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Dip in 3 Prirucnik PDF
Dip in 3 Prirucnik PDF
BISERKA DEBA
DIP IN 3
Izdava
Sarajevo Publishing, d.d.
Sarajevo, Obala Kulina bana 4
Za izdavaa
Mustafa Alagi, dipl.oec.
Mirela Vasi
Biserka Deba
prirunik za nastavniike
engleskog jezika
za 3. razred devetogodinje
osnovne kole
Sarajevo Publishing,
Sarajevo, 2011.
Contents
4
SUM UP 3
UNIT 3 47 AT SCHOOL
Lesson 1 48 SCHOOL TREE
Lesson 2 50 NO BOOKS
Lesson 3 52 IN THE CLASSROOM
Lesson 4 54 CAN YOU GUESS?
SUM UP 4
UNIT 4 56 COLOURS
Lesson 1 57 RED, PINK AND BLUE
Lesson 2 59 WHAT COLOUR IS IT?
Lesson 3 61 ON THE FARM
Lesson 4 63 JUST LIKE ME
Lesson 5 65 MY NEIGHBOUR
SUM UP 5
UNIT 5 68 FEELINGS
Lesson 1 69 IN TROUBLE
Lesson 2 72 CAN YOU DANCE?
Lesson 3 73 A SURPRISE
Lesson 4 76 BREAKFAST
Lesson 5 79 MY DAY
Lesson 6 80 GOODBYE
SUM UP 6
STORY POOL
EID UL-FITR
MERRY CHRISTMAS!
HAPPY NEW YEAR!
HAPPY EASTER!
PESACH
STATEHOOD DAY, ST. VALENTINE'S DAY, WOMEN'S DAY
BUFF
BALLOONS
OH POLLY!
5
SUGGESTED PLAN FOR ONE SCHOOL YEAR
LESSON UNIT/
CONTENT (as described in the Teachers Book)
NUMBER LESSON
Introducing the textbook
1 Preparing students for doing the course first contact
Understanding simple commands
INTRODUCTORY UNIT: Up and down
2 Lesson 1 Revision of commands / Song: Up and down
3 Lesson 2 International English words
4 Lesson 2 Revision of vocabulary / Song: Yummie
Introducing some parts of the body
5 Lesson 3
Understanding commands
Revision of songs and commands
6 Lesson 3
Its your turn! / Class exhibition
Introducing a new character
7 Lesson 4
Song: Whats your name?
8 Lesson 4 Mini dialogue / Its your turn! / Making a name tag / Game: Catch the ball
9 SUM UP 1 Revision of vocabulary and commands
UNIT 1: Hello
10 Lesson 1 Introducing new characters and greetings
Listening to the conversation / Mini dialogue
11 Lesson 1
Game: Who am I?
Revising greetings and commands
12 Lesson 2
Rhyme: Hello, Goodbye
Revising songs, commands and rhymes
13 Lesson 2
Game: Polly says
Lesson 3 Introducing new vocabulary
14
CULTURE CORNER 1 Listening to the dialogue
Introducing new vocabulary / Listening to the dialogue and song: Two little birds
15 Lesson 4
Playing with the song: Two little birds
16 SUM UP 2 Vocabulary games / Revision of songs and rhymes / Additional story: Buff
17 Progress test 1
Introducing new phrases / Rhyme: Always say HI / Listening to the dialogue / Mini
18 Lesson 5
dialogue
6
25 Lesson 4 Revising parts of the body / Listening to the dialogue
Rhyme: Ive got ten little fingers
26 Lesson 4
Game: Yes / No
Introducing new vocabulary
27 Lesson 5 Listening to the text
Revising the vocabulary
Revising the vocabulary
28 Lesson 6
Introducing prepositions
Lesson 7
29 Introducing and revising new vocabulary
CULTURE CORNER 2
30 SUM UP 3 Vocabulary games / Additional story: Balloons (Story Pool)
31 Half term test
32 Correction of the test
33 Systematization
UNIT 3: At school
34 Lesson 1 Introducing school things
Rhyme: School tree
35 Lesson 1
Making a school tree
36 Lesson 2 Introducing morning activities
37 Lesson 2 TPR story. No books
38 Lesson 2 Revising vocabulary / Song: This is the way
39 Lesson 3 Introducing things in the classroom
Rhyme: Boys and girls
40 Lesson 3
Can you remember Game: Touch or point
Lesson 4
41 Question form: Is it a...?
CULTURE CORNER 3
UNIT 4: Colours
7
Introducing new vocabulary
51 Lesson 5
Listening to the dialogue / Listening to the chant
52 SUM UP 5 Preparing for the board game / playing the game
53 Progress test 1
54 CULTURE CORNER 3
UNIT 5: Feelings
55 Lesson 1 Introducing feelings
56 Lesson 1 How are you? Feelings stations / Song: How are you?
57 Lesson 1 TPR story: Weather and feelings
58 Lesson 2 Introducing new vocabulary / Listening to the chant
59 Lesson 3 Listening to the conversation / Song: Happy birthday to you
60 Lesson 3 How old are you? / Making a birthday card / Rhyme: Round and round the garden
61 Lesson 4 Introducing breakfast food /Listening to the conversation / I like / I dont like
62 Lesson 4 Breakfast chant
63 Lesson 4 Revising vocabulary / Listening to the conversation
64 Lesson 5 Listening to the text / Revising vocabulary and grammar structures
65 Lesson 6 Greetings / Song: Goodbye song
66 SUM UP 6 Revision of vocabulary / PICTURE DICTIONARY
67 SUM UP 6 Vocabulary games / PICTURE DICTIONARY
68 Final test
69 Correction of the test
70 Systematization
8
Introduction
A WHO IS THE COURSE FOR? skills (listening). Children can understand words
long before they begin to speak. In foreign
DIP IN 3 is beginner's course for children who
language learning, especially with this age group,
have just started learning English. It offers
listening is also the first step. It should always
enough material for one year's work with two
take place before speaking. With some children the
classroom periods per week. The course is carefully
gap between the listening and speaking stages can
constructed around topics and concepts which
be bridged quite quickly and painlessly, whereas,
reflect the interests and abilities of young learners
with others it may take a while. It is important not
of this particular age group.
to push the children into doing anything they are
not ready for and to notice and respect their
B WHAT IS THE LANGUAGE TEACHING individual strong points and weaknesses.
CONTEXT?
3 Children learn best in an anxiety-free relaxed
Teaching children of this age requires a lot of atmosphere. It is mostly up to the teacher to create
energy, patience and knowledge. The children are such an atmosphere. Smile, praise and positive
beginners at school and everything is new to them. comments are always welcome and there can never
The pressure of the new surroundings, faces and be too many of them in the classroom. On the other
subjects can be quite overwhelming. It is a great hand, any problems that may come up need to be
change in their young lives. dealt with calmly and without too much fuss. It is,
In addition to that, there is this new language of course, more easily said than done, but all good
they are being taught. For some children it is an teachers are well aware that if they project positive
exciting challenge and they enjoy it right from the energy and attitudes they are bound to get these
beginning. For others, it is just a torrent of strange back from their pupils. If the teacher is patient and
sounds that they do not understand and are a little tolerant, children will gradually learn to be patient
afraid of. Great responsibility lies with the teacher: and tolerant themselves. This is the age group that
to motivate the pupils and show them that learning learns mostly from what the teacher does in the
a foreign language can be fun and enjoyable, to classroom and not from what the teacher declares
help them sail through this new experience as needs to be done.
smoothly as possible and develop a positive attitude. 4 Children learn by what they see, hear and do.
For, whatever happens in this first year of their There should be a balance between visual, auditory
foreign language learning may well define the way and kinaesthetic activities in the classroom so that
they are going to feel about it in the many years the needs of different learner types are met. It is
ahead. therefore essential that the teacher uses abundantly
the Pupils Book in colour, the Flashcards, the CD,
C HOW DO YOUNG CHILDREN LEARN A the Activity Book, as well as the Teachers Book
FOREIGN LANGUAGE? which all contain plenty of ideas for all types of
activities.
1 Children of this age group are not conscious
language learners. They do not and cannot
analyse the language. They are only interested
D WHAT ARE SOME OTHER LEARNER
in what they can do with the language: CHARACTERISTCS OF THIS AGE GROUP?
sing a song, say a rhyme, play a game, get or 1 The biggest difference between the beginners in
give instructions to do something, etc. They grade 3 and other beginners is the attention span.
are acquirers. They are concerned with getting The younger the children, the shorter their attention
the message across communication in order span is. For teachers who are used to working
to perform something. They have no interest in with older age groups this may be somewhat
abstract concepts such as grammar. Everything is of a problem. Most children of this age will
just a LANGUAGE. Therefore, the best way to teach find things interesting for a relatively short
a language is to help children understand, respond time and then will look for something else to
to and memorise whole chunks of language do. The only way to deal with this is to change
without any structural analysis whatsoever. activities often enough so the children do not get
2 It is well-known that the acquisition of the mother bored. Whenever they get restless it is a signal to
tongue begins with the development of receptive do something else. Sometimes a slight change will
9
Introduction
work, sometimes a whole different activity needs
to be introduced. The Teachers Book offers plenty
of ideas for activities that can be introduced in a
lesson.
2 One of the really great things about this age group
is that they like repetition. They dont mind
repeating the same songs, rhymes and games over
and over again.
This does not mean that they will enjoy repeating
the same song for 20 minutes, but they will enjoy
repeating it a number of times, especially if you add
mime and movement to it. First of all, you want the children to like the water
and not to be afraid of it. Secondly, you start by
3 Another element to bear in mind is the so-called teaching them how to stay on the surface and you
silent period. Many children may spend a long do not worry about the style or how perfect their
time absorbing the language before they actually strokes are. Finally, you want them to gain enough
produce anything. confidence so they may want to play in the water
It is not a good idea to force them to speak. Even on their own and explore it. You know that when
if they are not uttering a single word, they are still the time comes they will be ready for the next step.
learning. They can show by gesture or action that In terms of language learning this means that the
they understand what is going on. They may also most important aim is to develop a positive attitude
come home and repeat on their own, while playing, towards language learning. You teach very simple
things they have learned in class. things in the first year.
By encouraging the children to repeat songs, rhymes You can expect children to make a lot of mistakes,
and conversations in chorus rather than individually, but this is not important at all. You can expect them
they will feel less stressed and have plenty of time to learn a lot of words, word combinations, whole
to gain the needed confidence. sentences. You can also expect them to memorise a
4 It is also typical of this age group that they are number of songs and rhymes.
still rather self-centred and may not want to You cannot and should not expect them to read
cooperate with the group. This will gradually much and write anything on their own.
diminish with the help of the teacher who needs to
provide interesting group activities such as games, These two skills are secondary skills in the first year.
acting out activities, etc. Most children will probably Most reading should be based on recognising the
enjoy taking part in group games although they may written form of a word and matching it with a visual
not always be good losers. aid. Even this takes place in the later part of the
course. As far as writing goes, it is mostly connected
Anyway, it is very important to find a balance with tracing words and simple sentences.
between group and individual activities in
the classroom. Group activities are often full of F SHOULD THE MOTHER TONGUE BE USED IN
excitement and competition, whereas individual
CLASS?
activities such as drawing, colouring, making things,
etc. are there to calm the children down and give The mother tongue should not be excluded from
them time to process the language. foreign language classes, especially with young
learners. This would not be natural, particularly in
E WHAT ARE THE BASIC AIMS OF THIS the situation where all pupils and the teacher speak
COURSE? WHAT TO EXPECT AND WHAT the same mother tongue. It is more than welcome
in situations like dealing with a problem, giving
NOT TO EXPECT FROM THIS AGE GROUP?
instructions, especially complicated ones, a child
Teaching young learners a foreign language is very needing to talk about something personal, etc.
much like teaching them how to swim.
10
Introduction
However, as time progresses, it is a good idea to There are also 6 SUM UP (revision) sections as
use more and more English in class. Very often the well as 4 Culture Corner ones. Plus a STORY
meaning can be made clear by gesture or mime and POOL (5 stories) at the back of the Teacher's Book
then the support of mother tongue is actually not that can be used when appropriate. It is a good
needed so much. idea to look at the yearly plan for the course. It
gives you some idea on how much time you can
G WHAT ARE THE COMPONENTS OF THE spend on a particular lesson. The plan, of course,
COURSE? is a general one. You, as the teacher, should feel
free to adapt and change it to meet the needs of
1 THE PUPILS BOOK your class. Sometimes you will spend more time
It is in colour and is to be used as a visual aid. than suggested on a particular lesson, sometimes
It contains illustrations of conversations, songs, less. There is also the possibility of adding some
rhymes and some basic vocabulary. It also provides material to the course. Most teachers have their
some information for teachers and parents on how own favourite stories, songs and rhymes that could
the material can be exploited in class. fit well into the course. You are more than welcome
to use them.
2 THE ACTIVITY BOOK
Here are some tips for planning a single lesson:
It contains individual tasks designed mainly as
follow-up activities such as: colouring, drawing, 1 Look at the relevant pages in the Pupil's Book.
matching, tracing words, cutting out pictures 2 Look at the corresponding tasks in the Activity
and puzzles, putting pictures into the right order, Book.
making things, etc. It also contains a picture
dictionary at the back. 3 Listen to the material on the CD. You need to get
familiar with some songs and rhymes.
