Documente Academic
Documente Profesional
Documente Cultură
prirunik za nastavnike
Mirela Vasi
Zarifa Kazazovi
Biserka Deba
D IP
aja Marde
in
SARAJEVO PUBLISHING
Sarajevo, 2008.
INTRODUCTION
Starting up 8 ENGLISH IS EASY
Lesson 1 10 ENGLISH IS EASY
Lesson 2 12 THE ALPHABET
Lesson 3 14 CAN YOU SEE?
SUM UP 1 16 Revision
UNIT 1 17 THE CLICKS
Lesson 1 18 MY NAME IS TRACY
Lesson 2 20 IM A PUPIL
Lesson 3 23 SUZY IS LOST
Lesson 4 26 WHO IS THIS?
Lesson 5 28 FRIENDS
Lesson 6 30 A NEW JOB
SUM UP 2 33 Revision
UNIT 2 34 AFRICA
Lesson 1 35 TRACY IS SAD
Lesson 2 37 MONKEYS AND COCONUTS
Lesson 3 40 AFRICAN ANIMALS
Lesson 4 43 TOBY
Lesson 5 44 TRACYS SHOE
Lesson 6 47 GRETA IN ACTION
Lesson 7 50 BOOBOO AND BOOBAH
SUM UP 3 52 Revision
Contents
5
Contents
6
7
Introduction
A WHO IS THE COURSE FOR?
This course is for children who have already
completed a begginers' course of English in the
previous year. It offers enough material for one
year's work with three classroom periods per week.
8
This short introductory unit is designed to revise some of the
language material introduced
in the previous grade and to introduce a few simple songs and
rhymes that can get the
children started into the second year of learning English.
The following language items are present in this unit:
introductory song (English is easy)
the English alphabet
alphabet rhyme (A, B, C, D, E, F, G)
revision of commands and vocabulary from grade 1
action rhyme (Run to the house)
The unit ends with the first revision section SUM UP 1 which is a
BINGO game this time.
STARTING UP
ENGLISH IS EASY
Starting up
English is easy
9
Lesson 1
Aim: Revising vocabulary from the
previous grade
Learning a song
Language focus: feet / hands / run / clap / stand
English is easy
10
RUN!
The children do the same.
Repeat the FOUR commands and the children do
the same.
5 Mix the commands.
STAND UP! HOLD UP YOUR HANDS!
CLAP THEM TWICE!
SIT DOWN! FEET UP! FEET DOWN!
STAND ON YOUR FEET! RUN!
Repeat this a few times but each time move more
quickly from one command to another.
6 Tell the children that they are going to listen to the
tape and they have to perform the actions they
hear.
Play the spoken version of the song and let the
children do what they can understand.
Play it one more time and they try to mime some
actions again.
7 Get them to look in the Pupil's Book, Task 1. Play
the tape, they just listen and look in the book. Next,
they listen and mime. Finally, they repeat the lines
and mime.
8 Play the song a few times and let them sing along.
Starting up
English is easy
11
12
Lesson 2
Aim: Naming the letters of the English
alphabet
Learning a rhyme
Language focus: letters of the alphabet / say hello /
say goodbye / smile / go away
The alphabet
Starting up
13
The alphabet
Starting up
14
Lesson 3
Aim: Learning an action rhyme
Language focus: run / open / touch / climb / reach
15
16
SUM UP 1
BINGO
command was.
DRAWING DICTATIONS
Write on the board 3 simple tasks and ask the
children to copy them and draw pictures.
Here is an idea:
A BIG HOUSE
A RED DOOR
A BLUE STAR
17
Unit 1 introduces the main characters. They are the Clicks, an
English family. The members
of the family are: Tracy, a funny girl, her brother Pete who is very
clever, their mum Greta
who is a vet and their dad Mick who is a photographer.
The unit consists of 6 lessons. In Lessons 1 and 2 we meet the Clicks
and learn something
about them. In Lesson 3 we meet Suzy, a little girl who is new in the
neighbourhood. We
also learn something about her family in Lesson 4. Lesson 5
introduces Monica, Tracy's
best friend, and finally in Lesson 6 we find out that the Clicks are
going on a trip to Africa
because Mick, the father, has got a new job there.
The following language items are introduced in this unit:
present form of 'to be': I'm a pupil. / My mum is a vet.
personal pronouns: I / he / she / it
question words: what / who / where
some adjectives (funny / nice / clever / tall / short / pretty)
some verbs (sing / swim / laugh / play / ride a bike / go to school)
some songs
The unit ends with a revision section SUM UP 2 which includes a
board game in the Pupil's
Book plus a number of tasks in the Activity Book.
