Kalderash Primary A1 AT Eng PDF

511678-LLP-1-2010-1-AT-KA2-KA2MP
ROMANI TEACHING MATERIALS
Kalderash_Primary_A1_AT_eng
Romani variety:
Kalderash Romani
learner level:
Secondary
proficiency level:
A1
language versions:
Romani, English
author:
Barka Emini
translated by:
Mozes F. Heinschink
coordinator:
Ulli Pawlata
edited by:
Marcus Wiesner, Barbara Schrammel-Leber, Ernedina Muminovi
e materials have been produced for teaching in the context of Kalderash Romani speakers in Austria.
With minor adaptations, the materials can also be used for other teaching contexts, such as Kalderash speaking
communities in other European countries. ere is a German and an Englisch version of the materials. e
materials consist of eleven units, which are stored in a single PDF file. Within the PDF file, there is a table
of contents which gives an overview of the units. Each unit consists of an overview and worksheets. e
worksheets are designed for black-and-white printing.
is project has been funded with support from the European Commission. is publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CO-FUNDING:
Unit 01
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
Sub-topic 3:
Sub-topic 4:
MYSELF AND MY FAMILY

Introducing myself
My friends
My family
My body
Unit 02
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
THE HOUSE AND ITS ACTIVITIES

Le brojur Numbers
Muo khr/stano My house/flat
Unit 03
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
MY COMMUNITY
Thana thaj khra Places and buildings
Le trafikosk smnur Trac signs
Unit 04
Topic (CFR):
Sub-topic 1:
ROMA CRAFTS AND OCCUPATIONS

Le zanatur Occupations
Unit 05
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
Sub-topic 3:
FESTIVALS AND CELEBRATIONS

Festivals and celebrations (overview)
Christmas
Birthdays
Unit 06
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
AT SCHOOL
Amaro kolako pribori Our school supplies
Amari klasa thaj e kola Our classroom and the school
Unit 07
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
TRANSPORT AND TRAVEL

Sosa as po drom How do we travel?
Le farbe Colours
Unit 08
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
FOOD AND CLOTHING

Le calja Clothes
O xabe Food
Unit 09
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
SEASONS AND WEATHER

O ber e year
E vrjama e time
Unit 10
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
Sub-topic 3:
Sub-topic 4:
NATURE AND ANIMALS

Le khrutne ivotinje Pets
Ando vo In the forest
Ando paj In the water
E priroda Nature
Unit 11
Topic (CFR) :
Sub-topic 1:
HOBBIES AND THE ARTS

Hobija thaj aktivitetur Hobbies and activities
p. 3
p. 21
p. 41
p. 64
p. 85
p. 107
p. 128
p. 150
p. 172
p. 190
p. 213
Kalderash_Primary_A1_AT_eng_unit-01
Topic (CFR): MYSELF AND MY FAMILY
Sub-topic 01: Introducing myself
Sub-topic 02: My friends
Sub-topic 03: My family
Sub-topic 04: My body
Connected main themes in the CFR: Occupations and hobbies
Working with the CFR Learning objectives

Skill
Relevant descriptors in the language grid (can do) OR I can statements:
Can understand basic questions asked by the teacher, an adult or another pupil (e.g. What is your
name? How old are you? Is this your brother? etc.).
Can understand simple instructions for everyday activities when they are spoken slowly and
accompanied by appropriate gesture.
Can recognize his/her name or the names or titles of immediate family members when spoken by
another person.
Can understand when an older person is giving a blessing.
Can find his/her name on a class/teamlist.

Can find his/her name and names of family or community members in a list, on an item of equipment
of furniture, or on a memorial in an grave yard.
Can respond nonverbally (e.g. with a nod or shake of the head) or with single word or very brief
answers to basic questions about his/her likes or dislikes (e.g. Do you like ?).
Can greet the teacher, other adults and pupils in an appropriate way and say goodbye.
Can indicate immediate personal needs (e.g. to go to the toilet).
bc
Can answer basic questions about his/her group, family name, age and family members when supported
by prompts.
Can greet and say goodbye and say thank you to other Roma children and adults using appropriate
forms of salutation.
Can make a short incomplete statement about h/herself or family structure

(e.g. name is have brothers).
Can use simple phrases to describe his or her own appearance, including eye and hairs colour, size,
height.
Can copy or write his/her name, address, name of school.

Can copy words about him/herself from the board (my name is, I live in ).
Can copy or write the family name, his/her name and the names of other family members.
Working with the ELP

Language passport: Add students name and photo.
Dossier: worksheets 0109
Kalderash_Primary_A1_AT_eng_unit-01 | 3
Vocabulary| Sub-topic 01: Introducing myself

Active
Me sm o/e
I am
Kon san?
Who are you?
Maj mitoo!
Hello!
Kon s o/e ?
Who is he/she ?
Vocabulary| Sub-topic 02: My friends

Active
s, sm, san
he/she is, I am, you are
dali
if
Kon?
Who?
muo, mu
my
So?
What?
Markoski, Markosko
Markos (possessive)
o/e
he/she
but
much/many
vov/voj s, vov/voj sas
he/she is, he/she was
les
him
sas les
he had
Passive
Vocabulary| Sub-topic 03: My family

Active
o papo
the grandpa
thaj
and
e mami
the grandma
mue phral
my brothers
o dad
the father
mue pheja
my sisters
e dej
the mother
hulavel
to comb
o phral
the brother
inel
to buy
e phej
the sister
djilabal
to sing
me
djilabal, baavel, baalel
to make music
Vocabulary| Sub-topic 04: My body

Active
o manu
man (the human being)
o dand
the tooth
s ma
he/she has
o puno
the foot
jek, duj
one, two
o muj
the mouth, the face
but
much/many
o vas(t)
the hand
e ib
the tongue
e ang
the knee
o naj
the finger
o phiko
the shoulder(s)
e vundija
the fingernail
tu
you
o ro
the head
jek data, du-, tri-, tar var
once, twice, three times, four times
o nakh
the nose
tut
you
e buka/ le bu
the cheek
ame(n)
we
o kan
the ear
ire
your
le bal
the hair
de
ten
Passive
o/e
the (m/)
skavel
to show
vov/voj sas
he/she was
e phabaj
the apple
sas les/sas la
he/she had
vazdel
to pick something up
but
much/many
mek khlel
he/she shall dance, play
les
him
al
to walk
putrel
to open
tele
below/down
hurjal/urjal
to fly
i ka, i kaj
until
khlel
to dance
cno
small
manca
with me
o cno
the small one
puel
to ask
Grammar
Active
Passive
Personal pronouns: me, tu
Interrogative: Kon?
Auxiliary: sm, san, (I am, you are, )
Verbs in present tense
Simple sentences (subject, verb, object)
Teaching activity 01 | Sub-topic 01: Introducing myself Introduction ball game

Duration: 10 min or longer, depending on number of children | Skill: a bc | SF: G*
Mat./Res.: Ball
01. Teacher introduces himself/herself: Maj mitoo. Me sm o/e Kon san tu? Hello. I am
Who are you?.
02. Teacher passes the ball to a child and asks him/her to introduce himself/herself with: Maj mitoo! Me sm o/e ,
Hello. I am .
03. Child introduces himself/herself and passes the ball back to the teacher.
04. Same procedure with all children.
Teaching activity 02 | Sub-topic 01: Introducing myself Introduction game (in a circle)
Duration: 10 min or longer, depending on number of children | Skill: bc | SF: G
01. Children stand in a circle.
02. Teacher turns to a child standing next to him/her and says:
Maj mitoo! Me sm o/e Kon san tu? Hello. I am Who are you?.
03. Child answers: Maj najis! Me sm o/e , turns to his/her neighbor and asks him/her:
Kon san tu? Who are you?.
*SOCIAL FORM (SF): group work G | partner work P | individual work I
Teaching activity 03 | Sub-topic 01: Introducing myself Collage of names

Duration: 30 min | Skill: a bc d
| SF: P
Mat./Res.: Worksheet 01, photographs, collage of flowers, drum
01.
02.
03.
04.
05.
Preparation: Teacher takes a picture of each child and prints it or the children bring a picture with them.
He/she prepares the collage of flowers and puts it on the wall.
Teacher calls each child by their name: Kon s o/e Who is ? (e.g. Marko).
Child goes to the teacher who beats the rhythm of the names on the drum (according to syllables):
Me sm o Marko!.
Child repeats the sentence. Teacher beats the rhythm on the drum: Me sm o Marko!.
Option: Child says the sentence and plays the rhythm himself/herself. Teacher gives each child their picture.
Child looks for his/her name on the prepared collage of flowers and aaches his/her photo.
Teaching activity 04 | Sub-topic 01: Introducing myself ELP Kava/kaja sm me.

Duration: 15 min | Skill: e | SF: I | ELP: 4
Mat./Res.: ELP, photographs of the children
01. Preparation: Take pictures of the children and print them.
02. Teacher discusses the ELP with the children. He/She explains function, individual parts (Language Passport,
Language Biography, Dossier) and future role as part of the Romani course.
03. Teacher hands out the photos.
04. Children glue the photos to their ELPs, write their names and color or decorate the page.
Teaching activity 05 | Sub-topic 01: Introducing myself Drama scene Maj mitoo!
Duration: 20 min | Skill: a b | SF: P | ELP: 4
Mat./Res.: Scarf, hat
01.
02.
03.
04.
05.
Teacher puts a colorful scarf on a table or chair in the le half of the classroom.
Teacher asks all girls to stand on that side.
Teacher puts a hat on a table or chair in the right half of the classroom.
Teacher asks all boys to stand on that side.
Teacher shows the game: He/she walks over to the girls group, wraps the scarf around his/her shoulders,
walks to the middle of the classroom and says: Maj mitoo! Me sm o/e He/she walks across to the boys
group, puts the hat on his head and walks to the middle of the classroom. He/she greets everyone and bows.
06. Teacher asks one girl and one boy to stand in the middle, wearing the accessories and to introduce themselves
as shown. Same procedure for all children.
Teaching activity 06 | Sub-topic 02: My friends Dialogue Muo vortako/mu vorteina
Duration: 20 min | Skill: a d
| SF: I, P, G | ELP: dossier
Mat./Res.: Worksheet 02
01. Teacher reads the dialogue of worksheet 02 Muo vortako/mu vorteina.
02. Children read the dialogue alone.
03. ey discuss the dialogue with the child siing next to them. Together they choose a word they dont
understand.
04. Children tell the teacher their words and write them on the blackboard.
05. Teacher translates the words and together they discuss the content of the dialogue.
Teaching activity 07 | Sub-topic 02: My friends Gap text Muo vortako/mu vorteina
Duration: 20 min | Skill: e bc d
| SF: I, G, P | ELP: dossier
Note: is activity can only be done subsequently to activity 6.
01. Teacher hands out gap of ws 03 Muo vortako/mu vorteina . Children fill out the gaps.
02. Teacher writes the gap words on the blackboard and the children check their spelling.
03. Children read the dialogue in couples.
Teaching activity 08 | Sub-topic 02: My friends Illustration Muo vortako/mu vorteina
Duration: 10 min | Skill: e | SF: I | ELP: dossier
Mat./Res.: Paper and crayons
Children get a blank sheet of paper and teacher asks them to draw a scene from the dialogue
Muo vortako/mu vorteina zu illustrieren.
Teaching activity 09 | Sub-topic 02: My friends Illustration Muo vortako/mu vorteina
Duration: 10 min | Skill: a | SF: G
01. Teacher says: Sas jek av. O Marko. Sas les but vortaa. Once upon a time there was a boy called Marko. He had
many friends..
02. Teacher walks through the classroom and calls out one of the childrens names (incl. article): O/E (name)!.
03. Child approaches the teacher and gives him/her his/her hand.
04. Teacher walks through the classroom and says: Sas jek av. O Marko. Sas les but vortaa!.
05. Teacher calls out another childs name (incl. article): O/E (Name)!.
06. Same procedure until all children are part of the Train of friendship.
Teaching activity 10 | Sub-topic 04: My body O manu
| SF: G | ELP: dossier
01. Teacher reads worksheet 04 O manu e man. He/she points at the corresponding body parts.
02. Teacher asks the children to get up and join in.
03. Teacher repeats each sentence of the worksheet and points at the corresponding parts of the body. Children
repeat and point at the body parts as shown by the teacher. Teacher continues until all sentences are read.
Options: Teacher reads the sentences, children listen and point at the corresponding parts of the body, or:
Teacher points at a part of the body and the children say the corresponding sentence.
04. Children get the worksheet, color it and do the reading exercise as a homework.
Teaching activity 11 | Sub-topic 04: My body O cno
Duration: 30 min | Skill: a e d
| SF: I | ELP: dossier
Mat./Res.: Worksheet 05/page 1, crayons

01. Teacher hands out the first page of worksheet 05 O cno e lile/e baby.
02. Teacher reads a word and asks what it means one child answers. e children connect this word to the
babys corresponding body part.
03. Teacher reads the next word and so on, until all words are connected.
04. ey discuss the number of each body part (two eyes, ten toes, much hair, ).
05. Children color the baby according to the instructions in the boom le corner of the worksheet.
Teaching activity 12 | Sub-topic 04: My body Gap text O cno

e | SF: G | ELP: dossier
Mat./Res.: Worksheet 05/page 2

01. Teacher hands out page 2 of worksheet 05 O cno.
02. ey do the gap text in group: One child reads a sentence and finds the gap word. Children fill out the gaps.
03. Teacher writes the gap words on the blackboard.
Teaching activity 13 | Sub-topic 04: My body Poem Khlas
Duration: 30 min | Skill: d
e | SF: I, P | ELP: dossier
01.
02.
03.
04.
05.
06.
Teacher hands out the poem Khlas We play and children read it alone.
ey read it again and highlight the words they already know.
In couples children choose two words they dont know.
Each couple writes these two words on the blackboard and the teacher translates them.
Children read the text alone once again.
Teacher and class discuss the content of the poem.
Teaching activity 14 | Sub-topic 04: My body Gap text Khlas

Duration: 30 min | Skill: d e
| SF: P | ELP: dossier
01. Teacher hands out the gap text Khlas (worksheet 07) and children fill out the gaps in couples.
02. ey read the text together once again.
03. Children compare the results and correct the gap words.
Teaching activity 15 | Sub-topic 03: My family Diagram Mu familja
Duration: 15 min | Skill: d e b | SF: I | ELP: dossier
Children bring pictures of their families. Print worksheet 08 and hand out a sheet of blank paper to each child.
01. ey discuss worksheet 08 Mu familja My family: What is the task? What do the words mean?.
02. Teacher asks the children to glue the photos of their families to the worksheet Mu familja (diagram) and to
fill in the names of their relatives.
03. e diagrams are put on a wall of the classroom or in the dossier.
04. Children can introduce their families if they want to.
Teaching activity 16 | Sub-topic 03: My family Poem Ame
a b | SF: I, G | ELP: dossier
01.
02.
03.
04.
Teacher reads the poem Ame We to the class. en he/she hands out the text to the children.
He/She asks the children to read the poem alone once.
en he/she reads the sentences to the class. Children repeat it in unison.
Children learn the short poem by heart as a homework.
Lesson plan 01 | Sub-topic 01: Introducing myself Muo anav My name

TA-Nr.: 01 | Learning objectives: Geing to know each other. Introducing and saying Hello! in Romani.
Duration: 10 min | Skill: a bc | SF: G
Mat./Res.: Ball
01. Teacher introduces himself/herself: Maj mitoo. Me sm o/e , Kon san tu? Hello. I am Who are you?.
02. Teacher passes the ball to a child and asks him/her to introduce himself/herself with:
Maj mitoo. Me sm o/e ! Hello. I am .
03. Child introduces himself/herself and passes the ball back to the teacher.
Duration: 10 min | Skill: bc | SF: G
02. Teacher turns to a child standing next to him/her and says: Maj mitoo! Me sm o/e Kon san tu?
Hello. I am Who are you?.
03. Child answers: Maj najis. Me sm o/e !, turns to his/her neighbor and asks him/her: Kon san tu?
Who are you?.
Duration: 10 min | Skill: a bc d
| SF: G
Mat./Res.: Worksheet 01, photographs, collage of flowers, drum
01.
02.
03.
04.
05.
Preparation: Teacher takes a picture of each child and prints it or the children bring a picture with them.
He/she prepares the collage of flowers and puts it on the wall.
Teacher calls each child by their name: Kon s o/e ? Who is ? (e.g. Marko).
Child goes to the teacher who beats the rhythm of the names on the drum (according to syllables):
Me sm o Marko!.
Child repeats the sentence. Teacher beats the rhythm on the drum: Me sm o Marko!.
Option: Child says the sentence and plays the rhythm himself/herself. Teacher gives each child their picture.
Child looks for his/her name on the prepared collage of flowers and aaches his/her photo.
Lesson plan 02 | Sub-topic 04: My body

TA-Nr.: 10 | Learning objectives: Geing to know and naming body parts.
Duration: 20 min | Skill: a b | SF: G | ELP: dossier
01. Teacher reads worksheet 04 O manu the man. He/she points at the corresponding body parts.
02. Teacher asks the children to get up and join in.
03. Teacher repeats each sentence of the worksheet and points at the corresponding parts of the body. Children
repeat and point at the body parts as shown by the teacher. Teacher continues until all sentences are read.
Options: Teacher reads the sentences, children listen and point at the corresponding parts of the body, or:
Teacher points at a part of the body and the children say the corresponding sentence.
04. Children get the worksheet, color it and do the reading exercise as a homework.
TA-Nr.: 11 | Learning objectives: Practicing orthography.
e b | SF: I | ELP: dossier
Mat./Res.: Worksheet 05/page 1, crayons

01. Teacher hands out the first page of worksheet 05 O cno e lile/e baby.
02. Teacher reads a word and asks what it means one child answers. e children connect this word
to the babys corresponding body part.
03. Teacher reads the next word and so on, until all words are connected.
04. ey discuss the number of each body part (two eyes, ten toes, much hair, ).
05. Children color the baby according to the instructions in the boom le corner of the worksheet.
Muo anav
Amari grupa
Usnija
Batka
Moxi
Ivana
Mixi
Maxi
Kalderash_Primary_A1_AT_eng_unit-01 | worksheet 01 | 11
Muo anav
Muo vortako/
mu vorteina
haj:
Maj mitoo, bibijo!
Daj:
Maj najis mui ejo!

Kon san?
haj:
Me sm e Suzi, le Markoski
vorteina!
Daj:
So trobul tu, mu ejo?
ejo:
Dali s o Marko khre?
Dej:
Khre lo. Ajde, av-tar andr.
Muo anav
Muo vortako /
mu vorteina
ejo:
Maj mitoo, bibijo!!
Dej:
Maj najis mui ejo!

Kon ________?
ejo
Me _______ e Suzi, le Markoski vorteina!
Dej:
So trobul tu, mu ejo?
ejo:
Dali s o Marko khre?
Dej:
Khre lo. Ajde, ______ andr.
sm
san
sm
| av-tar
Muo anav
O manu
S ma jek ro.
S ma but dand.
S ma jek nakh.
S ma duj pune.
S ma duj bu.
S ma jek muj.
S ma duj kana.
S ma duj vas(t).
S ma but bal.
S ma duj anga.
Muo anav
O cno
jek ro
jek ib
jek nakh
jek ro
duj jakha
duj bu
duj pune
duj anga
duj phike
duj vas(t)
de naja
but dand
but bal
jek = uto
duj = lolo
but = plavo
de = zeleno
Kalderash_Primary_A1_AT_eng_unit-01 | worksheet 05 /1 | 15
Muo anav
O cno
Jek vaj duj?
S ma ____ vas(t).
S ma____ nakh.
S ma ____ naja.
S ma ____ pune.
S ma ____ phike.
S ma ____ ib.
Kalderash_Primary_A1_AT_eng_unit-01 | worksheet 05/2 | 16
Muo anav
Khlas
Jek data, du var, tut puav,
tri var, tar var, ame khlas.
Vazde opre e vastoa,
skav mang phabaja.
tri var, tar var ame khlas.
a tele i ka l pune,
mek khlen ire phike.
Puter numa e vastoa,
te urjas tu manca.
Muo anav
Khlas
Vazde opre e _____,
skav mange phabaja.
a tele i ka _____,
mek khlen ire ______.
tri var, tar var, ame khlas..
Puter numa e ______,
te urjas tu manca.
vastoa
pune
phike
vastoa
Muo anav
Kon s kodola ene?

o papo, e mami, o dad, e dej, o phral, e phen
o papo
e mami
o papo
o dad
e mami
e dej
me thaj mue phral/pheja
Muo anav
Ame
Mu dej man hulavel.
Muo dad ukar o inel.
Mui phej mang djilabal.
Muo phral mang baalel.
Topic (CFR): THE HOUSE AND ITS ACTIVITIES
Sub-topic 01: Le brojur Numbers
Sub-topic 02: Muo khr/stano My house/flat

Skill
Can understand the key words for activities of the home (e.g. eating, washing, sleeping, etc.).
Can understand the key words for activities of the Roma home and can categorise them, as appropriate,
into areas of responsibility (e.g. mothers jobs, fathers occupations, etc.).
Can recognize and understand labels on a picture of a typical house or room.

Can recognize and understand numbers and words on a street or in an address.
Can recognize and understand the words for parts of the home and its surroundings and items in the
house/caravan.
bc
Can give single word or very brief answers to basic questions about his/her home.
Can give a telephone number.
Can use key words or simple phrases/sentences to describe his/her home.

Can use key words or simple phrases/sentences to describe what he/she likes and dislikes doing at
home.
Can copy or write words and simple phrases or sentences for parts of the home and items
in the house.

Language passport: Me beav ando (e.g. Bei).
Dossier: Le brojur : 010 | activities 02, 03, 04 | E kujna: Filling in words
Vocabulary| Sub-topic 01: E samura

Active
le brojur 010
the numbers 010
muo/o brojo
my/your number
Sar/savo s ?
What/which is ?
Passive
So kam kres tehara?
What are you doing tomorrow?
muo/o brojo
my/your number
Vocabulary| Sub-topic 02: Mlo her/stani

Active
muo khr/stano
my house/flat
o skamin
the chair
e soba
the room
o pato
the bed
e kujna, kuxinja
the kitchen
o ifonjeri
the wardrobe
o kupatilo
the bathroom
e khlimos
the toys
le sovimaski soba
the bedroom
e knjiga
the book
le bmaski soba
the living room
o colo
the carpet
e budara, o WC
the toilet (WC)
o regali knjigengo
the bookshelf
le avongi soba
the childrens room
e televizija
the television
o hodniko
the hallway
peglol le gada
to iron
e vazna
the vase
sovel
to sleep
le oja
the cutlery (also: spoons)
itol
to read
o kredenco
the kitchen cabinet
pekel (kolaija)
to bake (biscuits)
o bov
the stove
o prezime
the surname
o friideri
the refrigerator
Katar aves?
Where are you from?
e tigaja
the pan
Kaj bes?
Where do you live?
o tijari
the plate
o gav
the village
e piri
the pot
o foro
the city
e lampa
the lamp
e adresa
the address
o astali
the table
e phuv
the land
Bei
Vienna
Passive
So s kodo?
What is this?
So krav me?
What do I do?
e luludji
the flower
muo dad
my father
o xabe
the food
mu dej
my mother
o mas
the meat
muo papo
my grandpa, my grandfather
So s tu ?
What have you got?
mu mami
my grandma, my grandmother
e saritorka, e uiteljica
the teacher
Grammar
Active
Passive
Simple interrogative clauses

Present tense
Simple sentence formation: Man s ma
Future tense
Teaching activity 01 | Sub-topic 01: Le brojur

bc e | SF: G, I | ELP: p. 42
Mat./Res.: Cards (numerals), worksheet 01

Preparation: Print and laminate cards with numerals (worksheet 01).
01. Children sit in a circle on the floor.
02. Teacher spreads out the cards with the numerals 010 on the floor. Each child gets a card with the numbers
from Zero to Ten (in words).
03. Children try to find the matching numbers to their cards.
04. Incorrectly matched cards are assigned to the correct card together.
05. Subsequently the teacher places the cards with the words from 010 in a stack on the floor. e cards with the
numerals are distributed again.
06. Now the children read the numerals on their card out loud and put the card next to the correct number.
07. Teacher corrects the cards and says the numbers from 010 twice.
08. He/She now pronounces number by number, the group repeats the word aer each number.
09. en each child is asked to read the numbers out loud.
10. Subsequently the children copy the numbers from 010 from the cards into their ELP (p. 42).
Teaching activity 02 | Sub-topic 01: Le brojur Dialogue O telefono
bc | SF: I, P, G
Mat./Res.: worksheet 02
01.
02.
03.
04.
05.
06.
07.
08.
09.
10.
Teacher reads the dialogue.

He/She reads the dialogue again and asks the children to write down the words they know.
Children say the words they know. Teacher writes them on the blackboard.
He/She reads the dialogue again and asks the children to remember one word they dont know .
Children say these words out loud. Teacher writes them on the blackboard.
Teacher translates the words.
He/She asks the children to talk about the content with the child siing next to them.
He/She hands out the worksheet and discusses the content with the children.
He/She asks the children to read the dialogue quietly with a partner first.
Children read the dialogue out loud with their partner.
Teaching activity 03 | Sub-topic 02: Muo khr/stano

e | SF: G, I | ELP: Dossier
Mat./Res.: worksheet 03, pens

01.
02.
03.
04.
05.
Teacher hands out the worksheets.

