Академический Документы
Профессиональный Документы
Культура Документы
za nastavnike
engleskog jezika za 4.
razred devetogodinje
osnovne kole
Mirela
Zarifa
Kazazovi
Vasi
Biserka
Deba Maja
Mardei
DIP in
prirunik
za nastavnike
engleskog jezika za 4. razred
SARAJEVO PUBLISHING
Sarajevo, 2008.
Contents
INTRODUCTION
Starting up
ENGLISH IS EASY
SUM UP 1 16 Revision
UNIT 1 17
THE CLICKS
Lesson 5 28 FRIENDS
Lesson 6 30 A NEW JOB
SUM UP 2 33 Revision
UNIT 2 34
AFRICA
Lesson 4 43 TOBY
Lesson 5 44 TRACYS SHOE
Lesson 6 47 GRETA IN ACTION
Lesson 7 50 BOOBOO AND BOOBAH
SUM UP 3 52 Revision
Content
s
UNIT 3
53
Lesson 1 54 JOB
Lesson 2 57 MYSTERIOUS MIKE
Lesson 3 60 BLAST OFF
Lesson 4 63 FRIENDSHIP
SUM UP 4 65 Revision
UNIT 4
66
UNIT 5
78
Lesson 1 79 MY HOME
Lesson 2 80 TRACYS ROOM
Lesson 3 81 WHATS THE TIME?
Lesson 4 82 I LIKE ENGLISH, AND YOU?
86
SUGGESTED PLAN FOR ONE SCHOOL
YEAR
Introduct
ion
3 THE CASSETTE
Dialogues, songs, rhymes from the Pupils
Book are recorded on the cassette. It is an
important auditory aid which can be used for
practising the sound system, stress and intonation
of the language. It can also be played whenever
children are doing some individual quiet work. They
will unconsciously start repeating what they hear
on the tape or sing along.
4 FLASHCARDS
The set of flashcards is an essential teaching
aid. It covers basic vocabulary and characters
from the Pupils Book. It is to be used for
vocabulary introduction and practice as well as for
a number of games.
Jurjevdan.
1
2
4
5
STARTING UP
ENGLISH IS EASY
This short introductory unit is designed to revise some of the language material
introduced in the previous grade and to introduce a few simple songs and
rhymes that can get the children started into the second year of learning
English.
The following language items are present in this unit:
? introductory song (English is easy)
? the English alphabet
? alphabet rhyme (A, B, C, D, E, F, G)
? revision of commands and vocabulary from grade 1
? action rhyme (Run to the house)
The unit ends with the first revision section SUM UP 1 which is a BINGO game
this time.
Starting
up
English is
easy
Lesson 1
Step 1
FIRST LESSON
/ angry / sad?
2 Walk around the clasroom and ask different
repeats
ACTIVITY
BOOK
/ COLOURED PENCILS
easy
For
the
10
Put all the things they need in the English beg
inni
class in a
ng
non-transparent bag.
it is
Play
a guessing game now. The class just
turns around
you
and closes their eyes.
wh
A child chooses one thing from the bag ando
giv
hides it behind his/her back.
The class guesses what it is. Encourage them es
the
to use the words PUPIL'S BOOK and ACTIVITY
com
BOOK, SCISSORS and GLUE. If they do not
remember the words, they can call them out in the ma
nds.
mother tongue and you repeat them in English.
Late
Step 2
LEARNING THE SONG
Englishr on
the
is easy
1 Start off by revising some of the commands chil
dre
that the children have learned in grade 1.
n
They could be something like:
can
STAND UP, SIT DOWN, TOUCH YOUR take
NOSE/EARS/ EYES/TOES, CLAP YOUR HANDS,
over
RUN, HOP, TOUCH THE FLOOR / A
.
CHAIR, POINT TO A WINDOW / A DESK,
Starting up
English is easy
and
the
Step 3
GRADE 1
10
Starting
up
English is
easy
THE
class is also
8 Task 4
the
Divide
11
Starting up
The alphabet
Lesson 2
9
1.
Step 1
LEARNING A RHYME
Step 2
EFG
Do the same as with the previous group of
letters.
4 Ask the whole class to repeat the seven letters
after you. Then ask groups of children to do the same.
Find out which letter sounds very funny to
them.
5 Tell them you are going to try something else
now. You are going to read the group of letters on the
board forwards and backwards. Read:
ABCDEFG
GFEDCBA
Point to the letters on the board and read
forwards and backwards a few times with the class
reading
after you.
12
8 Play BINGO
given in the
Pupil's Book, Task 4 It's your turn.
The children will probably want a few rounds
of the game, which is welcome. It is a good idea to
write the whole alphabet on the board before the
game, so when you say a letter you can also point
to it on the board. The children cannot play the
game otherwise, bacause they have certainly not
yet memorised the letters.
Starting
up
The
alphabet
P. T, M, S, R, D
Praise them a lot for every word they
remember.
10 Ask them to look at the pictures in the
Activity
Book, Task 2. They try to say what they
can see.
Then get them to decide which letter each of
the words begins with. They can write the first
13
Starting up
Step 1
A. B, ____ , D, E, ______ , G
Say ____________ and smile with _______ !
G. F, E, ______ , C, B, __________
Say ____________ and go ___________ !
You can do this a few times, always leaving out
different bits. The children can follow the text of the
rhyme in the book. This will make it easier for them
to guess the missing bits.
the
Wor
5 Ask the children to look in the Pupil's Book, d
Sea
Task
1. Give them just 30 seconds to take a look rch
at the picture there and then they have to close
and
the book. Ask what they remember.
in
Get them to come to the board and circle theTas
words that they have seen in the picture.
k2
6
The children look at the picture in the
the
Pupil's Book again. Check if they were right about
y
what they remembered. With children looking at the
nee
picture, ask the same question for each of the words on d to
the board:
dra
w
CAN YOU SEE THE SKY / STAR / SUN
the
? All the children have to say is YES or
pict
NO.
ure
7 Finally, ask if they can see anything else
s
that is not written on the board. They will probably
for
come up
the
with WINDOWS and A GARDEN.
sa
8 Now tell the class to look in the Activity
me
Book. In
wor
Task 1 they have to find some of the words in ds.
HOW
14
Starting
up
Can you
see?
Pupil's
Book.
the
can be done
now. They have to match the lines of the rhyme with
pictures. In
Task 4 they have to fill in
the missing
letters.
Use all the actions from this rhyme to play
the
SIMON SAYS game.
Mix them with the
actions
from Lesson 1 and Lesson 2.
15
Starting up
SUM UP
1
BINGO
There are
12 cards for BINGO in the
Pupil's Book.