UNIT 1
THE CLICKS
Unit 1
18
Lesson 1
Aim: Introducing the characters /
Introducing oneself
Language focus: My name is / My surname is /
My family is...
My name is Tracy
Unit 1
19
My name is Tracy
Unit 1
20
two.
WHO IS THIS? (Show the picture of Tracy.)
WHAT IS TRACY'S SURNAME?
IS TRACY A GIRL OR A BOY?
IS THIS TRACY'S BROTHER?
(Show the picture of Luke.)
WHAT'S HIS NAME?
IS LUKE'S SURNAME BING?
WHAT'S HIS SURNAME?
WHO IS THIS? (Show the picture of Greta.)
IS GRETA TRACY'S MOTHER?
IS GRETA LUKE'S MOTHER TOO?
IS GRETA A LITTLE GIRL?
IS THIS TRACY'S FATHER?
(Show the picture of Mick.)
IS HIS NAME LUKE?
WHAT'S HIS NAME?
WHAT'S HIS SURNAME?
The important thing about questions like these is to
work on children's comprehension.
2 Tell the children that you are going to speak for one
of the characters now. Ask them to listen and guess
who it is. Say:
MY SURNAME IS CLICK.
I'M A GIRL.
I'M NOT A BOY. (move your index finger sideways
to show the negative meaning)
I'M LUKE'S SISTER.
I'M NINE. (Show the number with your fingers.)
Im a pupil
Unit 1
21
Im a pupil
Unit 1
22
Im a pupil
Unit 1
23
Lesson 3
Aim: Understanding simple questions
Language focus: What's your name/surname? How
old are you?
Where's your home? Where's your
mummy/ daddy?
Suzy is lost
Unit 1
24
Suzy is lost
Unit 1
25
IS LUKE AT SCHOOL?
IS HE HAPPY?
WHAT'S ON THE DESK? IT'S A TEST. IS HE SCARED?
6 Play the tape. They listen to the text of the song.
They can read after the tape.
7 Play the song. They try to sing along.
8 While you are playing the song over and over
again, the class can complete Tasks 5 and 6 in the
Activity Book. Task 5 is a matching exercise. Task
6 involves cutting out and putting together the
pieces of a picture of a vet.
Suzy is lost
Unit 1
26
Lesson 4
Aim: Talking about someone
Language focus: He / She is nice / clever / funny.
Who is this?
Unit 1
27
A PUPIL
A PHOTOGRAPHER
FOUR
SEVEN
EIGHT
NICE
CLEVER
FUNNY
A BIG BOY
A LITTLE GIRL
TRACY'S MUMMY/ DADDY / BROTHER
SUZY'S MUMMY/ DADDY / BROTHER
Of course, sometimes more than one sentence is
possible.
8 Have the class look at the big REMEMBER BOX in
the Pupil's Book. Tell them they have learned many
new things. Go through the groups of words.
Then ask them to look at Task 3 in the Activity
Book and find out which two jobs are there.
9 Now ask everyone to choose someone in their
family and write about them. This is Task 4 in the
Activity Book. You can explain everything in class
and ask them to do it as homework.
10 Round everything off with another game: YES
NO chairs.
You can use it to revise everything. There are two
teams in the class. Representatives come to the
board where two chairs (YES and NO) are placed.
They listen to your sentence and sit on the correct
chair. If they have chosen the correct chair they win
a point for their team. For each sentence a new pair
of children comes up to the board.
Use all the sentences about the characters but add
some sentences about the children themselves, like
for example:
MAJA IS A BOY. / MARKO IS A CAT. / IVAN IS A
PUPIL. / EDINA IS A LITTLE GIRL. (And so on.)
Who is this?
Unit 1
28
Lesson 5
Aim: Talking about one's best friend
Learning some actions
Language focus: My best friend is
He / She is tall / short / clever / nice
/ pretty
We play together / ride a bike /
go to school / laugh / run / jump /
swim
Friends
Unit 1
29
Friends
Unit 1
30
Lesson 6
Aim: Saying where someone is
Saying what something is
Language focus: She's in the garden. / He's in his
room. / I'm in the kitchen.
The Earth is a planet. It's big.
A new job
Unit 1
31
Step 3 AFRICA
LIKE A BALL
Next, ask the same pupil:
WHERE DOES IT SAY AFRIKA ?
PLANETA
KONTINENT
VELIKA
VELIKI KOMAD TLA/ KOPNA
ZEMLJA
KAO LOPTA
The child points to and reads the words.
Repeat this with a few more pupils.
4 Now ask the class to complete your sentences
choosing from the expressions on the board.
