Sunteți pe pagina 1din 96

DIP IN 5

UREDNICA
Vlasta Čeliković

RECENZENTI
Dževahira Arslanagić
Samka Hadžihasanović-Midhat
Dijana Marković

LEKTOR
Mark Davies

KOREKTORICE
Zarifa Kazazović
Mirela Vasić
Maja Mardešić

ŠTAMPA
GRAFOTISAK, Grude, Bosna i Hercegovina

© Sarajevo Publishing d.d. Sarajevo, 2008.


Nijedan dio ove knjige ne smije se umnožavati, fotokopirati niti na bilo koji način reproducirati bez izdavačevog
pismenog odobrenja.

Vijeće za usklađivanje udžbeničke politike, na sjednici od 10. 6. 2008. godine, Rješenjem broj 04-38-8-6564/08
odobrilo je ovaj priručnik za upotrebu.

----------------------------------------------------
CIP – Katalogizacija u publikaciji
Nacionalna i univerzitetska biblioteka
Bosne i Hercegovine, Sarajevo

811.111(075.2)(072.2)

KAZAZOVIĆ, Zarifa
DIP in 5 : priručnik za nastavnike engleskog
jezika za 5. razred devetogodišnje osnovne škole /
Zarifa Kazazović, Mirela Vasić, Maja Mardešić. –
Sarajevo : Sarajevo Publishing, 2008. – 70 str ;
27 cm

ISBN 978-9958-21-507-0
1. Vasić, Mirela 2. Mardešić, Maja
COBISS.BH-ID 16756486
----------------------------------------------------
5
Zarifa Kazazović
Mirela Vasić
Maja Mardešić

DIPin
priručnik za nastavnike
engleskog jezika
za 5. razred devetogodišnje
osnovne škole

SARAJEVO PUBLISHING
Sarajevo, 2008.
INTRODUCTION

UNIT 1 9 FAMILY AND FRIENDS


Starting up 10 CLASSROOM VOCABULARY

Lesson 1 10 MEET ANN

Lesson 2 14 MY FRIENDS

Lesson 3 16 TOTO

UNIT 2 18 TOYS

Lesson 4 19 FAVORITES

Lesson 5 21 BOB'S AND ROSIE'S TOYS

Lesson 6 23 TOYSHOP WINDOW

Lesson 7 25 GEORGE AND THE LADY

SUM UP 1 27

UNIT 3 28 SCHOOL AND HOME

Lesson 8 29 CAN YOU HELP ME WITH MATHS?

Lesson 9 31 SCHOOL SUBJECTS

Lesson 10 32 MY HOME

Lesson 11 34 CHILDREN'S ROOM

SUM UP 2 35

UNIT 4 36 TIME AND FOOD

Lesson 12 37 WHAT'S THE TIME?

Lesson 13 38 ANN'S DAY

Lesson 14 40 MONTHS

Lesson 15 41 SEASONS CHANGE

Lesson 16 43 CLOTHES

SUM UP 3 45

4
UNIT 5 46 THE WEEKEND

Lesson 17 47 A PARTY

Lesson 18 48 HOME SWEET HOME

Lesson 19 49 GOOD NIGHT SLEEP TIGHT

Lesson 20 51 AT THE FUNFAIR

Lesson 21 52 A CAMPING TRIP

SUM UP 4 53

UNIT 6 54 WHAT DO THEY LOOK LIKE?

Lesson 22 55 WHAT DO CATS LOOK LIKE?

Lesson 23 56 ROSIE IS MISSING

Lesson 24 57 THE CASE OF THE MISSING BOOK OF SPELLS

SUM UP 5 58

UNIT 7 59 PLACES

Lesson 25 60 BAD LUCK BOB

Lesson 26 62 LONDON

Lesson 27 64 SHOPPING

Lesson 28 65 AT THE THEATRE

Lesson 29 67 GREAT BRITAIN

SUM UP 6 67

UNIT 8 68 ANIMALS

Lesson 30 69 ROSIE'S FAVOURITE BOOK

Lesson 31 71 WHY DON'T TIGERS LIVE IN AFRICA?

SUM UP 7 73

89 SUGGESTED PLAN FOR ONE SCHOOL YEAR

5
Introduction
A WHO IS THE COURSE FOR? round off each unit in the book with additional
revision exercises
DIP IN 5 is a course for children who are in the third
year of learning English. The course offers enough 3 THE CASSETTE
material for one year's work with three classroom A cassette accompanies the DIP IN 5 course. The
periods per week. recorded material includes all texts, stories and
dialogues marked with a cassette icon in the
B WHAT ARE THE COMPONENTS OF THE Pupil's Book. Songs, chants and the Mr Cocopulus
COURSE? episodes are also recorded on the cassette.
1 THE PUPIL'S BOOK 4 FLASHCARDS
The Pupil's Book consists of 8 units: FAMILY AND The set of flashcards is an essential teaching aid. It
FRIENDS, TOYS, SCHOOL AND HOME, TIME AND covers basic vocabulary, situations and characters
FOOD, THE WEEKEND, WHAT DO THEY LOOK LIKE? from the book. The flashcards can be used for
PLACES, and ANIMALS. vocabulary introduction, practice, revision, as well
There are 14 episodes of Mr Cocopulus which are as for playing games such as Memory or Match-
there to consolidate some of the language taught Mismatch.
previously or which serve as a lead in to a new topic 5 THE TEACHER'S BOOK
(for example, Episode 9 and 10).
The Teacher's Book shows clearly what the aims
The visual elements of the course, lively and of each lesson are. There is step-by-step guidance
humorous illustrations, enhance the children's to each lesson. It also suggests alternative tasks
understanding and relate to the topics and language for some activities. In this way weaker students
presented throughout the book. have easier tasks and stronger students have more
The task instructions written in the Pupil's Book challenging tasks from the same material.
are there more to help the teacher. Pupils are not THE BASIC AIMS OF THE COURSE:
expected to read the instructions by themselves
and do the tasks independently. A lot of guidance To maintain and further develop interest and a
should still be provided by the teacher. positive attitude towards learning English as a
foreign language.
The Word List at the end of the book includes
basic vocabulary and some of the vocabulary from To develop positive attitudes towards self, others
receptive skill texts that the pupils do not need to and their respective cultures.
produce actively. The words are listed in alphabetical To revise some of the vocabulary and grammar (the
order by lesson section. Some longer phrases and latter not taught explicitly) from the previous course.
all the words belonging to a common topic are not
To introduce new topics and related vocabulary.
given in alphabetical order. They are put in a box
and are marked with a different colour (phrases To expand children's concepts and knowledge about
green, words belonging to the same topic pink). The the world they live in.
vocabulary from all the Cocopulus episodes comes
To create a friendly non-threatening learning
at the very end. Pupils are not expected to use the
atmosphere which enhances learning.
word list by themselves but it is advisable to point
out that it can be found at the end of the book. To build on children's natural desire to communicate
– to encourage children to produce simple
2 THE ACTIVITY BOOK
sentences instead of isolated words and talk about
The DIP IN 5 Activity Book has 8 units linked themselves, their family and friends.
thematically to the corresponding Pupil's Book
To develop and integrate all four skills: listening,
units. The tasks vary from guided fill-in and
speaking, reading and writing.
matching exercises to crosswords, puzzles, drawing,
colouring and cutting out activities. The Activity To develop all their intelligences by doing different
Book also contains 7 Sum Up sections which types of activities around a particular topic.

7
Introduction
WHAT ARE THE BASIC IDEAS THE COURSE IS In comparison with DIP IN 4, the four skills of
BUILT ON? listening, speaking, reading and writing are more
equally balanced since the children are older and
It is generally believed that children learn very
have acquired certain skills not only in the foreign
fast, which is true as long as we constantly revise
language but also in their mother tongue.
language that we have presented previously. The DIP
IN 5 course is constructed in such a way that each Songs and rhymes are enyoyable ways of either
lesson builds on the language presented previously; presenting or consolidating the new language
or that the language previously introduced is put in the lesson. When accompanied by miming or
into a new context. For example: the present of hand movements they give good practice not only
to be and prepositions IN, ON, UNDER are revised in rhythm but also in the development of body
in Lessons 1, 2 and 3; in Lesson 7 the structure coordination.
There is is introduced in the context of a toyshop;
Children are motivated by involvement with
in Lesson 11 There is is used with the prepositions
interesting and unusual characters. Therefore, there
IN, ON, UNDER. Or: the possessive case, introduced
is the character of Mr Cocopulus. He is a wizard
in Lesson 4, is recycled in Lesson 14 when talking
who works at the funfair. Things often go wrong
about birthdays.
with him but he manages to retain his positive
Children of this age group do not learn the attitude.
language in an analytical way, so grammar shouldn't
I would dare say that teachers should have a similar
be taught explicitly. Children learn English by
approach in the classroom, keeping in mind that
memorising chunks of language. Therefore, children
teaching is very rewarding but hard work, and in the
have to be exposed to a great many examples of
case of young learners even more so.
a certain structure in order to remember it. The
language input should always be slightly above their HOW DOES A TEACHER PLAN AND PREPARE A
active command of English because children of this LESSON?
age learn a lot of language subconsciously.
The yearly plan is there as a rough guide. You will
Still, when presenting dialogues, texts or stories, certainly have to adapt it to your own teaching
new vocabulary should be introduced before the situation. While planning a lesson, bear in mind
pupils are shown the written text. By carefully your own students and change or adapt anything
planning the "input stage" of the lesson, the you believe wouldn't work for you or your students.
presentation of new vocabulary or new structures, Incorporate your own material and ideas, try doing
we might avoid or at least reduce the pronunciation things diffrently, discuss your teaching, teaching
problems later on when dealing with the written issues and your classes with your colleague. All of
text. these contribute immensely to the development of
your teaching personality.

8
UNIT 1

FAMILY AND FRIENDS

STARTING UP introduces and revises the common classroom vocabulary used by the
teacher in the class. Children learn it by singing and miming the action song. It revises the
vocabulary from the previous grade, too.

UNIT 1 introduces the main characters. They are the Lennon family, an English family living
in Oxford. The members of the family are: Ann, the main character, her elder brother
Bob, younger sister Rosie, mum Fiona, a teacher, dad Paul, who is a reporter, and Toto the
dog. There are also the children's friends: Kate and Dorian (Ann's best friends) and Steve
and Martin (Bob's best friends). In Unit 1 we also meet the Lennons' new neighbour, Mr
Cocopulus who is a wizard.

The following language items are recycled in this unit:

– present form of 'to be' and personal pronouns He is / She is / They are

– prepositions IN, ON, UNDER

– revision of the verb can

9
Unit 1
Meet Ann
STARTING UP – CLASSROOM VOCABULARY the children what word or sentence they have got
Aim: Revising basic classroom from their partner.
vocabulary used by the teacher Hold your fist tight and say that you have one
Singing a song English sentence for them, too.
Revising classroom vocabulary
from the previous grade It is the sentence ENGLISH IS FUN FOR YOU AND
ME. Ask them what it means. "Give" this sentence
Language focus: listen / read / repeat / open your to one of the pupils saying it at the same time. Tell
book / shut your book / cut / take that child to pass it on by giving and saying it to
some glue / stick / sing a song / someone else. If you see it is too difficult for them
play a trick / copy the words / draw to repeat, ask them to say just the first part: English
Material: Photocopiable pictures that can be is fun.
found at the end of the Teacher's
4 Ask them if they remember any songs from last year.
Book
Revise SING A SONG and stick the corresponding
picture on the board.
Lesson 1 5 Ask one of the students to write down any of the
words they have got from their friend or from last
Aim: Recognising and using the
year's song. Ask another pupil to copy the same
language related to family
word next to it and introduce COPY.
Introducing the characters of the
book 6 Ask someone else to come and draw a tree. Say that
Describing what someone is like the words, written on the board, are very hot and
Language focus: mum, dad, sister, brother, wizard that they want to be under the tree. Stick the card
clumsy, strict, nice, good, lazy, DRAW A TREE on the board.
funny 7 Point to the pictures on the board. Ask the children
Revision: He is / She is / I am to REPEAT in chorus and individually after you. Stick
This is / These are the picture REPEAT on the board as well.
8 Go around the classroom and have a look at what
Step 1 INTRODUCING NEW VOCABULARY children have got on their desks.

1 This is the first lesson at the beginning of the new Tell them to hold up the Pupil's Book and then
school year so greet the children warmly and tell the Activity Book. Ask them in what way they
them how happy you are to see them again. Ask are different. Introduce:
them how they are. Revise: happy, hungry, thirsty OPEN YOUR BOOK, SHUT YOUR BOOK.
and sleepy. OPEN YOUR ACTIVITY BOOK. SHUT YOUR ACTIVITY
2 If there is a new student in the class, use the BOOK by asking them to do the action several
opportunity to revise: times. (Stick the pictures OPEN and SHUT on the
board.)
What's your name?
How old are you? and 9 Now ask them to open their book and try to figure
out who Mr Cocopulus is.
Where do you live?
Introduce the word WIZARD and PLAY A TRICK.
Help the pupils with the questions and answers
Mime playing a trick and ask them to mime, too.
because they haven't spoken English for some time.
Ask them if any of them had a chance to speak 10 Now ask them to have a look at their Activity
English during the holidays. Book. Ask them in Bosnian/Croatian/Serbian to
find a picture of scissors (indicating cutting) in their
3 Everybody should think of at least one word or
Activity Book (for example page 22). Introduce
sentence in English from the last year. They should
the words CUT, GLUE and STICK. Tell someone else
imagine they hold it in their fist. Tell them to give
to go to your desk and STICK the pictures of CUT,
this word as a present to the person sitting next
GLUE and STICK on the board.
to them (use the gesture of giving something) by
saying the word aloud. Go around the class and ask

10
Unit 1
Meet Ann
11 Now you have all the pictures from the song apart Step 4 REVISING THE SONG
from LISTEN and READ on the board. These two
1 Let the pupils listen to the song and mime while
are the easy ones and they should be familiar with
remaining seated.
them.
2 Revise the vocabulary from the previous lesson.
12 Call the pupils to the board individually and ask
them to point to the pictures. Tell the class to open their Activity Book, Task 1.
Ask:
Step 2 LISTENING TO THE SPOKEN VERSION
OF THE SONG WHAT NUMBER IS: SING A SONG?
WHAT NUMBER IS: LISTEN?
13 Ask them to listen to the recorded spoken version
of the song and put the pictures on the board in Then, make it more difficult by asking:
the proper order. Ask different children to come to WHAT'S NUMBER 1?
the board and write the number. Stop the tape after WHAT'S NUMBER 2?
every third word.
3 Let the children do Task 1 by themselves.
14 Let the children listen to the tape once more. Ask
4 Check their work by asking someone to read aloud.
one of the children to come to the board and point
to the corresponding pictures. 5 Ask them to do Task 3.

Step 3 LISTENING TO THE SONG Step 5 REVISING THE VOCABULARY FROM THE
15 Tell your pupils to open the Pupil's Book, page 6. PREVIOUS GRADE
Ask them to look and point to the pictures while 6 Ask the pupils to look at the pictures for a while.
listening to the song. Ask them to point at the pictures and say as many
16 Tell them to stand up and mime the song with you. words as they remember.

LISTEN (Cup your ears.) 7 Ask the pupils to write the words in their
notebooks. Check their answers by using the word
READ (Hold a book in front of you.) cards. The pupils see the spelling of the word and
REPEAT (Put your hands in front of you and put the correct their mistakes. Ask the pupils to report the
thumb and fingers together repeatedly.) numbers of spelling mistakes.
OPEN AND SHUT (Put the palms of your hands 8 Prepare and use some flashcards from the previous
together and then open and shut them.) grade and show them to the pupils. Ask the pupils
CUT (Move your forefinger and the middle finger as to shut their textbooks and notebooks. Show them
if cutting.) a flashcard and ask the children what they can see.
TAKE SOME GLUE (Pretend you're holding a tube.) 9 Ask the pupils to shut their textbooks and
STICK (Move your hand left and right as if applying notebooks. Tell the pupils a word in Bosnian /
the glue.) Croatian / Serbian and ask them to say it in English.
SING A SONG (Sing this line louder.) You can do the same task, but vice versa.
PLAY A TRICK (Wave in the air as if holding a magic 10 Do Task 2 Let’s play Bingo! Praise the winners!!!
wand.)
COPY THE WORDS (Write in the air.) Step 6 INTRODUCING THE CHARACTERS AND
DRAW A TREE (Draw a tree in the air.) THE CORRESPONDING ADJECTIVES
ENGLISH IS FUN FOR YOU AND ME (Smile and point 11 Read the title of the lesson MEET ANN. Ask them
to you and them.) what it means and tell them to find the picture of
THIS IS ME. MY NAME IS (Say your name.) Ann on page 9. Explain in Bosnian/Croatian/Serbian
that she lives in Oxford in England. Tell them that
17 After you have listened to the song a few times, ask Oxford is a lively old town with a lot of schools and
the students to read the song and draw their face students. Ask:
and write their name in the box. Let them listen to
the song while drawing. HOW MANY PEOPLE ARE THERE IN HER FAMILY?

11
Unit 1
Meet Ann
WHO ARE THEY? (Revise: mum, dad, brother, sister You say: LIJEN, they copy LAZY.
and the dog)
Check the order after you have dictated all the
WHO IS MR COCOPULUS? WHAT'S HIS JOB? words.
HE CAN PLAY TRICKS. BUT HE IS CLUMSY.
(Translate into Bosnian/Croatian/Serbian.) Step 7 LISTENING TO THE TAPE (Task 3, the
IS ANN'S MUM A VET? Pupil's Book)
IS SHE A DOCTOR? 13 Tell them to cover ANN'S text on page 11 with their
WHAT CAN A TEACHER DO? notebook.
SOMETIMES TEACHERS ARE STRICT. Let them listen to the tape twice.
IS YOUR TEACHER STRICT? Listening task 1: Point to the characters in the
NO, SHE IS NICE. (simpatična, draga) picture Ann is talking about.
LOOK AT ANN'S DAD. WHAT'S HIS JOB? Listening task 2: (text still covered): Try to remember
A PILOT? some of their names.
A MECHANIC? 14 Round off the lesson by asking the children to name
NO, A REPORTER. HE WORKS WITH MR CLICK (the all the members of Ann's family. (FIONA, PAUL,
character from last year) BOB, ROSIE and TOTO, the dog)
MICK TAKES PHOTOS AND PAUL WRITES STORIES. If there is any time left let the pupils do Tasks 1 and
HE IS A REPORTER (izvještač, novinar). 2 in the Activity Book.
LOOK AT THE DOG. HE IS FUNNY. If not, the children can do them for homework.
WHAT HAS ANN'S BROTHER GOT? Check if they understand what they have to do.
WHAT COLOUR IS HIS BIKE?
BOB IS GOOD but a bit LAZY. Step 8 WORKING ON THE TEXT
ARE YOU LAZY? 1 Start off the lesson by checking the pupil's
IS YOUR BROTHER LAZY? homework.

By asking questions like these you work on the 2 Play the tape once more.
children's comprehension. This time the children listen and look in the book.
12 Write the words below on the board: 3 You read line by line. The pupils read after you.
GOOD You can also use the cassette player.
STRICT 4 You say one word from the text.
CLEVER
The children find the sentence with this word and
LAZY read it to you.
FUNNY
You: OXFORD.
Pupils read the words after you, then individually. Pupil 1: I'M FROM OXFORD.
Ask what the words mean. Pupil 2: OXFORD IS IN ENGLAND
Tell them to copy the words in their notebook in the You: CLEVER
order you say them. Pupil 3: SHE IS VERY CLEVER.
You say the word in Bosnian/Croatian/Serbian and Pupil 4: HE IS VERY CLEVER BUT CLUMSY, etc.
they copy the word in their notebooks in English. 5 Pupils read the text. Each reads one paragraph.
For example: 6 Ask the children to do Task 4 and Task 5 in the
You say: PAMETAN Pupil's Book.
They write in their notebooks: CLEVER. 7 Check their work by asking someone to read aloud.

12
Unit 1
Meet Ann
8 Those pupils who finish first can do Task 3 in the 5 Let the children listen to the song at least twice.
Activity Book. They follow the text in their book.
Slower pupils can circle the correct answers while The third time ask them to sing along.
the stronger students are reading the text.
6 Ask one of the girls to come to the board with her
Suggested homework: Task 4, the Activity book and pretend to be Ann.
Book. Tell your pupils to draw the members of their
She points to the pictures and says:
family and write their names. Point out that some
children may have just mum or dad. They might This is me (in the class).
draw someone else from the family that they like
This is my mum (in the grass), etc.
very much (grandpa or grandma).
You can do the same thing with one of the boys.
Step 9 LEAD IN He says the sentences as if he was Bob, so this is
a more difficult task. When pointing to the first
1 Start off by revising what the children remember picture he should say:
about Ann's family.
This is my sister in the class.
If you have a weaker class you can say the sentences
and the children should say if they are true. When talking about the third picture he should say.
ANN IS FROM SARAJEVO. This is me on my bike.
OXFORD IS IN BOSNIA AND HERZEGOVINA.
Step 11 TALKING ABOUT THE CHILDREN'S
ROSIE IS STRICT.
FAMILIES
FIONA IS LAZY.
7 The previous activity prepares your students for
TOTO IS CLUMSY.
talking about their family.
FIONA ISN'T STRICT.
Check their homework at this point by going
PAUL IS A TEACHER.
around the class, pointing to the pictures they have
FIONA IS A REPORTER, etc. drawn in their Activity Book, asking:

Step 10 LEARNING ANN'S SONG, Task 1, the WHO IS THIS?


Pupil's Book HOW OLD IS HE?
2 Let the children look at the pictures. Ask some of the students to stand up and while
pointing at the pictures introduce the members of
Who can they see? their family to the rest of the class.
3 Read the lines of the song below the pictures. The 8 If there is any time left you can do Tasks 5 and 6 in
children read after you. the Activity Book.
4 Explain the words they don't know. Explain the If you are running out of time you can do Task 5
difference between this and these in a very simple orally and move on to Task 6.
way.

13
Unit 1
My friends
Lesson 2 Encourage them to say: Amar is good at swimming.
Aim: Talking about friends Iva is good at dancing.
Describing what our friends are Then move on to some famous sportspersons and
like and what they are good at say, eg.
Introducing the names of some
sports/musical instruments Nenad Marković can play basketball.
Carrying out a class survey He is good at basketball.
Revision of the present of to be:
Ask the pupils about other celebrities mentioned
They are / aren't
in the textbook. (Task 4). Use the same example to
Are they?
make a question like this:
Language focus: They are / aren't
They are good at… Is Nenad Marković good at basketball?
He/she is good at... Yes, he is. / No, he isn’t.
He/she isn't good at...
Are you good at…? Ask them to do Task 5. Check their answers by
basketball / swimming / tennis / asking them to report them.
table tennis / dancing / computer
games / violin / guitar / piano Step 2 LISTENING TO MY FRIENDS
5 The children are ready now to listen to Ann and Bob
talking about their friends.
Step 1 INTRODUCING SPORTS AND FREE TIME
ACTIVITIES 6 Let the children listen to the texts.
1 Start off with a warm up activity by means of which The pupils have their books shut.
you are going to introduce some free time activities.
Before the first listening, ask the children to
Ask the pupils to call out the names of as many
remember the names of Bob's and Ann's friends.
sports as they know.
The second time, ask the children to put up their
Write them on the board.
hand whenever they hear one of the activities that
They might know FOOTBALL, TENNIS and are written on the board.
BASKETBALL.
7 Students can open their books now. They read after
Revise SWIMMING and ROWING from last year. you and then individually.
Introduce TABLE TENNIS, SKIING. Don't write too 8 Ask them to write the names of Ann's and Bob's
many of them on the board. friend below the pictures.
Ask them if they have seen any of these sports in A (Steve is the one on the skateboard.)
COMPUTER GAME.
Step 3 POST READING TASKS
Ask them in Bosnian/Croatian/Serbian why playing
a real sport is better the one in a computer game. 9 Let them do Tasks 2 and 3 in the Pupil's Book.
(Write COMPUTER GAMES on the board, too).
Suggested homework: Task 1 in the Activity Book.
Introduce DANCING by saying that this is another
activity that people like doing in their free time.
Step 4 REVISION
Introducing playing the guitar / the piano / the
violin. 1 Start off by checking your pupils' homework.
2 Say one of the activities from those written on the 2 Let them do Task 2 in the Activity Book.
board. The children mime it.
Make sure they understand the words in the boxes.
3 Point once more to the activites and ask the pupils Ask:
to read them out.
WHERE DOES IT SAY: RAZRED?
4 Ask them if they know anyone who is good at these PRIJATELJI?
activities.
NISU?
KOMPJUTERSKE IGRE? etc.

14
Unit 1
My friends
3 Tell the children to check their work using the book __________________ and _______________ are
if necessary. good at ____________ .
Those students who finish first can do Task 3 Show them how to do it by taking someone's
(optional). notebook and making a sentence.
Tell them to write at least 3 sentences in their
Step 5 A CLASS SURVEY, Task 6, the Pupil's notebook.
Book
Let stronger students write as many as they like.
4 Explain to the children how they are going to find
out what their friends are good at. The PROJECT WORK, Task 8 in the Pupil's Book,
is an optional consolidation activity. If you have
Get the children to read what is in each box. decided to do it, go through it with the class first.
First, tell them to answer the questions by ticking Give examples of what to write on the blank lines.
the column where it says ME (they should write Tell the pupils to use A4 or A3 paper, so that they
their name there). have enough place to draw or stick in photos.
Praise their work and effort. Don't be harsh on
A tick means – Yes, I am; and the cross – No, I'm them regarding the mistakes they migh have made.
not. Write these two symbols, together with the Display their projects in the class.
short answers, on the board.
Mr Cocopulus EPISODE 1 is the first of 14
5 After the children have finished answering about episodes about a funny and unusual wizard who
themselves, demonstrate from the front of the class does things in his own way. Things often go wrong
what they should do next. with him but he manages to retain his positive
Ask one of the pupils to answer the questions from attitude.
the box that you are going to ask. The episodes with Mr Cocopulus are there to
He or she answers by using the answers written on consolidate some of the language taught previously
the board. or they serve as a lead in to a new topic.
You tick his or her answers in your book, so that the The form of a comic strip has been chosen because
children see how you are doing it. children like comics. A lot of us have practised
reading skills by reading comics our mother tongue.
6 The children work in groups of four. Two children
The language used in some of Mr Cocopulus
sitting at the same desk just turn to the pair sitting
Episodes is slightly above the children's active
behind them. (Pupils ABCD). They write the names
command of English but the pictures help them to
of the friends they are working with in the My
grasp the meaning. You should decide, depending
friendd boxes.
on your teaching situation, how much time you
Pupil A asks the questions, B answers, ACD note the should spend on each episode.
answers. Then B asks the questions, C answers, BAD
Episode 1 is relatively simple.
note down the answers. Go around the class and
help if necessary. Explain the procedure very slowly Let the children listen to it at least twice.
in Bosnian/Croatian/Serbian. Listening in the case of the Cocopulus Episodes is
always done with the books open.
Note:
When working in pairs some of the children might Ask some comprehension questions:
say just YES or NO. Who is Mr Cocopulus?
Let them do so because these are very natural Who are the children in the picture?
answers.
What has he got?
What's the problem?
7 After they have finished ask them to say what they
The children read aloud.
have found out.
The first time, you read Mr Cocopulus' part of the
Do Task 7 in the Pupil's Book. dialogue and the class reads aloud the children's
Write these prompts on the blackboard: part.
Later on one of the children takess his role
role.

15
Unit 1
Toto
Put one hand in front of you and with the other
Aim: Talking about location hand show UNDER.
Asking questions about the 4 Ask the children to imitate your hand movements
location and say the preposition.
Language focus: Revision of prepositions IN, ON
UNDER Step 3 LOOKING AT THE PICTURES, Task 1, the
Revision of the present of to be Pupil's Book
with the use of IN, ON, UNDER 5 Tell them to open their books. Ask the children what
Question form: Is the mouse on they can see in the pictures.
the table?
Introduce the word SWING. Encourage them
Key vocabulary: car / swing / chair / cupboard / bed
to produce the sentences about the pictures by
getting up / bed / basket / mouth
themselves.
/ sock
6 Read the sentences from Task 1. The children point
to the corresponding pictures.
Step 1 WARM UP
7 Let them do the task by themselves now. Read just
1 Ask the children to point to different objects in the
the example to them.
class.
8 Check what they have done by asking several
In this way you will revise the words needed later.
children to read aloud.
Point to the chair.
9 Ask them which of the pictures they like best.
Point to the floor.
10 Tell them to try and remember the pictures (Task 2).
Point to the cupboard.
Point to your pencil case. 11 After 3 minutes ask them the questions in Task 2.
Point to the tree. (If you can see any through the 12 Next, they do the same thing with their partner.
window.) 13 Let them do Tasks 1, 2 and 3 in the Activity Book.
Point to your desk. Fast students can illustrate all the rhymes in Task 2.
Point to your bag. The others can do just one or two.

Step 2 REVISION OF THE PREPOSITIONS: IN, ON, Step 4 THE STORY ABOUT BOB AND TOTO,
UNDER pages 16, 17 in the Pupil's Book
2 Start off by revising prepositions. Ask the children to 1 Tell the children to look at the pictures. Ask them
put different objects in different places. For example: what they can see in the pictures.
PUT YOUR BOOK ON THE FLOOR. Help by asking questions:
PUT YOUR BOOK ON YOUR HEAD. WHERE IS BOB? IS IT MORNING OR EVENING? IS HE
PUT YOUR PENCIL UNDER THE CHAIR. SLEEPY?
PUT YOUR PENCIL UNDER THE BOOK. Introduce the word SOCK. WHAT COLOUR IS HIS
PUT MY BOOK IN THE CUPBOARD. SOCK?
PUT MY BAG ON THE CUPBOARD, etc. WHO HAS GOT HIS SOCK? IS TOTO SLEEPY?
CAN BOB PUT HIS SOCK ON?
3 Write IN, ON and UNDER on the blackboard and ask
what the words mean. 2 Let them listen to the tape. Tell them to concentrate
on the pictures. They can cover the text with their
Illustrate the meaning by introducing a gesture for
pencils.
each preposition.
3 The second time they listen, tell them to listen and
For example: Put your hand on your head and say ON.
follow the text in the book. Don't ask them to read
Hold your fist tight then open it and, pointing to it, aloud yet.
say IN.

16
Unit 1
Toto
4 The next activity requires some imagination. Take It is fascinating that children enjoy this little play as
some objects that you have on your desk and "turn if you had some very fancy puppets.
them into" the objects from the story. A notebook
You can ask your pupils to do the same. Go around
or a packet of paper tissues can be a bed, a pen
the classroom and ask them to reveal the identity
can be Bob, an eraser can be Toto, a box in which
of the objects they have chosen. You tell the story
you keep Blue Tack can be Toto's basket and a
once more and they act it out using their objects.
piece of paper can be Bob's sock. You sit at your
desk which is now the stage (Bob's room). Make 5 Ask the children to read the text aloud. One pupil
sure that everybody sees the surface of your desk. reads the text below the first two pictures, the
"Introduce" the characters and things to the class second reads below the next three pictures, the
(you can even have a little chat with them). After third reads the text below the next two, etc.
you have done that, ask the children once more:
Suggested homework: Task 4.
WHO IS THIS?
WHAT IS THIS? Step 5 WORKING ON THE STORY
You tell the story and act it out using the 1 Revise the story by saying false statements about
objects on the table. For example: at the the story.
beginning of the story the pencil is in the notebook 1 IT'S 8 O'CLOCK IN THE EVENING.
(Bob is in bed).
2 BOB IS IN THE BATHROOM.
Then he gets up and looks for his sock, so move the 3 HE IS LOOKING FOR HIS SHOE.
notebook as if he was looking under the bed, lean
4 TOTO WANTS TO SLEEP.
the pencil as if he was looking on the bed. Then
walk your pencil to the box (Toto's basket). Then 5 HE IS UNDER THE CHAIR.
the rubber (Toto) joins in. You can stick the piece of 6 THE SOCK IS IN TOTO'S BASKET. THE SOCK IS ON
paper (Bob's sock) on the rubber with Blue Tack. THE CUPBOARD, BUT BOB CAN'T PUT IT ON.
The rubber (Toto) goes under the bed. The rubber This activity prepares the children for the exercises
jumps onto the notebook (bed) and finally the in the Activity Book. First, tell them to do Task 4,
rubber is in the box (in the basket) and the piece of and then Task 5. In Task 5 they should replace the
paper (the sock) next to the basket. Before you say words written in bold with the words from Task 4.
the last sentance of the story (Well, it isn't a sock 2 Next, do Task 5 in the Pupil's Book.
any more), tear the paper sock in half.

17
UNIT 2

TOYS

This unit consists of 4 lessons.

In Lesson 4 the children from the book talk about their favourite toys and sports.
Talking about favourites is a suitable topic for recycling the possessive adjective MYY and
introducing the possessive case. The children in the class carry out a little survey about their
favourite colours, toys and sports.

In Lesson 5 (Part 1) more toys are introduced and the children are passively exposed to
they possessive adjectives HIS and HER through a song and a revision of characters they
have met so far. (Lesson 4 Part 2).

In Lesson 6 the There is structure is introduced as well as the preposition next to.

In Lesson 7 the short form There's is practised through a song. George and the Ladyy is
Rosie's favourite cartoon and there is a touch of medieval atmosphere of unhappy ladies,
brave knights (in this case the prince) and dangerous dragons.

The language item recycled in this unit is:


– possessive adjective MY

The following language items are introduced:


– names of some sports, free time activities and toys
– to be good at
– possessive case (Ann's favourite toys)
– possessive adjectives HIS / HER
– There is… structure used with the preposition next to

18
Unit 2
Favourites
Lesson 4 Ira: Maja and Nevena. (Write Maja and Nevena on
Aim: Revision of the possessive adjective the board.)
My Go on like this until you have 6 to 7 names on the
Introducing the possessive case board.
(Rosie's doll)
Talking about favourite toys, Then ask the students if they remember who is
colours and sports whose best friend:
T: WHO IS EDO?
Language focus: Revision of sports and colours
Toys (doll, kite, computer games, Ps: Bruno's best friend.
bike) Add next to the name 'EDO': is Bruno's best
Materials: Flashcards of the Lennon family friend.
and their friends T: WHO ARE MAJA AND NEVENA?
Ps: Ira's best friends.
Step 1 INTRODUCING THE POSSESSIVE CASE Write: MAJA AND NEVENA are Ira's best friends.
1 Start off by asking who there is in the Lennon Ask the children to copy these two sentences in
family. What are their names? their notebook.
Stick the pictures on the board. Ann should be in 2 Ask students to hold up their pencils. Tell them
the middle. to look around and remember what the other
students' pencils look like. Go quickly around the
Rosie Paul
classroom and collect ten pencils. Shuffle them,
Ann
hold up one of them and ask:
Bob Fiona
WHOSE PENCIL IS IT? (Tell them in advance that
Go on like this:
the owner of the pencil shouldn't answer your
Teacher: ROSIE IS ANN'S MUM? question.)
Pupil: : No. Rosie is Ann sister.*
You can do the same activity with notebooks or
Teacher: YES, ROSIE IS ANN'S SISTER. pencil cases.
T: BOB IS ANN'S DAD.
3 Let the pupils do Tasks 1 and 2 in the Activity
P: No. Bob is Ann brother.* Book.
T: ANN'S BROTHER. WHAT DOES ANN'S BROTHER
Tell the children to bring to the class one of their
MEAN?
favourite toys. Tell them to choose something that is
P: Anin brat not too big.
T: FIONA IS ANN'S DAD, etc.
Ask questions starting with WHO. The children Step 2 REVISION OF THE POSSESSIVE CASE
should always answer who these characters are in 1 Start off by looking at the children's toys. Take some
relation to Ann, otherwise it gets too complicated. of their toys and have a look at them. Try to use the
T: WHO IS ROSIE? possessive case while describing the toy. Say:
T: WHO IS BOB? Tea's doll has got long hair.
T: WHO IS FIONA? Iva's bunny is black.
T: WHO IS PAUL? Benjamin's car is blue.
Add the picture of Kate. Ask questions: Is Iva's dog black?
P: Kate is Ann's best friend. Whose dog is brown?
T: WHO IS YOUR BEST FRIEND, BRUNO? Is this your favourite doll? Introduce the word
FAVOURITE.
Bruno: Edo (Write Edo on the board.)
2 Let the children open their book on page 19. They
T: AND WHO IS YOUR BEST FRIEND, IRA. tell you what they can see in the pictures. Introduce
the word COMIC.

19
Unit 2
Favourites
Step 3 LISTENING TO THE TAPE of, and the other group sports. They take turns in
calling out the names and get 1 point for each new
3 Let the children listen and read.
word. You write all the words on the board.
4 Play the tape once more. This time stop after each
The words on the blackboard will help the children
child on the tape has finished talking and ask
when doing Task 3 in the Pupil's Book.
someone to read after the tape.
The children first fill in the ME row and write
5 Ask the children to do Task 2.
their favourite toy, colour and sport in the
boxes across.
Step 4 WHAT'S TRUE FOR YOU?
Check their work by asking the children individually.
6 Tell the children to read What's your favourite
In this way they hear several times the questions
toy? once more. This time they should tick all the
they should ask their partner.
sentences in the text that are true for them.
WHAT'S YOUR FAVOURITE COLOUR, IVA?
First Rosie says: My favourite toy is a doll.
WHAT'S YOUR FAVOURITE SPORT, MIA?
If that's true for your pupils, they should tick the
sentence. The pupils now ask two children sitting close to
them about their favourites. They report back to the
If not, they should put a little cross next to the class (Task 4).
sentence.
If there is any time left do Task 5. If not, ask them
7 Ask the pupils to read out just the sentences that to do it for homework. They should choose just one
are true for them. column and write the sentences as shown in the
examples.
Step 5 WHAT'S YOUR FAVOURITE…?
Tasks 3 and 4 in the Activity Book are optional.
Task 3, the Pupil's Book
8 Divide the class into two groups. One group should
call out the names of all the colours they can think

20
Unit 2
Bob's and Rosie's toys
Lesson 5 Step 2 LOOKING AT THE PICTURES IN THE PUPIL'S
Aim: Identifying more toys BOOK, TASK 1
Introducing HIS and HER 3 Let the pupils look at the pictures in their book,
Singing a song accompanied by page 21. Say the names of the toys one by one and
hand movements the children point to the right picture.
Language focus: ball / car / kite / bike / dolly / robot
4 Next, say the name of the toy and the children say:
/ train / ghost / wolf / clock
BOB'S TOY or ROSIE'S TOY.
Materials: Flashcards of the toys listed above
Step 3 INTRODUCING HIS AND HER
Step 1 INTRODUCING NEW VOCABULARY 5 Say: BOB'S TOYS or HIS toys.
1 Start introducing the vocabulary that you are going What does HIS mean?
to need for the song:
Ask several children to repeat it.
A GHOST, A CLOCK, A ROBOT, A WOLF, A TRAIN.
Ask questions using HIS several times:
Follow the usual procedure when introducing new
WHAT COLOUR IS HIS BIKE?
words. Use the flashcards.
WHAT COLOUR IS HIS CLOCK?
Show the picture of A GHOST and name it.
CAN HIS ROBOT WALK?
The class repeats after you. IS HIS BIKE BLUE?
After you have introduced all the words in this way, IS HIS GHOST SCARY?
ask some children to come out and point to them.
6 You can say now:
Say: POINT TO A GHOST.
ROSIE'S TOYS or HER toys.
Put numbers above the pictures and ask: WHAT
NUMBER IS A GHOST? Point out that it is very difficult to say it.
Ask: WHAT'S NUMBER 2? Let them try and repeat after you.
Play the WHAT'S MISSING? game. The children close Ask some questions using HER.
their eyes and you remove one of the pictures.
WHAT COLOUR IS HER KITE?
Write the words on the board on the other side of IS HER BALL OLD OR NEW? (Translate into
the board, not next to the pictures. Ask the children Bosnian/Croatian/Serbian if necessary.)
to read as you are writing. Ask someone to come
WHAT CAN HER DOLL SAY? CAN YOU GUESS?
to the board, read the word and match it with the
picture. After you have done it with the new words, The purpose of all the activities that follow is to
add the words the children already know: A BALL, expose children to the sound of HIS and HER a
A KITE, A DOLL, A CAR and A BIKE. number of times. This reduces the problems children
have when pronouncing HER and reduces the
2 Next, you paraphrase the words using some
chance of them saying SHES* as they tend to,
expressions from the song.
instead of HER.
WHAT GOES TICK-TOCK?
By doing these different activities you deliberately
WHAT GOES BOO-BOO? draw their attention away from His and Her, but the
WHAT GOES RING-A RING-A RING-RING? pronunciation is remembered subconsciously.
WHO GOES KNOCK-KNOCK IN THE STORY ABOUT
CRVENKAPICA? Step 4 LISTENING TO THE SPOKEN VERSION OF
WHO CAN WALK? (TALK AS IF YOU WERE A THE SONG
ROBOT). 7 Let the children listen to the spoken version of
WHAT GOES VROOM-VROOM? the song. Ask them to point to the corresponding
WHAT CAN FLY? pictures.

21
Unit 2
Bob's and Rosie's toys
8 Next, act out the song (still the spoken version). 2 Revise the song by singing and miming once more.
Ask the girls to sing along with the lines starting
HER ball is old, (Draw a circle in the air.)
with HER.
HIS car is new. (Hold a steering wheel.)
The boys should sing along the lines starting with
HER kite is red. (Touch something red.) HIS.
HIS bike is blue. (Touch something blue.) 3 Let them do Tasks 1 and 2 in the Activity Book.
HER dolly can talk. (Hold up your hand and put the
thumbs and fingers together as if chatting.) Step 7 LISTENING TO THE TAPE: DO YOU KNOW
THEM?
HIS robot can walk. (Pretend you are walking.)
4 Ask the children to name all the characters from the
HER train goes choo-choo, (Make circular book we have met so far.
movements with your arms as if the wheels of an
old steam engine were going round and round) Let them listen to Task 4 with their books shut.
Their task is to guess the character.
HIS ghost goes boo-boo, (Put your hands in front of
you as if you were trying to scare someone.) Stop the tape before the last sentence.

HER wolf goes knock-knock, (Knock on the desk.) 5 Let them listen once more with their books open.
Wait until they circle the correct answer.
HIS clock goes tick-tock. (Move your hands left
and right in front of you as if your hands were the 6 Practise reading. Let them look back at the
pendulum of an old clock.) REMEMBER BOX on page 25.
7 Do Tasks 3 and 4 in the Activity Book.
Step 5 LISTENING TO THE SONG
8 Go through the Project Work (Task 6) in the
9 Now let the childen listen to the song. You can do Pupil's Book. Follow the instructions in the book.
activities 7 and 8 above once more with the sung Each pupil should write about one person only. They
version. should start as indicated on the papers in the book.
10 Let the children listen to the song and follow the The children should write on a piece of paper, not
text in their books. in their notebooks, because their sheets will be used
for playing a game in the next lesson. They will put
11 Now the pupils are ready to read the text of the song. their piece of paper in an empty box on your desk.
12 Ask them how they would say in English. You are going to draw one out, read it, and they
are going to guess who that person is. If you have a
Njena je lopta crvena. strong class you can ask them to read the sentences
Njegova je lopta plava. other students have written.
Write: HIS BALL IS BLUE on the board.
Write: HER BALL IS RED on the board.
Step 8 WHO IS IT? PLAYING THE GAME BASED
ON THE PROJECT WORK
Draw a face of a boy and girl next to the sentences.
The children copy the sentences, draw the faces and 1 Start off with the game described in 8 and above.
the balls. While they are doing it let them listen to 2 Move on to Mr Cocopulus Episode 2. Let the
the song several times. children listen and read the episode.
The words MIXED BISCUITS are very difficult to
Step 6 REVISION OF THE SONG
say repeatedly. They are a Tongue Twister. Ask the
1 It is a good idea to start each lesson with a little children to say it several times in a row. Let them
chat about their day. Ask them if they are tired. Ask practise and have fun for a few minutes. You
them how many classes they have had that day. can teach them another one: BEAUTIFUL BLUE
Do it in Bosnian/Croatian/Serbian if necessary, but BALLOONS. Ask them to repeat it several times very
each time introduce a new school subjects. That will quickly.
make your work easier in Lessons 8 and 9.

22
Unit 2
Toyshop window
Lesson 6 WHERE DOES IT SAY: LOPTA?
Aim: Identifying and naming toys WHERE DOES IT SAY: AVION?
Locating things using there is with WHERE DOES IT SAY: BUBANJ?
the preposition next WHERE DOES IT SAY: AUTOMOBIL? etc.
Language focus: there is
Commands: Throw the ball! Step 3 LISTENING TO THE TAPE
Drive the car!
8 The children listen to the cassette now and check
Play the drum!
what they have written.
Hold the balloon! Wave goodbye
9 Pupils can then read, listen and repeat as you play
the tape again.
Step 1 LEAD IN
The tongue twister BEAUTIFUL BLUE BALLOONS could Step 4 WHERE IS THE TOY?
be a lead in to the picture of a TOYSHOP window on
10 Bring some toys the children are familiar with to
page 29. The purpose of the activities described in 3,
the class. If you don't have any, take pictures and tell
4, 5, 6, 7 and 8 below (mainly Step 2) is to expose the
them that they should pretend that those are real
children to the THERE IS structure many times without
toys. Tell the children to shut their eyes. Stick the
asking them to use the structure by themselves. In the
pictures in different places in the classroom, so that
activity described in 9 the children say THERE IS for the
everyone can see them when they open their eyes.
first time. In the activity described in 10 some of them
Stick one on the board, another one on the door;
will use THERE IS, but accept it if they just say the noun
on the front part of the desk; on the floor;
when correcting the sentences.
on your bag, etc. Make TRUE or FALSE STATEMENTS
about the location of the pictures. For example:
Step 2 INTRODUCING THERE IS
THERE IS A BALLOON ON THE FLOOR.
3 Tell them that you are going to say what there is in
the toyshop window and they should point to the THERE IS A BALL ON THE WALL.
toys in the picture. THERE IS AN ALIEN ON MY DESK, etc.
4 Say mainly the sentences from Task 2 in the Pupil's The children should say whether the statements
Book. are true or not. If you feel like it, you can play this
activity as a game. You divide the class into two
THERE IS A BLUE BALL.
teams and for each correct answer they get one
THERE IS A RED CAR. point.
THERE IS A PINK AEROPLANE.
THERE IS A FUNNY ALIEN. Note:
Change just the noun each time, because if you
THERE IS A YELLOW BALLOON.
change the second part of the sentence they might
THERE IS A GREEN DRUM. find it too difficult to correct.
THERE IS A COWBOY ON A HORSE.
5 Go round the class and ask the children to point to 11 Let them look at the REMEMBER BOX and explain
the pictures individually. in Bosnian/Croatian/Serbian in a very simple way
6 Then say the beginnings of the sentences. The when we use there is. (Tako započinjemo rečenicu
children say the last word. kad želimo reći da se nešto negdje nalazi.)
THERE IS A BLUE… Children: BALL
Step 5 DRAWING DICTATION
THERE IS A RED…Children: CAR
12 Round off the lesson with a little drawing dictation.
Say all the sentences in such a way. Draw a big bed on the board. Ask different students
7 The children can do Task 2 in the Pupil's Book to come to the blackboard, listen to your sentences
now. Check once more. Let them look at the words and add something to the picture. The others draw
on the right. Ask: in their notebooks. For example:
THERE IS A BALL ON THE BED.

23
Unit 2
Toyshop window
THERE IS DOLL NEXT TO THE BALL. (Explain NEXT THERE'S A BLUE BALL. THROW THE BALL! (Pretend
TO in Bosnian/Croatian/Serbian). you are throwing a ball.)
THERE IS A BALLOON ON THE FLOOR. THERE'S A RED CAR. DRIVE THE CAR! (Pretend you
THERE IS A CAR UNDER THE BED. are holding a steering wheel.)
THERE IS A (tell the children to draw some of their THERE IS A FUNNY ALIEN. SAY: "HI!" (As if you
toys) _______________ NEXT TO THE CAR. were shaking hands.)
Write the last sentence with a gap on the board. THERE'S A PINK AEROPLANE. LET'S FLY! (Stretch
The children tell you what there is next to the car in your arms, as if they were the wings of an
their picture. aeroplane.)
THERE'S A GREEN DRUM. PLAY THE DRUM!
Step 6 REVISION (Pretend you are drumming.)
1 Ask the children if they can remember what toys
THERE'S A YELLOW BALLOON. HOLD THE
there are in the toyshop window in the picture on
BALLOON. WAVE GOODBYE! (Wave your hand.)
page 29. Help by saying a colour.
2 Ask the pupils to stand up and mime the actions
THERE IS SOMETHING PINK.
with you.
THERE IS SOMETHING RED.
3 You repeat the story this way several times.
THERE IS SOMETHING BLUE, etc.
4 When your realize that the children can do the
Step 7 LISTENING TO THE DIALOGUE, actions without your help, stop and ask the pupils
Task 3, the Pupil's Book to mime by themselves. The pupils mime the
actions, first in the order in which they have learnt
2 Let them listen to the dialogue (Task 3) with their them and then in a different order.
books open.
5 Let them listen to the tape with their books open.
3 The children read after the tape.
6 Ask them to do Task 3, page 21 in their Activity
4 Allot roles to different students and spend some Book. Those who finish first can colour the pictures.
more time practising reading. (Note: Pupils do not cut out anything on this page;
5 Do Task 4 in the Pupil's Book. the line refers to page 20.)
6 Do Tasks 1 and 2 in the Activity Book or give one 7 Tell the students to bring a pair of scissors and some
of them for homework. glue next time. It is a good idea to have at least
several pairs of scissors in the cupboard, some glue
Step 8 ROSIE'S DREAM – TPR STORY and coloured pencils for those who forget to bring
them to the class.)
1 First, you ask the pupils to listen and look at you as
you are telling the story and miming the actions.

24
Unit 2
George and the Lady
THERE'S A GREEN, GREEN DRAGON AT THE GATE.
Aim: Exposing children to the short form (Move your hands and fingers in front of you
There's as if they were the dragon's heads and make a
Learning a song accompanied with scary face.)
hand movements THERE'S A NICE, NICE PRINCE WHO WANTS A DATE.
Part 2 (Acting out a dialogue (Stand up straight very proudly.)
– optional) THERE'S A BIG, BIG HEART IN HIS CHEST.
Language focus: short form there's (Put your hands on your heart.)
castle on the hill / sad lady leaning THERE'S HIS BLACK, BLACK HORSE, HE IS THE BEST.
on the windowsill / dragon at the (Pretend to ride a horse.)
gate /prince who wants a date / THERE'S ONE, ONE WORD ON THE PRINCE'S MIND
chest / horse / love (Show 1 with your finger.)
Part 2 (optional) scared / not
LOVE, LOVE, LOVE
afraid/ seven heads in one blow
(Bend your head to the side and pretend to
/ kiss / Will you marry me? /
embrace someone.)
dangerous / brave
MY LOVE I WILL FIND.
Materials: Flashcards and the words
3 Repeat once more. The children try to mime with you.

Step 1 INTRODUCING NEW VOCABULARY 4 Say the first line. The children repeat after you.

1 Start off by introducing vocabulary. Use the 5 Do it once more and say that you are going to say
flashcards from the pack. You need the following all the rhyme as if the story was a big secret. The
pictures: A castle on the hill / a gate / a window / a children repeat after you.
sad lady / a green dragon / a black horse / a prince / 6 Do it once more as if the children were your echo.
a big heart.
7 Do it once more saying that you are terrified of the
Follow the usual procedure when introducing new dragon, so say the rhyme as if you were scared. This
words. time they might join in saying the rhyme with you.
a) Show the picture and say the word. The class
repeats after you. Step 3 WORKING ON THE RHYME / SONG
b) When all the pictures are on the board ask some 8 Ask them to open their books now (pages 32, 33)
children to come and point to them. and tell them to point to the different characters
c) Ask someone to come to the board and write and objects mentioned in the rhyme.
numbers next to the pictures. You say: A BLACK 9 Let them listen to the song now. It's very slow
HORSE IS NUMBER 1. A CASTLE IS NUMBER 2, etc. because the story took place a long time ago.
d) Then ask WHAT NUMBER IS A CASTLE? So that
10 Ask them to spot the mistake while you are saying
the pupils hear the words once more. After that
the rhyme like this:
ask: WHAT'S NUMBER 1?
THERE'S AN OLD, OLD HOUSE ON THE HILL.
Step 2 MIMING THE RHYME THERE'S A HAPPY, HAPPY LADY LEANING ON THE
2 Tell the children to listen and look at you. Say and WINDOWSILL.
mime: THERE'S A GREEN, GREEN ALIEN AT THE GATE.
THERE'S AN OLD, OLD CASTLE ON THE HILL. THERE'S A NICE, NICE PRINCE WHO WANTS A
(Make your arms into a triangle shape by joining COMPUTER.
your hands, then show a hill.) THERE'S A BIG, BIG APPLE IN HIS CHEST.
THERE'S A SAD, SAD LADY LEANING ON THE THERE'S HIS BLACK, BLACK CAT, HE IS THE BEST.
WINDOWSILL. THERE'S ONE, ONE WORD ON THE PRINCE'S MIND
(Put your hands on your chin as if leaning on the
SCHOOL, SCHOOL, SCHOOL
windowsill. Make a sad face.)
MY SCHOOL I WILL FIND.

25
Unit 2
George and the Lady
11 Let them look at the REMEMBER BOX. Explain it in the role of George. If you want to spend more time
Bosnian/Croatian/Serbian. working on the dialogue, you can prepare a little
play. The lady stands on the desk because she is
12 Ask them to do Task 5 in the Pupil's Book.
way up in the castle (be careful the child doesn't
fall off the desk). The chair in front of it can be the
Step 4 CUTTING OUT THE PICTURES
gate of the castle. Put a jacket (a dragon) on it.
13 Let them cut out the pictures in their Activity Book Another chair is the horse, the back of the chair is
and stick them in the appropriate box. Let them the horse's head. The prince has a sword (use an
listen to the song. old poster that is rolled up; it is less dangerous than
a stick because the children who get into the role
14 Have a look at the PROJECT WORK in the Pupil's
start waving it around like a sword.)
Book. Ask them to do it at home but give them at
least a week to do it. Make a display in the class and
praise their work a lot. While admiring their work,
Step 7 DOING THE TASKS IN THE ACTIVITY BOOK
use English expressions like: What a scary dragon! 3 Do Task 2 in the Activity Book. Help them when
What a lovely princess! Look, you can open it! etc. doing the crossword.
If you have skipped Part 2, the dialogue between
Step 5 REVISION OF THE SONG
George and the lady, the pupils might need help
1 Revise the song by singing it once more. The with 7, 9, 10.
children can dance an old dance to the song,
The crossword key: Across: 1 GATE 2 HORSE
moving very gracefully as if at the prince's court.
3 HEADS 4 HEART 5 PRINCE 6 WINDOW 7 SCARED
They should bow, and help their partner to turn.
8 LADY 9 DANGEROUS 10 SWORD 11 THANK YOU
2 Let them do Task 2 in the Activity Book.
Down: 12 GREEN DRAGON
Step 6 THE DIALOGUE BETWEEN GEORGE AND Mr Cocopulus Episode 3
THE LADY (optional) Ask the pupils to have a look at he pictures. Ask
Part 2 of this lesson is optional. It is useful if you them what the buttons stand for.
want to practice intonation and acting. After listening and reading, ask the children whose
Let the pupils listen to the dialogue with their books mind they would like to read. Ask them to spell the
open. Ask them if they have understood what is name. While one pupil is spelling the name, the
going on. Translate into Bosnian/Croatian/Serbian. other children try to figure out who it is by writing
Tell the pupils that at that time, long, long ago, the name in their notebook. You can do Task 5 in
people spoke English very differently (thee-you). the SUM UP 1 section in the Activity Book.
The girls can take the role of the lady, the boys take

26
Unit 2

When playing the third time you can paraphrase the


SUM UP 1 word instead of calling the words out. This is a more
demanding task for a stronger class. For example:
You don't have to do all the activities from the SUM UP
HE COMES FROM SPACE. (ALIEN)
sections. Make a selection and order the tasks in the way
you would like to do them. If the class is tired, start with IT'S ROUND. YOU CAN THROW IT. IT ISN'T A
something easier like BINGO and then move on to some BALLOON. (BALL)
more demanding tasks. If you want to do just one task YOU CAN PLAY THEM ON A COMPUTER.
for revision, do Task 4. (COMPUTER GAMES)
Task 1 revises some of the vocabulary. You say the IT GOES CHOO-CHOO. (TRAIN)
words in Bosnian/Croatian/Serbian and the children find THERE IS A GREEN ONE IN THE TOYSHOP. ROSIE
the word in English and write the number next to it. For CAN PLAY IT. (DRUM), etc.
example:
Task 3 revises the possessive case and possessive
Lutkica is number 1. They write 1 dolly. adjectives HIS / HER. The students write and look at the
model given in the first three sentences.
Vanzemaljac is number 2, etc.
Task 4 can be done by students who finish the previous
Task 2 is a BINGO game. The children copy 6 words
task first.
from Task 1 in the first table (card). The teacher calls
out the words from Task 1. The first child or children to Task 5 revises most of the structures taught implicitly in
cross out all the boxes is the winner. the previous lessons.
When playing the second time, with new words written
on card number 2, you can call out the Bosnian/
Croatian/Serbian words.

27
UNIT 3

SCHOOL AND HOME

Unit 3 consists of 4 lessons.


In Lesson 8 children are exposed to the there are structure through the context of Bob's
classroom. He is having maths, which is not one of his favourite subjects, and the pupils
will be asked to help Bob do some maths exercises. The lesson starts with the description
of Bob's classroom, moves on to a funny incident that happened to Bob during his maths
lesson and ends up with some very simple sums in English. It revises the numbers 20 - 100.
Lesson 9 introduces school subjects. They are recycled through a recorded text in which
Dorian and Kate talk about the subjects they like. The lesson is rounded off with a song
about Dorian who is a very good pupil but has problems with PE because he spends too
much time watching TV and playing computer games instead of playing and running outside.
Lessons 10 and 11 are centred on the topic HOME. Lesson 10 starts with a description of
two homes: the house of the Lennon family and the flat in which Dorian lives with his mum.
The children will learn the names of the rooms within a house. In Lesson 11 they will learn the
names of the most common furniture. There are the descriptions of Ann and Rosie's room and
Bob's room with the extensive use of the There is / there are structure with the prepositions IN,
ON, UNDER and NEXT TO and the question form Is there..? Are there…? The topic is rounded
off with a guided writing task in which the pupils describe their own house or flat.
The unit ends with a song about Mr Cocopulus' unusual home and additional exercises for
revision (SUM UP 2) in the Activity Book.
The following language items are introduced in this unit:
– there are with plural nouns
– the distinction between there is / there are used when describing a house, flat or a room
– the question form Is there... / Are there?
– the names of school subjects
– the numbers 20 - 100
– the names of the rooms and furnishings within a house

28
Unit 3
Can you help me with maths?
Lesson 8 THERE ARE… (they say: 3 POSTERS, etc.)
Aim: Numbers 20-100 Do it with all the numbers. (The purpose of this
Revision of cardinal numbers 1–20 activity is to expose the children to there are
Describing the classroom structure 6 times, without asking them to say it.)
Doing very simple maths exercises
5 Then point to the words and say again. Do you
Language focus: there are remember?
Objects in the classroom: desks,
chairs, posters, pinboards, THERE ARE (make a pause and they continue: … 9
cupboards and books GIRLS.)
squares / sweets / stickers This time the children repeat the sentences after you.
6 The children are ready to do Task 1 in the Pupil's
Step 1 NUMBERS 1–20 Book.
1 Start off with a revision of cardinal numbers from
Step 3 LISTENING TO THE TAPE AND CHECKING
1–20. Most children can count to 20 but some still
INFORMATION
have problems when saying numbers at random.
Write the numbers, in figures, from 10 to 20 on 7 The pupils listen to the tape to check their numbers.
the board. Ask the pupils to repeat after you. Ask
The second time they listen, ask them to read each
them if numbers 13, 14, 15, 16, 17, 18, 19 are in
sentence after the tape.
any way similar. You can also teach them where the
word teenager comes from. Point out the difference 9 Let the children look at the REMEMBER BOX.
between 3 and 13 and 5 and 15. Ask them when we use There are… Compare it
2 Do Task 1 in the Activity Book. with There is…
10 Let the students do Task 2 in their Activity Book.
Step 2 INTRODUCING THERE ARE Check what they have done by asking someone to
3 Write the following words on the board: read aloud.
GIRLS
Step 4 MATHS LESSON, pages 38 and 39
BOYS (OPTIONAL)
DESKS
The Maths Lesson story is optional. If you think it
POSTERS (or PICTURES) is too difficult for your students you can skip it and
CUPBOARDS go straight to Task 6.
PINBOARDS a) If you have decided to do the story you can start
The pupils do not copy the words in their notebooks off by asking the pupils to look at the pictures
this time. on pages 38 and 39 and the piece of paper with
Bob's handwriting, page 38. Ask questions:
Read the words aloud. The children read after you.
WHO'S STANDING NEXT TO THE BLACKBOARD?
Ask them: WHERE DOES IT SAY ORMARI?
WHERE DOES IT SAY PANOI (OGLASNE WHAT'S SHE DOING?
TABLE)? etc. WHAT HAS BOB GOT? (The pupils know the word
plane. Introduce the word PAPER PLANE.)
4 Next, ask the children to look at the picture of Bob's
class, page 37 in the Pupil's Book. CAN YOU MAKE A PAPER PLANE?
WHO HAS GOT THE PAPER NOW? WHAT IS THERE
Tell them to count how many of the things written ON THE PAPER?
on the board they can see in the picture. The pupils
tell you the numbers and you write them in random CAN YOU READ IT?
order on the other side of the board (not next to the WHY IS BOB'S FACE RED?
words). When they tell you about all the objects say: IS BOB IN LOVE WITH THE TEACHER?
LET'S SEE. THERE ARE… (you point to the number LISTEN AND FIND OUT.
and they say: 4 CUPBOARDS)

29
Unit 3
Can you help me with maths?
b) Let them listen to the story with their books open. Step 5 DOING MATHS EXERCISES
Repeat the tape twice if necessary.Tell them to
11 Ask the pupils to do Task 6. Introduce the words
circle the sentences that they can’t hear on the
SWEETS, STICKERS and A SQUARE beforehand.
tape.
Translate if necessary:
c) Now ask the pupils to read the story aloud. You
HOW MANY SWEETS ARE THERE ALL TOGETHER?
do the reading as a chain activity. Each student
reads one sentence. 12 Do Task 4 in the Activity Book. In this task the
children write There are sentences for the first
d) Before telling them to do Task 4, read the
time. Those students who finish first can colour the
sentences. In a stronger class you can say these
pictures.
key sentences in Bosnian/Croatian/Serbian. They
read them in English. Let them do Task 4.
Step 6 NUMBERS 20-100
They can do Task 3 in the Activity Book for
13 Ask the students to pay attention to Task 7. Play
homework.
the tape and let them repeat once. Write the
numbers from 20 to 30 on the blackboard and read
them aloud. Then, write the numbers from 30 to
40 and encourage the children to read it aloud. Do
the same with numbers from 40 to 50. After you
have finished, ask them to do Tasks 8 and 9. Don't
forget to praise them!
To finish off, you can do the Task 8 in the Activity
Book. Children are always looking forward to
playing bingo.
Tasks 5, 6 and 7 and 9 can be given for homework.

30
Unit 3
School subjects
Lesson 9 Explain AFTER and BEFORE. Ask questions like these:
Aim: Getting to know the school WHAT DOES SHE HAVE ON MONDAY BEFORE LUNCH?
subjects in English WHAT DOES ANN HAVE ON TUESDAY AFTER
Looking for information in the LUNCH?
grid (Ann's timetable) WHAT DOES SHE HAVE ON WEDNESDAY BEFORE
Expressing likes and dislikes THE BREAK?
regarding school subjects WHAT DOES SHE HAVE ON FRIDAY AFTER THE
Revision of the possessive case BREAK? ETC.
(Ann's favourite subject is…) 8 Ask different children to read all the subjects Ann
Writing out a timetable has on each day of the week.
Learning a song (developing 9 Tell the children to do Task 6. Check their work by
tolerance towards someone who asking several children to read the sentences aloud.
is not good at PE)
Noticing the irregular plural form Step 4 A SONG: DORIAN'S HOMEWORK
of some nouns (OPTIONAL)
Language focus: school subjects: Bosnian/Croatian/ 10 Introduce the word CLUMSY by having a look at the
Serbian / maths / science / English / picture. Start with a little chat in Bosnian/Croatian/
French / German / music / PE / art / Serbian asking how it feels to be clumsy. Are clumsy
religion / computer science children happy? Are they happy when other people
tease them? Is it OK to tease them?
Step 1 INTRODUCING SCHOOL SUBJECTS, page 42 11 The pupils listen to the spoken version of the song
to find out what Dorian has problems with.
1 Read the school subjects several times. The children
read after you. Translate into Bosnian/Croatian/ 12 Let them listen to the tape once more. Ask them to
Serbian if necessary. do Task 8 and 9.
2 Ask: WHERE DOES IT SAY MATEMATIKA? 13 Divide the class into 4 groups. Each group reads one
WHERE DOES IT SAY LIKOVNA KULTURA? verse after the tape.
WHERE DOES IT SAY SPORT/TJELESNI ODGOJ/ 14 Give them a few minutes to learn the verse by heart.
FIZIČKA KULTURA? 15 Ask 2 volunteers from each group to come to the
3 Play a guessing game. You paraphrase the subject board and say the rhyme by heart. Each pair says
and the children guess which subject it is. one verse.
IN THIS SUBJECT YOU PLAY FOOTBALL OR BASKETBALL. Tasks 3 and 4 in the Activity Book are optional.
IN THIS SUBJECT YOU DRAW. They revise the possessive case.
IN THIS SUBJECT YOU READ A LOT.
IN THIS SUBJECT YOU SAY 2 AND 2 MAKES 4. Step 5 INTRODUCING IRREGULAR PLURAL FORM
IN THIS SUBJECT YOU SING, etc. OF NOUNS
Preteach the word French as a subject.It is
mentioned as Dorian’s favourite subject. 16 Ask the students to take a look at the pictures in
Task 10. They pay attention only to single animals.
4 Do Task 2 in the Pupil's Book. After they have named them, pay attention to
irregular plural nouns. Introduce them and write
Step 2 LISTENING TO THE TAPE: WHAT SUBJECTS them on the blackboard. Now read both the singular
DO THEY LIKE? and the plural nouns. Ask your students to repeat
5 Let the pupils listen to the children talking about after you. Explain if you feel that the additional
their school subjects (Task 3). The pupils don't look explanation is needed. After they have matched the
at page 43, but they still look at Task 1 on page 42. pictures from the Task 10, the pupils are doing the
While listening to Ann, Dorian and Kate, the pupils Task 11. This time, encourage them to repeat the
tick all the subjects mentioned. nouns by themselves. Don't forget to praise them a
lot!
6 Listen to the tape once more. This time the children
can have their books open. Ask them to do Task 4. 17 Now ask the students to look at the picture in the
Task 5 from their Activity Book. They should look at
Step 3 ANN'S TIMETABLE the pictures of the farm in that Task and say what
they can see. They will do that Tasksk orally first and
7 Let them look at Ann's timetable now. Introduce the then write the sentences.
word BREAK and LUNCH. Task 6 in the Activity Book can be given for
homework. 31
Unit 3
My home
Lesson 10 Step 2 INTRODUCING THE ROOMS WITHIN A
Aim: Identifying and learning the rooms HOUSE
within a house and flat 3 Draw the outline of a two-storey house on the
Language focus: Using there is / there are board. Stick the flashcards of a rooms within its
upstairs / downstairs / living room / outlines. Introduce the names of the rooms one by
bedroom / children's room / study / one. Follow the usual procedure when introducing
hall / bathroom / kitchen / garden / new vocabulary. You will need the following
balcony / garage flashcards: living room, hall, kitchen, study,
Materials: Flashcards of the rooms within a bathroom, bedroom, children's room). Explain that
house in a usual house with two floors the rooms upstairs
are used as bedrooms. Introduce UPSTAIRS and
DOWNSTAIRS.
Note for the teacher:
"Almost everybody in Britain dreams of living in Step 3 LOOKING AT THE CROSS SECTIONS OF
a detached house, a house which is a separate A HOUSE AND FLAT
building. The saying, 'An Englishman's home is his
castle´ is well known. It illustrates the desire for 4 Let the children have a look at Task 1 in the Pupil's
privacy and the importance of ownership which Book. Read the names of the rooms within the
seems to be at the heart of the British attitude to house. The students read after you.
housing" (taken from Britain by James O'Driscoll, Introduce the word FLAT / BLOCK OF FLATS. Have
Oxford University Press) a look at the picture, read the names of the rooms
again and ask the children to repeat.
In Britain only 20% of British households live 5 Let the pupils listen to the descriptions of the
in a flat, while in Bosnia and Herzegovina the Lennons' house and Dorian's flat and ask them to
percentage is different. In order to make the task of point to the rooms mentioned in the text. (There is
describing their homes easier for children living in a tapescript on page 132 in the Pupil's Book if you
Bosnia and Herzegovina, I have decided to include want to use it later on.)
the cross sections of both a house and flat.
6 Tell the pupils to do Task 2 in the Pupil's Book.
Step 1 LEAD IN Check their work by asking the pupils to read aloud.

1 Ask your students to write just the first letters of 7 Task 3 is there to recycle once more the there is /
the words they should guess: there are structure. Tell the children that Bob has
lost some coins in the house. Ask them to count
The sun is not cold but ______________. (HOT) how many coins he has lost (12). Ask them to fill in
What colour is it? (You point to something orange). the sentences. Have a look at the REMEMBER BOX.
(ORANGE)
8 The children are ready to do Task 4 now. Ask
The name of a subject Bob is not good at. Miss several pupils to say something about their house or
Cross teaches it. (MATHS). flat. (They will write about their house in Lesson 11.)
It is the subject you are having now. (ENGLISH)
The first letters make a new word HOME. Step 4 REVISION OF THE ROOMS WITHIN
A HOUSE
2 Write the word HOME on the board. Start off with
a little chat in Bosnian/Croatian/Serbian. Ask the 1 You can revise the names of the rooms within a
pupils why people need homes. Where did people house by playing a game.
live long, long ago? (They know the word cave from Divide the class into two groups. Write the numbers
last year.) Point out to the pupils that all people who on the board. The groups call out a number. You
have a home should be very lucky because there are read the sentence and they must guess which room
a lot of people who don't have one. Tell them that a of the house it is. For each correct answer the group
lot of people in England live in houses. You can also gets 1 point.
teach them the saying HOME, SWEET, HOME which
they might have heard in films or cartoons. 1 YOU COOK AND EAT THERE. (in the kitchen)
2 YOU SLEEP THERE. (in the bedroom)

32
Unit 3
My home
3 YOUR CAR IS IN IT. (garage) a bunk bed, bookshelves, a wardrobe, a mirror, a
4 YOU WATCH TV THERE. (in the living room) carpet and a fridge.
5 THERE ARE A LOT OF TOYS THERE. (in the 4 Make some true and false statements about the
children's room) Lennons' house using the words above.
6 THERE ARE A LOT OF FLOWERS THERE. (in the For example:
garden)
THERE IS A BATH IN THE LIVING ROOM.
7 YOU LEAVE YOUR COAT THERE. (in the hall)
THERE IS A BUNK BED IN THE BATHROOM.
8 FIONA CORRECTS HER PUPILS' HOMEWORK
THERE IS A MIRROR IN THE KITCHEN.
THERE (in the study).
THERE IS A BATH IN THE GARAGE, ETC.
9 YOU WASH YOUR HANDS THERE. (in the
bathroom) 5 Write the words introduced in 3 on the board or,
10 THERE ARE SOME FLOWERS ON IT. IT'S NOT A even better, have them written on cards. First, ask
GARDEN. (a balcony) the children to read the words. Then, call individual
pupils to the board and tell them to draw out one
2 The children can do Task 1 in the Activity Book of the cards. Next, tell them to match the card with
now. the picture on the board. Read all the words once
more.
Step 5 INTRODUCING FURNITURE
6 Let the pupils write the words down by doing Task
3 It's time to learn some furniture. Use the flashcards. 1 in the Activity Book.
Start off with the words the children already know
(a bed, a desk and a cupboard). Introduce: a bath, Those who finish first should find all the words in
the picture on page 40 and colour them. Task 2 can
be given for homework. Explain what needs to be
done in Bosnian/Croatian/Serbian.

33
Unit 3
Children's rooms
Note:
Aim: Learning the furnishings within a While group A is answering their questions, group
house B can have their books open in order to check the
Describing one's home (a guided answers. They must fold the books in such a way
writing task) that they can't see the picture they were supposed
to prepare.
Language focus: there is / there are used with Students can do Task 3 for homework.
prepositions
the question form Is there... / Are
there?
revision of this / these / that / those Step 4 FOLLOW UP
Materials: Flashcards of furniture 6 Ask the pupils to write 6 questions from the table
in Task 4 in their notebooks. They interview their
friend and note down his / her answers. A tick
Step 1 REVISION OF FURNITURE means YES, a cross NO. They report to the class
1 Revise some furniture by doing Task 1 in the Pupil's what they have found out about their friend's room.
Book. You say: (Task 5).
A wardrobe is number 1. 7 Write some sentencences with This / These and
A bunk bed is number 2. That / Those on the blackboard. Use the vocabulary
of the same lesson. Point out which form is used
A computer is number 3, etc. with singular noun and which one with plural noun.
The children write the number next to the picture. THIS IS A WARDROBE.
2 Before listening to the tape introduce the expression THESE ARE WARDROBES.
SHARE A ROOM WITH (from Text number 1) and THAT IS BUNK BED.
SOLDIERS (from Text number 2).
THOSE ARE BUNK BEDS.
Step 2 LISTENING TO THE TAPE Explain which adverb of place is used with these
3 Do Task 2. Students listen and read. demonstrative pronouns, here or there and why.
4 Practise reading as a chain activity. Each pupil reads Ask the pupils to do Task 6.
one sentence.
Step 5 REVISION
Step 3 EXPOSING CHILDREN TO QUESTIONS 1 Do Tasks 3 and 4 in the Activity book.
STARTING WITH
IS THERE…? ARE THERE…? 2 The pupils should be ready to talk about their home
now. Go through Task 7 in the Pupil's Book. First
5 Divide the class into two groups. Group A tries they circle the answers in their book and then write
to remember as many detail as they can about the sentences in their notebooks.
Ann and Rosie's room. Group B tries to remember
as many details about Bob's room. Give them 3 Mr Cocopulus Episode 4 contains a song
minutes to prepare. UPSIDE DOWN about Mr Cocopulus' home. It also
recycles the there is / are structure. It is advisable
You ask each group 10 questions about their to preteach the following words: A SLIDE, POTS
picture. Ask questions similar to the ones in Task 3. AND PANS, STRETCH YOUR HANDS, HE IS DOING
Students just answer: Yes or No. Don't insist on the HANDSTANDS. You can introduce the words by
full short answers Yes, there is. No, there isn't. The pointing to these objects in the picture. The board
pupils will have another chance to practise such from which Cocopulus dives into the bath is not
answers in Lesson 25. drawn, so children can draw it above the bath.
While they are drawing let them listen to the song
several times.

34
Unit 3

The children have 5 minutes to look at the picture of


SUM UP 2 the untidy room on page 44. They should remember
where the objects written on the board are.
Choose some of the tasks from SUM UP 2 to do in
The game is played in 2 teams. The first team makes
the classroom.
a sentence starting as indicated on the board.
Note: For example: THERE IS A WOLF ON THE CHAIR.
It is a good idea to give some of the tasks from For each correct sentence they get a point. They
SUM UP as optional homework. Rewarding can choose the word they are going to use in the
children's effort is of great value at this stage of sentence. You cross out the words that have been
learning English. It should be given more credit than used.
individual ability.
This activity prepares pupils for Task 6 in the
Activity Book.
Key to Tasks 3 and 4: Do Task 7 in the Activity Book.
1 CLASSROOM 2 CD 3 BATH 4 MIRROR
5 CARPET
Task 5 is played as a game.
Write the following words on the board like this:
THERE IS THERE ARE
a wolf some books
a ghost 3 CDs
a train 2 balls
a robot 2 kites
a doll 2 comics
an alien 10 pencils
a car some stickers
a bag 2 cars

35
UNIT 4

TIME AND FOOD

This unit consists of 5 lessons.

In Lesson 12 the children will learn how to tell the time (full and half). They will also learn
a traditional song Hickory, Dickory Dockk and two funny versions of the song which
describe Mr Cocopulus' unusual clocks.

The subject of Lesson 13 is daily routine. The present simple is used only at the 'lexical
level' and is not taught explicitly. Ann talks about her typical day in the first person, so that
the pupils can compare her day to their daily routines and say a few sentences about them.
Some new food as well as some vegetables and fruit are also introduced in this lesson. The
pupils learn how to tell the time ( ten to five … ten past five...). The topic is rounded off
with a rap about Mr Cocopulus and his clumsiness in the morning.

Lesson 14 introduces the months of the year. The months of the year are personalized by
talking about children's birthdays.

In Lesson 15 the children will learn the names of the four seasons. They will revise the
months of the year and some weather words. They will also revise the Present Simple Tense
by being introduced to Aunt Peggy and Uncle Ben. The lesson ends with a rhyme about a
little tree who talks about the changing of the seasons.

Lesson 16 introduces items of clothing. The children are asked to classify them. There are
two stories very similar in their structure: a winter story and a summer story. They slowly
lead the pupils to a revision of the present continuous which will be extensively practised
throughout the next unit.

The unit ends with SUM UP 3, additional revision exercises, which can be found in the
Activity Book.

36
Unit 4
What's the time?
Lesson 12 Say: TIME TO HAVE BREAKFAST. THE MOUSE RUNS
Aim: Telling the time UP THE CLOCK. (The children run on the spot.)
Learning a traditional song Hickory TIME TO HAVE LUNCH. THE MOUSE RUNS UP
Dickory Dock THE CLOCK.
TIME TO HAVE DINNER. THE MOUSE RUNS UP
Language focus: What's the time? THE CLOCK.
It's seven o'clock
It's half past seven Repeat this several times.
A mouse runs up / down the clock 2 Tell the children to sit down. Say the lines of the
The clock strikes one song very slowly and mime.
HICKORY DICKORY DOCK
Step 1 INTRODUCING TELLING THE TIME (Move your hands in front of you as if they were
1 It is a good idea to use a clock with moveable hands the pendulum of an old clock)
when introducing and practising telling the time. A MOUSE RUNS UP THE CLOCK
Start with full hours. (It's one o'clock.) Go around (Move your hand upwards wriggling your fingers
the class changing the position of the hands and as if the mouse was running up.)
asking what the time is. Then, introduce half by THE CLOCK STRIKES ONE
drawing a circle on the board and colouring half of (Clench your fist and strike with it, show ONE
it. Next,
t introduce pastt by drawing an arrow next to with the other hand.)
the coloured half. Place the hands of the clock on THE MOUSE RUNS DOWN
half hours and repeat half pastt several times. Explain (Move your hand downwards wriggling your
the difference between half past one and pola jedan fingers as if the mouse was running down.)
in Bosnian/Croatian/Serbian. It is not confusing as
long as you translate half pastt in Bosnian/Croatian/ 3 Encourage the children to join in. Ask them to
Serbian. repeat after you.
4 Listen to the song and mime.
Step 2 TELLING THE TIME PRACTICE
5 Sing along and mime.
2 Do Tasks 1, 2 in the Pupil's Book and Task 1, 2
and 3 in the Activity Book. Help if necessary. 6 The Cocopulus' version of the song follows
immediately. You can mime his version of the song
Step 3 LEARNING THE SONG HICKORY DICKORY by waving your hands gently when the ghost is
DOCK mentioned.

1 Teach the children the spoken version of the song When the ghost says BOO, move your hands as if
first. Tell them the story about a little mouse who is you wanted to scare someone.
fond of an old clock because he likes eating grease When the clown is mentioned point to your nose
that the owner uses to make the mechanism work and show with your hand how the clown jumps
smoothly. Tell them the story in Bosnian/Croatian/ forward in the same way as a toy on a spring.
Serbian, but say some parts in English. You can
introduce the words BREAKFAST, LUNCH and 7 Read all the versions of the songs.
DINNER (needed in the next lesson) when telling 8 The children have to draw the hands on Mr
how the mouse climbs the clock three times a day Cocopulus' clocks.
whenever he is hungry. The mouse has to run very
A GHOST CLOCK: It's two o'clock in the first
fast because he must get to the top before the clock
picture.
strikes. Repeat it several times as you move the
hands of the clock: It's half past two in the second picture.
AND THE CLOCK STRIKES EIGHT. A CLOWN CLOCK: It's three o' clock.
THE CLOCK STRIKES ONE. It's half past three.
THE CLOCK STRIKES SIX. (Ask the children to join in 9 If there is any time left do Task 5 in the Activity
as you are saying it.) Book.
Task 4 can be done for homework.

37
Unit 4
Ann's day
Lesson 13 Step 3 LISTENING TO THE TAPE
Aim: Revision of telling the time (full 5 Do Task 2 in the Pupil's Book. Listen to the tape to
and half) check the order.
Talking and reading about Ann's
daily routine and comparing it to 6 Ask the pupils to read just the sentences written in
the pupils' daily routine bold. With a strong class you can read the whole
Identifying some food text. You will come back to the text next lesson
Singing a song about Mr after introducing some food words.
Cocopulus
Step 4 FOLLOW UP
Language focus: get up / wash your face / brush
your teeth / have breakfast, lunch, 7 Do Task 3. The children can write the time in
dinner / go to school / go home / numbers or letters.
watch TV / have a shower The pupils can do Task 1 in the Activity Book for
Food: a sandwich / an apple / homework.
toast / jam / butter / chicken /
pizza / spaghetti / milk / salad / Step 5 TELLING THE TIME
soup / cocoa / eggs / sausages /
chips / fish / orange juice 1 Ask the students to pay attention to the Task 4
fruit and vegetables in the Pupil’s Book. The first time they listen to
tape, ask them to repeat once and then let them
match the pictures with the sentences. Prepare the
Step 1 INTRODUCING NEW VOCABULARY students for the next listening. Now they do the
1 Introduce the verbs GET UP / WASH YOUR FACE / Task 5.
BRUSH YOUR TEETH / HAVE BREAKFAST / LUNCH Now you do Task 3 from the Activity Book. First do
/ DINNER / GO TO SCHOOL / GO HOME / DO it orally then let the students write the sentences.
HOMEWORK / WATCH TV / HAVE A SHOWER. You can also ask them question that are not from
Use the flashcards and miming. Follow the usual the task but have the same point. Task 2 from the
procedure of introducing new words. Have the Activity Book can be given for homework.
expressions written on the cards.
Do the matching on the blackboard. Step 6 INTRODUCING FOOD
2 Play ENA SAYS with the verbs above. 1 Revise the food and drinks children have learnt in
grade 4. Prepare the flashcards from grade 4:
Step 2 PREPARATION FOR LISTENING (PIZZA, SPAGHETTI, EGGS, TEA and ORANGE JUICE)
The children look at Task 1. Tell them to number Introduce:
the clocks from 1–6. You tell the time and they say
CHICKEN FISH and CHIPS
the number. Then say the numbers in random order.
They tell the time. SALAD TOAST, BUTTER, JAM and MILK
SOUP A SANDWICH and AN APPLE
3 Read sentence by sentence and the pupils read
after you. SAUSAGES

4 Say the time in random order. They read the Step 7 CLASSIFYING
corresponding action sentence.
2 When all the pictures are on the board ask the
YOU: IT'S ONE O' CLOCK. pupils:
PUPILS: TIME TO HAVE LUNCH.
– to name all the drinks.
You can also do it the other way round. Start with – to name all the food
the action sentence.
– to say what is hot
YOU: TIME TO GO HOME.
PUPILS: IT'S HALF PAST THREE.

38
Unit 4
Ann's day
– to say what is cold 4 Ask the children to sort all the fruit and vegetables
– to say what people eat for breakfast in the right column.(Task 12)
– to say what people eat for lunch / dinner 5 Ask them to do Task 13. Ask them to read their
– to say what they have eaten that day answers aloud. Do Task 11 and 12 from the Pupil's
Book
Step 8 LISTENING TO THE TAPE 6 Let the children listen to the tape (Task 14).Ask
3 Listen to Task 2 (Ann's Day) once more. The them to write the words they hear. Repeat the tape
children should tick all the food in Task 6 Ann twice if necessary. Let them read the dialogue aloud
mentions when describing her typical day. and check their answers. Allot the roles to them. If
you have time, let the children act the dialogue out.
4 Do Tasks 7, 8 and 9 in the Pupil's Book.
7 They listen to the dialogue between grocers and
Note: Ann at the market.
Monthly brochures and flyers are distributed freely 8 Ask the children to act out the dilaogue they
and generously by all the leading supermarkets. have listened to. Ask them to change the list of
They can be used wonderfully in the class for vegetables and fruit.
cutting out pictures of food and drinks. Give
children enough time to collect some. They can use Do Task 6 and 7 from the Activity Book.
them in their project work.
Mr Cocopulus Episode 6
INTRODUCING VOCABULARY FOR WHAT A
Step 9 FRUIT AND VEGETABLES MORNING!
1 Put the following word cards on the blackboard:
1 Do some physical exercises in order to introduce:
A lot of I vegetables fruit eat and.
STRETCH YOUR ARMS.
Ask your pupils to put these words in the correct
TOUCH YOUR TOES.
order.
Revise by miming: WASH YOUR FACE.
2 Prepare the flashcards with fruit and vegetables
from Task 8 in the Pupil's book. Introduce: WASH YOUR HAIR. WASH YOUR BEARD.
Ask them if they can name any in English. Circle TAKE SOME TOOTHPASTE. SQUEEZE. BRUSH YOUR
the ones they can name. To introduce and practice TEETH.
new vocabulary, go through the usual procedure for PUT SOME CREAM ON YOUR FACE.
introducing new vocabulary: 2 Revise once more: TOOTHPASTE, FACE CREAM,
- listen, point, repeat in chorus; SHAMPOO, HAIR AND BEARD by drawing them on
- listen, point, they repeat individually; the blackboard and writing the words beneath.
- listen, they point 3 Say and mime Mr Cocopulus' rap.
- point, they say it in chorus/ individually 4 Ask the children how many things went wrong.
Prepare the word cards for all the fruit and They tell you in Bosnian/Croatian/Serbian.
vegetables as well. First,you read the word cards, 5 Let them listen to the song and mime. Don't expect
then your pupils. They match the word cards with them to sing along with all the lines.
the pictures by sticking them next to the matching
pictures. 6 Revise the food by doing Task 4 in the Activity
Book. While they are doing the tasks, let them
Play What's missing – remove 2 items at a time until listen to the song several times. Those children who
there is nothing left on the blackboard. finish first can also do Task 5.
3 Ask the children to listen to the tape .Play the tape
twice if necessary. Let repeat the words after the
tape.

39
Unit 4
Months
Lesson 14 6 Ask: WHAT'S NUMBER 3? WHAT'S NUMBER 5? Do
Aim: Identifying the months of the year this for the purpose of practising, but point out that
Answering the questions starting the English do not normally refer to the months by
with Whose…? using numbers.
Revision of the possessive case and
possessive adjectives Step 2 LISTENING TO THE MONTH SONG
Talking about birthdays 7 Go around the classroom and allot each child
Carrying out a class survey the role of one month. The children listen to the
Writing a birthday invitation MONTH SONG and stand up when they hear their
Language focus: Months of the year months mentioned. When they hear it again they
Whose birthday is in June? should sit down.
When is Ann's birthday? In 8 Next ask them when their birthday is. They should
December sit down or stand up whenever they hear the month
which they were born in.
Step 1 INTRODUCING THE MONTHS OF THE YEAR 9 Do Task 3 in the Pupil's Book.
1 You can introduce the months of the year with
the help of your fingers. Pointing to your left hand Step 3 A CLASS SURVEY
thumb, say January, pointing to your forefinger 10 You can do Task 2 in the Activity Book now. The
say February and so on. Introduce the months, children should make a tick for every birthday any of
three by three. Always go backwards pointing to the children have in a particular month. It is a more
the previous finger and asking the children to tell controlled activity if you do it together with the
you the name of the month of the finger you are whole class.
pointing at.
2 Write the first letters of the months, one below the Step 4 LISTENING TO THE TAPE, Task 4,
other, on the board and do the same as described the Pupil's Book
above. Skip one month, go backwards or forward, 10 The children listen and do the matching at the same
so that the children hear and repeat the names of time.
the months several times.
11 Do Tasks 5, 6 and 7 in the Pupil's Book.
3 Practise saying the months as a chain activity.
The first student should say January, the second Step 5 REVISION
February, etc. At the beginning of the activity the
pupils need a lot of help but after a round or two 1 Start off by doing Task 1 in the Activity Book.
they can say the months by themselves. 2 Listen to Episode 7 of Mr Cocopulus. After you
4 Divide the class into two groups. They say the have listened to the tape, ask the children to tell you
months of the year in turns. The first group says in Bosnian/Croatian/Serbian what Mr Cocopulus'
January, the second group February, the first group problem is. In the last picture there is a model of a
March, etc. Later on the pupils can practise saying party invitation that will help them when doing Task
the months in pairs. It is not easy because it requires 3 in the Activity Book.
a lot of concentration. 3 Task 4 in the Activity Book is optional.
5 Let the children open their books now. They listen
to the months and read (repeat) after the tape.

40
Unit 4
Seasons change
Lesson 15
Name them backwards and forwards.
Aim: Identifying seasons 3 Have the names of the seasons written on cards.
Talking about likes and dislikes Ask the pupils to read them out several times.
related to seasons
Talking what you can do in a 4 Do Task 1 in the Pupil's Book. You can ask the
particular season (Revision of can) pupils what they can see in the pictures (introduce
Revision of some weather words the word LEAVES). Do Task 2.
Learning a rhyme 5 Prepare the pupils for Task 3. Stick the 4 season
Developing a positive attitude to cards on 4 different sides of the classroom. Read
the beauties of nature the sentences from Task 3. The pupils point to
Language focus: Spring / summer / autumn / winter the season to which the read sentence refers.
I like spring because … Translate the sentences if you see the children don't
Weather expressions: It's hot and understand them.
sunny 6 Do Task 3 now. Read the sentences to the pupils
It's windy while they are looking in their books.
It's rainy
Revision of can: I can play outside Next, read one word from each sentence (the most
I can swim in the sea difficult one). Tell the pupils to find the sentence in
I can make a snowman which this word is and read it aloud.
Revision of there is / are Ask: WHERE DOES IT SAY 'Ne mogu se igrati vani'?
There is a lot of snow 'Ima puno cvijeća'?
There are a lot of flowers
Revision of the Present Simple 7 The children can do Task 4 now.
Tense 8 The children can do Task 1 in the Activity Book.
Those pupils who finish first can draw a picture in
one of the empty boxes. It should be something
Step 1 WARM UP – THE WEATHER GAME
they associate with a certain season. For example:
1 Revise common weather expressions by asking your their birthday, skiing or swimming.
students to act them out.
Project work (Task 5 in the Pupil's Book) can be
Students can remain seated. done at home. Go through each step with the class.
Each time repeat the question: WHAT'S THE Mount a display of the children's drawings in the
WEATHER LIKE? classroom. Praise their drawings a lot.
IT'S RAINY. (The children tap with their fingers on Variation: You can tell the pupils to choose only one
the desk.) season instead of all the four. It takes less time, so
IT'S WINDY. (They move the upper part of the body you might consider doing it in the class. Mount a
left and right.) display of 4 different seasons drawn by 4 different
IT'S SUNNY. (They draw a big circle with their arms children.
in the air.)
Step 3 REVISION
IT'S VERY HOT. (They wave their hand in front of
their face.) 1 Start off with a revision of the seasons. Stick the
IT'S SNOWING. (They wriggle their fingers in front names of the seasons on the board. Read to the
of them as if they were falling snowflakes). MAKE A pupils the sentences from Task 2 in the Activity
SNOWMAN. THROW A SNOWBALL. (They mime it.) Book. They have their books shut. They should
guess which season you are describing. You can
IT'S VERY COLD. (They shiver.) do the task in writing, or you can leave it at that
because it is an optional task.
Step 2 INTRODUCING THE SEASONS
2 Start off with the current month and season. Step 4 LISTENING TO THE RHYME (Task 6 in the
Introduce the season that follows and then the Pupil's Book)
preceding one. After that there is just one more
2 Let the children listen to the talking tree twice. The
season to introduce.
first time they just follow the text in the book.

41
Unit 4
Seasons change
The second time ask them to repeat (read) after the Step 6 AUNT PEGGY AND UNCLE BEN
tape at the end of each verse.

Step 5 FOLLOW UP 1 You can start off with a little chat in Bosnian /
Croatian / Serbian about what people do to live a
The children should underline all the sentences the tree
healthy life. You can translate some of the words or
is saying. These are:
expressions in English.
"Hello spring!"
Ask the children to look at the picture and tell you
"It's very hot. You can sit under me." what they can see.
"Autumn has come. My leaves are yellow. Look at me."
2 Read the text yourself and ask them to read it after
"My branches are white. Can you make a snowman you. You can choose different pupils to read the
to keep me company?" sentences from the text. You can repeat the same
Ask the children to do Task 3 in the Activity Book. activity several times.
While they are colouring, let them listen to the Ask the pupils to shut their textbooks. Write some
rhyme several times. activities or words related to a healthy life on the
If you want to spend more time working on the blackboard. Ask the pupils to say which words
rhyme, you can ask the pupils to take the role of are true for Aunt Peggy and Uncle Ben. Ask them
the tree. Each pupil learns by heart the lines of one simple questions about the text.
season. They act it out in groups of 4. Let them answer Yes, they do. / No, they don’t.
Write an example sentence on the blackboard
DO THEY GET UP EARLY IN THE MORNING?
YES, THEY DO.
DO THEY CLIMB A ROCK IN WINTER?
NO, THEY DON’T.
Prepare them for Task 8. Check their answers by
asking them to read the sentences aloud.

3 Ask them to do Task 9 and Task 10

42
Unit 4
Clothes
Lesson 16 – items of clothing that are blue, yellow, green or
Aim: Learning the names of different grey in the picture
items of clothing (You can also teach the pupils to say: a green
Talking about clothes in relation to T-shirt, a green jacket, but green sandals)
seasons
Describing what someone is 4 Let the children do Task 2 now.
wearing
Step 3 EXPOSING CHILDREN TO 'IS WEARING'
Language focus: a T-shirt / a shirt / a jacket / a
sweater / a scarf / a cap / a bikini / 5 Prepare the pupils for Task 3 by giving different
a hat / a dress pointing commands:
shorts / gloves / swimming trunks / Point to someone who is wearing trousers.
trousers / sandals / shoes
Point to someone who is wearing brown trousers.
He / she is wearing…
I'm wearing… Point to someone who is wearing shoes.
What is she wearing? Point to someone who is wearing something blue,
etc.
Step 1 INTRODUCING ITEMS OF CLOTHING The children are exposed to is wearing a number of
times.
1 Prepare flashcards of all the clothes you can see in
Task 1. Prepare the word cards as well. Follow the 6 Ask them to do Task 3 in the Pupil's Book.
usual procedure when introducing new vocabulary: Suggested homework: Tell the children to do Task 1
a) repeating in chorus and later on individually in the Activity Book. Ask them to do the colouring
first and then the writing. They should write out at
b) pointing least 5 sentences.
c) numbering the flashcards
d) asking What number is…? Step 4 WARM UP
e) asking What's number…? 1 Ask each pupil to say one item of clothing. You can
f) reading the word cards also do it as a competition between two teams.
g) translating into English or Bosnian/Croatian/ 2 Play a guessing game. You describe what someone in
Serbian: Where does it say…? How do you the class is wearing and the children guess who it is.
say…?
This person is wearing a pink sweater and blue
h) sticking the cards next to the pictures or trousers.
matching them by drawing lines with chalk
i) playing Match/Mismatch or the Memory game This person is wearing a yellow shirt, blue jeans and
with flashcards and the corresponding word cards shoes.

2 Do Task 1 in the Pupil's Book. (Note: You might need to introduce a tracksuit or
tracksuit top)
Step 2 CLASSIFYING
Step 5 LEAD IN TO A WINTER STORY / A SUMMER
3 Next, you can ask the pupils to classify the clothes STORY
in the pictures in different ways. The purpose of
classifying is to have the children say or read out the 3 Look at the pictures and elicit from the children as
new words a number of times. Ask them to read: much as possible. Help them by asking questions:

– summer and winter clothes (a preparation for WHO IS IN THE PICTURE?


Task 2) IS IT SUMMER OR WINTER?
– things you wear on your hands or feet HOW DO YOU KNOW?
– things you wear on your head WHO IS ANGRY?
– things that end in –s, the plural form (a pair of …) WHAT IS BOB WEARING? etc.

43
Unit 4
Clothes
4 Make true statements about either of the pictures. 11 If you have decided to skip Part 2 of the lesson,
The pupils tell you which story your statements refer which is optional, ask your pupils to have a look at
to. You can also divide the class into two groups: the REMEMBER BOX on page 75.
winter and summer. Each group claps their hands
After studying the examples in the box, they do
three times if the statements you say refer to their
Task 4.
season.
Step 7 PART 2 WHO IS AT THE DOOR?
Step 6 LISTENING TO THE TAPE
Part 2 is optional. Whatever of the variations you
5 Let the children listen to the winter story with their
choose, pre-teach: A COAT, BOOTS, BEAUTIFUL,
books open
UGLY and SCARY.
6 Practise reading.
Variations:
7 Ask the students to remember as much as they can
a) you can do Part 2 step by step following
about the winter story.
the instructions in the book and doing the
8 Ask them the questions from Task 5 in the Pupil's corresponding Task 3 in the Activity Book.
Book. b) You can base your lesson on the pictures only.
9 When doing the summer story follow the Tell the pupils to find the descriptions of what the
instructions in the Pupil's Book. children are wearing in the text on page 74. They
highlight these parts of the text with different
10 Those students who finish first can do Task 2 in the colours. Get them to do Task 3.
Activity Book.

44
Unit 4

The children roll the die. If they get number 5 they look
SUM UP 3 what number 5 says. They draw the items of clothing
according to what they have read.
The revision exercises in SUM UP 3 integrate everything
They go on to the next column by rolling the die again.
the children have learnt in this unit.
They add another item of clothing.
Choose what task you are going to do in the class.
It is a good idea to tell the pupils to mark the numbers
For Task 7 the children need a die. Their task is to dress they have used. In this way describing what the lady is
up the lady in the picture. What she is going to wear is wearing is much easier later on. Let the pupils look at
decided by the number shown on the die. other children's drawings and have fun.

45
UNIT 5

THE WEEKEND

This unit recycles the Present Continuous form which was introduced in grade 4. This year
the tense is put in a different context which is related to the things children have learnt
earlier this year.

The tense and its form still shouldn't be taught explicitly.

The unit starts with Steve's fancy dress party (Lesson 17). The characters in the book are
playing a game called Pass the Box. The music is on. When the music stops the children
have to take a card, read it and do what it says. In this way the pupils are exposed to the
infinitive form of the verb, written on the card, which is contrasted with the ongoing action
in the Present Continuous. The game can also be played in the classroom. Most of the
verbs used in this lesson have been introduced earlier.

Lessons 18 and 19 take place in the Lennons' house. Lesson 18 revises the names of the
rooms within a house and gives pupils practice in using both the positive and negative
forms of the Present Continuous with he and she. In this lesson the pupils are exposed to
some common verb/noun collocations.

In Lesson 19 there is extensive practice of the first form singular of the Present
Continuous. Rosie is reluctant to go to bed in the evening and she is doing different things
to put it off. The children will also learn a traditional bedtime song Wee Willy Winkie.

In Lesson 20 the Lennons are visiting a funfair. The lesson contrasts the use of the Present
Continuous in the third person singular and plural form (He / she is doing and They are
doing).

The unit ends with some additional revision exercises in the Activity Book (SUM UP 4).

In Lesson 21, the Lennons are going on a camping trip.In this lesson, pupils are introduced
to the camping vocabulary. It revises the use of Present Continuous in the third person
singular and plural form.

46
Unit 5
A party
Lesson 17 Step 3 LISTENING TO THE TAPE
Aim: Describing activities that are going 3 Let the children listen to the tape. The story is rather
on in the pictures by using the long, so don't ask the children to read the whole
Present Continuous tense with he story. Concentrate more on the cards with numbers
or she and the sentences written in bold. The children can
Language focus: He is / She is also read in pairs. One pupil reads the cards, the
singing a song other the sentences written in bold
playing a trick
miming Step 4 POST LISTENING TASKS
naming 5 words starting with P 4 Ask the children to do Task 2 in the Pupil's Book.
talking about a red car Do Task 3 together.
driving a red car
Is she singing…? Explain what they have to do in Task 4.
Who is singing? Homework: Tell the children to make the cards for
What is she doing? the PASS THE BOX game at home. They can be very
similar to the ones in the story. You can prepare
Step 1 ELICITATION some of the cards yourself. Write the following
commands on them:
1 Start off by looking at the pictures. Elicit from the
pupils as much as you can. BRUSH YOUR TEETH (MIME)
PLAY A COMPUTER GAME (MIME)
Ask them to tell you who is who in the first
picture on page 76. In this way you will revise the SHOUT: I'M GOOD AT ENGLISH.
presentt of to be which will be needed later for the SIT ON THE FLOOR
formation of the Present Continuous. WATCH A FOOTBALL MATCH ON TV (MIME)
Rosie is a princess / lady. PLAY TENNIS (MIME)
Dorian is Dracula. PLAY FOOTBALL (MIME)
Ann is a clown. PLAY BASKETBALL (MIME)
Bob is a pirate. SAY A RHYME
Kate is a witch. TAKE OFF YOUR SHOE OR SLIPPER
Martin is Batman.
Step 5 PASS THE BOX GAME
Step 2 CORRECT THE STATEMENTS 1 Start off by playing the PASS THE BOX game. Put
2 Let the children look at the smaller pictures now. the cards both you and your pupils have prepared
See what they can say about them. If the question in an empty box. If possible, make the children sit in
what the children are doing is too difficult, help a circle. The pupils pass the box with cards to each
the pupils by making statements in which one part, other while listening to music. When you stop the
not the verb, is false. Ask the children to correct tape, the person who holds the box should draw
you by repeating the whole sentence. Use both the a card and do what it says. The children will need
characters' real names and their fancy-dress names. your help. If the child draws a card with a command
to mime, the other children should guess what the
For example: BOB IS SINGING A SONG.
person is doing. They should say: He / She is playing
STEVE IS TALKING ABOUT A BLUE CAR. tennis. The game might be a bit chaotic but as long
THE CLOWN IS DANCING. as language learning takes place and the children
KATE IS NAMING 5 WORDS STARTING WITH T. love it, it pays off to be patient.
THE WITCH IS MIMING.
STEVE'S MUM IS PLAYING A TRICK. Step 6 REVISION
MR COCOPULUS IS SITTING IN THE TIME MACHINE. 2 Do some of the exercises in the Activity Book.
HE IS DRIVING A BUS. Task 3, the most difficult one, is optional.
THE WITCH IS FLYING.
MR COCOPULUS IS SITTING ON THE CHAIR.

47
Unit 5
Home sweet home
Lesson 18 books shut. Their task is to number the pictures on
Aim: Describing activities that are going the board in the order they hear them.
on at the present moment by using The second time they have their books open. They
the Present Continuous point to the pictures on page 79 as they hear them.
Exposing children to some
common verb/noun collocations The third time they listen they follow the text in
their books (Task 2)
Language focus: He is / she is eating sausages /
hamburgers Step 3 POST LISTENING TASKS
taking off his coat / socks
playing computer games / cards 4 Let the pupils read the text silently. They are ready
reading a book / magazine to do Tasks 3 and 4 on their own.
writing a test / homework 5 Check their work after they have finished. Have a
shouting hello / goodbye look at the REMEMBER BOX.
Point to the pictures on the blackboard and make
Step 1 FALSE STATEMENTS statements about the pictures using a negative
1 Prepare the flashcards of the actions listed in form.
the Language focus (only the first version of the LOOK, SHE ISN'T READING A MAGAZINE. SHE IS
sentences). Introduce them in the same way as you READING A BOOK.
introduce new vocabulary.
Do it with all the sentences.
2 Make false statements. Use the second version of
the sentences from the Language focus. Ask the You can also go back to Task 4 and ask the pupils
pupils to correct you. to make some negative sentences using the words
that haven't been circled.
Say: HE IS EATING HAMBURGERS.
(No. He is eating sausages.) Suggested homework: Task 1 in the Activity Book.
HE IS PLAYING CARDS.
(No. He is playing computer games.) Step 4 REVISION
HE IS TAKING OFF HIS SOCKS. 1 Start off by checking how much the pupils
(No. He is taking off his coat) remember about the pictures without looking back
SHE IS READING A MAGAZINE. in the book.
(No. She is reading a book.)
Ask questions like these:
3 Encourage the pupils to make similar false
statements. WHERE IS ANN?
WHERE IS GRANDPA?
You can write their beginnings on the board. The
pupils copy the beginnings and finish the sentences WHO IS READING A BOOK?
in any way they like. WHO IS EATING?
HE IS EATING… (a pizza, ice-cream, chips, etc.) IS MUM SITTING OR STANDING?
HE IS PLAYING … (basketball, tennis, football, etc.) Or the most difficult ones:
HE IS TAKING OFF HIS… (cap, hat, sweater, etc.) WHAT IS GRANDPA DOING?
SHE IS READING… (a story, comics, her homework) WHAT IS MUM DOING? etc.

They might have a lot of ideas because they have 2 Check homework. Ask the pupils to do Tasks 2 and
learnt a lot of new words for food, clothes and 3 in the Activity Book.
sports this year. 3 Finally, do Task 5 in the Pupil's Book.

Step 2 LISTENING TO THE TAPE


3 Let the children listen to the tape three times. The
first time the pupils listen to the tape with their

48
Unit 5
Good night, sleep tight
Lesson 19 Step 2 LISTENING TO THE TAPE (Task 1)
Aim: Describing actions that are going 4 Let the pupils listen to the tape with their books
on at the present moment by shut. They should find out who is talking.
using the Present Continuous in
the first form singular 5 Find out how much they have understood. They
Learning a traditional song Wee can tell you in Bosnian/Croatian/Serbian what the
Willie Winkie situation is.
Language focus: I'm watching a cartoon 6 Let the pupils listen to the tape once more with
I'm brushing my teeth their books open.
I'm reading a book
I'm kissing Toto goodnight Step 3 POST LISTENING TASKS
I'm going up 7 Say some of the sentences from the dialogue in
I'm talking to Willie Bosnian/Croatian/Serbian. The pupils read out the
I'm sleeping sentences in English.
8 Practise reading by alloting roles to different
Step 1 WHERE AM I? children. First, you can take the grandmother's role,
1 Write the following sentences on cards at home: later on the children take over.

I'm playing computer games. 9 Say all the sentences starting with I'm. The children
guess who says them.
I'm watching TV.
I'm fixing a car. I'M TALKING TO WEE WILLIE WINKIE. (Grandma)
I'm eating a pizza. I'M READING. (Ann)
I'm taking off my coat. I'M KISSING TOTO GOODNIGHT. (Rosie)
I'm making a cake. I'M GOING UP. (Grandma)
I'm playing with dolls. I'M SLEEPING. (Rosie)
I'm washing my face. I'M BRUSHING MY TEETH. (Rosie)
I'm brushing my teeth. You can write these sentences on the board. The
I'm putting some cream on my face. pupils copy them in their notebook. The children
listen to the dialogue once more and put the
I'm reading a book.
sentences in the order they hear them.
I'm writing a test for my pupils.
10 The children are ready to do Task 2 in the Pupil's
2 Start off by playing a game. Divide the class into Book.
two groups. One pupil draws out a card and reads it
to the group. They guess which room of the house Step 4 PRESENT CONTINUOUS PRACTICE
the person is in.
1 You need the cards with the written sentences you
They say: YOU ARE IN THE _________________ . used in the previous lesson.
(Write it on the board if necessary.)
Tell the pupils that you will take the role of their
The purpose of this activity is to expose children to Mum. You want to go out and you are in a hurry,
a lot of examples of the Present Continuous in the but your children (the pupils) are reluctant to go out
first form singular. because they are doing something else.
3 Introduce the word DWARF. You can refer to SNOW A pupil comes to the board, draws out a card, and
WHITE and ask how many dwarfs there are in the mimes what the card says.
story and what some of their names are (HAPPY,
SLEEPY, DOC, etc). Explain in Bosnian/Croatian/ While she is miming, you shout:
Serbian that Wee Willie Winkie is a little dwarf who IVAA, IVAA, WHERE ARE YOU? WHAT ARE YOU
checks if children are in bed at 8 o'clock. You will DOING?
tell them more about him later on.
The child answers using the sentence from the card.

49
Unit 5
Good night, sleep tight
2 Have a look at the REMEMBER BOX. Translate the 2 beds (ARE THE CHILDREN ALL IN BED?)
sentences into Bosnian/Croatian/Serbian. Let the
A clock. It's 8 o'clock. (FOR NOW IT'S EIGHT
pupils do Task 3 in the Pupil's Book.
O' CLOCK)
3 For additional practice you can do Tasks 1 and 2 in
5 Ask the children to point to the pictures.
the Activity Book.
6 Stick the cards with key words (written in bold) next
Tell the children to bring scissors and some glue next
to the pictures.
time.
7 Say the lines of the song very slowly while pointing
Step 5 LEARNING THE SONG to the pictures on the board.
4 Revise what the children remember about Wee You repeat it several times.
Willie Winkie from the dialogue. 8 Say the lines very slowly again. The pupils say the
You can introduce the language from the song by words written in bold instead of you.
drawing some pictures on the board. 9 Let them listen to the song. The pupils try to sing
Make them simple and big enough. Draw: along.
A row of houses with an arrow going through them. 10 Let them have a look at the pictures on page 84.
This illustrates THROUGH THE TOWN. Ask them to read the song aloud.
A flight of stairs going up and down. (UPSTAIRS 11 Let them do Task 3 in the Activity Book. Tell them
AND DOWNSTAIRS) to cut out the pictures on page 70 and stick the
pictures in their notebook.
A nightgown (IN HIS NIGHTGOWN)
Task 4 in the Activity Book is optional.
A window (TAPPING AT THE WINDOW)
A lock (CALLING THROUGH THE LOCK)

50
Unit 5
At the funfair
Lesson 20 9 After checking what they have done ask them in
Aim: Describing actions that are going what way the beginnings are different. Why do we
on at the present moment by using sometimes use IS and sometimes ARE? Encourage
the Present Continuous in the third them to draw the conclusion by looking at the
person singular and plural REMEMBER BOX on page 86.
Language focus: He IS / She IS 10 The pupils can do do Task 4 now. Ask them to
They ARE driving a bumper car make some silly sentences using the beginnings and
buying ice-cream endings from Task 3.
eating ice-cream
Step 4 REVISION (RECONSTRUCT THE SENTENCES)
watching the clowns
selling balloons 1 Start off the lesson by asking the pupils to look back at
taking a photo Task 3 in the Pupil's Book. The pupils work in pairs.
playing the guitar Pupil A covers the left part of the task and tries to
waving make as many sentences as he /she can by looking
riding a pony at the endings only. Pupil B checks if the sentences
playing a trick pupil A makes are correct.
Then Pupil B covers the right part and does the same.
Step 1 WARM UP Pupil A checks his/her work by looking at both parts.
1 You can ask the children what the people all over 2 Do Task 1 and 2 in the Activity Book. Task 3 is
the world are doing at that moment. Write a model optional. If you decide to do it, go through it with
sentence on the board: your students and translate into Bosnian/Croatian/
SOME PEOPLE ARE SLEEPING (It's night time in the Serbian if necessary.
USA.)
SOME PEOPLE ARE SWIMMING. (It's very warm in
some countries), etc.
Ask the pupils to continue making sentences. Do it
as a chain activity.
2 Round the activity off by saying:
… AND SOME PEOPLE ARE HAVING A LOT OF FUN
BECAUSE THEY ARE AT THE FUNFAIR NOW.

Step 2 AT THE FUNFAIR


3 Let the children look at Task 1 in the Pupil's Book.
Elicit from them whatever they can say about the
pictures.
4 Read the sentences below the pictures. The pupils
tell you the number of the corresponding picture.
5 Let the students write the numbers now.
6 Check their work by asking several pupils to read
the sentences aloud. First ask them to read the
sentences in the order they are written and then in
the order of the pictures.

Step 3 HOW MUCH DO YOU REMEMBER?


7 Give the pupils 3 minutes to remember the pictures
(Task 2). Make true or false statements. The pupils
correct the false ones.
8 Let the children look at the pictures for 1 more
minute. Ask them to do Task 3 in the Pupil's Book.

51
Unit 5
A Camping trip
Lesson 21 4 Ask the pupils to say what people are doing in each
Aim: Describing actions that are going picture.Explain any unknown vocabulary: put up a
on at the present moment by using tent, catch butterflies, take pictures...
the Present Continuous in the third 5 Tell the pupils they will have to put the pictures in
person singular and plural. Raising order they listen to the tape.The pupils do Task 3
awareness about staying in the from the Pupil's Book.
country.
6 The pupils listen to the tape again and check.
Language focus: Dad is putting up a tent. Mum
and Grandma are walking in the 7 The pupils read the text and answer the questions in
woods. Task 5.
Bob is swimming in the lake. 8 They read again and check.
Grandpa is fishing in the lake.
Rosie is catching butterflies with 9 The pupils do Task 1, 2 and 3 in the Activity Book.
her net. They are optional.
Ann is taking pictures of the The teacher could assign them for homework
nature.
Vocabulary: compass, gas cooker, torch, Mr Cocopulus Episode 8 is partially sung and
thermos flask,tent, walking boots, partially acted out. The language is beyond the
sleeping bag, torch, net, camera, children's active command of English but the pupils
fishing rod, gas cooker might remember the key sentences – the spells:
Abracadabra. Wish and woo.
Step 1 INTRODUCING CAMPING VOCABULARY Birds are flying now.
And so are you.
1 Put the flashcards with camping vocabulary on Abracadabra. Wish and woo.
the blackboard.Elicit some words from the pupils. Kangaroos are jumping now.
Ask the pupils which of the words they've already And so are you.
learned. Abracadabra. Wish and woo.
Dolphins are swimming now.
Step 2 ON A CAMPING TRIP And so are you.
2 Tell the pupils to listen to the words from Task 1. You can use the spells in class for revising the
Follow this procedure: Present Continuous. Replace the parts written in
- listen to them and point bold with other verbs. The children listen to you and
perform the action. For example:
- listen, point, they repeat in chorus / individually ABRACADABRA. WISH AND WOO.
- point, they say it RABBITS ARE HOPPING NOW.
AND SO ARE YOU. Or,
3 Let the pupils look at the pictures in Task 2.The
ABRACADABRA. WISH AND WOO.
pupils write the words from Task 1 below each
CHILDREN ARE RUNNING NOW.
picture.
AND SO ARE YOU.
You can also use:
PEOPLE ARE SKIING NOW.
AND SO ARE YOU.
POP STARS ARE SINGING NOW.
BABIES ARE SLEEPING NOW, etc.
If you have a strong class you can spend more time
working on the episode and consider putting on a
school performance.

52
Unit 5

After you have done at least some of the activities


SUM UP 4 above, the children can play NOUGHTS AND CROSSES
(Kružić, križićć in Bosnian/Croatian/Serbian) by choosing
Sum up 4 consists of 15 pictures which can be used the first nine pictures (the ones in the first 3 lines), the
in different ways. Here are some ideas. You can ask middle nine pictures (the second, third and fourth line)
children: or the last nine pictures.
– to number the pictures in the way you tell them. Almost any child can help you in explaining how the
– to mime the actions individually or in pairs in front game is played. In this case, a player should make a
of the class. (The other pupils guess what they are sentence about the square he wants to put his symbol
miming.) on, either a cross or a nought. The purpose of the game
– to correct your false statements. is to get 3 crosses or noughts in a line.
– to correct other pupils' false statements.
– to work in pairs and see how many of the pictures
their partner can describe.

53
UNIT 6

WHAT DO THEY LOOK LIKE?

Unit 6, as its title suggests, introduces some adjectives describing people's physical
appearance.

It consists of 3 lessons.

In Lesson 22 adjectives, normally used for describing people, are presented through 14
different pictures of cats. Toto is watching a TV programme about cats and is shocked by
how many shapes and sizes there are. The humorous touch added to both the situation
and the illustrations might enhance the presentation of new vocabulary and help children
in remembering it.

Lesson 23 Rosie is missing is optional. It recycles some of the adjectives from the previous
lesson. It introduces the question What does she look like? It consolidates some of the
vocabulary and structures introduced earlier (verbs in the Present Continuous, clothes and
rooms of a house).

Lesson 24 The case of the missing book of spells revises adjectives describing physical
appearance and introduces indefinite pronouns somebody / anybody / nobody / everybody.

Episode 9 of Mr Cocopulus serves as a lead in to a detective case of the missing book of


Mr Cocopulus' spells (Lesson 23). The guided writing task at the end of the unit can help
the children in describing not only the suspects but any person they like.

The unit is rounded off with SUM UP 5 which includes a game of dominoes.

54
Unit 6
What do cats look like?
Lesson 22 10 Ask the pupils to read them. Tell them to copy
Aim: Introducing adjectives describing the words in the order you tell them. You say the
people's appearance adjective in Bosnian/Croatian/Serbian and the
Using adjectives to describe some children say it in English. They copy the words from
cartoon characters the board one below the other in their notebook.
You might also ask someone to come to the board
Language focus: fat / plump / thin and point to the adjective that needs to be copied.
tall / short
old / young 11 Explain the expression THE OPPOSITE OF. Ask the
long / short / curly /straight hair pupils about the opposite of the words on the
big / small / blue/ green eyes board. Write the opposites on the board next to the
words.

Step 1 LEAD IN 12 Children can do Task 2 in the Pupil's Book.

1 Introduce the adjectives above by using the 13 Ask them to do Task 4.


flashcards with people.
Note:
2 You can spell the expression CATS AND DOGS to Fat, thin and plump in Task 4 have been deliberately
the students using your hands. They should spell omitted because some children are very sensitive
each letter aloud and guess the words. Ask them in about their appearance.
Bosnian/Croatian/Serbian whether these two words
go together and why not. Ask them if they know
any famous cats from comics or cartoons. Suggested homework: Task 1 in the Activity Book.

Step 2 LISTENING TO THE TAPE, pages 90, 91 Step 4 MEMORY GAME

3 Let them listen to the tape. They should point to the 1 Start off by playing a memory game. The purpose of
cats as they are listening. the game is to match the opposites. You don't have
to prepare any cards, JUST WRITE THE NUMBERS on
4 The second time you listen to the tape, stop the the board. Do not write the words.
tape and ask them to repeat in chorus.
1 2 3
Check if they understand all the words as you go SHORT LONG HAIR STRAIGHT HAIR
along.
4 5 6
5 Next, stop the tape and ask them to repeat
individually. THIN SHORT HAIR FAT

6 Listen to the tape once more and stop the tape after 7 8 9
you hear a Miaow. The children say in advance what SMALL EYES CURLY HAIR TALL
comes next. 10 11 12
7 Ask: WHERE DOES IT SAY: MLADI MAČIĆ? OLD YOUNG BIG EYES
WHERE DOES IT SAY: DEBELJUŠKASTA MAČKA?
8 Ask them: WHAT NUMBER IS A TALL CAT? Step 5 REVISION
WHAT NUMBER IS A SHORT CAT? Ask the children to open their books and have a
Or, look at the cats. You tell them the rhyme from
Task 3 and they point to the right picture. They
WHAT CAT IS NUMBER 3? repeat after you. Ask them to read the rhyme and
learn it by heart. You can replace the word catt with
Step 3 OPPOSITES person, use the flashcards from the pack and do the
9 Write these adjectives on the board: pointing at the board with the pictures of people.
TALL THIN YOUNG 2 Let the students do some of the Tasks in the
STRAIGHT HAIR LONG HAIR BALD Activity Book.

55
Unit 6
Rosie is missing
Lesson 23 The pupils can listen to Part 3 and Part 4 with their
Aim: Asking and answering questions books open.
regarding physical appearance Do Tasks 4 and 5 in the Pupil's Book.
Revising the Present Continuous
Developing listening fluency and The next lesson the pupils read the story once more
reading skills and do the corresponding exercises in the Activity
Book (page 78).
Language focus: Ann is doing her homework. Rosie
is sleeping. Ann is crying. Mr Cocopulus Episode 9 is a Lead in to the next
The police officer and Ann are lesson The Case of the Missing Book of Spells. Ask
looking for Rosie. Rosie is sleeping. the children if they remember any of Mr Cocopulus'
Bob and Toto are coming home. spells from the previous episodes. Introduce: A
The police officer and Ann are BOOK OF SPELLS by asking how Mr Cocopulus
looking for Rosie. Toto is barking. knows all the tricks. Point out that he has worked
He is licking someone's face. very hard to collect all the tricks and that there are
What does she look like? two BURGLARS in his house who want to take his
What is she wearing? book.
Is she in the garden? So, Mr Cocopulus has to go to the POLICE STATION.
A police officer / burglar They ask him a lot of questions there. If you have
skipped Lesson 22 introduce the questions:
Step 1 AS INDICATED IN THE PUPIL'S BOOK WHAT DOES HE LOOK LIKE? WHAT IS HE WEARING?
This lesson is optional. It takes at least two periods WHAT DOES SHE LOOK LIKE? WHAT IS SHE WEARING?
to do it. Follow the instructions in the Pupil's Book.
Note:
The pupils listen to Part 1 At home and Part 2 At You can write all the words written in capital letters
the police station with the books shut. Divide the on the board. The children copy them in their
class into two groups. Have a look at two different notebook.
listening tasks (Task 3, page 93).
Listen to Part 2 once more with the books open so
that the pupils can number the speech balloons in
the order they hear them.

56
Unit 6
The case of the missing book of spells
Lesson 24 You or one of the pupils: THE MAN IS TALL AND
Aim: Identifying people through THIN
physical description Pupils: Number 1 is tall. Numbers 3 and 5 are tall,
Using adjectives but number 5 isn't thin.
Describing people's appearance Numbers 1 and 3 are tall and thin.
according to a given model You: HE HAS GOT LONG STRAIGHT HAIR.
Developing pupils' perception and Pupils: Only number 3 has got straight hair.
cognitive skills
You: OK, DETECTIVES. (Give importance to
Language focus: He/She is tall.
everything the children say.)
He/She has got
WHAT ELSE HAVE WE GOT? WHAT ABOUT
His/Her hair is
HIS CLOTHES? etc.
He/She is wearing
Revision of adjectives describing
physical appearance
Step 3 WHO IS THE SUSPECT?
Revision of clothes 3 Do Task 2. Each pupil chooses a suspect. It's one of
Introducing indefinite pronouns the people in the picture. You can choose one pupil
to think of a suspect, the others can ask him/her
questions.
Step 1 REVISION OF THE VOCABULARY NEEDED
FOR IDENTIFYING PEOPLE 4 The pupils should guess the other pupil's suspect
by asking questions from Task 2. It is a good idea
1 Start off by looking at the pictures on page 83. to write the questions from Task 2 on two separate
Introduce the word SUSPECT. Ask the following pieces of paper which can be put on the board, so
questions. that the pupils don't have to turn the page over to
WHO IS TALL? look at the pictures in the book.
WHO IS SHORT? Suggested homework: The pupils can use the model
WHO HAS GOT LONG HAIR? in Task 2 for describing someone in their family,
WHO HAS GOT SHORT HAIR? a famous person they like or an unknown person
from a magazine. They can also describe their
WHO HAS GOT STRAIGHT HAIR? classmates. The last variation is not very suitable
WHO HAS GOT CURLY HAIR? because some children might be very sensitive about
WHO IS THIN? their appearance.
WHO IS PLUMP?
Step 4 INDEFINITE PRONOUNS
WHO IS FAT?
WHO IS WEARING A COAT? 1 Ask the children to go back to the beginning of the
text. Read the sentence with somebody / anybody /
WHO IS WEARING BLUE JEANS?
nobody. Ask them to tell you the meaning of them
WHO IS WEARING GLASSES? in Bosnian / Croatian / Serbian

Step 2 READING THE DESCRIPTIONS (Task 1, the 2 Ask the children if they know who is guilty, or
Pupil's Book) the suspect in the text. Explain them in Bosnian /
Croatian / Serbian that we use somebody / anybody
2 If you have a stronger class you can ask one of the / nobody and everybody when we aren’t sure who
pupils to read, if not, you do the reading. the people that do some activities are or how many
Most of the students have already guessed who the of them do a particular activity.
burglars are, but tell them that they should work Write some example sentences on the blackboard:
like real detectives. Read sentence by sentence, e.g
looking at the pictures after each sentence, getting
the pupils to tell you who in the picture that NOBODY IS WEARING BOOTS / COATS / TRAINERS
sentence could refer to. IN THE CLASS. ( choose the word you find the most
appropriate for that lesson)
For example:

57
Unit 6

IS ANYBODY WEARING BOOTS / COATS / SUM UP 5


TRAINERS IN THE CLASS?
A GAME OF DOMINOES
EVERYBODY IS WEARING BOOTS / COATS /
The game revises all the adjectives describing people
TRAINERS IN THE CLASS.
used throughout the unit.
Colour the words in bold deliberately. Ask the pupils
Children should first cut out the domino cards. They
to tell you when do we use anybody / nobody /
work individually and match the cards by matching the
everybody.Prepare them for Task 3 in the Pupil’s
pictures with the corresponding sentence. If they have
Book.
done it correctly, the first and the last card should close
Do Tasks 1 and 2 in the Activity Book. the circle. Then they can play the game of dominoes in
pairs. They need one set of cards for two players.

58
UNIT 7

PLACES
Unit 7 consists of 4 lessons.
The unit starts by introducing the different places you can find in your neighbourhood
(Lesson 25). The different places are put in the context of a TPR story about Bob who has
bad luck.
At the end of the lesson the children are asked some questions about the places in their
neighbourhood. There is a revision of the Is there.. / Are there…? structure.
There is a board game included as part of the exercises in the Activity Book.
Dinner Talk is an optional dialogue for listening comprehension. The tapescript can be
found in the Pupil's Book, page 132. We find out in the dialogue that Ann's class is going
on a school trip to London.
Mr Cocopulus Episode 10 is a lead in to Lesson 26 which is centred on the sights of
London. Although this is an optional lesson for curious kids only, children of this age
should be taught at least some of the culture of the target language. If the teacher adapts
things to their level and presents them in an interesting way, by using a lot of pictures
and using both Bosnian/Croatian/Serbian and English, the pupils will like it and find it
interesting. In this way we implicitly teach them to have greater respect for the other
nation's culture as well as their own. The lesson ends with project work on Sarajevo – the
capital of Bosnia and Herzegovina.
In Lesson 27 Ann and her classmates are visiting London. They are buying some souvenirs
for their families. The children will learn common phrases used when going shopping. They
will learn about English money which can be cut out from the Activity Book and used for
playing shop in the class.
In Lesson 28 Ann and her friends are at the theatre in London. They are watching the play
Little Red Riding Hood. The children are asked to make a very simple puppet theatre and
act out some of the scenes in the classroom.
In Lesson 29 the children are introduced to England, Scotland and Wales as well as their
capital cities. The pupils learn basic facts about these cities and their people.

59
Unit 7
Bad luck Bob
Lesson 25 For example:
Aim: Learning the names of different IT'S A PLACE WHERE YOU CAN SEE OLD THINGS.
places in the neighbourhood (The pupils call out A MUSEUM, and the person
Getting the pupils to answer who has the word crosses it out.)
questions about their own IT'S A PLACE WHERE YOU CAN WATCH A PLAY, etc.
neighbourhood
Showing understanding through Step 3 DOING A CROSSWORD, Task 1 in the
physical response (TPR story)
Activity Book
Playing a game following the rules
Language focus: post office / theatre / supermarket / 5 Point out to the pupils that the little arrows indicate
bus stop / newsagent's / petshop / the direction in which they can find the word in the
museum / bookshop crossword puzzle. Let them use the Pupil's Book if
they don't know what the first letter of the word is.
6 Ask them to do Task 2 in the Activity Book.
Step 1 INTRODUCING NEW VOCABULARY
Tell the pupils to bring a pair of scissors, a die and
1 Introduce the names of places listed in the language
counters next time.
focus using the flashcards from the pack. Follow the
usual procedure for introducing new vocabulary.
Step 4 REVISION OF PLACES
2 Let the pupils have a look at Task 1 in the Pupil's
1 Write in big letters GO TO THE ________________ !
Book. Before they start writing the numbers, ask
on the board.
them to read the words after you. Then ask them
the usual questions. Say to the pupils that you need certain things and
that they should tell you where to go.
WHAT NUMBER IS THE POST OFFICE?
WHAT NUMBER IS THE MUSEUM? Say: I NEED SOME BOOKS ON ANIMALS.
Pupils: Go to the BOOKSHOP.
3 Next ask them questions like the ones below.
Translate if necessary. Continue in a similar way using the words needed
for the TPR story that you are going to do later.
WHERE CAN YOU
BUY DOG FOOD? I NEED SOME APPLES.
SOME DOG FOOD.
BUY A STAMP?
A NEWSPAPER.
BUY A NEWSPAPER? A SPIDERMAN COMIC.
WATCH A PLAY? A STAMP.
BUY FOOD? A NEW MOBILE PHONE.
WAIT FOR THE BUS? A BIRTHDAY CARD, etc.
SEE OLD THINGS? Step 5 TPR story BOB'S BAD LUCK
BUY A BOOK?
2 Do the TPR story following the usual procedure.
Write the beginning of their answer on the board:
AT THE _________________ . You need to learn the story well, so that you can tell
it while doing the miming.
Step 2 PLAYING BINGO
Step 6 LISTENING TO THE TAPE
4 Do Task 2. The pupils copy 6 names of places in
their notebooks. You play BINGO. 3 The pupils listen to the tape with their books open.

Instead of calling out the words, you paraphrase Ask the pupils to read the story aloud.
the names of the places using the sentences from
number 3, Step 1.

60
Unit 7
Bad luck Bob
Step 7 POST LISTENING TASK from the context and teaching students not to feel
frustrated if they haven't understood much. This
Ask the students to do Task 3 in the Activity Book.
becomes more difficult as the learners get older.
The tapescript can be found in the Pupil's Book on
Step 8 FOLLOW UP page 132. The conversation introduces the names of
Finally, students answer the questions about their places connected with London (PALACE, THEATRE,
neighbourhood in Task 5. the THAMES, BRIDGE and the LONDON EYE).
Pre-teach these words. Use the flashcards from
Read the questions together and then let the
the pack.
students circle the answers on their own.
1 Go through the sentences in Task 1 before listening.
Step 9 PLAYING A BOARD GAME Read them and check the meaning of the words as
page 86 and 109 in the Activity Book. you go along.
The topic can be nicely rounded off by playing a LISTENING TO THE TAPE
board game (page 86 in the Activity Book).
Each pupil will need for the game the cards that can Let the children listen. Do not give any particular
be found on page 109 in the Activity Book. Study task this time. After listening, ask them to tell
the instructions carefully so that you can explain you some words or expressions they have heard.
to the pupils in Bosnian/Croatian/Serbian how the Everybody should contribute. First ask the weaker
game is played. Go through the cards with them, students. Then ask the pupils to tell you in Bosnian/
asking them where they can buy the things in the Croatian/Serbian what they have understood.
pictures. Have a look at the board. Read the names 2 The pupils listen for the second time. Tell them to
of the places. Tell your pupils that they can go along do Tasks 7 and 8.
the board several times as long as they don't get rid
of all the cards. 3 You can write the summary of the text on the board
and ask the pupils to fill it in. Before doing it, check
Step 10 DINNER TALK (OPTIONAL), page 88 once more the meaning of the words that have to
be filled in.
Dinner Talk is an optional text for listening
comprehension. Its purpose is to expose children EVENING LONDON SUNDAY RIVER
to a natural family conversation over dinner in the WHEEL BRIDGE DINNER
Lennons' house. Its purpose is to develop a positive It's 7 o'clock in the _____________ .
attitude to not understanding everything that has The Lennons are having ___________ .
been said and to stress the importance of grasping
Ann is going on a school trip to _____________ .
the meaning from a limited amount of information
They are going on __________ . (day)
we have understood. When giving any listening
tasks to students, the teacher should stress what There is the __________ Thames in London. There
the pupils have understood and not the things they is a big _________ called The London Eye. Rosie can
have missed. Even at this very early age you can sing a song about London ____________ .
start developing strategies for grasping the meaning 4 Mr Cocopulus Episode 10 is also a lead in to
Lesson 26 about London.

61
Unit 7
London
Lesson 26 Step 2 INTRODUCING NEW VOCABULARY
Aim: Giving children some cultural 3 Introduce the following words using the flashcards
background about the language from the pack: RIVER, BRIDGE, PALACE, THE
they have been learning QUEEN, THE GUARD, UNIFORM, THE BIG WHEEL,
Identifying the main sights of and THE CLOCK TOWER.
London
Developing a positive attitude They might already know the words written in bold
to their own and other nations' if you have done DINNER TALK on page 102.
culture 4 Stick the corresponding word card next to the
Learning to say something picture and let them read it several times.
about the capital of Bosnia and
Herzegovina in English Step 3 LOOKING AT THE MAP, page 106
Language focus: river / bridge / clock tower / big 5 Let the children look at the map. Ask them to find
wheel / park / uniform / church the words you have just introduced on the map. Say
the Queen / the Guard / crowns / or ask:
fountain
Sights: Tower Bridge WHAT'S THE BLUE LINE?
Big Ben HOW MANY BRIDGES ARE THERE OVER THE RIVER?
the London Eye POINT TO THE RIVER THAMES.
Regent's Park
POINT TO THE BRIDGES.
Buckingham Palace
the Tower of London WHAT COLOUR IS THE GUARD'S UNIFORM?
the Museum of London WHAT'S THE TIME ON THE CLOCK?
Oxford Street POINT TO THE GUARD.
Trafalgar Square
POINT TO THE CLOCK TOWER.
Revision of There is… / There are…
WHAT ARE THE PEOPLE IN LONDON DOING NOW?
This lesson is optional because it is rather difficult. It WHO DO YOU THINK LIVES IN A BIG PALACE
will take you at least 3 lessons to do everything that (picture number 1)
is suggested. You should decide how much time IS THE BIG WHEEL NEXT TO THE PALACE or NEXT
you want to spend on it. You can choose a limited TO THE RIVER THAMES?
number of sights and round off the topic of London WHY IS IT CALLED THE LONDON EYE?
by doing Step 5 below as the last one.
Step 4 LISTENING TO THE TAPE (PART 1), page
Step 1 LEAD IN 104, 105
1 Start off with a guessing activity. Instead of writing
6 Let the children listen to the first part of the text
a full sentence on the board, write dashes instead
(up to the Tower of London). They follow the text in
of letters. The pupils call out the letters to guess
their books.
the sentence. (LONDON IS THE CAPITAL OF GREAT
BRITAIN.) 7 You read the text, picture by picture, and they read
after you.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
___ ___ ___ ___ ___ ___ ___
Step 5 POST LISTENING TASKS
___ ___ ___ ___ ___ ___ ___
8 Ask:
___ ___ ___ ___ ___ ___ ___ .
WHAT GOES UP AND DOWN? (Show it with your
2 Translate the sentence and ask the pupils to repeat
hands and arms)
it several times. Ask them about Sarajevo. Bring a
map. Get them to find GREAT BRITAIN, LONDON, WHAT GOES ROUND AND ROUND?
BOSNIA AND HERZEGOVINA and SARAJEVO on the WHO GOES LEFT, RIGHT, LEFT RIGHT? (The guard.)
map. WHAT GOES DONG-DONG? (Imitate the sound of
BIG BEN.)

62
Unit 7
London
9 Let the children do the first part of Task 5. They 5 Those who finish first can do Task 6 in the Pupil's
should match only the sentences starting with Book.
THERE IS.
Step 8 MEMORY GAME
Step 6 REVISION AND INTRODUCING MORE
5 Start off with the Memory game. Use the sentences
SIGHTS from Task 5 in the Pupil's Book. Write the name
1 Revise all the sights you introduced in the previous of a sight on one card (BIG BEN) and the second
lesson by sticking flashcards on the board. Pre- part of the sentence on the other (IN THE CLOCK
teach the words: CROWN, CHURCH, CATHEDRAL, TOWER NEXT TO THE RIVER THAMES). Stick the
SQUARE and FOUNTAIN. Stick the corresponding cards face down on the board. Write: THERE IS /
word cards next to them. THERE ARE above the cards. The pupils get one
point for a pair they have managed to match and
2 Introduce the names of the sights that are very
an extra point if they say a correct sentence using
difficult to say:
There is… / There are.
The Tower of London, St Paul's Cathedral, Trafalgar
6 Let the pupils do Tasks 1 and 2 in the Activity
Square and Nelson's Column.
Book.
Spice up the introduction of these sights with some
interesting facts about them. Step 9 LONDON QUIZ
Tell them these facts or stories in Bosnian/Croatian/ 7 You can find the questions for the quiz in the
Serbian. I'm often amazed how the children Activity Book, Task 3. Play it from the front of the
remember, even years later, some of the facts class. Write the numbers from 1 - 10 on the board.
you tell them. You can tell the children about The class is divided into two teams. The teams
the Whispering Gallery, the prison and ravens call out the number of the question they want to
at the Tower or the Christmas tree from Norway answer. After the game has been played the pupils
on Trafalgar Square, etc. If you have access to can answer the questions in the Activity Book.
the Internet, you can find a lot of interesting
PROJECT WORK can be done at home. Go through
information on the sights' official web pages.
the sentences in the class before you give it for
homework.
Step 7 LISTENING TO THE TAPE
Mr Cocopulus Episode 11 revises the main sights
3 Let the pupils listen to the tape (part 2). Afterwards
of London and the Present Continuous tense. Ask
practise reading.
the pupils which of the sights they can recognize.
4 Let the children do Task 5. They should make
They can mime the pictures. The others guess what
sentences using There are.
Mr Cocopulus is doing.
They can copy the sentences in their notebook.

63
Unit 7
Shopping
Lesson 27 CAN I HAVE THIS MUG, PLEASE?
Aim: Using the language related to CAN I HAVE THIS BOOKMARK, PLEASE?
shopping 4 Let the children read the sentences from Task 2.
Identifying British money Next they do the matching.
Doing sums based on money
Playing shop in the class Step 3 LISTENING TO THE TAPE
Language focus: souvenirs / mug / double-decker /
5 Let the children listen to the dialogue (Task 3).
postcards / bookmarks / teddy /
While they are listening for the first time, let them
pound / pence
look at the pictures in Task 1. They should tick all
Can I help you?
the souvenirs mentioned in the dialogue. The next
Can I have this mug, please?
time they listen they have their books open. (Task 4)
How much is it?
Here you are
Step 4 POST LISTENING TASKS
6 Ask: WHERE DOES IT SAY KOLIKO KOŠTA OVA
Step 1 REVISION OF NUMBERS 20–100 AND
KNJIGA O LONDONU?
ENGLISH MONEY MOGU LI DOBITI OVU ŠOLJICU, MOLIM? etc.
1 Start off by introducing numbers. (20 30 40 50 60 7 If you have a strong class you can practise reading
70 80 90 100). the longer dialogue (Task 4). If not, concentrate
Compare their endings with the endings of numbers on Task 6 because it contains the basic chunks of
13-19. Ask the children to write the numbers (in language pupils are supposed to learn.
figures) that you tell them on the board. 8 Do Tasks 5 and 6 in the Pupil's Book. Task 6 is a
Let them do Task 1 in the Activity Book. framework for playing shop in the class.
You can bring some lipas to the class and ask the Tell the children to cut out the money from their
children to tell you how much you have got. Activity Book, page 111, for homework. They
should glue the two sides together. To make the
Introduce the British currency 1 pound (£) = 100
money firmer they can first stick page 111 on a
pence. Let them look at the pictures of English
piece of cardboard and then cut out the coins and
money on page 91 in the Activity Book. The first
stick the sides together.
coin on the left is a pound. Ask them what they can
see on the coins.
Step 5 REVISION
The pupils do Task 2 in the Activity Book.
1 Do Tasks 3 and 4 in the Activity Book.
2 Let the children look at the pictures in Task 1 in
the Pupil's Book. If you have any similar souvenirs Step 6 SHOPPING IN THE CLASS
bring them to the class. Ask the pupils which of
Play shop in the class with the money the pupils
them they like best. Ask them what they can see on
have cut out. You can use some of the toys you
the mug (the Tower of London).
have, books, or stationery. Demonstrate it from the
front. First you take the role of a shop assistant.
Step 2 INTRODUCING KEY SENTENCES
Later on the pupils take over.
3 Introduce the word SHOP ASSISTANT. Have it
1 You can play shop in the class with the Bosnian
written on a card and stick it somewhere in the
money and Bosnian souvenirs. You can also use
class. Read the sentences from Task 2. The pupils
some books, souvenirs from Bosnia and Herzegovina
should point to the card or themselves depending
and demonstrate them in the class. Then, you can
on who says the sentence in the shop. Sometimes
act the dialogue out.
they would point to both. Add more sentences by
replacing the word written in bold with any object 2 Let the pupils make a poster with Bosnian souvenirs
from the pictures in Task 1. and money.

64
Unit 7
At the theatre
Lesson 28 Pre-teach the exclamations, pointing to the parts of
Aim: Listening to a play based on a well the body:
known traditional story GRANNY, GRANNY, WHAT BIG EYES YOU HAVE GOT!
Developing listening comprehension GRANNY, GRANNY, WHAT BIG EARS YOU HAVE GOT!
Acting out some of the scenes
from the play GRANNY, GRANNY, WHAT BIG TEETH YOU HAVE GOT!
Being uninhibited about acting by Repeat this several times in many different ways. Tell
using puppets the pupils that in this way actors prepare themselves
Language focus: Characters of the story: for acting. Say the sentences:
Little Red Riding Hood • loudly
Hunter
• silently
Wolf
Take this basket to your granny. • in a whispering voice
Where are you going? • sadly
Where does she live? • angrily
I'm going to eat you up. • as if terribly shocked
Granny, granny what big eyes/ ears
/ teeth you have got! • very slowly
All the better to see / hear / eat • quickly
you up / with! • in a mumbling voice, etc.
5 The pupils copy the words from the board in their
Step 1 LEAD IN notebook. They write the words in four columns:
CHARACTERS THINGS PLACES PARTS OF
1 Write the words from Task 1 on the board in order
THE BODY
to focus the pupil's mind on the story.
GRANNY BASKET WOOD EYES Step 2 ELICITATION
CAP BED GIRL HUNTER MUM BIG TEETH
6 Let the children look at the pictures. Tell the pupils
EARS
to number them. First, look at the first two pictures.
2 Ask the pupils to guess which story the words come Ask a lot of questions.
from. Introduce the name
WHO'S THERE IN THE PICTURE? WHAT'S ON THE
LITTLE RED RIDING HOOD. Ask them to repeat it FLOOR? WHAT'S IN THE BASKET? WHAT DOES
several times. Rub out the the word girll and write MUM SAY? WHO IS BEHIND THE TREE?
LRRH instead.
3 Encourage the pupils to make simple sentences with Step 3 LISTENING
the words on the board. Let them listen to Scenes 1 and 2.
Granny has got a cap. Practise reading by stopping the tape and asking
The wolf has got a cap, too. pupils to read after the tape.
Granny is in bed. 7 After listening to Scene 2, ask them to colour red
The wolf is in bed. everything Little Red Riding Hood says.
The wolf has got big teeth. After listening to Scene 3, tell the students to
The girl has got a basket for granny, etc. number the speech balloons as they are said on
the tape. You can also tell them to produce sound
4 When you come to the words EYES, EARS, TEETH, say: effects while you are reading (knocking, door
We SEE with our EYES. creaking, growling).
We HEAR / LISTEN / with our EARS. Let the pupils listen to Scene 4 and ask them to
We EAT with our TEETH. look at the pictures or point to their parts of the
Make false statements Say: We HEAR with our body.
EYES. The pupils correct you. Let them listen to the Scene 4 at least twice.

65
Unit 7
At the theatre
Step 4 WHO SAYS IT? Step 6 ACTING OUT THE PLAY
8 Rub out all the words except the characters from 1 The children listen to the tape and hold up a puppet
the board and add the missing ones. Read the (pencils) whenever they are speaking. Make pauses
sentences from the story at random. The children between scenes so that they can prepare the
tell you who says them. This activity prepares the puppets needed for the scene.
pupils for Tasks 3 and 4.
2 Ask pairs or groups of pupils to prepare one scene
and act it out. Go around and help if necessary.
Step 5 MAKING THE PUPPETS
The children squat behind your desk and act out
9 Ask the pupils to cut out the characters from the
one of the scenes.
Activity Book, page 113. These are the characters'
heads that should be put onto pencils. Use glue or a Hiding behind the desk and using puppets make the
stapler when putting the heads onto the pencils. Let children much more uninhibited about acting and
the children listen to the story while they are doing even the children who are normally very shy open
the cutting. up when using the puppets.
3 Do Tasks 1, 2 and 3 in the Activity Book.

66
Unit 7
Great Britain
Lesson 29 SUM UP 6
Aim: Basic information about England,
Scotland and Wales Round off this unit by doing a quiz to revise everything
Language focus: Expressions related to Great Britain you have done from Lesson 25 to 29. Divide the
class into 3 teams. Write only numbers on the board.
The teams take turns to call out the numbers of the
Step 1 LEAD IN questions which they want to answer. Let the stronger
students help the weaker ones. After you have done the
1 Prepare bigger pictures of Great Britain: England,
quiz in the classroom, let the students have a look at the
Scotland and Wales. Ask the pupils if they can
Activity Book, page 93. Tell them to choose at least 7
recognise any of the cities. You can prepare the map
questions.
of Great Britain, too. Show the pupils the borders of
each country and their capitals. Start off with a little 1 Who works in a shop? (A shop assistant.)
chat about these cities in Bosnia/Croatian/Serbian.
2 What's English money called? (Pounds and pence.)
Translate some expressions in English later on. Let
the pupils do Task 1. Check their answers and 3 Name 3 things Ann buys in London. (A mug, a book
praise them a lot. about London, a teddy.)
4 Why is Bob's face all black? (It is raining and he has
Step 2 READING THE TEXT got a newspaper on his head.)
1 Ask the pupils to look at the pictures in the Pupil's 5 Where can you buy dog food? (At the petshop or
Book. Let them recognise smaller pictures. Stronger supermarket.)
pupils can try to describe what they can see in these
pictures. 6 Where can you see old things? (At the museum.)

2 Encourage the pupils to read the text. If the class 7 Name 3 things you can buy in a supermarket. (Fish,
is weaker, you can read the text, paragraph by bread, butter.)
paragraph on your own. The pupils can read it after 8 What's the name of the river in London? (The River
you. Thames.)
3 Ask them simple questions about the text. Before 9 Who lives in Buckingham Palace? (The Queen.)
asking, let them shut the textbooks. How much do
they remember about the text itself? 10 What is in Regent's Park? (London Zoo.)

4 Prepare them to do Tasks 3 and 4 in the Pupil's 11 How many lions are there on Trafalgar Square? (Four.)
Book. 12 What is a double-decker? (A big red bus.)
Do the questions about Great Britain in Sum Up 6. 13 Name all the characters in Little Red Riding Hood.
(LRRH, granny, mum, the hunter and the wolf)
14 Who has got a black and red uniform? (The Guard.)
15 What is Big Ben? (The bell of the clock.)
16 What is the capital of Scotland? (Edinburgh.)
17 What is the capital of Wales? (Cardiff.)
18 What do you know about bagpipes? (The Scottish
traditional instruments.)
19 What do you know about Loch Ness? (It’s a
mysterious lake.)
20 Who wears kilt? (The Scottish people.)

67
UNIT 8

ANIMALS

The purpose of Unit 8 is to expose children to many examples of the Present Simple in the
third person singular. The children are not expected to use it actively but they will certainly
remember some of the sentences since they are repeated a number of times
Lesson 30 starts with a revision of the animals the children have learnt in grades 1 and
2 and the introduction of a few new ones. Mum is reading to Rosie from a big book of
animals and Rosie is guessing which animal she is reading about. The children are asked to
describe an animal using a given model. The second part of the lesson exposes children to
the question form of the Present Simple. The grammar is presented only at the lexical level
and the pupils learn it as chunks of language. Children of this age are still not ready to be
taught any grammar explicitly.
In Cocopulus Episode 12 the children are asked to talk about an unusual animal that is a
result of one of Mr Cocopulus' less successful tricks.
Lesson 31 WHY DON'T TIGERS LIVE IN AFRICA? is a story that is beyond the pupil's
active command of English. It is there to develop the children's listening comprehension
and positive attitude to not understanding everything.
The children should enjoy the natural flow of language. By looking at the pictures they
will be able to grasp what the story is about. There is a lot of repetition involved and the
children are exposed to a great many examples of the Present Simple in the third person
singular (goes on / meets / says / asks / bites).
The books end with Mr Cocopulus Episode 13 and 14. After the episodes, there is the
song the children have dedicated to Mr Cocopulus.
SUM UP 7 includes a board game which recycles questions about animals.

68
Unit 8
Rosie's favourite book
Lesson 30 It lives in the jungle.
Aim: Identifying and classifying animals It's dangerous.
according to where they live, eat It has got sharp teeth.
Exposing children to the Present It is orange and black. (a tiger)
Simple tense, third person singular
It lives in the forest. (Translate it into Bosnian/
Language focus: Revision of animals learnt in grade
Croatian/Serbian.)
1 and 2
Introducing: It's orange.
It lives in the jungle It has got a big tail.
It eats meat It eats nuts.
It is dangerous
It can climb a tree. (a squirrel)
It has got sharp teeth
Does it live…? It lives in the forest.
Does it eat…? It's orange.
Is it dangerous..? It has got a big tail.
Has it got…?
People say it is cunning. (lukava) (a fox)

Note: Follow the usual procedure of introducing new


The structures above are not practised as vocabulary.
grammatical structures and are not taught explicitly. 3 Revise the words SEA, JUNGLE and FARM and
They are there as chunks of language which pupils introduce FOREST and GRASSLAND (stepa).
might remember as such.
Ask the students to do some classifying. You say:
JUNGLE ANIMALS and the pupils say or read all
the animals that belong to this group. (Grassland
Step 1 BRAINSTORMING animals are: a zebra, a giraffe and an elephant)
1 Brainstorming is a useful technique used for 4 Let the pupils do Task 1 in the Activity Book.
obtaining a lexical input from the class on a certain
topic. Ask the pupils to keep calling out the names Step 3 LISTENING TO THE TAPE
of all the animals they can think of. You can
organize it as a chain activity. You can write the 5 The pupils listen to the tape with their books shut.
words on the board or stick up the flashcards. Use Stop the tape before Rosie guesses and ask the
the cards from grades 1 and 2. pupils if they know which animal Rosie's mum is
reading about.
If you have written the words on the board, ask the
pupils to read them several times. 6 The children listen for the second time. They follow
the text in the book.
Step 2 INTRODUCING NEW VOCABULARY 7 Ask the pupils to read the dialogue in pairs.
2 Introduce the names of some animals by describing
them. Hold a picture in front of you so that the Step 4 FOLLOW UP
pupils can't see it. The children can say the name 8 Let the pupils do Task 3 in the Pupil's Book. They
of the animal in Bosnian/Croatian/Serbian. describe a lion, a giraffe or a squirrel using the
It lives in the sea. beginnings of the sentences in Task 3 and looking
at the given models in Task 2.
It isn't a fish.
It's big. Step 5
It's very clever. (a dolphin) Tasks 4, 5 and 6 are optional. This part of the lesson
It lives in the sea. exposes students to the questions in the third
It has got a big tail. person singular of the Present Simple. There is a
tapescript of Task 4 in the Pupil's Book on page
It's the biggest sea animal. (a whale)
112.

69
Unit 8
Rosie's favourite book
If you have decided to skip that part of the lesson, them into Bosnian/Croatian/Serbian. Explain to the
you can go straight to the board game which can pupils how the game is played.
be found in the Activity Book, SUM UP 7. You will
Mr Cocopulus Episode 12 revises the parts of the
need a die and counters. If you haven't done Tasks
body of the animals and the possessive case.
4, 5 and 6 in the Pupil's Book, spend more time
reading the questions on the board and translating The pupils can describe the animal using a given
model in Task 3, Pupil's Book, Page119.

70
Unit 8
Why don't tigers live in Africa?
Lesson 31 Step 3 FOLLOW UP
Aim: Developing listening 4 Help the pupils to do Tasks 2, 3 and 4 in the Pupil's
comprehesion Book. Translate if necessary.
Passive exposure to the Present
Simple by repetition of certain The word yellow means not brave.
verbs in the story
(meets / says / asks / hits) Step 4 REVISION
Expressing likes and dislikes in 1 Start the next lesson by doing Task 1 in the Activity
relation to the story Book. While the children are colouring let them
Language focus: What's the matter? listen to the story once more.
I must die today 2 Read the sentences from the story and ask them
How awful! who says them. This activity prepares the pupils for
When I hit you on the head, drop Task 2 in the Activity Book.
down and pretend you are dead.
The rabbit bites the elephant's ear. 3 Let them do Task 2.
This meat is awful. 4 Tell the pupils to do Task 3. Even if they can't read
I must run for my life. all the sentences, they can do the task by looking at
the puzzle pieces that match.
Step 1 INTRODUCING THE CHARACTERS OF THE 5 Let them listen to the short version of the story to
STORY check their work.
1 You can start off the lesson with a revision of the 6 Ask them to read the sentences after you.
descriptions of animals.
7 Finally, they practise reading in pairs. (Task 4, the
Let the pupils do Task 2 in the Activity Book, Activity Book)
pages 94 and 95. The three animals described in
Mr Cocopulus Episode 13.
this task are the main characters of the story.
The purpose of this episode is to teach students to
2 Let the children look at the pictures. Elicit as much
say a few sentences about Bosnia and Herzegovina.
as you can from your pupils.
Let them listen to the text and look at the pictures.
The basic language needed to introduce the story is After listening tell them to find a speech balloon in
listed in the language focus. which they can read something about Bosnia and
Introduce these expressions as you go along Herzegovina. They colour it in their favourite colour.
describing the picture. Do not follow the usual They can make a drawing to illustrate what Mr
procedure of introducing vocabulary this time Cocopulus is saying.
because the purpose of the story is to expose the
students to the natural flow of language. Do not
Mr Cocopulus Episode 14
ask the students to read aloud the whole story.

Step 2 LISTENING TO THE STORY Step 1 DO THE QUIZ


1 Read the questions together with the pupils.
3 The children listen and follow the story in their
Preteach the words: STEEL, FACTORY, PIGEONS,
books.
SALT, MONUMENT , FAMOUS…
2 Divide the class into few groups. Ask them to
answer the questions.
3 Let the children listen to the tape and check their
answers. Repeat twice if necessary.
4 Keep the record. Which group has the most of the
correct answers? Give some sweets to the winner.

71
Unit 8

5 Ask them to shut their textbooks and notebooks. Step 3 WORKING ON THE TEXT
Ask them some simple questions from the quiz.
1 Prepare and use the pictures of Bosnian cities
How much the have learned about Bosnia and
you used before doing the quiz about Bosnia and
Herzegovina? Encourage them to say the answer in
Herzegovina. Start off with the talk in Bosnian/
English!
Croatian/Serbian. If the class is stronger, encourage
the pupils to talk in English about Bosnia and
Step 2 TELEPHONE CONVERSATION -
Herzegovina and its cities.
INTRODUCING THE OBJECT PRONOUNS
2 Revise the quiz questions about Bosnia and
1 Let the pupils listen to the telephone conversation
Herzegovina. Listen to the tape again (Task 2, page
between Mr Cocopulus and Adi.
127). Repeat the tape twice if necessary.
2 Let the pupils read the telephone conversation. Let
3 Read the text about different Bosnian cities. Ask
them read it several times. Let the pupils assume the
the pupils to read the text after you. If the class
roles of these two characters.
is stronger, let the children read the texts after
3 Ask the pupils to act the dialogue out in front of the listening to the tape.
class.
4 Do the post reading tasks in the Pupil's Book.
For stronger class:
4 Ask the pupils to look at the dialogue in the
textbook. Ask them to write their own telephone
conversation based on the one they have read.
Encourage them to act out.
5 Introduce the object pronouns to the pupils. Let
them pay attention to the words in bold. Explain
their meanings in Bosnian / Croatian / Serbian. Write The song at the end of the book is a goodbye song
some more example sentences on the blackboard if for Mr Cocopulus. Don't expect the children to
necessary. Point to the REMEMBER BOX, too. learn the whole song. Teach them to sing the refrain
When something goes wrong remember this
6 Do Task 4 in the Pupil’s Book. song.
Do Task 4 in the Activity Book.

72
SUM UP 7 2 Get them to look at the animals in the box. Ask:
WHERE DOES IT SAY: LAV?
Play the board game, the Activity Book
WHERE DOES IT SAY: VJEVERICA?
pages 100 and 101.
a rabbit a squirrel a zebra a giraffe
1 First go through the questions (see below) that are
a whale a tiger a lion an elephant a dolphin
written on the squares of the board game. Ask the
a crocodile a monkey a bear a fox a wolf
pupils to read them out. Translate into Bosnian/
a polar bear a horse a sheep a cow
Croatian/Serbian if necessary.
3 Ask the pupils to copy 6 animals from the box in
Does it live in cold places?
their notebook.
Does it live in the jungle?
4 Tell them put to the counters on start and throw a
Does it live in the sea?
die.
Does it live in the water?
The aim of the game is to cross out all the animals
Does it live on a farm?
that they have in their notebook.
Does it live in the grassland?
How do they do it?
Does it eat meat?
Does it eat grass? 5 When they land on the square with a question, they
should look at the list of animals in their notebook.
Does it eat fish?
Does it eat fruit? 6 If the answer to the question is YES for any of their
animals, they can cross it out. You can cross out just
Does it like water?
one animal at a time.
Is it dangerous?
7 The winner is the one who crosses out all the
Is it small? animals on the list.
Is it big?
Has it got sharp teeth?
Has it got a long tail?
Can it swim?

73
Photocopiable pictures for the Action Song, Pupil's Book, p. 6 and 7
LESSON UNIT / LESSON CONTENT
NUMBER
1 Sept Starting up Welcome back to school
Introductory conversation
2 Starting up Introducing pupils with book DIP IN 5, plan and
programme
3 Starting up Introducing new vocabulary
Listening to the spoken version of the song
Listening to the action song
4 Starting up Revising the song
Revising vocabulary from the previous grade
THE UNIT 1 : FAMILY AND FRIENDS
5 Lesson 1 Introducing characters and the corresponding adjectives
Listening to the tape Meet Ann
6 Lesson 1 Working on the text
7 Lesson 1 Lead – in
Learning Ann’s song
Talking about children’s family
8 Lesson 2 Introducing free time activities and sports
My friends
Post reading tasks
9 Lesson 2 Revision
Class survey
Mr Cocopulus Episode 1
10 Lesson 3 Warm up
Revision of IN, ON, UNDER
Looking at the pictures
11 Lesson 3 The story about Bob and Toto
12 Lesson 3 Working on the story
UNIT 2 : TOYS
13 Oct Lesson 4 Introducing the possessive case
14 Lesson 4 Revision of the possessive case
Listening : What’s your favourite toy?
What’s true for you?
What’s your favourite…?
15 Lesson 5 Introducing new vocabulary
Looking at the pictures of toys
Introducing his / her
Listening to the spoken version of the song
Listening to the song
16 Lesson 5 Revision of the song
Listening to the tape Do you know them?

89
17 Lesson 5 Playing the game Who is it?
Mr Cocopulus Episode 2
18 Lesson 6 Lead-in
Introducing there is
Listening to the tape
Where is the toy?
Drawing dictation
19 Lesson 6 Revision
Listening to the dialogue
20 Lesson 6 Rosie’s dream
TPR story
21 Lesson 7 Introducing new vocabulary
Miming the rhyme
Working on the rhyme / song
Cutting out the pictures
22 Lesson 7 Revision of the song
The dialogue
Mr Cocopulus Episode 3
23 SUM UP 1
24 Progress test 1
25 Correction of the progress
test 1
UNIT 3 : SCHOOL AND HOME
26 Nov Lesson 8 Numbers 1-20
Introducing there are
Listening to the tape
Maths lesson
Doing maths lesson
27 Lesson 9 Introducing school subjects
Listening: What subjects do they like?
Ann’s timetable
Dorian’s homework (optional)
Irregular plural
28 Lesson 10 Introducing the rooms within the house
Looking at the cross section of the house
29 Lesson 10 Revision of the rooms within the house
Introducing the furnishings
30 Lesson 11 Revision of the furniture
Listening to the tape
Exposing children to questions Is there / Are there?
31 Lesson 11 Revision
Mr Cocopulus Episode 4
32 SUM UP 2

90
UNIT 4 : TIME AND FOOD
33 Lesson 12 Introducing telling the time
Telling the time – practice
34 Lesson 12 Learning the song Hickory Dickory Dock
Mr Cocopulus Episode 5
35 Lesson 13 Introducing new vocabulary
Preparation for listening
Listening to the tape Ann’s day
36 Lesson 13 Telling the time ten to five / ten past five
Activity book - exercises
37 Lesson 13 Introducing food
Classifying
Listening to the tape
38 Dec Lesson 13 Fruit and vegetables
Introducing new vocabulary
Some / any
39 Lesson 13 Fruit and vegetables
Activity book – exercises
Mr Cocopulus 6
40 Lesson 14 Introducing months of the year
Listening to the month song
A class survey
Listening to the tape
41 Lesson 14 Revision
Mr Cocopulus 7
42 Lesson 15 Warm up : the weather game
Introducing the seasons
43 Lesson 15 Revision
Listening to the rhyme
Look at that little tree
44 Preparation for the half-
term test
45 Half-term test
46 Correction of the half-term
test
47 Festivals Merry Christmas / Hanukkah
48 Project work Revision of songs
49 Project work Mr Cocopulus episodes
Acting out
50 Festivals Happy New Year
51 Jan Lesson 15 Aunt Peggy and Uncle Ben
Revision of the Present Simple Tense

91
52 Lesson 16 Introducing items of clothing
Classifying
Exposing children to is wearing

53 Feb Lesson 16 Winter story and summer story


Listening to the tape
54 Lesson 16 Who is at the door?
55 SUM UP 3
UNIT 5 : THE WEEKEND
56 Lesson 17 Listening to the tape : A party
Post listening tasks
57 Lesson 17 Pass the boxx game
Revision
58 Lesson 18 Listening to the tape: Home sweet home
Post listening tasks
59 Lesson 18 Revision
60 Lesson 19 Where am I?
Listening to the tape: Good night sleep tight
Post listening tasks
61 Lesson 19 Present continuous practice
62 Lesson 19 Learning the song Wee Willy Winkie
63 Lesson 20 At the funfair
How much do you remember?
64 Lesson 20 Revision : reconstruct the sentences
65 Mart Lesson 21 Introducing new vocabulary
66 Lesson 21 Revision - Activity book
Mr Cocopulus 8
67 SUM UP 4
UNIT 6 : WHAT DO THEY LOOK LIKE?
68 Lesson 22 Listening to the tape
69 Lesson 22 Memory game
Revision
70 Lesson 23 Rosie is missing
71 Lesson 24 Mr Cocopulus 9
Revision of the vocabulary
Reading the descriptions
72 Lesson 24 Who is the suspect?
Introducing somebody / anybody / nobody / everybody
73 SUM UP 5 A game of dominoes
74 Preparation for the progress
test 2
75 Progress test 2

92
76 Correction of the test
UNIT 7 : PLACES
77 Lesson 25 Introducing new vocabulary
Playing Bingo
Doing a crossword
78 Apr Lesson 25 Bob’s bad luck
TPR story
Playing a board game
79 Lesson 25 Dinner talk
80 Lesson 26 London
Listening to the tape
(part 1)
81 Lesson 26 Revision of the vocabulary
Listening to the tape (part 2)
London quiz
82 Lesson 27 Numbers 20 – 100
Introducing key sentences for Shopping
Listening to the tape
Post listening tasks
83 Lesson 27 Revision
Playing shop in the class
84 Lesson 28 Lead in: Little Red Riding Hood
Listening
Making puppets
85 Lesson 28 Acting out the play
86 Lesson 29 Great Britain
87 Lesson 29 Great Britain - activity book
88 SUM UP 6
89 Festivals Easter / Jurjevdan
UNIT 8 : ANIMALS
90 May Lesson 30 Introducing new vocabulary
Listening to the tape
91 Lesson 30 Board game ( SUM UP 7)
92 Lesson 31 Introducing the characters of the story
Listening to the story
93 Lesson 31 Revision
94 Mr Cocopulus 13 Listening to the tape
Reading the text
Acting out
95 Mr Cocopulus 14 Bosnia and Herzegovina
Quiz

93
96 Mr Cocopulus 14 Bosnia and Herzegovina
Listening to the tape – telephone conversation
Objective pronouns
97 Mr Cocopulus 14 Bosnia and Herzegovina
Working on the text
98 Mr Cocopulus 14 Bosnia and Herzegovina
(activity book)
A goodbye song for Mr Cocopulus
99 Preparation for the final
test
100 Final test
101 Correction of the final test
102 Festivals Bayram*
103 June GAME Revision of vocabulary and grammar
104 Project work Revision of songs
105 Project work Mr Cocopulus Episodes
Acting out
106 Systematization

* 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.

94
SARAJEVO PUBLISHING d.d.
Obala Kulina bana 4, Sarajevo

Za izdavača:
Mustafa Alagić, dipl. oec.