He/She asks the children what the words mean and what the task is.
He/She explains the new vocabulary and asks the children to fill out the worksheet.
ey compare their answers.
Children draw their room.
*SOCIAL FORM (SF): group work G | partner work P | individual work I
Teaching activity 04 | Sub-topic 02: Muo khr/stano E kujna

Duration: 35 min | Skill: a b e d
| SF: G, I, P | ELP: Dossier, p. 42
Mat./Res.: worksheet 04; cutlery, pot, vase, plate, flower, pan

01. Children sit in a circle. Teacher puts the objects in front of him/her, covering them with a cloth.
02. He/She picks one object (e.g. a pot) and asks who knows the Romani name for the object.
en he/she says its name out loud.
03. Children repeat the name and teacher passes the object around the circle for the children to touch.
04. Same procedure with all objects.
05. Children return to their seats and teacher hands out the worksheet.
06. ey complete it in couples.
07. e answers are compared and the teacher writes the words on the blackboard.
08. Children add the new words to their ELP.
Teaching activity 05 | Sub-topic 02: Muo khr/stano avongi soba
Duration: 35 min | Skill: a b d
bc | SF: G, I | ELP: Dossier
01.
02.
03.
04.
05.
06.
Teacher hands out the worksheet and reads it.

He/She asks the children what the words below mean.
Teacher asks: [name] , so s tu ande i soba?.
One child chooses one of the objects on the worksheet and answers: Man s jek ifonjeri.
Same procedure with all the words.
Subsequently the children draw their rooms.
Teaching activity 06 | Sub-topic 02: Muo khr/stano So s kodo?

e bc | SF: G, I | ELP: Dossier
Mat./Res.: worksheet 06, overhead projector, overhead pens (copy worksheet 06 on overhead transparency)
01.
02.
03.
04.
05.
06.
Teacher shows the first line of the worksheet to the children on the overhead projector.
He/She discusses the words to the images with the children.
Teacher asks: Kon anel, so s kodo? Children reply: E televizija, o regali, e lampa,
Teacher hands out worksheet 06 and children fill it out alone.
Teacher shows them the completed worksheet and adds the missing words.
Children check their results and add the sheets to their Dossier.
Teaching activity 07 | Sub-topic 02: Muo khr/stano Pantomime

e | SF: G, I | ELP: p. 42

02. Teacher shows the game: He/She stands in the middle of the circle and mimes one of the activities in the
household (ironing, baking, reading, sleeping).
03. He/She asks the children: So krav me?
04. Children have to guess and name the activity (depending on their competence either in Romani or first in the
language of instruction. Teacher translates it to Romanes.).
05. After the four activities, its the childrens turn. Each child mimes one activity in the middle of the circle,
the other children name it.
06. After the game, the children return to their seats.
07. Teacher writes down all activities on the blackboard and the children add it to their ELP (p. 42).
Teaching activity 08 | Sub-topic 02: Muo khr/stano So kren khre?

Duration: 20 min | Skill: a e | SF: G, P, I | ELP: Dossier
Mat./Res.: worksheet 07, crayons
01. Teacher hands out the worksheets (worksheet 07).
02. He/She asks the children to read and try to understand the sentences with the child siing next to them.
03. Together they compare their results. If necessary, the teacher explains the content again.
04. ey draw pictures of the activities.
Teaching activity 09 | Sub-topic 01: Le brojur Ramosar le brojur!
01. Teacher hands out the worksheet and asks the children to write down the numbers, corresponding to the
number of pictures they see (e.g. three hearts, six smilies).
02. en the results are compared and the teacher writes the numerals on the blackboard.
Teaching activity 10 | Sub-topic 02: Muo khr/stano Dialog Kaj bes?
bc | SF: G, P | ELP: Dossier
01.
02.
03.
04.
05.
06.
07.
08.
09.
Teacher reads the dialogue worksheet 09 Sar s o prezime?.

Teacher reads the dialogue again and asks the children to remember one of the words they dont know.
Teacher translates these words.
He/She hands out the worksheets and asks the children to read the dialogue quietly in couples.
Children read the dialogue to the class.
Teaching activity 11 | Sub-topic 02: Muo khr/stano Kaj bes?

Duration: 20 min | Skill: a e | SF: G, I | ELP: Dossier
01. Teacher hands out the worksheets.
02. Children reconstruct the dialogue of worksheet 10 Kaj bes?.
03. Subsequently the results are compared with the teacher. e words are wrien on the blackboard.
Teaching activity 12 | Sub-topic 02: Muo khr/stano iz Kaj bes?

e b | SF: G | ELP: Dossier, p. 4
Mat./Res.: worksheet 11, reward

01.
02.
03.
04.
05.

Teacher explains the quiz about the latest topic.
Children have about 20 min to complete the worksheet.
ey read their results to the class.
Teacher rewards each child with a small present (pen, chocolate, etc.).
Now the children can write down the second sentence in their Language Passport on p. 4.
Teaching activity 13 | Sub-topic 02: Muo khr/stano Mu kola

e | SF: G | ELP: Dossier
01.
02.
03.
04.
05.

Teacher hands out the worksheet.
He/She asks one child to read the task and the group discusses it.
Children draw their school.
Teacher writes down two sentences regarding the address and the class on the blackboard.
Children copy the sentences.
Teaching activity 14 | Sub-topic 02: Muo khr/stano Stanice

Duration: 100 min | Skill: Dep. on worksheets used | SF: I | ELP: Dossier
Mat./Res.: worksheet 13, five dierent other worksheets
01.
02.
03.
04.
Preparation: Choose worksheets and copy for all children (including spare copies if required).
Prepare five workstations in the classroom (pushing two desks together at a time).
Note: Can also be done aer each UNIT to check the childrens progress.
Teacher hands out a sheet to each child on which each workstation is noted.
He/She explains workstations 15.
Each child has to complete at least three workstations the faster ones may do even more.
Once a station is completed, the teacher stamps the childs sheet.
Teaching activity 15 | Sub-topic 02: Muo khr/stano Kon s maj sgo?

Duration: 15 min | Skill: a | SF: G, I
01.
02.
03.
04.
05.
Children spread out in the classroom.

Teacher names an object located in the classroom (e.g. tabla, astali, skamin, vudar, kompjuteri, feljastra, ).
Children have to touch the object as quickly as possible.
e last child to touch the object drops out.
e game continues until only one child is le.
Note: is game can be played in various rooms using dierent objects, also outside or at the playground.
Lesson plan 01 | Sub-topic 01: Le brojur

TA-Nr.: 01 | Learning objectives: Learning the numbers from 0 to 10.
bc e | SF: G, I | ELP: p. 42
Mat./Res.: Print and laminate cards (worksheet 01)

02. Teacher spreads out the cards with the numerals 010 on the floor. Each child gets a card with the numbers
from Zero to Ten (in words).
03. Children try to find the matching numbers to their cards.
04. Incorrectly matched cards are assigned to the correct card together.
05. Subsequently the teacher places the cards with the words from 010 in a stack on the floor. e cards with the
numerals are distributed again.
06. Now the children read the numerals on their card out loud and put the card next to the correct number.
07. Teacher corrects the cards and says the numbers from 010 twice.
08. He/She now pronounces number by number, the group repeats the word aer each number.
09. en each child is asked to read the numbers out loud.
10. Subsequently the children copy the numbers from 010 from the cards into their ELP (p. 42).
TA-Nr.: 09 | Learning objectives: Learning the numbers from 0 to 10.
01. Teacher hands out the worksheet and asks the children to write down the numbers, corresponding to the
number of pictures they see (e.g. three hearts, six smilies).
02. en the results are compared and the teacher writes the numerals on the blackboard.
Lesson plan 02 | Sub-topic 02: Muo khr/stano Kaj bes?
TA-Nr.: 10 | Learning objectives: Understanding a text step by step.
a bc e | SF: G, P | ELP: Dossier
01.
02.
03.
04.
05.
06.
07.
08.
09.
Teacher reads the dialogue worksheet 09 Sar s o prezime?.

Teacher reads the dialogue again and asks the children to remember one of the words they dont know.
He/She hands out the worksheets and asks the children to read the dialogue quietly in couples.
Children read the dialogue to the class.
TA-Nr.: 11 | Learning objectives: Practicing orthography.

01. Teacher hands out the worksheets.
02. Children reconstruct the dialogue worksheet 10 Kaj bes?.
Subsequently the results are compared with the teacher. e words are wrien on the blackboard.
jek
duj
oxto
trin
inja
4 10
tar
de
pan
nula
ov
jefta
Muo anav
Muo anav
Dialogo ande pauza

O telefono
Zlata:
Suzano, so kres tu tehara?
Suzana:
i anav! Sostar pues ma?
Zlata:
Pa kamlem te av tusa tehara ando kino.

S tu li vrjama?
Suzana:
Tehara s ma vrjama! Ajde, de ma o

telefonosko brojo te aunas amen.
Zlata:
Muo brojo s 245 136 890.

Sar s iro brojo?
Suzana:
Muo brojo s 693 258 147
Zlata:
Najis tuk, kam aunas amen tehara.
Muo anav
Muo khr/stano
e kujna | o kupatilo | le sovimask soba
o hodniko | o WC | e dnevno soba
So
s
kava?
Muo anav
E kujna
o friideri
e vazna
o mas
le vasur
e tigaja
le luludja
o tijari
le oja
o poreto
o xabe
o kredenco
Muo anav
Le avongi soba
So s tu ande i soba?
Ande mu soba s ma !
Crtisar kadala bua!

ifonjeri | pato | astali | colo | khlimata | knjige
lampa | televizija | skamin | regali knjigengo
Muo anav
So s kava?
ifonjeri | pato | astali | colo | khlimata | knjige

lampa | televizija | skamin | regali knjigengo
Muo anav
So kren khre?
itosar thaj crtisar!
Mu dej peglol le gada.
Mui mami pekel kolaija.
Muo dad itol le urnalur.
Muo papo sovel.
Muo anav
Ramosar le brojur!
jek, duj, trin, tar, pan, ov, jefta, oxto, inja, de
Muo anav
Kaj bes?
Saritorka: Zlata, sar s o prezime?
Zlata:
Muo prezime s Nikoli.
Saritorka: Zlato, katar san?

Zlata:
Me sm katar e Srbija.
Saritorka: Kaj bes akana?

Zlata:
Akana me bav ando Bei.
Saritorka: So s o Bei? Gav vaj foro?

Zlata:
O Bei s jek baro foro ande Austrija.
Muo anav
Kaj bes?
Saritorka: Zlata, sar s o prezime?
Zlata:
Muo ________ s Nikoli.
Saritorka: Zlata, katar san?

Draga:
Me sm ______ e Srbija.
Saritorka: Kaj bes akana?

Zlata:
Akana me _______ ando Bei.
Saritorka: So s o Bei? _____ vaj foro?

Zlata:
O Bei s _____ ande _______ Austrija.
foro
gav
phuv
bav
prezime
katar
Muo anav
Kvizo
Sar s o anav?
Muo anav s ___________.
Sar s o prezime?
Muo s ____________.
Kaj bes?
Me bav ando/ande ____________.
Katar san?
Me sm katar o/e____________.
Sar s i adresa?
Mu adresa s ______________________.
Sar s o telefonosko brojo?
Muo telefonosko brojo s _______________.
Muo anav
Mui kola
Crtisar iri kola!
Ramosar a kolaki adresa.
Ande savi klasa as?
Muo anav
Mue stanice
stanicako brojo
peato
1.
2.
3.
4.
5.
Main eme (CFR): MY COMMUNITY
Sub-theme 01: Thana thaj khra Places and buildings
Sub-theme 02: Le trafikosk smnur Trac signs
Connected main themes in the CFR: Roma cras and occupations

Skill
Relevant descriptors in the language grid (can do) OR I can statements
Can recognize and understand the names for people who live and work in the local area when they are
spoken or read aloud.
Can listen and point to pictures or a map showing where dierent people work (e.g. library, chemist,
supermarket, police station, swimming pool).
Can understand the words for the roles and activities of individuals in his/her Roma community.
Can understand when older people give brief instructions or orders.
Can understand the key words relating to behavior and the social norms of the community.
Can recognize and understand the names for important buildings, signs, or locations in the area.
Can recognize and understand the names for buildings/places on a map of the area.
Can recognize and understand the words for the principal activities of the community.
Can recognize and understand the key words for the important aspects of moral behavior of members
of the community.
Can respond to simple questions by giving the names of buildings and places where people live and
work in the area.
Can use key words and simple phrases/sentences to answer basic questions about places he/she has
visited in the area.
bc
Can participate in classroom discussions by naming his/her favorite place in the area (e.g. football field,
park, shop).
Can greet and respond appropriately to simple questions from older community members.
Can use key words and phrases to answer basic questions about his/her daily activities.
b
Can use key words and simple phrases/sentences to describe his/her favorite place in the locality/
community.
Can use key words and simple phrases to describe his/her community.
Can copy or write the names of places in the area.

Can copy from the board short sentences describing the activities associated with dierent places in the
area.
Can copy or write the key words relating to Roma community life and activities.
Can copy or write short sentences describing activities in his/her community.

Language passport:
Dossier: Adding new words on p. 42 | worksheet 02 to 06 + 08 to 10 +13
Vocabulary| Sub-theme 01: Thana thaj khra

Aktiv
e policija
the police
dikhl
to see, to watch
e bolnica, o pitali
the hospital
bel
to sit
e pota
the post oce
sasol, sastjol
to become healthy
o kindergarten
the kindergarten
inel
to buy
e kola
the school
poinel
to pay
e khangri
the church
bialel
to send
o podo
the bridge
baro
large
o eko
the stream, the river
cno
small
o brego, o plaj
the mountain
i luludji
the flower
e mahala
the residential estate
o ka(t), o kopai
the tree
e apoteka
the pharmacy
o pato
the bed
o duano
the shop
e knjiga
the book
e vatrogasno stanica
the fire station
o astali
the table
e stanica
the station
e kuna
the swing
o kino
the cinema
e televizija
the television
o parko
the park
o paj
the water
e banka
the bank
o kompjuteri
the PC, the computer
al
to go
khlel pesk
to play
puel
to ask
sovel
to sleep
Najis!
ank you!
plivil, najol
to swim
Najis tuk/tumeng!
ank you! (sg/pl)
khlel futbalo
to play football
Devlesa!
good-bye
djlabal/baavel
to make music
(lit. stay with god)
djlabal
to sing
Dali anes kaj s ?
Wissen Sie wo die ist?
arsel
to arrive
pijel, pel
to drink
muo maj ukar than
my favorite place
xal
to eat
meljarel
to pollute
ramol
to write
o cokoli
the shoe
itol
to read
e detharin
the morning
siol
to learn
o mao
the fish
Passiv
anel
to know
Vocabulary| Sub-theme 02: Le trafiskosk emnur

Aktiv
le trafiskosk emnur
the trac signs
o semaforo
the trac light
nakhl
to cross
me
i nakhel
to not cross
o peako prelazo
the zebra crossing
aukrel
to wait
mora/musaj
must
lolo
red
ael
to stop
galbno
gelb
soste?, sostar?
why?
zeleno
green
kate, katka
here
and
asal
to laugh
Passiv
thaj/i
Grammar
Aktiv
Passiv
Articles: o/e
Verbs in Present tense:
3rd person SG; 3rd person PL
1st person SG; 1st person PL
Pronoun: vov (he)
Simple interrogative sentence word order:
Kaj al?, Kaj bel?, Soste al?, Soste bel?
estions in Future tense

estions (Plural)
Adjectives (red, green, etc.)
Teaching activity 01 | Sub-topic 01: Thana thaj khra Card game

b e | SF*: I | ELP: p. 42
Mat./Res.: Cards from worksheet 01

01.
02.
03.
04.
05.
06.
07.
08.
09.
10.
Preparation: Print and laminate cards from worksheet 01.

Children sit in a circle on the floor.
Teacher spreads out the cards with the English words on the floor.
He/She hands out the cards with the words in Romanes.
Children try to assign the card with the Romanes word to the card with the English equivalent.
Once all cards are assigned, they check the results together - and correct them if necessary.
Subsequently the teacher reads all words in both languages, e.g. school kola, post oce pota, etc.
Teacher puts the English cards aside and reads the words in Romanes. Children repeat these words.
Children return to their seats and the teacher writes the new vocabulary on the blackboard.
He/She asks the children to read the words on the blackboard.
Finally the children copy the new vocabulary to their ELP (p. 42).
*SOCIALFORM (SF): group work G | partner work P | individual work I
Teaching activity 02 | Sub-topic 01: Thana thaj khra Memory

| SF: I, G
Mat./Res.: Cards from worksheet 01

Preparation: Print cards (worksheet 01) on cardboard and cut them out (print five times for five groups).
01. Children form groups of four. Each group sits at one desk.
02. Teacher hands out the memory cards to each group.
03. Children try to find the English and corresponding Romanes word to form pairs of cards.
04. e child who found the most pairs is the winner. He/She gets a small reward (pen, homework-voucher,
chocolate, etc.).
Teaching activity 03 | Sub-topic 01: Thana thaj khra Story with cards
| SF: I
Mat./Res.: Print and laminate cards from worksheet 01; worksheet 02

01.
02.
03.
04.
Children sit in a circle.

Teacher reads the story Melale cokolja to the children.
Each child gets one (two, ) card(s) with a word in Romanes.
Teacher reads the story again and tells the children to shout Stop! when they hear the/a word of their card(s).
e respective card is placed in the middle of the circle.
05. Teacher asks the children what the word(s) on their card(s) mean.
Teaching activity 04 | Sub-topic 01: Thana thaj khra Melale cokolja
| SF: I, P | ELP: Dossier
Children read the story alone.
ey read the story together (one child one paragraph).
Children highlights the words they know and discuss them with the child siing next to them.
Each couple writes down one word they dont know.
ey tell their words to the teacher and he/she writes them on the blackboard.
He/She translates the words and asks the children to discuss the content of the story with the child siing next
to them.
07. ey discuss the content together.
01.
02.
03.
04.
05.
06.
Teaching activity 05 | Sub-topic 01: Thana thaj khra Melale cokolja

01.
02.
03.
04.

Children form groups of three.
Teacher hands out worksheet Melale cokolja and children try to complete it.
e group that finishes first and has made no mistakes gets a small reward.
ey compare the results and the teacher writes the vocabulary on the blackboard.
Teaching activity 06 | Sub-topic 01: Thana thaj bare khera Seres?

Duration: 25 min | Skill: a bc e d | SF: I | ELP: Dossier
01. Teacher hands out the worksheet and discusses the questions with the children.
02. Children subsequently complete the worksheet in couples.
03. Teacher writes the sentences on the blackboard and children compare them with their own results.
Teaching activity 07 | Sub-topic 01: Thana thaj khra Kaj kren von bui?
Duration: 15 min | Skill: a e | SF: G, I | ELP: Dossier
Mat./Res.: Worksheet 04, crayons
01. Teacher hands out the worksheet and asks one child to read the task.
02. He/She asks what the task is and, if necessary (if the children dont know), explains it.
03. Children draw the lines. ey can also paint the worksheet as they prefer.
Teaching activity 08 | Sub-topic 01: Thana thaj khra Crtisar o maj ukar than
e a b | SF: I | ELP: Dossier

01.
02.
03.
04.
Teacher hands out the worksheet and asks one child to read the task.
He/She asks what the task is and, if necessary (if the children dont know), explains it.
Children draw their favorite place and try to complete the sentences.
Subsequently the children sit in a circle and each child presents his/her picture and reads his/her sentences.
Teaching activity 09 | Sub-topic 02: Le trafikosk smnur Sar phirav pe vulica?

b e | SF: I
Preparation: Arrange desks in a paern resembling a simple road map (see worksheet 05). Place the trac
signs on the desks (crossings). Print and laminate worksheet 07.
01. Teacher explains the game by crossing the roads and observing the trac rules:
Kate mora te av pe stngo rig.
Kate mora te av vorta.
Kate mora te aav.
Kate s peako prelazo.
Kate s semaforo.
02. en it is the childrens turn:

ey walk along the roads, stop at every trac sign and say what they have to do.
Teaching activity 10 | Sub-theme 02: Le trafikosk smnur O semaforo

b | SF: G, P | ELP: Dossier
01.
02.
03.
04.
05.
Teacher recites or reads the poem E forgalmoski lampa and mimes the content.
Children discuss the content.
Teacher hands out the worksheet. Children read the poem quietly alone.
ey have 10 min to learn the poem by heart in couples. Children can also mime the content.
Finally each couple recites the poem.
Teaching activity 11 | Sub-topic 02: Le trafikosk smnur O semaforo

e | SF: I | ELP: p. 42
01. Teacher hands out the worksheet E forgalmoski lampa and the children try to complete it.
02. ey check their results together and the teacher writes the vocabulary on the blackboard.
03. New vocabulary is added to the ELP.
Teaching activity 12 | Sub-theme 02: Le trafikosk smnur Excursion Trac signs
a | SF: G
e children now know many of the trac signs and recognize them in everyday life. ey get the chance to visualize
what they have learned and to ask questions.
Note: Take a walk round the school building and its surroundings or choose another destination. Ideally, the teacher
first checks the route.
Teaching activity 13 | Sub-topic 01: Thana thaj khra So kras ame?
a e b bc | SF: I | ELP: Dossier
01. Teacher hands out the worksheet So kras ame?.
02. Teacher and children fill it out together: One child aer the other reads a question and tries to find the correct
answer (teacher can help them). Teacher writes the correct answers on the blackboard and children copy them.
03. Aer completing the worksheet, children read the sentences with a partner (one child reads the questions, the
other child reads the answers, then they swap).
Teaching activity 14 | Sub-topic 01: Thana thaj khra Plakat Le thana

e | SF: I, G | ELP: p. 42
Mat./Res.: Worksheet 11, cards from worksheet 12, poster, tape, scissors
Preparation: Cut out worksheet 11 and tape it on a poster. Put the poster on a wall or the blackboard.
01. e words on the poster are read and discussed together.
02. Teacher hands out worksheet 12. ey discuss the verbs on the worksheet (supported by gestures if necessary).
03. Teacher asks the children to cut out the individual words on worksheet 12 and to write their first name next to
each word.
04. Subsequently the children try to match the verbs to the terms on the poster and tape them below the right
words.
05. Teacher checks the answers (the children who have made a mistake may try again with the help of the other
children).
06. e new verbs are added to the ELP (p. 42).
Teaching activity 15 | Sub-topic 01: Thana thaj khra O drom
b bc | SF: G, I, P
01.
02.
03.
04.
05.
06.
07.
08.
09.
10.
Teacher reads the dialogue O drom to the class.

He/She reads the dialogue again and asks the children to write down words they know.
He/She reads the dialogue again and asks the children to remember/write down one of the words they dont
know.
Children say these words and teacher writes them on the blackboard.
Teacher translates the words.
He/She hands out the worksheet and discusses the content with the children.
Teacher asks the children to read the dialogue quietly with a partner.
Children read the dialogue to the class with their partner.
Lesson plan 01 | Sub-topic 01: Thana thaj khra Places and buildings
TA-Nr.: 02 | Learning objectives: Geing to know places.
| SF: G, I | ELP: p. 42
Mat./Res.: Cards of worksheet 01

Preparation: Print cards (worksheet 01) on cardboard and cut them out (print five times for five groups).
Children form groups of four. Each group sits at one desk.
Teacher hands out the memory cards to each group.
Children try to find the English and corresponding Romanes word to form pairs of cards.
e child who found the most pairs is the winner. He/She gets a small reward (pen, homework-voucher,
chocolate, etc.).
05. Put the desks back into their original position. Children return to their seats.
01.
02.
03.
04.
TA-Nr.: 07 | Learning objectives: Orientation on a map.

e | SF: I | ELP: Dossier

01. Teacher hands out the worksheet and asks one child to read the task.
02. He/She asks what the task is and, if necessary (if the children dont know), explains it.
03. Children draw the lines. ey can also paint the worksheet as they prefer.
Lesson plan 02 | Sub-topic 01: Thana thaj khra So kras ame?
TA-Nr.: 13 | Learning objectives: Geing to know verbs and using them correctly; practicing pronunciation
a e b bc | SF: I, P | ELP: Dossier
01. Teacher hands out the worksheet So kras ame?.
02. Teacher and children fill it out together: One child aer the other reads a question and tries to find the correct
answer (teacher can help them). Teacher writes the correct answers on the blackboard and children copy them.
03. Aer completing the worksheet, children read the sentences with a partner (one child reads the questions, the
other child reads the answers, then they swap).
Muo anav
the post
office
e
pota
the
chruch
the
cinema
o
kino
e
khangri
the
hospital
e
bolnica
the
pharmacy
the
shop
o
duano
e
apoteka
the
school
Muo anav
e
kola
the
o
kindergarten kindergarten
the
bridge
o
podo
the
park
o
parko
the
settlement
the police
station
e
policija
e
mahala
Muo anav
the
river
o
eko
the
traffic light
the
mountain
o
plaj
o
semafori
the
station
e
stanica
the
cross-walk
the fire
brigade
e
vatrogasno
stanica
o peako
prelazo
Muo anav
Melale cokolja
O Kalo s jek cno omano avoo. Vo bel po gor le
gavesko, ande mahala. Ande mahala naj but khra,
numa pan.
Detharin, kano al-tar ande kola,
nakhl vo skoro pa antrego gav.
Nadur kata lesko khr s e pota.
Kote paa e pota s o kindergarten.
O Kalo alas ande leste kana sas maj cno.
Kana nakhl vo opre po brego, aj te
dikhl jek duano thaj vi e apoteka. Sar arsel maj tele,
dikhl vo de dural e khangri. Numa vo i al ande
khangri, k leski kola s maj pa kata e khangri.
Paa e kola s jek podo numa o Kalo i nakhl pa podo.
Svako detharin vov al pesk te dikhl le maen ando
eko. Svako detharin meljarel vov kote pesk cokolja
kana nakhl o eko, te al pesk ande kola.
Muo anav
Melale cokolja
O Kalo s jek cno omano avoo. Vo bel
po ________ le gavesko, ande mahala.
Ande _________ naj but khra, numa pan.
Detharin, kano al-tar ande _________,
nakhl vo skoro pa antrego gav. Nadur
kata lesko khr s e _________. Kote paa
e pota s o __________. O Kalo alas
ande leste kana sas maj cno.
khangri
podo
gor
duano
pota
kola
mahala
kindergarten
eko
apoteka
Kana nakhl vo opre po brego, aj te dikhl jek

___________ thaj vi e __________. Sar arsel maj tele, dikhl
lo de dural e khangri. Numa vo i al ande ______ k leski
kola s maj pa kata e khangri.
Paa e kola s jek podo, numa o Kalo i nakhl pa ________.
Svako detharin vov al-tar pesk te dikhl le maen ando
_______. Svako detharin meljarel vov kote pesk cokolja kana
nakhl o eko, te al pesk ande kola.
Muo anav
Kaj kren von bui?

o potari
o policajco
o doktori
BOLNICA
DUANO
MUO KHR
BANKA
KOLA
KHANGRI
PARKO
KINO
KINDERGARTEN
POTA
POLICIJA
e prodavaica
e saritorka
Crtisar lengo drom i ande bui!
Muo anav
Dali seres?
Kaj bel o Kalo?
O Kalo _______ ande _________.
Kaj al o Kalo svako detharin?
Vo ________ ande _____________.
Kaj meljarel o Kalo pesk cokolja?
Vov _________ pesk cokolja ando_______.
Soste al o Kalo svako detharin ka eko?
Vov _______ te dikhl le __________.
Muo anav
Muo maj ukar than s
Muo maj ukar than s ____________.

(baro, cno)
Ka muo maj ukar than s ________________.

(kopaa, luludja, pato, knjige, astali, radio, kune, televizija, paj, kompjuteri)
Ka muo maj ukar than me _____________________.

(khlav mang, sovav, itov, siov, najov, khlav futbalo, baavav, djilabav)
Muo anav
Muo anav
O semaforo
Ka lolo
Ka
Ka
zeleno me
me
i nakhav.
galbno aukrav.
nakhav,
thaj me mang but asav.
Muo anav
O semaforo
O semaforo s lolo.
So kam kres?
Me ________________!
O semaforo s galbno.
So kam kres?
Me ________________!
O semaforo s zeleno.
So kam kres?
Me ________________!
av
i nakh
nakhav
aukr
av
Muo anav
So kras ame?
So kras ande kola?
Ande kola _________________.
So kras ando kino?
Ando kino ____________filmo.
So khras ka o doktori?
Ka o doktori ________ te sam nasvale.
So kras ande bolnica?
Ande bolnica _____________.
So kras ando duano?
Ando duano _______________.
sios
inas
as
dikhas
xas
sastjos
bialas
So kras ande pota?

Ande pota ____________ le lila.
So kras ando restorano?
Ando restorano ____________ xabe.
kino
duano
kola
pota
bolnica restorano
itos
Muo anav
ramos
sios
dikhas
bsas
sastjos
inas
poinas
bialas
xas
Muo anav
O drom
O avoo: Maj mitoo, papo! aj li vareso te
puav tut?
Papo:
Maj najis, muo avoo! aj te pues,

sar te na!
O avoo: anes li kaj s e apoteka?

Papo:
anav! a maj duj ulice vorta thaj

pala kodja dikhs e apoteka pe
stngo rig kata e banka.
O avoo: Najis tuk papo! Devlesa!.

Papo:
a Devlesa muo avo!
Main theme (CFR): ROMA CRAFTS AND OCCUPATIONS
Sub-theme 01: . Le zanatur Occupations
Connected main themes in the CFR: Myself and my family

Skill
Can recognise and understand basic words for traditional and current cras and occupations of Roma
people when they are spoken or read aloud.
Can recognise and understand words associated with the products of dierent cras (e.g. horse shoes,
jewellery, musical performance, etc.).
Can recognise and understand the words for the dierent cras and occupations of
Roma people (past and present) when they appear on flashcards, posters or in simple texts.
Can recognise and understand the words associated with the products of dierent cras (e.g. horse
shoes, jewellery, musical performance etc.) when they appear on flashcards, posters or in simple texts.
bc
Can use gestures, key words and simple phrases/sentences to reply to basic questions about the
traditional and modern day occupations of Roma people.
Can use simple phrases and sentences to make a short, possibly incomplete, statement about the cras
or occupations of members of the family or group.
Can use simple phrases and sentences to make a short statement about the typical cras or occupations
of Roma in his/her country or area.
Can copy or write basic words to do with the cras and occupations o Roma.
Can copy or write basic sentences about Roma cras or occupations.

Dossier: Worksheet 0105, 07, 09, 10, 12; p. 42, Activities 03, 04, 06
Vocabulary| Sub-topic 01: Le zanatur

Active
le zanatur
the occupations
o kindergarten
the kindergarten
o moleri
the painter
o oferi
the driver
o doktori
the doctor
o autobuso
the bus
o instalateri
the plumber
o muziari
the musician
e sekretarica
the secretary
e uri
the knife
o vatrogasco
the fireman
o colo
the carpet
e prodavaica
the shop assistant
le are, le vasur
the crockery
e slikarka
the photographer
e piri
the pot
o dirigento
the conductor
e kovaija
the blacksmith
So s vov/voj?
Who is he/she?
e motika
the rake
So krel vov/voj?
What does he/she do?
e korpa
the basket
Vov s , Voj s
He is , She is
o usteri
the shoemaker(s)
aavel e jag
to put out a fire
o cokoli
the shoes
laarel
to fix, to repair
maj anglal
in the past
ramol
to write
akana
in the present
telefoniril
to telephone
o uiteli
the teacher
slikil
to photograph
o frizeri
the hairdresser
sastjarel, sasarel
to heal
krel o xabe
to cook
biinel
to sell
anel o lil
to deliver a leer
makhel
to paint
laarel le podjimata
to repair shoes
dirigil, dirigisarel
to conduct
djilabal po abjav
to play at a wedding (music)
o khr
the house
biinel ando duano
to sell things in a shop
ando duano
in the shop
aavel e jag
to put out a fire
o orkestro
the orchestra
sastjarel le manun
to heal people
ande kancelarija/ando birovo
at the oce
tradel o autubuso
to drive a bus
le pajeski cava
the water pipes
muo zanato
my occupation
o restorano
the restaurant
So kames te aves?
What would you like to become?
e doktorka
the doctor
Me kamav te avav
I would like to become a
o kuvari
the chef
e phabelin
the apple tree
o kova
the smith
e slin
the willow tree
o zanato
the occupation(s)
e aj
the willow rod
xalavel
to wash
o tover
the axe
del pe tele
to lie down
e bradji
the bucket, the container
thol
to put
palpale
back
aunel
to hear
varekana
once
tradel
to drive
athoska, atuni
sometimes
boldel
to return, to come back
o trajo
the life
Grammar
Active
Passive
Verbs in Present tense: 3rd person SG

Simple interrogative clauses
Locations with preposition in
Articles o/e
Perfect tense
Teaching activity 01 | Sub-topic 01: Le zanatur 1

e b | SF*: I | ELP: Dossier

01.
02.
03.
04.
Teacher hands out the worksheet and asks one child to read the task.
Together they discuss the task and the vocabulary.
Children draw pictures of the occupations of their family members.
Each child reads his/her answers to the class and tries to complete the sentences.

e | SF: I, G | ELP: Dossier
01.
02.
03.
04.
Teacher hands out the worksheet and asks the children what the task is.
en they discuss what occupations the people on the worksheet have.
Children try to fill in the words correctly.
Subsequently they compare their results and the teacher writes the vocabulary on the blackboard.

Duration: 50 min | Skill: d e bc | SF: I, P
01. Teacher hands out the worksheet.
02. He/She asks one child to read the first example and to complete it. He/She helps with the first example and if
necessary also with the second.
03. Children then continue working in couples.
04. Subsequently they compare their answers. Each couple reads one example.
05. Teacher writes the words that were used on the blackboard and children copy them to their ELP (p. 42).
*SOCIALFORM (SF): Group work - G | Partner work - P | Individual work - I
Teaching activity 04 | Sub-topic 01: Le zanatur Listening comprehension Mui buarni familja
e a | SF: I, P | ELP: Dossier p. 42
01.
02.
03.
04.
05.
06.
Children hear the listening comprehension Mui buarni familja twice.

ey discuss the content with the child siing next to them.
ey hear the listening comprehension again and remember one word they dont know.
e audio is played again and the teacher asks the children to memorize the occupations mentioned.
Subsequently the occupations are wrien on the blackboard and the children copy them into their ELP (p. 42).
Teaching activity 05 | Sub-topic 01: Le zanatur Reading Mui buarni familja

a | SF: I, P | ELP: Dossier
01. Teacher hands out the text Mui buarni familja and asks the children to read the text quietly.
02. ey discuss the content with the child siing next to them.
03. ey read the text aloud (each paragraph is read by another child) and discuss its content.
Teaching activity 06 | Sub-topic 01: Le zanatur Gap text Mui buarni familja
e | SF: G | ELP: Dossier p. 42
01.
02.
03.
04.
05.
Children form groups of three.

Teacher hands out the gap text Mui buarni familja. Children try to complete the gap text in groups.
e group that finishes first and has made no mistake gets a small reward.
Subsequently the class compares the results and the teacher writes the vocabulary on the blackboard.
New vocabulary is added to the ELP (p. 42).
Teaching activity 07 | Sub-topic 01: Le zanatur Listening comprehension Paaj phabelin

Duration: 15 min | Skill: a | SF: I, P | ELP: p. 42
01.
02.
03.
04.
05.
Children hear the listening comprehension Paaj phabelin twice.

ey hear the listening comprehension again and remember one word they dont know.
Teacher translates these words and writes them on the blackboard.
ey hear the listening comprehension again and discuss the content. New vocabulary is added to the ELP (p. 42).
Teaching activity 08 | Sub-topic 01: Le zanatur Fairy tale Paaj phabelin

01. Teacher hands out the fairy tale Paaj phabelin. Children read it quietly once.
02. Together they try to answer the questions about the content (verbally first).
03. Dierentiation: More advanced children copy the answers to the worksheet and compare them to the solutions
on the blackboard. Less confident or younger children formulate the answers together with the teacher.
He/She writes the answers on the blackboard, the children copy them to their worksheets.
Teaching activity 09 | Sub-topic 01: Le zanatur Puzzle Paaj phabelin
b e | SF: G
Mat./Res.: Worksheet 08, copies, envelopes

01.
02.
03.
04.
Preparation: Copy and cut out worksheet 08 for all groups. Put the parts of each copy into one envelope.
Children form five groups (more if required, ideally 34 children per group).
Each group gets one envelope with cut out pieces of the fairy tale Paaj phabelin.
ey have about 10 min to put the puzzle into the correct order.
Finally the teacher reads the story and the children compare their results.
Teaching activity 10 | Sub-topic 01: Le zanatur Puzzle So kren von

Duration: 30 min | Skill: a bc | SF: I
Mat./Res.: Worksheet 11, pictures
01.
02.
03.
04.
05.
06.
07.
08.
Preparation: Cut out and laminate pictures of worksheet 11.

Teacher shows the children a card with an occupation and asks: So krel vov/voj?.
One child tries to answer, perhaps only with a single word (tradel, slikil, ).
Teacher completes the sentence: Vov tradel, slikil, and the children repeat in unison.
He/She continues to ask: So s vov?.
Another child answers (oferi, slikari, ).
Teacher completes the sentence: Vov s oferi, slikari, and the children repeat in unison again.
Same procedure with all other cards. Teacher asks for the verb first, then for the occupation and then the
children repeat the respective sentence in unison.
Teaching activity 11 | Sub-topic 01: Le zanatur Pantomime

Duration: 15 min | Skill: a b bc | SF: I
01.
02.
03.
04.
Children stand in a circle.

Teacher shows the game by standing in the middle of the circle, miming an occupation.
He/She asks the children: So sm me?.
Children have to guess the occupation. Teacher helps them to form a complete sentence Me sm doktorka. and
all children repeat in unison.
05. en one child stands in the middle and mimes an occupation. He/She asks: So sm me?.
06. Children have to guess the occupation. Teacher helps the children with spelling and grammar. All children
repeat what is said in unison.
07. When every child has been in the middle at least once, the game is over.
Teaching activity 12 | Sub-topic 01: Le zanatur Maj anglal thaj akana

a | SF: I | ELP: Dossier

01.
02.
03.
04.
05.
Teacher hands out the worksheet Maj anglal thaj akana en and Now
He/She asks one child to read heading and task.
Together they discuss the task.
Teacher shows one example of an occupation in former times and one example of the present. Children paint it.
Subsequently the children continue working alone.
Teaching activity 13 | Sub-topic 01: Le zanatur Kon krel so? 1

Mat./Res.: Worksheet 10, overhead projektor, transparency, transparency pen

01.
02.
03.
04.
05.
06.
Preparation: Copy worksheet 10 on overhead transparency.

Teacher puts the copy of Kon krel so? on the overhead projector.
ey discuss the task (connecting the sentences with the correct picture).
One child reads the first sentence and connects it to the correct picture on the overhead transparency.
Teacher asks the next child to read the second sentence and to connect it to the correct picture.
Same procedure until all sentences are connected.
Subsequently, each child gets worksheet 10 Kon krel so? as a homework.
Teaching activity 14 | Sub-topic 01: Le zanatur Kon krel so? 2

Duration: 15 min | Skill: a bc b
| SF: G | ELP: p. 42
Mat./Res.: Worksheet 11, cards worksheet 12, poster, tape, scissors
01.
02.
03.
04.
05.
Preparation: Print and laminate worksheet 11 and cut out pictures.

Teacher puts the cards on the floor in the middle of the circle.
He/She asks a question of worksheet 11 (Teachers Notes) and asks a child to find the matching card.
e child finds the card and answers the teachers question (the teacher can tell the answer first and the child
repeats it). e child then aaches the card to the blackboard.
Teacher continues until all questions of worksheet 11 are answered.
Teaching activity 15 | Sub-topic 01: Le zanatur Muo zanato

b bc | SF: G, I, P
06.
07.
08.
09.
10.
Teacher hands out the worksheet Muo zanato.

Teacher asks one child to read heading and task. Together they discuss the task.
Children draw their dream occupation.
Teacher asks each child: So kames tu te aves? What would you like to become?
Children answer and teacher helps them to form sentences: Me kamav te avav potari, doktori,
I would like to become a postman, doctor,
Lesson plan 01 | Sub-topic 01: Le zanatur

TA-Nr.: 02 | Learning objectives: Geing to know the names of occupations.
01.
02.
03.
04.
Teacher hands out the worksheet and asks the children what the task is.
en they discuss what occupations the people on the worksheet have.
Children try to fill in the words correctly.
Subsequently they compare their results and the teacher writes the vocabulary on the blackboard.
TA-Nr.: 11 | Learning objectives: Using new words in dialogues So sm me? Me sm doktorka, potari,
01.
02.
03.
04.
Children stand in a circle.

Teacher shows the game by standing in the middle of the circle, miming an occupation.
He/She asks the children: So sm me?.
Children have to guess the occupation. Teacher helps them to form a complete sentence Me sm doktorka. and
all children repeat in unison.
05. en one child stands in the middle and mimes an occupation. He/She asks: So sm me?.
06. Children have to guess the occupation. Teacher helps the children with spelling and grammar. All children
repeat what is said in unison.
07. When every child has been in the middle at least once, the game is over.
TA-Nr.: 12 | Learning objectives: Geing to know the names of traditional Roma occupations.

01.
02.
03.
04.
05.
Teacher hands out the worksheet Maj anglal thaj akana en and Now.
He/She asks one child to read heading and task.
Together they discuss the task.
Teacher shows one example of an occupation in former times and one example of the present. Children paint it.
Subsequently the children continue working alone.
Lesson plan 02 | Sub-topic 01: Le zanatur

TA-Nr.: 13 | Learning objectives: Applying the acquired names for occupations correctly. Revising and
consolidation of the previous lessons vocabulary.
a e b bc | SF: I, P | ELP: Dossier
01. Teacher hands out the worksheet.
02. He/She asks one child to read the first example and to complete it. He/She helps with the first example and if
necessary also with the second.
03. Children then continue working in couples.
04. Subsequently they compare their answers. Each couple reads one example.
05. Teacher writes the words that were used on the blackboard and children copy them to their ELP (p. 42).
Muo anav
Le zanatur
Crtisar e dadesko zanato!

Mue dadesko zanato s
Crtisar a dako zanato!
________________.
Mua dako zanato s
________________.
Muo anav
Le zanatur
Crtisar a mamjako zanato!

Crtisar e paposko zanato!
Mua mamjako zanato s
Mue paposko zanato s

________________.
________________.
Muo anav
Dali prinanes kadala zanatur?
. e..
. .
g.
. k.
. d
. ..t
. r
. .n
.
.o.
o moleri
o doktori
e prodavaica
e slikarka
o dirigenti
o vatrogasco
e sekretarka
o instalateri
Muo anav
Dali prinanes kadala zanatur?

So s vov? Vov s ___________.
So krel vov? Vov _________ e jag.
So s vov? Vov s ___________.
So krel vov? Vov _________ le pajesk cave.
So s voj? Voj s _____________.
So krel voj? Voj ______thaj_____ande kancelarija.
So s voj? Voj s _____________.
So krel vov? Voj ___________ manun.
So s vov? Vov s ___________.
So krel vov? Vov __________ o orkestro.
So s vov? Vov s ___________.
So krel vov? Vov _________ le manun.
So s voj? Voj s _____________.
So krel voj? Voj ___________ ando duano.
So s vov? Vov s ___________.
So krel vov? Vov _________ le khra.
moleri | doktori | prodavaica | slikarka | dirigento | vatrogasco | sekretarica | instalateri
aavel | laarel | ramol/telefoniril | sliki | sasarel | biinel | makhl | dirigirisarel
Muo anav
Mui buarni familja

Muo dad s oferi.Vov tradel autobuso. Vov al pesk
detharinasa rano ande bui thaj avel kasno ande rjat
khre.
Mui dej biinel ando duano. Svako djes krel voj tar
asur bui.
Mui phej al ando kindergarten. O kindergarten naj dur
kata amaro khr.
Muo papo s kuvari. Vov krel bui ando restorano.
Vov pekel le maj lae palainke pe antrego ljuma.
Mu mami s doktorka. Voj sastjarel le manun. Svako
rjat kana av te da ma tele te sovav, phenel voj mang:
Xalav laes e dand!
Me av ande kola. Ande kola av autobusosa. Po kak
data muo dad tradel o autobuso. Kana dikhav les
detharinasa, athoska asandoj av ande kola!
Muo anav
Mui buarni familja

Muo dad s __________. Vov tradel _________.
Vov al pesk detharinasa rano ande bui thaj avel kasno
ande rjat khre.
Mu dej biinel ando______. Svako djes krel voj tar
asur bui.
Mu phej al ando ____________. O kindergarten
naj dur kata amaro khr. Muo papo s __________.
Vov krel bui ando__________. Vov pekel le maj lae
palainke pe antrego ljuma.
Mui mami s ___________. Voj sastjarel le manun.
Svako rjat, kana av te da ma tele te sovav, phenel voj
mang: Xalav laes e dand!
Me av ande ________. Ande kola av____________.
Po kak data muo dad tradel o autobuso. Kana dikhav
mue dades detharinasa, athoska asandoj av ande kola.
doktorka
restoran
kindergarten
oferi
duano
kuvari
kola
autobusosa
autobus
Muo anav
Paaj phabelin
Nadur katar o vo, po brego, paaj phabelin, sas le omengo
than. Kana perelas e rjat, krenas von pesk jag.
Le deja, lenas pesk dikhle, paarenas le cne avon ande
lende thaj kadja thonas len te soven. Svako rjat benas paaj
jag thaj aunenas la phurja dejak paramia. Nadur katar e jag,
sas leng grastane vurdona. Avrijal diolas lengo trajo ukar
numa le omen sas len varekana but pharo trajo.
Phirenas than-thanestar palaj bui. Le muziarija anas
te djilaban le barvale gaeng. Pale sas aver om, save
biinenas urja. Sas om, save biinenas colur, grasten, are
thaj bradja.
Le kovaa krenas le gaenge motike thaj tovera. Sas aver
om, save khuvenas korpe katar slinak aja. Le usterja
laarenas le inde thaj paade podjimata.
Katar e detharin i anglaj kali rjat sas von ando gav aj pe
rjaate savo boldenas pe pe pesko than. Kana nas len maj
but bui ando gav, benas pe l vurdona thaj anas maj dur pe
aver thana.
Kalderash_Primary_A1_AT_eng_unit-04 | worksheet 06, worksheet 07/1 | 77
Muo anav
Paaj phabelin
aj li te odgovorine?
Kaj sas le omengo than?
So krenas paaj jag?
Ko alas te djilabal le barvale gaeng?
So maj krenas le om?
Kon krelas le gaeng motike?
Kon laarelas le podjimata?
So krenas, kana ando gav nas len maj but bui?
Paaj phabelin
Nadur katar o vo, po brego, paaj phabelin, sas le
omengo than. Kana perelas e rjat, krenas von pesk jag.
------------------------------------------------------------------------------------Le deja, lenas pesk dikhle, paarenas le cne avon ande
lende thaj kadja thonas len te soven. Svako rjat benas
paaj jag thaj aunenas la phurja dejak paramia.
------------------------------------------------------------------------------------Nadur katar e jag, sas leng grastane vurdona. Avrijal
diolas lengo trajo ukar numa le omen sas len varekana
but pharo trajo.
------------------------------------------------------------------------------------Phirenas than-thanestar palaj bui. Le muziarija anas te
djilaban le barvale gaeng. Pale sas aver om, save
biinenas urja. Sas om, save biinenas colur, grasten,
are thaj bradja.
------------------------------------------------------------------------------------Le kovaa krenas le gaenge motike thaj tovera. Sas aver
om, save khuvenas korpe katar slinak aja. Le usterja
laarenas le inde thaj paade podjimata.
------------------------------------------------------------------------------------Katar e detharin i anglaj kali rjat sas von ando gav aj pe
rjaate savo boldenas pe pe pesko than. Kana nas len
maj but bui ando gav, benas pe l vurdona thaj anas
maj dur pe aver thana.
Muo anav
Maj anglal thaj akana

Farbisar le krugur!
uiteli
frizeri
instalateri
muziari
usteri
kova
doktori
slikarka
prodavaica
sekretarica
moleri
vatrogasco
ma
al
ngl
ja
=
lolo
aka
na
=
zel
en
o
Muo anav
Ko krela so?
Kon krel o xabe?
. ...
Kon anel o lil?
. .u
Kon laarel le podjimata?
. ..f..
Kon djilabal po abjav?
. ..v
Kon biinel ando duano?
. .o..
Kon aavel e jag?
. d
Kon sastjarel le manun?
Kon tradel o autobuso?
. s.
. ..t
Muo anav
Teksto la uitelicak:
Kon krel o xabe?
Kon anel o lil?
Kon laarel le podjimata?
Kon djilabal po abjav?
Kon biinel ando duano?
Kon aavel jag?
Kon sastjarel le manun?
Kon tradel o autobuso?
Muo anav
o oferi
i prodavaica
e doktorka
o muziari
o usteri
o kuvari
o potari
o vatrogasco
Muo anav
Muo zanato
So kames te kres bui?
ema (CFR): FESTIVALS AND CELEBRATIONS
Sub-topic 01: Festivals and celebrations (overview)
Sub-topic 02: Christmas
Sub-topic 03: Birthdays

Skill
Can recognise and understand the words for festivals and celebrations when they are
spoken or read aloud.
Can follow simple spoken instructions to find pictures or objects in the classroom that
are related to dierent festivals or celebrations.
Can recognise and understand the words for festivals, celebrations and special events
in the Roma community.
Can recognize and understand the words for festivals and celebrations on posters or flashcards and in
very simple texts.
Can recognise and understand the words for festivals and celebrations that take place regularly in the
family or community.
Can respond with key words or simple phrases/sentences to questions about when the major local or
national festivals occur.
bc
Can respond with key words or simple phrases/sentences to questions about family or community
events that he/she has experienced.
b
Can name the principal festivals of the year.

Can name the events that are important in Roma family or community life.
Can copy or write the names o the principal festivals.

Can copy from the board short sentences about festivals or celebrations.
Can copy or write he names of important events or celebrations.
Can copy or write short sentences about an important event or celebrations.