Point to the picture or model of the Earth and say:
THIS IS A PLANET. IT'S CALLED _______________ .
IT'S BIG. IT LOOKS _________________ .
THIS IS A CONTINENT. IT'S CALLED _____________ .
A CONTINENT IS _________________ .
Repeat this a few more times but ask the children
to put their hands up if they know how to finish the
sentences. So, you get individual children to take
part.
5 Finally, ask everyone to copy 3 words / expressions
from the board. Walk around and check if they
know what they mean and get them to read what
they have copied.
A new job
Unit 1
32
A new job
Unit 1
33
SUM UP 2
34
Unit 2 takes us to Africa where the Clicks are staying for a while. We
get to meet some
African animals, Toby an African boy and Booboo and Boobah who
are two strange
monsters. A lot of interesting things happen; monkeys make trouble,
a baby lion is helped
by Greta, the animals talk about themselves and the monsters eat
an unusual pie.
The following language items are introduced:
feelings
African animals
plural of nouns: How many monkeys can you see?
numbers
parts of the body (neck / shoulders / arms / legs / knees)
have got: I've got a cat. / Have you got a cat? / He's got / She's got
a parrot.
prepositions of place: in / on / under
some songs and rhymes
The unit ends with the revision section SUM UP 3 which includes
another board game in
the Pupil's Book (Snakes and Ladders) and a number of tasks in the
Activity Book.
UNIT 2
AFRICA
Unit 2
35
Lesson 1
Aim: Describing feelings
Language focus: Tracy is sad / hungry / happy /
thirsty / cold / hot / tired / bored /
angry / scared.
Tracy is sad
Unit 2
36
Tracy is sad
Unit 2
37
then say:
ARE ALL THE ANIMALS IN THE PICTURE
DANGEROUS?
Explain what it means and let the children say
what they think and why (in the mother tongue of
course).
13 Ask the children to listen to some animals on the
tape and to guess who they are.
This is in the same task.
38
TEACHERS
Now ask them to look in the book again and to
check if they were right. They can come to the
board and tick the words that are correct.
3 Add that there is something else there that the
monkeys are playing with, actually throwing at
children (demonstrate THROWING). It's COCONUTS.
Add the word to the list on the board and explain
what it means.
Ask the children to find all the coconuts in the
picture.
4 Play the tape and let them listen to the rhyme.
Play the tape again and ask them to show all the
numbers they hear with their fingers.
5 The third time you play the tape, stop after each line
and translate it. Use mime to show FALLING DOWN
or THROWING COCONUTS.
6 Now the children can read after the tape and then
on their own.
7 Finally, with their books closed, they listen to the
rhyme once again, but this time stop the tape
before the last word in each line and ask the
children to say what comes next.
8 Now they can complete Task 5 in the Activity
Book. They need to fill in the missing words and
colour the picture.
9 Go back to the words on the board and ask:
HOW MANY MONKEYS CAN YOU SEE IN THE
PICTURE? TWO, THREE OR FOUR?
Write HOW MANY? on the board and explain what
it means.
Now, tell the children to look at some more
questions in the Pupil's Book, Task 3.
Help them read and answer the questions.
39
Book. It is Task 2.
When they have discovered the right number of
animals they can find them in the Word Search. This
is Task 3.
Finally, they have to sort out the animals according
to how dangerous they think they are.
This is Task 4.
A NOTE:
It will take a while for children to start using the
plural form of the nouns. Be patient, provide plenty
of practice and in time most children will start using
it correctly.
6 Drawing dictations can be very useful to make
children concentrate on the plural form.
Here is an example of tasks you can write on the
board. The children read the words and draw the
pictures.
A YELLOW BAG
THREE BROWN TREES
FIVE RED BALLS
Make sure you explain that you usually use A
instead of ONE.
40
Lesson 3
Aim: Naming parts of the body
Describing one's body
Language focus: mouth / teeth / neck / shoulders
/ legs / knees / arms / feet / tail /
stripes
I've got a long neck. / I've got two
legs.
mention.
I'VE GOT ONE HEAD.
I'VE GOT TWO EYES.
I'VE GOT TWO NOSES. (The children should call
out NO here, and then you
correct your sentence.)
I'VE GOT ONE NECK.
I'VE GOT TWO SHOULDERS.
I'VE GOT THREE ARMS.
I'VE GOT TWO HANDS.
I'VE GOT TEN FINGERS.
I'VE GOT FOUR LEGS.
I'VE GOT TWO KNEES.
I'VE GOT TWO FEET.
I'VE GOT TWO TOES.
6 Write one sentence on the board and ask the
children what it means:
I'VE GOT ONE NOSE.
Underline I'VE GOT.
