DIP IN 5

UREDNICAVlasta Čeliković

RECENZENTIDževahira ArslanagićSamka Hadžihasanović-MidhatDijana Marković

LEKTORMark Davies

KOREKTORICEZarifa KazazovićMirela VasićMaja Mardešić

ŠTAMPAGRAFOTISAK, 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 izdavačevogpismenog odobrenja.

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

----------------------------------------------------CIP – Katalogizacija u publikacijiNacionalna i univerzitetska bibliotekaBosne i Hercegovine, Sarajevo

811.111(075.2)(072.2)

KAZAZOVIĆ, ZarifaDIP 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 978-9958-21-507-01. Vasić, Mirela 2. Mardešić, MajaCOBISS.BH-ID 16756486----------------------------------------------------

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

Zarifa KazazovićMirela VasićMaja Mardešić 5DIPin

SARAJEVO PUBLISHINGSarajevo, 2008.

4

INTRODUCTION

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

UNIT 1 FAMILY AND FRIENDS9

5

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

IntroductionA WHO IS THE COURSE FOR?

DIP IN 5 is a course for children who are in the thirdyear of learning English. The course offers enough material for one year's work with three classroomperiods per week.

B WHAT ARE THE COMPONENTS OF THE COURSE?

1 THE PUPIL'S BOOK

The Pupil's Book consists of 8 units: FAMILY ANDFRIENDS, TOYS, SCHOOL AND HOME, TIME ANDFOOD, THE WEEKEND, WHAT DO THEY LOOK LIKE? PLACES, and ANIMALS.

There are 14 episodes of Mr Cocopulus which are there to consolidate some of the language taughtpreviously or which serve as a lead in to a new topic(for example, Episode 9 and 10).

The visual elements of the course, lively and humorous illustrations, enhance the children's understanding and relate to the topics and languagepresented throughout the book.

The task instructions written in the Pupil's Bookare there more to help the teacher. Pupils are not expected to read the instructions by themselvesand do the tasks independently. A lot of guidanceshould still be provided by the teacher.

The Word List at the end of the book includes basic vocabulary and some of the vocabulary from receptive skill texts that the pupils do not need to produce actively. The words are listed in alphabeticalorder by lesson section. Some longer phrases and all the words belonging to a common topic are notgiven in alphabetical order. They are put in a box and are marked with a different colour (phrasesgreen, words belonging to the same topic pink). The vocabulary from all the Cocopulus episodes comes at the very end. Pupils are not expected to use the word list by themselves but it is advisable to pointout that it can be found at the end of the book.

2 THE ACTIVITY BOOK

The DIP IN 5 Activity Book has 8 units linked thematically to the corresponding Pupil's Bookunits. The tasks vary from guided fill-in andmatching exercises to crosswords, puzzles, drawing, colouring and cutting out activities. The Activity Book also contains 7 Sum Up sections which

round off each unit in the book with additional revision exercises

3 THE CASSETTE

A cassette accompanies the DIP IN 5 course. The recorded material includes all texts, stories anddialogues marked with a cassette icon in thePupil's Book. Songs, chants and the Mr Cocopulusepisodes are also recorded on the cassette.

4 FLASHCARDS

The set of flashcards is an essential teaching aid. It covers basic vocabulary, situations and characters from the book. The flashcards can be used for vocabulary introduction, practice, revision, as well as for playing games such as Memory or Match-Mismatch.

5 THE TEACHER'S BOOK

The Teacher's Book shows clearly what the aims of each lesson are. There is step-by-step guidance to each lesson. It also suggests alternative tasksfor some activities. In this way weaker studentshave easier tasks and stronger students have morechallenging tasks from the same material.

THE BASIC AIMS OF THE COURSE:

To maintain and further develop interest and apositive attitude towards learning English as aforeign language.

To develop positive attitudes towards self, othersand their respective cultures.

To revise some of the vocabulary and grammar (thelatter not taught explicitly) from the previous course.

To introduce new topics and related vocabulary.

To expand children's concepts and knowledge aboutthe world they live in.

To create a friendly non-threatening learning atmosphere which enhances learning.

To build on children's natural desire to communicate– to encourage children to produce simplesentences instead of isolated words and talk aboutthemselves, their family and friends.

To develop and integrate all four skills: listening, speaking, reading and writing.

To develop all their intelligences by doing differenttypes of activities around a particular topic.

7

WHAT ARE THE BASIC IDEAS THE COURSE IS BUILT ON?

It is generally believed that children learn very fast, which is true as long as we constantly revise language that we have presented previously. The DIP IN 5 course is constructed in such a way that eachlesson builds on the language presented previously;or that the language previously introduced is put into a new context. For example: the present of to be and prepositions IN, ON, UNDER are revisedin Lessons 1, 2 and 3; in Lesson 7 the structure There is is introduced in the context of a toyshop;in Lesson 11 There is is used with the prepositions IN, ON, UNDER. Or: the possessive case, introduced in Lesson 4, is recycled in Lesson 14 when talkingabout birthdays.

Children of this age group do not learn the language in an analytical way, so grammar shouldn't be taught explicitly. Children learn English bymemorising chunks of language. Therefore, children have to be exposed to a great many examples of a certain structure in order to remember it. Thelanguage input should always be slightly above their active command of English because children of this age learn a lot of language subconsciously.

Still, when presenting dialogues, texts or stories, new vocabulary should be introduced before thepupils are shown the written text. By carefullyplanning the "input stage" of the lesson, the presentation of new vocabulary or new structures, we might avoid or at least reduce the pronunciation problems later on when dealing with the written text.

In comparison with DIP IN 4, the four skills oflistening, speaking, reading and writing are more equally balanced since the children are older and have acquired certain skills not only in the foreignlanguage but also in their mother tongue.

Songs and rhymes are enyoyable ways of either presenting or consolidating the new languagein the lesson. When accompanied by miming or hand movements they give good practice not onlyin rhythm but also in the development of bodycoordination.

Children are motivated by involvement with interesting and unusual characters. Therefore, there is the character of Mr Cocopulus. He is a wizard who works at the funfair. Things often go wrongwith him but he manages to retain his positiveattitude.

I would dare say that teachers should have a similar approach in the classroom, keeping in mind that teaching is very rewarding but hard work, and in thecase of young learners even more so.

HOW DOES A TEACHER PLAN AND PREPARE A LESSON?

The yearly plan is there as a rough guide. You willcertainly have to adapt it to your own teaching situation. While planning a lesson, bear in mind your own students and change or adapt anything you believe wouldn't work for you or your students.Incorporate your own material and ideas, try doing things diffrently, discuss your teaching, teaching issues and your classes with your colleague. All of these contribute immensely to the development of your teaching personality.

Introduction

8

STARTING UP introduces and revises the common classroom vocabulary used by theteacher 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 thedog. There are also the children's friends: Kate and Dorian (Ann's best friends) and Steveand 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

UNIT 1

FAMILY AND FRIENDS

9

Unit 1

STARTING UP – CLASSROOM VOCABULARY

Aim: Revising basic classroomvocabulary used by the teacherSinging a songRevising classroom vocabulary from the previous grade

Language focus: listen / read / repeat / open yourbook / shut your book / cut / takesome glue / stick / sing a song / play a trick / copy the words / draw

Material: Photocopiable pictures that can befound at the end of the Teacher's Book

Lesson 1

Aim: Recognising and using the language related to familyIntroducing the characters of thebookDescribing what someone is like

Language focus: mum, dad, sister, brother, wizardclumsy, strict, nice, good, lazy,funny

Revision: He is / She is / I amThis is / These are

Step 1 INTRODUCING NEW VOCABULARY

1 This is the first lesson at the beginning of the new school year so greet the children warmly and tell them how happy you are to see them again. Ask them how they are. Revise: happy, hungry, thirstyand sleepy.

2 If there is a new student in the class, use theopportunity to revise:

What's your name?

How old are you? and

Where do you live?

Help the pupils with the questions and answers because they haven't spoken English for some time. Ask them if any of them had a chance to speakEnglish during the holidays.

3 Everybody should think of at least one word or sentence in English from the last year. They should imagine they hold it in their fist. Tell them to give this word as a present to the person sitting next to them (use the gesture of giving something) by saying the word aloud. Go around the class and ask

the children what word or sentence they have got from their partner.

Hold your fist tight and say that you have one English sentence for them, too.

It is the sentence ENGLISH IS FUN FOR YOU AND ME. Ask them what it means. "Give" this sentenceto one of the pupils saying it at the same time. Tellthat child to pass it on by giving and saying it to someone else. If you see it is too difficult for them to repeat, ask them to say just the first part: English is fun.

4 Ask them if they remember any songs from last year.Revise SING A SONG and stick the corresponding picture on the board.

5 Ask one of the students to write down any of the words they have got from their friend or from last year's song. Ask another pupil to copy the sameword next to it and introduce COPY.

6 Ask someone else to come and draw a tree. Say thatthe words, written on the board, are very hot andthat they want to be under the tree. Stick the cardDRAW A TREE on the board.

7 Point to the pictures on the board. Ask the childrento REPEAT in chorus and individually after you. Stick the picture REPEAT on the board as well.

8 Go around the classroom and have a look at whatchildren have got on their desks.

Tell them to hold up the Pupil's Book and thenthe Activity Book. Ask them in what way they are different. Introduce:

OPEN YOUR BOOK, SHUT YOUR BOOK.

OPEN YOUR ACTIVITY BOOK. SHUT YOUR ACTIVITY BOOK by asking them to do the action several times. (Stick the pictures OPEN and SHUT on the board.)

9 Now ask them to open their book and try to figure out who Mr Cocopulus is.

Introduce the word WIZARD and PLAY A TRICK.Mime playing a trick and ask them to mime, too.

10 Now ask them to have a look at their Activity Book. Ask them in Bosnian/Croatian/Serbian to find a picture of scissors (indicating cutting) in their Activity Book (for example page 22). Introduce the words CUT, GLUE and STICK. Tell someone else to go to your desk and STICK the pictures of CUT,GLUE and STICK on the board.

Meet Ann

10

Unit 1

11 Now you have all the pictures from the song apart from LISTEN and READ on the board. These two are the easy ones and they should be familiar with them.

12 Call the pupils to the board individually and askthem to point to the pictures.

Step 2 LISTENING TO THE SPOKEN VERSIONOF THE SONG

13 Ask them to listen to the recorded spoken version of the song and put the pictures on the board in the proper order. Ask different children to come to the board and write the number. Stop the tape after every third word.

14 Let the children listen to the tape once more. Ask one of the children to come to the board and point to the corresponding pictures.

Step 3 LISTENING TO THE SONG

15 Tell your pupils to open the Pupil's Book, page 6.Ask them to look and point to the pictures whilelistening to the song.

16 Tell them to stand up and mime the song with you.

LISTEN (Cup your ears.)

READ (Hold a book in front of you.)

REPEAT (Put your hands in front of you and put the thumb and fingers together repeatedly.)

OPEN AND SHUT (Put the palms of your hands together and then open and shut them.)

CUT (Move your forefinger and the middle finger as if cutting.)

TAKE SOME GLUE (Pretend you're holding a tube.)

STICK (Move your hand left and right as if applyingthe glue.)

SING A SONG (Sing this line louder.)

PLAY A TRICK (Wave in the air as if holding a magicwand.)

COPY THE WORDS (Write in the air.)

DRAW A TREE (Draw a tree in the air.)

ENGLISH IS FUN FOR YOU AND ME (Smile and point to you and them.)

THIS IS ME. MY NAME IS (Say your name.)

17 After you have listened to the song a few times, ask the students to read the song and draw their face and write their name in the box. Let them listen tothe song while drawing.

Step 4 REVISING THE SONG

1 Let the pupils listen to the song and mime while remaining seated.

2 Revise the vocabulary from the previous lesson.

Tell the class to open their Activity Book, Task 1.

Ask:

WHAT NUMBER IS: SING A SONG?

WHAT NUMBER IS: LISTEN?

Then, make it more difficult by asking:

WHAT'S NUMBER 1?

WHAT'S NUMBER 2?

3 Let the children do Task 1 by themselves.

4 Check their work by asking someone to read aloud.

5 Ask them to do Task 3.

Step 5 REVISING THE VOCABULARY FROM THE PREVIOUS GRADE

6 Ask the pupils to look at the pictures for a while.Ask them to point at the pictures and say as manywords as they remember.

7 Ask the pupils to write the words in their notebooks. Check their answers by using the word cards. The pupils see the spelling of the word and correct their mistakes. Ask the pupils to report the numbers of spelling mistakes.

8 Prepare and use some flashcards from the previous grade and show them to the pupils. Ask the pupils to shut their textbooks and notebooks. Show them a flashcard and ask the children what they can see.

9 Ask the pupils to shut their textbooks and notebooks. Tell the pupils a word in Bosnian / Croatian / Serbian and ask them to say it in English. You can do the same task, but vice versa.

10 Do Task 2 Let’s play Bingo! Praise the winners!!!

Step 6 INTRODUCING THE CHARACTERS AND THE CORRESPONDING ADJECTIVES

11 Read the title of the lesson MEET ANN. Ask themwhat it means and tell them to find the picture ofAnn on page 9. Explain in Bosnian/Croatian/Serbian that she lives in Oxford in England. Tell them that Oxford is a lively old town with a lot of schools andstudents. Ask:

HOW MANY PEOPLE ARE THERE IN HER FAMILY?

Meet Ann

11

Unit 1

You say: LIJEN, they copy LAZY.

Check the order after you have dictated all thewords.

Step 7 LISTENING TO THE TAPE (Task 3, the Pupil's Book)

13 Tell them to cover ANN'S text on page 11 with their notebook.

Let them listen to the tape twice.

Listening task 1: Point to the characters in thepicture Ann is talking about.

Listening task 2: (text still covered): Try to remembersome of their names.

14 Round off the lesson by asking the children to name all the members of Ann's family. (FIONA, PAUL,BOB, ROSIE and TOTO, the dog)

If there is any time left let the pupils do Tasks 1 and 2 in the Activity Book.

If not, the children can do them for homework.Check if they understand what they have to do.

Step 8 WORKING ON THE TEXT

1 Start off the lesson by checking the pupil's homework.

2 Play the tape once more.

This time the children listen and look in the book.

3 You read line by line. The pupils read after you.

You can also use the cassette player.

4 You say one word from the text.

The children find the sentence with this word and read it to you.

You: OXFORD.

Pupil 1: I'M FROM OXFORD.

Pupil 2: OXFORD IS IN ENGLAND

You: CLEVER

Pupil 3: SHE IS VERY CLEVER.

Pupil 4: HE IS VERY CLEVER BUT CLUMSY, etc.

5 Pupils read the text. Each reads one paragraph.

6 Ask the children to do Task 4 and Task 5 in the Pupil's Book.

7 Check their work by asking someone to read aloud.

WHO ARE THEY? (Revise: mum, dad, brother, sister and the dog)

WHO IS MR COCOPULUS? WHAT'S HIS JOB?

HE CAN PLAY TRICKS. BUT HE IS CLUMSY.(Translate into Bosnian/Croatian/Serbian.)

IS ANN'S MUM A VET?

IS SHE A DOCTOR?

WHAT CAN A TEACHER DO?

SOMETIMES TEACHERS ARE STRICT.

IS YOUR TEACHER STRICT?

NO, SHE IS NICE. (simpatična, draga)

LOOK AT ANN'S DAD. WHAT'S HIS JOB?

A PILOT?

A MECHANIC?

NO, A REPORTER. HE WORKS WITH MR CLICK (thecharacter from last year)

MICK TAKES PHOTOS AND PAUL WRITES STORIES. HE IS A REPORTER (izvještač, novinar).

LOOK AT THE DOG. HE IS FUNNY.

WHAT HAS ANN'S BROTHER GOT?

WHAT COLOUR IS HIS BIKE?

BOB IS GOOD but a bit LAZY.

ARE YOU LAZY?

IS YOUR BROTHER LAZY?

By asking questions like these you work on thechildren's comprehension.

12 Write the words below on the board:

GOOD

STRICT

CLEVER

LAZY

FUNNY

Pupils read the words after you, then individually.

Ask what the words mean.

Tell them to copy the words in their notebook in the order you say them.

You say the word in Bosnian/Croatian/Serbian and they copy the word in their notebooks in English.

For example:

You say: PAMETAN

They write in their notebooks: CLEVER.

Meet Ann

12

Unit 1

5 Let the children listen to the song at least twice.They follow the text in their book.

The third time ask them to sing along.

6 Ask one of the girls to come to the board with herbook and pretend to be Ann.

She points to the pictures and says:

This is me (in the class).

This is my mum (in the grass), etc.

You can do the same thing with one of the boys. He says the sentences as if he was Bob, so this is a more difficult task. When pointing to the firstpicture he should say:

This is my sister in the class.

When talking about the third picture he should say.

This is me on my bike.

Step 11 TALKING ABOUT THE CHILDREN'SFAMILIES

7 The previous activity prepares your students for talking about their family.

Check their homework at this point by going around the class, pointing to the pictures they havedrawn in their Activity Book, asking:

WHO IS THIS?

HOW OLD IS HE?

Ask some of the students to stand up and while pointing at the pictures introduce the members oftheir family to the rest of the class.

8 If there is any time left you can do Tasks 5 and 6 inthe Activity Book.

If you are running out of time you can do Task 5orally and move on to Task 6.

8 Those pupils who finish first can do Task 3 in the Activity Book.

Slower pupils can circle the correct answers while the stronger students are reading the text.

Suggested homework: Task 4, the Activity Book. Tell your pupils to draw the members of their family and write their names. Point out that somechildren may have just mum or dad. They might draw someone else from the family that they likevery much (grandpa or grandma).

Step 9 LEAD IN

1 Start off by revising what the children rememberabout Ann's family.

If you have a weaker class you can say the sentences and the children should say if they are true.

ANN IS FROM SARAJEVO.

OXFORD IS IN BOSNIA AND HERZEGOVINA.

ROSIE IS STRICT.

FIONA IS LAZY.

TOTO IS CLUMSY.

FIONA ISN'T STRICT.

PAUL IS A TEACHER.

FIONA IS A REPORTER, etc.

Step 10 LEARNING ANN'S SONG, Task 1, thePupil's Book

2 Let the children look at the pictures.

Who can they see?

3 Read the lines of the song below the pictures. Thechildren read after you.

4 Explain the words they don't know. Explain thedifference between this and these in a very simple way.

Meet Ann

13

Unit 1

Lesson 2

Aim: Talking about friendsDescribing what our friends are like and what they are good atIntroducing the names of some sports/musical instrumentsCarrying out a class surveyRevision of the present of to be:They are / aren'tAre they?

Language focus: They are / aren'tThey are good at…He/she is good at...He/she isn't good at...Are you good at…?basketball / swimming / tennis / table tennis / dancing / computer games / violin / guitar / piano

Step 1 INTRODUCING SPORTS AND FREE TIME ACTIVITIES

1 Start off with a warm up activity by means of whichyou are going to introduce some free time activities.Ask the pupils to call out the names of as many sports as they know.