3 THE CD
4 Prepare the visual material: select the picturecards
Dialogues, songs, rhymes from the Pupils Book are from the pack and prepare the wordcards (in the
recorded on the CD. It is an important auditory aid later part of the course ).
which can be used for practising the sound system,
stress and intonation of the language. It can also be 5 Look at the lesson plan in the Teacher's Book again.
played whenever children are doing some individual Change or adapt anything for which you have
quiet work. They will unconsciously start repeating better ideas.
what they hear on the CD or sing along. The general framework for a lesson is something
4 FLASHCARDS like this:
The set of flashcards is an essential teaching aid. A) WARM-UP It is usually a revision of something done
It covers basic vocabulary and characters from the in the previous lesson or a lead-in into a new topic.
Pupils Book. It is to be used for the introduction As the course progresses, it also includes little chats
and practice of vocabulary as well as for a number like: greetings/ name/ feelings/ weather
of games. B) PRESENTATION It can be one of the following:
5 THE TEACHERS BOOK introducing new vocabulary, listening to and
exploiting the conversations on the CD, learning a
It is designed to help the teacher make the most of song or a rhyme.
the course. There is a step-by-step approach to each
of the lessons, plus a number of additional ideas on C) PRACTICE They are activities aimed at reinforcing
how to practise and reinforce the language that is the language in focus. They can be some game-like
being taught. group activities or individual tasks in the Activity
Book.
H HOW DOES A TEACHER PLAN AND D) FOLLOW-UP This part of the lesson will get bigger
PREPARE THE LESSONS? gradually. It is the time when you revise songs and
rhymes and play some of the games that have been
The course consists of 6 UNITS 31 LESSONS.
introduced before. This section is essential for long-
term memory.
11
INTRODUCTORY UNIT
UP AND DOWN
This introductory unit is designed to gently lead the children into the world of English
language learning. It deals with some basic commands (stand up, sit down, clap your
hands), English words used internationally (hot dog, hamburger, sandwich ) as well as
the first English question and answer the children need to learn
(What's your name? I'm Billy.).
It also prepares the children for the use of all the teaching aids (the Pupil's Book, the
Activity Book, the CD and the Flashcards) and some of the teaching techniques and
activities that they are going to be exposed to throughout the school year.
The basic aim of this introductory unit is to show the children that learning English can be
fun from day one and not difficult at all. The activities are mainly based on the listen-and-
do approach (TPR) that is the most natural for children.
At the end of this short unit there is the first revision section called SUM UP 1. It involves
working with stickers, colouring pictures and tracing words. This is the time when the
children have the chance to look back and work again on some of the things they have
been exposed to in this unit.
12
Introductory unit
Up and down
Lesson 1 Finally, show them your set of flashcards and tell
Aim: Establishing first contact with the them that these pictures will help them learn some
learning of English words in English. Ask them if they want to learn
Understanding four simple two words right away.
commands Show the picture of a balloon. Say the word in
Language focus: Stand up / Sit down / Clap your English a couple of times. Then show the picture of
hands / Look around Mr Bing and say his name a couple of times.
5 Tell the children that Mr Bing is one of the main
Step 1 FIRST CONTACT characters in the book and that he is a very special
man because he has a balloon like the one in the
1 Use the mother tongue (L 1) almost throughout this picture and that he travels in it. Ask them if they
first lesson. have ever seen a balloon like that.
Greet the children warmly and with a big smile. Tell
them how big and good they look and how happy Step 2 UNDERSTANDING SIMPLE COMMANDS
you are to meet them. 1 Ask the children to repeat in chorus the words after
Say what your name is and ask them to tell you theirs. you : A BALLOON / MR BING
2 Ask the children to guess why you are with them Get them to say the words a couple of times
today. To teach them something. What? English. imitating you. You say the words:
First, ask them to look at the Pupils Book. Ask them 3 Ask the children to mime with you. They should not
to browse through it and to tell you what characters say anything just mime along.
are in it. You say the words:
Next, have them look at the Activity Book. Again UP / DOWN / CLAP / LOOK AROUND
they can browse through it. Ask them to tell you
what they are going to do in the Activity Book. 4 Repeat this a couple of times varying the order of
They are bound to guess that they will be colouring, commands
drawing, cutting things out, etc. Tell them they will Always make sure you also mime the actions.
always need to have coloured pencils, scissors
and some glue in their pencil cases. 5 Add more words to your commands. Mime them
and the children mime along.
Hold up the CD and let them tell you what it is and
also to guess what it will be used for in the English STAND UP / SIT DOWN
lessons. CLAP YOUR HANDS
LOOK AROUND
13
Introductory unit
Up and down
6 Again practise this by varying the order in which you 4 This time they mime and try to sing along.
say the commands.
5 Get them to look in the Activity Book. They can
STAND UP / CLAP YOUR HANDS / SIT DOWN / LOOK colour the balloon while you play the song over and
AROUND over again.
You can have a number of combinations. The 6 Walk around the classroom while they are colouring
children just copy your mime. and praise them. If you like, you can point to the
balloon in the Activity Book and ask individual
7 Now tell them that you would like to see if they can
children to say the word after you. If you see a child
mime the actions without your help.
is not ready to do it, do not insist.
Have them listen to you and perform the actions.
7 Task 2 in the Activity Book can be done now.
This time you do not mime.
It is tracing the words and colouring the pictures.
Some of them will probably get confused, but just Explain the idea of tracing. It is not writing, it is
smile and help them get it right. more like drawing.
If you run out of time, they can do it at home or in
Step 3 LISTENING TO THE SONG
the next lesson.
1 Ask the children to look in the Pupil's Book /
8 Finally, ask them before the very end of the lesson if
Lesson 1.
English is difficult and if it was fun.
Play the CD of the song. The children just listen.
A NOTE:
2 Play the song again. They try to point to the right
In the next lesson make sure you revise all the
picture.
commands and repeat the song. This could be done
3 The song is played again. They try to mime along. as a warm-up at the very beginning of the lesson.
14
Introductory unit
Yummie
Lesson 2 6 Collect all the pictures. Choose one and ask them
Aim: Activating the knowledge of to guess what it is you are holding in your hands
internationally used English words and looking at.
Language focus: hot dog / pizza / pudding / Ask if anyone wants to take your place and choose
hamburger / sandwich / banana / a picture for the others to guess.
spaghetti / juice / coca-cola If there are some volunteers, let them take over. If
not, you keep on doing it.
Step 1 INTRODUCING VOCABULARY 7 Now ask the children to open their Activity Books
1 Prepare the flashcards for the words listed in the and look at Task 2 of Lesson 2.
Language Focus. They can point to the pictures you name.
Show one picture at a time and ask the children 8 Ask them to colour the pictures anyway they like.
what it is. They say the word in the mother While doing so, walk around and get them to tell
tongue and you say it English. Ask them if they you what they are colouring.
notice any difference. It is very similar but not
completely the same. 9 Now they can cut out the pictures. This may take
a while. Be patient and help the ones who need
This is also an opportunity to draw their attention to help.
some cultural differences.
10 Ask them to place the cut-outs in front of them. Say
For example, pudding is served as a warm dish in a word and they hold up the picture.
the English speaking world, whereas in our culture
it is usually served cold. Explain this in simple words Do this for a while.
so they can understand why the picture shows a
warm pudding.
2 Ask them to repeat the words after you while
you are showing the pictures yet again.
Tell them to listen very carefully to how you
pronounce the words and to try to imitate you as
much as possible. This is, actually, great practice in
the English sound system which they are completely
unaware of.
3 Stick the pictures one by one on the board
saying the words again. When all the pictures are
there, point to each one, say the word and ask the
children to repeat after you.
4 Ask two or three children to come to the board.
Find out if there are any volunteers.
11 Now ask them to put all their pictures face down
Say one of the words and get the children to on the desk. Get them to turn over the pictures
point to the right picture on the board. with a friend sitting at the same desk. One turns
over a picture, the other says what it is.
Praise them a lot. Repeat this several times and then
ask the next group to come to the board. Continue 12 Finally, ask them to stick the pictures into their
this activity as long as they seem to be interested in notebooks.
doing it.
A NOTE:
5 Tell everyone to close their eyes now. Remove
All of the suggested steps were not so much for
one of the pictures from the board and ask what
vocabulary practice because these are very easy
is missing. Repeat this a number of times with
words. The main purpose was to get them used to
different pictures being removed.
some of the teaching activities and techniques. It
They can call out the word in chorus. will probably take up a whole lesson to do it all.
15
Introductory unit
Yummie
Step 2 LISTENING TO THE SONG 11 Divide the class into three groups. The first is PIZZA,
the second is HOT DOGS and the third is PUDDING.
1 Revise with the flashcards the vocabulary from
the previous lesson. Show a picture and wait for Play the song yet again. They stand up and mime
someone to call out the word. Do it yourself if no only their part.
one remembers the word. You can swap roles if they are still eager to it and
2 Tell them that you really repeat it two more times.
like some of the food in the 12 Ask them to look in the Activity Book / Lesson 2
pictures. Explain that when Task 1.
something is really good to
eat you say YUMMIE. They need to complete the drawings of the food
and then colour the pictures and trace the words.
Say it again and pat your While they are busy with it play the song over and
stomach to show how good over again. They will probably sing along.
it feels. They imitate you.
13 There is another task in the Activity Book designed
3 Show the picture of a banana and say: YUMMIE. to challenge their visual skills. It is Task 3 which is a
Look at the children and ask if they like it. Those mishmash picture. It will take them a while to spot
who do should say YUMMIE too and pat their and colour all the food, but it is fun. You may walk
stomachs. around and help. You can ask them to help each
Repeat the procedure with every picture card. other.
4 Do it once again using the pictures in a different 14 Go back to the picture in the Pupils Book. Ask the
order. This time the children need to stand up, children to look at it again and say what else they
say YUMMIE and pat their stomachs if they like can see in it. The idea is to make them aware of
something. some more internationally used English words such
as: A HELICOPTER , A WALKMAN, BADMINTON, A
5 Ask them to look in the Pupils Book / Lesson 2.
RADIO and JEANS. Get the children to say the words
Get them to take a good look at the illustration and
after you. Find out if they have any of these things
find the food. They can point to the pictures and
and finally ask them to draw some of them in their
call out words when they spot something.
notebooks.
6 Ask them if they can see the
balloon. Is Mr Bing in the A NOTE:
balloon? Tell them to look at him You may wonder what the purpose of the texts of
and guess what his problem is. the songs in the Pupils Book is. At this point, they
HE IS HUNGRY. He is so hungry are not meant to be read by the children. They
because he can see a lot of food are there for teachers, parents and maybe some
and it SMELLS GREAT. Mime this children who can already read. However, it serves as
by saying the words slowly and a visual reinforcement.
inhaling the air loudly through The children need to get used to the look of the
your nose. Get the children to words right from the beginning. As time progresses
do the same. they will gradually start reading the texts in class
and on their own at home.
7 Tell the children that Mr Bing likes three things very
That is the reason why all the texts that are meant
much. Get them to guess what they are. They are
to be read by the children at some stage are in
PIZZA, HOT DOGS and PUDDING.
capital letters, these being the ones they first learn
8 Play the CD and let the children listen to the song. at school.
As far as the tracing of words in the Activity Book
9 Play it again. This time they listen and mime. You do
goes, this activity is also there to get the children
it too so they can copy it.
used to the words. They are also not meant to be
Use the mime introduced before for YUMMIE and read at this point, but if some children want and
SMELLING GREAT. can do it, encourage them to do so. However, make
sure you stress often enough that in time everyone
10 The third time they mime and try to sing along.
in class will be able to do this.
16
Introductory unit
Fingers, toes
Lesson 3 Then more and more quickly until they mix it all up
Aim: Naming some parts of the body and start laughing.
Understanding simple commands 10 Now ask them to look in the Pupil's Book / Lesson
Language focus: fingers / toes / ears / nose wiggle / 3 and listen to Mr Bing. (Task 1)
touch 11 Get them to repeat after the CD in chorus, then in
smaller groups.
Step 1 INTRODUCING SOME PARTS OF THE BODY Finally, ask if anyone would like to repeat after the
1 Ask the children to look at you. Point to your nose CD on their own.
and say: NOSE 12 Ask the children to look in the Activity Book now.
Point to your ears and say: EARS They can do Task 1 first draw the missing part of
the body. Then Task 2 trace the words.
Repeat this a couple of times.
2 Ask the children to do the same. They just touch Step 2 UNDERSTANDING COMMANDS
their noses and ears. 1 Start off by revising all the commands introduced
3 Get them to repeat all together the words after you so far.
while touching. Tell the children what to do:
4 Hold up your hands and wiggle you fingers. Say: STAND UP / CLAP YOUR HANDS / LOOK AROUND /
FINGERS. SIT DOWN
Make sure they understand it is really fingers not Repeat the commands several times in a different
hands. order. You can also sing the UP AND DOWN song.
Bend down and touch your toes. Say: TOES 2 Introduce the new commands. Say: TOUCH YOUR
Explain in the mother tongue what you are referring NOSE.
to because you are wearing shoes and your toes are Place a finger on your nose and wait for everyone
not really visible. to do so.
Repeat wiggling fingers and touching toes a couple Say: TOUCH YOUR EARS.
of times.
Place fingers on your ears and wait for everyone to
5 Ask the children to do the same. First they just do the same.
wiggle and touch, then they repeat the words after
you. Keep on saying the commands and touching. The
children just touch their noses and ears. TOUCH
6 Revise the four body parts: NOSE / EARS / FINGERS / YOUR EARS! TOUCH YOUR NOSE!
TOES.
