Dip in 6 Prirucnik Za Nastavnike

Urednica
Vlasta elikovi
LektorI
Zlata Babi
Mark Davies
KorektoricE
Zarifa Kazazovi
Mirela Vasi
Suzana Ban
Dubravka Blai
Sarajevo Publishing d.d. Sarajevo, 2008.
Nijedan dio ove knjige ne smije se umnoavati, fotokopirati niti na bilo koji nain reproducirati bez izdavaevog
pismenog odobrenja.
Mirela Vasi Zarifa Kazazovi

Suzana Ban Dubravka Blai
DIPin
Prirunik za nastavnike
engleskog jezika
za 6. razred devetogodinje
osnovne kole
SARAJEVO PUBLISHING
Sarajevo, 2009.
CONTENTS
Language in focus
STARTING UP / BACK TO SCHOOL

Lesson 1
WHO IS WHO?
Lesson 2
WHOS THAT GIRL?
Lesson 3
THE NEW CLASSROOM
Lesson 4
SCHOOL SUBJECTS
MODULE 1 / HOME AND FRIENDS

Lesson 5
SUGAR BABES
Lesson 6
THE UGLY DUCKLING
Lesson 7
EVERYBODYS BUSY
Lesson 8
TOMS FAMILY
Lesson 9
LETS CATCH THEM
is / has got
Adjectives describing character
isnt / hasnt got
Is? / Has ..got ?
Adjectives describing physical appearance
There is/ There are
Is there?/Are there?
Things in the classroom
16
Present Continuous (Im walking.)
20
Present Continuous (.is running. /.are

playing.)
Farm animals
Present Continuous (Iscooking? / Are
playing?)
Rooms in the house / Furniture
Possessive case (Toms, Oscars)
Family
In, on, under, between, behind,
in front of
Can / cant,
Making suggestions Lets...
Lesson 13 YOUVE GOT AN E-MAIL

FOR CURIOUS KIDS ONLY! TUZLA - PAGE 39
REVISION
Lesson 12 A VISIT TO THE MUSEUM
14
REVISION
Next to, opposite, between

Places / Jobs
Imperative (Stop! Dont walk!)
by car, by bus.
Must / mustnt
This / that
May I...?
Telephone conversation
Lesson 11 THE WRONG ADDRESS
11
12
18
19
School subjects, Days of the week
REVISION
MODULE 2 / PLACES
A PLACES IN A TOWN
Lesson 10
OR A VILLAGE
Page
22
24
26
28
30
31
33
35
37
40
MODULE 3 / FOOD
Lesson 14
WHATS FOR BREAKFAST?
I like / I dont like / Do you like?

Meals / Food
Lesson 15
A SHOPPING LIST
some / any, much / many
Lesson 16
LOOK WHOS TALKING
Present Simple with I ( I go, I live)

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

REVISION
41
43
44
46
48
MODULE 4 / DAILY ACTIVITIES

Lesson 18
THEN SHE PROTECTS THE

ENVIRONMENT
Lesson 19
SHE DOESNT LIVE AN

ORDINARY LIFE
Lesson 20
HEY MEL, DAVID

HAS A CRUSH ON YOU
Lesson 21
LOLLY IS WORRIED
Language in focus
Page
Present Simple with He / She (fights,

makes)
Daily routine, Telling the time (Its 20 to
four. / Its 5 past two.)
Present Simple with He / She - negative
( doesnt laugh)
Present Simple with He / She
Wh- questions (What does do?) /
Have / has to
Does / Is / Can
Animal in danger
REVISION
49
51
52
54
56
MODULE 5 / ME, YOU AND THE WORLD

Lesson 22
LUKAS GUEST
Lesson 23
OUR PLANET
Lesson 24
WHAT DOES IVA MISS ABOUT

BOSNIA AND HERZEGOVINA?
Lesson 25
THE SUGAR BABES IN

ACTION AGAIN
FOR CURIOUS KIDS ONLY! OUR SOLAR SYSTEM - PAGE 62
Comparative of short adjectives

slow - slower / big- bigger...
Superlative of short adjectives
small / smallest; big / biggest; long /
longest
Comparative of long adjectives
More beautiful / more interesting /more
colourful...
Superlative of long adjectives
The most intelligent / the most
beautiful...
57
58
60
61
REVISION
63
Past tense of TO BE
Was / wasnt / were / werent...
Past tense of regular verbs
married / opened / cooked...
Past tense of regular verbsquestions
Did I write / I didnt write...
Yes, I did / No, I didnt...
Past tense of irregular verbs
Went / saw / heard / found...
Past tense of irregular verbs - questions
Did he have a stomach ache...?
Past tense of irregular verbs - negative
She didnt find ....
64
65
MODULE 6 / JASMINES STORIES

Lesson 26
JASMINES PHOTO ALBUM
Lesson 27
CINDERELLA
Lesson 28
FAMOUS PEOPLE
FROM THE PAST
Lesson 29
OUR PYJAMA PARTY
Lesson 30
AN UNUSUAL ILLNESS
Lesson 31
WHAT A MORNING!
REVISION
67
68
70
72
74
MODULE 7 / FREE TIME

Lesson 32
A CAMPING TRIP
Lesson 33
THE END OF THE SCHOOL

YEAR PARTY
FOR CURIOUS KIDS ONLY! THE FUTURE IS COMMING - PAGE 76
will/wont
Possessive pronouns
free time activities
going to
somebody / anybody / nobody
75
76
77
REVISION
78
FESTIVALS
Suggested plan for one school year

LESSON
NUMBER
MODULE
/ LESSON
CONTENT / AIM
Starting
Introducing the textbook.
up
Chanting
module
STARTING UP BACK TO SCHOOL
Who is who?
2
Lesson 1
Revising the present simple of
TO BE and HAVE GOT
Describing what people are
3
Lesson 1
like
Singing rap
14
Lesson 8
15
Lesson 8
16
Lesson 9
17
Lesson 9
Lesson 2
Lesson 2
Lesson 3
Whos that girl?

Introducing new vocabulary
(words describing appearance)
Describing what people look
like
Revising the present Simple of
TO BE and HAVE GOT
(questions and negative, and
short answers)
The new classroom
(objects in the classroom)
Plural of nouns
School subjects
Timetable
English Alphabet
8
Lesson 4
Can do statements
Revision
MODULE 1 HOME AND FRIENDS
9
Lesson 5
-The Sugar Babes
The ugly duckling
10
Lesson 6
Revision of the Present
Continuous Tense he / she / it
Introducing farm animals
11
Lesson 6
Plural of nouns
Singing the song
Everybodys busy
Revision of the Present
Continuous he / she / they
12
Lesson 7
(questions and short answers)
Introducing new vocabulary home
Revising the story
13
Lesson 7
Expanding vocabulary related
to the home
7
Lesson 4
18
Toms family
Learning vocabulary related to
the family
Birthday words
Revising the story
Revising family words
Practising the possessive case
Lets catch them!
Practising prepositions
Practising making suggestions
Practising expressing ability
CAN / CANT
Can do statements
Revision
MODULE 2 PLACES
A places in a town or a village
Introducing new vocabularyplaces
Introducing prepositions
(opposite; next to)
Introducing new vocabularyjobs
Introducing and practicing
indefinite article
The wrong address
Learning to say how you go
somewhere
Revising the story
Understanding and giving
directions
Numbers 1-1000
19
Lesson 10
20
Lesson 10
21
Lesson 11
22
Lesson 11
23
Lesson 12
A visit to the museum

Introducing the topic
Lesson 12
Revising the story

Learning how to express the
obligation and prohibition
- MUST / MUSTNT
Lesson 13
Youve got an e-mail

Learning how to be polite
Having a tel. conversation
Reading tel. numbers
Lesson 13
Revising the story

Learning and practising
subject / object pronouns
Learning to be polite
Making questions using MAY
24
25
26

27
Lesson 13
Toms e-mail about Australia

Learning about Australia
Talking about your country
28
Lesson 13
Saying whats the weather like

Months
Seasons
Can do statements
Revision
29
MODULE 3 FOOD
30
Lesson 14
31
Lesson 14
32
Lesson 15
33
Lesson 15
34
Lesson 16
35
Lesson 16
36
Lesson 16
37
Lesson 17
38
Lesson 17
39
Whats for breakfast?

Revising vocabulary related to
food
Revising vocabulary related to
food
Learning to express LIKES and
DISLIKES
A shopping list
Practicing the dialogue
Practicing the expressions of
indefinite quantity - SOME / ANY
Revising countable and
uncountable nouns
Practising MUCH / MANY
Look whos talking
Revising the story
Making questions with
WHAT,WHY, WHERE, WHEN
Revising good and bad habits
Revising the vocabulary - Fruit
and vegetables
Dinner at the Coopers
Practising the vocabulary
(objects we eat with)
Revising the story
Practising the Present simple
with we / they
Learning about Thanksgiving
Talking about the difference
between life in B&H and
America
Can do statements
Revision
MODULE 4 DAILY ACTIVITIES

Then she protects the
environment
Talking about the daily routine
40
Lesson 18
Practising the Present Simple3rd person singular
Revising telling the time
She doesnt live an ordinary life
Rhyme time
41
Lesson 19
Practising the 3rd person sing negative
Hey Mel, David has a crush on
you!
42
Lesson 20
Practising the Present Simple
3rd person singular - questions
Practising WH- questions
Practising the Present Simple of
43
Lesson 20 the 3rd person sing - HAVE TO
/ HAS TO
Chanting
Lolly is worried
animals
44
Lesson 21
Contrasting LIKES / DOESNT
LIKE, ARE / ARENT / HAS GOT /
HASNT GOT; CAN / CANT
Revising the article, talking
about animals in danger
How much do you know about
45
Lesson 21 animals?
Saying some facts about
animals
Practising WH- questions
Can do statements
46
Revision
MODULE 5 ME, YOU AND THE WORLD
Lukas guest
47
Lesson 22 Comparison of short adjectivespractice
Our Planet
Comparison of short adjectives
48
Lesson 23 revision
Superlatives of short adjectives
presentation and practice
The Antartic
49
Lesson 23 Practising the definite articleTHE

50
Lesson 24
What does Iva miss about

Bosnia and Herzegovina?
Comparison of long adjectivespresentation and practice
51
Lesson 25
The Sugar Babes in action again

Superlatives of long adjectivespractice and presentation
61
Lesson 30
62
Lesson 31
Can do statements
Revision
52
MODULE 6 JASMINES STORIES
63
Lesson 31
Revising the story

Practising the Past Simple of
irregular verbs questions
What a morning!
Revising the vocabulary
Introducing and practising the
Past Simple of irregular verbsnegative
Revising the story
Listening to an interview with
Luna Mijovi
Revising the vocabulary- clothes
53
Lesson 26
Jasmines photo album

Introducing and practising the
Past Simple of the verb TO BE
54
Lesson 26
Revising the story

the verb TO BE
MODULE 7 FREE TIME
65
Lesson 32
Lesson 27
Cinderella
Introducing the past Simple of
regular verbs
A camping trip
Revising the vocabulary camping
Introducing the future form
WILL / WONT + infinitive
Lesson 27
Revising the story

Practicing the Past Simple of
regular verbs
66
Leson 32
Revising the story

Practising the future form WILL
/ WONT + infinitive
57
Lesson 28
Famous people from the past

Introducing and practising
The Past Simple of regular verbs
- questions
Lesson 33
58
Lesson 29
Our pyjama party

Introducing and practicing the
Past Simple of irregular verbs
The End of the school year

party
Introducing and practising
the future form GOING TO +
infinitive
59
Lesson 29
Revising the story

irregular verbs
Lesson 33
Lesson 30
An unusual illness
Revising the vocabulary - parts
of the body
Singing the song
Naming different illnesses
Revising the story

Practising the indefinite
pronouns SOMEBODY /
ANYBODY / SOMETHING /
ANYTHING
55
56
60
Can do statements
Revision
64
67
68
69
Can do statements
Revision
70
Systematization
Introduction
A WHO IS THE COURSE FOR?
DIP IN 6 is a course for children who are in the
sixth grade of primary school and are in the
fourth year of learning English. The course offers
more than enough material for 70 hours of
language teaching. Since this is the fourth year
of learning English, it is likely that you will have
to adapt your teaching to the level of knowledge
acquired so far. That is why this course has been
prepared in such a way that you may easily move
through it with weaker classes, by leaving out
some parts, but at the same time offers your
stronger classes enough materials to work on.
B WHAT ARE THE COMPONENTS OF THE
COURSE?
1
The Pupil's Book
The Pupils Book consists of 8 modules (33
lessons).
Each module consists of several lessons in which
we follow the lives and the adventures of the
main characters, eleven-year-old children.
There is a larger amount of written input
compared to the previous grade. However, the
material has been carefully illustrated to make it
more natural and easier to understand.
Furthermore, there are many songs, chants and
rhymes to make your classes more enjoyable for
both you and your pupils.
After every module there is a revision section
which rounds off the material presented in that
module.
Finally, there is an extended world list at the
back, which can serve as a reminder to the
teacher, but can also help the pupils in self-study.
2
The Activity Book
The Dip In 6 Activity Book is also organised in
8 modules (33 lessons) which are linked to the
corresponding lessons in the Pupils Book. Each
lesson comprises different tasks fill-in exercises,
crossword puzzles, brain teasers, and so on.
Its aim is to reinforce and consolidate the
vocabulary and structures taught in the
corresponding lesson.
In the Activity Book there are two extra stories,
as well as a Christmas, Hanukkah, Eid ul-Fitr,
Eid al-Adha and Easter appendix which further
expands the language and knowledge of
customs related to these festivities.
The novelty of the Dip In 6 series is a selfevaluation table at the end of each module in the
form of CAN-DO STATEMENTS. Pupils are invited
to turn back and consider how much they think
they have learnt in each module. This will help
them boost their confidence, but at the same
time help develop self-assessment.
At the end of each module there is also an
invitation for a Mini project. This invitation is
a reminder to the teacher and an incentive to
the pupils to use the acquired language in a
creative way. Suggestions on what to do as a
mini project and how to do it are given in the
Teachers Book.
3
The CDs
The CDs are an essential part of the Dip In 6
course. The recorded material includes stories,
texts, dialogues, songs and rhymes marked with
a CD icon in the Pupils Book and in the Activity
Book. There are CD scripts at the back of the
Pupils Book.
4
The Teachers Book
The Teachers Book provides an overall plan for
the whole course, but also a detailed step-bystep lesson plan, with suggestions on how to
go through each lesson. The Teachers Book also
offers advice on how to adapt your teaching and
the material to the level of your class.
C THE BASIC AIMS OF THE COURSE
Dip In 6 has been created to follow the modern
postulates of language teaching according to
the Common European Framework. This means
that it is task-based and caters for all the four
language skills.
The aim of this course is to present language
in a natural, non-threatening way in order to
encourage children to communicate in English
and develop their skills of listening, reading,
writing and speaking.
Listening
Before adolescence, childrens vocal cords are
not completely formed, which makes our pupils
excellent imitators. They can perfectly repeat the
intonation, the words and the sounds. Exposing
good imitators to language is the first and most
Introduction
important advantage of early learning. In grade
6, however, there is more to listening: the pupils
have to find information, and not just listen and
repeat.
Task-based listening is the target skill in grade
6. It implies listening for information. A simple,
not too demanding, task is set before the first
listening. Another task accompanies the second
listening. Finally, checking might take place in the
third listening. Reading comes after at least two
listenings, and this activity is also task based.
Reading
At this age and level of knowledge of English,
your pupils might still have difficulties
recognising a written word without oral input.
For this reason, reading always follows the
listening stage. To master this transfer from
written input to vocal output, a great deal of
stress is put on reading to practise pronunciation
and intonation. There are also reading tasks
which require reading for comprehension.
Speaking
By now your pupils are able to produce a lot
of language. Yet at this level speaking is more
demanding because it is not an imitation of a
model, but increasingly an act of the creative
use of language. Your pupils will be expected
to personalise the topics dealt with in class.
Therefore, you should continually encourage
them, rather than risk discouraging them by
constantly correcting their mistakes.
Writing
Finally, children are motivated to enhance their
writing skills as their cognitive development is
stimulated. Writing is an extremely complex skill.
That is why all the writing tasks at this level are
necessarily carefully guided. You are now laying
the foundations for the future development of
this skill.
Friendly, natural and non-threatening teaching
is ensured through games, songs and TPR
activities. They not only provide opportunities
to revise certain structures and vocabulary,
but also contribute to the holistic learning
environment needed to motivate and stimulate
pupils. Although such activities are generally
thought to be suitable for very young learners,
10
even children at this age enjoy them and through

them acquire language more easily, naturally
and spontaneously. They are also extremely
motivating and arouse interest even among
those pupils who do not seem to share the
enthusiasm and motivation of others. Hence, this
Teachers Book gives you suggestions about what
games to play with your pupils, but also how to
turn different exercises into a game.
For a successful teaching and learning process,
make sure that you:

- involve your pupils actively;

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

- encourage your pupils to think for themselves;

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

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

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

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

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

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

Good luck and have fun.
The Authors
Starting up BACK TO SCHOOL
Introduction
Introduction
BACK TO SCHOOL
Aim: Doing an original chant
Motivating the pupils for the
beginning of school
Language focus: School starts in September.
We are eleven. Going back to
school is like flying a kite
Vocabulary: rule, wise, grown up, relaxed,
bright
Suggested 15 minutes
teaching time:
1 Introduce the concept of rhyme. Say: book-look,

mouse-house, fought-caught, stay-OK, cat-fat,
bike-like. What do these words have in common?
They rhyme. Write some rhymes on the board.
8 The pupils read and say if it is good to be back to

school. (Yes.)
9 They chant all together.
10 The class splits into 2 teams, A and B. The
members of the A team do the odd lines (1, 3, 5,
7), and the Bs say the even lines (2, 4, 6, 8).
Then they switch.
11 In pairs (A and B), the pupils do the chant in the
same way.
12 Next they talk about their experience.
Ask: Are you happy to be back? Do you like being
together with your friends? How old are you?
Do you feel grown up, bright, wise? Do you feel
relaxed and ready for school?
P erfect! Lets start. Going back to school is like flying a
kite!
2 Ask the pupils to think of some other rhymes.

Write these rhymes on the board.
3 Draw a kite on the board. Write school in the
middle and 4 other words in the corners: rule,
run, ten, bright. Check the meaning. Ask the
pupils to think of rhymes for the 5 words. If they
find it too challenging, offer them the words and
write them around the kite: cool, school, fun,
again, kite. They connect and write the rhyming
pairs.
4 Have the pupils look at the picture and ask if the
children look sad. (No.) They are going back to
school after the summer holidays. Is this making
them happy? (Yes.) Elicit the reasons. Why are
they looking forward to it? Who are they going
to see? (All their friends.) How are they feeling?
Tired, fed up or fresh, relaxed, ready for school?
Looking at the illustration, would you say that
school is fun? (Of course.) Are they running
to school? (Yes.) Why? (They cant wait to get
there.) When does school start? (In September.)
5 Say they are going to listen to the chant and find
out how old the children are. (Eleven.)
6 They listen again and say what going back to
school is like. (Like flying a kite.)
7 The pupils listen and read to find out what the
children are like after the summer holidays. (Wise,
grown up, relaxed, bright.) Explain the words.
11
Who is who?
Dont worry about accuracy too much. However,
if you have a smaller or a very weak class, you
can always decide otherwise.
Lesson 1
WHO IS WHO?
Aim: Revising the Present Simple of
to be and have got /
Introducing the characters /
Describing what someone is
like
Language focus: S/he is...; S/he has got... Im...
Ive got...
Vocabulary: unusual / clumsy / polite /
nice / funny / rude / clever /
helpful / tidy / sporty / lazy /
imaginative / musical / popular
/ curious / shy
Materials: word cards
Suggested 2 lessons
teaching time:
Step I INTRODUCING THE CHARACTERS
1 Start off by asking your pupils to have a look at
the cover of their Dip in 6 English Pupils Book.
Ask questions like: How many children can you
see? How many boys/girls can you see? How old
are they? Where are they? Are they happy or
sad? Can you guess why?
6 You can now move to the second part of this

lesson which is to be done as a listening task. But
first motivate your pupils to listen by asking them
to make predictions about new characters.
Ask: Who is popular? / a nice girl? / an unusual girl? /
an excellent pupil? / sporty?
When asking these questions, make sure all your
pupils understand the meaning of the underlined
words. Write the underlined words on the
blackboard.
7 The pupils listen. To make the listening easier,
stop the CD after every description and ask one
of the above questions. They comment if their
prediction was right. After having heard the
whole text and after having been exposed to the
questions, they can do task 4 from the Pupils
Book.
8 The pupils listen to the CD again. After every
few sentences, stop the CD and ask somebody
to read. Explain the words you think need
explaining.
9
Do task 6 from the Pupils Book.
2 Tell your pupils that these are the main characters

of their English course book and this year they
will find out a lot about them.
10 Task 7 from the Pupils Book is a pair-work

activity. Each pupil asks a few questions of his/her
choice; his/ her friend mustnt look at the book.
Proceed to tasks 1 and 2 from the Pupils Book.