7 Revise the rhyme from the previous course I've got
ten little fingers.
8 Draw on the board a very simple drawing of a boy
or a girl.
Label only some parts of the body:
HEAD NECK SHOULDERS ARMS LEGS
KNEES FEET
The children copy the drawing and the words from
the board.
African animals
Unit 2
41
African animals
Unit 2
42
African animals
Unit 2
43
Lesson 4
Aim: Asking a simple question
Language focus: Have you got a brother / sister / a
cat?
1 Start off with the things you have got in your bag or
on your desk.
Hold up a book and say: I'VE GOT A BOOK. HAVE
YOU GOT A BOOK?
The children will call out YES. Tell them to hold it up.
Do the same with other things like: PENCIL / PEN /
BAG / NOTEBOOK, etc.
Toby
Unit 2
44
Lesson 5
Aim: Saying where something is
Language focus: The shoe is in / on / under the bed.
Tracys shoe
Unit 2
45
ON THE BOOK?
IS TRACY HAPPY TO SEE THE MONKEYS?
8 Now ask them to read the sentences below the
picture and circle the right words.
Check what they have done.
9 Tell them to look at the picture for 20 seconds and
then close the book.
Check what they remember: NUMBER 1 IS ______ .
NUMBER 2 IS ______ .
And so on.
10 The children open their books again. Now they
write 3 true sentences in their notebooks.
Actually, they are copying the sentences using the
circled words.
Tracys shoe
Unit 2
46
Tracys shoe
Unit 2
47
Lesson 6
Aim: Saying what someone has got
Language focus: a camera / a basket / binoculars / a
vet's bag / a river / a bush / a thorn
Tracy has got a basket. Luke has
got binoculars.
Greta in action
Unit 2
48
7 The third time you play the tape the children repeat
after it. With your help they also try to translate
some sentences like:
SOMEONE IS CRYING.
IT LOOKS HURT.
MUMMY, YOU MUST HELP.
IT'S DANGEROUS.
OK BABY, LET'S TAKE A LOOK.
IT'S ONLY A THORN.
THERE YOU GO.
WELL DONE MUMMY!
8 Now they do Task 5 which is a comprehension
check.
9 Get the children to look at the REMEMBER BOX
and say what the sentences mean.
10 Ask individual children to read the story after the
tape.
11 Pair off the children and ask them to look at Task
7. They need to find the answer for each of the
questions. Check what they have done.
12 Ask them to copy questions 1, 2, 4 and 5 in their
notebooks and then add the correct answers.
Greta in action
Unit 2
49
Greta in action
Unit 2
50
Lesson 7
Aim: Describing someone's body
Language focus: He's got a big head / short hair /
two long arms / two short legs.
She's got a small head / long hair /
two short arms / two short legs.
OF THE MONSTERS?
WHY NOT?
7 Ask the children to look at the story in the book
again and find the sentences which say:
ON IVI U PEINI U PLANINI.
ON IMA KRATKU KOSU.
ON JEDE PITU OD IMIA.
ONA IMA TRI ZELENA OKA.
TATA, POSTOJE DVA UDOVITA U PLANINI.
MORA IH SLIKATI.
SUTRA IDEMO KUI.
NAZAD U ENGLESKU I KOLU.
UDOVITA NE POSTOJE.
TO JE SAMO PRIA.
8 The children practise reading the story.
9 Now ask them to look in the Activity Book, Tasks
1 and 2. Help them with the crossword puzzle and
then tell them to use the same words to complete
the sentences below it.
51
52
SUM UP 3
BOARD GAME Snakes and ladders
This board game is in the Pupil's Book.
The aim of the game is to revise some of the things
they have learned in Unit 2.
You need several dice (36) for the game. You can
ask the children to bring some in advance.
For counters they can use some small objects like
sharpeners, erasers or coins. If you like, you can
bring some counters from another board game you
may have at home.
Version 1
1 You can play the game with the whole class. There
are three groups in the class. Each group has one
die, and each member of the group has a counter.
2 Representatives of the groups throw the dice. The
group with the highest number starts playing first.
3 One player in the team throws the die again and
moves the counter along the board in the direction
shown by the arrows. Actually every member of the
team moves their counter.
But only the one who threw the die has to answer
the question if the counter happens to land on the
square with one.
If they land on the square where a ladder starts,
they have to climb it.
If they land on a square with a snake's head, they
have to go down to the end of the tail because the
snake swallows them.
4 The teams (and the players within the team) take
turns at playing the game.
5 The winner is the team who gets to the FINISH first.
Version 2
The game is played in groups of 46 pupils. In that
case you need a die for each group and a different
counter for every member of the group.