3 Add two more body parts. Say: TOUCH YOUR TOES.
7 Tell them to stand up, listen carefully and touch
what you say. Mix up the order of body parts several Bend over and do so. The children copy.
times. Say: TOUCH YOUR FINGERS.
8 Turn to the board and draw the parts. Get them to Place them in front of your face, touching each
guess what you are drawing. other. The children do the same.
9 Tell them you are going to test their ears now. You Revise the four combinations a couple of times.
are going to pronounce the parts all at once and
they have to repeat after you. Ask the children if they can guess what TOUCH
means.
Say and point to the drawings: EARS / NOSE /
FINGERS / TOES 4 Tell the children that there is another thing they can
do with their fingers.
First you say it rather slowly. They repeat.
You can wiggle them. Start wiggling your fingers.
Then you say it more quickly. They repeat. Say: WIGGLE YOUR FINGERS.
17
Introductory unit
Fingers, toes
Wait for everyone to do it. together in the right way. Then give them some
time to stick them.
Say: WIGGLE YOUR NOSE.
When they have finished, look at their work, praise
Start moving your nose up and down. This is funny
them. Ask each child to point at one body part of
and the children will probably start laughing.
Mr Bing that you name as you are walking around
Say: WIGGLE YOUR TOES. the classroom.
Tell the children to take off one shoe for a second.
Get them to wiggle their toes.
Step 3 ITS YOUR TURN!
You can see through the socks if their toes are A NOTE:
moving or not. This segment of the lesson is designed to involve the
children in an activity which is connected with the
Revise the three WIGGLE commands a couple of
topic that is being dealt with, but also to personalise
times.
the learning as much as possible. The children are
Now tell them to try something really difficult, encouraged to make something they can relate to,
something not everyone can do. which makes the learning cycle complete in a way.
Say: WIGGLE YOUR EARS. That is why it is really important that the teacher
finds time for this type of activity. Although very
If you cannot do it yourself, ask if anyone can, so often skills other than speaking are involved, it is
the children have an idea of what to do. still learning but through other sensory channels.
Finally, ask them to guess what the word WIGGLE
means. 1 Make sure everyone has a piece of paper big
enough. The best thing is for the teacher to bring
5 Tell them they have learned a lot of commands the sheets of paper.
today. Ask them to listen carefully and do what you
tell them to. Revise all the commands with TOUCH 2 The children draw the outline of their fingers on the
and WIGGLE. paper. You can do it on the board so they have an
idea how to do it. If a child cannot do it, you should
6 Ask the children to look in the Pupils Book, Task help him/her.
2. Play the CD and let them just listen and look at
the picture 3 Next, they write their names. Most children can
write their name at this age, but if you notice
7 Play the CD again. They listen and mime. someone has a problem, help.
The third time they listen, say and mime. 4 Collect the sheets of paper and stick them on the
8 Get them to look in the Activity Book at Task 3. walls or place them on some desks.
They need to cut out the jumbled pieces of Mr Bing. Ask the children to walk around and find whose
This may take a while. Then ask them to put the hand matches theirs in size and shape as much as
parts together. possible. Some of them will actually be reading the
Do not let them stick the parts right away. Walk names which is a good preparation for some future
around and take a look if they have put the parts reading.
18
Introductory unit
Polly
Lesson 4 Repeat the mini dialogue again with the childrens
Aim: Introducing oneself help.
Language focus: Hello. / Whats your name? / Im 6 Tell the children that you have a very difficult job for
Billy. them. They have to be TRANSLATORS. Explain what
it means. They have to say in their mother tongue
what you say in English.
Step 1 INTRODUCING A NEW CHARACTER
Act out the mini dialogue once more. Pause after
1 Start the lesson off with the flashcards that the each sentence. Help the children say what it means.
children are already familiar with.
7 Now tell the children that Polly wants to meet
Show the picture of Mr Bing and ask who it is. them.
Show the picture of the balloon and ask what it is. Approach an outgoing child and, pretending to be
Always help with the answer if no one remembers. Polly, ask: WHATS YOUR NAME?
Play the song Up and Down and ask everyone to Help the child answer. Then say: HELLO XXX .
sing and mime along. Encourage the child to say HELLO, too.
Show pictures of some food and revise the words. Repeat this with a number of children. They will
Ask if they remember what smells so great to Mr soon get the grip of the answers. It is an easy
Bing. Play the song Yummie with the children situation and they are exposed to the question all
singing along. the time.
2 Show the picture of a parrot. Let the children tell 8 Ask them to open the Pupils Book, Task 1.
you in their mother tongue what it is.
They listen to the CD and look at the pictures.
Say: A PARROT and ask the children to repeat the
word after you. 9 Get them to repeat after the CD. First, the whole
class together.
Have a little chat in L1 about parrots. Find out if
anyone has one. What is a parrot? 10 The class acts out the situation. Half of it repeats Mr
Bings words and the other half Pollys words. Then
What can it do? What colour can it be? Where do they can swap roles.
people keep it? Etc.
3 Once the children have remembered that a parrot A NOTE:
can talk, get them to meet the parrot in the When the instruction in the Pupils Book says ACT
picture. You pretend to be the parrot and try to OUT, this simply means repeat after the CD taking
speak in a squeaky voice. the role of a character. First, it is done in groups and
later on, if the children are willing and confident
Ask the children if they want to know its name. enough, individually.
They will say YES of course.
Tell them to listen carefully how you are going to
ask that. 11 The children can colour Polly now. This is Task 1 in
the Activity Book.
Look at the picture and say: WHATS YOUR
NAME? Step 2 LISTENING TO THE SONG
Reply immediately as a parrot: POLLY. 1 Walk around the classroom and ask some pupils
Add: HELLO POLLY. what their names are. Make sure you ask both boys
and girls.
Reply: HELLO.
Stop and repeat all the boys names that came up.
4 Act out this mini dialogue once again. The children Ask whose names these are and they will probably
just listen. conclude they belong to the boys. Repeat the
5 Ask the children to take the role of Polly. You keep procedure with the girls names.
on doing it as well.
19
Introductory unit
Polly
2 Ask the children if they know any English names dialogue in Task 6. Tell the children to try to imitate
for boys and then for girls. They may come up with exactly what they hear.
some ideas.
First they do the dialogue in two groups. Then get
3 Draw on the board A BOY and A GIRL. Say the as many pairs as you can to repeat after the CD. The
words and ask the class to say them after you. rest of the class can do Task 2 in the Activity Book.
Now tell them to try and do some guessing. You are 3 Now tell them to take out their toys. You should
going to say some English names and they need to have one, too.
say if the name is for a boy or a girl. Use the names
Tell them that they need to speak for their toys.
that come up in the song Whats your name?, Task
4 in the Pupils Book.
Start with the easiest of the names Doris, and
then move on mixing boys and girls names. This
time the whole class does the guessing. Praise them
a lot.
4 Ask a couple of children to come to the board.
Repeat the procedure with the names, but this time
the children in front of the board have to decide
if it is a name for a boy or a girl by pointing to the
correct picture.
Repeat this with several groups of children.
5 The children can look in the Pupils Book, Task 4.
Play the song and they just listen.
Ask them what names they remember after the first
listening.
Play the song again and ask the boys to try and
remember some boys names and the girls the girls
They should hold them. Approach a child and ask:
names.
WHATS YOUR NAME?
The third time they can try to sing along. Ask them
The child should say the name of the toy:
which name they like best.
IM _________ . WHATS YOUR NAME?
6 There are some names for the children to colour in
You answer: IM _____________ .
the Activity Book, Task 3. This can be done now,
while the song is played over and over again. 4 Repeat this with some more children until you have
the feeling they can do it on their own.
HOMEWORK: Ask everyone to bring to the next
class a toy (something like a stuffed animal, a teddy, First, ask two talkative children to act out the
a doll, etc.) that they play or sleep with and that is dialogue with their toys for the whole class.
like a friend to them. Then ask the children sitting at the same desk
Tell them to think of a name for that toy (if it does to do it.
not already have one). They can use any name they Finally, ask everyone to stand up and walk around
like. the class. They need to meet at least three more
toys.
Step 3 MINI DIALOGUE ITS YOUR TURN!
5 Tell the children that you want to make sure you
1 Revise the dialogue in Task 1 in the Pupils Book. know their names. They can help you with this if
Play it for the children and let the whole class repeat they have a name tag in front of them.
after the CD.
So, explain how they are going to make one. This is
2 Tell the children that you are going to practise just Task 4 in the Activity Book.
one bit of that dialogue. Set the CD to the mini
20
Introductory unit
Allow plenty of time for this activity. Walk around You can play a whats-missing game. All the cards
and help. Encourage them to colour their name are on the board. Again there are two teams and
balloons beautifully. Play all the songs while they are representatives in front of the board. Tell them to
busy. close their eyes. Remove a picture. They open their
eyes and have to say which picture is missing. Again
6 When their tags are finished and on the desks,
the first one to do it right, wins a point for his/her
walk around and have a chat like this with a lot of
team.
children:
You can play a grab-a-picture game. This time
Teacher: WHATS YOUR NAME?
place all the cards on the desk at the far end of the
Pupil: MARKO. classroom. Again two or three teams compete. Their
Teacher: HELLO MARKO. representatives stand quite away from the pictures.
Pupil: HELLO. When you name a thing, they have to run and find
grab the right picture.
7 TIME FOR A GAME CATCH THE BALL
You need a small ball for this game. If your class
is not too big and if you have enough space, ask
the children to stand in a circle. If you cannot do
it, ask everyone just to stand up. Throw the ball to
someone. This person stands in the middle of the
circle or comes up front.
Teacher: WHATS YOUR NAME?
Pupil: ALMA.
Teacher: CLAP YOUR HANDS, ALMA!
The pupil performs the action.
Teacher: BRAVO! THANK YOU.
The pupil throws the ball to someone else and goes
The first one to do so takes the picture to his team.
back to his/her place.
The winner is the team with most pictures.
Use all the commands the children know so far.
2 COMMANDS
First revise all the commands:
SUM UP 1
stand up / sit down / clap your hands / look around /
touch your ears / touch your nose / touch
This revision section can focus on the following
language items. your toes / wiggle your fingers / wiggle your toes /
wiggle your nose.
1 VOCABULARY
Play the Simon says game. You give commands
Use the following flashcards to revise the but the children need to obey them only if you say
vocabulary: Mr Bing / a balloon / Polly nose / ears Simon says in front of the command.
/ fingers / toes / hands pizza / hot dog / pudding /
hamburger / sandwich / banana /spaghetti / juice / STAND UP! (They do nothing.)
coca-cola SIMON SAYS STAND UP! (They obey the command.)
You can play a pointing game. Stick the cards on They find the stickers at the back of the Pupils
the board. Put the class into two groups. Book and stick them carefully in the right place on
A representative from each group comes to the the SUM UP 1 page.
board. Name a thing, and they have to point to the Finally they colour the similar pictures in the Activity
right picture. Whoever does it first, wins a point for Book (SUM UP 1) and trace the words. While doing
his/her team. this, they can listen to the whole unit on the CD.
21
UNIT 1
HELLO
- greetings rhyme
It also introduces all the main characters: Liz, Ted, HAB (hot air balloon), Mr Bing, Polly and
Colin and Kate, Ben and Liz's parents.
The story is very simple. The children spot the balloon in the air flying over the park.
When the balloon gets stuck in a tree next to Liz's home and Mr Bing asks for help and
meets Liz. She loves the balloon so much that she asks for a ride in it.
A lot of rhyming patterns are presented in this unit because they make the language sound
more attractive and easier to remember.
In this unit there is the CULTURE CORNER 1 section in which some beautiful parts of the
famous towns of Bosnia and Herzegovina are presented. It can also be done with the pupils
during the unit itself.
This unit ends with the revision section SUM UP 2 where the stickers represent the key
vocabulary which is then activated in the Bingo game in the Activity Book.
22
Unit 1
Hab
Lesson 1 Repeat the procedure with Liz saying hello to
Aim: Expressing greetings different children.
Language focus: hello / hi / see you later / goodbye 8 Stand where everyone can see you. Act out a little
dialogue between Ted and Liz by holding their
pictures and saying:
Step 1 INTRODUCING NEW CHARACTERS AND
GREETINGS HELLO LIZ! HI TED! (pretend they are coming
towards each other)
1 Play the Whats your name song from Lesson 3 of
the Introductory unit. Revise all English names that GOODBYE LIZ! GOODBYE TED! (pretend they are
come up in the song. leaving in opposite directions)
2 Show the flashcard with Ted on it. Ask the children Ask the children to repeat after you. Boys can be
to guess what his name is. Tell them the name is Ted and girls can be Liz. They can wave when they
mentioned in the song they have just revised. say GOODBYE.
3 Show the flashcard with Liz on it. Again, get them Choose several pairs of children to act out this
to guess the name. It is also in the song. dialogue.
4 Explain that Ted and Liz are friends. Ask the children 9 Tell the children that so far they have heard three
to guess what they do together. They tell you in L1 greetings: HELLO / HI / GOODBYE.
about their activities. Accept anything they say. Now ask them to listen carefully and hold up their
5 Ask the children what they say to their friends when hands when they hear another.
they meet in the street or get together to play or Act out the following dialogue.
do something. Wait till someone remembers that
HELLO TED! HI LIZ!
they greet one another first. Encourage them to say
some of the greetings they use in L1 and then tell GOODBYE LIZ! SEE YOU LATER. GOODBYE TED!
them that Ted and Liz also greet each other.
