Académique Documents
Professionnel Documents
Culture Documents
Kalderash_Secondary_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:
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:
Kalderash_Secondary_A1_AT_eng
Unit 01
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
Sub-topic 3:
Sub-topic 4:
Unit 02
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
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:
Unit 05
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
Sub-topic 3:
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:
Unit 08
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
Unit 09
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
Unit 10
Topic (CFR):
Sub-topic 1:
Sub-topic 2:
Sub-topic 3:
Sub-topic 4:
Unit 11
Topic (CFR) :
Sub-topic 1:
p. 3
p. 20
p. 43
p. 66
p. 86
p. 108
p. 129
p. 151
p. 173
p. 191
p. 214
Kalderash_Secondary_A1_AT_eng
Kalderash_Secondary_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
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 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.
Kalderash_Secondary_A1_AT_eng_unit-01 | 3
I am
Kon san?
Maj mitoo!
Hello!
Kon s o/e ?
Who is he/she ?
dali
if
Kon?
Who?
muo, mu
my
So?
What?
Markoski, Markosko
Markos (possessive)
o/e
he/she
but
much/many
les
him
sas les
he had
Passive
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
to make music
o dand
the tooth
s ma
he/she has
o puno
the foot
jek, duj
one, two
o muj
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
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
Kalderash_Secondary_A1_AT_eng_unit-01 | 4
Passive
o/e
vov/voj sas
sas les/sas la
but
les
putrel
hurjal/urjal
khlel
manca
puel
e evoi
o vortako/odrugari
e vorteina/e drugarica
e bibi
bibijo!
va
the (m/)
he/she was
he/she had
much, many
him
to open
to fly
to dance
with me
to ask
the lile girl
the friend (m)
the friend ()
the aunt
Anrede r eine
ltere Frau
yes
skavel
e phabaj
vazdel
mek khlel
al
tele
i ka, i kaj
cno
o cno
khre lo
trobul
vaj
numa
e oa
kodo, kodi
kado, kadi
andr
to show
the apple
to pick something up
he/she shall dance, play
to walk
below, down
until
small
the small one
er ist zuhause
need, msut
or
only, but
he dress, the skirt
this, these
this, these (here)
in, inside
Grammar
Passive
Personal pronouns: me, tu, Interrogative: Kon?, Auxiliary: sm, san, (I am, you are, )
Verbs in present tense, Simple sentences (subject, verb, object)
Kalderash_Secondary_A1_AT_eng_unit-01 | 5
01.
02.
03.
04.
Preparation: e teacher takes a photo of each child and prints them, or the children bring a photo of
themselves with them.
e teacher asks the children to form two equally sized groups (ideally five children per group).
Each group is given a poster and photos of the children. ey are asked to design a poster with their photos
and to write their name below each photo. e teacher then displays the posters on the wall.
e teacher asks the children to stand next to their poster and asks one child aer the other: Ko hijan tu?.
Each child replies with Me sm and points at his/her photo on the poster.
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
Mat./Res.: Worksheet 01
01. Teacher reads the dialogue of worksheet 01 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.
Kalderash_Secondary_A1_AT_eng_unit-01 | 6
Teaching activity 07 | Sub-topic 02: My friends Gap text: Muo vortako/mu vorteina
Duration: 20 min | Skill: e bc d
Mat./Res.: Worksheet 02
Note: is activity can only be done subsequently to activity 6.
01. Teacher hands out gap of worsheet 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 Illustrating Mlo amal/mli amalin
Duration: 30 min | Skill: e | SF: G
Mat./Res.: Poster, colouring pens, sticky tape
Note: Activity 08 is recommended to be subsequent to activity 07.
01. e children form groups of four.
02. Each group is given a poster. e teacher explains the task: Draw a scene from the previously discussed
dialogue Muo vortako/mu vorteina.
03. e finished posters are displayed on the wall.
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
Duration: 20 min | Skill: a d
Mat./Res.: Worksheet 03
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.
Kalderash_Secondary_A1_AT_eng_unit-01 | 7
Mat./Res.: Worksheet 05
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.
Mat./Res.: Worksheet 06
01. Teacher hands out the gap text Khlas (worksheet 06) 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
Mat./Res.: Worksheet 07
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.
Kalderash_Secondary_A1_AT_eng_unit-01 | 8
Mat./Res.: Worksheet 08
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.
| SF: I, P
01.
02.
03.
04.
05.
Preparation: e teacher takes a photo of each child and prints them, or the children bring a photo of
themselves with them.
e teacher asks the children to form two equally sized groups (ideally five children per group).
Each group is given a poster and photos of the children. ey are asked to design a poster with their photos
and to write their name below each photo.
e teacher then displays the posters on the wall.
e teacher asks the children to stand next to their poster and asks one child aer the other: Kon san tu?.
Each child replies with Me sm and points at his/her photo on the poster.
Kalderash_Secondary_A1_AT_eng_unit-01 | 9
Kalderash_Secondary_A1_AT_eng_unit-01 | 10
Muo anav
Muo vortako/
mu vorteina
haj:
Daj:
haj:
Me sm e Suzi, le Markoski
vorteina!
Daj:
ejo:
Dej:
me muaoko
t
& vor
Kalderash_Secondary_A1_AT_eng_unit-01 | worksheet 01 | 11
Muo anav
Muo vortako/
mu vorteina
ejo:
Dej:
ejo
Dej:
ejo:
Dej:
sm
san
sm
av-tar
Kalderash_Secondary_A1_AT_eng_unit-01 | worksheet 02 | 12
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.
Kalderash_Secondary_A1_AT_eng_unit-01 | worksheet 03 | 13
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_Secondary_A1_AT_eng_unit-01 | worksheet 04 /1 | 14
O cno
Muo anav
S ma ____ vas(t).
S ma____ nakh.
S ma ____ naja.
S ma ____ pune.
S ma ____ phike.
S ma ____ ib.
Muo anav
Khlas
Jek data, du var, tut puav,
tri var, tar var, ame khlas.
Vazde opre e vastoa,
skav mang phabaja.
Jek data, du var, tut puav,
tri var, tar var ame khlas.
a tele i ka l pune,
mek khlen ire phike.
Jek data, du var, tut puav,
tri var, tar var ame khlas.
Puter numa e vastoa,
te urjas tu manca.
Kalderash_Secondary_A1_AT_eng_unit-01 | worksheet 05 | 16
Muo anav
Khlas
Jek data, du var, tut puav,
tri var, tar var ame khlas.
Vazde opre e _____,
skav mange phabaja.
Jek data, du var, tut puav,
tri var, tar var ame khlas.
a tele i ka _____,
mek khlen ire ______.
Jek data, du var, tut puav,
tri var, tar var, ame khlas..
Puter numa e ______,
te urjas tu manca.
vastoa
pune
phike
vastoa
Kalderash_Secondary_A1_AT_eng_unit-01 | worksheet 06 | 17
Muo anav
o papo
e mami
o papo
o dad
e mami
e dej
Kalderash_Secondary_A1_AT_eng_unit-01 | worksheet 07 | 18
Muo anav
Ame
Mu dej man hulavel.
Muo dad ukar o inel.
Mui phej mang djilabal.
Muo phral mang baalel.
Kalderash_Secondary_A1_AT_eng_unit-01 | worksheet 08 | 19
Kalderash_Secondary_A1_AT_eng_unit-02
Topic (CFR): THE HOUSE AND ITS ACTIVITIES
Sub-topic 01: Le brojur Numbers
Sub-topic 02: Muo khr/stano My house/flat
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.).
bc
Can give single word or very brief answers to basic questions about his/her home.
Can give a telephone number.
Can copy or write words and simple phrases or sentences for parts of the home and items
in the house.
muo/o brojo
my/your number
Sar/savo s ?
What/which is ?
