Dip in 4 - Prirucnik Za Nastavnike

prirunik
za nastavnike
engleskog jezika za 4.
razred devetogodinje
osnovne kole
Mirela
Zarifa
Kazazovi
Vasi
Biserka
Deba Maja
Mardei
DIP in
prirunik
za nastavnike
engleskog jezika za 4. razred
devetogodinje osnovne kole
SARAJEVO PUBLISHING
Sarajevo, 2008.
Contents
INTRODUCTION
Starting up
ENGLISH IS EASY
Lesson 1 10 ENGLISH IS EASY

Lesson 2 12 THE ALPHABET
Lesson 3 14 CAN YOU SEE?
SUM UP 1 16 Revision
UNIT 1 17
THE CLICKS
Lesson 1 18 MY NAME IS TRACY

Lesson 2 20 IM A PUPIL
Lesson 3 23 SUZY IS LOST
Lesson 4 26 WHO IS THIS?
Lesson 5 28 FRIENDS
Lesson 6 30 A NEW JOB
UNIT 2 34
AFRICA
Lesson 1 35 TRACY IS SAD

Lesson 2 37 MONKEYS AND COCONUTS
Lesson 3 40 AFRICAN ANIMALS
Lesson 4 43 TOBY
Lesson 5 44 TRACYS SHOE
Lesson 6 47 GRETA IN ACTION
Lesson 7 50 BOOBOO AND BOOBAH
Content
s
UNIT 3
53
WHAT CAN THEY DO?
Lesson 1 54 JOB
Lesson 2 57 MYSTERIOUS MIKE
Lesson 3 60 BLAST OFF
Lesson 4 63 FRIENDSHIP
UNIT 4
66
WHAT ARE THEY DOING?
Lesson 1 67 PHOTOS FROM AFRICA Lesson 2 69

WHERES THE ICE-CREAM? Lesson 3 71 TRACY IS THINKING
ABOUT THE HOLIDAYS Lesson 4 73 GETTING READY
Lesson 5 75 AT THE SEASIDE

UNIT 5
78
TRACY IS BACK HOME AGAIN
Lesson 1 79 MY HOME
Lesson 2 80 TRACYS ROOM
Lesson 3 81 WHATS THE TIME?
Lesson 4 82 I LIKE ENGLISH, AND YOU?
SUM UP 6 83 SORT THE WORDS OUT APPENDIX 84
HAPPY BAYRAM / MERRY CHRISTMAS
/ HAPPY NEW YEAR / HAPPY EASTER /

HAPPY HANUKKAH / JURJEVDAN
86
SUGGESTED PLAN FOR ONE SCHOOL
YEAR
Introduct
ion
? To maintain and further develop
A WHO IS THE COURSE FOR?
interest and a positive attitude towards
This course is for children who have already
learning English as a foreign language.
completed a begginers' course of English in the

previous year. It offers enough material for one
year's work with three classroom periods per
week.
? To revise vocabulary from the previous

course and to introduce new topics and
vocabulary.
? To create a friendly non-threatening
B WHAT ARE THE COMPONENTS OF

THE COURSE?
learning atmosphere for children to enjoy and

take part in numerous activities.
? To enable children to talk about
1 THE PUPIL?S BOOK
themselves, their families, friends and interests.

? To encourage children to produce
sentences instead of isolated words only.
? To develop and integrate all four skills:
listening, speaking, reading and writing.
It is in colour and it is to be used as a visual

aid. It contains illustrations of conversations,
songs, rhymes, games and some basic vocabulary.
It also provides some information for teachers and
parents on how the material can be exploited in
class.
It also contains a WORD LIST at the back.
2 THE ACTIVITY BOOK
D HOW DOES A TEACHER PLAN

AND PREPARE THE LESSONS?
The course consists of 6 UNITS 29
Lessons . There
are also 6 SUM UP (revision) sections .
Plus some
additional material to be used at Bayram,
Christmas, New Year, Easter, Hanukkah and
It contains individual tasks designed mainly

as follow-up activities, such as: colouring,
drawing, matching words with pictures, filling in
sentences, doing puzzles, cutting out pictures
and words, finding words in word searches, etc.
3 THE CASSETTE
Dialogues, songs, rhymes from the Pupils
Book are recorded on the cassette. It is an
important auditory aid which can be used for
practising the sound system, stress and intonation
of the language. It can also be played whenever
children are doing some individual quiet work. They
will unconsciously start repeating what they hear
on the tape or sing along.
4 FLASHCARDS
The set of flashcards is an essential teaching
aid. It covers basic vocabulary and characters
from the Pupils Book. It is to be used for
vocabulary introduction and practice as well as for
a number of games.
5 THE TEACHER?S BOOK

It is designed to help the teacher make the
most of the course. There is a step-by-step
approach to each of the lessons plus a number of
additional ideas on how to practise and reinforce
the language that is being taught.
C WHAT ARE THE BASIC AIMS OF

THE COURSE?
The basic aims of the course are as follows:
Jurjevdan.
Here are some tips for planning a single

lesson:
1
2
Look at the relevant pages in the Pupil's Book.

Look at the corresponding tasks in the
Activity Book.
3 Listen to the material on the tape. You need
to get familiar with some songs and rhymes.
4
5
Read the lesson plan in the Teacher's Book.

Prepare the visual material: select the
picturecards from the pack and prepare the
wordcards if needed.
Look at the lesson plan in the Teacher's Book

again. Change or adapt anything you have better
ideas for.
STARTING UP
ENGLISH IS EASY
This short introductory unit is designed to revise some of the language material
introduced in the previous grade and to introduce a few simple songs and
rhymes that can get the children started into the second year of learning
English.
The following language items are present in this unit:
? introductory song (English is easy)
? the English alphabet
? alphabet rhyme (A, B, C, D, E, F, G)
? revision of commands and vocabulary from grade 1
? action rhyme (Run to the house)
The unit ends with the first revision section SUM UP 1 which is a BINGO game
this time.
Starting
up
English is
easy
Lesson 1
are going to do in it. Most of them are the

ones
Aim: Revising vocabulary

from the
previous grade
Learning a song
Language focus: feet / hands / run / clap /
stand
Step 1
FIRST LESSON
they were exposed to in the previous course.

Finally, get them to tell you what else you
the teacher will be using in class. They will probably

remember the CASSETTE and the pictures
? FLASHCARDS. Have them somewhere
nearby and show them to the class.
Ask them in the end if English is EASY. Explain

what
Start the first lesson in the new school year with
a little chat. Do as much of it as you can in English but
it means. Ask if it is FUN. Again explain the

word. Tell them that you are sure that it will be
whenever you notice problems mix English with the

mother tongue.
Greet the children and find out how they are.
Prompt by asking if anyone is tired / hungry / thirsty
/ angry / sad?
2 Walk around the clasroom and ask different
children what their names are.

3 Next, get them to tell you what school things
they have in their bags and on the desks.
Pick up different things and ask: WHAT'S THIS?
4 Ask them to put all the things for their
English lesson on the desk. Prepare some of the
things yourself. Say and demonstrate:
HOLD UP YOUR BOOK! VERY GOOD! THIS IS

YOUR PUPIL'S BOOK.
Get everyopne to say PUPIL'S BOOK after
you and say what it means.
HOLD UP YOUR ACTIVITY BOOK!
Everyone
repeats
ACTIVITY
BOOK
after you. HOLD UP YOUR NOTEBOOK!

Ask them what colour their notebooks are.
Help with colours if they have forgotten them.
5 Ask them to guess what other things they are
going to need in class. Get them to hold up things they
mention like: A PENCIL / AN ERASER / A SHARPENER
/ COLOURED PENCILS
Tell them to always carry SCISSORS and

some GLUE in the pencil case.
6 Ask the children to look at the Pupil's
Book. Get them to read what it is called.
Then ask them to browse through it and say
in their mother tongue what new things they
are going to learn.
Ask them to browse through the Activity Book

now. The children can name some of the activities they
easy
and fun for everyone because they are very

clever children.
For
the
10
Put all the things they need in the English beg
inni
class in a
ng
non-transparent bag.
it is
Play
a guessing game now. The class just
turns around
you
and closes their eyes.
wh
A child chooses one thing from the bag ando
giv
hides it behind his/her back.
The class guesses what it is. Encourage them es
the
to use the words PUPIL'S BOOK and ACTIVITY
com
BOOK, SCISSORS and GLUE. If they do not
remember the words, they can call them out in the ma
nds.
mother tongue and you repeat them in English.
Late
Step 2
LEARNING THE SONG
Englishr on
the
is easy
1 Start off by revising some of the commands chil
dre
that the children have learned in grade 1.
n
They could be something like:
can
STAND UP, SIT DOWN, TOUCH YOUR take
NOSE/EARS/ EYES/TOES, CLAP YOUR HANDS,
over
RUN, HOP, TOUCH THE FLOOR / A
.
CHAIR, POINT TO A WINDOW / A DESK,
WIGGLE YOUR FINGERS / TOES /

NOSE Do it with the whole class first.
Then play a ball game.

Throw a
small ball to a child and give him/her a command.
The child performs the action and throws the ball to
someone else. If the child does not know what to
do, he/she simply throws the ball back to you and
you select someone else.
Starting up
English is easy
3 Put your hands in front of your face and

say: HANDS
CLAP YOUR HANDS!
HOLD UP YOUR HANDS!
Perform the actions and ask the children to
do the same.
Now say: CLAP YOUR HANDS
TWICE! Give two claps and the class
copies.
Repeat the three commands and the children

do the same.
4 Sit somewhere where everyone can see you.

Stretch your legs, wiggle your feet and say:
FEET (Make sure they know what it means.)
Say: FEET UP!
FEET DOWN! (Move your feet up and
down while sitting)
STAND ON YOUR FEET! (Stand
up.) RUN!
The children do the same.
Repeat the FOUR commands
children do the same.
and
the
Ask some children to read the lines of the

song. Check the meaning of each line.
Tell the class to play the role of a translator.
Help them, of course.
10
Get them to look in the
Activity Book,
Task 1.
They need to match the words with the
pictures.
Then ask them to do
Task 2 where they
need to
use the words from
Task 1 to complete
the lines of
the song. Do it with the whole class because it
is the beginning of the school year. Encourage
several children to read the lines afterwards while
the others are colouring the pictures. Play the song
over and over again.
Step 3
GRADE 1
Ask the children to look at the picture in the

Pupil's
Book, Task 4
It's your turn!
Put them in groups of 4 and ask them to name
in English as many pictures as they can. They can
circle with a pencil all the pictures they do not
remember the words for.
Mix the commands.

STAND UP! HOLD UP YOUR
HANDS! CLAP THEM TWICE!
SIT DOWN! FEET UP! FEET DOWN!
STAND ON YOUR FEET! RUN!
Repeat this a few times but each time move
more quickly from one command to another.
6 Tell the children that they are going to listen
to the tape and they have to perform the actions they
hear.
Play the spoken version of the song and
let the children do what they can understand.
Play it one more time and they try to mime
some actions again.
7 Get them to look in the Pupil's Book, Task
1. Play the tape, they just listen and look in the book.
Next, they listen and mime. Finally, they repeat the
lines and mime.
Play the song a few times and let them sing

along.
REVISING VOCABULARY FROM
They have to count how many words they

do not remember.
2
Get all the groups to tell you how many
words they do not know. The group with the lowest
number
gets to describe the picture.

Each child in the group can say 3 words.The
class listens and points to the pictures.
When the first group is finished ask if anyone
knows the words for any other pictures.
Soon only problematic pictures will be left.
Get them to call out words in the mother tongue and

you say them in English. There is, of course, a
possibility that the children will remember all the
words.
Play a pointing game.

Say the
words and they point to the pictures.
5 Next do a sorting out activity.
Name
the topic (in English and the mother tongue) and they
call out
the words that belong there. The topics are:

NUMBERS SCHOOL THINGS ANIMALS TOYS
BREAKFAST IN THE SKY
10
Starting
up
English is
easy
Revise the colours too.

Ask WHAT COLOUR IS
_______ ? Or WHAT'S RED?
7 piles, each pile containing around 20?25

pictures. Put these piles on different desks. The
THE
class is also
Ask the class to look in the Activity Book,

Task 3. First, get them to tick all the words they can
read.
Then ask different children to read a few

words and point to the corresponding pictures in
the Pupil's Book. Finally, find out which words were
a problem.
8 Task 4
can be done now. They have to

copy the words for numbers and some other
things.
Walk around and check how it is going.
To round off this revision of vocabulary, use
the
divided into 67 groups. Play the rotation

game.
Each group starts with one pile. In two
minutes they have to go through the pictures and
name as many as they can. Then you clap your
hands or ring a
bell and they move on to the next pile. The

activity is over when all the piles have been
looked at by
all the groups. In the last round

the group
has to
present their pile (name the pictures) to the
whole class. If there is something they do not
know, the other groups can help.
flashcards from the previous.

them into 6
Divide
Make sure you praise them a lot.
11
Starting up
The alphabet
Lesson 2
9
1.
Ask them to look in the Pupil's Book, Task

Play
Aim: Naming the letters of the

English
alphabet
Learning a rhyme
Language focus: letters of the alphabet / say
hello /
say goodbye / smile / go away
Step 1
LEARNING A RHYME
1 Revise most of the commands the children

know. Play the POLLY SAYS (SIMON SAYS) game.
Add some more commands to the game: SAY

HELLO! / SAY GOODBYE! / SMILE! / GO AWAY!
Introduce one command at a time and mix it
with the ones they know. Always perform the
command yourself at the beginning.
2 Write the following letters on the

board: A B C D
Get the children to read them in the mother
tongue.
Now tell them that English is a very funny
language because all the letters have 'names'.
Tell them to listen carefully to the names
of the letters on the board. Say the letters.
Ask them to repeat the letters after you.
Add three more letters:
the tape again, they just listen and look in the

book.
10
Finally, ask them to repeat after the tape in
chorus,
then smaller groups, and then individually.
11 Ask them to copy the first part of the rhyme in
their
notebooks. They can draw the picture as well.
Step 2
Find out if the children can name all the

letters in the alphabet of their mother tongue. Get
them to
tell you how many letters there are all

together.
2
Ask them to look in the Pupil's Book,
Task 3.
Let them count the letters of the English
alphabet. Next, ask them if they can see any special
English letters. Get them to say these letters after you:
QWXY
Play the tape and ask them to listen to the

'names' of all English letters.
4 Play the tape again. This time they need to
point to the letters and repeat after the tape.
5
Ask groups of children to repeat after
you, or after the tape, groups of letters (34 letters).
6 Tell them to look in the Activity Book,
Task 1. Read the letters one by one and they
colour the letter which has been read.
EFG
Do the same as with the previous group of
letters.
4 Ask the whole class to repeat the seven letters
after you. Then ask groups of children to do the same.
Find out which letter sounds very funny to
them.
5 Tell them you are going to try something else
now. You are going to read the group of letters on the
board forwards and backwards. Read:
ABCDEFG
GFEDCBA
Point to the letters on the board and read
forwards and backwards a few times with the class
reading
after you.
7 Say the lines of the rhyme once, miming the

actions as well. The class can just listen.
ABCDEFG
say HELLO and smile with me! G F E D C B A
say GOODBYE and go away!
8 Play the tape and ask the children to mime
the rhyme.
12
INTRODUCING THE ALPHABET
If you like you can turn it into a colouring

dictation. You say the colour they have to use for
each of the letters. If you decide to do this, here is
a little tip: make them colour all the vowels BLUE,
all special English letters RED, all letters sounding
similar in one colour too. For example, B, C, D, G,
P, T, V are GREEN; F, L, M, N, S are YELLOW.
When the colouring is completed, read the

letters in one colour and ask them to guess why
they all share the same colour.
Now ask them to write each of the letters

three times using handwriting. Draw their attention
to how some of the special letters are written.
8 Play BINGO
now. The instructions are
given in the
Pupil's Book, Task 4 It's your turn.
The children will probably want a few rounds
of the game, which is welcome. It is a good idea to
write the whole alphabet on the board before the
game, so when you say a letter you can also point
to it on the board. The children cannot play the
game otherwise, bacause they have certainly not
yet memorised the letters.
Starting
up
The
alphabet
9 Now tell the children you need their help.
Ask them to try and concentrate and to say a word
KITE starts with K and CAT with C although

they both sound the same. Explain that that is
or two that begins with a particular letter. Start with

something easy like:
why even English children need a lot of time to

learn to write the words.
B (they will probably remember BOY,

BED) Do the same with some more
letters like:
P. T, M, S, R, D
Praise them a lot for every word they
remember.
10 Ask them to look at the pictures in the
Activity
Book, Task 2. They try to say what they
can see.
Then get them to decide which letter each of
the words begins with. They can write the first
11 Now they can colour the pictures, cut them

out and
stick them next to the right letter in the
alphabet.
A NOTE:
The alphabet is introduced here just to make
the children aware of some of the problems and
differences between English and their mother
tongue. The children are not to be expected to
spell or do any similar activities. It is much too
early for that.
letter in the picture. Draw their attention to the

fact that
13
Starting up
Can you see?

Lesson 3
Have the class read the words in chorus

and then
Language focus: run / open / touch / climb / reach
WHERE DOES IT SAY 'KUA'? They have to

point to and read the word.
Step 1
REVISING THE ALPHABET
Revise the rhyme from the previous

lesson. (A, B, C, D, E, F, G say HELLO and )
Play the tape once and let the children repeat
after it. Then say the rhyme yourself but leave out
certain letters or words so the children can say
them. Here is an example:
A. B, ____ , D, E, ______ , G
Say ____________ and smile with _______ !
G. F, E, ______ , C, B, __________
Say ____________ and go ___________ !
You can do this a few times, always leaving out
different bits. The children can follow the text of the
rhyme in the book. This will make it easier for them
to guess the missing bits.
Revise the whole alphabet. They can look at it

in the book and say the letters after you.
Then get them to read the letters after you
from the Activity Book. This time you read the
letters in groups of three and they repeat after
you. They should always point to the letters they
say. In the final round ask them to read after you
even bigger groups of letters.
Write the following letters on the board:Step 2

ST
D
F
H
C
Get them to read the letters after you.
Tell them now that you are going to say some
words
and they have to say which letter they start
with. They
can come to the board and point to the right
letter. Here are the words you use:
DOOR SKY CAT HOUSE DOG FLOOR TREE
STAR CLOUD SUN HORSE TEDDY FEET
Write each word under the right letter each
time a child points to it. Your board will look like this
in the end:
Do the same with all the words with

different children taking part.
the
Wor
5 Ask the children to look in the Pupil's Book, d
Sea
Task
1. Give them just 30 seconds to take a look rch
at the picture there and then they have to close
and
the book. Ask what they remember.
in
Get them to come to the board and circle theTas
words that they have seen in the picture.
k2
6
The children look at the picture in the
the
Pupil's Book again. Check if they were right about
y
what they remembered. With children looking at the
nee
picture, ask the same question for each of the words on d to
the board:
dra
w
CAN YOU SEE THE SKY / STAR / SUN
the
? All the children have to say is YES or
pict
NO.
ure
7 Finally, ask if they can see anything else
s
that is not written on the board. They will probably
for
come up
the
with WINDOWS and A GARDEN.
sa
8 Now tell the class to look in the Activity
me
Book. In
wor
Task 1 they have to find some of the words in ds.
LEARNING THE RHYME
Can you see?
Everything you have done in the previous

step has
been a preparation for this rhyme.
So now, you can just play the tape. The
children
look in the
Pupil's Book, Task 2.
They have to answer the questions they
hear and follow in the book.
2
Play the tape once again, but this time
ellicit some more information. Here is how you do it.
Can you see the house?
Yes. IS IT BIG OR LITTLE?
Can you see the door? Yes.
MANY WINDOWS CAN YOU SEE?
HOW
SKY TREE DOOR FLOOR HOUSE CAT STAR TEDDY DOG

FEET HORSE CLOUD SUN
Can you see the dog sleeping on the floor?

No.
WHO IS SLEEPING ON THE FLOOR?
Can you see the tree? Yes.
WHAT COLOUR IS THE TREE?
14
Starting
up
Can you see the sky? Yes. IS THE SKY

BLUE?
Can you see the sun shining way up high?
No. CAN YOU SEE THE MOON?
(Explain 'way up high'.)
Can you
see?
Get the class to read the rhyme after the

tape in chorus and then individually.
5 Finally, ask someone to read the rhyme slowly
with the rest of the class miming the actions. You can
repeat this a couple of times.
3 Tell the children to look at Task 3 in the
6 Task 3 in the Activity Book
Pupil's
Book.
the
This is where the rhyme is.
Play the tape, they just listen and look in the

book.
Play the tape again. Stop after each
sentence and ask the class to mime the action
with you.
The third time you play the tape, they listen,

mime and repeat the lines.
can be done
now. They have to match the lines of the rhyme with
pictures. In
Task 4 they have to fill in
the missing
letters.
Use all the actions from this rhyme to play
the
SIMON SAYS game.
Mix them with the
actions
from Lesson 1 and Lesson 2.
15
Starting up
SUM UP
1
What letter is this? Can you guess?

(selecting a
letter from a pile and writing it on the friends
back)
BINGO
There are
12 cards for BINGO in the
Pupil's Book.
This enables the game to be played a number
of times. The children select a card and the
teacher calls out words or letters. The first child
(children) to cross out all the boxes on the card is
the winner. The winner has to say back the words
or letters on his/her card so the teacher can check
if the game was played properly.
To make the game as efficient as possible, it is

a good idea for the teacher to have all the words
and letters written on a piece of paper so there
could be no mistakes or doubts.
The techer crosses out the word or letter

that has been called out.
Here is the actual list of words and letters
from the game (all 12 cards included).
TREE, CAT, SKY, BOY, DESK, HOUSE, CHAIR,
DOG,
GIRL, STAR, DOOR, BOOK, BAG, FLOOR, SUN
LETTERS: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P,
Q.
R, S, T, U, V, W, X, Y, Z
there will be problems
Of course,
with
remembering the letters. To help the children, the
teacher can
make cards with the letters.

So
when a letter
comes up during the game, the teacher can
show the card with it as well as pronounce it.
The same cards can be used to play Bingo with
the
letters only
ALPHABET BINGO.
You can also encourage the children to make
their own cards with letters and then you can
play a number of games such as:
Hold up letter _______ !

