Dip in 6 Prirucnik Za Nastavnike

UrednicaVlasta Čeliković

LektoriZlata BabićMark Davies

korektoriceZarifa KazazovićMirela VasićSuzana BanDubravka Blažić

© Sarajevo Publishing d.d. Sarajevo, 2008.Nijedan dio ove knjige ne smije se umnožavati, fotokopirati niti na bilo koji način reproducirati bez izdavačevog pismenog odobrenja.

SARAJEVO PUBLISHINGSarajevo, 2009.

6DIPinPriručnik za nastavnike engleskog jezika za 6. razred devetogodišnje osnovne škole

Mirela Vasić • Zarifa Kazazović • Suzana Ban • Dubravka Blažić

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CONTENTSStartinG UP / Back to ScHooL 11Lesson 1 WHO IS WHO? is / has got

Adjectives describing character 12

Lesson 2 WHO’S THAT GIRL?isn’t / hasn’t gotIs…? / Has …..got …?Adjectives describing physical appearance

14

Lesson 3 THE NEW CLASSROOMThere is…/ There are…Is there…?/Are there…?Things in the classroom

16

Lesson 4 SCHOOL SUBJECTS School subjects, Days of the week 18REVISION 19

ModULe 1 / HoMe and FriendS

Lesson 5 SUGAR BABES Present Continuous (I’m walking….) 20

Lesson 6 THE UGLY DUCKLINGPresent Continuous (….is running. /….are playing.)Farm animals

22

Lesson 7 EVERYBODY’S BUSYPresent Continuous (Is…cooking? / Are …playing?)Rooms in the house / Furniture

24

Lesson 8 TOM’S FAMILY Possessive case (Tom’s, Oscar’s…)Family 26

Lesson 9 LET’S CATCH THEM

In, on, under, between, behind,in front ofCan / can’t, Making suggestions Let’s...

28

REVISION 30ModULe 2 / PLaceS

Lesson 10A PLACES IN A TOWN OR A VILLAGE

Next to, opposite, betweenPlaces / Jobs 31

Lesson 11 THE WRONG ADDRESS Imperative (Stop! Don’t walk!)by car, by bus…. 33

Lesson 12 A VISIT TO THE MUSEUM Must / mustn’tThis / that 35

Lesson 13 YOU’VE GOT AN E-MAIL May I...?Telephone conversation 37

FOR CURIOUS KIDS ONLY! TUZLA - PAGE 39 REVISION 40ModULe 3 / Food

Lesson 14 WHAT’S FOR BREAKFAST? I like / I don’t like / Do you like…?Meals / Food 41

Lesson 15 A SHOPPING LIST some / any, much / many 43Lesson 16 LOOK WHO’S TALKING Present Simple with I ( I go…, I live…)

Always, usually, often, never 44Lesson 17 DINNER AT THE COOPERS’ Present Simple with We / They 46

REVISION 48

Language in focus Page

5

ModULe 4 / daiLY actiVitieS

Lesson 18THEN SHE PROTECTS THE ENVIRONMENT

Present Simple with He / She (fights, makes)Daily routine, Telling the time (It’s 20 to four. / It’s 5 past two.)

49

Lesson 19SHE DOESN’T LIVE AN ORDINARY LIFE

Present Simple with He / She - negative( …doesn’t laugh) 51

Lesson 20HEY MEL, DAVID HAS A CRUSH ON YOU

Present Simple with He / She−Wh- questions (What does … do…?) / Have / has to

52

Lesson 21 LOLLY IS WORRIED Does / Is / CanAnimal in danger 54REVISION 56

ModULe 5 / Me, YoU and tHe WorLd

Lesson 22 LUKA’S GUESTComparative of short adjectives slow - slower / big- bigger... 57

Lesson 23 OUR PLANETSuperlative of short adjectivessmall / smallest; big / biggest; long /longest

58

Lesson 24WHAT DOES IVA MISS ABOUT BOSNIA AND HERZEGOVINA?

Comparative of long adjectivesMore beautiful / more interesting /more colourful...

60

Lesson 25THE SUGAR BABES INACTION AGAIN

Superlative of long adjectivesThe most intelligent / the most beautiful...

61FOR CURIOUS KIDS ONLY! OUR SOLAR SYSTEM - PAGE 62 REVISION 63ModULe 6 / JaSMine’S StorieS

Lesson 26 JASMINE’S PHOTO ALBUM Past tense of “ TO BE“Was / wasn’t / were / weren’t... 64

Lesson 27 CINDERELLA Past tense of regular verbsmarried / opened / cooked... 65

Lesson 28FAMOUS PEOPLE FROM THE PAST

Past tense of regular verbs- questionsDid I write / I didn’t write...Yes, I did / No, I didn’t...

67

Lesson 29 OUR PYJAMA PARTY Past tense of irregular verbsWent / saw / heard / found... 68

Lesson 30 AN UNUSUAL ILLNESS Past tense of irregular verbs - questionsDid he have a stomach ache...? 70

Lesson 31 WHAT A MORNING! Past tense of irregular verbs - negativeShe didn’t find .... 72REVISION 74

ModULe 7 / Free tiMe

Lesson 32 A CAMPING TRIPwill/won’tPossessive pronouns free time activities

75

Lesson 33THE ‘END OF THE SCHOOL YEAR’ PARTY

going tosomebody / anybody / nobody 76

FOR CURIOUS KIDS ONLY! THE FUTURE IS COMMING - PAGE 76 REVISION 77

FeStiVaLS 78

Language in focus Page

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Suggested plan for one school year

LESSON NUMBER

MODULE / LESSON

CONTENT / AIM

1Starting up module

Introducing the textbook.Chanting

STARTING UP – BACK TO SCHOOL

2 Lesson 1Who is who?Revising the present simple of TO BE and HAVE GOT

3 Lesson 1Describing what people are likeSinging rap

4 Lesson 2Who’s that girl?Introducing new vocabulary(words describing appearance)

5 Lesson 2

Describing what people look likeRevising the present Simple of TO BE and HAVE GOT(questions and negative, and short answers)

6 Lesson 3

The new classroomIntroducing new vocabulary(objects in the classroom)Plural of nouns

7 Lesson 4School subjectsTimetable

8 Lesson 4English AlphabetCan do statementsRevision

MODULE 1 – HOME AND FRIENDS

9 Lesson 5Introducing new vocabulary-The Sugar Babes

10 Lesson 6The ugly ducklingRevision of the Present Continuous Tense he / she / it

11 Lesson 6Introducing farm animalsPlural of nounsSinging the song

12 Lesson 7

Everybody’s busyRevision of the Present Continuous he / she / they (questions and short answers)Introducing new vocabulary - home

13 Lesson 7Revising the storyExpanding vocabulary related to the home

14 Lesson 8

Tom’s familyLearning vocabulary related to the familyBirthday words

15 Lesson 8Revising the storyRevising family wordsPractising the possessive case

16 Lesson 9Let’s catch them!Practising prepositions

17 Lesson 9Practising making suggestionsPractising expressing abilityCAN / CAN’T

18Can do statementsRevision

MODULE 2 – PLACES

19 Lesson 10

A places in a town or a villageIntroducing new vocabulary- placesIntroducing prepositions (opposite; next to)

20 Lesson 10

Introducing new vocabulary- jobsIntroducing and practicing indefinite article

21 Lesson 11The wrong addressLearning to say how you go somewhere

22 Lesson 11

Revising the storyUnderstanding and giving directionsNumbers 1-1000

23 Lesson 12A visit to the museumIntroducing the topicIntroducing new vocabulary

24 Lesson 12

Revising the storyLearning how to express the obligation and prohibition- MUST / MUSTN’T

25 Lesson 13

You’ve got an e-mailLearning how to be politeHaving a tel. conversationReading tel. numbers

26 Lesson 13

Revising the storyLearning and practising subject / object pronounsLearning to be politeMaking questions using –MAY

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27 Lesson 13Tom’s e-mail about AustraliaLearning about AustraliaTalking about your country

28 Lesson 13Saying what’s the weather likeMonthsSeasons


MODULE 3 – FOOD

30 Lesson 14What’s for breakfast?Revising vocabulary related to food

31 Lesson 14

Revising vocabulary related to foodLearning to express LIKES and DISLIKES

32 Lesson 15

A shopping listPracticing the dialoguePracticing the expressions of indefinite quantity - SOME / ANY

33 Lesson 15Revising countable and uncountable nounsPractising MUCH / MANY

34 Lesson 16Look who’s talkingIntroducing new vocabulary

35 Lesson 16Revising the storyMaking questions with WHAT,WHY, WHERE, WHEN

36 Lesson 16Revising good and bad habitsRevising the vocabulary - Fruit and vegetables

37 Lesson 17Dinner at the Cooper’sPractising the vocabulary (objects we eat with)

38 Lesson 17

Revising the storyPractising the Present simple with we / theyLearning about ThanksgivingTalking about the difference between life in B&H and America


MODULE 4 – DAILY ACTIVITIES

40 Lesson 18

Then she protects the environmentTalking about the daily routinePractising the Present Simple- 3rd person singularRevising telling the time

41 Lesson 19

She doesn’t live an ordinary lifeRhyme timePractising the 3rd person sing - negative

42 Lesson 20

Hey Mel, David has a crush on you!Practising the Present Simple – 3rd person singular - questions

43 Lesson 20

Practising WH- questionsPractising the Present Simple of the 3rd person sing - HAVE TO / HAS TOChanting

44 Lesson 21

Lolly is worriedIntroducing new vocabulary – animalsContrasting LIKES / DOESN’T LIKE, ARE / AREN’T / HAS GOT / HASN’T GOT; CAN / CAN’T…

45 Lesson 21

Revising the article, talking about animals in dangerHow much do you know about animals? Saying some facts about animalsPractising WH- questions


MODULE 5 – ME, YOU AND THE WORLD

47 Lesson 22Luka’s guestComparison of short adjectives- practice

48 Lesson 23

Our PlanetComparison of short adjectives – revisionSuperlatives of short adjectives – presentation and practice

49 Lesson 23The AntarticPractising the definite article- THE

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50 Lesson 24

What does Iva miss about Bosnia and Herzegovina?Comparison of long adjectives-presentation and practice

51 Lesson 25The Sugar Babes in action againSuperlatives of long adjectives- practice and presentation


MODULE 6 – JASMINE’S STORIES

53 Lesson 26Jasmine’s photo albumIntroducing and practising the Past Simple of the verb TO BE

54 Lesson 26Revising the storyPractising the Past Simple of the verb TO BE

55 Lesson 27

CinderellaIntroducing new vocabularyIntroducing the past Simple of regular verbs

56 Lesson 27Revising the storyPracticing the Past Simple of regular verbs

57 Lesson 28

Famous people from the pastIntroducing and practising The Past Simple of regular verbs - questions

58 Lesson 29Our pyjama partyIntroducing and practicing the Past Simple of irregular verbs

59 Lesson 29Revising the storyPractising the Past Simple of irregular verbs

60 Lesson 30

An unusual illnessRevising the vocabulary - parts of the bodySinging the songNaming different illnesses

61 Lesson 30Revising the storyPractising the Past Simple of irregular verbs – questions

62 Lesson 31

What a morning!Revising the vocabularyIntroducing and practising the Past Simple of irregular verbs- negative

63 Lesson 31

Revising the storyListening to an interview with Luna MijovićRevising the vocabulary- clothes


MODULE 7 – FREE TIME

65 Lesson 32

A camping tripRevising the vocabulary - campingIntroducing the future form WILL / WON’T + infinitive

66 Leson 32Revising the storyPractising the future form WILL / WON’T + infinitive

67 Lesson 33

The ‘End of the school year’ partyIntroducing new vocabularyIntroducing and practising the future form GOING TO + infinitive

68 Lesson 33

Revising the storyPractising the indefinite pronouns – SOMEBODY /ANYBODY / SOMETHING / ANYTHING


70 Systematization

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Introduction

A WHO IS THE COURSE FOR?

DIP IN 6 is a course for children who are in the sixth grade of primary school and are in the fourth year of learning English. The course offers more than enough material for 70 hours of language teaching. Since this is the fourth year of learning English, it is likely that you will have to adapt your teaching to the level of knowledge acquired so far. That is why this course has been prepared in such a way that you may easily move through it with weaker classes, by leaving out some parts, but at the same time offers your stronger classes enough materials to work on.

B WHAT ARE THE COMPONENTS OF THE COURSE?

1 The Pupil's Book

The Pupil’s Book consists of 8 modules (33 lessons).

Each module consists of several lessons in which we follow the lives and the adventures of the main characters, eleven-year-old children.

There is a larger amount of written input compared to the previous grade. However, the material has been carefully illustrated to make it more natural and easier to understand.

Furthermore, there are many songs, chants and rhymes to make your classes more enjoyable for both you and your pupils.

After every module there is a revision section which rounds off the material presented in that module.

Finally, there is an extended world list at the back, which can serve as a reminder to the teacher, but can also help the pupils in self-study.

2 The Activity Book

The Dip In 6 Activity Book is also organised in 8 modules (33 lessons) which are linked to the corresponding lessons in the Pupil’s Book. Each lesson comprises different tasks – fill-in exercises, crossword puzzles, brain teasers, and so on.

Its aim is to reinforce and consolidate the vocabulary and structures taught in the corresponding lesson.

In the Activity Book there are two extra stories, as well as a Christmas, Hanukkah, Eid ul-Fitr, Eid al-Adha and Easter appendix which further expands the language and knowledge of customs related to these festivities.

The novelty of the Dip In 6 series is a self-evaluation table at the end of each module in the form of CAN-DO STATEMENTS. Pupils are invited to turn back and consider how much they think they have learnt in each module. This will help them boost their confidence, but at the same time help develop self-assessment.

At the end of each module there is also an invitation for a Mini project. This invitation is a reminder to the teacher and an incentive to the pupils to use the acquired language in a creative way. Suggestions on what to do as a mini project and how to do it are given in the Teacher’s Book.

3 The CDs

The CDs are an essential part of the Dip In 6 course. The recorded material includes stories, texts, dialogues, songs and rhymes marked with a CD icon in the Pupil’s Book and in the Activity Book. There are CD scripts at the back of the Pupil’s Book.

4 The Teacher’s Book

The Teacher’s Book provides an overall plan for the whole course, but also a detailed step-by-step lesson plan, with suggestions on how to go through each lesson. The Teacher’s Book also offers advice on how to adapt your teaching and the material to the level of your class.

C THE BASIC AIMS OF THE COURSE

Dip In 6 has been created to follow the modern postulates of language teaching according to the Common European Framework. This means that it is task-based and caters for all the four language skills.

The aim of this course is to present language in a natural, non-threatening way in order to encourage children to communicate in English and develop their skills of listening, reading, writing and speaking.

Listening

Before adolescence, children’s vocal cords are not completely formed, which makes our pupils excellent imitators. They can perfectly repeat the intonation, the words and the sounds. Exposing good imitators to language is the first and most

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Introductionimportant advantage of early learning. In grade 6, however, there is more to listening: the pupils have to find information, and not just listen and repeat.

Task-based listening is the target skill in grade 6. It implies listening for information. A simple, not too demanding, task is set before the first listening. Another task accompanies the second listening. Finally, checking might take place in the third listening. Reading comes after at least two listenings, and this activity is also task based.

Reading

At this age and level of knowledge of English, your pupils might still have difficulties recognising a written word without oral input. For this reason, reading always follows the listening stage. To master this transfer from written input to vocal output, a great deal of stress is put on reading to practise pronunciation and intonation. There are also reading tasks which require reading for comprehension.

Speaking

By now your pupils are able to produce a lot of language. Yet at this level speaking is more demanding because it is not an imitation of a model, but increasingly an act of the creative use of language. Your pupils will be expected to personalise the topics dealt with in class. Therefore, you should continually encourage them, rather than risk discouraging them by constantly correcting their mistakes.

Writing

Finally, children are motivated to enhance their writing skills as their cognitive development is stimulated. Writing is an extremely complex skill. That is why all the writing tasks at this level are necessarily carefully guided. You are now laying the foundations for the future development of this skill.

Friendly, natural and non-threatening teaching is ensured through games, songs and TPR activities. They not only provide opportunities to revise certain structures and vocabulary, but also contribute to the holistic learning environment needed to motivate and stimulate pupils. Although such activities are generally thought to be suitable for very young learners,

even children at this age enjoy them and through them acquire language more easily, naturally and spontaneously. They are also extremely motivating and arouse interest even among those pupils who do not seem to share the enthusiasm and motivation of others. Hence, this Teacher’s Book gives you suggestions about what games to play with your pupils, but also how to turn different exercises into a game.

For a successful teaching and learning process, make sure that you:

- involve your pupils actively;

- address all their senses / modalities (visual, auditory, kinaesthetic);

- encourage your pupils to think for themselves;

- show your pupils how to use language in realistic, interactive situations;

- cater for all their intelligences (visual, kinaesthetic, interpersonal, intrapersonal, linguistic, logical, musical);

- do not overload the students (for example, with too many items of vocabulary per lesson);

- modify or even discard activities to satisfy the needs of your pupils or time available;

- raise motivation by satisfying your pupils’ genuine curiosity and by creating a relaxed and friendly atmosphere.

If you manage to pass on to your pupils the joy of learning, but also teach them the target structures and vocabulary, you can consider yourself successful.

Good luck and have fun.

The Authors

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IntroductionIntroduction

BACK TO SCHOOL

Aim: Doing an original chant Motivating the pupils for the beginning of school

Language focus: School starts in September. We are eleven. Going back to school is like flying a kite

Vocabulary: rule, wise, grown up, relaxed, bright

Suggested teaching time:

15 minutes

1 Introduce the concept of rhyme. Say: book-look, mouse-house, fought-caught, stay-OK, cat-fat, bike-like. What do these words have in common? They rhyme. Write some rhymes on the board.

2 Ask the pupils to think of some other rhymes. Write these rhymes on the board.

3 Draw a kite on the board. Write school in the middle and 4 other words in the corners: rule, run, ten, bright. Check the meaning. Ask the pupils to think of rhymes for the 5 words. If they find it too challenging, offer them the words and write them around the kite: cool, school, fun, again, kite. They connect and write the rhyming pairs.

4 Have the pupils look at the picture and ask if the children look sad. (No.) They are going back to school after the summer holidays. Is this making them happy? (Yes.) Elicit the reasons. Why are they looking forward to it? Who are they going to see? (All their friends.) How are they feeling? Tired, fed up or fresh, relaxed, ready for school? Looking at the illustration, would you say that school is fun? (Of course.) Are they running to school? (Yes.) Why? (They can’t wait to get there.) When does school start? (In September.)

5 Say they are going to listen to the chant and find out how old the children are. (Eleven.)

6 They listen again and say what going back to school is like. (Like flying a kite.)

7 The pupils listen and read to find out what the children are like after the summer holidays. (Wise, grown up, relaxed, bright.) Explain the words.

8 The pupils read and say if it is good to be back to school. (Yes.)

9 They chant all together.

10 The class splits into 2 teams, A and B. The members of the A team do the odd lines (1, 3, 5, 7…), and the Bs say the even lines (2, 4, 6, 8…). Then they switch.

11 In pairs (A and B), the pupils do the chant in the same way.

12 Next they talk about their experience.

Ask: Are you happy to be back? Do you like being together with your friends? How old are you? Do you feel grown up, bright, wise? Do you feel relaxed and ready for school?

Perfect! Let’s start. Going back to school is like flying a kite!

Starting up BACK TO SCHOOL

12

Who is who?Starting up BACK TO SCHOOL

Lesson 1WHO IS WHO?

Aim: Revising the Present Simple of to be and have got / Introducing the characters / Describing what someone is like

Language focus: S/he is...; S/he has got... I’m... I’ve got...

Vocabulary: unusual / clumsy / polite / nice / funny / rude / clever / helpful / tidy / sporty / lazy /imaginative / musical / popular / curious / shy

Materials: word cards


2 lessons

Step I INTRODUCING THE CHARACTERS

1 Start off by asking your pupils to have a look at the cover of their Dip in 6 English Pupil’s Book. Ask questions like: How many children can you see? How many boys/girls can you see? How old are they? Where are they? Are they happy or sad? Can you guess why?

2 Tell your pupils that these are the main characters of their English course book and this year they will find out a lot about them.

Proceed to tasks 1 and 2 from the Pupil’s Book. Your pupils read silently the text, look at the picture and find out the names of the characters from the picture. To make it easier for them, you can read the text while they concentrate on the illustration.

3 Read the text aloud, but make deliberate mistakes (for example, instead of ”kids”, say ”monkeys”). Warn your pupils to listen carefully and to say STOP when they notice a mistake. Apart from being exposed to a model, they will also have fun if you make ”funny” mistakes.

4 Ask volunteers to read aloud.

5 Task 3 from the Pupil’s Book can be done as a pair-work activity. It is vital that your pupils actually talk as much as possible. Therefore, this course book will offer you a lot of such tasks.