This enables the game to be played a number
of times. The children select a card and the
teacher calls out words or letters. The first child
(children) to cross out all the boxes on the card is
the winner. The winner has to say back the words
or letters on his/her card so the teacher can check
if the game was played properly.
Q.
R, S, T, U, V, W, X, Y, Z
there will be problems
Of course,
with
remembering the letters. To help the children, the
teacher can
16
UNIT
1
THE CLICKS
Unit 1 introduces the main characters. They are the Clicks, an English family.
The members of the family are: Tracy, a funny girl, her brother Pete who is very
clever, their mum Greta who is a vet and their dad Mick who is a photographer.
The unit consists of 6 lessons. In Lessons 1 and 2 we meet the Clicks and learn
something about them. In Lesson 3 we meet Suzy, a little girl who is new in the
neighbourhood. We also learn something about her family in Lesson 4. Lesson 5
introduces Monica, Tracy's best friend, and finally in Lesson 6 we find out that the
Clicks are going on a trip to Africa because Mick, the father, has got a new job there.
The unit ends with a revision section SUM UP 2 which includes a board game in
the Pupil's Book plus a number of tasks in the Activity Book.
17
Unit 1
My name is Tracy
Lesson 1
CLICK.
Now get the class to say after you the name and
the
Step 1
Step 2
family share something. Every person has their own name but
usually they have the same SURNAME. Explain what it means
and write it on the board. The children read the word after you.
Now tell them
were right.
18
Unit
1
My name is
Tracy
MY NAME IS _____________ .
MY SURNAME IS _____________ .
The children copy the questions and answer
them in their notebooks.
is
Step 3
my family
Here's
5.
SISTER, BROTHER
Task 4 in the
19
Unit 1
Im a pupil
Lesson 2
the name)
Move on with other examples:
MY SURNAME IS CLICK TOO.
I'M A BOY.
I'M
TRACY'S
BROTHER. I'M EIGHT.
Step 1
INTRODUCING THE FORM
I'm (I am)
I'm not
MY NAME IS ________________ .
MY NAME IS ______________ .
BOY?
MY NAME IS _______________ .
IS
THIS
TRACY'S
BROTHER?
IS
HIS
NAME
LUKE? WHAT'S HIS
NAME?
name too.
20
I'M
NOT A GIRL.
Unit
1
Im a
pupil
I'M NOT A BOY. (Everyone but Lukes
repeats.) I'M NOT A GIRL.
I'M NOT A CAT.
I'M NOT SEVEN. I'M
NOT EIGHT.
4
3 Play the tape again and get them to read after
it.
Step 3
1
5
Step 2
21
Unit 1
Im a pupil
The teacher says a sentence and the children
stand up if it is true for them and remain seated if it is
not true.
all the feelings with I'M and all food with I LIKE.
22
Unit
1
Suzy is
lost
Lesson 3
Step 1
WHERE'S
Where's your mummy?
Where's your
daddy? Where's your brother?
Ask the children if they remember any
questions from the dialogue that start like that.
Tas
k7
in
the
Pu
pil'
s
Bo
ok.
the
AT WORK. AT HOME.
likes.
7
5
answers. Then they swap roles. Have some pairs act it out.
Step 2
in
the book.
Ask them to read after you
the answers
they can use after the question with WHERE.
Ask them to choose one of the answers from
the REMEMBER BOX when you ask them questions in
Unit 1
Suzy is lost
9
10
Step 3
LEARNING THE SONG
My name is Greta
going to ask
24
Unit
1
Suzy is
lost
IS
LUKE
SCHOOL?
AT
IS
HE
HAPPY?
Unit 1
Who is this?
Lesson 4
Language focus: He / She is nice / clever /
funny.
Step 1
INTRODUCING THE FORM
He is / She is
IS
IS HE A
GIRL? IS HE A
BOY?
IS
HE IS A
BOY.
HE IS NINE.
26
Unit
1
Who is
this?
7
A VET
Step 3
EIGHT
DOCTOR
A PUPIL
A PHOTOGRAPHER
FOUR
SEVE
N
SUZY'S FAMILY
NICE
CLEVE
R
FUNNY
A BIG BOY
A LITTLE GIRL
TRACY'S MUMMY/ DADDY / BROTHER
SUZY'S MUMMY/ DADDY / BROTHER
Of course, sometimes more than one
sentence is possible.
8 Have the class look at the big REMEMBER
BOX in
the Pupil's Book.
Tell them they have
learned many
new things. Go through the groups of words.
MAJ
A IS
A
BOY
. /
MA
RK
O
IS A
CAT
. /
IVA
N
IS A
PUPI
L. /
EDIN
A IS
A
LITT
LE
GIRL
.
(And
so
on.)
Unit 1
Friends
Lesson 5
Aim: Talking about one's best
friend
Learning some actions
VOZITI
right
Step 1
28
1
0
T
h
e
c
h
i
l
d
r
e
n
l
o
o
k
i
n
t
h
e
And so on.
Play a WHAT'S MISSING GAME. The children
close their eyes and you remove one of the pictures.
7 Write the actions on the board away from
the pictures. Ask the children to read them while you are
writing.
A
c
t
i
v
i
t
y
B
o
ok, Task 3.
They have to circle the right word and then
they can colour the pictures.
Step 2
LEARNING THE ACTION CHANT
Friends
fingers.)
fast
.)
IT'
S
RE
ALL
Y
FU
N.
Unit
1
MY BEST FRIEND
Step 3
Frien
ds
the tape.
Book.
tick
ed
abo
ut
thei
r
bes
t
frie
nd.
In
the
end
the
y
hav
e to
cop
y 4
sen
ten
ces
into
thei
r
note
book
s.
Rem
ind
the
m to
start
with:
MY
BES
T
FRI
EN
D
IS
___
___
___
_ . (name)
7 A similar exercise is in the Activity Book,
Task 5. Ask them to make some sentences orally in class,
using the table. The real writing and drawing can be done as
homework.
Representatives come
to the board. Each one should hold some
chalk.
Describe one of the characters and the
children have to cross out the name. Whoever does
it first wins a point for his/her team.
29
Unit 1
A new job
Lesson 6
7
of
Step 1
BOX.
the
Activity Book.
Step 2
WHERE IS EVERYBODY?
30
Unit
1
A new
job
Now everyone can match the questions
with
2.
THIS IS
A PLANET. IT'S CALLED
EARTH. IT'S BIG.
IT LOOKS LIKE A BALL.
THE
THIS IS
A CONTINENT.
IT'S CALLED
AFRICA.
IT IS A
BIG PIECE OF LAND IN THE WATER.
3 Ask one of the best pupils to come to the
board. First you say a word or an expression and this child
finds it on the board, points to it and tries to read it.
help. Also ask them some questions while they are Your board looks like this:
drawing and writing.
A PLANET
A CONTINENT
Step 3 AFRICA
This part of the lesson deals with concepts that may
be somewhat difficult for children to understand
(planet, continent). It is a good idea to
introduce them beforehand. Make it very simple and
our
THE EARTH
BIG
LIKE A BALL
KAO LOPTA
The child points to and reads the
this
board.
CARS,
A
?
use all the objects you can get hold of such as: A GLOBE,
THE MAP OF THE WORLD OR A MAP OF AFRICA.
AFRICA
A BIG PIECE OF
LAND
they
31
Unit 1
A new job
6
32
8
N
o
w
a
s
k
a
b
o
y
a
n
d
a
g
i
r
l
t
o
p
l
a
y
L
u
k
e
a
n
d
T
r
a
c
y
.
T
h
e
y
c
a
Unit
1
SUM UP 2
BOARD GAME
Who is who?
Pupil's Book.
33
UNIT 2
AFRICA
Unit 2 takes us to Africa where the Clicks are staying for a while. We get to
meet some African animals, Toby an African boy and Booboo and Boobah who
are two strange monsters. A lot of interesting things happen; monkeys make
trouble, a baby lion is helped by Greta, the animals talk about themselves and
the monsters eat an unusual pie.
The following language items are introduced:
? feelings
? African animals
? plural of nouns: How many monkeys can you see?
? numbers
? parts of the body (neck / shoulders / arms / legs / knees?)
? have got: I've got a cat. / Have you got a cat? / He's got / She's got a parrot.
? prepositions of place: in / on / under
? some songs and rhymes
The unit ends with the revision section SUM UP 3 which includes another
board game in the Pupil's Book (Snakes and Ladders) and a number of tasks
in the Activity Book.
34
Unit
2
Tracy is
sad
Aim: Describing
feelings
Language focus: Tracy is sad / hungry /
happy /
thirsty / cold / hot / tired /
bored /
angry / scared.
Step 1
REVISING FEELINGS
make a 'mistake'.
Make some changes in the text and wait for
the
children's reaction. Here are some examples:
Picture 2: THIS IS OUR GARDEN. LET'S GO
INSIDE. IT'S SO SMALL. WHERE'S MY POOL?
Picture 3: I'M SO HAPPY. IT'S GREAT HERE.
LOOK AT THE KITCHEN!
them.
NUMBER 2 IS __________
ask
. And so on.
35
Unit 2
Tracy is sad
Step 3
SURVEY)
TIRED.
ANGRY.
and tick
36
HO
W
AR
E
YO
U
TO
DAY
?
Afte
r
the
y
hav
e
fini
she
d
ask
the
m
to
say
wh
at
the
y
have
foun
d
out.
Sho
w
the
m
how
to
do it
by
taki
ng
som
eone
's
book
and
maki
ng
sent
ence
s:
IVA
IS
HU
NG
RY.
the
table in the
word DARK.
Get them to listen to the song again,
miming the feelings that are mentioned.
diff
ere
nt
par
Finally, they try to sing along.
5 The children can talk about themselves using ts
of
the
sentences in the Activity Book,
Task 5.the
day
They have
to tick the sentences that are true for them. .
They
can also colour the pictures in Task 4
representing
Unit
2
Monkeys and
coconuts
Lesson 2
Step 1
ANIMALS
say,
then get them to colour the pictures and
have the children cut out the pictures.
9 When everyone has their own set of pictures,
play in front of them a little:
a. HOLD UP A _________ !
b. WHAT'S THIS? (You approach a child and
INTRODUCING AFRICAN
point to a picture.)
c. WHAT'S THIS? (The children put their
cards face down in front of them.
A partner turns over a card and asks the
question)
_ _____
Ask the children to call out some letters and
you write them on the lines if they are in this word. The
hidden word is: AFRICA
10
too.
37
fina
lly
properly.
Step 2
LEARNING THE RHYME
Coconuts in the tree
INTRODUCING THE PLURAL OF NOUNS
Unit 2
TEACHERS
Now ask them to look in the book again
and to check if they were right. They can come to
the board and tick the words that are correct.
and
DOORS
ARE THERE IN
WINDOWS THE
HOW
MANYmonkey
s are playing
with, actually
throwing at
They can say the number in their mother
tongue if they do not know it in English.
What is important is not the numbers, but
exposure to the plural form.
children
(demonstrate
It's COCONUTS.
Ask the children
to findTHROWING).
all the coconuts
in
the picture.
4 Play the tape and let them listen to the rhyme.
Play the tape again and ask them to show
14
Ask the children to come and draw
all the numbers they hear with their fingers.
scattered all
5 The third time you play the tape, stop after each
line and translate it. Use mime to show FALLING DOWN
over the board:
or THROWING COCONUTS.
1 desk, 2 doors, 3 windows, 4 books, 5 chairs,
6 Now the children can read after the tape and
6 pencils
then on their own.
Everyone draws the same pictures in
7 Finally, with their books closed, they listen to
their notebooks.
the rhyme once again, but this time stop the tape
Then ask: HOW MANY __________ CAN YOU
before the last word in each line and
SEE?
ask the children to say what comes next.
15
Write the following table on the board:
SIX
WINDOWS.
I CAN SEE
THREE
HOW MANY
MONKEYS CAN YOU SEE IN
THE
PICTURE? TWO, THREE OR FOUR?
Write HOW MANY? on the board and explain
what it means.
FIVE
38
ONE
BOOKS.
TWO
PENCILS.
FOUR
DESK.
CHAIRS.
DOORS.
Point to and read the words in the table as
you make a sentence. For example:
I CAN SEE TWO BOOKS.
The children just say YES or NO.
Make a lot of sentences this way, some true,
some false.
Unit
2
Monkeys and
coconuts
16 Now ask some children to come and point to
the
TRUE sentences. The whole class can read
what someone is pointing to.
17
Finally, ask them to write 34 true
sentences in their
notebooks.
18
This is
Step 3
Task 4.
A NOTE:
It will take a while for children to start using
the plural form of the nouns. Be patient, provide plenty
of practice and in time most children will start using it
correctly.
6 Drawing dictations
A YELLOW BAG
THREE
BROWN
TREES
FIVE
RED
BALLS
39
Unit 2
African animals
Aim:
Step 1
AND
I'VE
the
40
Unit
2
African
animals
See
CROC IS A _____________ .
SISS IS A _____________ .
GIRA IS A ____________ .
ELLA IS AN ________________ .
ZEB IS A ______________ .
5 Play the tape again and ask the children to
read after the tape. Stop after each animal and ask the
question:
10
2.
SONG
And so on.
s
e
n
Now they look in the
Activity Book, Task t
First
e
they copy the sentences in the right speech n
balloon and then they can colour the animals. While
c
they are colouring ask several children to read the speeche
balloons.
s
.
Step 3
A LONG NECK
A BIG MOUTH AND BIG TEETH
STRIPES
BIG EARS
A LONG BODY
A LONG TAIL
'
t
h
e
f
o
9 Ask the children to pretend they are one of
l
the animals and to prepare to say at least 3 sentences about l
themselves. They use the information from the table. You can o
put up the following beginnings on the board:
w
i
MY NAME IS ___________ .
n
I'M _____________ .
g
I'M ______________ . (COLOUR)
s
a
y
s
KI
V
R
A
T'
'P
R
U
GI
C
E'
'V
b
I'VE GOT FOUR LEGS.
I'VE GOT
TWO LEGS.
copy
I'VE
Unit 2
African animals
Ask them also which of the sentences are
true for Tracy.
42
can use:
___________ HAPPY.
___________ TWO EARS.
___________ TEN FINGERS.
___________ A PUPIL.
___________ AT SCHOOL.
___________ JUST ONE NOSE.
___________ HUNGRY.
___________ SOME BOOKS IN MY BAG.
___________ A SHORT NECK.
If you think it would be easier, you can start off
with the sentences about animals.
In that case hold the picture of the animal you
are pretending to be when you make a sentence.
____________ GREEN.
____________ BIG TEETH.
____________ DANGEROUS.
____________ FOUR SHORT LEGS.
Finally, the children can complete Task 3 in the
Activity Book.
The whole thing is quite
demanding
so do not forget to praise them a lot.
Unit
2
Lesson 4
Aim: Asking a simple
question
Language focus: Have you got a brother /
sister / a
cat?
Step 1
Tob
y
y
o
u
.
2 Play the tape and the children listen and follow the
text in the book.
NO, I HAVEN'T.
Step 2
The
4 Now show some picturecards and encourage one
wh
the
o
children to ask and answer the questions. You
gue
can
sse
s
always point to the relevant words on the
first
board. Use pictures of some toys and animals.
get
5 The children can work in pairs and ask each s to
other
cho
the questions in Task 5 in the Pupil's
ose
the
Book.
When they have finished they need to write nex
t
some
pictu
sentences,
Task 6.
Underline HAVE YOU GOT in the questions.
re.
You
can
Activity Book.
pla
7 They will probably have fun with Task 3 in they
Activity Book. First they need to cut out thethis
ga
words
and make three questions with them. Before me
wh
they stick the questions in the notebook, check
ene
everyone has the right order of words.
ver
Finally, they can write the answers.
you
8 This form is great for guessing games.
hav
Use all the picturecards that the children are familiar
e
with. Someone picks ou a picture and the class tries to guess
so
what it is.
me
the
43
Unit 2
Tracys shoe
Lesson 5
Aim:
Step 1
PLACE
INTRODUCING PREPOSITIONS OF
And so on.
Write ON on the board and ask the children
to
IT'S
IN
THE BAG.
Put the sharpener in the book.
WHERE'S THE SHARPENER? IT'S
IN
THE BOOK.
6 Point to the things in the pencil case / bag /
book and repeat your sentences.
The children repeat them after
you.
CASE.
what it means.
44
Unit
2
Tracys
shoe
Now write the sentences below the pictures and ask
the children to read them.
Step 2
1.
ON THE CHAIR?
UNDER THE TREE? ON
THE BOOK?
8
N
o
w
a
s
k
t
h
e
m
t
o
sentences:
r
e
a
d
t
h
e
s
e
n
t
e
n
c
e
s
b
e
l
o
w
t
h
e
p
i
'STOLICA'
Step 3
PLACE
PRACTISING PREPOSITIONS OF
SONG
Monkeys in the tree
Do the following activity with the whole class.
a. First ask the children how they say in
English some words.
'STOL'
'TORBA'
'PERNICA'
'KNJIGA'
ERA
SER
UN
DE
R
'GUMICA'
PUT
Whenever the children say the English word,CH
write it up on the board.
AIR
a. Make sure that all the objects mentioned DE
above are in front of the board.
SK
b. Add the three prepositions on the board.
You can use a coloured piece of chalk to make them
more visible:
THE BOOK
IN BAG
FLOOR PENCIL CASE ON
45
Unit 2
Tracys shoe
command:
3
is
actions.
46
Unit
2
Greta in
action
Lesson 6
1.
Step 1
INTRODUCING NEW
VOCABULARY
questions:
picture. This is
Task 2.
47
Unit 2
Greta in action
7
48
2
a
)
D
r
a
w
o
n
t
h
e
b
o
a
r
d
a
12
Ask them to copy questions 1, 2, 4 and 5 in
their
notebooks and then add the correct answers.
b
o
y
Step 3
a
n
d
PRACTISING
HAS GOT
a
g
i
r
l
.
G
i
v
e
t
h
e
m
n
a
m
e
s
l
SHE'S GOT
A BAG.
SHE'S
GOT
A
BASKET. SHE'S GOT A
BIKE.
Tra
cy
and
Luk
e
hav
e
got
in
thei
r
bag
s.
Unit
2
Greta in
action
Step 4
49
Unit 2
Step 1
A NOTE:
Explain straight away that these are not very
bad monsters but that eating BATS is a bad thing. Add
that there are not so many bats left and that they are
PROTECTED SPECIES. Do this in their mother tongue.
Also add that this is only a story and in stories
everything is possible.
book
PLA
IVI
PEINI
NINI.
PLANINI.
50
POSTOJEDVA
MO
RA
IH
SLI
KAT
I.
SUT
RA
IDE
MO
KUI
.
NAZ
AD
U
ENG
LESK
UI
KO
LU.
UD
OVI
TA
NE POSTOJE. TO
JE
SAMO
PRIA.
8
9
Tasks
HE'S GOT
SHE'S GOT
Check if they remember what this means.
Now tell them to answer your questions
using the beginnings of the answers on the board:
and
Step 2
DESCRIBING MONSTERS
Unit
2
Booboo and
Boobah
WHO'S GOT A BIG HEAD / A SMALL HEAD /
THREE RED EYES / THREE GREEN
EYES ?
And so on. Ask about all the parts of the
body mentioned in the story.
Help them with the first two answers by
pointing to the right beginning, but soon they can do it
without your help.
Task 3 in the
Activity
Book. They need to fill in the sentences
and then
colour the monsters.
51
Unit 2
SUM UP
3
BOARD GAME
Version 1
1 You can play the game with the whole class.
There are three groups in the class. Each group has one
die, and each member of the group has a
counter.
2 Representatives of the groups throw the dice.
The group with the highest number starts playing first.
3 One player in the team throws the die again
and moves the counter along the board in the direction shown
by the arrows. Actually every member of the team moves their
counter.
52
team) take
UNIT
3
WHAT CAN THEY DO?
This unit is centred round the verb CAN, expressing ability. The purpose of this
unit is not only to teach our students the concept of ability but to expose them to a
number of verbs in the infinitive that follow the modal verb CAN.
Lesson 4 is a story that is slightly above the children's level of language but
they can
follow it because the outline of the story is based on the 6 can sentences which
have been
introduced before. The story is partly based on repetition which makes
understanding easier.
The unit ends with a revision section SUM UP 4 which includes a number of
questions children could ask the members of their family.
53
Unit 3
Jobs
Lesson 1
Aim:
Step 1
INTRODUCING JOBS
YES. A PILOT and A PLANE. A PILOT CAN FLY A
54
A PILOT.
more words:
AN ASTRONAUT
and
A MECHANIC.
They sound similar to the
Bosnian/Croatian/Serbian words (therefore difficult),
so pupils might recognize the meaning. Stick the pictures
on the board. Children try to repeat in chorus after you.
one
PLA
NE.
At
this
sta
ge
don
't
ask
the
m
to
rep
eat
the
wh
ole
sent
ence
.
2
A
f
t
e
r
a
l
l
t
h
e
s
e
n
t
e
n
c
e
s
h
sentence with
can for the first time which
won't go
very smoothly. For example:
Unit
3
Step 3
A QUIZ
point.
Step 4
REVISING JOBS (
2 in the
Activity Book
)
1
2
3
4
5
6
7
Those who
Step 5
LISTENING TO THE TAPE (
Task 5
in the
Pupil's Book
)
Job
s
Tasks 1 and
Ask:
WHERE DOES IT SAY:
ELIM POSTATI
VETERINAR?
KAO MOJA MAMA?
ZNAM POPRAVITI SVOJ
BICIKL?
ELIM POSTATI UITELJICA?
6 Practise reading. The first time, you take the
role of Miss Morris.
The second time allot the roles to different
children.
7 Do Task 6 and Task 7. Those who finish
first can copy some of the sentences in their notebook.
Tell them to copy the remaining sentences in
their notebook for homework. If they have already
done it, tell them to translate the sentences into
Bosnian/ Croatian/Serbian.
Step 6
Mismatch
Unit 3
Jobs
Stick the cards face down on the board (not
necessarily in the order shown below). On one side of the
board stick the job cards, on the other side stick the cards
with objects.
A vet
a car
A pilot
a plane
A doctor
a rocket
2
3
Step 9
REVISION
An astronaut
sick people
A mechanic
children.
A teacher
sick animals.
Divide the class into two groups. Play: Match,
Mismatch
game. When one group finds
a pair
they can get an extra point if they make a
correct sentence using the words that you have written
in the corner of the board.
Step 7
1
2
3
the
Step 8
56
Unit
3
Mysterious
Mike
Lesson 2
Aim:
with
swim
Step 2
PRACTISING VERB NOUN
COLLOCATIONS
vocabulary or structures).
can
a number of times.
Do Task 1 in the
Activity Book.
Step 3
THINGS MIKE CAN DO, p. 74, the
Pupil's
Book
MIKE IS A DETECTIVE.
MIKE CAN DO A LOT OF THINGS.
2 Tell your pupils to open the books and have
a look at the pictures.
WHAT CAN MIKE DO? Elicit what they
remember from the introductory part of the lesson.
Introduce the word ROBBER.
57
Unit 3
Mysterious Mike
3
Step 4
MIKE
3
4
58
Task 4.
Unit
3
Note:
The purpose of this activity is to expose
your students to the question form once more.
You ask them the questions from
Task 5 in the
Pupils Book.
Mysterious
Mike
Unit 3
Blast off
Lesson 3
Step 2
FORM
Aim:
form:
Step 1
3
4
WHICH OF THEM
CAN FLY?
Read the words. Then children read after you.
Next, ask them to number the pictures.
You say: A CAR is number 1.
A STAR is number 2.
A BALLOON is number 3.
A ROCKET is number 4.
A BIKE is number 5.
A COMPUTER is number 6.
A PLANE is number 7.
THE SUN is number 8.
THE MOON is number 9.
A BIRD is number 10.
A KITE is number 11.
Check once more: What number is a
CAR? What number is a KITE?
Then ask: What is number 6?
Ask the children to write the numbers next
to the words.
60
(CAN'T)
Step 3
PARAPHRASING WITH
and CAN'T
CAN
It
can
1 Tell the children to have a close look at the 't
fly.
words
from Task 1. Ask them if they can remember You
can
the
words. They tell you or their partner the wordssee
it in
they have remembered.
the
2 WHAT IS IT?
sky.
Play a guessing game. You can divide the
class into two groups. You paraphrase the word and It's
they try to guess it. (The purpose of this game is to hot.
(THE
expose
SUN)
Unit
3
3
4
5
You
can play with it. (A BALLOON)
10 It can't fly. Maybe your mum or dad can
drive it.
(A CAR)
Variation: You can ask the representative of
the group to come to the board and write the word.
They might get an extra point for correct spelling.
Step 4
Blast
off
UKLJUITI
ZNA LI SE TO
IGRATI?
MOGU LI VIDJETI?
MOE OTVORITI VRATA?
TI SI ASTRONAUT I
6
7
Step 5
2
T
h
e
c
h
i
l
d
r
e
n
p
r
a
c
t
i
s
e
r
e
a
d
i
n
g in pairs.
3 If you have a stronger class you can ask
some children to act out at least 4 to 5 lines.
4 Stick the picture of Monica, Tracy and a
computer on the three different walls of the classroom.
You read the sentences from Task 2 in the
Activity
Book. The children point to the different sides
of the
classroom depending on who is saying the
sentence.
5 Let them do Task 2 now. Check their work.
6 Do Task 3 in their
Activity Book.
This task is very similar to the one they had for homework,
so check both.
Step 6
TPR STORY,
Task 9
one
foot.
)
PUS
HA
BU
TTO
N.
61
Unit 3
Blast off
GO UP. (Stretch slightly and make a buzzing
sound as if a lift was going up.)
SAY GOODBYE. (Wave your hand.)
ENTER THE ROCKET. (Bend forward as if you
were entering through a small door.)
Step 7
62
the
star
was
Unit
3
Lesson 4
Aim:
form:
friendship
Step 2
pictures.
2 Next time tell your pupils to listen with their
books shut.
English but I believe they will enjoy it. By introducing the main
language points the story is based on beforehand (see below),
children can follow it without any difficulties. The pictures will
also help them to figure out the meaning.
times)
tape
CAN'T DO
ARE
Introduce A TURTLE by
frie
nds
hip.
WHICH
OF
THESE
ANIMALS
DANGEROUS? WHICH OF THEM CAN FLY?
WHICH OF THEM CAN SWIM?
WHICH OF THEM CAN RUN FAST?
Step 1
CAN /
Friends
hip
WARM UP
Unit 3
Friendship
Step 4
3
the
Activity Book.
Write CAN and CAN'T on the board. Tell your
pupils that you are going to read a short version of the
You can also divide the class into two groups and play it
as a quiz.
1 How many animals are there in the story?
2
3
4
5
6
7
8
9
11
12
13
14
Students do Task 6
Step 5
in their book.
Step 6
ANIMAL RIDDLES
64
Unit
3
SUM UP 4
of
Activity
Turn to SUM UP 3
in the Pupil's
Book.
Prepare your pupils for doing the task by
doing this translation exercise.
Read the verbs one below the other, your
pupils read after you. Ask one of the pupils to read
the verb, the others put up their hand if they can
translate it into Bosnian/Croatian/Serbian. For
example:
A. RIDE A BIKE
B. VOZITI BICIKL
Teacher: CAN YOU RIDE A BIKE?
C. ZNA? LI VOZITI BICIKL?
homework.
MORE REVISION
Go back to Task 1 in
UNIT 4
WHAT ARE THEY DOING?
In this unit the children will learn how to describe activities that are going on at
the present moment (the Present Continuous). When mimed or demonstrated
through pictures this tense is easily taught. Firstly, the children are taught the
actions in the third person singular, the Present Continuous with HE/SHE; then
with the first person singular I; and at the very end the plural form with THEY.
Don't teach the tense explicitly by explaining how the tense is formed. Children
at this age don't learn a foreign language in an analytical way. They learn
"grammar" by remembering chunks of language. Therefore, they should be
exposed to a great number of examples through pictures, texts, TPR stories,
songs, and rhymes.
In
Lesson 1 Greta and Tracy are showing Monica their photos from Africa.
Most of the
verbs used in the Present Continuous sentences in this lesson have been
introduced before.
In Lesson 2
Luke is going shopping. Short form
introduced through this TPR
story.
He's going
is
In
Lesson 3 Tracy is thinking about the holidays. The days of the week are
also introduced.
Children are also exposed to the vocabulary of items of clothing.
Short answers: Yes, he is. No, he isn't
In
Lesson 4 The Clicks are very busy because they are going on holidays.
The lesson starts
with HE/SHE IS actions and moves on to the first form singular (I'M).
Lesson 5 introduces the difference between the third person singular and plural
forms.
The Clicks are at the seaside. There is also a chant about pirates.
The unit ends with a revision section SUM UP 2
of pictures
of actions introduced throughout the unit. There are also some corresponding
revision
exercises in
the Activity Book.
66
Unit
4
Lesson 1
Photos from
Africa
one
Aim:
Describing pictures using the
Present
Continuous with He / She
Language focus: He / She is sitting / reading
/ making faces / sleeping /
swimming / eating / looking at
the photos
Step 1
HE IS SLEEPING is number 1.
SHE IS SWIMMING is number 2
HE IS LOOKING AT THE PHOTOS is number 3;
etc.
Then ask:
The
Teacher:
GRIMASE.
ON
Pupil
PRAVI
2:
HE
IS
MAKING FACES.
12
the
Step 2
Do Task 6
now.
They should write at least three sentences
in their notebook. They can also write a silly one.
They can illustrate the silly one for their
homework
(Task 8).
67
Unit 4
68
Mo
nic
a:
Wh
at's
you
r
TEA
CH
ER
(da
d)
doi
ng
her
e?
Trac
y:
He is
read
ing
the
stor
y
abo
ut
PINO
CCHI
O
(Bo
oba
h
and
Boo
boo
).
Mu
m:
And
Tra
the
sen
ten
Monica: Wow, that looks good!
2 Let them do Task 1 and 2
in the ces
Activity Book. Explain in in
Bosnian/Croatian/Serbian in what way Tas
Task 1 can help them when they are writing k
2.
the
RIVER (pool).
Unit
4
Where is the
ice-cream?
Lesson 2
the Present Continuous
Aim:
practice
(short form
He's
going... )
Language focus: He's going to the
shop/buying/
carryng/playing
Step 1
INTRODUCING NEW
VOCABULARY
Step 2
TPR STORY
whi
le
the
y
are
doin
g
the
cutti
5 Luke takes a banana. ("Peel" the
ng,
banana.)
let
6 He's eating a banana. Yummy.
the
7 He meets Pete. (Say: "Hello, Pete.
m
Let's play
liste
football!
" / Put the shopping bag on n to
the
the chair.)
stor
8 Luke's playing football.
9 The sun is shining. (Point to the sky.) y
over
It's very hot.
and
10
(Look at the chair where your bag over
is.)
"Oh, No!
agai
The ice-cream!"
n.
Tell
11 Luke's going back to the shop.
the
2 The second time the children mime the
m to
story with you.
put
3 The third time invite two pupils to the
the
board. One is Luke, the other Pete and they act out the
stor
story while you are telling it once more.
y in
4 Next, listen to the story from the cassette. the
The children follow the story by looking at the pictures.
prop
5 You read one of the sentences and they
er
say the number of the picture.
orde
6 Now they are prepared for reading the story. r. Go
7 Do Task 5.
With a weaker class you can roun
d
go through the questions together.
the
8 Tell the children to bring scissors next time. class
roo
Step 3
REVISING THE STORY
m
Introduce one more day of the week.
and
1 Start off by telling children to have a look in help.
their
Activity Book. Tell them to cut out the
pictures. At
first this seems rather time consuming but
69
Unit 4
Move on to
Tasks 2 in the
Activity Book.
Step 4
LEARNING THE SONG
AFRICAN DREAM
NOTE:
The recipe for African dream really exists
and it comes from Nigeria.
Step 5
REVISION
1
2
70
Unit
4
Tracy is thinking
about the
holidays
Aim:
Items of clothing
Language focus:
writing
10
Ask them what day of the week they like
best. They
tell you in Bosnian/Croatian/Serbian why.
They draw a heart round the day they like in
their
Activity Book.
11
/ playing / packing
Step 1
WEEK
the finger you are pointing at. You can also skip one of the
fingers and ask them to tell you which day you have
skipped.
1?
in chorus.
Ask: WHAT is number
e
p
WHAT is number 2?
N
T
R
O
D
U
C
I
N
G
M
O
R
E
P
R
E
S
E
N
T
She
thinki
about
IS COUNTING.
swim
g.
CONTINUOUS SENTENCES
Sh
going
holiday
71
Unit 4
IS EDINA SWIMMING?
IS TANJA SITTING? IS ANJA
sentences.
Step 3
LOOKING AT ME ?
3
4
3
4
5
6
REVISION
Practise reading.
Children do the matching in Task 5.
7 They practise reading in pairs. You can
demonstrate it with two children at the front (one reads the
days
Step 4
72
Step 5
INTRODUCING CLOTHES
Do the
Task 8. Play the tape and ask them
to point
to the clothes. After that children do the
Task 9 by
themselves.
Play the tape ( Task 10). The children point
to the
clothes and then do the
Task 11
by themselves.
2 Let them do
Tasks 6, 7, 8, 9 and 10 in
their
Activity Book .
Unit
4
Getting
ready
Lesson 4
Aim:
The Present Continuous with I
Language focus: I'm making sandwiches / checking /
looking for / climbing
Ask questions:
WHO IS MAKING SANDWICHES?
WHO IS CHECKING THE TYRES?
WHO IS LOOKING FOR LUKE? WHO IS
LOOKING FOR KIKI?
Step 1
INTRODUCING THE PRESENT
CONTINUOUS
WITH
I
CKIN
4 TYRES.
EWO
c.
CAT
(Draw just a cat's head)
YES, IT'S KIKI.
d.
CAN YOU
GUESS? (Draw a boy's head)
YES, IT'S LUKE.
G
HOM
RK?
IS
TRA
CY
LOO
KING
FOR
THE
BALL
? IS
LUK
E
LOO
KING
Kiki)
FOR
HIS
SHO
ES?
3
A
s
k
of
the actions.
so two
6
7
PUT
TIN
G
TH
E
E IN
THE
CAR.
right side.
73
Unit 4
Getting ready
Repeat this three times. Tell the last person
to put their jacket in the car as well.
p
3
R
E
V
I
S
I
O
N
seat.
Say:
OFF WE GO.
1
2
3
Step 4
Step 2
1
2
3
Practise reading.
Get them to read the funny sentences in
Task 4. Ask them to say the sentences in
Bosnian/Croatian/ Serbian.
4
5
the
funny sentences from Task 4. They can
copy the
sentence below the picture.
74
11
Now let the children calm down. They
usually get
very excited about the acting.
Ask them to have a look at the pictures in
their
book (Task 1) and let them do
Task
2.
They can answer the questions in their
notebook.
and
4
5
Unit
4
At the
seaside
Lesson 5
Aim:
Step 1
4
5
Step 2
INTRODUCING THE PRESENT
CONTINUOUS
WITH
THEY
3
4
Step 3
LISTENING TO THE TAPE,
Task 3
and
the
y
sho
uld
find
the
sen
ten
ce
and
rea
d it
out.
5
S
a
y
t
h
e
s
e
n
t
e
n
c
e
i
n
B
o
s
nian/Croatian/Serbian. They
Step 4
PRACTISING THE DIFFERENCE
BETWEEN
HE / SHE IS / THEY ARE...
are
allowed to look in their book
(Task 1). You
say the
word in Bosnian/Croatian/Serbian and they
copy it in English.
NUMBER 1 IS ITANJE. (THEY WRITE
DOWN: 1 READING)
NUMBER
2
PLIVANJE. NUMBER
ARE
SU
3 IS
ZY
VESLANJE. NUMBER 4 IS
AN
PECANJE. NUMBER 5 IS
D
PISANJE.
NUMBER
6
HE
IGRANJE
R
Check their work.
MU
2 Now tell the children to shut their books. Ask M
them if they remember the picture on the beach.
COLI
WHO IS IN THE PICTURE?
Write the names on the board. Next, write N
PET
IS and ARE.
E
GRETA
MICK
75
TRACY
LUKE
IS LUKE'S FRIENDS
IS
Unit 4
At the seaside
3
who
them
to
Step 5
INTRODUCING TOWNS AND
FOOD OF
BOSNIA AND HERZEGOVINA
and
and
Herzegovina (
Task 8) and towns written
around it
(the same ones from
Task 6 in the Pupil's
Book
).
Prepare your own bigger map of Bosnia and
Herzegovina, put it on the blackboard or draw it on the
blackboard.
Ask
76
Unit
4
SUM UP 5
you.
out the story with their paper boat and the pirates in it.
4 Do Task 4 in the Activity Book.
If
needed, say once more the sentences from the chant at
random. The children call out the number of the corresponding
picture.
and
7
In Task 1 pupils should circle the words that can
don't
be
belong to the group.
giv
Ask your pupils to explain in Bosnian/Croatian/en
Serbian why they have picked out a particular for
ho
word. Go round the classroom and help if necessary.
me
Have a look at the Sum Up
page in the
wor
Pupil's
k.
Book.
Here are some of the ideas that you
can do
with it:
You can say the sentences and students
number the pictures.
You can ask questions starting with WHO or
WHAT.
You
can
make
false
statements,
practising the Present Continuous and
Activity Book.
Step 7
ACTING OUT THE CHANT USING
A PAPER
BOAT
paper boat by folding an A4 piece of paper.
(If you don't know how to do it yourself,
one of your older pupils can teach you.)
2 Put a pencil in the middle (this is the mast) and
Tas
ks
6
collocations
77
UNIT 5
TRACY IS BACK HOME AGAIN!
in this unit the children will learn how to describe their home, their rooms
and furniture using THERE IS / THERE ARE.
They will also learn how to tell the time. They will be taught school subjects
and will be able to talk about the subjects they like/don't like.
The unit consists of 4 lessons.
In
Lesson 1 the children are introduced to the house of the Clicks family.
They are taught
to describe a house (rooms) using THERE IS/ARE.
In
Lesson 2 the children can see what Tracy has got in her room. They are
taught the new
vocabulary (furniture).
In
Lesson 3 Tracy is talking about her daily routines. The childen are also
practising telling
the time (half and full hours).
In
Lesson 4 The school subjects are introduced. Tracy, Luke and their friends
Monica and
David are talking about their favourite subjects in school. Children are talking
about the subjects they like/don't like. Children are introduced to the main
facts about Great Britain, too.
The unit ends with
SUM UP 6
which includes a number of pictures of
actions introduced
through the unit. There are also some corresponding revision exercises in the
Activity
Book
.
78
Unit
5
My
home
Lesson 1
Step 2
ROOMS
study / kitchen/
garage
Step 1
LEAD IN
INTRODUCING THE
D
o
t
h
e
T
a
s
k
s
2
with
1
a
n
d
2
t
o
g
e
t
h
e
r
.
T
h
e
n
a
s
two
sentences
on
the
Step 3
79
Unit 5
Tracy's room
Lesson 2
Aim: Learning the furnishings
within a
house.
Describing one's home (a
guided writing task).
t
e
p
2
P
R
A
C
T
I
C
E
Step 1
Is there.../
the pupils hear the words once more. After that ask:
WHAT'S NUMBER 1?
80
Step 3
FOLLOW UP
Step 4
REVISION
Activity Book
Unit
5
What's the
time?
Lesson 3
Language focus: I get up at/ I have breakfast
at, etc.
What's the time?
It's seven o'clock.
It's half past seven..
Step 1
Step 2
PRACTICE
Step 3
TRACY'S
DAY
much as possible.
Step 4
REVISION
81
Unit 5
3 in
the
Pupil's Book ). Introduce the word
BREAK and
LUNCH.
Explain AFTER and BEFORE. Ask questions like
these:
WHAT HAS DAMIR GOT ON TUESDAY
AFTER LUNCH.
Step 1
1 Task 1
school
Step 2
LISTENING PRACTICE
Step 4
text
after you.
GREAT BRITAIN
82
Unit
5
You read bits of text aloud and they tell you which
picture it is. Stop whenever your think additional
explanation of meaning is needed.
Step 5
REVISION
83
Unit 5
SUM UP 6
CHRISTMAS
about
You don't have to do all the activities from the SUM
UP
sections (in the
Pupil's Book and the
Activity Book
).
Make a selection and order the tasks in the way
you would like to do them. If the class is tired, start with
something easier like BINGO and then move on to some more
demanding tasks. Rewarding children's effort is of great value
at this stage of learning English. It should be given more credit
than individual ability.
APPENDIX
HAPPY BAYRAM
Step 1
Start off by asking your pupils about activities they
do with their families for Bayram. If the class is weaker, then
you can ask them about it in Bosnian/Croatian/ Serbian.
Introduce the words UNCLE and AUNT.
84
San
ta
Cla
us.
Intr
odu
ce
the
foll
owi
ng
wor
ds:
SH
OR
T
AN
D
FAT
A
CAP
A BAG
Move to
Task 1 from the
Pupil's Book .
Ask your pupils
to tell you what they can see in the pictures. Say
that the sentences do not match the pictures. Pupils listen to
S
a
y
Step 2
Task 2.
Ask your pupils to read the
sentences aloud. Ask
them questions about the text.
Step 3
Task 3.
Ask pupils to talk more about the
way they
celebrate Bayram at home.
Step 4
Task 4.
Assign
Activity Book
homework.
r
h
y
m
e
a
n
d
m
i
m
e
i
t
.
I'M
SA
NTA
knees and
round your hands in front of you as if you had a big
belly).
EASTER
Egg
number
two is
IN THE
TREE.
etc.
Unit
5
Step 2
Say that they are going to read Monica's
postcard to her friend Hana from Sarajevo. Read the
postcard. Let the pupils read after you. Do the same with
Hana's postcard.
Step 3
Let them do the
Task 1 in the Activity Book
. The pupils
use their knowledge from the coursebook
exercise to write their own postcard.
Encourage them to illustrate and colour it as well.
HAPPY HANUKKAH
Step 1
Start off by asking your pupils about activities
they do with their families for hanukkah. If they do not
celebrate Hanukkah, ask your pupils to tell you what they
know about Hanukkah and how it is celebrated. Help your
pupils by suggesting them to turn the page 126 in their
them to do
.
Activity Book
JURJEVDAN
Step 1
Start off by asking your pupils about the activities
they do with their families for Jurjevdan. If the class is
weaker,
then
you
can
ask
them
about
it
in
Bosnian/Croatian/Serbian. If there are no pupils who celebrate
Jurjevdan, explain them in a few sentences about that holiday
and ask them to turn
Task 1
LESSON
NUMBER
1 SepStarting up
2
Starting up
Starting up
4
5
Starting up
Starting up
Starting up
SUM UP 1
Lesson 1
UNIT/LESSON
CONTENT
Welcome back to school!
Introductory conversation
Introducing students with book DIP IN 4, plan
and
programme
Learning the song English is easy
Revising the vocabulary from the previous
grade
Introducing the rhyme A B C D E F G
(Introducing the
alphabet)
Revising the alphabet.
Learning the rhyme Can you see?
Revision of vocabulary, songs and rhymes
UNIT 1: THE CLICKS
Introducing the characters
Listening to the tape
The song Heres my family
is
Listening to the tape
Suzys family
Introducing new actions
Learning the action chant
Friends
16Lesson 5
17Lesson 6
My best friend
18Lesson 6
Africa
19SUM UP 2
20SUM UP 2
21Progress test 1
22Correction of the test
Where is everybody
Listening to the tape
86
UNIT 2 : AFRICA
23
Lesson 1
24Lesson 1
25Lesson 2
26 NovLesson 2
27Lesson 2
28Lesson 3
29Lesson 3
30Lesson 3
31Lesson 4
32Lesson 5
33Lesson 5
34Lesson 5
35Lesson 6
36Lesson 6
37Lesson 6
38 DecLesson 6
39Lesson 7
40Lesson 7
41SUM UP 3
42SUM UP 3
Describing monsters
Learning Boobahs song
Making a monster pie
Revision
Activity book - exercises
Revision of vocabulary
46Festivals
Bayram*
47Festivals
48PROJECT WORK
49PROJECT WORK
Revision of songs
The Clicks episodes
Acting out
87
51 JanLesson 1
52Lesson 1
53 FebLesson 1
54Lesson 1
55Lesson 2
56Lesson 2
57Lesson 2
58Lesson 2
58Lesson 3
60Lesson 3
61Lesson 3
62Lesson 3
63Lesson 4
64Lesson 4
65 MarLesson 4
66SUM UP 4
Revising verbs
Answering questions with can
Asking questions with can
67SUM UP 4
88
69Lesson 1
70Lesson 2
71Lesson 2
72Lesson 2
Revision
Activity book - exercises
73Lesson 3
74Lesson 3
75Lesson 3
76Lesson 3
77Progress test 2
78 AprCorrection of the test
79Lesson 4
80Lesson 4
81Lesson 5
82Lesson 5
83Lesson 5
84Lesson 5
85Lesson 5
86SUM UP 5
87Festivals
Revision
Activity book - exercises
Introducing the Present Continuous with I
Listening to the tape
Revision
Learning the action song
Introducing new vocabulary
(holiday activities)
Introducing the Present Continuous with They
Listening to the tape
Practising the difference between He / She is
doing /
They are doing
Learning a pirate chant
Bosnia and Herzegovina
Bosnia and Herzegovina
(Activity Book - sum up 5)
Acting out the chant using a paper boat
Happy Easter
89
88
Lesson 1
89Lesson 1
90 MayLesson 2
91Lesson 2
Revision
92Lesson 3
Introducing vocabulary
93Lesson 3
94Festivals
95Lesson 4
Jurjevdan
96Lesson 4
97Lesson 4
98SUM UP 6
99SUM UP 6
100Final test
101Correction of the final test
102GAME
103 JunePROJECT WORK
104PROJECT WORK
105Systematization
90
Revision of songs
The Clicks episodes
Acting out