This time the players are playing against each other
in the group.
ACTIVITY BOOK
There are 5 revision exercises there. You can spend
time on them in class or give some of them for
homework.
53
This unit is centred round the verb CAN, expressing ability. The
purpose of this unit is not
only to teach our students the concept of ability but to expose them
to a number of verbs
in the infinitive that follow the modal verb CAN.
The unit consists of 4 lessons.
The Clicks are back from Africa.
In Lesson 1 Tracy is at school and the children are learning about
different jobs.
At this age children understand the concept of a profession as
something people can do.
Therefore, this is the first lesson to introduce the concept of can.
In Lesson 2 we learn about Luke's favourite detective called Mike
who can do a lot of
things.
In Lesson 3, called BLAST OFF, can is put within the contex of a
short conversation. The
negative form is also introduced.
Lesson 4 is a story that is slightly above the children's level of
language but they can
follow it because the outline of the story is based on the 6 can
sentences which have been
introduced before. The story is partly based on repetition which
makes understanding
easier.
The unit ends with a revision section SUM UP 4 which includes a
number of questions
children could ask the members of their family.
UNIT 3
WHAT CAN THEY DO?
Unit 3
54
Lesson 1
Aim: Introducing jobs and tihings
connected with them
Exposing children to a number of
sentences with can
Language focus: A pilot can fly a plane.
I want to be a doctor..
Jobs
Unit 3
55
Step 3 A QUIZ
Write numbers from 1 to 10 on the board. Divide
the class into two groups.
They call out the number of the question they want
to answer. For each correct answer they get 1 point.
1 Who can fix a car?
2 Who can fly a rocket?
3 Who can fly a plane?
4 Who can help sick animals?
5 Who can help sick people?
6 Who can teach children?
7 Who can take photos? (Accept Mick Click as an
answer)
8 What can a mechanic fix?
9 What can an astronaut fly?
10 What can a pilot fly?
9 If you have any time left, do Task 4 in the book. If
not, give it for homework.
Jobs
Unit 3
56
Step 9 REVISION
1 Do Task 3, 4 and 5 in the Activity Book.
2 Students read what they have done.
3 You can revise spelling by asking them to spell the
words from Task 5.
Jobs
Unit 3
57
the numbers.
Say: GRETA CAN DRIVE A CAR is number 1.
THEY CAN RIDE A BIKE is number 2.
Note:
Children can recognise the picture easily because of
the character you mention but the purpose of this
activity is to make them hear the sentences with
can a number of times.
6 Then ask: WHAT NUMBER IS: GRETA CAN DRIVE A
CAR?
Mysterious Mike
Unit 3
58
jump.)
Explain that the word DIVE means both roniti i
skakati s padobranom.
He can talk to film stars.
8 Say the sentences at random and ask your students
to mime.
Mysterious Mike
Unit 3
59
Tell your pupils that you are going to ask them some
questions. They should "answer" just by pointing to
the left or right side of the classroom.
Pointing to the left means: Yes, I can (as on the
board).
Pointing to the right: No, I can't.
Note:
The purpose of this activity is to expose your
students to the question form once more.
You ask them the questions from Task 5 in the
Pupils Book.
3 Then ask them the questions individually. This time
they answer by speaking. They might have problems
with the pronunciation of can't.
4 Tell them to have a look at Task 5. Ask one pupil to
read the entry ride a motorbike; the person sitting
next to him translates it into Bosnian/Croatian/
Serbian.
(voziti motocikl). Ask a third pupil to translate: Can
you ride a motorbike? Zna li voziti motocikl?
Check with them all the entries in this way.
Mysterious Mike
Unit 3
60
Lesson 3
Aim: Introducing the negative form: can't
Using can in the context a
conversation
Exposing children to paraphrases
containing can
Language focus: CAN / CAN'T
Blast off
Unit 3
61
Blast off
Unit 3
62
Blast off
Unit 3
63
Lesson 4
Aim: Introducing the negative form:
can't
Talking about things animals can do
Pointing out the importance of
friendship
Language focus: A hippo can swim.
A monkey can climb a tree.
An elephant can drink a lot of
water.
A parrot can fly.
A giraffe can run fast.
A turtle can't run fast. It can walk
slowly.
This story might be judged as too difficult for this age
group. It is far beyond your pupils' active command of
English but I believe they will enjoy it. By introducing the
main language points the story is based on beforehand
(see below), children can follow it without any
difficulties. The pictures will also help them to figure out
the meaning.
Step 3 WARM UP
Friendship
Unit 3
64
Friendship
Unit 3
65
SUM UP 4
1 Start off by revising the riddles. While some of
the children are saying the riddles individually, the
others do Task 5 in their Activity Book.
2 Turn to SUM UP 3 in the Pupil's Book.
Prepare your pupils for doing the task by doing this
translation exercise.
Read the verbs one below the other, your pupils
read after you. Ask one of the pupils to read the
verb, the others put up their hand if they can
translate it into Bosnian/Croatian/Serbian. For
example:
Pupils A: SPEAK ENGLISH
Pupils B: GOVORITI ENGLESKI
Teacher: CAN YOU SPEAK ENGLISH?
Pupils C: ZNA LI GOVORITI ENGLESKI?
A: RIDE A BIKE
B: VOZITI BICIKL
Teacher: CAN YOU RIDE A BIKE?
C: ZNA LI VOZITI BICIKL?
3 Then ask: WHERE DOES IT SAY: ULOVITI MIA?
WHERE DOES IT SAY: NAPRAVITI PITU?, etc.
4 The children answer the questions about
themselves. They can write the name of one
member of their family and tick the boxes (answer)
if they know the answers without asking the
members of their family. They will know at least
MORE REVISION
1 Go back to Task 1 in the Activity Book.
Tell the children to number the words in Task 1.
You say: A PLANE IS NUMBER 1.
TENNIS is number 2, etc.
(write the numbers in front of the words beforehand
not to get mixed up)
2 Tell the children to copy 9 words in their notebook.
Play Bingo.
This time you don't say the actual word but the
paraphrase using the sentences from Task 3 in the
Activity Book.
For example: You can eat it. (Since there are always
two possibilites: an ice-cream or a banana, add one
more sentence to make it clear: A monkey likes it.)
Those children who have copied that particular word
should say: A BANANA and cross the word out.
After playing BINGO in such a way they are ready to
do Task 3 in their Activity Book.
66
In this unit the children will learn how to describe activities that are
going on at the present
moment (the Present Continuous). When mimed or demonstrated
through pictures this
tense is easily taught. Firstly, the children are taught the actions in
the third person singular,
the Present Continuous with HE/SHE; then with the first person
singular I; and at the very
end the plural form with THEY.
Don't teach the tense explicitly by explaining how the tense is
formed. Children at this age
don't learn a foreign language in an analytical way. They learn
"grammar" by remembering
chunks of language. Therefore, they should be exposed to a great
number of examples
through pictures, texts, TPR stories, songs, and rhymes.
In Lesson 1 Greta and Tracy are showing Monica their photos from
Africa. Most of the
verbs used in the Present Continuous sentences in this lesson have
been introduced before.
In Lesson 2 Luke is going shopping. Short form He's going is
introduced through this TPR
story.
In Lesson 3 Tracy is thinking about the holidays. The days of the
week are also introduced.
UNIT 4
WHAT ARE THEY DOING?
Unit 4
67
Lesson 1
Aim: Describing pictures using the Present
Continuous with He / She
Language focus: He / She is sitting / reading
/ making faces / sleeping /
swimming / eating / looking at the
photos
68
(monkeys)
Monica: Who is this?
Tracy: This is Toby and his DOG (parrot) Lulu.
Lulu is sitting on Toby's ARM (head).
Monica: What's your TEACHER (dad) doing here?
Tracy: He is reading the story about PINOCCHIO
(Boobah and Booboo).
Mum: And Tracy is making PIZZA (faces).
Monica: You are funny. Wow! A crocodile!
Tracy: Yes, it is sleeping in the CLASSROOM (river).
Monica: And your mum is swimming in that river?
Tracy: No, no she isn't. She is swimming in the
RIVER (pool).
Monica: Wow, that looks good!
2 Let them do Task 1 and 2 in the Activity Book.
Explain in Bosnian/Croatian/Serbian in what way
Task 1 can help them when they are writing the
sentences in Task 2.
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Step 5 REVISION
Revise at least 4 days of the week they have learnt
so far.
1 Sing the song AFRICAN DREAM.
2 Tell the children to do Task 4 in their Activity
Book. Those who finish first can colour the picture.
3 Let them do Task 3 in the Activity Book. This
short story is very similar to the one about Luke, so
children can do the task without your help. Those
who finish first can read the story to you and colour
the pictures.
4 If you have more time left you can call three
students to the board to act out the story while
the fourth child is reading. (You will have most
volunteers for the role of the dog!)
2 Read the story very slowly. They hold up the
corresponding picture.
3 Tell them to number the pictures. You say the
sentence and they call out the number.
4 You can tell them now to try to tell the story by
looking at the pictures only.
Homework: Tell them to stick the pictures in their
notebook.