Do it twice so that everyone can notice the new bit.
6 Act out this situation by holding the picture of Liz in
Ask them to guess what it means. Explain it yourself
one hand and the picture of Ted in the other. Say:
if they have no idea.
HELLO LIZ! HELLO TED!
The children can repeat the lines after you.
Ask the children to repeat after you.
10 Show the cards of the four characters the children
Change it a little: have met so far: Mr Bing, Polly, Ted and Liz. Act out
the previous dialogue four times, always pretending
HELLO LIZ! HI TED!
to be a different character.
The children repeat again.
The whole class responds with your help.
Explain that HELLO and HI are very similar. Find the
HELLO CHILDREN! HI POLLY/TED/LIZ/MR BING!
corresponding expressions in their mother tongue
and say them. GOODBYE CHILDREN! SEE YOU LATER. GOODBYE
POLLY/TED/LIZ/MR BING!
7 Walk around the classroom and tell the children that
Ted and Liz are going to greet them and they have 11 The children look in the Activity Book, Task 1.
to greet them back. They can colour Ted and Liz and in Task 2 they need
to find the way in the maze to match the greetings.
Make sure the children have their name tags on the
desks so you have no problem with remembering
their names. Step 2 HAB (hot air balloon) / MINI DIALOGUE
Approach a child pretending to be Ted (by holding 1 Ask the children to look in the Pupils Book
his picture) and say: Lesson 1. Get them to tell you if they recognise
anyone in the pictures.
HELLO LUKA! Help Luka answer: HELLO / HI TED!
Play the CD and let them just listen. Ask them who
Do this with a lot of children. sings the song.
23
Unit 1
Hab
2 Play the CD again and ask them to try and
remember what the name of the balloon is.
Explain what HAB means.
3 Ask the children to repeat the lines after the CD.
They do not sing the song.
4 Divide the class into two groups to take the roles of
Ted and Liz .
They repeat the lines again.
Ask individual children to repeat the lines.
5 Tell them that you are going to ask them to do
something really difficult.
When you stop the CD they have to guess what
comes next.
Choose really easy words to be guessed the first her that a child will say HELLO and that he/she has
time you do it. to guess who it is.
Then try again with different words. If your class is not too big, you can ask them to
6 Tell the children to do Tasks 3 and 4 in the stand in a semicircle with the blindfolded child
Activity Book (spot the right picture and colour it). turning his/her back to them. A child pats the
shoulder of the blindfolded one and says: HELLO
7 The children listen to the mini dialogue now. (Task ________ ! (name)
4 in the Pupils Book)
The blindfolded child has to guess who said
Get them to repeat it several times by varying the hello. He/she just says:
speed and loudness of their voices:
HELLO ________ ! (name )
very slowly and quietly
If the guess is correct, the scarf is taken off and
slowly and loudly
the other child is blindfolded. If the guess is
quickly and quietly wrong, the child remains blindfolded but only
quickly and loudly for two more rounds. After three rounds another
child is blindfolded because it may be scary or
You have to be the model.
uncomfortable to remain blindfolded for longer
8 Encourage the children to have this little chat than that.
with other children in class. Walk around and chat
with some children so they get the idea. Then ask A NOTE:
everyone to stand up and do the same. From now on use the greetings to start and finish
the lessons. If you like, you can teach the children
It will probably be messy, but help where you can.
to call you Miss ________ (your surname) or
Give them a time limit so they need to be more
Mr _________ (your surname) because this is
efficient.
the way English speaking children address their
9 TIME FOR A GAME WHO AM I? teachers.
You need a scarf for this game. Ask a child to come
up front. Blindfold him/her with a scarf. Tell him/
24
Unit 1
Hello, goodbye
Lesson 2 You SMILE. Ask everyone to say CHEESE slowly so
Aim: Learning a rhyme they can mime a big smile.
Language focus: greetings and commands Explain that when you take a photo of someone you
hello/ goodbye / touch your nose tell them to say CHEESE so they have a smile in it.
/ touch your toes / stand up / say Pretend you are taking a photo of the whole
cheese ( smile) class and tell them: SAY CHEESE!
Repeat it several times using different poses.
Step 1 REVISING GREETINGS AND COMMANDS
Ask if anyone wants to be a photographer instead
1 Greet the children with: HELLO CHILDREN! of you. Help this child give the same command: SAY
Help them respond with: CHEESE!
HELLO MISS/MR __________ ! 6 Mix the familiar commands with the new one and
Approach individual children and greet them have one more round of the listen-and-do activity.
and help them to greet you back. 7 Ask the children to open their notebooks. Tell
2 Make this dialogue a little longer. them that you will act out some actions and that
they have to draw in their notebooks the part that
Teacher: WHATS YOUR NAME? you do not say out loudly.
Pupil: IVA . (says the name) Touch your nose and say: TOUCH YOUR ________ !
Teacher: HELLO IVA. (You only whisper NOSE and that is what the
Pupil: HELLO MISS/ MR ___________ . children need to draw)
Teacher: GOODBYE IVA. Touch your toes and say: TOUCH YOUR _________ !
Pupil: GOODBYE MISS/MR ___________ . (They draw TOES)
Repeat this with a number of children. Ask if Wiggle your fingers and say: WIGGLE
anybody wants to take your part and encourage YOUR ___________ ! (They draw FINGERS)
two children to act this dialogue out. You help Touch your ears and say: TOUCH YOUR _________ !
whenever they get stuck by whispering to them (They draw EARS)
what they need to say.
Open your mouth and say: SAY ____________ !
3 Ask everyone to stand up. Revise the parts of the (They draw CHEESE)
body they know. Touch and say:
Walk around and check what they have drawn.
NOSE / EARS / FINGERS / TOES / HANDS Point to pictures in their notebooks and ask what
Tell them to listen and do what you say: they are.
TOUCH YOUR NOSE / TOUCH YOUR TOES / TOUCH Step 2 LISTENING TO THE RHYME
YOUR EARS
1 Ask the children to look in the Pupils Book Task
WIGGLE YOUR FINGERS / WIGGLE YOUR TOES /
1. Ask them to guess where the children are. They
CLAP YOUR HANDS / LOOK AROUND are in the PARK. Say the word and ask them to
SIT DOWN / STAND UP repeat after you.
4 The children may have forgotten some of the What do children usually do in a park? They play
actions, so repeat them once again, but more games. Here is a game they are playing.
quickly.
Play the CD and the children listen.
5 Show the flashcard of CHEESE. Say the word in
2 Play the CD again and the children listen and mime
English and get the children to repeat it after you.
along.
Find out if they like eating cheese.
* Explain that CALL OUT means to say something
Now tell them to look at your face and notice what
loudly.
happens when you say CHEESE.
25
Unit 1
Hello, goodbye
3 The third time they listen, repeat the lines and mime Make sure you always mime what they need to say.
the actions.
9 Give them one minute to practise in pairs and then
4 Children listen to the Task 4 in the Pupil's Book. ask if any pair would like to say and mime the
Ask the children to repeat the expressions after they rhyme. Tell them you will help them.
listen to them.
10 They look in the Activity Book Task 2. They need
5 Chlidren listen to the activity 5 in the Pupil's Book. to colour some pictures, cut them out and stick
Ask the children to repeat the expressions after they them in the right place in the rhyme.
listen to them.
Once it is done, encourage some children to read
6 Get the children to look in the Activity Book the rhyme. It will be more saying by heart than
Task 1. There is a picture of a park they need to reading, but this does not really matter.
copy. Before they do so, ask them what there is
in this park. You can name in English some of the Step 3 ITS YOUR TURN TIME FOR A GAME
things (TREE, BENCH ) but you do not need to
The game is called POLLY SAYS. It is the same as
insist that the children remember them.
SIMON SAYS. The children obey the command only
While they are copying the picture, play the rhyme if there is POLLY SAYS in front of it.
over and over again.
The purpose of this game is to encourage the
7 Tell the children that you are going to say the rhyme children to say and give commands to each other,
but that you sometimes cannot remember it all so not to be just performers of actions.
you need their help.
1 Get the children to look at the pool with
Say and mime the rhyme, leaving out some words in commands. Find out which ones they can say
it. The children fill in the missing words. or read. Give them a little time to look at all the
pictures. Then ask everyone to choose 3 commands
Do it again leaving out different words.
they can read or say. Allow time for children to do
8 Ask the children to do the whole rhyme with you. that individually.
Then tell them you do one line and they say the next.
2 Play the game. First you lead it, then let the children
Teacher: HELLO, GOODBYE take over.
Pupils: TOUCH YOUR NOSE. Tasks 3 and 4 in the Activity Book can come at
the end.
26
Unit 1
27
Unit 1
28
Unit 1
f) Collect all the cards. Hold them in your hand. 7 They try to sing with the CD and mime along.
Choose one and place it on the top. 8 Get the children to look in the Activity Book
Ask: WHATS THIS? The children call out words Task 1. They colour the pictures.
until they guess what the picture shows. Then they number the pictures in the right order. In
g) Walk around the classroom. Hold the picture class or at home (depending on time) they cut the
cards in your hands. Ask a child to draw one from pictures out and stick them into their notebooks in
your hand and say what it is. If the child cannot the right order.
remember ask the class to help.
Step 3 ITS YOUR TURN!
h) Put all the cards on the board again. Ask the
children to draw at least 34 pictures. 1 Revise the song TWO LITTLE BIRDS using the finger
mime.
Walk around and ask individual children what
they are drawing. 2 Ask two girls to come up front.
Point to them and ask the class: TWO GIRLS OR
Step 2 LISTENING TO THE DIALOGUE AND THE TWO BOYS? TWO GIRLS.
SONG
Next say: TWO LITTLE GIRLS. The class repeats
1 Ask the children to look in the Pupils Book / after you.
Lesson 3 Task 1.
Whisper to the girls to sit on the floor.
Talk about what they can see in the pictures. They
Turn to the class and ask: TWO LITTLE GIRLS SITTING
can name a few things.
ON THE WALL?
29
Unit 1
30
Unit 1
Thank you
Lesson 5 THANK YOU.
Aim: Saying please and thank you Keep on doing this until you collect all the pictures.
Language focus: tree / ladder / door / come in / Then hand them out to different children and do it
thank you / please again.
Finally, ask the children what PLEASE and THANK
Step 1 INTRODUCING NEW PHRASES YOU mean.
1 Start off the lesson by revising quickly 4 Tell the children that they can buy some pictures
everything you have been working on. from you. Display them on your desk and say that
it is your shop. Ask the children to come and buy
a) Greet the children and get them to greet you some pictures.
back individually.
Pupil: A sandwich, PLEASE.
b) Ask different children about their names. Add
Teacher: Here you are.
another question.
Pupil: THANK YOU.
WHATS YOUR NAME? MARKO. ARE YOU A GIRL?
NO. ARE YOU A BOY? YES. When you have sold everything, buy the pictures
back from the pupils.
c) Revise different commands and parts of the body.
Get the whole class to perform the commands or 5 Tell the children that PLEASE and THANK YOU are
ask individual children to do it. very important words and that they always have to
say PLEASE when they want something and THANK
MAJA TOUCH YOUR NOSE! YOU when they get something. Tell them that it is
STAND UP IVAN/AMAR! very nice to be polite and smiling.
d) Play with some of the songs and rhymes. Play the Here is a little rhyme that talks about it. It is Task 7
music and let the children sing and mime. in the Pupils Book. The children do not need to
look in the book. They can listen to you:
2 Prepare the flashcards for all the vocabulary
that you have covered so far: ALWAYS SAY HI.
balloon / hot dog / pizza / pudding / hamburger / ALWAYS SAY PLEASE.
sandwich / banana / spaghetti / juice / coca-cola / ALWAYS SAY THANK YOU.
parrot / boy / girl / cheese / bird/ wall / floor ALWAYS SAY CHEESE. (Give them a big smile here.)
a) Revise the words one by one. Say the word and Say the lines again and ask the children to repeat
the children repeat after you. Make sure you use after you a couple of times.
A (indefinite article) where needed. For example,
you will say: A BALLOON but JUICE. Now get them to look at the rhyme in the Pupils
Book. They can read after you.
b) This time just show the picture and wait for
someone to say the word. Add the article if Finally, they can do Task 3 in the Activity Book.
necessary. They need to trace the words and colour the
pictures.
c) Play a guessing game. Ask a child to come up
front and choose a picture from the pile. Step 2 LISTENING TO THE DIALOGUE
The rest of the class has to guess what it is. The 1 Introduce three new nouns that are going to come
pupil who guesses first gets to choose the next up in the dialogue.
picture for guessing.
Show the pictures of A DOOR / A TREE / A
3 Hand out the flashcards to different children. Tell LADDER one by one. Say the words and get the
them to listen carefully and to bring you the picture children to repeat after you.
you ask for. Say:
Stick the pictures on different walls around the
A BALLOON, PLEASE. classroom. Say one of the words and the children
Wait till the child with the picture of a balloon have to point towards the correct picture. Do it
brings it to you and then say: several times, each time more quickly, moving from
31
Unit 1
Thank you
one word to another. The children need to react 7 Draw the childrens attention to the rhyming words.
quickly too. Tell them that you are going to play the CD once
again. When you stop they have to say what words
Tell them that you are going to mime an action
sound similar.
and they have to point towards the picture it is
connected with. Mime the following without saying If you like, you can read the dialogue instead of
anything: playing it. This way you can even stress a little the
rhyming words. The children can do Task 4.