Your pupils read silently the text, look at the
picture and find out the names of the characters
from the picture. To make it easier for them, you
can read the text while they concentrate on the
illustration.
Task 1 from the Activity Book can be given for

homework.
3 Read the text aloud, but make deliberate

mistakes (for example, instead of kids, say
monkeys). Warn your pupils to listen carefully
and to say STOP when they notice a mistake.
Apart from being exposed to a model, they will
also have fun if you make funny mistakes.
4 Ask volunteers to read aloud.
5 Task 3 from the Pupils Book can be done as
a pair-work activity. It is vital that your pupils
actually talk as much as possible. Therefore, this
course book will offer you a lot of such tasks.
12
Step II ADJECTIVES DESCRIBING WHAT PEOPLE

ARE LIKE
1 After checking the homework, play the following
game: prepare the word cards with the following
adjectives: unusual, curious, imaginative, clever,
sporty, popular, lazy, musical, nice and shy. Show
the cards to your pupils they read them aloud.
Write the names of our new characters on the
blackboard. Shuffle the cards; divide your class
into two teams; there are five cards for each team
face down on your desk. A representative of each
team sticks one card at a time next to the correct
name. The others help by giving instructions.
The group which gets rid of the cards first wins
(provided that the cards are next to the correct
names).
2 You can now do task 3 from the Activity Book.

First, call out the word in English and ask them to
find the corresponding Bosnian/Croatian/Serbian
word, and vice versa. They will have no problem
doing this activity now.
If you feel your pupils need more practice to
master this new vocabulary set, play memory
game. Divide your class in two or three teams.
They must find the matching pairs (English
word+corresponding Bosnian/Croatian/Serbian
word).
3
Do tasks 4 and 5 in the Activity Book.
Step lll
SINGING RAP
1 Ask your pupils if they know what a rap is. Ask

them if they can rap. Ask them to listen to Lukas
rap and clap their hands.
2 They try to rap with the CD. Of course, they can
look at the written version of the rap in their
Pupils book.
3
They rap alone.
They can make their own rap by changing the

words in red. They can also do task 2 from the
Activity Book which practises spelling.
Ask your pupils to write their names on a piece

of paper. Collect the pieces of paper and put
them in a plastic bag. Now they pull out a slip
with somebodys name on it. You ask: What is X
like? and they say what this person is like. Allow
them to look in the Activity Book because that
will boost their confidence.
4 Do task 6 in the Activity Book.
Or you can use this task for a mini project: Each
pupil makes his own "poster" which you can
later display on a pinboard.
13
Who's that girl?

Lesson 2
WHO'S THAT GIRL?
Aim: Revising the Present Simple of
to be and have got (question
and negative, short answers)
Describing what someone
looks like
Language focus: S/he isnt...; S/he hasnt got....;
Is s/he....?; Has s/he got....?
Are you....? Have you got....?
Vocabulary: words describing appearance
(long / short / brown / blond /
curly / straight hair, pimples,
freckles, short, tall, plump,
skinny, pony tail, pigtails, fat,
thin, hairpin)
Materials: poster
Suggested 2 lessons
teaching time:
WARM UP: Ask several pupils to do their rap act.
Step I INTRODUCING NEW VOCABULARY
1
T ell your pupils you want to check if they are

good detectives. Say that you will describe one
pupil from the class and they have to guess who
it is.
Say:
This pupil has got long hair.

This pupil has got blue eyes.
While doing this, revise the vocabulary they are

familiar with from the previous school years, but
also introduce all the new vocabulary related
to physical descriptions of people which will be
dealt with in this lesson. Do so by pointing on the
poster so that your pupils understand what you
are saying.
2 They listen once again (task 2 / Pupils Book).

3 They listen to the CD again, looking at the text.
Stop every now and then to see if they understand
everything.
4 You read a sentence from the text at random. They
should find out who says that and tell you the name
of the child. Tell them to be quick.
5 They read aloud in roles. At this level you will
be doing a lot of reading, not only to practise
pronunciation of longer chunks of language, but
also to work on the correct intonation. Therefore,
insist on following the model from the CD because
this is the age when children can easily acquire the
correct intonation.
6 Do task 3 from the Pupils Book as a chain activity
(one child asks somebody else in the class, who
answers and then asks another pupil from the class,
and so on until they have used all the questions).
This chain activity is useful for exposing the whole
class to the correct way of giving short answers.
Task 1 and 2 from the Activity Book can be done
for homework.
Step III
PRACTISING QUESTIONS
1 Ask your pupils if they can remember the 3 questions

the boys asked Melanie. If they cant, let them look
back in their books.
2 Explain that Melanie has a lot of questions for her
new friends, too. Do task 9 in the Pupils Book.
3 Do task 10 in the Pupils Book as a pair-work
activity.
4
asks from the Activity Book can be given for

T
homework. The aim of task 6 is to practice the
correct order of words in questions.
3 Point to different characteristics and ask them to

say what they can see.
5 Round off the lesson by telling your pupils that

you will answer all their questions truthfully. After
the previous tasks, they will have no problem with
questions. This type of activity is very motivating
for children because they like to know more about
their teacher. If you show your enthusiasm when
answering their questions, you will establish a
friendlier atmosphere in your class.
Step II WHOS THAT GIRL?
2 Point to different characteristics on the poster

and ask them to repeat after you.
L et the pupils listen to the children talking, and

answer the questions from task 1 in the Pupils
Book. Naturally, read the questions aloud before
listening, and make sure the children understand
all the questions.
14
ask 5 from the Activity Book is optional. It can be

T
done as a mini project.
Who's that girl?

Step IV
REINFORCING VOCABULARY
1 Check the homework. Ask your pupils to tell you

all the sentences from their homework without
looking at it. By doing this type of activity, you
encourage your pupils to utter whole sentences,
not just single words. Thats how you will prepare
them for the more elaborate production stage
guided retelling.
2
Do task 4.
Tell your pupils to study the picture from task 5

of the Pupils Book. You describe the children in
the picture. Some of your sentences are true and
some false. Tell your pupils to listen carefully and
clap their hands whenever you say a true sentence
about the children from the picture. For example,
you say: Melanie has got short hair. Tom is tall.
Do task 7 from the Pupil's Book as a pair work
activity or a team game.
15
The new classroom

Lesson 3
THE NEW CLASSROOM
Aim: Describing the classroom;
asking and answering
questions about the classroom
Plural of nouns
Language focus: There is... / There are ... There
isnt ..... / There arent.... /
Is there... ? / Are there....?
book / books, sandwich /
sandwiches
Vocabulary: Objects in the classroom
Things we have in our
schoolbag
Materials: objects in the classroom
Suggested 1 lesson
teaching time:
Step II WORKING ON THE DIALOGUE

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

Do you like this classroom?

Is anything missing?
Whose classroom is it?
8 Let the pupils listen to the dialogue and number

the classroom words they can hear. (There are
only two: computers and microscope.)
9 Let them listen to the CD once again and do task
6 from the Pupils Book.
10 Ask volunteers to read after the CD in roles. Stop
to explain whatever you think needs explaining.
11 The pupils read in roles.
12 Do Tasks 7 and 8.

Tasks 9, 10 and 11 from the Pupils Book are

optional. You can turn it into a mini project.
Step llI PLURAL OF NOUNS

1 Ask your pupils to name all the things they can
find in a classroom. You touch the named object
or ask a volunteer to do it instead of you. (It is
vital that you do this because you shouldnt take
it for granted that all the pupils understand the
words that their classmates are calling out.)
2 Now that you have revised a lot of classroom
vocabulary, they can do task 2 in their Pupils
Book. They circle the words they recognise and
read them aloud.
3 Introduce the other words from the list, either
by pointing to these objects in your classroom or
simply by miming.
4 If you think there is a need to practise the words
from task 2, ask volunteers to mime some
activities in which they use these objects. You can
also prepare the word cards and ask volunteers to
lable the objects in your classroom.
5 Do tasks 3 and 4 from the Pupils Book.
16
1 Write HOW MANY .....? on the blackboard. Tell

your pupils to look around the classroom and
tell you how many ....... they can see. On the
blackboard write: BOYS, GIRLS, BAGS, LAMPS,
PICTURES, DESKS, WATCHES, BOXES (Separate
the last two from the others).
You can organise it as a team or a pairwork activity. They copy the words into their
notebooks, move around the classroom and
count. There will be a lot of commotion in the
class, but such tasks are motivating because they
involve movement. The winning team/ pair comes
to the blackboard to write the numbers. Dont
expect them to tell you the number because they
have learnt only the numbers to 20. They can
write them and you will say them.
Now you can draw their attention to the ending
of the first group of words. Ask what the last
letter is? S) Why? (Because there are more than
one.) Also point to the second group with the
ending -ES.
The new classroom

2 Do task 12 and 13 from the Pupils Book.
Task 10 from the Activity Book can be done for
homework

Tasks 5 8 from the Activity Book are optional.
They reinforce the use of There is / There are.
They also revise the vocabulary related to things
children have in their schoolbags. Since your
pupils are already familiar with this vocabulary
from previous school years, when doing these
tasks just follow the instructions in the Activity
Book.
You can also come back to this set of tasks
later, for instance when you do revision.
You can also use these tasks as a preperation
for a mini project: MY SCHOOL BAG
17
School subjects
Lesson 4
SCHOOL SUBJECTS
Aim: Talking about school subjects
Revising the English alphabet
Language focus: There is... / There are ... There
isnt ..... / There arent.... /
Is there... ? / Are there....?
book / books, sandwich /
sandwiches
Vocabulary: school subjects: Bosnian /
Croatian / Serbian, maths,
history, biology, geography,
music, physical education,
German, Religious education,
art, computer science
Suggested 2 lessons
teaching time:
1 Start off by asking your pupils to have a look at
pictures from task 1. Ask them to point to the
symbols they are familiar with and to name the
subjects that are presented by these symbols.
2 Do task 1. Write the new words on the
blackboard.
3 Do task 2 from the Pupil's Book as a pair work
activity or a team game.
Step II REINFORCING VOCABULARY
1 The pupils listen to task 3 and put a tick or
a cross where necessary. Repeat the CD if
necessary. After this task, the pupils do the task 4
as a pair work activity.
2 Do task 5 from the Pupil's Book.
3 Do task 4 from the Activity Book. Tasks 1
and 2 from the Activity Book can be done for
homework.
18
Step III PRACTISING THE ENGLISH

ALPHABET
1 Check the homework.
This whole step is optional. You can decide to do
only some parts. Even if you do decide to do all
the tasks, do not expect your pupils to be able
to spell words. Recognising letters at this stage
is perfectly acceptable. But also do not limit your
pupils either.
2 Tell your pupils that you will tell them something
in English. Invite them to guess what you are
saying. Quickly say the English alphabet.
2
3 Task 8 nvites your pupils to make a comparison

between the B / C / S and the English alphabet
and to spot the differences. At this point they
will have difficulties saying some letters, so help
whenever they stumble.
4 Do task 9 from the Pupils Book. Tell your pupils
to look at these abbreviations and say if they
know what they mean, which they probably will.
Ask your pupils to spell them. They will probably
enjoy spelling them since these are some wellknown abbreviations.
5 Do task 10 as a listening activity. This task
prepares your pupils for spelling.

Do task 11.
6 Now, let your pupils listen to the alphabet song

and join in singing (task 12).
7 Tasks 4, 5, 6 and 7 can be done for homework.
REVISION
REVISION
Aim: Revising the vocabulary and
structures in Starting up
module
Playing a board game
Categorising words
Writing about a friend
Language focus: S/he has got _______ (hair).
There is / There are Who
is pretty? Who has got new
sneakers? Jasmine isnt
plump. Luke hasnt got
brown hair. Is she pretty? Yes,
she is. Is he plump? No, he
isnt.
Has she got long hair? Yes,
she has.
Has he got brown hair?
No,he hasnt.
There is a chair. There are
chairs.
There isnt a book. There
arent any books.
Is there a guitar? Are there
two guitars?
Vocabulary: L1 late, clever, sleepy, clumsy,
shy, imaginative, unusual,
polite, pretty, nice, funny,
lazy, rude, popular, helpful,
musical, sporty, interesting,
tidy, curious, sneakers,
discman, telescope, hobby,
hes got glasses
L2 tall, short, thin, fat,
plump, skinny, ugly, pretty,
handsome, gorgeous, tidy,
untidy, curly, straight, long,
short, blond, dark, brown,
red; pigtails, a ponytail,
blue eyes, brown eyes
L3 blackboard, chalk,
guitar, whiteboard, desk,
dictionary, CD player,
chair, microscope, TV set,
sponge, register, computer,
pin board, printer, pupil,
calendar, wastepaper
basket, globe, map, clothes
peg, fish tank, cupboard,
lamp, school bag, eraser,

hanky, pencil sharpener,
pencil case, comb, book
sticker, notebook, mobile
phone, ruler, bubble gum
L 4 Bosnian/Croatian/
Serbian, English, French,
German, Maths, biology,
geography, history,
computer science,Religious
education (RE), art, music,
physical education (PE)
Materials: a die and counters
STEP I Playing the board game
1 Say that you are going to revise Starting up
module. Tell the pupils to shut their books. Elicit
as many sentences as they can remember from it.
2 In advance, prepare them for playing a game.
They need to bring a die and an object to use as
a counter (eraser, pencil sharpener, coin, hairpin,
etc.). They play in pairs or teams.
3 The pupils throw a die. They answer the question
in the field they land on. If they dont know
the correct answer, they return to the previous
position. The winner is the pupil who reaches the
finish first.
STEP II Activity Book
1 Say that you are going to revise the words from
Starting up module In pairs or individually, the
pupils categorise the vocabulary in task 1.
2 Task 2 is a guided writing task. Ask several
questions about the pictures and elicit the
descriptions before the pupils do it in writing.
3 Task 3 is to describe a friend, which is another
guided writing task. If you are short of time,
assign it for homework.
STEP III CAN DO STATEMENTS (page 113)
After finishing the tasks draw your pupils
attention to the can do statments in the
workbook. Read them aloud and then let the
children assess themselves. Allow their frank
comments and perhaps a discussion about what
they did well, what they found very demanding
or difficult, what was enjoyable etc.
19
Module 1 HOME AND FRIENDS
Sugar babes
that you will check how quick they are. Use a

stopwatch. Children always like to compete, even
when they do not have a real opponent.
Lesson 5
SUGAR BABES
Aim: Revising the Present
Continuous with I /you for
actions happening at the
moment of speaking
Introducing the English
alphabet
Language focus: Im (not) ..ing / Are you
ing? Yes, I am. / No, Im
not.
Vocabulary: police officer, spell, noise,
burglar, brave, bush, team,
bully, break into, hiding, are
stopped
Materials: flashcards from the previous
years and word cards
Suggested 1 lesson
teaching time:
1
P repare a flashcard of a police officer. Tell your

pupils that you will show the card to them only
for a second - They have to look carefully and
guess what there is on the flashcard.

Help with the questions:

Is it an object?
Is it an animal?
Is it a girl?
Flash the card again if necessary. They will

probably come up with the word policeman.
Introduce: police officer.
Explain that this police officer is very busy today
and they will now see why.
2 Introduce the text by telling your pupils that our
busy police officer will meet a special team today
the Sugar Babes. Tell them to listen to the CD
and find out who the Sugar Babes.
Step II THE SUGAR BABES
1 Before moving to the text, do task 1 from the
Pupils Book as a competition. This task introduces
new vocabulary. First, read aloud the English
words and ask your pupils if they understand at
least one of the words you have read (which they
certainly will). Now ask them to follow the lines
which will take them to their Bosnian / Croatian
/ Serbian friends. Ask them to circle the
matching pairs with the same colour. Tell them
20
(Pupils always need to have a clear task before

listening.) The pupils guess the order of the
pictures as well as the story.
4 The pupils listen to the CD and check their
predictions, task 3.The Pupils listen to the CD
again to answer the questions:

1. Who are the Sugar Babes?

2. Whay are they so busy?
5 Pick a sentence from the text (preferably one

with a difficult phrase you want to check
the understanding of, or which you want
to emphasise) and translate it into Bosnian /
Croatian / Serbian. Your pupils must quickly
find the matching English sentence in the text.
(This type of activity is useful because it raises
awareness of the fact that English and Bosnian
/ Croatian / Serbian sentences often have a
different structure.)
6 The pupils are now ready to read the text aloud in
roles.
7 Do task 4 from the Pupils Book. You can do it
orally first as a game. Divide your class into 2-3
teams. Read the sentences and they have to
guess who says them. After playing the game,
they can do the same task individually using their
books.

ADDITIONAL TASK
9 You can round up this lesson by letting your

pupils act out the story. They work in groups.
Assign roles (the better pupils will naturally
want more demanding roles). Give them several
minutes to prepare. Let them act out the story.
By now, your pupils will have repeated certain
lines several times in an amusing and entertaining
way.
10 Do task5 from the Pupils Book. First, you read
the sentences aloud. Then let them copy the
sentences in the notebooks. Finally, check by
asking: What does X say?
11 The pupils task 7 in their notebooks.
12 Write Yes, I am and No, Im not on the
blackboard. Go around the class and ask
questions from task 6 in the Pupils Book. Add as
many other questions as you think appropriate or
Sugar babes
necessary. If your pupils hesitate when answering,

either check if they understand the question or
point to the blackboard to remind them what
they can use to answer.

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

You are at school.

You are in the car. You are in the park. etc.
Depending on the place you have just mentioned,

they either make a positive or a negative version
of the sentence they have drawn out (e.g. Im
sitting. Im not riding my bike.) They have to
imagine they are in the particular place you have
just mentioned.
Task 1, 2, 3 from the Activity Book can be done
for homework.
21
The ugly duckling

volunteer to do so. Do not avoid Bosnian /
Croatian / Serbian in the class. There are always
some weaker students for whom it is a safe
heaven.
Lesson 6
THE UGLY DUCKLING
Aim: Revision of the Present
Continuous with he / she /
they for actions happening
at the moment of speaking
Understanding a story and
answering questions about it
Singing a song
Recognizing some irregular
plural nouns
Language focus: S/he is....ing; They are ....ing
mouse mice, goose geese,
sheep sheep
Vocabulary: farm animals
Suggested 2 lessons
teaching time:
Step II THE UGLY DUCKLING

4 Do task 1 from the Pupils Book before listening.
Pupils make guesses.
5 Pupils just relax and listen to the story. Their task
is to see if their predictions were right. Check the
correct answers with the class after listening.
6 Listen to the story again. Stop every now and
then and ask someone to read. Also, explain
whatever you think they have difficulty in
understanding. Do not insist on every single
word. This is a story, and stories are read for
pleasure. It is important that you make sure they
actually understand the story as a whole and not
every single detail
7
Pupils read without the CD.
Step I LEAD INTO THE STORY
Do task 3 from the Pupil's Book
1 Start off by playing a game. Tell your pupils that

you have a password for todays class and that
they have to guess it. You will paraphrase some
words and when they guess which word it is,
they have to write only the first letter of that
word in their notebooks. The letters in their
notebooks will spell your password for todays
class.
2 It is raining. You need it. It can be

red, yellow, green... U(MBRELLA)
9 To do task 4, organize your class so that there are

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

are candles on it. C(AKE)
10 Task 5, the pupils can answer orally. Encourage

discussion with your pupils.
4 I cook there. K(ITCHEN)

homework.
You say: 1 You open it. Every house has got it.
D(OOR)
2 The password is DUCK. Write it on the

blackboard and draw a duck. (Its simple write
the number 2 and there it is!) Say that this is a
mother duck. Ask: What colour are her feathers?
(Explain this word.) Where is its home? (On a
farm.)
Draw a smaller duck and say: This is a baby duck
a DUCKLING.
3 Introduce the story by asking if they know the
story about the ugly duckling. Let them tell
the story in Bosnian /Croatian/ Serbian if they
22
Step III
1
REVISING THE STORY
Start off by checking the homework
2 To check how well they remember the story,

go back to task 1 from the Activity Book.Limit
the time. Check what they have done by asking
pupils to read aloud.
3 Tell your pupils that you are going to test their
memory. Ask them to tell you all the sentences
they have just written. But they mustnt look
at them. Insist that the order of their sentences
The ugly duckling

should be as it is in the story. If they do it, your
class has just retold you a story in English. Well
done!
Step IV
INTRODUCING FARM ANIMALS
1 Task 6 from the Pupils Book introduces farm

animals.
Your pupils certainly already know most of these
words. However, follow this procedure: pupils
look at the illustrations of farm animals. You read
the words in random order and they point to the
pictures.
2
Then, the pupils spell the words.
3 They can now connect the picture with the

corresponding word with a line.
4 Pupils read the words. First, the pupils read the
singular, and then the plural of nouns.
5 Put on the blackboard flashcards from the
previous years of farm animals. Ask them to
shut their textbooks and notebooks. Play What's
missing? They shut their eyes in the menatime
you remove 1-3 pictures. Ask: What's missing?
STEP V
SINGING A SONG
1 Introduce the song with a little story: Farmer

McDonald is old, but not very old. He has got a
farm. He has got a big house and a tractor. On
his farm there are a lot of animals. Listen and say
what animals there are.
2 Most children are familiar with the tune, so let

them listen to the song several times (they can
look at the text) and ask them to join in and sing
the song.
3 In the song, there are several irregular plural
nouns, so now you need to draw your pupils
attention to that. Do not insist too much. At this
level, they only need to become aware of them.
You can even skip this if you have a weaker class.
4 Start by asking: Has Old McDonald got only
one cow?

No, he has got a lot of cows.
5 Do the same with a few more regular plural
nouns and then switch to irregular plural nouns.
As you introduce them, write them on the
blackboard.
6 Now read both the singular and plural nouns and
ask your pupils to repeat after you. Explain if you
feel additional explanation is needed.