What letter is this?
(1 set of letters face
down on
a desk, two children turning over the cards)
16
UNIT
1
THE CLICKS
Unit 1 introduces the main characters. They are the Clicks, an English family.
The members of the family are: Tracy, a funny girl, her brother Pete who is very
clever, their mum Greta who is a vet and their dad Mick who is a photographer.
The unit consists of 6 lessons. In Lessons 1 and 2 we meet the Clicks and learn
something about them. In Lesson 3 we meet Suzy, a little girl who is new in the
neighbourhood. We also learn something about her family in Lesson 4. Lesson 5
introduces Monica, Tracy's best friend, and finally in Lesson 6 we find out that the
Clicks are going on a trip to Africa because Mick, the father, has got a new job there.
The following language items are introduced in this unit:

? present form of 'to be': I'm a pupil. / My mum is a vet.
? personal pronouns: I / he / she / it
? question words: what / who / where
? some adjectives (funny / nice / clever / tall / short / pretty)
? some verbs (sing / swim / laugh / play / ride a bike / go to school)
? some songs
The unit ends with a revision section SUM UP 2 which includes a board game in
the Pupil's Book plus a number of tasks in the Activity Book.
17
Unit 1
My name is Tracy
Lesson 1
that the surname of the family on the board

is:
Aim: Introducing the

characters /
Introducing oneself
Language focus: My name is / My surname
is /
My family is...
CLICK.
Now get the class to say after you the name and
the
surname of each character. You point at the

pictures and say: TRACY CLICK, LUKE CLICK, GRETA
CLICK,
Step 1
INTRODUCING THE CHARACTERS
MICK CLICK and KIKI CLICK!?
Prepare the picturecards for the Click family:

Tracy, Luke, Greta, Mick and Kiki.
Stick them on the board one by one saying:
THIS IS TRACY. THIS IS LUKE. THIS IS GRETA
AND THIS IS MICK.
Leave out Kiki for the time being.
2 Say the names of the characters again but
this time write them underneath the pictures.
The children read the names after you.
3 Put all the pictures together in a big circle and
say: A FAMILY
THIS IS A FAMILY:
MUMMY (point at Greta)
DADDY (point at Mick)
and CHILDREN (point at Tracy and Luke).
HOW MANY CHILDREN? TWO. A BOY
AND A GIRL. BROTHER AND SISTER.
4 Repeat this once again but write the words
(FAMILY, MUMMY, DADDY, CHILDREN) on the board. The
children read the words after you.
5 Tell the children that there is someone else
in this family; an animal. Let them guess what it is. Then
stick the picture of Kiki and say: THIS IS KIKI, THE CAT.
Ask two children to come to the board

and say: POINT TO A BOY! POINT TO A GIRL!
POINT TO A CAT! POINT TO DADDY!
POINT
TO
MUMMY!
POINT
TO
CHILDREN! POINT TO A FAMILY!
YES, OF COURSE IT IS KIKI CLICK.
Now you just point to pictures and say:

NAME: (the class says the name of the
character)
SURNAME:
(the class says the surname
of the
character)
Step 2
LISTENING TO THE TAPE
The children look in the Pupil's Book, Task

Play the tape and let the class just listen once.
2 Play the tape again and ask the children to
repeat after the tape. First, the whole class together and
then in groups, each group playing one of
the characters.
3 Say the following:
FIND THE SENTENCE WHICH SAYS: ZOVEM SE
1.
GRETA. / ZOVEM SE KIKI. / MOJE PREZIME JE CLICK.
/ ZDRAVO! / MICK CLICK TO SAM JA. / TRACY

JE
MOJA SESTRA. / TRACY I LUKE SU MOJA DJECA.
The children look at the text and read the sentences.
Everyone closes the book now. Play the tape

again, pausing at certain places, and get the the children
to say what comes next. Make sure it is a
word that is easy to guess.
Here are some examples:
MY NAME IS TRACY. MY SURNAME IS _________
. MY NAME IS LUKE. MY SURNAME IS CLICK TOO.
TRACY IS MY _________ .
MY NAME IS GRETA. TRACY AND LUKE ARE MY
______________ .
After the children have said the word,
continue playing the tape so they can check if they
Repeat this a few times with different children.

Tell the children that usually all members of the
family share something. Every person has their own name but
usually they have the same SURNAME. Explain what it means
and write it on the board. The children read the word after you.
Now tell them
were right.
18
Put the children into groups of 5 and ask

them to prepare reading the text, each child in the group
taking the role of one character.
Have several groups read out the text.
Now they can fill in the information in Task 3.
Unit
1
My name is
Tracy
7 Get them to look in the Activity Book,
Task 1. They fill in the names and colour the pictures.

8 While they are colouring, walk around and
ask as many children as possible:
3 Get them to look at the pictures of a family in

the
Activity Book, Task 2.
They need to
cut out the
pictures and stick them in the right place.
While they are doing it, walk around and ask
a lot of children to read the words there.
WHAT'S YOUR NAME? WHAT'S YOUR

SURNAME?
9 Write the two questions on the board.
Get the children to read them.
Write the beginnings of the answers too:
MY NAME IS _____________ .
MY SURNAME IS _____________ .
The children copy the questions and answer
them in their notebooks.
is
Step 3
my family
LEARNING THE SONG
Here's
5.
Play the song, they just listen. It is very easy, so no

preparation is needed.
Get them to listen to it once again and point

to the members of the family in the pictures.
Next, they sing along.
Ask the children what the following two
words mean and write them on the board:
SISTER, BROTHER
The song is played over and over again.

Now they can fill in the text of the song which
Task 3 in the Activity Book.

Ask the boys to read Luke's lines and the
girls to read Tracy's lines.
5 Finally get the children to say something
about their family. Start by talking about yourself.
Write the beginnings on the board.
MY NAME IS ______________
MY SURNAME IS ______________
MY FAMILY IS ______________
(mention your MUM, DAD, BROTHERS and
SISTERS)
Ask the children to complete the sentences
orally about themselves. Prompt and help when it
comes to family members.
In the end they can fill in

Activity
Book and draw their family.
Task 4 in the
19
Unit 1
Im a pupil
Lesson 2
MY NAME IS ________________ . (the class calls

out
Aim: Talking about oneself

Language focus: I'm a boy / a girl / a pupil / nine /
eight. I'm not a cat.
I like TV / books.
the name)
Move on with other examples:
MY SURNAME IS CLICK TOO.
I'M A BOY.
I'M
TRACY'S
BROTHER. I'M EIGHT.
Step 1
INTRODUCING THE FORM
I'm (I am)
I'm not
MY NAME IS ________________ .
Stick the pictures of the Clicks (one by one)

on the board and revise everything you have done in the
I'M NOT A BOY.
I'M NOT A GIRL.

I'M TRACY AND LUKE'S MOTHER.
previous lesson. Ask a lot of questions and help the children to

answer them.
They can give very short answers, just a

word or two.
MY NAME IS ______________ .
WHO IS THIS? (Show the picture of

Tracy.) WHAT IS TRACY'S SURNAME?
IS TRACY A GIRL OR A
I'M NOT A GIRL.

I'M NOT TRACY AND LUKE'S
MOTHER. I'M TRACY AND LUKE'S FATHER.
BOY?
MY NAME IS _______________ .
IS
THIS
I'M NOT A BOY.
TRACY'S
BROTHER?
I'M NOT A BOY.
(Show the picture of Luke.)

WHAT'S HIS NAME?
IS LUKE'S SURNAME BING?
WHAT'S HIS SURNAME?
I'M NOT A GIRL.

I'M A CAT.
MY NAME IS _______________ .
WHO IS THIS? (Show the picture of

Greta.) IS GRETA TRACY'S MOTHER?
IS GRETA LUKE'S MOTHER TOO?
IS GRETA A LITTLE GIRL?
IS
THIS
TRACY'S
FATHER? (Show the picture
of Mick.)
IS
HIS
NAME
LUKE? WHAT'S HIS
Write the names of the characters on the

board.
Tell everyone to take a piece of paper and
copy one
name on it.
Next tell them to listen to your sentences
again. Each child is now the character whose name
he/she has written on the paper. Ask everyone to say
what their name is now.
Say a sentence. Only some children repeat it

the ones for whom it is TRUE.They have to hold up their
NAME?
name too.
WHAT'S HIS SURNAME?

The important thing about questions like
these is to work on children's comprehension.
Start with something easy:
Tell the children that you are going to speak

for one
of the characters now. Ask them to
listen
and guess
who it is. Say:
MY SURNAME IS CLICK.
I'M A GIRL.
I'M NOT A BOY. (move your index finger
sideways to show the negative meaning)
I'M LUKE'S SISTER.
I'M NINE. (Show the number with your
fingers.)
20
I'M
NOT A GIRL.
I'M A GIRL. (All Tracys repeat.)

I'M A BOY. (All Lukes repeat.)
I'M A CAT. (All Kikis repeat.)
Move on to other sentences like:
I'M LUKE'S SISTER. / I'M TRACY'S MOTHER. /
I'M TRACY'S FATHER. / I'M TRACY'S BROTHER. / I'M
NINE. / I'M EIGHT.
Use some negative sentences now. This time

several characters can actually repeat the sentences,
like for example:
Unit
1
Im a
pupil
I'M NOT A BOY. (Everyone but Lukes
repeats.) I'M NOT A GIRL.
I'M NOT A CAT.
I'M NOT SEVEN. I'M
Now ask about Luke's room. Again ask CAN

YOU SEE questions but add things like A DESK /
A CAR / A TV / A LOT OF BOOKS.
2 Play the tape for the first time. The children
listen and look in the book.
NOT EIGHT.
I'M I'M NOT

Ask the class to say what they mean.
Tell the children that now they are no longer
one of the characters but their own selves.
Then ask three girls to come to the board.
Say and write a word and they have to
make a sentence with it.
A GIRL They should point to I'M and say
I'M A GIRL.
A BOY They point to I'M NOT and say I'M
NOT A BOY.
A CAT
SEVEN
EIGHT
With the numbers the children could point to

either of them depending on their age.
4
3 Play the tape again and get them to read after
it.
4 The third time ask the class to be

TRANSLATORS.
Stop after each sentence. Ask someone to
read it and then someone else to translate it.
Praise them a lot and help as much as
needed.
5 Ask the girls to prepare reading Tracy's lines
and the boys Luke's.
Then ask several pairs to read the text.
The whole class can do Task 3 in the Pupil's
Book.
7 Now ask them to look in the Activity Book.

They
can complete
Tasks 1 and 2.
First
they have to
match the pictures with the words and then
use the same words to complete the texts.
Repeat the procedure with three boys at the

board.
Step 3
TALKING ABOUT ONESELF
1
5
Finally, ask everyone to write two true

sentences in their notebooks.
Help them with the sentences and ask a
number of children to read them.
Step 2
Ask the class to look in the Pupil's Book,

Task 1. There are pictures of two rooms there.
Have them say what they can see in the
pictures. First talk about Tracy's room. Help by
asking questions:
CAN YOU SEE A WINDOW?

CAN YOU SEE A GIRL?
CAN YOU SEE A TV? (A TV and A POSTER are
easy to understand, but explain
them anyway.)
CAN YOU SEE A POSTER?
CAN YOU SEE A BAG?
CAN YOU SEE ANY BOOKS?
Ask the children to look at the texts in the

book once again. Tell them to circle all the sentences that
are true for them as well. Ask some childrenThi
to read these sentences.
s is
2 Draw their attention to Task 4 in the Pupil's Tas
Book. Encourage them to make some true sentences.
k6
Make sure they understand how to use the
in
table because it is the first one of the kind. It is a
the
good idea to get them to point to the words they are
Pu
using in sentences.
pil'
Also tell them to talk to the person sitting s
next to them.
Bo
3 Ask them to copy some sentences into their ok.
notebooks; something they haven't written before.
A similar task is in the Activity Book (Task

3). This time they need to cut out the sentences and stick
them in the YES or NO box. Walk around
while the children are doing it and ask individual
children to read the sentences from the boxes.
Finally, play the STAND UP SIT DOWN

game.
21
Unit 1
Im a pupil
The teacher says a sentence and the children
stand up if it is true for them and remain seated if it is
You can make a lot of sentences and revise

some of the vocabulary. For example you can combine
not true.
all the feelings with I'M and all food with I LIKE.
Here are some sentences you can use:

I'M A CAT. / I'M A PUPIL. / I'M SEVEN. / I'M
A TEACHER. / I'M AT SCHOOL./
I'M IN THE PARK. / I LIKE TV. / I LIKE ENGLISH.
/ I LIKE SCHOOL. /
I LIKE BOOKS. / I LIKE CATS. / I LIKE DOGS. / I
LIKE PUDDING. /
You can also turn the game into a reading

activity.
Write the sentences you will be using in the
game on pieces of paper and put them in a bag or a
22
box. Instead of you saying the sentences, the children

take turns to pull out a piece of paper and read out the
sentence on it. The class still has to stand up or sit down
to show their comprehension.
Unit
1
Suzy is
lost
Lesson 3
Write on the board the following beginnings

of
WHAT'S
What's your name? What's
Wher
your
your
surname?
home
Language focus: What's your name/surname?

How
old are you?
Where's your home? Where's
your mummy/ daddy?
Step 1
WHERE'S
Where's your mummy?
Where's your
daddy? Where's your brother?
Ask the children if they remember any
questions from the dialogue that start like that.
1 Tell the children to look in the Pupil's Book,
Task 1. Ask them to look at the pictures for a while and

then find out if they recognize anyone. Tracy
is there, but there is someone else. A boy or a girl? A
girl. Is she a big girl or a little girl? A little girl.
Is she happy or sad? She is sad. Why? What

is the problem? Let them guess for a while.
2 Play the tape, they just listen and look in the
book. Now have them say what the little girl's name is and
why she is sad. She is lost. Explain what it means.
3 Play the tape again. The class still just

listens. Now
ask what Suzy's surname is and what she
Write up on the board everything they

remember. Now add one more beginning:
HOW OLD
How old are you?
Ask them to try and remember the
question that starts like this. Then write it up too.
Read all the questions on the board
and ask individual pupils to read after you.
2 Ask two or three children to come to the
board. Tell them that you will say an answer and they have
to
Tas
k7
in
the
Pu
pil'
s
Bo
ok.
The third time you play the tape ask the

whole class to repeat after it. The fourth time ask half of
point to the corresponding question. You23

pretend to be Suzy. Say the following:
SUZY. WHITE. I'M FOUR. I DON'T KNOW.
the
AT WORK. AT HOME.
class to play Suzy and the other half Tracy.

5 Finally, ask the children to practise reading
in pairs. Ask several pairs to read out the dialogue.
6 The children can do Task 4 in the book. They
need to match the questions with the answers.
If the children at the board are not sure

about the questions, ask the class to help. They can
likes.
7
5
When they have finished, ask:

HOW DO YOU SAY IN ENGLISH
'KOLIKO IMA GODINA?'
'KAKO SE ZOVE?'
'GDJE JE TVOJ DOM / TVOJA
KUA?' 'KAKO SE PREZIVA?'
The children just read the right question
from the book.
Pair off the children and ask them to do Task
in the book. One of them asks the questions, the other
answers. Then they swap roles. Have some pairs act it out.
Now they can write the four answers

in the notebook. Walk around and help.
Step 2
check in the book.
3 Ask everyone to look in the Activity Book,

Task 1.
They have to find and copy the right questions. They

can colour the picture as well.
4 Go back to the Pupil's Book, Task 6.

They listen to another dialogue between Tracy and
Suzy. After the
first listening, ask where Tracy's brother is.

The whole class repeats after the tape and
then they practise reading the dialogue with a friend. Have
several pairs read it out loud.
6 Now they can complete Task 2 in the Activity
Book.
This time they need to find the right
answers
and copy them.
PRACTISING THE QUESTIONS
With the books closed, play the

conversation once again.
Draw their attention to the REMEMBER BOX
in
the book.
Ask them to read after you
the answers
they can use after the question with WHERE.
Ask them to choose one of the answers from
the REMEMBER BOX when you ask them questions in
Unit 1
Suzy is lost
9
10
The children go back to the Activity Book

and look
at Task 3. First they have to find out from the
maze
where each of the Clicks is and then
complete the sentences.
Finally, get them to look at the questions in
Task
4 in the Activity Book.
Explain that
they need to answer only the questions that make
sense to them. If they have no sister, they skip that
question.
Go through the questions orally once, with

different children giving answers. Then ask them to
write down their answers. Walk around and help.
Ask a few children to read the questions

and answers.
Step 3
LEARNING THE SONG
My name is Greta
Revise everything the children know

about the Clicks so far. Here is how you can do it.
Ask five volunteers to come up front. Put on
your desk face down the pictures of Tracy, Luke,
Greta, Mick and Kiki.
Each volunteer picks up one picture and has

to play that particular character.
You ask a lot of questions, they answer with
YES or NO or with a very short answer.
They hold the pictures in front of them so
that everyone can see who they are.
When you ask a question, point at the
character who you want to answer. Ask all the
questions that have come up so far.
WHAT'S YOUR NAME? / WHAT'S YOUR

SURNAME? ARE YOU A BOY / A GIRL / A CAT?
HOW OLD ARE YOU?
ARE YOU TRACY'S MUMMY / DADDY /
BROTHER?
DO YOU LIKE TV / BOOKS / CATS / ICECREAM / MILK?
Make sure you ask a character a question
that is suited to him / her.
Praise the children a lot and thank them.
Now involve the whole class in another
revision activity. Ask who wants to play Tracy this time. This
child comes up front. Explain the new situation.
Tell them Tracy is lost this time. The class

has to
play the role of the
policeman.
Put the children into groups of four and ask
them
to write
some questions they are
going to ask
24
Unit
1
Suzy is
lost
IS
LUKE
SCHOOL?
AT
IS
HE
HAPPY?
WHAT'S ON THE DESK? IT'S A TEST. IS HE

SCARED?
/ Play the tape. They listen to the text of the

song. They can read after the tape.
7 Play the song. They try to sing along.

8 While you are playing the song over and over
again, the class can complete Tasks 5 and
6 in the
A
Unit 1
Who is this?
Lesson 4
Language focus: He / She is nice / clever /
funny.
Step 1
INTRODUCING THE FORM
He is / She is
Start with the girls in the class. Ask one to

stand up, ask her about her name and age.
Then turn to the class and say:
THIS IS ANA. SHE IS A GIRL. SHE IS
EIGHT. SHE IS A PUPIL.
Repeat your sentences again with children
saying them after you.
Do the same with some more girls.
Repeat the procedure with a few boys. THIS IS
IVAN. HE IS A BOY. HE IS EIGHT. HE IS A PUPIL.
Stick a picture of a girl on the board. It could

be a cut-out from a magazine.
Write a name next to it and a number for
the age. Ask some questions now:
WHO IS THIS? (Point to the name to help
them answer.)
IS
SHE
A
BOY? IS SHE A
GIRL?
HOW OLD IS SHE? (Point to the number.)

Ask the same questions once again, but this
time write the full answers on the board.
THIS IS MEG. SHE IS A GIRL. SHE IS SEVEN.
Use a pen or a piece of chalk in a different
colour and underline SHE. Ask the class what it
means.
Now stick a picture of a boy. Again, write a

name and a number next to the picture.
Ask:
WHO
THIS?
IS
IS HE A
GIRL? IS HE A
BOY?
HOW OLD IS HE?

Ask the questions again, but write the full
answers on the board.
THIS
TOM.
IS
HE IS A
BOY.
HE IS NINE.
Underline HE and get the class to say what it

means.
board and then get them to copy the
sentences and draw the children.
26
Unit
1
Who is
this?
7
They can complete Task 1 in the

Activity Book where they have to fill in HE or SHE.
8 Ask the children to complete the sentences
about Monica and Luke in their notebooks.
This is
Task 6 in the Pupil's Book.
They can draw
the pictures if they like.
A VET
Step 3
EIGHT
DOCTOR
A PUPIL
A PHOTOGRAPHER
FOUR
SEVE
N
SUZY'S FAMILY
NICE
CLEVE
R
Write the following on the board:

THE CLICKS THE WHITES
Explain what these words stand for. Tell the
children that they know a lot about the Clicks but now
they are going to learn something about the Whites.
The children look at the family tree in the

Pupil's
Book, Task 7.
Ellicit some information from them.
WHO IS SUZY'S DADDY/ MUMMY/
BROTHER? (The children just read the names.)
WHO IS A TEACHER?
WHO IS A DOCTOR?
WHO IS A PUPIL?
WHO IS A LITTLE GIRL?
3 Now ask them to talk about the
picture by completing the sentences below it.
Give them a little time to prepare.
Have several children read out the sentences.
Ask everyone to cover these sentences and
to talk about the Whites.
5 Now get them to look at Task 2 in the
Activity
Book
and fill in the missing words.
6 Go back to the names of the two families that
you have put on the board.
Ask the children to come to the board and

write
the names of the members of each family. You
can
either dictate them or have the children
say them. Help with the spelling, of course.
Now play a game.

Give some
prompts. The children have to make sentences with
them using the names from the board. Here are the
prompts:
FUNNY
A BIG BOY
A LITTLE GIRL
TRACY'S MUMMY/ DADDY / BROTHER
SUZY'S MUMMY/ DADDY / BROTHER
Of course, sometimes more than one
sentence is possible.
8 Have the class look at the big REMEMBER
BOX in
the Pupil's Book.
Tell them they have
learned many
new things. Go through the groups of words.
MAJ
A IS
A
BOY
. /
MA
RK
O
IS A
CAT
. /
IVA
N
IS A
PUPI
L. /
EDIN
A IS
A
LITT
LE
GIRL
.
(And
so
on.)
Then ask them to look at

Task 3 in the
Activity
Book and find out which two jobs are there.
Now ask everyone to choose someone in their

family and write about them. This is Task 4
in the
Activity Book. You can explain everything in27
class
and ask them to do it as homework.
10
Round everything off with another game:
YES
? NO chairs.
You can use it to revise everything. There are
two teams in the class. Representatives come to the
board where two chairs (YES and NO) are placed. They
listen to your sentence and sit on the correct chair. If they
have chosen the correct chair they win a point for their
team. For each sentence a new pair of children comes up
to the board.
Use all the sentences about the characters

but add some sentences about the children
themselves, like for example:
Unit 1
Friends
Lesson 5
Aim: Talking about one's best
friend
Learning some actions
Then read them once with the whole class.

Now ask: WHERE DOES IT SAY
BICIKL?
VOZITI
Someone comes to the board, points to the
right
Language focus: My best friend is

He / She is tall / short / clever /
nice
/ pretty?
We play together / ride a bike /
go to school / laugh / run / jump /
swim
Step 1
INTRODUCING NEW ACTIONS
Start off the lesson with the commands the

children know so far:
STAND UP / SIT DOWN / RUN / CLAP YOUR
HANDS / SMILE / SAY HELLO / SAY GOODBYE / CLIMB A
TREE
/ TOUCH THE FLOOR / OPEN THE DOOR /
EAT AN ICE-CREAM And so on.

Tell the class what to do and they mime the
action.
2 Introduce the new commands that come up
in the chant. Use the picturecards.
Show a picture and name the action: LAUGH

The class repeats the word after you and then
you
mime the action together and say it few more
times. Do the same with the following actions:
GO TO SCHOOL
SING A SONG
SWIM
PLAY
JUMP
RUN
RIDE A BIKE
3 Put all the pictures on the board and then ask
some children to come and point to them.
POINT TO 'RIDE A BIKE'!
expression and reads it.