Passive
So kam kres tehara?
muo/o brojo
my/your number
Kalderash_Secondary_A1_AT_eng_unit-02 | 20
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
o colo
the carpet
e budara, o WC
o regali knjigengo
the bookshelf
le avongi soba
e televizija
the television
o hodniko
the hallway
peglol le gada
to iron
e vazna
the vase
sovel
to sleep
le oja
itol
to read
o kredenco
pekel (kolaija)
to bake (biscuits)
o bov
the stove
o prezime
the surname
o friideri
the refrigerator
Katar aves?
e tigaja
the pan
Kaj bes?
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 ?
mu mami
my grandma, my grandmother
e saritorka, e uiteljica
the teacher
Grammar
Active
Passive
Future tense
Kalderash_Secondary_A1_AT_eng_unit-02 | 21
bc e | SF: G, I | ELP: p. 44
bc | SF: I, P, G
Mat./Res.: Worksheet 02
01.
02.
03.
04.
05.
06.
07.
08.
09.
10.
Kalderash_Secondary_A1_AT_eng_unit-02 | 22
Mat./Res.: Worksheet 05
01.
02.
03.
04.
05.
06.
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.
e | SF: G, I | ELP: p. 44
Kalderash_Secondary_A1_AT_eng_unit-02 | 23
Mat./Res.: Worksheet 07
01.
02.
03.
04.
05.
Mat./Res.: Worksheet 08
01. e teacher hands out the worksheet and asks the children to complete the boxes with the correct numerals.
02. en the answers are compared. e teacher writes the numerals on the blackboard once again so that the
children can check their spelling.
03. e worksheet is added to the Dossier.
Teaching activity 10 | Sub-topic 02: Muo khr/stano Dialog Kaj bes?
Duration: 30 min | Skill: d
Mat./Res.: Worksheet 09
01.
02.
03.
04.
05.
06.
07.
08.
09.
10.
Kalderash_Secondary_A1_AT_eng_unit-02 | 24
01.
02.
03.
04.
05.
06.
01.
02.
03.
04.
Preparation: Choose worksheets and photocopy 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 on the childrens progress.
e teacher gives each child a sheet in which each workstation is noted.
He/she explains workstations 01 to 05.
Each child has to complete at least three workstations the faster ones may do even more.
Once a workstation is completed, the teacher stamps the childs sheet.
Kalderash_Secondary_A1_AT_eng_unit-02 | 25
bc e | SF: G, I | ELP: p. 42
Mat./Res.: Worksheet 08
01. e teacher hands out the worksheet and asks the children to complete the boxes with the correct numerals.
02. en the answers are compared. e teacher writes the numerals on the blackboard once again so that the
children can check their spelling. e worksheet is added to the Dossier.
Lesson plan 02 | Sub-topic 02: Muo khr/stano Kaj bes?
TA-Nr.: 10 | Learning objectives: Understanding a text step by step.
Duration: 30 min | Skill: d
Mat./Res.: Worksheet 09
01.
02.
03.
04.
05.
06.
07.
08.
09.
Mat./Res.: Worksheet 10
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.
Kalderash_Secondary_A1_AT_eng_unit-02 | 26
10 11
12 13 14 15
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 01 | 27
nula
jek
duj
trin
tar
pan
ov
ea
oo
inja
de
deujek
deuduj
deutrin
deutar
deupan
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 02 | 28
16 17 18 19
20 21 22 23
24 25 26 27
28 29 30
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 03 | 29
deuov
deuea
deuoo
deuenja
bi
biujek
biuduj
biutrin
biutar
biupan
biuov
biuea
biuoo
biuenja
trijanda
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 04 | 30
Muo anav
Suzana:
Zlata:
Suzana:
Zlata:
Suzana:
Zlata:
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 05 | 31
Muo anav
Muo khr/stano
So s kava?
e kujna
o kupatilo
le sovimask
o hodniko
o WC
e dnevno soba
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 06 | 32
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
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 07 | 33
Muo anav
Le avongi soba
So s tu ande i soba?
Ande mu soba s ma !
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 08 | 34
Muo anav
So s kava?
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 09 | 35
Muo anav
So kren khre?
itosar thaj crtisar!
1.
l le gada.
Mu dej peglo
2.
el kolaija.
Mui mami pek
3.
le urnalur.
Muo dad itol
4.
el.
Muo papo sov
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 10 | 36
Muo anav
Ramosar le brojur
1
10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
jek
duj
pan
oxto
inja
biutrin
biutar
deujek
deefta
deuov
trijanda
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 11 | 37
Muo anav
Kaj bes?
Saritorka:
Zlata:
Saritorka:
Zlata:
Me sm katar e Srbija.
Saritorka:
Zlata:
Saritorka:
Zlata:
Zlato, katar
san?
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 09 | 38
Muo anav
Kaj bes?
Saritorka:
Zlata:
Saritorka:
Draga:
Me sm ______ e Srbija.
Saritorka:
Zlata:
Saritorka:
Zlata:
foro
gav
phuv
prezime
bav
katar
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 10 | 39
Muo anav
Kvizo
Sar s o anav?
Muo anav s ___________.
Sar s o prezime?
Muo s ____________.
Kaj bes?
Me bav ando/ande ____________.
Sar s o
telefonosko
brojo?
Katar san?
Me sm katar o/e____________.
Sar s i adresa?
Mu adresa s ______________________.
Sar s o telefonosko brojo?
Muo telefonosko brojo s _______________.
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 11 | 40
Muo anav
Mui kola
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 12 | 41
Muo anav
Mue stanice
Stanicako brojo
peato
1.
2.
3.
4.
5.
Kalderash_Secondary_A1_AT_eng_unit-02 | worksheet 13 | 42
Kalderash_Secondary_A1_AT_eng_unit-03
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
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.
Kalderash_Secondary_A1_AT_eng_unit-03 | 43
the police
dikhl
to see, to watch
e bolnica, o pitali
the hospital
bel
to sit
e pota
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
cno
small
o brego, o plaj
the mountain
i luludji
the flower
e mahala
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
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
al
to go
khlel pesk
to play
puel
to ask
sovel
to sleep
Najis!
ank you!
plivil, najol
to swim
Najis tuk/tumeng!
khlel futbalo
to play football
Devlesa!
good-bye
djlabal, baavel
to make music
djlabal
to sing
arsel
to arrive
pijel/pel
to drink
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
Kalderash_Secondary_A1_AT_eng_unit-03 | 44
o semaforo
nakhl
to cross
me
i nakhel
to not cross
o peako prelazo
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?
b e | SF*: I | ELP: p. 44
Kalderash_Secondary_A1_AT_eng_unit-03 | 45
| SF: I, G
| SF: I
Mat./Res.: Worksheet 02
Note: is activity can only be done subsequently to activity 03.
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.
Mat./Res.: Worksheet 03
01.
02.
03.
04.
Kalderash_Secondary_A1_AT_eng_unit-03 | 46
Preparation: Ask the children to bring along a photo of their favourite place.
e teacher hands out the worksheets and asks one child to read out the task.
He/she asks what their task is and, if necessary (if the children are unsure), explains the worksheet.
e children glue the photo of their favourite place onto the worksheet and try to complete the sentences.
en the children sit in a circle.
Each child presents his/her picture and reads out his/her sentences.
b e | SF: I
Mat./Res.: Worksheet 07
Preparation: Arrange desks in a paern resembling a simple road map (see worksheet 04). 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.
Kalderash_Secondary_A1_AT_eng_unit-03 | 47
e | SF: G, P | ELP: p. 44
Mat./Res.: Worksheet 08
01. e children are given the worksheet about the poem O semaforo and try to complete it.
02. en they check their answers together and the teacher writes the words on the blackboard.
03. e new words are added to the ELP (p. 44).