Write them on the board.

They might know FOOTBALL, TENNIS and BASKETBALL.

Revise SWIMMING and ROWING from last year.

Introduce TABLE TENNIS, SKIING. Don't write too many of them on the board.

Ask them if they have seen any of these sports in A COMPUTER GAME.

Ask them in Bosnian/Croatian/Serbian why playing a real sport is better the one in a computer game. (Write COMPUTER GAMES on the board, too).Introduce DANCING by saying that this is another activity that people like doing in their free time.Introducing playing the guitar / the piano / the violin.

2 Say one of the activities from those written on theboard. The children mime it.

3 Point once more to the activites and ask the pupils to read them out.

4 Ask them if they know anyone who is good at theseactivities.

Encourage them to say: Amar is good at swimming.Iva is good at dancing.

Then move on to some famous sportspersons and say, eg.

Nenad Marković can play basketball.

He is good at basketball.

Ask the pupils about other celebrities mentioned in the textbook. (Task 4). Use the same example to make a question like this:

Is Nenad Marković good at basketball?

Yes, he is. / No, he isn’t.

Ask them to do Task 5. Check their answers by asking them to report them.

Step 2 LISTENING TO MY FRIENDS

5 The children are ready now to listen to Ann and Bobtalking about their friends.

6 Let the children listen to the texts.

The pupils have their books shut.

Before the first listening, ask the children toremember the names of Bob's and Ann's friends.

The second time, ask the children to put up theirhand whenever they hear one of the activities thatare written on the board.

7 Students can open their books now. They read afteryou and then individually.

8 Ask them to write the names of Ann's and Bob's friend below the pictures.

(Steve is the one on the skateboard.)

Step 3 POST READING TASKS

9 Let them do Tasks 2 and 3 in the Pupil's Book.

Suggested homework: Task 1 in the Activity Book.

Step 4 REVISION

1 Start off by checking your pupils' homework.

2 Let them do Task 2 in the Activity Book.

Make sure they understand the words in the boxes.Ask:

WHERE DOES IT SAY: RAZRED?

PRIJATELJI?

NISU?

KOMPJUTERSKE IGRE? etc.

My friends

14

Unit 1

3 Tell the children to check their work using the book if necessary.

Those students who finish first can do Task 3(optional).

Step 5 A CLASS SURVEY, Task 6, the Pupil'sBook

4 Explain to the children how they are going to find out what their friends are good at.

Get the children to read what is in each box.

First, tell them to answer the questions by ticking the column where it says ME (they should write their name there).

A tick means – Yes, I am; and the cross – No, I'm not. Write these two symbols, together with the short answers, on the board.

5 After the children have finished answering about themselves, demonstrate from the front of the class what they should do next.

Ask one of the pupils to answer the questions fromthe box that you are going to ask.

He or she answers by using the answers written onthe board.

You tick his or her answers in your book, so that the children see how you are doing it.

6 The children work in groups of four. Two children sitting at the same desk just turn to the pair sitting behind them. (Pupils ABCD). They write the names of the friends they are working with in the My friend boxes.d

Pupil A asks the questions, B answers, ACD note the answers. Then B asks the questions, C answers, BAD note down the answers. Go around the class andhelp if necessary. Explain the procedure very slowly in Bosnian/Croatian/Serbian.

Note:When working in pairs some of the children might say just YES or NO.Let them do so because these are very natural answers.

7 After they have finished ask them to say what theyhave found out.

Do Task 7 in the Pupil's Book.

Write these prompts on the blackboard:

My friends

__________________ and _______________ are good at ____________ .

Show them how to do it by taking someone's notebook and making a sentence.

Tell them to write at least 3 sentences in their notebook.

Let stronger students write as many as they like.

The PROJECT WORK, Task 8 in the Pupil's Book,is an optional consolidation activity. If you have decided to do it, go through it with the class first.Give examples of what to write on the blank lines. Tell the pupils to use A4 or A3 paper, so that they have enough place to draw or stick in photos. Praise their work and effort. Don't be harsh onthem regarding the mistakes they migh have made. Display their projects in the class.

Mr Cocopulus EPISODE 1 is the first of 14 episodes about a funny and unusual wizard whodoes things in his own way. Things often go wrong with him but he manages to retain his positiveattitude.

The episodes with Mr Cocopulus are there toconsolidate some of the language taught previously or they serve as a lead in to a new topic.

The form of a comic strip has been chosen becausechildren like comics. A lot of us have practised reading skills by reading comics our mother tongue. The language used in some of Mr Cocopulus Episodes is slightly above the children's active command of English but the pictures help them to grasp the meaning. You should decide, depending on your teaching situation, how much time you should spend on each episode.

Episode 1 is relatively simple.

Let the children listen to it at least twice.

Listening in the case of the Cocopulus Episodes isalways done with the books open.

Ask some comprehension questions:

Who is Mr Cocopulus?

Who are the children in the picture?

What has he got?

What's the problem?

The children read aloud.

The first time, you read Mr Cocopulus' part of thedialogue and the class reads aloud the children'spart.

Later on one of the children takes his role.s his role

15

Unit 1

Aim: Talking about locationAsking questions about thelocation

Language focus: Revision of prepositions IN, ON UNDERRevision of the present of to bewith the use of IN, ON, UNDERQuestion form: Is the mouse onthe table?

Key vocabulary: car / swing / chair / cupboard / bedgetting up / bed / basket / mouth / sock

Step 1 WARM UP

1 Ask the children to point to different objects in the class.

In this way you will revise the words needed later.

Point to the chair.

Point to the floor.

Point to the cupboard.

Point to your pencil case.

Point to the tree. (If you can see any through the window.)

Point to your desk.

Point to your bag.

Step 2 REVISION OF THE PREPOSITIONS: IN, ON,UNDER

2 Start off by revising prepositions. Ask the children toput different objects in different places. For example:

PUT YOUR BOOK ON THE FLOOR.

PUT YOUR BOOK ON YOUR HEAD.

PUT YOUR PENCIL UNDER THE CHAIR.

PUT YOUR PENCIL UNDER THE BOOK.

PUT MY BOOK IN THE CUPBOARD.

PUT MY BAG ON THE CUPBOARD, etc.

3 Write IN, ON and UNDER on the blackboard and askwhat the words mean.

Illustrate the meaning by introducing a gesture foreach preposition.

For example: Put your hand on your head and say ON.

Hold your fist tight then open it and, pointing to it,say IN.

Put one hand in front of you and with the other hand show UNDER.

4 Ask the children to imitate your hand movements and say the preposition.

Step 3 LOOKING AT THE PICTURES, Task 1, thePupil's Book

5 Tell them to open their books. Ask the children what they can see in the pictures.

Introduce the word SWING. Encourage themto produce the sentences about the pictures by themselves.

6 Read the sentences from Task 1. The children point to the corresponding pictures.

7 Let them do the task by themselves now. Read just the example to them.

8 Check what they have done by asking several children to read aloud.

9 Ask them which of the pictures they like best.

10 Tell them to try and remember the pictures (Task 2).

11 After 3 minutes ask them the questions in Task 2.

12 Next, they do the same thing with their partner.

13 Let them do Tasks 1, 2 and 3 in the Activity Book. Fast students can illustrate all the rhymes in Task 2.The others can do just one or two.

Step 4 THE STORY ABOUT BOB AND TOTO,pages 16, 17 in the Pupil's Book

1 Tell the children to look at the pictures. Ask themwhat they can see in the pictures.

Help by asking questions:

WHERE IS BOB? IS IT MORNING OR EVENING? IS HE SLEEPY?

Introduce the word SOCK. WHAT COLOUR IS HIS SOCK?

WHO HAS GOT HIS SOCK? IS TOTO SLEEPY?

CAN BOB PUT HIS SOCK ON?

2 Let them listen to the tape. Tell them to concentrateon the pictures. They can cover the text with theirpencils.

3 The second time they listen, tell them to listen and follow the text in the book. Don't ask them to read aloud yet.

Toto

16

Unit 1

4 The next activity requires some imagination. Takesome objects that you have on your desk and "turnthem into" the objects from the story. A notebook or a packet of paper tissues can be a bed, a pencan be Bob, an eraser can be Toto, a box in which you keep Blue Tack can be Toto's basket and a piece of paper can be Bob's sock. You sit at yourdesk which is now the stage (Bob's room). Makesure that everybody sees the surface of your desk. "Introduce" the characters and things to the class (you can even have a little chat with them). Afteryou have done that, ask the children once more:

WHO IS THIS?

WHAT IS THIS?

You tell the story and act it out using the objects on the table. For example: at thebeginning of the story the pencil is in the notebook (Bob is in bed).

Then he gets up and looks for his sock, so move thenotebook as if he was looking under the bed, lean the pencil as if he was looking on the bed. Then walk your pencil to the box (Toto's basket). Then the rubber (Toto) joins in. You can stick the piece of paper (Bob's sock) on the rubber with Blue Tack.

The rubber (Toto) goes under the bed. The rubber jumps onto the notebook (bed) and finally therubber is in the box (in the basket) and the piece of paper (the sock) next to the basket. Before you saythe last sentance of the story (Well, it isn't a sock any more), tear the paper sock in half.

It is fascinating that children enjoy this little play as if you had some very fancy puppets.

You can ask your pupils to do the same. Go around the classroom and ask them to reveal the identityof the objects they have chosen. You tell the story once more and they act it out using their objects.

5 Ask the children to read the text aloud. One pupil reads the text below the first two pictures, thesecond reads below the next three pictures, the third reads the text below the next two, etc.

Suggested homework: Task 4.

Step 5 WORKING ON THE STORY

1 Revise the story by saying false statements about the story.

1 IT'S 8 O'CLOCK IN THE EVENING.

2 BOB IS IN THE BATHROOM.

3 HE IS LOOKING FOR HIS SHOE.

4 TOTO WANTS TO SLEEP.

5 HE IS UNDER THE CHAIR.

6 THE SOCK IS IN TOTO'S BASKET. THE SOCK IS ONTHE CUPBOARD, BUT BOB CAN'T PUT IT ON.

This activity prepares the children for the exercises in the Activity Book. First, tell them to do Task 4,and then Task 5. In Task 5 they should replace the words written in bold with the words from Task 4.

2 Next, do Task 5 in the Pupil's Book.

Toto

17

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 MY and Yintroducing 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 Lady is yRosie'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

UNIT 2

TOYS

18

Unit 2

Lesson 4

Aim: Revision of the possessive adjectiveMyIntroducing the possessive case (Rosie's doll)Talking about favourite toys, colours and sports

Language focus: Revision of sports and coloursToys (doll, kite, computer games,bike)

Materials: Flashcards of the Lennon familyand their friends

Step 1 INTRODUCING THE POSSESSIVE CASE

1 Start off by asking who there is in the Lennon family. What are their names?

Stick the pictures on the board. Ann should be in the middle.

Rosie PaulAnn

Bob Fiona

Go on like this:

Teacher: ROSIE IS ANN'S MUM?

Pupil: : No. Rosie is Ann sister.*

Teacher: YES, ROSIE IS ANN'S SISTER.

T: BOB IS ANN'S DAD.

P: No. Bob is Ann brother.*

T: ANN'S BROTHER. WHAT DOES ANN'S BROTHERMEAN?

P: Anin brat

T: FIONA IS ANN'S DAD, etc.

Ask questions starting with WHO. The children should always answer who these characters are in relation to Ann, otherwise it gets too complicated.

T: WHO IS ROSIE?

T: WHO IS BOB?

T: WHO IS FIONA?

T: WHO IS PAUL?

Add the picture of Kate.

P: Kate is Ann's best friend.

T: WHO IS YOUR BEST FRIEND, BRUNO?

Bruno: Edo (Write Edo on the board.)

T: AND WHO IS YOUR BEST FRIEND, IRA.

Ira: Maja and Nevena. (Write Maja and Nevena onthe board.)

Go on like this until you have 6 to 7 names on theboard.

Then ask the students if they remember who iswhose best friend:

T: WHO IS EDO?

Ps: Bruno's best friend.

Add next to the name 'EDO': is Bruno's bestfriend.

T: WHO ARE MAJA AND NEVENA?

Ps: Ira's best friends.

Write: MAJA AND NEVENA are Ira's best friends.

Ask the children to copy these two sentences intheir notebook.

2 Ask students to hold up their pencils. Tell themto look around and remember what the other students' pencils look like. Go quickly around theclassroom and collect ten pencils. Shuffle them, hold up one of them and ask:

WHOSE PENCIL IS IT? (Tell them in advance that the owner of the pencil shouldn't answer yourquestion.)

You can do the same activity with notebooks or pencil cases.

3 Let the pupils do Tasks 1 and 2 in the Activity Book.

Tell the children to bring to the class one of their favourite toys. Tell them to choose something that isnot too big.

Step 2 REVISION OF THE POSSESSIVE CASE

1 Start off by looking at the children's toys. Take some of their toys and have a look at them. Try to use the possessive case while describing the toy. Say:

Tea's doll has got long hair.

Iva's bunny is black.

Benjamin's car is blue.

Ask questions: Is Iva's dog black?Whose dog is brown?Is this your favourite doll? Introduce the wordFAVOURITE.

2 Let the children open their book on page 19. They tell you what they can see in the pictures. Introduce the word COMIC.

Favourites

19

Unit 2

Step 3 LISTENING TO THE TAPE

3 Let the children listen and read.

4 Play the tape once more. This time stop after eachchild on the tape has finished talking and ask someone to read after the tape.

5 Ask the children to do Task 2.

Step 4 WHAT'S TRUE FOR YOU?

6 Tell the children to read What's your favourite toy? once more. This time they should tick all the sentences in the text that are true for them.

First Rosie says: My favourite toy is a doll.

If that's true for your pupils, they should tick thesentence.

If not, they should put a little cross next to thesentence.

7 Ask the pupils to read out just the sentences thatare true for them.

Step 5 WHAT'S YOUR FAVOURITE…? Task 3, the Pupil's Book

8 Divide the class into two groups. One group shouldcall out the names of all the colours they can think

of, and the other group sports. They take turns incalling out the names and get 1 point for each new word. You write all the words on the board.

The words on the blackboard will help the childrenwhen doing Task 3 in the Pupil's Book.

The children first fill in the ME row and write their favourite toy, colour and sport in the boxes across.

Check their work by asking the children individually. In this way they hear several times the questionsthey should ask their partner.

WHAT'S YOUR FAVOURITE COLOUR, IVA?

WHAT'S YOUR FAVOURITE SPORT, MIA?

The pupils now ask two children sitting close tothem about their favourites. They report back to theclass (Task 4).

If there is any time left do Task 5. If not, ask them to do it for homework. They should choose just one column and write the sentences as shown in the examples.

Tasks 3 and 4 in the Activity Book are optional.

Favourites

20

Unit 2

Step 2 LOOKING AT THE PICTURES IN THE PUPIL'SBOOK, TASK 1

3 Let the pupils look at the pictures in their book, page 21. Say the names of the toys one by one and the children point to the right picture.

4 Next, say the name of the toy and the children say:BOB'S TOY or ROSIE'S TOY.

Step 3 INTRODUCING HIS AND HER

5 Say: BOB'S TOYS or HIS toys.

What does HIS mean?

Ask several children to repeat it.

Ask questions using HIS several times:

WHAT COLOUR IS HIS BIKE?

WHAT COLOUR IS HIS CLOCK?

CAN HIS ROBOT WALK?

IS HIS BIKE BLUE?

IS HIS GHOST SCARY?

6 You can say now:

ROSIE'S TOYS or HER toys.

Point out that it is very difficult to say it.

Let them try and repeat after you.

Ask some questions using HER.

WHAT COLOUR IS HER KITE?

IS HER BALL OLD OR NEW? (Translate into Bosnian/Croatian/Serbian if necessary.)

WHAT CAN HER DOLL SAY? CAN YOU GUESS?

The purpose of all the activities that follow is toexpose children to the sound of HIS and HER a number of times. This reduces the problems children have when pronouncing HER and reduces thechance of them saying SHES* as they tend to, instead of HER.

By doing these different activities you deliberately draw their attention away from His and Her, but thepronunciation is remembered subconsciously.

Step 4 LISTENING TO THE SPOKEN VERSION OF THE SONG

7 Let the children listen to the spoken version of the song. Ask them to point to the corresponding pictures.

Lesson 5

Aim: Identifying more toysIntroducing HIS and HERSinging a song accompanied by hand movements

Language focus: ball / car / kite / bike / dolly / robot / train / ghost / wolf / clock

Materials: Flashcards of the toys listed above

Step 1 INTRODUCING NEW VOCABULARY

1 Start introducing the vocabulary that you are going to need for the song:

A GHOST, A CLOCK, A ROBOT, A WOLF, A TRAIN.

Follow the usual procedure when introducing newwords. Use the flashcards.

Show the picture of A GHOST and name it.

The class repeats after you.

After you have introduced all the words in this way, ask some children to come out and point to them.Say: POINT TO A GHOST.

Put numbers above the pictures and ask: WHAT NUMBER IS A GHOST?

Ask: WHAT'S NUMBER 2?

Play the WHAT'S MISSING? game. The children closetheir eyes and you remove one of the pictures.

Write the words on the board on the other side of the board, not next to the pictures. Ask the childrento read as you are writing. Ask someone to cometo the board, read the word and match it with thepicture. After you have done it with the new words,add the words the children already know: A BALL, A KITE, A DOLL, A CAR and A BIKE.

2 Next, you paraphrase the words using some expressions from the song.

WHAT GOES TICK-TOCK?

WHAT GOES BOO-BOO?

WHAT GOES RING-A RING-A RING-RING?

WHO GOES KNOCK-KNOCK IN THE STORY ABOUT CRVENKAPICA?

WHO CAN WALK? (TALK AS IF YOU WERE A ROBOT).

WHAT GOES VROOM-VROOM?

WHAT CAN FLY?

Bob's and Rosie's toys

21

Unit 2

2 Revise the song by singing and miming once more. Ask the girls to sing along with the lines starting with HER.

The boys should sing along the lines starting with HIS.

3 Let them do Tasks 1 and 2 in the Activity Book.

Step 7 LISTENING TO THE TAPE: DO YOU KNOWTHEM?

4 Ask the children to name all the characters from the book we have met so far.

Let them listen to Task 4 with their books shut. Their task is to guess the character.

Stop the tape before the last sentence.

5 Let them listen once more with their books open. Wait until they circle the correct answer.

6 Practise reading. Let them look back at theREMEMBER BOX on page 25.

7 Do Tasks 3 and 4 in the Activity Book.

8 Go through the Project Work (Task 6) in the Pupil's Book. Follow the instructions in the book.Each pupil should write about one person only. Theyshould start as indicated on the papers in the book. The children should write on a piece of paper, not in their notebooks, because their sheets will be used for playing a game in the next lesson. They will puttheir piece of paper in an empty box on your desk. You are going to draw one out, read it, and theyare going to guess who that person is. If you have astrong class you can ask them to read the sentencesother students have written.

Step 8 WHO IS IT? PLAYING THE GAME BASED ON THE PROJECT WORK

1 Start off with the game described in 8 and above.

2 Move on to Mr Cocopulus Episode 2. Let thechildren listen and read the episode.

The words MIXED BISCUITS are very difficult to say repeatedly. They are a Tongue Twister. Ask thechildren to say it several times in a row. Let thempractise and have fun for a few minutes. Youcan teach them another one: BEAUTIFUL BLUEBALLOONS. Ask them to repeat it several times veryquickly.

8 Next, act out the song (still the spoken version).

HER ball is old, (Draw a circle in the air.)

HIS car is new. (Hold a steering wheel.)

HER kite is red. (Touch something red.)

HIS bike is blue. (Touch something blue.)

HER dolly can talk. (Hold up your hand and put the thumbs and fingers together as if chatting.)

HIS robot can walk. (Pretend you are walking.)

HER train goes choo-choo, (Make circular movements with your arms as if the wheels of anold steam engine were going round and round)

HIS ghost goes boo-boo, (Put your hands in front of you as if you were trying to scare someone.)

HER wolf goes knock-knock, (Knock on the desk.)

HIS clock goes tick-tock. (Move your hands left and right in front of you as if your hands were thependulum of an old clock.)

Step 5 LISTENING TO THE SONG

9 Now let the childen listen to the song. You can do activities 7 and 8 above once more with the sungversion.

10 Let the children listen to the song and follow the text in their books.

11 Now the pupils are ready to read the text of the song.

12 Ask them how they would say in English.

Njena je lopta crvena.

Njegova je lopta plava.

Write: HIS BALL IS BLUE on the board.

Write: HER BALL IS RED on the board.

Draw a face of a boy and girl next to the sentences.The children copy the sentences, draw the faces andthe balls. While they are doing it let them listen tothe song several times.

Step 6 REVISION OF THE SONG

1 It is a good idea to start each lesson with a little chat about their day. Ask them if they are tired. Ask them how many classes they have had that day.Do it in Bosnian/Croatian/Serbian if necessary, but each time introduce a new school subjects. That willmake your work easier in Lessons 8 and 9.

Bob's and Rosie's toys

22

Unit 2

Lesson 6

Aim: Identifying and naming toysLocating things using there is with the preposition next

Language focus: there isCommands: Throw the ball!Drive the car!Play the drum!Hold the balloon! Wave goodbye

Step 1 LEAD IN

The tongue twister BEAUTIFUL BLUE BALLOONS could be a lead in to the picture of a TOYSHOP window on page 29. The purpose of the activities described in 3, 4, 5, 6, 7 and 8 below (mainly Step 2) is to expose the children to the THERE IS structure many times withoutasking them to use the structure by themselves. In the activity described in 9 the children say THERE IS for thefirst time. In the activity described in 10 some of themwill use THERE IS, but accept it if they just say the noun when correcting the sentences.

Step 2 INTRODUCING THERE IS

3 Tell them that you are going to say what there is inthe toyshop window and they should point to thetoys in the picture.

4 Say mainly the sentences from Task 2 in the Pupil'sBook.

THERE IS A BLUE BALL.

THERE IS A RED CAR.

THERE IS A PINK AEROPLANE.

THERE IS A FUNNY ALIEN.

THERE IS A YELLOW BALLOON.

THERE IS A GREEN DRUM.

THERE IS A COWBOY ON A HORSE.

5 Go round the class and ask the children to point tothe pictures individually.

6 Then say the beginnings of the sentences. The children say the last word.

THERE IS A BLUE… Children: BALL

THERE IS A RED…Children: CAR

Say all the sentences in such a way.

7 The children can do Task 2 in the Pupil's Booknow. Check once more. Let them look at the words on the right. Ask:

WHERE DOES IT SAY: LOPTA?

WHERE DOES IT SAY: AVION?

WHERE DOES IT SAY: BUBANJ?

WHERE DOES IT SAY: AUTOMOBIL? etc.

Step 3 LISTENING TO THE TAPE

8 The children listen to the cassette now and checkwhat they have written.

9 Pupils can then read, listen and repeat as you playthe tape again.

Step 4 WHERE IS THE TOY?

10 Bring some toys the children are familiar with to the class. If you don't have any, take pictures and tellthem that they should pretend that those are real toys. Tell the children to shut their eyes. Stick the pictures in different places in the classroom, so thateveryone can see them when they open their eyes. Stick one on the board, another one on the door; on the front part of the desk; on the floor;on your bag, etc. Make TRUE or FALSE STATEMENTSabout the location of the pictures. For example:

THERE IS A BALLOON ON THE FLOOR.

THERE IS A BALL ON THE WALL.

THERE IS AN ALIEN ON MY DESK, etc.

The children should say whether the statements are true or not. If you feel like it, you can play this activity as a game. You divide the class into twoteams and for each correct answer they get one point.

Note:Change just the noun each time, because if youchange the second part of the sentence they might find it too difficult to correct.

11 Let them look at the REMEMBER BOX and explain in Bosnian/Croatian/Serbian in a very simple waywhen we use there is. (Tako započinjemo rečenicukad želimo reći da se nešto negdje nalazi.)

Step 5 DRAWING DICTATION

12 Round off the lesson with a little drawing dictation. Draw a big bed on the board. Ask different studentsto come to the blackboard, listen to your sentencesand add something to the picture. The others draw in their notebooks. For example:

THERE IS A BALL ON THE BED.

Toyshop window

23

Unit 2

THERE IS DOLL NEXT TO THE BALL. (Explain NEXT TO in Bosnian/Croatian/Serbian).

THERE IS A BALLOON ON THE FLOOR.

THERE IS A CAR UNDER THE BED.

THERE IS A (tell the children to draw some of theirtoys) _______________ NEXT TO THE CAR.

Write the last sentence with a gap on the board.The children tell you what there is next to the car intheir picture.

Step 6 REVISION

1 Ask the children if they can remember what toysthere are in the toyshop window in the picture onpage 29. Help by saying a colour.

THERE IS SOMETHING PINK.

THERE IS SOMETHING RED.

THERE IS SOMETHING BLUE, etc.

Step 7 LISTENING TO THE DIALOGUE, Task 3, the Pupil's Book

2 Let them listen to the dialogue (Task 3) with their books open.

3 The children read after the tape.

4 Allot roles to different students and spend some more time practising reading.

5 Do Task 4 in the Pupil's Book.

6 Do Tasks 1 and 2 in the Activity Book or give oneof them for homework.

Step 8 ROSIE'S DREAM – TPR STORY

1 First, you ask the pupils to listen and look at you asyou are telling the story and miming the actions.

THERE'S A BLUE BALL. THROW THE BALL! (Pretend you are throwing a ball.)

THERE'S A RED CAR. DRIVE THE CAR! (Pretend youare holding a steering wheel.)

THERE IS A FUNNY ALIEN. SAY: "HI!" (As if you were shaking hands.)

THERE'S A PINK AEROPLANE. LET'S FLY! (Stretch your arms, as if they were the wings of an aeroplane.)

THERE'S A GREEN DRUM. PLAY THE DRUM! (Pretend you are drumming.)

THERE'S A YELLOW BALLOON. HOLD THE BALLOON. WAVE GOODBYE! (Wave your hand.)

2 Ask the pupils to stand up and mime the actionswith you.

3 You repeat the story this way several times.

4 When your realize that the children can do theactions without your help, stop and ask the pupils to mime by themselves. The pupils mime theactions, first in the order in which they have learntthem and then in a different order.

5 Let them listen to the tape with their books open.

6 Ask them to do Task 3, page 21 in their Activity Book. Those who finish first can colour the pictures.(Note: Pupils do not cut out anything on this page; the line refers to page 20.)

7 Tell the students to bring a pair of scissors and some glue next time. It is a good idea to have at leastseveral pairs of scissors in the cupboard, some glueand coloured pencils for those who forget to bring them to the class.)

Toyshop window

24

Unit 2

Aim: Exposing children to the short formThere'sLearning a song accompanied withhand movementsPart 2 (Acting out a dialogue – optional)

Language focus: short form there'scastle on the hill / sad lady leaning on the windowsill / dragon at thegate /prince who wants a date / chest / horse / lovePart 2 (optional) scared / not afraid/ seven heads in one blow / kiss / Will you marry me? / dangerous / brave

Materials: Flashcards and the words

Step 1 INTRODUCING NEW VOCABULARY

1 Start off by introducing vocabulary. Use theflashcards from the pack. You need the following pictures: A castle on the hill / a gate / a window / asad lady / a green dragon / a black horse / a prince / a big heart.

Follow the usual procedure when introducing newwords.

a) Show the picture and say the word. The class repeats after you.

b) When all the pictures are on the board ask some children to come and point to them.

c) Ask someone to come to the board and write numbers next to the pictures. You say: A BLACK HORSE IS NUMBER 1. A CASTLE IS NUMBER 2, etc.

d) Then ask WHAT NUMBER IS A CASTLE? So thatthe pupils hear the words once more. After thatask: WHAT'S NUMBER 1?

Step 2 MIMING THE RHYME

2 Tell the children to listen and look at you. Say andmime:

THERE'S AN OLD, OLD CASTLE ON THE HILL. (Make your arms into a triangle shape by joining

your hands, then show a hill.)

THERE'S A SAD, SAD LADY LEANING ON THE WINDOWSILL. (Put your hands on your chin as if leaning on the

windowsill. Make a sad face.)

THERE'S A GREEN, GREEN DRAGON AT THE GATE. (Move your hands and fingers in front of youas if they were the dragon's heads and make ascary face.)

THERE'S A NICE, NICE PRINCE WHO WANTS A DATE. (Stand up straight very proudly.)

THERE'S A BIG, BIG HEART IN HIS CHEST.(Put your hands on your heart.)

THERE'S HIS BLACK, BLACK HORSE, HE IS THE BEST.(Pretend to ride a horse.)

THERE'S ONE, ONE WORD ON THE PRINCE'S MIND(Show 1 with your finger.)

LOVE, LOVE, LOVE (Bend your head to the side and pretend to embrace someone.)

MY LOVE I WILL FIND.

3 Repeat once more. The children try to mime with you.

4 Say the first line. The children repeat after you.

5 Do it once more and say that you are going to say all the rhyme as if the story was a big secret. Thechildren repeat after you.

6 Do it once more as if the children were your echo.

7 Do it once more saying that you are terrified of thedragon, so say the rhyme as if you were scared. This time they might join in saying the rhyme with you.

Step 3 WORKING ON THE RHYME / SONG

8 Ask them to open their books now (pages 32, 33) and tell them to point to the different characters and objects mentioned in the rhyme.

9 Let them listen to the song now. It's very slowbecause the story took place a long time ago.

10 Ask them to spot the mistake while you are saying the rhyme like this:

THERE'S AN OLD, OLD HOUSE ON THE HILL.

THERE'S A HAPPY, HAPPY LADY LEANING ON THE WINDOWSILL.

THERE'S A GREEN, GREEN ALIEN AT THE GATE.

THERE'S A NICE, NICE PRINCE WHO WANTS ACOMPUTER.

THERE'S A BIG, BIG APPLE IN HIS CHEST.

THERE'S HIS BLACK, BLACK CAT, HE IS THE BEST.

THERE'S ONE, ONE WORD ON THE PRINCE'S MIND

SCHOOL, SCHOOL, SCHOOL

MY SCHOOL I WILL FIND.

George and the Lady

25

Unit 2

11 Let them look at the REMEMBER BOX. Explain it in Bosnian/Croatian/Serbian.

12 Ask them to do Task 5 in the Pupil's Book.

Step 4 CUTTING OUT THE PICTURES

13 Let them cut out the pictures in their Activity Bookand stick them in the appropriate box. Let them listen to the song.

14 Have a look at the PROJECT WORK in the Pupil'sBook. 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, use English expressions like: What a scary dragon! What a lovely princess! Look, you can open it! etc.

Step 5 REVISION OF THE SONG

1 Revise the song by singing it once more. Thechildren can dance an old dance to the song, moving very gracefully as if at the prince's court. They should bow, and help their partner to turn.

2 Let them do Task 2 in the Activity Book.

Step 6 THE DIALOGUE BETWEEN GEORGE AND THE LADY (optional)

Part 2 of this lesson is optional. It is useful if youwant to practice intonation and acting.

Let the pupils listen to the dialogue with their books open. Ask them if they have understood what isgoing on. Translate into Bosnian/Croatian/Serbian. Tell the pupils that at that time, long, long ago, people spoke English very differently (thee-you).The girls can take the role of the lady, the boys take

the role of George. If you want to spend more time working on the dialogue, you can prepare a little play. The lady stands on the desk because she is way up in the castle (be careful the child doesn'tfall off the desk). The chair in front of it can be thegate of the castle. Put a jacket (a dragon) on it. Another chair is the horse, the back of the chair is the horse's head. The prince has a sword (use an old poster that is rolled up; it is less dangerous than a stick because the children who get into the rolestart waving it around like a sword.)

Step 7 DOING THE TASKS IN THE ACTIVITY BOOK

3 Do Task 2 in the Activity Book. Help them when doing the crossword.

If you have skipped Part 2, the dialogue between George and the lady, the pupils might need helpwith 7, 9, 10.

The crossword key: Across: 1 GATE 2 HORSE 3 HEADS 4 HEART 5 PRINCE 6 WINDOW 7 SCARED 8 LADY 9 DANGEROUS 10 SWORD 11 THANK YOU

Down: 12 GREEN DRAGON

Mr Cocopulus Episode 3

Ask the pupils to have a look at he pictures. Askthem what the buttons stand for.

After listening and reading, ask the children whosemind they would like to read. Ask them to spell thename. While one pupil is spelling the name, the other children try to figure out who it is by writing the name in their notebook. You can do Task 5 inthe SUM UP 1 section in the Activity Book.

George and the Lady

26

Unit 2

SUM UP 1

You don't have to do all the activities from the SUM UPsections. Make a selection and order the tasks in the wayyou would like to do them. If the class is tired, start withsomething easier like BINGO and then move on to somemore demanding tasks. If you want to do just one task for revision, do Task 4.

Task 1 revises some of the vocabulary. You say the words in Bosnian/Croatian/Serbian and the children find the word in English and write the number next to it. For example:

Lutkica is number 1. They write 1 dolly.

Vanzemaljac is number 2, etc.

Task 2 is a BINGO game. The children copy 6 words from Task 1 in the first table (card). The teacher calls out the words from Task 1. The first child or children to cross out all the boxes is the winner.

When playing the second time, with new words written on card number 2, you can call out the Bosnian/Croatian/Serbian words.

When playing the third time you can paraphrase theword instead of calling the words out. This is a moredemanding task for a stronger class. For example:

HE COMES FROM SPACE. (ALIEN)

IT'S ROUND. YOU CAN THROW IT. IT ISN'T ABALLOON. (BALL)

YOU CAN PLAY THEM ON A COMPUTER. (COMPUTER GAMES)

IT GOES CHOO-CHOO. (TRAIN)

THERE IS A GREEN ONE IN THE TOYSHOP. ROSIE CAN PLAY IT. (DRUM), etc.

Task 3 revises the possessive case and possessiveadjectives HIS / HER. The students write and look at themodel given in the first three sentences.

Task 4 can be done by students who finish the previoustask first.

Task 5 revises most of the structures taught implicitly in the previous lessons.

27

Unit 3 consists of 4 lessons.

In Lesson 8 children are exposed to the there are structure through the context of Bob'sclassroom. 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 whichDorian 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 toomuch 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

UNIT 3

SCHOOL AND HOME

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Unit 3

Lesson 8

Aim: Numbers 20-100Revision of cardinal numbers 1–20Describing the classroomDoing very simple maths exercises

Language focus: there areObjects in the classroom: desks,chairs, posters, pinboards,cupboards and bookssquares / sweets / stickers

Step 1 NUMBERS 1–20

1 Start off with a revision of cardinal numbers from1–20. Most children can count to 20 but some stillhave problems when saying numbers at random. Write the numbers, in figures, from 10 to 20 onthe board. Ask the pupils to repeat after you. Askthem if numbers 13, 14, 15, 16, 17, 18, 19 are inany way similar. You can also teach them where theword teenager comes from. Point out the difference between 3 and 13 and 5 and 15.

2 Do Task 1 in the Activity Book.

Step 2 INTRODUCING THERE ARE

3 Write the following words on the board:

GIRLS

BOYS

DESKS

POSTERS (or PICTURES)

CUPBOARDS

PINBOARDS

The pupils do not copy the words in their notebooks this time.

Read the words aloud. The children read after you.

Ask them: WHERE DOES IT SAY ORMARI?WHERE DOES IT SAY PANOI (OGLASNE TABLE)? etc.

4 Next, ask the children to look at the picture of Bob's class, page 37 in the Pupil's Book.

Tell them to count how many of the things written on the board they can see in the picture. The pupilstell you the numbers and you write them in random order on the other side of the board (not next to the words). When they tell you about all the objects say:

LET'S SEE. THERE ARE… (you point to the numberand they say: 4 CUPBOARDS)

THERE ARE… (they say: 3 POSTERS, etc.)

Do it with all the numbers. (The purpose of thisactivity is to expose the children to there are structure 6 times, without asking them to say it.)

5 Then point to the words and say again. Do youremember?

THERE ARE (make a pause and they continue: … 9 GIRLS.)

This time the children repeat the sentences after you.

6 The children are ready to do Task 1 in the Pupil'sBook.

Step 3 LISTENING TO THE TAPE AND CHECKINGINFORMATION

7 The pupils listen to the tape to check their numbers.

The second time they listen, ask them to read eachsentence after the tape.

9 Let the children look at the REMEMBER BOX.

Ask them when we use There are… Compare itwith There is…

10 Let the students do Task 2 in their Activity Book.Check what they have done by asking someone to read aloud.

Step 4 MATHS LESSON, pages 38 and 39 (OPTIONAL)

The Maths Lesson story is optional. If you think itis too difficult for your students you can skip it and go straight to Task 6.

a) If you have decided to do the story you can start off by asking the pupils to look at the pictures on pages 38 and 39 and the piece of paper withBob's handwriting, page 38. Ask questions:

WHO'S STANDING NEXT TO THE BLACKBOARD?

WHAT'S SHE DOING?

WHAT HAS BOB GOT? (The pupils know the word plane. Introduce the word PAPER PLANE.)

CAN YOU MAKE A PAPER PLANE?

WHO HAS GOT THE PAPER NOW? WHAT IS THEREON THE PAPER?

CAN YOU READ IT?

WHY IS BOB'S FACE RED?

IS BOB IN LOVE WITH THE TEACHER?

LISTEN AND FIND OUT.

Can you help me with maths?

29

Unit 3

b) Let them listen to the story with their books open. Repeat the tape twice if necessary.Tell them to circle the sentences that they can’t hear on the tape.

c) Now ask the pupils to read the story aloud. Youdo the reading as a chain activity. Each student reads one sentence.

d) Before telling them to do Task 4, read thesentences. In a stronger class you can say thesekey sentences in Bosnian/Croatian/Serbian. They read them in English. Let them do Task 4.

They can do Task 3 in the Activity Book for homework.

Step 5 DOING MATHS EXERCISES

11 Ask the pupils to do Task 6. Introduce the wordsSWEETS, STICKERS and A SQUARE beforehand.Translate if necessary:

HOW MANY SWEETS ARE THERE ALL TOGETHER?

12 Do Task 4 in the Activity Book. In this task the children write There are sentences for the firsttime. Those students who finish first can colour the pictures.

Step 6 NUMBERS 20-100

13 Ask the students to pay attention to Task 7. Playthe tape and let them repeat once. Write thenumbers 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. Dothe same with numbers from 40 to 50. After you have finished, ask them to do Tasks 8 and 9. Don'tforget to praise them!

To finish off, you can do the Task 8 in the ActivityBook. Children are always looking forward to playing bingo.

Tasks 5, 6 and 7 and 9 can be given for homework.

Can you help me with maths?

30

Unit 3

Explain AFTER and BEFORE. Ask questions like these:WHAT DOES SHE HAVE ON MONDAY BEFORE LUNCH?WHAT DOES ANN HAVE ON TUESDAY AFTERLUNCH?WHAT DOES SHE HAVE ON WEDNESDAY BEFORETHE BREAK?WHAT DOES SHE HAVE ON FRIDAY AFTER THEBREAK? ETC.

8 Ask different children to read all the subjects Annhas on each day of the week.

9 Tell the children to do Task 6. Check their work byasking several children to read the sentences aloud.

Step 4 A SONG: DORIAN'S HOMEWORK (OPTIONAL)

10 Introduce the word CLUMSY by having a look at thepicture. Start with a little chat in Bosnian/Croatian/Serbian asking how it feels to be clumsy. Are clumsychildren happy? Are they happy when other peopletease them? Is it OK to tease them?

11 The pupils listen to the spoken version of the song to find out what Dorian has problems with.

12 Let them listen to the tape once more. Ask them to do Task 8 and 9.

13 Divide the class into 4 groups. Each group reads oneverse after the tape.

14 Give them a few minutes to learn the verse by heart.

15 Ask 2 volunteers from each group to come to the board and say the rhyme by heart. Each pair saysone verse.

Tasks 3 and 4 in the Activity Book are optional. They revise the possessive case.

Step 5 INTRODUCING IRREGULAR PLURAL FORM OF NOUNS

16 Ask the students to take a look at the pictures inTask 10. They pay attention only to single animals.After they have named them, pay attention to irregular plural nouns. Introduce them and writethem on the blackboard. Now read both the singular and the plural nouns. Ask your students to repeat after you. Explain if you feel that the additionalexplanation is needed. After they have matched the pictures from the Task 10, the pupils are doing the Task 11. This time, encourage them to repeat thenouns by themselves. Don't forget to praise them alot!

17 Now ask the students to look at the picture in the Task 5 from their Activity Book. They should look at the pictures of the farm in that Task and say what they can see. They will do that Task orally first and sk orallythen write the sentences.Task 6 in the Activity Book can bebe given for homework.

Lesson 9

Aim: Getting to know the school subjects in EnglishLooking for information in the grid (Ann's timetable)Expressing likes and dislikesregarding school subjectsRevision of the possessive case (Ann's favourite subject is…)Writing out a timetableLearning a song (developing tolerance towards someone whois not good at PE)Noticing the irregular plural form of some nouns

Language focus: school subjects: Bosnian/Croatian/Serbian / maths / science / English / French / German / music / PE / art / religion / computer science

Step 1 INTRODUCING SCHOOL SUBJECTS, page 42

1 Read the school subjects several times. The children read after you. Translate into Bosnian/Croatian/Serbian if necessary.

2 Ask: WHERE DOES IT SAY MATEMATIKA?WHERE DOES IT SAY LIKOVNA KULTURA?WHERE DOES IT SAY SPORT/TJELESNI ODGOJ/FIZIČKA KULTURA?

3 Play a guessing game. You paraphrase the subjectand the children guess which subject it is.IN THIS SUBJECT YOU PLAY FOOTBALL OR BASKETBALL.IN THIS SUBJECT YOU DRAW.IN THIS SUBJECT YOU READ A LOT.IN THIS SUBJECT YOU SAY 2 AND 2 MAKES 4.IN THIS SUBJECT YOU SING, etc.Preteach the word French as a subject.It ismentioned as Dorian’s favourite subject.

4 Do Task 2 in the Pupil's Book.

Step 2 LISTENING TO THE TAPE: WHAT SUBJECTSDO THEY LIKE?

5 Let the pupils listen to the children talking abouttheir school subjects (Task 3). The pupils don't look at page 43, but they still look at Task 1 on page 42. While listening to Ann, Dorian and Kate, the pupilstick all the subjects mentioned.

6 Listen to the tape once more. This time the children can have their books open. Ask them to do Task 4.

Step 3 ANN'S TIMETABLE

7 Let them look at Ann's timetable now. Introduce the word BREAK and LUNCH.

School subjects

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Unit 3

Step 2 INTRODUCING THE ROOMS WITHIN A HOUSE

3 Draw the outline of a two-storey house on theboard. Stick the flashcards of a rooms within itsoutlines. Introduce the names of the rooms one byone. Follow the usual procedure when introducingnew vocabulary. You will need the following flashcards: living room, hall, kitchen, study,bathroom, bedroom, children's room). Explain thatin a usual house with two floors the rooms upstairs are used as bedrooms. Introduce UPSTAIRS and DOWNSTAIRS.

Step 3 LOOKING AT THE CROSS SECTIONS OFA HOUSE AND FLAT

4 Let the children have a look at Task 1 in the Pupil'sBook. Read the names of the rooms within thehouse. The students read after you.

Introduce the word FLAT / BLOCK OF FLATS. Have a look at the picture, read the names of the roomsagain and ask the children to repeat.

5 Let the pupils listen to the descriptions of the Lennons' house and Dorian's flat and ask them to point to the rooms mentioned in the text. (There is a tapescript on page 132 in the Pupil's Book if you want to use it later on.)

6 Tell the pupils to do Task 2 in the Pupil's Book.Check their work by asking the pupils to read aloud.

7 Task 3 is there to recycle once more the there is / there are structure. Tell the children that Bob has lost some coins in the house. Ask them to counthow many coins he has lost (12). Ask them to fill in the sentences. Have a look at the REMEMBER BOX.

8 The children are ready to do Task 4 now. Ask several pupils to say something about their house or flat. (They will write about their house in Lesson 11.)

Step 4 REVISION OF THE ROOMS WITHIN A HOUSE

1 You can revise the names of the rooms within a house by playing a game.

Divide the class into two groups. Write the numbers on the board. The groups call out a number. Youread the sentence and they must guess which room of the house it is. For each correct answer the group gets 1 point.

1 YOU COOK AND EAT THERE. (in the kitchen)

2 YOU SLEEP THERE. (in the bedroom)

Lesson 10

Aim: Identifying and learning the rooms within a house and flat

Language focus: Using there is / there areupstairs / downstairs / living room / bedroom / children's room / study / hall / bathroom / kitchen / garden / balcony / garage

Materials: Flashcards of the rooms within ahouse

Note for the teacher:"Almost everybody in Britain dreams of living in a detached house, a house which is a separate building. The saying, 'An Englishman's home is hiscastle´ is well known. It illustrates the desire for privacy and the importance of ownership whichseems to be at the heart of the British attitude to housing" (taken from Britain by James O'Driscoll, Oxford University Press)

In Britain only 20% of British households livein a flat, while in Bosnia and Herzegovina the percentage is different. In order to make the task of describing their homes easier for children living inBosnia and Herzegovina, I have decided to includethe cross sections of both a house and flat.

Step 1 LEAD IN

1 Ask your students to write just the first letters ofthe words they should guess:

The sun is not cold but ______________. (HOT)

What colour is it? (You point to something orange).(ORANGE)

The name of a subject Bob is not good at. Miss Cross teaches it. (MATHS).

It is the subject you are having now. (ENGLISH)

The first letters make a new word HOME.

2 Write the word HOME on the board. Start off witha little chat in Bosnian/Croatian/Serbian. Ask the pupils why people need homes. Where did peoplelive long, long ago? (They know the word cave from last year.) Point out to the pupils that all people who have a home should be very lucky because there area lot of people who don't have one. Tell them that alot of people in England live in houses. You can alsoteach them the saying HOME, SWEET, HOME whichthey might have heard in films or cartoons.

My home

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Unit 3

3 YOUR CAR IS IN IT. (garage)

4 YOU WATCH TV THERE. (in the living room)

5 THERE ARE A LOT OF TOYS THERE. (in thechildren's room)

6 THERE ARE A LOT OF FLOWERS THERE. (in thegarden)

7 YOU LEAVE YOUR COAT THERE. (in the hall)

8 FIONA CORRECTS HER PUPILS' HOMEWORK THERE (in the study).

9 YOU WASH YOUR HANDS THERE. (in the bathroom)

10 THERE ARE SOME FLOWERS ON IT. IT'S NOT AGARDEN. (a balcony)

2 The children can do Task 1 in the Activity Booknow.

Step 5 INTRODUCING FURNITURE

3 It's time to learn some furniture. Use the flashcards.Start off with the words the children already know(a bed, a desk and a cupboard). Introduce: a bath,

a bunk bed, bookshelves, a wardrobe, a mirror, acarpet and a fridge.

4 Make some true and false statements about theLennons' house using the words above.

For example:

THERE IS A BATH IN THE LIVING ROOM.

THERE IS A BUNK BED IN THE BATHROOM.

THERE IS A MIRROR IN THE KITCHEN.

THERE IS A BATH IN THE GARAGE, ETC.

5 Write the words introduced in 3 on the board or,even better, have them written on cards. First, askthe children to read the words. Then, call individualpupils to the board and tell them to draw out oneof the cards. Next, tell them to match the card withthe picture on the board. Read all the words oncemore.

6 Let the pupils write the words down by doing Task 1 in the Activity Book.

Those who finish first should find all the words in the picture on page 40 and colour them. Task 2 canbe given for homework. Explain what needs to bedone in Bosnian/Croatian/Serbian.

My home

33

Unit 3

Aim: Learning the furnishings within a houseDescribing one's home (a guidedwriting task)

Language focus: there is / there are used withprepositionsthe question form Is there... / Are there?revision of this / these / that / those

Materials: Flashcards of furniture

Step 1 REVISION OF FURNITURE

1 Revise some furniture by doing Task 1 in the Pupil'sBook. You say:

A wardrobe is number 1.

A bunk bed is number 2.

A computer is number 3, etc.

The children write the number next to the picture.

2 Before listening to the tape introduce the expressionSHARE A ROOM WITH (from Text number 1) andSOLDIERS (from Text number 2).

Step 2 LISTENING TO THE TAPE

3 Do Task 2. Students listen and read.

4 Practise reading as a chain activity. Each pupil readsone sentence.

Step 3 EXPOSING CHILDREN TO QUESTIONSSTARTING WITH IS THERE…? ARE THERE…?

5 Divide the class into two groups. Group A tries to remember as many detail as they can about Ann and Rosie's room. Group B tries to remember as many details about Bob's room. Give them 3 minutes to prepare.

You ask each group 10 questions about theirpicture. Ask questions similar to the ones in Task 3.Students just answer: Yes or No. Don't insist on the full short answers Yes, there is. No, there isn't. Thepupils will have another chance to practise such answers in Lesson 25.

Note:While group A is answering their questions, groupB can have their books open in order to check theanswers. They must fold the books in such a way that they can't see the picture they were supposed to prepare.Students can do Task 3 for homework.

Step 4 FOLLOW UP

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 means YES, a cross NO. They report to the classwhat they have found out about their friend's room. (Task 5).

7 Write some sentencences with This / These and That / Those on the blackboard. Use the vocabulary of the same lesson. Point out which form is used with singular noun and which one with plural noun.THIS IS A WARDROBE.

THESE ARE WARDROBES.

THAT IS BUNK BED.

THOSE ARE BUNK BEDS.

Explain which adverb of place is used with thesedemonstrative pronouns, here or there and why.

Ask the pupils to do Task 6.

Step 5 REVISION

1 Do Tasks 3 and 4 in the Activity book.

2 The pupils should be ready to talk about their home now. Go through Task 7 in the Pupil's Book. First they circle the answers in their book and then write the sentences in their notebooks.

Mr Cocopulus Episode 4 contains a song UPSIDE DOWN about Mr Cocopulus' home. It also recycles the there is / are structure. It is advisable to preteach the following words: A SLIDE, POTS AND PANS, STRETCH YOUR HANDS, HE IS DOINGHANDSTANDS. You can introduce the words bypointing to these objects in the picture. The board from which Cocopulus dives into the bath is notdrawn, so children can draw it above the bath.While they are drawing let them listen to the song several times.

Children's rooms

34

Unit 3

SUM UP 2

Choose some of the tasks from SUM UP 2 to do inthe classroom.

Note:It is a good idea to give some of the tasks from SUM UP as optional homework. Rewarding children's effort is of great value at this stage of learning English. It should be given more credit thanindividual ability.

Key to Tasks 3 and 4:1 CLASSROOM 2 CD 3 BATH 4 MIRROR5 CARPET

Task 5 is played as a game.

Write the following words on the board like this:

THERE IS THERE AREa wolf some booksa ghost 3 CDsa train 2 ballsa robot 2 kitesa doll 2 comicsan alien 10 pencilsa car some stickersa bag 2 cars

The children have 5 minutes to look at the picture ofthe untidy room on page 44. They should rememberwhere the objects written on the board are.

The game is played in 2 teams. The first team makes a sentence starting as indicated on the board.

For example: THERE IS A WOLF ON THE CHAIR.For each correct sentence they get a point. They can choose the word they are going to use in thesentence. You cross out the words that have been used.

This activity prepares pupils for Task 6 in the Activity Book.

Do Task 7 in the Activity Book.

35

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 Dock and two funny versions of the song whichkdescribe Mr Cocopulus' unusual clocks.

The subject of Lesson 13 is daily routine. The present simple is used only at the 'lexicallevel' and is not taught explicitly. Ann talks about her typical day in the first person, so thatthe 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. Thepupils learn how to tell the time ( ten to five … ten past five...). The topic is rounded offwith 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 bytalking 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 Tenseby being introduced to Aunt Peggy and Uncle Ben. The lesson ends with a rhyme about alittle tree who talks about the changing of the seasons.

Lesson 16 introduces items of clothing. The children are asked to classify them. There aretwo 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 practisedthroughout the next unit.

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

UNIT 4

TIME AND FOOD

36

Unit 4

Lesson 12

Aim: Telling the timeLearning a traditional song Hickory Dickory Dock

Language focus: What's the time?It's seven o'clockIt's half past sevenA mouse runs up / down the clockThe clock strikes one

Step 1 INTRODUCING TELLING THE TIME

1 It is a good idea to use a clock with moveable hands when introducing and practising telling the time. Start with full hours. (It's one o'clock.) Go aroundthe class changing the position of the hands and asking what the time is. Then, introduce half bydrawing a circle on the board and colouring half of it. Next,t introduce past by drawing an arrow next totthe coloured half. Place the hands of the clock on half hours and repeat half past several times. Explaintthe difference between half past one and pola jedanin Bosnian/Croatian/Serbian. It is not confusing aslong as you translate half past in Bosnian/Croatian/tSerbian.

Step 2 TELLING THE TIME PRACTICE

2 Do Tasks 1, 2 in the Pupil's Book and Task 1, 2and 3 in the Activity Book. Help if necessary.

Step 3 LEARNING THE SONG HICKORY DICKORYDOCK

1 Teach the children the spoken version of the song first. Tell them the story about a little mouse who is fond of an old clock because he likes eating grease that the owner uses to make the mechanism worksmoothly. Tell them the story in Bosnian/Croatian/Serbian, but say some parts in English. You can introduce the words BREAKFAST, LUNCH and DINNER (needed in the next lesson) when telling how the mouse climbs the clock three times a day whenever he is hungry. The mouse has to run veryfast because he must get to the top before the clock strikes. Repeat it several times as you move thehands of the clock:

AND THE CLOCK STRIKES EIGHT.

THE CLOCK STRIKES ONE.

THE CLOCK STRIKES SIX. (Ask the children to join inas you are saying it.)

Say: TIME TO HAVE BREAKFAST. THE MOUSE RUNSUP THE CLOCK. (The children run on the spot.)TIME TO HAVE LUNCH. THE MOUSE RUNS UP THE CLOCK.TIME TO HAVE DINNER. THE MOUSE RUNS UPTHE CLOCK.

Repeat this several times.

2 Tell the children to sit down. Say the lines of the song very slowly and mime.

HICKORY DICKORY DOCK (Move your hands in front of you as if they werethe pendulum of an old clock)

A MOUSE RUNS UP THE CLOCK (Move your hand upwards wriggling your fingersas if the mouse was running up.)

THE CLOCK STRIKES ONE (Clench your fist and strike with it, show ONE with the other hand.)

THE MOUSE RUNS DOWN (Move your hand downwards wriggling yourfingers as if the mouse was running down.)

3 Encourage the children to join in. Ask them to repeat after you.

4 Listen to the song and mime.

5 Sing along and mime.

6 The Cocopulus' version of the song follows immediately. You can mime his version of the song by waving your hands gently when the ghost ismentioned.

When the ghost says BOO, move your hands as if you wanted to scare someone.

When the clown is mentioned point to your nose and show with your hand how the clown jumps forward in the same way as a toy on a spring.

7 Read all the versions of the songs.

8 The children have to draw the hands on Mr Cocopulus' clocks.

A GHOST CLOCK: It's two o'clock in the first picture.

It's half past two in the second picture.

A CLOWN CLOCK: It's three o' clock.It's half past three.

9 If there is any time left do Task 5 in the Activity Book.

Task 4 can be done for homework.

What's the time?

37

Unit 4

Lesson 13

Aim: Revision of telling the time (full and half)Talking and reading about Ann'sdaily routine and comparing it to the pupils' daily routineIdentifying some foodSinging a song about Mr Cocopulus

Language focus: get up / wash your face / brushyour teeth / have breakfast, lunch, dinner / go to school / go home / watch TV / have a showerFood: a sandwich / an apple / toast / jam / butter / chicken / pizza / spaghetti / milk / salad / soup / cocoa / eggs / sausages / chips / fish / orange juicefruit and vegetables

Step 1 INTRODUCING NEW VOCABULARY

1 Introduce the verbs GET UP / WASH YOUR FACE / BRUSH YOUR TEETH / HAVE BREAKFAST / LUNCH/ DINNER / GO TO SCHOOL / GO HOME / DO HOMEWORK / WATCH TV / HAVE A SHOWER. Use the flashcards and miming. Follow the usual procedure of introducing new words. Have theexpressions written on the cards.