The pupils do task 3 from the Activity Book.
ADDITIONAL TASK
7 Now your pupils can try to add one more verse to

the song. They can use ideas from the song. You
can also turn it into a mini project. Ask them to
make their own version of the song and illustrate
it.
8 Tasks 4,5,6, from the Activity Book can be done
for homework.
23
Everybody's busy
Aim: Revision of the Present
Continuous with he / she /
they (questions and short
answers)
the home
2 After the first listening, your pupils may open

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

Yes, . is. / No, . isnt. / Yes,
. are. / No, . arent.
3 Let them listen to the CD again. Stop the CD

after every few sentences and ask somebody to
read aloud. Check if they understand everything.
Lesson 7
EVERYBODY'S BUSY
Vocabulary: rooms in a house / flat items

of furniture
Suggested 2 lessons
teaching time:
Step I EVERYBODYS BUSY
1 Start off by spelling the names of rooms in the
house. Your pupils are already familiar with these
words from the previous year. As you spell the
words (k-i-t-c-h-e-n, etc.) your pupils write the
letters in their notebooks. Ask a volunteer to do
the same on the blackboard so that any possible
misunderstanding with the spelling is immediately
cleared up. As soon as somebody realises what
the word you are spelling is, s/he may say the
word (e.g. K-I, pupil: king; say no and continue
spelling until you get the target word).
By doing this activity, you will revise all the rooms
in a house, as well as practise spelling.
Step II LISTENING AND READING
1 Set the atmosphere for listening by telling your
pupils they will learn something about Toms
family. They are all getting ready for somebodys
birthday party.
4 Do task 3 from the Pupils Book as a pair-work

activity.
5 Now you can work on vocabulary. To reinforce
some typical collocations used in this text, do
task 6 from the Pupils Book. First, play Match
or Mismatch. Write all the words from task 6
on separate cards. Put them face down on the
blackboard. Each team turns two cards at a
time to find the matching pairs words that go
together.
6 When they have found all the pairs, they can do
the task individually in their notebooks.
7 After they have matched the pairs, ask them to
shut their books and tell you all the pairs they can
remember.
Step III ASKING AND ANSWERING QUESTIONS
1 Move back to the story. The pupils do task 4 on
their own. Check what they have done by asking
your pupils to read what they have written.
2 Now that your pupils have been exposed to
questions, they can try to make a few more
questions on their own. Do it as a chain activity:
one pupil asks a question, the second answers
and asks a new question; the third answers, then
asks a new question, and so on.
Tell your pupils to listen carefully and tell you

whose birthday it is today.
As they have produced together a lot of

questions, ask them to write a few in their
notebooks.
There is no need to introduce more vocabulary

in advance because, even if one of the verbs
describing what the characters are doing is
not a phrase they are familiar with, the cross
section of the house with all the characters doing
something will make the meaning quite clear.
3 Personalisation stage. You can do task 3 from the

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

24
asks 1,2 can be done for homework (task 3 is

T
optional).
Everybody's busy
Step IV REVISING THE STORY AND
EXPANDING VOCABULARY
1
Start off by checking the homework
2 Check how much they remember about that

Saturday morning at Tom's house. Go back to
tasks 3 and 4 to help you revise the text
Prepare the flashcards (from the previous grade)
of all the pieces of furniture you can see in
task 7 in the Pupils Book. Prepare the word
cards as well. They already know a lot of these
words. Therefore, this will only be an expansion
of vocabulary. Anyway, follow the following
procedure:

show the flashcard, say the word and

they repeat in chorus and individually
ask somebody to point to the correct
flashcards as you say the words number
the flashcards and ask: What number is X?,
What is number X?
3 Do task 8 from the Pupils Book. But first revise

the colours by asking your pupils to touch
something blue, red., etc.
4 Do tasks 9 and 10 from the Pupils Book. Do both
tasks with the whole class. Let them read the
cues aloud and volunteer to give the solutions.
5 Task 11 is a productive type of exercise and
neednt be done with weaker classes.
6
ROJECT WORK is optional. It revises the use

P
of there is / there are, as well as the vocabulary
connected with the home.Pupils draw the layout
of their home (or take a picture of their favourite
room in their home) and write a description. You
can display their work.
Tasks 4, 5 can be done for homework.
read the word cards and ask them to

repeat they match the word cards and the
flashcards on the blackboard
play Whats Missing? with the picture

cards, or play the Duel Game with the word
cards (you say a word in Bosnian / Croatian
/ Serbian and two pupils compete to be first
to find the English word card). Both games
should be organised as team games. Give all
the pupils an opportunity to represent their
team. Give weaker students easier words so
that they too can contribute to the final score.
That will motivate even less motivated pupils
to participate joyfully in your classes.
25
Tom's family
understand everything. You may want to skip
repeating with stronger classes, but do not fear
you are wasting time by listening to the CD again
and checking their understanding. Also, always
try to create an atmosphere of trust encourage
your pupils to ask you if they do not understand
something.
Lesson 8
TOM'S FAMILY
Aim: Learning vocabulary related to
the family
Revising the possessive case
Language focus: Ricks / Julies
Vocabulary: family words
birthday words How many?
Suggested 2 lessons
teaching time:
Step I PREPARING FOR LISTENING
1 Start off by drawing a typical birthday setting.
Ask your pupils to say what you are drawing.
Some typical birthday words will pop up (a cake,
candles, balloons...).
2 Discuss birthdays with your pupils. You can start
by exploiting the questions from task 7 in the
Pupils Book, but add some more. Pupils at this
age love birthday parties. They may want to say
more than they can in English, so let them use
Bosnian / Croatian / Serbian at this point.
3 Do task 1 from the Pupils Book. Ask your pupils
to read all the words and then discuss which of
them are birthday words. You may also ask some
pupils to label them
Step II REVISING THE STORY
1 Say that finally Pat and Matt (Toms twin brothers)
are happy because it is time for their birthday
party. Let your pupils listen to the CD and circle
all the birthday words (from task 1 in the Pupils
Book) that they can hear.
2 Tell your pupils to read silently the sentences from
task 3 in the Pupils Book. Not all of them are
correct, so tell them to listen again and tick the
true sentences.
In this type of activity you must always make
sure that your pupils read the sentences before
listening, otherwise they would need to do
two things at the same time (both read the
sentences and listen to the dialogue) which is
very confusing.
To practise reading and to check if they
understand everything, your pupils should listen
to the CD and repeat the lines. You can make
a break every few lines and make sure they
26
Pupils read the text aloud and in roles.
3 Ask your pupils to look at the questions from

task 4 in the Pupils Book. You supply the
answers to these questions, but in a mixed order.
Pretend that somebody (an invisible creature) is
whispering in your ear and giving you the answer.
Tell your pupils to try to guess what questions the
invisible creature is asking you. They may look
in their books.
After having gone through the questions and
answers in this way, tell them to answer the
questions on their own or to work with a friend.
4 Tell your pupils you want to see how many
sentences they can tell you about Pat and Matts
birthday party. This need not be a problem after
the previous tasks. The whole class should
participate.

ADDITIONAL TASK
5 Now you can ask a volunteer to come to the

front, to sit at your desk and give a report on
Pat and Matts birthday party for the news on
TV. To contribute to the TV atmosphere, you
can make a real TV introduction. This element of
acting will draw their attention away from actual
retelling. They will enjoy appearing on TV.
6 Pupils do task 6 in the Pupil's Book.They copy
and translate the sentences in their notebooks.
7 Let pupils imagine that it's their birthday.The
pupils write their own dialogue by using the
words from the boxes.Encourage them to act
their dialogue out.Let some pupils assume the
role of quests as well as of those who celebrate
the birthday.
8 Tasks 1, 2 from the Activity Book can be done for
homework
Step III
EVISING THE VOCABULARY

R
PRACTISING THE POSSESSIVE CASE
1 Bring a picture of your family ( or a magazine

cut-out of a large family). Describe the picture
and introduce all the words related to family
Tom's family
relationships (the ones suggested in the book).
As you introduce each word, write it on the
blackboard and translate it. Stress the words like
uncle, aunt, cousin and explain the difference
in use between English and Bosnian / Croatian /
Serbian.
2 Do the Reading from the Empty Blackboard
activity. Ask your pupils to read in chorus all the
words. Then wipe out two and ask the pupils
to read the words again, but all the words
(including the ones that are not there any more).
Repeat the procedure until there are no words on
the blackboard. Tell them they must have special
power to be able to read invisible words!
3
Do tasks 3, 4, 5 from the Activity Book
4 Proceed to task 9 from the Pupils Book. Tell your

pupils to have a look at Toms family tree. They
ask and answer questions about it.
5 Do task 10 from the Pupils Book. First, ask a
pupil to read the words from the list. After that
they can complete the sentences about Toms
family. Check by asking somebody to read their
sentences.
6 You ask a few questions about Toms family,
e.g. Is X Toms uncle? Now that they have been
exposed to a model, encourage them to write a
few questions to test their classmates. Task 11
from the Pupils Book gives an example for this
writing activity.
Now that they have a few questions in their

notebooks, tell them to shut their books. Then,
play a team game. The pupils from two different
teams take turns to ask questions, and the pupils
from the other team answer. (Provide the model
for the answers on the blackboard, if necessary.)
You monitor if the answers are correct and give
points to the teams.
PROJECT WORK is family trees. They write the
names of their family members and what the
family relation is. They can find and stick the
optional. Your pupils can draw their own pictures
of their family members.
Task 6 from the Activity book is for stronger
pupils.

asks 7,8 from the Activity Book can be done for

T
homework.
ADDITIONAL TASK
7 Write the following two sentences on the
blackboard: Rick is Tom's uncle. Rick is Tom uncle.
Ask your pupils which of the two sentences
doesn't sound to them. Talk to them about the
reason why, and cross out the incorrect one so
that they have the visual input as well.
Walk around the classroom and take different
objects belonging to your pupils. You will
naturally use this opportunity to show them
a polite way of asking somebody to give you
something: May I have ...? Thank you. ) Put all
the objects that you have gathered on your desk
and ask: Whose is this...? Your pupils will give
you the answers using the possessive case. (This is
Igor's.)
27
Let's catch them

Lesson 9
LET'S CATCH THEM
Aim: Introducing and practising
prepositions of place
Making suggestions to do
something
Expressing ability
Language focus: in / on / under / behind / in
front of / between, Lets..
I can. / I cant. / Can
you..?
Vocabulary: cute, How disgusting! . is
missing, talk, swim, fly, jump,
use a computer, play., ski,
skateboard, drive a car, ride a
bike, name.
Suggested 2 lessons
teaching time:
Step I INTRODUCING PREPOSITIONS
1 Put an everyday object (a key or your pencil case)
in a box so that your pupils cant see it. Tell them to
guess what you have in the box. Help by saying: HOT
COLD WARM. When they guess what the object is,
use it to introduce prepositions of place.
2 Start with: IN, ON, UNDER, because they are already
familiar with these from the previous school year.
Introduce one preposition at a time.
Follow this procedure:

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

the box.
Ask them to repeat after you.
Write it on the blackboard. You may also
illustrate it with a simple drawing.
Do the same with on/under.
Quickly change the position of the object, and
each time ask where it is. You can now practise
all of the above prepositions.
Call another pupil and instruct him/her: Stand

between X and Y!
Call one more pupil and say: Stand behind X!
Repeat by giving the instructions to more pupils
until you have a long line of pupils. Then ask:
Where is X standing? Pupils may produce up
to 3 possible answers. By now, they will have
mastered the use of the new prepositions of
place.
STEP II
LET'S CATCH THEM
1 Tell your pupils to listen to the first introductory

sentences and find out where Lolly and David are.
Listen to the CD and answer the questions from
task 1. Read out the questions before the pupils
listen!
2 After they answer the questions, ask them how
they would feel in Davids shoes and what they
would do. Of course, this conversation should
be conducted in Bosnian / Croatian / Serbian.
Do not think its a waste of time. Children like to
comment on unusual situations and give their
opinion. Do not let the lack of English expressions
be a limiting factor for their imagination.
3 Listen to the CD again. Stop to check if they
understand everything. Thats how you give the
weaker pupils the chance to ask if they still dont
understand.
4 Let them read in roles. Since there are a lot of
sentences expressing surprise and emotions, insist
on the correct intonation.
5
Do task 2 from the Pupil's Book.
6 Give the pupils a few minutes to memorise as

many true sentences from the previous task as
possible. Ask them to shut their book and tell you
about Lolly's and David's little adventure.
STEP III
PRACTISING PREPOSITIONS
3 Introduce BEHIND / IN FRONT OF / BETWEEN.

Follow the procedure above.
1 Ask your pupils to look at the pictures and tell

you where the frogs are. Do task 4 from the
Pupils Book.
Step IV
Always introduce one preposition at a time.
REINFORCING PREPOSITIONS
4 Since you are introducing the prepositions

behind/in front of/between for the first time, do
the following activity to reinforce them.
1 Tell your pupils to look at the picture of Davids

room from task 5 in the Pupils Book. Ask them if
they like it.
Invite one pupil to come in front of the class. Call

another pupil and give him/her the following
instruction: Stand in front of X!
Ask: What is there in Davids room? When

they say: There is a XXX, also ask: Where?
28
Let's catch them

Go on asking: What else is there? until you
mention all the items in Davids room that they
will have to deal with in the following task.
After having done this with the whole class, your
pupils can do task 5 in the Pupils Book on their
own.
Check by asking somebody to read.

ADDITIONAL TASK
2 You may even play a quick memory game based

on the items listed in this exercise. In that way,
you will again revise the prepositions.
3
The pupils do task 2 from the Activity Book.
Tasks 1, 3 from the Activity Book can be done for

homework.
STEP V
LET'S ...
ADDITIONAL TASKS
8 Prepare the flashcards from the previous years

with the following animals: a parrot, a fish,
a bird, a kangaroo, a monkey, an elephant, a
bear, a cat. First, they name them. Say true and
false sentences with can/cant about these
animals. If they think your sentence is true, ask
them to clap their hands; if they think it is not,
tell them to whistle.
9 Take the Simon Says word cards again. Give one
card to one pupil at a time and ask him to go to
the blackboard and stand under the right heading
(CAN or CANT). S/he must hold the card so that
the class can see it. The other pupils comment:
Ivan can play the guitar. Proceed until you run
out of cards.
1 Ask your pupils to read and trnaslate the Let's ...
10 Do task 8 from the Pupil's Book. Several pupils

report by reading it aloud.
2 Ask your pupils to do task 7 and write a short

dialogue. The pupils can use the phrases from
task 6 and task 7 as a model.
11 Do task 10 from the Pupils Book.Read the

questions aloud first. The pupils listen to the CD
and answer the questions.
3 Encourage your pupils to read their dialogues and

act them out.
12 Personalization time ask the pupils to think

about themselves and what they can / can't dotask 11.
4 Ask the pupils to translate some of the phrases

for better understanding
Step VI REVISING AND PRACTISING
EXPRESSING ABILITY
5 Play Simon Says to revise some verbs: swim,
fly, play the guitar / the piano, ride a bike, ski,
skateboard, drive a car, play basketball / football,
cook, use a computer... Prepare word cards with
these verbs as well. To make the game more
demanding, after a round or two, instead of
saying the commands, show the cards.
6 Write CAN on one side of the blackboard and
CANT on the other. Talk about yourself. Put a
few cards either under CAN or CANT depending
on your sentence. Make sure they remember
what can and cant mean.
7 Remove the word cards from the blackboard. Ask
them how much they remember about you. Offer
the beginning on the blackboard: You...
13 Tasks 4,5,6, can be done for homework

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

SUGGESTIONS FOR MINI - PROJECTS
1 Tell your pupils to prepare a list of questions for

you beginning with can. They can interview you.
They write a report and draw you doing one of
the activities you said you can do.
Instead of an interview with you, they can
prepare the same type of interview with a famous
person. They can find a photo of this person in a
magazine, and present it as an illustration for the
interview. You can collect all the interviews and
put them together into your class magazine.
Give it a name!
29
REVISION
REVISION
L9 in, on, under, behind,
between, in front of, cute,
disgusting.
Aim: Revising housing, furniture,

chores, birthdays
Language focus: Is Tom making his bed? Yes,
he is. No, he isnt.
Are the twins playing
computer games? No, they
arent. Yes, they are.
I can cook. I cant cook. Can
you ski? Can he / she ski?
under, between, on, in,
behind, next to, in front of.
Its 2 oclock. Its half past 2.
Toms family/his family, her,
their.
Vocabulary: L5 spell, noise, thief, brave,
bush, team, bully, walk
a dog, hide in the bush,
break into, call the police.
L6 sheep (pl. sheep), cow,
turkey, duck, duckling,
pig, hen, chick, horse,
dog, goose, cat, mouse,
lonely, different, clumsy,
sad, patient, noisy,
proud,feather, tail, crack,
get out, bark, chase, tease,
smile.
L7 fridge, mirror, toilet,
armchair, carpet, bed,
cooker, table, wardrobe,
lamp, sofa, bath, bookcase,
washbasin, chair, washing
machine, sink, upstairs,
downstairs, house,
skyscraper, block of flats,
oover a carpet, make
the bed, set the table,
fix a bicycle, take out the
rubbish, kitchen, dining
room, pantry, bedroom,
bathroom, living room,
garage, his/her/their.
L8 Toms, father, mother,
sister, brother, son,
daughter, aunt, uncle,
cousin, grandpa, grandma,
relative, birthday, candles,
cake, balloons, presents,
guests, party, music.
30
Suggested 1 lesson
teaching time:
STEP I
Playing a game
Draw your students attention to the picture in

the book: Aunt Winnies crazy house. In pairs,
the pupils answer the questions about it. First
A prepares the answers to the A questions, and
then asks B these questions. Then B prepares the
answers to the B questions, and asks A these
questions.
STEP II
1
Activity Book
ask 1 is an exercise with the Present

T
Continuous.
The pupils look back at the illustration in the

book and write down what each character is
doing.
2 Task 2 involves practising prepositions.The pupils
imagine that they are in the classroom and
answer the questions
3 What can they do? What cant they do? Discuss
the pictures that go with task 3.
The pupils say what they can and what they cant
do.
STEP III
CAN DO STATEMENTS (page 113)

attention to the can do statements in the
Module 2 PLACES
Places in a town or a village

Lesson 10
PLACES IN A TOWN OR A VILLAGE
Aim: Learning the names of
different places in a town /
village
Prepositions
Naming some jobs
Saying where people work
Language focus: opposite, next to
There is / are
Vocabulary: places in town,
jobs: cook, actor, policeman,
doctor, teacher, shop assistant,
vet, clerk hungry,
Suggested 2 lessons
teaching time:
Step I INTRODUCING THE PREPOSITIONS
1 Ask the following questions. Some useful
vocabulary will come out. You will also introduce
two new prepositions: opposite and next to.
What is the name of our town/village? What is
the name of the street where our school is? What
is opposite our school? (help by translating) What
is next to our school? What else is there in this
street?
2 Read the words (places) and ask the children to
tell you what number they are as shown in the
picture. They are familiar with most of the words
from the fifth grade, but help by translating.
3 Do task 2 with the whole class as a chain activity.
Since you have already introduced opposite and
next to, and they practised between previously,
and since visual input is provided in the book,
these prepositions need no further explanation.
4
ask 3 from the Pupils Book can be done as a

T
pair-work activity, but if you want to have control
over what the children are saying, do it as a team
game. Members of different teams take turns to
ask questions. You monitor and give points for
the correct answers. The books are closed during
the game.
Step II INTRODUCING MORE VOCABULARY

1 Bring the flashcards of places in a town/
village. Play a guessing game with the ones you
mentioned in the previous lesson). One pupil
picks a card. The others guess by asking: Is it a
.?
2 Introduce the words (more places in town)
from task 8 in the Pupils Book. Follow the usual
procedure for introducing new vocabulary.
3 The children do task 4 in the Pupils Book on their
own, but task 5 in the Pupils Book should be
done with the whole class.
4 Tell your pupils that Tom lives in a house. (Write
this sentence on the blackboard.)
Ask: What about the other children? (Lolly,
Jasmine) and do task 6 from the Pupils Book.
First, tell your pupils to point to the pictures as
you read the words at random. Ask your pupils to
repeat after you. Now tell the children to follow
the lines to find out where the other children live.
They complete the sentences in the book. Check
by asking them to read.
5 Personalisation stage. Say where you live (I live)
and ask them: What about you? They follow your
model and talk about themselves.
6 Do task 2 in the Activity Book

7 Prepare the eight flashcards from the previous

years with the jobs listed in task 8 from the
Pupils Book. Ask eight pupils to come to the
front of the class, and give each a card. They face
the class. You ask: Who works in ...?
8 The pupil with the correct flashcard holds it up
and shows it to the class. Then you say the word
(job).
Repeat the procedure until you have introduced
all eight words.
9 Shuffle the cards and put them on the blackboard
face down.
10 Introduce word cards, read them aloud, ask the
pupils to read them.
11 Shuffle the word cards and put them on the
blackboard face down as well.
31
Module 2 PLACES
Places in a town or a village

12 Now you have two columns with cards. Play the
game Match or Mismatch? Representatives of
the teams come to the blackboard, turn over one
card from each column. Their teams decide if it
is a match or a mismatch. They get a point for a
match.
13 The pupils do task 8 in the Pupil's Book.
14 Explain the pupils the use of the indefinite articles
A / AN. Draw their attention to the REMEMBER
BOX.
-
Tell the pupils to think of their own examples.
Do task 10 in the Pupil's Book.
32
15 Do tasks 11 and 12 orally.