Move on to Tasks 2 in the Activity Book.
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Lesson 3
Aim: Days of the week
More Present Continuous practice
with He and She
Exposing students to the negative
form (She isn't sleeping / She isn't
doing homework.)
Items of clothing
Language focus: She is counting / thinking / writing
/ playing / packing
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REVISION
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Lesson 4
Aim: The Present Continuous with I
Language focus: I'm making sandwiches / checking /
looking for / climbing
Getting ready
Unit 4
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Step 3 REVISION
1 Check their homework.
2 Get them to look at the REMEMBER BOX.
3 Go through Task 7 together. Later on students can
write the sentences in their notebooks.
Getting ready
Unit 4
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Lesson 5
Aim: Introducing more actions
The Present Continuous with They
Introducing towns and food of
Bosnia and Herzegovina
Language focus: They are swimming / reading /
playing / singing / fishing, etc
At the seaside
Unit 4
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At the seaside
3 Tell them to look once more at the activities they
have written Ask them if they remember who
is doing what. Encourage them to produce the
sentences orally.
Explain once more when we use IS, and when ARE.
4 Now they are ready to answer the questions in
Task 5.
5 Let them also do Task 2 in the Activity Book.
6 Those who finish first can do the optional Task 2 in
the Activity Book.
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SUM UP 5
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UNIT 5
Tracy is back home again!
in this unit the children will learn how to describe their home, their
rooms and furniture
using THERE IS / THERE ARE.
They will also learn how to tell the time. They will be taught school
subjects and will be
able to talk about the subjects they like/don't like.
The unit consists of 4 lessons.
Unit 5
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Lesson 1
Aim: Identifying and learning the rooms
within a house.
Language focus: Using THERE IS/THERE ARE
Upstairs / downstairs / living room/
bedroom/ children's room/hall /
study / kitchen/ garage
Materials Use flashcards of the rooms within
a house.
Step 1 LEAD IN
1 S1 Ask your students to write just the first letters of
the words they should guess:
The sun is not cold but _______________ .(HOT)
What colour is it? ( You point to some orange).
(ORANGE)
You can see that in the sky at night. (MOON)
My home
Unit 5
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Lesson 2
Aim: Learning the furnishings within a
house.
Describing one's home (a guided
writing task).
Language focus: There is / there are used with
prepositions
The question form Is there.../ Are
there?
Materials Flashcards of furniture.
Step 2 PRACTICE
Step 3 FOLLOW UP
Ask students to do Tasks 3 and 4 in the Pupil's Book
themselves. Encourage the children to read the answers
aloud. Tasks 1 and 2 in the Activity Book are optional.
Step 4 REVISION
Tracy's room
Unit 5
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Step 4 REVISION
To finish off, ask the children to do Task 5 in Pupil's
Book.
Tasks 1 and 2 in the Activity Book can be given for
homework.
Lesson 3
Aim: Describe daily activities
Telling the time
Language focus: I get up at/ I have breakfast at, etc.
What's the time?
It's seven o'clock.
It's half past seven..
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(Tracy's timetable).
Expressing likes and dislikes
regarding school subjects.
Writing out a timetable.
Language focus: school subjects: Bosnian/Croatian/
Serbian/maths/art/English/religion/
PE/music
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3 You read bits of text aloud and they tell you which
picture it is. Stop whenever your think additional
explanation of meaning is needed.
4 Say a sentence in Bosnian/Croatian/Serbian and
they look for the English one in the text. Task 5 in
the Activity Book (Page 118) is optional. It can be
given for homework.
Step 5 REVISION
To finish off, encourage students to talk about the
subjects they like/don't like. Ask them to do Task 6 in
the Pupil's Book. Tasks 3 and 4 in the Activity book
are optional.
Other Tasks in the Activity Book can be given for
homework.
Unit 5
SUM UP 6
APPENDIX
HAPPY BAYRAM
Step 1
Start off by asking your pupils about activities they do
with their families for Bayram. If the class is weaker, then
you can ask them about it in Bosnian/Croatian/ Serbian.
Introduce the words UNCLE and AUNT.
Write some key words on the blackboard. You may
illustrate them on the blackboard or invite them to
illustrate them as well.
Move to Task 1 from the Pupil's Book. Ask your pupils
to tell you what they can see in the pictures. Say that the
sentences do not match the pictures. Pupils listen to the
sentences and try to match them with the appropriate
picture. Explain them that they have to put numbers
next to the pictures.
Check their answers.Praise them a lot.
Step 2
Task 2. Ask your pupils to read the sentences aloud. Ask
them questions about the text.
Step 3
Task 3. Ask pupils to talk more about the way they
celebrate Bayram at home.
