird stole their nutritious lunch. Sniffy and Fluffy were beginning to thinkthey would never see any giant flowers... ...when they realized they wereat the other side of the pond. The flowers were huge!Sniffy was so happy! Fluffy was feeling a little left out.She couldn't smell the flowers from the water. That day Fluffy felt very luckyto have a friend like Sniffy. The End. www.magickeys.com

2.Buzzy the beeBuzzy's not like other bees. Other bees make lots of trips to gather their nectar. Here's Buzzy sipping from a daffodil. Tulips are sweet. Mmm... Hyacynths are sweeter. Just one more flower. Uh-oh. Rescued again. www.magickeys.com

Rhymes In Abwandlung des kleinen Reimes von den 10 Kartoffeln (One potato, two potatoes, three potatoes, four ...) haben die Schüler neue Reime mit Blumennamen erfunden. Hier ein Beispiel: One daisy, two daisies, three daisies, four, five daisies, six daisies, seven daisies, more. eight daisies, nine daisies, ten daisies -again. Neue Reime lassen sich auch mit lily, pansy u.a. bilden.

Little Seedsby Else Holmelund MinarikLittle seeds we sow in springgrowing while the robins sing,give us carrots, peas and beans,tomatoes, pumpkins, squash and greens.And we pick them,one and all,through the summer,through the fall,Winter comes, then spring, and thenlittle seeds we sow again.

Five Pretty flowers Song Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

http://www.magickeys.com/

http://www.magickeys.com/

Global Education

Primary School

- 99 -

Five pretty flowers in the flower shop.Five pretty flowers, who are they for?Along cam (child´s name)With a penny to pay. He (She) bought a _______________one,And then he (she) went away.

(Repeat with)Four pretty flowers…Three pretty flowers…Two pretty flowers…One pretty flower…

(End with)No pretty flowers in the flower shop.No pretty flowers are left anymore.“Please Mr. Florist, sell flowers again,But this time have enough so I can buy ten!”

Me:Spring is here (tune of The Farmer in the Dell)The days of Spring are here,Warm, sunny days are near,Flowers and bees, and birds in trees.The days of spring are here.

Spring is Here (tune of Are You Sleeping)I see robins, I see bird's nests,Butterflies too, flowers too.Everything is growing,The wind is gently blowing.Spring is here, spring is here.

Do you see a sign of Spring? (tune of "If I were a lassiie")Oh, do you see a sign of Springa sign of Spring, a sign of Spring?Oh, do you see a sign of spring?Please, tell us what you see! A flower song Written by Chicky-ma-maSung to "The more we get together"If I could be a flowerA flower, a flowerIf I could be a flower, What kind would I be?Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 100 -

A daisy, a pansy, a tulip, a lilac,If I could be a flower, I would be a (child fills in the blank)

Flowers, Flowers written by Chicky-ma-maSung to "Frere Jaques"Flowers, flowersflowers, flowersEverywhereHere and thereWe smell the pretty flowersWe pick the pretty flowersSee them hereSee them there

Plant a seed written by Chicky-ma-ma(sung to Londen Bridges)Plant a seed and water itWater it, Water itPlant a seed and water itThen we'll watch it grow

Make sure that it's in the sunIn the sun, In the sunMake sure that it's in the sunThen we'll watch it grow

Spring is coming 1. Spring is coming, spring is coming, birdies build your nests. Weave together straw and feather, doing each your best, doing each your best. 2. Spring is coming, spring is coming, flowers are coming too. Pansies, lilies, daffodillies, spring is nearly through, spring is nearly through. 3. Spring is coming, spring is coming, all around the fair. Shiver, quiver on the river spring is ev`rywhere, spring is ev`rywhere. Spring is here


Global Education

Primary School

- 101 -

Refrain: Spring is here, look at all the flowers. spring is here, smell the fresh clean air. 1. Daffodils and pansies, violets so blue, tulips, morning glory, they all grow for you. Refrain: Spring is here, ... 2. Marigold and iris, daisies all around, roses, phlox and poppies, they can all be found. Refrain: Spring is here, ..

Buzzing Around the Room(tune: When Johnny Comes Marching Home)A bee is buzzing round the room,Buzz buzz, buzz buzz.A bee is buzzing round the room,Buzz buzz, buzz buzz.He'll buzz around the room once more,And then he'll buzz right out the door.And we'll all be glad whenHe is gone once more.

Be:Vorlage wird vom Lehrer aufgezeichnetColour the pieces as appropriate and cut them out.Glue the stem into the soil. Glue the roots under the stem.Glue the leaves onto the stem.Glue the flower onto the top of the stem.Talk about the different parts as the child glues the plant together .

Daffodil1. Blütenform auf gelbes Tonpapier aufzeichnen und ausschneiden. Cut out the template pieces.2. Für den Stängel grünes Tonpapier zusammenrollen. Take a whole sheet of construction paper and roll it as tight as you can into a tube. Glue or tape the construction paper so it stays as a tube. We found that tape worked better. Flatten and tape the end of the end of the tube so you have a surface to attach your flower to.

3. Schneide von einem Eierkarton einen Becher ab und male ihn gelb an. Cut a single egg carton cup from the egg carton. Trim the edges so they aren't jagged. 4. Klebe den Blütenteil auf den abgeflachten Stängel. Glue the petals to the flattened part of the green tube.4. Klebe den Eierkarton auf. Glue the egg carton cup to the center of the petals.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 102 -

5. Schneide noch Blätter aus und klebe sie auf. Glue the leaves onto the tube toward the bottom of the "stem" (if you'll be making a jar full of these as a bouquet, you'll want to put the leaves a bit higher up the stem).

LÜ:Flowers in the windYou are flowers in the grass. Now you go to sleep. (L zeigt vor) In the morning you feel the sunshine and you wake up. (KK “erwachen”, setzen sich auf.) Now you grow. (KK strecken sich, stehen auf.) You like the warm sunshine. (K breiten die Arme aus.) You turn left and right and left and right. The wind is blowing. (KK strecken sich nach links und rechts.) usw.

Flower danceL legt mehrere Matten gut verteilt auf. Zur Musik tanzen die Kinder zwischen den Matten einen „Blumentanz“. Sobald die Musik endet, ruft L z.B. three flowers in a bed. Die KK müssen sich entsprechender Anzahl auf die Matten setzen. Wer keinen Platz hat, muss eine Turnübung machen, Lied singen, bis 10 zählen...

The weather gameLehrer sagt: „It´s sunny“ KK legen sich auf dem Boden und schwimmen„It´s rainy“ KK stellen sich schnell unter dem Basketballkorb auf.„It´s snowing“ KK klettern auf die Sprossenwand. usw.

www.preschooleducation.com/aspring.shtmlwww.first-school.ws/theme/seasons_spring.htmwww.preschoolcoloringbook.com/color/cpspring.shtmlwww.angelfire.com/dc/childsplay/Spring_Theme.htmwww.enchantedlearning.com/crafts/spring/ viele Ideen zum Bastelnwww.dltk-kids.com/crafts/spring/crafts.html

25. WocheMilly and Molly

Storytelling

SUCulture

andScience


http://www.dltk-kids.com/crafts/spring/crafts.html

http://www.enchantedlearning.com/crafts/spring/

http://www.angelfire.com/dc/childsplay/Spring_Theme.htm

http://www.preschoolcoloringbook.com/color/cpspring.shtml

http://www.first-school.ws/theme/seasons_spring.htm

http://www.preschooleducation.com/aspring.shtml

Global Education

Primary School

- 103 -

MaMathematics

Me Music

Be Arts


Diese Woche werden wir dieser Geschichte widmen. Sie wird immer wieder erzählt, bis am Ende einige Kinder die Geschichte vortragen können.

Classroom PhrasesNow, I tell you a story!Take your chairs and sit with me in a circle.Listen carefully!Now you play the story by yourself!Who is the cat? Are you the mouse?Draw a cheese! Uuh, the cheese smells…

The story:1. Once upon a time – two mice – Milly and Molly – who were friends were very hungry. (2 Stoffmäuse mitbringen, sie mit einander auf Deutsch sprechen lassen: „Ach Milly, ich bin so hungrig.” „ Ich auch....“ etc.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 104 -

2. Suddenly, they smelted something: Chesse! (L kramt in seiner Tasche und zieht ein Stück Käse heraus)3. But there was a problem:A big, bad cat was guarding the cheese!(Stoffkatze auf den Käse setzen!)4. Milly had an idea.She ran to the big, bad cat and made a crude face. (KK machen ebenfals crude faces)5. Big, bad cat was very angry, said „ Miau“ and ran after Milly. (KK miauen so ärgerlich wie nur möglich)6. Milly ran and ran and the cat ran after her! (KK feuern Milly an! Hopp, hopp, hopp Milly!)7. In the meanwhile Molly took the cheese and brought it into the hole. (KK rufen: ”Hurra”8. Milly just got back into the hole, too. And the big, bad cat, sat outside the hole and said “Miau”(KK miauen traurig)

1.Sitzkreis:Die Geschichte mitspielen lassen. 2 KK sind Milly and Molly, 1 K ist big, bad cat, 1 Käse, 2 KK sind das Mauseloch.L erzählt die Geschichte, die Kinder spielen pantomimisch mit. (ev. Mauseohren, Katzenmaske für die Spielenden). Die anderen KK kommentieren die Handlung. Verfolgungsjagd im Sitzkreis ev. im Turnsaal spielen lassen!

2. Figuren ausschneiden, austeilen, bemalen lassen, falten und zusammenkleben.Am Ende jeweils einen Faden, ein Stück Wolle als Schwanz ankleben.Während die KK arbeiten geht L durch und fragt: „What colour is your cat?“ etc.

3. KK in Dreiergruppen eineilen. Sie entscheiden selber, wer Milly, Molly und die Katze ist. Sie platzieren den Käse. L erzählt noch einmal die Geschichte. Alle Kinder spielen sie mit ihren Figuren nach.

Mögliche weiterführende Arbeiten. 1. KK erhalten Bilder, die die Geschichte darstellen und sollen sie in der richtigen Reihenfolge auflegen.2. L sagt die passenden Sätze zu den Bildern in beliebiger Reihenfolge – die KK halten entsprechende Bilder hoch.3. L baut Fehler beim Erzählen ein. Wenn die KK den Fehler bemerken, rufen sie laut: „Stop!“und versuchen, das richtige Wort zu finden.4. KK malen ein Bild aus der Geschichte, ein Buch wird gemacht5. KK erfinden eine andere Milly and Molly Geschichte6. Masken basteln 7. LÜ: Katz und Maus SpielAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 105 -

26. WocheOsternEaster

SUCulture

andScience

Looking at the easter rabbitRhymes

MaMathematics

Countig BunniesColouring eggs

Me MusicThe easter bunnies

Be Arts Cutting out the big egg


Global Education

Primary School

- 106 -


Classroom PhrasesPrepositions: on, in, behind, underThe egg is on, in…Find the Easter egg!Look carefully! Warm-warmer-hot!Put on your mask! Try to guess what it it!Can you feel it?