Teaching activity 11 | Sub-topic 02: Le trafikosk smnur Field trip Trac signs
Duration: 50 min | Skill: d
a | SF: G
Mat./Res.: Worksheet 09
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 13 | Sub-topic 01: Thana thaj khra Plakat Le thana
Duration: 50 min | Skill: d
e | SF: I, G | ELP: p. 44
Mat./Res.: Worksheet 10, 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. 44).
Kalderash_Secondary_A1_AT_eng_unit-03 | 48
b bc | SF: G, I, P
Mat./Res.: Worksheet 12
01.
02.
03.
04.
05.
06.
07.
08.
09.
10.
b bc | SF: G
Mat./Res.: Worksheet 13
01.
02.
03.
04.
Lesson plan 01 | Sub-topic 01: Thana thaj khra Places and buildings
TA-Nr.: 02 | Learning objectives: Geing to know places.
Duration: 35 min | Skill: d
| SF: G, I | ELP: p. 42
Kalderash_Secondary_A1_AT_eng_unit-03 | 49
Lesson plan 02 | Sub-topic 01: Thana thaj khra - Dierent places, dierent activities
TA-Nr.: 13 | Learning objectives: Geing to know verbs and using them correctly. Practicing pronunciation.
Duration: 50 min | Skill: d
Mat./Res.: Word cards worksheet 10, word cards worksheet 11, poster, glue, scissors
01.
02.
03.
04.
05.
06.
Preparation: Cut out word cards (worksheet 10) and glue them to a poster. Put the poster up on the wall or the
blackboard.
e words on the poster are read out together. eir meaning is discussed.
e teacher hands out worksheet 11. e meaning of the verbs on the worksheet is discussed (supported by
gestures if necessary).
e teacher asks children to cut out the individual words on worksheet 11 and to write their first name next to
each word.
en the children try to match the cut out verbs with the terms on the poster by sticking them in the right
position.
Once everybody has finished, the teacher checks the answers (the children who have made a mistake may try
again with the help of the other children).
e new verbs are then added to the ELP (p. 44) and the poster is displayed in the classroom.
Kalderash_Secondary_A1_AT_eng_unit-03 | 50
Muo anav
the
post oce
e
pota
the
church
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
selement
the police
station
e
policija
e
mahala
Muo anav
the
river
o
eko
the trac
lights
the
mountain
o
plaj
o
semafori
the
station
e
stanica
the
crosswalk
die 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.
Kalderash_Secondary_A1_AT_eng_unit-03 | worksheet 02 | 54
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
p ota
kola
mahala
kindergarten
e k o
ap oteka
Kalderash_Secondary_A1_AT_eng_unit-03 | worksheet 03 | 55
Muo anav
o policajco
o doktori
BOLNICA
DUANO
MUO KHR
BANKA
KOLA
KHANGRI
PARKO
KINO
KINDERGARTEN
POTA
POLICIJA
e prodavaica
e saritorka
Kalderash_Secondary_A1_AT_eng_unit-03 | worksheet 04 | 56
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 __________.
Kalderash_Secondary_A1_AT_eng_unit-03 | worksheet 05 | 57
Muo anav
Muo maj ukar than s
Kalderash_Secondary_A1_AT_eng_unit-03 | worksheet 06 | 58
Kalderash_Secondary_A1_AT_eng_unit-03 | worksheet 07 | 59
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
i nakh
av
nakhav
aukr
av
Kalderash_Secondary_A1_AT_eng_unit-03 | worksheet 08 | 60
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 _____________.
sios
inas
as
dikhas
xas
sastjos
bialas
Kalderash_Secondary_A1_AT_eng_unit-03 | worksheet 09 | 61
kino
duano
kola
pota
bolnica
restorano
Kalderash_Secondary_A1_AT_eng_unit-03 | worksheet 10 | 62
itos
ramos
sios
dikhas
bsas
sastjos
inas
poinas
bialas
xas
Kalderash_Secondary_A1_AT_eng_unit-03 | worksheet 11 | 63
Muo anav
O drom
O avoo: Maj mitoo, papo! aj li vareso te
puav tut?
Papo:
anes li kaj s
e apoteka?
Kalderash_Secondary_A1_AT_eng_unit-03 | worksheet 12 | 64
Muo anav
O drom
O avoo: Maj mitoo, papo! ____ li vareso
te puav tut?
Papo:
kaj
puav
stngo
aj
vorta
muo
Kalderash_Secondary_A1_AT_eng_unit-03 | worksheet 13 | 65
Kalderash_Secondary_A1_AT_eng_unit-04
Main theme (CFR): ROMA CRAFTS AND OCCUPATIONS
Sub-theme 01: . Le zanatur Occupations
Connected main themes in the CFR: Myself and my family
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.
Kalderash_Secondary_A1_AT_eng_unit-04 | 66
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
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?
e korpa
the basket
Vov s /Voj s
He/She is
o usteri
the shoemaker(s)
aavel e jag
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
o khr
the house
ando duano
in the shop
aavel e jag
o orkestro
the orchestra
sastjarel le manun
to heal people
at the oce
tradel o autubuso
to drive a bus
le pajeski cava
muo zanato
my occupation
o restorano
the restaurant
So kames te aves?
e doktorka
the doctor
Me kamav te avav
o kuvari
the chef
e phabelin
o kova
the smith
e slin
o zanato
the occupation(s)
e aj
xalavel
to wash
o tover
the axe
del pe tele
to lie down
e bradji
thol
to put
palpale
back
aunel
to hear
varekana
once
tradel
to drive
athoska, atuni
sometimes
boldel
o trajo
the life
Kalderash_Secondary_A1_AT_eng_unit-04 | 67
Grammar
Active
Passive
Mat./Res.: Worksheet 01, internet access and printer or newspapers/magazines, glue, scissors
01. e teacher hands out the worksheets and asks one child to read out the instructions.
02. e tasks are clarified together and the vocabulary is discussed.
03. e children search the internet (or newspapers and magazines organised by the teacher) for pictures of their
familys occupations and print them.
04. ey cut out the images, glue them on the worksheet and try to complete the sentences.
05. en each child reads them out loud and presents his/her worksheet.
06. e worksheet is added to the Dossier.
Teaching activity 02 | Sub-topic 01: Le zanatur 2
Duration: 15 min | Skill: d
Mat./Res.: Worksheet 02
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.
Kalderash_Secondary_A1_AT_eng_unit-04 | 68
Teaching activity 04 | Sub-topic 01: Le zanatur Listening comprehension Mui buarni familja
Duration: 30 min | Skill: d
Mat./Res.: Worksheet 04
01.
02.
03.
04.
05.
06.
Mat./Res.: Worksheet 04
01.
02.
03.
04.
Teacher hands out the text Mui buarni familja and asks the children to read the text quietly.
e children discuss the content with the child siing next to them.
e class reads the text aloud paragraph by paragraph and its content is discussed.
e children highlight all occupations occurring in the text.
Teaching activity 06 | Sub-topic 01: Le zanatur Gap text Mui buarni familja
Duration: 20 min | Skill: d
Mat./Res.: Worksheet 05
01.
02.
03.
04.
Kalderash_Secondary_A1_AT_eng_unit-04 | 69
Mat./Res.: Worksheet 07
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
Duration: 20 min | Skill: a d
b e | SF: G
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.
Kalderash_Secondary_A1_AT_eng_unit-04 | 70
01.
02.
03.
04.
b bc | SF: G, I, P
Mat./Res.: Worksheet 12
01. Teacher hands out the worksheet Muo zanato.
02. e teacher asks one child to read out the heading and the task. Together they discuss the task. e children
search the internet or magazines for their dream occupation.
03. e children design the worksheet according to their preferences.