Don’t worry about accuracy too much. However, if you have a smaller or a very weak class, you can always decide otherwise.

6 You can now move to the second part of this lesson which is to be done as a listening task. But first motivate your pupils to listen by asking them to make predictions about new characters.

Ask: Who is popular? / a nice girl? / an unusual girl? / an excellent pupil? / sporty?

When asking these questions, make sure all your pupils understand the meaning of the underlined words. Write the underlined words on the blackboard.

7 The pupils listen. To make the listening easier, stop the CD after every description and ask one of the above questions. They comment if their prediction was right. After having heard the whole text and after having been exposed to the questions, they can do task 4 from the Pupil’s Book.

8 The pupils listen to the CD again. After every few sentences, stop the CD and ask somebody to read. Explain the words you think need explaining.

9 Do task 6 from the Pupil’s Book.

10 Task 7 from the Pupil’s Book is a pair-work activity. Each pupil asks a few questions of his/her choice; his/ her friend mustn’t look at the book.

Task 1 from the Activity Book can be given for homework.

Step II ADJECTIVES DESCRIBING WHAT PEOPLE ARE LIKE

1 After checking the homework, play the following game: prepare the word cards with the following adjectives: unusual, curious, imaginative, clever, sporty, popular, lazy, musical, nice and shy. Show the cards to your pupils – they read them aloud. Write the names of our new characters on the blackboard. Shuffle the cards; divide your class into two teams; there are five cards for each team face down on your desk. A representative of each team sticks one card at a time next to the correct name. The others help by giving instructions. The group which gets rid of the cards first wins (provided that the cards are next to the correct names).

13


2 You can now do task 3 from the Activity Book. First, call out the word in English and ask them to find the corresponding Bosnian/Croatian/Serbian word, and vice versa. They will have no problem doing this activity now.

If you feel your pupils need more practice to master this new vocabulary set, play memory game. Divide your class in two or three teams. They must find the matching pairs (English word+corresponding Bosnian/Croatian/Serbian word).

3 Do tasks 4 and 5 in the Activity Book.

Ask your pupils to write their names on a piece of paper. Collect the pieces of paper and put them in a plastic bag. Now they pull out a slip with somebody’s name on it. You ask: What is X like? and they say what this person is like. Allow them to look in the Activity Book because that will boost their confidence.

4 Do task 6 in the Activity Book.

Or you can use this task for a mini project: Each pupil makes his own "poster" which you can later display on a pinboard.

Step lll SINGING RAP

1 Ask your pupils if they know what a rap is. Ask them if they can rap. Ask them to listen to Luka’s rap and clap their hands.

2 They try to rap with the CD. Of course, they can look at the written version of the rap in their Pupil’s book.

3 They rap alone.

They can make their own rap by changing the words in red. They can also do task 2 from the Activity Book which practises spelling.

14

Who's that girl?Starting up BACK TO SCHOOL

Aim: Revising the Present Simple of to be and have got (question and negative, short answers) Describing what someone looks like

Language focus: S/he isn’t...; S/he hasn’t got....; Is s/he....?; Has s/he got....? Are you....? Have you got....?

Vocabulary: words describing appearance (long / short / brown / blond /curly / straight hair, pimples, freckles, short, tall, plump, skinny, pony tail, pigtails, fat, thin, hairpin)

Materials: poster


2 lessons

WARM UP: Ask several pupils to do their rap act.

Step I INTRODUCING NEW VOCABULARY

1 Tell your pupils you want to check if they are good detectives. Say that you will describe one pupil from the class and they have to guess who it is.

Say: This pupil has got long hair.

This pupil has got blue eyes.

While doing this, revise the vocabulary they are familiar with from the previous school years, but also introduce all the new vocabulary related to physical descriptions of people which will be dealt with in this lesson. Do so by pointing on the poster so that your pupils understand what you are saying.

2 Point to different characteristics on the poster and ask them to repeat after you.

3 Point to different characteristics and ask them to say what they can see.

Step II WHO’S THAT GIRL?

1 Let the pupils listen to the children talking, and answer the questions from task 1 in the Pupil’s Book. Naturally, read the questions aloud before listening, and make sure the children understand all the questions.

Lesson 2WHO'S THAT GIRL?

2 They listen once again (task 2 / Pupil’s Book).

3 They listen to the CD again, looking at the text. Stop every now and then to see if they understand everything.

4 You read a sentence from the text at random. They should find out who says that and tell you the name of the child. Tell them to be quick.

5 They read aloud in roles. At this level you will be doing a lot of reading, not only to practise pronunciation of longer chunks of language, but also to work on the correct intonation. Therefore, insist on following the model from the CD because this is the age when children can easily acquire the correct intonation.

6 Do task 3 from the Pupil’s Book as a chain activity (one child asks somebody else in the class, who answers and then asks another pupil from the class, and so on until they have used all the questions). This chain activity is useful for exposing the whole class to the correct way of giving short answers. Task 1 and 2 from the Activity Book can be done for homework.

Step III PRACTISING QUESTIONS

1 Ask your pupils if they can remember the 3 questions the boys asked Melanie. If they can’t, let them look back in their books.

2 Explain that Melanie has a lot of questions for her new friends, too. Do task 9 in the Pupil’s Book.

3 Do task 10 in the Pupil’s Book as a pair-work activity.

4 Tasks from the Activity Book can be given for homework. The aim of task 6 is to practice the correct order of words in questions.

5 Round off the lesson by telling your pupils that you will answer all their questions truthfully. After the previous tasks, they will have no problem with questions. This type of activity is very motivating for children because they like to know more about their teacher. If you show your enthusiasm when answering their questions, you will establish a friendlier atmosphere in your class.

Task 5 from the Activity Book is optional. It can be done as a mini project.

15


Who's that girl?

Step IV REINFORCING VOCABULARY

1 Check the homework. Ask your pupils to tell you all the sentences from their homework without looking at it. By doing this type of activity, you encourage your pupils to utter whole sentences, not just single words. That’s how you will prepare them for the more elaborate production stage – guided retelling.

2 Do task 4.

Tell your pupils to study the picture from task 5 of the Pupil’s Book. You describe the children in the picture. Some of your sentences are true and some false. Tell your pupils to listen carefully and clap their hands whenever you say a true sentence about the children from the picture. For example, you say: Melanie has got short hair. Tom is tall.

Do task 6 from the Pupil’s Book.

Do task 7 from the Pupil's Book as a pair work activity or a team game.

16

The new classroomStarting up BACK TO SCHOOL

Aim: Describing the classroom; asking and answering questions about the classroom Plural of nouns

Language focus: There is... / There are ... There isn’t ..... / There aren’t.... / Is there... ? / Are there....? book / books, sandwich / sandwiches

Vocabulary: Objects in the classroom Things we have in our schoolbag

Materials: objects in the classroom


1 lesson


1 Ask your pupils to name all the things they can find in a classroom. You touch the named object or ask a volunteer to do it instead of you. (It is vital that you do this because you shouldn’t take it for granted that all the pupils understand the words that their classmates are calling out.)

2 Now that you have revised a lot of classroom vocabulary, they can do task 2 in their Pupil’s Book. They circle the words they recognise and read them aloud.

3 Introduce the other words from the list, either by pointing to these objects in your classroom or simply by miming.

4 If you think there is a need to practise the words from task 2, ask volunteers to mime some activities in which they use these objects. You can also prepare the word cards and ask volunteers to lable the objects in your classroom.

5 Do tasks 3 and 4 from the Pupil’s Book.

Lesson 3THE NEW CLASSROOM

Step II WORKING ON THE DIALOGUE

1 Do task 5 from the Pupil’s Book. Talk about the classroom in the picture. Ask questions like:

Do you like this classroom? Is anything missing? Whose classroom is it?

8 Let the pupils listen to the dialogue and number the ”classroom words” they can hear. (There are only two: computers and microscope.)

9 Let them listen to the CD once again and do task 6 from the Pupil’s Book.

10 Ask volunteers to read after the CD in roles. Stop to explain whatever you think needs explaining.

11 The pupils read in roles.

12 Do Tasks 7 and 8.

Tasks 9, 10 and 11 from the Pupil’s Book are optional. You can turn it into a mini project.

Step llI PLURAL OF NOUNS

1 Write HOW MANY .....? on the blackboard. Tell your pupils to look around the classroom and tell you how many ....... they can see. On the blackboard write: BOYS, GIRLS, BAGS, LAMPS, PICTURES, DESKS, WATCHES, BOXES (Separate the last two from the others).

You can organise it as a team or a pair-work activity. They copy the words into their notebooks, move around the classroom and count. There will be a lot of commotion in the class, but such tasks are motivating because they involve movement. The winning team/ pair comes to the blackboard to write the numbers. Don’t expect them to tell you the number because they have learnt only the numbers to 20. They can write them and you will say them.

Now you can draw their attention to the ending of the first group of words. Ask what the last letter is? S) Why? (Because there are more than one.) Also point to the second group with the ending -ES.

17


The new classroom

2 Do task 12 and 13 from the Pupil’s Book.

Task 10 from the Activity Book can be done for homework

Tasks 5 – 8 from the Activity Book are optional. They reinforce the use of There is / There are.

They also revise the vocabulary related to things children have in their schoolbags. Since your pupils are already familiar with this vocabulary from previous school years, when doing these tasks just follow the instructions in the Activity Book.

You can also come back to this set of tasks later, for instance when you do revision.

You can also use these tasks as a preperation for a mini project: MY SCHOOL BAG

18

School subjectsStarting up BACK TO SCHOOL

Aim: Talking about school subjectsRevising the English alphabet

Language focus: There is... / There are ... There isn’t ..... / There aren’t.... / Is there... ? / Are there....? book / books, sandwich / sandwiches

Vocabulary: school subjects: Bosnian /Croatian / Serbian, maths, history, biology, geography, music, physical education, German, Religious education, art, computer science


2 lessons


1 Start off by asking your pupils to have a look at pictures from task 1. Ask them to point to the symbols they are familiar with and to name the subjects that are presented by these symbols.

2 Do task 1. Write the new words on the blackboard.

3 Do task 2 from the Pupil's Book as a pair work activity or a team game.

Step II REINFORCING VOCABULARY

1 The pupils listen to task 3 and put a tick or a cross where necessary. Repeat the CD if necessary. After this task, the pupils do the task 4 as a pair work activity.

2 Do task 5 from the Pupil's Book.

3 Do task 4 from the Activity Book. Tasks 1 and 2 from the Activity Book can be done for homework.

Lesson 4SCHOOL SUBJECTS

Step III PRACTISING THE ENGLISH ALPHABET

1 Check the homework.

This whole step is optional. You can decide to do only some parts. Even if you do decide to do all the tasks, do not expect your pupils to be able to spell words. Recognising letters at this stage is perfectly acceptable. But also do not limit your pupils either.

2 Tell your pupils that you will tell them something in English. Invite them to guess what you are saying. Quickly say the English alphabet.


3 Task 8 nvites your pupils to make a comparison between the B / C / S and the English alphabet and to spot the differences. At this point they will have difficulties saying some letters, so help whenever they stumble.

4 Do task 9 from the Pupil’s Book. Tell your pupils to look at these abbreviations and say if they know what they mean, which they probably will. Ask your pupils to spell them. They will probably enjoy spelling them since these are some well-known abbreviations.

5 Do task 10 as a listening activity. This task prepares your pupils for spelling.

Do task 11.

6 Now, let your pupils listen to the alphabet song and join in singing (task 12).

7 Tasks 4, 5, 6 and 7 can be done for homework.

19

Aim: Revising the vocabulary and structures in Starting up modulePlaying a board gameCategorising wordsWriting about a friend

Language focus: S/he has got _______ (hair). There is / There are… Who is pretty? Who has got new sneakers? Jasmine isn’t plump. Luke hasn’t got brown hair. Is she pretty? Yes, she is. Is he plump? No, he isn’t.Has she got long hair? Yes, she has.Has he got brown hair? No,he hasn’t.There is a chair. There are chairs. There isn’t a book. There aren’t any books. Is there a guitar? Are there two guitars?

Vocabulary: L1 late, clever, sleepy, clumsy, shy, imaginative, unusual, polite, pretty, nice, funny, lazy, rude, popular, helpful, musical, sporty, interesting, tidy, curious, sneakers, discman, telescope, hobby, he’s got glasses

L2 tall, short, thin, fat, plump, skinny, ugly, pretty, handsome, gorgeous, tidy, untidy, curly, straight, long, short, blond, dark, brown, red; pigtails, a ponytail, blue eyes, brown eyes

L3 blackboard, chalk, guitar, whiteboard, desk, dictionary, CD player, chair, microscope, TV set, sponge, register, computer, pin board, printer, pupil, calendar, waste¬paper basket, globe, map, clothes

peg, fish tank, cupboard,

REVISION


REVISION

lamp, school bag, eraser, hanky, pencil sharpener, pencil case, comb, book sticker, notebook, mobile phone, ruler, bubble gum

L 4 Bosnian/Croatian/Serbian, English, French, German, Maths, biology, geography, history, computer science,Religious education (RE), art, music, physical education (PE)

Materials: a die and counters

STEP I PLAYING THE BOARD GAME

1 Say that you are going to revise Starting up module. Tell the pupils to shut their books. Elicit as many sentences as they can remember from it.

2 In advance, prepare them for playing a game. They need to bring a die and an object to use as a counter (eraser, pencil sharpener, coin, hairpin, etc.). They play in pairs or teams.

3 The pupils throw a die. They answer the question in the field they land on. If they don’t know the correct answer, they return to the previous position. The winner is the pupil who reaches the finish first.

STEP II ACTIVITY BOOK

1 Say that you are going to revise the words from Starting up module In pairs or individually, the pupils categorise the vocabulary in task 1.

2 Task 2 is a guided writing task. Ask several questions about the pictures and elicit the descriptions before the pupils do it in writing.

3 Task 3 is to describe a friend, which is another guided writing task. If you are short of time, assign it for homework.

STEP III CAN DO STATEMENTS (page 113)

After finishing the tasks draw your pupils‘ attention to the can do statments in the workbook. Read them aloud and then let the children assess themselves. Allow their frank comments and perhaps a discussion about what they did well, what they found very demanding or difficult, what was enjoyable etc.

20

Sugar babesModule 1 HOME AND FRIENDS

Aim: Revising the Present Continuous with I /you for actions happening at the moment of speaking Introducing the English alphabet

Language focus: I’m (not) …..ing / Are you ……ing? Yes, I am. / No, I’m not.

Vocabulary: police officer, spell, noise, burglar, brave, bush, team, bully, break into, hiding, are stopped

Materials: flashcards from the previous years and word cards


1 lesson


1 Prepare a flashcard of a police officer. Tell your pupils that you will show the card to them only for a second - They have to look carefully and guess what there is on the flashcard.

Help with the questions: Is it an object? Is it an animal? Is it a girl?

Flash the card again if necessary. They will probably come up with the word policeman. Introduce: police officer.

Explain that this police officer is very busy today and they will now see why.

2 Introduce the text by telling your pupils that our busy police officer will meet a special team today – the Sugar Babes. Tell them to listen to the CD and find out who the Sugar Babes.

Step II THE SUGAR BABES

1 Before moving to the text, do task 1 from the Pupil’s Book as a competition. This task introduces new vocabulary. First, read aloud the English words and ask your pupils if they understand at least one of the words you have read (which they certainly will). Now ask them to follow the lines which will take them to their Bosnian / Croatian / Serbian “friends”. Ask them to circle the matching pairs with the same colour. Tell them

Lesson 5SUGAR BABES

that you will check how quick they are. Use a stopwatch. Children always like to compete, even when they do not have a real opponent.

(Pupils always need to have a clear task before listening.) The pupils guess the order of the pictures as well as the story.

4 The pupils listen to the CD and check their predictions, task 3.The Pupils listen to the CD again to answer the questions:

1. Who are the Sugar Babes? 2. Whay are they so busy?

5 Pick a sentence from the text (preferably one with a “difficult” phrase you want to check the understanding of, or which you want to emphasise) and translate it into Bosnian / Croatian / Serbian. Your pupils must quickly find the matching English sentence in the text. (This type of activity is useful because it raises awareness of the fact that English and Bosnian / Croatian / Serbian sentences often have a different structure.)

6 The pupils are now ready to read the text aloud in roles.

7 Do task 4 from the Pupil’s Book. You can do it orally first as a game. Divide your class into 2-3 teams. Read the sentences and they have to guess who says them. After playing the game, they can do the same task individually using their books.

ADDITIONAL TASK

9 You can round up this lesson by letting your pupils act out the story. They work in groups. Assign roles (the better pupils will naturally want more demanding roles). Give them several minutes to prepare. Let them act out the story.

By now, your pupils will have repeated certain lines several times in an amusing and entertaining way.

10 Do task5 from the Pupil’s Book. First, you read the sentences aloud. Then let them copy the sentences in the notebooks. Finally, check by asking: What does X say?

11 The pupils task 7 in their notebooks.

12 Write Yes, I am and No, I’m not on the blackboard. Go around the class and ask questions from task 6 in the Pupil’s Book. Add as many other questions as you think appropriate or

21

Module 1 HOME AND FRIENDS

Sugar babes

necessary. If your pupils hesitate when answering, either check if they understand the question or point to the blackboard to remind them what they can use to answer.

ADDITIONAL TASK

13 If you have enough time, you can round off this step as follows: on different slips of paper write as many sentences as there are pupils in your class (I’m (not) …..ing). Distribute the slips of paper. Then say:

You are at school. You are in the car. You are in the park. etc.

Depending on the place you have just mentioned, they either make a positive or a negative version of the sentence they have drawn out (e.g. I’m sitting. I’m not riding my bike.) They have to imagine they are in the particular place you have just mentioned.

Task 1, 2, 3 from the Activity Book can be done for homework.

22

The ugly ducklingModule 1 HOME AND FRIENDS

Aim: Revision of the Present Continuous with he / she / they for actions happening at the moment of speaking Understanding a story and answering questions about it Singing a song Recognizing some irregular plural nouns

Language focus: S/he is....ing; They are ....ing mouse – mice, goose – geese, sheep – sheep

Vocabulary: farm animals



2 lessons

Step I LEAD INTO THE STORY

1 Start off by playing a game. Tell your pupils that you have a password for today’s class and that they have to guess it. You will paraphrase some words and when they guess which word it is, they have to write only the first letter of that word in their notebooks. The letters in their notebooks will spell your password for today’s class.

You say: 1 You open it. Every house has got it. D(OOR)

2 It is raining. You need it. It can be red, yellow, green... U(MBRELLA)

3 You eat it for your birthday. There are candles on it. C(AKE)

4 I cook there. K(ITCHEN)

2 The password is DUCK. Write it on the blackboard and draw a duck. (It’s simple – write the number 2 and there it is!) Say that this is a mother duck. Ask: What colour are her feathers? (Explain this word.) Where is its home? (On a farm.)

Draw a smaller duck and say: This is a baby duck – a DUCKLING.

3 Introduce the story by asking if they know the story about the ugly duckling. Let them tell the story in Bosnian /Croatian/ Serbian if they

THE UGLY DUCKLINGLesson 6 volunteer to do so. Do not avoid Bosnian /

Croatian / Serbian in the class. There are always some weaker students for whom it is a safe heaven.

Step II THE UGLY DUCKLING

4 Do task 1 from the Pupil’s Book before listening. Pupils make guesses.

5 Pupils just relax and listen to the story. Their task is to see if their predictions were right. Check the correct answers with the class after listening.

6 Listen to the story again. Stop every now and then and ask someone to read. Also, explain whatever you think they have difficulty in understanding. Do not insist on every single word. This is a story, and stories are read for pleasure. It is important that you make sure they actually understand the story as a whole and not every single detail

7 Pupils read without the CD.

8 Do task 3 from the Pupil's Book

9 To do task 4, organize your class so that there are groups of three pupils. Each pupil chooses group of question she / he wants to answer. (The three groups of questions actually represent three levels of difficulty. In such a way even weaker students stand a chance of giving correct answers, which motivates them for their future work.) Give them a minute or two to find the answers. Then they work in their groups. Two members of a group ask the third his or her questions. The third member is not allowed to look at the book. They change roles until all the questions have been asked and answered.

10 Task 5, the pupils can answer orally. Encourage discussion with your pupils.

Task 2 from the Activity Book can be done for homework.

Step III REVISING THE STORY

1 Start off by checking the homework

2 To check how well they remember the story, go back to task 1 from the Activity Book.Limit the time. Check what they have done by asking pupils to read aloud.

3 Tell your pupils that you are going to test their memory. Ask them to tell you all the sentences they have just written. But they mustn’t look at them. Insist that the order of their sentences

23


The ugly duckling

should be as it is in the story. If they do it, your class has just retold you a story in English. Well done!

