knife – knives mouse – mice child – children loaf – loaves man – men tooth – teeth sheep – sheep woman – women foot – feet potato – potatoes leaf – leaves goose – geese wife – wives die – dice calf – calves thief – thieves tomato – tomatoes person – people deer – deer fish – fish ################## Vocabulary:
knife – a tool [a thing that you use with your hands to do a job.] to cut things
mouse – a small animal with a long tail [long part at the back of an animal’s body.]
child – a young boy or girl
loaf – a whole bread
man – an adult male person
tooth – a hard part in your mouth for chewing [to use your teeth to break food into small pieces]
sheep – an animal with wool
woman – an adult female person
foot – the part of the body at the end of your leg
potato – a round vegetable that grows in the ground
leaf – the green part of a tree or plant
goose – a large bird that lives near water
wife – a married woman
die [pl. dice] – a small cube [shape with 6 equal square sides] with numbers for games
calf – a young cow
thief – a person who takes things that are not theirs
tomato – a red vegetable or fruit
person – a human being
deer – a wild animal with antlers [horns]
fish – an animal that lives in water and swims
################
Match-the-word-with-definition:
Words:
child
goose
tomato
mouse
knife
woman
thief
loaf
deer
foot
potato
calf
tooth
person
Definitions:
a. a human being b. a young cow c. a small animal with a long tail d. a tool to cut things e. a young boy or girl f. an adult female person g. a wild animal with antlers h. a red vegetable or fruit i. a part of the body at the end of the leg j. a person who takes things that are not theirs k. a large bird that lives near water l. a whole bread m. a round vegetable that grows in the ground n. a hard part in your mouth for chewing
child – a young boy or girl goose – a large bird that lives near water tomato – a red vegetable or fruit mouse – a small animal with a long tail knife – a tool to cut things woman – an adult female person thief – a person who takes things that are not theirs loaf – a whole bread deer – a wild animal with antlers foot – a part of the body at the end of the leg potato – a round vegetable that grows in the ground calf – a young cow tooth – a hard part in your mouth for chewing person – a human being
Anna wakes up at seven o’clock. She wears her warm school uniform, coat, scarf, and gloves. She eats bread and tea for breakfast and walks to school. School starts at eight o’clock with English, math, and science. At midday, she eats lunch in the school canteen. In the afternoon, she has history and art, which she enjoys. School finishes at three o’clock. At home, Anna does her homework. In the evening, she eats dinner with her parents and sometimes watches TV. She goes to bed at nine o’clock.
#################
#################
#################
Anna’s Winter School Day
Anna is a student. In winter, her school day starts early. She wakes up at seven o’clock. It is cold outside, so she puts on her warm school uniform: a white shirt, a blue sweater, and a dark skirt. She also wears a coat, scarf, and gloves.
At half past seven, Anna eats breakfast with her family. She usually has bread and tea. Then she walks to school. The streets are sometimes snowy, and Anna likes the white trees.
School starts at eight o’clock. In the morning, Anna has English, math, and science. At midday, she eats lunch in the school canteen. In the afternoon, she has history and art. Anna enjoys drawing in art class.
At three o’clock, school finishes. Anna goes home and does her homework. She writes in her notebook and reads a book for English.
In the evening, Anna has dinner with her parents. They often eat soup, rice, and vegetables. After dinner, she sometimes watches TV or talks with her mother.
At nine o’clock, Anna goes to bed. She feels tired after her school day. Outside, the winter night is cold, but Anna is warm in her bed.
English is important because it is used in many countries. People use English to talk, travel, and work. Learning English helps you meet new friends from other countries. You can watch movies, listen to songs, and read books in English. English is also useful for the internet, schools, and jobs. Many companies want people who can speak English. If you know English, you can understand more and communicate better. It opens new chances for learning and work. English is easy to start, and with practice, you can speak and understand it better every day. ________________________ Vocabulary:
to be cool – to be nice, fun, or popular
to be important – to matter, to be needed
a country – a place with its own people, land, and rules
to talk – to use words to speak with someone
to travel – to go to different places
to work – to do a job
to meet friends – to see and talk with friends
to watch a movie – to see a story on a screen
to listen to a song – to hear music and words
to read a book – to look at words in a book and understand them
to be useful – to help you, to be good for something
a company – a business where people work
people (in a company) – the workers in a company
to understand – to know the meaning of something
to communicate – to share ideas or talk with someone
to open a chance – to make a new opportunity possible
with practice – by doing something many times to get better
#################
Multiple-choice test, one answer correct:
1. What does “to be cool” mean? a) to be nice, fun, or popular b) to be tired c) to be old
2. What does “to be important” mean? a) to be small b) to matter, to be needed c) to be fast
3. What is “a country”? a) a place with its own people, land, and rules b) a type of food c) a small toy
4. What does “to talk” mean? a) to run fast b) to use words to speak with someone c) to sleep
5. What does “to travel” mean? a) to stay at home b) to go to different places c) to eat a lot
6. What does “to work” mean? a) to sleep b) to play c) to do a job
7. What does “to meet friends” mean? a) to eat food alone b) to see and talk with friends c) to read a book
8. What does “to watch a movie” mean? a) to see a story on a screen b) to listen to music c) to draw
9. What does “to listen to a song” mean? a) to sleep b) to hear music and words c) to write
10. What does “to read a book” mean? a) to talk b) to look at words in a book and understand them c) to listen to a song
11. What does “to be useful” mean? a) to help you, to be good for something b) to be boring c) to be expensive
12. What is “a company”? a) a place to sleep b) a school c) a business where people work
13. Who are people (in a company)? a) children at school b) animals c) the workers in a company
14. What does “to understand” mean? a) to forget b) to run c) to know the meaning of something
15. What does “to communicate” mean? a) to eat b) to sleep c) to share ideas or talk with someone
16. What does “to open a chance” mean? a) to close a door b) to watch TV c) to make a new opportunity possible
She wants to travel to different countries next summer.
Tom is very cool. Everyone likes him.
We can watch a movie on TV tonight.
John wants to read a new book in English.
Learning English is important for school and jobs.
A company is a place where many people work.
I like to listen to music when I am happy.
We can meet new friends at school.
If you practice every day, you can understand English better.
Speaking English helps you communicate with people in other countries.
Learning a language can open new chances for learning and work.
#####################
Match the words with the correct meaning:
Words
to travel
to work
to meet friends
to watch a movie
to listen to a song
to read a book
to be important
a country
a company
to understand
Definitions: a) to see and talk with friends b) to go to different places c) a place with its own people, land, and rules d) to do a job e) to look at words in a book and know the meaning f) to know the meaning of something g) a business where people work h) to be needed, to matter i) to hear music and words j) to see a story on a screen
Find the words in the text – which phrase are we looking for?
________________________________ Correct words: important meet friends better know internet songs watch schools countries ________________________________
Cloze story
Fill in the blanks with the correct words from the box:
Der Übergang von der Volksschule in eine weiterführende Schule wie das Gymnasium ist eine der bedeutendsten Veränderungen in der Schullaufbahn. Hier ist eine extrem ausführliche und detaillierte Anleitung, wie man diese Herausforderung meistern und von Beginn an erfolgreich sein kann.
Phase 1: Die Vorbereitung (Noch vor dem ersten Schultag)
Materialcheck:
Besorge nicht nur die Grundausstattung, sondern denke an die Details: einen hochwertigen Taschenrechner (evtl. mit Ersatzbatterien), einen robusten, übersichtlichen Jahresplaner (nicht nur ein Heft), verschiedenfarbige Stifte zum Markieren, Textmarker in mehreren Farben, Post-it-Zettel für Notizen, einen Locher und einen Tacker für die Ordnerführung.
Richte für jedes Fach einen eigenen, farblich gekennzeichneten Ordner (z.B. Blau für Mathematik, Grün für Deutsch) mit Registerkarten ein. Die Kategorien könnten sein: „Unterrichtsnotizen“, „Arbeitsblätter“, „Tests & Klausuren“, „Eigene Zusammenfassungen“.
Mentaler Check:
Sprich mit älteren Schülern oder Geschwistern. Frage sie nach ihren Erfahrungen: Was war die größte Umstellung? Was würden sie anders machen?
Mache dir bewusst, dass Fehler und anfängliche Unsicherheit absolut normal und erwartet sind. Niemand erwartet, dass du vom ersten Tag an alles perfekt beherrschst.
Sieh die neue Schule als Chance: Neue Freunde, neue Interessen, neue Fächer und die Möglichkeit, deine Persönlichkeit weiterzuentwickeln.
Phase 2: Organisation & System – Das Fundament deines Erfolgs
Der Planer (Dein Kommandostand):
Trage nicht nur Hausaufgaben ein, sondern auch die voraussichtlichen Termine für Tests und große Projekte, sobald sie angekündigt werden.
Nutze ihn für langfristige Planung. Siehst du, dass in einer Woche drei Tests anstehen, musst du die Lernzeit bereits in der Vorwoche einplanen.
Schreibe auch private Termine (Sport, Geburtstage) hinein, um Überschneidungen und Überlastung zu vermeiden.
Das perfekte Heft/Der perfekte Ordner:
Mitschrift-Techniken: Lerne, nicht jedes Wort des Lehrers mitzuschreiben. Entwickle Abkürzungen und eigene Symbole (z.B. „→“ für „führt zu“, „⚡“ für „wichtig“). Schreibe Stichpunkte, nicht ganze Sätze.
Struktur: Lasse nach jeder Stunde eine Zeile frei und beginne die nächste Stunde mit einem neuen Datum. So behältst du die Übersicht.
Korrekturen: Hebe Fehler in Tests und Hausaufgaben farbig hervor und notiere dir daneben die richtige Lösung. Diese Fehler sind deine persönliche Lernkartei für die nächste Prüfung.
Die Schultasche:
Entwickle eine Routine: Jeden Abend, nachdem die Hausaufgaben erledigt sind, wird die Tasche für den nächsten Tag gepackt. Der Stundenplan ist deine Checkliste.
Halte die Tasche sauber! Räume sie einmal pro Woche komplett aus und entsorge unnötigen Müll.
Phase 3: Lernstrategien & Wissensmanagement – Vom Auswendiglernen zum Verstehen
Die Hausaufgaben:
Ort & Zeit: Suche dir einen festen, ruhigen Arbeitsplatz ohne Ablenkungen (Handy weg!). Fange jeden Tag zur ähnlichen Zeit an. Die „Pomodoro-Technik“ (25 Min. konzentriert arbeiten, 5 Min. Pause) kann Wunder wirken.
Priorisierung: Erledige zuerst die schwierigen oder unangenehmen Aufgaben („Eat the frog first“). So hast du danach ein Erfolgserlebnis und mehr Motivation für den Rest.
Aktives vs. Passives Lernen:
Passiv (ineffektiv): Einfaches Durchlesen des Stoffs, Markieren ohne System.
Aktiv (extrem effektiv):
Selbsterklärung: Erkläre den Stoff laut, als wärst du der Lehrer. Nutze eine Whiteboard oder einfach ein Blatt Papier.
Karteikarten (digital oder analog): Perfekt für Vokabeln, Formeln, Definitionen und Jahreszahlen. Apps wie Anki oder Quizlet nutzen spaced repetition, um den Stoff im Langzeitgedächtnis zu verankern.
Zusammenfassungen schreiben: Fasse den Stoff in deinen eigenen Worten zusammen. Das zwingt dich, ihn zu durchdringen.
Übungsaufgaben: Besorge dir zusätzliche Übungsbücher oder finde Aufgaben online. Anwendung ist der beste Weg zum Verständnis.
Vorbereitung auf Leistungsnachweise:
Früh anfangen: Beginne mindestens eine Woche vor einem Test mit der intensiven Vorbereitung.
Lernplan erstellen: Teile den Stoff in Portionen auf und weise jedem Tag ein Thema zu. Der letzte Tag vor dem Test ist nur für Wiederholung reserviert.
Alte Tests durchgehen: Wenn möglich, löse alte Prüfungen unter Zeitdruck, um ein Gefühl für die Fragestellungen zu bekommen.
Phase 4: Soziales & Verhalten – Die Kunst des Miteinanders
Umgang mit Mitschülern:
Initiative zeigen: Gehe auf andere zu. Stelle Fragen („Was hattet ihr denn in Mathe auf?“). Ein Lächeln und Augenkontakt wirken Wunder.
Gruppenarbeit: Sei ein verlässlicher Partner. Erledige deine Teile der Arbeit termingerecht und zuverlässig. Bringe dich konstruktiv ein, höre anderen aber auch zu.
Mobbing: Sei kein Zuschauer. Wenn du mitbekommst, dass jemand gemobbt wird, suche das Gespräch mit dem Betroffenen und wende dich an eine Vertrauensperson (Klassenlehrer, Schulpsychologen).
Umgang mit Lehrpersonen:
Respektvolles Auftreten: Pünktlichkeit, Aufmerksamkeit im Unterricht und Höflichkeit (Siezen!) sind die Grundlage.
Sprechstunden nutzen: Das ist deine Chance! Gehe hin, wenn du etwas nicht verstehst, Fragen zu einer Note hast oder Feedback zu deiner Leistung möchtest. Das zeigt großes Engagement.
Ehrlichkeit wahren: Eine vergessene Hausaufgabe einzuräumen und nachzureichen ist immer besser, als sich eine lahme Ausrede auszudenken.
Phase 5: Work-Life-Balance & Gesundheit
Pausen und Erholung: Dein Gehirn braucht Pausen, um Gelerntes zu verarbeiten. Plane bewusst freie Zeit ein, in der du nicht an die Schule denkst.
Schlafhygiene: Schlaf ist nicht verhandelbar. 8-9 Stunden qualitativer Schlaf sind essentiell für Konzentration, Gedächtnis und psychische Gesundheit. Vermeide Bildschirme mindestens eine Stunde vor dem Schlafengehen.
Ernährung und Bewegung: Ein gesundes Frühstück und ausreichend Wasser trinken während der Schule halten dein Energielevel hoch. Sport und Bewegung bauen Stress ab und sorgen für einen klaren Kopf.
Digital Detox: Lege feste Zeiten fest, in denen das Handy aus oder in einem anderen Raum ist – besonders während der Lernphasen. Benutze es nicht als Ablenkung in kurzen Pausen.
Phase 6: Mindset & Einstellung
Growth Mindset: Verabschiede dich vom Gedanken „Darin bin ich einfach schlecht“. Denke stattdessen: „Noch habe ich es nicht verstanden, aber ich kann es lernen.“ Herausforderungen sind Chancen zu wachsen.
Fehlerkultur: Siehe Fehler nicht als Niederlage, sondern als die wertvollste Feedback-Methode. Sie zeigen dir genau, wo du noch Schwächen hast und was du verbessern musst.
Hilfe annehmen: Du musst nicht alles alleine schaffen. Suche dir Hilfe bei Lehrern, Mitschülern, älteren Geschwistern oder Nachhilfelehrern, wenn du merkst, dass du in einem Fach den Anschluss verlierst. Das ist ein Zeichen von Stärke, nicht von Schwäche.
Diese Umstellung erfordert Zeit und Geduld. Probiere die verschiedenen Tipps aus und finde das System, das perfekt für dich funktioniert. Viel Erfolg auf deiner neuen spannenden Reise!
Die Unterschiede zwischen Volksschule und Gymnasium sind beträchtlich und betreffen nicht nur den Lernstoff, sondern die gesamte Art zu lernen.
### 1. Fächer und Fachlehrer:in
* **Volksschule:** Meistens unterrichtet eine Klassenlehrerin oder ein Klassenlehrer den Großteil der Fächer. Die Kinder haben eine feste Bezugsperson.
* **Gymnasium:** Für jedes Fach gibt es eine eigene, spezialisierte Lehrkraft. Das bedeutet, dass man an einem Tag viele verschiedene Lehrer:innen sieht. Man muss sich daran gewöhnen, dass jede:r Lehrer:in andere Methoden, Regeln und Erwartungen hat.
### 2. Stoffumfang und Tempo
* **Volksschule:** Der Stoff wird oft gemeinsam und in einem langsameren Tempo erarbeitet. Es wird viel Wert auf Wiederholung und Festigung gelegt.
* **Gymnasium:** Das Tempo ist deutlich höher. Es wird mehr Stoff in kürzerer Zeit durchgenommen. Von den Schüler:innen wird erwartet, dass sie dem Unterricht folgen können und sich auch selbstständig neues Wissen aneignen.
### 3. Anforderungen an die Selbstständigkeit
Das ist einer der größten Unterschiede: * **Volksschule:** Die Hausaufgaben werden oft gemeinsam besprochen und kontrolliert. Die Lehrer:innen erinnern aktiv an anstehende Tests.
* **Gymnasium:** Die Schüler:innen sind selbst für ihre Organisation verantwortlich. Sie müssen sich ihren Lernstoff eigenständig einteilen, Hausaufgaben ohne ständige Erinnerung erledigen und sich rechtzeitig auf Tests und Schularbeiten vorbereiten. Ein Hausaufgabenheft oder Planner wird unverzichtbar!
### 4. Arbeitsweise und Denken
* **Volksschule:** Der Fokus liegt oft auf dem **Wissen** und **Verstehen**: „Was ist passiert?“
* **Gymnasium:** Der Fokus verschiebt sich zum **Analysieren**, **Interpretieren** und **Bewerten**: „Warum ist es passiert?“, „Welche Folgen hatte das?“, „Wie bewerte ich das?“. In Deutsch liest man nicht nur Geschichten, sondern interpretiert sie. In Geschichte lernt man nicht nur Daten, sondern diskutiert über Ursachen und Zusammenhänge.
### 5. Leistungsdruck und Noten
* **Volksschule:** Die Noten sind oft noch etwas großzügiger, und der Druck hält sich in Grenzen.
* **Gymnasium:** Die Bewertung ist strenger und objektiver. Es gibt mehr Tests und Schularbeiten, die einen größeren Stoffumfang abdecken. Die Noten sind für den weiteren Bildungsweg (z.B. Matura) entscheidend, was den Druck erhöhen kann.
### 6. Neue Fächer
Am Gymnasium kommen viele neue, anspruchsvolle Fächer dazu, die es so in der Volksschule nicht gab:
* **Zweite Lebende Fremdsprache** (meist Französisch, Italienisch oder Spanisch) * **Physik, Chemie, Biologie** werden als eigene Fächer unterrichtet (statt nur „Sachunterricht“) * **Geographie** und **Geschichte** werden getrennt und viel detailreicher unterrichtet. * **Informatik** oder **Philosophie** können dazukommen.
### 7. Soziales Umfeld
* **Volksschule:** Die Klasse besteht meist aus Kindern aus dem direkten Wohnumfeld.
* **Gymnasium:** Die Kinder kommen aus der gesamten Stadt oder dem gesamten Bezirk. Es ist eine Chance, viele neue Freund:innen mit unterschiedlichen Hintergründen kennenzulernen, erfordert aber auch, sich in einer neuen, größeren Gruppe zurechtzufinden.
### Tipps für den Start im Gymnasium:
* **Organisation ist alles:** Besorge dir einen Kalender oder nutze eine App, um alle Termine, Hausaufgaben und Tests im Blick zu behalten. * **Trau dich, Fragen zu stellen:** Alle anderen sind auch neu und haben die gleichen Fragen. * **Finde eine Lerngruppe:** Gemeinsam mit anderen zu lernen, macht nicht nur mehr Spaß, sondern hilft auch, den Stoff besser zu verstehen. * **Scheu dich nicht, um Hilfe zu bitten:** Wenn es in einem Fach hakt, sprich frühzeitig mit der Lehrkraft oder den Eltern. Nachhilfe ist keine Schande, sondern zeigt Verantwortungsbewusstsein. * **Nicht den Mut verlieren:** Die ersten Noten sind vielleicht schlechter als in der Volksschule. Das ist normal! Man muss sich erst an das neue System und die neuen Anforderungen gewöhnen.
Der Wechsel ist eine große Veränderung, aber auch eine fantastische Chance, Neues zu lernen und zu entdecken.
Viel Erfolg für den Start!
Anmerkung: Das Wort „Gymnasium“ stammt aus dem Griechischen „gymnasion“ (γυμνάσιον), was „Schule“ oder „Übungsplatz“ bedeutet. Es leitet sich von „gymnos“ (γυμνός), was „nackt“ heißt, ab, da in der Antike die körperlichen Übungen oft ohne Kleidung durchgeführt wurden. Ursprünglich war ein Gymnasium in der griechischen Kultur ein Ort für körperliche Ausbildung und sportliche Aktivitäten, wie sie in den Olympischen Spielen üblich waren. Im Laufe der Zeit entwickelte sich der Begriff weiter. In der hellenistischen und römischen Ära wurde das Gymnasium auch ein Ort für geistige Bildung, insbesondere für die Oberschicht. Im modernen deutschen Sprachgebrauch bezeichnet „Gymnasium“ eine bestimmte Art von Schule, die auf eine akademische Ausbildung und den Hochschulzugang (Matura) ausgerichtet ist. Der Begriff wurde im 16. Jahrhundert in Europa, besonders durch die Humanisten, wiederbelebt, um Schulen zu beschreiben, die sich an den antiken Bildungsidealen orientierten.
*********************************
*********************************
Summary in English (A1)
School Changes: New School, New Rules
Soon, you will start a new school called Gymnasium. It is different from your old school.
First, you will have a new teacher for every subject. You will meet many teachers in one day.
Second, you must be more organized. You need to remember your homework and tests by yourself. Write everything in a planner.
Third, you will learn new and harder subjects like Physics, Chemistry, and a new foreign language.
Fourth, the lessons are faster. You need to learn more things quickly. The teachers will ask „why“ more than „what“.
Finally, you will meet many new children from different places. It is a chance to make new friends.
It is normal to feel nervous. Ask your teachers questions if you don’t understand. Be organized and you will do well!
Tom: “Hi! Have you got a pet?” Anna: “Yes! I have got a cat. And you?” Tom: “No, I haven’t got a pet. But I have got a bike.” Anna: “Have you got a bike?” Tom: “Yes! I have got a red bike.”
Then they meet Sam. Tom: “Hi Sam! Have you got a dog?” Sam: “No, I haven’t got a dog. But I have got a hamster.”
In the playground, they meet Lily. Tom: “Hi Lily! Have you got a ball?” Lily: “Yes, I have got a blue ball. Have you got a ball?” Tom: “No, I haven’t got a ball.” Anna: “Have you got a doll?” Lily: “Yes, I have got a doll. Have you got a doll, Sam?” Sam: “No, I haven’t got a doll.”
Then Tom sees his teacher. Tom: “Have you got a dog, Mr. Brown?” Mr. Brown: “Yes, I have got a dog. And I have got a cat too!”
####################
Exercise 1 – Fill in the blanks
Complete the sentences with have got / haven’t got / Have you got:
Tom: “___ a pet?”
Anna: “Yes, ___ a cat.”
Tom: “No, ___ a pet. But ___ a bike.”
Anna: “___ a bike?”
Tom: “Yes! ___ a red bike.”
Tom: “Hi Sam! ___ a dog?”
Sam: “No, ___ a dog. But ___ a hamster.”
Tom: “Hi Lily! ___ a ball?”
Lily: “Yes, ___ a blue ball. ___ you got a doll?”
Sam: “No, ___ a doll.”
Answers :
Have you got
I have got
I haven’t got / I have got
Have you got
I have got
Have you got
I haven’t got / I have got
Have you got
I have got / Have
I haven’t got
################
Exercise 2 – Matching
Match the person to what they have got:
Tom → a ___
Anna → a ___
Sam → a ___
Lily → a ___
Options: a) blue ball b) hamster c) cat d) red bike ____________________
Answers – Exercise 2: 1 → d (red bike) 2 → c (cat) 3 → b (hamster) 4 → a (blue ball)
###############
Exercise 3 – Make your own story
Complete 10 dialogues using Have you got / I have got / I haven’t got:
A: “___ a pet?” B: “Yes, ___ a cat.”
A: “___ a bike?” B: “No, ___ a bike.”
A: “___ a ball?” B: “Yes, ___ a ball.”
A: “___ a doll?” B: “No, ___ a doll.”
A: “___ a hamster?” B: “Yes, ___ a hamster.”
A: “___ a kite?” B: “No, ___ a kite.”
A: “___ a pencil?” B: “Yes, ___ a pencil.”
A: “___ a notebook?” B: “No, ___ a notebook.”
A: “___ a dog?” B: “Yes, ___ a dog.”
A: “___ a toy car?” B: “No, ___ a toy car.”
Answers – Exercise 3:
Have you got / I have got
Have you got / I haven’t got
Have you got / I have got
Have you got / I haven’t got
Have you got / I have got
Have you got / I haven’t got
Have you got / I have got
Have you got / I haven’t got
Have you got / I have got
Have you got / I haven’t got
A: “Have you got a pet?” B: “Yes, I have got a cat.”
A: “Have you got a bike?” B: “No, I haven’t got a bike.”
A: “Have you got a ball?” B: “Yes, I have got a ball.”
A: “Have you got a doll?” B: “No, I haven’t got a doll.”
A: “Have you got a hamster?” B: “Yes, I have got a hamster.”
A: “Have you got a kite?” B: “No, I haven’t got a kite.”
A: “Have you got a pencil?” B: “Yes, I have got a pencil.”
A: “Have you got a notebook?” B: “No, I haven’t got a notebook.”
A: “Have you got a dog?” B: “Yes, I have got a dog.”
A: “Have you got a toy car?” B: “No, I haven’t got a toy car.”
######################
Have or has?
Here is the updated version with pet instead of ruler:
_______ Tom and Susan got a dog? No, they _______n’t got a dog. _______ Susan got a dog? No, she _______n’t got a dog. _______ Tom got a dog? Yes, he _______ got a dog. But his neighbours _______n’t got a dog.
_______ Tom and Susan got a pet? No, they _______n’t got a pet. _______ Susan got a pet? No, she _______n’t got a pet. _______ Tom got a pet? Yes, he _______ got a pet. But his neighbours _______n’t got a pet.
_______Tom and Susan got a notebook? No, they _______n’t got a notebook. _______ Susan got a notebook? No, she _______n’t got a notebook. _______ Tom got a notebook? Yes, he _______ got a notebook. But his neighbours _______n’t got a notebook.
_______Tom and Susan got a toy car? No, they _______n’t got a toy car. _______ Susan got a toy car? No, she _______n’t got a toy car. ________Tom got a toy car? Yes, he _______ got a toy car. But his neighbours _______n’t got a toy car.
_______ Tom and Susan got a ball? No, they _______ n’t got a ball. _______ Susan got a ball? No, she _______ n’t got a ball. _______ Tom got a ball? Yes, he _______ got a ball. But his neighbours _______ n’t got a ball.
——————————-
Full version:
Have Tom and Susan got a dog? No, they haven’t got a dog. Has Susan got a dog? No, she hasn’t got a dog. Has Tom got a dog? Yes, he has got a dog. But his neighbours haven’t got a dog.
Have Tom and Susan got a pet? No, they haven’t got a pet. Has Susan got a pet? No, she hasn’t got a pet. Has Tom got a pet? Yes, he has got a pet. But his neighbours haven’t got a pet.
Have Tom and Susan got a notebook? No, they haven’t got a notebook. Has Susan got a notebook? No, she hasn’t got a notebook. Has Tom got a notebook? Yes, he has got a notebook. But his neighbours haven’t got a notebook.
Have Tom and Susan got a toy car? No, they haven’t got a toy car. Has Susan got a toy car? No, she hasn’t got a toy car. Has Tom got a toy car? Yes, he has got a toy car. But his neighbours haven’t got a toy car.
Have Tom and Susan got a ball? No, they haven’t got a ball. Has Susan got a ball? No, she hasn’t got a ball. Has Tom got a ball? Yes, he has got a ball. But his neighbours haven’t got a ball.
Does your elbow connect your leg to your foot? No, it doesn’t!
Does your nose help you smell? ____________
Does your thumb help you breathe? ____________
Do your eyes help you see? ____________
Do your fingers help you hear? ____________
Does your mouth help you talk and eat? ____________
Does your hair help you see better? ____________
Does your back help you smell? ____________
Do your legs help you walk and run? ____________
Do your feet help you chew food? ____________
Does your chest protect your heart and lungs? ____________
Does your neck connect your head to your body? ____________
Does your stomach help you talk? ____________
Do your ears help you hear sounds? ____________
Does your mouth protect your heart? ____________
Do your toes help you balance when you stand? ____________
Does your shoulder help you taste? ____________
Do your teeth help you chew food? ____________
Does your neck help you pick up things? ____________
_________________
Answers:
Do your knees help your legs bend? Yes, they do.
Does your elbow connect your leg to your foot? No, it doesn’t.
Does your nose help you smell? Yes, it does.
Does your thumb help you breathe? No, it doesn’t.
Do your eyes help you see? Yes, they do.
Do your fingers help you hear? No, they don’t.
Does your mouth help you talk and eat? Yes, it does.
Does your hair help you see better? No, it doesn’t.
Does your back help you smell? No, it doesn’t.
Do your legs help you walk and run? Yes, they do.
Do your feet help you chew food? No, they don’t.
Does your chest protect your heart and lungs? Yes, it does.
Does your neck connect your head to your body? Yes, it does.
Does your stomach help you talk? No, it doesn’t.
Do your ears help you hear sounds? Yes, they do.
Does your mouth protect your heart? No, it doesn’t.
Do your toes help you balance when you stand? Yes, they do.
Does your shoulder help you taste? No, it doesn’t.
Do your teeth help you chew food? Yes, they do.
Does your neck help you pick up things? No, it doesn’t.
##################
Match each body part to the correct function:
Body parts:
eyes
ears
nose
mouth
teeth
neck
shoulders
arms
elbows
hands
fingers
chest
stomach
legs
Functions:
a. help you hear b. help you chew c. help you see d. connects your head to your body e. help you walk and run f. help you hold things g. helps you smell h. help you bend your arm i. help you eat and talk j. protect your heart and lungs k. help you pick up small things l. connect your arms to your body m. between your shoulder and hand n. helps you digest food _________________ Answers: 1c, 2a, 3g, 4i, 5b, 6d, 7l, 8m, 9h, 10f, 11k, 12j, 13n, 14e ###############
Action commands:
Touch your nose.
Show your ears.
Move your fingers.
Bend your knees.
Raise your hand.
Shake your head.
Wiggle your toes.
Turn your neck.
Clap your hands.
Touch your shoulders.
Point with your thumb.
Cross your arms.
###############
My Day with Tommy
Tommy is my little brother. Today, we play together.
“Tommy, touch your nose!” I say. Tommy touches his nose and laughs.
“Show your ears!” I say. Tommy shows his ears.
“Move your fingers!” I say. Tommy moves his fingers fast.
“Bend your knees!” I say. Tommy bends his knees and jumps.
“Raise your hand!” I say. Tommy raises his hand high.
“Shake your head!” I say. Tommy shakes his head left and right.
“Wiggle your toes!” I say. Tommy wiggles his toes in his shoes.
“Turn your neck!” I say. Tommy turns his neck slowly.
“Clap your hands!” I say. Tommy claps his hands loud.
“Touch your shoulders!” I say. Tommy touches his shoulders.
“Point with your thumb!” I say. Tommy points with his thumb to the sun.
“Cross your arms!” I say. Tommy crosses his arms and smiles.
We have fun! Tommy learns all the body parts today.
###################
Gap-fill exercise:
I ______ my knees to pick something up.. a) bend b) clap c) wiggle
I ______ my hands to make noise. a) wiggle b) clap c) turn
I ______ my head to say no. a) shake b) point c) cross
I ______ my toes in my shoes. a) raise b) wiggle c) bend
I ______ my neck to look around. a) touch b) turn c) move
I ______ my fingers to grab things. a) clap b) bend c) move
I ______ my arms to fold them. a) cross b) bend c) wiggle
I ______ my hand to ask a question. a) raise b) wiggle c) shake
I ______ my thumb to point. a) move b) point c) wiggle
I ______ my knees to sit down. a) bend b) clap c) shake
I ______ my head to say yes. a) shake b) nod c) cross
I ______ my fingers to write. a) move b) raise c) bend
wave – walks – mouth – teeth – knees – arms – fingers – hears __________________ One sunny morning, Anna wakes up and opens her eyes. She stretches her __________ and legs. She gets out of bed and __________ to the window. She looks outside with her eyes and _________ birds with her ears. She smiles with her __________ and brushes her __________. Then she puts on her shoes and wiggles her toes.
Outside, Anna meets her friend Tom. They __________ their hands and say hello. They walk to the park. In the park, they kick a ball with their feet, throw it with their hands, and catch it with their __________. They sit on the grass, bend their __________, and rest their backs. The sun is warm on their faces, and they feel happy.
____________________-
Full version:
One sunny morning, Anna wakes up and opens her eyes. She stretches her arms and legs. She gets out of bed and walks to the window. She looks outside with her eyes and hears birds with her ears. She smiles with her mouth and brushes her teeth. Then she puts on her shoes and wiggles her toes.
Outside, Anna meets her friend Tom. They wave their hands and say hello. They walk to the park. In the park, they kick a ball with their feet, throw it with their hands, and catch it with their fingers. They sit on the grass, bend their knees, and rest their backs. The sun is warm on their faces, and they feel happy.
############ Another body-story:
I have a body. My body is strong, healthy, and active. I have a head. On my head, I have bright eyes, a small nose, a smiling mouth, and ears. I use my eyes to see, my ears to hear, my nose to smell, and my mouth to talk and eat.
I have a neck and broad shoulders. I have two arms. At the end of my arms, I have hands and fingers. I use my hands to write, draw, touch, and hold things.
I have a chest and a stomach. My legs are long and strong. At the end of my legs, I have feet and toes. I use my legs and feet to walk, run, jump, and explore.
All my body parts are important. They help me move, play, feel, and enjoy life every day!
Vocabulary:
head – the top part of your body
eyes – i use them to see
nose – i use it to smell
mouth – i use it to eat and talk
ears – i use them to hear
neck – connects the head and the body
shoulders – the top part of the arms
arms – i use them to lift and carry
hands – i use them to write, draw, and touch
fingers – at the end of hands
chest – front part of the body, above the stomach
stomach – i use it to digest food
legs – i use them to walk, run, and jump
feet – at the end of legs, i use them to stand and walk
a scarf [a long piece of cloth you wear around your neck or head to keep warm or for decoration]
Definitions:
A. pants made from strong blue cloth B. glasses to protect your eyes from the sun C. a smart jacket for school or formal wear D. a piece of clothing for girls that hangs from the waist E. a short-sleeved shirt without buttons F. a warm piece of clothing for the top part of the body G. a band to keep hair back H. something you wear on your head I. a top with buttons and a collar J. clothes you wear on your feet K. a long piece of cloth worn around the neck L. things you wear on your feet to walk outside
__________________________ Answers: 1 – H 2 – A 3 – K 4 – G 5 – C 6 – I 7 – D 8 – L 9 – B 10 – J 11 – E 12 – F
When it is sunny, I wear a ___ on my head. ——————————
Correct answers:
shirt
tie
skirt
shoes
sweater
blazer
jeans
T-shirt
socks
hairband
sunglasses
hat
Exercise 3: True or False
Hairbands are worn on your head. ___
A hat protects your eyes from the sun. ___
Jeans are made from soft cloth. ___
A shirt has buttons and a collar. ___
Skirts are worn on your feet. ___
Socks keep your feet warm. ___
Sunglasses protect your eyes from the sun. ___
A t-shirt has long sleeves. ___
A tie is worn around your neck. ___
Sweaters are warm clothes. ___
A blazer is a casual [simple and comfortable] jacket. ___
Shoes are things you wear on your feet. ___
————————- True: 1,2,4,6,7,9,10,12
##################
Exercise 4: Choose the correct word
I wear a (hairband / socks) to keep my hair back.
A (hat / t-shirt) is something you wear on your head.
A (skirt / tie) is a long piece of cloth for your neck.
I wear (jeans / sunglasses) when it is sunny outside.
A (blazer / shoes) is a smart [nice, formal] jacket for school.
You put on a (sweater / hat) when it is cold.
(Shirts / Skirts) have buttons and collars.
(Socks / Sunglasses) are worn on your feet.
A (t-shirt / blazer) does not have buttons.
(Hairband / A tie) is worn around your neck.
(Jeans / Shoes) are pants made from strong blue cloth.
You wear a (hat / sweater) on your head when it is sunny.
___________________________
Correct answers:
hairband
hat
tie
sunglasses
blazer
sweater
Shirts
Socks
t-shirt
a tie
Jeans
hat
################ Exercise 5: True or False
A blazer is a smart jacket. ___
Sunglasses protect your eyes from the sun. ___
Socks are worn on your hands. ___
A hairband is worn to keep hair back. ___
Shoes are worn on your feet. ___
A tie is worn on your head. ___
A t-shirt has buttons. ___
Jeans are made from strong blue cloth. ___
A skirt is worn around the waist. ___
Sweaters keep you cold. ___
Hats are worn on your head. ___
Shirts have collars and buttons. ___
True
True
False
True
True
False
False
True
True
False
True
True
################
####################
Fill in:
bag – sweater – tie – dressed – sunglasses – skirt – hairband – shoes – jeans
Cindy’s School Morning
It is morning. Cindy wakes up early. She is happy because she goes to school today. First, she eats breakfast. Then she gets __________.
Cindy puts on a white shirt and a blue __________. Over the shirt, she wears a warm __________ because it is cold. She also puts on her black blazer. Cindy wears white socks and black __________.
Her hair is long, so she uses a __________. Today, she also wears a __________, because it is part of her school uniform. When the sun is bright, she takes her hat and __________. Sometimes she wears a t-shirt and __________ after school, but not now.
Cindy looks in the mirror and smiles. “I am ready for school!” she says. Then she takes her __________ and walks to school.
________________
Various speeds – which easy to understand?
Cindy’s School Morning
It is morning. Cindy wakes up early. She is happy because she goes to school today. First, she eats breakfast. Then she gets dressed.
Cindy puts on a white shirt and a blue skirt. Over the shirt, she wears a warm sweater because it is cold. She also puts on her black blazer. Cindy wears white socks and black shoes.
Her hair is long, so she uses a hairband. Today, she also wears a tie, because it is part of her school uniform. When the sun is bright, she takes her hat and sunglasses. Sometimes she wears a t-shirt and jeans after school, but not now.
Cindy looks in the mirror and smiles. “I am ready for school!” she says. Then she takes her bag and walks to school.
a. A tool to write with ink. b. A small tool to make your pencil point sharp. c. A small thing to rub out mistakes. d. A small bag to keep pencils and pens. e. A stick to put paper together. f. A book to write homework in. g. A tool to cut paper. h. A long tool to measure or draw lines. i. Colours to paint with water. j. A tool to write or draw with lead inside. k. A small brush to put paint on paper. ___________________________ Answers: 1-e, 2-f, 3-d, 4-c, 5-i, 6-k, 7-b, 8-h, 9-j, 10-a, 11-g ___________________________ Various speeds:
glue stick → A stick to put paper together. exercise book → A book to write homework in. pencil case → A small bag to keep pencils and pens. rubber → A small thing to rub out mistakes. watercolours → Colours to paint with water. paintbrush → A small brush to put paint on paper. pencil sharpener → A small tool to make your pencil point sharp. ruler → A long tool to measure or draw lines. pencil → A tool to write or draw with lead inside. pen → A tool to write with ink. scissors → A tool to cut paper. ####################
Tom is a young boy. He is in the classroom. Today, the teacher gives the children art [drawing, painting, and making creative things] and writing work.
First, Tom takes his __________. He opens it and finds a pencil and a pen. He writes his name in his exercise book with the __________. Then he uses the __________to draw a house.
The pencil is not sharp. Tom uses his __________ to make it sharp again. He makes a mistake, so he uses his __________ to erase it.
Next, the teacher says, “Let’s paint!” Tom is happy. He takes his __________ and a paintbrush. He paints the house with many colours. The sun is yellow and the sky is blue.
After painting, Tom cuts paper with __________and sticks it in the exercise book with a __________. He also uses a __________ to make straight lines for the roof of the house.
Tom looks at his work and smiles. “I love school!” he says.
______________________
Correct version, various speeds:
Tom in the Classroom
Tom is a young boy. He is in the classroom. Today, the teacher gives the children art and writing work.
First, Tom takes his pencil case. He opens it and finds a pencil and a pen. He writes his name in his exercise book with the pen. Then he uses the pencil to draw a house.
The pencil is not sharp. Tom uses his pencil sharpener to make it sharp again. He makes a mistake, so he uses his rubber to erase it.
Next, the teacher says, “Let’s paint!” Tom is happy. He takes his watercolours and a paintbrush. He paints the house with many colours. The sun is yellow and the sky is blue.
After painting, Tom cuts paper with scissors and sticks it in the exercise book with a glue stick. He also uses a ruler to make straight lines for the roof of the house.
Tom looks at his work and smiles. “I love school!” he says.