Tasks 3,4,5 can be done for homework
PROJECT WORK
Tell your pupils to write about the place where
they live. They can find some photos of those
places. Ask them to report to the class.
Module 2 PLACES
The wrong address

Lesson 11
THE WRONG ADDRESS
Aim: Understanding and giving
directions
Learning numbers 1-1000
Learning to say how you go
somewhere
Giving orders
Language focus: Excuse me, wheres the ?
Go straight ahead! Dont turn
left! By car, by bus, by bike, by
tram, by train, on foot
Vocabulary: science museum,
underground, traffic lights,
far, guide, left, right, wrong
address, You cant miss it!
Youre welcome
Materials: posters
Suggested 2 lessons
teaching time:
the words, check how many they remember by

reading the English words at random

2 Let your pupils listen to the CD. But, first, write

on the blackboard the questions to which they
will give you the answers after listening:
What is the address of the science museum?
How are the children going to the science
museum?

Check after listening.
3 The children listen again, but this time looking at

the text.
4
Reading practice:
read a sentence (pick more difficult

sentences); your pupils must tell you
who says that; check if they understand
everything;
repeat the above procedure, but this time let

your pupils choose and read the sentences
instead of you;
your pupils read the text in roles.

1 Start the class by asking your pupils if they come
to school alone, with their friends or with their
parents.
Ask them, in Bosnian / Croatian / Serbian, how
they come to school. Introduce expressions by
repeating in English what your pupils say: You
come to school on foot by bus / tram / train /
bike
Show the flashcards from the previous years as
well.
2 Do task 11 from the Pupils Book. Just read the
expressions and let them do this task on their
own. Check by asking several pupils to read what
they have written.
Step II THE WRONG ADDRESS
1
S et the atmosphere for listening. Read the

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

Start slowly, but then speed up. Give them
an additional explanation of what a science
museum is (tehniki / nauni muzej is the
closest translation you can offer, but the
concept is much wider.
5 Do task 3 from the Pupils Book. To practise some

common phrases that appear in this story, do
task 3 from the Pupils Book. They can do this
task on their own, because they have already
been frequently exposed to these phrases.
6 Do task 5. Do it as a pair-work activity: one
pupil asks, the other answers. But if you have
a talkative class and you feel they need more
writing tasks, tell them to write the answers in
their notebooks, and only then check by asking
them to read.
7 Only after they have gone through the previous
task will they be able to retell the story. How?
Ask them to tell you as many answers from the
previous task they can remember. You can ask
them to present it as if they were on TV.
8 When they have finished, ask the pupils to tell
you the ones they can remember without looking
at the books. Ask somebody to translate as well

Tasks 1, 2 can be done for homework
33
Module 2 PLACES
The wrong address

STEP III
REVISING THE STORY
1 Play the game: The Blind Mouse.

2 Explain to your pupils that you will hide an
object (show them the object) somewhere in
the classroom. First, you put a blindfold over
somebodys eyes. Then, hide the object. Say that
you will lead this pupil to the object by giving
instructions.
Go through the instructions before you start
playing:

Go straight on! Stop! Walk!

Turn left! Turn right!
Make sure everybody understands what they

mean.
Repeat the procedure, but let the class guide the
pupil with the blindfold by giving the instructions.
(To make it easier for them, you can write the
instructions on the blackboard.)
3
Do tasks 7 and 12 from the Pupils Book.
4 Explain that giving directions is important when

you want to help someone who is lost, which
was the case with the children on their way to
the Science Museum.
Divide your class into two groups. They all look
back at the story: The Wrong Address.

34
one group looks for the sentences which the

children use to ask for help
the other group looks for the directions the
man gives them.
5 Do task 8 in the Pupils Book. Explain that several

people are lost and they are asking for help. Your
pupils must read the dialogues, look at the map
on the poster, and figure out what each of them
is looking for. The map in the Pupil's Book is only
given as an illustration.
When they finish, they listen to the dialogues on
the CD and check task 9.
Now you can turn this task into a pair-work
activity. Each pair chooses one dialogue. They
must learn it by heart and act it out in front of
the class.
Step IV
NUMBERS 1-1000
1 The pupils listen to the CD and point to the

numbers they hear. Ask the pupils to repeat the
numbers after listening.Repeat the procedure as
many times as possible.
2 Do task 14. They read the numbers after you.

They read the numbers alone.
3 Do task 15 as a pair-activity. Ask them to write

what the numbers from the box. They read them
aloud afterwards.

Tasks 4,6,7 can be done for homework
Module 2 PLACES

Lesson 12
A VISIT TO THE MUSEUM
Aim: Learning how to express
obligation and prohibition by
using must / mustnt
Understanding the difference
between this / that / these /
those
Learning a rhyme
a museum
Language focus: You must / You mustnt.
This is a .. / That is a ..
These / those are
Vocabulary: high-speed train, rock,
dinosaur, spacesuit, guide,
science museum, the past,
planetarium, the Moon,
experiment Follow me! Hold
this!
Materials: Flashcards from the previous
years, word cards, sentence
cards
Suggested 2 lessons
teaching time:
Step I INTRODUCING THE TOPIC
1 Play a spelling game: the word your pupils must
guess is M U S E U M. Divide the class into
2-3 teams. Each team says any letter from the
alphabet at a time. If that letter is in your word,
write it on the empty line. If it isnt, draw an
element of a stop sign. The winner is the team
which has the smallest number of elements on
the stop sign once the whole word is on the
blackboard.
2 Ask your pupils if they have ever been to a
museum, what museum it was, how they liked it
and what you can see at the museum. Naturally,
you can conduct this introductory discussion
partly in Bosnian / Croatian / Serbian.
Ask the children if they remember what a science
museum is and to speculate what you can see
there.
Step II A VISIT TO THE MUSEUM

1 Introduce the story by saying that Lolly, Jasmine
and the others are visiting the Science Museum
today.
2 Do task 1 from the Pupils Book as a prereading activity. First, you read the words aloud
and explain the ones you think they do not
understand.
3 Your pupils listen to the CD and circle the words
from task 1 that they can identify.
4 The children listen to the CD once again and do
task 2 from the Pupils Book. Before listening,
give them a few minutes to read silently the
sentences, or you can read them aloud.

Let them listen again and look at the text.
Reading practice:
play the Translation Race game. You read a

sentence from the text in Bosnian / Croatian
/ Serbian, they find this sentence in the text
and say it in English.
allot roles to your pupils.
5 Do task 5 from the Pupils Book. Let the pupils

work on their own, which should be no problem
for them after having been exposed to the
collocations in previous activities.
6 Do task 3 from the Pupils Book as a pair-work
activity. One pupil chooses 3 questions from the
list and asks his/her partner, who doesnt look at
the text. They exchange roles. If you want your
pupils to practise writing, tell them to write down
in their notebooks the answers to the 3 questions
they have chosen.

Task 1 can be done for homework.
Step III
MUST / MUSTNT
1 Remind the children that there are some rules to

follow when you are at the museum. Tell them
that you will tell them some rules. They must
listen carefully because sometimes you will say
something wrong. If they think your sentence is
not true, tell them to say STOP. Make sentences
using the ideas from task 6 in the Pupils Book.
(For example: You must touch things!?! / You
mustnt bring pets.)
35
Module 2 PLACES

Write MUST and MUSTNT on the blackboard and
ask them what these two words mean.
The children write at least 4 true sentences using
the ideas from task 6 in the Pupils Book.
The following tasks reinforce the use of must
and mustnt. Children usually easily acquire this
concept. Therefore, it is entirely up to you to
decide if your class needs more or less practice.
Make your own selection of the following tasks.
7 Ask the children if there are any rules that
children must stick to at school. First, brainstorm
what children MUST do at school and then what
they MUSTNT. If they lack words in English, but
have a lot to say in Bosnian / Croatian / Serbian,
help by translating.
Draw a person on the blackboard (say its you).

Write THIS near the person and THAT further
away. Ask them to tell you what the two
words mean. They do a similar drawing in their
notebooks. Do the same with the plural. Draw
two or more persons.
They do task 9 from the Pupil's Book. Check by
asking some pupils to read aloud what they have
written.
Step V
1
T each the rhyme by following a TPR (Total

Physical response) procedure:
They do task 7 from the Pupils Book.
P repare the flashcards from the previous years

with jobs from task 8 in the Pupils Book. Revise
the names of jobs. Distribute the word cards to
your pupils. Ask them to come to the blackboard
and stick the word card next to the correct
picture.
In advance, write on separate cards the second

half of the sentences from task 8 in the Pupils
Book.
Put the half sentence cards on the blackboard
(on the right of the job cards). Ask a volunteer
to come to the blackboard and join with a line
a job with a related half sentence and to read
the whole sentence aloud. There will be a lot of
different combinations. (For example: A teacher
mustnt be strict; A teacher mustnt be rude; A
teacher mustnt be lazy, etc.)
They do task 8 from the Pupils Book on their
own.
Step IV

THIS / THAT /
THESE / THOSE
1 Prepare a number of objects. Put some near you

and some further away from you. Point to each
and say either This is a or That is a.
(depending on the position of the object). Do the
same procedure with These / Those are...
36
LEARNING A RHYME
say the rhyme in a witchlike manner and

mime (do gestures with arms to show this /
that);
you say the rhyme, you mime, they join in by
miming;
you say it, they mime;
you say it, they repeat;
you say it, they join in;
they say it in chorus;
one pupil says the rhyme and at the end of
the rhyme points to someone from the class
who will say it after him/her.
2 They listen to the rhyme and point to the items

mentioned in the rhyme.
The children look at the illustration of the witch
in the Pupils Book. Discuss the illustration. Ask
them: What does she look like?What has she
got?
3
sk the children if they can see witches at a

A
museum. What kind of museum would it be?
Tasks 2, 3, 4, 5 can be done for homework.
Module 2 PLACES
You've got an e-mail

Lesson 13
YOU'VE GOT AN E-MAIL
Aim: Learning basic computer
words
Learning to read telephone
numbers
Having a telephone
conversation Using Would you
like? to offer something
Inviting a friend to a party
Learning about Australia
Language focus: Would you like? Come to
/ Dont miss. May I speak
to../ Just a moment!
Vocabulary: basic computer words Have a
great time, world, one of the
biggest cities, real name, surf,
high, imagine that!, centre of
the arts, wildlife, Aborigines,
exotic animals
Materials: photographs / postcards
Suggested 2 lessons
teaching time:
STEP II
YOU'VE GOT AN E-MAIL
1 Set the atmosphere for listening by describing the

first illustration. Ask questions like: Who is this?
Whats the time? Is he doing his homework?
What is he doing? etc.
2 Let the children listen to the CD and circle the
computer words they can hear.
3 The children listen once again, but this time they
concentrate on the questions from task 2 in the
Pupils Book.
4 Go through this task twice: first, let them give
you the answers, whenever necessary looking
back at the text; ask them again the same
questions, but do not allow them to look back at
the text.
5 Reading practice. You read aloud and make
deliberate mistakes (e.g. David is on his ship).
They must stand up or clap their hands when you
make a mistake. This will turn the reading into an
amusing activity, which they will probably want
to try to do themselves. When they stop you,
someone must correct you by reading the correct
version of the entire sentence.
1 Start off with a game: Chinese Whispers. Divide

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

telephone conversation from the text, but written
in a mixed order. The children can do it on their
own without any preparation in advance because
they have been exposed to it several times in the
previous steps. However, let them check if they
have done it correctly by letting them listen to the
conversation on the CD.
Write this word on the blackboard.
2 Ask your pupils: Have you got a computer?

Where is it? Is it in your bedroom? Is it in the
living room?
Brainstorm all the words they can think of in
connection with computers write them on the
blackboard. They probably know quite a few.

Do task 1 from the Activity Book.
Roles and let them read aloud in roles.
8 To practise further how telephone conversations

are conducted, the children can work in groups of
three: they memorise this telephone conversation
and act it out. Set a time limit.
9 Ask your pupils if they have their own mobile
phone. Say (exaggerate if necessary) that you
have several phone numbers at home, at work,
your mobile phone... Say the numbers and write
them on the blackboard. Ask someone to repeat
them. Draw their attention to the way 0 and 99
are read.
Look at the words in the Pupils Book. The

children read them aloud and translate them.
37
Module 2 PLACES

10 Do task 5 from the Pupils Book as a listening
activity.
11 Ask the children to tell you their telephone
numbers.
STEP III
REVISING THE STORY
1 Start off by revising the dialogue in task 3 in the

Pupil's Book.
At this point use Bosnian / Croatian / Serbian, but

translate into English so that you immediately
expose your pupils to the vocabulary they will
need.
2 Introduce the text by saying that they will now
read Tom's e-mail to David.
3 You read questions from task 7. The pupils guess
the answers.
2 Ask the pupils to act the dialogue out once again.
4 Read a part of a sentence and invite them to read

the rest. The pupils check their guesses.
3 The pupils answer the questions from task 2 in

the Pupil's Book.
Stop whenever you think additional explanation

of meaning is needed.
4 Ask the pupils to pay attention to the REMEMBER

BOX and object pronouns
5 Say a sentence in Bosnian / Croatian / Serbian

and they look for the English one in the text.
Explain the subject and object pronouns. Write

them on the blackboard.
The pupils read the text by paragraphs.
5 The Pupils do tasks 7, 8 in the Activity Book
7 Ask the pupils to look at the photos of Sidney.

Ask them to describe the photos
6 The pupils read the answers aloud and you check

them.
8 The pupils read the text silently. They match the

photos with the text.
7 Ask student in Bosnian / Croatian / Serbian how

would they ask somebody for permission. Do the
same in English.
9 They listen to the text to check their answers.
8 Write an example by using MAY I...

9 Put them the school context and let them ask you
for permission
10 The pupils do task 6 from the Pupil's Book
11 The pupils do tasks 6, 4 in the Activity Book.
12 Task 5 can be done for homework.
Step IV
TOM'S E-MAIL ABOUT AUSTRALIA
This step gives some basic information about

Australia, another country where English
is spoken. It should be done as a reading
comprehension activity. There arent any new
structures and most of the vocabulary has already
been presented. It is also likely that your pupils
already know some facts, which will make the
reading comprehension easier.
1 Prepare some bigger photos (the motives from
the pictures in the Pupils Book), put them on the
blackboard and ask your pupils if they recognise
any.
38
10 The pupils read the text aloud, part by part.

11 The pupils answer the questions task 10.
They answer them orally first, then they write the
answers in their notebooks.
12 Encourage them to talk about their own country.
STEP V
WHAT'S THE WEATHER LIKE
1 Tell the children to look out of the window. Ask:

Whats the weather like?
Revise weather vocabulary by drawing simple
drawings on the blackboard and by asking what
the weather is like in them.
Ask volunteers to come to the blackboard and
stick the sentence cards under each picture or
to write (if you have a stronger class) what the
weather is like.
4 Start naming the months and suddenly stop.Ask
your pupils to continue naming them.

Repeat the procedure several times.
Module 2 PLACES

Step VI
SEASONS
1 Revise the seasons (they learned them in the

previous year). Put the typical picture of the
season (flashcards from the previous years) and
say: Look! Its ______.
For curious kids only

This is an optional text followed by some tasks for
pupils who are interested in this topic as well as for
pupils who like to read texts in English.
Ask them to tell you the Bosnian / Croatian /

Serbian word for this season.
TUZLA
After you have introduced all the seasons, ask:

Whats your favourite season? Write words next
to the matching pictures, but leave out some
letters: S_RING / SUMME_ / AU_UMN / WI_TER
Ask what the missing letter is.
Aim: read, talk and write about

Tuzla
Vocabulary: mountain range, salt, shores,
open-air museum, main
square
2 Ask the pupils to do task 15 in the Pupil's Book.
Suggested 1 lesson
teaching time:
9 The pupils orally answer the questions from task

14. Start discussion with your pupils.
Tasks 9, 10 in the Activity Book can be done for
homework.
PROJECT WORK
Tell your pupils to find some information about
animals, sports, cities, nature of Australia.
Tell them to find some photo and make a poster
about Australia.

Ask them to report to the class.
STEP I Tuzla
1 Ask your pupils if they know anything about
Tuzla. Do task 1.
2 Children can now read the article. Since they
already know what is the article about, no further
introduction is needed. After they have finished
reading, ask them if there is any unknown word.
If there is / are write it / them on the blackboard,
pronounce it / them and translate.

Encourage your pupils to translate the text.
3 Do task 3 and 4.

4 Finally, your pupils can do task 5 as a pair or
group activity.
Now ask your pupils to shut their books and tell
you everything they can remember about Tuzla.
39
Module 2 PLACES
REVISION
REVISION
STEP I
1
Aim: Places in town

Finding ones way
Giving directions
Numbers from 1 to 1000
Language focus: Go! Stop! Turn left. You
mustnt turn right. You must
hurry. Dont! Lets go.
Would you like ? Yes,
please.
Vocabulary: L10 naughty, post office,
kindergarten, school,
playground, police
station, surgery, shop,
library, church, swimming
pool, restaurant, bank,
supermarket, theatre,
museum, cinema, zoo,
cook, actor, policeman,
teacher, shop assistant,
vet, clerk, next to,
opposite.
L11 the wrong address,
science museum,
underground, by bus, on
foot, go straight ahead,
turn left, turn right, traffic
lights (pl.), guide, tell
somebody the way to,
switch off your mobile
phone, walk on the grass,
feed, numbers 1-1000.
L12 rock, dinosaur, popcorn,
amazing, spacesuit, piggy
bank, must.
L13 mouse, monitor,
keyboard, mouse pad,
computer game, e-mail,
blink, click, invitation,
everything, crazy about
reading.
Suggested 1 lesson
teaching time:
40
Doing a maze
S ay that you are going to revise Module 2. Tell

the pupils to shut their books. Elicit as many
sentences (statements, commands, prohibitions)
as they can remember from this Module. It can
be done in teams. Each team prepares their
sentences. The team with most correct sentences
wins.
2 Draw the pupils attention to the pirate. Ask:

What has he got? (A map.) What is he looking
for? (Lost treasure.) Say: Guess what. A hundred
years ago another pirate buried his treasure
on an island. Today his great-great grandson is
looking for it. Where is it? Shall we find it?
In pairs or teams, the pupils do the maze by
choosing the correct way to the lost treasure. If
they take the wrong one, they either go back or
get stuck on an island. The winner is the pupil
(team) who gets to the pirate treasure first.
STEP II
THE ACTIVITY BOOK
1 Pupils look at the map and complete the text

with the words they can see in the map.
2
ask 2 revises the vocabulary taught throughout

T
module 2. Limit the time. Turn this task into a
competition.
3 To revise numbers from 1-1000 your pupils

must solve these maths problems, but write the
number in words.
STEP III

Module 3 FOOD
What's for breakfast?

Lesson 14
WHAT'S FOR BREAKFAST?
Aim: Learning to express likes and
dislikes
food
Singing a song
Language focus: I like. / I dont like.. Do
you like.? / Yes, I do. / No,
I dont.
Vocabulary: earphones, get ready for..,
meal, perfect world, breakfast,
lunch, dinner, supper, snack
different food
Suggested 2 lessons
teaching time:
Check after listening.
2 Let them listen to the CD again. This time they

have to concentrate on details. Do task 2
from the Pupils Book as a while-listening task.
They need to go through the sentences before
listening, and circle the correct alternative while
listening.
Check by asking them to read aloud their
answers.
3 Reading practice. To help the children modulate
their voice as closely to the original as possible,
you may ask them to repeat after the CD. At the
same time, they will be exposed to an entirely
new structure you are about to practise.
Stop after every few lines to check if they
understand everything.
1 Start the class by asking your pupils if they are

hungry. If they are, ask: What would you like to
eat?
To practise reading more, put the children in

groups of three. They practise reading in groups.
It is always motivating to organise a reading
competition. They may even try to act out the
situation.
They will probably recall some vocabulary

from the previous years. Write the words on
the blackboard or stick up the flashcards from
the previous years. Make sure all your pupils
understand the words.
4 In order to lead your pupils into saying a few

sentences about the story on their own, go back
to the sentences from task 2 in the Pupils Book.
You start the sentence and they finish it (without
looking at the book).
2 Revise meals by asking: Which of these (words

from the blackboard) can you eat for BREAKFAST
/ LUNCH / DINNER / SUPPER / as a SNACK?
Step I
REVISING VOCABULARY
Explain in Bosnian / Croatian / Serbian (or ask

them to explain) when each of these meals is
(morning, afternoon).

Write the words on the blackboard as well.
Ask several pupils to come to the blackboard and

join with a line the meal and the food that can go
together.
3 Do task 5 from the Pupils Book orally.
4 Ask: What is the most important meal of the day?
The children explain why in B / C / S. You can
expect them to say breakfast which will be a
good lead-in to the story: Whats for breakfast?
Step II
WHATS FOR BREAKFAST?
1 Read the questions from task 1 in the Pupils

Book and let the children listen to the CD and
look for the answers.
E.g. It is morning. Luka is.
After you have gone through all the sentences,

you may ask volunteers to tell you a few
sentences about the story on their own.
As a follow-up, you can do task 4 from the
Pupils Book as a pair-work activity. They ask each
other questions. That is how they personalise
the topic and say a few sentences about their
experience.
Task 1 from the Pupils Book can be done for
homework.
Step III INTRODUCING FOOD
VOCABULARY
1 Check the homework. First, they read. Next, they
shut their notebooks. You say one of the words
from task 1 in the Actvity Book and they try to
tell you the whole sentence with this word.
2 Do task 6 from the Pupils Book, but remove all
the cards from the blackboard.
41
Module 3 FOOD
What's for breakfast?