KNOCKING (they point towards the door)
OPENING (they point towards the door) 8 Now they look in the Activity Book. They can
complete Task 1, trying to find the right word for
CLIMBING (they point towards the tree and the ladder)
each of the pictures. Then the more difficult task
COMING IN (they point towards the door) follows. It is Task 2 where they need to draw the
missing parts in the pictures and colour them. Walk
Ask the children to mime the actions with you. You
around and ask them what they are drawing. Ask
say the whole command, they just mime.
them to listen to the CD, say and write the words
KNOCK ON THE DOOR! they hear on their own.
OPEN THE DOOR!
COME IN! Step 3 MINI DIALOGUE
CLIMB THE TREE! This dialogue can be turned into a game.
CLIMB THE LADDER! 1 Ask the children to listen to Task 5 and repeat the
Repeat this several times, changing the order of the words a couple of times. It is good to do this kind of
commands. an exercise before turning to the mini dialogue.
Finally, ask the children to draw the three objects in 2 Play the CD. The children repeat after it.
their notebooks. 3 Ask pairs of children sitting together to repeat after
2 Tell the children to look in the Pupils Book Task the CD. One is Liz, the other Mr Bing.
1. Talk about the pictures a little. 4 Tell the children that you will change the dialogue a
Who is in the pictures? Who is at the door? What is little. Open the door of the classroom and step into
the problem? Where is the balloon? the corridor. Knock on the door and say: KNOCK!
KNOCK!
Who helps Mr Bing?
Wait for the children to say: COME IN, PLEASE! (If
Have a chat like this mixing L1 and English. Always they do not remember, whisper into the classroom
say the words the children can understand in what they need to say.)
English.
Step back into the classroom and say: HELLO. IM
3 Play the CD. They just listen. ____________ . (your name)
4 Get them to listen to the CD the second time and Tell the children to greet you back by saying their
repeat in chorus. names: HI. IM __________ (everyone says their
5 Divide the class into two groups. The girls can name. It is noisy but it doesnt matter.)
repeat Lizs words and the boys Mr Bings. Act this situation out once again, asking only one
6 Ask a couple of talkative and outgoing children to child to take part.
act the dialogue out. All they do is repeat after the 5 Ask a number of pairs to act the situation out.
CD individually.
6 Now tell them they can pretend to be anyone
they like: a cartoon character, a movie hero,
a toy, a famous person. It is important they have
a name. Get them to act out the dialogue with a
friend to the whole class.
32
Unit 1
Some of the words are easy to mime and some are ONE CALLED PETER, ONE CALLED ______________ .
not. Still, it is a lot of fun. Make sure they do not 8 KNOCK! KNOCK! COME IN, _______________ !
say anything while they are miming.
9 ALWAYS SAY HI. ALWAYS SAY PLEASE.
Now ask them to find the right stickers and stick
them in the right place in the Pupils Book. ALWAYS SAY THANK _________ .
Finally, play the Bingo game. It is in the Activity ALWAYS SAY CHEESE.
Book. First, they need to draw the pictures in the 3 ADDITIONAL STORY
boxes. They can choose from the pictures given
there. When they have their six pictures start the There is a story pool at the back of the Teachers
game. Call out the words and they cross out the Book. The best story to use here is the TPR story
pictures in the boxes. The winners are the children BUFF. For further ideas on the story, read the
who have crossed out all their pictures first. There is instructions in the story pool.
33
UNIT 2
IN THE SKY
The second unit takes the characters for a ride in the balloon. On the trip they see some
things in the sky and they count the stars. When it starts getting dark Liz needs to go home
and Polly and Mr Bing prepare for sleep too.
- what can you see in the sky ( sun, moon, cloud, rainbow)
- numbers 1 - 20
In this unit there is also the CULTURE CORNER section which talks about areas of
outstanding natural beauty of Bosnia and Herzegovina.
34
Unit 2
Mr Sun, Mr Sun
Lesson 1 6 Play the song for the third time and ask the children
Aim: Talking about what there is in the to try and sing along.
sky 7 Now the children can look at Task 2 in the Activity
Language focus: sun / moon / star / rainbow / cloud Book. It is a mishmash picture of the sky. They need to
/ sky find the characters from the song and colour them.
Play the song over and over again while they are
Step 1 INTRODUCING NEW VOCABULARY doing it.
Use the procedure suggested in Unit 1 / Lesson 3 Do Task 3 in the Pupil's Book.
(Two little birds) / Step 1.
Step 3 ITS YOUR TURN PLAYING WITH THE SONG
After the words have been introduced, ask the
children to do Task 1 in the Activity Book. They 1 Ask the children which of the characters from the
need to colour the pictures and trace the words. song they like best and why. Tell them that they
need to choose one and not say anything to anyone
Step 2 LISTENING TO THE SONG about which one it is. Ask them to take a pen and
draw it on their palm. Give them a little time to do
1 Ask the children to look in the Pupils Book, Task this. You are the only one who can see what it is.
1. Get them to tell you who and what they can see So when you approach a child he/she can show you
in the pictures. Next, tell them that the things in and whisper the words into your ear.
the sky have real names. So, the sun is called MR
SUN. Ask everyone to say it after you. Check if they 2 The children hide their hand with the picture behind
remember what MR means. Just like Mr Bing. The their back. Play the song again. They need to show
moon is MR MOON. The cloud is MR CLOUD. their palm at the right time during the song. It is
all shown in the cartoon in the book ITS YOUR
Now look at the rainbow. It is very PRETTY. Explain TURN, so make sure everyone knows exactly what
what it means. So it is called PRETTY RAINBOW. to do.
Everyone repeats after you. Finally, look at the star.
It is LITTLE. If they like the activity, you can ask them to draw
another picture and do it once again.
Explain what it means. So it is called LITTLE STAR.
It is important that they wipe off the first picture
2 Stick the picture of the sun on the board and ask before the second round.
what it is called. If you like you can write MR SUN
next to it. The children say it after you. Do this with 3 Now you can use the lines of the song to play with
all the pictures. the childrens names. This is Task 4 in the Pupils
Book. Sing the song using the names of different
Write the names next to them. children in class and they need to answer you. The
3 Ask some brave children to read or say the names whole class can hide behind the desks and the child
that are on the board. whose name you mention in the song jumps up and
answers your question. Of course, you need to help
4 Play the song. The children look in their book. After them with the answers.
the first listening ask them what question they can
hear over and over again and ask them to guess 4 Finally, a guessing game can be played. Task 3 in
what it means. the Activity Book is for this purpose. Help them
cut out the paper. Then have them draw something
You can write the question on the board: WHERE on it behind the cloud. It is important other children
ARE YOU? Get to children to read it after you a do not see what the picture is. Then each child
couple of times. can ask the class to guess: WHATS BEHIND THE
5 Play the song again. Ask them what answer CLOUD?
everyone gives. It is HERE I AM.
Write it on the board and get everyone to read
it after you. Make sure they understand what it
means.
Also explain what HOW DO YOU DO means.
35
Unit 2
A NOTE:
This lesson could be the first one where you start
writing some words on the board. Make sure you
use capital letters only. Do not make a big deal out
of it. You write and they read after you. That is all
for now.
36
Unit 2
Step 1 INTRODUCING THE NUMBERS Next, get them to repeat four numbers after you:
ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT...
1 Ask the children if they can count from 120 in their THIRTEEN, FOURTEEN...
mother tongue. Of course they can. So tell them to
count on their fingers all together. Get them to do it 3 Display the cards on your desk. Ask the children to
once again, but this time say the number in English come and hand you the number you mention: FIVE,
after they say it in their mother tongue. The third PLEASE!
time they need to repeat the English numbers after Stick the card on the board. Repeat this with
you as you are counting on your fingers. different children until all the numbers are on the
2 Prepare the flashcards with the numbers. Show board.
them one by one and get the children to say each 4 Ask the children to come to the board in pairs and
number after you. say: POINT TO NUMBER TEN!
Give each pair a few tasks.
5 Ask every one to close their eyes. Remove one of
the numbers from the board and ask:
WHATS MISSING?
6 Ask them to copy the numbers into their notebooks.
They can use a different colour for each number.
As they are doing so, walk around, point to their
numbers and help them say what they are.
37
Unit 2
38
Unit 2
Going home
Lesson 3 With some of the cards there may be a little
Aim: Learning an action rhyme discussion. For example, a bird can be in the sky,
but also at home in the garden or in a cage. Let
Language focus: shoe / door / house / put on your the children say in their mother tongue where they
shoe / open the door / run want the picture to go and why. Accept everything
that makes sense.
Step 1 REVISING VOCABULARY AND 6 When all the pictures are sorted out, get the
INTRODUCING NEW VOCABULARY children to say what there is in each of the boxes.
1 Start off the lesson by revising some of the They can come to the board, point to the pictures
vocabulary you have covered so far. Prepare the and say the words.
picture cards for the following words: 7 Now show two more cards: A SHOE / A HOUSE
moon / star / sun / cloud / rainbow Say the words and the children repeat after you.
numbers 110 Ask them into which of the boxes these pictures
door / tree / ladder / balloon / wall / floor / bird / boy should go.
/ girl Get everyone to draw A SHOE and A HOUSE in their
2 Mix up all the pictures and hold them in your hands. notebooks.
Show them one by one and say: Ask individual children to repeat the words after
WHATS THIS? you. You can point at their drawings.
Make sure the children understand the question. Step 2 LISTENING TO THE CONVERSATION
Wait for someone to answer it.
1 The children look in the Pupils Book, Task 1. Talk
Only when nobody remembers the word should you about what they can see in the pictures. Who is
say it. there? Where are they?
3 Play a guessing game. Choose one picture and put Play the CD for the first time. They just listen and
it on top of the pile you are holding. look at the pictures. Get them to tell you in their
This time do not show it. Ask again: WHATS THIS? mother tongue why Liz wants to go home (it is
getting dark) and what Polly wants Liz to do before
Give the card to the child who guesses it first. she leaves the balloon.
Repeat this until you have handed out all the cards. 2 Play the CD for the second time and ask them to
4 Draw three big blank boxes on the board. Write one repeat the lines in the chorus. Ask the children to
caption above each box: help you translate Pollys lines at the end of the
conversation (the rhyme).
NUMBERS
3 Now they can complete Tasks 1 and 2 in the
IN THE SKY
Activity Book.
AT HOME
Whenever you write a caption read it out, ask the Step 3 LEARNING THE ACTION RHYME
children to read after you and guess what it means. 1 Ask everyone to stand up. Revise all the commands
AT HOME is the new one, so you need to explain they have learned so far:
what it means. Say that this includes the place we
live in and maybe a garden if we have one. sit down, stand up, clap your hands, look around,
touch your nose/toes/ears, wiggle your fingers/toes/
Ask several children to read the words after you. nose, say CHEESE, say HELLO, say GOODBYE, say
5 Get the children to look at the pictures they have PLEASE, say THANK YOU, knock on the door, open
won in the guessing game. Ask someone to hold the door, sit on the floor
up a picture and let the class say into which of the 2 Add some new commands:
boxes it should go. This is the childrens first sorting
out activity. It is important to give them time. RUN, PUT ON YOUR SHOE, GO TO THE DOOR, STOP
AND WAIT
39
Unit 2
Going home
Introduce one new command at a time and mix it have sorted that out, read the rhyme slowly and ask
with some old ones. Make sure you mime the new them to read after you. Then get them to match the
commands as well so they can copy your mime. pictures with the lines of the rhyme. Finally they can
colour the pictures.
3 Now play a game of Simon says (or Polly says).
7 Read the rhyme a few times, pausing at certain
4 Get them to look in the Pupils Book again, Task
words and asking the children to read or say the
3. Play the CD. They listen to the rhyme and mime
word that comes next.
with your help.
The same thing can be done with the CD. Play it,
5 Next, they listen to the rhyme again, repeat the lines
stop and let the children guess what comes next.
and mime the actions.
8 Finally, ask everyone to stand up and mime and say
If you like, you can get groups of children or some
the rhyme with your help. It will take a while for the
individuals to repeat the lines after the CD.
children to remember the rhyme but if you find time
6 Ask the children to look in the Activity Book, Task 3. to revise it at the beginning or end of most lessons,
they will learn it.
Give them a little time and try to guess what
numbers need to be written in the boxes. Once you
40
Unit 2
3 Tell the children to look at you and listen carefully. If Ask after the first listening: WHOS GOT A BIG
you say something wrong they need to call out NO! NOSE? (Mime it.)
Touch the parts of your body again but occasionally Play the CD once again. Now ask: WHOS GOT 10
say the wrong word so the children can correct you. TOES? WHOS GOT SIX TOES?
4 Write the following numbers on the board: 1 (ONE) 3 Play the CD for the third time. The children repeat
2 (TWO) 10 (TEN) after the CD in chorus.
Get the children to read them after you. Ask: WHOS GOT NO FINGERS? WHOS GOT TEN
FINGERS?
Now they need to listen carefully again to your
sentences and show the numbers with their fingers. 4 Divide the class into two groups. One group repeats
Here is what you say: Pollys lines and the other Mr Bings. If they like it,
they can swap roles and do it again.
IVE GOT ONE NOSE. (always touch the parts of
your body) 5 Now ask the children to tell you who SHOULD say
the following sentences, POLLY or MR BING? Or
IVE GOT TWO EYES.
maybe both?
IVE GOT TWO EARS.
You say a sentence, they just call out the name.
IVE GOT TEN FINGERS.
IVE GOT TEN TOES. IVE GOT NO FINGERS.