Step IV INTRODUCING FARM ANIMALS

1 Task 6 from the Pupil’s Book introduces farm animals.

Your pupils certainly already know most of these words. However, follow this procedure: pupils look at the illustrations of farm animals. You read the words in random order and they point to the pictures.

2 Then, the pupils spell the words.

3 They can now connect the picture with the corresponding word with a line.

4 Pupils read the words. First, the pupils read the singular, and then the plural of nouns.

5 Put on the blackboard flashcards from the previous years of farm animals. Ask them to shut their textbooks and notebooks. Play What's missing? They shut their eyes in the menatime you remove 1-3 pictures. Ask: What's missing?

STEP V SINGING A SONG

1 Introduce the song with a little story: Farmer McDonald is old, but not very old. He has got a farm. He has got a big house and a tractor. On his farm there are a lot of animals. Listen and say what animals there are.

2 Most children are familiar with the tune, so let them listen to the song several times (they can look at the text) and ask them to join in and sing the song.

3 In the song, there are several irregular plural nouns, so now you need to draw your pupils’ attention to that. Do not insist too much. At this level, they only need to become aware of them. You can even skip this if you have a weaker class.

4 Start by asking: Has Old McDonald got only one cow?

No, he has got a lot of cows.

5 Do the same with a few more regular plural nouns and then switch to irregular plural nouns. As you introduce them, write them on the blackboard.

6 Now read both the singular and plural nouns and ask your pupils to repeat after you. Explain if you feel additional explanation is needed.

The pupils do task 3 from the Activity Book.

ADDITIONAL TASK

7 Now your pupils can try to add one more verse to the song. They can use ideas from the song. You can also turn it into a mini project. Ask them to make their own version of the song and illustrate it.

8 Tasks 4,5,6, from the Activity Book can be done for homework.

24

Everybody's busyModule 1 HOME AND FRIENDS

Aim: Revision of the Present Continuous with he / she / they (questions and short answers)Learning vocabulary related to the home

Language focus: Is …….ing? / Are ………ing? Yes, …. is. / No, …. isn’t. / Yes, …. are. / No, …. aren’t.

Vocabulary: rooms in a house / flat items of furniture



2 lessons

Step I EVERYBODY’S BUSY

1 Start off by spelling the names of rooms in the house. Your pupils are already familiar with these words from the previous year. As you spell the words (k-i-t-c-h-e-n, etc.) your pupils write the letters in their notebooks. Ask a volunteer to do the same on the blackboard so that any possible misunderstanding with the spelling is immediately cleared up. As soon as somebody realises what the word you are spelling is, s/he may say the word (e.g. K-I, pupil: king; say no and continue spelling until you get the target word).

By doing this activity, you will revise all the rooms in a house, as well as practise spelling.

Step II LISTENING AND READING

1 Set the atmosphere for listening by telling your pupils they will learn something about Tom’s family. They are all getting ready for somebody’s birthday party.

Tell your pupils to listen carefully and tell you whose birthday it is today.

There is no need to introduce more vocabulary in advance because, even if one of the verbs describing what the characters are doing is not a phrase they are familiar with, the cross section of the house with all the characters doing something will make the meaning quite clear.

EVERYBODY'S BUSYLesson 7 2 After the first listening, your pupils may open

their books to read the story and try to find 4 differences between the text and the picture. The differences are: Grandma Green is not putting flowers on the table, but candles.; There are 6 chairs around the table, not 12.; Grandpa Green is fixing a washing machine, but in the small bathroom downstairs; Tom's mum is making two birthday cakes, not one.

3 Let them listen to the CD again. Stop the CD after every few sentences and ask somebody to read aloud. Check if they understand everything.

4 Do task 3 from the Pupil’s Book as a pair-work activity.

5 Now you can work on vocabulary. To reinforce some typical collocations used in this text, do task 6 from the Pupil’s Book. First, play Match or Mismatch. Write all the words from task 6 on separate cards. Put them face down on the blackboard. Each team turns two cards at a time to find the matching pairs – words that go together.

6 When they have found all the pairs, they can do the task individually in their notebooks.

7 After they have matched the pairs, ask them to shut their books and tell you all the pairs they can remember.

Step III ASKING AND ANSWERING QUESTIONS

1 Move back to the story. The pupils do task 4 on their own. Check what they have done by asking your pupils to read what they have written.

2 Now that your pupils have been exposed to questions, they can try to make a few more questions on their own. Do it as a chain activity: one pupil asks a question, the second answers and asks a new question; the third answers, then asks a new question, and so on.

As they have produced together a lot of questions, ask them to write a few in their notebooks.

3 Personalisation stage. You can do task 3 from the Activity Book. Help with any words that you think might be a problem because, in order to be able to do this task, they should understand all the items. They unjumble the questions and answer them individually

Tasks 1,2 can be done for homework (task 3 is optional).

25


Everybody's busy

Step IV REVISING THE STORY AND EXPANDING VOCABULARY

1 Start off by checking the homework

2 Check how much they remember about that Saturday morning at Tom's house. Go back to tasks 3 and 4 to help you revise the text

Prepare the flashcards (from the previous grade) of all the pieces of furniture you can see in task 7 in the Pupil’s Book. Prepare the word cards as well. They already know a lot of these words. Therefore, this will only be an expansion of vocabulary. Anyway, follow the following procedure:

– show the flashcard, say the word and they repeat in chorus and individually – ask somebody to point to the correct flashcards as you say the words – number the flashcards and ask: What number is X?, What is number X?

– read the word cards and ask them to repeat – they match the word cards and the flashcards on the blackboard

– play What’s Missing? with the picture cards, or play the Duel Game with the word cards (you say a word in Bosnian / Croatian / Serbian and two pupils compete to be first to find the English word card). Both games should be organised as team games. Give all the pupils an opportunity to represent their team. Give weaker students “easier” words so that they too can contribute to the final score. That will motivate even less motivated pupils to participate joyfully in your classes.

3 Do task 8 from the Pupil’s Book. But first revise the colours by asking your pupils to touch something blue, red…., etc.

4 Do tasks 9 and 10 from the Pupil’s Book. Do both tasks with the whole class. Let them read the cues aloud and volunteer to give the solutions.

5 Task 11 is a productive type of exercise and needn’t be done with weaker classes.

6 PROJECT WORK is optional. It revises the use of there is / there are, as well as the vocabulary connected with the home.Pupils draw the layout of their home (or take a picture of their favourite room in their home) and write a description. You can display their work.

7 Tasks 4, 5 can be done for homework.

26

Tom's familyModule 1 HOME AND FRIENDS

Aim: Learning vocabulary related to the family Revising the possessive case

Language focus: Rick’s / Julie’s

Vocabulary: family wordsbirthday words How many…?


2 lessons

Step I PREPARING FOR LISTENING

1 Start off by drawing a typical “birthday setting”. Ask your pupils to say what you are drawing. Some typical birthday words will pop up (a cake, candles, balloons...).

2 Discuss birthdays with your pupils. You can start by exploiting the questions from task 7 in the Pupil’s Book, but add some more. Pupils at this age love birthday parties. They may want to say more than they can in English, so let them use Bosnian / Croatian / Serbian at this point.

3 Do task 1 from the Pupil’s Book. Ask your pupils to read all the words and then discuss which of them are birthday words. You may also ask some pupils to label them

Step II REVISING THE STORY

1 Say that finally Pat and Matt (Tom’s twin brothers) are happy because it is time for their birthday party. Let your pupils listen to the CD and circle all the birthday words (from task 1 in the Pupil’s Book) that they can hear.

2 Tell your pupils to read silently the sentences from task 3 in the Pupil’s Book. Not all of them are correct, so tell them to listen again and tick the true sentences.

In this type of activity you must always make sure that your pupils read the sentences before listening, otherwise they would need to do two things at the same time (both read the sentences and listen to the dialogue) which is very confusing.

To practise reading and to check if they understand everything, your pupils should listen to the CD and repeat the lines. You can make a break every few lines and make sure they

TOM'S FAMILYLesson 8 understand everything. You may want to skip

repeating with stronger classes, but do not fear you are wasting time by listening to the CD again and checking their understanding. Also, always try to create an atmosphere of trust – encourage your pupils to ask you if they do not understand something.

Pupils read the text aloud and in roles.

3 Ask your pupils to look at the questions from task 4 in the Pupil’s Book. You supply the answers to these questions, but in a mixed order. Pretend that somebody (an invisible creature) is whispering in your ear and giving you the answer. Tell your pupils to try to guess what questions the “invisible” creature is asking you. They may look in their books.

After having gone through the questions and answers in this way, tell them to answer the questions on their own or to work with a friend.

4 Tell your pupils you want to see how many sentences they can tell you about Pat and Matt’s birthday party. This need not be a problem after the previous tasks. The whole class should participate.

ADDITIONAL TASK

5 Now you can ask a volunteer to come to the front, to sit at your desk and give a report on Pat and Matt’s birthday party for the news on TV. To contribute to the “TV atmosphere”, you can make a real TV introduction. This element of acting will draw their attention away from actual retelling. They will enjoy “appearing on TV”.

6 Pupils do task 6 in the Pupil's Book.They copy and translate the sentences in their notebooks.

7 Let pupils imagine that it's their birthday.The pupils write their own dialogue by using the words from the boxes.Encourage them to act their dialogue out.Let some pupils assume the role of quests as well as of those who celebrate the birthday.

8 Tasks 1, 2 from the Activity Book can be done for homework

Step III REVISING THE VOCABULARY PRACTISING THE POSSESSIVE CASE

1 Bring a picture of your family ( or a magazine cut-out of a large family). Describe the picture and introduce all the words related to family

27


Tom's family

relationships (the ones suggested in the book). As you introduce each word, write it on the blackboard and translate it. Stress the words like uncle, aunt, cousin and explain the difference in use between English and Bosnian / Croatian / Serbian.

2 Do the Reading from the Empty Blackboard activity. Ask your pupils to read in chorus all the words. Then wipe out two and ask the pupils to read the words again, but “all” the words (including the ones that are not there any more). Repeat the procedure until there are no words on the blackboard. Tell them they must have special power to be able to read invisible words!

3 Do tasks 3, 4, 5 from the Activity Book

4 Proceed to task 9 from the Pupil’s Book. Tell your pupils to have a look at Tom’s family tree. They ask and answer questions about it.

5 Do task 10 from the Pupil’s Book. First, ask a pupil to read the words from the list. After that they can complete the sentences about Tom’s family. Check by asking somebody to read their sentences.

6 You ask a few questions about Tom’s family, e.g. Is X Tom’s uncle? Now that they have been exposed to a model, encourage them to write a few questions to test their classmates. Task 11 from the Pupil’s Book gives an example for this writing activity.

Now that they have a few questions in their notebooks, tell them to shut their books. Then, play a team game. The pupils from two different teams take turns to ask questions, and the pupils from the other team answer. (Provide the model for the answers on the blackboard, if necessary.) You monitor if the answers are correct and give points to the teams.

PROJECT WORK is family trees. They write the names of their family members and what the family relation is. They can find and stick the optional. Your pupils can draw their own pictures of their family members.

Task 6 from the Activity book is for stronger pupils.

Tasks 7,8 from the Activity Book can be done for homework.

ADDITIONAL TASK

7 Write the following two sentences on the blackboard: Rick is Tom's uncle. Rick is Tom uncle.

Ask your pupils which of the two sentences doesn't sound to them. Talk to them about the reason why, and cross out the incorrect one so that they have the visual input as well.

Walk around the classroom and take different objects belonging to your pupils. You will naturally use this opportunity to show them a polite way of asking somebody to give you something: May I have ...? Thank you. ) Put all the objects that you have gathered on your desk and ask: Whose is this...? Your pupils will give you the answers using the possessive case. (This is Igor's.)

28

Let's catch themModule 1 HOME AND FRIENDS

Aim: Introducing and practising prepositions of place Making suggestions to do somethingExpressing ability

Language focus: in / on / under / behind / in front of / between, Let’s….. I can…. / I can’t…. / Can you…..?

Vocabulary: cute, How disgusting! …. is missing, talk, swim, fly, jump, use a computer, play…., ski, skateboard, drive a car, ride a bike, name.


2 lessons

Step I INTRODUCING PREPOSITIONS

1 Put an everyday object (a key or your pencil case) in a box so that your pupils can’t see it. Tell them to guess what you have in the box. Help by saying: HOT – COLD – WARM. When they guess what the object is, use it to introduce prepositions of place.

2 Start with: IN, ON, UNDER, because they are already familiar with these from the previous school year.Introduce one preposition at a time.

Follow this procedure:

– Put the object in the box and say: The X is in the box.

– Ask them to repeat after you. – Write it on the blackboard. You may also

illustrate it with a simple drawing. – Do the same with on/under. – Quickly change the position of the object, and

each time ask where it is. You can now practise all of the above prepositions.

3 Introduce BEHIND / IN FRONT OF / BETWEEN. Follow the procedure above.

Always introduce one preposition at a time.

4 Since you are introducing the prepositions behind/in front of/between for the first time, do the following activity to reinforce them.

Invite one pupil to come in front of the class. Call another pupil and give him/her the following instruction: Stand in front of X!

LET'S CATCH THEMLesson 9 Call another pupil and instruct him/her: Stand

between X and Y!

Call one more pupil and say: Stand behind X! Repeat by giving the instructions to more pupils until you have a long line of pupils. Then ask: Where is X standing? Pupils may produce up to 3 possible answers. By now, they will have mastered the use of the “new“ prepositions of place.

STEP II LET'S CATCH THEM

1 Tell your pupils to listen to the first introductory sentences and find out where Lolly and David are.

Listen to the CD and answer the questions from task 1. Read out the questions before the pupils listen!

2 After they answer the questions, ask them how they would feel in David’s shoes and what they would do. Of course, this conversation should be conducted in Bosnian / Croatian / Serbian. Do not think it’s a waste of time. Children like to comment on unusual situations and give their opinion. Do not let the lack of English expressions be a limiting factor for their imagination.

3 Listen to the CD again. Stop to check if they understand everything. That’s how you give the weaker pupils the chance to ask if they still don’t understand.

4 Let them read in roles. Since there are a lot of sentences expressing surprise and emotions, insist on the correct intonation.


6 Give the pupils a few minutes to memorise as many true sentences from the previous task as possible. Ask them to shut their book and tell you about Lolly's and David's little adventure.

STEP III PRACTISING PREPOSITIONS

1 Ask your pupils to look at the pictures and tell you where the frogs are. Do task 4 from the Pupil’s Book.

Step IV REINFORCING PREPOSITIONS

1 Tell your pupils to look at the picture of David’s room from task 5 in the Pupil’s Book. Ask them if they like it.

Ask: What is there in David’s room? When they say: “There is a XXX,” also ask: Where?

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Let's catch them

Go on asking: What else is there? until you mention all the items in David’s room that they will have to deal with in the following task.

After having done this with the whole class, your pupils can do task 5 in the Pupil’s Book on their own.

Check by asking somebody to read.

ADDITIONAL TASK

2 You may even play a quick memory game based on the items listed in this exercise. In that way, you will again revise the prepositions.

3 The pupils do task 2 from the Activity Book.

Tasks 1, 3 from the Activity Book can be done for homework.

STEP V LET'S ...

1 Ask your pupils to read and trnaslate the Let's ...

2 Ask your pupils to do task 7 and write a short dialogue. The pupils can use the phrases from task 6 and task 7 as a model.

3 Encourage your pupils to read their dialogues and act them out.

4 Ask the pupils to translate some of the phrases for better understanding

Step VI REVISING AND PRACTISING EXPRESSING ABILITY

5 Play Simon Says to revise some verbs: swim, fly, play the guitar / the piano, ride a bike, ski, skateboard, drive a car, play basketball / football, cook, use a computer... Prepare word cards with these verbs as well. To make the game more demanding, after a round or two, instead of saying the commands, show the cards.

6 Write CAN on one side of the blackboard and CAN’T on the other. Talk about yourself. Put a few cards either under CAN or CAN’T depending on your sentence. Make sure they remember what “can” and “can’t” mean.

7 Remove the word cards from the blackboard. Ask them how much they remember about you. Offer the beginning on the blackboard: You...

ADDITIONAL TASKS

8 Prepare the flashcards from the previous years with the following animals: a parrot, a fish, a bird, a kangaroo, a monkey, an elephant, a bear, a cat. First, they name them. Say true and false sentences with “can”/”can’t” about these animals. If they think your sentence is true, ask them to clap their hands; if they think it is not, tell them to whistle.

9 Take the Simon Says word cards again. Give one card to one pupil at a time and ask him to go to the blackboard and stand under the right heading (CAN or CAN’T). S/he must hold the card so that the class can see it. The other pupils comment: “Ivan can play the guitar.” Proceed until you run out of cards.

10 Do task 8 from the Pupil's Book. Several pupils report by reading it aloud.

11 Do task 10 from the Pupils Book.Read the questions aloud first. The pupils listen to the CD and answer the questions.

12 Personalization time – ask the pupils to think about themselves and what they can / can't do- task 11.

13 Tasks 4,5,6, can be done for homework

PROJECT WORK – Tell your pupils to inerview their friends. They use phrases / sentences in the Pupil's Book, p. 46.Tell your pupils to report their surveys to the class.

SUGGESTIONS FOR MINI - PROJECTS

1 Tell your pupils to prepare a list of questions for you beginning with can. They can interview you. They write a report and draw you doing one of the activities you said you can do.

Instead of an interview with you, they can prepare the same type of interview with a famous person. They can find a photo of this person in a magazine, and present it as an illustration for the “interview”. You can collect all the interviews and put them together into your class “magazine”. Give it a name!

30

REVISIONModule 1 HOME AND FRIENDS

Aim: Revising housing, furniture, chores, birthdays

Language focus: Is Tom making his bed? Yes, he is. No, he isn’t.Are the twins playing computer games? No, they aren’t. Yes, they are.I can cook. I can’t cook. Can you ski? Can he / she ski?

under, between, on, in, behind, next to, in front of.

It’s 2 o’clock. It’s half past 2.

Tom’s family/his family, her, their.

Vocabulary: L5 spell, noise, thief, brave, bush, team, bully, walk a dog, hide in the bush, break into, call the police.

L6 sheep (pl. sheep), cow, turkey, duck, duckling, pig, hen, chick, horse, dog, goose, cat, mouse, lonely, different, clumsy, sad, patient, noisy, proud,feather, tail, crack, get out, bark, chase, tease, smile.

L7 fridge, mirror, toilet, armchair, carpet, bed, cooker, table, wardrobe, lamp, sofa, bath, bookcase, washbasin, chair, washing machine, sink, upstairs, downstairs, house, skyscraper, block of flats, oover a carpet, make the bed, set the table, fix a bicycle, take out the rubbish, kitchen, dining room, pantry, bedroom, bathroom, living room, garage, his/her/their.

L8 Tom’s, father, mother, sister, brother, son, daughter, aunt, uncle, cousin, grandpa, grandma, relative, birthday, candles, cake, balloons, presents, guests, party, music.

REVISION

L9 in, on, under, behind, between, in front of, cute, disgusting.


1 lesson

STEP I PLAYING A GAME

Draw your students’ attention to the picture in the book: Aunt Winnie’s crazy house. In pairs, the pupils answer the questions about it. First A prepares the answers to the A questions, and then asks B these questions. Then B prepares the answers to the B questions, and asks A these questions.

STEP II ACTIVITY BOOK

1 Task 1 is an exercise with the Present Continuous.

The pupils look back at the illustration in the book and write down what each character is doing.

2 Task 2 involves practising prepositions.The pupils imagine that they are in the classroom and answer the questions

3 What can they do? What can’t they do? Discuss the pictures that go with task 3.

The pupils say what they can and what they can’t do.


After finishing the tasks draw your pupils‘ attention to the can do statements in the workbook. Read them aloud and then let the children assess themselves. Allow their frank comments and perhaps a discussion about what they did well, what they found very demanding or difficult, what was enjoyable etc.

31

Places in a town or a villageModule 2 PLACES

Aim: Learning the names of different places in a town / village Prepositions Naming some jobs Saying where people work

Language focus: opposite, next toThere is / are

Vocabulary: places in town,jobs: cook, actor, policeman, doctor, teacher, shop assistant, vet, clerk hungry,



2 lessons

Step I INTRODUCING THE PREPOSITIONS

1 Ask the following questions. Some useful vocabulary will come out. You will also introduce two new prepositions: opposite and next to.

What is the name of our town/village? What is the name of the street where our school is? What is opposite our school? (help by translating) What is next to our school? What else is there in this street?

2 Read the words (places) and ask the children to tell you what number they are as shown in the picture. They are familiar with most of the words from the fifth grade, but help by translating.

3 Do task 2 with the whole class as a chain activity. Since you have already introduced opposite and next to, and they practised between previously, and since visual input is provided in the book, these prepositions need no further explanation.