Step IV
I LIKE / I DONT LIKE
Step V
SINGING THE SONG
1 Draw two big hearts on the blackboard, but cross

one out. Write some words in each heart (things
you like and dont like). Ask the children if they
can explain why you have written the words in
these two hearts and what they mean. Theyll
probably guess and explain in B / C / S that you
like some and dont like the others. At this point,
introduce I LIKE and I DONT LIKE. Say: Yes,
youre right. I like and I dont like .
1 Introduce the song by explaining that Luka likes

music and that he has got his own food song.
2 Write these phrases on the blackboard above

each heart. Translate into B/C/S
4 The pupils listen for a second time, look at the

lyrics and put the lines in the correct order.
3 Ask the children to tell you one thing they like

and one thing they dont like. Go around the
classroom. Give everyone a chance to say what
they like / dont like.
5 They listen and join in singing.
4 The children do task 7 from the Pupils Book on

their own. Dont ask them to read what they
have written because you will go through it in the
following step.
5 Write YES, I DO and NO, I DONT on the
blackboard. Ask the children questions starting
with DO YOU LIKE .? Use elements from task
7 in the Pupils Book. Go around the class and ask
the pupils. Point to the two possible answers on
the blackboard
6 Write on the blackboard the beginning of the
question: DO YOU LIKE.?
Tell your pupils to ask you whatever they want,
but they must start with the words on the
blackboard.
42
2 Draw again two hearts (one crossed out) on the

blackboard. Let the children listen to the song.
Their task is to number the things he likes /
doesnt like.
3 Check after listening. Write down the words in
the correct hearts or ask some pupils to do it.
6 As a follow-up to the song, you can discuss their

eating habits by answering questions from task
10.
Project work is optional.
Task 3 (Activity Book)can be given for homework.
Module 3 FOOD
A shopping list
Lesson 15
A SHOPPING LIST
Aim: Countable and uncountable
nouns
Some/any, much/many
Language focus: We have got some milk and
juice.
Have we got any chocolate?
We haven't got any yoghurt.
How many cartons of yoghurt
do you need?
How much butter do you
need?
Vocabulary: a carton (of yoghurt), a packet
(of butter), a jar (of jam)
Suggested 2 lessons
teaching time:
Step I
A SHOPPING LIST
1 Before listening to CD tell your pupils that after

listening you want them to give answers to
following questions:

1. Where are father and Luka?

2. What are they doing there?
3 Do task 2 from Pupil's Book.

4 Pupils consult the grammar corner again in
order to find out something about countable
and uncountable nouns. Teacher writes a list
of countable and uncountable nouns on the
blackboard.
Task 2 from the Activity Book can be given for
homework.
Step III
MUCH/MANY

2 Do task 1 (Pupil's Book, page 84) - pupils listen
to the dialogue then read it.
Teacher asks the pupils to look at the pictures
next to the dialogue.
3 Having read the dialogue, pupils will easily
recognise that they are a carton of yoghurt, a
packet of butter and a jar of jam. Teacher writes
these new words on the blackboard.
4 Pupils read the sentences from the REMEMBER
BOX and consult the grammar corner (page 96)
in order to find how to use much and many.
5
Do task 4 (Pupil's book)
Step IV
LET'S MAKE LEMONADE
2 Pupils listen to the dialogue (task 1 Pupil's Book)

and answer the questions.
1 Do task 5 as a lead-in to task 6, then listen to

CD and check (task 6).
2 Play CD again and ask your pupils to read the text

and translate it.
Pupils listen to the dialogue again and read it.
Step II
SOME/ANY
1 Pupils read the sentences from the REMEMBER

BOX and consult the GRAMMAR CORNER (page
96) in order to revise what they have learnt in
the previous year about usage of some and
any. Teacher helps them in making their own
sentences with some and any.
ask 2 from the Activity Book can be given for

T
homework.
2 Do task 1 from the Activity Book. Ask them not

to consult the Pupil's Book.
43
Module 3 FOOD
Look who's talking

Lesson 16
LOOK WHO'S TALKING
Aim: The Present Simple with I
Learning to say how often you
do something
Naming fruit and vegetables
Writing some plurals
Language focus: I live / I dont eat. /
How often do you brush ?
Always, often, sometimes,
never
Strawberries, potatoes
Vocabulary: nature, get up early, jog, gym,
skip, keep fit, brush my teeth,
travel, top floor, stairs, adore,
comics, healthy a.m., p.m.
fruit and vegetables
Suggested 2-3 lessons
teaching time:
Step I
INTRODUCING NEW VOCABULARY
1 Start the class by telling the children you will tell

them something about yourself.
Write on the blackboard: ALWAYS OFTEN
SOMETIMES NEVER (one next to the other).
While uttering the sentences, do a lot of miming
to make sure they understand. Whenever you use
one of the words from the blackboard, change
your position and stand under it.

Say: I always brush my teeth in the morning.

I often watch TV. sometimes ride my bike.
I never eat chocolate for supper.
2 Translate the words from the blackboard, but ask

them if they can do it first.
Draw the marks under each frequency adverb
as a visual aid to the idea of frequency (always
IIIIIIIIIIII, often I_II_III, sometimes I__I__I, never
_____).
They copy the words into their notebooks and
write down the translation.
3 Say more sentences about yourself in order to
introduce some new vocabulary from the text
you are going to do later. At the same time, you
will expose the children to the new language
structure which this lesson focuses on.
44
Tell the children that they will now check how

well they know you. Slowly say 8-10 sentences.
Some of the sentences you will be saying must be
true and some false. Therefore, ask your pupils to
draw a table in their notebooks: Tell the children
that they will now check how well they know
you. Slowly say 8-10 sentences. Some of the
sentences you will be saying must be true and
some false. Therefore, ask your pupils to draw a
table in their notebooks:
true
false
1
They listen to you and put a tick in the column
they think is right. While reading, make sure they
understand (translate if necessary).
Here are some suggestions: I love nature. I live on
the top floor. I never skip breakfast. I get up early.
I often jog. I travel a lot. I read comics. I eat a lot
of fruit and vegetables.
After you have gone through all the sentences,
read each sentence again. It would be very good
to put the cards with the written form of these
sentences on the blackboard as well. Read each
sentence and comment on it: Yes, thats true.
No, its not true. I dont live...
Ask the children how many things they have
guessed correctly. They will probably be proud if
they have guessed more than half.
Step II
LOOK WHOS TALKING
1 Set the atmosphere for listening by discussing the

illustrations of Aunt Sanja and Uncle Vedran. Ask
a few questions:

How old are they?

What does look like?
Who is lazy? etc.
2 Let the children listen to the text and guess who

is talking. The children listen again and look at
the text.
3 They do task 2 from the Pupils Book.
4 Reading practice.
The children listen to the CD again and look at
the text. Stop every now and then if you think
you need to explain some words. Encourage
your pupils to raise their hand if they still do not
understand something.
Module 3 FOOD
Look who's talking

5 Play the game: Be the first to find the following
sentence. You read a sentence from the text.
They must find the sentence that follows it in the
text and read it aloud. This can be organised as a
team game as well.
Organise a reading competition: each team reads
one text. Dont let one pupil read the whole
text, because this should be a joint venture. You
monitor and mark the mistakes. The team with
fewer mistakes is the winner.
6 Do task 3 from the Pupils Book and task 1 from
the Activity Book to reinforce the vocabulary from
this lesson.
7
ask 2 from the Activity Book can be done for

T
homework.
Step III REINFORCING THE PRESENT

SIMPLE WITH I

Do task 4 (Pupil's Book)
8 Do task 4 from the Activity Book.

Invent two imaginary characters: Mr Goodie and
Mr Baddie. Write their names on the blackboard.
It would be more colourful if you could find
illustrations of these two characters.
Also copy the sentences from task 4 on slips
of paper. Put the slips of paper into a bag. Go
around the class. One pupil pulls out a slip and
reads it. The other pupils say whose sentence it is:
Mr Goodies or Mr Baddies
By doing this task, you will raise awareness
among your pupils about good and bad habits.
homework.
Step IV
FRUIT AND VEGETABLES
1 Put the flashcards with fruit and vegetables

from the previous grade on the blackboard. Ask
your pupils to tell you if they belong to fruit or
vegetables.
2 Allot roles to pupils. Say: You are Aunt Sanja /

Uncle Vedran. Say something about yourself.
Ask your pupils to put these words in the correct

order.
3 Say: You know my story, you know Aunt Sanjas

story and Uncle Vedrans story. What about you?
2 Prepare the flashcards with fruit and vegetables

from task 10 in the Pupils Book.
4 Do task 6 in the Pupils Book. Read all the

sentences aloud to make sure they understand
them all.
Put them all on the blackboard your pupils tell

you if it belongs to fruit or vegetables.
5 Write the words ALWAYS, OFTEN, SOMETIMES,

NEVER on cards and stick them on the four
different walls of the classroom. Call four pupils
to the blackboard. Read a sentence (for example,
I drink milk). Tell them to go to one of the above
word cards depending on how often they do
what you say. When they reach their word, they
must repeat the sentence, but add the frequency
adverb as well. With every new sentence, call out
a new group of pupils so that all your pupils have
a chance to participate in this activity.
Look for ideas for the sentences in task 7 from
the Pupils Book and task 5 from the Activity
Book.
6 The children can do task 5 from the Activity Book
on their own.
7
After that, they can work in pairs to interview

their partner just to see how much they have in
common (task 9). This is optional.
Ask them if they can name any in English. Circle

the ones they can name. To introduce and
practise new vocabulary, go through the usual
procedure for introducing new vocabulary:

say it, point, they repeat in chorus;

say it, point, they repeat individually;
say it, they point
point, they say it in chorus / individually.
Play Whats missing remove 2 items at a time

until there is nothing left on the blackboard.
3 Do tasks 10 and 11 from the Pupils Book.
4 Do task 12 from the Pupils Book. Only after they
have finished the task do you draw the pupils
attention to the difference between the singular
and plural: cherry but cherries, etc.

Do task 13 (Pupil's Book)
ask 6 from the Activity Book can be given for

T
homework.
45
Module 3 FOOD
Dinner at the Cooper's

Lesson 17
DINNER AT THE COOPER'S
Aim: The Present Simple with
we/they Learning about
Thanksgiving Talking about
the difference between life in
B&H and America Naming the
objects we eat with
Language focus: We/They eat / We/they
dont speak. / Do we/they
live? / Yes, we/they do. / No,
we/they dont.
Vocabulary: holiday, special, party
decorations, invite, roast
turkey, pumpkin pie, delicious,
rest, feast, corn, delicious,
wash the dishes, spoon, knife,
glass, cup, pot, fork, plate,
napkin
Suggested 2 lessons
teaching time:
Step I
DINNER AT THE COOPERS
1 Warm up: To introduce the topic, write on the

blackboard: Christmas Easter New Year birthday
Say that these are special days and ask if they can
tell what they are.
Say a number of sentences. Your pupils listen to
you and say which special day you are talking
about. The sentences you can say:

e paint and eat eggs.

W
We decorate a Christmas tree.
We go to bed after midnight.
We put candles on the cake.
We open presents.
We sing songs, etc.
Ask the children to shut their books. Say an English

word from the list they will tell you the B/C/S word.
After that, repeat the procedure, but this time say a
B/C/S word.
3 To lead the pupils into the story, ask: Where is
Melanie from?
Explain that it is a special day for her and her
family. The children listen to find out why it is a
special day for Melanie and her family
4 They listen to the CD again and look at the text.

5 Check their understanding. Say a word from

the text (flowers, dinner party, corn, games, set
the table, delicious, napkin, etc.). They compete
to be the first to find the sentence with this
word and read it. Choose sentences which
contain vocabulary you want to check their
understanding of. Check if they understand, and
translate if necessary.
6 Reading practice: allot roles to pupils.
7 Do task 4 from the Pupils Book. The children
complete the sentences with the missing words
on their own, but while looking at the text.
Check by asking someone to read what they have
written.
8 Now you can ask the children to tell you
everything they can about Melanies special day.
Advise them to try to remember the sentences
from the previous task.
Step II
REINFORCING VOCABULARY
1 Put up the flashcards from the previous years

with the objects from task 6 in the Pupils Book
(spoon, knife).

Ask: When do we need these?
Follow a shortened procedure for introducing

new vocabulary:
2 Pre-teach some words by doing task 1 from the

Pupils Book. Say that you want to see how many
words they can match in a limited time. They
work in groups.
- say it and point;

- point, say it, they repeat;
- point, they say it.
- read the word cards you
Before they start working, read aloud all the

words. They match the words in the book. Check
by asking someone to read what they have
written.
T hey do task 6 on their own. Check by asking:

What hasnt X got?.
46
2 Play Match or Mismatch with the words from

task 2 in the Activity Book. Write the words on
separate cards. Put them on the blackboard face
down in two columns. On the back of each card
from the first column, write a number (bigger
Module 3 FOOD
Dinner at the Cooper's

than 20) and on the back of each card from
the second column write a letter (preferably a
difficult one so they revise the alphabet).
Divide your class into two teams. Pupils from each
team say one number and one letter. If these two
words go together, they must say Match and
they win a point.

asks 1 and 2 from the Activity Book can be

T
done for homework.
Step III REVISING THE STORY /

THANKSGIVING
1 Start the class with a game to revise some
vocabulary. Divide your class into two teams.
Mime actions in which you use the objects
listed in task 6 from the Pupils Book (4 actions
per team. For example, you mime eating soup,
cutting bread.).
If they guess what it is that you are using, they
get a point.
2 The children do task 4 from the Activity Book on
their own.
3
Check the homework.
Children read the correct sentences from task 1.

Without looking at the book, they tell you all the
correct sentences again.
Also revise the collocations from task 2. First,
they read the pairs. Then, they shut their
books. You say the first part of the collocation,
and they say the second part.
4 Introduce the concept of THANKSGIVING, but
dont go into details. This step is optional.
First, ask a few questions about Thanksgiving
that they have already learnt from the story,
for example:
What is the name of the special day
for Melanie?

What do they usually eat?

What is there in New York?

What do they usually do?

Step IV PRACTISING THE PRESENT SIMPLE

WITH WE/THEY
1 Ask what the name of our country is in English.
Ask where Melanie comes from.
Write BOSNIA AND HERZEGOVINA and THE USA
on the blackboard.
Say the following sentences and your pupils will
tell you for which country it is true:

It is very big. Its capital is Sarajevo. People

speak English there. People dont go to
work by underground. People eat a lot of
hamburgers there.
2 Do task 7 from the Pupils Book.

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

We speak Bosnian/Croatian/Serbian. But: They

dont speak Bosnian/Croatian/Serbian.
You read the sentence endings from task 7 (they

will probably understand them all, but check
nevertheless). They have to make full sentences.
E.g. You read: ...go to school by school bus

They say: They go to school by school bus.
You may give some additional information about
each fact in Bosnian/Croatian/Serbian.
3 To introduce the question form with we and
they in the Present Simple, ask a few additional
questions about the difference between the USA
and Bosnia and Herzegovina. Write beforehand
the answers on the blackboard: YES, WE DO. NO,
WE DONT. YES, THEY DO. NO, THEY DONT.

Here are some ideas:
Do we eat a lot of hamburgers in Bosnia and

Herzegovina? Do we play computer games in
English? Do they celebrate Christmas? Do they
learn Bosnian/Croatian/Serbian at school?
4 Task 5 from the Activity Book can be given for
homework.
Say a few words about Thanksgiving (but just a

few) or prepare a few illustrations.

47
Module 3 FOOD
REVISION
Step I

Do task 11 (pupil's book).
Do task 12 in groups.
Step II
Start off by asking your pupils if they would like
to be a detective for a while.
Let them do this detective puzzle on their own
or in pairs. They need to choose the correct
alternative in every sentence. To solve the mystery
they must complete the sentence at the bottom
by writing the circled letters on the empty lines.
Award the first pupil who successfully finishes the
task.
The solution is: Tom is looking for his favourite
blue backpack.
48
Step II

workbook. Read them aloud and let the children
assess themselves. Allow their frank comments
and perhaps a discussion about what they
did well, what they found very demanding or
difficult, what was enjoyable etc.
Module 4 DAILY ACTIVITIES
Then she protects the environment

Lesson 18
THEN SHE PROTECTS THE ENIVIRONMENT
Aim: Introducing the Present
Simple, 3rd person singular,
positive Talking about the daily
routine Telling the time
Language focus: she protects the environment /
fights bullies / jogs around the
block
Vocabulary: fight bullies, protect the
environment, jog, go
swimming, play computer
games, have breakfast / lunch
/ dinner, make ones bed,
practise, take out the rubbish,
wash up, half past six, ten to
five
Suggested 1-2 lessons
teaching time:
Step I
1
DAILY ROUTINE ACTIVITIES
Warm up
Ask your pupils if they like spaghetti. Tell them

they are going to draw spaghetti to match some
words and then say what these expressions
mean. In pairs, the pupils do the matching in task
1 and write the meanings of the expressions.
The winner is the pair that finishes first or has
most correct guesses. In turn, the pupils write the
expressions and their meaning on the board.
Variation: Prepare word cards with these English
collocations and their B/C/S equivalents:
protect the environment - tititi okoli.
fight bullies - boriti se s nasilnicima
help good people - pomagati dobrim ljudima
jog around the block - trati oko bloka
go swimming - ii na plivanje

play computer games - igrati kompjuterske
igrice
have lunch - ruati
Presentation
Tell the pupils to look at the pictures and guess

who it is about. (About Melanie.)
3 The pupils listen to the text and find out how
many times a day Mel protects the environment,
task 2. (6 times: 5 times in real life and once in a
dream.)
4 Listening a second time, the pupils try to find out
which chores Melanie does, which is task 3 in the
Pupils Book.
(She makes her bed, helps her mum wash up
after lunch, and takes out the rubbish.)
5 Listen and repeat. Invite the pupils to read while

listening to the text again. Stop the CD and each
time have a different pupil repeat one part of a
sentence.
6
Practice
They read the text in roles: Tom, Luka and David

(9 children for David). Repeat the reading and
correct the mistakes.
7 Comprehension - After reading, the teacher asks
Who questions. The pupils do task 4 in the Pupils
Book.
Step II PRESENT SIMPLE, 3RD PERSON
SINGULAR, POSITIVE
1 Draw the students attention to the -s in the
verbs.
Ask somebody: Do you make your bed? They say:
Yes.
And what about Melanie? They answer. She
makes her bed.
Draw a table with 2 columns: I and Melanie:
Melanie
I make my bed.
Melanie makes her bed.
Write in it: I make my bed. Melanie makes her

bed.
First, give them the English cards only. After

doing task 1 successfully, the pupils read the
collocations and stick them on the board.
Ask a couple more questions, raising their

awareness of the -s ending.
After that, they find the B/C/S translations to stick

them next to the English collocations.
2 Ask the pupils to find more examples of -s in

the text and underline them (wakes up, goes to
school, protects the environment.).
49
Then she protects the environment

Next, they fill in the table with more verbs for
Melanie. Then they also write the forms for
themselves, without -s.
I
Melanie
I make my bed.
Melanie makes her bed.
I wake up.
Step III
TELLING THE TIME 1
The pupils read the text in roles.

1 Ask comprehension questions about the text.
2
Telling the time: explanation
Melanie wakes up.
Ask: When does Mel have lunch? They answer.

Write: Mel has lunch at fifteen minutes past one.
I protect the
environment.
She protects the

environment.

Ask: When do they go swimming?
Write: They go swimming at twenty-five past
three.
I fight bullies.
She fights bullies.
3 Connect the -s form of the verb with finger

snapping. Every time you hear the form, snap
your fingers. Invite the pupils to snap their fingers
as well. This will establish an auditory (they hear)
and kinaesthetic (they do) link with this new
grammar item.
The pupils read the text starting from picture 4.
One by one the pupils read while everybody in
the class snaps their fingers. This can be fun and
it will introduce this important grammar item in
an amusing, painless way.
4
sk the pupils if they like matching. Then ask

A
them to do task 5. It can be done individually or
in pairs. After completing the task, check it.

Ask: When does she read e-mails?
Write on the other side of the board: She reads
e-mails at twenty to two.
Ask: When does she have dinner?

Write: She has dinner at ten to seven.

Write PAST on the left and TO on the right.
Explain that the time can be expressed in two

different ways. First, we can use the words past
and to: Its twenty-five past three. Its three
twenty-five. In the other way, we can use hours
and minutes. Give the four equivalents of the
B/C/S word sat in English: clock, watch, hour,
oclock. After this, do task 6, listen and point.
3 Practice: Do task 7 in the Pupils Book, filling in
the times.
4
Speaking: Talk about Melanie. Do task 8.
5 Go through task 9 and check if the pupils know

and understand the times offered in the exercise
6 Do task 10.
7 Tasks from the Activity Book can be given for
homework.
50
She doesn't live an ordinary life

Lesson 19
SHE DOESN'T LIVE AN ORDINARY LIFE
Simple, 3rd person singular,
negative Talking about
unusual behaviour
Language focus: she doesnt live an ordinary
life, she doesnt laugh
Vocabulary: rhyme, instead of, instead,
ordinary, unusual, pool, bulb,
pants, laugh, feet, sunbathe,
tear, the dark, tidy ones room
Suggested 2 lessons
teaching time:
Step I
RONDA WRONGLY
1 Do task 1 - The pupils look at the words and find

the rhyming pairs in task 1.

strong-wrong
round-playground
head-instead
tears-ears
park-dark
Write the rhyming pairs on the board.
Skip the following exercises if you are in a lack of

time.
6 After task 5 (Pupil's Book), do tasks 2 and 3 in
the Activity Book.
7
ame: Tell the children to make a list of activities

G
they dont do, such as: I dont drink wine. I dont
drive a car. I dont sleep on the floor. I dont live
in the United States. I dont study French. I dont
eat bulbs. I dont kiss frogs. One child says: I dont
drink wine. The whole class shouts: She doesnt
drink wine! The next child says something else,
either their own sentence or, if they cant think
of any, a sentence from your list. The whole class
shouts: He doesnt sleep on the floor!
Variation: It can be done as a team game. There

are two teams, A and B. A child from team A
makes a sentence about something they dont
do: I dont watch horror films. A child from team
B makes a sentence with He or She: He doesnt
watch horror films. Then they continue with I
dont (speak Chinese). If they get stuck, they can
always say: I dont kiss frogs.
If they say something wrong, the others can say:
He doesnt kiss frogs.
8 Tasks from the Activity Book can be given for
homework.
2 The pupils look at the illustration. You ask them

what Ronda does and what she doesnt do.
3 Next they look at the text and try to guess which
words from above go in the gaps.