Do the matching on the blackboard.

2 Play ENA SAYS with the verbs above.

Step 2 PREPARATION FOR LISTENING

The children look at Task 1. Tell them to numberthe clocks from 1–6. You tell the time and they say the number. Then say the numbers in random order. They tell the time.

3 Read sentence by sentence and the pupils read after you.

4 Say the time in random order. They read the corresponding action sentence.

YOU: IT'S ONE O' CLOCK.

PUPILS: TIME TO HAVE LUNCH.

You can also do it the other way round. Start with the action sentence.

YOU: TIME TO GO HOME.

PUPILS: IT'S HALF PAST THREE.

Step 3 LISTENING TO THE TAPE

5 Do Task 2 in the Pupil's Book. Listen to the tape to check the order.

6 Ask the pupils to read just the sentences written in bold. With a strong class you can read the wholetext. You will come back to the text next lessonafter introducing some food words.

Step 4 FOLLOW UP

7 Do Task 3. The children can write the time in numbers or letters.

The pupils can do Task 1 in the Activity Book forhomework.

Step 5 TELLING THE TIME

1 Ask the students to pay attention to the Task 4in the Pupil’s Book. The first time they listen to tape, ask them to repeat once and then let themmatch the pictures with the sentences. Prepare thestudents for the next listening. Now they do the Task 5.

Now you do Task 3 from the Activity Book. First do it orally then let the students write the sentences. You can also ask them question that are not fromthe task but have the same point. Task 2 from the Activity Book can be given for homework.

Step 6 INTRODUCING FOOD

1 Revise the food and drinks children have learnt ingrade 4. Prepare the flashcards from grade 4:

(PIZZA, SPAGHETTI, EGGS, TEA and ORANGE JUICE)

Introduce:

CHICKEN FISH and CHIPS

SALAD TOAST, BUTTER, JAM and MILK

SOUP A SANDWICH and AN APPLE

SAUSAGES

Step 7 CLASSIFYING

2 When all the pictures are on the board ask thepupils:

– to name all the drinks.

– to name all the food

– to say what is hot

Ann's day

38

Unit 4

4 Ask the children to sort all the fruit and vegetables in the right column.(Task 12)

5 Ask them to do Task 13. Ask them to read their answers aloud. Do Task 11 and 12 from the Pupil'sBook

6 Let the children listen to the tape (Task 14).Ask them to write the words they hear. Repeat the tape twice if necessary. Let them read the dialogue aloudand check their answers. Allot the roles to them. If you have time, let the children act the dialogue out.

7 They listen to the dialogue between grocers and Ann at the market.

8 Ask the children to act out the dilaogue theyhave listened to. Ask them to change the list of vegetables and fruit.

Do Task 6 and 7 from the Activity Book.

Mr Cocopulus Episode 6INTRODUCING VOCABULARY FOR WHAT A MORNING!

1 Do some physical exercises in order to introduce:

STRETCH YOUR ARMS.

TOUCH YOUR TOES.

Revise by miming: WASH YOUR FACE.

Introduce: WASH YOUR HAIR. WASH YOUR BEARD.

TAKE SOME TOOTHPASTE. SQUEEZE. BRUSH YOURTEETH.

PUT SOME CREAM ON YOUR FACE.

2 Revise once more: TOOTHPASTE, FACE CREAM,SHAMPOO, HAIR AND BEARD by drawing them onthe blackboard and writing the words beneath.

3 Say and mime Mr Cocopulus' rap.

4 Ask the children how many things went wrong.They tell you in Bosnian/Croatian/Serbian.

5 Let them listen to the song and mime. Don't expectthem to sing along with all the lines.

6 Revise the food by doing Task 4 in the Activity Book. While they are doing the tasks, let them listen to the song several times. Those children who finish first can also do Task 5.

– to say what is cold

– to say what people eat for breakfast

– to say what people eat for lunch / dinner

– to say what they have eaten that day

Step 8 LISTENING TO THE TAPE

3 Listen to Task 2 (Ann's Day) once more. Thechildren should tick all the food in Task 6 Annmentions when describing her typical day.

4 Do Tasks 7, 8 and 9 in the Pupil's Book.

Note:Monthly brochures and flyers are distributed freely and generously by all the leading supermarkets. They can be used wonderfully in the class for cutting out pictures of food and drinks. Give children enough time to collect some. They can usethem in their project work.

Step 9 FRUIT AND VEGETABLES

1 Put the following word cards on the blackboard:

A lot of I vegetables fruit eat and.

Ask your pupils to put these words in the correctorder.

2 Prepare the flashcards with fruit and vegetables from Task 8 in the Pupil's book.

Ask them if they can name any in English. Circle the ones they can name. To introduce and practicenew vocabulary, go through the usual procedure for introducing new vocabulary:

- listen, point, repeat in chorus;

- listen, point, they repeat individually;

- listen, they point

- point, they say it in chorus/ individually

Prepare the word cards for all the fruit and vegetables as well. First,you read the word cards, then your pupils. They match the word cards with the pictures by sticking them next to the matchingpictures.

Play What's missing – remove 2 items at a time untilthere is nothing left on the blackboard.

3 Ask the children to listen to the tape .Play the tapetwice if necessary. Let repeat the words after thetape.

Ann's day

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Unit 4

6 Ask: WHAT'S NUMBER 3? WHAT'S NUMBER 5? Dothis for the purpose of practising, but point out thatthe English do not normally refer to the months by using numbers.

Step 2 LISTENING TO THE MONTH SONG

7 Go around the classroom and allot each childthe role of one month. The children listen to the MONTH SONG and stand up when they hear theirmonths mentioned. When they hear it again they should sit down.

8 Next ask them when their birthday is. They should sit down or stand up whenever they hear the monthwhich they were born in.

9 Do Task 3 in the Pupil's Book.

Step 3 A CLASS SURVEY

10 You can do Task 2 in the Activity Book now. The children should make a tick for every birthday any ofthe children have in a particular month. It is a more controlled activity if you do it together with thewhole class.

Step 4 LISTENING TO THE TAPE, Task 4,the Pupil's Book

10 The children listen and do the matching at the sametime.

11 Do Tasks 5, 6 and 7 in the Pupil's Book.

Step 5 REVISION

1 Start off by doing Task 1 in the Activity Book.

2 Listen to Episode 7 of Mr Cocopulus. After you have listened to the tape, ask the children to tell youin Bosnian/Croatian/Serbian what Mr Cocopulus' problem is. In the last picture there is a model of a party invitation that will help them when doing Task3 in the Activity Book.

3 Task 4 in the Activity Book is optional.

Lesson 14

Aim: Identifying the months of the yearAnswering the questions startingwith Whose…?Revision of the possessive case and possessive adjectivesTalking about birthdaysCarrying out a class surveyWriting a birthday invitation

Language focus: Months of the yearWhose birthday is in June?When is Ann's birthday? InDecember

Step 1 INTRODUCING THE MONTHS OF THE YEAR

1 You can introduce the months of the year with the help of your fingers. Pointing to your left hand thumb, say January, pointing to your forefinger say February and so on. Introduce the months, three by three. Always go backwards pointing tothe previous finger and asking the children to tell you the name of the month of the finger you arepointing at.

2 Write the first letters of the months, one below the other, on the board and do the same as describedabove. Skip one month, go backwards or forward,so that the children hear and repeat the names of the months several times.

3 Practise saying the months as a chain activity.The first student should say January, the secondFebruary, etc. At the beginning of the activity the pupils need a lot of help but after a round or twothey can say the months by themselves.

4 Divide the class into two groups. They say the months of the year in turns. The first group says January, the second group February, the first group March, etc. Later on the pupils can practise saying the months in pairs. It is not easy because it requiresa lot of concentration.

5 Let the children open their books now. They listen to the months and read (repeat) after the tape.

Months

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Unit 4

Lesson 15

Aim: Identifying seasonsTalking about likes and dislikesrelated to seasonsTalking what you can do in aparticular season (Revision of can)Revision of some weather wordsLearning a rhymeDeveloping a positive attitude tothe beauties of nature

Language focus: Spring / summer / autumn / winterI like spring because …Weather expressions: It's hot and sunnyIt's windyIt's rainyRevision of can: I can play outsideI can swim in the seaI can make a snowmanRevision of there is / areThere is a lot of snowThere are a lot of flowersRevision of the Present SimpleTense

Step 1 WARM UP – THE WEATHER GAME

1 Revise common weather expressions by asking your students to act them out.

Students can remain seated.

Each time repeat the question: WHAT'S THEWEATHER LIKE?

IT'S RAINY. (The children tap with their fingers onthe desk.)

IT'S WINDY. (They move the upper part of the bodyleft and right.)

IT'S SUNNY. (They draw a big circle with their arms in the air.)

IT'S VERY HOT. (They wave their hand in front of their face.)

IT'S SNOWING. (They wriggle their fingers in front of them as if they were falling snowflakes). MAKE ASNOWMAN. THROW A SNOWBALL. (They mime it.)

IT'S VERY COLD. (They shiver.)

Step 2 INTRODUCING THE SEASONS

2 Start off with the current month and season. Introduce the season that follows and then thepreceding one. After that there is just one moreseason to introduce.

Name them backwards and forwards.

3 Have the names of the seasons written on cards.Ask the pupils to read them out several times.

4 Do Task 1 in the Pupil's Book. You can ask thepupils what they can see in the pictures (introduce the word LEAVES). Do Task 2.

5 Prepare the pupils for Task 3. Stick the 4 season cards on 4 different sides of the classroom. Read the sentences from Task 3. The pupils point to the season to which the read sentence refers.Translate the sentences if you see the children don'tunderstand them.

6 Do Task 3 now. Read the sentences to the pupilswhile they are looking in their books.

Next, read one word from each sentence (the most difficult one). Tell the pupils to find the sentence inwhich this word is and read it aloud.

Ask: WHERE DOES IT SAY 'Ne mogu se igrati vani'?'Ima puno cvijeća'?

7 The children can do Task 4 now.

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 they associate with a certain season. For example: their birthday, skiing or swimming.

Project work (Task 5 in the Pupil's Book) can bedone at home. Go through each step with the class.Mount a display of the children's drawings in the classroom. Praise their drawings a lot.

Variation: You can tell the pupils to choose only oneseason instead of all the four. It takes less time, so you might consider doing it in the class. Mount adisplay of 4 different seasons drawn by 4 differentchildren.

Step 3 REVISION

1 Start off with a revision of the seasons. Stick thenames of the seasons on the board. Read to thepupils the sentences from Task 2 in the Activity Book. They have their books shut. They should guess which season you are describing. You cando the task in writing, or you can leave it at that because it is an optional task.

Step 4 LISTENING TO THE RHYME (Task 6 in the Pupil's Book)

2 Let the children listen to the talking tree twice. Thefirst time they just follow the text in the book. in the

Seasons change

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Unit 4

The second time ask them to repeat (read) after the tape at the end of each verse.

Step 5 FOLLOW UP

The children should underline all the sentences the tree is saying. These are:

"Hello spring!"

"It's very hot. You can sit under me."

"Autumn has come. My leaves are yellow. Look at me."

"My branches are white. Can you make a snowman to keep me company?"

Ask the children to do Task 3 in the Activity Book.While they are colouring, let them listen to the rhyme several times.

If you want to spend more time working on the rhyme, you can ask the pupils to take the role of the tree. Each pupil learns by heart the lines of oneseason. They act it out in groups of 4.

Step 6 AUNT PEGGY AND UNCLE BEN

1 You can start off with a little chat in Bosnian / Croatian / Serbian about what people do to live ahealthy life. You can translate some of the words or expressions in English.

Ask the children to look at the picture and tell you what they can see.

2 Read the text yourself and ask them to read it afteryou. You can choose different pupils to read thesentences from the text. You can repeat the sameactivity several times.

Ask the pupils to shut their textbooks. Write someactivities or words related to a healthy life on theblackboard. Ask the pupils to say which wordsare true for Aunt Peggy and Uncle Ben. Ask them simple questions about the text.

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 byasking them to read the sentences aloud.

3 Ask them to do Task 9 and Task 10

Seasons change

42

Unit 4

Lesson 16

Aim: Learning the names of differentitems of clothingTalking about clothes in relation to seasonsDescribing what someone iswearing

Language focus: a T-shirt / a shirt / a jacket / a sweater / a scarf / a cap / a bikini / a hat / a dressshorts / gloves / swimming trunks / trousers / sandals / shoesHe / she is wearing…I'm wearing…What is she wearing?

Step 1 INTRODUCING ITEMS OF CLOTHING

1 Prepare flashcards of all the clothes you can see inTask 1. Prepare the word cards as well. Follow the usual procedure when introducing new vocabulary:

a) repeating in chorus and later on individually

b) pointing

c) numbering the flashcards

d) asking What number is…?

e) asking What's number…?

f) reading the word cards

g) translating into English or Bosnian/Croatian/Serbian: Where does it say…? How do you say…?

h) sticking the cards next to the pictures or matching them by drawing lines with chalk

i) playing Match/Mismatch or the Memory game with flashcards and the corresponding word cards

2 Do Task 1 in the Pupil's Book.

Step 2 CLASSIFYING

3 Next, you can ask the pupils to classify the clothes in the pictures in different ways. The purpose of classifying is to have the children say or read out thenew words a number of times. Ask them to read:

– summer and winter clothes (a preparation for Task 2)

– things you wear on your hands or feet

– things you wear on your head

– things that end in –s, the plural form (a pair of …)

– items of clothing that are blue, yellow, green orgrey in the picture

(You can also teach the pupils to say: a greenT-shirt, a green jacket, but green sandals)

4 Let the children do Task 2 now.

Step 3 EXPOSING CHILDREN TO 'IS WEARING'

5 Prepare the pupils for Task 3 by giving differentpointing commands:

Point to someone who is wearing trousers.

Point to someone who is wearing brown trousers.

Point to someone who is wearing shoes.

Point to someone who is wearing something blue, etc.

The children are exposed to is wearing a number of times.

6 Ask them to do Task 3 in the Pupil's Book.

Suggested homework: Tell the children to do Task 1 in the Activity Book. Ask them to do the colouring first and then the writing. They should write out at least 5 sentences.

Step 4 WARM UP

1 Ask each pupil to say one item of clothing. You can also do it as a competition between two teams.

2 Play a guessing game. You describe what someone in the class is wearing and the children guess who it is.

This person is wearing a pink sweater and blue trousers.

This person is wearing a yellow shirt, blue jeans and shoes.

(Note: You might need to introduce a tracksuit or tracksuit top)

Step 5 LEAD IN TO A WINTER STORY / A SUMMER STORY

3 Look at the pictures and elicit from the children as much as possible. Help them by asking questions:

WHO IS IN THE PICTURE?

IS IT SUMMER OR WINTER?

HOW DO YOU KNOW?

WHO IS ANGRY?

WHAT IS BOB WEARING? etc.

Clothes

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Unit 4

4 Make true statements about either of the pictures. The pupils tell you which story your statements refer to. You can also divide the class into two groups: winter and summer. Each group claps their hands three times if the statements you say refer to their season.

Step 6 LISTENING TO THE TAPE

5 Let the children listen to the winter story with their books open

6 Practise reading.

7 Ask the students to remember as much as they canabout the winter story.

8 Ask them the questions from Task 5 in the Pupil'sBook.

9 When doing the summer story follow the instructions in the Pupil's Book.

10 Those students who finish first can do Task 2 in theActivity Book.

11 If you have decided to skip Part 2 of the lesson, which is optional, ask your pupils to have a look at the REMEMBER BOX on page 75.

After studying the examples in the box, they doTask 4.

Step 7 PART 2 WHO IS AT THE DOOR?

Part 2 is optional. Whatever of the variations you choose, pre-teach: A COAT, BOOTS, BEAUTIFUL, UGLY and SCARY.

Variations:

a) you can do Part 2 step by step following the instructions in the book and doing thecorresponding Task 3 in the Activity Book.

b) You can base your lesson on the pictures only. Tell the pupils to find the descriptions of what the children are wearing in the text on page 74. They highlight these parts of the text with different colours. Get them to do Task 3.

Clothes

44

Unit 4

SUM UP 3

The revision exercises in SUM UP 3 integrate everythingthe children have learnt in this unit.

Choose what task you are going to do in the class.

For Task 7 the children need a die. Their task is to dress up the lady in the picture. What she is going to wear is decided by the number shown on the die.

The children roll the die. If they get number 5 they look what number 5 says. They draw the items of clothing according to what they have read.

They go on to the next column by rolling the die again. They add another item of clothing.

It is a good idea to tell the pupils to mark the numbers they have used. In this way describing what the lady is wearing is much easier later on. Let the pupils look atother children's drawings and have fun.

45

This unit recycles the Present Continuous form which was introduced in grade 4. This yearthe 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 areplaying a game called Pass the Box. The music is on. When the music stops the childrenhave 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 therooms 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 PresentContinuous. 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 PresentContinuous in the third person singular and plural form (He / she is doing and They aredoing).

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.

UNIT 5

THE WEEKEND

46

Unit 5

Lesson 17

Aim: Describing activities that are going on in the pictures by using thePresent Continuous tense with he or she

Language focus: He is / She issinging a songplaying a trickmimingnaming 5 words starting with Ptalking about a red cardriving a red carIs she singing…?Who is singing?What is she doing?

Step 1 ELICITATION

1 Start off by looking at the pictures. Elicit from thepupils as much as you can.

Ask them to tell you who is who in the firstpicture on page 76. In this way you will revise the present of t to be which will be needed later for theformation of the Present Continuous.

Rosie is a princess / lady.Dorian is Dracula.Ann is a clown.Bob is a pirate.Kate is a witch.Martin is Batman.

Step 2 CORRECT THE STATEMENTS

2 Let the children look at the smaller pictures now.See what they can say about them. If the questionwhat the children are doing is too difficult, help the pupils by making statements in which one part, not the verb, is false. Ask the children to correct you by repeating the whole sentence. Use both thecharacters' real names and their fancy-dress names.

For example: BOB IS SINGING A SONG.STEVE IS TALKING ABOUT A BLUE CAR.THE CLOWN IS DANCING.KATE IS NAMING 5 WORDS STARTING WITH T.THE WITCH IS MIMING.STEVE'S MUM IS PLAYING A TRICK.MR COCOPULUS IS SITTING IN THE TIME MACHINE.HE IS DRIVING A BUS.THE WITCH IS FLYING.MR COCOPULUS IS SITTING ON THE CHAIR.

Step 3 LISTENING TO THE TAPE

3 Let the children listen to the tape. The story is ratherlong, so don't ask the children to read the whole story. Concentrate more on the cards with numbers and the sentences written in bold. The children canalso read in pairs. One pupil reads the cards, theother the sentences written in bold

Step 4 POST LISTENING TASKS

4 Ask the children to do Task 2 in the Pupil's Book.Do Task 3 together.

Explain what they have to do in Task 4.

Homework: Tell the children to make the cards forthe PASS THE BOX game at home. They can be verysimilar to the ones in the story. You can prepare some of the cards yourself. Write the followingcommands on them:

BRUSH YOUR TEETH (MIME)

PLAY A COMPUTER GAME (MIME)

SHOUT: I'M GOOD AT ENGLISH.

SIT ON THE FLOOR

WATCH A FOOTBALL MATCH ON TV (MIME)

PLAY TENNIS (MIME)

PLAY FOOTBALL (MIME)

PLAY BASKETBALL (MIME)

SAY A RHYME

TAKE OFF YOUR SHOE OR SLIPPER

Step 5 PASS THE BOX GAME

1 Start off by playing the PASS THE BOX game. Put the cards both you and your pupils have preparedin an empty box. If possible, make the children sit in a circle. The pupils pass the box with cards to each other while listening to music. When you stop thetape, the person who holds the box should draw a card and do what it says. The children will need your help. If the child draws a card with a commandto mime, the other children should guess what theperson is doing. They should say: He / She is playing tennis. The game might be a bit chaotic but as longas language learning takes place and the children love it, it pays off to be patient.

Step 6 REVISION

2 Do some of the exercises in the Activity Book.Task 3, the most difficult one, is optional.

A party

47

Unit 5

Lesson 18

Aim: Describing activities that are going on at the present moment by usingthe Present ContinuousExposing children to somecommon verb/noun collocations

Language focus: He is / she is eating sausages / hamburgerstaking off his coat / socksplaying computer games / cardsreading a book / magazinewriting a test / homeworkshouting hello / goodbye

Step 1 FALSE STATEMENTS

1 Prepare the flashcards of the actions listed inthe Language focus (only the first version of thesentences). Introduce them in the same way as you introduce new vocabulary.

2 Make false statements. Use the second version of the sentences from the Language focus. Ask thepupils to correct you.

Say: HE IS EATING HAMBURGERS. (No. He is eating sausages.)HE IS PLAYING CARDS.

(No. He is playing computer games.)HE IS TAKING OFF HIS SOCKS. (No. He is taking off his coat)SHE IS READING A MAGAZINE. (No. She is reading a book.)

3 Encourage the pupils to make similar falsestatements.

You can write their beginnings on the board. The pupils copy the beginnings and finish the sentences in any way they like.

HE IS EATING… (a pizza, ice-cream, chips, etc.)

HE IS PLAYING … (basketball, tennis, football, etc.)

HE IS TAKING OFF HIS… (cap, hat, sweater, etc.)

SHE IS READING… (a story, comics, her homework)

They might have a lot of ideas because they have learnt a lot of new words for food, clothes andsports this year.

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

books shut. Their task is to number the pictures on the board in the order they hear them.

The second time they have their books open. Theypoint to the pictures on page 79 as they hear them.

The third time they listen they follow the text intheir books (Task 2)

Step 3 POST LISTENING TASKS

4 Let the pupils read the text silently. They are readyto do Tasks 3 and 4 on their own.

5 Check their work after they have finished. Have alook at the REMEMBER BOX.

Point to the pictures on the blackboard and makestatements about the pictures using a negative form.

LOOK, SHE ISN'T READING A MAGAZINE. SHE ISREADING A BOOK.

Do it with all the sentences.

You can also go back to Task 4 and ask the pupils to make some negative sentences using the words that haven't been circled.

Suggested homework: Task 1 in the Activity Book.

Step 4 REVISION

1 Start off by checking how much the pupils remember about the pictures without looking backin the book.

Ask questions like these:

WHERE IS ANN?

WHERE IS GRANDPA?

WHO IS READING A BOOK?

WHO IS EATING?

IS MUM SITTING OR STANDING?

Or the most difficult ones:

WHAT IS GRANDPA DOING?

WHAT IS MUM DOING? etc.

2 Check homework. Ask the pupils to do Tasks 2 and3 in the Activity Book.

3 Finally, do Task 5 in the Pupil's Book.

Home sweet home

48

Unit 5

Step 2 LISTENING TO THE TAPE (Task 1)

4 Let the pupils listen to the tape with their booksshut. They should find out who is talking.

5 Find out how much they have understood. They can tell you in Bosnian/Croatian/Serbian what the situation is.

6 Let the pupils listen to the tape once more with their books open.

Step 3 POST LISTENING TASKS

7 Say some of the sentences from the dialogue inBosnian/Croatian/Serbian. The pupils read out the sentences in English.

8 Practise reading by alloting roles to differentchildren. First, you can take the grandmother's role, later on the children take over.

9 Say all the sentences starting with I'm. The children guess who says them.

I'M TALKING TO WEE WILLIE WINKIE. (Grandma)

I'M READING. (Ann)

I'M KISSING TOTO GOODNIGHT. (Rosie)

I'M GOING UP. (Grandma)

I'M SLEEPING. (Rosie)

I'M BRUSHING MY TEETH. (Rosie)

You can write these sentences on the board. The pupils copy them in their notebook. The childrenlisten to the dialogue once more and put thesentences in the order they hear them.

10 The children are ready to do Task 2 in the Pupil'sBook.

Step 4 PRESENT CONTINUOUS PRACTICE

1 You need the cards with the written sentences you used in the previous lesson.

Tell the pupils that you will take the role of theirMum. You want to go out and you are in a hurry, but your children (the pupils) are reluctant to go outbecause they are doing something else.

A pupil comes to the board, draws out a card, and mimes what the card says.

While she is miming, you shout:

IVAA, IVAA, WHERE ARE YOU? WHAT ARE YOU DOING?

The child answers using the sentence from the card.

Lesson 19

Aim: Describing actions that are going on at the present moment byusing the Present Continuous in the first form singularLearning a traditional song WeeWillie Winkie

Language focus: I'm watching a cartoonI'm brushing my teethI'm reading a bookI'm kissing Toto goodnightI'm going upI'm talking to WillieI'm sleeping

Step 1 WHERE AM I?

1 Write the following sentences on cards at home:

I'm playing computer games.

I'm watching TV.

I'm fixing a car.

I'm eating a pizza.

I'm taking off my coat.

I'm making a cake.

I'm playing with dolls.

I'm washing my face.

I'm brushing my teeth.

I'm putting some cream on my face.

I'm reading a book.

I'm writing a test for my pupils.

2 Start off by playing a game. Divide the class into two groups. One pupil draws out a card and reads itto the group. They guess which room of the housethe person is in.

They say: YOU ARE IN THE _________________ .(Write it on the board if necessary.)

The purpose of this activity is to expose children to a lot of examples of the Present Continuous in thefirst form singular.

3 Introduce the word DWARF. You can refer to SNOW WHITE and ask how many dwarfs there are in the story and what some of their names are (HAPPY, SLEEPY, DOC, etc). Explain in Bosnian/Croatian/Serbian that Wee Willie Winkie is a little dwarf who checks if children are in bed at 8 o'clock. You willtell them more about him later on.

Good night, sleep tight

49

Unit 5

2 beds (ARE THE CHILDREN ALL IN BED?)

A clock. It's 8 o'clock. (FOR NOW IT'S EIGHT O' CLOCK)

5 Ask the children to point to the pictures.

6 Stick the cards with key words (written in bold) next to the pictures.

7 Say the lines of the song very slowly while pointing to the pictures on the board.

You repeat it several times.

8 Say the lines very slowly again. The pupils say thewords written in bold instead of you.

9 Let them listen to the song. The pupils try to sing along.

10 Let them have a look at the pictures on page 84. Ask them to read the song aloud.

11 Let them do Task 3 in the Activity Book. Tell themto cut out the pictures on page 70 and stick the pictures in their notebook.

Task 4 in the Activity Book is optional.

2 Have a look at the REMEMBER BOX. Translate thesentences into Bosnian/Croatian/Serbian. Let thepupils do Task 3 in the Pupil's Book.

3 For additional practice you can do Tasks 1 and 2 inthe Activity Book.

Tell the children to bring scissors and some glue next time.

Step 5 LEARNING THE SONG

4 Revise what the children remember about Wee Willie Winkie from the dialogue.

You can introduce the language from the song by drawing some pictures on the board.

Make them simple and big enough. Draw:

A row of houses with an arrow going through them. This illustrates THROUGH THE TOWN.

A flight of stairs going up and down. (UPSTAIRS AND DOWNSTAIRS)

A nightgown (IN HIS NIGHTGOWN)

A window (TAPPING AT THE WINDOW)

A lock (CALLING THROUGH THE LOCK)

Good night, sleep tight

50

Unit 5

Lesson 20

Aim: Describing actions that are goingon at the present moment by using the Present Continuous in the thirdperson singular and plural

Language focus: He IS / She ISThey ARE driving a bumper carbuying ice-creameating ice-creamwatching the clownsselling balloonstaking a photoplaying the guitarwavingriding a ponyplaying a trick

Step 1 WARM UP

1 You can ask the children what the people all over the world are doing at that moment. Write a modelsentence on the board:

SOME PEOPLE ARE SLEEPING (It's night time in theUSA.)

SOME PEOPLE ARE SWIMMING. (It's very warm insome countries), etc.

Ask the pupils to continue making sentences. Do itas a chain activity.

2 Round the activity off by saying:

… AND SOME PEOPLE ARE HAVING A LOT OF FUNBECAUSE 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 thepictures.

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 readthe sentences aloud. First ask them to read thesentences 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 pupilscorrect the false ones.

8 Let the children look at the pictures for 1 moreminute. Ask them to do Task 3 in the Pupil's Book.

9 After checking what they have done ask them inwhat way the beginnings are different. Why do we sometimes use IS and sometimes ARE? Encouragethem to draw the conclusion by looking at theREMEMBER BOX on page 86.

10 The pupils can do do Task 4 now. Ask them tomake some silly sentences using the beginnings and endings from Task 3.

Step 4 REVISION (RECONSTRUCT THE SENTENCES)

1 Start off the lesson by asking the pupils to look back atTask 3 in the Pupil's Book. The pupils work in pairs.

Pupil A covers the left part of the task and tries tomake as many sentences as he /she can by looking at the endings only. Pupil B checks if the sentencespupil A makes are correct.

Then Pupil B covers the right part and does the same. Pupil A checks his/her work by looking at both parts.

At the funfair

2 Do Task 1 and 2 in the Activity Book. Task 3 is optional. If you decide to do it, go through it with your students and translate into Bosnian/Croatian/Serbian if necessary.

51

Unit 5

Lesson 21

Aim: Describing actions that are goingon at the present moment by using the Present Continuous in the thirdperson singular and plural. Raisingawareness about staying in the country.

Language focus: Dad is putting up a tent. Mum and Grandma are walking in thewoods.Bob is swimming in the lake.Grandpa is fishing in the lake.Rosie is catching butterflies withher net.Ann is taking pictures of the nature.

Vocabulary: compass, gas cooker, torch,thermos flask,tent, walking boots, sleeping bag, torch, net, camera,fishing rod, gas cooker

Step 1 INTRODUCING CAMPING VOCABULARY

1 Put the flashcards with camping vocabulary on the blackboard.Elicit some words from the pupils.Ask the pupils which of the words they've alreadylearned.

Step 2 ON A CAMPING TRIP

2 Tell the pupils to listen to the words from Task 1. Follow this procedure:

- listen to them and point

- listen, point, they repeat in chorus / individually

- point, they say it

3 Let the pupils look at the pictures in Task 2.Thepupils write the words from Task 1 below each picture.

4 Ask the pupils to say what people are doing in each picture.Explain any unknown vocabulary: put up atent, catch butterflies, take pictures...

5 Tell the pupils they will have to put the pictures in order they listen to the tape.The pupils do Task 3from the Pupil's Book.

6 The pupils listen to the tape again and check.

7 The pupils read the text and answer the questions inTask 5.

8 They read again and check.

9 The pupils do Task 1, 2 and 3 in the Activity Book. They are optional.

The teacher could assign them for homework

Mr Cocopulus Episode 8 is partially sung and partially acted out. The language is beyond thechildren's active command of English but the pupils might remember the key sentences – the spells:Abracadabra. Wish and woo.Birds are flying now.And so are you.Abracadabra. Wish and woo.Kangaroos are jumping now.And so are you.Abracadabra. Wish and woo.Dolphins are swimming now.And so are you.

You can use the spells in class for revising the Present Continuous. Replace the parts written in bold with other verbs. The children listen to you and perform the action. For example:ABRACADABRA. WISH AND WOO.RABBITS ARE HOPPING NOW.AND SO ARE YOU. Or,ABRACADABRA. WISH AND WOO.CHILDREN ARE RUNNING NOW.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 timeworking on the episode and consider putting on a school performance.

A Camping trip

52

Unit 5

SUM UP 4

Sum up 4 consists of 15 pictures which can be used in different ways. Here are some ideas. You can ask children:

– to number the pictures in the way you tell them.

– to mime the actions individually or in pairs in front of the class. (The other pupils guess what they are miming.)

– to correct your false statements.

– to correct other pupils' false statements.

– to work in pairs and see how many of the pictures their partner can describe.

After you have done at least some of the activities above, the children can play NOUGHTS AND CROSSES(Kružić, križić in Bosnian/Croatian/Serbian) by choosing ćthe first nine pictures (the ones in the first 3 lines), the middle nine pictures (the second, third and fourth line) or the last nine pictures.

Almost any child can help you in explaining how the game is played. In this case, a player should make a sentence about the square he wants to put his symbol on, either a cross or a nought. The purpose of the gameis to get 3 crosses or noughts in a line.

53

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 14different 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 thevocabulary 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 physicalappearance 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.

UNIT 6

WHAT DO THEY LOOK LIKE?

54

Unit 6

Lesson 22

Aim: Introducing adjectives describing people's appearanceUsing adjectives to describe somecartoon characters

Language focus: fat / plump / thintall / shortold / younglong / short / curly /straight hairbig / small / blue/ green eyes

Step 1 LEAD IN

1 Introduce the adjectives above by using theflashcards with people.

2 You can spell the expression CATS AND DOGS to the students using your hands. They should spell each letter aloud and guess the words. Ask them in Bosnian/Croatian/Serbian whether these two words go together and why not. Ask them if they know any famous cats from comics or cartoons.

Step 2 LISTENING TO THE TAPE, pages 90, 91

3 Let them listen to the tape. They should point to the cats as they are listening.

4 The second time you listen to the tape, stop the tape and ask them to repeat in chorus.

Check if they understand all the words as you goalong.

5 Next, stop the tape and ask them to repeat individually.

6 Listen to the tape once more and stop the tape after you hear a Miaow. The children say in advance whatcomes next.

7 Ask: WHERE DOES IT SAY: MLADI MAČIĆ?WHERE DOES IT SAY: DEBELJUŠKASTA MAČKA?

8 Ask them: WHAT NUMBER IS A TALL CAT?WHAT NUMBER IS A SHORT CAT?

Or,

WHAT CAT IS NUMBER 3?

Step 3 OPPOSITES

9 Write these adjectives on the board:

TALL THIN YOUNG STRAIGHT HAIR LONG HAIR BALD

10 Ask the pupils to read them. Tell them to copy the words in the order you tell them. You say the adjective in Bosnian/Croatian/Serbian and the children say it in English. They copy the words fromthe board one below the other in their notebook. You might also ask someone to come to the boardand point to the adjective that needs to be copied.

11 Explain the expression THE OPPOSITE OF. Ask thepupils about the opposite of the words on theboard. Write the opposites on the board next to thewords.

12 Children can do Task 2 in the Pupil's Book.

13 Ask them to do Task 4.

Note:Fat, thin and plump in Task 4 have been deliberately omitted because some children are very sensitiveabout their appearance.

Suggested homework: Task 1 in the Activity Book.

Step 4 MEMORY GAME

1 Start off by playing a memory game. The purpose of the game is to match the opposites. You don't have to prepare any cards, JUST WRITE THE NUMBERS onthe board. Do not write the words.

1 2 3

SHORT LONG HAIR STRAIGHT HAIR

4 5 6

THIN SHORT HAIR FAT

7 8 9

SMALL EYES CURLY HAIR TALL

10 11 12

OLD YOUNG BIG EYES

Step 5 REVISION

Ask the children to open their books and have a look at the cats. You tell them the rhyme from Task 3 and they point to the right picture. Theyrepeat after you. Ask them to read the rhyme andlearn it by heart. You can replace the word cat withtperson, use the flashcards from the pack and do the pointing at the board with the pictures of people.

2 Let the students do some of the Tasks in the Activity Book.

What do cats look like?

55

Unit 6

Lesson 23

Aim: Asking and answering questions regarding physical appearanceRevising the Present ContinuousDeveloping listening fluency and reading skills

Language focus: Ann is doing her homework. Rosie is sleeping. Ann is crying.The police officer and Ann are looking for Rosie. Rosie is sleeping. Bob and Toto are coming home.The police officer and Ann are looking for Rosie. Toto is barking.He is licking someone's face.What does she look like?What is she wearing?Is she in the garden?A police officer / burglar

Step 1 AS INDICATED IN THE PUPIL'S BOOK

This lesson is optional. It takes at least two periodsto do it. Follow the instructions in the Pupil's Book.

The pupils listen to Part 1 At home and Part 2 At the police station with the books shut. Divide the class into two groups. Have a look at two differentlistening 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.

The pupils can listen to Part 3 and Part 4 with their books open.

Do Tasks 4 and 5 in the Pupil's Book.

The next lesson the pupils read the story once moreand do the corresponding exercises in the Activity Book (page 78).

Mr Cocopulus Episode 9 is a Lead in to the nextlesson The Case of the Missing Book of Spells. Askthe children if they remember any of Mr Cocopulus' spells from the previous episodes. Introduce: ABOOK OF SPELLS by asking how Mr Cocopulus knows all the tricks. Point out that he has worked very hard to collect all the tricks and that there are two BURGLARS in his house who want to take his book.

So, Mr Cocopulus has to go to the POLICE STATION. They ask him a lot of questions there. If you have skipped Lesson 22 introduce the questions:

WHAT DOES HE LOOK LIKE? WHAT IS HE WEARING?

WHAT DOES SHE LOOK LIKE? WHAT IS SHE WEARING?

Note:You can write all the words written in capital letterson the board. The children copy them in their notebook.

Rosie is missing

56

Unit 6

You or one of the pupils: THE MAN IS TALL ANDTHIN

Pupils: Number 1 is tall. Numbers 3 and 5 are tall,but number 5 isn't thin.Numbers 1 and 3 are tall and thin.

You: HE HAS GOT LONG STRAIGHT HAIR.Pupils: Only number 3 has got straight hair.

You: OK, DETECTIVES. (Give importance toeverything the children say.)WHAT ELSE HAVE WE GOT? WHAT ABOUT HIS CLOTHES? etc.

Step 3 WHO IS THE SUSPECT?

3 Do Task 2. Each pupil chooses a suspect. It's one of the people in the picture. You can choose one pupil to think of a suspect, the others can ask him/herquestions.