Language passport: I can descriptors (see teaching activity 16)
Dossier: Adding new words to the ELP (worksheet 01, 04, 08, 09, 13)
Vocabulary| Sub-topic 01: Festivals and Celebrations (overview)

Active
o bijando djes
o nevo br
le omengo djes
e patradji
o Kreuno
o abjav
la dako djes
o bolimos
o suneti
le daur
slavil
o muziari
o gosto
e bori
e khangri
e momelji
o deda mraz
the birthday
New Years Eve
Roma Day
Easter
Christmas
the wedding
Mothers Day
the baptism
the celebration of the circumcision
the gi
to celebrate
the musician
the guest
the bride
the church
the candle
Father Christmas
e parti
e bonbonjera
e torta
e luludji
o ooj
le arome an
le neve bresko koncerto
o omano festivali
e estitka
e himna
le irve
e jelka
le petarde
la patradjak ajika
la patradjaki korpa
o pujo
the party
the chocolates, the dessert
the cake
the flower
the rabbit
the colored eggs
the New Years concert
sa maj ukar
e elja, le elje
Krav tuk but sastimos!
to wish somebody the best of health
the Roma festival (celebration)
the greeting card

the hymn
the godfather/godmother
the Christmas tree (fir tree)
the fireworks
Easter branches
Easter basket
the chick
Vocabulary| Sub-topic 02: Christmas

Active
Drago
baxtalo
kamel tuk
Dear
cheerful, happy
he/she/it wishes you
the wish, the wishes

Congratulations!
I wish you a good health!
Vocabulary| Sub-topic 03: Birthdays

Active
but
o sastimos
e bax
o fistano
e patradji
k, kaj
o kreuno
o dao
much, many
the health
the happiness
the dress
Easter
because, that
Christmas
the present
Sode br pherdjan?
Me pherav br.
Me pherdem ber.
ku
o nepoto/o unuko
e nepata/e unuka
sode?, kazom?
maladjol
How old are you now?

Ill be years old.
Im years old now.
expensive, valuable, dear
the grandson
the granddaughter
how much?, how many?
to fit, to meet
Grammar
Active
Passive
Plural e.g. dao daur, Preposition br breste
Verbs: 1st. + 2nd pers. Perfect pherdem pherdjan
Teaching activity 01 | Sub-topic 01: Festivals and celebrations (overview) Listening comprehension E Suzana
Duration: 30 min | Skill: a e
| SF*: I, P | ELP: p. 42
Mat./Res.: Listening, worksheet 01

01.
02.
03.
04.
05.
06.
Children hear the listening comprehension E Suzana twice.

Children hear the listening comprehension again. Teacher asks them to remember one word they dont know.
ey hear the listening comprehension again and discuss the content together.
Vocabulary for holidays (incl. articles) is wrien on the blackboard. Children copy it to their ELP (p. 42).
Teaching activity 02 | Sub-topic 01: Festivals and celebrations (overview) Worksheet E Suzana
e a | SF: I | ELP: Dossier
01. Teacher hands out worksheet E Suzana.
02. Teacher asks one child to read heading and task. ey discuss the task together: Connect the paragraphs of the
text with the correct picture.
03. Teacher shows an example to the children: One child tries to connect the first paragraph of the story with the
correct picture.
04. Subsequently the children continue working alone.
05. When the children are finished, the teacher reads the story in correct order. Aer each paragraph he/she asks
the children which picture they have chosen.
Teaching activity 03 | Sub-topic 01: Festivals and celebrations (overview) Cards Praznikur 1
b| SF: I
Mat./Res.: Cards, worksheet 03

Preparation: Laminate and cut out cards worksheet 03.
02. Teacher spreads out the picture cards on the floor. Each child gets a word card.
03. Children try to put their word card next to the correct picture card.
04. Teacher returns the correctly placed cards (both picture- and word card) to the child who has found the correct
answer. He/She hands incorrectly placed word cards back to the children and they try to find the correct place
again.
05. Same procedure until all cards have been matched correctly.
06. en the teacher collects all the cards and shows one picture card at a time to the class and the children have
to name it. If necessary, he/she can say the words first and the children repeat the words in unison.
*SOCIALFORM (SF): Group work G | Partner work P | Individual work I
Teaching activity 04 | Sub-topic 01: Festivals and celebrations (overview) Gap text E Suzana
e | SF: I | ELP: Dossier p. 42
Note: is activity can only be done subsequently to activity 01 or 02.
01. Teacher hands out the worksheet 04 E Suzana.
02. Teacher asks the children to fill in the correct words.
03. When the children are finished, each child reads one paragraph to compare their results.
04. New vocabulary is wrien on the blackboard and the children copy it to the ELP (p. 42).
Teaching activity 05 | Sub-topic 01: Festivals and celebrations (overview) Poster E Suzana
| SF: G
Mat./Res.: Worksheet 05, glue, scissors, sheets of A3 paper

Preparation: Print one copy of worksheet 05 for each group.
01. Children form groups of three.
02. Each group gets the worksheet 05 E Suzana (2 pages) and an A3-sheet.
03. Teacher explains the task: Cut out text and pictures and then glue them to the A3 sheet in the correct order.
Glue the pictures to the correct paragraph.
04. When the children are finished, the groups present their posters which are then put on a wall of the classroom.
Teaching activity 06 | Sub-topic 01: Festivals and celebrations (overview) Cards Praznikur 2
a | SF: I
Preparation: Laminate and cut out worksheet 06.
01. Teacher aaches the word cards to the blackboard.
02. He/She asks the children to come to the blackboard and sit in a circle.
03. Teacher puts the cards in the middle of the circle and explains the task: Each picture card belongs to a
particular holiday. Children have to guess which cards belong together and aach the correct card to the
blackboard.
04. Finally they discuss the vocabulary.
Teaching activity 07 | Sub-topic 01: Festivals and celebrations (overview) Memorizing new vocabulary
Duration: 15 min | Skill: b e a | SF: G, I | ELP: p. 42
Note: is activity can only be done subsequently to activity 6
01. Teacher shows one word card aer the other, says each word out loud and the children repeat it in unison.
02. He/She shows one picture card aer the other, the children say each word in unison.
03. He/She shows one picture card or word card aer the other and says their names some correctly, some
incorrectly. e children decide whether the teachers answer was correct or not.
04. Finally they add the new vocabulary to their ELP (p. 42).
Teaching activity 08 | Sub-topic 01: Festivals and celebrations (overview) Memory

Preparation: Print worksheet 07 twice for each group, laminate or glue to cardboard if required; cut out pictures.
01. Children form groups of four or five.
02. Teacher hands out the prepared memory cards to each group and they can start playing right away.
03. Options: Find pairs of pictures; find matching pairs of pictures and words. Option for advanced pupils: Find
pairs of words.
Teaching activity 09 | Sub-topic 02: Christmas Reading Christmas cards
Duration: 20 min | Skill: e d
| SF: I, P, G | ELP: Dossier, p. 42
01. Teacher hands out the worksheet 08 Amen ramos estitke We write greeting cards.
02. ey read the first greeting card together. ey discuss what greeting cards actually are, on which occasions
they are sent, on which occasion the card on the worksheet was sent, etc.
03. Children read the first card again and highlight the words they dont understand.
04. Teacher translates these words and writes them on the blackboard.
05. Children read the second greeting card and discuss the content with the child siing next to them.
06. In couples they highlight the words they dont understand.
08. Children add new vocabulary to their ELP (p. 42).
Teaching activity 10 | Sub-topic 02: Christmas Gap text Christmas cards
Duration: 10 min | Skill: d e a | SF: I | ELP: Dossier
01. Teacher hands out gap text Amen ramos estitke (worksheet 09) and explains the task.
02. e results are compared: Each child reads a card.
Teaching activity 11 | Sub-topic 02: Christmas Writing Christmas cards
Duration: 20 min | Skill: e | SF: I
01.
02.
03.
04.
Teacher hands out Amen ramos estitke (worksheet 10) and a blank sheet of paper.
Children try to write their own greeting card on the blank sheet of paper.
Subsequently the teacher corrects the short texts.
Children copy the corrected text to the blank form of Amen ramos estitke as a homework. Children who cant
write draw Christmas motifs on the card.
Teaching activity 12 | Sub-topic 03: Birthdays Listening comprehension Djili Bijando djes
Duration: 15 min | Skill: b a | SF: I
Mat./Res.: Listening comprehension worksheet 11, audio-device
01.
02.
03.
04.
05.

Teacher asks a child who has his/her birthday that day/week to sit in the middle of the circle.
He/She asks the other children to guess what special day the child is celebrating.
Teacher sings or plays the song Bijando djes. e children guess which holiday it is.
Subsequently the song is rehearsed together.
Teaching activity 13 | Sub-topic 03: Birthdays Listening comprehension Amen estis o bijando djes
Duration: 15 min | Skill: e a | SF: I
Mat./Res.: Listening worksheet 12, audio-device
01.
02.
03.
04.
05.
06.
Children hear the dialogue Amen estis o bijando djes! - Happy Birthday! twice.
ey listen to the dialogue again and are asked to remember one word they dont know.
ey listen to the dialogue again and discuss the content together.
Children add new vocabulary to their ELP (p. 42) and listen to the dialogue once again.
Teaching activity 14 | Sub-topic 01: Festivals and celebrations (overview) Birthday dialogue
bc | SF: P | ELP: Dossier
01. Children form couples and teacher hands out worksheet 13 Amen estis o bijando djes.
02. ey have 10 min to learn the dialogue by heart.
03. en each couple performs the dialogue in front of the class.
Teaching activity 15 | Sub-topic 01: Festivals and celebrations (overview) Patradji Easter
b bc | SF: I
01. Teacher hands out worksheet 14 Patradji Easter.
02. Together they discuss the task: Circle the objects that belong to Easter.
03. When they are finished, the pictures on the worksheet are discussed and named. ey compare which pictures
belong to Easter.
04. Teacher writes the vocabulary for the circled pictures on the blackboard.
05. Children write the words below the pictures on the worksheet.
Teaching activity 16 | Sub-topic: Festivals and celebrations Language biography

Duration: 15 min | Skill: e d | SF: I | ELP: Language biography
Preparation: Teacher designs the checklist in the language-biography (p. 22/Level A1) as he/she prefers.
01. Aer finishing Unit 5 the teacher hands out his/her checklists.
02. Teacher and children discuss the list point by point. Children draw a star or anything similar beside a point if
they meet the requirements of it I can
03. e checklists are added to the ELP Language biography.
Lesson plan 01 | Sub-topic 01: Our festivals and celebrations

TA-Nr.: 01 | Learning objectives: Acquiring and expanding vocabulary.
Duration: 30 min | Skill: a e | SF: I, P | ELP: p. 42
Mat./Res.: Listening comprehension worksheet 01
01.
02.
03.
04.
05.
06.
Children hear the listening comprehension E Suzana twice.

Children hear the listening comprehension again. Teacher asks them to remember one word they dont know.
ey hear the listening comprehension again and discuss the content together.
Vocabulary for holidays (incl. articles) is wrien on the blackboard. Children copy it to their ELP (p. 42).
TA-Nr.: 03 | Learning objectives: Content-oriented listening to short stories and understanding of these.
01.
02.
03.
04.

Teacher spreads out the picture cards on the floor. Each child gets a word card.
Children try to put their word card next to the correct picture card.
Teacher returns the correctly placed cards (both picture- and word card) to the child who has found the correct
answer. He/She hands incorrectly placed word cards back to the children and they try to find the correct place
again.
06. en the teacher collects all the cards and shows one picture card at a time to the class and the children have
to name it. If necessary, he/she can say the words first and the children repeat the words in unison.
Lesson plan 02 | Sub-topic 01: Christmas cards

TA-Nr.: 09 | Learning objectives: Forming and writing simple sentences. Geing to know and implementing ways
of greeting and congratulating.
a e b bc | SF: I, P, G | ELP: Dossier, p. 42
01. Teacher hands out the worksheet 08, Amen ramos estitke We write greeting cards.
02. ey read the first greeting card together. ey discuss what greeting cards actually are, on which occasions
they are sent, on which occasion the card on the worksheet was sent, etc.
03. Children read the first card again and highlight the words they dont understand.
05. Children read the second greeting card and discuss the content with the child siing next to them.
06. In couples they highlight the words they dont understand.
08. Children add new vocabulary to their ELP (p. 42).
e a | SF: I

01. Teacher hands out gap text Amen ramos estitke (worksheet 09) and explains the task.
02. e results are compared: Each child reads a card.
Duration: 20 min | Skill: e | SF: I | ELP: Dossier
01.
02.
03.
04.
Teacher hands out Amen ramos estitke (worksheet 10) and a blank sheet of paper.
Children try to write their own greeting card on the blank sheet of paper.
Subsequently the teacher corrects the short texts.
Children copy the corrected text to the blank form of Amen ramos estitke as a homework. Children who cant
write draw Christmas motifs on the card.
E Suzana
Sas jek ejo. Lako anav sas Suzana. Voj sas dee brengi.
But kamelas te slavil thaj te dobil daur katar peski familja. Le
maj ukar daur dobilas katar peski mami. Jek data, kana sas
la Suzanako bijando djes, lak mami dja la jek but ukar papua
. E neve besk dobindja latar jek roza bicikla. Anda kodja,
kaj lak ma mi stalno delas la le maj ukar daur, e Suzana
odluisardja te autil la te kren jek okoladno torta, kana sas
le omengo djes. But interesantno sas ande Suzanaki familja
e patradji. Prvo farbolas voj le an peska mamjasa aj teharin
o djes rodelas po antrego khr le arome an thaj le daur.
Aj maj but loalas kana avelas o kreuno, k zajedno kitinas
e jelka aj e Suzana anelas kaj telaj jelka aukren la le maj
ku daur.
There was a girl. Her name was Suzana. She was 10 years
old. She liked parties and getting presents from her family
very much. The most beautiful presents she got from her
grandmother. Once on her birthday, her grandmother gave
her a very beautiful dress. At New Years Eve she got an
MP3-Player from her. Because her grandmother made her
the most beautiful presents, Suzana decided to help her with
baking a chocolate cake on Roma-Day. Easter was a lot of
fun in Suzanas family. First she painted the eggs with her
grandmother and on the next day they went to church. Most
of all she enjoyed Christmas, because they decorated the
christmas tree and Suzana knew, that the most beautiful
presents were waiting for her.
Muo anav
E Suzana
itosar e paramii thaj crde jek linija i kaj vorta slika!
Sas jek ejo. Lako anav sas Suzana.

Voj sas dee brengi. But kamelas te
slavil thaj te dobil daur katar peski
familja. Le maj ukar daur dobilas katar
peski mami.
mami
Jek data, kana sas la Suzanako bijando

djes, lak mami dja la jek but ukar papua.
E neve besk dobindja latar jek roza
bicikla.
Anda kodja, kaj laki mami stalno delas la
le maj ukar daur, e Suzana odluisardja
te autil la te kren jek okoladno torta,
kana sas le omengo djes.
But interesantno sas ande Suzanaki familja
e patradji. Prvo farbolas voj le an peska
mamjasa aj teharin o djes rodelas po
antrego khr le arome an thaj le daur.
Aj maj but loalas kana avelas o kreuno,

k zajedno kitinas e jelka aj e Suzana
anelas kaj telaj jelka aukren la le maj
ku daur.
dej
la dako djes
o Kreuno
e patradji
o bolimos
o nevo br
o abjav
o bijando djes
le omengo djes
Kalderash_Primary_A1_AT_eng_unit-05 | worksheet 03/2, worksheet 06/1 | 96
Muo anav
E Suzana
Sas jek ejo. Lako anav sas Suzana. Voj sas dee
brengi. But kamelas te _________ thaj te
dobil daur katar peski familja. Le maj ukar
____________ dobilas katar peski mami.
Jek data, kana sas la Suzanako ____________,
lak mami dja la jek but ukar papua.
Le neve __________ dobindja latar jek roza bicikla
Anda kodja, kaj laki mami stalno delas la le maj ukar
daur, e Suzana odluisardja te autil la te kren jek
okoladno torta kana sas le _______________ djes.
daur
omengo
Kreuno
slavil
patradji
bijando djes
bresk

e__________. Prvo farbolas voj le an peska
mamjasa aj teharin o djes rodelas po antrego khr
le arome an thaj le daur.
Aj maj but loalas kana avelas o _____________,
k zajedno kitinas e jelka aj e Suzana anelas kaj
telaj jelka aukren la le maj ku daur.
E Suzana
Le neve besk dobindja
latar jek roza bicikla.
Anda kodja, kaj laki mami stalno delas la

le maj ukar daur, e Suzana odluisardja
te autil la te kren jek okoladno torta,
kana sas le omengo djes.
Aj maj but loalas kana avelas o kreuno,

k zajedno kitinas e jelka aj e Suzana
anelas kaj telaj jelka aukren la le maj
ku daur.
ma
mi
Jek data, kana sas la Suzanako

bijando djes, laki mami dja la jek but
ukar papua.

e patradji. Prvo farbolas voj le an peska
mamjasa aj teharin o djes rodelas po
antrego khr le arome an thaj le daur.
Sas jek evo. Lako anav sas Suzana. Voj sas

dee brengi. But kamelas te slavil thaj te
dobil daur katar peski familja. Le maj ukar
daur dobilas katar peski mami.
e khangri
e momelji
e parti
e bonbonjera
o ooj
le luludja
le gostur
le neve
bresko
koncerto
le daur
le arome
an
le irve
le muziarija
o deda mraz
le petarde
e bori
e jelka
le omengo
festivalo
e torta
e estitka
e himna
Kalderash_Primary_A1_AT_eng_unit-05 | worksheet 06/2, worksheet 07 | 99
Muo anav
Amen ramos estitke!

ije!
Drago mam
reuno.
K
lo
ta
x
a
b
Kamav tuk
praznikur.
l
la
a
p
te
avas tu
Amen kam
ukar dao.
k
je
k
tu
av
Me kam an
t sastimos!
u
b
k
tu
v
a
Kr
o Mario
iro nepoto
Drago kako
!
Kamav tuk
baxtalo K
reuno tha
maj ukar
j sa
ando nevo
b
r
s. Mek phe
ire elje.
ren pe sa
Kana kam
aves amen
de pe gosti
ja?
Krav tuk
but sastim
os!
iri nepata
e Marija
Muo anav
Amen ramos estitke!

ije!
Drago mam
reuno.
K
_
_
_
_
_
_
_
__.
Kama tuk
_________
_
l
la
a
p
avas tute
______.
_
_
Amen kam
_
_
_
r
a
k
tuk jek u
Me kamav
________
t
u
b
k
tu
_________
__ o Mario
_
_
_
_
_
_
_
______
Drago kako
!
Kamav tuk
baxtalo _
_____ thaj
ando nevo
sa maj uk
_________
ar
_
. Mek pher
ire elje.
en pe sa
Kana kam
aves amen
de pe gosti
ja?
Krav tuk
but sastim
os!
_____ ___
_____ e M
arija
baxtalo
praznikur
dao
Krav sastimos
iro nepoto
Kreuno
brs
iri nepata
Muo anav
Amen ramos estitke!

___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Muo anav
Bijando djes
But sastimos,
but bax.
But sastimos,
but bax,
But sastimos, gulije Ivana
But sastimos,
but bax!
Birthday-Song
Happy Birthday
to you.
Happy Birthday
to you.
Happy Birthday, dear Ivana.
Happy Birthday
to you!
Muo anav
Amen estis o bijando djes!

Zoja:
Ivana, kamav tuk sa maj ukar

but bax thaj sastimos.
Ivana: Najis tuk Zojo.

Zoja:
Sode br pherdjan?
Ivana: Me pherdem 8 br.
Birthday Congratulations
Zoja:
Ivana, I wish you all the best and lots

of happiness and health.
Ivana: Thank you, Zoja.

Zoja:
How old are you now?
Ivana: I am now 8 years old.
Muo anav
Amen estis
o bijando djes!
Zoja: Ivana, kamav tuk sa maj ukar but
bax thaj sastimos!
Ivana: Najis tuk Zojo.
Zoja: Sode br pherdjan?
Ivana: Me pherdem 8 br.
Muo anav
Okruisar so maladjol palaj patradji!
e parti
o omano
festivali
la dako djes
la patradjaki
korpa
e torta
le neve
bresko
koncerto
le arome
an
o bolimos
le omengo
djes
o deda mraz
o petarde
la patradjak
ajika
e jelka
o abjav
o ooj
de
o pujo
eme (CFR): AT SCHOOL
Sub-topic 01: Amaro kolako pribori Our school supplies
Sub-topic 02: Amari klasa thaj e kola Our classroom and the school

Skill
Can understand basic school and classroom rules and routines when they are explained very simply and
with appropriate gestures.
Can recognize and understand the names of school furniture, equipment, recources, etc., when they
occur in instructions.
Can understand and follow very basic instructions for playing games in the playground or sports area.
Can understand the key words in parentsinstructions about, or descriptions of, school.
Can recognize and understand labels or basic prompts on posters in dierent parts of the classroom or
school (e.g. poster of question forms).
Can recognize and understand signs in the school (Fire, Exit, No running, etc.).
Can recognize and understand words and numbers on posters and drawings in the classroom (days of
the week, days of the month, etc.).
Can find his/her name on a list.
Can recognize and understand the they words in a school timetable or learning program.
Can ask permission in the classroom or aract the teachers aention in an

appropriate manner.
Can respond nonverbally (e.g. with a nod or shake of the head) or with single word or very brief
bc
answers to basic questions on school or classroom topics.
Can use please and thank you appropriately.
Can ask for familiar classroom objects and materials (book, pencil, paper, etc.).
Can tell parents the new words learnt in school and show parents their schoolbooks.
b
Can use key word and simple phrases/sentence to describe a classroom routine or playground game.
Can use key words to tell family members about what he/she does in school.
Can copy leers and copy or write key words from the board, including phrases or
simple sentences related to a classroom topic.
Can copy or write the key words in a classroom timetable or programme of study.
Can show parents how he/she can write the key words learned in school.

Dossier: p. 42 | worksheet 0104, 0710
Vocabulary| Sub-topic 01, 02: Amaro kolako pribori, Amari klasa thaj e kola
Aktive
a kolako pribori
the school supplies
utel
to get up
la farbak plajvazur
the crayons
hurjavel pe
to get dressed
o flomasterija
the felt-tip pens
e uina
the snack
e otrilka
the pencil sharpener
le papue
the slippers
e knjiga
the book
del lao djes
to greet
e trasta/e tana
the bag, the school bag
o than
the place
o plajvazo
the pencil
katar e trasta
from the school bag
o nalivpero
the fountain pen
ankalavel
to take something out of
e sveska
the workbook
ponil
to start
e mapa
the folder
o aso
the lesson
le khoslimaski guma
the eraser
bsel
to sit
o lenjiri
the ruler
aunel
to listen
le pajesk farbe
the colors, watercolors
o zvono zvonil
the bell rings
e klasa
the classroom
e pauza
the break
e kreda
the chalk
aj te xal
to be allowed to eat
o sundjeri
the sponge
aj te khlel
to be allowed to play
o vudar
the door
le vortakonca/le vortakenca
with friends
le gunojeski kanta, e kanta
the bin
zavril
to end, to finish
o lavabo
the wash basin
al khre/teljarel khre
to go home
o regali
the shelf, the cupboard
le manu
the people
o saati/o aso
the clock
arakhel diverzni manun
to meet various people
e klupa
the bench, the school bench
kate/katka
here
e tabla
the blackboard
leng anava
their names
ande kola
at school
o direktori
the headmaster
amen
we
le roditelja
the parents
al
to go
o uiteli
the teacher
siol
to learn
o vortako/o drugari
the friend
ramol
to write
i istaica
the cleaner
djinel
to count
aj vaj nati
am I allowed or am I not allowed
e bax
the happiness, the luck
so kames
What would you like?
anel
to bring
aj li
to be allowed
farbol
to paint
o WC
the toilet
itol
to read
udel o lil/e xtija
to throw away the paper
djilabal
to sing
utel
to get up
raunil
to calculate
putrel e feljastra
to open the window
khlel
to play; to dance
khosel e tabla
to clean the blackboard
detharin, detharinasa, detharine
in the morning
crdel
to pull; to sketch
teljarel
to depart, go away, to start
krel svato
to speak, to talk
podjil
to put on shoes
Grammar
Aktive
Passive
Simple answers: Kado (Kodo) s (is is )
Simple interrogative clause: e.g. So s kado? (Whats this?)
Teaching activity 01 | Sub-topic 01: Amaro kolako pribori

b | SF*: I

Preparation: Print, laminate and cut out picture and word cards (worksheet 11).
01. Children sit in a circle.
02. Teacher spreads out the picture cards in the middle of the circle. Each child gets a word card.
03. Children try to put their word card next to the correct picture card.
04. Teacher returns the correctly placed cards (both picture and word card) to children who found the correct
order.
05. He/She hands back the incorrectly placed word cards and the children try to find the correct place again.
07. Steps 2 to 6 can be repeated several times, until the children can match all cards correctly.
08. Finally the teacher collects all the cards. He/She shows one picture card at a time and the children name it.
If necessary, he/she can say the words first and the children repeat them in unison.
Teaching activity 02 | Sub-topic 01: Amaro kolako pribori
01. Teacher hands out worksheet Amaro kolako pribori and explains the task.
02. Children have about 510 min to complete the task.
03. e results are compared.
Teaching activity 03 | Sub-topic 01: Word quiz Amaro kolako pribori
Duration: 25 min | Skill: d e | SF: I | ELP: Dossier
01.
02.
03.
04.
05.
Teacher hands out worksheet Amaro kolako pribori.

He/She asks a child to read the first assignment and to explain the task.
He/She asks another child to read the second assignment and to explain the task.
Children have 1015 min to fill out the worksheet.
Subsequently they say which words they have found. e teacher writes them on the blackboard.
*SOCIALFORM (SF): Group work - G | Partner work - P | Individual work - I
Teaching activity 04 | Sub-topic 02: Amari klasa thaj e kola: Worksheet Ande amari klasa
e | SF: P | ELP: Dossier
01.
02.
03.
04.
Children form couples.

Teacher hands out worksheet 02 Ande amari klasa.
Teacher explains the task: Children have 10 min to complete the brief dialogues in couples.
Each pair reads an example to check their answers. e teacher writes the missing words on the blackboard.
Teaching activity 05 | Sub-topic 02: Amari klasa thaj e kola: Poem Ande kola
e | SF: I, P | ELP: Dossier p. 42
01. Teacher hands out worksheet 03 Ande kola and asks the children to read the poem quietly.
02. Children discuss the content with the child siing next to them.
03. Children read through the poem quietly once again and then discuss its content with another child What
could this mean? What is it about?.
04. Each couple chooses one word they dont know and tell it to the teacher.
05. Teacher writes the word and its translation on the blackboard.
06. Children read the poem quietly once again to understand it beer.
07. Teacher discusses the content of the poem with the children.
08. Children copy new words from the blackboard to the Language Portfolio (ELP p. 42).
Teaching activity 06 | Sub-topic 02: Amari klasa thaj e kola: Analytical Reading Ande kola
e | SF: G | ELP: Dossier p. 42
Teacher hands out worksheet 03 Ande kola (or the children take it from the Dossier).
Task: Children highlight all words with the ending -ja.
Children tell these words to the teacher. He/She writes them on the blackboard in a list.
Teacher asks the children if they know what kind of words these are (nouns, adjectives, verbs, ).
Teacher explains that these are verbs and highlights the ending -ja in every word. He/She asks the group why
he/she has highlighted these endings. e aim is that the children find out that these verbs stand in 1st pers.
PL and that the PL in Romanes ends on -ja.
06. Teacher writes the translation of the words and the grammatical rule on the blackboard: 1st pers. PL (we) =
Ending -ja. Children copy from blackboard.
01.
02.
03.
04.
05.
Teaching activity 07 | Sub-topic 02: Amari klasa thaj e kola: Gap text Ande kola
01. Teacher hands out gap text Ande kola (worksheet 04) and asks a child to read and explain the task.
02. Children have about 5 min to complete the poem.
03. Together they compare the results.
Teaching activity 08 | Sub-topic 02: Amari klasa thaj e kola: Cards Ande kola 1
b | SF: I
Mat./Res.: Picture and wordcards worksheet 05

01.
02.
03.
04.
05.
06.
07.
08.
Teacher spreads out the picture cards on the floor. Each child gets a word card.
Children try to place their word card next to the correct picture card.
Teacher returns the correctly placed cards (both picture and word card) to the child who found the correct
answer.
Incorrectly placed word cards are returned to the children. ey try to find the correct place once again.
Same procedure until all cards are matched correctly.
Steps 26 can be repeated several times until the children can match all cards correctly.
Finally the teacher collects all cards. He/She shows one picture card at a time, that the children have to name.
If necessary, he/she can say the words first and the children repeat the words in unison.
Teaching activity 09 | Sub-topic 02: Amari klasa thaj e kola: Cards Ande kola 2
e | SF: I | ELP: p. 42
Mat./Res.: Picture and word cards worksheet 05, magnets, tape
01.
02.
03.
04.
05.
Preparation: Print, laminate and cut out picture and word cards (worksheets 05).
Teacher puts word cards on the blackboard (magnets, tape, etc.) and hands out picture cards to the children.
He/She asks the children to put the picture cards next to the matching word cards on the blackboard.
If a pair of cards is not correct, the group tries to find the correct answer together.
Teacher and children translate the words together and the teacher writes it on the blackboard.
Children copy new vocabulary to the Language Portfolio (ELP p. 42).
Teaching activity 10 | Sub-topic 02: Amari klasa thaj e kola: Listening comprehension
Duration: 30 min | Skill: e a | SF: I | ELP: p. 42
01.
02.
03.
04.
05.
06.
Children hear the listening comprehension (worksheet 06) o twice.

Children discuss the content with the child siing next to them.
ey hear the listening comprehension again. Teacher asks children to remember a word they dont know.
Children tell the teacher their words. He/She writes them on the blackboard and translates them.
Teacher and children discuss the content of the story.
Children add new vocabulary to their ELP (p. 42) and listen to the dialogue once again.
Teaching activity 11 | Sub-topic 02: Amari klasa thaj e kola

e a | SF: P, I | ELP: Dossier
01. Teacher hands out worksheet 07.
01. Children try to match the pictures to the correct sentences together with the child siing next to them.
02. Teacher reads the sentences and asks which picture they belong to as a check.
Teaching activity 12 | Sub-topic 02: Amari klasa thaj e kola: Dialogue aj vaj nati?
Duration: 30 min | Skill: a | SF: I, P | ELP: p. 42
Mat./Res.: Worksheet 10; overhead-projector, transparency pens, transparency
Preparation: Print (or photocopy) worksheet 10 aj vaj nati? on overhead transparency.
01. Teacher reads the first dialogue (the pictures and the other dialogues are covered).
02. Children discuss the content of the dialogue in couples. e dialogue stays uncovered so the children can read
it again.
03. Teacher and class discuss the content. Teacher writes new or unfamiliar words on the blackboard.
04. Teacher reads the second dialogue. e children discuss the content in pairs again.
05. Teacher and class discuss the content again. Teacher writes new or unfamiliar words on the blackboard.
06. Same procedure for all dialogues.
07. New vocabulary is added to the Language Portfolio (p. 42).
Teaching activity 13 | Sub-topic 02: Amari klasa thaj e kola aj vaj nati?
01.
02.
03.
04.
Teacher hands out 10 aj vaj nati? (or children take it out of the Dossier).
Working in pairs, the children choose one dialogue that they would like to repeat.
Children have 510 min to learn the dialogue by heart.
en each couple presents their dialogue.
Teaching activity 14 | Sub-topic 02: Amari klasa thaj e kola aj vaj nati?
Duration: 20 min | Skill: a bc b | SF: G | ELP: p. 42
01.
02.
03.
04.

Teacher hands out worksheet 10 aj vaj nati? (or children take it out of the Dossier).
Teacher asks a child to read and explain the heading and the task.
Children match the short dialogues to the correct pictures.
Together they compare the results: Each child reads one dialogue and names the correct picture.
Teaching activity 15 | Sub-topic 02: Amari klasa thaj e kola Le manu ande kola
01. Teacher hands out worksheet Le manu ande kola.
02. He/She asks a child to read and explain the heading and the task.
03. Teacher and class discuss the terms in the box, then the children try to put the words in the correct order.
Lesson plan 01 | Topic: Vocabulary school supplies and items

TA-Nr.: 01 | Learning objectives: Expansion and revision of vocabulary.
b | SF: I | ELP: Dossier
Mat./Res.: Picture and word cards worksheet 11

01.
02.
03.
04.
05.
06.
07.
08.
Children sit on the floor in a circle.

Teacher spreads out the picture cards in the middle of the circle. Each child gets a word card.
Children try to put their word card next to the correct picture card.
Teacher returns the correctly placed cards (both picture and word card) to children who found the correct
order.
e incorrectly placed word cards are handed back to the children who then try to find the correct place again.
Same procedure until all cards have been matched correctly.
Steps 2 to 6 can be repeated several times, until the children can match all cards correctly.
Finally the teacher collects all the cards. He/She shows one picture card at a time, that the children have to
name. If necessary, he/she can say the words first and the children repeat them in unison.
TA-Nr.: 02 | Learning objectives: Expansion and revision of vocabulary.

01. Teacher hands out worksheet Amaro kolako pribori and explains the task.
02. Children have about 510 min to complete the task.
03. e results are compared within each group
TA-Nr.: 04 | Learning objectives: Understanding short dialogues.
01.
02.
03.
04.
Children form couples.

Teacher hands out worksheet 02 Ande amari klasa.
Teacher explains the task: Children have 10 min to complete the brief dialogues in pairs.
Each pair reads an example to check their answers. e teacher writes the missing words on the blackboard.
Lesson plan 02 | ema: e verb (1st person PL)

TA-Nr.: 05 | Learning objectives: Forming 1st person PL.
e | SF: I, P | ELP: Dossier
Mat./Res.: Poem worksheet 03

01. Teacher hands out worksheet 03 Ande kola and asks the children to read the poem quietly.
02. Children discuss the content with the child siing next to them.
03. Children read through the poem quietly once again and then discuss its content with another child (What
could this mean? What is it about?).
04. Each pair chooses one word that they dont know and tell it to the teacher.
05. Teacher writes the word and its translation on the blackboard.
06. Children read the poem quietly once again to understand it beer.
07. Teacher discusses the content of the poem with the children.
08. Children copy new words from the blackboard to the Language Portfolio (ELP p. 42).
TA-Nr.: 06 | Learning objectives: Forming 1st person PL.
e | SF: I
Mat./Res.: Poem worksheet 03

01.
02.
03.
04.
05.
Teacher hands out worksheet 03 Ande kola (or the children take it from the Dossier).
Task: Children highlight all words with the ending -ja.
Children tell these words to the teacher. He/She writes them on the blackboard in a list.
Teacher asks the children if they know what kind of words these are (nouns, adjectives, verbs, ).
Teacher explains that these are verbs and highlights the ending -ja in every word. He/She asks the group why
he/she has highlighted these endings. e aim is that the children find out that these verbs stand in 1st pers.
PL and that the PL in Romanes ends on -ja.
06. Teacher writes the translation of the words and the grammatical rule on the blackboard: 1st pers. PL (we) =
Ending -ja.
07. Children copy from blackboard.
Muo anav
Amaro kolako pribori

la/le
e
____
__
_____
___________
____
____
___
___________
____
__
_____
____
__
_____
___
________
______
_____
___
_____
___
______
_____
_____
____
_____
___
____
la farbak plajvazur
e knjiga
le flomasterja
e sveska
o nalivpero
e mapa
o lenjiri
e trasta/e tana
o plajvazo
le khoslimaski guma
le pajesk farbe
e otrilka
Muo anav
So s ande amari soba?

So s kodo?
Kodo s
Kodo s
Kodo s
Kodo s
Kodo s
Kodo s
Kodo s
Kodo s
Kodo s
e kreda
o sundjeri
o vudar
e kanta
o lavabo
o regali
o aso
e klupa
e tabla
Muo anav
Ande kola
Ande kola as,
othe sa sios.
Ramos, djinas.
La dak thaj le dadesk
but bax anas,
kana ukares sios.
Muo anav
Ande kola
Tho kadala vorbe po teksto!
Ande kola ________,

othe sa __________.
__________, ___________,
La dak thaj le dadesk
but bax ________,
kana ukares __________.
as
ramos
anas
sios
djinas
sios
ramos
sios
farbos
djinas
itos
raunis
djilabas
khlas
1,2,3,4,
f
2 x 5 = __
kh
Muo anav
O Bakro
Muo kolako djes
Detharinasa utel o Bakro thaj urjavel pe. Leski dej del
les e uina thaj vov teljarel ande kola. Othe podjil pesk
papue thaj al ande peski klasa, 2b. Vov del peska
uitelicak jek lao djes thaj al ka pesko than. Katar peski
trasta ankalavel pesko kolako pribori. Kana ponil o aso,
vov bel pe pesko than thaj aunel pe la uitelicak vorbe.
Kana zvonil o zvono s len pauza. Ande pauza aj te xal
vov pesk kak uina vaj krel svato pesk vortakenca.
Kana zavrl pe e kola, o Bakro teljarel pesk khre.
In the morning Bakro gets up and puts his clothes on.
His mother gives him his snack for lunchbreak and he
goes to school. There he puts on his slippers and goes to
his classroom, the 2b. He greets his teacher and takes a
seat. He takes his school things out of his schoolbag.
When the lesson starts he sits and listens to the teacher.
When the bell rings, they have a break. At lunchbreak he
can have his snack or play with his friends. When school is
over, Maksi goes home.
Muo anav
O Bakro
Muo kolako djes
itosar le reenice thaj ramosar leng brojur ande slika savi maladjol!
1. Detharinasa utel o Bakro
thaj urjavel pe.

2. Leski dej del les e uina thaj
vov teljarel ande kola.
3. Othe podjil pesk papue thaj
al ande peski klasa, 2b.
4. Vov del jek lao djes peska
uitelicak thaj al pe pesko
than.
5. Katar peski trasta ankalavel
pesko kolako pribori.
6. Kana ponil o aso, vov bel
pe pesko than thaj aunel pe
la uitelicak vorbe.
7. Kana zvonil o zvono s len
pauza. Ande pauza aj te xal
vov peski uina ka vaj krel
svato pesk vortakenca.

8. Kana zavrl pe e kola o
Bakro teljarel pesk khre.
Muo anav
Amaro kolako pribori

1. Arakh kadale buenge anava!
sldkgjfarbakplajvazurldkfjknjigasdlkfflomast
erijaeriojjctbassveskavkniernalivperodelkfjpa
pkavfouizbmapalrktjlenjirifovibztrastaaoxviz
plajvazokhoslimaskigumavutotrilkaklejh
2. Ramosar le anava kaj arakhljan!
Muo anav
Le manu ande kola

Ande kola arakhes razni manun.
Kate s leng anava:
direktori
roditelija
uitelija
vortaa
istaica
Muo anav
aj vaj nati?
So kamen le avo? Crde linije i kaj vorta slika!
So kames Marijo?
aj li te av ka WC?
aj! a ka WC!
So kames Suzi?
aj li te av, te udav o lil?
Nati! Na ude o lil.
So kames Miki?
aj li te utav?
aj! Uti!
So kames Lili?
aj li te putrav e feljastra?
aj Lili. a puter e feljastra!
So kames Ivi?
aj li te khosav e tabla?
Nati Ivi. Na khos e tabla!
Muo anav
la farbak
plajvazur
e knjiga
le flomasterja
e sveska
o nalivpero
e mapa
o lenjiri
e trasta/e
tana
o plajvazo
le khoslimaski
guma
le pajesk
farbe
e otrilka
Topic (CFR): TRANSPORT AND TRAVEL
Sub-topic 01: Sosa as po drom How do we travel?
Sub-topic 02: Le farbe e colours

Skill
Can recognize and understand basic words that refer to dierent modes of transport
(train, car, plane, etc.) when they are spoken or read aloud.
Can recognise and understand the basic words that refer to travel and transport in Roma culture.
Can recognize and understand labels on pictures and posters depicting modes of transport.
Can identify and understand basic words to do with transport in a simple text.
Can recognise the words that refer to the modes of transport typically used by Roma groups when
travelling (e.g. van, wagon, caravan).
Can respond briefly using gesture if necessary, when asked: How did you come to school today?.
When prompted by the teacher and supported by pictures, can use basic words (including the
bc
vocabulary of colour, size and shape) and simple phrases to describe dierent forms of transport.
Can give non-verbal, one-word or simple answers to questions about how he/she has travelled and
whether or not he/she has made a long journey with the family.
Can use key words and simple phrases to name dierent modes of transport depicted in posters and
pictures.
Can use key words and simple phrase to name the modes of transport depict in traditional and modern
pictures of travelling Roma groups.
Can copy or write key words relating to transport and travel.

Can label a picture of poster that depict dierent modes of transport.
Can copy from the board short sentences to do with transport (e.g. I come to school each day by bus.).
Can copy or write the key words relating to traditional and modern Roma travel.

Dossier: p. 39 | Worksheet 01, 02, 04, 05, 08, 10, 12, 14
Vocabulary| Sub-topic 01: Sosa as po drom

Active
o grastano vurdon
the carriage
crdel
to pull
o vurdon
the car
inel
to buy
o aviono
the plane
e karta
the ticket
o vozo
the train
o automato
the ticket machine
o motori
the motorbike
ka le kartengo alteri
the ticket counter
o tramvajo
the tram
Maj mitoo!
Hello!
o metro
the underground
aj te des ma ?
Could I please have ?
e bicikla
the bicycle
Najis!
ank you!
o autobuso
the bus
o perono
the platform
o karavano
the caravan
o than
the place
e paratuj
Friday
o aerodrom
the airport
dabi
hardly
le autobusoski stanica
the coach station
kana?
when?
e eljezniko stanica
the train station
sode?
how much?
o taksi/e taksaa
the taxi
kaj?
where?
o zvuniko
der speaker
sosa?
on what?
aukrel
to wait
katar?
where from?
lel
to take
al
to go
teljarel
to drive, to depart, to start
glo
he/she went
le bmask thana
the seats
al po drom/teljarel
to travel
kaa
these
bodel pe katar o drom
to return from a journey
loal
to be happy
varekana, maj anglal
once
but
very, much
akana
now
krel
to cost, to make
Vocabulary| Sub-topic 02: Le farbe

Active
lolo
red
sivo
grey
zeleno
green
lila
purple
vneto
blue
narandjasto
orange
kalo
black
roza
pink
galbno
yellow
parno
white
kafeno
brown
arome
multi-coloured
Grammar
Active
Passive
Prepositions: analytic vs. synthetic

Instrumental case: le vurdonesa, le vozosa,
Prepositions: ka o aerodrom, pe stanica
Present perfect tense
Teaching activity 01 | Sub-topic 01: Sosa as po drom Memory

b | SF*: I

01.
02.
03.
04.
05.
06.
07.
08.
e children sit on the floor in a circle.
e teacher spreads out the picture cards on the floor. Each child is given a word card.
e children try to put their word card next to the correct picture card.
e teacher returns the correctly placed cards (both picture and word card) to the child who has found the
correct answer.
e incorrectly placed word cards are handed back to the children who then try again to find the correct place.
is is repeated until all cards have been matched correctly.
Steps 2 to 6 can be repeated several times until the children can match all cards correctly.
en the teacher collects all the cards. e group is shown one picture card at a time, which the children have
to name. If necessary, he/she can say the words first and the children repeat the words in unison.
Teaching activity 02 | Sub-topic 01: Sosa as po drom Sosa an le manu po drom

Note: Activity 02 is recommended to be subsequent to activity 01.
01. e teacher hands out worksheet 01 and discusses the task: Connect the words with the correct pictures.
02. e children have five minutes to complete the worksheet.
03. Together, the results are compared.
Teaching activity 03 | Sub-topic 01: Sosa as po drom Sosa an le manu po drom
Duration: 30 min | Skill: bc d | SF: I
e teacher spreads out the picture cards on the floor.
e teacher says: Me av le vurdonesa ande kola, and points to the corresponding picture card.
e teacher now asks one of the children: Sosa as tu ande kola?
e child answers (if he/she only responds with one word, then the teachers helps him/her to form a complete
sentence: Me av le ande kola (autobusosa, metrosa, ), and points at the correct picture card.
06. e teacher again says: Me av le vurdonesa ande kola, and asks the next child: Sosa as tu ande kola?.
07. e child answers and points at the correct picture card.
08. is is repeated until all children have had a turn.
01.
02.
03.
04.
05.
*SOCIALFORM (SF): group work - G | partner work - P | individual work - I
Teaching activity 04 | Sub-topic 01: Sosa as po drom Sosa as ande kola?

Duration: 20 min | Skill: e d
b | SF: I
01. e teacher hands out worksheet 11 Sosa as ande kola (How do you get to school?).
02. One of the children reads out the heading. e group discusses the task: Draw how you get to school.
03. e children have about five to ten minutes to draw the means of transport, then the drawings are aached to
the blackboard.
04. e teacher asks each child to present their drawing by walking up to the blackboard, pointing at their picture
and saying: Me av le tramvajosa, le autobusosa, ande kola.
05. All drawings displayed in the classroom.
Teaching activity 05 | Sub-topic 01: Sosa as po drom Po drom i ka mui bibi
a | SF: I | ELP: Dossier
01. e teacher hands out the text Po drom i ka mui bibi and asks a child to read out the heading.
02. Together the group discusses the meaning of the heading.
03. e children read out one paragraph aer another, the contents are discussed in the group, so that children can
understand the story.
04. e children read out the story to their parents as part of their homework.
05. e short story is added to the Dossier.
Teaching activity 06 | Sub-topic 01: Sosa as po drom Po drom i ka mui bibi
01. e children form groups of three.
02. e teacher hands out the worksheet 12 containing the list of questions about Po drom i ka mui bibi.
03. e children try to answer the questions with the help of the short story Po drom i ka mui bibi (worksheet
04) in groups of three.
04. Once finished, each group reads out one of the questions and the correct answer.
05. e teacher writes the correct answers on the blackboard. e children compare their answers.
06. e worksheet is added to the Dossier.
Teaching activity 07 | Sub-topic 01: Sosa as po drom Sosa as po drom?
01.
02.
03.
04.
05.
e teacher hands out the worksheet Sosa as po drom?

One child reads out the heading and task; the group then discusses the task.
e children complete the worksheet.
Together, the results are compared. e teacher writes the words on the blackboard to check them.
e worksheet is added to the Dossier.
Teaching activity 08 | Sub-topic 01: Sosa as po drom Amen puas

01.
02.
03.
04.
e teacher hands out the worksheet Amen puas.

One child reads out the heading and task. e group then discusses the task.
e children have ten to 15 minutes to fill in the worksheet.
e children then take it in turns to read out the dialogues. e teacher writes the missing words on the
blackboard to check them.
05. e children compare their spelling and add the worksheet to the Dossier.
Teaching activity 09 | Sub-topic 01: Sosa as po drom Amen inas karte
| SF: I | ELP: Dossier
01. e teacher hands out the worksheet Amen inas karte.
02. One child reads out the heading and task. e group then discusses the task: Blue sentences are to be cut out,
read and glued next to the red corresponding words.
03. e children have ten to 15 minutes to complete the worksheet.
04. en the children read out the questions and answers to the red words to check the order.
Teaching activity 10 | Sub-topic 01: Sosa as po drom Pe l droma
Duration: 30 min | Skill: e a | SF: I | ELP: p. 39
Mat./Res.: Listening comprehension Worksheet 06
01. e teacher plays the listening comprehension twice, the children listen.
02. en the children discuss the content with the child siing next to them.
03. e listening comprehension is played again. e children are asked to remember a word which they do not
understand.
04. One child aer the other tells the teacher their words. e teacher writes them on the blackboard and
translates them.
05. e content of the audio is discussed within the group together with the teacher.
06. e children add the new words to the portfolio (p. 39) and finally listen to the dialogue once again.
Teaching activity 11 | Sub-topic 01: Sosa as po drom Pe l droma
e | SF: I
01.
02.
03.
04.
05.
06.

e children are given a worksheet containing the list of questions Pe l droma.
One child reads out both tasks. e group discusses the task.
Working in pairs, the children answer the questions.
Each pair then reads out one question and the correct answer.
e teacher writes the answers on the blackboard, the children compare their spelling.
Teaching activity 12 | Sub-topic 01: Sosa as po drom Ka o alteri

bc | SF: I, P
01.
02.
03.
04.
05.
06.
07.
e teacher hands out the worksheet Ka o alteri and asks the children to read the dialogue quietly.
e content of the text is discussed within the group.
en the class is split into pairs.
e children spread out across the classroom and practice reading alternating parts of the dialogue.
en each pair reads out the dialogue to the class.
e text is to be read again as part of the childrens homework.
Teaching activity 13 | Sub-topic 01: Sosa as po drom Gap fill text Ka o alteri
01.
02.
03.
04.
05.
06.

e children are given the gap fill text Ka o alteri (worksheet 10).
e teacher explains the task: Fill in the gaps.
e children have ten to 15 minutes complete the task.
en each child reads out one of the completed sentences.
e teacher writes the words that were added on the blackboard; the children compare their results.
Teaching activity 14 | Sub-topic 02: Le farbe

b | SF: G
Mat./Res.: Colour and word cards worksheet 13

01.
02.
03.
04.
05.
Preparation: Print, laminate and cut out cards.

e children sit in a circle on the floor.
e teacher spreads out the colour cards on the floor. Each child is given a word card.
e children are asked to place their word cards next to the corresponding colour cards.
e teacher takes the incorrectly placed cards. e group try to find the correct colour cards.
en the teacher collects all the cards and shows the children one card at a time. e children are asked to
name the colour shown. If required, the teacher can also name the colour first and the children then repeat it
in unison.
Teaching activity 15 | Sub-topic 02: Le farbe

Mat./Res.: Worksheet 14, colouring pens

01.
02.
03.
04.

e teacher hands out the worksheet Le farbe and explains the task: e fields are to be coloured in correctly.
e children have about ten minutes to colour in the worksheet.
en the group discusses how the boxes were coloured in.
Lesson plan 01 | Topic: Vocabulary acquisition Sosa as po drom

TA-Nr.: 03 | Learning objectives: Expansion of vocabulary, introduction to a new topic
Duration: 30 min | Skill: bc a | SF: I
Mat./Res.: Picture cards worksheet 03
01.
02.
03.
04.
05.

e teacher spreads out the picture cards on the floor.
e teacher says: Me av le vurdonesa ande kola and points to the corresponding picture card.
e teacher now asks one of the children: Sosa as tu ande kola?.
e child answers (if he/she only responds with one word, then the teachers helps him/her to form a complete
sentence: Me av le ande kola (autobusosa, metrosa, ) and points at the correct picture card.
06. e teacher again says: Me av le vurdonesa ande kola and asks the next child: Sosa as tu ande kola?.
TA-Nr.: 02 | Learning objectives: Building vocabulary
01. e teacher hands out worksheet 01 and discusses the task: Connect the words with the correct pictures.
02. e children have five minutes to complete the worksheet.
03. Together, the results are compared.
Lesson plan 02 | Topic: Preparatory lesson for dialogue Ka o alteri
TA-Nr.: 08 | Learning objectives: Understanding the content of short read dialogues
01.
02.
03.
04.
e teacher hands out the worksheet Amen puas.