Ask: Would you like to hear Jasmines rhyme

about the unusual girl?
4 They listen and find THREE MISTAKES- task 2.

5
Let them listen again and check.
Do tasks 4 and 5
51
Hey Mel, David has a crush on you!

Lesson 20
HEY MEL, DAVID HAS A CRUSH ON YOU!
Simple, 3rd person singular
questions,
WH-questions with question
words Talking about school
subjects
Have to/has to
Language focus: What does he tell you? How
does he look? Where does
Jasmine get her ideas from?
Why does David really want to
be at school?
Vocabulary: school subjects, Guess what?
weak, pale, What do you
mean? tell the truth, make up
a story, look at somebody
Suggested 2 lessons
teaching time:
Step I HEY MEL, DAVID HAS A CRUSH ON YOU
1 Say that the children are back from the camping
trip and everything is as usual. Only David was ill,
but today he is back at school. Have the pupils
look at the picture and describe what they can
see. Ask some questions to help them. Soon they
are going to hear their dialogue.
2 The children listen to the CD and find out why
David wants to be at school, task 1. (He has a
crush on Melanie.)
3 Ask what school subjects are mentioned. They
listen again and find out.
4
The pupils read the dialogue.
5 You read a sentence from the dialogue and ask

who says that. They have to be very quick at
guessing.
6 They read the dialogue again in roles. Then they
do comprehension task 2.
7
Next, they answer the questions, task 3.
8 The pupils shut their books and say as many

sentences as they can remember from the lesson.
Next, ask them to remember as many questions
as they can.
52
9 They look at the text and underline the questions.

10 Assign tasks 1 and 2 from the Activity Book for
homework.
Step ll PRESENT IMPLE: 3rd PERSON
SINGULAR QUESTIONS
2 The pupils play a game: task 5 in the Pupils
Book. In teams, they make as many questions
as they can. The winner is the team with most
correct questions.
Next, they ask other teams to answer their
questions.
The winner is the team with most correct
answers.
3 The pupils play SAUSAGES. This is an amusing
game in which players try to keep a straight
face for as long as possible while practising WHquestions.
One pupil is asked all sorts of funny questions,
but the only answer they must give is the word
SAUSAGES! They mustnt laugh, smile or show
any emotion. Every player takes it in turn to be
straight-faced. The winner is the player who
answers the most questions without smiling.
(For example: What does David like very much?
Sausages!
Where does Jasmine read her books?
Sausages!
What does Tom play when he goes to
his practice? Sausages!

Step lll
HAVE TO / HAS TO-practice
1 The pupils look at task 6. In this task they will

revise school subjects but also learn how to
express that something is necessary to be done.
First, the pupils comment David's timetable and
then the teacher asks them questions: e.g.What
does he have to learn on Monday? How often
does he have to learn history? etc.
The teacher writes some sentences with have to/
has to on the blackboard and go through the
Remember box. The pupils consult the Grammar
corner (page 113)
2 Do task 3 in the Activity book.
Hey Mel, David has a crush on you!

Step IV
CHANT WITH DAVID
1 Do task 7 in the Pupils Book. Chant with David.

2 Ask comprehension questions: What does David
want to find? Who does he like? Who does he
send e-mails to? How does Melanie run / swim.
etc?
3 Say that you are Luka/Tom/Lolly/Jasmine now, and
that you are doing the same chant with David.
Make all the necessary changes:

4 In pairs, the pupils do the chant. One is David, the

other is Luka/Tom/Lolly.
5 Assign tasks 4 and 5 from the Activity Book for
homework.
Tell the pupils they can get an A if they learn the
chant by heart.
ome to him, bugs He is a science freak He

C
collects insects This is a lovely week. Back home
he sends E-mails every night... Does the girl like
him? He says: I wish, I wish!
53
Lolly is worried
Lesson 21
LOLLY IS WORRIED
Aim: Contrasting lives/doesnt live,
is/ isnt, has got/hasnt got and
can/cant
Naming animals and saying
some facts about them
Talking about animals in
danger Revising prepositions
of place
Vocabulary: wild animals and forest
animals adopt, magazine,
article, in danger, survive,
pocket money, cute, fur,
bamboo forest, cut down,
hole, blow out, plankton,
jungle, grassland, trunk,
insects, in the wild, nest,
electric wires, Whats the
matter?
Suggested 2 lessons
teaching time:
Step I
ANIMALS
1 Ask a volunteer to come to the front of the class

and mime an animal. The others guess. Repeat
as long as they are willing to participate and have
ideas.
If your pupils are reluctant to participate, play a
team competition game: they name animals in
turn. Limit the thinking time.
Write the words that pop up on the blackboard.
2
3 Do task 2 from the Pupils Book as well, but

orally. Use this task to introduce some new
vocabulary which will appear in the lesson you
are about to work on.

For example, ask:
Can you name an animal that has a long nose

a trunk / sharp teeth / feathers? (mime). Can
you name an animal that can climb a tree /
fly?
Where else do animals live? (welcome their
ideas in B/C/S and translate into English)
jungle, grassland, sea, ocean, farm, nest.
What else do animals eat? (meat, fruit,
insects, plankton)
54
Write all the new words on the blackboard.

Play the Cross Out game. You call out a word.
Two pupils compete to be the first to cross it out.
Ask someone to translate the crossed-out word
into B/C/S.
Step II
LOLLY IS WORRIED
1 To introduce the topic you are about to work on,

ask the children which of the characters from the
book loves animals the most. They will probably
say Lolly, so ask them if they can remember
which animals are her pets (a mouse, frogs, a
grasshopper, a cat).
2 Write the pre-reading questions from task 3A in
the Pupils Book on the blackboard. Read them
aloud and make sure they understand them.
Invite your pupils to guess. Let them silently
read the short introductory text and tell you the
correct answers to the above question.
3 Pupils listen to the CD and look for the answer
to the question from task 3C. It is a conversation
between Lolly and her aunt Winnie. You can find
the tapescript at the back of the Pupils Book.
4
hey answer after listening.
5 Do task 2 from the Activity Book.

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

o you know where live / what .eat /

D
what ..can do / why are in danger?
B/C/S is allowed at this point.
Now you can proceed to the article which should

be done as a true reading comprehension task.
There are two ways you can deal with it:

1 If you have a stronger class, they read the

whole article and do task 4 in the Pupils
Book on their own
complete the sentences. Remember that

you have already introduced most of the
vocabulary.
Lolly is worried

2 If you have a weaker class, group your pupils

in groups of five. Assign each pupil the
text about one animal only. They complete
the sentences from task 4 in the Pupils
Book, but only those that relate to their
animal. They work in groups. Go through
all the sentences each pupil reads his/her
sentences.
Check with the whole class by asking somebody

to read.
7
Reading practice.
First, you read the entire article aloud. Stop to

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

They read aloud.
asks 1 and 3 from the Activity Book can be done

T
for homework.
Step III
1
REVISING THE ARTICLE
Check the homework.
2 Play a game: Yes/No chairs. Divide your class

into two teams. Put two chairs in front of the
blackboard and stick a YES card on one and a NO
card on the other. Say true and false sentences
about the animals from the article. Use the
ideas from task 5 in the Pupils Book. You read
a sentence aloud and the representatives of
the two teams compete to be the first to sit on
the correct chair. The pupil who first sits on the
correct chair wins a point for his/her team.
If you think that there is too much movement
and that it is impractical to do this, instead of the
yes/no chairs game, tell your pupils to clap their
hands if your sentence is true and to say STOP if it
is not true.
3 Do task 5 from the Pupils Book. The children
make true sentences orally. They can also write
one sentence about each animal group in their
notebooks.
4 Divide your class into five groups. Each group
says everything about one animal group without
looking at their books.
5 Ask them if they can think of ways to help

animals in danger. Welcome their ideas in Bosnian
/ Croatian / Serbian as well. Somebody will
probably remember Lollys idea about adopting
an animal, so ask them if they would like to
adopt an animal. Ask why, as well.
Step IV HOW MUCH DO YOU KNOW
ABOUT ANIMALS?
1 Do task 8 from the Pupils Book. The children can
do it on their own as they only have to choose
the correct answer.
2
ask 9 from the Pupils Book practises the same

T
language functions the pupils were exposed to
in the previous task. Here they have to use them
actively.
First of all, make sure that your pupils understand

all the words.
Give clear instructions to your pupils. Since there
are four animals, I advise you do two with the
whole class as a chain activity, and the other two
as a pair-work activity. They ask and answer the
questions.
3 Pupils write a report about one animal group in
their notebook.
4
Brainstorm where animals can live.
The zoo will probably be one of the suggestions.

Use this as an introduction to task 11: WHICH
CAGE BELONGS TO WHICH ANIMAL? from the
Pupils Book. This is a listening comprehension
task. You can find the tapescript at the back of
the Pupils Book.
They listen and name all the animals mentioned.
Write them on the blackboard.
The children get into groups and compare their
answers. You may let them listen once again.
5 Do task 12 from the Pupils Book. They do
this activity in groups of four and discuss their
answers.

Check with the whole class.
Discuss also the questions that will lead you into

another topic pets (task 13).
6 Assign task 7 from the Pupil's book for
homework.
55
REVISION
REVISION
Aim: Revising the lessons on the
daily routine, chores, free-time
activities, unusual behaviour
Language focus: She makes breakfast at eight
o'clock.
She doesn't live an ordinary
life. What does Jasmine read?
What do you have to learn on
Thursday?
Vocabulary: L18 protect the environment,
fight bullies, jog, go
swimming, play computer
games, have breakfast,
have lunch, have dinner,
cook well, make ones
bed, past, to, practice,
take out the rubbish,
wash up
L19 rhyme, instead of,
unusual, pool, bulb,
pants, laugh, feet,
sunbathe, tear, the dark,
tidy ones room
L20 Guess what? weak, pale,
What do you mean?
tell the truth, make up
a story, look at unusual
hobbies, crush, novels,
subjects, maths, science,
English, art, music,
computer science, religion
L21 wild animals and forest
animals adopt, magazine,
article, in danger, survive,
pocket money cute,
fur, bamboo forest,
cut down, hole, blow
out, plankton,jungle,
grassland, trunk, insects,
in the wild, nest, electric
wires Whats the matter?
Suggested 1 lesson
teaching time:
56
STEP I
Doing a maze
1 Ask the pupils to look at pages 114/115 (Pupil's

book). Ask what Rudy (the mouse) likes eating
Cheese.) Say that Rudy is very happy because it
can hop over cheeses and come to a lot of cheese
that he can eat all up. Ask if they would like to
help Rudy hop to the cheese. But careful! There is
Oscar. Help Rudy avoid Oscar and reach his goal.
In pairs or individually, the pupils do the maze by
choosing the correct cheese. If they step on the
wrong one, they either go back or they cant go
on. The winner is the pupil/pair who gets to the
park first.
2 After finishing the game, draw your pupils
Step II
Activity Book
1 The pupils first do the odd man out, task 1 in the

Activity Book, and then discuss it.
2 Elicit what the pupils know about Tom: What
kind of boy is he? What does he like? What
does he play? Is he a good friend? Does he do
any chores? How often does he go to basketball
practice? Does he take his twin brothers to their
practice? Does he swear, etc?
After that, they write about Tom, task 2 in the
Activity Book.
3 If you are short of time, assign task 3 for
homework. If not, have the pupils ask questions
with does.
Step III
After finishing the tasks draw your pupils attention

to the can do statments in the workbook. Read them
aloud and then let the children assess themselves.
Allow their frank comments and perhaps a discussion
abou what they did well, what they found very
demanding or difficult, what was enjoyable etc.
Module 5 ME, YOU AND THE WORLD
Luka's guest
Lesson 22
LUKA'S GUEST
Aim: Practising the comparative
form of short adjectives
Practising vocabulary dealing
with adjectives
Language focus: He is smarter than ...
Vocabulary: small, big, calm, smart, pretty,
tornjak, present, pizza,
cousin...
Materials: word cards, photographs,
postcards
Suggested 1 lesson
teaching time:
Step I
INTRODUCING THE TOPIC
1 Start the lesson by revising the adjectives.

2 Prepare the word cards with some adjectives
written on them.
3 Let the pupils choose one of the cards and stick
them on their heads.
4 They ask questions in order to guess the
adjectives.
1. Am I ...?
2. What kind of a person am I....?
5 Put some word cards on the blackboard and tell
the pupils to memorize as many adjectives as
possible.
6 Move away the word cards and let them write as
many adjectives as possible in their notebooks.
7 Check their answers (memory).
Step II
INTRODUCING THE STORY
6 Let the pupils do task 5 in the Pupil's Book as a

pair-activity.
In this task the students are supposed to think of
an animal which is, for example, ...BIGGER THAN
A SHEEP; ...SLOWER THAN A WOLF (comparative
form of short adjectives).
This exercise also tests the children's
understanding both of the language and of the
world around them (here biology, zoology).
7 Ask the children to check the answers of this
exercise at home and use a zoology book, a
lexicon or an encyclopaedia.
8 Draw the pupils' attention to the REMEMBER
BOX.

- The pattern is the comparison of short

adjectives: STRONGER THAN; FUNNIER THAN;
BIGGER THAN...
- Encourage the pupils to study the pattern and
say if there is a rule for comparing things, what
ending is added, what word is always used.
- Ask the pupils to write their own examples
using the suggested comparative; e.g. A PLANE
IS BIGGER THAN A BUS, etc.
Step III
QUIZ TIME
1 Do task 7 from the Pupil's Book. Devide the

pupils into groups.
2 The representative of each group comes in
front of the class and write the answers in the
appropriate column on the blackboard previously
drawn by the teacher.
3 If the answer is correct, the group gets a point.
4 The group with all the correct answers is the
winner.
1 Let the pupils describe the photos in the Pupil's

Book.

homework.
2 The pupils guess who is coming to see Luka and

what he has got as a present.
Task 7 in the Activity Book can be done by

successful and curious kids.
3 Read the text to find out more information about

a tornjak.
Tasks 1, 2 in the Activity Book are optional.
roject work - Tell the pupils to think of two

P
or more countries / towns / cities / villages.

guesses.
5
They circle the adjectives they hear in the text.
6 They listen to the CD again and answer the

comprehension questions in task 3 in the Pupil's
Book.

Tell them to make their own quiz.
Tell them to look back at task 7 and make
questions.

Let them to add their own questions as well.

They can work in pairs or groups.
5 Let the pupils read the dialogue out.
57
Our planet
Lesson 23
OUR PLANET
Aim: Practising the superlative form
of short adjectives
Revising the short adjectives
Practising the definite article
- THE
Talking about different parts
of the world
Language focus: The Pacific Ocean is the
deepest ocean in the world.
Vocabulary: highest, biggest, deepest,
smallest, largest, coldest..
desert, mountain, river...
postcards
Suggested 2 lessons
teaching time:
Step I
1 Bring some postcards / photographs from

London, New York, Sidney as well as some from
those places mentioned in task 1. Talk about
the places and about the sights that can be
seen there. Let the photos circulate among the
pupils. Encourage them to put questions or make
comments in English, e.g.IS BIG BEN HIGHER
THAN THE STATUE OF LIBERTY?etc.
2 Ask the pupils to work with a friend / partner
and try to think of a big town and a famous
monument in it, e.g. BIG BEN LONDON; THE
STATUE OF LIBERTY NEW YORK; THE EIFFEL
TOWER PARIS; THE PYRAMIDS CAIRO, THE
ACROPOLIS ATHENS...

(Help the children with the names in English.)
3 Write words in two columns on the blackboard.
On the left - hand side write a name, and on
the righta miss-matching geographical notion,
e.g. EUROPE RIVER THE ANTLANTIC VLAI SEA
THE ADRIATIC CONTINENT LAKE THE BOSNA
MOUNTAIN BORAKO OCEAN ...
3 Prepare the word cards. Shuffle them and ask the

pupils to play MATCH / MISMATCH.
4 Divide them into groups to heat the atmosphere.
5 Do task 1 in the Pupil's Book.
Let the pupils read out and answer the
comprehension questions. If you want to test
their memory, let them close their books.
6 Read out the questions (or have a pupils read
them out), and the pupils will have to remember
the answers.
7 Each question in this general knowledge quiz
contains a superlative. The pupils have to
choose the right answer and write the question
number next to it (or in their notebooks). Let
the pupils read out both the questions and the
corresponding answers.
8 Let the pupils listen to the CD and check their
answers.
9 Play the recording twice if necessary.
Step III
LANGUAGE WORK
1 Ask the pupils to do task 3 in the Pupil's Book.

Let them write the sentences in their notebooks.
2 Draw the pupil's attention to the REMEMBER
BOX and the superlative form of short adjectives.
You may ask your pupils who is THE TALLEST, THE
SHORTEST, THE OLDEST, and THE YOUNGEST
member of their family, for example, in order to
explain and practise the pattern.
3 Encourage the pupils always to give their own
examples in writing to illustrate the pattern.
homework.
Tell the pupils that more than one answer is
possible in task 2.
Step IV THE ANTARCTIC - A REALLY COOL
PLACE
4 Ask the pupil to join the words that go together.
1 Start the lesson by describing the photographs or

postcards of the Antarctic.
Step II
2 The pupils read the text by paragraphs - task 4.
OUR PLANET QUIZ TIME
1 Prepare the photographs of the places mentioned

in task 1 in the Pupil's Book.
2 Stick the photographs on the left hand side of
the blackboard.
58
3 Explain the unknown words if necessary.

4 Read some sentences in Bosnian / Croatian /
Serbian and tell the pupils to find their English
equivalents.
Our planet
5 Ask the pupils to translate the sentences into

Bosnian / Croatian / Serbian if you can spare
enough time to do this task.
6
Let the pupils do task 5 in their notebooks.
7 Ask the pupils to retell the story. Tasks 4, 5 can

help them do the task.
Step V
LANGUAGE WORK

BOX. Read the examples and explain the use of
the definite article THE.
2 Tell them to shut the Pupil's Books.Test their
memory by asking them to tell you as many
examples as possible from the REMEMBER BOX.
Project work

- Let the pupils draw a map of Europe or the

world on a big big piece of paper.
-If they have postcards of various towns, they

can stick them in the right places, or stick them
around and draw lines to the respective places
on the map. They can work in pairs or groups.
Stick the posters on the blackboard. Let the
students choose those they like best.
The same can be done for Bosnia and

Herzegovina and its towns (Lesson 24).
3 Prepare them to do task 7 in the Pupil's Book.

Tasks 3, 4, 5 in the Activity Book can be done for
homework.
Tasks 6, 7 are optional. They can be done by
more successful and curious pupils.
59
What does Iva miss about Bosnia and Herzegovina?

Lesson 24
WHAT DOES IVA MISS ABOUT BOSNIA AND
HERZEGOVINA?
Aim: Practising the comparative
form of long adjectives
Revising the long adjectives
Talking about cultural heritage
of Herzegovina
Language focus: The Pacific Ocean is the
deepest ocean in the world.
Vocabulary: the countryside, old fort,
gravestones, mum's food,
wines, Mostar, Stolac...
postcards
Suggested 1 lesson
teaching time:
Step I
1 Write on the blackboard the landmarks of towns

and cities of Bosnia and Herzegovina, such as:
THE KOEVO STADIUM, THE CATHEDRAL, THE
UNA, THE DRINA, THE OLD BRIDGE...

answers.
5 Read the sentences out in task 5 in the Pupil's
Book.
6 The pupils listen to the CD again to circle the
correct answers. (Let them do task 5 orally or in
writing.)
7 Practise reading the story with your pupils
in paragraphs. Let them read the story by
paragraphs.
8 Go back to the words on the blackboard in case
there are many new words for your pupils. Call
out a word in Bosnian / Croatian / Serbian and
ask a volunteer to come to the blackboard and
cross out the corresponding English word.
9 Choose several sentences in which the
comparative form of long adjectives is used.
10 Read them out in Bosnian / Croatian / Serbian
and ask the pupils to find their English
equivalents. Repeat the same procedure several
times.
Step III
LANGUAGE WORK
2 Write them one under the other on the left

- hand side of the blackboard. Challenge the
pupils to come to the blackboard and write
the name of the town they associate with the
monument or the landmark on the right- hand
side. Some landmarks have only one answer, like
THE KOEVO STADIUM, while for the others the
pupils may write more than one answers.
1 Draw the pupils' attention to the long adjectives

in the text as well as in the REMEMBER BOX.
3 Challenge the class to name some other sights

and some other towns.