4 The pupils should guess the other pupil's suspectby asking questions from Task 2. It is a good idea to write the questions from Task 2 on two separate pieces of paper which can be put on the board, sothat the pupils don't have to turn the page over tolook at the pictures in the book.

Suggested homework: The pupils can use the model in Task 2 for describing someone in their family,a famous person they like or an unknown personfrom a magazine. They can also describe their classmates. The last variation is not very suitable because some children might be very sensitive abouttheir appearance.

Step 4 INDEFINITE PRONOUNS

1 Ask the children to go back to the beginning of thetext. Read the sentence with somebody / anybody / nobody. Ask them to tell you the meaning of them in Bosnian / Croatian / Serbian

2 Ask the children if they know who is guilty, orthe suspect in the text. Explain them in Bosnian / Croatian / Serbian that we use somebody / anybody/ nobody and everybody when we aren’t sure who the people that do some activities are or how manyof them do a particular activity.

Write some example sentences on the blackboard:e.g

NOBODY IS WEARING BOOTS / COATS / TRAINERSIN THE CLASS. ( choose the word you find the most appropriate for that lesson)

Lesson 24

Aim: Identifying people throughphysical descriptionUsing adjectivesDescribing people's appearance according to a given modelDeveloping pupils' perception andcognitive skills

Language focus: He/She is tall.He/She has gotHis/Her hair isHe/She is wearingRevision of adjectives describing physical appearanceRevision of clothesIntroducing indefinite pronouns

Step 1 REVISION OF THE VOCABULARY NEEDED FOR IDENTIFYING PEOPLE

1 Start off by looking at the pictures on page 83.Introduce the word SUSPECT. Ask the following questions.

WHO IS TALL?

WHO IS SHORT?

WHO HAS GOT LONG HAIR?

WHO HAS GOT SHORT HAIR?

WHO HAS GOT STRAIGHT HAIR?

WHO HAS GOT CURLY HAIR?

WHO IS THIN?

WHO IS PLUMP?

WHO IS FAT?

WHO IS WEARING A COAT?

WHO IS WEARING BLUE JEANS?

WHO IS WEARING GLASSES?

Step 2 READING THE DESCRIPTIONS (Task 1, the Pupil's Book)

2 If you have a stronger class you can ask one of the pupils to read, if not, you do the reading.

Most of the students have already guessed who the burglars are, but tell them that they should work like real detectives. Read sentence by sentence, looking at the pictures after each sentence, getting the pupils to tell you who in the picture thatsentence could refer to.

For example:

The case of the missing book of spells

57

Unit 6

SUM UP 5

A GAME OF DOMINOES

The game revises all the adjectives describing people used throughout the unit.

Children should first cut out the domino cards. Theywork individually and match the cards by matching the pictures with the corresponding sentence. If they have done it correctly, the first and the last card should close the circle. Then they can play the game of dominoes inpairs. They need one set of cards for two players.

IS ANYBODY WEARING BOOTS / COATS / TRAINERS IN THE CLASS?

EVERYBODY IS WEARING BOOTS / COATS / TRAINERS IN THE CLASS.

Colour the words in bold deliberately. Ask the pupilsto tell you when do we use anybody / nobody / everybody.Prepare them for Task 3 in the Pupil’sBook.

Do Tasks 1 and 2 in the Activity Book.

58

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 hasbad 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 picturesand 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 othernation's culture as well as their own. The lesson ends with project work on Sarajevo – thecapital 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 andact 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.

UNIT 7

PLACES

59

Unit 7

Lesson 25

Aim: Learning the names of different places in the neighbourhoodGetting the pupils to answer questions about their own neighbourhoodShowing understanding through physical response (TPR story)Playing a game following the rules

Language focus: post office / theatre / supermarket / bus stop / newsagent's / petshop / museum / bookshop

Step 1 INTRODUCING NEW VOCABULARY

1 Introduce the names of places listed in the language focus using the flashcards from the pack. Follow theusual procedure for introducing new vocabulary.

2 Let the pupils have a look at Task 1 in the Pupil'sBook. Before they start writing the numbers, ask them to read the words after you. Then ask themthe usual questions.

WHAT NUMBER IS THE POST OFFICE?

WHAT NUMBER IS THE MUSEUM?

3 Next ask them questions like the ones below. Translate if necessary.

WHERE CAN YOU

BUY DOG FOOD?

BUY A STAMP?

BUY A NEWSPAPER?

WATCH A PLAY?

BUY FOOD?

WAIT FOR THE BUS?

SEE OLD THINGS?

BUY A BOOK?

Write the beginning of their answer on the board:AT THE _________________ .

Step 2 PLAYING BINGO

4 Do Task 2. The pupils copy 6 names of places intheir notebooks. You play BINGO.

Instead of calling out the words, you paraphrase the names of the places using the sentences fromnumber 3, Step 1.

For example:

IT'S A PLACE WHERE YOU CAN SEE OLD THINGS.(The pupils call out A MUSEUM, and the person who has the word crosses it out.)

IT'S A PLACE WHERE YOU CAN WATCH A PLAY, etc.

Step 3 DOING A CROSSWORD, Task 1 in the Activity Book

5 Point out to the pupils that the little arrows indicate the direction in which they can find the word in the crossword puzzle. Let them use the Pupil's Book ifthey don't know what the first letter of the word is.

6 Ask them to do Task 2 in the Activity Book.

Tell the pupils to bring a pair of scissors, a die andcounters next time.

Step 4 REVISION OF PLACES

1 Write in big letters GO TO THE ________________ ! on the board.

Say to the pupils that you need certain things and that they should tell you where to go.

Say: I NEED SOME BOOKS ON ANIMALS.

Pupils: Go to the BOOKSHOP.

Continue in a similar way using the words neededfor the TPR story that you are going to do later.

I NEED SOME APPLES.SOME DOG FOOD.A NEWSPAPER.A SPIDERMAN COMIC.A STAMP.A NEW MOBILE PHONE.A BIRTHDAY CARD, etc.

Step 5 TPR story BOB'S BAD LUCK

2 Do the TPR story following the usual procedure.

You need to learn the story well, so that you can tell it while doing the miming.

Step 6 LISTENING TO THE TAPE

3 The pupils listen to the tape with their books open.

Ask the pupils to read the story aloud.

Bad luck Bob

60

Unit 7

Step 7 POST LISTENING TASK

Ask the students to do Task 3 in the Activity Book.

Step 8 FOLLOW UP

Finally, students answer the questions about theirneighbourhood in Task 5.

Read the questions together and then let thestudents circle the answers on their own.

Step 9 PLAYING A BOARD GAME page 86 and 109 in the Activity Book.

The topic can be nicely rounded off by playing a board game (page 86 in the Activity Book).Each pupil will need for the game the cards that can be found on page 109 in the Activity Book. Studythe instructions carefully so that you can explain to the pupils in Bosnian/Croatian/Serbian how the game is played. Go through the cards with them, asking them where they can buy the things in the pictures. Have a look at the board. Read the namesof the places. Tell your pupils that they can go along the board several times as long as they don't get ridof all the cards.

Step 10 DINNER TALK (OPTIONAL), page 88

Dinner Talk is an optional text for listening comprehension. Its purpose is to expose childrento a natural family conversation over dinner in the Lennons' house. Its purpose is to develop a positive attitude to not understanding everything that has been said and to stress the importance of grasping the meaning from a limited amount of information we have understood. When giving any listening tasks to students, the teacher should stress what the pupils have understood and not the things they have missed. Even at this very early age you canstart developing strategies for grasping the meaning

from the context and teaching students not to feelfrustrated if they haven't understood much. Thisbecomes more difficult as the learners get older.The tapescript can be found in the Pupil's Book on page 132. The conversation introduces the names ofplaces connected with London (PALACE, THEATRE, the THAMES, BRIDGE and the LONDON EYE). Pre-teach these words. Use the flashcards fromthe pack.

1 Go through the sentences in Task 1 before listening. Read them and check the meaning of the words as you go along.

LISTENING TO THE TAPE

Let the children listen. Do not give any particular task this time. After listening, ask them to tellyou some words or expressions they have heard. Everybody should contribute. First ask the weakerstudents. Then ask the pupils to tell you in Bosnian/Croatian/Serbian what they have understood.

2 The pupils listen for the second time. Tell them todo Tasks 7 and 8.

3 You can write the summary of the text on the board and ask the pupils to fill it in. Before doing it, checkonce more the meaning of the words that have tobe filled in.

EVENING LONDON SUNDAY RIVER WHEEL BRIDGE DINNER

It's 7 o'clock in the _____________ .The Lennons are having ___________ .

Ann is going on a school trip to _____________ . They are going on __________ . (day)

There is the __________ Thames in London. Thereis a big _________ called The London Eye. Rosie can sing a song about London ____________ .

4 Mr Cocopulus Episode 10 is also a lead in toLesson 26 about London.

Bad luck Bob

61

Unit 7

Step 2 INTRODUCING NEW VOCABULARY

3 Introduce the following words using the flashcards from the pack: RIVER, BRIDGE, PALACE, THEQUEEN, THE GUARD, UNIFORM, THE BIG WHEEL, and THE CLOCK TOWER.

They might already know the words written in bold if you have done DINNER TALK on page 102.

4 Stick the corresponding word card next to thepicture and let them read it several times.

Step 3 LOOKING AT THE MAP, page 106

5 Let the children look at the map. Ask them to find the words you have just introduced on the map. Say or ask:

WHAT'S THE BLUE LINE?

HOW MANY BRIDGES ARE THERE OVER THE RIVER?

POINT TO THE RIVER THAMES.

POINT TO THE BRIDGES.

WHAT COLOUR IS THE GUARD'S UNIFORM?

WHAT'S THE TIME ON THE CLOCK?

POINT TO THE GUARD.

POINT TO THE CLOCK TOWER.

WHAT ARE THE PEOPLE IN LONDON DOING NOW?

WHO DO YOU THINK LIVES IN A BIG PALACE(picture number 1)

IS THE BIG WHEEL NEXT TO THE PALACE or NEXT TO THE RIVER THAMES?

WHY IS IT CALLED THE LONDON EYE?

Step 4 LISTENING TO THE TAPE (PART 1), page 104, 105

6 Let the children listen to the first part of the text(up to the Tower of London). They follow the text in their books.

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 yourhands and arms)

WHAT GOES ROUND AND ROUND?

WHO GOES LEFT, RIGHT, LEFT RIGHT? (The guard.)

WHAT GOES DONG-DONG? (Imitate the sound ofBIG BEN.)

Lesson 26

Aim: Giving children some cultural background about the language they have been learningIdentifying the main sights of LondonDeveloping a positive attitudeto their own and other nations' cultureLearning to say somethingabout the capital of Bosnia and Herzegovina in English

Language focus: river / bridge / clock tower / big wheel / park / uniform / churchthe Queen / the Guard / crowns / fountainSights: Tower BridgeBig Benthe London EyeRegent's ParkBuckingham Palacethe Tower of Londonthe Museum of LondonOxford StreetTrafalgar SquareRevision of There is… / There are…

This lesson is optional because it is rather difficult. Itwill take you at least 3 lessons to do everything that is suggested. You should decide how much timeyou want to spend on it. You can choose a limited number of sights and round off the topic of London by doing Step 5 below as the last one.

Step 1 LEAD IN

1 Start off with a guessing activity. Instead of writinga full sentence on the board, write dashes instead of letters. The pupils call out the letters to guessthe sentence. (LONDON IS THE CAPITAL OF GREATBRITAIN.)

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ______ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ .

2 Translate the sentence and ask the pupils to repeat it several times. Ask them about Sarajevo. Bring a map. Get them to find GREAT BRITAIN, LONDON,BOSNIA AND HERZEGOVINA and SARAJEVO on the map.

London

62

Unit 7

5 Those who finish first can do Task 6 in the Pupil'sBook.

Step 8 MEMORY GAME

5 Start off with the Memory game. Use the sentences from Task 5 in the Pupil's Book. Write the nameof a sight on one card (BIG BEN) and the second part of the sentence on the other (IN THE CLOCK TOWER NEXT TO THE RIVER THAMES). Stick thecards face down on the board. Write: THERE IS / THERE ARE above the cards. The pupils get onepoint for a pair they have managed to match andan extra point if they say a correct sentence using There is… / There are.

6 Let the pupils do Tasks 1 and 2 in the Activity Book.

Step 9 LONDON QUIZ

7 You can find the questions for the quiz in the Activity Book, Task 3. Play it from the front of theclass. Write the numbers from 1 - 10 on the board.The class is divided into two teams. The teams call out the number of the question they want to answer. After the game has been played the pupils can answer the questions in the Activity Book.

PROJECT WORK can be done at home. Go throughthe sentences in the class before you give it forhomework.

Mr Cocopulus Episode 11 revises the main sights of London and the Present Continuous tense. Ask the pupils which of the sights they can recognize.

They can mime the pictures. The others guess what Mr Cocopulus is doing.

9 Let the children do the first part of Task 5. They should match only the sentences starting with THERE IS.

Step 6 REVISION AND INTRODUCING MORE SIGHTS

1 Revise all the sights you introduced in the previouslesson by sticking flashcards on the board. Pre-teach the words: CROWN, CHURCH, CATHEDRAL, SQUARE and FOUNTAIN. Stick the corresponding word cards next to them.

2 Introduce the names of the sights that are verydifficult to say:

The Tower of London, St Paul's Cathedral, TrafalgarSquare and Nelson's Column.

Spice up the introduction of these sights with someinteresting facts about them.

Tell them these facts or stories in Bosnian/Croatian/Serbian. I'm often amazed how the children remember, even years later, some of the factsyou tell them. You can tell the children about the Whispering Gallery, the prison and ravensat the Tower or the Christmas tree from Norwayon Trafalgar Square, etc. If you have access to the Internet, you can find a lot of interesting information on the sights' official web pages.

Step 7 LISTENING TO THE TAPE

3 Let the pupils listen to the tape (part 2). Afterwards practise reading.

4 Let the children do Task 5. They should make sentences using There are.

They can copy the sentences in their notebook.

London

63

Unit 7

Lesson 27

Aim: Using the language related to shoppingIdentifying British moneyDoing sums based on moneyPlaying shop in the class

Language focus: souvenirs / mug / double-decker / postcards / bookmarks / teddy /pound / penceCan I help you?Can I have this mug, please?How much is it?Here you are

Step 1 REVISION OF NUMBERS 20–100 AND ENGLISH MONEY

1 Start off by introducing numbers. (20 30 40 50 6070 80 90 100).

Compare their endings with the endings of numbers13-19. Ask the children to write the numbers (in figures) that you tell them on the board.

Let them do Task 1 in the Activity Book.

You can bring some lipas to the class and ask the children to tell you how much you have got.

Introduce the British currency 1 pound (£) = 100 pence. Let them look at the pictures of Englishmoney on page 91 in the Activity Book. The first coin on the left is a pound. Ask them what they cansee on the coins.

The pupils do Task 2 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 bring them to the class. Ask the pupils which of them they like best. Ask them what they can see on the mug (the Tower of London).

Step 2 INTRODUCING KEY SENTENCES

3 Introduce the word SHOP ASSISTANT. Have itwritten on a card and stick it somewhere in the class. Read the sentences from Task 2. The pupils should point to the card or themselves depending on who says the sentence in the shop. Sometimesthey would point to both. Add more sentences byreplacing the word written in bold with any objectfrom the pictures in Task 1.

CAN I HAVE THIS MUG, PLEASE?

CAN I HAVE THIS BOOKMARK, PLEASE?

4 Let the children read the sentences from Task 2.Next they do the matching.

Step 3 LISTENING TO THE TAPE

5 Let the children listen to the dialogue (Task 3).While they are listening for the first time, let them look at the pictures in Task 1. They should tick all the souvenirs mentioned in the dialogue. The nexttime they listen they have their books open. (Task 4)

Step 4 POST LISTENING TASKS

6 Ask: WHERE DOES IT SAY KOLIKO KOŠTA OVAKNJIGA O LONDONU?MOGU LI DOBITI OVU ŠOLJICU, MOLIM? etc.

7 If you have a strong class you can practise readingthe longer dialogue (Task 4). If not, concentrateon Task 6 because it contains the basic chunks of language pupils are supposed to learn.

8 Do Tasks 5 and 6 in the Pupil's Book. Task 6 is aframework for playing shop in the class.

Tell the children to cut out the money from theirActivity Book, page 111, for homework. They should glue the two sides together. To make the money firmer they can first stick page 111 on apiece of cardboard and then cut out the coins andstick the sides together.

Step 5 REVISION

1 Do Tasks 3 and 4 in the Activity Book.

Step 6 SHOPPING IN THE CLASS

Play shop in the class with the money the pupilshave cut out. You can use some of the toys youhave, books, or stationery. Demonstrate it from the front. First you take the role of a shop assistant.Later on the pupils take over.

1 You can play shop in the class with the Bosnianmoney and Bosnian souvenirs. You can also usesome books, souvenirs from Bosnia and Herzegovina and demonstrate them in the class. Then, you can act the dialogue out.

2 Let the pupils make a poster with Bosnian souvenirsand money.

Shopping

64

Unit 7

Lesson 28

Aim: Listening to a play based on a wellknown traditional storyDeveloping listening comprehensionActing out some of the scenes from the playBeing uninhibited about acting by using puppets

Language focus: Characters of the story:Little Red Riding HoodHunterWolfTake this basket to your granny.Where are you going?Where does she live?I'm going to eat you up.Granny, granny what big eyes/ ears/ teeth you have got!All the better to see / hear / eat you up / with!

Step 1 LEAD IN

1 Write the words from Task 1 on the board in orderto focus the pupil's mind on the story.

GRANNY BASKET WOOD EYES CAP BED GIRL HUNTER MUM BIG TEETH EARS

2 Ask the pupils to guess which story the words comefrom. Introduce the name

LITTLE RED RIDING HOOD. Ask them to repeat it several times. Rub out the the word girl and write lLRRH instead.

3 Encourage the pupils to make simple sentences withthe words on the board.

Granny has got a cap.

The wolf has got a cap, too.

Granny is in bed.

The wolf is in bed.

The wolf has got big teeth.

The girl has got a basket for granny, etc.

4 When you come to the words EYES, EARS, TEETH, say:

We SEE with our EYES.

We HEAR / LISTEN / with our EARS.

We EAT with our TEETH.

Make false statements Say: We HEAR with ourEYES. The pupils correct you.

Pre-teach the exclamations, pointing to the parts of the body:

GRANNY, GRANNY, WHAT BIG EYES YOU HAVE GOT!

GRANNY, GRANNY, WHAT BIG EARS YOU HAVE GOT!

GRANNY, GRANNY, WHAT BIG TEETH YOU HAVE GOT!

Repeat this several times in many different ways. Tellthe pupils that in this way actors prepare themselves for acting. Say the sentences:

• loudly

• silently

• in a whispering voice

• sadly

• angrily

• as if terribly shocked

• very slowly

• quickly

• in a mumbling voice, etc.