Step 4
Task 4. Assign Task 1 from the Activity Book for
homework.
CHRISTMAS
1 Start off by teaching your pupils a rhyme about
Santa Claus.
Introduce the following words: SHORT AND FAT
A CAP
A BAG
PRESENTS
2 Say a rhyme and mime it.
I'm Santa Claus, short and fat (bend your
knees and round your hands in front of you as if
you had a big belly).
This is my bag (hold up your bag)
and this is my cap (take off your cap).
I've got presents for you and you and you
(point to the children)
MERRY CHRISTMAS AND
A HAPPY NEW YEAR, TOO.
3 Let the children mime and say the rhyme after you.
4 While they are listening to the rhyme from the
cassette they can colour Santa Claus in their
Activity Book.
5 You can see some empty boxes in the picture. You
can do a little drawing dictation by telling them
what toy or present they should draw in the boxes.
6 If they don't already know it, teach them to sing
Jingle Bells.
7 Write MERRY CHRISTMAS AND A HAPPY NEW
YEAR on the board.
The children copy it in their notebooks and draw a
CHRISTMAS TREE.
EASTER
EASTER BUNNY
EGGS and
PICNIC.
2 Pupils should count how many eggs are hidden in
the picture. The easiest way to do it is by colouring.
You can revise prepositions IN, ON and UNDER.
Say: Egg number one is IN THE BASKET.
Egg number two is IN THE TREE. etc.
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Unit 5
3 After the children have numbered at least 6 eggs,
they report to you where the eggs are.
4 The Present Continuous hasn't been introduced
yet but children can tell you what they can see and
what the characters can do.
5 They can draw speech ballons above the characters'
heads and write what they are saying.
6 They can make an Easter card. Write HAPPY EASTER
on the board.
Step 2
Say that they are going to read Monica's postcard to
her friend Hana from Sarajevo. Read the postcard. Let
the pupils read after you. Do the same with Hana's
postcard.
Step 3
Let them do the Task 1 in the Activity Book. The pupils
use their knowledge from the coursebook exercise to
write their own postcard.
Encourage them to illustrate and colour it as well.
HAPPY HANUKKAH
Step 1
Start off by asking your pupils about activities they do
with their families for hanukkah. If they do not celebrate
Hanukkah, ask your pupils to tell you what they know
about Hanukkah and how it is celebrated. Help your
pupils by suggesting them to turn the page 126 in their
Pupils Book and pay attention to Task 1. Pupils will
take a look at the pictures and comment them. Point to
the dreidel and menorah. If the class is weaker, you can
comment with them in Bosnian/Croatian/Serbian.
After commenting play the CD once and then encourage
your pupils to read the text. After they have finished, ask
them to do Task 1 from their Activity Book.
If there are pupils who celebrate Hanukkah in the class,
they can do the Task 2 from the Activity book for their
homework.
JURJEVDAN
Step 1
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LESSON
NUMBER
UNIT/LESSON CONTENT
1 Sep Starting up Welcome back to school!
Introductory conversation
2 Starting up Introducing students with book DIP IN 4, plan and
programme
3 Starting up Learning the song English is easy
4 Starting up Revising the vocabulary from the previous grade
5 Starting up Introducing the rhyme A B C D E F G (Introducing the
alphabet)
6 Starting up Revising the alphabet.
Learning the rhyme Can you see?
7 SUM UP 1 Revision of vocabulary, songs and rhymes
UNIT 1: THE CLICKS
8 Lesson 1 Introducing the characters
Listening to the tape
The song Heres my family
9 Lesson 2 Introducing the form Im/Im not
10 Lesson 2 Listening to the tape
Talking about oneself
11 Lesson 3 Listening to tape
Practising questions
12 Lesson 3 Learning the song: My name is Greta
13 Oct Lesson 4 Introducing the form He is / She is
Listening to the tape
14 Lesson 4 Suzys family
15 Lesson 5 Introducing new actions
Learning the action chant
Friends
16 Lesson 5 My best friend
17 Lesson 6 Where is everybody
Listening to the tape
18 Lesson 6 Africa
19 SUM UP 2 Board Game Who is who?
20 SUM UP 2 Activity book - excersises
21 Progress test 1
22 Correction of the test
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UNIT 2 : AFRICA
23 Lesson 1 Revising feelings
Listening to the tape
24 Lesson 1 Class survey,song Im happy in the morning
25 Lesson 2 Introducing African animals
26 Nov Lesson 2 Learning the rhyme Coconuts in the tree
*This lesson is placed at the end of the plan because the date of the celebration changes every
year.
You are suggested to do the lesson according to the period of celebration.
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