I'VE GOT ONE HEAD. IVE GOT TEN FINGERS.
I'VE GOT TWO LEGS. IVE GOT TWO EARS.
I'VE GOT TWO ARMS. IVE GOT NO EARS.
I'VE GOT ONE MOUTH. IVE GOT TWO EYES.
IVE GOT TEN TOES.
IVE GOT SIX TOES.
After you say this for the first time, ask the children
to guess what IVE GOT means. IVE GOT ONE BIG NOSE.
IVE GOT ONE LITTLE NOSE.
5 Repeat the same sentences but this time point to
the numbers on the board. The children just read 6 Get them to look at Task 2 in the Activity Book
the number. now. Help the children complete the task.
IVE GOT ______________ NOSE. First you read the lines that Mr Bing says, humming
in places where the missing words are. The whole
class call out these words.
41
Unit 2
42
Unit 2
After the words have been introduced, ask the They say together: This is our room.
children to do Task 1 in the Activity Book. They need 9 Play the text again and ask the children to repeat
to trace the words and colour the pictures. the sentences after they have listened to them.
Let them choose one or two of the pictures and 10 Also explain what PARENTS' means
draw them in their notebooks.
11 Do the Tasks 3 and 4 in the Pupil's Book.
Ask them to colour the pictures and write the
suitable word below them.
Homework: Task 2 in the Activity Book.
43
Unit 2
44
Unit 2
45
Unit 2
You can give a lot of funny answers like: A LADDER Now ask them to look in the Activity Book, Sum
IS IN THE SKY. MAJA IS IN THE SKY. A HOUSE IS IN Up 3. They need to trace the words and colour the
THE SKY. pictures. Finally they match words that go together
and say why.
Make sure you mix possible and impossible
sentences. Use all the nouns they have learned so far. 2 RHYMES, SONGS AND DIALOGUES
c) odd man out Use the idea from SUM UP 2: a what-comes-next
Use the flashcards of all the vocabulary from this game.
and the previous units. Do not forget to play with the songs as it has been
After you have gone through them once with the suggested in each of the lessons of this unit.
whole class, make groups of 4 pictures. Stick one
group on the board and ask them to decide which 3 ADDITIONAL STORY
picture does not belong to the group. That picture is Do the story BALLOONS now. Look in the story
the odd man out. This is an excellent categorisation pool section.
activity. The important thing is that they need to
explain (in the mother tongue mostly) why one
picture is different.
Start with something easy like three numbers and
one other picture. Here are some more very easy
ideas:
HANDS / NOSE / EYES / HOUSE
LIZ / TED / MR BING / DOOR
SKY / HOUSE / DOOR / FLOOR
And some more difficult ones:
46
UNIT 3
AT SCHOOL
This unit places the characters in the surroundings of school. It starts off with Teds dream
of a school tree, then there is the TPR story about Teds problem when going to school.
Next, there are two situations in the classroom where the children are playing. It all ends
with the reappearance of Polly and Mr Bing in the schoolyard.
school things
activities in the morning before going to school
traditional song: This is the way
things around the classroom
guessing game (question form: Is it ?)
clothes
In this unit there is the CULTURE CORNER section which mentions some famous children
writers coming from Bosnia and Herzegovina.
47
Unit 3
School tree
Lesson 1 11 Prepare wordcards for school things. Stick them
Aim: Naming school things one by one on the board and ask the children to
read them after you.
Language focus: book / notebook / pencil / pen /
sharpener / eraser / pencil case / 12 Ask different children to come to the board and
bag draw lines (matching) between the pictures and the
corresponding words.
Step 1 INTRODUCING NEW VOCABULARY 13 Ask the children to copy 34 words next to the
pictures in their notebooks.
Here are a couple of activities for the recognition
stage of vocabulary learning. 14 Play a real memory game with pictures and
wordcards on the board. Put the pictures face down
1 Prepare picturecards for the things listed above. Put on one side of the board and the wordcards (also
the cards on your desk. Hold up one by one saying face down) on the other. Put numbers above the
the word clearly. The children just listen. pictures and above the wordcards. Make two teams
2 Hold up the pictures again asking the children to in the class.
repeat the words after you. The children take turns and pick out the number of
3 Tell them to place all the things you are teaching in a picture plus the number of a word.
front of them. You say the word and hold up the You turn them over. If there is a match, they win a
picture, they hold up the real object and repeat the point. If not, put the cards back and the other team
word. has a go.
4 This time you just say the word and the children The winner, of course, is the team with more
hold up the object. You do not show the picture. matching pairs.
5 Ask different children to come to your desk and This is a great reading activity that children are not
take the picture you name and stick it on the board: aware of. Use it whenever you can with all kinds of
MARKO, FIND A SHARPENER! vocabulary.
6 When all the pictures are on the board, put Step 2 LEARNING THE RHYME
numbers above them and ask:
1 Ask the children to look at the picture of a tree in
WHAT NUMBER IS THE BOOK? the Pupils Book. They can tell you what they can
Repeat this with all the pictures. see in the tree. Then ask them if such a tree really
exists. Who is the boy in the picture? Its Ted. Is he
Now it is time to move on to the production at school? No, he is at home, sleeping. It is all just a
stage. dream.
7 You can ask: WHATS NUMBER SIX / ONE / TWO ? 2 Play the CD. The children just listen.
The children need to name the objects. Play the CD again. They point to the school things
8 Ask everyone to close their eyes and play a WHATS in the tree.
MISSING GAME. 3 The children repeat after the CD.
Remove a card from the board and they have to say 4 They complete Task 1 in the Activity Book.
which one it is when they open their eyes.
They need to trace the pictures in the tree and
9 Finally, put all the cards face down on the board. match them with words.
The children have to remember what picture is
there under each of the numbers. This is a sort of 5 Play the CD again. Ask individual children or small
MEMORY GAME. groups to repeat after the CD.
10 The children can draw the objects in their 6 Tell everyone to close their books. Play the CD and
notebooks. stop it occasionally. The children need to guess what
48
Unit 3
School tree
comes next. The best places to stop are before the A NOTE:
last word in every other line. There is a rhyming It is a good idea to start making a pool of word
pattern there which makes it easier to guess. cards from now on. You already have the cards for
7 Tasks 2 and 3 in the Activity Book can be done numbers and school things. It is up to you to decide
now. They need to fill in the missing letters of the which cards to make.
words, colour the pictures and draw what they have These cards can be used for a number of reading
in their pencil cases. activities that are going to be explained in the next
sections of this Teachers Book.
Step 3 ITS YOUR TURN! MAKING A SCHOOL
TREE
This is a follow-up activity which may be time
consuming but it is worth doing. The children will
enjoy making school trees and the teacher will have
plenty of time to walk around, talk to individual
pupils and encourage them to say what they are
drawing and what there is in their school tree.
It may be a good idea to ask the children in advance
to bring some extra paper for this activity if you
cannot provide it.
49
Unit 3
No books
Lesson 2 Step 2 DOING THE TPR (TOTAL PHYSICAL
Aim: Describing morning activities RESPONSE) STORY
Learning a traditional song 1 Now ask the children if they have ever been late
Language focus: be in bed / run to the bathroom / for school. What happens when they get up late?
wash your face / clean your teeth Do they do things quickly? Do they run to the
/ put on your clothes / take your bathroom? Do they have time to eat anything?
schoolbag / go to school Have they ever forgotten any of the school things
because they were in too big a hurry?
Step 1 INTRODUCING MORNING ACTIVITIES 2 Tell them to look in the Pupils Book now and
listen to the story about Ted. Play the CD and they
1 Prepare the following picturecards: just listen. After the first listening, get them to tell
BED, BATHROOM, SCHOOL, CLOTHES, FACE, TEETH you what Teds biggest problem on that day was.
Introduce the new words as suggested in the 3 Play the CD again but this time ask the children to
previous lesson (Step 1). Get the children to mime the actions from the story.
match the pictures with the words after they have You need to mime too, so they can copy your mime.
practised them orally. You need to prepare the word Stop the CD after each sentence so that you have
cards for that. enough time for miming.
2 Ask the children to complete Task 1 in the Activity 4 The third time you can say the lines of the story and
Book. They need to trace the words and colour mime the actions. They mime too and repeat the
the pictures. Ask them which picture is not there sentences.
(school) and which picture you did not have on the
board (eyes). 5 The fourth time they hear the story try this: tell the
story but stop at some places and whistle. They
3 Have a little chat with the children in the mother need to guess what word comes in that place. For
tongue about their routine in the morning before example:
they go to school.
YOU ARE IN _____________ . (whistling)
As they are talking, translate some expressions into OPEN YOUR ______________ . Etc.
English, mostly the ones you need for this lesson. (whistling)
4 Mime and say some of the activities: 6 Ask the children to look at Task 3 in the Activity
YOU ARE IN BED / YOU OPEN YOUR EYES / YOU Book. This task will take a while, but be patient
GET UP / YOU GO TO THE BATHROOM / YOU WASH because it is worth the time spent. The children get
YOUR FACE / YOU CLEAN YOUR TEETH / time to absorb the story by doing something.
YOU PUT ON YOUR CLOTHES / YOU TAKE YOUR So, first they put the pictures into the right order
SCHOOLBAG / YOU GO TO SCHOOL (write numbers).
If most children HAVE BREAKFAST before school, You tell the story once again, they listen, decide
include that in the activities. which picture your sentence relates to and write in
5 Repeat the activities but ask the children to mime the number. Check what they have got at the end.
with you. They do not say anything yet. Then they colour the pictures. You can play the CD
6 The third time ask them to mime and repeat the while they are doing it.
expressions after you. Next, they cut the pictures out.
7 Ask them to look at Task 2 in the Activity Book. Finally, they stick them in the notebook in the right
They try to match the verbs with the nouns. They order.
just need to follow the lines.
Get them to read these expressions after you a
couple of times.
50
Unit 3
No books
Step 3 LEARNING THE SONG A NOTE:
Do not forget to sing this song as often as possible
1 Start off by revising the new vocabulary from this
in the follow- up (time to play) sections of the
lesson. Play a memory game:
lessons to come. You can revise the TPR story as
PICTURES WORDCARDS (as suggested in Lesson 1 well. It is only through a lot of repetition that the
/ Step 1 of this Unit). children will master the songs, rhymes and stories.
Here is the vocabulary list: BED / BATHROOM / BAG
/ EYES / FACE / TEETH / CLOTHES / SCHOOL / BOOK
Task 4 in the Activity Book (Word Snake) can be Step 4
completed now. 1 Prepare the flashcard with jeans. Take a look at
2 Revise the story NO BOOKS. Ask the children to the clothes your pupils are wearing today. Ask
repeat after the CD first. everybody who is in jeans to stand up. Show the
flashcard to the pupils and say: LOOK! JEANS!
Then with your help they mime and tell the story. TOUCH YOUR JEANS! THANK YOU!
3 Play a guessing game. Mime an action from the 2 Now ask girls who are wearing skirt to stand
story and get the children to say or read from the up.Repeat the same action from the step one.
book what it is. Very soon after, let the children do
the miming instead of you. 3 Now do the same with pupils who are wearing
dresses, T-shirts. If they are not wearing some of
4 Ask them to look at Task 4 in the Pupils Book. Play clothes today, say: OK! THERE IS NOBODY WITH
the song and ask the children to mime the actions. DRESS/ SKIRT / SHIRT ...
5 Now they can try to sing along and mime the 4 Ask the children to take a look at Task 5, start
actions. reading and ask them to point to the words.
6 Ask them to choose one picture from the song and 5 Finally you can ask children to do Task 4 in the
draw it in their notebooks. Activity Book.
They can copy the first line of the verse it belongs to
if they like.
While they are doing it, play the song over and over
again.
51
Unit 3
In the classroom
Lesson 3 11 Write one by one the words on the board. Read
Aim: Describing things in the classroom them out loud and the children read after you.
Make sure the words are away from the pictures.
Language focus: door / window / floor / board / Ask the children to come to the board and draw
desk / chair / clock / bin lines (matching) between the words and the
Point to the door! Touch the floor! pictures. Praise them a lot.
12 Now they look at Task 1 in the Activity Book and
Step 1 INTRODUCING NEW VOCABULARY do the same type of exercise.
1 Look around your classroom and see if the following 13 While they are colouring and matching things in
objects are all there: the Activity Book, take off all the pictures from the
DOOR, WINDOW, DESK, CHAIR, FLOOR, BIN, board and wipe out the lines. Leave just the words.
BOARD, CLOCK Place the pictures on a desk away from the board.
Prepare the picturecards for the same as well. Ask the children to come to the board in pairs. You
point to the word (do not read it, they do it) and
2 Start off by revising the familiar words. Touch the they run towards the desk to find the right picture.
door and say: A DOOR The first one to do so holds it up. Then the next pair
Do the same with THE FLOOR. has a go.
Move on to the new vocabulary, always touching 14 Finally, ask them to copy three words from the
the object and saying the word. board and draw pictures next to them in their
notebooks.
The children just listen.
