Challenges 4 Kompletne Pripreme

LESSON PLAN
CLASS: IX
Class profile: 15 year-olds, A2B1
Teaching unit : Module 1: Communication; Animal talk
Type of lesson : Presentation, practice
Sources: Challenges 4 Students' Book; Workbook; Teacher's Handbook
Aims and objectives : Read about animal communication; revise the present tenses
Teaching methods : conversation, presentation, reading comprehension, listening comprehension, writing, speaking
Class management : whole class, individual work, pair work, group work
Teaching aids, materials and equipment : students book, workbook, CD; board, chalk, CD-player
STAGES
Aims and Class organization procedures and activities Interaction Teaching
TIMING
objectives aids and
materials
partIntroductory
Introduce the Warm-up: Use some of the Get Ready activities to introduce the main characters, setting and the 10
topic, elicit ideas module. T Ss SB min
and vocabulary, Exercise 1: Give students a few minutes to work in small groups, discussing what T Ss CD
arouse interest they know about the animals. S-S CD player
The groups then share their information as a class. Help with vocabulary
where necessary.
Provide key Exercise 2: Play the recording for students to read and listen for general
Main part
vocabulary and comprehension. T - SS

target language Students work individually, reading the text and noting down how the six T - SS 25
in context animals communicate. S-S SB min
Present target When checking answers, ask students to read aloud the section of the text T - SS CD
language that gives the answer. T SS CD player
Practice target Exercise 3: Students discuss the questions in groups or as a whole class. If some T SS
language board
of them havent got a pet, encourage them to talk about pets that their friends
Practice target T SS
or relatives have.
language
Exercise 4: Ask Ss to read the examples and match them with the names and uses of the tenses. Elicit
T - Ss
the verb forms in each tense.
Exercise 5: Ask Ss to read the sentence and the meanings. Elicit the correct answer.
Exercise 6: Ask Ss to read the sentences and the timelines and match them. Elicit the correct answers.
Exercise 7: Ask Ss to read the sentences and the pictures and match them. Elicit the correct answers.
Exercise 8,9: Set these exercises for homework. Elicit a couple of answers to set the model.
partFinal
Ending the lesson:

Use target
language Exercise 10, 12, 13: Ask Ss to read the instructions, cues, and the example sentences. Elicit a couple of T-S SB 10
sentences. Ss make the questions. They work in pairs to ask and answer the questions, and then report S-S min
the answers to the class.
1
Homework: Exercise 8,9
2
LESSON PLAN
CLASS: IX
Teaching unit :Module 1: Communication; The Blog Generation
Type of lesson :Skills Work
Sources:Challenges 4 Students' Book; Workbook; Teacher's Handbook
Aims and objectives :Read about blogs; learn about the use of for and since; learn about multi-part verbs
Teaching methods :conversation, presentation, reading comprehension, writing, speaking
Class management :whole class, individual work, pair work
Teaching aids, materials and equipment :students book, workbook, CD; CD player, board, chalk
STAGES
TIMING
objectives aids and
materials
partIntroductory
Introduce the Homework check. T-SS WB

topic, elicit ideas Warm-up: 7 min
and vocabulary, Exercise 1: In turn, students tell the class which things in blogs they would like to T-SS SB
arouse interest read or write.
Provide key Exercise 2: Students work individually, reading the article and noting the types of T-SS
vocabulary and blog that are mentioned. Check with the whole class.
Main part
target language Exercise 3: Ask Ss to read the sentences and decide whether they are true or false. When checking T-SS
in context answers, ask students to correct the false sentences. T-SS
Present and Exercise 4: Tell students not to worry about understanding every word but to read for
practice study gist comprehension in order to match the texts and photos. T-SS SB
skills Exercise 5: Students work individually or in pairs, finding the verbs and completing CD
Present target the expressions with somebody or something. T-SS CD player
language Exercise 6: Set this exercise for homework. Elicit a couple of examples.
Present target Exercise 7: Give students time to read through the verbs. Elicit one or two sentences T-SS board
language from the class. 30
Practice target Give students time to look at the Multi-part Verbs section in the Word Bank before S-S min
language they write their own sentences.
Present target Working individually or in pairs, students write as many sentences as they can. If T-SS
language you wish, give a time limit of two minutes. Monitor and check students sentences.
Practice target Students read aloud two or three of their sentences to the class.
language Exercise 8: Ask Ss to read the sentences and elicit the correct uses of for and since.
Exercise 9: Give students time to read through the verbs. Elicit one or two sentences
from the class.
Set the exercise as homework.
partFinal
Ending the lesson:

Exercise 10: Read aloud the stages of the activity. Check that students T-SS SB 8 min
Use target understand what to do. S-S WB
language Students may find it helpful to work through an example as a class, building
3
up three or four blog entries on the board.
Students then work in groups, agreeing a topic and writing their blog entries.
Homework: Exercise 6,9
LESSON PLAN
CLASS: IX
Teaching unit :Module 1: Communication; www.radiochill.org
Type of lesson :Skills work
Aims and objectives :Read and listen to the Challenges story; learn expressions for opinions; listen to short conversation
Teaching methods :conversation, presentation, reading comprehension, listening comprehension, speaking
Teaching aids, materials and equipment :students book, workbook, CD; board, chalk, CD-player
STAGES
Aims and Class organization procedures and activities Interaction Teaching aids
TIMING
objectives and materials
partIntroductory
Homework check. T-SS WB

Introduce the Warm-up:
topic, elicit ideas Exercise 1: Ask students to look at and talk about the picture, saying where the T-SS SB
and vocabulary, people are, how they are feeling and what they could be talking about. S-S 5 min
arouse interest Give students time to work in pairs, looking at the body language of the people
and answering the questions. Students tell the class their answers and see how
much general agreement there is.
4
Check reading Exercise 2: Play the recording for students to read and listen and check their
comprehension answers from Exercise 1. Check with whole class. T-SS
Main part
Present target Exercise 3: Read aloud the explanation to the class. Ask students to repeat the
language questions after you. Check that they use a rising intonation at the end of the SB
Use target questions. T-SS CD
language Exercise 4: Students work individually, completing the dialogue. After checking CD player
Present target answers, students work in pairs, reading the dialog. T-SS board
language S-S 35
Exercise 5: Ask Ss to read through the key expressions and classify them. Students can
Learn a study min
compare answers in pairs before checking answers as a class.
skill T-SS
Use a study skill Exercise 6: Read aloud the advice. Ask students if they enjoy and feel confident S-S
when taking part in discussions in English and in Bosnian. Encourage them to T-SS
Check listening discuss any difficulties they have in class discussions in English. S-S
comprehension Exercise 7: Ask two students to read aloud the example dialogue. Give students
time to think about each of the topics. Students work in groups of 35, T-SS
Check listening discussing each topic in turn. Monitor but do not interrupt students fluency. S-S
comprehension Make a note of any general problems to go over with the class afterwards.
Everyday Listening
Exercise 1: Give students time to read through the questions and answers. Play T-SS
the recording once for students to listen and answer the questions. Play the T-SS
recording again and pause it after each conversation to check the answers.
Exercise 2: Play the recording, twice if necessary, for students to listen and
underline the stressed word or words.
partFinal
Revise target Ending the lesson: T-S SB

language Ask four Ss to read the dialogue aloud (assign roles). S-S 5 min
Homework: Exercises 8,9
LESSON PLAN
CLASS: IX
Teaching unit : Module 1: Communication; Bosnian Culture Bank: How will technology change education?
Sources:Challenges 4 Students' Book; Teacher's Handbook
Aims and objectives :Read about possible uses of advanced technology in schools; talk about advantages and disadvantages of new
technologies; revise future forms
Teaching aids, materials and equipment :students book, board, chalk
STAGES
TIMING
5
partIntroductory
Introduce the Homework check.
topic, elicit ideas Warm-up: T-SS SB 10
and vocabulary, Encourage Ss to discuss what technology they use at home and at school. Ask them what technology min
arouse interest they would like to be using at school and why, i.e. how would that make their education better / easier. T-SS
Provide key Exercise 1: Read through the key words with Ss. Help with any difficult vocabulary. Discuss the
vocabulary and questions. T-SS
Main part
target language Exercise 2: Ss read the sentences and match them with the pieces of technology given. Do the first
in context sentence together as an example. Check with the whole class. T-SS
Exercise 3: Elicit the answer to the first sentence. Ss continue individually to complete the exercise; SB
Present target check answers with the whole class. T-SS 30
language Exercise 4: Draw Ss' attention to the underlined parts of the text and ask them to match them to the board min
correct structures and functions. Elicit an example. Ss compare their answers before checking with the T-SS
Practice target class.
language Exercise 5: Ask Ss to read the sentences and the uses of the future forms. Elicit the answer to the first T-SS
sentence. Ss continue individually to complete the exercise; check answers with the whole class.
Use target T-SS
language Exercise 6: Encourage Ss' discussion. Do not over-correct to encourage Ss' fluency. S-S
partFinal
Ending the lesson:

Use target Project: Read through the stages of the project so that Ss understand what to do. Give Ss enough time to T-SS SB 5 min
language complete the project at home, individually or in pairs/groups.
Homework: Project
6
LESSON PLAN
CLASS: IX
Teaching unit :Module 1: Communication; Study Corner
Type of lesson :Revision
Aims and objectives :Revise the language taught in the unit; develop language awareness and self-correction in students
Teaching methods :conversation, presentation, reading comprehension, listening comprehension, writing
Class management :whole class, individual work
STAGES
TIMIN
G
partIntroductory
Remind Ss of the Homework check. T-S

module Warm-up: WB 5'
objectives and Go through the module with Ss to remind them what they had been learning and check what the SB
target language objectives were.
Check how well Activity 1: Language Check

Ss have learnt Go through Exercises 1-6 and make sure Ss understand what they are to do. T-S
Main part
target language Ss work individually to do Exercises 1-6. S

Activity 2: Feedback SB
Ss listen to the recording to check their answers. Check spelling when necessary by asking individual Ss CD
Ss' self- to write the answers on the board. T-S CD player 30'
evaluation Ss look at the table to see which sections in the Students' Book they need to look at again. board
Activity 3: Study Help (Using the Internet)
Read aloud the advice in the Study Help. Check that students understand any new T-S
Learn helpful words.
study skills Encourage students who use the Internet a lot to add some of their own tips to the
advice in the Study Help.
partFinal
Ending the lesson:

Use new study Give students time to read through the list of topics and choose a topic to find out T-S 10'
skills information about. Check that students understand what F.C. stands for (Football
Club).
Elicit possible key words for two or three of the topics.
Homework: Give students time in class or at home (if they have access to the
Internet) to find out information about their topic. Remind them to keep a list of
the websites where they find their information. Tell students to copy useful parts of
the websites onto their computer or print them out. Students who chose the same
topic can compare which websites they found most useful.
7
LESSON PLAN
CLASS: IX
Teaching unit :Module 2: News; Wacky news
Type of lesson :Presentation, practice
Aims and objectives :Read website stories; Revise past tenses
Class management :whole class, individual work, pair work, group work
STAGES
TIMIN
G
partIntroductory
Homework check; SB, WB