8
Have different children come to the
board and match the words with the pictures.
9
Ask the children to mime these actions
again but this time you only point to the words on the board
and they read for themselves and mime the action.
28
1
0
T
h
e
c
h
i
l
d
r
e
n
l
o
o
k
i
n
t
h
e
4 Put numbers above the pictures and

ask: WHAT NUMBER IS 'SWIM'?
Ask about all the pictures.
Now ask: WHAT'S NUMBER 1?
And so on.
Play a WHAT'S MISSING GAME. The children
close their eyes and you remove one of the pictures.
7 Write the actions on the board away from
the pictures. Ask the children to read them while you are
writing.
A
c
t
i
v
i
t
y
B
o
ok, Task 3.
They have to circle the right word and then
they can colour the pictures.
Step 2
LEARNING THE ACTION CHANT
Friends
Write this name on the board:

MONICA
Find out what children remember about her.
She is Tracy's friend.

They do a lot of
things
together. Name the actions you have
introduced in the previous step.
2
Tell the children to listen and look at
you. Say the action chant once and mime all the actions.
(You need to learn it by heart because it is much more
effective if you do it this way.)
1. 2 1, 2, 3 (Show the numbers with

your
fingers.)
I LIKE MY FRIEND (Put your hands on

your heart.)
AND SHE LIKES ME.
WE LAUGH TOGETHER. (Pretend you
are laughing.)
WE GO TO SCHOOL. (Walk as if you
were carrying a bag on your
back.)
WE SING A SONG. (Sing a little.) WE
SWIM IN THE POOL. (Pretend you are
swimming.)
SPLASH! (Pretend you are splasing the

water.)
1. 2 1, 2, 3? (The whole refrain is

repeated.)
WE PLAY TOGETHER. (Hop as if you
were playing hopscotch.)
WE JUMP AND RUN. (Mime both actions.)
WE RIDE A BIKE. (Sit on a chair, put your feet up,
pretend your are holding a handlebar and going
fast
.)
IT'
S
RE
ALL
Y
FU
N.
Unit
1
YIPPEE! (Shout it out.)

1. 2 1, 2, 3? (The refrain is repeated
once again.)
You need to practise a few times at home
but it is worth it.
Repeat the chant again, but this time

ask the children to mime with you.
4 The third time they mime with you and
repeat the lines after you.
5 Ask everyone to look in the Pupil's Book,
Task 1. Play the tape and they follow the lines in the book.
Next they read after the tape.
Finally, they read with the tape

. It's
tricky because
they need to keep the same rhythm, but it is
fun.
6 Give them a little time to prepare reading
with a partner. Then ask several pairs to read the chant.
7 Ask the children to look at Task 4 in the

Pupil's
Book.
It should be fairly easy now to
match the
words with the pictures.
8 Now they can complete Tasks 1 and 2 in the
Activity Book.
For relaxation you can play the game SIMON

SAYS
which is suggested in Task 6 in the Pupil's
Book.
MY BEST FRIEND
1 Everyone looks at Task 7 in the Pupil's

Book. Play
Finally, it is time for the children to talk about

their
best friends. There is
Task 8 in the
Pupil's Book
to help them. First, go through the sentences
with the whole class and explain how they can use them.
Then give them a little time to tick the sentences. Ask a
number of children to read what they have
Step 3
Frien
ds
the tape.
After the first listening, ask:

WHO IS TRACY'S / LUKE'S / SUZY'S / PETE'S
BEST FRIEND?
2 Play the tape once again. Stop after each
character's sentences, ask some questions and explain
some
words like: TALL / SHORT / CLEVER.

3 The children practise reading the text with a
partner. Then they read out loud.
4 Ask them to look at the REMEMBER BOX
and to try and say what each of the adjectives means.
Then they can copy them into their notebooks and translate
them if you like.
5 Now they can complete Task 4 in the Activity
Book.
tick
ed
abo
ut
thei
r
bes
t
frie
nd.
In
the
end
the
y
hav
e to
cop
y 4
sen
ten
ces
into
thei
r
note
book
s.
Rem
ind
the
m to
start
with:
MY
BES
T
FRI
EN
D
IS
___
___
___
_ . (name)
7 A similar exercise is in the Activity Book,
Task 5. Ask them to make some sentences orally in class,
using the table. The real writing and drawing can be done as
homework.
Make sure you find time in the next lesson

to look at and listen to their sentences.
Do not forget to praise them a lot.

To round off the whole thing you can play a
crossing out game.
Write the following names on the board.
TRACY
SUZY MONICA
PETE
STELLA
PRINCE
DAVID
LUKE JENNY
MICK
Check if they remember who everybody is.
Make three teams in the class.
Representatives come
to the board. Each one should hold some
chalk.
Describe one of the characters and the
children have to cross out the name. Whoever does
it first wins a point for his/her team.
You describe the characters like this:

SHE IS VERY PRETTY AND CLEVER TOO.
SHE IS SUZY'S BEST FRIEND.
(STELLA)
HE IS FUNNY. HE IS A PHOTOGRAPHER. (MICK)
HE IS BIG AND CLEVER. HE IS PETE'S BEST
FRIEND. (PRINCE)
SHE IS VERY NICE. SHE IS A TEACHER.
(JENNY) And so on.
29
Unit 1
A new job
Lesson 6
7
of
Ask groups of children to take up the roles
Aim: Saying where

someone is
Saying what something
is
Language focus: She's in the garden. / He's
in his
room. / I'm in the kitchen.
The Earth is a planet. It's big.
Step 1
the characters. They repeat, after the tape,

their character's lines only.
Explain that you can say something in two ways, long

and short, but that you usually use short forms when you
speak.
Write the following full sentences on the
Start off with a little chat. Ask the children

what Mick's job is. He is a photographer.
Find out what they think a photographer
takes pictures of. Does he take pictures of some
board. I AM A TEACHER. (Point at yourself.)

= I'M A TEACHER.
HE IS A PUPIL. (Point at a boy.)
= HE'S A PUPIL.
animals? Yes, of course. Animals can be very interesting.
SHE IS A PUPIL. (Point at a girl.)

= SHE'S A PUPIL.
Show them how you can contract the forms
and add
Some very interesting animals live in AFRICA

. Write
the word on the board.
Have you ever heard of Africa? It's
FAR
AWAY
.
Can you think of any animals that live
there? The children can name them in their mother
tongue.
Ask the children to look in the Pupil's Book,

Task
1.
Before you play the tape, go
through the pictures once and ask some questions.
ARE THE CLICKS AT HOME?
IS GRETA IN BED? NO. SHE'S IN THE
KITCHEN.
(The
children say the word after you.)
IS MICK HAPPY? YES. WHY? HE'S GOT A NEW
JOB. (Explain it.)
LET'S LISTEN AND FIND OUT ABOUT IT.
3 Play the tape. They listen and look in the
book. After the first listening, ask:
WHERE IS THE NEW JOB? IN AFRICA.
4 Play the tape again. This time stop after
some sentences and explain expressions like:
HI DAD! WHAT'S UP?
WE'RE GOING TO AFRICA?
WHAT ABOUT SCHOOL?
IT'S ONLY FOR A MONTH.
I'VE GOT A BOOK IN MY ROOM.
LET'S HAVE A LOOK.
5 Play the tape for the third time and the class
reads after it.
6 Now they can complete Task 3
which is a comprehension check.
Draw their attention to the REMEMBER
BOX.
new sentences on the board with contracted

forms. Get them to read the sentences after you.
Now help the class to do Tasks 1 and 2 in
the
Activity Book.
Step 2
WHERE IS EVERYBODY?
Write on the board the following three
words: GARDEN ROOM KITCHEN

Ask the class to try and read them.
Now show a picture of a KITCHEN and ask the
children to decide above which word they are going to
stick it.
Do the same with the pictures of a GARDEN

and a ROOM.
(You can do it this way because they have
already been exposed to these words in the
conversation.)
Ask the class to look at the big picture in the

Pupil's
Book, Task 4.
Tell them to point to the GARDEN / KITCHEN /
ROOM / TREE / DOOR / WINDOWS / GRETA / MICK / KIKI /
LUKE AND TRACY.
Ask the children to listen and call out YES or

NO. Say:
KIKI'S IN THE KITCHEN. SHE'S IN THE
GARDEN. SHE'S IN THE TREE.
GRETA'S IN THE GARDEN. SHE'S IN THE TREE.
MICK'S IN HIS ROOM. HE'S IN THE KITCHEN. TRACY'S IN
THE KITCHEN. SHE'S IN LUKE'S ROOM. LUKE'S IN HIS
30
ROOM. HE'S SITTING ON THE FLOOR.
Unit
1
A new
job
Now everyone can match the questions
with
the answers. They can also copy them into their

notebooks.
2.
Finally, they look in the Activity Book, Task

First, they need to find out where the Whites are (from
the maze), then they have to draw them in
the picture and in the end complete the sentences. This
will take a while and you need to walk around and
THIS IS
A PLANET. IT'S CALLED
EARTH. IT'S BIG.
IT LOOKS LIKE A BALL.
THE
THIS IS
A CONTINENT.
IT'S CALLED
AFRICA.
IT IS A
BIG PIECE OF LAND IN THE WATER.
3 Ask one of the best pupils to come to the
board. First you say a word or an expression and this child
finds it on the board, points to it and tries to read it.
help. Also ask them some questions while they are Your board looks like this:
drawing and writing.
A PLANET
A CONTINENT
Step 3 AFRICA
This part of the lesson deals with concepts that may
be somewhat difficult for children to understand
(planet, continent). It is a good idea to
introduce them beforehand. Make it very simple and
our
THE EARTH
BIG
LIKE A BALL
Next, ask the same pupil:
Bring to class a picture or a model (globe) of
KONTINENT VELIKA VELIKI
planet. Ask the children if they have any idea what
KOMAD TLA/ KOPNA ZEMLJA
it is. Someone will probably say something.

Listen to what they have to say and then tell them the
KAO LOPTA
The child points to and reads the
following little story mixing English and their mother

tongue.
words. Repeat this with a few more pupils.
4 Now ask the class to complete your

sentences
Point to the picture or model of the Earth and

say:
THIS IS A PLANET. IT'S CALLED
_______________ .
IT'S BIG. IT LOOKS _________________ .
THIS IS A CONTINENT. IT'S CALLED
_____________ .
A CONTINENT IS _________________ .
Repeat this a few more times but ask the
children to put their hands up if they know how to finish
PLANES, HOUSES, STREETS AND A LOT OF

WATER.
LOOK AT ALL THE BLUE PLACES THAT'S
WATER.
this
LOOK! IT'S HERE.

AND
AFRICA
IS A CONTINENT, TOO.
IT'S HERE.
A LOT OF ANIMALS LIVE IN AFRICA.
Repeat the story once again making it shorter
time and writing up the words in bold on the board. Also

get the class to read the words after you.
choosing from the expressions on the
board.
CARS,
AND WHAT'S IN THE WATER? BIG PIECES

OF
LAND. THEY ARE
CONTINENTS.
WE LIVE ON A CONTINENT. LOOK! HERE IS
OUR CONTINENT. IT IS CALLED EUROPE.
DO
YOU
KNOW
ANY
OTHER
CONTINENTS? AMERICA IS A CONTINENT.
A
?
WHERE DOES IT SAY AFRIKA

PLANET
use all the objects you can get hold of such as: A GLOBE,
THE MAP OF THE WORLD OR A MAP OF AFRICA.
THIS IS OUR HOME. WE LIVE HERE. IT'S A

PLANET.
IT LOOKS LIKE A BALL.
IT IS CALLED
THE EARTH. IT IS NOT VERY
BIG HERE
BECAUSE IT IS ONLY A MODEL (A PICTURE)
BUT ACTUALLY IT IS BIG, VERY BIG.
EVERYTHING WE KNOW IS ON THIS
PLANET: CHILDREN, FAMILIES, ANIMALS, TREES,
AFRICA
A BIG PIECE OF
LAND
the sentences. So, you get individual children to take

part.
5 Finally, ask everyone to copy 3 words /

expressions
from the board. Walk around and check if
they
know what they mean and get them to read

what they have copied.
31
Unit 1
A new job
6
Ask the children to look in the Pupil's Book,
Task 5. Tell them that Tracy wants to know something

about Africa because they are going there.
Play the tape and let them just listen. They will
have no problem understanding the sentences because
you have introduced everything before.
After the first listening ask them to do

Task 6, say
the meaning of the words in the box.
7 Play the tape a second time with the
children repeating after it.
After this listening they can complete Task 7
by
circling the right word.
32
8
N
o
w
a
s
k
a
b
o
y
a
n
d
a
g
i
r
l
t
o
p
l
a
y
L
u
k
e
a
n
d
T
r
a
c
y
.
T
h
e
y
c
a
n either read after the tape or without it.
Everyone looks in the Activity Book, Task 4.

They have to fill in the missing words.
Ask some pupils to read out the sentences
when they have finished.
10
Finally, play the song
Africa.
Let them listen first. Explain what

It's
cool,
means.
You say this when you like something.
Get them to sing along and tap their legs as if
they were playing the drum.
Unit
1
SUM UP 2
BOARD GAME
Who is who?
This board game is in the
Pupil's Book.
You need to prepare

two sets of the
letters of
the alphabet . Put each set in an
envelope.
You can ask some children to do it for you
some time before, or you can use the sets the children
have made before for themselves (if you had asked
them to do it).
The aim of the game is to revise orally

everything the
children have learned about the characters,
and along
the way repeat the letters of the alphabet as
well.
Divide the class into two groups: group1 and
group 2.
Each group has their own envelope with the
letters.
The game is played in a very simple way. The
groups take turns to pull out a letter from the envelope.
Then they read the question that stands next
to that
letter in the book. They have 10 seconds to
prepare.
Then you choose a pupil from the group
who is going to answer it. This means everyone in
the group should know the answer.
If the answer is correct, the group can write

their
number in the box in the question mark and
put aside the letter they have given the answer for.
If not, they have to put the letter back
in the envelope.
Now the other group pulls out a letter from
their envelope and prepares the answer.
If they happen to pull out the letter of the
question that has already been answered, it is just BAD
LUCK. They cannot win a box but they can put that letter
aside.
The game is played until all the questions

have been answered.
The winner is the group that wins more boxes.
You can play a few rounds of this game. The
groups can use different symbols for every round.
ACTIVITY BOOK
There are 5 revision exercises there. You can
spend time on them in class or give some of them for
homework.
33
UNIT 2
AFRICA
Unit 2 takes us to Africa where the Clicks are staying for a while. We get to
meet some African animals, Toby an African boy and Booboo and Boobah who
are two strange monsters. A lot of interesting things happen; monkeys make
trouble, a baby lion is helped by Greta, the animals talk about themselves and
the monsters eat an unusual pie.
The following language items are introduced:
? feelings
? African animals
? plural of nouns: How many monkeys can you see?
? numbers
? parts of the body (neck / shoulders / arms / legs / knees?)
? have got: I've got a cat. / Have you got a cat? / He's got / She's got a parrot.
? prepositions of place: in / on / under
? some songs and rhymes
The unit ends with the revision section SUM UP 3 which includes another
board game in the Pupil's Book (Snakes and Ladders) and a number of tasks
in the Activity Book.
34
Unit
2
Tracy is
sad
Aim: Describing
feelings
Language focus: Tracy is sad / hungry /
happy /
thirsty / cold / hot / tired /
bored /
angry / scared.
Step 1
1 The children look in the Pupil's Book, Task

1.
The Clicks are in Africa now but look at
them (picture 1). How is everybody?
2 Play the tape. They listen and follow the text in
the book. After the first listening, ask:
REVISING FEELINGS
IS TRACY HAPPY OR SAD?

Start off with the picturecards of feelings from the
3 Play the tape again. This time they repeat
previous course:
the sentences after it. Ask the children to answer the
HAPPY, SAD, HUNGRY, THIRSTY, COLD, HOT,
questions in
Task 3.
TIRED, SCARED.
4
Tell
the
children
that
you are going to read the
Ask the children to say the words or get
conversation
once.
They
need
to listen carefully and look in
them to repeat the words after you.
the book. They have to call out STOP if you
Ask the children to guess how you are

feeling. Mime different feelings and ask them to name
make a 'mistake'.
Make some changes in the text and wait for
the
children's reaction. Here are some examples:
Picture 2: THIS IS OUR GARDEN. LET'S GO
INSIDE. IT'S SO SMALL. WHERE'S MY POOL?
Picture 3: I'M SO HAPPY. IT'S GREAT HERE.
LOOK AT THE KITCHEN!
them.
3 Hold the picturecards in your hands, ask

someone
to pull out a card and mime the feeling. The rest

of the class guess. Do this a few times with different children
taking part.
Ask: HOW ARE YOU REALLY TODAY?

Have as many children as possible
answer the question.
= Introduce two new feelings with
picturecards: BORED and ANGRY.
Ask everyone to repeat these words after
you. Have a little chat about how often they feel bored
and angry. Ask someone to say what makes them feel
bored or angry. Anything at school? Anything at home?
6 Prepare in advance wordcards for all of the ten

feelings. Show them one by one and get the class to read them
after you. Stick them on the board face down.
Stick the pictures on the other side of the

board, face down, too.
Put numbers (110) above the pictures, and
letters (AJ) above the words.
Play a MEMORY GAME now. Two teams take
turns to ask for a number and then a letter. They have
Picture 4: LOOK TRACY! A COW IS IN THE

TREE. And so on.
They practise reading the conversation in

groups of four.
6 Ask the children if they think monkeys are

funny.
Tell them to look at the picture in
Task 4.
Get them
to say how each of the monkeys is feeling.
Then play the tape and let them check if
they were right or wrong.
7 Next, they can complete the sentences in
Task 5 looking at the picture.
8 Finally, ask everyone to close their books
and check what they remember:
NUMBER 1 IS __________ .
to match the picture with the right word.
7 With the pictures and words still on the board,
NUMBER 2 IS __________
ask
. And so on.
the children to complete

Task 1 in the
Activity
Book.
They need to fill in the missing
letters and
colour the pictures.
9 Tell the children to look at the Clicks again, but

this
time in the
They complete
the sentences and colour the picture.
35
Unit 2
Tracy is sad
Step 3
SURVEY)
HOW ARE YOU TODAY? (CLASS
LISTENING TO THE SONG

I'm happy in
the morning
1 Write the following two sentences on the
board:
I'M
I'M NOT
TIRED.
ANGRY.
Tell the class that this is how you are

today. Turn to someone and ask:
HOW ARE YOU TODAY?
ARE YOU TIRED? Help the child produce a
positive or negative answer.
Repeat this with a number of students, asking

about different feelings:
ARE YOU HUNGRY / COLD / ANGRY?
Now explain to the children how you want
them to find out how their friends are. Tell them to look at
the table in the Pupil's Book, Task 7.
First, get them to read what each box
stands for. Then tell them to ask 5 children in class
and tick
their answers in the table. They also need to

write
the names of the children they ask the
question.
Give them a little time to do that. If you like
you can write the question on the board:
36
HO
W
AR
E
YO
U
TO
DAY
?
Afte
r
the
y
hav
e
fini
she
d
ask
the
m
to
say
wh
at
the
y
have
foun
d
out.
Sho
w
the
m
how
to
do it
by
taki
ng
som
eone
's
book
and
maki
ng
sent
ence
s:
IVA
IS
HU
NG
RY.
ELVIR IS TIRED, etc.

Ask several children to give reports like that.
The children can write about themselves using
the
table in the
Now play the song I'm happy in the

morning.
This is
After the first listening, ask: WHEN IS THE
BOY HAPPY / HUNGRY / TIRED?
Explain the word NOON.
Next, ask: WHERE IS HE SCARED? Explain the
word DARK.
Get them to listen to the song again,
miming the feelings that are mentioned.
diff
ere
nt
par
Finally, they try to sing along.
5 The children can talk about themselves using ts
of
the
sentences in the Activity Book,
Task 5.the
day
They have
to tick the sentences that are true for them. .
They
can also colour the pictures in Task 4
representing
Unit
2
Monkeys and
coconuts
Lesson 2
WHO CAN READ THIS? Then help them read

it.
Aim: Naming some animals that

live in
Africa
Saying how many animals /
things one can see
Learning to count
Language focus: monkey / lion / elephant /
snake /
zebra / crocodile / giraffe /
parrot
I can see three monkeys /
numbers 10-20.
Step 1
ANIMALS
When all the words are on the board get

the children to match them with the pictures.
8 Ask the children to look in the Activity Book,

Task
1. First ask them to point to the animals you
say,
then get them to colour the pictures and
have the children cut out the pictures.
9 When everyone has their own set of pictures,
play in front of them a little:
a. HOLD UP A _________ !
b. WHAT'S THIS? (You approach a child and
INTRODUCING AFRICAN
point to a picture.)
c. WHAT'S THIS? (The children put their
cards face down in front of them.
A partner turns over a card and asks the
question)
You can start off with a spelling game.

Write the lines for the letters on the board:
_ _____
Ask the children to call out some letters and
you write them on the lines if they are in this word. The
hidden word is: AFRICA
10
too.
Ask the children what they remember about
Africa. IS IT A PLANET OR A CONTINENT?

IS IT HOT IN AFRICA?
3 Play the song Africa
from Lesson 6 / Unit
1. Get the children to sing along.
4 Show a picture of a MONKEY and say: A
MONKEY LIVES IN AFRICA.
Then ask: WHAT OTHER ANIMALS LIVE THERE?
Let the children name some in their mother
tongue.
Then show the picturecards and say them in
English:
A PARROT, A LION, AN ELEPHANT, A
ZEBRA, A SNAKE, A CROCODILE, A GIRAFFE
The children just listen. Then they repeat the
words after you.
5 Stick the pictures on the board and get the
children to come in pairs and point to the pictures.
POINT TO THE LION!
6 Next, put numbers above the pictures

and ask: WHAT NUMBER IS THE SNAKE?
And then: WHAT'S NUMBER 6?
7 Write the words one by one away from the
pictures. Ask after every word:
37
Ask the children now to cut out the words,

Then they have to place them under the
pictures. Walk around and check if they have done it
It may be a good idea to revise the

alphabet beforehand because the children have
probably forgotten a number of letters.
fina
lly
properly.
Get some children to read out the words.

11 Finally, they stick the pictures and the
matching
words in their notebooks.
12
Now tell everyone to look in the
Pupil's
Book, Task
1. They can read the words with or without
your
help. Ask them about the colour of the
animals, and then say:
ARE ALL THE ANIMALS IN THE PICTURE
DANGEROUS?
Explain what it means and let the children
say what they think and why (in the mother tongue of
course).
13 Ask the children to listen to some animals on

the
tape and to guess who they are.
This is in the same task.
Step 2
LEARNING THE RHYME
Coconuts in the tree
INTRODUCING THE PLURAL OF NOUNS
Get the children to look at the picture in the

Pupil's
Book, Task 2.
Tell them to take a good look and to try
and remember as much as they can.
Give them half a minute or so.
2 Now explain that you are going to say and
write some words and they have to call out YES or NO
Unit 2
Monkeys and coconuts

depending on whether something is in the
picture or not.
Write and say the following:
MONKEYS
TREES
PARROTS
BOYS
CATS
GIRLS
TEACHERS
Now ask them to look in the book again
and to check if they were right. They can come to
the board and tick the words that are correct.
10 Ask the students to listen and repeat the

numbers
after you. Read very slowly the first time.
Next time read faster in rhythm. Then ask the pupils to
repeat after you.
11 Now they can complete Tasks 6

in the
Activity Book .
and
12 Get them to look at the REMEMBER BOX.