4 Prepare some postcards or photographs of towns

of Herzegovina.
4 Let the pupils do task 6 in writing.
5 Start discussion about the photographs and let

the pupils describe what they can see in the
photos / postcards.
Step II WHAT DOES IVA MISS ABOUT
BOSNIA AND HERZEGOVINA
1 Talk about the things Iva misses about Bosnia and
Herzegovina during her stay in England.
2 Draw the pupils' attention to the words in task 1
in the Pupil's Book.
3 The pupils guess what does Iva miss about Bosnia
and Herzegovina.
60
Long adjectives have MORE before them when

used in the comparative form.
2 Ask the pupils to give their own examples,e.g.
AN ACTION FILM IS MORE INTERESTING THAN A
LOVE STORY,etc.
5 Encourage the pupils to think of two or more

towns / villages and compare them.

ask 4 in the Activity Book is optional and can be

T
done by curious kids.

homework.
The Sugar babes in action again

Lesson 25
THE SUGAR BABES IN ACTION AGAIN
Aim: Practising the superlative form
of long adjectives
Language focus: Oscar is the most intelligent
cat in the world.
Vocabulary: hungry, thirsty, worried,
tired, angry, sad, ill, sleepy,
intelligent, beautiful, Oscar,
boring, lazy, romantic..
Materials: word cards (optional)
Suggested 1 lesson
teaching time:
Step I
1 Have the children write a few wild and domestic

animals on the blackboard, e.g. A WOLF, A
BEAR, A TIGER, A RABBIT, A CAT, A SHARK, A
DOLPHIN...
2 Say you are not going to be a teacher for the next
minute, you are going to be an animal. Which
one ask a volunteer to decide and circle it on
the blackboard. You are sititng with your back
turned to the blackboard. Put questions, e.g.
AM I MORE DANGEROUS THAN A WOLF? AM
I FASTER THAN A BEAR? AM I MORE HARD
WORKING THAN A CAT? etc.
Step II
EXPRESSING HOW WE FEEL
1 Start the lesson by revising expressions of

feelings. Ask the whole class to stand up. Give
the following order: SIT DOWN if you are ill
(mime to make sure they understand). Explain
that they must follow your command if that
is true for them. Continue by giving the same
command just change the words expressing
feelings (scared, worried, tired, sleepy, angry,
sad, thirsty, hungry, happy). Ask the pupils to
sit down. Ask some additional questions. For
example:

Step III THE SUGAR BABES IN ACTION

AGAIN
1 Set the right atmosphere for listening. Say that
today they will meet Oscar, but first they must
speculate by answering the questions from task
1 in the Pupils Book without actually reading or
listening to the story. They listen and check if their
speculations were correct.
2 Let them listen to the CD again. Stop to check if
they understand everything.
3 Do task 2 from the Pupils Book. Let the pupils do
the comprehension activity
4 Reading practice. Allot roles to several pupils.
5 Discuss the questions from task 3 in the Pupils
Book.
6 Encourage them to talk about Oscars adventure
by finishing on the sentences from task 4 in
the Pupil's Book. After that, you may even invite
them to do it without the book.
Step IV
LANGUAGE WORK

BOX.
Long adjectives have THE MOST before them
when used in the superlative form. Ask the
pupils to name THE MOST BEAUTIFUL actress,
THE MOST INTERESTING book, THE MOST
DANGEROUS animal etc.
3 Let the pupils answer the questions in task 5 in
the Pupil's Book.
This task tests the pupils' understanding of the
language.
homework.
hy are you? What would you like to eat/

W
drink?
2 Do Task 1 in the Activity Book. Read the

sentences aloud.
61

OUR SOLAR SYSTEM
Aim: read, talk and write about our
solar system
Revision of adjectives
Vocabulary: planet, Mercury, Venus, Mars,
Earth, Moon, Saturn, Uranus,
Neptune, star, Solar system,
meteorites, giant
Suggested 1 lesson
teaching time:
Step I
OUR SOLAR SYSTEM
1 Ask your pupils if they know something about

our solar system. Do task 1.
2 Children can now read the article. Since they
If there is, write it/them on the blackboard,
pronounce it and translate.

Do task 3.
62
Step II
ADJECTIVES
1 Do task 4 - since it is forbidden to write in books,

tell your pupils to copy the task and then to fill in
the text.
Now the pupils talk about the planet or the star
they like most (task 6). While they talk, don't
forget to praise them a lot.
Step III
PROJECT WORK
Finally, your pupils do the project work. It can be done

in pairs or in groups.
REVISION
REVISION
Aim: Revising the comparative and
superlative form of short and
long adjectives
Vocabulary: L22 small, big, calm, smart,
pretty, tornjak, present,
pizza, cousin.
L23 highest, biggest, deepest,
smallest, coldest, desert,
mountain, river.
L24 the countryside, old fort,
gravestones, mum's food,
wines.
L25 naughty, hungry, sad,
happy, sleepy, intelligent,
popular, beautifulm laty,
thirsty, afraid.
Suggested 1 lesson
teaching time:
Step I
THE PUPIL'S BOOK
1 Pupils correct the sentences and copy them in

their notebooks.
This task involves practising comparative form of
short adjectives.
2
ask 2 is dealing with the superlative form of

T
short adjectives.
The pupils are supposed to circle the correct

answer.
Step II
ACTIVITY BOOK
1 Task 1 involves practising all forms of

comparatives and superlatives.
2 The pupils answer the questions about
themselves by using the comparative and
superlative forms of short and long adjectives.
Step III

63
Module 6 JASMINE'S STORIES
Jasmine's photo album

Lesson 26
JASMINE'S PHOTO ALBUM
Aim: Practising the Past Simple of
the verb "TO BE"
Telling a story
Language focus: I was in Sarajevo... They were
very naughty... Was I afraid?
Were they in Bosnia and
Herzegovina few years ago?
Vocabulary: holiday, relatives, sarma,
burek, hurmaice, climb, tree,
swans,traditional handmade
carpets,
Materials: photos, postcards
Suggested 2 lessons
teaching time:
Step I
1 Start off the lesson by showing some photos

of Sarajevo and other towns of Bosnia and
Herzegovina.
8 Stop the CD for further explaination.

9
Reading practice start reading the sentences.
- Let the pupils finish the sentences.

- Choose those sentences with the verb "TO BE"
in them
- Focus on such sentences so that the pupils can
aquire singular as well as plural form of the Past
Simple of the verb "TO BE".
- Let the pupils repeat the same procedure several
times.
10 The pupils read the text aloud.

11 Do task 3 from the Pupil's Book
12 Check the pupils' answers.
14 Read the text from DO YOU KNOW? box and
find out more about the symbols of the motifs of
carperts, scarves, and shirts made in Bosnia and
Herzegovina.
homework.
2 Ask the pupils to recognize the towns.
Step III
3 Encourage the pupils to talk more about the

places by asking them the following questions:
1 Start off the lesson by checking the homeowork.
3 Encourage the pupils to imagine that they are

Jasmine.
1. Do you often visit these towns?

2. Do you like to go there?
3. What do you like about them?
4. Would you like to visit one of them soon?...
Step II
JASMINE'S PHOTO ALBUM
1 Create the atmosphere by asking the pupils about

their photo album with the places they have
visited (if they have one).
2 Discuss about Jasmine's photo album.
3 Ask the pupils to describe what they can see in
the photos and postcards.
4 Read the questions in task 1 in the Pupil's Book.
5 Let the pupils guess the answers according to the
photos.
6 The pupils listen to the CD to check their
answers.
7 The pupils listen to the CD again to do task 2 as
a reading comprehension
64
REVISING THE STORY
2 Let the pupils listen to the CD again.
4 They choose one part of the text to talk about

(the first person singular)
5 Prepare the pupils for task 4 in the Activity Book.
They practice the WH- questions. Give them the
example and explain them the word order. Ask
the pupils to write their own examples.
6 Do tasks 5, 6 in the Activity Book.
7 After checking, let the pupils read the dialogues,
and,in pairs, act them out in front of the class.
8 The pupils choose three sentences from task
3 and translate them into Bosnian / Croatian /
Serbian.
Cinderella
Lesson 27
CINDERELLA
Aim: Practising the Past Simple
Tense of regular verbs
Understanding the story and
answering questions about it
Retelling the story by using
sequence markers
Practising possessive
adjectives: his / her / their
Learning new vocabulary
typical of fairy tales
Language focus: Cinderella arrived at the party
in her beautiful dress
He/his, she/her, they/their
Vocabulary: stepmother, ball, castle,
prince, fairy godmother, magic
wand, glass shoe, golden
carriage, midnight, servants,
mean, evil, handsome, jealous,
angry first, then, after that,
next, finally
Suggested 2 lessons
teaching time:
Step I
INTRODUCING FAIRY TALES
1 Ask your pupils if they like reading stories, what

kind of stories they like, and what their favourite
story is.
Write on the blackboard FAIRY TALES and ask
the children if they know any fairy tales. They
will probably come up with a lot of fairy tales in
Bosnian / Croatian / Serbian. Do not translate at
this point.
2 Prepare cards with the titles of fairy tales in
English (the ones from task1 in the Pupils Book).
Put the cards on the blackboard, read them
aloud and ask your pupils if they can translate
any of them (which they probably will be able to
do since they have seen some English cartoon
versions of these fairy tales).
3 Discuss fairy tales by asking the questions such as:

- What is your favourite fairy tale?

- Who is your favourite fairy tale character?
- Are fairy tales only for little children?
- Are fairy tales wonderful / OK / boring for you?
4 Prepare more cards, but with the words from

task 1 in the Activity Book. Show the pupils the
cards one by one, and read aloud and translate
if necessary. Distribute the cards and ask them to
stick the cards under the correct fairy tale title on
the blackboard. All the pupils in the class monitor
and correct possible mistakes. Ask them if they
can think of at least one more word that belongs
to each of the fairy tales on the blackboard.
5 Remove all the cards from the blackboard. The
children can do task 1 from the Activity Book on
their own.
6 Set the atmosphere for listening to the story.
Explain that you will listen to the Cinderella story
because it is Jasmines favourite fairy tale.
But explain that they must answer the questions
at the end of the story Therefore, let them listen
to the story and answer the questions orally or in
writing.
Set a time limit for them to answer as many
questions as possible. Tell them to get organised:
one pupil reads the question and the other
three supply the answers. When the time is up,
ask each group how many questions they have
answered.
Each pupil now chooses only 3- 4 questions and
answers them in writing. This is optional and
depends on how much time you can spare.
7 Listen to the story again. They look at the text as
well. After every few sentences, stop and explain
the new words. Write these on the blackboard.
8 Practise reading of the first part of the story with
your pupils.
9 Go back to the words on the blackboard in case
there are many new words for your pupils. Call
out a word in Bosnian / Croatian / Serbian and
ask a volunteer to come to the blackboard and
cross out the corresponding English word.
10 Listen to the story again. But explain that this
story hasnt got an ending, so they must choose
one. Therefore, let them listen to the story and
let them choose the offered endings in the Pupils
Book.
11 Draw the pupils' attention to the regular verbs in
bold.

Explain them the form of the regular verbs.
Now insist on English, but help whenever necessary.
65
Cinderella
12 Draw their attention to the REMEMBER BOX,

p.139 in the Pupil's Book as well. You may ask
them to write their own examples, but not at this
point.
13 Practise reading the second part of the story.
Let the pupils read the story by paragraphs or in
roles.
14 Do task 5 from the Pupils Book. Divide your
class into groups of 4 pupils. Set a time limit for
them to answer as many questions as possible.
Tell them to get organised: one pupil reads the
question and the other three supply the answers.
When the time is up, ask each group how many
questions they have answered.
Each pupil now chooses only 3- 4 questions and
answers them in writing. This is optional and
depends on how much time you can spare.
15 Do task 5 from the Pupils Book. Read the
adjectives aloud and explain what they mean if
necessary. Let them do this task alone and report
"Cinderella is...".
16 Play a memory game. Use the collocations from
task 7 in the Pupils Book. Instead of words,
write numbers or letters on the blackboard in
two columns (nine words each). Divide your class
into 2-3 teams. When its their turn, they say one
number from each column. You tell them what
the words hiding under these numbers are. They
must say MATCH if the collocation is correct.
They get a point.
17 Draw the pupils' attention to the REMEMEBER
BOX and WH questions. Explain the word order
in the sentences. Tell them to think of their own
examples as well.
homework.
Task 4 is optional and can be done by curious
kids.
Step III
REVISING THE STORY
1 Start off by playing a memory game again. Use

the collocations from task 7 in the Pupils Book
and continue playing it.
2
Check the homework.
3 Talk about the characters from the story. Ask

them to tell you who the good/bad characters
are.
66
4.
The pupil's do task 8 in the Pupil's Book.
First, draw your pupils' attention to the

REMEMBER BOX and ask them to write their
own sentences by using the Past Simple Tense of
regular verbs.
5 They practise retelling the story by using some
basic sequence markers. Write the following
sentences on cards:
First, Cinderellas sisters went to the ball and
she was in the kitchen. Then, there was a fairy
in front of Cinderella. After that, Cinderella
danced with the prince. Next, she ran back
home. Finally, the prince found Cinderella.
Put them on the blackboard in random order. Ask
the pupils to put them in the correct order. Draw
your pupils attention to the words: FIRST, THEN,
AFTER THAT, NEXT, FINALLY.
6 First, let the pupils complete the sentences in
task 9 in the Pupil's Book.
Then, remove the cards and ask the pupils to
retell the story task 10.
ADDITIONAL TASK
Write the following words on the blackboard in
random order: he, his, she, her, they, their.

Ask one pupil to connect the pairs with a line.
Ask them to copy the pairs in their notebooks
Project work

- Assign them the role from the story.
- Ask them to make the costumes.
- Ask them to learn the text by heart.
- Ask them to act the story out in front of the

class.
- Let the pupils perform it during school

festivals.
Famous people from the past

Lesson 28
FAMOUS PEOPLE FROM THE PAST
Aim: Practising the Past Simple of
regular verbs questions and
negatives
Learning about some famous
people from the past
Vocabulary: landscapes, portraits, operas,
pianist, symphonies, sailors,
fairy tales, king, peacefully,
happilly...
Materials: photos, word cards
Suggested 1 lesson
teaching time:
AND TOPIC
1 Prepare the photos of famous people from the
past.
2 Stick them on the blackboard and start discussion
about them.
3 Encourage the pupils to talk about them in their
mother's tongue if necessary.
The topic may be very interesting for them, so
let them express their opinion in mother tongue,
too.
4 Prepare the words cards, too. Shuffle the word
cards and ask the pupils to choose one of them
and stick below or beside the photo. Play Match
/ Mismatch game.
Step II
FAMOUS PEOPLE FROM THE PAST

guesses
2 Stop the CD to explain some unknown words.
3 The pupils read the text aloud.
4 Read a sentence in Bosnian / Croatian / Serbian
and ask the pupils to find the English equivalent
in the text.
5 Ask them to underline the regular verbs in the
text - task 4.
6 Ask them to pay attention to the REMEMBER
BOX in order to do the task correctly.
7 Do task 5 from the Pupil's Book
9 The pupils are ready to tell to the class about one
of the famous persons task 8.
10 Tasks 1, 2, 3 in the Activity Book are optional.
11 Tasks 4, 5, 6 in the Activity Book can be done for
homework.
Project work

-Tell the students to choose one famous person

from the past.
- Tell them to write a few setences about that

person.
- Tell the pupils to report their work to the class.
5 Focus on those famous people from the Pupil's

Book.
6 Write the following words: A COMPOSER, A
WRITER, A SAILOR, A FILM DIRECTOR...
7 Ask the pupils to recognize the persons in
the photos (Those on the blackboard or the
notebook).Add more photos on the blackboard
if necessary. Ask them to think of their own
examples.
67
Our pyjama party

Lesson 29
OUR PYJAMA PARTY
Aim: Revising the Past Simple of
irregular verbs
Reading a story
Telling a story by using time
sequence markers
Singing a song
Vocabulary: exciting, strange, shout,
horrible, scar, ghost, move,
prisoner, for ever, at once,
escape, dream, Leave me
alone!
Materials: photos
Suggested 2 lessons
teaching time:
OUR PYJAMA PARTY GHOST STORY

It revises the Past Simple of irregular verbs
WH-words in questions.
It should be done for the pleasure of listening
to the story. Therefore, do your best to create a
scary atmosphere as suggested further on.
Step I SETTING THE ATMOSPHERE FOR
THE STORY
1 Ask your pupils to shut their eyes and relax. Tell
them to follow your instructions. It will take a few
minutes for them to calm down, but dont be
discouraged if they do not accept it immediately
it is simply something they are not used to.
While they have their eyes closed, draw the
curtains, put up (or draw) some pictures of
ghosts, and light a candle.
Say the following in a mysterious voice: It is
night. It is very dark. Nobody is with you. You are
all alone. You are in an old castle. (Make some
strange sounds at this point.) Look around you.
What can you see? Are you happy? Are you
scared?
If you fear that your pupils wont be able to
follow you, youd better repeat each statement
in Croatian. The point is to create the right
atmosphere.
At this point, ask them to open their eyes. Now
the atmosphere in the classroom is ready for
storytelling.
68
2 Explain that they are going to listen to Aunt

Winnies ghost story.
They look at the words from task 1 in the
Pupil's Book and decide which of the words can
be in the ghost story. Naturally, you must read
all the words aloud before doing this activity.
Meanwhile, your pupils can point to them. Make
sure your pupils understand all the words. Only
then can they single out the ones they think will
appear in the ghost story.
Step II THE GHOST STORY
1 The children listen to the story. It is not necessary
to give them any task before listening. Just tell
them to relax and listen to the story.
So far, you have always been advised to give your
pupils an easy task before the first listening task.
However, this is a story and you have already
created certain tension around it. So, just let
the children listen and enjoy the story.
2 After this first listening, ask your pupils for their
impression. Ask if they liked the story, if they
expected such an ending. At this point use
Croatian.
3 The children listen for the second time. Now their
task is to circle all the words from task 1 in the
Pupil's Book that they can hear in the story.
4 They listen to the story for the third time and look
at the text. Stop after every few sentences to
check their understanding.
5 Do task 3 from the Pupil's Book. Advise them
to look back at the story while doing this task.
Check by asking somebody to read what they
have written.
6
Reading practice:
You say one word in Bosnian / Croatian / Serbian,

they look for the English word in the text and
read the whole sentence.

They read the whole story without your help.
7 Ask the pupils to do task 5 from the Pupil's

Book.Tell the pupils to look at the list of irregular
verbs, p.175. Give them further explanation. The
list

Can help the pupils finish task 5.
Our pyjama party

Step III
1
REVISING THE STORY
Start the class by reading the story aloud.
2 Play Match or Mismatch with the words from

task 4 in the the Pupil's Book.
Write the words on cards and put them in
two columns face down on the blackboard.
Write numbers or letters next to the cards.
Teams compete to find more matching pairs of
opposites. When it is their turn, they call out two
numbers/letters and you turn the cards face up.
They read the words aloud and say if it is a match
or a mismatch.
3 Do task 6 from the Pupil's Book as a group-work
activity. Copy the sentences on slips of paper.
Give each group (4 pupils) a set of these nine slips
with sentences. The pupils put these sentences
in the correct order. Check by asking someone to
read them. Now they can copy the sentences, but
they must use the sequence markers from task
7 in the Pupil's Book. First, revise them by asking
what they mean.
Step IV
SINGING A SONG
1 Your pupils work in pairs and ask each other

these questions.

You add some more questions:
Are you sometimes alone at home?

How do you feel?
Are you scared?
What do you do?
2 Say that they are going to listen to a scary song.

Invent a little story: A girl/boy is alone at home
and s/he is scared. So s/he sings a song to feel
better.
Let them listen to the song and snap their fingers
to the rhythm of the song.
3 They listen and join in when it is the chorus.
4 Divide the class into 3 groups (since there are
3 verses). Each group joins in with one verse.
Everybody sings the chorus.

4 Volunteers can try to tell the story- task 8.

5 Do task 9.They complete the questions with WHwords on their own.
69
An unusual illness
Lesson 30
AN UNUSUAL ILLNESS
The children first look at the illustration and answer

the questions. Do it as a chain activity

Tense of the irregular verbsquestions
Naming different illnesses
Naming parts of the body
Talking to a doctor
Singing a song
Language focus: How many? Did / do

you have a stomachache?
/ Did / does he have a high
temperature?
Vocabulary: parts of the body
stomachache, headache,
toothache, sore throat, cold,
cough, high temperature,
broken leg/arm, measles get
better Whats the matter?
Suggested 2 lessons
teaching time:
Step I
PARTS OF THE BODY
1 Start the lesson by playing Simon Says. Among

other instructions, include also touch your.. in
order to revise the parts of the body they already
know (eyes, ears, nose, hands).
2 Introduce new vocabulary more parts of the
body (the ones listed in the Pupils Book, but no
more). Follow the usual procedure:
point to a part of your body and say the word;
point, say it, they point to it;
say it, they point (repeat this, but say the
words faster and faster);
say it, they repeat in chorus / individually;
point, they say it;
show the word cards and read them;
they read the word cards with all the parts of
the body listed in the book;
invite a volunteer to come to the blackboard.
Give other pupils word cards with the parts of the
body. Tell them to label the volunteers body with
the cards. It sounds a bit impractical, but its a
great fun. So dont omit it.
3
Do tasks 1 and 2 from the Pupils Book.
70
Step II
SINGING THE SONG
1 Tell the children to listen to the song and tell you

all the words for the parts of the body they can
hear.
2 Prepare cards with words from the song: KNEES,
RED, THIN, HEAD, EGGS, BEES, CHIN, LEGS,
CHIPS, LIPS, MEAT, FEET, CHAIR, HAIR, HANDS,
PLUMS, ARMS. Shuffle the word cards, show
these cards and ask the pupils if they understand
them all. Also, ask if they can tell you which of
these words rhyme.