04. Teacher asks each child: So kames tu te aves? What would you like to become?
05. Children answer and teacher helps them to form sentences, e.g. Me kamav te avav potari, doktori,
I would like to become a postman, doctor,
06. e finished worksheets are displayed in the classroom.
Kalderash_Secondary_A1_AT_eng_unit-04 | 71
Mat./Res.: Worksheet 02
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,
Duration: 15 min | Skill: a b bc | SF: I
Mat./Res.: Worksheet 04, crayons
01.
02.
03.
04.
Mat./Res.: Worksheet 03
01. e teacher hands out the worksheets.
02. e teacher asks a child to read out the first example and to try and complete it
(if necessary with the help of the teacher).
03. e children then continue working in pairs.
04. Subsequently, the answers are compared as each pair reads out one example.
05. e teacher writes the words which were used on the blackboard and the children copy them into the ELP (p. 44)
Kalderash_Secondary_A1_AT_eng_unit-04 | 72
Muo anav
Le zanatur
Muo anav
. e..
. g
. k
. d
. ..t
. r
. .n
.
. .o
o moleri
o doktori
e prodavaica
e slikarka
o dirigenti
o vatrogasco
e sekretarka
o instalateri
Kalderash_Secondary_A1_AT_eng_unit-04 | worksheet 02 | 74
Muo anav
Kalderash_Secondary_A1_AT_eng_unit-04 | worksheet 03 | 75
Muo anav
Po kak data
muo dad tradel
o autobuso.
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!
Kalderash_Secondary_A1_AT_eng_unit-04 | worksheet 04 | 76
Muo anav
doktorka
restoran
kindergarten
oferi
duano
kuvari
kola
autobusosa
autobus
Kalderash_Secondary_A1_AT_eng_unit-04 | worksheet 05 | 77
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.
Muo anav
Paaj phabelin
aj li te odgovorine?
Kaj sas le omengo than?
Nadur katar
o vo, po
brego, paaj
phabelin, sas
le omengo
than.
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_Secondary_A1_AT_eng_unit-04 | worksheet 08 | 80
Muo anav
uiteli
frizeri
instalateri
muziari
usteri
kova
doktori
slikarka
prodavaica
sekretarica
moleri
vatrogasco
Kalderash_Secondary_A1_AT_eng_unit-04 | worksheet 09 | 81
Muo anav
Ko krela so?
Kon krel o xabe?
. ..
. .u
. ..f.
. . . v
. .o.
. d
. s
. ..t
Kalderash_Secondary_A1_AT_eng_unit-04 | worksheet 10 | 82
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?
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?
Kalderash_Secondary_A1_AT_eng_unit-04 | worksheet 12 | 85
Kalderash_Secondary_A1_AT_eng_unit-05
ema (CFR): FESTIVALS AND CELEBRATIONS
Sub-topic 01: Festivals and celebrations (overview)
Sub-topic 02: Christmas
Sub-topic 03: Birthdays
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
Kalderash_Secondary_A1_AT_eng_unit-05 | 86
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
the Roma festival
the greeting card
the hymn
the godfather, the godmother
the Christmas tree (fir tree)
the fireworks
Easter branches
Easter basket
the chick
sa maj ukar
e elja, le elje
Krav tuk but sastimos!
Dear
cheerful, happy
He/she wishes you
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
Grammar
Active
Passive
Kalderash_Secondary_A1_AT_eng_unit-05 | 87
Teaching activity 01 | Sub-topic 01: Festivals and celebrations (overview) Listening comprehension E Suzana
| SF*: I, P | ELP: p. 44
Teaching activity 02 | Sub-topic 01: Festivals and celebrations (overview) Worksheet E Suzana
Duration: 15 min | Skill: d
Mat./Res.: Worksheet 02
Note: is activity can only be done subsequently to activity 01.
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
Duration: 20 min | Skill: d
b| SF: I
Kalderash_Secondary_A1_AT_eng_unit-05 | 88
Teaching activity 04 | Sub-topic 01: Festivals and celebrations (overview) Gap text E Suzana
Duration: 15 min | Skill: d
Mat./Res.: Worksheet 04
Note: Activity 04 is recommended to be subsequent to activity 01 or 02.
01. Every child is given the worksheet 04 E Suzana. e teacher explains the task.
02. Once the children have finished, each child reads out one paragraph to compare their answers.
03. e new words are collected, the teacher writes them on the blackboard and the children copy them into the
ELP (Dossier p. 44). e worksheet is added to the Dossier.
Teaching activity 05 | Sub-topic 01: Festivals and celebrations (overview) Poster E Suzana
Duration: 50 min | Skill: d
| SF: G
a | SF: I
Mat./Res.: Worksheet 06
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. 44
Mat./Res.: Worksheet 06
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. 44).
Kalderash_Secondary_A1_AT_eng_unit-05 | 89
Mat./Res.: Worksheet 07
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
Mat./Res.: Worksheet 08
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.
07. Teacher translates these words and writes them on the blackboard.
08. Children add new vocabulary to their ELP (p. 44).
Teaching activity 10 | Sub-topic 02: Christmas Gap text Christmas cards
Duration: 10 min | Skill: d e a | SF: I | ELP: Dossier
Mat./Res.: Worksheet 09
Note: is activity can only be done subsequently to activity 09.
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
Mat./Res.: Worksheet 10
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.
Kalderash_Secondary_A1_AT_eng_unit-05 | 90
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, song lyrics worksheet 11/2
01. e teacher sings or plays the song Djili Bijando djes. e children guess which festival or celebration the song
is about.
02. en the teacher hands out the song lyrics (worksheet 11/2) and asks the children to read it.
03. en the content is discussed together.
04. Finally the children join the teacher and sing the song 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 discuss the content with the child siing next to them.
ey listen to the dialogue again and are asked to remember one word they dont know.
Teacher translates these words and writes them on the blackboard.
ey listen to the dialogue again and discuss the content together.
Children add new vocabulary to their ELP (p.44) and listen to the dialogue once again.
Teaching activity 14 | Sub-topic 01: Festivals and celebrations (overview) Birthday dialogue
Duration: 20 min | Skill: d
Mat./Res.: Worksheet 13
Note: is activity can only be done subsequently to activity 13.
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 Language Biography
Duration: 15 min | Skill: e d | SF: I | ELP: p. 31
Mat./Res.: Page 31/Level A1 Language Biography
Preparation: e teacher designs page 31/Level A1 of the Language Biography according to his/her
preferences.
01. Aer completing unit 05, the teacher hands out the self-designed checklists.
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 ).
03. e checklist is added to the Language Biography (Dossier).
Kalderash_Secondary_A1_AT_eng_unit-05 | 91
TA-Nr.: 03 | Learning objectives: Content-oriented listening to short stories and understanding of these.
Duration: 20 min | Skill: a b bc | SF: I
Mat./Res.: Cards, worksheet 03
01.
02.
03.
04.
05.
Kalderash_Secondary_A1_AT_eng_unit-05 | 92
Mat./Res.: Worksheet 08
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.
07. Teacher translates these words and writes them on the blackboard.
08. Children add new vocabulary to their ELP (p. 44).
TA-Nr.: 10 | Learning objectives: Forming and writing simple sentences. Geing to know and implementing ways
of greeting and congratulating.
Duration: 10 min | Skill: d
e a | SF: I
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.
Kalderash_Secondary_A1_AT_eng_unit-05 | 93
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.
Es war ein Mdchen. Ihr Name war Suzana. Sie war 10 Jahre alt.
Sie mochte es sehr zu feiern und Geschenke von Ihrer Familie zu
bekommen. Die schnsten Geschenke bekam sie von ihrer Oma.
Einmal, als Suzana Geburtstag hatte, gab ihr ihre Oma ein sehr
schnes Kleid. Zu Silvester bekam sie von ihr einen Mp3-Player.