One child reads out the heading and task; the group then discusses the task.
e children have ten to 15 minutes to fill in the worksheet.
e children then take it in turns to read out the dialogues. e teacher writes the missing words on the
blackboard to double-check them.
05. e children compare their spelling and add the worksheet to the Dossier.
TA-Nr.: 09 | Learning objectives: Geing to know the words in the dialogue Ka o alteri
01. e teacher hands out the worksheet Amen inas karte.
02. One child reads out the heading and task; the group then discusses the task: blue sentences are to be cut out,
read and stuck to the red corresponding words.
03. e children have ten to 15 minutes to work on the worksheet.
04. en the children read out the questions and answers to the red words to check the order.
Muo anav
Sosa an
le manu po drom
1
le autobusosa
le vozosa
le a vionosa
le tramvajosa
le vurdonesa
le metrosa
Muo anav
Amen puas
Puas
kana? | sode? | kaj? | sosa? | katar?
anes li ______ teljarel o vozo i kaj

Bratislava?
O vozo i kaj Bratislava teljarel ka l pan asur.
Kako, ______ s o alteri karteng?
O alteri karteng s paaj informacija.
Miki, _______ as ande Kanada?
Ande Kanada av le avionosa.
________ krel e karta ka o avtomato?
E karta ka o avtomato krel 8 Evro.
________ aves Jarko?
Me avav katar e Viena.
o grastano
vurdon
o vurdon
o aviono
o tramvajo
o motori
o metro
o bicikla
o autobusi
o karavano
o vozo
Muo anav
Po drom i ka
mu bibi
Adjes s paratuj haj o Roman but loal. Dabi aukrel te
al peska dasa i kaj elezniko stanica. Von kam an ande
Bratislava, te dikhn la bibija Vaska.
O Roman thaj leski dej an vozosa po drom.
O drom katar e Subotica i kaj Bratislava lel pan
asur. O Roman phenel peska dak: Mamo, sdjar!
Ake ve s deuduj asur. Aukr Roman, na dara,
maj s amen vrjama. O vozo teljarel ka l deutar
asur. Na sdjar!
Kana von arsle i kaj stanica, sas jek haj dopa
asur. Le Romanoski dej geli-tar te inel le vozosk karte.
O Roman pale aukrdja pala peski dej ka l kuferja.
Hajde avoeja, av-tar phenel le Romanoski dej.
Kaj as akana mamo? as te dikhas pe savo perono
al la Bratislavako vozo. Lengo vozo al pe dujto perono.
Jek gai mothol po zvuniko, kaj o vozo arslo thaj al ve
po than thaj le manu aj te den andr ando vozo. Kana
arsle pe dujto perono dikhn pe karta kaj s lengo than.
Lengo than s ando trito vagono, le bmask thana s
jefta thaj oxto. O Roman bel pesk po than oxto, k pe
kaa rig s vi e feljastra. Numa so von ble, ake o vozo
ve teljarel.
Muo anav
Sosa as po drom?
Ramosar le vorbe kaj falin!
vozosa
O Janko al _______________
i kaj Bratislava.
O Janko al _______________ i kaj Viena.
O Janko al _______________ i ande Kanada.
O Janko al _______________ i ande l Skoplje.
O Janko al _______________ i ande kola.
Muo anav
Pe l droma
Maj anglal le om anas pe l droma. Von
anas pala jek maj ukar trajo. Pe l droma von
anas le grastane vurdonenca.
Vi akana trajin le om pe l droma. Numa maj
but i an grastane vurdenca pe l droma. Adjes
s le omen karavanja. Ande l karavanja s len
tato paj, s len kaj te soven, s len kujna, astali,
WC, thaj vi kak cno kupatilo.
Le gras i maj crden leng karavanja .
Le karavanja crden leng vurdona.
Muo anav
Pe l droma
1) itosar o teksto!
Varekana le om anas pe l droma. Von phirenas pala jek maj
ukar trajo. Pel droma von anas le grastane vurdonenca.
Vi akana trajin le om pe l droma. Numa maj but i an
grastane vurdenca pe l droma. Adjes s le omen karavanja.
Ande l karavanja s len tato paj, s len kaj te soven, s len kujna,
astali, WC, thaj vi kak cno kupatilo.
Le gras i maj crden leng karavanja . Le karavanja crden
akana leng vurdona.
2) aj li te des anglal?
Sosa anas varekana le om pe l droma?
Save vurdona sas len?
Sosa an adjes le om pe l droma?
So crdel akana o karavano?
Kaj inas le karte?

in le reenice la katjasa thaj lepisar len kote kaj pasuin!
aerodrom
taksi sluba
autobusoski
stanica
metro
elezniko
stanica
tramvajo
Kaj inas ameng karte avionosk?

Le avionsk karte inas ameng ka o aerodrom.
Kaj inas ameng karte autobusosk?
Le autobusk karte inas ameng pe autobusoski stanica.
Kaj inas ameng karte vozosk?
Le vozosk karte inas ameng pe elezniko stanica.
Kaj inas ameng karta pala taksi?
Pala taksi i trobul ameng karta.
Kaj inas ameng metrosk karte?
Le metrosk karte inas ameng ka kartengo automato.
Kaj inas ameng tramvajosk karte?
Le tramvajosk karte inas ameng ka automato.
Muo anav
Ka o alteri
Marta:
E uvli po alteri:
Maj mitoo!
Maj najis!
Marta:
E uvli po alteri:
aj te des ma jek karta i

ando Beogrado? Maj s than?
Va, s than.
Marta:
E uvli po alteri:
Sode krel e karta?

E karta krel 12,- Euro.
Marta:
E uvli po alteri:
Mito, de ma jek.
Ake-ta i karta!
Marta:
E uvli po alteri:
Laes, najis tuk! Devlesa!

a Devlesa!
Muo anav
Ka o alteri
Marta: Maj mitoo
E uvli po alteri: _______________!
Marta: aj te des ma jek ___________
i ando Beogrado? Maj s than?
E uvli po alteri: Va, s than ________.
Marta: Sode krel e karta?
de
Najis tuk
Maj mitoo
a
E uvli po alteri: E karta ___________
than
12,- Euro.
karta
Marta: Mito, _________ ma jek.
krel
E uvli po alteri: Ake-ta i karta!

Marta: Laes _______________!
Devlesa!
E uvli po alteri: __________ Devlesa!
Muo anav
Amen rodas vorbe

Dali aj arakhs sa le vorbe?
basbbxavionokkautobusojalmotoriqioztrthwe
webiciklajlntaksimkgavurdonbaagrastanocvb
dsdsaauurdonkkmetrommmlvozollerlozasdsd
vionozafamatramvajosagepelobnapvurdonwe
autobuso | motori | bicikla | taksi | grastano vurdon

vurdon | metro | vozo | aviono | tramvajo
Muo anav
Po drom i ka mu bibi
Maj seres?
Kaj al o Roman peska dasa?
Sosa an kaj bibi?
Kana teljarel lengo vozo?
Kon glo te inel le vozosk karte?
Kata savo perono teljarel o vozo?
Pe savo than blo pesk o Roman?
Muo anav
Le farbe
lolo
sivo
zeleno
lila
vnto
narandjasto
kalo
roza
galbno
parno
kafeno
arime
lolo
sivo
zeleno
lila
vnto
narandjasto
kalo
roza
galbno
parno
kafeno
arome
Topic (CFR): FOOD AND CLOTHES
Sub-topic 01: Le calja Clothes
Sub-topic 02: O xabe Food

Skill
Can recognize and understand the words for key items of clothing (coat, shoes, etc.).
Can recognize and understand the words for the key items of clothing for school.
Can recognize and understand the words for key items of food typically brought to school by pupils
(e.g. sandwich, apple).
Can understand routine classroom instructions about food or clothing (e.g. Take o your shoes if they
are wet).
Can recognize the words for key items of clothing traditionally worn by Roma people.
Can recognize the words for key items of food typically eaten in Roma homes and for Roma
celebrations.
Can recognize and understand the names of basic foods.

Can recognize and understand the names o he principal items of clothing.
Can recognize and understand the key words for foods used in the home.
Can recognize and understand the importance o he key items of traditional clothing when used in a
story or other wrien text.
Can request basic items of food/drink in a school canteen, market or shop.

Can ask how much an item costs.
Can respond nonverbally (e.g. with a nod or shake o he head) or with single word or very brief
bc
answers to questions about the food/drink an clothes he/she likes or dislikes.
Can request food or drink in the home or community with appropriate politeness.
Can respond with single words or nonverbally to indicate the foods he/she likes in a family or social
context.
Can use key words and simple phrases/sentences to describe likes and dislikes (e.g. I do not like green
apples, i like my new coat).
Can use key words and simple phrases/sentences to express likes and dislikes in relation to food and
clothing in the family or community.
Can copy or write lists of dierent foods, categorizing these as appropriate (fruits, vegetables, meats,
etc.).
Can copy or write lists of clothing according to contexts of use (e.g. outdoor, indoor, school, sports).
Can write or copy single key words in lists of food and clothing used in the home.

Language passport: Activity 15
Dossier: Worksheet 03, 04, 06 to 09 activity 06, worksheet 02 in the ELP 42
Vocabulary| Sub-topic 01: Le calja

Active
e jakna
the winter jacket
e stadji
the cap
o fistano
the dress
le hulahopke
nylon tights
o ali
the scarf
So urjavel o/e ?
What is he/she wearing?
e majca
the t-shirt
o parno mantili
the white coat
le kalc
the trousers
o odelo
the suit
o gad
the shirt
le calja
the apron
e oa
the skirt
e krtnca
the tracksuit
le orape
socks
le trenerke
pyjamas
e haravli
the belt
e piama
the work dungarees
le rukavice
gloves
la buak kalc
clothes
o dikhlo
the headscarf
le vnec pozunarja
the blue pockets
o iri
the hat
e vneto mana
the blue bow
Vocabulary| Sub-topic 02: O xabe

Active
o xabe
food, meal
o limuno, le limunur
the lemon(s)
e purum, le puruma
the onion(s)
e pruna, le prune
the plum(s)
o morkoja, le morkoja
the carrot(s)
o bostano, le bostanur
the watermelon(s)
o patliano, le patliaja
the tomato(es)
o struguro, le strugur
the grape(s)
e piparka, le pipr
the bell pepper(s)
o ananaso, le ananasur
the pineapple
o kukuruzo
the corn
e jagoda, le jagode
the strawberry(s)
o grako
the peas
e pomarana, le pamarane
the orange(s)
e sr, le srja
the garlic
e mandarina, le mandarine
the mandarin(s)
o kolompiri/le kolompirja
the potato(es)
o lolo ax
the red cabbage
e zeleno salata/
the leuce
o parno ax
the white cabbage
o fosuj, le fusuja
the bean(s)
e sarma, le sarme
stued bowels
e burjaca, le burec
the mushroom(s)
le zelenimata, o povre
vegetables
o kresteveco, le krestevec
the cucumber(s)
o voe
fruit
e phabaj, le phaba(ja)
the apple(s)
la mamjako xabe
Grannys dish
e banana, le banane
the banana(s)
iravel xabe
to cook
e ire, le irea
the cherry(s)
Sode krel?, Sode kren?
How much is/are ? (money)
o ambrol, le ambrola
the pear(s)
po pijaco
at the market
getol
prepare
Grammar
Active
Passive
Article male/female o/e

Plural form and plural article
Simple question formation in the present simple
and present perfect tense
Simple word order: subject-verb-object
Verbs: present and perfect tense
First and third person singular present simple
and present perfect tense
Singular/plural
Noun second case
ird person singular present simple slavil
Teaching activity 01 | Sub-topic 01: Le calja

b | SF*: I

01.
02.
03.
04.
05.
Preparation: Print, laminate and cut out the cards.

e teacher takes the incorrectly placed cards. e group try to put the word cards next to the correct pictures.
Teaching activity 02 | Sub-topic 01: Le calja estions and answers (picture cards)
Duration: 30 min | Skill: a bc
| SF: I

e teacher spreads out the picture cards (worksheet 01) on the floor.
e teacher says: Detharine urjadem e oa thaj e majca, and points at the appropriate picture card.
e teacher now asks one of the children: So uravdjan tu? e child answers: Detharine urjadem le kalc thaj o
gad, (o fistano, o ali, o dikhlo, ), and points at the appropriate picture card (if the child responds only with
one word, the teachers helps him/her to form a compete sentence).
05. e teacher again says: Detharine urjadem e oa thaj e majca, and asks the next child: So uravdjan tu?.
01.
02.
03.
04.
Teaching activity 03 | Sub-topic 01: Le calja So urjadjan tu

Duration: 30 min | Skill: a e | SF: I
Mat./Res.: Picture and word cards worksheet 01, blackboard
Note: Activity 03 is recommended to be subsequent to activity 01 or 02.
01. e teacher writes the following heading on the blackboard: So urjadjan tu.
02. en three sentences are formed together. e teacher writes them on the blackboard. For example:
Detharine me urjadem le kalc thaj o djemperi.
Detharine me urjadem e oa thaj e majca.
Detharine me urjadem o fistano.
03. e children copy the sentences.
04. e teacher then aaches the picture cards (worksheet 01) to the blackboard. e words are repeated together
and the corresponding word cards are aached to the pictures.
05. e teacher asks the children to write two sentences themselves, following the above paern.
06. e children then hand in their workbooks. e teacher checks the results (sticker or stamp for great
sentences!).
Teaching activity 04 | Sub-topic 01: Le calja
01. e teacher hands out the worksheet Le calja and asks a child to read out the heading and the description of
the tasks.
02. e group discusses the task. e children then have five to ten minutes to complete the worksheet.
03. Together, the results are compared. e teacher writes the words on the blackboard to check them.
04. e worksheet is added to the Dossier
Teaching activity 05 | Sub-topic 02: O xabe O voe thaj le zelenimata 1
b | SF: I

01.
02.
03.
04.
05.


e b | SF: I | ELP: p. 42
Mat./Res.: Picture and word cards worksheet 02, blackboard, chalk, magnets or sticky tape
01. e teacher divides the blackboard into two columns and labels both columns: Le column heading:
le zelenimata (vegetables); right column heading: o voe (fruits)
02. e headings are discussed, then the teacher hands out the picture cards (worksheet 02) to the children.
03. en the children are asked to name their pictures one aer another and to put them in the correct column on
the blackboard.
04. e teacher then hands out the word cards and asks the children to assign them to the correct picture cards.
05. Once all word cards are correctly assigned, the children read out all words in unison.
06. en the children add the words to their language portfolio (p. 42).
01.
02.
03.
04.
05.
e teacher hands out the crossword puzzle O voe thaj le zelenimata (worksheet 04).
e teacher asks a child to read out the heading. e group then discusses the task.
e children have ten to 15 minutes to complete the worksheet.
Lesson plan 08 | Sub-topic 01: Le calja

Mat./Res.: Worksheet 05, colouring pens
01.
02.
03.
04.
05.
Recommendation: is activity is ideal if there is only very lile time le at the end of a lesson, because the
children can also colour in the worksheet as part of their homework.
e teacher hands out the colouring page Le calja (worksheet 05).
e teacher asks a child to read out the heading and task.
Together, the task is discussed: e children are asked to read the task carefully and to colour the clothes in
the picture according to the task.
e children have ten to 15 minutes to colour in the worksheet.
en the worksheets are displayed in the classroom and compared, whether all the drawings are coloured in
identically.
Teaching activity 09 | Sub-topic 02: O xabe La mamjako xabe Grannys dish

bc | SF: P, I | ELP: Dossier
01.
02.
03.
04.
05.
06.
e teacher hands out the text La mamjako xabe (worksheet 06) and asks the children to read the dialogue quietly.
e content of the text is discussed within the group.
en the children form pairs and spread across the room and practice reading the dialogue.
en each pair reads out the dialogue to the class.
e children are asked to read the text again as part of their homework.
Teaching activity 10 | Sub-topic 02: O xabe La mamjako xabe Grannys dish

01. e children are given a list of questions about the text La mamjako xabe (worksheet 07).
02. e teacher explains the task: e questions about the text are to be answered.
03. e children answer the questions in pairs. If required, they can refer to the dialogue La mamjako xabe
(worksheet 06) from the Dossier.
04. en each pair reads out one question and the corresponding answer.
05. e teacher writes the answers on the blackboard, the children compare the spelling.
06. e children add the worksheet to the Dossier.
Teaching activity 11 | Sub-topic 02: O xabe Po pijaco At the market, part 1
bc | SF: I, G | ELP: Dossier
Mat./Res.: Worksheet 08, headscarf, apron or coat, a pair of glasses, camera

01.
02.
03.
04.
05.
e teacher hands out the text Po pijaco (worksheet 08) and asks the children to read the dialogue quietly.
e texts content is discussed together.
en the children form groups of three.
e children spread out across the classroom and practice reading the dialogue with their partners.
en the children present the dialogue in front of the class. ey are given props to do this: e child playing
Marko gets a pair of glasses, the mother gets the headscarf, the vendor gets an apron or a coat.
06. e game can be taped with the camera several times (first run with text, second run without) to record each
groups progress.
Teaching activity 12 | Sub-topic 02: O xabe Po pijaco At the market, part 2
Duration: 30 min | Skill: d e b | SF: I | ELP: Dossier
01. e children take the worksheet Po pijaco from their Dossier. e teacher asks them to read through the
second part of the worksheet.
02. e task is discussed together: Write down what you would put in a salad.
03. e children write down various words.
04. en the teacher asks the children, which ingredients they use and writes the mentioned words on the
blackboard so that the children can compare their spelling.
Teaching activity 13 | Sub-topic 01: Le calja So urjaven von?

e b | SF: I | ELP: Dossier
Mat./Res.: Worksheet 09 | ELP: Dossier

01. e teacher hands out the worksheet So urjaven von? (worksheet 09) and asks a child to read out the task.
Together, the task is discussed: Fill in the answers.
02. A child reads out the first question. en the group think about which word is missing in the answer.
03. e teacher writes the correct word on the blackboard.
04. estions 2 to 7 are also completed together (as described in step 2).
Teaching activity 14 | Sub-topic 01: Le calja Game So urjaven von?
bc | SF: I
Mat./Res.: Soball or similar

01.
02.
03.
04.
05.
06.
07.

e children sit in a circle.
e teacher begins the game: He/she asks a child: So urjavel o dad? and throws the ball to the child.
e child catches the ball and tries to answer: O dad urjavel (z.B.: o gad, le kalc, ).
en he/she returns the ball to the teacher.
Now the teacher asks the next child: So urjavel o dad? and throws the ball to the child.
e child answers: O dad urjavel , and returns the ball to the teacher.
is is repeated until all children have had a turn.
Teaching activity 15 | Sub-topic 01/02: Le calja/O xabe Language Biography Food and clothes
Duration: 30 min | Skill: e d | SF: I | ELP: S. 30
Mat./Res.: Page 30 Level A1 of the Language Portfolio
Preparation: e teacher designs page 30 Level A1 of the Language Biography according to his/her
preferences.
01. Aer completing Unit 08, the teacher hands out the self-designed checklists.
02. Together, the group reads one point aer the other, the children draw an asterisk or similar next to the
description of the tasks they can complete (I can ).
03. e checklist is added to the Language Biography.
Lesson plan 01 | Topic: Le calja

TA-Nr.: 01 | Learning objectives: building vocabulary, expansion of vocabulary
b | SF: I

01.
02.
03.
04.
05.

TA-Nr.: 04 | Learning objectives: memorising new vocabulary

01. e teacher hands out the worksheet Le calja and asks a child to read out the heading and the description of
the tasks.
02. e group discusses the task, then the children have five to ten minutes to complete the worksheet.
03. Together, the results are compared. e teacher writes the words on the blackboard to check them.
04. e worksheet is added to the Dossier
Lesson plan 02 | Topic: E eeina
TA-Nr.: 05 | Learning objectives: building vocabulary, expansion of vocabulary
e | SF: I

01.
02.
03.
04.
05.

TA-Nr.: 07 | Learning objectives: memorising new vocabulary

01.
02.
03.
04.
05.
e teacher hands out the crossword puzzle Le zelenimata thaj o voe (worksheet 04).
e teacher asks a child to read out the heading. e group then discusses the task.
e children have ten to 15 minutes to complete the worksheet.
Muo anav
Muo anav
e oa
le rukavice
e haravli
le kalc
e jakna
o ali
e majca
o gad
o iri
e stadji
o fistano
le orape
Muo anav
p
e purum
le puruma
e piparka
le pipr
p
o patliano
le patliaja
m
o morkoj
le morkoja
o limuno
le limunur
s
e sr
le srja
p
e pomaranda
le pomarande
Muo anav
b
e banana
le banane
e ire
le irea
b
e burjaca
le burec
k
o kukuruzo
a
o ambrol
le ambrola
ph
Muo anav
o bostano
le bostanur
o struguro
le strugurja
o kresteveco
le krestevec
Muo anav
e jagoda
le jagode
o grako
o ananaso
le ananasur
o kolompiri
le kolompirja
s
e zeleno
salata
o fosuj
ph
e phabaj
le phabaja
e purna
le prune
o ax
Muo anav
Le calja
Ramosar le vorbe kote kaj pasuin!
le cokolja hulahopke | fistano | o dikhlo | e stadji | e haravli

o eiri | le orape | e oa | o gad | le rukavice | o ali
e majca | le kalc | e jakna | e krtnca | la buak kalc
Muo anav
O voe
O
N
J
L
N
J
N
Muo anav
Le zelenimata
O
E
Z
S
M
T
U
R
K
Muo anav
Le calja
Farbisar e slika:
e parni orape | o lolo fistano | o galbno ali
o vneto dikhlo | e vneto calija | e vneto mana
le kale gad
Muo anav
La mamjako xabe
Adjes iravel e mami o xabe. Voj krel sarme.
O Djemo dabi aukrel te aven gata.
Dj:
Mamijo, kana kam aven gata kodola sarme?
M:
Aukr Djemo! Akana kam thav len te irjon.

Bokhalo san?
Dj:
Bokhalo sm. Mu dej iradja adjes grako

numa me i kamlem te xav.
M:
Maj aukr xanc muo raklo. Akana kam

aven gata le sarme. Kames li fosuj?
Dj:
Na, i kamav, mamijo. Aukrav vadjaj xanc.

Na dara, i merav bokhatar.
M:
Xav o rat Djemo, aes bengalo san!
Muo anav
La mamjako xabe
Dali seres?
Savo xabe sas kaj Djemoski mami ve getome?
Kaj mami sas getome o___________.
Savo xabe iradja le Djemoski dej?
Le Djemoski dej iradja_____________.
Pala savo xabe aukrdja o Djemo te xal?
O Djemo aukrdja te xal ____________.
Muo anav
Po pijaco
1) itosar o dialogo!
O Marko phenel: Adjes al mui dej po pjaco.
Voj al te inel zelenimata:
Dej: Sode kren le patliaja?
Prodavao: Le patliaja kren 2 Euro e kila.
Dej: De ma lendar jek kila.
Sode kren le morkoja?
Prodavao: Jek morkoj krel 20 centur.
Dej: De-ta ma trin morkoja.
O Marko: Mu dej indja jo duj krestevec, jek
oro lolo ax, jek oro zeleno sax, duj kotora
kukuruzo, jek kila grako, trin puruma thaj jek
piparka. Kana avili khre, krdja voj ameng
e maj lai salata kaj s pe antrego ljuma.
2) Ramosar katka sostar bi tu kresas salata!
Muo anav
So uraven von
So urjavel o dad po abjav?

O dad urjavel____________________.
So urjavel e dej po abjav?
E dej urjavel _____________________.
So anel e mami kana iravel o xabe?
E mami anel ________________________.
So urjavel e Suzana kana al te khlel futbalo?
E Suzana urjavel __________________.
So urjavel o Iso kana al te sovel?
O Iso urjavel________________.
So urjavel o phral kana al ande bui?
O phral urjavel_______________________.
So anel o doktori kana s ande bui?
O doktori anel ________________________.
o parno mantili | le calja | o fistano | le trenerke
e krtnca | e piama | la buak kalc
Topic (CFR): SEASONS AND WEATHER
Sub-topic 01: O br e year
Sub-topic 02: E vrjama e time

Skill
Can recognize and understand basic words related to weather (e.g. sun, rain, snow, hot, cold) when they
are spoken or read aloud.
Can recognize and understand the words for the seasons and months of the year when spoken or read aloud.
Can follow simple instructions to find pictures or objects in the classroom or in books relating to
weather or season.
Can recognise and understand the days o he week and clock times when they are spoken or read.
Can understand the words or phrases used in the family or community for times o the day/night,
seasons o he year and types of weather.
Can recognize and understand basic words related to weather when they appear on a weather chart or
flash cards or in a simple text.
Can recognize and understand words for seasons or times of the year on pictures, posters, flash cards or
in simple texts.
Can recognise and understand the days o he week.
Can read the time on a clock.
Can recognize and understand the words for the times of day morning, aernoon, night, etc. and the
basic words for types of weather when they appear in a story.
Can respond non-verbally (e.g. with a nod or shake o he head) or with single-word or very brief
answers to basic questions about the weather (e.g. Is it cold outside?); the kind of weather he/she likes
and dislikes; when the dierent seasons fall; and what weather is typical o he dierent seasons.
Can reply to a question about the time.
bc
Can respond non-verbally (e.g. with a nod or shake of the head) or with single-word or very brief
answers to questions about feeling cold or hot and likes and dislikes in relation to weather.
Can respond with key words to indicate the main features of a particular season or time of year
(e.g. weather, activities, celebrations).
Can use words and simple phrases to make a short, possibly incomplete, statement about the weather
and can name the seasons of the year.
Can say the day o he week when asked a question.
Can say what time an event occurred.
Can use key words and simple phrases to make a statement about weather conditions (e.g. It is cold today.)
Can name the days o he week, months of the year and seasons.
Can copy or write basic words to do with the weather and seasons.
Can copy from the board or write short sentences about the weather and seasons (e.g. when writing news).
Can copy or write the time.
Can write the key words related to the day, month, season or weather to show to other family members.

Dossier: Worksheet 01, 02, 04 to 07, 08/2, 09, 11
Vocabulary| Sub-topic 01: O br

Active
le bresk tar dobe
e primovara
o milaj
e tomna
o ivend
pe primovara
pe tomna
milaje, po milaj
ivende
januari, januaro
februari, februaro
marto
aprili/aprilo
majo
juni
juli
avgusto
septembro
oktombro
novembro
decembro
o on, le on(a)
o iv
o kham
e patrin
o ka(t)
the four seasons

the spring
the summer
the autumn
the winter
in spring
in autumn
in the summer
in the winter
January
February
March
April
May
June
July
August
September
October
November
December
the month
the snow
the sun
the leaf, the leaves
the tree
udro, l, o udrimos, o l
tato, o taimos, tatjimos
o brind
e udri balval
pahome
udrimastar, lestar
o tato jorgano
tato, maj tato
e doba
athoska, atuni
kaa
o zdo
Trajil o Del i bax!
vareso
demultuno
o pato
xalavel
o dobo
lil
tromal
o gero, e geri
o gor
ando muj baro
mito, laes
pala kodja
cold, the cold

hot, the heat
the rain
the (cold) wind
to freeze
from the cold
warm down cover
hot, hoer
the season
then
these
the wall
God should celebrate your luck!
something
historic, old
the bed
to wash, to rinse
the drum
to wish
to be allowed, to dare
the Pitiful
the end
loud (lit. in the big mouth)
well
then, aerwards
Grammar
Active
Passive

Simple questions (present tense)
Simple word order: object-verb-noun
Present tense
Prepositions at, from
Singular - plural
Vocabulary| Sub-topic 01: E vrjama

Active
Sode asur s?
What time is it?
avel
to come
Kana?
When?
pala mizmeri
in the aernoon
Katar sode i kazom?
From when to when?
Dali s tu(t) aso?
Do you have a watch?
ka l jek, duj, trin, tar,
at one, two, three, oclock
thaj dopa
the wristwatch
o fertali, le fertalja
the quarter
le vastesko aso
the wall clock
rjaate
in the evening
o aso po zdo
the grandfather clock
angla mizmeri
in the morning
le khresko aso
the alarm clock
Maj mitoo!
greeting (approximately Good Day, Hello)
Maj najis!
ank you (obligatory answer to Maj mitoo!)
Trajil o Del i bax!
God should celebrate your luck!
Phralica!
Lile brother! (address form for people of the same age)
Phejo!
Sister! (address form for people of the same age)
Naj anda soste!
No big deal!, Not at all!
Teaching activity 01 | Sub-topic 01: O br

b | SF*: I | ELP: Dossier
01.
02.
03.
04.
05.
06.
07.
e teacher hands out the worksheet O br.

e children read though it by themselves once, then it is read out together.
e content of the worksheet is discussed.
en the teacher pronounces the names of the seasons, the children repeat them in unison.
e teacher pronounces the name for each month which the children then repeat.
Homework: Memorise the names for the seasons and months.
Teaching activity 02 | Sub-topic 01: O br Le on

| SF: I, P | ELP: Dossier
01.
02.
03.
04.
05.
e children are given the worksheet Le on.

e teacher asks a child to read out the heading and the task.
Together, the content and task are discussed: Match the months to the correct seasons.
Together with the child siing next to them, the children try to fill in the worksheet.
Once they are finished, the teacher writes the names of the four seasons on the blackboard. Each child writes
the name of one month next to the correct season on the blackboard.
06. e teacher checks for spelling mistakes if necessary.
Teaching activity 03 | Sub-topic 01: O br iz

e b a | SF: I, G
Mat./Res.: Worksheet 03, magnets or sticky tape

01. e teacher asks the children to form groups of four and explains the task: Each group is given a worksheet
with a quiz which is to be completed as quickly as possible. e group who complete the task without any
mistakes first are let o homework once! Aer completion, the worksheet is to be displayed on the blackboard.
02. Once all groups have finished, the results are compared. e teacher reads out one sentence aer another and
the children say which season the sentence belongs to.
03. e worksheets are displayed in the classroom.
Teaching activity 04 | Sub-topic 02: E vrjama O aso
Preparation: Print worksheet 04 onto cardboard and photocopy.
01. e teacher hands out the worksheet O aso and explains the task: colour in and cut out the clock.
02. When the children have finished the colouring and cuing, the teacher shows them how they can make a
clock: Make a small hole at the centre of the clock with a pair of scissors; also pierce through the clock hands
and clamp all three parts with a peg so as to be able to turn the clock hands.
Teaching activity 05 | Sub-topic 02: E vrjama O aso 1 e time: full and half hours
01.
02.
03.
04.
05.
06.
07.
08.
09.
10.
Preparation: e teacher makes one copy of the clock (worksheet 04) for his/her own use.
e teacher asks the children to take their clocks out of their Dossier.
e teacher shows the children the hour and minute hands on his/her own clock and explains that the shorter
hand displays the number of hours and the longer hand is always at 12:00.
e teacher sets the clock to 8:00 and says: Akana s 8 asur.
e teacher asks the children to set their clocks to the same time and to repeat in unison: Akana s 8 asur.
He/she sets it to 9:00 and says: Akana s 9 asur.
e children set their clocks to 9:00 oclock and repeat in unison: Akana s 9 asur.
Steps 05 and 06 are repeated with dierent times until the teacher is sure that the children have understood.
e teacher then explains the seing of the hour and the minute hand at 7:30, 8:30, etc.
e teacher sets the clock to 7:30 and says: Akana s jea thaj dopa asur.
Repeat steps 05 to 09.
Teaching activity 06 | Sub-topic 02: E vrjama O aso 2 e time: 1/4 and 3/4 hours
Duration: 45 min | Skill: a b | SF: I | ELP: Dossier
01.
02.
03.
04.
05.
06.

As in classroom activity 05: first with 1/4-hour periods and then with 3/4-hour periods.
e teacher then explains the seing of the hour and the minute hand at 7:15, 8:15, etc.
e teacher sets the clock to 7:15 and says: Akana s jea asur thaj jek fertali.
e children also set their clocks to 7:15 and repeat in unison: Akana s jea asur thaj jek fertali.
Repeat with several examples.
en repeat the same with 3/4-hour periods. Sentence: Akana s jea asur thaj trin fertalja.
Note: Clock reading was divided into two activities because we feel that children aged seven to ten can be
overwhelmed by 1/4 and 3/4 hours.
Teaching activity 07 | Sub-topic 02: E vrjama O aso

01.
02.
03.
04.
e teacher hands out the worksheet O aso and asks a child to read out the heading and the task.
e group discusses the task: Colour in and label.
en the results are compared.
e teacher writes the words on the blackboard to check them. e worksheet is added to the Dossier.
Teaching activity 08 | Sub-topic 02: E vrjama Katar sode asur i kazom

01.
02.
03.
04.
05.
e teacher hands out the worksheet Katar sode asur i kazom?.

e teacher asks a child to read out the heading and the first two lines of item 1. Together, they discuss the content.
en the children are asked to write the right answer to item 1 into the third line.
is procedure is repeated until the worksheet is completed.
Teaching activity 09 | Sub-topic 02: E vrjama Sode asur s?

Mat./Res.: Worksheet 07, overhead projector, overhead pens, overhead sheets

Preparation: Print worksheet 07 and copy onto an overhead sheet.
01. e teacher hands out the worksheet Sode asur s? and also displays the worksheet using the overhead projector.
02. e teacher asks a child to read the heading and the task. e task is discussed together.
03. e teacher does the first two examples together with the children: e teacher asks: Kozom i tano o saati and
points at the first picture. e children try to reply. (It is fine if they reply with only one word, but the teacher
helps them to complete the sentence: Akana s 2 (3, 4, ) asur.) e children repeat this sentence in unison
and the teacher writes it onto the overhead sheet below the picture: Akana i tano 2 (3, 4, ) asur. e children
copy the sentence onto their worksheet. e same procedure applies for example 2.
04. e children try to write the next sentences on their own.
05. ey compare their results to those of the completed worksheet shown by the teacher using the overhead projector.
Teaching activity 10 | Sub-topic 02: E vrjama Listening comprehension Sode asur ?

Duration: 30 min | Skill: a | SF: I, P | ELP: Dossier
Mat./Res.: Worksheet 08, CD player
01. e teacher plays the listening comprehension Sode asur ? (worksheet 08) twice, the children listen.
understand.
translates them.
06. Finally, the children once again listen to the audio.
07. Homework: e teacher hands out the wrien text Sode asur ? (worksheet 08), the children read it at home.
is also serves as a preparation for Activities 11 and 12.
08. Worksheet 08 is later added to the Dossier.
Teaching activity 11 | Sub-topic 02: E vrjama Gap fill exercise Sode asur ?
01.
02.
03.
04.
05.

e children are given the gap fill exercise Sode asur s? (worksheet 09). e teacher explains the task.
e children have ten to 15 minutes to complete the gap text.
en each child reads out one sentence and repeats the word belonging in the gap once again.
e teacher writes the words that were added on the blackboard. e children compare their results.
Teaching activity 12 | Sub-topic 02: E vrjama Role play, dialogue Sode asur ?
bc | SF: I, P | ELP: Dossier
Mat./Res.: Worksheet 08, clock (worksheet 04), hat, camera

Preparation: Make the clock according to worksheet 04 and aach a string to hang it from.
e teacher asks the children to take the text Sode asur s? worksheet 08 from the Dossier and to read it quietly.
en the children form pairs.
e pairs spread across the classroom and practice reading the dialogue.
en the children present the dialogue in front of the class. e teacher gives the clock (worksheet 04) to the
child who has a clock in the text. e other child is given a hat. And they are ready to start!
05. e game can be taped with the camera several times (first run with the text, second run without) to record
each groups progress.
01.
02.
03.
04.
Teaching activity 13 | Sub-topic 02: O br Listening comprehension: E evo le doboosa

01.
02.
03.
04.
05.
e teacher writes the heading of the story E evo le doboosa on the blackboard.
e teacher discusses the meaning of the headline with the group and translates it if necessary.
en, the teacher plays the listening comprehension once.
e children discuss the content with the child siing to their right.
e teacher plays the listening comprehension again. e children discuss what they have understood with the
child siing to their le - this time with the following task: Each pair is to remember a word whose meaning
they do not know.
06. Each pair tells the teacher their words. e teacher writes them on the blackboard and translates them.
07. e content of the short story is discussed together.
08. Finally, the teacher plays the story once again.
Teaching activity 14 | Sub-topic 02: O br Reading comprehension: E evo le doboosa
e | SF: I | ELP: Dossier, p. 42
01. e teacher hands out the story E evo le doboosa and asks a child to read the first paragraph.
02. Together, the content is discussed. e teacher writes unfamiliar words from the text on the blackboard and
translates them.
03. e same procedure is applied for other paragraphs until the story is finished and all words unfamiliar to
the children are wrien on the blackboard [ if the children do not mention these words, then the teacher
focuses on the following words: ivende, pahomene, e udri balval, urimastar, tato jorgano, tato.].
04. e children add the new words to the Language Portfolio (p. 42) and add the worksheet to the Dossier.
Teaching activity 15 | Sub-topic 02: O br + E vrjama Language Biography
Duration: 15 min | Skill: e d | SF: I | ELP: p. 30
Mat./Res.: Page 30 Level A1 Language Portfolio
preferences.
02. e group reads one point aer the other. e children draw an asterisk or similar next to the description of
the tasks they can complete (I can ).
Lesson plan 01 | Topic: Sode asur s?

TA-Nr.: 10 | Learning objectives: Asking for the time and replying
Mat./Res.: Listening comprehension worksheet 08, CD player
01. e teacher plays the listening comprehension Sode asur s? (worksheet 08) twice, the children listen.
understand.
translates them.
06. Finally, the children once again listen to the audio.
07. Homework: e teacher hands out the wrien text Sode asur s? (worksheet 08), the children read it at home.
is also serves as a preparation for Activities 11 and 12.
08. Worksheet 08 is later added to the Dossier.
TA-Nr.: 11 | Learning objectives: Asking for the time and replying.
01.
02.
03.
04.
05.
e children are given the gap fill exercise Sode asur s? (worksheet 09). e teacher explains the task.
e children have ten to 15 minutes to fill in the gap text.
en each child reads out one sentence and repeats the word belonging in the gap once again.
e teacher writes the words that were added on the blackboard. e children compare their results.
Lesson plan 02 | Topic: Le tar bresk dobe thaj le on

TA-Nr.: 01 | Learning objectives: Expansion and memorising of vocabulary
01.
02.
03.
04.
05.
06.
07.
e teacher hands out the worksheet O br.

e children read though it by themselves once, then it is read out together.
e content of the worksheet is discussed.
en the teacher pronounces the names of the seasons, the children repeat them in unison.
e teacher pronounces the name for each month which the children then repeat.
Homework: Memorise the names for the seasons and months.
Muo anav
O br
O br s les 4 dobe:
primovara
milaj
tomna
ivende
O br s les 12 on:
januari
februari
marto
aprilo
majo
juni
juli
avgusto
septembro
oktombro
novembro
decembro
Muo anav
Le on
Ramosar o on kote kaj pasuil!
primova
milaj
tomna
ivend
januari | februari | marto | aprilo | majo | juni | juli

avgusto | septembro | oktombro | novembro | decembro
Muo anav
Kvizo
Ramosar le bresk dobe kote kaj pasuin!
pe primova po milaj
pe tomna
ivende
_________ del o iv.

_________ pekel o kham.
_________ peren le patrja.
_________ cvetin le luludja.
_________ s bare la.
_________ s avri baro tatjimos.
_________ del but brind.
_________ phurdel bari bavlal.
Farbisar o aso!
12
11
1
10
3
4
8
7
Muo anav
Save asur prinanes?

Ramosar le vorbe
kote kaj pasuin!
aso po zdo | aso vastesko | budilniko | khresko aso
Muo anav
Kana?
Kotar sode i kazom?
1)
Me avav khre ka jekh.

Kana aves khe?
Me ______________________.
2)
E dej avel ka l ov katar e bui.

Kana avel e dej katar e bui?
E dej __________________________________.
3)
Me av ande kola katar le oxto asur i ka l deuduj.

Katar sode asur i kazom as tu ande kola?
Me _________________________________.
4)
Me khlav futbalo katar le trin asur i ka

l tar pala mizmeri.
Katar sode asur i kazom khles fudbalo?
Me _________________________________.
Muo anav
Sode asur s?
Ramosar sode asur s!
Muo anav
Sode asur s?
Maj mitoo, phejo!
Maj najis, phralica!
Tromav te puav tu vareso?
Pu phralica, sar te na!
Dali s tut aso?
Va, s ma!
Athoska aj mothos mang sode asur?
Akana s vorta deuduj aj dopa!
Najis tuk phejo,
trajil o Del i bax .
Naj anda soste!
A Devlesa, phejo!
a Devlesa, phralica!
Muo anav
Sode asur s?
Maj mitoo, phejo!!
____________!
Tromav te ____________
tu vareso?
_______, sar te na.
Dali s tut aso?
Tromav
Sode?
Devlesa!
ro!
Maj mito
pu
Va, s ma!
____________ sode asur?
_________ vorta deuduj aj dopa!
Najis tuk phejo, trajil o Del i bax!
Naj anda soste.
A Devlesa, phejo!
___________!
Muo anav
E evo le doboosa
O Janko thaj e Melisa aukren peska phurja mamja. Kana al voj lende
athoska mothol voj leng uvek ae paramia katar o demultuno trajo.
Kana avili e phuri lende, jekhatar angrde la le avoande peski soba.
Othe mothodja voj leng kaa parami:
Adjes mothav tumeng jek parami pa jek evo. La sas la jek but ukar
glaso. Anda kodja dja la le gavesko rutno gao jek dobo thaj duj rovlja,
te aj voj svako kurko te mothol le gavutneng so s o nevimos.
Numa so avilo? Anda k data udrili e vrjama haj delas o iv. Gr avri pe
kodova l sja izdralas lestar. Voj phirelas anda jek gor le gavesko i pe
aver gavesko gor. Ando muj baro motholas, savo te aj te aunen la.
O ivend sas lak maj phares. E udri balval phurdelas lak ande jakha.
Maj butivar perenas lak asvja bare lestar!
Kodola a akharenas la Hana. E Hana krelas bui ando gav aj anda
kodja anelas voj but mito gaikanes.
Kana alas pesk khre ande mahala lak vas thaj lak pun sas
pahome.
Kana phenelas e phuri le avong e parami gata, athoska bialelas
le Jankos thaj la Melisa ande pesk patur te soven: Te aven mirno thaj
godjaver, ka phenav tumeng jek aver ukar parami. Aj o Janko asal thaj
mothol: Me av te xalavav mue dand thaj pala kodja av te sovav tala
tato jorgano. But ukar s ameng adjes tusa, mamijo! Avri s ivend thaj l
baro aj andr ando khr s ameng tato. Maj lai i rjat mamijo!
Sastimasa, mue avo. liv tumeng ukar sune, phenel e phuri mami
thaj umidel le.
Kalderash_Primary_A1_AT_eng_unit-09 | worksheet 10, worksheet 11 | 189
Topic (CFR): NATURE AND ANIMALS
Sub-topic 01: Le khrutne ivotinje Pets
Sub-topic 02: Ando vo In the forest
Sub-topic 03: Ando paj In the water
Sub-topic 04: E priroda Nature

Skill
Can recognize and understand basic words relating to animals and plants when they are spoken or read
aloud, especially when supported by pictures, mime, etc.
Can recognize and understand the words for plants and animals which are important in Roma tradition
or life.
Can use pictorial support to recognize and understand the names of animals and plants when they are
wrien down (e.g. in a picture dictionary, on a wall chart).
Can recognize and understand the names of animals on flash cards or posters.
Can recognize and understand the words for animals that are important to Roma traditions or the Roma
way of life.
Can use key words and simple phrases/sentences to answer basic questions about keeping a pet, liking
animals, etc.
Can use key words and simple phrases/sentences to answer basic questions about changes in plants as
bc
they grow.
Can use key words and simple phrases to answer questions about growing plants and vegetables, likes
and dislikes in relation to animals, keeping a pet or other animals etc.
b
Can name the animals that he/she is familiar with.

Can name the types of plants grown in dierent situations (e.g. flowers, trees, crops, vegetables, etc.).
Can name the animals that are typically associated with Roma communities in dierent countries.
Can copy or write appropriate labels on drawings of animals.

Can copy or write the names of animals that featured in Roma life.

Dossier: Worksheet 04 - 09, Activity 11, ELP p. 42
Vocabulary| Sub-topic 01: Le khrutne ivotinje

Active
le khrutne ivotinje
pets
e papin
the goose
o bakro
the sheep
e mca
the cat
e raca
the duck
o balo
the pig
e papin
the cow
e khajni
the chicken
e gurumni
the horse
e tala
the stable
o gras
the dog
e ivotinja
the animal
o ukel
the goat
savo, savi, save
which
e buzni
the cockerel
vil
to live
o bano
the bull
jo, vadjaj, vadje
still
Vocabulary| Sub-topic 02: Ando vo

Active
ando vo
in the forest
e irikli
the bird
o divljo balo
the wild boar
o ooj
the rabbit
e srna
the deer
e meka
the bear
o jeleno
the deer
o ari
the hedgehog
o puo
the snail
o xco
the rat
o ruv
the wolf
o pacovo
the mouse
e lisica
the fox
Vocabulary| Sub-topic 03: Ando paj

Active
ando paj
in the water
o kito
the whale
o mao
the fish
o oktopuso
the octopus
e karavdi
the crayfish
o sap
the snake
e kornjaa
the tortoise
e braka
the frog
e ajkula
the shark
o ermo
the worm
Vocabulary| Sub-topic 04: E priroda

Active
e priroda
nature
o eko, le ekur
the river(s)
o iaj
the sand
e phuv, le phuvja
the earth; the land
e ik, le ika
the sludge
o kano, le kan
the thorn(s)
e patrin, le patrja
the leaf, the leaves
o plaj, le plaja
the mountain(s)
e krjanga, le kren
the branch(es)
e stana, le stane
the rock(s); the mountains
o paj, le paja
the water(s)
o ka, le ka(ta)
the tree(s)
o ba, le ba
the stone(s)
e luludi, le luludja
the flower(s)
o more, le morija
the sea(s)
e ar, le arja
the grass(es)
o kmpo, le kmpur
the field(s)
o vo
the forest
Grammar
Active
Passive

Simple word order: object-verb-noun
Present tense
Prepositions: in, next to
Singular plural
Teaching activity 01 | Sub-topic 01: Le khrutne ivotinje Card game 1

b | SF*: I

01.
02.
03.
04.
05.
06.
07.
08.
correct answer.
e incorrectly placed word cards are handed back to the children who then again try to find the correct place.
Teaching activity 02 | Sub-topic 01: Le khrutne ivotinje Card game 2

e teacher says: Paa o kh vil o balo, and points at the corresponding picture card.
e teacher now asks one of the children: Savi ivotinja vil jo paa o khr?.
e child answers: Paa o kh vil o ukel, e mca, e khajni, and points at the correct picture card. (If the
child only responds with one word, then the teacher helps him/her to form a complete sentence).
06. Now the teacher asks the next child: Savi ivotinja vil jo paa o khr?.
01.
02.
03.
04.
05.
Teaching activity 03 | Sub-topic 01: Le khrutne ivotinje Worksheet Le khrutne ivotinje

01. e teacher hands out the worksheet Le khrutne ivotinje.
02. e teacher asks a child to read the heading and the task. e task is discussed: Write the words below the
correct picture.
03. e children have about ten minutes to complete the worksheet.
04. e results are compared: the children tell the teacher their answers and the teacher writes them on the
blackboard.
Teaching activity 04 | Sub-topic 02: Ando vo Card game O ivotinje ando vo 1
b | SF: I

01.
02.
03.
04.
05.
06.
07.
08.
correct answer.
Steps 02 to 06 can be repeated several times until the children can match all the cards correctly.
Teaching activity 05 | Sub-topic 02: Ando vo Card game O ivotinje ando vo 2

e teacher says: Ando vo vil o ooj and points at the corresponding picture card.
e teacher now asks one of the children: Savi ivotinja vil jo ando vo?.
e child answers: Ando vo vil e meka, o ruv, e lisica, and points at the correct picture card.
(If the child only responds with one word, then the teacher helps him/her to form a complete sentence).
06. Now the teacher asks the next child: Savi ivotinja vil jo ando vo?.
01.
02.
03.
04.
05.
Teaching activity 06 | Sub-topic 02: Ando vo Worksheet O ivotinje ando vo

Duration: 20 min | Skill: a e b | SF: I | ELP: Dossier
01. e teacher hands out the worksheet O ivotinje ando vo.
correct picture.
04. e results are compared. e children tell the teacher their answers and the teacher writes them on the
blackboard.
Teaching activity 07 | Sub-topic 03: Ando paj Card game O ivotinje ando paj 1
b | SF: I

01.
02.
03.
04.
05.
06.
07.
08.

correct answer.
Teaching activity 08 | Sub-topic 03: Ando paj Card game O ivotinje ando paj 2
e a | SF: I

e teacher says: Ando paj vil o mao and points at the corresponding picture card.
e teacher now asks one of the children: Savi ivotinja vil jo ando paj?.
e child answers: Ando paj ivini o rako (i aba, o sap ) and points to the appropriate picture card.
06. Now the teacher asks the next child: Savi ivotinja vil jo ando paj?.
01.
02.
03.
04.
05.
Teaching activity 09 | Sub-topic 03: Ando paj O ivotinje ando paj

01. e teacher hands out the worksheet O ivotinje ando paj.
correct picture.
blackboard.
Teaching activity 10 | Sub-topic 01, 02, 03: iz Le ivotinje
b | SF: G | ELP: Dossier
Mat./Res.: Picture cards worksheet 01, 02, 03

01. e class is split into two equally large groups.
02. e teacher draws two columns on the blackboard: Group 1 and Group 2.
03. e teacher explains the game: e teacher shows a picture card and the children have to a) recognise and
name the animal shown and b) say where this animal lives. Each group gets one point for each correct answer,
i.e. a maximum of two points per picture card. e group that first reaches 20 points is the winner. e teacher
writes the score on the blackboard.
04. Lets start the game!
Teaching activity 11 | Sub-topic 01: Le khrutne ivotinje Reading comprehension Amende ande tala
e | SF: I | ELP: p. 42, Dossier
01. e teacher hands out the text Amende ande tala and asks a child to read the first paragraph.
translates them.
03. e same procedure is applied for other paragraphs until the story is finished and all words unfamiliar to the
children are wrien on the blackboard [ if the children do not mention them, the teacher focuses on the
names of various animals].
Teaching activity 12 | Sub-topic 01: Le khrutne ivotinje List of questions Amende ande tala
01. e children are given the list of questions Amende ande tala (worksheet 08). e teacher explains the task.
02. In pairs, the children try to answer the questions. ey can consult the text Amende ande tala (worksheet 07)
from the Dossier.
Teaching activity 13 | Sub-topic 04: E priroda List of questions

Mat./Res.: Worksheet 09, poster, pens, scissors, glue
01.
02.
03.
04.
05.
Preparation: Poster design:

Write the heading E priroda (Nature); divide poster into three equal columns with the headings jekh, slika and
but; cut out the pictures from worksheet 09 for the centre column (slika) and place one picture below the other.
Cut out the word cards from worksheet 09.
Print out and photocopy worksheet 09 for the children.
e teacher puts the prepared poster on the floor and the children sit around it in a circle.
e teacher distributes the word cards next to the poster and asks the children to put them in the correct
column.
en the children and the teacher discuss which words were placed correctly and which were not. e
children can glue the correct ones onto the poster.
e teacher helps the children to correct and glue the incorrectly placed word cards.
e poster is displayed on the wall and the teacher hands out worksheet 09 for the childrens Dossier.
Teaching activity 14 | Sub-topic 04: E priroda Games in the park