4 Task 3 from the Pupil’s Book can be done as a pair-work activity, but if you want to have control over what the children are saying, do it as a team game. Members of different teams take turns to ask questions. You monitor and give points for the correct answers. The books are closed during the game.

PLACES IN A TOWN OR A VILLAGELesson 10 Step II INTRODUCING MORE VOCABULARY

1 Bring the flashcards of places in a town/village. Play a guessing game with the ones you mentioned in the previous lesson). One pupil picks a card. The others guess by asking: “Is it a ….?”

2 Introduce the words (more places in town) from task 8 in the Pupil’s Book. Follow the usual procedure for introducing new vocabulary.

3 The children do task 4 in the Pupil’s Book on their own, but task 5 in the Pupil’s Book should be done with the whole class.

4 Tell your pupils that Tom lives in a house. (Write this sentence on the blackboard.)

Ask: What about the other children? (Lolly, Jasmine…) and do task 6 from the Pupil’s Book. First, tell your pupils to point to the pictures as you read the words at random. Ask your pupils to repeat after you. Now tell the children to follow the lines to find out where the other children live. They complete the sentences in the book. Check by asking them to read.

5 Personalisation stage. Say where you live (I live…) and ask them: What about you? They follow your model and talk about themselves.

6 Do task 2 in the Activity Book

Tasks 1, 7 can be done for homework.

7 Prepare the eight flashcards from the previous years with the jobs listed in task 8 from the Pupil’s Book. Ask eight pupils to come to the front of the class, and give each a card. They face the class. You ask: Who works in ...?

8 The pupil with the correct flashcard holds it up and shows it to the class. Then you say the word (job).

Repeat the procedure until you have introduced all eight words.

9 Shuffle the cards and put them on the blackboard face down.

10 Introduce word cards, read them aloud, ask the pupils to read them.

11 Shuffle the word cards and put them on the blackboard face down as well.

32

Places in a town or a villageModule 2 PLACES

12 Now you have two columns with cards. Play the game Match or Mismatch? Representatives of the teams come to the blackboard, turn over one card from each column. Their teams decide if it is a match or a mismatch. They get a point for a match.

13 The pupils do task 8 in the Pupil's Book.

14 Explain the pupils the use of the indefinite articles A / AN. Draw their attention to the REMEMBER BOX.

- Tell the pupils to think of their own examples.

Do task 10 in the Pupil's Book.

15 Do tasks 11 and 12 orally.

Tasks 3,4,5 can be done for homework

PROJECT WORK

Tell your pupils to write about the place where they live. They can find some photos of those places. Ask them to report to the class.

33

The wrong addressModule 2 PLACES

Aim: Understanding and giving directions Learning numbers 1-1000 Learning to say how you go somewhere Giving orders

Language focus: Excuse me, where’s the …? Go straight ahead! Don’t turn left! By car, by bus, by bike, by tram, by train, on foot

Vocabulary: science museum, underground, traffic lights, far, guide, left, right, wrong address, You can’t miss it! You’re welcome

Materials: posters


2 lessons


1 Start the class by asking your pupils if they come to school alone, with their friends or with their parents.

Ask them, in Bosnian / Croatian / Serbian, how they come to school. Introduce expressions by repeating in English what your pupils say: You come to school on foot by bus / tram / train / bike…

Show the flashcards from the previous years as well.

2 Do task 11 from the Pupil’s Book. Just read the expressions and let them do this task on their own. Check by asking several pupils to read what they have written.

Step II THE WRONG ADDRESS

1 Set the atmosphere for listening. Read the introductory sentences. (It is late morning. The children are in front of the school. Today they are going to the science museum.) Tell the children that they will find out what a science museum is if they do task 1 from the Pupil’s Book. This task actually introduces some other vocabulary as well from the text they are about to listen to. You read the English words aloud and give them time to find the Bosnian / Croatian / Serbian word. After you have gone through all

THE WRONG ADDRESSLesson 11 the words, check how many they remember by

reading the English words at random

– they must tell you what the words mean. Start slowly, but then speed up. Give them an additional explanation of what a science museum is (“tehnički / naučni muzej” is the closest translation you can offer, but the concept is much wider.

2 Let your pupils listen to the CD. But, first, write on the blackboard the questions to which they will give you the answers after listening:

What is the address of the science museum? How are the children going to the science

museum?

Check after listening.

3 The children listen again, but this time looking at the text.

4 Reading practice:

– read a sentence (pick more difficult sentences); your pupils must tell you who says that; check if they understand everything;

– repeat the above procedure, but this time let your pupils choose and read the sentences instead of you;

– your pupils read the text in roles.

5 Do task 3 from the Pupil’s Book. To practise some common phrases that appear in this story, do task 3 from the Pupil’s Book. They can do this task on their own, because they have already been frequently exposed to these phrases.

6 Do task 5. Do it as a pair-work activity: one pupil asks, the other answers. But if you have a talkative class and you feel they need more writing tasks, tell them to write the answers in their notebooks, and only then check by asking them to read.

7 Only after they have gone through the previous task will they be able to retell the story. How? Ask them to tell you as many answers from the previous task they can remember. You can ask them to present it as if they were on TV.

8 When they have finished, ask the pupils to tell you the ones they can remember without looking at the books. Ask somebody to translate as well

Tasks 1, 2 can be done for homework

34

The wrong addressModule 2 PLACES

STEP III REVISING THE STORY

1 Play the game: The Blind Mouse.

2 Explain to your pupils that you will hide an object (show them the object) somewhere in the classroom. First, you put a blindfold over somebody’s eyes. Then, hide the object. Say that you will lead this pupil to the object by giving instructions.

Go through the instructions before you start playing:

Go straight on! Stop! Walk! Turn left! Turn right!

Make sure everybody understands what they mean.

Repeat the procedure, but let the class guide the pupil with the blindfold by giving the instructions. (To make it easier for them, you can write the instructions on the blackboard.)


4 Explain that giving directions is important when you want to help someone who is lost, which was the case with the children on their way to the Science Museum.

Divide your class into two groups. They all look back at the story: The Wrong Address.

– one group looks for the sentences which the children use to ask for help

– the other group looks for the directions the man gives them.

5 Do task 8 in the Pupil’s Book. Explain that several people are lost and they are asking for help. Your pupils must read the dialogues, look at the map on the poster, and figure out what each of them is looking for. The map in the Pupil's Book is only given as an illustration.

When they finish, they listen to the dialogues on the CD and check – task 9.

Now you can turn this task into a pair-work activity. Each pair chooses one dialogue. They must learn it by heart and act it out in front of the class.

Step IV NUMBERS 1-1000

1 The pupils listen to the CD and point to the numbers they hear. Ask the pupils to repeat the numbers after listening.Repeat the procedure as many times as possible.

2 Do task 14. They read the numbers after you.

– They read the numbers alone.

3 Do task 15 as a pair-activity. Ask them to write what the numbers from the box. They read them aloud afterwards.

Tasks 4,6,7 can be done for homework

35

A visit to the museumModule 2 PLACES

Aim: Learning how to express obligation and prohibition by using must / mustn’t Understanding the difference between this / that / these / thoseLearning a rhymeLearning vocabulary related to a museum

Language focus: You must… / You mustn’t…. This is a ….. / That is a ….. These / those are

Vocabulary: high-speed train, rock, dinosaur, spacesuit, guide, science museum, the past, planetarium, the Moon, experiment Follow me! Hold this!

Materials: Flashcards from the previous years, word cards, sentence cards


2 lessons

Step I INTRODUCING THE TOPIC

1 Play a spelling game: the word your pupils must guess is M U S E U M. Divide the class into 2-3 teams. Each team says any letter from the alphabet at a time. If that letter is in your word, write it on the empty line. If it isn’t, draw an element of a stop sign. The winner is the team which has the smallest number of elements on the stop sign once the whole word is on the blackboard.

2 Ask your pupils if they have ever been to a museum, what museum it was, how they liked it and what you can see at the museum. Naturally, you can conduct this introductory discussion partly in Bosnian / Croatian / Serbian.

Ask the children if they remember what a science museum is and to speculate what you can see there.

A VISIT TO THE MUSEUM

Lesson 12 Step II A VISIT TO THE MUSEUM

1 Introduce the story by saying that Lolly, Jasmine and the others are visiting the Science Museum today.

2 Do task 1 from the Pupil’s Book as a pre-reading activity. First, you read the words aloud and explain the ones you think they do not understand.

3 Your pupils listen to the CD and circle the words from task 1 that they can identify.

4 The children listen to the CD once again and do task 2 from the Pupil’s Book. Before listening, give them a few minutes to read silently the sentences, or you can read them aloud.

Let them listen again and look at the text.

Reading practice:

– play the Translation Race game. You read a sentence from the text in Bosnian / Croatian / Serbian, they find this sentence in the text and say it in English.

– allot roles to your pupils.

5 Do task 5 from the Pupil’s Book. Let the pupils work on their own, which should be no problem for them after having been exposed to the collocations in previous activities.

6 Do task 3 from the Pupil’s Book as a pair-work activity. One pupil chooses 3 questions from the list and asks his/her partner, who doesn’t look at the text. They exchange roles. If you want your pupils to practise writing, tell them to write down in their notebooks the answers to the 3 questions they have chosen.

Task 1 can be done for homework.

Step III MUST / MUSTN’T

1 Remind the children that there are some rules to follow when you are at the museum. Tell them that you will tell them some rules. They must listen carefully because sometimes you will say something wrong. If they think your sentence is not true, tell them to say STOP. Make sentences using the ideas from task 6 in the Pupil’s Book. (For example: You must touch things!?! / You mustn’t bring pets.)

36

Write MUST and MUSTN’T on the blackboard and ask them what these two words mean.

The children write at least 4 true sentences using the ideas from task 6 in the Pupil’s Book.

The following tasks reinforce the use of must and mustn’t. Children usually easily acquire this concept. Therefore, it is entirely up to you to decide if your class needs more or less practice. Make your own selection of the following tasks.

7 Ask the children if there are any rules that children must stick to at school. First, brainstorm what children MUST do at school and then what they MUSTN’T. If they lack words in English, but have a lot to say in Bosnian / Croatian / Serbian, help by translating.

They do task 7 from the Pupil’s Book.

8 Prepare the flashcards from the previous years with jobs from task 8 in the Pupil’s Book. Revise the names of jobs. Distribute the word cards to your pupils. Ask them to come to the blackboard and stick the word card next to the correct picture.

In advance, write on separate cards the second half of the sentences from task 8 in the Pupil’s Book.

Put the “half sentence” cards on the blackboard (on the right of the job cards). Ask a volunteer to come to the blackboard and join with a line a job with a related half sentence and to read the whole sentence aloud. There will be a lot of different combinations. (For example: A teacher mustn’t be strict; A teacher mustn’t be rude; A teacher mustn’t be lazy, etc.)

They do task 8 from the Pupil’s Book on their own.

Step IV THIS / THAT / THESE / THOSE

1 Prepare a number of objects. Put some near you and some further away from you. Point to each and say either This is a…… or That is a……. (depending on the position of the object). Do the same procedure with These / Those are...

A visit to the museumModule 2 PLACES

Draw a person on the blackboard (say it’s you). Write THIS near the person and THAT further away. Ask them to tell you what the two words mean. They do a similar drawing in their notebooks. Do the same with the plural. Draw two or more persons.

They do task 9 from the Pupil's Book. Check by asking some pupils to read aloud what they have written.

Step V LEARNING A RHYME

1 Teach the rhyme by following a TPR (Total Physical response) procedure:

– say the rhyme in a witchlike manner and mime (do gestures with arms to show this / that);

– you say the rhyme, you mime, they join in by miming;

– you say it, they mime; – you say it, they repeat; – you say it, they join in; – they say it in chorus; – one pupil says the rhyme and at the end of

the rhyme points to someone from the class who will say it after him/her.

2 They listen to the rhyme and point to the items mentioned in the rhyme.

The children look at the illustration of the witch in the Pupil’s Book. Discuss the illustration. Ask them: What does she look like?What has she got?

3 Ask the children if they can see witches at a museum. What kind of museum would it be?

Tasks 2, 3, 4, 5 can be done for homework.

37

You've got an e-mailModule 2 PLACES

Aim: Learning basic computer words Learning to read telephone numbers Having a telephone conversation Using Would you like…? to offer something Inviting a friend to a party Learning about Australia

Language focus: Would you like…? Come to… / Don’t miss…. May I speak to…../ Just a moment!

Vocabulary: basic computer words Have a great time, world, one of the biggest cities, real name, surf, high, imagine that!, centre of the arts, wildlife, Aborigines, exotic animals

Materials: photographs / postcards


2 lessons


1 Start off with a game: Chinese Whispers. Divide your class into 2-3 teams. Each team should stand in a line. You whisper a letter (the same one) to the first pupil in each line. They pass the letter on by whispering it to the next pupil in the line and so on until the letter comes to the last pupil who writes it down in his/her notebook. You do the same with the other letters until there are no more letters. The winner is the team which first comes to you with the correctly written word COMPUTER.

Write this word on the blackboard.

2 Ask your pupils: Have you got a computer? Where is it? Is it in your bedroom? Is it in the living room?

Brainstorm all the words they can think of in connection with computers – write them on the blackboard. They probably know quite a few.

Do task 1 from the Activity Book.

Look at the words in the Pupil’s Book. The children read them aloud and translate them.

YOU'VE GOT AN E-MAIL

Lesson 13 STEP II YOU'VE GOT AN E-MAIL

1 Set the atmosphere for listening by describing the first illustration. Ask questions like: Who is this? What’s the time? Is he doing his homework? What is he doing? etc.

2 Let the children listen to the CD and circle the computer words they can hear.

3 The children listen once again, but this time they concentrate on the questions from task 2 in the Pupil’s Book.

4 Go through this task twice: first, let them give you the answers, whenever necessary looking back at the text; – ask them again the same questions, but do not allow them to look back at the text.

5 Reading practice. You read aloud and make deliberate mistakes (e.g. David is on his ship). They must stand up or clap their hands when you make a mistake. This will turn the reading into an amusing activity, which they will probably want to try to do themselves. When they stop you, someone must correct you by reading the correct version of the entire sentence.

6 Roles and let them read aloud in roles.

7 Do task 3 from the Pupil’s Book. This is a telephone conversation from the text, but written in a mixed order. The children can do it on their own without any preparation in advance because they have been exposed to it several times in the previous steps. However, let them check if they have done it correctly by letting them listen to the conversation on the CD.

8 To practise further how telephone conversations are conducted, the children can work in groups of three: they memorise this telephone conversation and act it out. Set a time limit.

9 Ask your pupils if they have their own mobile phone. Say (exaggerate if necessary) that you have several phone numbers – at home, at work, your mobile phone... Say the numbers and write them on the blackboard. Ask someone to repeat them. Draw their attention to the way 0 and 99 are read.

38

You've got an e-mailModule 2 PLACES

10 Do task 5 from the Pupil’s Book as a listening activity.

11 Ask the children to tell you their telephone numbers.


STEP III REVISING THE STORY

1 Start off by revising the dialogue in task 3 in the Pupil's Book.

2 Ask the pupils to act the dialogue out once again.

3 The pupils answer the questions from task 2 in the Pupil's Book.

4 Ask the pupils to pay attention to the REMEMBER BOX and object pronouns

Explain the subject and object pronouns. Write them on the blackboard.

5 The Pupils do tasks 7, 8 in the Activity Book

6 The pupils read the answers aloud and you check them.

7 Ask student in Bosnian / Croatian / Serbian how would they ask somebody for permission. Do the same in English.

8 Write an example by using MAY I...

9 Put them the school context and let them ask you for permission

10 The pupils do task 6 from the Pupil's Book

11 The pupils do tasks 6, 4 in the Activity Book.

12 Task 5 can be done for homework.

Step IV TOM'S E-MAIL ABOUT AUSTRALIA

This step gives some basic information about Australia, another country where English is spoken. It should be done as a reading comprehension activity. There aren’t any new structures and most of the vocabulary has already been presented. It is also likely that your pupils already know some facts, which will make the reading comprehension easier.

1 Prepare some bigger photos (the motives from the pictures in the Pupil’s Book), put them on the blackboard and ask your pupils if they recognise any.

At this point use Bosnian / Croatian / Serbian, but translate into English so that you immediately expose your pupils to the vocabulary they will need.

2 Introduce the text by saying that they will now read Tom's e-mail to David.

3 You read questions from task 7. The pupils guess the answers.

4 Read a part of a sentence and invite them to read the rest. The pupils check their guesses.

Stop whenever you think additional explanation of meaning is needed.

5 Say a sentence in Bosnian / Croatian / Serbian and they look for the English one in the text.

6 The pupils read the text by paragraphs.

7 Ask the pupils to look at the photos of Sidney. Ask them to describe the photos

8 The pupils read the text silently. They match the photos with the text.

9 They listen to the text to check their answers.

10 The pupils read the text aloud, part by part.

11 The pupils answer the questions task 10.

They answer them orally first, then they write the answers in their notebooks.

12 Encourage them to talk about their own country.

STEP V WHAT'S THE WEATHER LIKE

1 Tell the children to look out of the window. Ask: What’s the weather like?

Revise weather vocabulary by drawing simple drawings on the blackboard and by asking what the weather is like in them.

Ask volunteers to come to the blackboard and stick the sentence cards under each picture or to write (if you have a stronger class) what the weather is like.



4 Start naming the months and suddenly stop.Ask your pupils to continue naming them.

Repeat the procedure several times.

39

For curious kids only

Module 2 PLACES

STEP I TUzLA

1 Ask your pupils if they know anything about Tuzla. Do task 1.

2 Children can now read the article. Since they already know what is the article about, no further introduction is needed. After they have finished reading, ask them if there is any unknown word. If there is / are write it / them on the blackboard, pronounce it / them and translate.

Encourage your pupils to translate the text.

3 Do task 3 and 4.

4 Finally, your pupils can do task 5 as a pair or group activity.

Now ask your pupils to shut their books and tell you everything they can remember about Tuzla.

You've got an e-mail

Step VI SEASONS

1 Revise the seasons (they learned them in the previous year). Put the typical picture of the season (flashcards from the previous years) and say: Look! It’s ______.

Ask them to tell you the Bosnian / Croatian / Serbian word for this season.

After you have introduced all the seasons, ask: What’s your favourite season? Write words next to the matching pictures, but leave out some letters: S_RING / SUMME_ / AU_UMN / WI_TER Ask what the missing letter is.

2 Ask the pupils to do task 15 in the Pupil's Book.

9 The pupils orally answer the questions from task 14. Start discussion with your pupils.

Tasks 9, 10 in the Activity Book can be done for homework.

PROJECT WORK

Tell your pupils to find some information about animals, sports, cities, nature of Australia.

Tell them to find some photo and make a poster about Australia.

Ask them to report to the class.

This is an optional text followed by some tasks for pupils who are interested in this topic as well as for pupils who like to read texts in English.

Aim: read, talk and write about Tuzla

Vocabulary: mountain range, salt, shores, open-air museum, main square


1 lesson

TUzLA

40

REVISIONModule 2 PLACES

Aim: Places in townFinding one’s way Giving directions Numbers from 1 to 1000

Language focus: Go! Stop! Turn left. You mustn’t turn right. You must hurry. Don’t! Let’s go.Would you like ……? Yes, please.

Vocabulary: L10 naughty, post office, kindergarten, school, playground, police station, surgery, shop, library, church, swimming pool, restaurant, bank, supermarket, theatre, museum, cinema, zoo, cook, actor, policeman, teacher, shop assistant, vet, clerk, next to, opposite.

L11 the wrong address, science museum, underground, by bus, on foot, go straight ahead, turn left, turn right, traffic lights (pl.), guide, tell somebody the way to, switch off your mobile phone, walk on the grass, feed, numbers 1-1000.

L12 rock, dinosaur, popcorn, amazing, spacesuit, piggy bank, must.

L13 mouse, monitor, keyboard, mouse pad, computer game, e-mail, blink, click, invitation, everything, crazy about reading.


1 lesson

REVISION STEP I DOING A MAzE

1 Say that you are going to revise Module 2. Tell the pupils to shut their books. Elicit as many sentences (statements, commands, prohibitions) as they can remember from this Module. It can be done in teams. Each team prepares their sentences. The team with most correct sentences wins.

2 Draw the pupils’ attention to the pirate. Ask: What has he got? (A map.) What is he looking for? (Lost treasure.) Say: Guess what. A hundred years ago another pirate buried his treasure on an island. Today his great-great grandson is looking for it. Where is it? Shall we find it?

In pairs or teams, the pupils do the maze by choosing the correct way to the lost treasure. If they take the wrong one, they either go back or get stuck on an island. The winner is the pupil (team) who gets to the pirate treasure first.

STEP II THE ACTIVITY BOOK

1 Pupils look at the map and complete the text with the words they can see in the map.

2 Task 2 revises the vocabulary taught throughout module 2. Limit the time. Turn this task into a competition.

3 To revise numbers from 1-1000 your pupils must solve these maths problems, but write the number in words.


After finishing the tasks draw your pupils‘ attention to the can do statements in the workbook. Read them aloud and then let the children assess themselves. Allow their frank comments and perhaps a discussion about what they did well, what they found very demanding or difficult, what was enjoyable etc.

41

Aim: Learning to express likes and dislikes Learning vocabulary related to food Singing a song

Language focus: I like…. / I don’t like….. Do you like…….? / Yes, I do. / No, I don’t.

Vocabulary: earphones, get ready for.., meal, perfect world, breakfast, lunch, dinner, supper, snack different food


2 lessons

Step I REVISING VOCABULARY

1 Start the class by asking your pupils if they are hungry. If they are, ask: What would you like to eat?

They will probably recall some vocabulary from the previous years. Write the words on the blackboard or stick up the flashcards from the previous years. Make sure all your pupils understand the words.

2 Revise meals by asking: Which of these (words from the blackboard) can you eat for BREAKFAST / LUNCH / DINNER / SUPPER / as a SNACK?

Explain in Bosnian / Croatian / Serbian (or ask them to explain) when each of these meals is (morning, afternoon…).

Write the words on the blackboard as well.

Ask several pupils to come to the blackboard and join with a line the meal and the food that can go together.

3 Do task 5 from the Pupil’s Book orally.

4 Ask: What is the most important meal of the day?

The children explain why in B / C / S. You can expect them to say breakfast which will be a good lead-in to the story: What’s for breakfast?

Step II WHAT’S FOR BREAKFAST?

1 Read the questions from task 1 in the Pupil’s Book and let the children listen to the CD and look for the answers.

WHAT'S FOR BREAKFAST?

Lesson 14

Module 3 FOOD

What's for breakfast?

Check after listening.

2 Let them listen to the CD again. This time they have to concentrate on details. Do task 2 from the Pupil’s Book as a while-listening task. They need to go through the sentences before listening, and circle the correct alternative while listening.

Check by asking them to read aloud their answers.

3 Reading practice. To help the children modulate their voice as closely to the original as possible, you may ask them to repeat after the CD. At the same time, they will be exposed to an entirely new structure you are about to practise.

Stop after every few lines to check if they understand everything.

To practise reading more, put the children in groups of three. They practise reading in groups. It is always motivating to organise a reading competition. They may even try to act out the situation.

4 In order to lead your pupils into saying a few sentences about the story on their own, go back to the sentences from task 2 in the Pupil’s Book. You start the sentence and they finish it (without looking at the book).

E.g. It is morning. Luka is………….

After you have gone through all the sentences, you may ask volunteers to tell you a few sentences about the story on their own.

As a follow-up, you can do task 4 from the Pupil’s Book as a pair-work activity. They ask each other questions. That is how they personalise the topic and say a few sentences about their experience.

Task 1 from the Pupil’s Book can be done for homework.

Step III INTRODUCING FOOD VOCABULARY

1 Check the homework. First, they read. Next, they shut their notebooks. You say one of the words from task 1 in the Actvity Book and they try to tell you the whole sentence with this word.

2 Do task 6 from the Pupil’s Book, but remove all the cards from the blackboard.

42

What's for breakfast?Module 3 FOOD

Step IV I LIKE / I DON’T LIKE

1 Draw two big hearts on the blackboard, but cross one out. Write some words in each heart (things you like and don’t like). Ask the children if they can explain why you have written the words in these two hearts and what they mean. They’ll probably guess and explain in B / C / S that you like some and don’t like the others. At this point, introduce I LIKE and I DON’T LIKE. Say: Yes, you’re right. I like… and I don’t like ….

2 Write these phrases on the blackboard above each heart. Translate into B/C/S

3 Ask the children to tell you one thing they like and one thing they don’t like. Go around the classroom. Give everyone a chance to say what they like / don’t like.

4 The children do task 7 from the Pupil’s Book on their own. Don’t ask them to read what they have written because you will go through it in the following step.

5 Write YES, I DO and NO, I DON’T on the blackboard. Ask the children questions starting with DO YOU LIKE ….? Use elements from task 7 in the Pupil’s Book. Go around the class and ask the pupils. Point to the two possible answers on the blackboard

6 Write on the blackboard the beginning of the question: DO YOU LIKE….?

Tell your pupils to ask you whatever they want, but they must start with the words on the blackboard.

Step V SINGING THE SONG

1 Introduce the song by explaining that Luka likes music and that he has got his own food song.

2 Draw again two hearts (one crossed out) on the blackboard. Let the children listen to the song. Their task is to number the things he likes / doesn’t like.

3 Check after listening. Write down the words in the correct hearts or ask some pupils to do it.

4 The pupils listen for a second time, look at the lyrics and put the lines in the correct order.

5 They listen and join in singing.

6 As a follow-up to the song, you can discuss their eating habits by answering questions from task 10.

PROJECT WORK is optional.

Task 3 (Activity Book)can be given for homework.

43

Module 3 FOOD

A shopping list

Aim: Countable and uncountable nounsSome/any, much/many

Language focus: We have got some milk and juice.Have we got any chocolate?We haven't got any yoghurt. How many cartons of yoghurt do you need?How much butter do you need?

Vocabulary: a carton (of yoghurt), a packet (of butter), a jar (of jam)


2 lessons

Step I A SHOPPING LIST

1 Before listening to CD tell your pupils that after listening you want them to give answers to following questions:

1. Where are father and Luka? 2. What are they doing there?

2 Pupils listen to the dialogue (task 1 Pupil's Book) and answer the questions.

3 Pupils listen to the dialogue again and read it.

Step II SOME/ANY

1 Pupils read the sentences from the REMEMBER BOX and consult the GRAMMAR CORNER (page 96) in order to revise what they have learnt in the previous year about usage of some and any. Teacher helps them in making their own sentences with some and any.

2 Do task 1 from the Activity Book. Ask them not to consult the Pupil's Book.

A SHOPPING LIST

Lesson 15 3 Do task 2 from Pupil's Book.

4 Pupils consult the grammar corner again in order to find out something about countable and uncountable nouns. Teacher writes a list of countable and uncountable nouns on the blackboard.


Step III MUCH/MANY


2 Do task 1 (Pupil's Book, page 84) - pupils listen to the dialogue then read it.

Teacher asks the pupils to look at the pictures next to the dialogue.

3 Having read the dialogue, pupils will easily recognise that they are a carton of yoghurt, a packet of butter and a jar of jam. Teacher writes these new words on the blackboard.

4 Pupils read the sentences from the REMEMBER BOX and consult the grammar corner (page 96) in order to find how to use much and many.

5 Do task 4 (Pupil's book)

Step IV LET'S MAKE LEMONADE

1 Do task 5 as a lead-in to task 6, then listen to CD and check (task 6).

2 Play CD again and ask your pupils to read the text and translate it.

3 Task 2 from the Activity Book can be given for homework.

44

Look who's talkingModule 3 FOOD

Aim: The Present Simple with “I” Learning to say how often you do something Naming fruit and vegetables Writing some plurals

Language focus: I live … / I don’t eat…. / How often do you brush …? Always, often, sometimes, never Strawberries, potatoes

Vocabulary: nature, get up early, jog, gym, skip, keep fit, brush my teeth, travel, top floor, stairs, adore, comics, healthy a.m., p.m. fruit and vegetables


2-3 lessons


1 Start the class by telling the children you will tell them something about yourself.

Write on the blackboard: ALWAYS OFTEN SOMETIMES NEVER (one next to the other).

While uttering the sentences, do a lot of miming to make sure they understand. Whenever you use one of the words from the blackboard, change your position and stand under it.

Say: I always brush my teeth in the morning. I often watch TV. sometimes ride my bike. I never eat chocolate for supper.

2 Translate the words from the blackboard, but ask them if they can do it first.

Draw the marks under each frequency adverb as a visual aid to the idea of frequency (always – IIIIIIIIIIII, often – I_II_III, sometimes – I__I__I, never – _____).

They copy the words into their notebooks and write down the translation.

3 Say more sentences about yourself in order to introduce some new vocabulary from the text you are going to do later. At the same time, you will expose the children to the new language structure which this lesson focuses on.

LOOK WHO'S TALKING

Lesson 16 Tell the children that they will now check how well they know you. Slowly say 8-10 sentences. Some of the sentences you will be saying must be true and some false. Therefore, ask your pupils to draw a table in their notebooks: Tell the children that they will now check how well they know you. Slowly say 8-10 sentences. Some of the sentences you will be saying must be true and some false. Therefore, ask your pupils to draw a table in their notebooks:

true false

1

They listen to you and put a tick in the column they think is right. While reading, make sure they understand (translate if necessary).

Here are some suggestions: I love nature. I live on the top floor. I never skip breakfast. I get up early. I often jog. I travel a lot. I read comics. I eat a lot of fruit and vegetables.

After you have gone through all the sentences, read each sentence again. It would be very good to put the cards with the written form of these sentences on the blackboard as well. Read each sentence and comment on it: Yes, that’s true.

No, it’s not true. I don’t live...

Ask the children how many things they have guessed correctly. They will probably be proud if they have guessed more than half.

Step II LOOK WHO’S TALKING

1 Set the atmosphere for listening by discussing the illustrations of Aunt Sanja and Uncle Vedran. Ask a few questions:

How old are they? What does … look like? Who is lazy? etc.

2 Let the children listen to the text and guess who is talking. The children listen again and look at the text.

3 They do task 2 from the Pupil’s Book.

4 Reading practice.

The children listen to the CD again and look at the text. Stop every now and then if you think you need to explain some words. Encourage your pupils to raise their hand if they still do not understand something.

45

Module 3 FOOD

Look who's talking

5 Play the game: Be the first to find the following sentence. You read a sentence from the text. They must find the sentence that follows it in the text and read it aloud. This can be organised as a team game as well.

Organise a reading competition: each team reads one text. Don’t let one pupil read the whole text, because this should be a joint venture. You monitor and mark the mistakes. The team with fewer mistakes is the winner.

6 Do task 3 from the Pupil’s Book and task 1 from the Activity Book to reinforce the vocabulary from this lesson.

7 Task 2 from the Activity Book can be done for homework.

Step III REINFORCING THE PRESENT SIMPLE WITH “I”


Do task 4 (Pupil's Book)

2 Allot roles to pupils. Say: You are Aunt Sanja / Uncle Vedran. Say something about yourself.

3 Say: You know my story, you know Aunt Sanja’s story and Uncle Vedran’s story. What about you?

4 Do task 6 in the Pupil’s Book. Read all the sentences aloud to make sure they understand them all.

5 Write the words ALWAYS, OFTEN, SOMETIMES, NEVER on cards and stick them on the four different walls of the classroom. Call four pupils to the blackboard. Read a sentence (for example, I drink milk). Tell them to go to one of the above word cards depending on how often they do what you say. When they reach their word, they must repeat the sentence, but add the frequency adverb as well. With every new sentence, call out a new group of pupils so that all your pupils have a chance to participate in this activity.

Look for ideas for the sentences in task 7 from the Pupil’s Book and task 5 from the Activity Book.

6 The children can do task 5 from the Activity Book on their own.


After that, they can work in pairs to interview their partner just to see how much they have in common (task 9). This is optional.

8 Do task 4 from the Activity Book.

Invent two imaginary characters: Mr Goodie and Mr Baddie. Write their names on the blackboard. It would be more colourful if you could find illustrations of these two characters.

Also copy the sentences from task 4 on slips of paper. Put the slips of paper into a bag. Go around the class. One pupil pulls out a slip and reads it. The other pupils say whose sentence it is: Mr Goodie’s or Mr Baddie’s

By doing this task, you will raise awareness among your pupils about good and bad habits.

Task 3 from the Activity Book can be done for homework.

Step IV FRUIT AND VEGETABLES

1 Put the flashcards with fruit and vegetables from the previous grade on the blackboard. Ask your pupils to tell you if they belong to fruit or vegetables.

Ask your pupils to put these words in the correct order.

2 Prepare the flashcards with fruit and vegetables from task 10 in the Pupil’s Book.

Put them all on the blackboard – your pupils tell you if it belongs to fruit or vegetables.

Ask them if they can name any in English. Circle the ones they can name. To introduce and practise new vocabulary, go through the usual procedure for introducing new vocabulary:

– say it, point, they repeat in chorus; – say it, point, they repeat individually; – say it, they point – point, they say it in chorus / individually.

Play What’s missing – remove 2 items at a time until there is nothing left on the blackboard.


4 Do task 12 from the Pupil’s Book. Only after they have finished the task do you draw the pupils’ attention to the difference between the singular and plural: cherry but cherries, etc.

Do task 13 (Pupil's Book)


46

Dinner at the Cooper'sModule 3 FOOD

Aim: The Present Simple with we/they Learning about Thanksgiving Talking about the difference between life in B&H and America Naming the objects we eat with

Language focus: We/They eat … / We/they don’t speak…. / Do we/they live…? / Yes, we/they do. / No, we/they don’t.

Vocabulary: holiday, special, party decorations, invite, roast turkey, pumpkin pie, delicious, rest, feast, corn, delicious, wash the dishes, spoon, knife, glass, cup, pot, fork, plate, napkin


2 lessons

Step I DINNER AT THE COOPERS’

1 Warm up: To introduce the topic, write on the blackboard: Christmas Easter New Year birthday

Say that these are special days and ask if they can tell what they are.

Say a number of sentences. Your pupils listen to you and say which special day you are talking about. The sentences you can say:

We paint and eat eggs. We decorate a Christmas tree. We go to bed after midnight. We put candles on the cake. We open presents. We sing songs, etc.

2 Pre-teach some words by doing task 1 from the Pupil’s Book. Say that you want to see how many words they can match in a limited time. They work in groups.

Before they start working, read aloud all the words. They match the words in the book. Check by asking someone to read what they have written.

DINNER AT THE COOPER'S

Lesson 17 Ask the children to shut their books. Say an English word from the list – they will tell you the B/C/S word. After that, repeat the procedure, but this time say a B/C/S word.

3 To lead the pupils into the story, ask: Where is Melanie from?

Explain that it is a special day for her and her family. The children listen to find out why it is a special day for Melanie and her family

4 They listen to the CD again and look at the text.

Do task 3 from the Pupil’s Book.

5 Check their understanding. Say a word from the text (flowers, dinner party, corn, games, set the table, delicious, napkin, etc.). They compete to be the first to find the sentence with this word and read it. Choose sentences which contain vocabulary you want to check their understanding of. Check if they understand, and translate if necessary.

6 Reading practice: allot roles to pupils.

7 Do task 4 from the Pupil’s Book. The children complete the sentences with the missing words on their own, but while looking at the text. Check by asking someone to read what they have written.

8 Now you can ask the children to tell you everything they can about Melanie’s special day. Advise them to try to remember the sentences from the previous task.

Step II REINFORCING VOCABULARY

1 Put up the flashcards from the previous years with the objects from task 6 in the Pupil’s Book (spoon, knife…).

Ask: When do we need these?

Follow a shortened procedure for introducing new vocabulary:

- say it and point; - point, say it, they repeat; - point, they say it. - read the word cards you

They do task 6 on their own. Check by asking: What hasn‘t X got?.

2 Play Match or Mismatch with the words from task 2 in the Activity Book. Write the words on separate cards. Put them on the blackboard face down in two columns. On the back of each card from the first column, write a number (bigger

47

Module 3 FOOD

Dinner at the Cooper's

than 20) and on the back of each card from the second column write a letter (preferably a “difficult” one so they revise the alphabet).

Divide your class into two teams. Pupils from each team say one number and one letter. If these two words go together, they must say “Match” and they win a point.

Tasks 1 and 2 from the Activity Book can be done for homework.

Step III REVISING THE STORY / THANKSGIVING

1 Start the class with a game to revise some vocabulary. Divide your class into two teams. Mime actions in which you use the objects listed in task 6 from the Pupil’s Book (4 actions per team. For example, you mime eating soup, cutting bread….).

If they guess what it is that you are using, they get a point.

2 The children do task 4 from the Activity Book on their own.


Children read the correct sentences from task 1.

Without looking at the book, they tell you all the correct sentences again.

Also revise the collocations from task 2. First, they read the pairs. Then, they shut their books. You say the first part of the collocation, and they say the second part.

4 Introduce the concept of THANKSGIVING, but don’t go into details. This step is optional.

First, ask a few questions about Thanksgiving that they have already learnt from the story, for example:

What is the name of the special day for Melanie?

What do they usually eat? What is there in New York? What do they usually do?

Say a few words about Thanksgiving (but just a few) or prepare a few illustrations.


Step IV PRACTISING THE PRESENT SIMPLE WITH “WE”/”THEY”

1 Ask what the name of our country is in English. Ask where Melanie comes from.

Write BOSNIA AND HERZEGOVINA and THE USA on the blackboard.

Say the following sentences and your pupils will tell you for which country it is true:

It is very big. Its capital is Sarajevo. People speak English there. People don’t go to work by underground. People eat a lot of hamburgers there.


Do it orally first. Say that they will now see how different the life of children in the USA and Bosnia and Herzegovina is. Give an example and write it on the blackboard:

We speak Bosnian/Croatian/Serbian. But: They don’t speak Bosnian/Croatian/Serbian.

You read the sentence endings from task 7 (they will probably understand them all, but check nevertheless). They have to make full sentences.

E.g. You read: ...go to school by school bus They say: They go to school by school bus.

You may give some additional information about each fact in Bosnian/Croatian/Serbian.

3 To introduce the question form with we and they in the Present Simple, ask a few additional questions about the difference between the USA and Bosnia and Herzegovina. Write beforehand the answers on the blackboard: YES, WE DO. NO, WE DON’T. YES, THEY DO. NO, THEY DON’T.

Here are some ideas:

Do we eat a lot of hamburgers in Bosnia and Herzegovina? Do we play computer games in English? Do they celebrate Christmas? Do they learn Bosnian/Croatian/Serbian at school?

4 Task 5 from the Activity Book can be given for homework.

48

REVISIONModule 3 FOOD

Step I

Do task 11 (pupil's book).

Do task 12 in groups.

Step II

Start off by asking your pupils if they would like to be a detective for a while.

Let them do this detective puzzle on their own or in pairs. They need to choose the correct alternative in every sentence. To solve the mystery they must complete the sentence at the bottom by writing the circled letters on the empty lines. Award the first pupil who successfully finishes the task.

The solution is: Tom is looking for his favourite blue backpack.

Step II CAN DO STATEMENTS (page 114)

After finishing the tasks draw your pupils’ attention to the can do statements in the workbook. Read them aloud and let the children assess themselves. Allow their frank comments and perhaps a discussion about what they did well, what they found very demanding or difficult, what was enjoyable etc.

49

Module 4 DAILY ACTIVITIES

Then she protects the environment

Aim: Introducing the Present Simple, 3rd person singular, positive Talking about the daily routine Telling the time

Language focus: she protects the environment / fights bullies / jogs around the block

Vocabulary: fight bullies, protect the environment, jog, go swimming, play computer games, have breakfast / lunch / dinner, make one’s bed, practise, take out the rubbish, wash up, half past six, ten to five


1-2 lessons

Step I DAILY ROUTINE ACTIVITIES

1 Warm up

Ask your pupils if they like spaghetti. Tell them they are going to draw spaghetti to match some words and then say what these expressions mean. In pairs, the pupils do the matching in task 1 and write the meanings of the expressions. The winner is the pair that finishes first or has most correct guesses. In turn, the pupils write the expressions and their meaning on the board.

Variation: Prepare word cards with these English collocations and their B/C/S equivalents:

protect the environment - štititi okoliš. fight bullies - boriti se s nasilnicima help good people - pomagati dobrim ljudima jog around the block - trčati oko bloka go swimming - ići na plivanje play computer games - igrati kompjuterske

igrice have lunch - ručati

First, give them the English cards only. After doing task 1 successfully, the pupils read the collocations and stick them on the board.

After that, they find the B/C/S translations to stick them next to the English collocations.

THEN SHE PROTECTS THE ENIVIRONMENT

Lesson 18 2 Presentation

Tell the pupils to look at the pictures and guess who it is about. (About Melanie.)

3 The pupils listen to the text and find out how many times a day Mel protects the environment, task 2. (6 times: 5 times in real life and once in a dream.)

4 Listening a second time, the pupils try to find out which chores Melanie does, which is task 3 in the Pupil‘s Book.

(She makes her bed, helps her mum wash up after lunch, and takes out the rubbish.)

5 Listen and repeat. Invite the pupils to read while listening to the text again. Stop the CD and each time have a different pupil repeat one part of a sentence.

6 Practice

They read the text in roles: Tom, Luka and David (9 children for David). Repeat the reading and correct the mistakes.