SU:Wortschatz Einstieg: Wiederholung des bereits gelernten Wortschatzes: z.B. FarbenL: Let's repeat the colours. What colours do you know? Die SchülerInnen nennen die englischen Vokabel. Ein Korb mit bunten Plastikeiern steht in der Mitte. Die Kinder holen sich nach und nach ein Ei heraus und beschreiben es: S: My egg is green. My egg is yellow. usw. L: Normally eggs are brown or white. But at Easter they are all coloured in green, blue, pink, yellow, red, ...In Austria it's the Easter Bunny who takes the eggs to the children. Look at the Easter bunny! (Handpuppe oder Bildkarte) Im Anschluss kann ein Arbeitsblatt ausgeteilt werden mit verschiedenen Eiern und die können entweder mit Anweisungen ausgemalt werden oder die Kinder malen aus und beschreiben anschließend die Eier. Arbeitsblätter zum Downloaden: Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 107 -

www.educate.org.uk/teacher_zone/classroom/calendar/apr_jun.htmwww.englishbox.dewww.first-school.ws/theme/animals/wild/rabbit.htm

1.Redeanlass Ostern1. Bild: Osterhase sitzt im GrasL: „Look at the picture! This is an easter bunny!”“What is it?”KK: “An easter bunny”L: “ It has got long ears” KK wiederholen“It hat got blue eyes”“ It has got a brown tail”“It has got a black fur”“ It has got many coloured eggs”“Which colours do you know?”“Show me the red …egg”KK kommen heraus, zeigen auf die Eier

2.Egg ScienceTalk about the parts of an egg - Shell, membrane, albumen, yolk, and germ spot. Crack open some real eggs into a plastic bowl and find all the parts. Try some simple egg experiments such as spinning an egg to find out if it is raw or hard-boiled. You might also try floating an egg in plain water and then in salt water (salt water makes the egg buoyant so it floats).http://www.123child.com/easter

3. Play "Who stole the Egg?"Class: Who stole the egg from the Easter Basket?Teacher: (Cara) stole the egg from the Easter Basket?Ann: Who, me?Class: Yes, you!Ann: Couldn't be!Class: Then who?Ann: (Daniel) stole the egg from the Easter Basket?Tommy: Who, me?Class: Yes, you!Tommy: Couldn't be!Class: Then who? [Repeat]

4. Cooking EggsLet your child help you prepare scrambled eggs, or make an egg sandwich. For scrambled eggs, your child can mix the eggs and milk together, and you should cook them. But if you have a microwave, the egg sandwich works better. To make an egg sandwich, take one egg, put it in a clean dish, a clean cream cheese container works Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

http://www.123child.com/easter

http://www.first-school.ws/theme/animals/wild/rabbit.htm


http://www.educate.org.uk/teacher_zone/classroom/calendar/apr_jun.htm

Global Education

Primary School

- 108 -

well, because it is round. Have your child scramble the egg and place a piece of cheese on top. Place the container in the microwave, and place a lid on top, or paper towel, but make sure that the cover is NOT air tight. Cook for about 40 seconds, check to see if it is cooked all the way through, cook a little more if needed. Then toast an english muffin, or bread, and butter. Put the egg and cheese on the bread or muffin and serve. These things should only be done under close adult supervision. http://www.123child.com/easter

5. Prepositions: on- in – behindThe easter eggs are placed around the classroom, in, on and behind different things.z.B “The green egg is behind the computer. Place the egg behind the computer so the KK can see the egg. Ein Kind muss nun das Ei holen. Der Lehrer fragt: „Where is the green egg?“ K: „The green......is behind the computer.“

Story Edgar the Easter bunnywww.meddybemps.com/edgar01.html

RhymesPeter CottontailHere comes Peter CottontailHopping down the bunny trailHippidy, Hoppity,Easter's on its way!!!

Five little Ducks Five little ducks, went out to play (hold up five fingers) over the hills, and far away, (hold hand to eyebrows) When the mother duck went "Quack Quack Quack" (motion "quack" with your hand) Four little Ducks came waddling back. (make wings with arms and move elbows up and down) Continue to count down until there are no little ducks then sing: No little ducks went out to play, Over the hills and far away, When the mother duck went "QUACK, QUACK, QUACK", Five little ducks came waddling back.

EggsEggs come in many sizesEggs hold some big surprisesSpeckled, brown, white, or blueEggs hold babies that are newAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

http://www.meddybemps.com/edgar01.html

http://www.123child.com/easter

Global Education

Primary School

- 109 -

Chicks from eggs are fluffy yellowChicks from eggs are funny fellows!

Easter Bunny ChantFunny little bunnySat on a stumpFlicked his floppy little earsAnd then he gave a jump!

Easter FingerplayFive little Easter eggs, lovely colors woreMother ate the blue one, then there were fourFour little Easter eggs, two and two you seeDaddy ate the red one, then there were threeThree little Easter eggs, before I knewSister ate the yellow one, then there were twoTwo little Easter egg, Oh what funBrother ate the purple one, then there was oneOne little Easter egg, see me runI ate the last one, and then there were none

The Bunny FingerplayHere is a bunny (make a bunny with hand)With ears so funny (wiggle ears)And this is his/her hole in the ground (make a hole with other hand)When a noise she hears (listen intently)She pricks up her ears (straighten ears)And jumps in her hole in the ground (make bunny jump into hole)

Bunny, BunnyBunny, white bunny (Place pointer fingers beside head)With ears so tall.And your two pink eyesAnd a mouth so small. (Make O with mouth)Wiggle goes one ear. (Wiggle one finger)Wiggle goes the other. (Wiggle other finger)Hop, hop, hop, hop Home to your mother! (Hop away in four hops)

I Had an Easter BunnyI had an Easter bunny. (Hold up one finger)One day she ran away. (make fingers "run")I looked for her by moonlight. (Hand shading eyes)I looked for her by day.I found her in the meadowAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 110 -

With her babies 1, 2, 3.So now I have four rabbit petsTo run and jump with me

Egg PoemEggs come in many sizes.Eggs hold some big surprises,Speckled, brown, white, or blue.Eggs hold babies that are new.Chicks from eggs are fluffy yellow,Chicks from eggs are funny fellows!

Finding a TreatHippy hop, hippity hop.Will the Easter Bunny stop?Will he leave a treat behind,An Easter basket for me to find? I'll look over here,I'll look over there,I'll look behind things,I'll look everywhereI'll look until I find my treat,And then I'll sit right down and eat.

Easter HatI'll make a pretty Easter hat,To wear at Easter timeI'll put some flowers on it,And a bow will make it fine.We'll fasten on some ribbons,All pretty pink and blue,Then we'll take a picture,And I'll give it to you.

M:1. Different coloured easter eggs made of plastic are in a basket. The pupils are blind folded and guess how many easter eggs there are. They are allowed to touch them while they are counting.2. Colour by numberKK malen nach Anweisungen des Lehrers die Felder mit den Zahlen an.

3. Colouring eggsAuf einem Arbeitsblatt Eier aufzeichnen. Die Kinder bemalen die Eier nach Anweisung des Lehrers:Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 111 -

Colour thee eggs green…Im Anschluss daran die einzelnen Mengen in kleine Rechenoperationen einbauen.Three blue eggs and three yellow eggs....

4. Easter Shape Numbers 15 Karten in Form von Eiern werden an die KK verteilt. Hinten auf der Karte steht jeweils eine Zahl von 1 bis 15. Die Kinder müssen sich in der richtigen Reihenfolge aufstellen und die Zahlen aufsagen. Schwieriger wird es, wenn die Zahlen nicht direkt hintereinander sind, also etwa: 1 -4-7-9-12-24-33-45.

BE:1.Eggshell collageUse 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.www.123child.com/easter/Zerbrochene Eierschalen auf eine Vorlage aufkleben und dann anmalen.

ME:

He'll be hopping down the trailSung to "She'll be coming around the mountain" He'll be hopping down the trail when he comes, He'll be hopping down the trail when he comes, He'll be hopping down the trail , He'll be hopping down the trail , He'll be hopping down the trail when he comes. He'll be bringing lots of candy when he comes, He'll be bringing lots of candy when he comes, He'll be bringing lots of candy, He'll be bringing lots of candy, He'll be bringing lots of candy when he comes. He'll be bringing me a basket when he comes, He'll be bringing me a basket when he comes, He'll be bringing me a basket , He'll be bringing me a basket , He'll be bringing me a basket when he comes

A Happy Easter (to Twinkle, Twinkle Little Star) By Beck Valenick Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

http://www.123child.com/easter/

Global Education

Primary School

- 112 -

Eastertime is full of cheer, It means spring is really here. Baskets, flowers and fancy hats, Rabbits too, remember that! So all I really want to say Is have a happy Easter Day!

It is Easter (to Frere Jacques) By Joyce Hamman It is Easter, it is Easter, Bunnies are jumping all around. Their paws touch the ground, As they bounce around.

Eastertime, Eastertime, Eastertime (to Row, Row, Row Your Boat) By Joyce Hamman It is Eastertime, Bunnies, touch your knees. Clap your hands, and tap your toes, Please join in with me.

Easter Bunny Hippity HopSung to Pop! Goes The Weasel Easter bunny, hippity hopHide 'til Easter morningEaster bunny, hippity hopUP! Pops the bunny

Rabbit Doesn't Have A Tail At AllSong - Sung to London Bridge Rabbit doesn't have a tail at allTail at all, tail at allRabbit doesn't have a tail at allJust a powder puffHis ears are longer than his tailThan his tail, than his tailHis ears are longer than his tailIt's a powder puff

Did You Ever See A Bunny?Song - Sung to Did You Ever See A Lassie? Did you ever see a bunny, a bunny, a bunnyDid you ever see a bunny that hops so slow


Global Education

Primary School

- 113 -

He hops, and hops, and hops, and hopsDid you ever see a bunny that hops so slow Additional Verses: That hops so fastThat hops backwardsThat hops on one foot

Easter BunnySung to Ten Little Indians Hop along little Easter bunnyHop along little Easter bunnyHop along little Easter bunnyHop along your wayHide all the eggs and Easter candyHide all the eggs and Easter candyHide all the eggs and Easter candyHop along your way

Easter Eggstune: Jingle Bellscould be used for flannel board too Easter eggs,Easter eggsEggs of orange and blue.Here' are lots of colored eggsAll for me and you.Chocolate eggscolored brown,Jelly beans bright greenAren't these the most beautiful eggsThat you have ever seen?

See the Easter BunnyTune - Here We Go Round the Mulberry Bush See how the bunny hops along,hops along, hops along.See how the bunny hops along, (children crouch and hop)On an Easter morning.

This is the way he wiggles his nose,wiggles his nose, wiggles his nose (children wiggle nose)This is the way he wiggles his nose,On an Easter morning.


Global Education

Primary School

- 114 -

This is the way he flops his ears..................etc..This is the way he flops his tail (wave hand behind you) ...etc

Eggs, Eggs, Eggs(Sung to Twinkle, Twinkle, Little Star)Eggs in buckets,Eggs in bins.Eggs in baskets,Eggs in tins.Eggs in green grass,Eggs in clover.Eggs, Eggs, EggsYes, eggs all over.Eggs for childrenJust like me.Eggs for springtime fun,Yippee!

Red Hen Red Hen(Tune: Baa Baa Black Sheep)Red hen, red hen, have you eggs from me?Yes, sir. Yes, sir. A lot you see.One to hard boil.Another one to fry.One to scramble.And Easter eggs to dye.Red Hen, red hen, have you eggs for me?Yes, sir. Yes, sir A whole lot you see

LÜ:Spoon Walk Put an egg (can also use a marshmallow) on a spoon and walking across an area; make an obstacle course if you like. Can also play where you have to pass it to a partner to go back to the beginning is fun. If the egg is dropped, you have to start over. Grown ups have to put the spoon in their mouths. You can also play hide and seek: all of the people who are hiding must balance an object on a spoon as they dash for a hiding spot. If it falls, that's where they have to hide. Animal Relay The players form two lines with equal numbers on each team. The first animal on each team is an animal, the second a different animal. On the word "go", the first person acts like the animal they represent, run, hop or crawl to a given place and back. The next person then acts like their animals and so on until one team is finished and sitting down. Use animals such as kangaroos, bunnies, dogs, cats ect... Bean Bag Relays - Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 115 -

Walk/run/hop with bag on head/between knees/between feet. Leap Frog - Well...... You know. falls, that's where they have to hide. www.homeandholidays.com/holidays/Easter/easter-game98.html

Duck races Players line up on a start line. At the signal, they must all bend over and grasp their ankles. The first one to waddle to the finish line without letting go of their ankles, wins.