Introduce the Get Ready: Introduce the module and the key words. T - Ss CD
topic, elicit ideas Warm-up CD player 10
and vocabulary, Exercise 1 T Ss min
arouse interest Students work in pairs or small groups, guessing what the stories are about. S-S
Students discuss their ideas as a class. Help with vocabulary where necessary.
Provide key Exercise 2 (CD1 Track 13) T - SS
vocabulary and Play the recording for students to read and listenband check their guesses from Exercise 1. Encourage
Main part
target language students to give reasons for their choice of the strangest story. Explain or encourage students to guess the
in context meaning of any new words in the stories.
Grammar: Past tenses
Present target Exercise 4 T - SS SB
language Check answers by drawing the timeline on the board. Ask one of the students to write the names of the CD 25
tenses on the timeline on the board. After checking answers, point out the Past Perfect verbs in bold in CD player min
Present target the texts.
language Exercise 5 T - SS board
Students work individually, completing the sentences and the rule.
Exercise 6
Practice target Elicit the answers from the class. T - SS
language Exercise 7
Students do the exercise working individually. They can compare answers in pairs before checking
Practice target answers as a class. After checking answers, ask students to find another example of this verb pattern in T - SS
language text C ( she somehow escaped as the plane was going to the runway). S-S
Exercise 8
Read through the instruction and the example sentence with the class. Elicit the second sentence to T - SS
explain why Terry failed his maths test. Check answers by asking individuals to read aloud the sentences.
Exercise 9 T - SS
Set this exercise for homework. Ask students to read quickly through each text for general understanding.
Elicit a couple of forms.
partFinal
Use target Exercise 10: Students work in pairs, taking turns to ask and answer the questions. Check answers by T-S
language asking pairs of students to ask and answer the questions. S-S SB 10
Homework: Exercise 9 min
8
9
LESSON PLAN
CLASS: IX
Teaching unit :Module 2: News; Breaking news
Aims and objectives :Read newspaper stories; talk about news; learn about compound adjectives
Teaching aids, materials and equipment :students book, CD, workbook; board, chalk, CD player
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check.
Introduce the T-SS WB
topic, elicit ideas Warm-up: Exercise 1
and vocabulary, Read through the pieces of information (16) with the class. Check that students understand any new S-S SB 5 min
arouse interest vocabulary. Students work individually or in pairs, matching each picture with two pieces of T-SS
information before checking their answers on page 106.
Learn a study Exercise 2: Read aloud the Reading Help. Ask students if headlines in newspapers in Bosnian miss out
skill words and use difficult vocabulary. T-SS
Main part
Provide key Exercise 3: Students work in small groups or as a class, guessing the meaning of the headlines on p.
vocabulary and 106. When checking answers, point out that it is usually the small words that are left out of headlines, SB
target language such as articles (e.g. an, the), prepositions (e.g. in, of), pronouns (e.g. their) and verb forms (e.g. is, has T-SS CD
in context been). S-S CD player
Check reading Exercise 4 (CD1 Track 14): Ask students to read the three headlines and guess what each means. Play
comprehension the recording for students to read and listen and check their guesses. T-SS board
Present target Exercise 5: Students work individually, reading the articles and answering the questions. If students
language disagree about any of the answers, ask them to read aloud the section in the article that gives the answer. T-SS
Exercise 6: Check answers by asking individuals to write the compound adjectives in three groups on T-SS 30
Practice target the board a) numbers, b) third forms, c) ing forms. S-S min
language Exercise 7: Students work individually, writing their sentences. Monitor and point out any errors for
Present target students to correct. In groups of 34, students read each others sentences. T-SS
language Exercise 8: Ask students to put up their hand when they have matched the compound adjectives. After
Practice target checking answers, elicit one or two sentences for each answer. T-SS
language Exercise 9: Students work individually or in pairs, reading through the pairs of sentences in the box. S-S
Exercise 10: Set this exercise as homework.
partFinal
Ending the lesson:

Fact or Fiction? (usual procedure) SB 10
Use target Exercise 11: Remind students of the advice about class discussions from Lesson T-SS WB min
language 3. Give students time to think about the topics before they discuss them in S-S
groups. Monitor the activity but do not interrupt students fluency. Make a
note of any common language difficulties to go over with the class afterwards.
10
Homework: Exercise 10
LESSON PLAN
CLASS: IX
Teaching unit :Module 2: News; Finding news
Aims and objectives :Read and listen to the Challenges story; learn expressions about personal news; listen to news programmes
Teaching methods :conversation, presentation, reading comprehension, listening comprehension, speaking, writing
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check.
Introduce the WB
topic, elicit ideas Warm-up:
and vocabulary, Exercise 1: If students dont know people who have been on local TV or radio, T-SS SB 5 min
arouse interest widen the discussion and ask if they or anyone they know have been in the
local newspaper.
After checking answers, explain or encourage students to guess the meaning
of any new vocabulary, e.g. mugging.
Check reading Exercise 2 (CD1 Track 15): Give students time to read the questions before you play the recording so T-SS
comprehension they know what information they need. T-Ss SB
Main part
Present target Exercise 3: Students work individually or in pairs, reading through the sentences in the box. Advise S-S CD
language them to look at the dialogue to check which is the reaction to good news. T-SS CD player
Practise target Exercise 4: Elicit one or two examples for each topic from the class. Give students time to think of T-SS board 35
language their own examples, inventing things if necessary. Students can make brief notes of their events, if S-S min
Use target they wish. T-SS
language Exercise 5: Ask two students to read aloud the example dialogue, using appropriate stress and T-SS
Check listening intonation patterns.
comprehension Students work in pairs, exchanging and reacting to their news from Exercise 4. Monitor but do not T-SS
Check listening interrupt students fluency. Make a note of any common problems to go over with the class
comprehension afterwards..
Listening
Exercise 1 (CD1 Track 16)
Give students time to read through the questions before you play the recording. Play the recording
once and check if students have answered all the questions. If necessary, play the recording again.
Exercise 2 (CD1 Track 17 )
Give students time to read through the sentences before you play the recording. After checking
answers, play the recording for students to listen and repeat the sentences.
Final
Revise target Ending the lesson: T-S

language Ask four Ss to read the dialogue aloud (assign roles). SB 5 min
11
part
Homework:
12
LESSON PLAN
CLASS: IX
Teaching unit :Module 2: News; Teens for teens
Aims and objectives :Read about a teen magazine; learn about emphasis
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check. T-SS

Introduce the
topic, elicit ideas Warm-up: SB
and vocabulary, Exercise 1: Discuss the questions with the class. Encourage discussion avoiding over-correction. T-SS 10
arouse interest min
Provide key Exercise 2: Ask Ss to read the questions. Check any difficult vocabulary. Make sure Ss understand that T-SS
Main part
vocabulary and there is one extra question they don't need.

target language
in context
Exercise 3: Ask Ss to read the key words trying to guess their meaning from the context of the T-SS
Use target interview. Ss complete the sentences using the key word. Stress that the form of some of the words must
language be changed. Elicit the first answer. Ss work individually to complete the exercise.
SB
Present target Exercise 4: Read trough the phrases with the class, and explain that they are used for emphasis. Check T-SS board 30
language that Ss understand they need to rewrite the first sentence in two different ways. Elicit the first answer. Ss min
Practice target work individually to complete the exercise.
language
partFinal
Ending the lesson:

Project: Read through the stages of the project so that Ss understand what to do. Give Ss enough time to T-SS SB 5 min
complete the project at home, individually or in pairs/groups. S-S WB
Use target
language Homework:
13
LESSON PLAN
CLASS: IX
Teaching unit :Module 2 News; Verb patterns
Aims and objectives :Learn about question verb patterns
Teaching methods :conversation, reading comprehension, controlled practice, free practice
Teaching aids, materials and equipment :students book, workbook; board, chalk
STAGES
TIMING
objectives aids and
materials
partIntroductory
Introduce the Homework check. SB, WB

topic, provide
key vocabulary Exercise 1: Students skim the text for general understanding and to find out SB
and target what the writer thinks of teenage magazines. Encourage students to refer T - Ss 5 min
language in back to the text to support their answers.
context
Present target Exercise 2

Main part
grammar Read through the table with the class. Elicit one or two more answers using some of the verbs in bold T - SS
from the text. Students work individually, completing the table. They can compare answers in pairs S-S
before checking answers as a class.
Exercise 3
Ellicit the answer from the class. SB
Practise target Exercise 4 T - SS board
grammar Ellicit the answer to sentence 1 from the class. Ss work individually completing the exercise.
Check answers by asking individuals to read aloud the pairs of sentences.
30
Practise target Exercise 5 T - SS min
grammar Ss work individually completing the text. Check answers by asking individuals to read aloud the
sentences.
Encourage students to say what sort of newspaper they think The Guardian is and what sort of T - SS
magazines Newsweek and Time are.
partFinal
Ending the lesson:

Round off target Have a short feedback on the most frequent mistakes Ss have made. Round off by having Ss explain the T-SS SB
grammar main points in Bosnian. 10
min
Homework: Ss write 6-8 sentences of their own, using some of the verbs from exercises 2 and 3.
14
LESSON PLAN
CLASS: IX
Teaching unit : Module 2 News, Study Corner
Aims and objectives :Revise the language taught in the unit; develop language awareness and self-correction in students, learn
study skills
STAGES
TIMING
objectives aids and
materials
partIntroductory
Remind Ss of the Warm-up: Homework check.

module WB
objectives and Go through the module with Ss to remind them what they had been learning and check what the T-S SB
target language objectives were. 5'

Main part
Ss have learnt
target language Go through Exercises 1-4 and make sure Ss understand what they are to do. T-S SB
Ss work individually to do Exercises 1-4. S CD
Activity 2: Feedback CD player
Ss' self- Ss listen to the recording to check their answers. Check spelling when necessary by asking individual Ss board
evaluation to write the answers on the board. T-S
Ss look at the table to see which sections in the Students' Book they need to look at again.
Activity 3: Study Help: Informal/ Formal Language
Read aloud the advice in the Study Help. Encourage students to discuss when it is appropriate to use T-S 30'
Learn helpful informal language, e.g. depending on who you are talking to and the topic of conversation.
study skills S-S
Give students time to make a list of informal words and expressions from this module.
partFinal
Ending the lesson:

Use new study Students then work in small groups, comparing their lists. T-S 10'
skills Check by eliciting some of the answers. S-S
Homework:
15
LESSON PLAN
CLASS: IX
Teaching unit:Module 3 Communities, Scouts
Type of lesson:Presentation, practice
Aims and objectives:Read about scouts; learn new vocabulary (communities); learn about the present perfect and present perfect
continuous
Teaching methods:conversation, presentation, reading comprehension, writing, speaking
Class management:whole class, individual work, pair work
Teaching aids, materials and equipment:students book, workbook, CD; board, chalk, CD-player
STAGES
TIMING
objectives aids and
materials
partIntroductory
Introduce the Homework check;

topic, elicit ideas Get Ready: Introduce the module and the key words. T Ss SB 10
and vocabulary, Exercise 1: Students discuss what they know about the Scout Movement and then read the introduction. CD min
arouse interest T - Ss CD player
Provide key Exercise 2: Students read the text. Tell students not to worry about understanding every word at this
vocabulary and stage, but to focus on answering the question. T - SS
Main part
target language Exercise 3: Students work in small groups, discussing the questions. The groups then feedback to the
in context class. If any of the students are (or have been) scouts, encourage the rest of the class to ask them T - SS 25
questions about their activities. S-S SB min
Present target Exercise 4: Ss find the sentences in the text and complete them. CD
language Exercise 5: Help Ss complete the rule. T - SS CD player
Exercise 6: Elicit the answer to sentence 1. Students then work individually or in pairs completing the T - SS
Practice target task. Check answers by asking individuals to read aloud the sentences. Encourage students to use short S-S board
language verb forms where appropriate when saying the sentences, e.g. Ive been , We havent been ... .
Practice target Exercise 7: Ask indivisual Ss to read the sentences, and then ask them to match the sentences with the T - SS
language pictures a-b.
Exercise 8: Set this exercise for homework. Elicit a couple of answers to set an example. T - SS
Exercise 9: Set this exercise for homework. Elicit a couple of answers to set an example.
partFinal
Use target Ending the lesson:

language Exercise 10: Ask one of the students to read aloud the example sentences. Students work individually, T-S SB
writing four or five pairs of sentences about what they have been doing and what they have done S-S 10
recently. Students then work in small groups, taking turns to read aloud their sentences. min
Homework: Exercise 8, 9.
16
LESSON PLAN
CLASS: IX
Teaching unit :Module 3 Communitie; Getting involved
Aims and objectives :Read a letter to a newspaper; learn multi-part verbs; talk about charity activities
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check.
and vocabulary, Exercise 1: Use the photos and the title to introduce the topic. Students work in groups or as a class, S-S SB 5 min
arouse interest discussing their opinions and saying how they would reply to them. Ask students if these opinions are T-SS
common in BiH.
Provide key T-SS
vocabulary and Exercise 2: Read through the headings with the class. Students work individually, reading the letter. Tell
Main part
target language them not to worry about understanding every word at this stage, but to read each paragraph for gist in T-SS
in context order to match it with its heading. T-SS
Check reading Exercise 3: Students do the exercise working individually. They can compare answers in pairs before SB
comprehension checking answers as a class. T-SS CD 30
Present target Exercise 4: Ss work individually finding the verbs in the text and matching them with the definitions. T-SS CD player min
language Exercise 5: Read through the verb patterns 13 in the box with the class. Point out the incorrect
Practice target combinations, e.g. put on + pronoun (e.g. it). T-SS board
language Exercise 6: Read through the examples (13) with the class. After checking answers, ask students to
Practice target say example a) in a different way (He took off his jacket./He took it off) and to use a pronoun in T-SS
language example b) (She took care of it.) S-S
Practice target Exercise 7: Set this exercise for homework.
language Exercise 8: Ask two students to read aloud the example item. Elicit one or two more examples from
the class, using multi-part verbs from the Word Bank. Monitor the pair activity and help students correct
any errors in their sentence patterns.
partFinal
Ending the lesson:

Use target Exercise 9: After the pair activity, students report back to the class and find out SB 10
language which things would be most popular and which things they wouldnt want to T-SS WB min
do. Encourage students to tell the class about any other things they have T-SS
done to raise money for charity. S-S
Exercise 10: Students work in groups of 46, listing their ideas. The groups then tell the class their
ideas. The class can vote for the best two or three suggestions.
Fact or Fiction? Usual procedure
Homework: Exercise 7;
17
18
LESSON PLAN
CLASS: IX
Teaching unit :Module 3 Communities, The River
Aims and objectives :Read and listen to the Challenges story; learn expressions for making arrangements; listen to a 'what's on' radio
programme
STAGES
TIMING
objectives aids and
materials
partIntroductory
Introduce the Homework check. WB

topic, elicit ideas Warm-up: T-SS 5 min
and vocabulary, Exercise 1: Students work in groups or as a class, seeing how much they can remember of the last S-S SB
arouse interest episode without looking back at it. Students can then look back at Lesson 6 and check that they have
remembered all the important information.
Check reading Exercise 2: Ask students to look at the photo and guess what is happening and how Ellie is feeling.
Main part
comprehension Give students time to read the questions before you play the recording. T-SS SB
Exercise 3: Students work individually, completing the table. Check answers by asking pairs of CD
Present target students to read aloud the suggestions and replies. T-SS CD player 35 min
language Exercise 4: Check that students understand that d stands for would in Id rather. T-Ss board
Exercise 5: Ask two students to read aloud the example exchange. Point out that it is polite to thank the other T-SS
person before you say what you would prefer to do instead. Elicit suggestions for item 2 from the class. Students S-S
Present target then work in pairs, acting out the situations and changing parts. Monitor but do not interrupt students fluency.
language Make a note of any general problems to go over with the class T-SS
afterwards. S-S
Use target Exercise 6: Ask two students to read aloud the example dialogue. Elicit suggestions for continuing the dialogue.
language Elicit suggestions from the class of where to go and what to do at the weekend. Students work in pairs, making T-Ss
arrangements for going out to two places and agreeing where and when to meet. T-SS
Check listening Everyday Listening S-S
comprehension Exercise 1: Give Ss time to read the information. Play the recording for Ss to complete it. Check with whole class.
Exercise 2: Read aloud the advice in the Listening Help. T-SS
Check listening Exercise 3: Give students time to read through the questions and answers before you play the recording again. If S-S
comprehension students disagree about any of the answers, ask them to explain their reasons for their choice of answer.
Exercise 4: Play the recording several times for students to listen and repeat the words. If appropriate, point out the
phonetic transcription and the two vowel sounds (diphthong) in each word.
Exercise 5: Students work in pairs, saying the words containing the underlined sounds quietly to each
other. Students listen and repeat the sentences chorally and individually. Try to ensure that each student says at least
two of the sentences.
Final
Revise target Ending the lesson:Ask three Ss to read the dialogue aloud (assign roles). T-S SB
language Homework: 5 min
19
part
20
LESSON PLAN
CLASS: IX
Teaching unit :Module 3: Communities; Bosnian Culture Bank: Places to visit in August
Aims and objectives :Read about the Maiden's Cave; tell a story; write about traditional methods of healing; create a comic story
about a legend
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check.
Introduce the T-SS
and vocabulary, Exercise 1: Read through the key words with the class, and ask them to find them in the pictures. 10
arouse interest Exercise 2: Ask Ss to read the question. Encourage different ideas. T-SS min
Provide key Exercise 2: Ask Ss to read the text quickly and check their guesses.
vocabulary and Exercise 3: Students work individually reading the text and choosing the correct option. T-SS
Main part
target language Exercise 4: Explain that we can change the position of direct and indirect objects with no change in SB
in context meaning. However, the indirect object at the end of a sentence requires a preposition to/for. Ask Ss to T-SS
Practice target complete the sentences with correct prepositions. T-SS board
language Exercise 5: Set this exercise for homework.
Practice target T-SS 30
language Exercise 6: Set this exercise for homework. min
Practice target T-SS
language Exercise 7: Ask students to read their part of the story. Students then work in pairs telling their part of
Use target the story in their own words. T-SS
language
partFinal
Ending the lesson:

language complete the project at home, individually or in pairs/groups. S-S WB
Homework: Exercises 5, 6
21
LESSON PLAN
CLASS: IX
Teaching unit :Module 3 Communities, Study Corner
STAGES
TIMING
objectives aids and
materials
partIntroductory
Remind Ss of the Homework check. T-S WB

module Warm-up: SB 5'
objectives and Go through the module with Ss to remind them what they had been learning and check what the
Activity 1: Language Check

Check how well Go through Exercises 1-5 and make sure Ss understand what they are to do.
Main part
Ss have learnt Ss work individually to do Exercises 1-5.

target language Activity 2: Feedback T-S SB
Ss listen to the recording to check their answers. Check spelling when necessary by asking individual Ss S CD
Ss' self- to write the answers on the board. CD player
evaluation Ss look at the table to see which sections in the Students' Book they need to look at again. board 30'
Activity 3: Study Help (unknown words) T-S
Learn helpful Read aloud the advice and examples for depressed and mobile home. Elicit sentences to explain
study skills detached house, wheelchair and clan. Read aloud the advice about words with a Latin origin or T-S
words that might be similar in English. Elicit the correct word for the sentence about Beethoven
(composer). S-S
Students work individually, looking through Modules 13, choosing five difficult words and noting
down how to describe the words. S-S
In pairs, students take turns describing their five words and guessing their partners five words.
Students work individually or in pairs, listing five words which could be similar in English. Check
students words.
Students tell the class their five Bosnian words and write the English words on the board. Check
spelling and pronunciation.
partFinal
Ending the lesson:

Round off Use some of the activities from the Time Out Magazine to round off the lesson. T-S 10'
22
LESSON PLAN
CLASS: IX
Teaching unit :Module 4 Cash; Auction
Aims and objectives :Read about an eBay auction; learn new vocabulary (money); learn about the passive
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check;
Introduce the Get Ready: Introduce the module and the key words. T - Ss SB, WB
topic, elicit ideas CD 10
and vocabulary, Exercise 1: Encourage students to tell the class what they or their family have bought on the Internet T - Ss CD player min
arouse interest (Were they pleased with what they bought? Was it cheaper than in the shops? Did it arrive quickly?)
If they have no experience, ask them whether they would buy anything; why / why not.
Provide key Exercise 2: Check that students understand how auctions on eBay work. Play the recording for students
vocabulary and to read and listen and answer the question. T - SS
Main part
target language Exercise 3: Students work individually or in pairs, reading the text and matching the photos with the T - SS
in context descriptions.
Present target Exercise 4: Students discuss the questions in groups. The groups then report back to the class. T - SS
language Exercise 5: Students complete the table working individually. Point out that the sentences come from S-S SB 25
the texts in both Exercises 2 and 3. Monitor and help as necessary. Check answers by asking individuals CD min
Present target to read aloud each sentence, tense and form. T - SS CD player
language Exercise 6: Read aloud the sentences. Students then work individually, matching the sentences with the
reasons for using them. Point out that sometimes more than one reason may be true for using the T - SS board
Practice target passive. Ask students to find more passive verbs in the texts in Exercises 2 and 3 and say which
language reason(s) explain why the passive is used. T - SS
Exercise 7: Elicit the first answer from the class. Students complete the exercise working individually. S-S
Practice target They can compare answers in pairs. T - SS
language Exercise 8: Ask students to read the sentences and choose the correct answers. Check answers by asking
individuals to read aloud the pairs of sentences.
Exercise 9, 10: Set these exercises for homework.
partFinal

language Exercise 11: Read through the example sentences and verbs with the class. Students work in groups of 10
three to four, writing as many sentences as they can in one minute. Each group reads aloud their T-S SB min
sentences to the class. Encourage the class to help correct any errors in the sentences. S-S
Homework: Exercises 9, 10.
23
LESSON PLAN
CLASS: IX
Teaching unit :Module 4 Cash; Funny Money
Aims and objectives :Read about the history of money; talk about money; learn new vocabulary (materials); learn about partitives
STAGES
TIMING
objectives aids and
materials
partIntroductory

topic, elicit ideas arm-up: T-SS WB
and vocabulary, Exercise 1: Students listen and repeat the Key Words after the recording. Check students understanding S-S SB
arouse interest of the words. Students work in pairs or as a class, guessing what the objects are made of. 5 min
Provide key Exercise 2: Play the recording for students to read and listen and check their guesses. Encourage
vocabulary and students to say what the objects are as well as what they are made of. T-SS SB
Main part
target language Exercise 3: Students work in pairs, reading the text and answering the questions. CD
in context Exercise 4: Students do the exercise working individually. They can compare answers in pairs. T-SS CD player
Check reading Exercise 5: Students find the collocations in the text. S-S
comprehension Exercise 6: Students do the exercise working individually or in pairs. Make sure Ss understand that they T-SS board
Present target have to find the wrong collocation. S-S 30
language Exercise 7: Read through the list of words. Elicit words to use with, box, e.g. chocolates, packet, e.g. min
Practice target biscuits and tube, e.g. toothpaste. Ask three students to read aloud the example sentences and to T-SS
language complete Speaker Cs sentence. S-S
Practice target Students play the game in groups of five to six. If a student makes a
language mistake, they are out of the game. The game stops when only one student is left in it. The group then T-SS
Present target start the next game. Monitor and make a note of any errors in the collocations. Check these with the S-S
language class afterwards.
Practice target Exercise 8: Ask Ss to read the sentences and translate them. Do the same for the rules. T-SS
language Exercise 9: Set this exercise for homework. Elicit a couple of sentences.
partFinal
Ending the lesson:

Fact or Fiction? (usual procedure) SB 10
Use target Exercise 10, 11: Encourage students to think of four or five offers and wants. Ask two students to T-SS WB min
language read aloud the example exchange. Point out the use of the conditional structure (If you do X, Ill do Y). S-S
Students work in groups of four to five. Monitor but do not interrupt students fluency.
Each group tells the class what business they agreed and what wants and offers they were left
with.
24
LESSON PLAN
CLASS: IX
Teaching unit :Module 4 Cash; Value for money
Aims and objectives :Read and listen to the Challenges story; learn expressions for complaining; listen to dialogues in shops
STAGES
TIMING
objectives aids and
materials
partIntroductory

topic, elicit ideas Warm-up: T-SS SB 5 min
and vocabulary, Exercise 1: Use the picture and title to introduce the topic. Encourage students to speculate about why
arouse interest Abi is pointing to his hair.
25
Exercise 2: Play the recording for Ss to listen, read and check their guesses from Ex 1. T-SS
Check reading Exercise 3: Ask individual Ss to read the dialogue again and complete the gaps. T-Ss
Main part
comprehension Exercise 4: Read through the Speaking Help with the class. Ask students what phrases they use in
Present target Bosnian to be polite and to sound less aggressive. T-SS
language Exercise 5: Read through the instructions with the class. Elicit an example dialogue from the class,
encouraging students to use polite expressions and correct stress and intonation patterns. Students T-SS SB
Present useful work in pairs, making dialogues and taking turns to be the shop assistant and the customer. Some of S-S CD
speaking skills the pairs act out one of their dialogues in front of the class. CD player
Everyday Listening board
Exercise 1: Give students time to read through the information in the table. Play the recording of the T-SS
first dialogue for students to listen and complete the information for Customer 1. Check answers. Then 35
Check listening play the recording for dialogues 2 and 3 for students to listen and complete the information. Check T-SS min
comprehension answers for Customers 2 and 3.
Exercise 2: Play the recording for students to listen and match the adjectives with the people. Check T-SS
answers by playing each dialogue separately and eliciting which adjectives describe the shop assistant
and customer in that dialogue. Ask students if they can remember some of the words and expressions T-SS
the person says that sound rude, tired and sleepy etc.
Exercise 3: Write the first three or four words on the board for the class to pronounce and identify any T-SS
difficult consonant sounds. Underline these consonants in the words on the board. Check that students S-S
can say the remaining words the list. Students work individually, quietly saying the words and
underlining the consonant sounds that are difficult. Monitor and help as necessary.
Exercise 4: Play the recording for students to listen and repeat the words.
Exercise 5: Students work individually or in pairs, reading the Key Words in the first four modules and
writing down the words they find difficult to pronounce.
partFinal
Revise target Ending the lesson:

language Ask five Ss to read the dialogue aloud (assign roles). T-S SB 5 min
Homework: Optional: Listening Ex 5 S-S
LESSON PLAN
CLASS: IX
Teaching unit : Module 4: Cash; Bosnian Culture Bank: At the crossroads
Aims and objectives :Read a magazine article; learn new vocabulary (working); learn about reported statements and questions
STAGES
TIMING
objectives aids and
materials
Introductory
Introduce the Homework check. T-SS 10

topic, elicit ideas Warm-up: SB min
and vocabulary, Use the pictures and title to introduce the topic. Ask Ss if they have already made a decision about their T-SS
arouse interest future careers. Encourage a discussion about any part-time jobs that students might have had.
26
part
Provide key
vocabulary and Exercise 1: Read through the words with the class. Ask Ss to find the missing words in the text. Explain T-SS
Main part
target language any difficult vocabulary.