7 Comprehension - After reading, the teacher asks Who questions. The pupils do task 4 in the Pupil’s Book.

Step II PRESENT SIMPLE, 3RD PERSON SINGULAR, POSITIVE

1 Draw the students’ attention to the -s in the verbs.

Ask somebody: Do you make your bed? They say: Yes.

And what about Melanie? They answer. She makes her bed.

Draw a table with 2 columns: I and Melanie:

I Melanie

I make my bed. Melanie makes her bed.

Write in it: I make my bed. Melanie makes her bed.

Ask a couple more questions, raising their awareness of the -s ending.

2 Ask the pupils to find more examples of -s in the text and underline them (wakes up, goes to school, protects the environment….).

50

Then she protects the environmentModule 4 DAILY ACTIVITIES

Next, they fill in the table with more verbs for Melanie. Then they also write the forms for themselves, without -s.

I Melanie

I make my bed. Melanie makes her bed.

I wake up. Melanie wakes up.

I protect the environment.

She protects the environment.

I fight bullies. She fights bullies.

3 Connect the -s form of the verb with finger snapping. Every time you hear the form, snap your fingers. Invite the pupils to snap their fingers as well. This will establish an auditory (they hear) and kinaesthetic (they do) link with this new grammar item.

The pupils read the text starting from picture 4. One by one the pupils read while everybody in the class snaps their fingers. This can be fun and it will introduce this important grammar item in an amusing, painless way.

4 Ask the pupils if they like matching. Then ask them to do task 5. It can be done individually or in pairs. After completing the task, check it.

Step III TELLING THE TIME 1

The pupils read the text in roles.

1 Ask comprehension questions about the text.

2 Telling the time: explanation

Ask: When does Mel have lunch? They answer. Write: Mel has lunch at fifteen minutes past one.

Ask: When do they go swimming? Write: They go swimming at twenty-five past

three.

Ask: When does she read e-mails? Write on the other side of the board: She reads

e-mails at twenty to two.

Ask: When does she have dinner? Write: She has dinner at ten to seven.

Write PAST on the left and TO on the right.

Explain that the time can be expressed in two different ways. First, we can use the words past and to: It‘s twenty-five past three. It‘s three twenty-five. In the other way, we can use hours and minutes. Give the four equivalents of the B/C/S word “sat” in English: clock, watch, hour, o’clock. After this, do task 6, listen and point.

3 Practice: Do task 7 in the Pupil’s Book, filling in the times.

4 Speaking: Talk about Melanie. Do task 8.

5 Go through task 9 and check if the pupils know and understand the times offered in the exercise

6 Do task 10.

7 Tasks from the Activity Book can be given for homework.

51


She doesn't live an ordinary life

Aim: Introducing the Present Simple, 3rd person singular, negative Talking about unusual behaviour

Language focus: she doesn’t live an ordinary life, she doesn’t laugh

Vocabulary: rhyme, instead of, instead, ordinary, unusual, pool, bulb, pants, laugh, feet, sunbathe, tear, the dark, tidy one’s room


2 lessons

Step I RONDA WRONGLY

1 Do task 1 - The pupils look at the words and find the rhyming pairs in task 1.

strong-wrong round-playground head-instead tears-ears park-dark

Write the rhyming pairs on the board.

2 The pupils look at the illustration. You ask them what Ronda does and what she doesn’t do.

3 Next they look at the text and try to guess which words from above go in the gaps.

Ask: Would you like to hear Jasmine’s rhyme about the unusual girl?

4 They listen and find THREE MISTAKES- task 2.

5 Let them listen again and check.

Do tasks 4 and 5

SHE DOESN'T LIVE AN ORDINARY LIFE

Lesson 19 Skip the following exercises if you are in a lack of time.

6 After task 5 (Pupil's Book), do tasks 2 and 3 in the Activity Book.

7 Game: Tell the children to make a list of activities they don’t do, such as: I don’t drink wine. I don’t drive a car. I don’t sleep on the floor. I don’t live in the United States. I don’t study French. I don’t eat bulbs. I don’t kiss frogs. One child says: I don’t drink wine. The whole class shouts: She doesn’t drink wine! The next child says something else, either their own sentence or, if they can’t think of any, a sentence from your list. The whole class shouts: He doesn’t sleep on the floor!

Variation: It can be done as a team game. There are two teams, A and B. A child from team A makes a sentence about something they don’t do: I don’t watch horror films. A child from team B makes a sentence with He or She: He doesn’t watch horror films. Then they continue with I don’t (speak Chinese). If they get stuck, they can always say: I don’t kiss frogs.

If they say something wrong, the others can say: He doesn’t kiss frogs.

8 Tasks from the Activity Book can be given for homework.

52

Hey Mel, David has a crush on you!Module 4 DAILY ACTIVITIES

Aim: Introducing the Present Simple, 3rd person singular questions, WH-questions with question words Talking about school subjects Have to/has to

Language focus: What does he tell you? How does he look? Where does Jasmine get her ideas from? Why does David really want to be at school?

Vocabulary: school subjects, Guess what? weak, pale, What do you mean? tell the truth, make up a story, look at somebody


2 lessons

Step I HEY MEL, DAVID HAS A CRUSH ON YOU

1 Say that the children are back from the camping trip and everything is as usual. Only David was ill, but today he is back at school. Have the pupils look at the picture and describe what they can see. Ask some questions to help them. Soon they are going to hear their dialogue.

2 The children listen to the CD and find out why David wants to be at school, task 1. (He has a crush on Melanie.)

3 Ask what school subjects are mentioned. They listen again and find out.

4 The pupils read the dialogue.

5 You read a sentence from the dialogue and ask who says that. They have to be very quick at guessing.

6 They read the dialogue again in roles. Then they do comprehension task 2.

7 Next, they answer the questions, task 3.

8 The pupils shut their books and say as many sentences as they can remember from the lesson. Next, ask them to remember as many questions as they can.

HEY MEL, DAVID HAS A CRUSH ON YOU!

Lesson 20 9 They look at the text and underline the questions.

10 Assign tasks 1 and 2 from the Activity Book for homework.

Step ll PRESENT IMPLE: 3rd PERSON SINGULAR QUESTIONS


2 The pupils play a game: task 5 in the Pupil’s Book. In teams, they make as many questions as they can. The winner is the team with most correct questions.

Next, they ask other teams to answer their questions.

The winner is the team with most correct answers.

3 The pupils play SAUSAGES. This is an amusing game in which players try to keep a straight face for as long as possible while practising WH- questions.

One pupil is asked all sorts of funny questions, but the only answer they must give is the word SAUSAGES! They mustn’t laugh, smile or show any emotion. Every player takes it in turn to be straight-faced. The winner is the player who answers the most questions without smiling.

(For example: What does David like very much? Sausages!

Where does Jasmine read her books? Sausages!

What does Tom play when he goes to his practice? Sausages!

Step lll HAVE TO / HAS TO-practice

1 The pupils look at task 6. In this task they will revise school subjects but also learn how to express that something is necessary to be done. First, the pupils comment David's timetable and then the teacher asks them questions: e.g.What does he have to learn on Monday? How often does he have to learn history? etc.

The teacher writes some sentences with have to/has to on the blackboard and go through the Remember box. The pupils consult the Grammar corner (page 113)

2 Do task 3 in the Activity book.

53


Hey Mel, David has a crush on you!

Step IV CHANT WITH DAVID

1 Do task 7 in the Pupil’s Book. Chant with David.

2 Ask comprehension questions: What does David want to find? Who does he like? Who does he send e-mails to? How does Melanie run / swim. etc?

3 Say that you are Luka/Tom/Lolly/Jasmine now, and that you are doing the same chant with David. Make all the necessary changes:

Come to him, bugs He is a science freak He collects insects This is a lovely week. Back home he sends E-mails every night... Does the girl like him? He says: I wish, I wish!

4 In pairs, the pupils do the chant. One is David, the other is Luka/Tom/Lolly.

5 Assign tasks 4 and 5 from the Activity Book for homework.

Tell the pupils they can get an A if they learn the chant by heart.

54

Lolly is worriedModule 4 DAILY ACTIVITIES

Aim: Contrasting lives/doesn’t live, is/ isn’t, has got/hasn’t got and can/can’t Naming animals and saying some facts about them Talking about animals in danger Revising prepositions of place

Vocabulary: wild animals and forest animals adopt, magazine, article, in danger, survive, pocket money, cute, fur, bamboo forest, cut down, hole, blow out, plankton, jungle, grassland, trunk, insects, in the wild, nest, electric wires, What’s the matter?


2 lessons

Step I ANIMALS

1 Ask a volunteer to come to the front of the class and mime an animal. The others guess. Repeat as long as they are willing to participate and have ideas.

If your pupils are reluctant to participate, play a team competition game: they name animals in turn. Limit the thinking time.

Write the words that pop up on the blackboard.


3 Do task 2 from the Pupil’s Book as well, but orally. Use this task to introduce some new vocabulary which will appear in the lesson you are about to work on.

For example, ask:

Can you name an animal that has a long nose – a trunk / sharp teeth / feathers? (mime). Can you name an animal that can climb a tree / fly…?

Where else do animals live? (welcome their ideas in B/C/S and translate into English) – jungle, grassland, sea, ocean, farm, nest….

What else do animals eat? (meat, fruit, insects, plankton…)

LOLLY IS WORRIED

Lesson 21 Write all the new words on the blackboard.

Play the Cross Out game. You call out a word. Two pupils compete to be the first to cross it out. Ask someone to translate the crossed-out word into B/C/S.

Step II LOLLY IS WORRIED

1 To introduce the topic you are about to work on, ask the children which of the characters from the book loves animals the most. They will probably say Lolly, so ask them if they can remember which animals are her pets (a mouse, frogs, a grasshopper, a cat).

2 Write the pre-reading questions from task 3A in the Pupil’s Book on the blackboard. Read them aloud and make sure they understand them. Invite your pupils to guess. Let them silently read the short introductory text and tell you the correct answers to the above question.

3 Pupils listen to the CD and look for the answer to the question from task 3C. It is a conversation between Lolly and her aunt Winnie. You can find the tapescript at the back of the Pupil‘s Book.

4 hey answer after listening.

5 Do task 2 from the Activity Book.

6 The children can now read the article. Since they already know what the article is generally about, no further introduction is needed. But before they read, tell your pupils to look at the illustrations. They tell you what animals the article is about. The only new one may be a stork, so help by translating.

Also ask questions about each animal group to prepare the children for reading:

Do you know where …… live / what ….eat / what …..can do / why … are in danger?

B/C/S is allowed at this point.

Now you can proceed to the article which should be done as a true reading comprehension task. There are two ways you can deal with it:

1 If you have a stronger class, they read the whole article and do task 4 in the Pupil’s Book on their own

– complete the sentences. Remember that you have already introduced most of the vocabulary.

55


Lolly is worried

2 If you have a weaker class, group your pupils in groups of five. Assign each pupil the text about one animal only. They complete the sentences from task 4 in the Pupil’s Book, but only those that relate to “their” animal. They work in groups. Go through all the sentences – each pupil reads his/her sentences.

Check with the whole class by asking somebody to read.

7 Reading practice.

First, you read the entire article aloud. Stop to explain the new vocabulary.

Then, you read one sentence in B/C/S and they look for the English equivalent in the text. You can play it as a translation race.

They read aloud.

8 Tasks 1 and 3 from the Activity Book can be done for homework.

Step III REVISING THE ARTICLE


2 Play a game: Yes/No chairs. Divide your class into two teams. Put two chairs in front of the blackboard and stick a YES card on one and a NO card on the other. Say true and false sentences about the animals from the article. Use the ideas from task 5 in the Pupil’s Book. You read a sentence aloud and the representatives of the two teams compete to be the first to sit on the correct chair. The pupil who first sits on the correct chair wins a point for his/her team.

If you think that there is too much movement and that it is impractical to do this, instead of the yes/no chairs game, tell your pupils to clap their hands if your sentence is true and to say STOP if it is not true.

3 Do task 5 from the Pupil’s Book. The children make true sentences orally. They can also write one sentence about each animal group in their notebooks.

4 Divide your class into five groups. Each group says everything about one animal group without looking at their books.

5 Ask them if they can think of ways to help animals in danger. Welcome their ideas in Bosnian / Croatian / Serbian as well. Somebody will probably remember Lolly’s idea about adopting an animal, so ask them if they would like to adopt an animal. Ask why, as well.

Step IV HOW MUCH DO YOU KNOW ABOUT ANIMALS?

1 Do task 8 from the Pupil’s Book. The children can do it on their own as they only have to choose the correct answer.

2 Task 9 from the Pupil’s Book practises the same language functions the pupils were exposed to in the previous task. Here they have to use them actively.

First of all, make sure that your pupils understand all the words.

Give clear instructions to your pupils. Since there are four animals, I advise you do two with the whole class as a chain activity, and the other two as a pair-work activity. They ask and answer the questions.

3 Pupils write a report about one animal group in their notebook.

4 Brainstorm where animals can live.

The zoo will probably be one of the suggestions. Use this as an introduction to task 11: WHICH CAGE BELONGS TO WHICH ANIMAL? from the Pupil’s Book. This is a listening comprehension task. You can find the tapescript at the back of the Pupil’s Book.

They listen and name all the animals mentioned. Write them on the blackboard.

The children get into groups and compare their answers. You may let them listen once again.

5 Do task 12 from the Pupil’s Book. They do this activity in groups of four and discuss their answers.

Check with the whole class.

Discuss also the questions that will lead you into another topic – pets (task 13).

6 Assign task 7 from the Pupil's book for homework.

56

REVISIONModule 4 DAILY ACTIVITIES

Aim: Revising the lessons on the daily routine, chores, free-time activities, unusual behaviour

Language focus: She makes breakfast at eight o'clock.

She doesn't live an ordinary life. What does Jasmine read? What do you have to learn on Thursday?

Vocabulary: L18 protect the environment, fight bullies, jog, go swimming, play computer games, have breakfast, have lunch, have dinner, cook well, make one’s bed, past, to, practice, take out the rubbish, wash up

L19 rhyme, instead of, unusual, pool, bulb, pants, laugh, feet, sunbathe, tear, the dark, tidy one’s room

L20 Guess what? weak, pale, What do you mean? tell the truth, make up a story, look at unusual hobbies, crush, novels, subjects, maths, science, English, art, music, computer science, religion

L21 wild animals and forest animals adopt, magazine, article, in danger, survive, pocket money cute, fur, bamboo forest, cut down, hole, blow out, plankton,jungle, grassland, trunk, insects, in the wild, nest, electric wires What’s the matter?


1 lesson

REVISION STEP I DOING A MAzE

1 Ask the pupils to look at pages 114/115 (Pupil's book). Ask what Rudy (the mouse) likes eating Cheese.) Say that Rudy is very happy because it can hop over cheeses and come to a lot of cheese that he can eat all up. Ask if they would like to help Rudy hop to the cheese. But careful! There is Oscar. Help Rudy avoid Oscar and reach his goal. In pairs or individually, the pupils do the maze by choosing the correct cheese. If they step on the wrong one, they either go back or they can’t go on. The winner is the pupil/pair who gets to the park first.

2 After finishing the game, draw your pupils‘ attention to the can do statments in the workbook. Read them aloud and then let the children assess themselves. Allow their frank comments and perhaps a discussion about what they did well, what they found very demanding or difficult, what was enjoyable etc.

Step II ACTIVITY BOOK

1 The pupils first do the odd man out, task 1 in the Activity Book, and then discuss it.

2 Elicit what the pupils know about Tom: What kind of boy is he? What does he like? What does he play? Is he a good friend? Does he do any chores? How often does he go to basketball practice? Does he take his twin brothers to their practice? Does he swear, etc?

After that, they write about Tom, task 2 in the Activity Book.

3 If you are short of time, assign task 3 for homework. If not, have the pupils ask questions with does.

Step III CAN DO STATEMENTS (page 114)

After finishing the tasks draw your pupils‘ attention to the can do statments in the workbook. Read them aloud and then let the children assess themselves. Allow their frank comments and perhaps a discussion abou what they did well, what they found very demanding or difficult, what was enjoyable etc.

57

Module 5 ME, YOU AND THE WORLD

Luka's guest

Aim: Practising the comparative form of short adjectivesPractising vocabulary dealing with adjectives

Language focus: He is smarter than ...

Vocabulary: small, big, calm, smart, pretty,tornjak, present, pizza, cousin...

Materials: word cards, photographs, postcards


1 lesson


1 Start the lesson by revising the adjectives.

2 Prepare the word cards with some adjectives written on them.

3 Let the pupils choose one of the cards and stick them on their heads.

4 They ask questions in order to guess the adjectives.

1. Am I ...? 2. What kind of a person am I....?

5 Put some word cards on the blackboard and tell the pupils to memorize as many adjectives as possible.

6 Move away the word cards and let them write as many adjectives as possible in their notebooks.

7 Check their answers (memory).

Step II INTRODUCING THE STORY

1 Let the pupils describe the photos in the Pupil's Book.

2 The pupils guess who is coming to see Luka and what he has got as a present.

3 Read the text to find out more information about a tornjak.

4 The pupils listen to the CD and check their guesses.

5 They circle the adjectives they hear in the text.

6 They listen to the CD again and answer the comprehension questions in task 3 in the Pupil's Book.

5 Let the pupils read the dialogue out.

LUKA'S GUEST

Lesson 22 6 Let the pupils do task 5 in the Pupil's Book as a pair-activity.

In this task the students are supposed to think of an animal which is, for example, ...BIGGER THAN A SHEEP; ...SLOWER THAN A WOLF (comparative form of short adjectives).

This exercise also tests the children's understanding both of the language and of the world around them (here – biology, zoology).

7 Ask the children to check the answers of this exercise at home and use a zoology book, a lexicon or an encyclopaedia.

8 Draw the pupils' attention to the REMEMBER BOX.

- The pattern is the comparison of short adjectives: STRONGER THAN; FUNNIER THAN; BIGGER THAN...

- Encourage the pupils to study the pattern and say if there is a rule for comparing things, what ending is added, what word is always used.

- Ask the pupils to write their own examples using the suggested comparative; e.g. A PLANE IS BIGGER THAN A BUS, etc.

Step III QUIz TIME

1 Do task 7 from the Pupil's Book. Devide the pupils into groups.

2 The representative of each group comes in front of the class and write the answers in the appropriate column on the blackboard previously drawn by the teacher.

3 If the answer is correct, the group gets a point.

4 The group with all the correct answers is the winner.


Task 7 in the Activity Book can be done by successful and curious kids.

Tasks 1, 2 in the Activity Book are optional.

5 PROJECT WORK - Tell the pupils to think of two or more countries / towns / cities / villages.

Tell them to make their own quiz. Tell them to look back at task 7 and make

questions. Let them to add their own questions as well. They can work in pairs or groups.

58

Our planetModule 5 ME, YOU AND THE WORLD

Aim: Practising the superlative form of short adjectivesRevising the short adjectivesPractising the definite article - THETalking about different parts of the world

Language focus: The Pacific Ocean is the deepest ocean in the world.

Vocabulary: highest, biggest, deepest, smallest, largest, coldest..desert, mountain, river...



2 lessons


1 Bring some postcards / photographs from London, New York, Sidney as well as some from those places mentioned in task 1. Talk about the places and about the sights that can be seen there. Let the photos circulate among the pupils. Encourage them to put questions or make comments in English, e.g.IS BIG BEN HIGHER THAN THE STATUE OF LIBERTY?etc.

2 Ask the pupils to work with a friend / partner and try to think of a big town and a famous monument in it, e.g. BIG BEN – LONDON; THE STATUE OF LIBERTY – NEW YORK; THE EIFFEL TOWER – PARIS; THE PYRAMIDS – CAIRO, THE ACROPOLIS – ATHENS...

(Help the children with the names in English.)

3 Write words in two columns on the blackboard. On the left - hand side write a name, and on the right–a miss-matching geographical notion, e.g. EUROPE RIVER THE ANTLANTIC VLAŠIĆ SEA THE ADRIATIC CONTINENT LAKE THE BOSNA MOUNTAIN BORAČKO OCEAN ...

4 Ask the pupil to join the words that go together.

Step II OUR PLANET – QUIz TIME

1 Prepare the photographs of the places mentioned in task 1 in the Pupil's Book.

2 Stick the photographs on the left – hand side of the blackboard.

OUR PLANET

Lesson 23 3 Prepare the word cards. Shuffle them and ask the pupils to play MATCH / MISMATCH.

4 Divide them into groups to heat the atmosphere.

5 Do task 1 in the Pupil's Book.

Let the pupils read out and answer the comprehension questions. If you want to test their memory, let them close their books.

6 Read out the questions (or have a pupils read them out), and the pupils will have to remember the answers.

7 Each question in this general knowledge quiz contains a superlative. The pupils have to choose the right answer and write the question number next to it (or in their notebooks). Let the pupils read out both the questions and the corresponding answers.

8 Let the pupils listen to the CD and check their answers.

9 Play the recording twice if necessary.

Step III LANGUAGE WORK

1 Ask the pupils to do task 3 in the Pupil's Book. Let them write the sentences in their notebooks.

2 Draw the pupil's attention to the REMEMBER BOX and the superlative form of short adjectives.

You may ask your pupils who is THE TALLEST, THE SHORTEST, THE OLDEST, and THE YOUNGEST member of their family, for example, in order to explain and practise the pattern.

3 Encourage the pupils always to give their own examples in writing to illustrate the pattern.


Tell the pupils that more than one answer is possible in task 2.

Step IV THE ANTARCTIC - A REALLY COOL PLACE

1 Start the lesson by describing the photographs or postcards of the Antarctic.

2 The pupils read the text by paragraphs - task 4.

3 Explain the unknown words if necessary.

4 Read some sentences in Bosnian / Croatian / Serbian and tell the pupils to find their English equivalents.

59


Our planet

5 Ask the pupils to translate the sentences into Bosnian / Croatian / Serbian if you can spare enough time to do this task.

6 Let the pupils do task 5 in their notebooks.

7 Ask the pupils to retell the story. Tasks 4, 5 can help them do the task.

Step V LANGUAGE WORK

1 Draw the pupils' attention to the REMEMBER BOX. Read the examples and explain the use of the definite article – THE.

2 Tell them to shut the Pupil's Books.Test their memory by asking them to tell you as many examples as possible from the REMEMBER BOX.

3 Prepare them to do task 7 in the Pupil's Book.

Tasks 3, 4, 5 in the Activity Book can be done for homework.

Tasks 6, 7 are optional. They can be done by more successful and curious pupils.

PROJECT WORK

- Let the pupils draw a map of Europe or the world on a big big piece of paper.

- If they have postcards of various towns, they can stick them in the right places, or stick them around and draw lines to the respective places on the map. They can work in pairs or groups. Stick the posters on the blackboard. Let the students choose those they like best.

The same can be done for Bosnia and Herzegovina and its towns (Lesson 24).

60

What does Iva miss about Bosnia and Herzegovina?Module 5 ME, YOU AND THE WORLD

Aim: Practising the comparative form of long adjectivesRevising the long adjectivesTalking about cultural heritage of Herzegovina

Language focus: The Pacific Ocean is the deepest ocean in the world.

Vocabulary: the countryside, old fort, gravestones, mum's food, wines, Mostar, Stolac...



1 lesson


1 Write on the blackboard the landmarks of towns and cities of Bosnia and Herzegovina, such as: THE KOŠEVO STADIUM, THE CATHEDRAL, THE UNA, THE DRINA, THE OLD BRIDGE...

2 Write them one under the other on the left - hand side of the blackboard. Challenge the pupils to come to the blackboard and write the name of the town they associate with the monument or the landmark on the right- hand side. Some landmarks have only one answer, like THE KOŠEVO STADIUM, while for the others the pupils may write more than one answers.

3 Challenge the class to name some other sights and some other towns.

4 Prepare some postcards or photographs of towns of Herzegovina.

5 Start discussion about the photographs and let the pupils describe what they can see in the photos / postcards.

Step II WHAT DOES IVA MISS ABOUT BOSNIA AND HERzEGOVINA

1 Talk about the things Iva misses about Bosnia and Herzegovina during her stay in England.

2 Draw the pupils' attention to the words in task 1 in the Pupil's Book.

3 The pupils guess what does Iva miss about Bosnia and Herzegovina.

WHAT DOES IVA MISS ABOUT BOSNIA AND HERzEGOVINA?

Lesson 24 4 The pupils listen to the CD and check their answers.

5 Read the sentences out in task 5 in the Pupil's Book.

6 The pupils listen to the CD again to circle the correct answers. (Let them do task 5 orally or in writing.)

7 Practise reading the story with your pupils in paragraphs. Let them read the story by paragraphs.

8 Go back to the words on the blackboard in case there are many new words for your pupils. Call out a word in Bosnian / Croatian / Serbian and ask a volunteer to come to the blackboard and cross out the corresponding English word.

9 Choose several sentences in which the comparative form of long adjectives is used.

10 Read them out in Bosnian / Croatian / Serbian and ask the pupils to find their English equivalents. Repeat the same procedure several times.

Step III LANGUAGE WORK

1 Draw the pupils' attention to the long adjectives in the text as well as in the REMEMBER BOX.

Long adjectives have MORE before them when used in the comparative form.

2 Ask the pupils to give their own examples,e.g. AN ACTION FILM IS MORE INTERESTING THAN A LOVE STORY,etc.


4 Let the pupils do task 6 in writing.

5 Encourage the pupils to think of two or more towns / villages and compare them.

Task 4 in the Activity Book is optional and can be done by curious kids.


61


The Sugar babes in action again

Aim: Practising the superlative form of long adjectives

Language focus: Oscar is the most intelligent cat in the world.

Vocabulary: hungry, thirsty, worried, tired, angry, sad, ill, sleepy, intelligent, beautiful, Oscar, boring, lazy, romantic..

Materials: word cards (optional)


1 lesson


1 Have the children write a few wild and domestic animals on the blackboard, e.g. A WOLF, A BEAR, A TIGER, A RABBIT, A CAT, A SHARK, A DOLPHIN...

2 Say you are not going to be a teacher for the next minute, you are going to be an animal. Which one – ask a volunteer to decide and circle it on the blackboard. You are sititng with your back turned to the blackboard. Put questions, e.g. AM I MORE DANGEROUS THAN A WOLF? AM I FASTER THAN A BEAR? AM I MORE HARD – WORKING THAN A CAT? etc.

Step II EXPRESSING HOW WE FEEL

1 Start the lesson by revising expressions of feelings. Ask the whole class to stand up. Give the following order: SIT DOWN if you are ill (mime to make sure they understand). Explain that they must follow your command if that is true for them. Continue by giving the same command – just change the words expressing feelings (scared, worried, tired, sleepy, angry, sad, thirsty, hungry, happy). Ask the pupils to sit down. Ask some additional questions. For example:

Why are you…? What would you like to eat/drink?

2 Do Task 1 in the Activity Book. Read the sentences aloud.

THE SUGAR BABES IN ACTION AGAIN

Lesson 25 Step III THE SUGAR BABES IN ACTION AGAIN

1 Set the right atmosphere for listening. Say that today they will meet Oscar, but first they must speculate by answering the questions from task 1 in the Pupil’s Book without actually reading or listening to the story. They listen and check if their speculations were correct.

2 Let them listen to the CD again. Stop to check if they understand everything.

3 Do task 2 from the Pupil’s Book. Let the pupils do the comprehension activity

4 Reading practice. Allot roles to several pupils.

5 Discuss the questions from task 3 in the Pupil’s Book.

6 Encourage them to talk about Oscar’s adventure by finishing on the sentences from task 4 in the Pupil's Book. After that, you may even invite them to do it without the book.

Step IV LANGUAGE WORK

1 Draw the pupils' attention to the REMEMBER BOX.

Long adjectives have THE MOST before them when used in the superlative form. Ask the pupils to name THE MOST BEAUTIFUL actress, THE MOST INTERESTING book, THE MOST DANGEROUS animal etc.


3 Let the pupils answer the questions in task 5 in the Pupil's Book.

This task tests the pupils' understanding of the language.


62

Step I OUR SOLAR SYSTEM

1 Ask your pupils if they know something about our solar system. Do task 1.

2 Children can now read the article. Since they already know what is the article about, no further introduction is needed. After they have finished reading, ask them if there is any unknown word. If there is, write it/them on the blackboard, pronounce it and translate.


3 Do task 3.


Aim: read, talk and write about our solar systemRevision of adjectives

Vocabulary: planet, Mercury, Venus, Mars, Earth, Moon, Saturn, Uranus, Neptune, star, Solar system, meteorites, giant


1 lesson

OUR SOLAR SYSTEM

For curious kids onlyModule 5 ME, YOU AND THE WORLD

Step II ADJECTIVES

1 Do task 4 - since it is forbidden to write in books, tell your pupils to copy the task and then to fill in the text.

Now the pupils talk about the planet or the star they like most (task 6). While they talk, don't forget to praise them a lot.

Step III PROJECT WORK

Finally, your pupils do the project work. It can be done in pairs or in groups.

63


REVISIONStep I THE PUPIL'S BOOK

1 Pupils correct the sentences and copy them in their notebooks.

This task involves practising comparative form of short adjectives.

2 Task 2 is dealing with the superlative form of short adjectives.

The pupils are supposed to circle the correct answer.


1 Task 1 involves practising all forms of comparatives and superlatives.

2 The pupils answer the questions about themselves by using the comparative and superlative forms of short and long adjectives.



Aim: Revising the comparative and superlative form of short and long adjectives

Vocabulary: L22 small, big, calm, smart, pretty, tornjak, present, pizza, cousin.

L23 highest, biggest, deepest, smallest, coldest, desert, mountain, river.

L24 the countryside, old fort, gravestones, mum's food, wines.

L25 naughty, hungry, sad, happy, sleepy, intelligent, popular, beautifulm laty, thirsty, afraid.


1 lesson

REVISION

64

Jasmine's photo albumModule 6 JASMINE'S STORIES

Aim: Practising the Past Simple of the verb "TO BE"Telling a story

Language focus: I was in Sarajevo... They were very naughty... Was I afraid? Were they in Bosnia and Herzegovina few years ago?

Vocabulary: holiday, relatives, sarma, burek, hurmašice, climb, tree, swans,traditional handmade carpets,

Materials: photos, postcards


2 lessons


1 Start off the lesson by showing some photos of Sarajevo and other towns of Bosnia and Herzegovina.

2 Ask the pupils to recognize the towns.

3 Encourage the pupils to talk more about the places by asking them the following questions:

1. Do you often visit these towns? 2. Do you like to go there? 3. What do you like about them? 4. Would you like to visit one of them soon?...

Step II JASMINE'S PHOTO ALBUM

1 Create the atmosphere by asking the pupils about their photo album with the places they have visited (if they have one).

2 Discuss about Jasmine's photo album.

3 Ask the pupils to describe what they can see in the photos and postcards.

4 Read the questions in task 1 in the Pupil's Book.

5 Let the pupils guess the answers according to the photos.

6 The pupils listen to the CD to check their answers.

7 The pupils listen to the CD again to do task 2 as a reading comprehension

JASMINE'S PHOTO ALBUM

Lesson 26 8 Stop the CD for further explaination.

9 Reading practice – start reading the sentences.

- Let the pupils finish the sentences. - Choose those sentences with the verb "TO BE"

in them - Focus on such sentences so that the pupils can

aquire singular as well as plural form of the Past Simple of the verb "TO BE".

- Let the pupils repeat the same procedure several times.

10 The pupils read the text aloud.


12 Check the pupils' answers.


14 Read the text from DO YOU KNOW? box and find out more about the symbols of the motifs of carperts, scarves, and shirts made in Bosnia and Herzegovina.



1 Start off the lesson by checking the homeowork.

2 Let the pupils listen to the CD again.

3 Encourage the pupils to imagine that they are Jasmine.

4 They choose one part of the text to talk about (the first person singular)

5 Prepare the pupils for task 4 in the Activity Book. They practice the WH- questions. Give them the example and explain them the word order. Ask the pupils to write their own examples.

6 Do tasks 5, 6 in the Activity Book.

7 After checking, let the pupils read the dialogues, and,in pairs, act them out in front of the class.

8 The pupils choose three sentences from task 3 and translate them into Bosnian / Croatian / Serbian.

65

Module 6 JASMINE'S STORIES

Cinderella

Aim: Practising the Past Simple Tense of regular verbsUnderstanding the story and answering questions about itRetelling the story by using sequence markersPractising possessive adjectives: his / her / their Learning new vocabulary typical of fairy tales

Language focus: Cinderella arrived at the party in her beautiful dressHe/his, she/her, they/their

Vocabulary: stepmother, ball, castle, prince, fairy godmother, magic wand, glass shoe, golden carriage, midnight, servants, mean, evil, handsome, jealous, angry first, then, after that, next, finally



2 lessons

Step I INTRODUCING FAIRY TALES

1 Ask your pupils if they like reading stories, what kind of stories they like, and what their favourite story is.

Write on the blackboard FAIRY TALES and ask the children if they know any fairy tales. They will probably come up with a lot of fairy tales in Bosnian / Croatian / Serbian. Do not translate at this point.

2 Prepare cards with the titles of fairy tales in English (the ones from task1 in the Pupil’s Book). Put the cards on the blackboard, read them aloud and ask your pupils if they can translate any of them (which they probably will be able to do since they have seen some English cartoon versions of these fairy tales).

3 Discuss fairy tales by asking the questions such as:

- What is your favourite fairy tale? - Who is your favourite fairy tale character? - Are fairy tales only for little children? - Are fairy tales wonderful / OK / boring for you?

Now insist on English, but help whenever necessary.

CINDERELLA

Lesson 27 4 Prepare more cards, but with the words from task 1 in the Activity Book. Show the pupils the cards one by one, and read aloud and translate if necessary. Distribute the cards and ask them to stick the cards under the correct fairy tale title on the blackboard. All the pupils in the class monitor and correct possible mistakes. Ask them if they can think of at least one more word that belongs to each of the fairy tales on the blackboard.

5 Remove all the cards from the blackboard. The children can do task 1 from the Activity Book on their own.

6 Set the atmosphere for listening to the story. Explain that you will listen to the Cinderella story because it is Jasmine’s favourite fairy tale.

But explain that they must answer the questions at the end of the story Therefore, let them listen to the story and answer the questions orally or in writing.

Set a time limit for them to answer as many questions as possible. Tell them to get organised: one pupil reads the question and the other three supply the answers. When the time is up, ask each group how many questions they have answered.

Each pupil now chooses only 3- 4 questions and answers them in writing. This is optional and depends on how much time you can spare.

7 Listen to the story again. They look at the text as well. After every few sentences, stop and explain the new words. Write these on the blackboard.

8 Practise reading of the first part of the story with your pupils.

9 Go back to the words on the blackboard in case there are many new words for your pupils. Call out a word in Bosnian / Croatian / Serbian and ask a volunteer to come to the blackboard and cross out the corresponding English word.

10 Listen to the story again. But explain that this story hasn’t got an ending, so they must choose one. Therefore, let them listen to the story and let them choose the offered endings in the Pupil’s Book.

11 Draw the pupils' attention to the regular verbs in bold.

Explain them the form of the regular verbs.

66

12 Draw their attention to the REMEMBER BOX, p.139 in the Pupil's Book as well. You may ask them to write their own examples, but not at this point.

13 Practise reading the second part of the story.

Let the pupils read the story by paragraphs or in roles.

14 Do task 5 from the Pupil’s Book. Divide your class into groups of 4 pupils. Set a time limit for them to answer as many questions as possible. Tell them to get organised: one pupil reads the question and the other three supply the answers. When the time is up, ask each group how many questions they have answered.

Each pupil now chooses only 3- 4 questions and answers them in writing. This is optional and depends on how much time you can spare.

15 Do task 5 from the Pupil’s Book. Read the adjectives aloud and explain what they mean if necessary. Let them do this task alone and report "Cinderella is...".

16 Play a memory game. Use the collocations from task 7 in the Pupil’s Book. Instead of words, write numbers or letters on the blackboard in two columns (nine words each). Divide your class into 2-3 teams. When it’s their turn, they say one number from each column. You tell them what the words hiding under these numbers are. They must say MATCH if the collocation is correct. They get a point.

17 Draw the pupils' attention to the REMEMEBER BOX and WH – questions. Explain the word order in the sentences. Tell them to think of their own examples as well.


Task 4 is optional and can be done by curious kids.


1 Start off by playing a memory game again. Use the collocations from task 7 in the Pupil’s Book and continue playing it.


3 Talk about the characters from the story. Ask them to tell you who the good/bad characters are.

CinderellaModule 6 JASMINE'S STORIES

4. The pupil's do task 8 in the Pupil's Book.

First, draw your pupils' attention to the REMEMBER BOX and ask them to write their own sentences by using the Past Simple Tense of regular verbs.

5 They practise retelling the story by using some basic sequence markers. Write the following sentences on cards:

First, Cinderella’s sisters went to the ball and she was in the kitchen. Then, there was a fairy in front of Cinderella. After that, Cinderella danced with the prince. Next, she ran back home. Finally, the prince found Cinderella.

Put them on the blackboard in random order. Ask the pupils to put them in the correct order. Draw your pupil’s attention to the words: FIRST, THEN, AFTER THAT, NEXT, FINALLY.

6 First, let the pupils complete the sentences in task 9 in the Pupil's Book.

Then, remove the cards and ask the pupils to retell the story – task 10.

ADDITIONAL TASK

Write the following words on the blackboard in random order: he, his, she, her, they, their.

Ask one pupil to connect the pairs with a line.

Ask them to copy the pairs in their notebooks


PROJECT WORK

- Assign them the role from the story.

- Ask them to make the costumes.

- Ask them to learn the text by heart.

- Ask them to act the story out in front of the class.

- Let the pupils perform it during school festivals.

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Famous people from the past

Aim: Practising the Past Simple of regular verbs – questions and negativesLearning about some famous people from the past

Vocabulary: landscapes, portraits, operas, pianist, symphonies, sailors, fairy tales, king, peacefully, happilly...

Materials: photos, word cards


1 lesson

Step I INTRODUCING NEW VOCABULARY AND TOPIC

1 Prepare the photos of famous people from the past.

2 Stick them on the blackboard and start discussion about them.

3 Encourage the pupils to talk about them in their mother's tongue if necessary.

The topic may be very interesting for them, so let them express their opinion in mother tongue, too.

4 Prepare the words cards, too. Shuffle the word cards and ask the pupils to choose one of them and stick below or beside the photo. Play Match / Mismatch game.

5 Focus on those famous people from the Pupil's Book.

6 Write the following words: A COMPOSER, A WRITER, A SAILOR, A FILM DIRECTOR...

7 Ask the pupils to recognize the persons in the photos (Those on the blackboard or the notebook).Add more photos on the blackboard if necessary. Ask them to think of their own examples.

FAMOUS PEOPLE FROM THE PAST

Lesson 28 Step II FAMOUS PEOPLE FROM THE PAST

1 The pupils listen to the CD and check their guesses

2 Stop the CD to explain some unknown words.

3 The pupils read the text aloud.

4 Read a sentence in Bosnian / Croatian / Serbian and ask the pupils to find the English equivalent in the text.

5 Ask them to underline the regular verbs in the text - task 4.

6 Ask them to pay attention to the REMEMBER BOX in order to do the task correctly.



9 The pupils are ready to tell to the class about one of the famous persons – task 8.

10 Tasks 1, 2, 3 in the Activity Book are optional.

11 Tasks 4, 5, 6 in the Activity Book can be done for homework.

PROJECT WORK

- Tell the students to choose one famous person from the past.

- Tell them to write a few setences about that person.

- Tell the pupils to report their work to the class.

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Our pyjama partyModule 6 JASMINE'S STORIES

Aim: Revising the Past Simple of irregular verbsReading a storyTelling a story by using time sequence markers Singing a song

Vocabulary: exciting, strange, shout, horrible, scar, ghost, move, prisoner, for ever, at once, escape, dream, Leave me alone!

Materials: photos


2 lessons

OUR PYJAMA PARTY

Lesson 29

OUR PYJAMA PARTY – GHOST STORY

It revises the Past Simple of irregular verbs WH-words in questions.

It should be done for the pleasure of listening to the story. Therefore, do your best to create a scary atmosphere as suggested further on.

Step I SETTING THE ATMOSPHERE FOR THE STORY

1 Ask your pupils to shut their eyes and relax. Tell them to follow your instructions. It will take a few minutes for them to calm down, but don’t be discouraged if they do not accept it immediately – it is simply something they are not used to.

While they have their eyes closed, draw the curtains, put up (or draw) some pictures of ghosts, and light a candle.

Say the following in a mysterious voice: It is night. It is very dark. Nobody is with you. You are all alone. You are in an old castle. (Make some strange sounds at this point.) Look around you. What can you see? Are you happy? Are you scared?

If you fear that your pupils won’t be able to follow you, you’d better repeat each statement in Croatian. The point is to create the right atmosphere.

At this point, ask them to open their eyes. Now the atmosphere in the classroom is ready for storytelling.

2 Explain that they are going to listen to Aunt Winnie’s ghost story.

They look at the words from task 1 in the Pupil's Book and decide which of the words can be in the ghost story. Naturally, you must read all the words aloud before doing this activity. Meanwhile, your pupils can point to them. Make sure your pupils understand all the words. Only then can they single out the ones they think will appear in the ghost story.