Da ihre Oma ihr die schnsten Geschenke machte, entschied sich
Suzana ihr beim Backen einer Schokoladentorte zum Roma-Tag zu
helfen. Sehr lustig in Suzanas Familie war Ostern. Zuerst rbte
sie mit ihrer Oma die Eier und am nchsten Tag gingen sie in die
Kirche. Am meisten freute sie sich aber zu Weihnachten, weil sie
zusammen den Christbaum schmckten und Suzana wusste, dass
darunter die schnsten Geschenke auf sie warteten.
Kalderash_Secondary_A1_AT_eng_unit-05 | worksheet 01 | 94
Muo anav
E Suzana
itosar e paramii thaj crde jek linija i kaj vorta slika!
mami
Kalderash_Secondary_A1_AT_eng_unit-05 | worksheet 02 | 95
dej
la dako djes
o Kreuno
e patradji
o bolimos
o nevo br
o abjav
o bijando djes
le omengo djes
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 ____________
daur
omengo
Kreuno
slavil
patradji
bijando djes
bresk
Kalderash_Secondary_A1_AT_eng_unit-05 | worksheet 04 | 98
E Suzana
Le neve besk dobindja
latar jek roza bicikla.
mam
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.
Kalderash_Secondary_A1_AT_eng_unit-05 | worksheet 05 | 99
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
Muo anav
ije!
.
alo Kreuno
t
x
a
b
k
u
t
.
Ka m a v
l praznikur
la
a
p
e
t
u
t
s
ava
Amen kam
a r d ao.
k
u
k
je
k
u
vt
Me kam ana
sastimos!
t
u
b
k
u
t
v
Kra
o Mario
iro nep oto
Drago kako
Ka m a v t u k
baxtalo Kre
uno thaj sa
maj ukar a
n d o n evo b
rs. Mek phe
ire elje. K
re n p e s a
ana kam av
es amende p
e gostija?
Krav tuk
but sastimo
s!
iri nepata
e Marija
Muo anav
ije!
_ K re u n o.
_
_
_
_
_
_
k
u
Ka m a t
________.
_
_
_
_
l
la
a
avas tute p
Amen kam
_________.
_
_
r
a
k
u
k
uk je
Me kamav t
ut ________
b
k
u
t
_
_
_
______
rio
_____ o Ma
_
_
_
_
_
_
_
_
__
Drago kako
Ka m a v t u k
baxtalo ___
___ thaj sa
a n d o n evo _
maj ukar
_________.
M e k p h e re n
ire elje. K
pe sa
ana kam av
es amende p
e gostija?
Krav tuk
but sastimo
s!
_____ ____
____ e Mar
ija
baxtalo
praznikur
dao
Krav sastimos
iro nepoto
Kreuno
brs
iri nepata
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
Bijando djes
But sastimos,
but bax.
But sastimos,
but bax,
But sastimos, gulije Ivana
But sastimos,
but bax!
Muo anav
Ivana:
Zoja:
Sode br pherdjan?
Ivana:
Me pherdem 8 br.
Birthday Congratulations
Zoja:
Ivana:
Zoja:
Ivana:
Muo anav
Amen estis
o bijando djes!
Zoja:
Sode br pherdjan?
Kalderash_Secondary_A1_AT_eng_unit-06
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
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 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.
Kalderash_Secondary_A1_AT_eng_unit-06 | 108
Vocabulary| Sub-topic 01, 02: Amaro kolako pribori, Amari klasa thaj e kola
Aktive
a kolako pribori
utel
to get up
la farbak plajvazur
the crayons
hurjavel pe
to get dressed
o flomasterija
e uina
the snack
e otrilka
le papue
the slippers
e knjiga
the book
to greet
e trasta/e tana
o than
the place
o plajvazo
the pencil
katar e trasta
o nalivpero
ankalavel
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
o zvono zvonil
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
the bin
zavril
to end, to finish
o lavabo
to go home
o regali
le manu
the people
o saati, o aso
the clock
e klupa
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
e istaica
the cleaner
djinel
to count
aj vaj nati
e bax
So kames?
anel
to bring
aj li
to be allowed
farbol
to paint
o WC
the toilet
itol
to read
djilabal
to sing
utel
to get up
raunil
to calculate
putrel e feljastra
khlel
to play, to dance
khosel e tabla
in the morning
crdel
to pull, to sketch
teljarel
krel svato
to speak, to talk
podjil
to put on shoes
Kalderash_Secondary_A1_AT_eng_unit-06 | 109
Grammar
Aktive
Passive
b | SF*: I
Mat./Res.: Worksheet 01
Note: is activity can only be done subsequently to activity 1.
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: Amaro kolako pribori Word quiz
Duration: 25 min | Skill: d e | SF: I | ELP: Dossier
Mat./Res.: Worksheet 08
01.
02.
03.
04.
05.
Kalderash_Secondary_A1_AT_eng_unit-06 | 110
Teaching activity 04 | Sub-topic 02: Amari klasa thaj e kola Worksheet Ande amari klasa
Duration: 15 min | Skill: d
Mat./Res.: Worksheet 02
01.
02.
03.
04.
Teaching activity 05 | Sub-topic 02: Amari klasa thaj e kola Poem Ande kola
Duration: 30 min | Skill: d
Mat./Res.: 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 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.44).
Teaching activity 06 | Sub-topic 02: Amari klasa thaj e kola Analytical Reading Ande kola
Duration: 20 min | Skill: d
Mat./Res.: Worksheet 03
Note: is activity can only be done subsequently to activity 5.
Teacher hands out worksheet 03 Ande kola (or the children take it from the Dossier).
Task: Children highlight all words with the ending -as, is-os.
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 -as, is-os 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 -as, is-os.
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
Duration: 15 min | Skill: d
Mat./Res.: Worksheet 04
Note: is activity can only be done subsequently to activity 6.
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.
Kalderash_Secondary_A1_AT_eng_unit-06 | 111
Teaching activity 08 | Sub-topic 02: Amari klasa thaj e kola Cards Ande kola 1
Duration: 15 min | Skill: d
b | SF: I
Preparation: Print, laminate and cut out picture and word cards (worksheet 05).
Children sit in a circle on the floor.
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 0206 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
Duration: 20 min | Skill: d
e | SF: I | ELP: p. 44
01.
02.
03.
04.
05.
Preparation: Print, laminate and cut out picture and word cards (worksheets 05).
Note: is activity can only be done subsequently to activity 08.
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. 44).
Teaching activity 10 | Sub-topic 02: Amari klasa thaj e kola Listening comprehension
Duration: 30 min | Skill: e a | SF: I | ELP: p. 44
Mat./Res.: Listening comprehension worksheet 06
01.
02.
03.
04.
05.
06.
Mat./Res.: Worksheet 07
Note: Activity 11 is recommended to be subsequent to activity 10.
01. e children are given the worksheet O Bakro.
02. ey read the text quietly once and then try to answer the questions in pairs (with the child siing next to them).
03. en the teacher reads out the sentences and the children reply. e teacher writes the correct sentences on
the blackboard and the children compare them.
04. e worksheet is added to the Dossier.
Kalderash_Secondary_A1_AT_eng_unit-06 | 112
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. 44
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. 44).
Teaching activity 13 | Sub-topic 02: Amari klasa thaj e kola Videoclips Ande kola
Duration: 100 min | Skill: b bc d | SF: P, G | ELP: Dossier
Mat./Res.: Worksheet 03, camera, TV, make-up, hairspray and gel, hats, sunglasses, hair decoration, etc.
Note: Activity 13 is recommended to be subsequent to activity 05, 06 or 07.
01. e children take Ande kola from their Dossier.
02. In pairs or in groups of three they choose one dialogue.
03. e children have one hour to rehearse the poem in a musical direction of their choice and to prepare for the
subsequent video clip (rap, folklore, rock, pop, jazz, classical music, ).