Egg Hop Cut out large egg shapes from colored paper. Laminate them and cut them out. Place them on the floor and ask the children to hop from one egg to another. These may also be used at seat markers for group time. www.123child.com/easter/

Where is your Egg? Played like "Doggie Doggie where's your bone?" Have one child sit in the middle of the circle, and hide their eyes. Give another child an egg to hide behind their back. Have all the other children put their hands behind their back. Chant the following song: Bunny, Bunny, Your egg you can't findSomebody has it, check behind,The child in the middle gets three guesses. Then the childwho had the egg goes into the middle. www.123child.com/easter/

What time is it Easter Bunny? This is a fun game to play outside. You can change the name to suit any theme. The children all line up against a wall or fence. And one child, (Easter Bunny) or the teacher faces away from the children, a good distance away from the children. The children yell, what time is it "Easter Bunny", Easter Bunny answers 1 o'clock, and the children all take one step toward Easter Bunny. The children yell again, what time is it "Easter Bunny", Easter Bunny answers (fill in the blank) o'clock, and the children all take same number of step toward Easter Bunny. This continues until all the children are very close to Easter Bunny then Easter Bunny will answer it's midnight, and Easter Bunny chases the children back to the fence or wall that they started at. The first person Easter Bunny touches will be the new Easter Bunny. www.123child.com/easter/

Egg TossSupply the children with plastic eggs and an Easter basket. Place a piece of masking tape on the floor for a throw line. The distance from the basket to the line should vary with abilities. Have the children throw the eggs into the basketwww.123child.com/easter/




http://www.homeandholidays.com/holidays/Easter/easter-game98.html

Global Education

Primary School

- 116 -

Bunny May I?Played just like Mother May I? The child and parent stand at opposite sides of a room. The child asks if he/she may: take so may step forward. i.e. "Mother may I Please take 3 baby steps forward?" the answer would be either, "Yes you may", or "No you may not." The child wins when they reach you. Encourage the use of descriptive words, such as little, big, huge, tiny, and giant. You can also play this with a group of children. The winner would be the one who reaches you first. www.123child.com/easter/

Roll the EggThis one is sooooo fun. If there are more than one child it can be a race. Here goes... place masking tape on the floor for the start and finish lines. Place one plastic egg on the starting line for each child. Explain that the object of the game is to roll the egg to the finish line with YOUR NOSE. If they get too good, add a few obstacles, such as a chair to go around, or tape a line for them to try to follow, be creative. www.123child.com/easter/

Bunny Hopping Der Lehrer/Die Lehrerin gibt "hopping" Kommandos: Hop in one place Hop and turn in circles at same time Hop on left/right foot Hop backwards, sideways, make a square or circle Hop over a line Hop with a partner Hop to different rhythms (clap hands, use drum, music, etc..)

28. WocheEssen

Eating and Drinking

SUCulture

andScience

FlashcardsWhat do you likeNew words / MinidialogeChantRhyme


Global Education

Primary School

- 117 -

MaMathematics

Counting with Mickey MouseBingo/MemoryMath with the bear

Me MusicSpagettisongPeach, apples, plums

Be Arts My favourite Dish!

Lü Physical EducationPizza gameFruit salad

SU:1. Wortschatzeinführung1.Lehrer zeigt die Bildkarten und spricht dazu. Lehrer spricht die Wörter in unterschiedlicher Intonation vor ( hoch, leise, tief, laut). Danach befestigt er die Bildkarten an der Tafel.

2.Anweisung: Touch the chips. Ein Kind kommt zur Tafel und berührt die entsprechende Bildkarte.

3. Lehrer hält die Bildkarte mit der Rückseite zu den Kindern und fragt: „What is it?“Die Kinder raten. Lehrer antwortet mit: „Yes, it is. No it isn´t“

4.Word ChainsSplit the class into teams of five or six children. Take the flashcards and give them to one team, so each child has one card. The first child in the group hols up his /her card Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 118 -

and says the item. The second child says the first item, holds up their card and says their item, and so on until the last child has to say all the items. To help the children remember, ask each child to keep holding up his/her card. Every child that says all the items correctly wins one point. Each group does the same with their items. The group with the most points when each team has finished I the winner. You can also ask the children to start the lists or items with a specific sentence, for example, I´ve got a pizza. www.the-bus-stop.net/flashcards.html

5. Guess the itemStick a set of flashcards on the blackboard. Point to each card and encourage the children to say the items. Split the class into two teams and ask them to look at the cards for two minutes. Put the cards face down in the same order. In turn, ask one child from alternate teams to touch a card, say the item and then turn the card over. If he/she has guessed correctly he/she can keep the card for his/her team. If not, she puts it back in the place it came from. The team who guesses the most card is the winner.www.the-bus-stop.net/flashcards.html

6. Fragen: Do you like?Lehrer zeigt auf Bilder und fragt: “Do you like…” KK antworten: “Yes I do, No I don´t”

Arbeitsblatt: MMMM!Aims: Expressing likes and dislikes.Put some flashcards on the board. Tell the class that you like a certain number of these and the have to find out which ones the are by asking questions, Do you like oranges?…

Playing the game:1. Give each pupil a copy of the Worksheet.2. Ask each pupil to mark an X or a tick en each box according to whether or not their partner likes the food or drink in the picture. An X indicates that they do not like the item of food and a tick indicates that they do. Ask the children what their partner like. The children have to sayfor example: Pamela likes bananas and pizza. She doesn’t like fish. www.the-bus-stop.net/games.html

7. Category Tag: Ss run around the room and the T chases them. When the T tags a S s/he must name a word from the category (e.g. food: cheese, fish, bread, etc.). Give a time limit to answer (e.g. 5 seconds). If the S cannot answer or says a word that has already been used s/he sits out until the next round. www.eslkidstuff.com/Gamescontents.htm

8. Health and Fitness1.Show the children the chocolate and the apple or the picture of them. Then hold up the choclate and ask. Who likes chocolate? Children put their hand up. Do the same with the apple.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

http://www.the-bus-stop.net/flashcards.html

http://www.the-bus-stop.net/flashcards.html

Global Education

Primary School

- 119 -

2.Using pictures, teach lots of apples, chocolates3. Hold up the apple and say It´s good to eat apples. It´s healthy to eat apples. It´s healthy to eat lots of apples. Now do this with the chocolate and say it´s unhealthy to eat lots of chocolate. Write for unhealthy and for healthy on the board.4. Give out a worksheet to each child and elicit the words for these foods. Hold up your copy and point to individual things and say What´s this? Let them answer or you tell them what it is. 5. Explain that the are going to hear a list of healthy foods. When they hear the name of a food they must write in the box next to it. Read the words three times, pausing for the children to write the .Follow up activity: The children draw two circles. They then draw healty foods in one circle and unhealthy foods in the other circle.

Fishing for Good FoodsChildren can cut pictures from magazines (or for the little ones have them already cut). Have the children glue these pictures onto a fish shape cut from construction paper. Slip a paper clip onto the front of each fish.Make a fishing pole from a dowel and tie a magnet onto the end of the string. Label two small buckets with and .Have the children try to catch a fish and encourage them to decide which group the food belongs to and then put the fish in the correct bucket.www.indiana.edu/~kneehigh/FunStuff/Themes/2002-03-18-Food.html

Taste TestingVarious food itemsBlindfoldCut up and clean various food items. Blindfold your child and have him/her taste and smell different foods. www.indiana.edu/~kneehigh/FunStuff/Themes/2002-03-18-Food.html

RhymesI Like to Eat"

"Do you like,""Do you like,""Do you like [food]?"

"Yes, I like,""Yes, I like,""Yes, I like [food]!"

OR

"No, I don't,"


Global Education

Primary School

- 120 -

"No, I don't,""No, I don't like [food]!"

Review with class:

"Does s/he like,""Does s/he like,""Does s/he like [food]?"

"Yes, s/he does,""Yes, s/he does,""Yes, s/he does like [food]!""Yes, s/he does,""Yes, s/he does,""S/he likes it very much!"

"No, s/he doesn't,""No, s/he doesn't,""No, s/he doesn't like [food]!""No, s/he doesn't,""No, s/he doesn't,"S/he doesn't like it at all!"

A: Pizza, pizzayummy, yummy.

B: I like pizza.Mmmmmmmmh.

A: Cornflkes, cornflakesYummy, yummy.

B: I like cornflakesMmmmmmmmmh….

FIVE LITTLE DONUTSDown around the corner, at the bakery shopThere were five little donuts with sugar on top.(Hold up five fingers)Along came__________________(child's name), all alone.And she/he took the biggest one home.Continue the verses until all the donuts are gone.

The Apple Tree - poemWay up high in the apple tree. (point up)Two little apples smiled at me. (close thumb & forefinger of each hand to make an apple)Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 121 -

I shook that tree as hard as I could (grab pretend tree & shake)Down fell the apples--- (raise hands & let fall)MMMMMM, were they good!

Apple On A Stick - poemApple on a stick, apple on a stickI can lick it all day and not get sick.Apple in a cup, apple in a cupI can drink it all day and not fill up.Apple in a crunch, apple in a crunchI can eat it all day, it is so good to munchApple in a cake, apple in a cakeI can eat it all day with no tummy acheApple in a pie, apple in a pieI can eat it all day and never cry.Apple in a dish, apple in a dishI can eat it all day, it's so delish!

ME:

(to the tune of Frere Jacques)Making bread, making bread.Ummm, good, Ummm good.I can smell it baking.I can smell it baking.Smells so good,Smells so good

Making bread, making bread.Ummm good, Ummm good.Now its time for tasting.Now its time for tasting.Tastes so good,Tastes so good.

IF I HAD A BAGEL(Sung to the tune of "If I had a Hammer")If I had a bagel.I'd eat it in the morning,I'd eat it in the evening,All over this land.I'd eat it for breakfast,I'd eat it for supper,


Global Education

Primary School

- 122 -

I'd eat it with all my friends and sisters and brothers,All, all over this land.

LITTLE DONUTS(Sing to the tune of "Ten Little Indians")One little, two little, three little donutsFour little, five little, six little donutsSeven little, eight little, nine little donutsTen donuts in the bakery shop.

LET'S PRETEND(sing to the tune of "Here We Are Together")Let's pretend that we are bakers,Are bakers, are bakersLet's pretend that we are bakers,As busy as can be.We'll knead all the dough outAnd bake loaves of bread.Let's pretend that we are bakersAs busy as can be.

Growing Song(tune: Are you Sleeping?)We need food and we need waterWe need sleep, lots of sleepTo help our bodies growFrom our heads down to our toesGrow, grow, growGrow, grow, grow

BECollageUse empty chocolate wrappers to create a collage. You could use Easter eggs wrappers as well as everyday chocolate bars. Makes a very shiny picture.

Ice Cream PoemMake out of paper pieces for this poem First we need a cone, (brown triangular felt ice cream cone shape) Nice and crunchy. Then we need some ice cream, Sweet and yummy, Scoop 'em on; stack 'em on' Up to the sky. We love ice cream; my, oh my!First comes vanilla, Cold and sweet. (white felt ice cream scoop) Then comes chocolate (brown scoop) A delicious treat. Here's some strawberry; (red/pink scoop) Orange sherbet, too, (orange scoop) A super-duper scooper cone Just for you!Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 123 -

One scoop, two scoops, Three scoops, four. We love ice cream Let's have some more!Also have available a blue scoop (blueberry), yellow scoop (lemon sherbet), Etc....and change the words of the poem. Kinder schneiden aus Papier die Eistüte und die veschiedenen Eissorten aus und kleben sie auf.