Step II THE GHOST STORY

1 The children listen to the story. It is not necessary to give them any task before listening. Just tell them to relax and listen to the story.

So far, you have always been advised to give your pupils an easy task before the first listening task. However, this is a story and you have already created certain “tension” around it. So, just let the children listen and enjoy the story.

2 After this first listening, ask your pupils for their impression. Ask if they liked the story, if they expected such an ending. At this point use Croatian.

3 The children listen for the second time. Now their task is to circle all the words from task 1 in the Pupil's Book that they can hear in the story.

4 They listen to the story for the third time and look at the text. Stop after every few sentences to check their understanding.

5 Do task 3 from the Pupil's Book. Advise them to look back at the story while doing this task. Check by asking somebody to read what they have written.

6 Reading practice:

You say one word in Bosnian / Croatian / Serbian, they look for the English word in the text and read the whole sentence.

They read the whole story without your help.

7 Ask the pupils to do task 5 from the Pupil's Book.Tell the pupils to look at the list of irregular verbs, p.175. Give them further explanation. The list

Can help the pupils finish task 5.


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Our pyjama party


1 Start the class by reading the story aloud.

2 Play Match or Mismatch with the words from task 4 in the the Pupil's Book.

Write the words on cards and put them in two columns face down on the blackboard. Write numbers or letters next to the cards. Teams compete to find more matching pairs of opposites. When it is their turn, they call out two numbers/letters and you turn the cards face up. They read the words aloud and say if it is a match or a mismatch.

3 Do task 6 from the Pupil's Book as a group-work activity. Copy the sentences on slips of paper. Give each group (4 pupils) a set of these nine slips with sentences. The pupils put these sentences in the correct order. Check by asking someone to read them. Now they can copy the sentences, but they must use the sequence markers from task 7 in the Pupil's Book. First, revise them by asking what they mean.

4 Volunteers can try to tell the story- task 8.

5 Do task 9.They complete the questions with WH- words on their own.

Step IV SINGING A SONG

1 Your pupils work in pairs and ask each other these questions.

You add some more questions:

Are you sometimes alone at home? How do you feel? Are you scared? What do you do?

2 Say that they are going to listen to a scary song. Invent a little story: A girl/boy is alone at home and s/he is scared. So s/he sings a song to feel better.

Let them listen to the song and snap their fingers to the rhythm of the song.

3 They listen and join in when it is the chorus.

4 Divide the class into 3 groups (since there are 3 verses). Each group joins in with one verse. Everybody sings the chorus.


70

An unusual illnessModule 6 JASMINE'S STORIES

Aim: Practising the Past Simple Tense of the irregular verbs- questionsNaming different illnesses Naming parts of the body Talking to a doctor Singing a song

Language focus: How many…? Did / do you have a stomachache? / Did / does he have a high temperature?

Vocabulary: parts of the body stomachache, headache, toothache, sore throat, cold, cough, high temperature, broken leg/arm, measles get better What’s the matter?



2 lessons

AN UNUSUAL ILLNESS

Lesson 30

Step I PARTS OF THE BODY

1 Start the lesson by playing Simon Says. Among other instructions, include also touch your….. in order to revise the parts of the body they already know (eyes, ears, nose, hands…).

2 Introduce new vocabulary – more parts of the body (the ones listed in the Pupil’s Book, but no more). Follow the usual procedure:

point to a part of your body and say the word; point, say it, they point to it; say it, they point (repeat this, but say the

words faster and faster); say it, they repeat in chorus / individually; point, they say it; show the word cards and read them; they read the word cards with all the parts of

the body listed in the book; invite a volunteer to come to the blackboard.

Give other pupils word cards with the parts of the body. Tell them to label the volunteer’s body with the cards. It sounds a bit impractical, but it’s a great fun. So don’t omit it.


The children first look at the illustration and answer the questions. Do it as a chain activity


Step II SINGING THE SONG

1 Tell the children to listen to the song and tell you all the words for the parts of the body they can hear.

2 Prepare cards with words from the song: KNEES, RED, THIN, HEAD, EGGS, BEES, CHIN, LEGS, CHIPS, LIPS, MEAT, FEET, CHAIR, HAIR, HANDS, PLUMS, ARMS. Shuffle the word cards, show these cards and ask the pupils if they understand them all. Also, ask if they can tell you which of these words rhyme.

Distribute the cards to your pupils.

They listen to the song again. While they listen to the song, they have to raise their word card when they hear the word on it.

You may do this activity more then once. Simply ask the children to change cards before you repeat it.

2 They listen again, look at the lyrics in the Pupil’s Book and complete the missing words.

3 They listen to the song, join in singing and do the movements (they touch the parts of the body mentioned, they shake their body).

Step III ILLNESSES

1 Introduce the illnesses from task 4 in the Pupil’s Book by miming.

For example, mime that you have a headache. Say: I have problems with my ….. (they finish).

You say again: Yes, I have a headache. Translate as well.

Repeat the procedure with the other illnesses from task 4.

2 The children look at the illustrations from task 4 in the Pupil’s Book. You read and they repeat after you.

3 Invite your pupils to do some acting now. You say: You have a ……. And they pretend and act that they have this problem.

Ask: Does Luka have measles? They will answer: No, he doesn’t.

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An unusual illness

Ask: What do you do when you have measles? They will give you their ideas.

Step IV AN UNUSUAL ILLNESS

1 Introduce the story. Write the questions from task 6 in the Pupil’s Book on the blackboard and read them aloud. Your pupils listen and answer the questions.

2 They listen again and circle the words from task 4 in the Pupil’s Book that they can hear.

They listen for the third time and look at the text.

3 Do task 7 from the Pupil’s Book after listening.

4 Reading practice:

– read a sentence from the dialogue. Your pupils must guess who says that sentence. Choose sentences you think need to be translated, but also sentences which contain DID because you want to expose your pupils to these as much as possible. The aim is for the pupils to realise the difference without actually being told or without overt explanation.

– pupils can now practise reading in groups of three;

– organise a reading competition: groups read and you mark and count the mistakes. The group with the fewest mistakes wins.

Ask the pupils to tell you about Luka's illness.- task 8.


Introduce task 5 from the Activity Book by saying that David is in bed, too. Ask them to guess why. Listen to their “theories”.

They read the conversation and tell you what the matter with David is. (He is in love.) They complete the conversation. Check by asking pupils to read aloud. Ask them if they have ever had the “illness” David is suffering from.

Do task 9 from the Pupil’s Book orally.

They do task 10 from the Pupil's Book as a listening comprehension activity.

Say that they are going to listen to a conversation between a doctor and a patient. First, the children just listen and tell you what the matter is with the boy.

Next, they listen again and put the sentences of the dialogue in the correct order. Give them some time to read the sentences before listening.

Let them listen to the dialogue once again to check. They read aloud. They act out the dialogue in pairs.

72

What a morningModule 6 JASMINE'S STORIES

Aim: Practising the Past Simple Tense of irregular verbs - negativeNaming clothes Talking about the morning routine

Language focus: On Monday she got up early. She didn't help her mum.

Vocabulary: different items of clothing

Materials: word cards, flashcards from the previous years


2 lessons

WHAT A MORNING

Lesson 31


1 Start by revising the days of the week. Play a team game. Spell the days of the week. The team that first realises what day it is that you are spelling gets a point. Ask somebody to write it on the blackboard.

2 Say what your favourite day of the week is and ask them about theirs.

Describe your morning routine on your favourite day of the week:

...is my favourite day of the week. I get up at...

While describing your morning routine, introduce and revise typical morning actions: get up, wash, get dressed, make breakfast, brush teeth, comb, make the bed, take the dog for a walk, rush to, etc.

Of course, it is always helpful to mime to make it easier for the children to understand.

Step II WHAT A MORNING!

1 Ask the children to guess what Jasmine’s favourite day of the week is. They can also explain why they think this is so.

They listen to the CD and answer the same question.

2 They listen for a second time and look at the text and the pictures.

3 Do task 2 from the Pupil’s Book. But before they do this task, read the sentences aloud. Check by asking somebody to read.

4 Reading practice:

- you read a sentence. They find the sentence that follows and read it aloud. Explain or translate what you think might create problems for your pupils.

- they read a text aloud by paragraphs.

5 You start telling the story, but stop in the middle of the sentence as if you can’t remember how it goes on. Invite them to help you. Say: Oh, yes, and continue telling the story, but soon do the same trick again.

6 Ask the pupils to choose 5 sentences from task 2. Ask them to make them negative

7 Personalization time - Ask the pupils to talk about five things they did yesterday, last weekend, month...

8 Ask students to write a few sentences about their family, too

Tasks 1, 2, 3 can be done for homework

Step II AN INTERVIEW

1 Start off by discussion about Luna Mijović and the film – The Land of my dreams. Encourage the students to talk in English as well as in Bosnian / Croatian / Serbian if necessary.

2 Ask the pupils to describe the photos

3 Read the short text and find out more about Luna and the film.

4 The pupils listen to the CD and answer the questions from task 7 in the Pupil's Book.

5 The pupils listen to the CD again in order to talk more about Luna Mijović.

Step VI CLOTHES

1 Put the flashcards from the previous years with the clothes your pupils arefamiliar with on the blackboard (e.g. jeans, sweater, t-shirt, skirt, sneakers, cap….). Simply ask: What’s this?

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What a morning

Introduce more words for clothes (look at task 8 from the Pupil’s Book to see which) and put the flashcards from the previous years on the blackboard as you introduce each.

Follow this procedure:

– say it and point; – say it, point, they repeat in chorus /

individually – say it, they point – point, they say it.


3 Show the word cards and read them. They read the word cards.

4 Do the following activity as a game. Divide your class into two teams. Give each team an equal number of word cards. They must match the word cards with the flashcards on the blackboard. Each time, the teams send a different representative to the blackboard so that everybody has a chance to participate, but they may help their representative with advice. The team that gets rid of all the cards first is the winner. Play another game so that the team that has lost has a chance for revenge.

5 Play the Dual Game. Divide the class into two teams. Each time, representatives of the teams change so that everyone gets a chance to participate. Remove all the flashcards from the blackboard, and leave only the word cards. Two pupils come to the blackboard. You say a word in Bosnian / Croatian / Serbian. They compete to find the English word before their opponent. The winner is the team with more cards.

6 Ask the students to do task 9 from the Pupil's Book.

7 Ask the pupil to comment the pieces of clothing in task 8 from the Pupil's Book.

8 Tell the pupils to circle the words in task 11 they do'n know.

9 Explain the pupils the unfamiliar words

10 Describe the clothes by using the adjectives from task 11.

11 Encourage the pupils to talk about the clothes they wear at school ....

PROJECT WORK

- Tell the pupils to cut out some magazine photos.

- Stick some photos. Tell the pupils to make a collage or poster.

- Tell the pupils to write what their models are wearing in the photos.

Tasks 4, 5 can be done for homework

Tasks 6, 7 are for curious kids.

74

REVISIONStep I THE PUPIL'S BOOK

1 Task 1 is dealing with the Past Simple of the verb TO BE

2 Task 2 is dealing with the Past Simple of regular verbs

3 Task 3 is dealing with the past Simple of irregualar verbs


1 Ask the pupils to do task 3 in the Activity Book.

2 Have the pupils do the WH –questions of the Past Simple Tense

If you are short of time, assign tasks 1, 2 for homework

After finishing the tasks draw your pupils‘ attention to the can do statments in the workbook. Read them aloud and then let the children assess themselves. Allow their frank comments and perhaps a discussion abou what they did well, what they found very demanding or difficult, what was enjoyable etc.




Aim: Revising the vocabulary and the past simple tense of regular and irregular verbs

Language focus: I visited Sarajevo, I went to see my grandmother, Did I visit..., I didn'i visit...

Vocabulary: L26 naughty, afraid, hurmašice, sarma, visit, hand-made carpets, scarves, stories, swans.

L27 stepmother, ball, castle, prince, glass shoe, midnight, golden carriage, servants, jealous, handsome, evil, magic wand

L28 landscapes, portraits, operas, pianist, symphonies, sailors, fairy tales, king, peacefull, happilly.

L29 exciting, strange, shout, horrible, scar, ghost, prisoner, escape, bad dream

L30 parts of the body, illnessess

L31 parts of the clothes


1 lesson

REVISION

75

Module 7 FREE TIME

A camping trip

Aim: Singing a popular songIntroducing the Future tenseTalking about camping and friendsRaising awareness about staying in the country

Vocabulary: compass, gas cooker, torch, thermos flask, swimsuit, tent, sleeping bag, bug, miss one's CD, walking shoes


2 lessons

A CAMPING TRIP

Lesson 32

Step I INTRODUCING CAMPING VOCABULARY

1 As a warm-up activity, the pupils listen to song The bear goes over the mountain If your pupils want to sing the song, let them sing it once or twice.

2 Now do task 2: you read the words and check if the pupils understand them. If there are any new words, write them on the blackboard and translate them. Encourage your pupils to say what are the words that refer to camping.

3 Before you do task 3, ask your pupils to look at the pictures. Point to some objects and ask them What is this? Play the CD and now the pupils point to the objects they hear from the CD.

4 Task 4 can be done in pairs or in groups.

5 Before listening to the text, ask one pupil to read the two questions above the picture. The pupils should look at the picture and try to guess the answers. The teacher plays the CD and the pupils check if they were right. The teacher plays the CD once again and then the pupils read. The teacher writes the new words on the blackboard and translate them. The pupils are asked to pay attention to the sentences with will +verb. The teacher explains the new construction. The pupils consult Grammar corner (page 167).

6 Do task 6.

Assign tasks 1 and 2 from the Activity book for homework.

Step II THE FUTURE SIMPLE


Do task 7. This task can be done in pairs or in groups. The teacher can give pupils 3 or 4 minutes to write down as many sentences as they can. The pair or the team with most correct sentences wins.

Ask your pupils to make their own sentences in future tense. Praise them a lot.

2 Do task 8.

3 The teacher explains the difference between will and shall. The pupils do task 9.

Step III POSSESSIVE PRONOUNS

1 Ask your pupils to tell you what these robots are doing. The pupils read and translate the dialogues. Encourage them to say what kind of word class MINE, HIS AND HERS are.The pupils consult the Grammar corner and do task 10.

Tasks 3 and 4 can be given for homework.

76

The 'end of the school year' partyModule 7 FREE TIME

Aim: to express one's intention using going to

Language focus: Tom is not going to play computer games any more.He's going to study harder.


2 lessons

THE 'END OF THE SCHOOL YEAR' PARTY

Lesson 33

Step I THE 'END OF THE SCHOOL YEAR' PARTY

1 Ask your pupils how they feel now that the end of the school year is coming. Are they going to celebrate the end of the school year. Tell them to look at the picture in task 1. Encourage them to say what they can see. Do task 1.

2 The pupils listen to CD and check their answers. The pupils listen to the CD again and then it is their turn to practise reading. The teacher writes the new words on the blackboard and translate them. The teacher ask the pupils to find some sentences with going to construction. Some of these sentences are written on the blackboard and the teacher encourages the pupils to translate them. The children consult the Grammar corner and then do task 3. After they have given answers to the questions (task 3) it will be easier for them to do task 4.

3 Assign task 1 from the Activity book for homework.

Step II GOING TO FUTURE- practice


2 Do task 5-this task can be done in pairs or in groups. The pair or the group with most correct sentences wins.


Step lll EVERYBODY/EVERYTHING, SOMEBODY/SOMETHING, NOBODY/NOTHING

1 The pupils read and translate the sentences from the REMEMBER BOX. They conlude that everybody, somebody and nobody refer to people and everything, something and nothing refer to things.

2 Do task 6.

3 Assign task 3 from the Activity book for homework.

For curious kids only

Step I THE FUTURE IS COMING

1 Ask your pupils to look at the photos. They will tell you what they see. Ask them if they like the photos and if they would like to live in these cities.

Children can now read the article. Since they already know what is the article about, no further introduction is needed. After they have finished reading, ask them if there is any unknown word. If there are any unknown words, write them on the blackboard, pronounce them and translate.


2 Do tasks 1 and 2.

Step II ADVERBS

1 Do task 3 - ask your pupils to read the sentences and tell you what kind of word class they are. Bosnain / Croatian / Serbian is allowed at this point.

2 The teacher is writing some sentences with adverbs on the blackboard and the pupils consult the Grammar corner.

3 The pupils do task 4.

Assign task 3 from the Activity book (page 103) for homework.


Aim: read, talk and write about our futureRevision of adverbs

Vocabulary: pessimists, optimists, pollution, crime, temperature, destroy, rainforests, better, worse, easily, safely


1 lesson

THE FUTURE IS COMING

77

Module 7 FREE TIME

REVISION

Aim: Revising the vocabulary and structures in Module 7

Language focus: I will/won't buy a book. She is going to Mostar. This CD is hers.Somebody is coming.

Vocabulary: L32 compass, tent, sleeping bag, walking shoes, torch, thermos flask, gas cooker

L33 mine, yours, hers, his, its, ours, theirs, somebody, something, everybody, everything, nobody, nothing


1 lesson

REVISION Step I PUPIL'S BOOK

1 Do task 1 - this task will help them to define as well as revise the usage of construction going to +verb.

2 Do task 2 - the pupils write negative as well as interrogative sentences in their notebooks.

3 Task 3 can be done in pairs.

4 Task 4 can be done orally or the pupils can write the answers in their notebooks.

Assign tasks 1, 2 and 3 from the Activity Book for homework.


After finishing the tasks, draw your pupils' attention to the can do statements in the Activity Book. Read them aloud and then let the children assess themselves. Allow their frank comments and perhaps a dicuss about what they did well, what they found very demanding or difficult, what was enjoyable, etc.

78

FESTIVALS

Christmas1 Since it is Christmas time, and all around us we

can feel this special Christmas atmosphere, there is no need for a particular lead in to the topic.

Start off by asking your pupils to tell you all the words they associate with Christmas. Write them on the blackboard or ask volunteers to do it for you. You may even invite them to illustrate them as well. Move to task 1 from the Pupil's Book. Let your pupils look at the picture for one minute and find 5 things that do not belong to Christmas. Here are these five things:

- the month on the calendar is April

- there is a Valentine card on the fire place

- there is a birthday cake on the table

- there are some Easter eggs in the basket

- one man is wearing the beach outfit.

Do not stop here. Exploit further the picture and practice there is/ there are structure. Ask your pupils to shut their books and to describe the picture without actually looking at it.

2 Do task 2.

3 Do the song Jingle Bells. Your pupils have probably heard it before, but they most likely do not know all the lines. So let them listen to the song and complete it with the missing words.

Ask what this song is actually about. Namely, children often master songs well without actually understanding the lyrics.

Let them sing the song several times.


MERRY CHRISTMAS!

Easter1 Start by asking: What is the other words for a

rabbit?

Write down hare and bunny. Say that every Easter a bunny brings something. What is it? (Eggs.) What do we call this bunny? (Easter Bunny)

2 Point to the picture of Humpty Dumpty. Talk about him. What is he like? What about his head? Is it big or small? And his legs? Where is he sitting? Is it safe? Can he fall down? After doing exercise 2 orally, the children do it in writing: write down big or small.

3 Tell the story of Humpty Dumpty. Mime it.

Once upon a time there was a funny eggman. He had a big head, big eyes, big ears but a small body, small legs and feet, small arms and hands. (Mime everything you talk about.) One day he climbed a big wall. He got very tired but came to the top. He was very happy. (Smile.) And from there he looked around. (Shade your eyes.) He saw many soldiers, horses and the king. (Mime a man with a gun, a horse, and a crown.) He got excited and started to wave. (Hello, my King! Hello soldiers, hello horses!) He was singing and swinging his legs: left-right, left-right. Suddenly, Humpty fell off the big wall. He had a really great fall. Like a bomb! Humpty exploded. (Mime the explosion.) He was in pieces. The King said: ”Quickly, help the poor man!” All the horses and all the soldiers picked his pieces up. But they couldn’t find all of them. They couldn’t put him together again. So this was the end of Humpty Dumpty. But who can forget him?

4 Say that they are going to listen to a song about Humpty Dumpty. Go through the text and explain everything. Then play the song and invite the children to sing along.

Repeat the song several times.

5 Finally, Do task 1 in the Activity book

79

FESTIVALS

Eid ul-Fitr and Eid al-AdhaSince all around us we can feel this special holiday atmosphere, there is no need for a particular lead in to the topic.

Start off by asking your pupils to tell you all the words they associate with this holiday. Write them on the blackboard or ask volunteers to do it for you. You may even invite them to illustrate them as well. Move to task 1 from the Pupil's Book.

Do task 2-the pupils copy the text in their notebooks and fill in the words from the task 1.

The pupils listen to CD to check it they have done it well (task 3).

Now the pupils read the text (task 4).


Do task 6 and 7.

Finally do task 1 in the Activity book.

80

Documents

Dip in 6 Prirucnik Za Nastavnike