04. e teacher supplies various props for the video shooting (make-up, hairspray and gel, hats, sunglasses,
necklaces, rings, hair decoration, wigs, etc.).
05. Each group then shoots their video. e teacher records it with the camera.
06. e whole class watches the video clips.
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. 44
Mat./Res.: Worksheet 10
01.
02.
03.
04.
Teaching activity 15 | Sub-topic 02: Amari klasa thaj e kola Le manu ande kola
Duration: 15 min | Skill: d
Mat./Res.: Worksheet 09
01. Teacher hands out worksheet Le manu ande kola.
02. e teacher asks a child to read and explain the heading and the task.
03. Together, the terms in the box are interpreted first, then the children are asked to complement the words
in the correct order. e worksheet is added to the Dossier.
Kalderash_Secondary_A1_AT_eng_unit-06 | 113
Mat./Res.: Worksheet 01
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.
Duration: 15 min | Skill: d
Mat./Res.: Worksheet 02
01.
02.
03.
04.
Kalderash_Secondary_A1_AT_eng_unit-06 | 114
e | SF: I
Kalderash_Secondary_A1_AT_eng_unit-06 | 115
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
Muo anav
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
o kadala vorbe po teksto!
sios
as
ramos
anas
djinas
sios
ramos
sios
farbos
djinas
itos
raunis
djilabas
khlas
1,2,3,4,
f
2 x 5 = __
kh
Kalderash_Secondary_A1_AT_eng_unit-06 | worksheet 05/2 | 121
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, 7b. 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 money for a snack and he goes to school.
ere he puts on his slippers and goes to his classroom, the 7b.
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 buy a snack at the cafeteria or chat with
his friends. When school is over, Bakro goes home.
Muo anav
O Bakro
Muo kolako djes
itosar le reenice thaj ramosar leng brojur ande slika savi maladjol
pesk vortakenca.
8. Kana zavrl pe e kola o
Bakro teljarel pesk khre.
Muo anav
Muo anav
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!
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
Kalderash_Secondary_A1_AT_eng_unit-07
Topic (CFR): TRANSPORT AND TRAVEL
Sub-topic 01: Sosa as po drom How do we travel?
Sub-topic 02: Le farbe e colours
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.
Kalderash_Secondary_A1_AT_eng_unit-07 | 129
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
o motori
the motorbike
ka le kartengo alteri
o tramvajo
the tram
Maj mitoo!
Hello!
o metro
the underground
aj te des ma ?
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
Kana?
When?
e eljezniko stanica
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
glo
he/she went
le bmask thana
the seats
al po drom, teljarel
to travel
kaa
these
loal
to be happy
once
but
very, much
akana
now
krel
to cost, to make
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
Kalderash_Secondary_A1_AT_eng_unit-07 | 130
b | SF*: I
Preparation: Print, laminate and cut out picture and word cards (worksheet 03).
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.
Mat./Res.: Worksheet 01
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
Mat./Res.: Worksheet 03
Note: Activity 03 is recommended to be subsequent to activity 02.
e children sit on the floor in a circle.
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.
Kalderash_Secondary_A1_AT_eng_unit-07 | 131
b | SF: I
Mat./Res.: Worksheet 11
Note: Activity 04 is recommended to be subsequent to activity 03.
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
Duration: 45 min | Skill: d
Mat./Res.: Worksheet 04
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
Duration: 30 min | Skill: d
Mat./Res.: Worksheet 12
Note: Activity 06 is recommended to be subsequent to activity 05.
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?
Duration: 15 min | Skill: d
Mat./Res.: Worksheet 05
01.
02.
03.
04.
05.
Kalderash_Secondary_A1_AT_eng_unit-07 | 132
Mat./Res.: Worksheet 02
01.
02.
03.
04.
Mat./Res.: Worksheet 08
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.
05. e worksheet is added to the Dossier.
Teaching activity 10 | Sub-topic 01: Sosa as po drom Pe l droma
Duration: 30 min | Skill: e a | SF: I | ELP: S. 44
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 (S. 44) and finally listen to the dialogue once again.
Teaching activity 11 | Sub-topic 01: Sosa as po drom Pe l droma
Duration: 30 min | Skill: d
e | SF: I
Mat./Res.: Worksheet 07
01.
02.
03.
04.
05.
06.
Kalderash_Secondary_A1_AT_eng_unit-07 | 133
bc | SF: I, P
Mat./Res.: Worksheet 09
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 and the teacher records their presentation.
en the whole class watches the presentations
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
Duration: 30 min | Skill: d
Mat./Res.: Worksheet 10
01.
02.
03.
04.
05.
06.
b | SF: G
Kalderash_Secondary_A1_AT_eng_unit-07 | 134
Mat./Res.: Worksheet 01
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.
Lesson plan 02 | Topic: Preparatory lesson for dialogue Ka o alteri
TA-Nr.: 08 | Learning objectives: Understanding the content of short read dialogues
Duration: 20 min | Skill: d
Mat./Res.: Worksheet 02
01.
02.
03.
04.
Mat./Res.: Worksheet 08
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.
05. e worksheet is added to the Dossier.
Kalderash_Secondary_A1_AT_eng_unit-07 | 135
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?
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.
O vozo
teljarel ka
l deutar
asur. Na
sdjar!
Muo anav
Sosa as po drom?
Ramosar le vorbe kaj falin!
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?
aerodrom
taksi sluba
autobusoski
stanica
metro
elezniko
stanica
tramvajo
Muo anav
Ka o alteri
Marta: Maj mitoo!
E uvli po alteri: Maj najis!
Marta: aj te des ma jek karta i ando
Beogrado? Maj s than?
E uvli po alteri: Va, s than.
Marta: Sode krel e karta?
E uvli po alteri: E karta krel 12,- Euro.
Marta: Mito, de ma jek.
E uvli po alteri: Ake-ta i karta!
Marta: Laes, najis tuk! Devlesa!
E uvli po alteri: a Devlesa!
E karta krel
12,- Euro.
Muo anav
Ka o alteri
Marta: Maj mitoo
E uvli po alteri: _______________!
Marta: aj te des ma jek ___________
i ando Beogrado? Maj s than?
de
Najis tuk
Maj mitoo
a
than
12,- Euro.
karta
krel
Muo anav
basbbxavionokkautobusojalmotoriqioztrthwe
webiciklajlntaksimkgavurdonbaagrastanocvb
dsdsaauurdonkkmetrommmlvozollerlozasdsd
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?
me
Muo anav
Le farbe
lolo
sivo
zeleno
lila
vnto
narandjasto
kalo
roza
galbno
parno
kafeno
arime
Kalderash_Secondary_A1_AT_eng_unit-07 | worksheet 13 | 149
lolo
sivo
zeleno
lila
vnto
narandjasto
kalo
roza
galbno
parno
kafeno
arome
Kalderash_Secondary_A1_AT_eng_unit-07 | worksheet 14 | 150
Kalderash_Secondary_A1_AT_eng_unit-08
Topic (CFR): FOOD AND CLOTHES
Sub-topic 01: Le calja Clothes
Sub-topic 02: O xabe Food
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 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.