They can
read the word after you.
Without much explaining, draw their
attention to the S in the plural form.
13
Ask the class to look around and count:

BOYS
GIRLS
3 Add that there is something else there that the
DOORS
ARE THERE IN
WINDOWS THE
HOW
MANYmonkey
s are playing
with, actually
throwing at
They can say the number in their mother
tongue if they do not know it in English.
What is important is not the numbers, but
exposure to the plural form.
children
(demonstrate
It's COCONUTS.
Ask the children
to findTHROWING).
all the coconuts
in
the picture.
4 Play the tape and let them listen to the rhyme.
Play the tape again and ask them to show
14
Ask the children to come and draw
all the numbers they hear with their fingers.
scattered all
5 The third time you play the tape, stop after each
line and translate it. Use mime to show FALLING DOWN
over the board:
or THROWING COCONUTS.
1 desk, 2 doors, 3 windows, 4 books, 5 chairs,
6 Now the children can read after the tape and
6 pencils
then on their own.
Everyone draws the same pictures in
7 Finally, with their books closed, they listen to
their notebooks.
the rhyme once again, but this time stop the tape
Then ask: HOW MANY __________ CAN YOU
before the last word in each line and
SEE?
ask the children to say what comes next.
15
Write the following table on the board:
SIX
WINDOWS.
Now they can complete Task 5 in the Activity

Book. They need to fill in the missing words and
colour the picture.
I CAN SEE
Go back to the words on the board and ask:
THREE
HOW MANY
MONKEYS CAN YOU SEE IN
THE
PICTURE? TWO, THREE OR FOUR?
Write HOW MANY? on the board and explain
what it means.
FIVE
Now, tell the children to look at some more

questions in the Pupil's Book, Task 3.
Help them read and answer the questions.
38
ONE
BOOKS.
TWO
PENCILS.
FOUR
DESK.
CHAIRS.
DOORS.
Point to and read the words in the table as
you make a sentence. For example:
I CAN SEE TWO BOOKS.
The children just say YES or NO.
Make a lot of sentences this way, some true,
some false.
Unit
2
Monkeys and
coconuts
16 Now ask some children to come and point to
the
TRUE sentences. The whole class can read
what someone is pointing to.
17
Finally, ask them to write 34 true
sentences in their
notebooks.
18
This is
Now they can look at the picture in the

Pupil's
Book, Task 4.
This is Tracy's new home. Get them to make
some sentences from the table.
For homework they can write some too.
Step 3
1 The children look at Task 6 in the Pupil's

Book.
Play the tape and let them listen. After
the first listening, ask:
ARE SNAKES DANGEROUS?
Play the tape again and the children repeat

after it.
3 Ask some children to take up the roles of
Tracy and Luke and repeat after the tape or read the
dialogue.
4 Now they look at the picture in Task 8 (IT'S

YOUR
TURN) and count different animals.
When they have discovered the right number

of animals they can find them in the Word Search. This
is Task 3.
Finally, they have to sort out the animals
according to how dangerous they think they are.
A similar but more difficult task is in the

Activity
Book.
It is
Task 2.
Task 4.
A NOTE:
It will take a while for children to start using
the plural form of the nouns. Be patient, provide plenty
of practice and in time most children will start using it
correctly.
6 Drawing dictations
can be very useful

to make children concentrate on the plural form.
Here is an example of tasks you can write
on the board. The children read the words and draw
the pictures.
A YELLOW BAG
THREE
BROWN
TREES
FIVE
RED
BALLS
Make sure you explain that you usually

use A instead of ONE.
39
Unit 2
African animals
Aim:
Naming parts of the body

Describing one's body
Language focus: mouth / teeth / neck / shoulders

/ legs / knees / arms / feet / tail /
stripes
I've got a long neck. / I've got two
legs.
Step 1
AND
REVISING PARTS OF THE BODY

INTRODUCING SOME NEW ONES
Ask everyone to stand up. Name and touch

different
parts of the body and ask the children to do
the same:
HEAD, NOSE, EYES, EARS, MOUTH, TEETH,
HANDS, FINGERS, LEGS, FEET, TOES
These are the parts that the children know
from the previous course and lessons.
Repeat touching and naming two more
times, changing the order of the parts you
mention.
2 Now give commands to the class but you do

not do anything:
TOUCH YOUR ______________ !
The children listen and touch what you tell

them to.
If you like, you can play the SIMON SAYS

game.
TOUCH YOUR EYES! (The children do nothing.)
SIMON SAYS TOUCH YOUR EYES! (The
children perform the action.)
4 Introduce some new words now. Again touch

and say: NECK, SHOULDERS, ARMS, KNEES
Ask the children to do the same; touch and
say the words after you.
5 Make sentences about your body and ask
the children to listen and spot a mistake.
Keep touching the parts of the body that
you mention.
I'VE
GOT
ONE
HEAD. I'VE GOT TWO
EYES.
I'VE GOT TWO NOSES. (The children should

call out NO here, and then you
correct your sentence.)
I'VE GOT ONE NECK.
I'VE GOT TWO SHOULDERS.
I'VE GOT THREE ARMS.
I'VE GOT TEN FINGERS.
I'VE
GOT FOUR LEGS.
I'VE GOT TWO KNEES.

I'VE GOT TWO FEET. I'VE
GOT TWO TOES.
the
Write one sentence on the board and ask

children what it means:
40
Unit
2
African
animals
Ask the children what part of the body is

typical for many animals and that we, people, do not have.
Now ask everyone to look at the table in the

Pupil's
Book, Task 3.
Read the categories on the top and make
sure everyone understands them.
Fill in the information for the first two animals
from the front with the whole class so they get an idea
See
if they can guess what it is. If not, make a

gesture
as if you had
A TAIL and were stroking it.
Write the word on the board and ask the
children to look at the pictures of the animals on the
board and say which ones have got a tail.
Everyone looks at Task 1 in the Pupil's

Book. Play the tape, they just listen and follow the text in
the book. After the first listening get them to complete your
sentences:
CROC IS A _____________ .
SISS IS A _____________ .
GIRA IS A ____________ .
ELLA IS AN ________________ .
ZEB IS A ______________ .
5 Play the tape again and ask the children to
read after the tape. Stop after each animal and ask the
I'VE GOT _______________ .

Have a number of children speak
about 'themselves'.
question:
10
2.
WHAT COLOUR IS IT?

6 Play the tape for the third time and ask
individual children to read the sentences after the tape.
7 Name and write on the board some body parts
and ask the children to say the name of the animal that
has it.
TALKING ABOUT ONESELF
SONG
With all these words on the board ask:
And so on.
s
e
n
Now they look in the
Activity Book, Task t
First
e
they copy the sentences in the right speech n
balloon and then they can colour the animals. While
c
they are colouring ask several children to read the speeche
balloons.
s
.
Step 3
A LONG NECK
A BIG MOUTH AND BIG TEETH
STRIPES
BIG EARS
A LONG BODY
A LONG TAIL
'
t
h
e
f
o
9 Ask the children to pretend they are one of
l
the animals and to prepare to say at least 3 sentences about l
themselves. They use the information from the table. You can o
put up the following beginnings on the board:
w
i
MY NAME IS ___________ .
n
I'M _____________ .
g
I'M ______________ . (COLOUR)
WHERE DOES IT SAY
how to do it. Then ask them to work with a partner and

fill in the rest on their own. Check what they have done
afterwards.
s
a
y
s
KI
V
R
A
T'
'P
R
U
GI
C
E'
'V
Head and shoulders
Start off with the two pictures in the Pupil's

Book,
Task 4.
The children read and point to the parts of the
body on the giraffe and then Tracy.
2 Ask the children to listen and say who
?
ELIKI ZUBI'
Gira? Tracy? Or maybe

A
b
I'VE GOT FOUR LEGS.
I'VE GOT
TWO LEGS.
They can complete
Task 1 in the Activity Book,
the words below the right picture.
The children read aloud once again the texts

in the Pupil's Book.
copy
I'VE GOT TEN FINGERS.
I'VE
GOT TEN TOES.
3 Now ask them to read some of Gira's

sentences in
the book, Task 5,
true or false.
and decide if they are41
Unit 2
African animals
Ask them also which of the sentences are
true for Tracy.
board. Say a sentence but whistle or hum

in place of the beginning. The children just
point to the right
Finally, they concentrate on themselves. In

Task 8
in the Pupil's Book
they
need to
choose the right
word and then copy the correct sentences into
their notebooks.
After that they can look in the Activity Book,
Task
4.
First they circle the words in the
Word Snake and then they fill in the sentences below.
5 It's time for a song.
Start off by saying
the lines of the song and touching the parts of the body
that
are mentioned in it.

Then ask the children to do the same after
you.
Now, play the song
Head and
Shoulders.
The
children keep touching the parts of the body
they hear in the song.
They can read the lines in the Pupil's Book,
Task 9.
Playing the song over and over again, ask

them to
complete Tasks 5 and 6
in the Activity
Book.
7 To round off the whole lesson you can have a
drawing dictation, an example of which is
Task 7 in
the Activity Book.
8 You can also practise a little the distinction

between
I'm
and
I've got.
Here is how you can do it. Write the two
beginnings on the board and ask two children to come
to the
42
can use:
___________ HAPPY.
___________ TWO EARS.
___________ TEN FINGERS.
___________ A PUPIL.
___________ AT SCHOOL.
___________ JUST ONE NOSE.
___________ HUNGRY.
___________ SOME BOOKS IN MY BAG.
___________ A SHORT NECK.
If you think it would be easier, you can start off
with the sentences about animals.
In that case hold the picture of the animal you
are pretending to be when you make a sentence.
____________ GREEN.
____________ BIG TEETH.
____________ DANGEROUS.
____________ FOUR SHORT LEGS.
Finally, the children can complete Task 3 in the
Activity Book.
The whole thing is quite
demanding
so do not forget to praise them a lot.
Unit
2
Lesson 4
Aim: Asking a simple
question
Language focus: Have you got a brother /
sister / a
cat?
Step 1
Tob
y
Now approach someone and say:

I'VE GOT A BIKE. HAVE YOU GOT A BIKE?
Whatever the answer is repeat it like:

YES, I HAVE .
or NO, I HAVEN'T .
Ask the child to repeat such an answer after
y
o
u
.

Ask someone else: HAVE YOU GOT A BIKE?
Tell the children to look at the pictures in Task 1 in

the Pupil's Book.
WHO IS IN THE PICTURES? WHO IS
THE BLACK BOY? IT'S TOBY. HE IS AN
AFRICAN BOY.
TOBY IS NICE. HE CAN SPEAK

ENGLISH.
2 Play the tape and the children listen and follow the
text in the book.
YES or NO. Ask different children questions like:

HAVE YOU GOT A CAT / A DOG / A
BROTHER / A SISTER?
3 Write one question on the board and add
the answers.
HAVE YOU GOT A COMPUTER? YES, I HAVE.
After the first listening,
NO, I HAVEN'T.
ask: WHO IS LULU?
3 Play the tape again. This time the children

repeat after it. Ask after the second listening: WHERE
MUST TOBY GO?
The third time ask individual children to

repeat after
the tape. Then get them to complete Task 3.
It is a
comprehension check.
5 Put the children into groups of three and ask
them to prepare reading the conversation.
Ask several groups to do it.
After that get them to complete
Task 1
in the
Activity Book. They need to fill in the
missing
words. Tell them to look in the Pupil's Book
all the time and find the words they need there.
Step 2
PRACTISING THE QUESTION

Have you got ?
Start off with the things you have got in your

bag or on your desk.
Hold up a book and say: I'VE GOT A BOOK.
HAVE
YOU GOT
A BOOK?
The children will call out YES. Tell them to hold
it up.
Do the same with other things like: PENCIL /
PEN / BAG / NOTEBOOK, etc.
Help the child produce the answer not just
The
4 Now show some picturecards and encourage one
wh
the
o
children to ask and answer the questions. You
gue
can
sse
s
always point to the relevant words on the
first
board. Use pictures of some toys and animals.
get
5 The children can work in pairs and ask each s to
other
cho
the questions in Task 5 in the Pupil's
ose
the
Book.
When they have finished they need to write nex
t
some
pictu
sentences,
Task 6.
Underline HAVE YOU GOT in the questions.
There are some more questions in Task 2 in
re.
You
can
Activity Book.
pla
7 They will probably have fun with Task 3 in they
Activity Book. First they need to cut out thethis
ga
words
and make three questions with them. Before me
wh
they stick the questions in the notebook, check
ene
everyone has the right order of words.
ver
Finally, they can write the answers.
you
8 This form is great for guessing games.
hav
Use all the picturecards that the children are familiar
e
with. Someone picks ou a picture and the class tries to guess
so
what it is.
me
the
time to spare. It is a good vocabulary exercise as well.
43
Unit 2
Tracys shoe
Lesson 5
Write IN on the board and ask the children

to guess
Aim:
Step 1
PLACE
Saying where something is
INTRODUCING PREPOSITIONS OF
1 Place on your desk a number of object familiar

to
the children. Make sure everyone can see
them. Use
things like: a book, a pencil, a sharpener, a
bag,
a pencil case, a pen, a notebook, etc.
Start with the pencil. Put it on the floor and

ask:
WHERE'S THE PENCIL? Then answer: IT'S
ON
THE
FLOOR.
Put the pen on the floor and ask and
answer the same way.
Now put the bag on the chair. WHERE'S THE
BAG?
IT'S
ON THE CHAIR.
Do the same with the notebook.
Now say: LOOK CHILDREN! WHERE'S THE
BOOK?
IT'S
ON THE DESK.
WHERE'S THE SHARPENER? IT'S
ON
THE
DESK TOO.
WHERE'S THE PENCIL CASE? IT'S
ON THE
DESK.
3 Point to the things on the floor / chair /
desk. Say the sentences again and ask the children
to repeat after you.
THE PENCIL IS ON THE FLOOR.
And so on.
Write ON on the board and ask the children
to
guess what it means. Then draw one picture like: THE

BAG IS ON THE CHAIR. Do not write the sentence yet.
5 Move on to the next preposition. Pick up the
pencil and put it in the pencil case.

WHERE'S THE PENCIL NOW? ON THE FLOOR?
NO.
IT'S
IN THE PENCIL CASE.
Pick up the pen and put it in the bag.
WHERE'S THE PEN NOW? ON THE FLOOR? NO.
IT'S
IN
THE BAG.
Put the sharpener in the book.
WHERE'S THE SHARPENER? IT'S
IN
THE BOOK.
6 Point to the things in the pencil case / bag /
book and repeat your sentences.
The children repeat them after
you.
CASE.
what it means.
THE PENCIL IS IN THE PENCIL
44
Unit
2
Tracys
shoe
Now write the sentences below the pictures and ask
the children to read them.
They copy the pictures and the sentences into

their notebooks.
Step 2
1.
ON THE CHAIR?
UNDER THE TREE? ON
THE BOOK?
IS TRACY HAPPY TO SEE THE MONKEYS?

IN
THE
KITCHEN?
UNDER THE BED?
Play the tape and let the children listen and

follow the text in the book.
After the first listening, ask:
WHAT'S TRACY'S PROBLEM?
WHAT'S SHE LOOKING FOR?
2 Play the tape again and ask the class to
repeat after the tape only Tracy's words.
After the second listening ask:
WHERE'S TRACY'S SHOE?
WHAT DOES 'OUCH' MEAN?
3 The third time the children repeat Greta's
lines after the tape. This time ask the children to finish your
8
N
o
w
a
s
k
t
h
e
m
t
o
sentences:
TRACY LOOKS FOR HER SHOE UNDER THE

______ .
THEN SHE LOOKS IN THE __________ .
THEN SHE LOOKS ON THE ___________ .
BUT HER SHOE IS IN THE ___________ .
4 Now ask the children to listen, repeat the lines
and mime the situation.
5 They look at the REMEMBER BOX now.
Ask them to read the question and the answers.
6 Tell the class to look in the Activity Book,

Tasks 1
and 2.
First they match the words with the
pictures,
then they have to fill in the dialogue using the
same words.
When they have finished, ask several
pairs of children to read the dialogue out loud.
7 Ask the children: WHY DOES TRACY
SAY 'YOU SILLY MONKEYS'?
So, monkeys can be silly, they can do funny
things.
They look at
Task 4 in the Pupil's Book
now. Ask
them some questions first:
HOW MANY MONKEYS CAN YOU
SEE? WHAT NUMBER IS UNDER THE TABLE?
ON THE BAG?
r
e
a
d
t
h
e
s
e
n
t
e
n
c
e
s
b
e
l
o
w
t
h
e
p
i
cture and circle the right words.
HOW DO YOU SAY 'POD'?
Check what they have done.

9 Tell them to look at the picture for 20
seconds and then close the book.
'STOLICA'
Check what they remember: NUMBER 1 IS

______ .
NUMBER 2 IS ______
.
And so on.
10
The children open their books again. Now
they
write 3 true sentences in their notebooks.
Actually, they are copying the sentences
using the circled words.
Step 3
PLACE
PRACTISING PREPOSITIONS OF
SONG
Monkeys in the tree
Do the following activity with the whole class.
a. First ask the children how they say in
English some words.
'STOL'
'TORBA'
'PERNICA'
'KNJIGA'
ERA
SER
UN
DE
R
'GUMICA'
PUT
Whenever the children say the English word,CH
write it up on the board.
AIR
a. Make sure that all the objects mentioned DE
above are in front of the board.
SK
b. Add the three prepositions on the board.
You can use a coloured piece of chalk to make them
more visible:
IN ON UNDER Also add two more words

PUT and THE . Your board will look something
like this:
THE BOOK
IN BAG
FLOOR PENCIL CASE ON
45
Unit 2
Tracys shoe
c. Point to and read the words that make

up a
command:
3
is
PUT THE BOOK ON THE FLOOR!

Then ask someone to do it.
Point to and read the following command: PUT
THE BOOK IN THE BAG!
Again someone does it.
d. Now tell the children that you want them
to read the command you point to.
You point, they read: PUT THE ERASER UNDER
THE CHAIR!
Someone comes up front and
does it.
Repeat this with a few more
actions.
e. Now it is the time to play a real game.

The class
is divided into 23 teams.
First, a representative of team 1 comes up
front. You point to a command, his/her group reads it
and he/ she has to perform the action. If it is done
correctly, the team wins a point. If not, no point is won.
Then group 2 gets a task and finally group 3.

Do it as long as it takes for every child to have a go. The
winner is the group with most points.
Now play the song

Task 6
in the Pupil's Book.
about monkeys. This
First, they listen to it and look at the pictures.

Next, they listen and mime what the
monkeys are doing.
Finally, they mime and sing along.
4 Here is another game you can play:
CHINESE WHISPERS ('Pokvareni telefon'). It is decribed
in
Task 7, IT'S YOUR TURN!
a. First you revise all the school things. You

can also
use Tasks 5, 6, 7 in the Activity Book
for that
purpose.
b. Then ask the children to make some
commands from the table in the book and get
someone to perform them.
c. Next, you tell every pupil to write one

command from the table on a piece of paper.
They should not show it to anyone. Only you
need to check what they have written.
d. Finally, the children make groups of not
more than ten. Someone reads the command into the
ear of the child next to him. This child passes it on into
the next child's ear and so on. The last child in the group
shold perform the command. It's fun! Strange things may
happen.
2 Ask the children to do Tasks 3 and 4 in the

Activity Book.
46
Unit
2
Greta in
action
Lesson 6
In the first sentence they need to complete

the last
word only, whereas in the last sentence they

Aim: Saying what someone
need to complete three words.
has got
Language focus: a camera / a basket / binoculars / a
vet's bag / a river / a bush / a
Step 2
INTRODUCING
HAS GOT
thorn Tracy has got a basket. Luke has
got binoculars.
LISTENING TO THE STORY
The class looks in the Pupil's Book, Task

Now
1.
Step 1
INTRODUCING NEW
VOCABULARY
Start off with a guessing game. Hold the

picturecard of A VET'S BAG and say:
I'VE GOT A PICTURE OF SOMETHING. CAN
YOU GUESS WHAT I HAVE GOT?
they can read the words on their

own. Ask about the colour of each thing.
2 Next they look at the picture in Task 2. Ask

some
CAN YOU SEE A FAMILY? WHO ARE

THEY? CAN YOU SEE A CAR? WHAT COLOUR IS
The children ask questions with HAVE YOU

GOT ? They should guess that it is a BAG.
Have them asking the questions until they
guess.
Then show then the picture and explain that
it is a special bag. It is Greta's bag.
Greta is a vet, remember? So, it is A VET'S

BAG:
Use the picturecards to introduce three more
IT? HOW MANY TREES CAN YOU SEE?
CAN YOU SEE ANY ANIMALS? WHERE IS KIKI?

3 Read the sentences above the picture and
ask the children to point at the characters as you mention
them.
Then tell the children to read the sentences

after you.
4 Have them guess what the sentence in
Task 3 means.
objects: A BASKET, A CAMERA, and BINOCULARS. Then add

the next three pictures: A RIVER, A BUSH, A THORN.
Follow the standard procedure:

a. the children listen and look at the pictures
one by one
b. they repeat the words after you
c. with the pictures on the board they
come and point to them
d. with numbers above them, ask: WHAT
NUMBER IS ?
e. you can also use the colours and ask:
WHAT COLOUR IS ?
f. WHAT'S NUMBER 1? WHAT'S BROWN?
g. removing one of the cards, ask:
WHAT'S MISSING?
h. the children match the words
(written on the board or on the
cards) with the
pictures
i. they can draw some pictures and write the
words
3 Now they look at Task 1 in the Activity
Book.
First, they copy the words in the right place.
Then,
they read the key and colour the picture
questions:
Ask some questions about the picture using

HAS GOT: WHO HAS GOT BINOCULARS?
WHO
HAS
GOT
A
CAMERA? WHO HAS GOT A
BASKET?
WHO HAS GOT A VET'S BAG?