Distribute the cards to your pupils.
They listen to the song again. While they listen to

the song, they have to raise their word card when
they hear the word on it.
You may do this activity more then once. Simply
ask the children to change cards before you
repeat it.
2 They listen again, look at the lyrics in the Pupils
Book and complete the missing words.
3 They listen to the song, join in singing and do
the movements (they touch the parts of the body
mentioned, they shake their body).
Step III
ILLNESSES
1 Introduce the illnesses from task 4 in the Pupils

Book by miming.
For example, mime that you have a headache.
Say: I have problems with my .. (they finish).
You say again: Yes, I have a headache. Translate
as well.
Repeat the procedure with the other illnesses
from task 4.
2 The children look at the illustrations from task
4 in the Pupils Book. You read and they repeat
after you.
3 Invite your pupils to do some acting now. You
say: You have a . And they pretend and act
that they have this problem.
Ask: Does Luka have measles? They will answer:
No, he doesnt.
An unusual illness
Ask: What do you do when you have measles?
They will give you their ideas.
Step IV
AN UNUSUAL ILLNESS
1 Introduce the story. Write the questions from

task 6 in the Pupils Book on the blackboard and
read them aloud. Your pupils listen and answer
the questions.
2 They listen again and circle the words from task 4
in the Pupils Book that they can hear.

They listen for the third time and look at the text.
3 Do task 7 from the Pupils Book after listening.

4 Reading practice:

read a sentence from the dialogue. Your pupils

must guess who says that sentence. Choose
sentences you think need to be translated, but
also sentences which contain DID because you
want to expose your pupils to these as much
as possible. The aim is for the pupils to realise
the difference without actually being told or
without overt explanation.
pupils can now practise reading in groups of
three;
organise a reading competition: groups read
and you mark and count the mistakes. The
group with the fewest mistakes wins.
Introduce task 5 from the Activity Book by saying

that David is in bed, too. Ask them to guess why.
Listen to their theories.
They read the conversation and tell you what
the matter with David is. (He is in love.) They
complete the conversation. Check by asking
pupils to read aloud. Ask them if they have ever
had the illness David is suffering from.

Do task 9 from the Pupils Book orally.
They do task 10 from the Pupil's Book as a

listening comprehension activity.
Say that they are going to listen to a conversation
between a doctor and a patient. First, the
children just listen and tell you what the matter is
with the boy.
Next, they listen again and put the sentences of
the dialogue in the correct order. Give them some
time to read the sentences before listening.
Let them listen to the dialogue once again to
check. They read aloud. They act out the dialogue
in pairs.
Ask the pupils to tell you about Luka's illness.task 8.
71
What a morning
Lesson 31
WHAT A MORNING
Tense of irregular verbs negative
Naming clothes
Talking about the morning
routine
Language focus: On Monday she got up early.
She didn't help her mum.
Vocabulary: different items of clothing
Materials: word cards, flashcards from
the previous years
Suggested 2 lessons
teaching time:
Step I
1
S tart by revising the days of the week. Play a

team game. Spell the days of the week. The
team that first realises what day it is that you are
spelling gets a point. Ask somebody to write it
on the blackboard.
S ay what your favourite day of the week is and
ask them about theirs.
Describe your morning routine on your favourite

day of the week:

...is my favourite day of the week. I get up at...
While describing your morning routine, introduce

and revise typical morning actions: get up, wash,
get dressed, make breakfast, brush teeth, comb,
make the bed, take the dog for a walk, rush to,
etc.
3 Do task 2 from the Pupils Book. But before they

do this task, read the sentences aloud. Check by
asking somebody to read.
4 Reading practice:

- you read a sentence. They find the sentence

that follows and read it aloud. Explain or
translate what you think might create problems
for your pupils.
- they read a text aloud by paragraphs.
5 You start telling the story, but stop in the middle

of the sentence as if you cant remember how it
goes on. Invite them to help you. Say: Oh, yes,
and continue telling the story, but soon do the
same trick again.
6 Ask the pupils to choose 5 sentences from task
2. Ask them to make them negative
7 Personalization time - Ask the pupils to talk about
five things they did yesterday, last weekend,
month...
8 Ask students to write a few sentences about their
family, too

Tasks 1, 2, 3 can be done for homework
Step II
AN INTERVIEW
1 Start off by discussion about Luna Mijovi and

the film The Land of my dreams. Encourage the
students to talk in English as well as in Bosnian /
Croatian / Serbian if necessary.
2 Ask the pupils to describe the photos
3 Read the short text and find out more about Luna
and the film.
Of course, it is always helpful to mime to make it

easier for the children to understand.
4 The pupils listen to the CD and answer the

questions from task 7 in the Pupil's Book.
Step II
5 The pupils listen to the CD again in order to talk

more about Luna Mijovi.
WHAT A MORNING!
1 Ask the children to guess what Jasmines

favourite day of the week is. They can also
explain why they think this is so.
They listen to the CD and answer the same
question.
2 They listen for a second time and look at the text
and the pictures.
72
Step VI
CLOTHES
1 Put the flashcards from the previous years with

the clothes your pupils arefamiliar with on the
blackboard (e.g. jeans, sweater, t-shirt, skirt,
sneakers, cap.). Simply ask: Whats this?
What a morning
Introduce more words for clothes (look at task
8 from the Pupils Book to see which) and put
the flashcards from the previous years on the
blackboard as you introduce each.

Follow this procedure:
say it and point;

say it, point, they repeat in chorus /
individually
say it, they point
point, they say it.
2 Do task 10 from the Pupils Book.

3 Show the word cards and read them. They read
the word cards.
4 Do the following activity as a game. Divide
your class into two teams. Give each team
an equal number of word cards. They must
match the word cards with the flashcards on
the blackboard. Each time, the teams send a
different representative to the blackboard so
that everybody has a chance to participate, but
they may help their representative with advice.
The team that gets rid of all the cards first is the
winner. Play another game so that the team that
has lost has a chance for revenge.
6 Ask the students to do task 9 from the Pupil's

Book.
7 Ask the pupil to comment the pieces of clothing
in task 8 from the Pupil's Book.
8 Tell the pupils to circle the words in task 11 they
do'n know.
9 Explain the pupils the unfamiliar words
10 Describe the clothes by using the adjectives from
task 11.
11 Encourage the pupils to talk about the clothes
they wear at school ....
PROJECT WORK

- Tell the pupils to cut out some magazine photos.
- Stick some photos. Tell the pupils to make a

collage or poster.
- Tell the pupils to write what their models are

wearing in the photos.
Tasks 4, 5 can be done for homework
Tasks 6, 7 are for curious kids.
5 Play the Dual Game. Divide the class into two

teams. Each time, representatives of the teams
change so that everyone gets a chance to
participate. Remove all the flashcards from the
blackboard, and leave only the word cards. Two
pupils come to the blackboard. You say a word
in Bosnian / Croatian / Serbian. They compete to
find the English word before their opponent. The
winner is the team with more cards.
73
REVISION
REVISION
the past simple tense of
regular and irregular verbs
Language focus: I visited Sarajevo, I went to
see my grandmother, Did I
visit..., I didn'i visit...
Vocabulary: L26 naughty, afraid,
hurmaice, sarma, visit,
hand-made carpets,
scarves, stories, swans.
L27 stepmother, ball,
castle, prince, glass
shoe, midnight, golden
carriage, servants, jealous,
handsome, evil, magic
wand
L28 landscapes, portraits,
operas, pianist,
symphonies, sailors, fairy
tales, king, peacefull,
happilly.
L29 exciting, strange, shout,
horrible, scar, ghost,
prisoner, escape, bad
dream
L30 parts of the body,
illnessess
L31 parts of the clothes
Suggested 1 lesson
teaching time:
74
Step I
THE PUPIL'S BOOK
1 Task 1 is dealing with the Past Simple of the verb

TO BE
2
ask 2 is dealing with the Past Simple of regular

T
verbs
3 Task 3 is dealing with the past Simple of

irregualar verbs
Step II
ACTIVITY BOOK
1 Ask the pupils to do task 3 in the Activity Book.

2 Have the pupils do the WH questions of the Past
Simple Tense
If you are short of time, assign tasks 1, 2 for
homework
comments and perhaps a discussion abou what
Step III

attention to the can do statments in the workbook.
Read them aloud and then let the children assess
themselves. Allow their frank comments and perhaps a
discussion about what they did well, what they found
very demanding or difficult, what was enjoyable etc.
Module 7 FREE TIME
A camping trip
Lesson 32
A CAMPING TRIP
Aim: Singing a popular song
Introducing the Future tense
Talking about camping and
friends
Raising awareness about
staying in the country
Vocabulary: compass, gas cooker, torch,
thermos flask, swimsuit, tent,
sleeping bag, bug, miss one's
CD, walking shoes
Suggested 2 lessons
teaching time:
Step I INTRODUCING CAMPING VOCABULARY
1 As a warm-up activity, the pupils listen to song
The bear goes over the mountain If your pupils
want to sing the song, let them sing it once or
twice.
2 Now do task 2: you read the words and check
if the pupils understand them. If there are any
new words, write them on the blackboard and
translate them. Encourage your pupils to say
what are the words that refer to camping.
Step II
THE FUTURE SIMPLE

Do task 7. This task can be done in pairs or
in groups. The teacher can give pupils 3 or 4
minutes to write down as many sentences as
they can. The pair or the team with most correct
sentences wins.
Ask your pupils to make their own sentences in
future tense. Praise them a lot.
2 Do task 8.
3 The teacher explains the difference between will
and shall. The pupils do task 9.
Step III
POSSESSIVE PRONOUNS
1 Ask your pupils to tell you what these robots

are doing. The pupils read and translate the
dialogues. Encourage them to say what kind of
word class MINE, HIS AND HERS are.The pupils
consult the Grammar corner and do task 10.

Tasks 3 and 4 can be given for homework.
3 Before you do task 3, ask your pupils to look at

the pictures. Point to some objects and ask them
What is this? Play the CD and now the pupils
point to the objects they hear from the CD.
4
Task 4 can be done in pairs or in groups.
5 Before listening to the text, ask one pupil to read

the two questions above the picture. The pupils
should look at the picture and try to guess the
answers. The teacher plays the CD and the pupils
check if they were right. The teacher plays the
CD once again and then the pupils read. The
teacher writes the new words on the blackboard
and translate them. The pupils are asked to pay
attention to the sentences with will +verb. The
teacher explains the new construction. The pupils
consult Grammar corner (page 167).
6 Do task 6.
Assign tasks 1 and 2 from the Activity book for
homework.
75
Module 7 FREE TIME
The 'end of the school year' party

Lesson 33
THE 'END OF THE SCHOOL YEAR' PARTY
Aim: to express one's intention
using going to
Language focus: Tom is not going to play
computer games any more.
He's going to study harder.

THE FUTURE IS COMING
Suggested 2 lessons
teaching time:
Aim: read, talk and write about our

future
Revision of adverbs
Step I THE 'END OF THE SCHOOL YEAR' PARTY
Vocabulary: pessimists, optimists,

pollution, crime, temperature,
destroy, rainforests, better,
worse, easily, safely
1 Ask your pupils how they feel now that the end
of the school year is coming. Are they going to
celebrate the end of the school year. Tell them to
look at the picture in task 1. Encourage them to
say what they can see. Do task 1.
2 The pupils listen to CD and check their answers.
The pupils listen to the CD again and then it is
their turn to practise reading. The teacher writes
the new words on the blackboard and translate
them. The teacher ask the pupils to find some
sentences with going to construction. Some of
these sentences are written on the blackboard
and the teacher encourages the pupils to
translate them. The children consult the Grammar
corner and then do task 3. After they have given
answers to the questions (task 3) it will be easier
for them to do task 4.
3 Assign task 1 from the Activity book for
homework.
Step II
GOING TO FUTURE- practice

2 Do task 5-this task can be done in pairs or in
groups. The pair or the group with most correct
sentences wins.
Suggested 1 lesson
teaching time:
Step I
THE FUTURE IS COMING
1 Ask your pupils to look at the photos. They will

tell you what they see. Ask them if they like the
photos and if they would like to live in these
cities.
Children can now read the article. Since they
If there are any unknown words, write them on
the blackboard, pronounce them and translate.

2 Do tasks 1 and 2.

Step II
ADVERBS
3 Do task 2 in the Activity Book.
1 Do task 3 - ask your pupils to read the sentences

and tell you what kind of word class they are.
Bosnain / Croatian / Serbian is allowed at this
point.
Step lll EVERYBODY/EVERYTHING,

SOMEBODY/SOMETHING,
NOBODY/NOTHING
2 The teacher is writing some sentences with

adverbs on the blackboard and the pupils consult
the Grammar corner.
1 The pupils read and translate the sentences

from the Remember box. They conlude that
everybody, somebody and nobody refer to people
and everything, something and nothing refer to
things.
2 Do task 6.
3 Assign task 3 from the Activity book for
homework.
76
The pupils do task 4.
Assign task 3 from the Activity book (page 103)

for homework.
Module 7 FREE TIME
REVISION
REVISION
structures in Module 7
Language focus: I will/won't buy a book. She
is going to Mostar. This CD is
hers.
Somebody is coming.
Vocabulary: L32 compass, tent, sleeping
bag, walking shoes, torch,
thermos flask, gas cooker
L33 mine, yours, hers, his, its,
ours, theirs, somebody,
something, everybody,
everything, nobody,
nothing
Suggested 1 lesson
teaching time:
Step I
Pupil's Book
1 Do task 1 - this task will help them to define as

well as revise the usage of construction going to
+verb.
2 Do task 2 - the pupils write negative as well as
interrogative sentences in their notebooks.
3
Task 3 can be done in pairs.
4 Task 4 can be done orally or the pupils can write

the answers in their notebooks.
Assign tasks 1, 2 and 3 from the Activity Book
for homework.
Step II
Activity Book
After finishing the tasks, draw your pupils'

attention to the can do statements in the Activity
Book. Read them aloud and then let the children
assess themselves. Allow their frank comments
and perhaps a dicuss about what they did well,
what they found very demanding or difficult,
what was enjoyable, etc.
77
FESTIVALS
Christmas
Easter
1 Since it is Christmas time, and all around us we

can feel this special Christmas atmosphere, there
is no need for a particular lead in to the topic.
1 Start by asking: What is the other words for a

rabbit?
Start off by asking your pupils to tell you all

the words they associate with Christmas. Write
them on the blackboard or ask volunteers to do
it for you. You may even invite them to illustrate
them as well. Move to task 1 from the Pupil's
Book. Let your pupils look at the picture for one
minute and find 5 things that do not belong to
Christmas. Here are these five things:
Write down hare and bunny. Say that every

Easter a bunny brings something. What is it?
(Eggs.) What do we call this bunny? (Easter
Bunny)
- the month on the calendar is April
2 Point to the picture of Humpty Dumpty. Talk

about him. What is he like? What about his
head? Is it big or small? And his legs? Where is
he sitting? Is it safe? Can he fall down? After
doing exercise 2 orally, the children do it in
writing: write down big or small.
- there is a Valentine card on the fire place
3 Tell the story of Humpty Dumpty. Mime it.
- there is a birthday cake on the table
- there are some Easter eggs in the basket
- one man is wearing the beach outfit.
Do not stop here. Exploit further the picture and

practice there is/ there are structure. Ask your
pupils to shut their books and to describe the
picture without actually looking at it.
2 Do task 2.
3 Do the song Jingle Bells. Your pupils have
probably heard it before, but they most likely do
not know all the lines. So let them listen to the
song and complete it with the missing words.
Ask what this song is actually about. Namely,
children often master songs well without actually
understanding the lyrics.
Let them sing the song several times.
4
Do task 1 in the Activity Book.
MERRY CHRISTMAS!
Once upon a time there was a funny eggman.

He had a big head, big eyes, big ears but a
small body, small legs and feet, small arms
and hands. (Mime everything you talk about.)
One day he climbed a big wall. He got very
tired but came to the top. He was very
happy. (Smile.) And from there he looked
around. (Shade your eyes.) He saw many
soldiers, horses and the king. (Mime a man
with a gun, a horse, and a crown.) He got
excited and started to wave. (Hello, my King!
Hello soldiers, hello horses!) He was singing
and swinging his legs: left-right, left-right.
Suddenly, Humpty fell off the big wall. He
had a really great fall. Like a bomb! Humpty
exploded. (Mime the explosion.) He was
in pieces. The King said: Quickly, help the
poor man! All the horses and all the soldiers
picked his pieces up. But they couldnt find
all of them. They couldnt put him together
again. So this was the end of Humpty
Dumpty. But who can forget him?
4 Say that they are going to listen to a song about

Humpty Dumpty. Go through the text and
explain everything. Then play the song and invite
the children to sing along.

Repeat the song several times.
5 Finally, Do task 1 in the Activity book
78
FESTIVALS
Eid ul-Fitr and Eid al-Adha

Since all around us we can feel this special holiday
atmosphere, there is no need for a particular lead in to
the topic.
Start off by asking your pupils to tell you all the
words they associate with this holiday. Write
them on the blackboard or ask volunteers to do
it for you. You may even invite them to illustrate
them as well. Move to task 1 from the Pupil's
Book.
Do task 2-the pupils copy the text in their
notebooks and fill in the words from the task 1.
The pupils listen to CD to check it they have done
it well (task 3).

Now the pupils read the text (task 4).
Do task 6 and 7.
Finally do task 1 in the Activity book.
79
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Urednica

Mirela Vasi Zarifa Kazazovi

STARTING UP / BACK TO SCHOOL

WHOS THAT GIRL?

THE NEW CLASSROOM

MODULE 1 / HOME AND FRIENDS

THE UGLY DUCKLING

LETS CATCH THEM

Present Continuous (Im walking.)

Present Continuous (.is running. /.are

Lesson 13 YOUVE GOT AN E-MAIL

Lesson 12 A VISIT TO THE MUSEUM

Next to, opposite, between

Lesson 11 THE WRONG ADDRESS

School subjects, Days of the week

WHATS FOR BREAKFAST?

I like / I dont like / Do you like?

some / any, much / many

LOOK WHOS TALKING

Present Simple with I ( I go, I live)

DINNER AT THE COOPERS

Present Simple with We / They

MODULE 4 / DAILY ACTIVITIES

THEN SHE PROTECTS THE

SHE DOESNT LIVE AN

HEY MEL, DAVID

Present Simple with He / She (fights,

MODULE 5 / ME, YOU AND THE WORLD

WHAT DOES IVA MISS ABOUT

THE SUGAR BABES IN

FOR CURIOUS KIDS ONLY! OUR SOLAR SYSTEM - PAGE 62

Comparative of short adjectives

MODULE 6 / JASMINES STORIES

JASMINES PHOTO ALBUM

OUR PYJAMA PARTY

MODULE 7 / FREE TIME

THE END OF THE SCHOOL

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

Suggested plan for one school year

Whos that girl?

A visit to the museum

Revising the story

Youve got an e-mail

Revising the story

Suggested plan for one school year

Toms e-mail about Australia

Saying whats the weather like

Whats for breakfast?

MODULE 4 DAILY ACTIVITIES

Suggested plan for one school year

What does Iva miss about

The Sugar Babes in action again

MODULE 6 JASMINES STORIES

Revising the story

Jasmines photo album

Revising the story

MODULE 7 FREE TIME

Revising the story

Revising the story

Famous people from the past

Our pyjama party

The End of the school year

Revising the story

Revising the story

1 Introduce the concept of rhyme. Say: book-look,

8 The pupils read and say if it is good to be back to

2 Ask the pupils to think of some other rhymes.

6 You can now move to the second part of this

2 Tell your pupils that these are the main characters

10 Task 7 from the Pupils Book is a pair-work

Proceed to tasks 1 and 2 from the Pupils Book.

Task 1 from the Activity Book can be given for

3 Read the text aloud, but make deliberate

Step II ADJECTIVES DESCRIBING WHAT PEOPLE

2 You can now do task 3 from the Activity Book.

1 Ask your pupils if they know what a rap is. Ask

They can make their own rap by changing the

Ask your pupils to write their names on a piece

T ell your pupils you want to check if they are

While doing this, revise the vocabulary they are

2 They listen once again (task 2 / Pupils Book).

1 Ask your pupils if they can remember the 3 questions

asks from the Activity Book can be given for

3 Point to different characteristics and ask them to

5 Round off the lesson by telling your pupils that

2 Point to different characteristics on the poster

L et the pupils listen to the children talking, and

ask 5 from the Activity Book is optional. It can be

1 Check the homework. Ask your pupils to tell you

Tell your pupils to study the picture from task 5

8 Let the pupils listen to the dialogue and number

Tasks 9, 10 and 11 from the Pupils Book are

1 Write HOW MANY .....? on the blackboard. Tell

Step III PRACTISING THE ENGLISH

3 Task 8 nvites your pupils to make a comparison

6 Now, let your pupils listen to the alphabet song

lamp, school bag, eraser,

P repare a flashcard of a police officer. Tell your

Flash the card again if necessary. They will

(Pupils always need to have a clear task before

5 Pick a sentence from the text (preferably one

9 You can round up this lesson by letting your

Depending on the place you have just mentioned,