3 Repeat this once again, asking the children to say Step 2 LEARNING THE ACTION RHYME
the words after you. 1 First, practise the following two commands:
4 Use the command POINT TO ! now. POINT TO _______ ! and TOUCH __________ !
Tell the children what to point to in the classroom. Choose very simple commands to start with: POINT
You do it too. TO A BOY / A GIRL / A BAG / A BOOK /
POINT TO THE BOARD / FLOOR / BIN / WINDOW Next, give commands with the vocabulary from the
5 Ask the children to count with you how many things previous lesson: POINT TO THE DOOR / THE FLOOR /
in the classroom you have named. Say all the words A CHAIR / A DESK / A BIN
once again and they count with their fingers. Make sure they really point to things and do not
6 Now use the picturecards. Show a picture and wait touch them.
a little for someone to call out the word. 2 Now move on to the next command:
If no one remembers, you say it. TOUCH YOUR NOSE / EYES / EARS . (revise all the
7 Place all the pictures on your desk. Stand away from parts of the body they know)
it. Ask different children to bring you pictures and Add the new command: TOUCH YOUR HAIR!
you stick them on the board. (demonstrate it)
ANA, THE CLOCK, PLEASE! Again connect classroom words with this verb:
8 With all the pictures on the board ask two to three TOUCH A CHAIR / A DESK / THE FLOOR
children to come to the board and point to the
pictures you name. Repeat this a number of times. 3 Write on the board:
9 Put numbers above the pictures. Ask: POINT TO TOUCH
WHAT NUMBER IS THE WINDOW? Get the children to read them after you. Now give
commands, mixing the two verbs. POINT TO A
10 Now ask: WHATS NUMBER 1? BOOK! TOUCH A BOOK!
Help them with the answers. They will still not
remember all the words.
52
Unit 3
In the classroom
After a while just point to the verb on the board Step 3 CAN YOU REMEMBER?
and say the rest of the command:
This is Task 4 in the Pupils Book.
________________ A CHAIR!
1 First they look at the picture and describe it:
The children read the verb for themselves and
NUMBER 1 IS A BOARD.
perform the action. There will be mistakes, of
course, but it is not important at all. NUMBER _______ IS ________
4 Now ask them to look in the Pupils Book, Task 1. 2 Then they close the book and try to remember what
They listen to the rhyme. there is in the picture and what number it is. You
can ask:
5 Next they listen and mime.
WHATS NUMBER 6?
6 Then they listen, say and mime the rhyme.
3 Now they can look at a picture of another classroom
7 Ask smaller groups of children to repeat after the in the Activity Book, Task 5.
CD.
First, they talk about it and then you can help them
8 Finally, ask if anyone is brave enough to try and read fill in the sentences.
the rhyme. Praise a lot the child who does it. It will
encourage other children to try. Ask them to read out the sentences when they have
finished.
9 Play a little with the lines of the rhyme. Tell them to
listen carefully who has to perform an activity: boys 4 Finally, get them to look around their classroom and
or girls? help them fill in the table in the Activity Book,
Task 2.
Give commands like these:
5 Play the game TOUCH OR POINT as shown in ITS
BOYS, POINT TO THE DOOR! YOUR TURN!
GIRLS, TOUCH YOUR HAIR!
GIRLS, TOUCH THE FLOOR! A NOTE:
This lesson has a number of nouns in the plural
BOYS, POINT TO A WINDOW!
form. It is not a good idea to teach this especially.
And so on. Let the children absorb it in the context where it
10 Ask them to complete Tasks 3 and 4 in the Activity comes up, without much explaining.
Book. They need to join the dots to get pictures of a
boy and a girl and then fill in some sentences.
53
Unit 3
54
Unit 3
a) Prepare chalks in colour, or different coloured pens You can use the story OH POLLY! here. Look in the story
(if your board is white). pool section.
55
UNIT 4
COLOURS
In this unit HAB (hot air balloon) lands in the schoolyard and sings about its colours. Then
the main characters leave the schoolyard and go for another ride in the balloon. Ted joins
them as well. On their trip they see different vehicles and after a while they land on a farm
where they meet some animals and learn how a farm boy plays with them.
colours
question form: What colour is ?
animals on the farm
traditional song: Ba-ba black sheep
action song : Lets ride a horse
about neighbours
In this unit, there is the CULTURE CORNER section which mentions some traditional
costumes of Bosnia and Herzegovina and their colours.
The unit ends with SUM UP 5 which is a kind of board game this time.
56
Unit 4
4 Repeat the procedure but get the children to repeat Encourage them to ask: IS IT ?
after you.
Step 2 LEARNING THE SONG
5 Ask them to place their coloured pencils in front
of them. Hold up a pencil and say the colour. The 1 Get them to look at the Task 4 in the Pupil's Book.
children do the same. They take a good look. Then they close the books
6 Say a colour but do not hold up a pencil. Wait for and call out the colours.
the children to do it. Whenever a colour is mentioned, stick the picture
Then do it yourself so they can see if they were right card of it on the board.
or wrong. In the end, ask them to look at Task 4 again and
This is not as easy as it may seem because there are see if they have forgotten anything.
10 colours to remember. Let them listen to the CD and hear the words.
7 Repeat this once again but ask only parts of the 2 They need to close their books again. This time
class to hold up a colour: they are going to do a real listening task. Play the
ROW 1 HOLD UP GREEN! song but stop after each verse. Ask the children to
put numbers above the colours on the board in the
ROW 2 HOLD UP RED!
order they appear in the song.
ROW 3 HOLD UP YELLOW!
At the end of the song they will see which colour
Do this a couple of times. has no number. It is PURPLE.
8 Use the picturecards now. First, get different Get them to look in the book again and find PURPLE
children to choose a picture from your desk and in Task 4.
stick it on the board.
3 Play the song again. The children listen and point to
IVAN, PINK PLEASE! the colours on the balloon.
9 When all the pictures are on the board, do the 4 The third time you play the song they try to sing
standard activities: along.
a) POINT TO ________ ! 5 Ask them to look at Task 2 in the Activity Book.
b) WHAT NUMBER IS _________ ? They need to colour the balloon.
(with numbers above the colours) Make sure everyone understands the key for
c) WHATS NUMBER 1? colouring which is given in the previous task.
d) WHATS MISSING? While they are colouring, play the song over and
over again.
57
Unit 4
58
Unit 4
Step 1 ASKING ABOUT THE COLOUR OF THINGS Finally, ask them to face the board again and check
if their answers were correct.
1 Revise all the colours. You can play a memory
game on the board (pictures of colours words). Step 2 INTRODUCING SOME VEHICLES LISTENING
2 Have a drawing dictation now. Tell the children to TO THE CONVERSATION
listen and draw what you tell them to. 1 Ask the children in their mother tongue what
Get them to write a number next to each thing they vehicles are and if they know any.
draw. Tell them they are going to learn four vehicles in
Here is what you can say: English. Show the pictures and say: A CAR / A BUS /
A PLANE / A BIKE
NUMBER 1 AN ERASER
The children repeat the words after you.
NUMBER 2 A PENCIL
NUMBER 3 A HOUSE 2 Ask WHAT COLOUR each vehicle in the picture is.
Find out if they have ever had a ride in each one
NUMBER 4 A TREE
of them. Most children have a bike. Find out what
NUMBER 5 A DOOR colour their bikes are. Ask about the colour of the
Now it is time to colour the things. Ask the children car their parents have, etc.
to help you decide about the colour of each object. 3 Tell them to look at the pictures in the Pupils
Ask: Book. Ask some questions:
WHAT COLOUR IS THE ERASER, ANA? (Ask one WHO IS IN THE BALLOON?
child because it is too noisy to have everyone call
WHAT VEHICLES ARE THERE?
out a colour.) The class has to colour the eraser in
the colour Ana names. WHAT COLOUR ARE THEY?
WHO IS LOOKING AT THE VEHICLES?
WHAT COLOUR IS THE ____________ , MARKO?
(Move on to ask about the colours of other things.) IS POLLY LOOKING TOO?
WHAT HAS POLLY GOT ON HER EYES?
3 When all the things are coloured, check once again
asking the same questions: WHAT COLOUR IS THE Ask the children why Polly is wearing dark glasses.
_________ ? She is resting her eyes.
Write this model up on the board. 4 Play the CD. The children just listen. After the first
listening ask them if they understand what Teds
4 Tell the children to close their notebooks. Get them
problem is. (He cannot tell purple from brown.)
to ask and answer the questions about the colours
of the things in the drawing dictation. They will Explain that some people cannot see all the colours.
need your help to start the questions. Ask if they know anyone like that.
5 Stick on the board at least ten pictures of familiar 5 Play the CD again, they repeat after it. Next they
vocabulary. Select the pictures that are in one form groups of 3. Each child in the group takes up
colour. Ask the children to name what they can see the role of one character. Play the CD for the third
on the board. Ask about the colours. time. Only the children whose role is played repeat
after it.
Now ask everyone to turn their backs to the board.
Tell them that someone is going to ask a question 6 The children can complete Tasks 1 and 2 in the
and everyone else needs to answer it. Activity Book.
59
Unit 4
60
Unit 4
On the farm
Lesson 3 2 Play the CD. They just listen. After the first listening
Aim: Naming animals that live on a farm ask them why Liz is black.
Learning a traditional song 3 Play the CD again. They listen and repeat all
Language focus: horse / cow / sheep / duck / rabbit together.
/ dog / cat 4 Tell the children you are going to try something
really difficult. You need some TRANSLATORS now.
Step 1 INTRODUCING ANIMALS THAT LIVE ON A Play the CD for the third time and the children,
FARM with your help, try to translate the sentences. The
sentences are very simple so it will not be much of a
1 Prepare picturecards and wordcards for all the problem. Tell them that they are great translators.
animals listed in the Language focus.
5 The fourth time the children can repeat after the
Start off by talking about animals in general. Find CD individually. Afterwards they can try reading the
out if the children like animals, if they have any conversation in groups of 4.
pets, if they have ever been to a zoo.
6 They can complete Task 1 in the Activity Book.
2 Write on the board: FARM They need to fill in the missing letters, read some
It is an easy word to read. Ask them if they can guess sentences and colour the animals.
what it means, or explain it yourself. Find out if they
have ever been to a farm or to the country. Then get Step 3 LEARNING THE SONG
them to tell you what animals you can see there. BA-BA BLACK SHEEP is a traditional song that is
Most of this chat will be in their mother tongue. popular with children.
As they start naming some domestic animals, show It is a good idea to put it into a context, and to
pictures of them and say the English words. make it part of a very simple story, so that the
3 Ask the children to repeat the words after you as children can relate to it better. Here are some ideas
you show the pictures once again. on how you can do that.
4 Stick the pictures on the board and do the usual 1 Draw a very simple farm on the board. Start with a
activities: big house and say:
61
Unit 4
On the farm
ONE FOR THE MASTER, ONE FOR THE DAME AND 4 Now tell them that because the sheep is so good
ONE FOR WHO? the children have made a song about it.
(ask them to try and guess) Ask the children to open the Pupils Book, Task 4.
Play the song and they just listen.
Make a pause here. Draw a shabby looking house
outside the farm with a lane leading to it. 5 Play the song again but give them a task.
ONE BAG IS FOR SOMEONE WHO LIVES IN THIS Put them into groups. One group is the master, one
HOUSE DOWN THE LANE. is the dame, one is the black sheep and one the
little boy.
Ask the children to guess who it is. Then stick up
the picture of the poor boy. They listen to the song and have to clap their hands
quickly when their character is mentioned.
YES, THIS LITTLE BOY LIVES IN THE HOUSE. HE IS
POOR (explain the word). You can repeat this a couple of times with the
children swapping roles.
HE IS COLD. (shiver a little) HE NEEDS SOCKS.
(draw the socks) 6 Finally, they try to sing along.
THE BLACK SHEEP IS GOOD. IT GIVES A BAG OF 7 They can complete Task 2 in the Activity Book.
WOOL TO THE BOY. They need to cut out the pictures and stick them
in the right place in the text of the song. Get the
TO MAKE WOOL SOCKS.
children to read the text of the song after you and
2 Point to the pictures on the board and ask the later on their own.
children to repeat the words after you.
8 As a follow-up they can draw in their notebooks the
3 Write the key words (given in bold ) next to the characters from the song or complete Task 3 in the
pictures and get the children to read them after you. Activity Book which is a COLOURING DICTATION.
62
Unit 4
Just like me
Lesson 4 Step 2 LEARNING THE ACTION SONG
Aim: Learning some activities connected 1 The children look in the Pupils Book now. There
with animals on a farm are pictures that illustrate the actions introduced
Language focus: ride a horse / milk a cow / run with before. Name an action and they need to point to
a dog / swim with a duck / hop the right picture.
with a rabbit 2 Play the CD. They just listen and look in the book.
3 Play it again and ask the children to mime the
Step 1 INTRODUCING ACTIONS actions they hear.
1 Start off by revising all the actions that the children 4 The third time they listen, sing and mime.
have learned so far:
5 Ask them to look in the Activity Book, Task 1.
pointing to things / touching things and parts of the They have to match the verbs with the animals (find
body / clapping / standing up and down / looking the way in the maze). When this is done, ask them
around / wiggling some parts of the body / saying to read after you these expressions. Next, they need
hello and goodbye / opening things / putting on to decide which picture goes with each expression.
clothes / running / washing the face / cleaning the
teeth/ A NOTE:
Ask the class to stand up and perform the actions The pattern of the song is very easy, so you can use
you tell them to. it to sing and mime other actions:
You can play the POLLY SAYS game. (see Unit 1, Lets touch the floor or Lets sit on the desk
Lesson 2) 1, 2, 3 1, 2, 3
2 Introduce some new actions now: HOP / SWIM / Touch, touch, touch Sit, sit, sit
RIDE A HORSE / MILK A COW Just like me. Just like me.