Duration: approx. 3 to 4 hrs | Skill: d
e | SF: I, G
Mat./Res.: Digital camera, two posters, glue, print out of photos, scissors, colouring pens
01. e teacher takes the children on a trip to the park.
02. In the park the teacher shows the children leaves, branches, trees, etc.
03. en they play a quiz: e teacher calls out a name, for example patrin. e children should then touch a leaf
as quickly as possible. e last one to touch a leaf is eliminated. e game is continued until there is a winner.
04. en the children are allowed to take a picture of the newly acquired terms using the digital camera.
05. Back in the classroom, the teacher prints out two copies of the pictures.
06. e teacher divides the children into two groups.
Teaching activity 15 | Sub-topic 01, 02, 03: Language Biography
Mat./Res.: P. 34 Level A1 Language Portfolio
preferences.
Lesson plan 01 | Topic: O ivotinje ando paj

TA-Nr.: 08 | Learning objectives: Expansion and consolidation of vocabulary
01. e children sit on the floor in a circle.
02. e teacher spreads out the picture cards (worksheet 03) on the floor.
03. e teacher says: Ando paj vil o mao and points at the corresponding picture card.
04. e teacher now asks one of the children: Savi ivotinja vil jo ando paj?.
05. e child answers: Ando paj vil e karavdi, e braka, o sap, and points to the appropriate picture card.
06. Now the teacher asks the next child: Savi ivotinja vil jo ando paj?.
01. e teacher hands out the worksheet Le ivotinje ando paj.
correct picture.
blackboard.
Lesson plan 02 | Topic: Ande tala

e | SF: I | ELP: S. 42, Dossier
Mat./Res.: Text Worksheet 07

01. e teacher hands out the text Amende ande tala and asks a child to read the first paragraph.
translates them.
03. e same procedure is applied for other paragraphs until the story is finished and all words unfamiliar to the
children are wrien on the blackboard [ if the children do not mention them, the teacher focuses on the
names of various animals].
Note: Activity 12 is recommended subsequent to activity 11.
01. e children are given the list of questions Amende ande tala (worksheet 08). e teacher explains the task.
02. In pairs, the children try to answer the questions. ey can refer to the text Amende ande tala (worksheet 07)
from the Dossier.
e gurumni
e mca
e patka
o guruv
o bano
e buzni
e raca
o ukel
o gras
o balo
e khajni
o bakro
o divljo
balo
o jeleno
o ooj
e irikli
e meka
o urmuso
o ruv
o ari
e lisica
o pacovi
o pui
e srna

o irmo
e ajkula
e braka
o oktopuso
e karavdi
o mao
o sap
o kito
e kornjaa
Muo anav
Le khrutne ivotinje
o bakro | e papin | e gurumni | o gras | o ukel | e buzni

o guruv | e mca | o balo | o bano | e khajni
Muo anav
Le ivotinje ando vo
o pacovo | e meka | o ruv | o jeleno | o ooj | o xco

e raca | e irikli | e srna | o ari | e lisica | o divljo balo
Muo anav
Le ivotinje ando paj

e braka | o sap | o oktopuso | o kito

e ajkula | e karavdi
Muo anav
Amende ande tala

O Bakro s jek baxtalo avoo. Naj vov i jeg data
korkoo kana avel katar e kola khre.
S les duj ukel. O jek akhardol Parno aj o aver akhardol
Kalo. S les vi i jek mca. O Bakro akaharel la
Sovljardije, k e Sovljardi kamel te sovel antrego djes.
Ande tala s les i jek gurumni. La akharen la Milka.
E dej duel la duvar djesestar. Svako djes s le len sveo
thud. Katar o thud krel leski dej iral thaj kajmako.
Pe tomna bijandja e Milka jek cno vicelo. Les den les
muj Cneja. S len i duj guruva haj jek gras. Maj s len
i de khanja. Svako djes kana avel o Bakro katar e kola
khre, al vov te idel sa le khanjeng an.
Sas len numa jek bano kaj akharenas les Opre-Tele.
O Bakro po kak data darajlo lestar. Numa o Opre-Tele
isar i xutelas pe l manua.
O Bakro dikhl voljasa pesk
ivotinjen, k s les les
kasa te khlel pesk.
Muo anav
Amende ande tala

Ramosar le atvetur!
Sar akhardol e mca?
E __________ akhardol _______________.
Sar akhardol e gurumni?

E __________ akhardol _____________.
Kazom khanja s len?

Len s len _______ _____________.
Sar akhardol o bano?

O ___________ akhardol ______________.
Sar akhardol la Milkako vicelo?

La Milkako __________ akhardol _______________.
o vo
le voa
e luludi
le luludja
e ar
le arja
e kmpo
le kmpur
o kano
le kane
e eko
le ekur
o more
le morija
o ba
le ba
e patrin
le patrja
e ik
le ika
e iaj
o iaj
e krjanga
le kren
o paj
le paja
e plaj
le plaja
e stana
le stane
o ka
le ka
e phuv
le phuvja
Topic (CFR): HOBBIES AND THE ARTS
Sub-topic 01: Hobija thaj aktivitetur Hobbies and activities
Connected main themes in the CFR: Myself and my family

Skill
vant descriptors in the language grid (can do) OR I can statements:
Can recognize and understand the basic words for sports and other outdoor activities, personal hobbies
and interests, and activities such as drama, learning music and performing.
Can recognize and understand the words for the music, songs and dances that are typical of Roma
celebrations.
Can recognize and understand the words for leisure activity of the home such as card games, telling
riddles etc.
Can recognize and understand the words for activities typical of the circus and other public
performances.
Can recognize and understand the words for sports, hobbies and other activities when they appear on
flashcards, posters or in simple text.
Can recognize and understand the words for songs and dances, typical leisure activities of the home,
and performance activities when they appear on flashcards, posters or in simple text.
Can recognize the words for sports that are relevant to his/her life (e.g. boxing, football, skating, etc.).
Can use gestures, mime, key words and simple phrases/sentences to indicate likes and dislikes in
hobbies or other activities.
Can use key words and simple phrases/sentences to reply to questions about hobbies, competitions or
bc
other activities which he /she has experienced (e.g. sporting event, film, etc.).
Can use gestures, mime, key words and simple phrases/sentences to indicate hobbies, competitions or
other leisure activities in which he/she has participated.
b
Can name the activities that he/she enjoys outside school.

Can name the activities in which he/she participates in the home or community.
Can copy or write the words for dierent hobbies and activities that take place in school or aer school.
Can copy or write the words for dierent leisure activities of the home or activities which relate to
performing.

Language passport: Design Activity 15 page 34 Level A1 Language Portfolio
Dossier: Worksheet 02 to 06, 08 Activities 03 and 14 page 42
Vocabulary| Sub-topic 01: Hobija thaj aktivitetur

Active
khlel futbalo, koarka,
to play football, basketball,
i kamel isar
to not like something at all
videosk khlimata,
video games,
i kamel
to not like
hokej
hockey
o/e antrego
the whole
al ka baleto
to go to the ballet
jo maj ukar/nk maj ukar
even more beautiful, even beer
al ka ando kino
to go to the cinema
pa
from/about
crtil/crtol
to draw
i, vi
also
plivil
to swim
ando parko
at the park
djilabal
to sing
o golo, le golur
the gate(s), the goal(s)
djilabal ando/ande
to play (instrument)
amare
our
o klaviri
the piano
le narodne khlimata/o folkloro
folklore
e harmonika
the accordion
slikuil
to take photographs
o saksofono
the saxophone
glumil
to act
e gitara
the guitar
e muziko kola
the music school
e klarineta
the clarinet
djilabal ande lavuta
to play the violin
o djesi
the drums
pe informatika
about informatics
o drugari/o vortako
the friend (male)
e grupa
the group, the band
e drugarica/e vorteina
the friend (female)
o kontrabaso
the double bass
aunel muzika
to listen to music
al te astarel mae
to go fishing
itol knjige
to read books
astarel
to catch
glumil ando teatro
to act at the theatre
savon s len kak hobi
everyone has a hobby
ando plivimasko bazento
at the swimming pool
savon s len kak hobi
My/your hobby is
o maj drago hobi
the favourite hobby
Savo s muo/iro hobi?
What is my/your hobby?
e maj drago knjiga
the favourite book
e klasa
the class
maj but kamel
to like something best
aver
other
Grammar
Active
Passive

Simple word order: noun-verb-object
Present tense
Prepositions: in, to, into
Singular - plural
Teaching activity 01 | Sub-topic 01: Hobija thaj aktivitetur Card game 1

b | SF*: I

01.
02.
03.
04.
05.
06.
07.
08.
Preparation: Print, laminate and cut out picture and word cards.
correct answer.
Steps 02 to 06 can be repeated several times until the children can match all cards correctly (= memorising).
to name. If necessary, the teacher can say the words first and the children repeat the words in unison.

e teacher spreads out the picture cards (worksheet 01) on the floor..
e teacher says: Muo hobi s te pliviv, and points at the correct picture card.
e teacher now asks one of the children: Savo s iro hobi?.
e child answers: Muo hobi s te pliviv and points at the correct picture card (if the child only responds with
one word, then the teacher helps him/her to form a complete sentence.).
06. Now the teacher asks the next child: Savo s iro hobi?.
01.
02.
03.
04.
05.

Duration: 35 min | Skill: a
e | SF: I | ELP: p. 42
Mat./Res.: Picture and word cards worksheet 01, magnets or sticky tape
01.
02.
03.
04.
05.
06.
07.
Note: Activity 03 is recommended to be subsequent to activity 01 or 02.

e teacher hands out the picture cards (worksheet 01) to the children and keeps the word cards.
e teacher reads out the first card and displays it on the blackboard.
e teacher asks the children who has the card corresponding to this word.
e child who has the correct picture card aaches it next to the word card on the blackboard.
e teacher reads out the second word card and also aaches it to the blackboard.
is procedure is repeated until all word and picture cards have been matched.
Finally the children add the new words to the Language Portfolio (p. 42).
Teaching activity 04 | Sub-topic 01: Hobija thaj aktivitetur Reading comprehension Savon s len kak hobi
e | SF: I, P | Dossier
Mat./Res.: Reading comprehension worksheet 02

01.
02.
03.
04.
05.
e teacher hands out the reading comprehension Savon s len kak hobi.
e teacher asks the children to read through the text quietly once.
en the children read out one paragraph aer the other. Together, they discuss the content.
e teacher asks the children to work in pairs and to highlight all hobbies/activities that occur in the text.
en the children tell the teacher the words they have highlighted. e teacher writes the words on the
blackboard to check them.
06. e text is added to the Dossier.
Teaching activity 05 | Sub-topic 01: Hobija thaj aktivitetur Miming
Duration: 30 min | Skill: bc | SF: I, G
01.
02.
03.
04.
05.

e teacher stands at the centre of the circle and mimes a hobby, for example swimming.
en he/she asks the children: Savo s muo hobi?.
e children reply if they respond only with one word (te plivis), then the teacher helps them to form a
Now one of the children steps into the centre, mimes a hobby and asks: Savo s muo hobi? e child selects
another child who then replies.
06. If the childs answer is correct (e.g. iro hobi s te djilabas ando saksofono, ande harmonika), then he/she is next
to mime yet another hobby.
07. e game is continued until all children have had a turn.
Teaching activity 06 | Sub-topic 01: Hobija thaj aktivitetur Gap fill exercise Savon s len kak hobi
Duration: 20 min | Skill: a e | SF: I | ELP: Dossier
01.
02.
03.
04.
05.
e teacher hands out the gap fill exercise Savon s len kak hobi.
One of the children reads out the task and explains it.
e children read the text by themselves and try to complete it.
en the text is read aloud together.
Teaching activity 07 | Sub-topic 01: Hobija thaj aktivitetur Muo maj drago hobi
| SF: I

01.
02.
03.
04.
05.
06.

e teacher says: Me maj but kamav te pliviv. and shows the corresponding picture card.
en the teacher says: Me i kamav te crtiv isar! and again shows the corresponding picture card.
en the teacher asks a child to say what he/she likes and what he/she does not like.
e child answers for instance: Me maj but kamav te khlav futbalo, numa i kamav te khlav koarka isar!.
and points at the corresponding picture cards (if the child only responds with one word, then the teacher helps
him/her to form a complete sentence).
Teaching activity 08 | Sub-topic 01: Hobija thaj aktivitetur Me kamav Me i kamav

Mat./Res.: Colouring pens, worksheet 04

01.
02.
03.
04.
05.

e teacher hands out the worksheet Amare hobija.
e teacher asks a child to read out the heading and the task.
e task is discussed together: Draw your favourite hobby and a hobby that you do not like.
Aer the children have completed their drawings, they take their worksheet and sit in a circle.
e teacher asks one child aer another to show his/her picture and to explain it, for example Me maj but
kamav te khlav futbalo, numa i kamav te khlav koarka isar!Once all children have presented their
pictures, the teacher asks them to aach the drawings to the wall.
Teaching activity 09 | Sub-topic 01: Hobija thaj aktivitetur Dynamic memory

| SF: G

01. e teacher selects three children who play dynamic memory against each other.
02. e other children get word or picture cards (worksheet 01 Hobija thaj aktivitetur) aached to their backs.
03. e children with cards on their back move freely across the classroom, while the three seekers try to find pairs
(matching word and picture cards).
04. If a seeker has found a pair, then the pair joins him/her (holding on to his/her t-shirt).
05. e game is over when all matching picture and word cards have been found.
06. Whoever has found the most pairs is the winner.
07. e game is repeated with other seekers.
Teaching activity 10 | Sub-topic 01: Hobija thaj aktivitetur Worksheet Me kamav
01.
02.
03.
04.
05.
e teacher hands out the worksheet Me kamav.

e teacher asks one child to read out the heading and the task.
Together, the task is discussed: Complete the sentences. e first sentence is completed together.
then the children continue in pairs.
e results are compared. e children read out the sentences and the teacher writes the missing words on the
blackboard.
Teaching activity 11 | Sub-topic 01: Hobija thaj aktivitetur Worksheet Me i kamav
01.
02.
03.
04.
e teacher hands out the worksheet Me i kamav.

Together, the task is discussed: Complete the sentences. e first sentence is completed together.
en the children continue on their own.
e results are compared. e children exchange their worksheets with the child siing next to them. eir
neighbour corrects the worksheet. e teacher writes the missing words on the blackboard.
Teaching activity 12 | Sub-topic 01: Hobija thaj aktivitetur Card game Vov/Voj kamel/Vov/voj i kamel
Duration: 30 min | Skill: b | SF: I | ELP: Dossier
01. e teacher asks the children to take one of the drawings that is not theirs o the wall
(see activity 08 Me kamav , Me i kamav ).
02. e children sit in a circle, the teacher explains the task: Introduce your classmates drawing.
03. The teacher gives an example: She shows a drawing and says: O Marko maj but kamel te khlel futbalo, numa
vov i kamel te djilabal isar!.
04. One child aer the other presents a picture.
Teaching activity 13 | Sub-topic 01: Hobija thaj aktivitetur Listening comprehension E Papin
Duration: 30 min | Skill: a | SF: I, P
Mat./Res.: Listening comprehension worksheet 07, CD-player
01. e teacher plays the listening comprehension E Papin wice, the children listen.
understand.
translates them.
05. e group discusses the content of the audio together with the teacher (focus on the activities).
06. Finally, the children listen to the dialogue once again.
Teaching activity 14 | Sub-topic 01: Hobija thaj aktivitetur Reading comprehension E Papin
e | SF: I, G | ELP: p. 42, Dossier

e teacher hands out the reading comprehension E Papin.
en, the children work in pairs and highlight the activities in the text.
Once everybody has finished, each group names a word or an activity that have been highlighted. e teacher
writes the words on the blackboard. Together, the words are translated.
05. en the text is once again read aloud together.
01.
02.
03.
04.
Teaching activity 15 | Sub-topic 01: Hobija thaj aktivitetur: Language Biography

Mat./Res.: Page 36 Level A1 Language Portfolio
Preparation: e teacher designs page 36 Level A1 of the Language Biography according to his/her preferences.
Lesson plan 01 | Topic: Our hobbies

TA-Nr.: 05 | Learning objectives: Talking about hobbies I (do not) like
Duration: 30 min | Skill: bc | SF: I, G
01.
02.
03.
04.

e teacher stands at the centre of the circle and mimes a hobby, for example swimming.
en he/she asks the children: Savo s muo hobi?.
e children reply if they respond only with one word (te plivis), then the teacher helps them to form
complete sentence: iro hobi s te plivis.
05. Now one of the children steps into the centre, mimes a hobby and asks: Savo s muo hobi?. e child selects
another child who then replies.
06. If the childs answer is correct (e.g. iro hobi s te djilabas ando saksofono, ande harmonika, ). en he/she is
next to mime yet another hobby.
07. e game is continued until all children have had a turn.
TA-Nr.: 07 | Learning objectives: Geing to know the dierence between mine and yours
Duration: 20 min | Skill: a | SF: I
01.
02.
03.
04.
05.
06.

e teacher says: Me maj but kamav te pliviv and shows the corresponding picture card.
en the teacher says: Me i kamav te crtiv isar! and again shows the corresponding picture card.
en the teacher asks a child to say what he/she likes and what he/she does not like.
e child answers for instance: Me maj but kamav te khlav futbalo, numa i kamav te khlav koarka isar!.
and points at the corresponding picture cards (if the child only responds with one word, then the teacher helps
him/her to form a complete sentence).
Lesson plan 02 | Topic: E Papin

TA-Nr.: 13 | Learning objectives: Understanding the content of a story
Duration: 30 min | Skill: a | SF: I, P | ELP: p. 42, Dossier
Mat./Res.: Listening comprehension worksheet 07, CD-player
01. e teacher plays the listening comprehension E Papin twice, the children listen.
understand.
translates them.
05. e group discusses the content of the audio together with the teacher (focus on the activities).
06. Finally, the children listen to the dialogue once again.
TA-Nr.: 14 | Learning objectives: Directed reading/recognising key vocabulary in a story
e | SF: I, P | ELP: p. 42, Dossier

01.
02.
03.
04.
e teacher hands out the reading comprehension E Papin.

en, the children work in pairs and highlight the activities in the text.
Once everybody has finished, each group names a word or an activity that they have highlighted.
e teacher writes the words on the blackboard. Together, the words are translated.
05. en the text is once again read aloud together.
Muo anav
te khlav
futbalo
te aunav
muzika
te khlav
videosk
khlimata
te av pe
kuglana
te djalabav
ando
saksofono
te
crtiv
te av ka
baleto
te djalabav
ande
klarineta
te djalabav
ande
violina
te itov
knjige
te
djalabav
te khlav
hokej
te djalabav
ande
harmonika
al te
astarel
mae
te glumiv
ando teatro
te djalabav
ande gitara
te djalabav
ando djesi
te djalabav
ando
klaviri
te khlav
koarka
te av ando
kino
te
pliviv
Muo anav
Savon s len kak hobi

Muo anav s SUZI. Man s ma inja br. Jek data kurkstar
av mua klasasa ando plivimasko bazento te pliviv. Kodo s
muo maj drago hobi.
Muo anav s MELISA. Man s ma oxto br. Me maj but
kamav te djilabav. Anda kodja av svako dujto djes mue
dadesa ka jek uitelica, te skavel ma sar te djilabav nk
maj ukar.
Muo anav s ALMIR. Man s ma d br. Muo hobi s te
khlav futbalo. Me av svako djes ando parko. Kote khlav
antrego djes mue vortakonca futbalo. Arjat dem tar golur.
Muo anav s MAKSI. Man si ma inja br. Muo hobi s te
itov knjige. Mu maj ukar knjiga s o Spajdermen.
Muo anav
Savon s len kak hobi

Ramosar kote kaj pasuil!
Muo anav s SUZI. Man s ma inja br. Jek data kurkstar
av mua klasasa ando plivimasko bazento te ___________.
Kodo s muo maj drago hobi.
Muo anav s MELISA. Man s ma oxto br. Me maj but
kamav te ____________. Anda kodja av svako dujto djes
mue dadesa ka jek uitelica, te skavel ma sar te djilabav
nk maj ukar.
Muo anav s ALMIR. Man s ma d br. Muo hobi s te
khlav_________. Me av svako djes ando parko. Kote
khlav antrego djes mue vortakonca futbalo. Arjat dem tar
golur.
Muo anav s MAKSI. Man si ma inja br. Muo hobi s te
___________ knjige. Mu maj ukar knjiga s o Spajdermen.
itov
av
viv
plipvliin
av
b
l
a
ddji
futbalo
fudbali
Muo anav
Amare hobija
Crtisar savo hobi s

tuk maj drago!
Crtisar savo hobi

i kames isar!
Muo anav
01
Me kamav
02
Ramosar maj dur so tu but kames!

03
01) Me but kamav ___________________.

02) Me but kamav ___________________.
03) Me but kamav ___________________.
04
04) Me but kamav ___________________.

05) Me but kamav ___________________.
06
06) Me but kamav ___________________.
05
07) Me but kamav ___________________.

08) Me but kamav ___________________.
07
09) Me but kamav ___________________.

10) Me but kamav ___________________.
11) Me but kamav ___________________.
08
12) Me but kamav ___________________.

09
10
12
11
Muo anav
01
Me i kamav
02
Ramosar maj dur so i kames isar!

03
01) Me i kamav isar ___________________.

02) Me i kamav isar ___________________.
03) Me i kamav isar ___________________.
04
04) Me i kamav isar ___________________.

05) Me i kamav isar ___________________.
06
06) Me i kamav isar ___________________.
05
07) Me i kamav isar ___________________.

08) Me i kamav isar ___________________.
07
09) Me i kamav isar ___________________.

10) Me i kamav isar ___________________.
11) Me i kamav isar ___________________.
08
12) Me i kamav isar ___________________.

09
10
12
11
Muo anav
E Papin
E Papin al ande 3. razredo. La s la but drugarice. Kana
von arakhadon ando parko, athoska kren svato so krde
von antrego kurko. E Papin al pesk svako paratuj te
khlel baleto thaj svako savato al i te khlel narodne
khlimata.
Laki drugarica e Vera, zurales kamel te slikil aj svako
tetradji al voj ande muziko kola. Voj siol te djilabal
ande lavuta, k antrego laki familja djilabalas ande lavuta.
O Zdenko khlel futbalo. Kana avel vov ando parko khani
aver i kamel, numa kamel te khlen lesa lesk drugarja
futbalo.
O Patrik al svako paratuj pe informatika thaj ande jek
grupa djilabal vov i ando kontrabaso.
O Pantantura al pesk paposa te astarel mae. Les
akharen les i Koki. Po kak data ben von kote skoro tar
asur haj i astaren i jek mao.
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511678-LLP-1-2010-1-AT-KA2-KA2MP

ROMANI TEACHING MATERIALS

Marcus Wiesner, Barbara Schrammel-Leber, Ernedina Muminovi

MYSELF AND MY FAMILY

THE HOUSE AND ITS ACTIVITIES

ROMA CRAFTS AND OCCUPATIONS

FESTIVALS AND CELEBRATIONS

TRANSPORT AND TRAVEL

FOOD AND CLOTHING

SEASONS AND WEATHER

NATURE AND ANIMALS

HOBBIES AND THE ARTS

Working with the CFR Learning objectives

Relevant descriptors in the language grid (can do) OR I can statements:

Can find his/her name on a class/teamlist.

Can make a short incomplete statement about h/herself or family structure

Can copy or write his/her name, address, name of school.

Working with the ELP

Vocabulary| Sub-topic 01: Introducing myself

Who are you?

Vocabulary| Sub-topic 02: My friends

he/she is, I am, you are

vov/voj s, vov/voj sas

he/she is, he/she was

Vocabulary| Sub-topic 03: My family

djilabal, baavel, baalel

Vocabulary| Sub-topic 04: My body

man (the human being)

the mouth, the face

jek data, du-, tri-, tar var

once, twice, three times, four times

he/she shall dance, play

the small one

Teaching activity 01 | Sub-topic 01: Introducing myself Introduction ball game

*SOCIAL FORM (SF): group work G | partner work P | individual work I

Teaching activity 03 | Sub-topic 01: Introducing myself Collage of names

Mat./Res.: Worksheet 01, photographs, collage of flowers, drum

Teaching activity 04 | Sub-topic 01: Introducing myself ELP Kava/kaja sm me.

| SF: I, P, G | ELP: dossier

| SF: I, G, P | ELP: dossier

| SF: G | ELP: dossier

| SF: I | ELP: dossier

Mat./Res.: Worksheet 05/page 1, crayons

Teaching activity 12 | Sub-topic 04: My body Gap text O cno

e | SF: G | ELP: dossier

Mat./Res.: Worksheet 05/page 2

e | SF: I, P | ELP: dossier

Teaching activity 14 | Sub-topic 04: My body Gap text Khlas

| SF: P | ELP: dossier

a b | SF: I, G | ELP: dossier

Lesson plan 01 | Sub-topic 01: Introducing myself Muo anav My name

Mat./Res.: Worksheet 01, photographs, collage of flowers, drum

Lesson plan 02 | Sub-topic 04: My body

e b | SF: I | ELP: dossier

Mat./Res.: Worksheet 05/page 1, crayons

Maj mitoo, bibijo!

Maj najis mui ejo!

So trobul tu, mu ejo?

Dali s o Marko khre?

Khre lo. Ajde, av-tar andr.

Maj mitoo, bibijo!!

Maj najis mui ejo!

Me _______ e Suzi, le Markoski vorteina!