in context Exercise 2: Ss read the text to complete the sentences. T-SS SB
Check reading Exercise 3: Ss find the words in the text / Key Words box to complete the sentences. Check the answers. T-SS
comprehension Exercise 4: Ask a student to read the first statement again and ask the class whether they agree or T-SS board
Present target disagree with it, giving reasons. Do the same with the other sentences.
language T-SS
Practice target Exercise 5: Ask students to read the sentences and help them complete the rules.
language T-SS
Exercise 6: Elicit the answer to the first sentence. Students continue individually completing the S-S 30
reported statements and questions. Allow Ss to compare their answers in pairs before checking with the min
whole class.
partFinal
Ending the lesson:

Use target
language Homework: Exercise 6 (optional)
27
LESSON PLAN
CLASS: IX
Teaching unit :Module 4: Cash, Article the
Aims and objectives :Learn about the definite article
STAGES
TIMING
objectives aids and
materials
partIntroductory

topic, provide Warm-up: T Ss 5 min
key vocabulary Exercise 1: Students work individually, reading the texts and deciding which holiday is the best value S-S SB
and target for money. Point out that this may not be the cheapest holiday. Students then form groups of five to six
language in and exchange opinions, giving reasons for their choice. The groups report back to the class and find out
context which holiday was chosen by the majority of students as the best value for money.
Present target Exercise 2: Students first complete the table with names from the text, writing one example in each
grammar section of the table. Check students answers. Students then work in pairs or small groups, adding an T - SS
Main part
example of their own to each space in the table. Monitor and correct any errors. S-S
The groups tell the class their extra examples for each category. Tell students not to worry about using T - SS SB
Practise target English pronunciation for names of countries, rivers, mountains, etc. board
grammar Exercise 3: Do the first two sentences with the class. Students then work individually, completing the 30
exercise. min
Practise target Exercise 4: Read through the instructions with the class. Elicit one or two T - SS
grammar suggestions for interesting information to include in the six sentences about S-S
cities, rivers, lakes etc. in the students country. Give students time in class or
at home to find out facts and information, if they wish.
Advise students to refer to the texts in Exercise 1 when writing their
sentences.
Monitor and help students correct any errors.
partFinal
Ending the lesson:

grammar main points in Bosnian. Refer Ss to the Grammar Summary. 10
min
Homework:
28
LESSON PLAN
CLASS: IX
Teaching unit :Module 4 Cash, Study Corner
study skills
Teaching aids, materials and equipment :students book, workbook, CD, board, chalk, CD-player
STAGES
TIMING
objectives aids and
materials
partIntroductory
Remind Ss of the Warm-up: Homework check. WB

module Go through the module with Ss to remind them what they had been learning and check what the T-S SB 5'
objectives and objectives were.
target language
Activity 1: Language Check T-S

Check how well Go through Exercises 1-6 and make sure Ss understand what they are to do. S
Main part
Ss have learnt Ss work individually to do Exercises 1-6. SB

target language Activity 2: Feedback CD
Ss listen to the recording to check their answers. Check spelling when necessary by asking individual Ss T-S CD player
Ss' self- to write the answers on the board. board 30'
evaluation After checking the answers to Exercise 6, Ss practise reading the dialogue.
Ss look at the table to see which sections in the Students' Book they need to look at again.
Activity 3: Study Help (Communication problems) T-S
Read aloud the advice and example sentences. Ask students to repeat after you Do you know what
Learn helpful I mean?, using polite intonation. Ask students what they say in Bosnian to check that someone S-S
study skills understands them.
Before students work in pairs, ask the class to read the dialogue and say whether any sentences are
rude or whether a listener might not understand some of the words in it. (As first sentence is rude. As
second and third sentences might sound rude, depending on the intonation.)
partFinal
Ending the lesson: T-S

Use new study Students work in pairs, saying the sentences in a different way. Monitor and help as necessary. S-S 10'
skills Some of the students say their sentences to the class. They can see how many different sentences they
have thought of.
Homework:
29
LESSON PLAN
CLASS: IX
Teaching unit :Module 5: Water; Underwater Treasure
Aims and objectives :Read about treasure hunters; learn about modal verds for speculation
STAGES
TIMING
objectives aids and
materials
partIntroductory
Introduce the Homework check; T Ss

topic, elicit ideas Get Ready: Introduce the module and the key words. T Ss SB 10
and vocabulary, Exercise 1: Students discuss the question as a class. Encourage any Ss who have been scuba diving or CD min
arouse interest snorkelling to tell the class about their experiences. CD player
Provide key Exercise 2: Explain that 'HMS' stands for 'Her/His Majesty's Ship'. Play the recording for Ss to read and
vocabulary and listen to find out why 'HMS Sussex' was an interesting find. T - SS SB
Main part
target language T - SS CD
in context Exercise 3: Ss work in groups or pairs, discussing the questions. The groups/pairs then report back to S-S CD player
Present target the class. Encourage Ss to talk about any famous shipwrecks they have heard of.
language T - SS board
Exercise 4: Ask Ss to find the sentences in the text and complete them with the missing words. Help Ss T - SS 25
Practice target complete the rules. T - SS min
language T - SS
Exercise 5: Help Ss match the modals with the sentences. T - SS
Exercise 6: Advise Ss to read through the dialogue quickly for general understanding befor they start S-S
completing it. Check with the whole class.
Exercise 7: Set this exercise for homework. Elicit a couple of sentences to set a model.
Exercise 8: Ask a student to read the first sentence, then elicit the rephrased version (with a modal verb).
Elicit the second answer. Students then continue completing the task individually or in pairs.
partFinal
Ending the lesson:

Use target Exercise 9: Read a few cues with the class. Elicit a couple of sentences. Ss work in pairs or groups of
language three, reading the cues and speculating about the man's present and past. Encourage Ss to agree or T-S SB 10
disagree with each other's opinions. S-S min
Homework: Exercise 7.
30
LESSON PLAN
CLASS: IX
Teaching unit :Module 5: Water; Natural wonders
Aims and objectives :Read natural wonders; learn about adjectives and conjuctions although and despite; learn new vocabulary
(landscape)
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check.
and vocabulary, Exercise 1: Play the recording for Ss to listen and repeat the key words. Elicit / explain the meaning of T-SS SB 5 min
arouse interest the more difficult words. In pairs or groups of three, students look at the photos and use some of the key S-S
words to describe them.
Provide key Exercise 2: Read the instructions and check that students understand what to do. Monitor and check T-SS
vocabulary and students' notes, helping as necessary. T-SS SB
Main part
target language Exercise 3: In turn, each student tells their group about their place and why it is a great place to visit. S-S CD
in context Exercise 4: Ss work individually reading the text and answering the questions. Check with the class. T-SS CD player
Check reading Exercise 5: Ss work individually or in pairs completing the table. Check with the class. T-SS 30
comprehension Exercise 6: Read through the gapped sentences with the class. Elicit the suggestions for completing S-S board min
Present target sentence 1. Ss continue in pairs or individually, completing the sentences. Check by asking individuals T-SS
language to read their sentences and see if the rest of the class agree with them. S-S
Practice target Exercise 7: Ask a couple of students to read aloud the two sentences. Ask the class to translate them. T-SS
language Point out the use of although and despite and position of the comma. T-SS
Present target
language Exercise 8: Set this exercise for homework. Elicit a couple of sentences to set an example.
Practice target
language
partFinal
Ending the lesson:

Exercise 9: Read through the example notes with the class. Ss work individually, making notes about SB 10
one of their favourite places. Encourage them to use vocabulary from this lesson, where appropriate. T-SS WB min
Use target Exercise 10: In pairs, Ss describe their favourite place and guess where theri partner's place is. Monitor
language but do not interrupt students' fluency. Make a not of any general language problems to go over with the
class afterwards. S-S
Fact or Fiction? Usual procedure
31
LESSON PLAN
CLASS: IX
Teaching unit :Module 5: Water; Bristol Zoo
Aims and objectives :Read and listen to the Challenges story; learn expressions for giving a presentation; listen to a talk
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check.
Introduce the WB
and vocabulary, Exercise 1: Use the photo and title to introduce the lesson. Encourage students to talk about zoos or T-SS SB 5 min
arouse interest wildlife parks they have visited. Ask Ss to answer the questions.
Check reading
comprehension Exercise 2: Play the recording for Ss to listen and check their guesses from Exercise 1. Check that T-SS
Main part
Present target students remember Abi's problem with the shampoo and why they need a sample of river water. T-SS
language Exercise 3: Ss work individually or in pairs finding the key expressions in Ellie's talk in Exercise 2 S-S
Practise target and deciding if the words are used to gain time or to organise the talk. SB
language T-Ss CD 35
Exercise 4: Elicit some examples of endangered animals. Give students time to check information T-SS CD player min
Present a useful about their animal. Tell students to write notes, not complete sentences. Suggest that they find a S-S board
study skill picture of the animal to show during their presentation. T-Ss
Exercise 5: Ss read Ellie's presentation to find how she correct herself. Read aloud the advice in the S-S
Use study skill speaking Help. Advise students to practise saying their talk before they give their presentation in class. S-S
Check listening Exercise 6: Students give their talks to the class. T-SS
comprehension Everyday Listening T-SS
Sound Exercise 1: Students work in pairs trying to complete the information. S-S
identification Exercise 2: Play the recording for Ss to listen and complete the notes. T-SS
Exercise 3: After students have listened to the words, play the recording for them to listen and repeat
the words. T-SS
Exercise 4: Ss work in pairs or small groups, saying the words quitly to themselves.
Exercise 5: Play the recording for students to listen and check their pronunciation. Then play the
recording for them to listen and repeat the words.
partFinal

language Ask four Ss to read the dialogue aloud (assign roles). T-S SB 5 min
S-S
Homework:
32
LESSON PLAN
CLASS: IX
Teaching unit :Module 5: Water; Bosnian Culture Bank: BiH in a week
Aims and objectives :Read a tourist guide page about rivers and national parks in BiH; talk about places; write about waterfalls in
BiH
STAGES
TIMING
objectives aids and
materials
partIntroductory
Introduce the Homework check. T-SS SB

topic, elicit ideas Warm-up: 10
and vocabulary, Exercise 1: Use the pictures and titles to introduce the lesson. Ask students to answer the questions. S-S min
arouse interest T-SS
Provide key Exercise 2: Ask Ss to read the headings a-g. Ss then read the text matching the headings to the
vocabulary and paragraphs 1-6. Check that students understand there is an extra heading. T-SS SB
Main part
target language Exercise 3: Ask Ss to check the meaning of the highlighted words, and then choose the correct T-SS
in context alternative. Check with the class. T-SS board
Present target Exercise 4: Ask the Ss to read the sentences and decide which relative clause can be omitted without 30
language harming the meaning of the sentence. Stress the use of the commas. Explain the meaning of 'defining' T-SS min
Practice target and 'non-defining'. Help Ss complete the rule. S-S
language Exercise 5: Ss read the sentences. Elicit the first answer from the class; Ss then continue individually to
Present target complete the exercise. Allow Ss to compare their answers in pairs before checking with the class. T-SS
language Exercise 6: Go through the words with the class. Elicit / explain the meaning of the more difficult ones. S-S
Ss then work individually or in pairs, completing the sentences. Explain that sometimes more then one T-SS
Practice target answer is possible. Check with the class. S-S
language Exercise 7: Ask Ss to work in pairs and add more words to the lists. Before they start working on their
Practice target own, elicit a couple of words from the class. After they have finished, elicit the words and write them on T-SS
language the board.
Exercise 8: Have a discussion with the class about the activities in Exercise 6. Encourage Ss to give
reasons for their opinions.
partFinal
Ending the lesson:

Homework:
33
LESSON PLAN
CLASS: IX
Teaching unit :Module 5 Water; Study Corner
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check.
WB
Remind Ss of the Warm-up: SB
module Go through the module with Ss to remind them what they had been learning and check what the T-S 5'
target language

Main part
Ss have learnt
target language Go through Exercises 1-6 and make sure Ss understand what they are to do. T-S SB
S CD
Ss' self- Ss work individually to do Exercises 1-6. CD player
evaluation Activity 2: Feedback T-S board 30'
Ss listen to the recording to check their answers. Check spelling when necessary by asking individual Ss
Learn helpful to write the answers on the board. T-S
study skills Ss look at the table to see which sections in the Students' Book they need to look at again.
Activity 3: Study Help (Writing tasks)
Read through the advice in the Study Help with the class.
partFinal
Ending the lesson:

Round-off Use some of the exercises in Time-Out to round off the lesson. T-S 10'
Homework:
34
LESSON PLAN
CLASS: IX
Teaching unit :Module 6 Save the Planet; Going green
Aims and objectives :Read about the environment; learn new vocabulary (the environment); learn about future continuous
STAGES
Interaction Teaching
TIMING
Aims and Class organization procedures and activities aids and
objectives materials
partIntroductory
Homework check;
and vocabulary, Exercise 1: Students work in pairs or small groups, looking at the photos and discussing the questions. T - Ss CD player min
arouse interest Open up the discussion to the class. Encourage students to speculate about what the family have done in
their back garden and why.
Provide key Exercise 2: Students work individually, reading the text and listing the things the family plan to change.
vocabulary and Exercise 3: Students work in groups or as a class, discussing the questions and giving reasons for their T - SS
Main part
target language opinions. T - SS

in context Exercise 4: Play the recording for students to read and listen and answer the questions. T - SS SB
S-S CD
Exercise 5: Students work individually, completing the sentences and deciding which meaning (a or b) T - SS CD player
Present target they express. They can compare answers in pairs before checking answers as a class. S-S 25
language Exercise 6: Elicit the answer from the class. T - SS board min
Exercise 7: Students do the exercise working individually. They can compare answers in pairs before T - SS
Practice target checking answers as a class. Check answers by asking individuals to read aloud the sentences using S-S
language short verb forms where appropriate.
Exercise 8: Set this exercise for homework. Elicit a couple of sentences. T - SS
Exercise 9: Set this exercise for homework. Elicit a couple of sentences.
partFinal
Ending the lesson:

Use target Exercise 10: Give students time to read through the example sentences and the cues and to think of their
language own sentences. In small groups, students read aloud their sentences. Encourage students to help each T-S SB 10
other correct any language errors. S-S min
35
LESSON PLAN
CLASS: IX
Teaching unit :Module 6 Save the Planet; Fair Trade
Aims and objectives :Read about shopping; learn about multi-part verbs with get and take; learn about ing form after prepositions
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check. WB
Introduce the Warm-up: T-SS
topic, elicit ideas Exercise 1: Read aloud the statements and check that students understand any new vocabulary. Ss work S-S SB 7 min
and vocabulary, in pairs or small groups discussing the statements and deciding which is not true. The groups report CD
arouse interest back to the class and see if they all agree about the false statements. T-SS CD player
Provide key Exercise 2: Play the recording for Ss to listen and read and check their guesses from Exercise 1.
vocabulary and Exercise 3: Read aloud the Reading Help. Point out the sentence 'The facts may or may not be true'. Ask T-SS
Main part
target language Ss when 'facts' may not be 'true'. Encourage Ss to say how 'facts' and 'opinion' are expressed in Bosnian.
in context Is it always easy to separate the two? T-SS
Check reading Exercise 4: Ss work individually or in pairs, reading the text and making a note of four opinions and SB
comprehension four facts. T-SS CD
Exercise 5: Ss work in pairs discussing the questions. Encourage them to give reasons for their answer CD player 30
Practice target to question 1. T-SS min
language Exercise 6: Elicit the answers from the class. board
Exercise 7: Give Ss time to look at the Collocations section in the Word Bank. Ss work individually T-SS
Present target completing the text and noting the sentence in which both get and take are possible. Check answers by
language asking individuals to read aloud the sentences. T-SS
Exercise 8: Ask individuals to read aloud the sentences. Ss find and read aloud more examples from the
Practice target text. T-SS
language Exercise 9: Give Ss time to read through the cues. Elicit two or three example sentences from the class.
Ss work individually writing their sentences. T-SS
partFinal
Ending the lesson:

Fact or Fiction? (usual procedure) SB 8 min
Use target Exercise 10: give Ss time to read through the information about their product and check the meaning of WB
language any new vocabulary. Ss work in pairs, taking turns to ask and answer questions about their product.
Monitor and make notes of any general language problem. As a class, Ss discuss the two products, T-SS
saying which they would like to have. S-S
Homework:
36
LESSON PLAN
CLASS: IX
Teaching unit :Module 6 Save the Planet; Local Hero
Aims and objectives :Read and listen to the Challenges story; learn expressions for interviews; listen to a weather forecast;
STAGES
TIMING
objectives aids and
materials
partIntroductory

topic, elicit ideas Warm-up: T-SS SB 5 min
and vocabulary, Exercise 1: Ss work in groups or as a class, looking at the photo, guessing what happened and who the
arouse interest woman is.
Check reading Exercise 2: Play the recording for Ss to listen and read the dialogue and check their ideas from
comprehension Exercise 1. T-SS
Main part
Present target Exercise 3: Elicit the answer from the class.

language Exercise 4: Ask a student to read aloud the example sentence. Elicit one or two more sentences from SB
Practise target the class. Ss work individually, writing sentences about the story episode. They can compare answers T-Ss CD
language in pairs before checking as a class. CD player 35
Exercise 5: Look at the first two or three expressions with the class and check that students can T-SS board min
Present useful identify the function of each expression. Ss complete the sentences individually or in pairs. S-S
listening skills Exercise 6: Read through the instructions with the class. Ss work in pairs, making notes for their
interview. Help with vocabulary if necessary. Encourage the pairs to rehearse their interview quietly, T-SS
using the Key Expressions where appropriate.
Check listening Exercise 7: The pairs form groups of four and act out their interviews. Monitor but don't interrupt T-SS
comprehension students' fluency. Make a note of any general language problems to go over with the class afterwards.
Everyday Listening T-SS
Exercise 1: Ss work in groups or as a class, reading the predicitions and saying which they think are
Practise w6rd the most likely to happen. Encourage them to give reasons for their choice. T-SS
stress Exercise 2: Play the recording for Ss to check their guesses.
Exercise 3: Ask Ss to repeat the example pair of words after you. Give Ss time to read through the
words and say them quietly to themselves. Play the recording for Ss to listen and mark the word
stress.check answers by asking Ss to say the words with correct word stress.
partFinal

language Ask two Ss to read the dialogue aloud (assign roles). T-S SB 5 min
Homework: S-S
37
38
LESSON PLAN
CLASS: IX
Teaching unit :Module 6: Save the Planet; Bosnian Culture Bank: It isn't too late...
Aims and objectives :Read about a dream; talk about environmental problems;
STAGES
TIMING
objectives aids and
materials
partIntroductory
Introduce the Homework check. T-SS SB

topic, elicit ideas Warm-up: T-SS
and vocabulary, Exercise 1: Ask Ss to look at the picture and find the items a, b, c. Then discuss the questions with the 5 min
arouse interest class.
Provide key Exercise 2: Read through the key words with the class. Ask Ss to read the text paying special attention
vocabulary and to the highlighted words and the surrounding so as to understand the meaning of the phrases. Elicit /
Main part
target language explain the meaning of difficult words. Ss then work individually matching the halves of the sentences. T-SS SB 30
in context Ask Ss how they felt while reading the text. Do they think this is likely to happen? Why / Why not? T-SS min
Present target Exercise 3: Read through the sentences with the Ss. Ss then read the text and find the same ideas in board
language different phrasing. Check with the whole class. Elicit / Explain the form used in all the sentences. T-SS
Practice target Exercise 4: Read the first sentence with the class. Ask Ss to recognise the part which is to be replaced by
language a present participle. Ss then work individually paraphrasing the other sentences. Give them an
opportunity to compare their answers in pairs before checking with the class.
partFinal
Ending the lesson:

Project: Read through the instructions with the class. Encourage them to brainstorm any ideas and T-SS SB 10
complete the text at home. S-S WB min
Use target
language Homework:
39
LESSON PLAN
CLASS: IX
Teaching unit :Module 6 Save the Planet, Undestanding Grammar: Modals referring to the past
Aims and objectives :Learn about the modals referring to the past
STAGES
TIMING
objectives aids and
materials
partIntroductory

topic, provide Warm-up: 5 min
key vocabulary Exercise 1: Ss read the text and answer the questions. Ss tell the class what they think Dian Fossey's
and target most important achievements were. T - Ss SB
language in
context
Present target Exercise 2: Ss work individually completing the sentences and matching them with their meanings. Ss T - SS
grammar can compare answers in pairs before checking as a class. When checking answers draw Ss' attention to SB
Main part
Practise target the position of 'not' in negative sentences. T - SS board

grammar Exercise 3: Ask Ss to read the sentences and choose the correct option, a or b.
Practise target Exercise 4: Elicit the first answer. Ss continue individually completing the orther sentences. Ask them to T - SS 30
grammar compare their answers in pairs before checking with the class. S-S min
Exercise 5: Elicit the first answer. Check that Ss can form the question correctly. Ss work individually or T - SS
in pairs, rewriting the sentences by using verbs from Exercise 2. S-S
Exercise 6: Elicit one or two examples from the class. Ss continue individually writing sentences about T - SS
things that happened to them in the last few days. Monitor and check Ss' sentences. Ss read aloud their
sentences.
partFinal
Ending the lesson:

Round off Have a short feedback on the most frequent mistakes Ss have made. Round off by having Ss explain the T-SS SB
main points in Bosnian. Refer Ss to the Grammar Summary. 10
min
Homework:
40
LESSON PLAN
CLASS: IX
Teaching unit :Module 6 Save the Planet, Study Corner
study skills
Teaching aids, materials and equipment :students book, workbook, CD, dictionaries; board, chalk, CD-player
STAGES
Class organization procedures and activities
TIMING
Aims and Interaction Teaching
objectives aids and
materials
partIntroductory
Remind Ss of the Warm-up: Homework check. WB

module Go through the module with Ss to remind them what they had been learning and check what the T-S SB 5'
target language

Main part
Ss have learnt Ss work individually to do Exercises 1-5. SB

target language Activity 2: Feedback T-S CD
Ss listen to the recording to check their answers. Check spelling when necessary by asking individual Ss S CD player
Ss' self- to write the answers on the board. board 30'
evaluation Ss look at the table to see which sections in the Students' Book they need to look at again.
Activity 3: Study Help (Noticing language) T-S
Learn helpful Read aloud the advice and the questions about the dialogue in Unit 18. Give Ss time to work in pairs T-S
study skills reading the dialogue and compliting the answers. S-S
partFinal
Ending the lesson:

Use new study Ss work individually looking at the reading text in unit 17. Monitor and help as necessary. T-S 10'
skills S-S
Homework:
41
LESSON PLAN
CLASS: IX
Teaching unit :Module 7 Fashion; Roaring Twenties
Aims and objectives :Read about fashion in 1920s; learn new vocabulary (clothes); learn about would and used to
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check;
and vocabulary, Exercise 1: Students work in pairs or small groups, looking at the photos and discussing which fashion T - Ss CD player min
arouse interest they prefer. Open up the discussion to the class. Encourage students to give reasons for their opinions.
Provide key Exercise 2: Students work individually, reading the text and making notes of the main changes in
vocabulary and womens fashion between 1900 and the 1920s. When checking answers, encourage students to guess T - SS
Main part
target language the meaning of corsets. T - SS SB

in context Exercise 3: Students work in groups or as a class, discussing the question. Encourage them to think of T - SS CD
the effects of world events such as World War 1. S-S CD player
Present target Exercise 4: Ss find the sentences in the text and complete them in the table. Check answers by asking T - SS 25
language individuals to read aloud the sentences in the table. S-S board min
Exercise 5: Students read the text again to find and read aloud more examples of used to and would. T - SS
Check that students understand that the people did these things regularly. T - SS
Practice target Exercise 6: Students work in pairs, reading the sentences and working out the rule. After checking the S-S
language answer, ask students to look at the beginning of paragraph 3 of the text. Read aloud the sentence
Clothes used to be terrible in the old days. Check that students understand that this describes a state T - SS
and so only used to is correct here. S-S
Exercise 7: Students do the exercise working individually. They can compare answers in pairs before T - SS
checking answers as a class. Check answers by asking individuals to read aloud the sentences.
Exercise 8: Set this exercise for homework. Elicit a couple of sentences.
Exercise 9: Set this exercise for homework. Elicit a few sentences.
partFinal
Ending the lesson:

Use target Exercise 10: Give students time to read through the example sentences and the cues and to think of their
language own sentences. Encourage them to add their own ideas. In small groups, students tell each other about T-S SB 10
the time when they were seven. Encourage students to help each other correct any language errors. S-S min
42
LESSON PLAN
CLASS: IX
Teaching unit :Module 7 Fashion, Desert Flower
Aims and objectives :Read about a top model; learn about prepositions; learn a reading skill (sentence gaps)
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check.
and vocabulary Exercise 1: Ask students to look at the photos and describe the appearance of the person and her facial S-S SB 7 min
expression in each photo. Encourage them to speculate about what sort of person she is. Students work T-SS
individually or in pairs, guessing the answers to the questions.
Provide key Exercise 2: Students read the text and check their guesses from Exercise 1.
Main part
vocabulary and Exercise 3: Read aloud the sentences in the Reading Help. Point out that it is important to check that the T-SS
target language missing sentence goes with the sentence before and the sentence following it. T-SS
in context Exercise 4: Read through the sentences (a-f) with the class. Check that students T-SS 30
Read a study understand any new words, e.g. illegal immigrant. T-SS SB min
skill Exercise 5: Students work individually, reading the text and answering the T-SS
Present target questions. In small groups, students discuss their answers before checking the T-SS
language answers as a class. board
Practice target Exercise 6: Students work individually, finding the phrases in the text and T-SS
language S-S
completing them in the table.
Present target S
Exercise 7: Elicit two or three suggestions for completing the first sentence.
language
Practice target Students work individually, writing their sentences. Check the sentences and T-SS
language help with vocabulary, if necessary.
In pairs or small groups, students read aloud their sentences to each other.
Exercise 8: Ss work individually or in pairs completing the sentences. Check with the class. Refer Ss to
theWord Bank.
Exercise 9: Elicit (or explain, if necessary) the meaning of the three questions.
partFinal
Ending the lesson:

Fact or Fiction? (usual procedure) T-SS SB 8 min
Use target Exercise 10: It may be helpful to demonstrate the activity by thinking of a S-S WB
language celebrity yourself and answering the classs questions so they can guess the
person.
Give students time to plan what to say about their chosen person before
43
they work in pairs.
Homework:
44
LESSON PLAN
CLASS: IX
Teaching unit :Module 7 Fashion; Fashion Show
Aims and objectives :Read and listen to the Challenges story; learn expressions for describing people; listen to a survey and short
dialogues
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check.
Introduce the Warm-up:Exercise 1: Play the recording for students to listen and repeat the Key T-SS WB
topic, elicit ideas Words. Students work in pairs or small groups, giving their opinions about the SB 5 min
and vocabulary people in the photo. Ask the class to suggest the names of famous people T-SS
they think are glamorous, handsome, elegant or
unattractive.
Exercise 2: Play the recording for students to read and listen and answer the
Check reading questions. Ask students what they think Ellies type is. T-SS SB
Main part
comprehension Exercise 3: Read aloud the three sentences. Draw students attention to the CD
sentence structure used with each expression. T-Ss CD player
Present target Exercise 4: Ask Ss to read the text as it is before they start adding like where necessary. board
language Exercise 5: Do the items in the first two sentences with the class. Students work T-SS 35
Use target individually or in pairs, completing the exercise. S-S min
language Exercise 6: Set this exercise for homework. Tell students they can write about the
Check listening T-SS
clothes of the model and of the people in the audience.
comprehension
Everyday Listening Exercise 1: Give students time to read through the questions
T-SS
Check listening and answers before you play the recording.
comprehension Exercise 2: Play the recording, pausing it after each dialogue for students to T-SS
answer the question. T-SS
Exercise 3: Check that students can recognise when a speakers intonation is
Practice going up or down. The shop assistants polite questions have a rising T-SS
intonation intonation. Students discuss whether the intonation would be similar in S-S
Bosnian.
Exercise 4: Play the recording for students to listen and repeat the questions, T-SS
chorally and individually. T-SS
Exercise 5: Play the recording for students to listen and decide if the girls is
certain or hesitating. Students listen again to identify whether the intonation
is rising or falling. The intonation is falling in the girls certain replies. When
she hesitates, she uses a rise-fall intonation.
45
Exercise 6: Play the recording for students to listen and repeat the replies,
chorally and individually.
partFinal
Revise target Ending the lesson:Ask four Ss to read the dialogue aloud (assign roles). T-S
language Homework: S-S SB 5 min
LESSON PLAN
CLASS: IX
Teaching unit :Module 7: Fashion; Bosnian Culture Bank: Passion for fashion
Aims and objectives :Read about Sarajevo Fashio Week ; learn about relative clauses with participles
STAGES
TIMING
objectives aids and
materials
Introductory
Homework check.
Introduce the T-SS
and vocabulary, Exercise 1: Use the photos and questions to get Ss thinking about the topic. Have a brief class S-S 5 min
arouse interest discussion. T-SS
46
part
Provide key Exercise 2: Use the example of loose / lose to explain the notion of similar (often confused) words. Ss
vocabulary and then read the text individually choosing the correct option. Allow Ss to compare their answers before T-SS
Main part
target language checking with the class. T-SS SB

in context Exercise 3: Ask Ss to read through the sentences. Explain any difficult vocabulary. Ask Ss to find whre T-SS 35
Present target in the text (1-6) these sentences will fit. Make it clear that there is an extra sentences they do not need. T-SS board min
language Check with the class.
Practice target Exercise 4: Read through the sentences with the class. Elicit / Explain the forms used in them.
language Exercise 5: Ask Ss to read each sentence and find it in the text, underlining the words which have been T-SS
Practice target removed.
language Exercise 6: Set this exercise for homework. Elicit a couple of examples.
partFinal
Ending the lesson:

Use target Homework: Exercise 6
language
47
LESSON PLAN
CLASS: IX
Teaching unit :Module 7 Fashion, Study Corner
STAGES
TIMING
objectives aids and
materials
partIntroductory
Remind Ss of the Homework check. WB

module Warm-up: T-S SB
objectives and Go through the module with Ss to remind them what they had been learning and check what the
target language objectives were. 5'

Ss have learnt Go through Exercises 1-5 and make sure Ss understand what they are to do.
Main part
target language Ss work individually to do Exercises 1-5. SB

Activity 2: Feedback T-S CD
Ss' self- Ss listen to the recording to check their answers. Check spelling when necessary by asking individual Ss S CD player
evaluation to write the answers on the board. board 30'
After checking answers to Exercise 5, Ss work in pairs reading aloud the dialogue.
Ss look at the table to see which sections in the Students' Book they need to look at again. T-S
Activity 3: Study Help (Dictionary skills)
Learn helpful Check that the dictionaries your students are using provide phonetic
study skills transcription. Give students time to look at the phonetic symbols on the inside
back cover. Suggest which symbols are most useful for them to learn. T-S
Students work individually, working out the three fashion words (1 baggy
shorts 2 flared jeans
3 shoulder length hair).
Each student then writes three words using phonetic symbols. Students can
check their transcription by referring to their dictionary. Students then work in
pairs, testing their partner.
partFinal
Ending the lesson:

Use new study In turn, each student writes one of their words in phonetic transcription on the T-S 10'
skills board for the rest of the class to say the word.
Homework:
48
49
LESSON PLAN
CLASS: IX
Teaching unit :Module 8 Sport, Magic moments
Aims and objectives :Read about grteat moments in sport; learn new vocabulary (sports); learn about reported statements
STAGES
TIMING
objectives aids and
materials
partIntroductory
SB, WB
Introduce the Homework check; T - Ss CD
topic, elicit ideas Get Ready: Introduce the module. CD player 10
and vocabulary T - Ss SB min
Exercise 1: Ask students if they can identify the people in the photos. Students
say if they know
who are the present-day champions in these sports.
Provide key Exercise 2: Play the recording for students to read and listen and answer the T - SS
vocabulary and questions. T - SS SB
Main part
target language Exercise 3: Give students time to think of one or two magic moments in sports. S-S CD
in context Tell them to say when and where it was and who was involved in the magic T - SS CD player
Present target moment. Students tell the class. T - SS 25
language Exercise 4: Students work individually or in pairs, listing the verbs that are used T - SS board min
Practice target to report peoples words or thoughts. When checking answers, ask students to T - SS
language
read aloud the sentences containing
Practice target T - SS
the verbs.
language
Exercise 5: Ask Ss to complete the table. Check answers by asking individuals to read
aloud the actual and reported words. Write the tense changes on the board.
Exercise 6: Elicit / Explain the changes in person and tense.
Exercise 7: Elicit the answers from the class.
Exercise 8: Elicit the answers to the first two items from the class. Students
complete the exercise,
working individually. Check answers by asking individuals to read aloud both
sentences in each item.
partFinal

language Exercise 11: Give students time to think of things people said about recent sports T-S SB
events. They S-S 10
can invent what people said if they wish. Students tell the class their min
sentences. Encourage
students to help each other correct any errors.
50
51
LESSON PLAN
CLASS: IX
Teaching unit :Module 8 Sports; The Olympics
Aims and objectives :Read about the Olympic Games; learn a study skill (taking notes); learn about multi-part verbs; learn
sentences linkers
STAGES
Class organization procedures and activities Interaction Teaching
TIMING
Aims and aids and
objectives materials
partIntroductory
Homework check. T-SS

Introduce the Warm-up: S-S WB 5 min
topic, elicit ideas Exercise 1: Ask students if they like watching the Olympics on TV and what their T-SS SB
and vocabulary favourite events are. Students work in groups or as a class, discussing the
questions.
Provide key Exercise 2: Students read the first two paragraphs of the text to check their T-SS
vocabulary and answers for SB
Main part
target language exercise 1. T-SS CD

in context Exercise 3: Read aloud the advice in the Reading Help. Check that students T-SS CD player
Present useful understand what the abbreviations mean, e.g. v. gd = very good. Build up T-SS 30
reading skills notes for the second paragraph on the board min
Practice useful board with the class. Students work individually, reading and making notes T-SS
reading skills T-SS
about paragraphs 3,
Check reading S-S
4 and 5. Monitor and help if necessary.
comprehension T-SS
Exercise 4: Ask two students to read aloud the example question and answer. S
Present target Give students time to read through their notes and think of four or five T-SS
language questions to ask about the text. In pairs, students take turns asking and T-SS
Practice target answering questions about the text. T-SS
language Exercise 5: Students work as a class, finding the verbs in yellow in the text and
Present target guessing their meaning. Ask students what they would say in their L1 for
language these expressions. Students look at the Word Builder (Multi-part Verbs page
Practice target 122) and check their guesses by reading the explanations and example
language sentences.
Exercise 6: Students do the exercise working individually. They can compare
answers in pairs before checking answers as a class.
Exercise 7: Elicit an example sentence for put on from the class. Remind
students that the sentences must have at least five words in them.
Exercise 8: Ask individuals to read aloud the sentences in the box. Students find
52
more examples in the text and read them aloud.
Exercise 9: Set this exercise for homework. Elicit a couple of sentences to set an example.
partFinal

language Fact or Fiction? (usual procedure) T-SS SB 10
Exercise 11: Students ask and answer the questions in pairs. The pairs then form S-S WB min
groups of four or six and tell each other their answers.
Homework: Exercise 9;
53
LESSON PLAN
CLASS: IX
Teaching unit :Module 8 Sport; The police station
Aims and objectives :Read and listen to the Challenges story; learn expressions for giving advice; listen to sports programmes
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check.
and vocabulary Exercise 1: Students pool what they can remember about the story and the T-SS SB 5 min
people without looking back at the previous episodes. They can then look
back at previous episodes to check if they have remembered correctly and if
they have omitted anything important.
Check reading Exercise 2: Give students time to read through the questions before you play
comprehension the recording. T-SS
Main part
Present target Exercise 3: Check answers by asking pairs of student to read aloud each T-Ss SB
language sentence giving advice and the reply to it. Check that students understand CD
Use target what the short verb forms stand for, e.g. Id T-SS CD player 35
language go (I would go), Youd better (You had better). S-S board min
Check listening Exercise 4: Ask two students to read aloud the example dialogue. Give students T-SS
comprehension
time to read through the situations and think of advice to give. Students
T-SS
work in pairs, taking turns to describe a problem and to give advice to their
Check listening
comprehension partner. Monitor but do not interrupt students fluency. Make a note of any T-SS
language problems to go over with the class afterwards.Ss read the key expression
and match them with the functions.
Everyday Listening
Exercise 1: Give students time to read through the sentences before you play
the recording. Tell students not to worry about understanding every word at
this stage but to focus on listening for
the information in the statements.
Exercise 2: Play the recording first for students to listen and then for them to
listen and repeat the sentences with the correct stress. Ask individual
students in turn to choose one of the sentences to read aloud and another
student to respond, e.g. Student A: Its half-past five on Saturday. Student B:
not Friday.
Exercise 3: Play the recording, twice if necessary, for students to listen and
54
mark the main stress and then choose the correct meaning. Check answers
by playing the recording again, pausing after each item for students to
identify the main stress and give the correct meaning.
partFinal
Revise target Ending the lesson: T-S

language Ask five Ss to read the dialogue aloud (assign roles). S-S SB 5 min
Homework:
55
LESSON PLAN
CLASS: IX
Teaching unit :Module 8: Sport; Bosnian Culture Bank: Orange ball virtuoso
Aims and objectives :Read about Mirza Delibai; learn about adjectives and adverbs; do a project on a sports person from BiH
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check.
Introduce the T-SS
and vocabulary, Exercise 1: Ask Ss what they already know about Mirza Delibai. Read through the list of amazing T-SS 10
arouse interest facts about Mirza with the class. Ask Ss to decide which piece of information is false. Let Ss check their min
guesses.
Provide key Exercise 2: Ask Ss to read the text and decide whether the statements are true or false, or the text does
vocabulary and not provide the information. Check the answers with the class. T-SS
Main part
target language Exercise 3: Read through the Key Words with the class. Check that Ss understand all the adjectives. Ss SB
in context work individually to use the adjectives in the sentences. Give Ss an opportunity to compare their 30
Present target answers in pairs before checking with the class. T-SS board min
language Exercise 4: Read through the sentences with the class. Elicit the rules. S-S
Present target Exercise 5: Ask Ss to complete the sentences with the correct forms of the adverbs. T-SS
language Exercise 6: Ask Ss what makes a champion. Except any reasonable answers. Ask them to read the list of T-SS
Practice target items in the box and check they understand them all. Ss then work in pairs, choosing two sports and T-SS
language puting the conditions in the order of importance. Have Ss compare their ideas. Have a brief class
Use target discussion.
language
partFinal
Ending the lesson:

Homework:
56
LESSON PLAN
CLASS: IX
Teaching unit :Module 8 Sport, Undestanding Grammar: Talking about quantity
Aims and objectives :Learn about quantifiers
STAGES
TIMING
objectives aids and
materials
partIntroductory

topic, provide Warm-up:
key vocabulary Exercise 1: Encourage students to say why they think beach volleyball is T - Ss SB
and target becoming more popular. 5 min
language in Students work individually, reading the text and checking the answer.
context
Exercise 2: Look at the table with the class. Point out that some phrases, but not
Present target all, can be used with and without of and so examples can be written in both T - SS
Main part
grammar columns of the table. Students work individually or in pairs, reading the text
and completing the table. Draw the outline of the table on the board. Check T - SS SB
answers by asking individuals to complete the table on the board board
Exercise 3: Draw the line on the board for individuals to write the words in the T - SS
correct places on the line. 30
Practise target T - SS min
Exercise 4: Ask a S to read the first sentence. Elicit what is wrong and the correct version of the
grammar T - SS
sentence. Repeat with sentence 2. Ss complete the exercise working individually. Check with whole
class.
Practise target T - SS
Exercise 5: Ask Ss to decide wehether the gap should be filled with of or not. Check answers by
grammar
asking individuals to read the sentences aloud.
T - SS
Use target Exercise 6: Ss complete the sentences individually. Check with whole class. If students disagree S-S
grammar about any of the answers, ask them to give reasons for their choice, e.g. the
answer to item one could be all teenagers or most teenagers (if students
include 1719 year olds who may have left school).
Exercise 7: Set this exercise for homework.
Exercise 8: Ask one of the students to read aloud the example sentences. After
the pairs have written their sentences, they can form groups of four or six
and read each others sentences.
Final
Ending the lesson:

grammar main points in Bosnian. 10
57
part
Homework: Exercise 8; min
58
LESSON PLAN
CLASS: IX
Teaching unit :Module 8 Sport, Study Corner
Aims and objectives :Revise the language taught in the unit; develop language awareness and self-correction in students; learn
study skills
STAGES
TIMING
objectives aids and
materials
partIntroductory
Remind Ss of the Homework check.

module Warm-up: T-S WB
objectives and Go through the module with Ss to remind them what they had been learning and check what the SB 5'

Main part
Ss have learnt Ss work individually to do Exercises 1-5. T-S

target language Activity 2: Feedback S SB
Ss' self- to write the answers on the board. CD player 30'
evaluation Ss look at the table to see which sections in the Students' Book they need to look at again. T-S board
Activity 3: Study Help (English through songs)
Learn helpful Read through the questions and suggestions with the class. Students say what
study skills they have tried and T-S
if they enjoyed it and found it helpful, e.g. which magazines they read, which
songs they got the words of.
partFinal
Ending the lesson:

Use new study Students discuss which of the suggestions they are going to try. They can T-S 10'
skills report back in a later lesson and discuss how they got on.
Homework:
59
LESSON PLAN
CLASS: IX
Teaching unit :Module 9 Detectives; History Detectives
Aims and objectives :Read about archeological misteries; learn about reported questions; learn new vocabulary (crime)
STAGES
TIMING
objectives aids and
materials
partIntroductory
Introduce the Homework check; T Ss SB 10

topic, elicit ideas Get Ready: Introduce the module and the key words. CD min
and vocabulary, Exercise 1: Students look at the pictures and describe the creatures. Encourage them to guess when and T Ss CD player
arouse interest where they lived. S-S
Provide key Exercise 2: Play the recording for students to read and listen and find the difference between the 'hobbit'
vocabulary and and us. They can check their answers from Exercise 1 about when and where the three creatures lived. T - SS
Main part
target language Exercise 3: Revise vocabulary from Get Ready, Exercises 4 and 5 (page 85) by asking students what
in context skills and qualities an archaeologist needs. Ask students to say which of these qualities they have. SB
Students say whether they would like to be an archaeologist and give reasons. T - SS CD
Present target Exercise 4: Read aloud the report of the interview and the first entry in the table. Students work CD player
language individually, completing the table. Check answers by asking individuals to read aloud each pair of T - SS
original and reported questions. Draw students' attention to the change in verb tense in each pair of board
T - SS
sentences.
Practice target S-S
Exercise 5: Students work individually or in pairs, reading and answering the questions.
language T - SS 25
Exercise 6: Check answers by asking pairs of students to read aloud the matched direct and reported
min
questions. Point our that past simple and present perfect verbs in direct question are changed to past
perfect in reported questions.
T - SS
Exercise 7: Remind students to punctuate the direct questions correctly (with quote marks and question
marks) and change other words such as pronouns where necessary. When checking answers, point our
that 'that' in item 3 changes to 'this' in the direct question.
Exercise 8: Set this exercise for homework. Elicit a couple of sentences to set a model.
partFinal
Ending the lesson:

Use target Exercise 9: Elicit two or three examples of direct questions (e.g. Have you got any homework? Are you
language going to the cinema at the weekend?) and the reported questions (My mum asked me if I had got any T-S SB 10
homework. My friend asked me if I was going to the cinema at the weekend.) S-S min
60
Homework: Exercise 8.
61
LESSON PLAN
CLASS: IX
Teaching unit :Module 9 Detectives; Sherlock Holmes
Aims and objectives :Read a Sherlock Holmes story; learn about idioms; learn the expression 'having done'
STAGES
TIMING
objectives aids and
materials
partIntroductory

topic, elicit ideas Warm-up: SB 5 min
and vocabulary, Exercise 1: Students discuss the questions in small groups, giving reasons for their answers. T-SS
arouse interest
Provide key Exercise 2: Play the recording for students to read and"listen and check their guesses from Exercise 1. T-SS
vocabulary and Exercise 3: Students work individually or in pairs, reading thetext and choosing the correct words.
Main part
target language Advise them to read through the text quickly first for general understanding. Check answers by asking T-SS
in context individuals to read aloud the sentences. S-S SB
Check reading Exercise 4: Read aloud the instructions and check that students understanding the meaning of 'idiomatic CD 30
comprehension expressions'. Students may find it helpful if you refer to two or three idioms from their Ll. Students do T-SS CD player min
Present and the exercise working in pairs. When checking answers, point out that the expression 'the black sheep of
practise target the family' has negative connotations and is used when someone is different from the rest of the family T-SS board
language because that person is considered to be a failure or an embarrassment. S-S
Present and Exercise 5: Do the first two sentences with the class. Students complete the exercise working T-SS
practise target individually. They can compare answers in pairs before checking answers as a class. S-S
language Exercise 6: Read aloud the sentences. Students work in pairs, finding and reading aloud more examples
from the story. Point out the use of the comma in the sentences.
Exercise 7: Set this exercise for homework.
partFinal
Ending the lesson:

Exercise 9: Give students time to read through their situations and explanations and check that they T-SS SB 10
understand them. Students work in pairs, taking turns to read aloud a situation and ask and answer S-S WB min
Use target 'yes/no' questions to guess the explanation. If students cannot guess the explanation after asking 10
language 'yes/no' questions, their partner gives the explanation.
Fact or Fiction?
Usual procedure
62
LESSON PLAN
CLASS: IX
Teaching unit :Module 9 Detectives; The Factory
Aims and objectives :Read and listen to the Challenges story; learn expressions for requests; listen to a crime scene investigation
STAGES
TIMING
objectives aids and
materials
partIntroductory

topic, elicit ideas Warm-up: T-SS WB 5 min
and vocabulary, Exercise 1: Students work in groups, guessing where Steve and Ellie are and who the woman is and S-S SB
arouse interest describing what is happening in the photos.
Check reading Exercise 2: Read through the questions with the class before you play the recording. Play the
comprehension recording for students to read and listen and answer the questions. Students can also check their T-SS
Main part
Present target guesses from Exercise 1. When checking answers, encourage students to guess the meaning of 'take T-SS SB
language legal action'. T-Ss CD
Exercise 3: Explain that indirect questions usually sound more polite, especially in formal situations. S-S CD player
Practise target Draw students' attention to the use of Could you tell us/me if .... when making yes/no direct T-SS board
language questions into indirect questions and 'Do you know (what... )? when making Wh-questions into T-Ss
indirect questions. Point out that 'Do you know' in items 2 and 3 does not change and it is not affected S-S
Present target by the verb tense. T-Ss
language Exercise 4: Read through the questions with the class. Elicit the indirect question 1. Ss then continue S-S
working individually or in pairs, completing the exercise. 35
Use target Exercise 5: Ask Ss to red through the Key expressions and answer the questions. T-SS min
language Exercise 6: Ask a pair of Ss to read the example dialogue aloud. Elicit one or two more dialogues
using some of the cues before students work in pairs. T-SS
Learn useful Exercise 7: Ask a pair of Ss to read the example dialogue aloud. Elicit one or two more dialogues
study skills using some of the cues before students work in pairs.
Check listening Exercise 1: Read through the advice with the class. Remind students of the advice in Unit 23 on taking
comprehension notes from a written text.
Exercise 2: Students write two lists of the six topics (one list for each crime), leaving space to write T-SS
Check listening their notes. Play the recording, twice if necessary, for students to listen and make notes.
comprehension Exercise 3: In pairs, students compare their notes to see if they agree about the facts and who got the
most details. Play the recording, pausing it appropriately, for students to check their notes.
Exercise 4: Play the recording for Ss to listen and complete the gaps.
63
partFinal
language Ask three Ss to read the dialogue aloud (assign roles). T-S SB 5 min
Homework: S-S
64
LESSON PLAN
CLASS: IX
Teaching unit :Module 9: Detectives; Bosnian Culture Bank: Drekavac - mysterious and fearful
Aims and objectives :Read about a mythical creature from BiH; tell a story; write a story about a mythical creature
STAGES
TIMING
objectives aids and
materials
partIntroductory

topic, elicit ideas Warm-up: T-SS 10
and vocabulary, Exercise 1: Ask Ss to look at the picture and describe it. Refer Ss to the Key Words. Help with any S-S SB min
arouse interest difficult vocabulary. T-SS
Provide key Exercise 2: Read through the sentences with the Ss before they start reading the text. Ss then read the
vocabulary and text and decide whether the statements are true or false. Check with the whole class. T-SS
Main part
target language Exercise 3: Read through the phrases with the Ss. T-SS
in context Exercise 4: Ask Ss to complete the sentences. Make it clear that sometimes more than one verb is
Present target possible. When checking the answers accept any reasonable combinations. T-SS SB
language Exercise 5: Ss work in pairs completing the sentences. Prevent long discussions, and ask Ss to agree T-SS 30
Practice target rather quickly. Ss then compare tzheir ideas with other pairs. Now encourage a class discussion. S-S board min
language Encourage Ss to give reasons for their suggestions. Be ready to prevent any fiery arguments.
Present target
language
partFinal
Ending the lesson:

Writing: Read through the advice with the class. Encourage Ss to follow it when trying to write the T-SS SB 5 min
article. Encourage Ss to start brainstorming ideas in pairs or small groups. S-S WB
Use target
language
65
LESSON PLAN
CLASS: IX
Teaching unit :Module 9 Detectives, Study Corner
Aims and objectives :Revise the language taught in the unit; develop language awareness and self-correction in students; learn
study skills
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check.
Remind Ss of the Warm-up: T-S WB
module Go through the module with Ss to remind them what they had been learning and check what the SB
objectives and objectives were. 5'
target language

Main part
Ss have learnt
target language Go through Exercises 1-5 and make sure Ss understand what they are to do. T-S
Ss work individually to do Exercises 1-5. S
Ss' self- Activity 2: Feedback
evaluation T-S SB
to write the answers on the board. CD player
Ss look at the table to see which sections in the Students' Book they need to look at again. T-S board
Learn helpful Activity 3: Study Help (Revision for exams) S-S 30'
study skills Read aloud the advice in the Study Help. Tell students about the exams. Check that they understand the
different parts of the exams and what the exams test. Remind students that they can test each other on
vocabulary, especially if they have written new words and expressions in their vocabulary books.
partFinal
Ending the lesson:

Use new study When students have looked through their written work and listed their most common mistakes, ask them T-S 10'
skills to show you their lists so that you can suggest suitable Units to look at again and practice activities.
Homework:
66
LESSON PLAN
CLASS: IX
Teaching unit :Module 10 Imagination; Mad genius?
Aims and objectives :Read about genius; learn new vocabulary (painting); learn about past conditional
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check;
topic, elicit ideas 10
and vocabulary, Exercise 1: Students work in small groups, discussing the questions. Encourage them to talk about T Ss min
arouse interest contemporary artists as well as past painters, musicians and writers. S-S
Provide key Exercise 2: Play the recording once for students to read and listen for general understanding. Students T - SS
vocabulary and work individually, reading the text and listing the famous geniuses and their problems. T - SS
Main part
target language Exercise 3: Students discuss the questions in small groups. Encourage them to interpret 'artistic' in a T - SS
in context wide sense, e.g. craftwork, choosing colour schemes, furnishing their room. T - SS
Present target Exercise 4: Students work individually, referring back to the text and completing the sentences. S-S SB 25
language Exercise 5: Students work in pairs, studying the sentences and answering the questions. Ask Ss how T - SS CD min
Practice target they would say these sentences in Bosnian. T - SS CD player
language Exercise 6: Elicit the rule. S-S
Practice target Exercise 7: Students work individually or in pairs, reading and choosing the correct ending for each T - SS board
language sentence. T - SS
Exercise 8: Before Ss do the exercise individually, elicit the first sentence. Check answers by asking
individuals to read aloud the sentences.
Exercise 9,10: Set these exercises for homework. Elicit a few sentences to set a model.
partFinal
Ending the lesson:

Use target
language Exercise 11: Read aloud the example sentences. Elicit two or three more sentences. Students work T-S SB 10
individually, writing three to five sentences. In groups or as a class, students read aloud their sentences. S-S min
67
LESSON PLAN
CLASS: IX
Teaching unit :Module 10 Imagination; The hitchhiker's guide to the galaxy
Aims and objectives :Read about fantasy worlds; learn about suffixes for nouns and adjectives;
STAGES
TIMING
objectives aids and
materials
partIntroductory

topic, elicit ideas Warm-up: S-S SB 7 min
and vocabulary, Exercise 1: As a class, students discuss science fiction books they have read and films they have seen CD
arouse interest (in Bosnian or in English). Encourage them to give their opinions of some of them. CD player
Provide key Exercise 2: Play the recording for students to read and listen for general comprehension. Students then T-SS
vocabulary and work individually, reading the text and finding the names of the characters. T-SS
Main part
target language Exercise 3: Ss identify the characters in the text. T-SS

in context Exercise 4: Read aloud the example question for students to answer (Marvin the Paranoid Android). T-SS
Present useful Students work individually, writing three questions about the text. Remind them to make a note of the SB 30
reading skills; answers. Monitor and check students' questions. T-SS CD min
Exercise 5: Students close their books and work in pairs, taking turns to ask and answer their questions. S-S CD player
Check reading Exercise 6: Students work individually or in pairs, finding the words in red in the text and adding them T-SS
comprehension to the correct group. Check answers by asking individuals to write the words in groups on the board. T-SS board
Present target Exercise 7: Ss read the definitions and match them with the words. S-S
language Exercise 8: Demonstrate the game by eliciting the first group of nouns and writing the words on the T-SS
Practice target board for students to find the odd-one-out. Students complete the game, working in pairs. When
language checking answers, also check spelling and pronunciation, especially word stress in pairs of word such as
Present target educate/education, imagine/ imagination. Look at the 'Word Building' section in the Word Bank (page
language 124) with the class.
Practice target Exercise 9: Ask individuals to read aloud the sentences. Point out the use of the relative pronoun (who,
language which) and the preposition at the end of the sentence. Remind students of the multi-part verbs 'run into
(somebody)' and 'find (yourself) in (a place)'.
Exercise 10: Set this exercise for homework. To set an example, elicit a couple of sentences.
partFinal
Ending the lesson:

Use target Fact or Fiction? (usual procedure) T-SS SB 8 min
language Exercise 11: Elicit some ideas from the class before students work in pairs. Encourage students to use S-S WB
vocabulary they already know.
Exercise 12: In their new pairs, students tell each other about their science fiction world. Encourage
them to ask their partner questions.
68
69
LESSON PLAN
CLASS: IX
Teaching unit :Module 10 Imagination; Success!
Aims and objectives :Read and listen to the Challenges story; learn expressions for conversation; listen to an everyday conversation
STAGES
TIMING
objectives aids and
materials
partIntroductory
Homework check.
Introduce the Warm-up: WB
topic, elicit ideas Exercise 1: Check that students remember what happened in the last episode. In groups or as a class, T-SS SB
and vocabulary, students look at the photos and guess what happened after the last episode. Encourage them to suggest 5 min
arouse interest as much detail as they can,
e.g. what happened when Ellie and Steve were at the factory at lunchtime? Who contacted the police?
Where did the police arrest the woman?
Check reading Exercise 2: Play the recording for students to read and listen and check their guesses from Exercise 1. T-SS
comprehension Encourage students to. guess the meaning of. any new vocabulary, e.g. 'heavies', 'illegal'.
Main part
Exercise 3: Students work individually or in pairs, referring back to how the Key Expressions are used T-SS
Present target in the dialogue and deciding why we use them. S-S SB
language Exercise 4: Read through the cues in the diagram with the class. Build up an example conversation CD
with the class, Ask two students to read aloud the example question and answer. Then, elicit T-SS CD player 35
Practise target suggestions to continue the conversation, following the diagram. Students work in pairs, making S-S board min
language conversations and taking turns to begin the conversation. Monitor but do not interrupt students'
fluency. Make a note of any general problems to go over afterwards.
Exercise 1: Read aloud the advice about answering questions. Elicit synonyms and examples for
Check listening another topic, e.g. the topic of 'hobbies' (near-synonyms are 'pastimes, leisure activities, interests' and T-SS
comprehension examples are 'cycling, singing, photography').
Exercise 2: Give students time to read through the questions before you play the recording. Play the T-SS
recording, twice if necessary, for students to listen and mark the sentences true (T) or false (F).
Exercise 3: Play the recording two or three times, pausing it after each sentence for students to listen
carefully. Check that students identify which sound disappears or changes in each sentence.
partFinal

language Ask four Ss to read the dialogue aloud (assign roles). T-S SB 5 min
Homework: S-S
70
LESSON PLAN
CLASS: IX
Teaching unit :Module 10: Imagination; Bosnian Culture Bank: How do you spend your free time?
Aims and objectives :Read about Bih teenagers' leisure time; revise the conditionals
STAGES
TIMING
objectives aids and
materials
partIntroductory

topic, elicit ideas Warm-up: T-SS 10
and vocabulary, Exercise 1: Use the questions for a brief class discussion. -S SB min
arouse interest T-SS
Provide key Exercise 2: Ss read the text and then decide how to complete the sentences. Allow Ss to compare their
vocabulary and answers before checking with the whole class. T-SS
Main part
target language Exercise 3: Go through the words with Ss. Ss then complete the rest of the expressions.
in context Exercise 4: Ss read the underlined sentences in the text and match them to the correct conditional. If T-SS
Present target necessary, focus Ss on the forms in each type and aske them to recognise the forms in the sentences. T-SS SB
language Exercise 5: Ask Ss to read the whole text with gaps. Ss then check the given verbs and decide which
Present target gaps they go to. Elicit the verb in the first sentence, and then elicit the form. Ask Ss to support their T-SS board
language suggestion. Ss continue individually or in pairs, completing the text. Check with the whole class. 30
Practice target min
language
partFinal
Ending the lesson:

Use target
language Homework:
71
LESSON PLAN
CLASS: IX
Teaching unit :Module 10 Imagination, Undestanding Grammar: wish
Aims and objectives :Learn about wish in conditionals
STAGES
TIMING
objectives aids and
materials
partIntroductory

topic, provide
key vocabulary Warm-up:
and target Exercise 1: Students say what they know about Stanislaw Lem before they read the text. Ask them if T Ss SB 8 min
language in they have read any of his books. Students read the text. Ask them if they learnt anything new about S-S
context Lem.
Introduce the Exercise 2: Students work individually, reading the texts and noting what the writers like and don't like.
topic, provide When checking answers, ask students who have read the books or seen the film whether they agree with T - SS
Main part
key vocabulary the opinions. T - SS

and target Exercise 3: Elicit the first answer from the class. Students complete the exercise working individually. S-S SB
language in They can compare answers in pairs before checking answers as a class. board 30
context Exercise 4: Ask students which sentences in Exercise 3 talk about the past and which talk about the T - SS min
Present target present. Students complete the table with the correct names of tenses.
grammar Exercise 5: Point out that there may be more than one correct paraphrase for each sentence. T - SS
Practise target Exercise 6: Elicit the first two sentences. Ss work individually completing the exercise. T - SS
grammar Exercise 7: Students work individually, writing five to six sentences. Check their sentences. In pairs or
Practise target small groups, students read aloud their sentences. T - SS
grammar S-S
partFinal
Ending the lesson:

Round off If Ss still have difficulties understanding the use of the tenses, explain the main points in Bosnian again. SB
Use some of the Time Out activities to round off the lesson. T-SS 7 min
Homework:
72
LESSON PLAN
CLASS: IX
Teaching unit :Module 10 Imagination, Study Corner
study skills
STAGES
TIMING
objectives aids and
materials
partIntroductory
Remind Ss of the Warm-up: Homework check. T-S WB

module Go through the module with Ss to remind them what they had been learning and check what the SB 5'
target language

Check how well
Main part
Ss have learnt Go through Exercises 1-4 and make sure Ss understand what they are to do.
target language T-S
Ss work individually to do Exercises 1-4. S
Activity 2: Feedback
Ss' self- Ss listen to the recording to check their answers. Check spelling when necessary by asking individual Ss SB
evaluation to write the answers on the board. CD
Ss look at the table to see which sections in the Students' Book they need to look at again. CD player
Activity 3: Study Help (Dictionary skills) board
Learn helpful Read through the advice with the class. Students look up the idiom 'lose (your temper)' in their T-S 30'
study skills dictionary. Ask them to give an equivalent idiom or paraphrase in Bosnian. Students work individually,
reading sentences 1-3 and matching the idiomatic expressions with the meanmgs.Students work
individually, reading sentences 1-3 and matching the idiomatic expressions with the meanings.
T-S
S-S
partFinal
Ending the lesson:

Use new study Ss find idiomatic expressions in other texts in the book. T-S 10'
skills S-S
Homework:
73
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LESSON PLAN

Aims and Class organization procedures and activities Interaction Teaching

vocabulary and comprehension. T - SS

Ending the lesson:

Aims and Class organization procedures and activities Interaction Teaching

Introduce the Homework check. T-SS WB

Ending the lesson:

Homework: Exercise 6,9

Homework check. T-SS WB

Revise target Ending the lesson: T-S SB

Ending the lesson:

Remind Ss of the Homework check. T-S

Check how well Activity 1: Language Check

target language Ss work individually to do Exercises 1-6. S

Ending the lesson:

Homework check; SB, WB

Ending the lesson:

Aims and Class organization procedures and activities Interaction Teaching

Revise target Ending the lesson: T-S

Homework check. T-SS

vocabulary and there is one extra question they don't need.

Ending the lesson:

Introduce the Homework check. SB, WB

Present target Exercise 2

Ending the lesson:

Remind Ss of the Warm-up: Homework check.

Check how well Activity 1: Language Check

Ending the lesson:

Introduce the Homework check;

Use target Ending the lesson:

Ending the lesson:

Aims and Class organization procedures and activities Interaction Teaching

Introduce the Homework check. WB

Ending the lesson:

Remind Ss of the Homework check. T-S WB

Activity 1: Language Check

Ss have learnt Ss work individually to do Exercises 1-5.

Ending the lesson:

Use target Ending the lesson:

Homework: Exercises 9, 10.

Introduce the Homework check.

Ending the lesson:

Introduce the Homework check. WB

Revise target Ending the lesson:

Aims and Class organization procedures and activities Interaction Teaching

Introduce the Homework check. T-SS 10

target language any difficult vocabulary.

Ending the lesson:

Aims and Class organization procedures and activities Interaction Teaching

Introduce the Homework check. SB, WB

Ending the lesson:

Remind Ss of the Warm-up: Homework check. WB

Activity 1: Language Check T-S

Ss have learnt Ss work individually to do Exercises 1-6. SB

Ending the lesson: T-S

Aims and Class organization procedures and activities Interaction Teaching

Introduce the Homework check; T Ss

Ending the lesson:

Ending the lesson:

Revise target Ending the lesson:

Introduce the Homework check. T-SS SB

Ending the lesson:

Check how well Activity 1: Language Check

Ending the lesson: