Teacher's name: Abedin Buljubai

Age, the level and grade of SS: 10, elementary, 5th grade of elementary school
Type of activity planned: vocabulary
Unit and lesson: Dip In 5, unit 6, lesson 24 The Case of the Missing Book of Spells (page 9798) , Workbook (page 79-80)
What is your objective for this activity: Ss will be able to identify people though physical
description. Ss will revise adjectives describing physical appearance, as well as clothing. They
will also be able to use those adjectives to describe people's appearance. Ss will also focus on
recognising important details and develop their perception. In addition Ss will be introduced to
indefinite pronouns and their use.
What sort of difficulties do you expect SS to have? How will you deal with them?
As the Ss are younger learners, they might not be able to understand the T's English speaking at
moments, which can be easily rectified by the T who can repeat the unclear parts in the Ss native
language. Another issue is that when dealing with adjectives to describe people's appearance,
some students may be affected by some negative description, the T can remedy that by using
synonyms for some words in order to make them appear less negative.
Time

Procedure
T will start the lesson by revising the vocabulary
needed for identifying people. T will accomplish
that by handing out brief worksheets with 3 tasks
covering clothing and adjectives describing
physical appearance. Prior to handing out the
worksheets, T will explain the Ss how the tasks
should be done one by one and T will make sure
that the Ss understood the task.
T will then wait for the Ss to finish, and will
check the results, trying to call out as many
students as possible to stimulate the class.
T will then introduce the main task for the day,
which is detective work in solving The Case of
the Missing Book of Spells on page 97. This
lesson will make use of the vocabulary revised on
the worksheet.

Class
interaction

TSS

TSS
The T will interact with the Ss in order to find the
two burglars among many suspects on page 97. T
then goes on to explain the meaning of the word
suspect; a suspect is a person the police thinks

Materials

worksheets
with pictures
taken from
the internet

course book,
page 97,
exercise 1

has done something bad, committed a crime.

(Translation to BCS; osumnjieni).
T then reads sentence by sentence of the text
provided on page 97 and looking at the picture
and asking the students who the description in the
sentence fits. (For example; T; He isn't wearing
glasses. Ss; Person 1 and 2 are not wearing
glasses.) T should create an atmosphere in which
all S can participate and T should give
importance to the opinion of every S detective,
always
asking
for
feedback.

_____

After identifying the two burglars, T will ask Ss

to play a game, that is to do exercise 2 from the
pupil's book. T will pair up Ss and divide them
into student A and B. T will ask SS to choose a
course book,
person from page 97 to be their suspect. Students
SSSS
page 98,
A will ask questions, used previously in class to
exercise 2
identify the suspect of student B, after done,
students will switch roles in order for all S to
identify suspects. T will ask students whether
they understood the task, and after making sure
they did, he will continue monitoring the Ss.
_______________________________________ ____________ ___________
_
After the Ss finish the task, T will assign
student's
homework. The task will be to describe someone
TSS
notebooks
they know, a famous person, a family member or
an unknown person from a picture, magazine
using all vocabulary they learned during the
lesson.
T will then introduce indefinite pronouns
(neodreene zamjenice) to the Ss. T will ask Ss to
go back to page 97 in their course books, and
read the first two sentences of the text.
T will ask them if they notice the words nobody,
anybody, somebody. T will ask students if they
know the meaning of the words in
course book,
Bosnian/Croatian/Serbian.
TSS
page 97,
T will then write the words on the blackboard;
student's
somebody - neko
notebooks
everybody - svako
anybody iko
nobody niko

T will then explain that the words are indefinite

pronouns (neodreene zamjenice) and that they
are used to refer to people or things without
saying exactly who they are.
(Neodreene zamjenice koriste

se
kako
bi
zamijenile neto neodreeno, openito. Koriste se
da govorimo o nekome ili neemu openitom, bez
obraanja jednoj osobi, npr.)
T will then write down some sentences on the
blackboard as an example. Eg;
Somebody is wearing glasses.
Everybody is wearing shoes.
Nobody is wearing a cap.
Is anybody wearing boots? (T explains that
anybody is usually used when asking questions.)
T will then ask Ss to write down 4 examples of their
own in their notebooks. T then makes sure the Ss
understand the task, and will monitor the class. T
will then ask for volunteers to read their examples.

_____

T then asks Ss to prepare their workbooks. T then

goes on to explain task 1 on page 79 by saying
that the students should look at the picture on the
page and then see if the sentences in task 1 are
Workbook
true or false, marking them with a tick or cross,
TSS
page 79,
respectively. T makes sure that Ss understood the
exercise 1
task and goes on to monitor the class.
_______________________________________ ____________ ___________
_
As an extra activity, the T can use the Read and
Workbook
Draw exercise on page 80 in the workbook. T
TSS
page 80,
reads the instructions on the page and asks Ss if
exercise w
they understood the task. T can then monitor the
class. (This exercise can also be given as
additional homework).