Ask the children to draw one character
from the picture and to copy the right sentence
below it. They should underline HAS GOT.
5 You will be spending more time dealing with

this
form later on, so now move on to the story. This is

Play the tape and let the children listen to the
whole story and look in the book.
After the first listening ask: WHO HAS
GOT A THORN IN HIS LEG?
Play the tape for the second time but stop

occasionally to ask some more questions.
WHERE ARE THE CLICKS? (picture 1)
WHO IS HAPPY? (pictures 3 and 4) WHERE'S
THE CROCODILE? (picture 6) WHO IS HURT?
(picture 8, explain HURT) WHO HELPS THE
BABY LION? (picture 11)
accordingly. Finally, they need to write some sentences

about the
picture. This is
Task 2.
47
Unit 2
Greta in action
7
The third time you play the tape the children

repeat after it. With your help they also try to translate
some sentences like:
SOMEONE IS CRYING.
IT LOOKS HURT.
MUMMY, YOU MUST HELP.
IT'S DANGEROUS.
OK BABY, LET'S TAKE A LOOK.
IT'S ONLY A THORN.
THERE YOU GO.
WELL DONE MUMMY!
8 Now they do Task 5 which is a
comprehension check.
9 Get the children to look at the REMEMBER
BOX
and say what the sentences mean.
10
Ask individual children to read the story
after the
tape.
11
Pair off the children and ask them to look at

Task
7.
They need to find the answer for
each of the questions. Check what they have
done.
48
2
a
)
D
r
a
w
o
n
t
h
e
b
o
a
r
d
a
12
Ask them to copy questions 1, 2, 4 and 5 in
their
notebooks and then add the correct answers.
b
o
y
Step 3
a
n
d
PRACTISING
HAS GOT
a) Hand out picturecards of familiar

vocabulary to the children around the classroom.
Call out a word and the child who has the
picture stands up. Then ask, for example:
WHO HAS GOT A BOOK? And the children
say: MARKO.
You add: MARKO HAS GOT A BOOK. The
children repeat the whole sentence after you.
Repeat this until you have covered all the
pictures.
b. Ask the children with the pictures to give
them to the children who did not have any in the
previous round. This time do not ask anything but just
ask the new children to stand up one by

one. You make false sentences and the class have
to correct you.
Point at Iva, for example, and say: MARKO HAS

GOT A BOOK.
The children say: NO. HANA HAS GOT A
BOOK.
covered.
Again do it until all the pictures have been
a
g
i
r
l
.
G
i
v
e
t
h
e
m
n
a
m
e
s
l
HE'S GOT A PENCIL.
ike, for example:
ALI and TEA

The children draw the same pictures in
their notebooks in two big boxes.
b. Now tell them to listen what each one
has got and to draw it in the right box.
HE'S GOT A BALLOON. Point

to Tea's things and say: TEA HAS
GOT A BALL.
SHE'S GOT
A BAG.
SHE'S
GOT
A
BASKET. SHE'S GOT A
You say the sentences:

TEA HAS GOT A BALL. ALI HAS GOT A
BOOK. ALI HAS GOT A CAR. TEA HAS GOT A BAG.
TEA HAS GOT A BASKET. ALI HAS GOT A
PENCIL.
ALI HAS GOT A BALLOON. TEA HAS GOT A
BIKE.
Some children also draw on the board the
things Ali and Tea have got.
BIKE.
e. Write below the pictures the beginnings

of
sentences and ask the children to complete the

sentences in their notebooks.
TEA HAS GOT A ______ . ALI HAS GOT A ____ .

SHE'S GOT A _______ . HE'S GOT A ________ .
SHE'S GOT A _______ . HE'S GOT A ________ .
SHE'S GOT A ________ . HE'S GOT A ________ .
Ask them to read their sentences when they
have finished.
c. When the drawings are complete ask:

WHO HAS GOT _______ ?
d. Point to all the things Ali has got and

say: ALI HAS GOT A BOOK.
HE'S GOT
A CAR.
There is a similar task in the Activity Book.

It is
Task 5. They have to say and then write what
Tra
cy
and
Luk
e
hav
e
got
in
thei
r
bag
s.
Unit
2
Greta in
action
Step 4
EXPLOITING THE STORY
Ask the children to read the story GRETA IN

ACTION again.
They can read after the tape in chorus or
individually. Then can read with the tape at the
same time.
They can practise reading in groups of four

taking up the roles of Tracy, Luke, Greta and 'the
speaker'
? the one who reads the narrative parts.

2
Next, they can look at Task 8 in the Pupil's

Book. Looking at the pictures below, they complete the
sentences. They can write the missing words or just say them.
After that get someone to read the sentences.

In the end ask them to cover the sentences
and practise telling the story by looking at the pictures.
Give them some time to practise. Walk around and help.
Several children can tell the story. Praise them

a lot.
3 The children can look in the Activity Book,
Tasks 3
and 4.
In Task 3 they make some sentences from
the table.
Get them to do it orally first and then to write
them down.
Task 4 is about themselves and their best
friends.
49
Unit 2
Booboo and Boobah

Lesson 7
Aim: Describing someone's body
Language focus: He's got a big head / short
hair /
two long arms / two short legs.
She's got a small head / long
hair / two short arms / two short legs.
Step 1
Play the tape and the children listen and

follow the
text in the book.
This is
Task1 in the Pupil's Book.
3.
After the first listening, ask: WHO IS TELLING
THE STORY ABOUT THE MONSTERS?
5 Play the tape a second time. After the second
listening the children can complete
Task

They need to circle the right word in the
sentences.
Have a little chat with children about what makes

them feel scared. They can tell you in their
6 The third time you play the tape the children
mother tongue, of course. Find out if they like some
read the sentences after it.
UD
scary things like horror films and stories. Ask them if they
This time ask: IS MICK GOING TO TAKE A
OVI
have ever seen any MONSTERS in films.
PICTURE OF THE MONSTERS?
TA
WHY NOT?
Write the word on the board and explain what
it means. Let them tell you about some monsters they
7
Ask the children to look at the story in the U
have seen somewhere in books or films; what they looked
like and so on. You can repeat some of the things they say
in English.
Ask them if they really believe in monsters. Tell

them that there are no monsters, that they exist only in
stories and films. They may disagree with you but it is OK.
2 Now tell the children that they are going to
hear a story about two monsters from Africa.

Their names are BOOBOO and BOOBAH. Write
them up on the board and let the children read the names
after you. Then show their pictures.
They live in the MOUNTAIN. Stick the picture on

the board and write the word. They read it after you. They
live in the mountain in a CAVE. Again stick the picture and
write the word. They eat A PIE every day. Add another
picture and the word. But this is a special pie. What's in it?
BATS. This is the last picture you stick and also add the
word.
A NOTE:
Explain straight away that these are not very
bad monsters but that eating BATS is a bad thing. Add
that there are not so many bats left and that they are
PROTECTED SPECIES. Do this in their mother tongue.
Also add that this is only a story and in stories
everything is possible.
3 Ask the children to read the words from the

board after you. They can draw 3 pictures in their notebooks:
A MOUNTAIN, A CAVE, A PIE. They need to copy the words
too.
book
PLA
again and find the sentences which

say: ON
IVI
PEINI
NINI.
PLANINI.
ON IMA KRATKU KOSU.

ON JEDE PITU OD IMIA.
ZELENA OKA. TATA,
50
ONA IMA TRI
POSTOJEDVA
MO
RA
IH
SLI
KAT
I.
SUT
RA
IDE
MO
KUI
.
NAZ
AD
U
ENG
LESK
UI
KO
LU.
UD
OVI
TA
NE POSTOJE. TO
JE
SAMO
PRIA.
8
9
The children practise reading the story.

Now ask them to look in the Activity Book,
Tasks
LEARNING BOOBAH'S SONG

MAKING A MONSTER PIE
1 The children look at the pictures of Booboo
and
Boobah in the
Pupil's Book, Task 4.
1 and 2.Help them with the crossword puzzle
a. Write on the board:
then tell them to use the same words to complete the

sentences below it.
HE'S GOT
SHE'S GOT
Check if they remember what this means.
Now tell them to answer your questions
using the beginnings of the answers on the board:
and
Step 2
DESCRIBING MONSTERS
Unit
2
Booboo and
Boobah
WHO'S GOT A BIG HEAD / A SMALL HEAD /
THREE RED EYES / THREE GREEN
EYES ?
And so on. Ask about all the parts of the
body mentioned in the story.
Help them with the first two answers by
pointing to the right beginning, but soon they can do it
without your help.
b. Now ask them to look at the table

below the
picture and to try and make some

sentences orally.
c. Now they can complete
Task 3 in the
Activity
Book. They need to fill in the sentences
and then
colour the monsters.
Move on to the song.

look at the picture and say:
First, ask them to
WHO IS THIS? WHAT HAS SHE GOT IN HER

HANDS? HOW MANY BATS ARE THERE IN THE PIE?
Then read the text of the song once. StopTas

after each line and get the children to try and translatek 5
it.
is a
Play the tape. They just listen.
dra
win
g
3 You can play the song over and over again
dict
while
the children work on their own monster pie. atio
n.
This is
Tas
Task 7 IT'S YOUR TURN!
k6
Explain what they need to do. Give them
enough time to do it and later to talk about their is
co
pies.
4 The children will probably enjoy creating their mpl
etel
own monsters. There are two tasks that prepare them
y
for that.
open. All that is said is that it is a lady
monster.
5 At home they can draw and write about a
monster they create. Display their homework and allow
them
to talk about it.
51
Unit 2
SUM UP
3
BOARD GAME
Snakes and ladders
This board game is in the

Pupil's Book.
The aim of the game is to revise some of the
things they have learned in Unit 2.
You need several
dice (36)
for the
game. You can
ask the children to bring some in advance.
For
counters
they can use some
small objects like
sharpeners, erasers or coins. If you like, you
can bring some counters from another board game you
may have at home.
Version 1
1 You can play the game with the whole class.
There are three groups in the class. Each group has one
die, and each member of the group has a
counter.
2 Representatives of the groups throw the dice.
The group with the highest number starts playing first.
3 One player in the team throws the die again
and moves the counter along the board in the direction shown
by the arrows. Actually every member of the team moves their
counter.
But only the one who threw the die has to

answer
the question if the counter happens to land on
the square with one.
52
team) take
turns at playing the game.
The winner is the team who gets to the

FINISH first.
Version 2
The game is played in groups of 46 pupils. In
that case you need a die for each group and a different
counter for every member of the group.
This time the players are playing against each

other in the group.
ACTIVITY BOOK
There are 5 revision exercises there. You can
spend time on them in class or give some of them for
homework.
UNIT
3
WHAT CAN THEY DO?
This unit is centred round the verb CAN, expressing ability. The purpose of this
unit is not only to teach our students the concept of ability but to expose them to a
number of verbs in the infinitive that follow the modal verb CAN.
The unit consists of 4 lessons.

The Clicks are back from Africa.
In
Lesson 1 Tracy is at school and the children are learning about different
jobs.
At this age children understand the concept of a profession as something people
can do.
Therefore, this is the first lesson to introduce the concept of
can .
In
Lesson 2 we learn about Luke's favourite detective called Mike who can
do a lot of
things.
In
Lesson 3, called BLAST OFF,
conversation. The
negative form is also introduced.
can is put within the contex of a short
Lesson 4 is a story that is slightly above the children's level of language but
they can
follow it because the outline of the story is based on the 6 can sentences which
have been
introduced before. The story is partly based on repetition which makes
understanding easier.
The unit ends with a revision section SUM UP 4 which includes a number of
questions children could ask the members of their family.
53
Unit 3
Jobs
Lesson 1
Aim:
them: A CAR and A PLANE. Introduce A

ROCKET
and SICK PEOPLE in the same way. Ask them
Introducing jobs and tihings

connected with them
Exposing children to a number
of
sentences with can
Step 1
what animals they can see in the picture of SICK

ANIMALS.
INTRODUCING JOBS
YES. A PILOT and A PLANE. A PILOT CAN FLY A
Start off by asking the children how they

are. If someone is absent, introduce the word SICK.
2 Prepare picture cards of jobs. Start with the
ones they know. Stick them on the board and say:
A DOCTOR
CAN HELP YOU WHEN YOU
ARE SICK.
IS GRETA CLICK A DOCTOR? NO, SHE IS
VET.
54
SHE CAN HELP SICK ANIMALS.

Then introduce the new words.
Say: THIS IS
A PILOT.
Ask pupils to repeat the words after you.

Without showing the other two pictures, say two
more words:
AN ASTRONAUT
and
A MECHANIC.
They sound similar to the
Bosnian/Croatian/Serbian words (therefore difficult),
so pupils might recognize the meaning. Stick the pictures
on the board. Children try to repeat in chorus after you.
Ask someone to come to the board and point

to the pictures.
Say: POINT TO A PILOT.
POINT TO AN ASTRONAUT.
Repeat this several times with different
children.
4 You can now mime one of the professions
from the board. You can do it together with your class, or
YOU can mime and the pupils guess who you
are. You can include both steps. (Pretend you have a
stethoscope and listen to someone's heart, pat an animal
and give it an injection, open the bonnet of a car or
pretend you are fixing a tyre, walk very slowly
as if on the moon, stretch your hand as if you

were
a plane and then sit down as if you were flying
it.)
You can also ask your pupils to come to the
board individually and mime the words while the
others are guessing.
one
Say that you have more pictures. Stick them
by one on the board but not next to the profession they

belong to. They are familiar with some of
PLA
NE.
At
this
sta
ge
don
't
ask
the
m
to
rep
eat
the
wh
ole
sent
ence
.
2
A
f
t
e
r
a
l
l
t
h
e
s
e
n
t
e
n
c
e
s
h
ave been matched, say one
of the sentences once more
and ask your pupils to
say it in Bosnian/Croatian/Serbian. Pilot moe /

zna upravljati avionom.
DOING Tasks 1, 2, and 3
in the Pupil's
Book.
3 Tell your pupils to open their book. Say the
words and pupils point to the corresponding pictures.
4 Ask one of the better pupils to read the words
next to the pictures.
Tell them now that you are going to say the

sentences and they should match the pairs.
There is a chance that some children would
impatiently match all the pictures in 3 seconds but tell
them to do it very slowly as you are saying the
sentences.
Don't say the sentences in the same order as

the
pictures in the book. Say the sentences VERYYou

:A
slowly. A MECHANIC CAN FIX A CAR.
VET
A VET CAN HELP SICK ANIMALS, etc.
CA
6 You repeat the sentence once more and your N
pupils say just the last word.
HEL
P
You: A VET CAN HELP
SIC
SICK Children: ANIMALS
K
PE
You: A DOCTOR CAN HELP
OPL
SICK Children: PEOPLE
E.
7 You can make some false statements. This
time encourage the children to say the first part of the
sentence. They will actually use the part of the
sentence with
can for the first time which
won't go
very smoothly. For example:
Unit
3
Children: NO. A VET CAN HELP SICK ANIMALS.

You: AN ASTRONAUT CAN FLY A PLANE. Children: NO. AN
ASTRONAUT CAN FLY A ROCKET. You: A MECHANIC CAN
FIX A TOOTH.
Children: NO. A MECHANIC CAN FIX A CAR
Let them do Task 1 and 2.

finish first can colour the pictures.
Step 3
A QUIZ
point.
Who can fix a car?

Who can fly a rocket?
Who can fly a plane?
questions. WHERE ARE THE CHILDREN?

CAN YOU SEE TRACY? WHAT'S HER BEST
FRIEND'S NAME? WHAT CAN YOU SEE IN THE
BALLOONS?
Let them listen to the tape (books shut).

Listening task:
PUT UP YOUR HAND WHEN
YOU
HEAR A JOB MENTIONED.
Say
the
instructions
in
Bosnian/Croatian/Serbian if necessary.
3 Tell the children to open their books. Let them
listen and look in the book at the same time.
4 Ask them what it means:
WHAT DO YOU WANT TO
BE? I WANT TO BE
Who can help sick animals?
Who can help sick people?

Who can teach children?
Who can take photos? (Accept Mick Click
as an answer)
8 What can a mechanic fix?

9 What can an astronaut fly?
10 What can a pilot fly?
9 If you have any time left, do Task 4 in the
book. If not, give it for homework.
Step 4
REVISING JOBS (
2 in the
Activity Book
)
Start off by looking at the picture and asking
Write numbers from 1 to 10 on the board.

Divide the class into two groups.
They call out the number of the question they
want to answer. For each correct answer they get 1
1
2
3
4
5
6
7
Those who
Step 5
LISTENING TO THE TAPE (
Task 5
in the
Pupil's Book
)
Move on to Task 3. Read the sentences.

Pupils read after you. Then ask them to
read individually.
If you have any time left, you can play the
quiz below. If not, you can play it at the beginning of the
next lesson.
Job
s
Tasks 1 and
Start off with doing the exercises in the

Activity
Book.
Ask the children to point to the professions in
Task 1.
Let them look at Task 2.
Ask: WHERE DOES IT SAY: ZNA POPRAVITI
AUTO? ZNA POMOI BOLESNIM LJUDIMA?
ZNA UPRAVLJATI RAKETOM? etc
Ask:
WHERE DOES IT SAY:
ELIM POSTATI
VETERINAR?
KAO MOJA MAMA?
ZNAM POPRAVITI SVOJ
BICIKL?
ELIM POSTATI UITELJICA?
6 Practise reading. The first time, you take the
role of Miss Morris.
The second time allot the roles to different
children.
7 Do Task 6 and Task 7. Those who finish
first can copy some of the sentences in their notebook.
Tell them to copy the remaining sentences in
their notebook for homework. If they have already
done it, tell them to translate the sentences into
Bosnian/ Croatian/Serbian.
Step 6
Mismatch
REVISION Playing Match-
Start off with a revision. Write in one corner

of the board:
CAN FIX
CAN HELP
CAN FLY
Unit 3
Jobs
Stick the cards face down on the board (not
necessarily in the order shown below). On one side of the
board stick the job cards, on the other side stick the cards
with objects.
A vet
a car
A pilot
a plane
A doctor
a rocket
2
3
They open their books and listen and read.

Let them listen to the rhyme once more. This
time you act out the rhyme all together.
4 Reading: You read the first line, they
read the second one; or they read in pairs.
5 Finally, each pupil takes the role of one job.
They read it first and then they can act it out in a group. Six
pupils come to the board and say and act out their jobs.
Step 9
REVISION
An astronaut
sick people
A mechanic
children.
A teacher
sick animals.
Divide the class into two groups. Play: Match,
Mismatch
game. When one group finds
a pair
they can get an extra point if they make a
correct sentence using the words that you have written
in the corner of the board.
Step 7
1
2
3
Do Task 3, 4 and 5 in the Activity Book.

Students read what they have done.
You can revise spelling by asking them to

spell the
words from
Task 5.
INTRODUCING NEW VOCABULARY

Step 10
PUPILS
TALKING ABOUT WHAT YOUR
Revise: A PIE (from the Booboo and Boobah

story)
Introduce: A BAKER, A FIRE, FIREFIGHTER.

Ask them: DO YOU LIKE PIES? CAN YOU MAKE
A PIE? CAN YOUR MUM MAKE A PIE?
IS HIS JOB DANGEROUS? (point to
the firefighter)
WHY? THE FIRE IS HOT.
IS HIS JOB DANGEROUS? (point to
the baker)
NO, BUT IT'S HARD. HE IS VERY HOT.
Write the first letter of the jobs mentioned in
the
rhyme, pause until the children guess, then continue

writing. Variation: You write just the first letters and they write
the rest by themselves.
Step 8
LISTENING TO THE RHYME
Let them listen to the rhyme.

Listening task: WRITE THE NUMBERS NEXT
TO THE WORDS WRITTEN IN YOUR NOTEBOOK IN THE
ORDER YOU HEAR THEM.
56
more professions on the board.

If not, talk about them in Bosnian/Croatian/Serbian.
Tell your students to draw what they want to be.
If they have no idea, tell them to draw a job

someone does in their family.
You can also tell them to draw their job on a piece

of paper so that you can round off the topic by putting on a
small exhibition.
Unit
3
Mysterious
Mike
Lesson 2
Aim:
with
Intoducing more actions

can
Yerb / noun collocations
Language focus: ride a bike / motorbike
drive a car / a bus
climb a tree / a rock walk on a
rope / your hands catch a mouse / a
robber / a ball dive in the sea / in
the sky
swim
Step 2
PRACTISING VERB NOUN
COLLOCATIONS
Tell your pupils to take a green and red

coloured pencil. You say the sentence. They hold up a green
pencil if the sentence is true (YES) and a red
pencil if the sentence is wrong (NO). At the beginning
say more correct sentences and later on include more
and more wrong ones.
You: GRETA CAN DRIVE A

BUS. Pupils: NO, A CAR.
You: KIKI CAN CLIMB A DOOR.
Call one of the pupils to the board. Say:

POINT TO (the usual procedure when introducing new
Pupils: NO, SHE CAN CLIMB A TREE.

You: THEY CAN RIDE A MOTORBIKE.
vocabulary or structures).
(produce a sound of a motor-bike) Pupils: NO,
Ask someone else to come to the board and

write the numbers.
Say: GRETA
CAN DRIVE A CAR
is
number 1.
THEY CAN RIDE A BIKE
is number
2.
Note:
Children can recognise the picture easily
because of the character you mention but the
purpose of this activity is to make them hear the
sentences with
can
a number of times.
Then ask: WHAT NUMBER IS: GRETA CAN

DRIVE A
CAR?
THEY CAN RIDE A BIKE. You: HE CAN SWIM (point to the

picture DIVE), etc.
Remove one of the pictures from the board

and ask the pupils which picture is missing.
3 Introduce the verb CATCH by drawing a
mouse next to Kiki.
WHAT CAN KIKI CATCH? SHE CAN CATCH A
MOUSE. WHAT CAN SUZY CATCH? LOOK. Draw a
ball. SHE CAN CATCH A BALL.
Do Task 1 in the
Activity Book.
Step 3
THINGS MIKE CAN DO, p. 74, the
Pupil's
Book
Introduce the character by revising some

facts about Luke.
HE LIKES BOOKS. HE CAN READ TWO BOOKS
IN A WEEK.
HOW MANY BOOKS CAN YOU READ?
WHAT'S YOUR FAVOURITE BOOK OR STORY? LUKE
LIKES THE BOOKS ABOUT MIKE.
MIKE IS A DETECTIVE.
MIKE CAN DO A LOT OF THINGS.
2 Tell your pupils to open the books and have
a look at the pictures.
WHAT CAN MIKE DO? Elicit what they
remember from the introductory part of the lesson.
Introduce the word ROBBER.
57
Unit 3
Mysterious Mike
3
Read the sentences below the pictures.

Pupils read after you.
4 Ask some pupils to read individually.
Repeat it several times.
He can climb (up) a rock. (Pretend you are a

free climber.)
He can swim.
Ask the pupils to remember the pictures.

After 3
minutes, ask them to do
Task 3
without looking at
the pictures. Check their work. Ask them to
read aloud.
Give
Task 2 in the Activity Book
for homework.
Step 4
MIKE
LEARNING THE SONG ABOUT
Start off by sticking Mike's picture on the
board. WHO IS THIS? Mike

(stick the written card MIKE on the board,
too)
WHAT'S HIS JOB? He is a detective.
(stick the written card A DETECTIVE
on the board)
WHAT HAS HE GOT? A motorbike.
(stick
A MOTORBIKE
)
IS HIS JOB DANGEROUS? Yes.
HE IS AFTER ROBBERS. (stick A ROBBER
)
Say by pointing to the written cards:

HE IS A DETECTIVE.
HIS NAME IS
MIKE.
HE IS A DETECTIVE ON A MOTORBIKE.
HE CAN CATCH A ROBBER.
3
4
Children repeat after you.
Write on the board the beginning of the

sentences:
HE IS _______________________ .
HIS NAME IS ________________ .
HE IS A DETECTIVE ON A ____________________
.
HE CAN CATCH _____________________ .
5 Ask your pupils to fill in the sentences and
copy them in their notebooks.
6 Revise what Mike can do by miming. Ask
your pupils to mime, too.
He can ride a motorbike. (Hold the
handlebars.)
He can drive a fast car. (Hold a steering
wheel.)
He can walk on a rope. (Stretch your hands,
pretending you have problems keeping
balance.)
58
Task 4.
Ask them if they recognize these characters.
Ask them if they can guess what they can do.
Unit
3
Tell your pupils that you are going to ask them

some questions. They should "answer" just by pointing
to the left or right side of the classroom.
Pointing to the left means: Yes, I can (as

on the board).
Pointing to the right: No, I can't.
Note:
The purpose of this activity is to expose
your students to the question form once more.
You ask them the questions from
Task 5 in the
Pupils Book.
Mysterious
Mike
Then ask them the questions individually. ThisBos

time they answer by speaking. They might have problems nia
n/C
with the pronunciation of
can't.
4 Tell them to have a look at Task 5. Ask one roa
tian
pupil to
/
read the entry ride a motorbike; the
Serb
person sitting
ian.
next
to
him
translates
it
into
(voziti motocikl). Ask a third pupil to
translate: Can you ride a motorbike? Zna li voziti
motocikl? Check with them all the entries in this way.
Now the children can do Task 5. If you

haven't got much time left, tell them to ask their partner
first.
They can answer about themselves for

homework.
Unit 3
Blast off
Lesson 3
Step 2
FORM
INTRODUCING THE NEGATIVE
Aim:
form:
Step 1
Introducing the negative

can't
Using
can
in the context
a
conversation
Exposing children to paraphrases
containing
can
SORTING THE WORDS OUT
You can start off by asking pupils to report

what they or their friends can do.
Don't ask them to report things they can't
do, because that is too demanding at this point.
You are going to introduce the negative form CAN'T
later on.
2 Tell your pupils to have a look at the pictures of

different objects in the Pupil's Book.
Ask them the
questions from Task 1.
HOW MANY OBJECTS
CAN YOU SEE?
HOW MANY OBJECTS

CAN YOU NAME?
(They should be familiar with most of the
words except a kite and the moon.)
WHICH OF THEM
IN THE SKY?
3
4
CAN YOU SEE
WHICH OF THEM
CAN FLY?
Read the words. Then children read after you.
Next, ask them to number the pictures.
You say: A CAR is number 1.
A STAR is number 2.
A BALLOON is number 3.
A ROCKET is number 4.
A BIKE is number 5.
A COMPUTER is number 6.
A PLANE is number 7.
THE SUN is number 8.
THE MOON is number 9.
A BIRD is number 10.
A KITE is number 11.
Check once more: What number is a
CAR? What number is a KITE?
Then ask: What is number 6?
Ask the children to write the numbers next
to the words.
60
(CAN'T)
Play: It can fly game.

(LETI, LETI in
Bosnian/Croatian/ Serbian)
The purpose of this game is to expose
children to
You quicky repeat

It can fly. It can fly. It the
can fly. It
chil
can fly
while tapping with your forefingers dre
on the
n to
desk.
It (one tap with your right finger)
mor
can (one
e
tap with your left finger)
fly (
a tap
can
with your right
/ca
finger) and then over and over again. Children n't
just do the tapping, later on they say the sentences as
well. After repeating it several times call out one of
sen
the words from the list from
Task 1. If this ten
object
ces
can fly, the children should put their.)
forefingers up. If it can't fly, they continue tapping.
You can do the same with

It can't fly,
It
but more
can
slowly with more stress on CAN'T. If the object
't
can't fly they should continue tapping, if it can fly they
fly.
should put up their fingers. When shouting the objects
You
from the list, you can occasionally shout some of the
can
comic characters (Superman); or one
ride
of the names of the children in the class; or
your name. They love it and I love that they find it funny it.
It's
each time you do it.
not
2 Write on the board: _____________ can fly.
a
_____________ can't fly.
mot
3 The children tell you sentences using the
orbi
words
ke.
from
Task 1.
(A
4 Let them do Task 1 in their Activity
BIKE)
Book.
Step 3
PARAPHRASING WITH
and CAN'T
CAN
It
can
1 Tell the children to have a close look at the 't
fly.
words
from Task 1. Ask them if they can remember You
can
the
words. They tell you or their partner the wordssee
it in
they have remembered.
the
2 WHAT IS IT?
sky.
Play a guessing game. You can divide the
class into two groups. You paraphrase the word and It's
they try to guess it. (The purpose of this game is to hot.
(THE
expose
SUN)
Unit
3
3
4
5
It can fly. You can see it in the sky at night.

There is just one in the sky. (THE MOON)
It can fly. A pilot can fly it. (A PLANE)
Practise reading and intonation. Ask the

children to repeat after the tape.
It can't fly. You can play games on it.

(A COMPUTER)
It can fly. It can be red, blue, yellow, red.
You
can play with it. (A BALLOON)
10 It can't fly. Maybe your mum or dad can
drive it.
(A CAR)
Variation: You can ask the representative of
the group to come to the board and write the word.
They might get an extra point for correct spelling.
Step 4
INTRODUCING THE CONTEXT OF

THE DIALOGUE BETWEEN TRACY
AND MONICA
Start like this:

WHO CAN FLY TO THE MOON? AN
ASTRONAUT.
HOW? IN A CAR? NO, IN
A ROCKET.
A ROCKET CAN GO VERY FAST. IT
BLASTS OFF.
(draw big circles of smoke with the chalk on
the board and then draw a rocket or stick up a picture)
WHERE DOES IT GO? TO MARS OR TO THE
MOON?
(draw the moon and the Earth)
What can you see?
THE EARTH
Hold the picture of an astronaut close to the
moon.
CAN HE JUMP HIGH ON THE MOON? (move
the picture as if he was jumping.)
ASK
THE
CHILDREN
IN
BOSNIAN/CROATIAN/SERBIAN WHY THAT IS SO?
Let the children listen to the tape (book
shut) Listening task: WHAT HAS MONICA GOT?

WHO CAN TALK?
Ask them in Bosnian/Croatian/Serbian if they
have understood anything else?
Let them tell you in Bosnian/Croatian/Serbian.
Ask: WHERE DOES IT SAY:

ZNAM
KOMPJUTER?
It can fly. An astronaut can fly it. (A

ROCKET)
6 It can't fly. You can see them in the sky at
night.
(A STAR)
Blast
off
UKLJUITI
ZNA LI SE TO
IGRATI?
MOGU LI VIDJETI?
MOE OTVORITI VRATA?
TI SI ASTRONAUT I
MOE UPRAVLJATI RAKETOM?
6
7
Let the pupils do Task 6.

Check their work by asking pupils to
read the sentences aloud.
They can do Task 7
Step 5
for their homework.
WORKING ON THE DIALOGUE
Start off by listening to the dialogue once

more.
Now they can open their books and listen

to the dialogue once more.
2
T
h
e
c
h
i
l
d
r
e
n
p
r
a
c
t
i
s
e
r
e
a
d
i
n
g in pairs.
3 If you have a stronger class you can ask
some children to act out at least 4 to 5 lines.
4 Stick the picture of Monica, Tracy and a
computer on the three different walls of the classroom.
You read the sentences from Task 2 in the
Activity
Book. The children point to the different sides
of the
classroom depending on who is saying the
sentence.
5 Let them do Task 2 now. Check their work.
6 Do Task 3 in their
Activity Book.
This task is very similar to the one they had for homework,
so check both.
Step 6
TPR STORY,
Task 9
The TPR story BLAST OFF has nothing to do

with CAN practice, but thematically fits in.
It is for fun and it's not important that children
really
remember the words such as
launch pad
or spacesuit.
They love listening to a countdown pretending
they are in a rocket.
1 First you tell the story and mime. The
children just listen. Don't tell the story to the very end,
stop
before the countdown.
Say: PUT ON A SPACESUIT. (Pretend you are

putting
on a spacesuit, as if you were putting on an
overall.)
GET ON THE LAUNCH PAD. (Step forward with
one
foot.
)
PUS
HA
BU
TTO
N.
61
Unit 3
Blast off
GO UP. (Stretch slightly and make a buzzing
sound as if a lift was going up.)
SAY GOODBYE. (Wave your hand.)
ENTER THE ROCKET. (Bend forward as if you
were entering through a small door.)
Tell the story again and ask the children to

mime with you.
4 Tell the story but do not mime. The children
listen and mime.
5 Finally, mime the story to the very end while
listening to the tape. The countdown recorded on the tape
makes it even more exciting.
(Sit on a chair. Pretend you are holding some

sort of a lever with your left hand. Put the right hand on
your chest showing your heart beating. Listen
to the
countdown and pull the lever when you hear
ZERO.) While you are "flying in space" ask the children
if they can see the moon, the sun, the stars
while pointing to the lights in the classroom. Or, just
shout: Look, the moon! Look, the Earth.
Now the children can look at the pictures

in the book.
7 Let them do Tasks 4 and 5 in their
Activity Book. Those who finish early can colour
the picture.
Step 7
LEARNING A TRADITIONAL SONG

TWINKLE, TWINKLE LITTLE STAR
Let the children listen to the TPR story once

more. Ask them to read individually.
2 Do Task 8. Tell them to draw a picture in
their notebook. Tell them to write what they can see.
While they are drawing let them listen to the
Twinkle, Twinkle song.
62
When they finish drawing, spend some more

time working on the song. Make at home a star. You
can make it shiny by using some shiny paper
(self adhesive silver wallpaper, or aluminium foil). Stick
the star on the board. Turn off the lights and direct a
flashlight to the star, moving it left and right, as if
the
star
was
twinkling. You can say:

IT'S GETTING DARK.
(turn off the lights one by
one) IT'S NIGHT.
LOOK, THERE IS A LITTLE STAR IN THE
SKY. IT TWINKLES.
IT'S NICE.
IT LOOKS LIKE A DIAMOND IN THE SKY.
(Ask them to repeat Like a diamond in the
sky
.)
Then sit down, say the rhyme and move your
hands as descibed below:
TWINKLE, TWINKLE LITTLE STAR, (Hold up your
hand and open and shut your fist repeatedly.)
HOW I WONDER WHAT YOU ARE. (Put your
finger on your lips and look puzzled as if wondering.)
UP ABOVE THE WORLD SO HIGH (Put your
hand above your hand and draw a big circle the world
? in the air.)
LIKE A DIAMOND IN THE SKY; (Put your
forefingers and thumbs together.)
Students cut out the pictures from their
Activity
Book and stick them in their notebook.
They copy a corresponding line under the
pictures. While they are cutting, let them listen to the
song several times.
Unit
3
Lesson 4
Aim:
form:
Introducing the negative

can't
Talking about things animals
can do Pointing out the importance of
Introduce the word friendship

by
asking them if
they can guess what it means.
Ask them in Bosnian/Croatian/Serbian if
friendship is something nice. Ask if they remember the
rhyme FRIENDS (p 27)
Now students are ready to listen to the story.
friendship
Language focus: A hippo can swim.

A monkey can climb a tree.
An elephant can drink a lot of
water.
Step 2
can't run fast. It can walk slowly.
pictures.
2 Next time tell your pupils to listen with their
books shut.
English but I believe they will enjoy it. By introducing the main
language points the story is based on beforehand (see below),
children can follow it without any difficulties. The pictures will
also help them to figure out the meaning.
times)
The story is maybe too difficult for them to

read, but if you have a strong class you can give it a try. If
not, you can read just the first page.
The first time you allot roles, each scene to

different pupils. Let them listen to the tape. Stop the63
INTRODUCING WHAT ANIMALS
tape
CAN'T DO
after the word

fast. Let them read. Then
again let
them listen, and stop the tape after swim .
Another
group of pupils is reading, etc.
Start off by revising the animals children have

learnt so far. As they are shouting the animals write them
on the board. Make sure that the animals
appearing in the story are among them. After you have
at least 10 animals written on the board, ask questions
similar to these:
ARE
Introduce A TURTLE by
paraphrasing. IT CAN'T FLY.

IT CAN BE VERY OLD.
IT CAN'T RUN. IT CAN WALK VERY SLOWLY.
IT
LAYS
EGGS.
(TRANSLATE
IN
BOSNIAN/CROATIAN/ SERBIAN, IF NECESSARY)
3 Do Task 1. Children listen to the tape and
repeat.
You can go through Task 2 orally.
frie
nds
hip.
Listening task: Tell one half of the class to

hold up
their hands whenever they hear the word
The other half of the class counts how many
times the word friendship appears in the story. (5
This story might be judged as too difficult for this

age group. It is far beyond your pupils' active command of
WHICH
OF
THESE
ANIMALS
DANGEROUS? WHICH OF THEM CAN FLY?
WHICH OF THEM CAN SWIM?
WHICH OF THEM CAN RUN FAST?
LISTENING TO THE STORY
1 Listening task: Listen and point to the
A parrot can fly.

A giraffe can run fast. A turtle
Step 1
CAN /
Friends
hip
4 Let them do Task 4.

5 Task 5
can be given for homework.
Step 3
WARM UP
Say the sentences below one by one. The

children stand up if the sentence is wrong, they remain
seated if the sentence is correct.
A TURTLE CAN RUN FAST.
A MONKEY CAN CLIMB A TREE. AN
ELEPHANT CAN'T DRINK A LOT OF WATER. A BIRD
CAN'T FLY.
A GIRAFFE CAN'T RUN

FAST. MARKO CAN FLY.
TEACHER CAN CLIMB A TREE.
IVA CAN DRINK A LOT OF WATER.
IVAN CAN SWIM.
2 Do Task 1 in the Activity Book.
Unit 3
Friendship
Step 4
REVISING THE STORY
1 Revise the story by asking the questions below.
3
the
Activity Book.
Write CAN and CAN'T on the board. Tell your
pupils that you are going to read a short version of the
You can also divide the class into two groups and play it
as a quiz.
1 How many animals are there in the story?
2
3
4
5
6
7
8
9
Who can't run fast?

Who can fly?
CAN or CAN'T. You read to them

Task 4
from their
Activity Book. Check their work by asking
them to
read it aloud.
Can the turtle fly?
Who says: Smoke! Smoke! Fire! Fire!
Who tells the elephant to bring some

water?
10
Who can play the drums?
story. When you whistle or knock on the desk they should

tell you what comes next in the sentence:
Who can run fast?
Who can see the fire?

Where is the fire?
11
Who can drink a lot of water?
12
13
Who takes animals across the river?

Who puts out the fire?
14
Is the turtle a good friend?
Let them listen to the story once more.
Next, prepare your pupils for doing Task 4 in
Students do Task 6
Step 5
in their book.
WHAT CAN MY FRIEND DO
If you have any time left you can do Task 2

and
3
in
the
Activity Book
. Do the first
question together.
Step 6
ANIMAL RIDDLES
Those children who finish first can move on to

solving the riddles in
Task 7 in the book.
(Write
on the board BARK LAJATI, HISS-SIKTATI so
that they can do it without your help.) They can
choose one of the animals from the riddle, draw it in
their notebook and write below one of the
sentences from Task 8. Fast pupils can draw

all the
three animals and write all the sentences. Tell
your pupils to choose one riddle and learn it by heart for
homework.
64
Unit
3
member of their family and tick the boxes

(answer)
if they know the answers without asking the
SUM UP 4
of
members of their family. They will know at least
Start off by revising the riddles. While some

the children are saying the riddles individually, the
others do Task 5 in their

Book.
Activity
Turn to SUM UP 3
in the Pupil's
Book.
Prepare your pupils for doing the task by
doing this translation exercise.
Read the verbs one below the other, your
pupils read after you. Ask one of the pupils to read
the verb, the others put up their hand if they can
translate it into Bosnian/Croatian/Serbian. For
example:
Pupils A: SPEAK ENGLISH

Pupils B: GOVORITI ENGLESKI
Teacher:
CAN
YOU
SPEAK
ENGLISH? Pupils C: ZNA LI GOVORITI
ENGLESKI?
A. RIDE A BIKE
B. VOZITI BICIKL
Teacher: CAN YOU RIDE A BIKE?
C. ZNA? LI VOZITI BICIKL?
Then ask: WHERE DOES IT SAY: ULOVITI
MIA? WHERE DOES IT SAY: NAPRAVITI PITU?, etc.
some of the answers. The questions they

can't answer in their name should be finished for
The children answer the questions

about themselves. They can write the name of one
homework.
If there is any time left, tell your students to

do Task
1 in SUM UP 4 in their Activity
Book.
They can
also colour the pictures.
MORE REVISION
Go back to Task 1 in
the Activity Book .
Tell the children to number the words in

Task 1.
You say: A PLANE IS NUMBER 1.
TENNIS is number 2, etc.
(write the numbers in front of the words
beforehand not to get mixed up)
2 Tell the children to copy 9 words in their
notebook. Play Bingo.
This time you don't say the actual word
but the
paraphrase
using the sentences from
Task 3 in the
Activity Book.
For example: You can eat it. (Since there are
always two possibilites: an ice-cream or a banana, add
one more sentence to make it clear: A monkey likes it.)
Those children who have copied that particular word
should say: A BANANA and cross the word out.
After playing BINGO in such a way they are

ready to
do Task 3 in their
Activity Book.
UNIT 4
WHAT ARE THEY DOING?
In this unit the children will learn how to describe activities that are going on at
the present moment (the Present Continuous). When mimed or demonstrated
through pictures this tense is easily taught. Firstly, the children are taught the
actions in the third person singular, the Present Continuous with HE/SHE; then
with the first person singular I; and at the very end the plural form with THEY.
Don't teach the tense explicitly by explaining how the tense is formed. Children
at this age don't learn a foreign language in an analytical way. They learn
"grammar" by remembering chunks of language. Therefore, they should be
exposed to a great number of examples through pictures, texts, TPR stories,
songs, and rhymes.
In
Lesson 1 Greta and Tracy are showing Monica their photos from Africa.
Most of the
verbs used in the Present Continuous sentences in this lesson have been
introduced before.
In Lesson 2
Luke is going shopping. Short form
introduced through this TPR
story.
He's going
is
In
Lesson 3 Tracy is thinking about the holidays. The days of the week are
also introduced.
Children are also exposed to the vocabulary of items of clothing.
Short answers: Yes, he is. No, he isn't
are also introduced.
In
Lesson 4 The Clicks are very busy because they are going on holidays.
The lesson starts
with HE/SHE IS actions and moves on to the first form singular (I'M).
Lesson 5 introduces the difference between the third person singular and plural
forms.
The Clicks are at the seaside. There is also a chant about pirates.
The unit ends with a revision section SUM UP 2
which includes a number
of pictures
of actions introduced throughout the unit. There are also some corresponding
revision
exercises in
the Activity Book.
66
Unit
4
Lesson 1
Photos from
Africa
Ask someone to come to the board and mime
one
Aim:
Describing pictures using the
Present
Continuous with He / She
Language focus: He / She is sitting / reading
/ making faces / sleeping /
swimming / eating / looking at
the photos
of the sentences. Tell other pupils to guess

what he or she is miming. Explain once more that if a
girl is miming they will start the sentence with SHE, if a
boy is miming they will start it with HE.

10
Prepare cards with the written sentences
on them.
Ask someone to come to the board, draw out
a card and show it to the class. The class should read
what is on the card. Stick the cards on the board.
Step 1
INTRODUCING THE PRESENT CONTINUOUS

11
Say one of the sentences in
WITH
HE /
Bosnian/Croatian/
SHE
Serbian. They say it in English.

bove one by one on the T
board. Say the sentence e
a
c
h
e
r
:
O
N
S
J
E
D
I
.
Ask another pupil to come to the board and

write the numbers. Say:
HE IS SLEEPING is number 1.
SHE IS SWIMMING is number 2
HE IS LOOKING AT THE PHOTOS is number 3;
etc.
Then ask:
What number is HE IS SLEEPING?

5 Tell the children to take a green or red
coloured pencil.
Green means YES. RED means NO.
Pupils put up their green or red coloured
pencil depending on whether the sentence you are
saying about the picture is true or not.
Apart from saying the wrong action, you

can also say HE instead of SHE.
Let the class correct the mistake.
6 Pupils should be able to say the
sentences by themselves now, so ask
WHAT'S IN PICTURE NUMBER 1?

WHAT'S IN PICTURE NUMBER 2? etc.
Ask one of the pupils to come to the board.
The
class tells him/her to take down one of the pictures from

the board. He or she puts it on your desk. Continue until all
the pictures have been removed.
Now there are just numbers on the board.

Ask your pupils if they remember what pictures there were.
Teacher:
GRIMASE.
ON
Pupil
PRAVI
2:
HE
IS
MAKING FACES.
12
the
Then ask the children to draw out one of
pictures that are on the desk and stick it next

to the written sentence.
13
Now students can do
Task 3 in their
book.
Step 2
Start off by revising what the children

remember about The Clicks' visit to Africa.
Tell them to open the books and have a look

at the
pictures in
Task 4.
3 Who is in the pictures? Maybe they can
tell you what these characters are doing.
4 Let them listen to the tape. Tell them to look
at the pictures only.
Next time tell them to look at the speech

balloons.
6 Stop the tape and ask them to repeat after
the tape. First they can do it in chorus. Then ask them to
repeat the sentences individually.
7 Ask the questions from Task 5 and then let
them answer by themselves.
They can write the answers in their book.
Do Task 6
now.
They should write at least three sentences
in their notebook. They can also write a silly one.
They can illustrate the silly one for their
homework
(Task 8).
67
Unit 4
Photos from Africa

Step 3
READING / MORE PRACTICE
1 You read the dialogue to them once more.

You make mistakes. When they hear a
mistake, they
should shout STOP. You then go back and read
it
correctly. You can change the dialogue like
this: Monica and Tracy are at Tracy's place.
Tracy: What are you doing, Mum?
Mum: I'm looking at the photos from
Africa. Monica: Let me see.
Tracy: Look. My brother is looking at the
GIRAFFES. (monkeys)
Monica: Who is this?
68
Mo
nic
a:
Wh
at's
you
r
TEA
CH
ER
(da
d)
Tracy: This is Toby and his DOG (parrot)
doi
Lulu. Lulu is sitting on Toby's ARM (head).
ng
her
e?
Trac
y:
He is
read
ing
the
stor
y
abo
ut
PINO
CCHI
O
(Bo
oba
h
and
Boo
boo
).
Mu
m:
And
Tra
cy is making PIZZA (faces). Monica: You are funny.

Wow! A crocodile! Tracy: Yes, it is sleeping in the
CLASSROOM (river).
Monica: And your mum is swimming in that

river?
Tracy: No, no she isn't. She is swimming in
the
sen
ten
Monica: Wow, that looks good!
2 Let them do Task 1 and 2
in the ces
Activity Book. Explain in in
Bosnian/Croatian/Serbian in what way Tas
Task 1 can help them when they are writing k
2.
the
RIVER (pool).
Unit
4
Where is the
ice-cream?
Lesson 2
the Present Continuous
Aim:
practice
(short form
He's
going... )
Language focus: He's going to the
shop/buying/
carryng/playing
1 Tell the story and mime.
Luke's going to the shop. (Walk

and wave
with the shopping bag happily.)
He's buying a mango, two

bananas, three
oranges and a box of vanilla icecream.
(Remove the pictures from the board and
put
Step 1
INTRODUCING NEW
VOCABULARY
It's a good idea to start off the lesson by

asking the children how they are. Ask them if they are tired.
Ask them in Bosnian/Croatian/Serbian if they have had a lot of
periods that day and whether that particular day is hard for
them. Start teaching the days of the week, introducing one or
two each lesson. That makes your job in Lesson 3 much easier.
First introduce the fruit: A MANGO,

BANANAS,
ORANGES
and LEMONS.
The class guesses the fruit you are
describing. Help in Bosnian/Croatian/Serbian if
necessary.
YOU CAN EAT THEM. MONKEYS LIKE

THEM. YOU CAN MAKE JUICE WITH THEM.
IT'S ALSO A NAME OF A COLOUR.
THEY ARE YELLOW.
THEY ARE VERY SOUR. (show it with your
face) Finally, show them the picture of a MANGO:
AND WHAT'S THIS? HAVE YOU EVER SEEN IT?
They are familiar with the word ice-cream.

Ask:
WHAT'S YOUR FAVOURITE ICE-CREAM? Ask:
HOW MANY SCOOPS (KUGLICA) OF ICE-CREAM CAN
YOU EAT?
GDJE SE TE STVARI MOGU KUPITI? (Introduce

more words.)
IN A
SHOP.
YOU NEED SOME
MONEY AND
A
SHOPPING BAG.
Draw a shopping bag on the board. Stick the
fruit
inside and say. LOOK, IT'S VERY
HEAVY.
Step 2
TPR STORY
The purpose of this story is to expose children

to more Present Continuous sentences.
The stress here is on the short form (LUKE'S
instead of LUKE IS).
them in your shopping bag.)

3 Luke's going home. (Walk in the
opposite
direction.)
whi
le
the
y
are
doin
g
the
cutti
5 Luke takes a banana. ("Peel" the
ng,
banana.)
let
6 He's eating a banana. Yummy.
the
7 He meets Pete. (Say: "Hello, Pete.
m
Let's play
liste
football!
" / Put the shopping bag on n to
the
the chair.)
stor
8 Luke's playing football.
9 The sun is shining. (Point to the sky.) y
over
It's very hot.
and
10
(Look at the chair where your bag over
is.)
"Oh, No!
agai
The ice-cream!"
n.
Tell
11 Luke's going back to the shop.
the
2 The second time the children mime the
m to
story with you.
put
3 The third time invite two pupils to the
the
board. One is Luke, the other Pete and they act out the
stor
story while you are telling it once more.
y in
4 Next, listen to the story from the cassette. the
The children follow the story by looking at the pictures.
prop
5 You read one of the sentences and they
er
say the number of the picture.
orde
6 Now they are prepared for reading the story. r. Go
7 Do Task 5.
With a weaker class you can roun
d
go through the questions together.
the
8 Tell the children to bring scissors next time. class
roo
Step 3
REVISING THE STORY
m
Introduce one more day of the week.
and
1 Start off by telling children to have a look in help.
He's carrying a shopping bag. It's

heavy.
(Act this out).
their
Activity Book. Tell them to cut out the
pictures. At
first this seems rather time consuming but
69
Unit 4
Where is the ice-cream?

2
Read the story very slowly. They hold

up the corresponding picture.
3 Tell them to number the pictures. You
say the sentence and they call out the number.
4 You can tell them now to try to tell the
story by looking at the pictures only.
Homework: Tell them to stick the pictures in
their notebook.
Then you read stanza by stanza and the

children read after you.
4 Tell the children to read it once more
silently and remember as much as they can.
5 Tell them to stand up now and try to say and
act out the song.
Some ideas: Show with your fingers how
many of each fruit you need, pretend you mix the
fruit,
Move on to
Tasks 2 in the
Activity Book.
point to another person when saying What

about
you?
When mentioning lots
show it
with your hand,
when saying
It's very good,
stick
your finger in it
and pretend you are licking it or just lick your
lips.)
Step 4
LEARNING THE SONG
AFRICAN DREAM
NOTE:
The recipe for African dream really exists
and it comes from Nigeria.
Start off by looking at the picture and

asking questions.
Ask: WHERE IS TOBY?
WHY IS HE SITTING UNDER THE
TREE? WHAT'S HE DOING?
IT'S HOT AND THE SUNDAE IS
COOL. WHAT DO YOU NEED TO MAKE
IT? YES, AND THEN YOU MIX THE FRUIT.
SHOW ME HOW YOU MIX THE FRUIT.
First you read the song from the

beginning to the end.
Listen to the song and sing along.
Step 5
REVISION
Revise at least 4 days of the week they have

learnt so far.
1
2
Sing the song AFRICAN DREAM.

Tell the children to do Task 4 in their
Activity
Book.
Those who finish first can colour the
picture.
3 Let them do Task 3 in the
Activity
Book. This short story is very similar to the one about
Luke, so children can do the task without your help. Those who
finish first can read the story to you and colour the pictures.
If you have more time left you can call

three students to the board to act out the story while the
fourth child is reading. (You will have most volunteers for
the role of the dog!)
70
Unit
4
Tracy is thinking
about the
holidays
Aim:
Days of the week

More Present Continuous
practice
with He and
She
Exposing students to the
negative form (She isn't sleeping /
She isn't doing homework.)
Items of clothing
Language focus:
writing
10
Ask them what day of the week they like
best. They
tell you in Bosnian/Croatian/Serbian why.
They draw a heart round the day they like in
their
Activity Book.
11
She is counting / thinking /
/ playing / packing
Step 1
WEEK
5 Look at Task 1 in the Pupil's Book. S

Read the days of the week once more. Your pupils t
read after you
the finger you are pointing at. You can also skip one of the
fingers and ask them to tell you which day you have
skipped.
Write the first letters of the days of the week

on the board and do the same as described in 1.
Say: Monday, point to the next pupil, he

should
say
Tuesday,
next pupil
Wednesday, etc. At the
beginning the children would need some help,
some of them would just repeat what you say (or
whisper) to them and some would be able to say it by
themselves. Practise until it runs smoothly.
You have the first letter of the days on the
board. Write first the ones that are easy to read:
Monday, Tuesday, Sunday. More difficult:

Friday,
Wednesday
and then the very difficult
ones:
Thursday
and Saturday. Practise
the pronunciation
of the TH sound by puting your forefinger in
front of your lips (as a gesture for silence).
Tell them that their tongue should nearly
touch their finger when they say THURSDAY. They
should pronounce it in the same way they pronounce
the first sound in THANK YOU.
Ask them what days of the week they have

English
or music
(school subjects are introduced
in grade 3). Don't insist on the preposition ON but if
you have a strong class you can teach them that as well.
INTRODUCING THE DAYS OF THE
Start off with revising the days of the week

pupils have learnt so far. You show it with your fingers.
Pointing to your left hand thumb say
Monday,
forefinger
Tuesday, etc.
This is useful because you can go backwards
and ask the children to tell you the name of the day of
Do Task 1 in the Activity Book.
1?
in chorus.
Ask: WHAT is number
e
p
WHAT is number 2?
Do Task 2. The speaker on the tape skips one2

of the
days written in each line in
Task 2 and the
students
I
should figure out which day is missing.
N
T
R
O
D
U
C
I
N
G
M
O
R
E
P
R
E
S
E
N
T
I LIKE SWIMMING, too. DO YOU LIKE
She
SWIMMING? I'M THINKING ABOUT SWIMMING IN THE
thinki
SEA. And LOOK. IS TRACY REALLY SWIMMING? NO.
about
IS COUNTING.
TRACY IS THINKING ABOUT SWIMMING, too. (stick the
swim
picture on the board)
g.
CONTINUOUS SENTENCES
Revise the verb COUNT. Ask one pupils to

count the girls in the class and while she is doing it say: SHE
Ask pupils how they are. If someone is
hungry, draw his or her face on the board.
Draw a
thought balloon
above their
head and an
ice-cream or a sandwich in it.
SAY: SHE IS THINKING ABOUT A BIG ICECREAM / SANDWICH.
Introduce more vocabulary.

SAY: We are all tired. WHEN SCHOOL IS
OVER WE HAVE HOLIDAYS.
(WRITE 15.6. on the board, cross out the
word school, and write HOLIDAYS. Draw a little heart
in front of it and say I LIKE HOLIDAYS.
When going on holiday you need A

SUITCASE. (draw a suitcase on the board.)
TRACY IS PACKING HER SUITCASE (stick up a
picture).
4 Point to the pictures on the board, the
children repeat after you. Then ask someone to come out
and point to the pictures or drawings on the
board
while you are naming them or saying the
sentences. Write: She is counting 1, 2, 3.
Sh
going
holiday
71
Unit 4
Tracy is thinking about the holidays

She is packing her suitcase.
Children read the sentences and copy them
in their notebook. Those who finish first can illustrate the
IS EDINA SWIMMING?
IS TANJA SITTING? IS ANJA
EATING ICE-CREAM? IS SARA
sentences.
DOING HOMEWORK? IS SHE
Ask someone to translate the sentences into

Bosnian/ Croatian/Serbian.
7 Let them do Task 2 in their Activity Book.
8 Ask those who finish first to tell you the days
of the week.
Step 3
Start off by asking some questions.
ARE YOU TIRED?

HOW MANY MORE DAYS UNTIL THE
HOLIDAYS? ETIRI TJEDNA. FOUR WEEKS.
HOW MANY DAYS?
CAN WE COUNT?
2 Look at the pictures (Task 4 in the Pupil's
Book) before listening to the story. Elicit what students
LOOKING AT ME ?
IS SHE LOOKING AT THE

MONKEYS? IS SHE PACKING HER
SUITCASE?
IS SHE PLAYING IN THE GARDEN?
3
4
Add: YES, HE IS. NO, HE ISN'T.

Do the same thing again, ask questions
pointing at the boys this time.
5 Now the children are ready to do
Task 7. Go through the sentences with them.
6 They should copy one of the sentences in
their notebook and correct it.
3
4
Children listen and read.

Children repeat after the tape in chorus,
then one by one.
Write the model on the board.

Tracy is counting ABC. No, she isn't. She is
counting 1, 2, 3.
Faster students can copy more sentences.
5
6
remember from the last time. Help by asking a lot of questions.
REVISION
Practise reading.
Children do the matching in Task 5.
7 They practise reading in pairs. You can
demonstrate it with two children at the front (one reads the
days
of the week, the other what Tracy is doing.)

They practise reading in pairs and then the pairs read it
to the class.
Step 4
INTRODUCING SHORT ANSWERS
Write: YES, SHE IS

.
NO, SHE ISN'T
on the board.
2 Go round the classroom and while pointing
at one of the girls ask the questions below. The class
answers using the short answers written on the board.
72
Students do Task 3, 4 and 5 in their

Activity Book.
2 Go around the classroom and help. Check
their work. Ask someone to read aloud.
Step 5
INTRODUCING CLOTHES
Introduce the new words: T-shirt, shorts,

sandals, jeans, trainers, cap, bikini. Use flashcards. Ask the
pupils to take a look at Tracy's and Luke's clothes.
Do the
Task 8. Play the tape and ask them
to point
to the clothes. After that children do the
Task 9 by
themselves.
Play the tape ( Task 10). The children point
to the
clothes and then do the
Task 11
by themselves.
2 Let them do
Tasks 6, 7, 8, 9 and 10 in
their
Activity Book .
Unit
4
Getting
ready
Lesson 4
Aim:
The Present Continuous with I
Language focus: I'm making sandwiches / checking /
looking for / climbing
Ask questions:
WHO IS MAKING SANDWICHES?
WHO IS CHECKING THE TYRES?
WHO IS LOOKING FOR LUKE? WHO IS
LOOKING FOR KIKI?
Step 1
INTRODUCING THE PRESENT
CONTINUOUS
WITH
I
Start like this:
a. HOW ARE YOU TODAY? ARE YOU HUNGRY?

WHAT WOULD YOU LIKE TO EAT?
A SANDWICH.
I'M VERY HUNGRY. I COULD EAT
4 SANDWICHES.
(Draw some sandwiches on the board.)
b. LOOK.
I'M DRAWING I'M
DRAWING. CAN
YOU GUESS? A CAR.
LUKE IS LOOKING FOR KIKI. Where is Kiki? IS

Kiiki! Kiiki!
GR
2 Ask the children to repeat after you. Check
ETA
if they understand what the sentences mean.
MA
KIN
G
PIZ
ZA?
IS
MIC
K
CHE
I'M DRAWING I'M, DRAWING TYRES

HOW
MANY TYRES?
CKIN
4 TYRES.
EWO
c.
I'M DRAWING I'M DRAWING A
CAT
(Draw just a cat's head)
YES, IT'S KIKI.
d.
I'M DRAWING I'M DRAWING
CAN YOU
GUESS? (Draw a boy's head)
YES, IT'S LUKE.
e. WHO ELSE IS IN THE CLICKS' FAMILY?
G
HOM
RK?
IS
TRA
CY
LOO
KING
FOR
THE
BALL
Greta (stick the picture next to the sandwiches) Mick
? IS
(stick the card next to the car)
LUK
Tracy (stick the card next to

Luke)
Luke (stick the card next to
E
LOO
KING
Kiki)
FOR
They are very busy.
HIS
f. Say while pointing at the
SHO
pictures: GRETA IS MAKING
ES?
SANDWICHES. DAD IS CHECKING THE

TYRES.
TRACY IS LOOKING FOR LUKE. Where is

Luke? Luuke!
3
A
s
k
someone to come to the board and mime one
of
the actions.
Tell the child to do just the miming and you

are
going to do the talking. You are going to be
their
voice. Explain this in
Bosnian/Croatian/Serbian.
You say: HI GRETA! WHAT ARE YOU DOING?
Then quickly hide behind the child's back,
change the pitch of your voice and and say:
I'M MAKING SANDWICHES.
Repeat the same "play" with at least 2
more children.
4 Then ask another child if he or she can
answer without your help. You pretend you give them
their voice back so they can talk and
answer your question.
5 Next, ask someone to take on your role,
so two
6
7
children do the acting without your help.
Repeat the procedure with all the actions.
PUT
TIN
G
TH
E
Check if the children remember the word

SUITCASE.
8 Now they are ready to go on holiday. Put 4
SUIT
chairs in front of the board (these are the car seats) and two CAS
chairs at the back turned the other way round (this is the
trunk).
You can also teach them that people in

England drive on the left and the driver sits on the
E IN
THE
CAR.
right side.
Give three children the roles of Mick,

Tracy and Luke. Say:
ARE YOU READY? PUT YOUR SUITCASE IN
THE CAR. (point to their schoolbag or satchel).
The child should take the bag and put it in the
trunk of the imaginary car that is parked in front of the
board.)
While they are doing that, say: HE IS
73
Unit 4
Getting ready
Repeat this three times. Tell the last person
to put their jacket in the car as well.
They can do Task 1 in the Activity Book

for their homework
hutting the doors and
S
trunk. You sit in the
t
driver's
e
p
3
R
E
V
I
S
I
O
N
seat.
Say:
OFF WE GO.
OH NO, WHERE IS KIKI? Tracy, get out of the

car and find Kiki.
HAVE YOU GOT YOUR JACKET? Bring your
jacket.
OFF WE GO! WHERE IS THE CAR KEY? Pretend
you are looking for the key.
WHERE IS THE KEY? OH NO? IN MY JACKET.
AND THE JACKET. IN THE SUITCASE. Get out of the car
and start taking the suitcases (your students' bags) out
of the car.
1
2
3
Get them to look at the REMEMBER BOX.

Go through Task 7 together. Later on
students can write the sentences in their notebooks.
Step 4
Step 2
1
2
3
LISTENING TO THE DIALOGUE
Let the children listen to the dialogue.
Practise reading.
Get them to read the funny sentences in
Task 4. Ask them to say the sentences in
Bosnian/Croatian/ Serbian.
4
5
Let them do Tasks 5 and 6.

Those who finish early can illustrate one of
the
funny sentences from Task 4. They can
copy the
sentence below the picture.
74
LEARNING THE ACTION SONG
Tell the children to stand up.
Mime the actions from the song and
say: I'm playing the guitar.

I'm clapping.
I'm snapping. (snap your fingers)
11
Now let the children calm down. They
usually get
very excited about the acting.
Ask them to have a look at the pictures in
their
book (Task 1) and let them do
Task
2.
They can answer the questions in their
notebook.
Check their homework.
I'm dancing rock and

roll. I'm playing basketball.
I'm singing.
and
Tell them to repeat after you in chorus

individually.
4
5
Let the children listen to the song.

Next, they match the pictures with the
appropriate lines of the song.
Let them listen to the song over and over
again.
6 Let them do Task 2 in the

Activity Book.
7 Task 3
is a more demanding one, so it is
optional.
If you are going to do it, go through it with the
class first.
Unit
4
At the
seaside
Lesson 5
Aim:
Introducing more actions

The Present Continuous with
They Introducing towns and food of
Bosnia and Herzegovina
Language focus: They are swimming /

reading /
playing / singing / fishing,
etc
Step 1
Start off with a little talk in

Bosnian/Croatian/ Serbian about holidays.
2 Let the children look at Task 1 in the Pupil's
Book. Read the activities. They read after you. Now tell
them to circle the words they understand.
Tell them that you are going to be very happy if they
understand at least three. (They understand more.)
Next, you say the activity in

Bosnian/Croatian/ Serbian and they say it in
English.
4
5
Mime all the activities together.

Have all the activities written on the cards.
Step 2
INTRODUCING THE PRESENT
CONTINUOUS
WITH
THEY
Call two pupils to the board. They draw out a

card and mime.
The others guess what they are doing.
Introduce
the Present Continuous with
They. While
they are
miming say:
THEY ARE SWIMMING.
Repeat it several times and write it on the
board. Explain it in Bosnian/Croatian/Serbian.
2 Call a boy to the board and ask him to draw
out a card and mime.
Ask in Bosnian/Croatian/Serbian what we say
if one person is doing something:
HE IS/ARE?
SWIMMING.
3
4
Call a girl out and ask the same.

Write HE/SHE IS SWIMMING above the THEY
ARE sentence.
Let them look at the picture ON THE BEACH,
Task 2.
Encourage the children to say as
Step 3
LISTENING TO THE TAPE,
Task 3
Pupils listen to the tape and point to the

right character or characters mentioned in the text.
2 They repeat after the tape without looking at
the text. Explain who the PIRATES are. Introduce the
word POSTCARD.
3 The pupils listen and look at the text at the
same time.
Say one word from one of the sentences in

the text
much as
they can about the picture. Help them by
asking questions and making false statements. They
answer your questions or correct your sentences.
and
the
y
sho
uld
find
the
sen
ten
ce
and
rea
d it
out.
5
S
a
y
t
h
e
s
e
n
t
e
n
c
e
i
n
B
o
s
nian/Croatian/Serbian. They
should find the sentence in

the text and read it out.
Listen to the text once more. The children

read after the tape.
Let them do Task 4.

Those who finish first can do the crossword in
the
Activity Book (Task 1).
Step 4
PRACTISING THE DIFFERENCE
BETWEEN
HE / SHE IS / THEY ARE...
Start off with a translation exercises. Pupils
are
allowed to look in their book
(Task 1). You
say the
word in Bosnian/Croatian/Serbian and they
copy it in English.
NUMBER 1 IS ITANJE. (THEY WRITE
DOWN: 1 READING)
NUMBER
2
PLIVANJE. NUMBER
ARE
SU
3 IS
ZY
VESLANJE. NUMBER 4 IS
AN
PECANJE. NUMBER 5 IS
D
PISANJE.
NUMBER
6
HE
IGRANJE
R
Check their work.
MU
2 Now tell the children to shut their books. Ask M
them if they remember the picture on the beach.
COLI
WHO IS IN THE PICTURE?
Write the names on the board. Next, write N
PET
IS and ARE.
E
GRETA
MICK
75
TRACY
LUKE
IS LUKE'S FRIENDS
IS
Unit 4
At the seaside
3
Tell them to look once more at the

activities they have written Ask them if they remember
Check their answers by pointing out the place on your map

(let them say, This is... Neum,
who
is doing what. Encourage

produce the sentences orally.
them
to
Explain once more when we use IS, and when

ARE.
Now they are ready to answer the questions in

Task 5.
5 Let them also do Task 2 in the Activity
Book.
Those who finish first can do the optional Task

2 in
the Activity Book.
Step 5
INTRODUCING TOWNS AND
FOOD OF
BOSNIA AND HERZEGOVINA
Start off with a little talk in

Bosnian/Croatian/ Serbian about towns and food of
Bosnia and Herzegovina. Ask the children which places
they have visited and what they saw there.
Prepare some bigger pictures (the motives

from
the pictures in the
Pupil's Book ), put
them on the
blackboard and ask the children if they
recognise any. Encourage them to tell the name of
paricular town or food.
Let the children look at Task 6 in the Pupil's

Book . Introduce the text by saying that they will now read
Tracy's postcard about towns and food of Bosnia and
Herzegovina. They silently read it and replace the photos with
the words. Ask them to exchange their answers/notes with
their friends next to them.
Let the children listen to the tape (Task 7)
and
check their answers. Repeat the tape several times if

necessary.
You read the text aloud again, but say that

you will need their help. Read a part of the sentence and
invite them to read the rest (e.g. I'm writing
from... I'm in Neum...). You may ask the children to read
themselves.
Tell your pupils to look at the map of Bosnia
and
Herzegovina (
Task 8) and towns written
around it
(the same ones from
Task 6 in the Pupil's
Book
).
Prepare your own bigger map of Bosnia and
Herzegovina, put it on the blackboard or draw it on the
blackboard.
Ask
Divide your class into pairs or small groups.

pupils to write the names of the towns on the right place.
76
Unit
4
8 Read to them stanza by stanza. They read after
SUM UP 5
you.
9 Sing the song. You can also do the miming.

10 Tell them to cut out the two pirates from their
Activity Book.
1 I suggest you first do Tasks 1, 2, 3 and 4 in

the
1 Start off by teaching them how to make a
make a sail out of another piece of paper. Fasten the pirates to

the sailing boat with some paper clips. Have enough clips for
everybody in the class.
3 Tell your pupils to listen to the song and act
out the story with their paper boat and the pirates in it.
4 Do Task 4 in the Activity Book.
If
needed, say once more the sentences from the chant at
random. The children call out the number of the corresponding
picture.
Those who finish first can colour the pictures.
and
7
In Task 1 pupils should circle the words that can
don't
be
belong to the group.
giv
Ask your pupils to explain in Bosnian/Croatian/en
Serbian why they have picked out a particular for
ho
word. Go round the classroom and help if necessary.
me
Have a look at the Sum Up
page in the
wor
Pupil's
k.
Book.
Here are some of the ideas that you
can do
with it:
You can say the sentences and students
number the pictures.
You can ask questions starting with WHO or
WHAT.
You
can
make
false
statements,
practising the Present Continuous and
Activity Book.
Step 7
ACTING OUT THE CHANT USING
A PAPER
BOAT
paper boat by folding an A4 piece of paper.
(If you don't know how to do it yourself,
one of your older pupils can teach you.)
2 Put a pencil in the middle (this is the mast) and
Tas
ks
6
collocations
(have a look at the corresponding

Task 5
in the
Activity Book )
You can tell your pupils to remember as
many pictures as they can. Play a quiz in which you
ask questions which test their memory.
Pupils can work in pairs and test how

many sentences their partner can say.
After doing at least some of the exercises,
round off
the lesson by doing
Task 5 in the
Activity Book.
77
UNIT 5
TRACY IS BACK HOME AGAIN!
in this unit the children will learn how to describe their home, their rooms
and furniture using THERE IS / THERE ARE.
They will also learn how to tell the time. They will be taught school subjects
and will be able to talk about the subjects they like/don't like.
The unit consists of 4 lessons.
In
Lesson 1 the children are introduced to the house of the Clicks family.
They are taught
to describe a house (rooms) using THERE IS/ARE.
In
Lesson 2 the children can see what Tracy has got in her room. They are
taught the new
vocabulary (furniture).
In
Lesson 3 Tracy is talking about her daily routines. The childen are also
practising telling
the time (half and full hours).
In
Lesson 4 The school subjects are introduced. Tracy, Luke and their friends
Monica and
David are talking about their favourite subjects in school. Children are talking
about the subjects they like/don't like. Children are introduced to the main
facts about Great Britain, too.
The unit ends with
SUM UP 6
which includes a number of pictures of
actions introduced
through the unit. There are also some corresponding revision exercises in the
Activity
Book
.
78
Unit
5
My
home
Lesson 1
pupils why people need homes. Where did

people
Language focus: Using THERE IS/THERE ARE

U
Step 2
ROOMS
study / kitchen/
garage
1 Some of the words are familiar to students, so

use
the flashcards to remind them and to
introduce the new vocabulary as well. Say the words.
MaterialsUse flashcards of the

rooms within
a house.
Step 1
LEAD IN
S1 Ask your students to write just the first

letters of the words they should guess:
INTRODUCING THE
The children repeat after you.
D
o
The sun is not cold but _______________ .(

HOT)
What colour is it? ( You point to some orange).
( ORANGE)
t
h
e
You can see that in the sky at night. ( MOON)
T
a
s
k
s
It is the subject you are having now. (

ENGLISH)
The first letters make a new word
HOME .
2
with
Write the word HOME on the board. Start off
1
a
n
d
2
t
o
g
e
t
h
e
r
.
T
h
e
n
a
s
k the students to do Task 3 by themselves.

Check their work by asking the students to
read aloud. Dont forget to praise them a lot.
Write
two
sentences
on
the
blackboard: There is a bedroom upstairs.

There are two bedrooms upstairs.
Ask the pupils if they notice any difference
between these two sentences. Encourage them to find out
the difference. Praise them a lot.
a little chat in Bosnian/ Croatian /Serbian.

Ask the
Step 3
REVISION OF THE ROOMS
Ask the students to do the Task 4 in the Pupil's

Book .
Encourage them to read aloud and do not
forget to praise them.
Then ask them to do
Tasks 1 and 2
in their
Activity
Books .
79
Unit 5
Tracy's room
Lesson 2
Aim: Learning the furnishings
within a
house.
Describing one's home (a
guided writing task).
Ask the children to look at the Task 1 in the

Pupil's
Book. Play the tape and ask the children to
repeat.
Play the tape again if necessary and then do
Task 2.
Play the tape and encourage the children to
read it by themselves.
repositions
S
t
e
p
2
P
R
A
C
T
I
C
E
The question form

Are there?
Step 1
Is there.../
Ask the children to take a look at the Tracy's SEE

room
?
in the
Task 2. Ask them: WHAT CAN YOU
Start off by introducing vocabulary. Use the
flashcards from the pack. You need the following pictures: a

wardrobe, a table, a bed, a desk, bookshelves, a carpet,
posters, a cupboard, a computer.
Follow the usual procedure when introducing

new words.
a. Show the picture and say the word. The
class repeats after you.
b. When all the pictures are on the board ask
some children to come and point to them.
c. Ask someone to come to the board and
write numbers next to the pictures. You say: A bed is
number 1, A cupboard is number 2, etc.
d. Then ask WHAT NUMBER IS THE BED? So

that
the pupils hear the words once more. After that ask:
WHAT'S NUMBER 1?
80
Step 3
FOLLOW UP
Ask students to do Tasks 3 and 4

in the
Pupil's Book
themselves. Encourage the children to read the
answers
aloud. Tasks 1 and 2
in the Activity Book
are optional.
Step 4
REVISION
To finish off, ask the students to say some details

about their room. Suggest them to start like it is written in
Task 1 and 2 from the
can be given for
homework.
Activity Book
Unit
5
What's the
time?
Lesson 3
Language focus: I get up at/ I have breakfast
at, etc.
What's the time?
It's seven o'clock.
It's half past seven..
Step 1
INTRODUCING TELLING THE TIME
It is a good idea to use a clock with movable

hands when introducing and practising telling the time. Start
with full hours. (It's one o'clock.) Go around the class changing
the position of the hands and asking what
the time is. Then, introduce

half
by
drawing a circle on
the board and colouring half of it. Next,
introduce past
by drawing an arrow next to the coloured half.
Place
the hands of the clock on half hours and repeat
half
past several times. Explain the difference
between half
past one and pola jedan in Bosnian/Serbian
/Croatian.
It is not confusing as long as you translate half
past in Bosnian /Croatian/ Serbian.
Step 2
PRACTICE
TELLING THE TIME
Task 3. Do not forget to smile and praise

them a
lot.
Step 3
TRACY'S
DAY
LEAD IN TO THE STORY OF THE
Look at the pictures in Task 4 in the

Pupil's Book
and elicit from the children as
much as possible.
Help them by asking questions:

WHO IS IN THE PICTURES?
WHAT IS SHE DOING?, etc.
Then play the tape and encourage the
children to read the sentences by themselves.
Step 4
REVISION
To finish off, ask the children to do Task 5 in

Pupil's
Book .
Tasks 1 and 2
can be given for
homework.
in the Activity Book
81
Unit 5
I like English, and you?

Aim:
Getting to know the school

subjects in English.
Looking for information in the
grid (Tracy's timetable).
Expressing likes and
dislikes regarding school
subjects. Writing out a
timetable.
Let them look at Damir's timetable now (Task
3 in
the
Pupil's Book ). Introduce the word
BREAK and
LUNCH.
Explain AFTER and BEFORE. Ask questions like
these:
WHAT HAS DAMIR GOT ON TUESDAY
AFTER LUNCH.
WHAT HAS HE GOT ON WEDNESDAY BEFORE

THE BREAK?
WHAT HAS HE GOT ON FRIDAY AFTER THE
BREAK? ETC.
Language focus: school subjects:

Bosnian/Croatian/
Serbian/maths/art/English/relig
ion/
PE/music
Step 1
INTRODUCING SCHOOL SUBJECTS
1 Task 1
in the Pupil's Book : Read the
school
subjects several times. The children read after you.

Translate into Bosnian/Croatian/Serbian if necessary.
2 Ask WHERE DOES IT SAY

MATEMATIKA? WHERE DOES IT SAY LIKOVNA
KULTURA? WHERE DOES IT SAY TJELESNI ODGOJ?
3 Play a gessing game. You paraphrase the

subject and the children guess which subject it is.
IN THIS SUBJECT YOU PLAY FOOTBALL
OR BASKETBALL.
Ask different children to read all the subjects

Damir
has on each day of the week.
3
Now, children do Task 4. Encourage them
to speak and praise them a lot.
ACTIVITY FOR A STRONGER CLASS
You can ask the children to colour each subject in
Damir's timetable with a different colour. Write a model on
the board:
DAMIR HAS ___________________ ONCE A
WEEK. TWICE A WEEK.
IN THIS SUBJECT YOU DRAW.
I HAVE _______________________ THREE TIMES A
IN THIS SUBJECT YOU READ A LOT.
WEEK. EVERY DAY.
IN THIS SUBJECT YOU SAY 2 AND 2

MAKES 4. IN THIS SUBJECT YOU SING, etc.
Step 2
LISTENING PRACTICE
Read the text from the Task 2 in the

Pupil's Book
.
The pupil's don't look at the text but at the
Task 1.
While listening to Tracy, Luke, Monica and
David, the pupils tick all the subjects mentioned.
2 Read the text once more. This time the
children can look at the text. Encourage them to read the
Step 4
the vocabulary has already been presented. It is also likely

that your pupils already know some facts about Great Britain.
Prepare some bigger pictures of Great Britain

(similar to the ones from the Pupil's Book ),
put
them on the blackboard, and ask your pupils if
they know what it is. At this point use Bosnian/Croatian/
Serbian, but translate into English so that you
immediately expose your pupils to the vocabulary they
will need.
text
after you.
GREAT BRITAIN
This step gives some basic information about

Great Britain. There aren't any new structures and most of
Introduce the text by saying that they will

read about Great Britain. They silently read and match the
pictures with the text. You may do this task as a group-work or
pair-work activity, so that each group answers only one part of
the text.
82
Unit
5
You read bits of text aloud and they tell you which
picture it is. Stop whenever your think additional
explanation of meaning is needed.
Say a sentence in Bosnian/Croatian/Serbian and

they look for the English one in the text.
Task 5 in
the
Activity Book
(Page 118) is optional. It can be
given for homework.
Step 5
REVISION
To finish off, encourage students to talk about the

subjects they like/don't like. Ask them to do
Task 6 in
the
Pupil's Book . Tasks 3 and
4 in the
Activity book
are optional.
Other Tasks in the Activity Book
homework.
can be given for
83
Unit 5
SUM UP 6
CHRISTMAS
Start off by teaching your pupils a rhyme
about
You don't have to do all the activities from the SUM
UP
sections (in the
Pupil's Book and the
Activity Book
).
Make a selection and order the tasks in the way
you would like to do them. If the class is tired, start with
something easier like BINGO and then move on to some more
demanding tasks. Rewarding children's effort is of great value
at this stage of learning English. It should be given more credit
than individual ability.
APPENDIX
HAPPY BAYRAM
Step 1
Start off by asking your pupils about activities they
do with their families for Bayram. If the class is weaker, then
you can ask them about it in Bosnian/Croatian/ Serbian.
Introduce the words UNCLE and AUNT.
Write some key words on the blackboard. You

may illustrate them on the blackboard or invite them to
84
San
ta
Cla
us.
Intr
odu
ce
the
foll
owi
ng
wor
ds:
SH
OR
T
AN
D
FAT
A
CAP
A BAG
illustrate them as well.
Move to
Task 1 from the
Pupil's Book .
Ask your pupils
to tell you what they can see in the pictures. Say
that the sentences do not match the pictures. Pupils listen to
S
a
y
the sentences and try to match them with the appropriate

picture. Explain them that they have to put numbers next to the
pictures.
Check their answers.Praise them a lot.
Step 2
Task 2.
Ask your pupils to read the
sentences aloud. Ask
them questions about the text.
Step 3
Task 3.
Ask pupils to talk more about the
way they
celebrate Bayram at home.
Step 4
Task 4.
Assign
Activity Book
homework.
Task 1 from the

for
r
h
y
m
e
a
n
d
m
i
m
e
i
t
.
I'M
SA
NTA
CLAUS, SHORT AND FAT (bend your
knees and
round your hands in front of you as if you had a big
belly).
THIS IS MY BAG (hold up your bag)

AND THIS IS MY CAP (take off your cap).
I'VE GOT PRESENTS FOR YOU AND YOU AND
YOU (point to the children)
MERRY CHRISTMAS AND
A HAPPY NEW YEAR, TOO.
Let the children mime and say the rhyme

after you.
4
While they are listening to the rhyme
from the cassette they can colour Santa Claus in their
Activity Book.
5
You can see some empty boxes in the
picture. You can do a little drawing dictation by telling them
what toy or present they should draw in the
boxes.
If they don't already know it, teach them

to sing
Jingle Bells
.
7
Write MERRY CHRISTMAS AND A
HAPPY NEW YEAR on the board.
The children copy it in their notebooks and
draw a CHRISTMAS TREE.
EASTER
Have a look at the picture in the
Activity Book. Introduce the words: EASTER

EASTER BUNNY
EGGS and
PICNIC.
2
Pupils should count how many eggs are
hidden in the picture. The easiest way to do it is by
colouring. You can revise prepositions IN, ON and UNDER.
Say: Egg number one is IN THE BASKET.
Egg
number
two is
IN THE
TREE.
etc.
Unit
5
3 After the children have numbered at least 6

eggs,
they
report to you where the eggs are.
4 The Present Continuous hasn't been
introduced yet but children can tell you what they can see
and what the characters can do.
5 They can draw speech ballons above the
characters' heads and write what they are saying.

6 They can make an Easter card. Write HAPPY
EASTER on the board.
HAPPY NEW YEAR

Step 1
Start by asking your pupils about the words that
can be associated with the New Year Eve.
Write the words on the blackboard and illustrate
them as well. Translate them into Bosnian / Croatian /Serbian
for the weaker pupils. Tell your pupils that some items or
words can be associated with both Christmas and New Year.
Step 2
Say that they are going to read Monica's
postcard to her friend Hana from Sarajevo. Read the
postcard. Let the pupils read after you. Do the same with
Hana's postcard.
Step 3
Let them do the
Task 1 in the Activity Book
. The pupils
use their knowledge from the coursebook
exercise to write their own postcard.
Encourage them to illustrate and colour it as well.
HAPPY HANUKKAH
Step 1
Start off by asking your pupils about activities
they do with their families for hanukkah. If they do not
celebrate Hanukkah, ask your pupils to tell you what they
know about Hanukkah and how it is celebrated. Help your
pupils by suggesting them to turn the page 126 in their
Pupils Book and pay attention to

Task 1.
Pupils will
take a look at the pictures and comment them.
Point to the dreidel and menorah. If the class is weaker,
you can comment with them in Bosnian/Croatian/Serbian.
After commenting play the CD once and then

encourage your pupils to read the text. After they have
finished, ask
them to do
.
Task 1 from their
Activity Book
If there are pupils who celebrate Hanukkah in the

class,
they can do the
Task 2 from the
Activity
book for their
homework.
JURJEVDAN
Step 1
Start off by asking your pupils about the activities
they do with their families for Jurjevdan. If the class is
weaker,
then
you
can
ask
them
about
it
in
Bosnian/Croatian/Serbian. If there are no pupils who celebrate
Jurjevdan, explain them in a few sentences about that holiday
and ask them to turn
the page 127 in their Pupils Book and take a

look at
Task
1 . Play the CD once, then encourage them to
read..
After reading, ask your pupils to do the
from their
Activity Book
.
Task 1
Pupils who celebrate Jurjevdan can do

Task 2
in their
Activity Book
for their homework and show
the drawing
to their friends and explain the drawing.
LESSON
NUMBER
1 SepStarting up
2
Starting up
Starting up
4
5
Starting up
Starting up
Starting up
SUM UP 1
Lesson 1
UNIT/LESSON
CONTENT
Welcome back to school!
Introductory conversation
Introducing students with book DIP IN 4, plan
and
programme
Learning the song English is easy
Revising the vocabulary from the previous
grade
Introducing the rhyme A B C D E F G
(Introducing the
alphabet)
Revising the alphabet.
Learning the rhyme Can you see?
Revision of vocabulary, songs and rhymes
UNIT 1: THE CLICKS
Introducing the characters
Listening to the tape
The song Heres my family
Lesson 2Introducing the form Im/Im not

10Lesson 2
Talking about oneself
11Lesson 3
Listening to tape
Practising questions
Learning the song: My name is
12Lesson 3
Greta
13 OctLesson 4
Introducing the form He is / She
14Lesson 4
15Lesson 5
is
Suzys family
Introducing new actions
Learning the action chant
Friends
16Lesson 5
17Lesson 6
My best friend
18Lesson 6
Africa
19SUM UP 2
Board Game Who is who?
20SUM UP 2
Activity book - excersises
21Progress test 1
22Correction of the test
Where is everybody
86
UNIT 2 : AFRICA
23
Lesson 1
Revising feelings Listening to the

tape
24Lesson 1
Class survey,song Im happy in the morning
25Lesson 2
26 NovLesson 2
Introducing African animals
27Lesson 2
28Lesson 3
Parts of the body
29Lesson 3
30Lesson 3
Listening to the tape: African animals
31Lesson 4

Practising the question form
Have you got?
32Lesson 5
Introducing the prepositions of place IN, ON,

UNDER
33Lesson 5
34Lesson 5
Learning the rhyme Coconuts in the tree

Introducing the plural of nouns
Revision of numbers 1-20
Talking about oneself (Ive got)

Song Head and Shoulders
Practising prepositions of place

Song Monkeys in the tree
35Lesson 6
36Lesson 6
Introducing new vocabulary
37Lesson 6
Practising has got
38 DecLesson 6
Exploiting the story Greta in action
39Lesson 7
40Lesson 7
41SUM UP 3
42SUM UP 3
Boarding game Snakes and ladders
43Half- term test

44Correction of the test
45GAME
Introducing has got

Listening to the story
Describing monsters
Learning Boobahs song
Making a monster pie
Revision
Activity book - exercises
Revision of vocabulary
46Festivals
Bayram*
47Festivals
Merry Christmas / Hanukkah
48PROJECT WORK
49PROJECT WORK
Revision of songs
The Clicks episodes
Acting out
50Festivals Happy New Year

*This lesson is placed at the end of the plan because the date of the celebration
changes every year. You are suggested to do the lesson according to the period of celebration.
87
51 JanLesson 1
52Lesson 1
UNIT 3 : WHAT CAN THEY DO?

Introducing jobs
Introducing can
Quiz
Revising jobs
53 FebLesson 1
Revision (Match - Mismatch)

Learning the rhyme
54Lesson 1
55Lesson 2
Talking about what students want to be
56Lesson 2
Learning the song about Mike

57Lesson 2
58Lesson 2
Revision of the song

Introducing short and negative answers: Yes, I
can / No,
I cant
Sorting the words out
Introducing negative form Cant
Game: It can fly. It cant fly.
58Lesson 3
60Lesson 3
Introducing more actions with can

Practising verb, noun collocations
Things Mike can do
Paraphrasing with can / cant

Introducing the context of the dialogue
Listening to the tape (can in the context of a
conversation)
61Lesson 3
Working on the dialogue

TPR story Blast off
62Lesson 3
Learning the traditional song

Twinkle, twinkle little star
63Lesson 4
Introducing what animals can / cant do

Listening to the story
Warm up
Revising the story ( playing the a quiz based on
the
story)
What can my friend do?
Animal riddles
64Lesson 4
65 MarLesson 4
66SUM UP 4
Revising verbs
Answering questions with can
Asking questions with can
67SUM UP 4
88
UNIT 4 : WHAT ARE THEY DOING ?

68Lesson 1
Introducing the Present Continuous : He / She

69Lesson 1
70Lesson 2
Reading / Practising He / She is
71Lesson 2
Revising the story

Telling the story
Learning the song African dream
72Lesson 2
Revision
73Lesson 3
74Lesson 3
Introducing the days of the week

Introducing more Present Continuous sentences
with He
/ She
Clothes - Introducing / practising new vocabulary
75Lesson 3
76Lesson 3
77Progress test 2
78 AprCorrection of the test
79Lesson 4
80Lesson 4
81Lesson 5
82Lesson 5
83Lesson 5
84Lesson 5
85Lesson 5
86SUM UP 5
87Festivals
Introducing new vocabulary for the TPR story

TPR story ( short forms : Hes going to the shop)
Revision
Introducing the Present Continuous with I
Revision
Learning the action song
(holiday activities)
Introducing the Present Continuous with They
Practising the difference between He / She is
doing /
They are doing
Learning a pirate chant
(Activity Book - sum up 5)
Acting out the chant using a paper boat
Happy Easter
89
88
Lesson 1
UNIT 5 : TRACY IS BACK HOME AGAIN

Introducing vocabulary There is / are
89Lesson 1
Revision of the rooms

There is / are
90 MayLesson 2

Listening and the reading the text
91Lesson 2
Revision
92Lesson 3
Introducing vocabulary
93Lesson 3
94Festivals
95Lesson 4
Jurjevdan
96Lesson 4
Timetable - speaking and writing

practice
Great Britain
Revision of vocabulary
97Lesson 4
98SUM UP 6
99SUM UP 6
100Final test
101Correction of the final test
102GAME
103 JunePROJECT WORK
104PROJECT WORK
105Systematization
90

Reading the text
Revision of songs
The Clicks episodes
Acting out

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prirunik

devetogodinje osnovne kole

Lesson 1 10 ENGLISH IS EASY

Lesson 1 18 MY NAME IS TRACY

Lesson 1 35 TRACY IS SAD

WHAT CAN THEY DO?

WHAT ARE THEY DOING?

Lesson 1 67 PHOTOS FROM AFRICA Lesson 2 69

Lesson 5 75 AT THE SEASIDE

TRACY IS BACK HOME AGAIN

SUM UP 6 83 SORT THE WORDS OUT APPENDIX 84

HAPPY BAYRAM / MERRY CHRISTMAS

/ HAPPY NEW YEAR / HAPPY EASTER /

? To maintain and further develop

A WHO IS THE COURSE FOR?

interest and a positive attitude towards

This course is for children who have already

learning English as a foreign language.

completed a begginers' course of English in the

? To revise vocabulary from the previous

? To create a friendly non-threatening

B WHAT ARE THE COMPONENTS OF

learning atmosphere for children to enjoy and

? To enable children to talk about

1 THE PUPIL?S BOOK

themselves, their families, friends and interests.

It is in colour and it is to be used as a visual

It also contains a WORD LIST at the back.

2 THE ACTIVITY BOOK

D HOW DOES A TEACHER PLAN

It contains individual tasks designed mainly

5 THE TEACHER?S BOOK

C WHAT ARE THE BASIC AIMS OF

Here are some tips for planning a single

Look at the relevant pages in the Pupil's Book.

Read the lesson plan in the Teacher's Book.

Look at the lesson plan in the Teacher's Book

are going to do in it. Most of them are the

Aim: Revising vocabulary

they were exposed to in the previous course.

the teacher will be using in class. They will probably

Ask them in the end if English is EASY. Explain

it means. Ask if it is FUN. Again explain the

whenever you notice problems mix English with the

Greet the children and find out how they are.

Prompt by asking if anyone is tired / hungry / thirsty

children what their names are.

HOLD UP YOUR BOOK! VERY GOOD! THIS IS

after you. HOLD UP YOUR NOTEBOOK!

Tell them to always carry SCISSORS and

Ask them to browse through the Activity Book

and fun for everyone because they are very

WIGGLE YOUR FINGERS / TOES /

Then play a ball game.

3 Put your hands in front of your face and

Repeat the three commands and the children

4 Sit somewhere where everyone can see you.

Ask some children to read the lines of the

Ask the children to look at the picture in the

Mix the commands.

Play the song a few times and let them sing

REVISING VOCABULARY FROM