5 The pupils copy the words from the board in their notebook. They write the words in four columns: CHARACTERS THINGS PLACES PARTS OF

THE BODY

Step 2 ELICITATION

6 Let the children look at the pictures. Tell the pupils to number them. First, look at the first two pictures.Ask a lot of questions.

WHO'S THERE IN THE PICTURE? WHAT'S ON THE FLOOR? WHAT'S IN THE BASKET? WHAT DOES MUM SAY? WHO IS BEHIND THE TREE?

Step 3 LISTENING

Let them listen to Scenes 1 and 2.

Practise reading by stopping the tape and askingpupils to read after the tape.

7 After listening to Scene 2, ask them to colour red everything Little Red Riding Hood says.

After listening to Scene 3, tell the students to number the speech balloons as they are said on the tape. You can also tell them to produce soundeffects while you are reading (knocking, doorcreaking, growling).

Let the pupils listen to Scene 4 and ask them to look at the pictures or point to their parts of thebody.

Let them listen to the Scene 4 at least twice.

At the theatre

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Unit 7

Step 4 WHO SAYS IT?

8 Rub out all the words except the characters from the board and add the missing ones. Read the sentences from the story at random. The childrentell you who says them. This activity prepares the pupils for Tasks 3 and 4.

Step 5 MAKING THE PUPPETS

9 Ask the pupils to cut out the characters from the Activity Book, page 113. These are the characters' heads that should be put onto pencils. Use glue or astapler when putting the heads onto the pencils. Letthe children listen to the story while they are doingthe cutting.

Step 6 ACTING OUT THE PLAY

1 The children listen to the tape and hold up a puppet (pencils) whenever they are speaking. Make pauses between scenes so that they can prepare thepuppets needed for the scene.

2 Ask pairs or groups of pupils to prepare one scene and act it out. Go around and help if necessary.

The children squat behind your desk and act out one of the scenes.

Hiding behind the desk and using puppets make thechildren much more uninhibited about acting andeven the children who are normally very shy open up when using the puppets.

3 Do Tasks 1, 2 and 3 in the Activity Book.

At the theatre

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Unit 7

Lesson 29

Aim: Basic information about England, Scotland and Wales

Language focus: Expressions related to Great Britain

Step 1 LEAD IN

1 Prepare bigger pictures of Great Britain: England, Scotland and Wales. Ask the pupils if they can recognise any of the cities. You can prepare the map of Great Britain, too. Show the pupils the borders ofeach country and their capitals. Start off with a littlechat about these cities in Bosnia/Croatian/Serbian. Translate some expressions in English later on. Letthe pupils do Task 1. Check their answers and praise them a lot.

Step 2 READING THE TEXT

1 Ask the pupils to look at the pictures in the Pupil'sBook. Let them recognise smaller pictures. Strongerpupils can try to describe what they can see in these pictures.

2 Encourage the pupils to read the text. If the class is weaker, you can read the text, paragraph by paragraph on your own. The pupils can read it afteryou.

3 Ask them simple questions about the text. Before asking, let them shut the textbooks. How much dothey remember about the text itself?

4 Prepare them to do Tasks 3 and 4 in the Pupil'sBook.

Do the questions about Great Britain in Sum Up 6.

Great Britain

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SUM UP 6

Round off this unit by doing a quiz to revise everything you have done from Lesson 25 to 29. Divide theclass into 3 teams. Write only numbers on the board.The teams take turns to call out the numbers of the questions which they want to answer. Let the stronger students help the weaker ones. After you have done thequiz in the classroom, let the students have a look at the Activity Book, page 93. Tell them to choose at least 7questions.

1 Who works in a shop? (A shop assistant.)

2 What's English money called? (Pounds and pence.)

3 Name 3 things Ann buys in London. (A mug, a book about London, a teddy.)

4 Why is Bob's face all black? (It is raining and he has got a newspaper on his head.)

5 Where can you buy dog food? (At the petshop or supermarket.)

6 Where can you see old things? (At the museum.)

7 Name 3 things you can buy in a supermarket. (Fish, bread, butter.)

8 What's the name of the river in London? (The River Thames.)

9 Who lives in Buckingham Palace? (The Queen.)

10 What is in Regent's Park? (London Zoo.)

11 How many lions are there on Trafalgar Square? (Four.)

12 What is a double-decker? (A big red bus.)

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 Scottishtraditional instruments.)

19 What do you know about Loch Ness? (It’s amysterious lake.)

20 Who wears kilt? (The Scottish people.)

The purpose of Unit 8 is to expose children to many examples of the Present Simple in thethird 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 ofanimals 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 leveland the pupils learn it as chunks of language. Children of this age are still not ready to betaught 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 thesong the children have dedicated to Mr Cocopulus.

SUM UP 7 includes a board game which recycles questions about animals.

UNIT 8

ANIMALS

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Unit 8

Lesson 30

Aim: Identifying and classifying animals according to where they live, eatExposing children to the Present Simple tense, third person singular

Language focus: Revision of animals learnt in grade 1 and 2Introducing:It lives in the jungleIt eats meatIt is dangerousIt has got sharp teethDoes it live…?Does it eat…?Is it dangerous..?Has it got…?

Note:The structures above are not practised as grammatical structures and are not taught explicitly.They are there as chunks of language which pupils might remember as such.

Step 1 BRAINSTORMING

1 Brainstorming is a useful technique used forobtaining a lexical input from the class on a certain topic. Ask the pupils to keep calling out the names of all the animals they can think of. You can organize it as a chain activity. You can write the words on the board or stick up the flashcards. Use the cards from grades 1 and 2.

If you have written the words on the board, ask thepupils to read them several times.

Step 2 INTRODUCING NEW VOCABULARY

2 Introduce the names of some animals by describing them. Hold a picture in front of you so that thepupils can't see it. The children can say the nameof the animal in Bosnian/Croatian/Serbian.

It lives in the sea.

It isn't a fish.

It's big.

It's very clever. (a dolphin)

It lives in the sea.

It has got a big tail.

It's the biggest sea animal. (a whale)

It lives in the jungle.

It's dangerous.

It has got sharp teeth.

It is orange and black. (a tiger)

It lives in the forest. (Translate it into Bosnian/Croatian/Serbian.)

It's orange.

It has got a big tail.

It eats nuts.

It can climb a tree. (a squirrel)

It lives in the forest.

It's orange.

It has got a big tail.

People say it is cunning. (lukava) (a fox)

Follow the usual procedure of introducing new vocabulary.

3 Revise the words SEA, JUNGLE and FARM and introduce FOREST and GRASSLAND (stepa).

Ask the students to do some classifying. You say: JUNGLE ANIMALS and the pupils say or read allthe animals that belong to this group. (Grassland animals are: a zebra, a giraffe and an elephant)

4 Let the pupils do Task 1 in the Activity Book.

Step 3 LISTENING TO THE TAPE

5 The pupils listen to the tape with their books shut. Stop the tape before Rosie guesses and ask thepupils if they know which animal Rosie's mum isreading about.

6 The children listen for the second time. They follow the text in the book.

7 Ask the pupils to read the dialogue in pairs.

Step 4 FOLLOW UP

8 Let the pupils do Task 3 in the Pupil's Book. Theydescribe a lion, a giraffe or a squirrel using the beginnings of the sentences in Task 3 and looking at the given models in Task 2.

Step 5

Tasks 4, 5 and 6 are optional. This part of the lesson exposes students to the questions in the third person singular of the Present Simple. There is atapescript of Task 4 in the Pupil's Book on page 112.

Rosie's favourite book

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Unit 8

If you have decided to skip that part of the lesson, you can go straight to the board game which canbe found in the Activity Book, SUM UP 7. You will need a die and counters. If you haven't done Tasks4, 5 and 6 in the Pupil's Book, spend more time reading the questions on the board and translating

them into Bosnian/Croatian/Serbian. Explain to the pupils how the game is played.

Mr Cocopulus Episode 12 revises the parts of the body of the animals and the possessive case.

The pupils can describe the animal using a givenmodel in Task 3, Pupil's Book, Page119.

Rosie's favourite book

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Unit 8

Step 3 FOLLOW UP

4 Help the pupils to do Tasks 2, 3 and 4 in the Pupil'sBook. Translate if necessary.

The word yellow means not brave.

Step 4 REVISION

1 Start the next lesson by doing Task 1 in the Activity Book. While the children are colouring let them listen to the story once more.

2 Read the sentences from the story and ask them who says them. This activity prepares the pupils for Task 2 in the Activity Book.

3 Let them do Task 2.

4 Tell the pupils to do Task 3. Even if they can't read all the sentences, they can do the task by looking atthe puzzle pieces that match.

5 Let them listen to the short version of the story tocheck their work.

6 Ask them to read the sentences after you.

7 Finally, they practise reading in pairs. (Task 4, theActivity Book)

Mr Cocopulus Episode 13.

The purpose of this episode is to teach students to say a few sentences about Bosnia and Herzegovina. Let them listen to the text and look at the pictures.After listening tell them to find a speech balloon in which they can read something about Bosnia and Herzegovina. They colour it in their favourite colour.They can make a drawing to illustrate what Mr Cocopulus is saying.

Mr Cocopulus Episode 14

Step 1 DO THE QUIZ

1 Read the questions together with the pupils. Preteach the words: STEEL, FACTORY, PIGEONS,SALT, MONUMENT , FAMOUS…

2 Divide the class into few groups. Ask them toanswer 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 thecorrect answers? Give some sweets to the winner.

Lesson 31

Aim: Developing listeningcomprehesionPassive exposure to the PresentSimple by repetition of certain verbs in the story(meets / says / asks / hits)Expressing likes and dislikes inrelation to the story

Language focus: What's the matter?I must die todayHow awful!When I hit you on the head, dropdown and pretend you are dead.The rabbit bites the elephant's ear.This meat is awful.I must run for my life.

Step 1 INTRODUCING THE CHARACTERS OF THE STORY

1 You can start off the lesson with a revision of thedescriptions of animals.

Let the pupils do Task 2 in the Activity Book,pages 94 and 95. The three animals described in this task are the main characters of the story.

2 Let the children look at the pictures. Elicit as muchas you can from your pupils.

The basic language needed to introduce the story is listed in the language focus.

Introduce these expressions as you go along describing the picture. Do not follow the usualprocedure of introducing vocabulary this time because the purpose of the story is to expose thestudents to the natural flow of language. Do not ask the students to read aloud the whole story.

Step 2 LISTENING TO THE STORY

3 The children listen and follow the story in their books.

Why don't tigers live in Africa?

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Unit 8

5 Ask them to shut their textbooks and notebooks.Ask them some simple questions from the quiz. How much the have learned about Bosnia and Herzegovina? Encourage them to say the answer in English!

Step 2 TELEPHONE CONVERSATION -INTRODUCING THE OBJECT PRONOUNS

1 Let the pupils listen to the telephone conversationbetween Mr Cocopulus and Adi.

2 Let the pupils read the telephone conversation. Let them read it several times. Let the pupils assume the roles of these two characters.

3 Ask the pupils to act the dialogue out in front of theclass.

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 some more example sentences on the blackboard if necessary. Point to the REMEMBER BOX, too.

6 Do Task 4 in the Pupil’s Book.

Do Task 4 in the Activity Book.

The song at the end of the book is a goodbye songfor Mr Cocopulus. Don't expect the children to learn the whole song. Teach them to sing the refrain When something goes wrong remember thissong.

Step 3 WORKING ON THE TEXT

1 Prepare and use the pictures of Bosnian citiesyou used before doing the quiz about Bosnia and Herzegovina. Start off with the talk in Bosnian/Croatian/Serbian. If the class is stronger, encouragethe pupils to talk in English about Bosnia and Herzegovina and its cities.

2 Revise the quiz questions about Bosnia and Herzegovina. Listen to the tape again (Task 2, page127). Repeat the tape twice if necessary.

3 Read the text about different Bosnian cities. Askthe pupils to read the text after you. If the class is stronger, let the children read the texts afterlistening to the tape.

4 Do the post reading tasks in the Pupil's Book.

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SUM UP 7

Play the board game, the Activity Book pages 100 and 101.

1 First go through the questions (see below) that arewritten on the squares of the board game. Ask the pupils to read them out. Translate into Bosnian/Croatian/Serbian if necessary.

Does it live in cold places?

Does it live in the jungle?

Does it live in the sea?

Does it live in the water?

Does it live on a farm?

Does it live in the grassland?

Does it eat meat?

Does it eat grass?

Does it eat fish?

Does it eat fruit?

Does it like water?

Is it dangerous?

Is it small?

Is it big?

Has it got sharp teeth?

Has it got a long tail?

Can it swim?

2 Get them to look at the animals in the box. Ask:

WHERE DOES IT SAY: LAV?

WHERE DOES IT SAY: VJEVERICA?

a rabbit a squirrel a zebra a giraffea whale a tiger a lion an elephant a dolphin a crocodile a monkey a bear a fox a wolf a polar bear a horse a sheep a cow

3 Ask the pupils to copy 6 animals from the box intheir notebook.

4 Tell them put to the counters on start and throw a die.

The aim of the game is to cross out all the animalsthat they have in their notebook.

How do they do it?

5 When they land on the square with a question, theyshould look at the list of animals in their notebook.

6 If the answer to the question is YES for any of their animals, they can cross it out. You can cross out just one animal at a time.

7 The winner is the one who crosses out all theanimals on the list.

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Photocopiable pictures for the Action Song, Pupil's Book, p. 6 and 7

LESSONNUMBER

UNIT / LESSON CONTENT

1 Sept Starting up Welcome back to schoolIntroductory conversation

2 Starting up Introducing pupils with book DIP IN 5, plan and programme

3 Starting up Introducing new vocabularyListening to the spoken version of the songListening to the action song

4 Starting up Revising the songRevising vocabulary from the previous grade

THE UNIT 1 : FAMILY AND FRIENDS

5 Lesson 1 Introducing characters and the corresponding adjectivesListening to the tape Meet Ann

6 Lesson 1 Working on the text

7 Lesson 1 Lead – inLearning Ann’s songTalking about children’s family

8 Lesson 2 Introducing free time activities and sportsMy friendsPost reading tasks

9 Lesson 2 RevisionClass surveyMr Cocopulus Episode 1

10 Lesson 3 Warm upRevision of IN, ON, UNDERLooking 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 caseListening : What’s your favourite toy?What’s true for you?What’s your favourite…?

15 Lesson 5 Introducing new vocabularyLooking at the pictures of toysIntroducing his / herListening to the spoken version of the songListening to the song

16 Lesson 5 Revision of the songListening to the tape Do you know them?

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17 Lesson 5 Playing the game Who is it?Mr Cocopulus Episode 2

18 Lesson 6 Lead-inIntroducing there isListening to the tapeWhere is the toy?Drawing dictation

19 Lesson 6 Revision Listening to the dialogue

20 Lesson 6 Rosie’s dreamTPR story

21 Lesson 7 Introducing new vocabularyMiming the rhymeWorking on the rhyme / songCutting out the pictures

22 Lesson 7 Revision of the songThe dialogueMr 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 1-20Introducing there areListening to the tapeMaths lesson Doing maths lesson

27 Lesson 9 Introducing school subjectsListening: What subjects do they like?Ann’s timetableDorian’s homework (optional)Irregular plural

28 Lesson 10 Introducing the rooms within the houseLooking at the cross section of the house

29 Lesson 10 Revision of the rooms within the houseIntroducing the furnishings

30 Lesson 11 Revision of the furnitureListening to the tapeExposing children to questions Is there / Are there?

31 Lesson 11 Revision Mr Cocopulus Episode 4

32 SUM UP 2

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UNIT 4 : TIME AND FOOD

33 Lesson 12 Introducing telling the timeTelling the time – practice

34 Lesson 12 Learning the song Hickory Dickory DockMr Cocopulus Episode 5

35 Lesson 13 Introducing new vocabularyPreparation for listeningListening to the tape Ann’s day

36 Lesson 13 Telling the time ten to five / ten past fiveActivity book - exercises

37 Lesson 13 Introducing foodClassifying Listening to the tape

38 Dec Lesson 13 Fruit and vegetablesIntroducing new vocabularySome / any

39 Lesson 13 Fruit and vegetablesActivity book – exercisesMr Cocopulus 6

40 Lesson 14 Introducing months of the yearListening to the month songA class surveyListening to the tape

41 Lesson 14 RevisionMr Cocopulus 7

42 Lesson 15 Warm up : the weather gameIntroducing the seasons

43 Lesson 15 RevisionListening 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 episodesActing out

50 Festivals Happy New Year

51 Jan Lesson 15 Aunt Peggy and Uncle BenRevision of the Present Simple Tense

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52 Lesson 16 Introducing items of clothingClassifyingExposing children to is wearing

53 Feb Lesson 16 Winter story and summer storyListening 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 partyPost listening tasks

57 Lesson 17 Pass the box gamexRevision

58 Lesson 18 Listening to the tape: Home sweet homePost listening tasks

59 Lesson 18 Revision

60 Lesson 19 Where am I?Listening to the tape: Good night sleep tightPost listening tasks

61 Lesson 19 Present continuous practice

62 Lesson 19 Learning the song Wee Willy Winkie

63 Lesson 20 At the funfairHow much do you remember?

64 Lesson 20 Revision : reconstruct the sentences

65 Mart Lesson 21 Introducing new vocabulary

66 Lesson 21 Revision - Activity bookMr Cocopulus 8

67 SUM UP 4

UNIT 6 : WHAT DO THEY LOOK LIKE?

68 Lesson 22 Listening to the tape

69 Lesson 22 Memory gameRevision

70 Lesson 23 Rosie is missing

71 Lesson 24 Mr Cocopulus 9Revision of the vocabularyReading 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 progresstest 2

75 Progress test 2

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76 Correction of the test

UNIT 7 : PLACES

77 Lesson 25 Introducing new vocabularyPlaying BingoDoing a crossword

78 Apr Lesson 25 Bob’s bad luckTPR storyPlaying a board game

79 Lesson 25 Dinner talk

80 Lesson 26 LondonListening to the tape (part 1)

81 Lesson 26 Revision of the vocabularyListening to the tape (part 2)London quiz

82 Lesson 27 Numbers 20 – 100Introducing key sentences for ShoppingListening to the tapePost listening tasks

83 Lesson 27 RevisionPlaying shop in the class

84 Lesson 28 Lead in: Little Red Riding HoodListening 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 vocabularyListening to the tape

91 Lesson 30 Board game ( SUM UP 7)

92 Lesson 31 Introducing the characters of the storyListening to the story

93 Lesson 31 Revision

94 Mr Cocopulus 13 Listening to the tapeReading the textActing out

95 Mr Cocopulus 14 Bosnia and HerzegovinaQuiz

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96 Mr Cocopulus 14 Bosnia and HerzegovinaListening to the tape – telephone conversationObjective pronouns

97 Mr Cocopulus 14 Bosnia and HerzegovinaWorking 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 EpisodesActing 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.

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

Za izdavača:Mustafa Alagić, dipl. oec.