Ice Cream Cone paper board RhymeMake paper ice cream cones. Place them on the board as you say the rhyme.Five little ice cream cones so good to eat.The first one said, "I'm a summer time treat."The second one said, "It's such a hot day."The third one said, "I'm melting away."The fourth one said, "Don't lose your top."The fifth one said, "Oh dear , ker-plop!" (Place the last cone upside down

Paper Plate MealsHave the children look through magazines to find pictures of different kinds of foods. Then have them cut out the pictures and glue them onto paper plates to make 'breakfasts', 'lunches' or 'dinners'.

Pizza CollageMaterials Needed:Round piece of tag boardGlueRed tempera paintYellow & white Easter grass or yarn scrapsgreen, red, and black feltbrown scraps of paperProcedure:1. Mix red tempera with glue. Let children paint tag board with red glue.2. Tear brown scraps of paper and crumple them. Stick them to tag board (sausage). Use green felt (peppers) red felt (tomatoes) black felt (olives) Easter grass or yarn (cheese).3. Presto -- pizza!

Good Food CollageMake a "good food for their body" collage out of pictures from magazines. They might even want to hang them on their own refrigerator to remind them which foods are healthy.

LÜ:Potato HopMaterials:Brown construction paperAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 124 -

What to Do:Cut ten large potato shapes brown construction paper and number them from 1 to 10.Tape the shapes to the floor in the proper sequence. Then let the children take turns hopping one potato to the other as everyone recites the rhyme.One potato, two potato,Three potato, fourFive potato, six potato,Seven potato, more.Eight potato, nine potato, Here is ten.Now let's start all over again.www.indiana.edu/~kneehigh/FunStuff/Themes/2002-03-18-Food.html

Let´s make a pizza4 Matten liegen auf dem Boden. Wir machen eine Pizza. Kinder sind eingeteilt in Tomaten, Champignons, Schinken, Käse, Oliven.L gibt Anweisungen: Tomatoes run to the mats! Jump once, twice, three times on the mats! Lie on the mats…

29 und 30. WocheProjekt Kleidung

Clothes

SUCulture

andScience

Looking at clothesLip readingYou can do it!WörterschlangeSelling clothesRhymeChant


http://www.indiana.edu/~kneehigh/FunStuff/Themes/2002-03-18-Food.html

Global Education

Primary School

- 125 -

MaMathematics

Me MusicSally´s wearing a blue dressThis is the way…

Be Arts colouring clothes


Classroom PhrasesHe is wearing a hat. What is he wearing?Is this correct? Is this right or wrong?This is a pullover.These are jeans.My sweater is yellow. My jeans are blue.What´s missing? The … is missing.Take the shoe and bring it to me!

Su:

Wortschatz: pullover, T-shirt, dress, socks, shoes

Lehrer zeigt die Kleidungsstücke und benennt sie. Schüler sprechen die Wörter im Chor.


Global Education

Primary School

- 126 -

Festigung: Take the pullover and sit on it!Take the T-shirt and put in on your desk!Take the dress and bring it to your neighbour!Bring me the pullover, please!Bring me…

Chinese whispersPut some flashcards face up on a desk. Devide the class into two teams and ask them to sit in rows. The first two children in each team come to you and you whisper an instruction, for example, Give me the pullover please. These children go back to their teams and whisper the instruction to the next child. This child then whispers it to the next, and so on, until the last child in the team runs to the desk, takes the flashcard and gives it to you. The first child to give you’re the flashcard wins a point for his/her team. www.the-bus-stop.net

What´s missingFlashcards. Kinder schließen die Augen, Lehrer entfernt ein Kleidungsstück

Lip readingL artikuliert ohne Stimme eines der neuen Wörter. K bringt richtige Bildkarte.

You can do it:Take off your shoes!Take off…

Sell clothes:Verkaufstand aufbauenThe red shoes please!Here you are!

Who is it?Lehrer beschreibt die Kleidungstücke eines SchülersKinder erraten, um wen es sich handelt

Find Betty, Susan, PeterKarten mit Kinder in unterschiedlichen KleidernWho is Betty?She hat got a yellow pullover,…Kind bringt die richtige Farbkarte

GrammarLearning the new vocabulary by using pictures of clothesLearning: is /areAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 127 -

Two pieces of clothing belonging to is”Two pieces of clothing belonging to “are”

The “is” side of the board The “are” side of the board”

T-shirt jeanssweater shoes

My T-shirt is yellow My jeans are blueMy sweater is red My shoes are brown

Open learning:The children are given a sheet with pictures of T-shirt, jeans and shoes. They are asked to colour them in according to their on taste. They then cut them out and stick them on a nice sheet of paper in order to make a picture of themselves wearing these pieces of clothing. The draw their own head, face, arms and legs to complete the picture.

T: “What colour is your T- shirt?”S: “My T-shirt is yellow and red.”t: “What colour are your shoes?”S: “My shoes are black.”

What Does Not Belong Gather clothing items from home. Play a game "What does not belong". For example, place out a winter coat, along with a pair of shorts, a pair of sandals and a bathing suit. Ask the children what does not belong, and why?

Rhymes:Mama! Mama! My Socks Don´t Match!

Mama! Mama! My socks don´t match!One is red and one is blue.One is bigger than the other! Oh, no!

Mama! Mama! My socks don´t match!One is bigger than the other! Oh, no!

Mama! Mama! My socks don´t match!One is black and one is brown.One is bigger than the other! Oh, no!

Mama! Mama! My socks don´t match!One is bigger than the other! Oh, no!


Global Education

Primary School

- 128 -

Shoes and Socks

What do you wear on your head?A hat.What do you wear on your hands?Gloves.What do you wear on your feet?Socks.Shoes and socks.Shoes and socks.

What do you wear when it´s cold?Socks.Shoes and socks.Shoes and socks.

What do you wear when it´s warm?SocksShoes and socksShoes and socks.

Where do you wear your hat?On my head.Where do you wear your gloves?On my hands.What do you wear on your feet?SocksShoes and socksShoes and socks.

M:Shoe Sizes Original Author UnknownEnlarge a shoe pattern onto construction paper of different colours. Continue enlarging the pattern until you have several patterns of assorted sizes. Cut out the patterns and number the backs of the cutouts to indicate their sequential order. (Number one would be the smallest cutout.) Students arrange the cutouts in order from the smallest cutout to the largest, and then turn them over to check their work. Let the children say: The red shoe is bigger then the green shoe…

Shoe Measuring Have the children trace their shoe and use it to measure things around the room then write how many steps it took. For example: How many steps do you need for your desk?

How much is the dress? ArbeitsblattAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 129 -

BEClothes Collages Need: Magazines, scissors, paper, glueDirections: Let the children find pictures of clothes in old magazines. Then they canpaste the pictures onto a piece of paper. Display around the room. Give a subject for the collage if you wish: ex. socks, coats, shirts, pants, winter clothes, spring clothes, summer clothes, fall clothes, etc... www.preschooleducation.com/aclothes.shtml

Winter Hats Need: Construction paper, paste, crayons, paint, brushes, cotton balls Directions: Draw a stocking cap shape for each child on a piece of construction paper. A half circle with a cuff across the bottom and a tassel at the top is simple to do. Cut out shapes. Have the children decorate their cap shapes with crayons or paint, by pasting on scraps of coloured paper, or sponge painting. Let them each paste a cotton ball on the tassel area. While the children are working, talk about the changing weather and how hats help keep heads and ears warm. The children may make mittens to match caps.www.preschooleducation.com/aclothes.shtml

ME:SongThe Colours of our Clothes (to the tune of "The Farmer in the Dell")

Oh, who is wearing [colour]?Oh, who is wearing [colour]?Please tell me if you can,Oh, who is wearing [colour]?

Oh, [name] is wearing [colour]!Oh, [name] is wearing [colour]!That's the colour of her [article of clothing],Oh, [name] is wearing [colour]!

Insert a different name each round.

Teaching Tips: Begin by using yourself as the example. Point to an item you are wearing and ask students what colour it is. Teach second verse first.Continue to sing about yourself, using three or four colours and items of clothing (until students are comfortable with song).Select a student. Ask class, "What colour is [name] wearing?" Sing song, after students respond. Repeat for two or three students.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 130 -

Select a student. Begin to sing, "Oh, [name] is wearing"; stop and allow students to answer. Continue, pausing at the end of each line to await class response.Select a student. Begin to sing. Stop at end of line, and point to one student. Await this students response.Ask students, "Who is wearing [colour]?" Allow several to respond. Repeat until all are comfortable.Ask students, "Who is wearing [colour & article of clothing]?" Repeat this activity until students are comfortable.Introduce verse one. Allow students to answer before continuing with verse two.members.tripod.com/~ESL4Kids/songs/clothes.html

Dressed in the Morning Sung to: "This is the way"This is the way we get dressed in the morning, dressed in the morning, dressed in the morningThis is the way we dressed in the morning, so early in the morning!This is the way we put on our shirt, put on our shirt, put on our shirtThis is the way we put on our shirt, so early in the morning!(Act out each movement.....continue adding items of clothing depending on theweather or season you want to discuss. (Socks, shoes, snow pants, boots, raincoat, etc.)

Getting Dressed Sung to: "The Farmer in the Dell"

I'm getting dressed myself,I'm getting dressed myself.Hi-ho, I'm growing-o,I'm getting dressed myself.

I'm putting undies on,I'm putting undies on.Hi-ho, I'm growing-o,I'm putting undies on.

Additional second verses:I'm putting on my shirt.I'm putting on my pants.I'm putting on my socks.I'm putting on my shoes.

Now look what I have done,Now look what I have done.Hi-ho, I'm growing-o,Now look what I have done.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 131 -

Let's Put On Our Socks Sung to: "Hickory, Dickory, Dock"

Hickory, dickory, dock.Let's put on our socks.We'll walk around,Without a sound,When we put on our socks.

Repeat: slide, tiptoe etc.

Boot Prints Beverly A. Meyer

Sung to: "This Old Man"

Here's one foot, here are twoBoth are wearing (brand new) shoesSo you stand up, turn around,Dance across the floor,That's what these new shoes are for!

Fill in "brand new" to describe the shoes on the feet that you are singing about. Personalize it by singing this for the second line:Valerie is wearing Pink Barbie Velcro Shoes

Make it a guessing game or transition game by singing this for the second line:Who is wearing white socks with no shoes. Describe whatever is being worn.Try it with everyone in the group

Mitten Music Sung to: "Where has my little dog gone

Oh where, oh where did my NEW mittens go?Oh where, oh where can they be?Oh, I have looked high and I have looked low.Oh where, oh where can they be?

Sing and replace "NEW" with pullover…

Clothes Chant


Global Education

Primary School

- 132 -

This is designed as a fun review of basic clothing items. It is suggested that you introduce this activity using the group exercise. The first few times through the chant, the teacher will need to lead the activity. As students grow more comfortable with modifying questions and responses, the teacher may reduce his or her level of involvement until students are solely on their own.

As leaders develop within the student group, the teacher may begin practicing with these using the individual exercise. (This also helps to prevent the better students from growing bored while slower students are learning the required vocabulary.)

With five to ten minutes of practice per day, within one or two weeks, most (if not every) student should be able to complete the individual exercise. At this point, students should be able to include learn terminology in new contexts. (i.e. "Is So-ri's shirt red?" "No, it's not. It's brown." or following simple instructions such as "Colour the boy's shoes purple.")

Group:

What [CLAP] is [student] [CLAP] wear- [CLAP] -ing?What [CLAP] is [student] [CLAP] wear- [CLAP] -ing?What [CLAP] is [student] [CLAP] wear- [CLAP] -ing to-day [CLAP]?

[Student]'s [CLAP] wear- [CLAP] -ing [colour] [CLAP] shoes.[Student]'s [CLAP] wear- [CLAP] -ing [colour] [CLAP] shoes.[Student]'s [CLAP] wear- [CLAP] -ing [colour] [CLAP] shoes today.

What else [CLAP] is [student] [CLAP] wear- [CLAP] -ing?What else [CLAP] is [student] [CLAP] wear- [CLAP] -ing?What else [CLAP] is [student] [CLAP] wear- [CLAP] -ing to-day [CLAP]?

[Student]'s [CLAP] wear- [CLAP] -ing [colour] [CLAP] socks.[Student]'s [CLAP] wear- [CLAP] -ing [colour] [CLAP] socks.[Student]'s [CLAP] wear- [CLAP] -ing [colour] [CLAP] socks today.

Continue for other articles of clothing (pants, skirt, shirt, dress, hat, etc.).

Individual:

What [CLAP] are you wear- [CLAP] -ing?What [CLAP] are you wear- [CLAP] -ing?What [CLAP] are you wear- [CLAP] -ing to-day [CLAP]?

I'm wear- [CLAP] -ing my [colour] [CLAP] shoes.I'm wear- [CLAP] -ing my [colour] [CLAP] shoes.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 133 -

I'm wear- [CLAP] -ing my [colour] [CLAP] shoes to-day [CLAP].

What else [CLAP] are you wear- [CLAP] -ing?What else [CLAP] are you wear- [CLAP] -ing?What else [CLAP] are you wear- [CLAP] -ing to-day [CLAP]?

I'm wear- [CLAP] -ing my [colour] [CLAP] socks.I'm wear- [CLAP] -ing my [colour] [CLAP] socks.I'm wear- [CLAP] -ing my [colour] [CLAP] socks to-day [CLAP].

Continue for other articles of clothing (pants, skirt, shirt, dress, hat, etc.).members.tripod.com/~ESL4Kids/chants/clothes.html

31. WocheWiederholung FamilieStory : Water from the well

SUCulture

andScience

MaMathematics

Me Music

Be Arts



Global Education

Primary School

- 134 -

Father fell down the wellAim: To practise listening to storiesWortschatz: Dog, cat mouse, Woman, man, girl, boy, couldn´t, pull, well, help, father, mother, sister, brother, husband, wife, daughter, sonWiederholung der bereits gelernten Wörter mit Hilfe von Flashcards.

Vorbereitung der Geschichte:

1. Hand out strip pictures 1 to each child to cut out.2. Teach the words dog, cat by showing the pictures of these to the class3. Hold up the picture of the family and elicit man, woman, boy and girl. Now point to each of these people using their family names i.e. father, son daughter and mother, then introduce the relationships within the family, i.e. wife and husband, brother and sister. Finally show the picture of a well and introduce the word well.4. Give each child a photocopy and tell them that they are going to hear a story about a man who wanted some water from a well. Ask them to look at the photocopy. 5. On the board, using photocopy and cut outs, demonstrate how they add a character as they listen to the story. 6. Read the story again and let the children stick their characters onto their photocopies. you may need to read the story two or three times.

Follow-up activity:Children can draw a picture of their own family helping father out of the well!Let the children make finger puppet

Story:One day a man wanted to get some water from the well. He went to the well to pull up the water but he fell in with a huge splash! He called for help. Help! Help!A woman ran to the well. She held on to the man and she pulled and she pulled and she pulled but she couldn’t pull him out.


Global Education

Primary School

- 135 -

She called for her husband. He ran to the well. He held onto his wife she held onto his man and they pulled but they couldn’t pull him up.The husband called for his son. He ran to the well. He held onto his father. His father held onto his wife. She held onto the man and they pulled and they pulled and they pulled but they couldn’t pull him up.The boy called for his sister. She ran to the well. She held onto her brother. He held onto his father. His father held onto his wife. She held onto the man and thy pulled and they pulled and they pulled but they couldn´t pull him up.The girl called for her dog. The dog ran to the well. The dog held onto the girl. She held onto her brother. He held onto his father. His father held onto the man and they pulled and they pulled and the pulled but they couldn´t pull him up…. cat…mouse. The mouse ran to the well. The mouse held onto the cat. The cat held onto the dog. The dog held onto the girl. She held onto her brother. He held onto his father. His gather held onto his wife. She held onto the man and the pulled and they pulled and they pulled him out of the well.Everyone was very happy. Then the man said I want some water! He went to the well but …splash!www.onestopengish.com

Stammbaum gestalten

WHAT TO DO For homework, ask each child to draw of people in his or her family, including extended family members such as aunts, cousins, and grandparents, etc. Some children may wish to include pets on their lists. Explain to children that they will use their pictures in class to create a picture graph that shows the total number of people in their families. Distribute blank copies of the My Family graph and multiple copies of People cut-outs. The children should draw their own cut outs at home. Model making a picture graph of your own family by cutting and pasting the appropriate cut-outs on a chart. Then instruct children to graph their own families, following your example.When they have completed their graphs, children can stand up in small groups so others can view their graphs. Ask children questions such as, Which family has the most people?

A Family FingerplayThis is a family hold up one hand, fingers spread Let's count them and see, How many there are, And who they can be count 1, 2, 3, 4, 5 Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

http://www.onestopengish.com/

Global Education

Primary School

- 136 -

This is the mother touch pointer finger Who loves everyone And this is the father touch big finger Who is lots of fun. This is my sister touch ring finger She helps and she plays, And this is the baby touch little finger He's growing each day. But who is this one? touch thumb He's out there alone, Why it's Jackie, the dog, And he's chewing a bone. wiggle thumb.

Rhyme:My father, my mother, my sister, my brother and mewe 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 sister helps me.We help each other in this family.

Der Reim wird im Kreis gesprochen.4 Kinder stehen als Vater, Mutter, Bruder, und Schwester in der Mitte. Bei “me“ and „I“ zeigen die KK auf sich selber. Bei der letzten Zeile fassen sie einander an den Händen.

32. WocheMuttertag

Mothers day


Global Education

Primary School

- 137 -

SUCulture

andScience

MaMathematics

Me Music

Be Arts


Classroom Phrases:Wh. der Phrasen der VorwocheI like...Do you likeHello! How are you? I´m fine!Come here! Not now!

Wiederholung der Familiensituationen der Vorwoche

RhymeMother dear, I want to sayThat I love you in every way.


Global Education

Primary School

- 138 -

Mother´s Day comes once a year,But every day I love you dear.

Möglichst oft wiederholen lassen, die KK vor der Klasse frei sprechen lassen, damit sie das Gedicht dann Zuhause vortragen können.

Mummy likes coffeeAnd Mummy likes teaI like MummyAnd Mummy likes me

Be:Zu dem oben genannten Reim, die Mutter ins ICH Heft zeichnen lassen.Beschreiben: This is my mommy.She has a red dress.Her hair is brown.Her eyes are…

Kinder beschreiben den anderen Kindern ihre Mutter, zeigen die Zeichnung dabei vor.

ME:On Mother's Day (Sung To: O Christmas Tree) On Mother's Day, on Mother's DayOh how I love you, momOn mother's day, on mother's dayOh, how I love you momYou give me joy and happinessI give you love, a hug and kissOn mother's day, on mother's dayOh how I love you mom

I Love My Mommy (Sung to: Ferece Jacques)I love my mommy, I love my mommy, (hands on heart)Yes, I do, yes, I do (shake finger)Mommies are for hugging, (Hug self)Mommies are for kissing (blow kiss)I love you, yes I do (point)

I Love Mom (Sung to: Jingle Bells) I love mom, I love mom I think she's really neat. I like to bake her a very special treat. She is sweet, she is sweet These treats she liked to eat.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 139 -

I love mom, I love momI think she's really neat.

Mother My Darling (Sung to: Rock A Bye Baby) Mother my darling, mother my dearI love you, I love you, each day of the yearYou are so sweet, and you are so kindAnd I am so glad, That you are mine

M-O-M-M-Y (Sung To: B-I-N-G-O) I love her and she love meAnd mommy is her name - OM-O-M-M-Y, M-O-M-M-YM-O-M-M-YAnd Mommy is her name-O

You are my sunshineYou are my sunshine, my only sunshine.You make me happy when skies are grey.You´ll never know, dear, how much I love you;Please don´t take my sunshine away.

LÜ: Mother, how many steps may I take?KK stehen alle in einer Reihe. Ein Kind ist die Mutter uns steht ca. 15 m von den anderen entfernt.Erstes Kind fragt: „Mother how....“ Mummy: „Four steps“K geht und zählt laut: “1,2,3,4” Nächstes Kind.Wer als erster bei der Mutter ist, hat gewonnen.


Global Education

Primary School

- 140 -

33. WocheWasser

Water

SUCulture

andScience

Versuche mit Wasser: liquid-solid-gasMelting iceFloaters and sinkersRhyme

MaMathematics

Me MusicRain is falling down

Be Arts Let´s paint a rainbow

Lü Physical EducationWater, snow and rain


Global Education

Primary School

- 141 -

Classroom phrases.

solid, liquid, gas like water

SU:Versuche mit Wasser:L:“ When water is liquid, we can drink it, wash with it and swim in it“Bilder an der Tafel – drinking, swimming, washingKinder dürfen das Wasser trinken, sich die Hände waschen, machen Schwimmbewegungen.

L: “When water is solid, it freezes into ice or snowflakes.”Bilder an der Tafel.

L: „Water can also be gas. When the water is warmed, it goes into the air as gas.”Kochend, heißes Wasser in einem Behälter zeigen. Es dampft.

Ab: 1 Teekanne, Wasserglas, Schneemann, Fischglas, See, heißer Tee, Eiscreme, etc...Colour the picture blue, when the water is liquid!Colour the pictures red, when the water is solid!Colour the pictures yellow, when the water is gas!

Ab2Versuchsreihe mit EiswürfelTake 3 ice cubes.Put 1 in hot water, 1 in warm water, 1 in cold water. Which melts first?

Ab3Floaters and sinkersVersuchsreihe- welche Gegenstände schwimmen, gehen unter? Materials: Tub of water or small bucket5-10 small items that will sink or float in the water (I would have 5 that float and 5 that sink)


Global Education

Primary School

- 142 -

Activity: Have students in the class circle around the object that you have the water in. Talk to the children about what floating and sinking means.

Hold up one item at a time and ask the students if they think that item will sink or swim.Then after they predict, put it in the water and see what happens. Talk to the children about their prediction and if they were right or not. Leave the container of water and the objects in the room and let the children play with the items in the bucket.

Zuerst gemeinsam probieren, dann zeichnet jedes Kind alleine am Ab ein. L: Which things float? Wortschatz muss zuerst erarbeitet werden!Which things sink?K: “An apple sinks.” oder K fragen einander, indem sie verschiedene Dinge hochheben: “Does it sink?

SU2 The water cycle1. Story: “Drippy the raindrop”A wonderful story about the water cycle for young children without the big words: condensation, evaporation, precipitation and the last one I always forget, collection! These mouthfuls can be gently introduced after the story at your discretion.www.educate.org.uk

Make It Rain in Your Kitchen!You'll Needa large hand mirror a freezer or ice cubes a pot holder a kettle water

What to DoPut the mirror in the freezer, or place ice cubes on it to make it really cold. Place water in a kettle on the stove, and bring it to a boil. When the water is boiling, hold the mirror so that the steam (water vapor) is hitting it. Use a pot holder or glove to protect your hand. www.tomsnyder.com/classroom/scicourt/watercycle.html

The Cotton Ball & Water Activity Ages

Materials: One cotton ball for every child, some flat pans or containers filled with about an 1/2 inch of cold water.

1. Give each child a cotton ball to hold. Tell them to pretend that they are holding a Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

http://www.tomsnyder.com/classroom/scicourt/watercycle.html

http://www.educate.org.uk/

Global Education

Primary School

- 143 -

cloud. 2. Ask them how does the cloud feel: heavy or light, soft or hard.3. Instruct the children to place the "cloud" (cotton ball) gently over the cold water. Explain that water that has evaporated has travelled up to the cloud and it is a lot colder up in the sky, so the vapor turns into water, and it is filling up the cloud. Ask: Can you see the "cloud" (cotton ball) filling up with the water. 4. Ask the children to gently pick up the "cloud" (cotton ball) from the pan. Ask: How does the "cloud" feel now? Light or heavy. Warm or cold? What is happening with the water? Yes, the water is dripping from the "cloud". Why? The cloud cannot hold all that water, is too, too, heavy. What do we call when water falls from the clouds because they are too heavy with water? Yes, you are right, rain! It is raining! And what happens to the water? Yes, it is coming right back into the pan, and the pan could be a stream, river, ocean or the ground. www.first-school.ws/activities/science/drippy.htm

Wet or DryCut some pictures from a magazine, or show some pictures from a book, ask your child if the objects are wet or dry?

RhymeWater's WayFrozen water becomes ice,Boiled water makes steam.I like water in a fountainOr in a flowing stream.by Carol Weston

StormOutside, thunder crashes!Outside, lightening flashes!Outside, wild rain lashes!Inside, we are safe.Inside, we are warm.Inside, there is comfort.Outside, there is STORM!by Helen H. MooreCloudWhat is fluffy?What is white?What can you seeWhen skies are bright?What can float?What brings rain?What may be higherAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

http://www.first-school.ws/activities/science/drippy.htm

Global Education

Primary School

- 144 -

Than a bird or plane?Say it out loud:

The Water CycleWhen I was youngI used to thinkthat water camefromthe kitchen sink.But now I'm older,and I know,that water comesfrom rain and snow.It stays there, waiting,in the sky,in clouds aboveour world so high.And when it falls,it flows along,and splashes outa watery song,as each raindropis joined by moreand rushes tothe ocean shore,or to a lake, a brook, a stream,from which it rises,just like steam.But while it's down herewhat do you think?Some DOES go tothe kitchen sink!by Helen H. Moore

MERain(sung to "It Ain't Gonna' Rain No More, No More")It is gonna' rain some more, some more,It is gonna' rain some more!When drops of water start to pour,It is gonna' rain some more, some more!


Global Education

Primary School

- 145 -

Why do drops of water pour?Drops of water pour?The clouds can't hold them anymore,That's why drops of water pour!It is gonna' rain some more, some more,It is gonna' rain some more!When drops of water start to pour,It is gonna' rain some more, some more!

Rain, Rain, Go AwayWritten By: UnknownCopyright UnknownRain, rain, go awayCome again some other dayWe want to go outside and playCome again some other day

Optional lyrics:

Change third line to say:[child's name] and [child's friend's name]want to play

Water musicIn Weingläser verschiedene Mengen von Wasser einfüllen. Die Kinder machen sich den Finger ein bisschen nass und fahren mit dem Finger über die Gläser.

M:Ab. Wather Cycle Dot-to-Dot

LÜ:Feuer, Wasser, LuftWater: auf die Sprossenwand kletternSnow: klein am Boden zusammenkrümmenRain: zu zweit zusammengehenRaindrops: auf den Rücken legen und mit den Füßen strampeln

BE: „Let´s paint a rainbow“


Global Education

Primary School

- 146 -

34. WocheDie Erde unter meinen Füßen

Garden delights

SUCulture

andScience

Show me the animalsSpielRhyme

MaMathematics

Simply calculationsCalculation game

Me MusicThe mulberry bushLooby loo

Be Arts Coffee filter flowers5 pink tulipsDraw a garden

Lü Physical EducationLieder tanzenGarden game


Global Education

Primary School

- 147 -

Classroom phrases:Colour the birds!Put the finger through the birdBend their wingsMake the birds fly!

SU:Tafelbild von einem Garten1. L: „What can you see?“KK: zuerst auf Deutsch sagen, dann auf englisch nachsprechen Begriffe wie: Grass, flowers, tree, bee, birds, snail, mouse, hedge hoke, tulips, stones, butterflies, the sun...

2. L: “Show me the snail”KK: “This is the snail”

3. Spiel: 2 Kinder stehen mit dem Rücken zur Tafel – ein K aus der Klasse gibt den Auftrag: “Show me the sun…”

Parts of a flowerShow your child a flower. Ask him/her about the flower. Ask him/her if they know where the stem is, or the pedals. Explain that there are roots too. You could even go outside and show your child the roots of a weed, when you pull it out of your garden

Rhyme:Five Pink tulipsFive pink tulips by the door, (Hold up your gloved hand)I picked one for Mother, That left four.(Lower the fingers one at a time as mentioned.)Four pink tulips so beautiful to see.I went and picked another one.That left three.Three pink tulips looking fresh and new.So I picked another one.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 148 -

That left two.Two pink tulips glowing in the dawn.I went and picked another one.That left one.One pink tulip lifting toward the sun.Until I went and picked it.That left none.

This Is My Garden (Fingerplay) This is my garden (place left hand, palm toward sky, in front of you) I'll rake it with care (use first 3 crooked fingers of right hand to "rake" left palm) Then some flower seeds I'll plant in there (with thumb and forefinger "pinchers" touch garden four times to plant seeds) The sun will shine (right hand pinchers in air above "garden" twist wrist and open fingers) The rain will fall (wiggle fingers of right hand down to garden) And my garden will blossom and grow straight and tall (put right hand under left hand "garden" push right hand fingers up through left hand to grow)

Mary, Mary, Quite ContraryMary, Mary, quite contrary,How does your garden grow?With silver bellsand cockleshellsAnd pretty maids all in a row.

M:Simply calculations auf Englisch, zählen üben – vor- und rückwärts

Spiel: immer 4 Kinder an die Wand stellen – eine Rechnung auf Englisch sagen – wer die richtige Antwort auf Englisch weiß, macht einen Schritt nach vor – der Gewinner steigt in die nächste Runde auf.

BeDraw a beautiful gardenK zeichnen einen Garten, zeichnen aber nur das hinein, was die KK auf Englisch benennen können- manche Gärten sind dann eben leerer oder gefüllter.Über die Bilder sprechen.“In my garden, there is/ there are…”

Coffee Filter Fowers mit Anweisungen auf E basteln, aufkleben1. Fold the filter into several pie-shaped pieces.2. Cut out a design along the curved edge of the filter.3. Dip all the edges of the folded filter into different food colourings.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 149 -

4. Unfold the filter and dry the flower.5. Glue the flower on stems cut from green construction paper leaves. MEFlowers, Flowers written by Chicky-ma-maSung to "Frere Jaques"Flowers, flowersflowers, flowersEverywhereHere and thereWe smell the pretty flowersWe pick the pretty flowersSee them hereSee them there

LÜ:Lieder tanzenKinder ins Ohr flüstern, welche Teile aus dem Garten sie sind. Sie müssen sich zu Gruppen zusammenfinden, indem sie die passenden Bewegungen machen. Man einigt sich vorher mit den Kindern auf die Bewegungen. z.B. bird – mit den Armen flattern, stone – sich klein am Boden zusammenkauern...

35. und 36. WocheMinibeats


Global Education

Primary School

- 150 -

SUCulture

andScience

Looking at picturesAnimal gameThe very hungry caterpillarChantRhyme

MaMathematics

Me Music

Be Arts


Classroom phrases

Look! A worm, a spider, a centipede, a butterfly

cold – colder – coldesthot – hotter – hottestDo you like…?

SU:Erarbeitung:


Global Education

Primary School

- 151 -

Bilder zeigen: L: “Look! A butterfly. KK: A butterflyDas selbe mit den anderen Tieren. 4 Kreise- jede Gruppe erhält ein Tier: Touch it , say the name and hand it on.Jede Gruppe erhält jedes Tier. Einfache Dialoge mit jedem Tier. L: „Who wants the spider? “Here you are”K: “Thank you”L: Who has got the spider?”K: “It´s me.”L: “Where is the spider?”K: “Here it is.”L: “Anna, have you got the spider?”K: “Yes, I have. “

M:Amazing AntsTell children that an ant can carry ten times its own weight. Then ask them which of the following things they think an ant could carry:Verschiedene Bilder werden auf die Tafel gegeben. raisin, cup of milk, birdseed, cookie crumb, spider, fly, sandwich, grain of rice, grain of sugar.K: An ant can carry a raisin.K: An ant can´t carry a book, a tablewww.alphabet-soup.net/mini/insect.html

Math bugsConstruct a set of ten big ladybugs from red construction paper (use a black marker to add features except for spots). Glue black paper spots on one wing cover--one on the first bug, two on the second, et cetera. Cut out about 70 more spots and have students "match" spots by placing the same amount on the blank wing cover. Add spots on both sides to see how many spots are on each bug. Subtract and add spots from the unglued wing cover and count totals.

Die Kinder können einfache Sätze formulieren:This lady bug has got 8 spots. 4 spots plus 4 spots equals 8 spots.Die verschiedensten Rechnungen können gerechnet werden.

Es kann auch nach dem Alter gefragt werden.“How old is this lady bug?”www.earthsbirthday.org/butterflies/ladybugs/ladybugfunlp.htm

ME:


Global Education

Primary School

- 152 -

Spider GameTeach this song to children:One little spider went out to play,On a spider's web one day.He had such enormous fun,He asked another little spider to come.

Have children form circle. Choose one child to stand in center of circle. Have children sing song. As they sing, have the "spider" invite another child to join him in his "web". On the next verse, have children sing "two little spiders.." and invite another child to join group. Continue in this way until all children are in the "web". www.alphabet-soup.net/mini/insect.html

Never Hurt A LadybugSing to the tune of "Yankee Doodle"

Ladybugs are in my yard.Just look at them devourThose pesky aphids on the leavesOf Mother's pretty flowers.Never hurt a ladybug.We need them in the garden.Ladybugs help flowers grow,So we must never hurt them.

My Ladybug Has Spots!Sing to "The Muffin Man"My ladybug has one black spot,One black spot, one black spot.Ladybug has one black spot,Oh my ladybug!

My ladybug has two black spots. . . (and so forth)

Traditional Nursery Rhymeto chant as you blow ladybugs off your fingersLadybird, ladybird,Fly away home.Your house is on fireAnd your children are gone.All but oneAnd her name is Nan,And she's crept underThe pudding pan.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 153 -

Traditional Jump Rope SongLadybug, ladybug, turn around.Ladybug, ladybug, touch the ground.Ladybug, ladybug, read the news.Ladybug, ladybug, go upstairs.Ladybug, ladybug, say your prayers.Ladybug, ladybug, turn out the lights.Ladybug, ladybug, say good night.G-O-O-D-N-I-G-H-T

Su:

Classroom phrases:Wh der Zahlen 1-5, sowie der Vokabeln „apple, pear, plum, strawberries, oranges, eggs“Neue Wörter: „Chocolate cake, ice – cream, cheese, lollipop, cherry pie, sausage, watermelon“Phrasen: “Do you like?” – “No, I don´t” , “Yes I do”

1. Vorstellen der Story(Bildkarten zum Buch liegen auf dem Boden) im Sitzkreis.L: „Now I tell you the story of the very hungry caterpillar“ L beginnt zu lesen, zeigt den KK die Bilder im Buch – beim 2. Mal Vorlesen heften die KK die entsprechenden Bildkarten an die Tafel.

2. Arbeit mit den Bildkarten:a) neue Vokabeln: L: „This is a chocolate cake.“ KK wiederholen b) Spiel: “What´s missing?“KK schließen die Augen – L nimmt ein Bild weg, fragt die Kinder. Auch ein K kann die Rolle des L übernehmen.

3. Food saladSitzkreis – immer 2 Kinder sind das selbe Essen – ein Platz ist frei – ein Kind steht in der Mitte und ruft chocolate cake – die beiden Kinder müssen Platz wechseln. Kind in der Mitte versucht leeren Platz in der Mitte zu erwischen. Bei „Food salad“ tauschen alle KK Platz.

4. Do you like it?L: “The very hungry caterpillar likes ice cream, cheese…“Do you like cheese?”

5. Die Kinder können ein eigenes Büchlein mit Bildern erstellen. Ein sehr anschauliches Büchlein lässt sich mit Hilfe von verschiedenen Nudelformen herstellen: Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 154 -

Man braucht: 1 kleine weiße Bohne 1 Nudel (Marke "gedrehte Bandnudel") 1 Nudel (Marke "Muschel") 1 Nudel (Marke "Farfalle") Tonkarton Tonpapier in grüner Farbe Ein längliches Stück Tonkarton oder Tonpapier wird der Länge nach in vier gleich große Teile gefaltet. Aus dem grünen Tonpapier wird viermal eine Blattform geschnitten und jedes Blatt auf den Tonkarton aufgeklebt. Beschriften Sie die einzelnen Sektionen wie angegeben oder lassen sie die Kinder die Sätze aufschreiben. Dann werden die Naturalien auf die Blätter aufgeklebt: - in den ersten Abschnitt die Bohne - in den zweiten Abschnitt die gedrehte Nudel - in den dritten Abschnitt die Muschelnudel - in den vierten Abschnitt die Schmetterlingsnudel Um den Kindern ein Gefühl des Kokons zu vermitteln, können sie sich gegenseitig mit weißem Toilettenpapier vom Kopf bis zu den Füßen einwickeln. Die Kinder schließen ihre Augen und stellen sich vor, wie sie sich zu einem Schmetterling entwickeln. Dann breiten sie ihre "Flügel" aus und zerreißen das Papier. Dazu passt folgender Reim, den die Kindern beim Einwickeln sprechen können: I spin and spin my chrysalis, then go to rest inside, when I come out I've changed indeed.. Look! I'm a butterfly!www.englishbox.deM:MATH (by Carrie Bruner)We did a chart. There were 5 different cut-out butterflies that we pasted on a piece of chart-paper beside the names of them. Then we held a vote in class. Each student had to figure out which butterfly was their favorite. After that, each student was given a cut-out construction-paper butterfly and each student pasted it beside his/her vote. Once each student had voted, we compared each column of the chart. In our class, the majority of the students liked the monarch with it having 8 votes. Coming in second place was the swallowtail with 5 votes. Compare!! How many more students liked the monarch than the swallowtail? Which butterfly did the most students like? The least? How many votes were there all together? You can come up with as many questions as possible.www.members.aol.com/cbruner1/

ME: Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 155 -

Sung to the tune of "Brother John" or "Frere Jacques") I'm a flower, I'm a flowerRoots below, roots below.Soil and rain and sunshineSoil and rain and sunshineWatch me grow! Watch me grow!

I'm an egg, I'm an eggOn a little leaf, on a little leafSoon I'll be a caterpillarSoon I'll be a caterpillarWatch me eat! Watch me eat!

I'm a caterpillar, I'm a caterpillarYou're one too, you're one tooSoon we'll both be butterfliesSoon we'll both be butterfliesSomething new! Something new!

I'm a chrysalis, I'm a chrysalisWarm and dry, warm and dryChanging from the insideChanging from the insideInto a butterfly! Into a butterflyI'm a butterfly, I'm a butterflyFlying all around, flying all aroundLooking for a flowerLooking for a flowerSearching up and down. Searching up and down.I'm a flower, I'm a flowerOpen to the sky, open to the skyI have lots of nectarI have lots of nectarFor all the butterflies. For all the butterfliesInstructions for acting out each verse: Verse 1.: Start in squatting position. Slowly raise arms over head, and stand up tall, on tiptoes. Verse 2: Curl up in a ball, and slowly uncurl - making munching sounds. Verse 3: Crawl around the floor on hands and knees. Verse 4: Stand up, with arms down at sides. Stand very still, and pretend you're hanging from a twig. Then gently shake your body (to ward off predators!) Verse 5: Stand with arms out, and begin waving arms up and down. Fly around the room. Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 156 -

Verse 6: Stand still, with arms raised over head in a "V." Sway your body back and forth, and look around for butterflies.

Roly-Poly Caterpillar Roly-poly caterpillar (wiggle right pointer finger)Into a corner crept, (place right pointer finger in left cupped hand)Spun around himself a blanket (spin around)Then for a long time slept. (place head on folded hands)Roly-poly caterpillar (wiggle right pointer finger)Wakening by and by, ("stretch" right pointer finger)Found himself with beautiful wingsChanged to a butterfly. (flutter arms like wings)

RhymeBugs June bug, stink bug,Ladybug, chinch bug,Water bug, pink bug,Please-don't-pinch bug!Horsefly, housefly,Dragonfly, deer fly,Firefly, fruit fly,Buzzing-in-your-ear fly!Honeybee, bumblebee,Queen bee, drone bee,Worker bee, nurse bee,Leave-me-alone bee!Gypsy moth, luna moth,Beetle and mosquito,Bugs and insectsReally are neat-o!Cockroach, katydid,Cricket and cicada,Grasshopper, mantis,Catch you all later!

Ladybugs Lady bug, lady bug,How are you today?Lady bug, lady bug,Are you going to stay?Lady bug, lady bug,Or will you fly away.


Global Education

Primary School

- 157 -

Caterpillar Chant A caterpillar looks so small.It is hardly there at all.It munches on green leafy treats,And it gets bigger as it eats.It eats and eats, 'til pretty soon,It wraps up tight in a cocoon.When it wakes up it blinks its eyesAnd says, "I'm now a butterfly!"

Butterfly Chant A burst of blue,A shock of green,A flap of wings is all that's seen.A flutter in the flower beds,A burst of blue,A bit of red,A whisper as it flutters by,You're oh so pretty, butterfly.

The Fuzzy Caterpillar Once there was a caterpillar fuzzy as could be,He ate and ate and ate all the new, green leaves.And when he was finished and could eat no more,He made himself a chrysalis that didn't have a door.While inside this chrysalis, he began to change,The fuzzy caterpillar would never be the same.After seven days, he broke out and my oh my,The caterpillar he had been was now a butterfly.

The furry caterpillarThere's a very furry caterpillar Crawling up that tree; I hope that furry caterpillar Doesn't crawl on me!

Caterpillar What do caterpillars do? Nothing but chew and chew. What do caterpillars know? Nothing much but how to grow. They just eat what by and by will make them be a butterfly.


Global Education

Primary School

- 158 -

But this is more than I can do however much I chew and chew

Fuzzy Wuzzy Caterpillar Fuzzy wuzzy caterpillar in the garden creeps. He spins himself a blanket and soon falls fast asleep. Fuzzy wuzzy caterpillar wakes up by and by To find he has wings of beauty, changed to a butterfly.

Me:

Bugs Sung to: "Frere Jacques"

Big bugs, small bugs, big bugs, small bugs,See them crawl on the wall?Creepy, creepy, crawling, never, never falling.Bug, bugs, bugs, bugs, bugs, bugs.

Flutter, flutter, Butterfly Sung to: "Twinkle, Twinkle, Little Star"

Flutter, flutter, butterfly.Floating in the summer sky.Floating by for all to see,Floating by so merrily.Flutter, flutter, butterfly,Floating in the summer sky.

Ladybug Sung to: "Three Blind Mice"Fly, fly, flyLadybugs flyFly over hereFly over thereThey fly up high and they fly down low.Around and around and around they go.They fly fast, and they fly slow.Oh, ladybugs fly Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 159 -

Can you move with me? Sung to: "Do Your Ears Hang Low"

Can you wiggle like a worm?Can you squiggle? Can you squirm?Can you flutter? Can you fly like a gentle butterfly?Can you crawl upon the groundLike a beetle that is round?Can you move with me?Can you flip? Can you flop?Can you give a little hop?Can you slither like a snake?Can you give a little shake?Can you dance like beeWho is buzzing round a tree?Can you move with me?

Pretty Ladybugs Sung to: "The Muffin Man"

Ladybug has 1 black spot,1 black spot, 1 black spot;Ladybug has 1 black spot,

Pretty ladybug! Sung to: "Skip to My Lou"

I'm a butterfly, come fly with meI'm a butterfly, come fly with meI'm a butterfly, come fly with meCome fly with me, my darlingA butterfly, come drink nectar with meA butterfly, come drink nectar with meA butterfly, come drink nectar with meDrink nectar with me, my darling.A butterfly, now sleep like meA butterfly, now sleep like meA butterfly, now sleep like meCome sleep like me, my darling.


Global Education

Primary School

- 160 -

Oh Butterfly!

Sung to: "Oh Christmas Tree"Oh, butterfly, Oh, butterflyHow I love your colours.Oh, butterfly, Oh, butterflyHow I love your colours.You fly so high and beautiful,Your so soft and gentle.Oh, butterfly, Oh, butterfly,How I love your colours.

Caterpillar Sung to: "Addams family"

Refrain:My tummy is fat (snap, snap)I like it like that (snap, snap)I wiggle aroundI jiggle aroundI wiggle aroundMy tummy is fat (snap, snap)

I'm a striped caterpillarI'm such a chubby fellerI love to eat and eat,Those leaves are such a treat

Birth of a Butterfly (Melodie: "Hush Little Baby, Don't Say a Word") A mama butterfly lays all her eggs, Out pops a caterpillar, crawling on its legs. The caterpillar first is rather thin, But then it eats till it bursts through its skin. After growing nice and big, The caterpillar climbs on a leaf or twig. It makes a shell where it hangs inside. The shell then cracks, and the parts divide. Inside the shell, a change was going on, The form of the caterpillar now is gone. When the shell opens, what comes out? A beautiful butterfly fluttering about!


Global Education

Primary School

- 161 -

Butterfly Cycle (Melodie: "Row, Row, Row Your Boat") Hatch, hatch little egg,I'm so very smallTeeny tiny caterpillar, Form, form chrysalis, I'm a different shape; Hanging by a silken thread Until I can escape. Rest, rest, chrysalis While I change inside; Now at last my time has come To be a butterfly. Stretch, stretch, pretty wings, It's a special day; Soon they will be strong enough For me to fly away. Fly, fly, butterfly, Fly from flower to tree; Find a place to lay my eggs So they can grow like me. I'm a butterfly (Melodie: "Pop goes the weasel") I spin and spin my chrysalis, then I go rest inside. When I come out I've changed indeed.

Look! I'm a butterfly! BE:Folgende Bastelanleitungen sind leicht nachzuarbeiten: * Runde grüne Tonpapiervorlagen werden etwas über- lappend übereinandergeklebt. Als Füße klebt man kleine Papierstreifen an die runden Vorlagen. Augen und Mund werden aufgemalt. * Ein Eierkarton wird zerschnitten und jeder einzelne Eierbehälter erhält jeweils an zwei gegenüberliegenden Ecken ein Loch. Immer zwei Behälter werden mit einem Faden verbunden. Die Augen werden angemalt, zwei Fühler mit Pfeifenreiniger aufgeklebt. Am Kopf wird noch ein Band befestigt und schon lässt sich die Raupe bewegen.


Global Education

Primary School

- 162 -

* Eine Raupe lässt sich auch mit Hilfe aneinander genäh- ter Pompons herstellen.

Das Herauskommen des Schmetterlings aus der Puppe kann sehr schön anschaulich mit Hilfe folgender Bastelarbeit dargestellt werden: Man braucht: leere Toilettenpapierrolle Schaschlikspieß oder Stück Tonkarton Tonpapier für den Schmetterling Pfeifenreiniger für die Fühler Buntstifte Schere und Kleber Anleitung: 1. Schneiden Sie aus dem Tonpapier einen Schmetterling aus und malen Sie ihn an. Bohren Sie ein kleines Loch oben in den Kopf des Schmetterlings. 2. Ein Stück Pfeifenreiniger wird wie ein "V" geformt und durch das Loch geschoben. Das sind die Fühler. 3. Kleben sie den Schmetterling an ein Ende des Schaschlikspießes. 4. Bemalen Sie die Toilettenpapierrolle als Puppe (z.B. grün). 5. Drehen Sie die Flügel des Schmetterlings vorsichtig nach innen ein und schieben Sie den Schmetterling in die Rolle. 6. Wenn Sie den Spieß vorsichtig wieder herausziehen, kommt der Schmetterling aus der "Puppe" zum VorscheinKinder im ersten und zweiten Schuljahr malen gerne Vorlagen aus. L: Colour the first butterfly yellow. Colour the second butterfly red. (usw.) Oder die Kinder malen zunächst die Schmetterlinge nach ihrer Vorliebe aus und erzählen dann, wie ihr Insekt aussieht S: My butterfly is yellow and green. Schneiden Sie eine Schmetterlingsform aus weißem Papier aus. Kleben Sie einen schmalen schwarzen Papierstreifen in die Mitte. Lassen Sie die Kinder mit Q-Tips (Ohrreiniger) Farbe aufnehmen und die Flügel damit bepunkten. Eine besondere sensorische Erfahrung ist es für Kinder, wenn sie Schmetterlinge mit den Füßen herstellen. Barfuß treten die Schüler in eine Schale mit Farbe, treten dann anschließend auf ein Stück Papier und zwar so, dass die Hacken zusammenstehen und die Zehen etwas nach außen gedreht sind. Wenn die Farbe trocken ist, fügt man noch die Fühler mit Filzstiften hinzu. www.englishbox.de

LÜIm Sportunterricht oder auf dem Schulhof lässt sich ein "butterfly relay race" durchführen. Gebastelte Blumen werden in einer Reihe an der Wand befestigt. Jede Staffel besteht aus drei oder vier Kindern. Die Staffeln stehen der Blumenwand in einigem Abstand gegenüber. Die jeweils ersten Kinder laufen so schnell sie können auf Kommando zur Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien


Global Education

Primary School

- 163 -

Blumenwand, berühren die Blumen, laufen zu ihrer Staffel zurück, woraufhin der zweite losläuft. Wenn die Kinder vorher noch Schmetterlingsmasken gebastelt haben oder mit Tüchern als Flügel laufen dürfen, ist der Spaß noch größer. Ohne großen Arbeitsaufwand lassen sich auch "fingerprint butterflies" herstellen. Die Kinder tauchen ihren Zeigefinger in Farbe und drücken die fingerspitze auf ein Blatt Papier. Das wir viermal wiederholt, wobei die Abdrücke sternenförmig, in der Mitte überlappend gesetzt werden. www.englishbox.de

37. WocheOnkel Max hat einen Bauernhof

Animals on a farm

SUCulture

andScience



Global Education

Primary School

- 164 -

MaMathematics

Me Music

Be Arts


Su

1. Legen Sie sich Bilder von den Farmtieren zurecht oder Stofftiere und evtl. eine große grüne Fläche (Tonkarton) als Wiese. Eine Handpuppe, z. B. ein Vogel oder eine Biene fliegt über die Wiese und entdeckt das erste Tier. Der Vogel/Die Biene fliegt zu dem Tier hin und fragt: "Hello, who are you?" Das Tier auf der Wiese antwortet: "Hello, I'm a cow." Fragen Sie die Kinder nach dem Geräusch, das Kühe machen: "What does a cow say?" Yes - moo, moo! Come on, you are all cows! Die Kinder imitieren das Muhen. Ebenso mit den weiteren Tieren. www.englishbox.de

2. Bauernhofbild an der Tafel besprechen:Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien


Global Education

Primary School

- 165 -

L: „Look – this is a farm!“ “Which animals can you see?”Kk kommen zur Tafel, zeigen die Tiere, benennen sie auf Englisch.

3. L teilt Masken aus. L fragt: “Who is the cat?“ KK antworten. L fragt wieder: “What does the cat say?”

In einem nächsten Schritt kann man folgende Themenbereiche mit einbeziehen: - Colours: What colour is the cow, the pig, the horse.... - Parts of the body: How many legs has a duck, a cow, a hen.....? - Family: Match the mother to her baby! - Find the names of the father, the mother and the baby! - Animal products: A cow gives milk.....

RhymeThe cows go "moo-moo"All day longDaddy bulls go "moo-moo"All day tooAll the cows go "moo-moo"Baby calves go "moo-moo" As they see their mums being milked

The sheeps go "baa-baa"All day longDaddy rams go "baa-baa"All day tooMummy ewes go "baa-baa"Baby lambs go "baa-baa" As they graze upon the grass.

Mummy hens go "cluck-cluck"All day longThe hens go "cluck-cluck"All day longThe hens go "cluck-cluck"But baby chicks go "cheep-cheep"As they search for worms in the ground

The ducks go "quack-quack"All day longDaddy drakes go "quack-quack"All day tooAll the ducks go "quack-quack"Baby ducklings go "quack-quack" tooAngelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 166 -

As they swim in the pond

The pigs go "oink-oink"All day longMummy sow go "oink-oink"All day tooBaby piglets go "oink-oink"Yes, they go oink-oinkAs they eat and do nothing all day long

The pigs go "oink-oink"Yes, they go oink-oinkAs they eat and do nothing all day long

Bilder der Tierfamilien werden an die Tafel gegeben. ME:Ein ganz liebes Lied statt Old Mac Donald. Das Lied kann unter der untenstehenden Adresse im Internet angehört werden.

Yellow duck, yellow duck why do you quack? And when you do, why do all the other ducks quack back? All I want to know is what you're talking about. This animal language I can't figure out.

Quack, quack, quack, means How do you do? Quack, quack, Wonderful! How about you? Quack, quack, quack, quack, Would you like to play? And just one quack means, Have a nice day! Quack is the only thing a duck can say. Moo cow, moo cow why do you moo? And when you do, why do all the other cows moo too? All I want to know is what you're talking about. This animal language I can't figure out.

Moo. moo, moo, means How do you do? Moo, moo, Wonderful! How about you? Moo, moo, moo, moo, Would you like to play? And just one moo means, Have a nice day! Moo is the only thing a cow can say. Quack is the only thing a duck can say. Woolly sheep, woolly sheep why do you baa? And when you do, why do all the other sheep baa back?


Global Education

Primary School

- 167 -

All I want to know is what you're talking about. This animal language I can't figure out. Baa, baa, baa means How do you do? Baa, baa, Wonderful! How about you? Baa, baa, baa, baa, Would you like to play? And just one baa means, Have a nice day! Baa is the only thing a sheep can say. Moo is the only thing a cow can say. Quack is the only thing a duck can say. www.kiddyhouse.com/Farm/

Zur Einführung der Tiergeräusche passt auch dieses Sprechspiel. What does a cat say? Miaow! - Miaow! What does a donkey say? Hee! - Haw! What does a dog say? Bow! - Wow! What does a coe say? Moo! - Moo! What does a crow say? Caw! - Caw! And what do they all say? (all together) Miaow - miaow, hee - haw, ..... What Can a Hen Do? A hen can lay a big brown egg. A hen can stand on just one leg. A hen can run. A hen can walk. A hen can say "Bawk, bawk, bawk". But do you know what a hen can't do? A hen can't ______________ like you.

LÜAnimal Catcher Das Spiel spielt man entweder in der Turnhalle oder auf dem Schulhof. Die Klasse wird in fünf gleich große Gruppen eingeteilt. Es gibt z.B. ducks, cows, horses, turkeys, geese, u.ä. Jedes Gruppenmitglied hat ein Bild mit dem entsprechenden Tier um den Hals hängen, das vorher gebastelt wird. Es können auch die Masken verwendet werden, die die Kinder selber angemalt haben. Auf dem Boden werden sechs Kreise gezogen oder durch Bänder oder Reifen angedeutet. Jeder Gruppe wird ein Kreis zugeordnet, einer bleibt leer.


http://www.kiddyhouse.com/Farm/

Global Education

Primary School

- 168 -

Ein Kind steht zwischen den Kreisen, er/sie ist der animal catcher. Der animal catcher ruft zwei Tiergruppen auf, die ihre "Häuser" tauschen müssen: "Change your houses: turkeys and geese! - Ready, steady, go!" Während die Kinder loslaufen, versucht der animal catcher sie zu fangen. Die Kinder, die gefangen werden, müssen in dem leeren Kreis warten. Begrenzen Sie die Anzahl der Durchläufe, etwa fünf. Am Ende muss der animal catcher zählen, wie viele Tiere er von welcher Sorte gefangen hat. "I've got three cows, one turkey and two pigswww.englishbox.deTiernummernlauf:Stofftiere in die Mitte des Turnsaals legen. KK haben Nummern. Lehrer ruft Nummer. „Number three catch the rabbit!“ Wer zuerst das Tier erwischt, dessen Gruppe bekommt einen Punkt. Be: Bastle einen BauernhofMach dein eigenes Bauernhofbuch

38. Woche


Global Education

Primary School

- 169 -

Travelling

SUCulture

andScience

We are the children of the worldFlags of the worldTypical meals of different countriesRhyme

MaMathematics

Repeating our favorite games

Me MusicHe´s got the hole world

Be Arts The flying man

Lü Physical EducationMother, how many steps may I take

Classroom PhrasesI´d like to go to…comes from AustriaI am from , I come from, Do you come from…?Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 170 -

Su: Bilder von Kindern aus verschiedenen Ländern, die Kinder mit Namen versehen, die Flagge zuordnen.L: „This is Marta. She comes from Italy.

Kinder mit Fahnen aufstellen.Namen/Land zuorden.“My name is ...I come from...“

Kinder fragen einander : “Do you come from…?”

Typisches Essen dem jeweiligen Land zuordnen.Bildkarten: Spagetti, Knödel, Cevapcici, Pommes ... an die Tafel.L: „I am Marta. I come from Italy. I like to eat Spaghetti”

Fahnen auf den Boden legen. KK nehmen die Fahne und sagen: „ I´d like to go to...“

Rhyme:Flying man, flying man, up in the sky.Where are you going, flying so high?Over the mountains and over the sea.Flying man, flying man, please take me!”

BEDrawing the flying man

Me:“He´s got the whole world in his hands.”

LÜ“Mother, how many steps may I take to fly to Italy?”(verschiedene Schritte: baby step, giant step, bird step…)

MSpiele, die gerne gespielt werden im jeweiligen ZR wiederholt spielen.


Global Education

Primary School

- 171 -

39. WochePack die Badehose ein

“Holidays”

SUCulture

andScience

Talking about the coming holidaysWhat we can do during the holidaysRhyme


Global Education

Primary School

- 172 -

MaMathematics

Me MusicWe´re travelling in Europe

Be Arts My holiday picture


Su:1.Talking about the holidaysBilder mit Kindern, die verschiedene Ferienaktivitäten ausüben: schwimmen, wandern…L fragt die Kinder, indem er auf die Bildkarten zeigt:„Can you swim?“ KK antworten

2.L: “What would you like to do in the holidays?”Kinder zeigen auf das entsprechende Bild:„swimming, biking, reading...““I´d like to go swimming in the holidays”

Rhyme:Pussy cat, pussy cat,Where have you been?I´ve been to London tolook at the Queen.Angelika Schmidhuber, Sabine Hager, Volksschule im Lichtental, Marktgasse 31-35, 1090 Wien

Global Education

Primary School

- 173 -

Pussy cat, pussy cat, How did you go?Oh! I just took a motor carover the snow.

Pussy cat, pussy cat, What did you there?Oh! I frightened a little mouseunder her chair.

Pussy cat, pussy cat,Did she ask you to dine?Yes, on rat pies, boiled mice,and gooseberry wine.

ME“We´re travelling in Europe”


1cernet.ssr-wien.at/files/eplkorr.doc · web viewfrüchte in kleine stücke schneiden. ... he or...

Documents