Kalderash_Secondary_A1_AT_eng_unit-08 | 151
e stadji
the cap
o fistano
the dress
le hulahopke
nylon tights
o ali
the scarf
So urjavel o/e ?
e majca
the t-shirt
o parno mantili
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
le rukavice
gloves
la buak kalc
clothes
o dikhlo
the headscarf
le vnec pozunarja
o iri
the hat
e vneto mana
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
o ananaso, le ananasur
o kukuruzo
the corn
e jagoda, le jagode
the strawberry(s)
o grako
the pea(s)
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
e zeleno salata/
the leuce
o parno ax
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/kren ?
o ambrol, le ambrola
the pear(s)
po pijaco
at the market
getol
prepare
getol
prepare
Kalderash_Secondary_A1_AT_eng_unit-08 | 152
Grammar
Active
Passive
Singular/plural
Noun second case
ird person singular present simple slavil
b | SF*: I
Teaching activity 02 | Sub-topic 01: Le calja estions and answers (picture cards)
Duration: 30 min | Skill: a bc
| SF: I
Kalderash_Secondary_A1_AT_eng_unit-08 | 153
Mat./Res.: Worksheet 03
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
Duration: 30 min | Skill: d
b | SF: I
Kalderash_Secondary_A1_AT_eng_unit-08 | 154
e b | SF: I | ELP: p. 44
Mat./Res.: Picture and word cards worksheet 02, blackboard, chalk, magnets or sticky tape
Preparation: Print, laminate and cut out the cards.
01. e teacher divides the blackboard into two columns and labels both columns: Le column heading:
le zelenimata (vegetables); right column heading: o voe (fruit).
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. 44).
Teaching activity 07 | Sub-topic 02: O xabe O voe thaj le zelenimata 2
Duration: 20 min | Skill: d
Mat./Res.: Worksheet 04
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.
Together, the results are compared. e teacher writes the words on the blackboard to check them.
e worksheet is added to the Dossier.
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.
Mat./Res.: Worksheet 06
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.
e worksheet is added to the Dossier.
Kalderash_Secondary_A1_AT_eng_unit-08 | 155
Mat./Res.: Worksheet 07
Note: Activity 10 is recommended to be subsequent to activity 09.
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
Duration: 50 min | Skill: d
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
Mat./Res.: Worksheet 08
Note: Activity 12 is recommended to be subsequent to activity 11.
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.
05. e worksheet is added to the Dossier.
Kalderash_Secondary_A1_AT_eng_unit-08 | 156
bc | SF: I
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. 37
Mat./Res.: Page 37 Level A1 of the Language Portfolio
Preparation: e teacher designs page 37 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.
Kalderash_Secondary_A1_AT_eng_unit-08 | 157
b | SF: I
Mat./Res.: Worksheet 03
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 the e ovoca
TA-Nr.: 05 | Learning objectives: building vocabulary, expansion of vocabulary
Duration: 30 min | Skill: d
e | SF: I
Mat./Res.: Worksheet 04
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.
Together, the results are compared. e teacher writes the words on the blackboard to check them.
e worksheet is added to the Dossier.
Kalderash_Secondary_A1_AT_eng_unit-08 | 158
e oa
le rukavice
e haravli
le kalc
e jakna
o ali
e majca
o gad
o iri
e stadji
o fistano
le orape
e purum
le puruma
e piparka
le pipr
o limuno
le limunur
o patliano
le patliaja
e sr
le srja
e banana
le banane
e pomaranda
le pomarande
e ire
le irea
e burjaca
le burec
o kukuruzo
o ambrol
le ambrola
o morkoj
le morkoja
o bostano
le bostanur
o struguro
le strugurja
o kresteveco
le krestevec
o grako
e jagoda
le jagode
o fosuj
e phabaj
le phabaja
o ananaso
le ananasur
o kolompiri
le kolompirja
e zeleno
salata
e purna
le prune
o ax
Muo anav
Le calja
Ramosar le vorbe kote kaj pasuin!
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
Ramosar le vorbe kote kaj pasuin! Bojin i slika!
e lolo trasta | e parni breinari | o zeleno iri | e plava oa
o uto fistano | e plavo majca | e rozeve stadji | o uto cokoli
e sivo jakna
____________
____________
____________
____________
____________
____________
____________
____________
____________
Muo anav
La mamjako xabe
Adjes iravel e mami o xabe. Voj krel sarme.
O Djemo dabi aukrel te aven gata.
Dj:
M:
Dj:
M:
Dj:
M:
O Djemo
dabi aukrel te
aven gata.
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
Mu dej
iradja adjes
grako
numa me
i kamlem
te xav.
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 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
Ramosar le vorbe kote kaj pasuin!
o parno
mantili
le calja
o fistano
le trenerke
e krtnca
e piama
la buak kalc
Kalderash_Secondary_A1_AT_eng_unit-09
Topic (CFR): SEASONS AND WEATHER
Sub-topic 01: O br e year
Sub-topic 02: E vrjama e time
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.
Kalderash_Secondary_A1_AT_eng_unit-09 | 173
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
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
Kalderash_Secondary_A1_AT_eng_unit-09 | 174
pala mizmeri
in the aernoon
Kana?
When?
avel
to come
thaj dopa
le vastesko aso
the wristwatch
o fertali, le fertalja
the quarter
o aso po zdo
rjaate
in the evening
le khresko aso
angla mizmeri
in the morning
o budilniko
Maj mitoo!
Maj najis!
Phralica!
Phejo!
Mat./Res.: Worksheet 01
01.
02.
03.
04.
05.
06.
07.
Mat./Res.: Worksheet 02
01.
02.
03.
04.
05.
Kalderash_Secondary_A1_AT_eng_unit-09 | 175
e b a | SF: I, G
Mat./Res.: Worksheet 04
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.
Note: Activity 05 is recommended to be subsequent to activity 04.
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.
Kalderash_Secondary_A1_AT_eng_unit-09 | 176
Teaching activity 06 | Sub-topic 02: E vrjama O aso 1/4 and 3/4 hours
Duration: 45 min | Skill: a b | SF: I | ELP: Dossier
Mat./Res.: Worksheet 04
01.
02.
03.
04.
05.
06.
Mat./Res.: Worksheet 05
01.
02.
03.
04.
e teacher hands out the worksheet O aso and asks a child to read out the heading and the task.
ey discuss the task and complete the worksheet.
Teacher writes the words on the blackboard so the children can check their results.
Worksheet is added to the Dossier.
Mat./Res.: Worksheet 06
01.
02.
03.
04.
05.
Kalderash_Secondary_A1_AT_eng_unit-09 | 177
Mat./Res.: Worksheet 09
01.
02.
03.
04.
05.
Teaching activity 12 | Sub-topic 02: E vrjama Role play, dialogue Sode asur ?
Duration: 50 min | Skill: d
Kalderash_Secondary_A1_AT_eng_unit-09 | 178
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
Duration: 30 min | Skill: d
Mat./Res.: Worksheet 11
Note: Activity 14 is recommended to be subsequent to activity 13.
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. 44) 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
Preparation: e teacher designs page 30 Level A1 of the Language Biography according to his/her
preferences.
01. Aer completing Unit 9, the teacher hands out the self-designed checklists.
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 ).
03. e checklist is added to the Language Biography.
Kalderash_Secondary_A1_AT_eng_unit-09 | 179
Mat./Res.: Worksheet 09
01.
02.
03.
04.
05.
e children are given the gap fill exercise Sode asur ? (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.
e worksheet is added to the Dossier.
Mat./Res.: Worksheet 01
01.
02.
03.
04.
05.
06.
07.
Kalderash_Secondary_A1_AT_eng_unit-09 | 180
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
Muo anav
Kvizo
Ramosar le bresk dobe kote kaj pasuin!
pe primova
po milaj
pe tomna
ivende
Farbisar o aso!
12
11
10
3
4
8
7
Muo anav
Muo anav
Kana?
Kotar sode i kazom?
1)
2)
3)
4)
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
Akana s
vorta deuduj
aj dopa!
Muo anav
Sode asur s?
Maj mitoo, phejo!
____________!
Tr o m a v
Tromav te ____________
tu vareso?
_______, sar te na.
Dali s tut aso?
Sode?
D ev l e s a !
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_Secondary_A1_AT_eng_unit-10
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
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
Kalderash_Secondary_A1_AT_eng_unit-10 | 191
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
which
e buzni
the cockerel
vil
to live
o bano
the bull
still
in the forest
e irikli
the bird
o divljo balo
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
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
nature
o eko, le ekur
the river(s)
o iaj
the sand
e phuv, le phuvja
e ik, le ika
the sludge
o kano, le kan
the thorn(s)
e patrin, le patrja
o plaj, le plaja
the mountain(s)
e krjanga, le kren
the branch(es)
e stana, le stane
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
Kalderash_Secondary_A1_AT_eng_unit-10 | 192
Grammar
Active
Passive
b | SF*: I
Preparation: Print, laminate and cut out picture and word cards (worksheet 01).
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 again try 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.
Kalderash_Secondary_A1_AT_eng_unit-10 | 193
Mat./Res.: Worksheet 04
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.
05. e worksheet is added to the Dossier.
Teaching activity 04 | Sub-topic 02: Ando vo Card game O ivotinje ando vo 1
Duration: 35 min | Skill: d
b | SF: I
Preparation: Print, laminate and cut out picture and word cards (worksheet 03).
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 again try 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 the 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.
01.
02.
03.
04.
05.
Kalderash_Secondary_A1_AT_eng_unit-10 | 194
b | SF: I
Teaching activity 08 | Sub-topic 03: Ando paj Card game O ivotinje ando paj 2
Duration: 35 min | Skill: d
e a | SF: I
01.
02.
03.
04.
05.
Kalderash_Secondary_A1_AT_eng_unit-10 | 195
Teaching activity 09 | Sub-topic 03: Ando paj Worksheet O ivotinje ando paj
Duration: 20 min | Skill: d
Mat./Res.: Worksheet 06
01. e teacher hands out the worksheet O ivotinje ando paj.
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.
05. e worksheet is added to the Dossier.
Teaching activity 10 | Sub-topic 01, 02, 03: iz Le ivotinje
Duration: 20 min | Skill: d
Mat./Res.: Worksheet 07
01. e teacher hands out the text Amende ande tala and asks a child to read the first paragraph.
02. ey discuss the content. Teacher writes new vocabulary from the text on the blackboard and translates it.
03. Same procedure for all paragraphs until the story is finished and all new words are on the blackboard
[ focus on vocabulary for animals].
04. Children add new vocabulary to the Language Portfolio (p. 44) and add the worksheet to the Dossier.
Teaching activity 12 | Sub-topic 01: Le khrutne ivotinje List of questions Amende ande tala
Duration: 20 min | Skill: d
Mat./Res.: Worksheet 08
Note: Activity 12 is recommended to be 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 consult the text Amende ande tala (worksheet 07)
from the Dossier.
03. en each pair reads out one question and the corresponding answer.
04. e teacher writes the answers on the blackboard, the children compare the spelling.
05. e worksheet is added to the Dossier.
Kalderash_Secondary_A1_AT_eng_unit-10 | 196
01.
02.
03.
04.
05.
e | SF: I, G
Mat./Res.: Digital camera, two posters, glue, print out of photos, scissors, colouring pens
Note: Activity 14 is recommended to be subsequent to activity 13.
01. e teacher takes the children on a trip to the park.
02. In the park the teacher shows the children leaves, branches, trees,
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
Duration: 30 min | Skill: e d | SF: I | ELP: p. 37
Mat./Res.: P. 34 Level A1 Language Portfolio
Preparation: e teacher designs page 37 Level A1 of the Language Biography according to his/her
preferences.
01. Aer completing Unit 9, the teacher hands out the self-designed checklists.
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 ).
03. e checklist is added to the Language Biography.
Kalderash_Secondary_A1_AT_eng_unit-10 | 197
Mat./Res.: Worksheet 06
01. e teacher hands out the worksheet Le ivotinje ando paj.
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.
05. e worksheet is added to the Dossier.
Kalderash_Secondary_A1_AT_eng_unit-10 | 198
Mat./Res.: Worksheet 08
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.
03. en each pair reads out one question and the corresponding answer.
04. e teacher writes the answers on the blackboard, the children compare the spelling.
05. e worksheet is added to the Dossier.
Kalderash_Secondary_A1_AT_eng_unit-10 | 199
e gurumni
e mca
e raca
e patka
o ukel
o guruv
o gras
o bano
o balo
e buzni
e khajni
o bakro
o divljo
balo
o jeleno
o ari
o ooj
e lisica
e irikli
o pacovi
e meka
o urmuso
o ruv
o pui
e srna
o irmo
e ajkula
e braka
o oktopuso
e karavdi
o kito
o mao
o sap
e kornjaa
Muo anav
Le khrutne ivotinje
Muo anav
Le ivotinje ando vo
Muo anav
Muo anav
Muo anav
Ande tala
s les i jek
gurumni.
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
Kalderash_Secondary_A1_AT_eng_unit-11
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
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 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.
Kalderash_Secondary_A1_AT_eng_unit-11 | 214
i kamel isar
videosk khlimata,
video games,
i kamel
to not like
hokej
hockey
o/e antrego
the whole
al ka baleto
to go to the ballet
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
djilabal ando/ande
to play (instrument)
amare
our
o klaviri
the piano
folklore
e harmonika
the accordion
slikuil
to take photographs
o saksofono
the saxophone
glumil
to act
e gitara
the guitar
e muziko kola
e klarineta
the clarinet
o djesi
the drums
pe informatika
o drugari, o vortako
e grupa
e drugarica, e vorteina
o kontrabaso
aunel muzika
to listen to music
al te astarel mae
to go fishing
itol knjige
to read books
astarel
to catch
my/your hobby is
e klasa
the class
aver
other
Grammar
Active
Passive
Kalderash_Secondary_A1_AT_eng_unit-11 | 215
b | SF*: I
e | SF: I | ELP: p. 44
Mat./Res.: Picture and word cards worksheet 01, magnets or sticky tape
01.
02.
03.
04.
05.
06.
07.
Kalderash_Secondary_A1_AT_eng_unit-11 | 216
Teaching activity 04 | Sub-topic 01: Hobija thaj aktivitetur Reading comprehension Savon s len kak hobi
e | SF: I, P | Dossier
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.
Mat./Res.: Worksheet 03
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.
e worksheet is added to the Dossier.
Teaching activity 07 | Sub-topic 01: Hobija thaj aktivitetur Muo maj drago hobi
Duration: 20 min | Skill: d
| SF: I
Kalderash_Secondary_A1_AT_eng_unit-11 | 217
| SF: G
Mat./Res.: Worksheet 05
01.
02.
03.
04.
05.
Mat./Res.: Worksheet 06
01.
02.
03.
04.
Kalderash_Secondary_A1_AT_eng_unit-11 | 218
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
Mat./Res.: Worksheet 04
Note: Activity 12 is recommended to be subsequent to activity 08.
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.
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 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
Duration: 20 min | Skill: d
01.
02.
03.
04.
Kalderash_Secondary_A1_AT_eng_unit-11 | 219
Kalderash_Secondary_A1_AT_eng_unit-11 | 220
Kalderash_Secondary_A1_AT_eng_unit-11 | 221
te khlav
futbalo
te aunav
muzika
te itov
knjige
te khlav
videosk
khlimata
te av pe
kuglana
te djalabav
ando
saksofono
te
djalabav
te
crtiv
te av ka
baleto
te djalabav
ande
klarineta
te djalabav
ande
violina
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
Mu
maj ukar
knjiga s o
Spajdermen.
Muo anav
itov
av
viv
plipvliin
aavv
b
b
a
l
a
ddjiil
futbalo
fudbali
Muo anav
Amare hobija
Muo anav
01
Me kamav
02
04
06
07
08
12
11
Muo anav
01
Me i kamav
02
04
06
07
08
12
11