Do it one by one and always mix the new command When you start thinking about it, there are so many
with the old ones. It is also important that you mime possible combinations.
the actions first so the children can copy your mime. The children will probably enjoy the funny ones like:
3 Stick the pictures of the farm animals on the board.
Revise the words. Now ask the children to listen SLEEP ON THE FLOOR / RIDE A CHAIR /MILK A BAG,
and decide which of the animals can actually do the etc.
action you mention.
Start with something really easy like: RUN
All of the animals can do that. Lets ride
Move on with HOP and SWIM. a chair!
To make it funny you can add actions like: SAY
HELLO / OPEN THE DOOR / CLEAN THE TEETH, etc.
4 Ask the children what we can do with the animals
on the farm and revise actions like: RUN WITH THE
DOG / SWIM WITH THE DUCK / HOP WITH THE
RABBIT / RIDE A HORSE / MILK A COW.
Get everyone to mime these actions with you.
Ask them to decide which of these activities is very
useful.
63
Unit 4
Just like me
Step 3 FOLLOW-UP 2 Ask the children to draw one funny action in their
notebooks. They can copy a picture from the book
1 You can play the RED OR GREEN game. This is Task
or think of something on their own.
4 in the Pupils Book.
3 The children can complete Task 2 in the Activity
The children listen to your questions and hold up
Book. First they need to spot the 10 differences
the red pencil if the answer is NO, or the green
between the two pictures. Give them enough time
pencil if the answer is YES.
to do so. Then they choose one picture to colour
Some questions are given in the book but you can and later on say something about it. You can
add more. prompt with questions to make it easier.
CAN YOU REALLY MILK A CHAIR / HOP WITH A 4 Task 3 is the Word Search. It is the first of the kind
BIRD / SWIM WITH THE here, so be patient and explain what they have
MOON / FLY WITH A PLANE / RIDE A BIKE ? to do.
64
Unit 4
My neighbour
Lesson 5 13 Read the chant once and ask them to guess what
Aim: Talking about friends and the children in the photo eat
neighbours 14 Play the CD and let them listen to the chant.
Learning a chant
15 Children repeat the chant together and individually.
Language focus: neighbour/ chocolate/ shop/ street/
let's go down 16 They can act the chant out while repeating the
words.
Step 2
9 Play the CD and listen to the text.
10 Ask the children to repat the sentences. Ask them
if they can read the text with no mistakes. Say you
are going to play the CD once again and let them
prepare for the reading test. Let the volunters read
out the sentences. Correct where necessary.
11 Do Task 2 in the Pupil's Book.
Step 3
12 Ask the children to look at the photo on the p. 77 in
Pupil's Book. Ask them about what they can see in
it and what they are doing.
65
Unit 4
CULTURE CORNER 4
Step 1
66
Unit 4
67
UNIT 5
FEELINGS
This is the final unit in the book. The characters leave the farm. On their way home they
have some trouble with the weather and experience all kinds of feelings. Liz gets a surprise
birthday party because her dad, who is often away (he is a pilot), is at home. Her real
birthday is in five days but her dad will be away again. She gets a lot of presents.
The morning after her birthday, Liz gets up late and is very hungry. They all have breakfast
together. Just as she is getting dressed after breakfast Mr Bing and Polly come by in the
balloon. They are all sad because they have come to say goodbye.
feelings
basic expressions for the weather conditions
toys
traditional song: Happy birthday to you!
traditional action rhyme: Round and round the garden
I can... write / dance / read / jump...
breakfast food
breakfast chant
My Day have breakfast / have lunch / go to school...
Goodbye song
68
Unit 5
In trouble
Lesson 1 5 Again ask them to mime the second group of
Aim: Talking about feelings and the feelings with you.
weather Then get them to mime and repeat the words
Language focus: How are you? Im happy / sad / after you.
hot / cold / tired/ hungry / thirsty / 6 Now use the picture cards. Show them one by one,
scared. say the word and they repeat after you.
Its raining / snowing / sunny /
windy / foggy/. Place the cards on a desk.
7 Ask the children to find the cards you name and
Step 1 INTRODUCING FEELINGS stick them on the board:
1 Prepare the picturecards and the wordcards for all LUCIJA, BRING ME SCARED, PLEASE!
the feelings listed above. If they cannot remember, mime the feeling as well.
2 Start off with miming. Tell the children 8 With all the cards on the board, do the usual
to look at you and guess how you are activities:
feeling.
point to / what number or colour is / what is
First mime something easy like HAPPY. number 3 / whats missing / etc.?
(give them a big smile)
9 Now ask the children to draw 4 pictures in their
When they say the word in their notebooks. Walk around, point to their pictures and
mother tongue, you say it in ask them to say what feelings they show. You will
English. still need to help a lot.
Move on to SAD (make 10 When they have finished, point to a feeling on the
a sad face) / COLD board and tell them to repeat the word only if they
(shiver) / HOT (pant and have drawn it.
wipe your forehead).
11 Now tell them to close their eyes for a while. Make
3 Ask the children to mime the four sure they are not cheating.
feelings with you. Say a word,
mime the feeling and they copy Stick the wordcards quickly on the board under
your mime. the pictures, but make a lot of mistakes. Put some
wordcards under the wrong pictures.
In the next stage they cannot just mime
the feeling, but have to repeat the word The children open their eyes. Give them a minute to
after you. take a look.
4 Move on to the next group of feelings. Then start reading the cards. Tell them to call out
First mime HUNGRY (pat your stomach). YES or NO depending on whether the words are in
the right place or not.
Let them guess in their mother tongue
what it is. 12 Ask the children to come to the board and correct
the mistakes (place the wordcards under the right
Then mime THIRSTY pictures).
(pretend you are hot and
then you are drinking). 13 Finally, get them to copy the words for the feelings
they have drawn.
Next do TIRED (let the
whole of your body 14 Now they can do Task 1 in the Activity Book. First
bend, yawn a little). they need to match the words with the pictures and
then colour the faces. It is a colouring dictation.
Finally, mime SCARED
(open your mouth, cover your eyes). Ask afterwards: WHAT COLOUR IS THIRSTY? or
WHAT FEELING IS GREEN?
Always say the English word after
they have guessed what the
feeling is.
69
Unit 5
In trouble
Step 2 HOW ARE YOU TODAY? Once the sheets of paper are ready, stick them on
the board or on the walls around the classroom.
1 Revise the feelings from the previous lesson. Use
mime, picturecards and wordcards. Ask everyone to take a pencil. They need to walk
around and write their name in one of the stations
You can play the MEMORY GAME (pictures
depending on how they really feel.
words).
Later on, you look at the stations and say who in
2 Tell the children to look in the Pupils Book (Tasks
the class is happy/sad etc.
1 and 2).
7 Finally, play the song. This is Task 6 in the Pupils
Get them to repeat the words individually after the
Book. They listen to it and then try to sing along.
CD. Then ask them to repeat and mime.
Ask the children to practise reading the text of the
Find out who can read all the feelings from the song in pairs.
book.
3 Write on the board: HOW ARE YOU?
Step 3 WEATHER AND FEELINGS
1 From now on, asking the children how they are
Read it and explain what it means. Get them to read
should be a part of every lesson.
the question after you.
Ask every child in the class. You can ask the first
4 Tell them that you are going to say how you REALLY
child. He or she gives the answer and asks another
are. They should repeat your sentence only if it is
child and so on. It can be done as a kind of CHAIN
true for them.
DRILL around the classroom.
Say and mime something like: IM HAPPY.
2 Revise the song HOW ARE YOU? The boys can sing
IM HUNGRY. IM TIRED.
their bit and the girls theirs.
Move on to the negative sentences: IM NOT SAD.
3 Ask the children if the weather affects their feelings.
(stress NOT and show negation by moving your
Tell them that, for example, you often feel sad when
index finger) IM NOT COLD.
it rains and very happy when it is sunny. Talk about
Write on the board: IM HAPPY. IM NOT SAD. this in their mother tongue. Find out how they feel
Check if they understand what it means. when it snows, if they are cold or hot, if they like it
when it is windy and so on.
5 Play the CD. They look at Task 3 in the Pupils
Book. It is a MINI DIALOGUE. 4 Show them the picturecards of different weather
conditions. See if they can name in their mother
They repeat after the CD in chorus. Ask them to tongue what they can see.
imitate the intonation.
Then introduce the expressions one by one:
Then they practise reading it with a partner.
IT IS SUNNY.
Finally, get them to use the dialogue to say how IT IS RAINING.
they really feel.
IT IS WINDY.
The last line can be: IM ____________ TOO. or IM IT IS FOGGY.
NOT ______________ . IM _______________ .
IT IS SNOWING.
Ask a number of pairs to act out the dialogue to the
whole class. 5 Show the pictures again and ask the children to say
the sentences after you.
6 Now they can make FEELINGS STATIONS. This is
Task 5 in the Pupils Book ITS YOUR TURN. 6 Tell them that you are going to mime these
expressions. Ask them to join you.
It is a good idea for you to prepare in advance 8
blank pieces of paper. Make groups of 34 children. 1. IT IS SUNNY. (put your hands up
Each group is given a sheet of paper. Give them a and open and close your fists
wordcard of a feeling they need to draw. Then they quickly)
copy the word too.
70
Unit 5
In trouble
2. IT IS RAINING. (hands up, WHATS THE WEATHER LIKE? (Explain what this
move your fingers up and means.)
down, like raindrops)
8 Now it is time to do the story. This is Task 7 in the
3. IT IS WINDY. Pupils Book.
(move your body
First, the children look at the pictures. They say who
sideways and make a
they can see and what the weather is like. Ask them
noise like a wind)
if they can also see how everyone in the picture is.
4. IT IS FOGGY. (put
9 Play the CD. They just listen.
one hand above
your eyes, on your eyebrows, After the first listening ask why the last sentence is
and pretend you are looking in there. (Home, sweet home!)
the distance and having trouble 10 Play the CD. They read after it.
seeing)
11 The third time they repeat the sentences and mime
5. IT IS SNOWING. (wave your the weather and the feelings.
arms gently in front of you as
if they were snowflakes falling 12 Ask the children to practise reading the story with a
down) friend. Then ask some children to read the story.
Repeat this a couple of times, 13 Finally, ask them to look at Task 4 in the Activity
changing the order of the expressions. Book. First, with your help, they need to number
the pictures put them into the right order. If you
7 Ask the children to look at Task 3 in the Activity think they can do it on their own, tell them to look
Book. First, get them to read the sentences after you. in the Pupils Book while they are doing it.
Then ask them to try and read them with a friend.
Next, they colour the pictures. Finally, they cut them
Next, ask several pupils to read the sentences on out and stick them in their notebooks in the right
their own. order.
Finally, get them to copy the sentences and colour 14 Ask some children to try and tell the story from their
the pictures. notebooks. With your help, of course.
While they are doing it, walk around, point to the
pictures and ask:
71
Unit 5
Language focus: I can sing / read / write / jump / 11 Ask children to come before the class. Ask him / her
hop / play... to choose one of the chants and say it by using the
How are you? I'm ... name of his / her friend instead of Zoran / Naa/
Damir ... That person wil be the next one to perform
the action and chant.
Step 1
1 Start off by revising all the actions that the children Step 3
have learned so far. It is important that you mime
the actions so that children can copy your mime. If 12 Revise the feelings (sad, happy)
they already know the action (verb), they can mime 13 Point out that we are HAPPY when we can do
themselves. something and SAD when we can't do something.
2 Write I CAN ... on the board together with the 14 Draw a happy face and a sad one on the board and
actions (verbs). Write as many of them as possible. write CAN and CAN'T below them.
3 Ask them to say and mime what they can do. Let 15 Ask children to listen to Task 2 in the Pupil's Book.
them start with I CAN...
16 Let them repeat the actions. Ask them to act the
4 Stick some pictures of children doing some actions. feelings out.
Ask them CAN YOU...?
17 Ask them to work in pairs and think of the activities
5 Let them say the sentence starting like this: I CAN... that they can and can't do.
6 Let them write the words in their notebooks. Let them say: I'm happy. I can... OR I'm sad. I
can't...
18 Revise the question How are you? and answers
Step 2 dealing with the feelings.
7 The children look in the Pupil's book now. There are 19 Do Tasks in Workbook and let children practice the
a lot of pictures that illustrate the actions introduced structures.
before. Ask them to name the action and point to
the right picture.
OPTION
DIVIDE THE CLASS INTO THE GROUPS. ASK THEM TO THINK ABOUT AS MANY ACTIONS AS POSSIBLE.
A REPRESENTATIVE CAN COME BEFORE THE CALSS AND MIME THE ACTION. THE OTHERS SHOULD
GUESS. THE WINNER IS THE GROUP THAT HAS AS MANY CORRECT ANSWERS AS POSSIBLE.
72
Unit 5
A surprise
Lesson 3 6 Now they look at Task 3 in the Activity Book
Aim: Naming some toys birthday where they have to do exactly the same.
presents 7 You can ask them to draw 3 toys in their notebooks
Learning a traditional song and an and copy the words. Talk to individual children
action rhyme about their drawings: WHATS THIS? WHAT
Language focus: teddy / ball / kite / doll / game / COLOUR IS IT?
train HAVE YOU GOT IT AT HOME?
Happy birthday! How old are you?
Im seven. Step 2 LISTENING TO THE CONVERSATION
1 Tell the children to look in the Pupils Book, Task
Step 1 INTRODUCING TOYS 1. They can name all the toys they can see. Ask
1 Ask the children how they play in their free time. them who is in the pictures and what the situation
What TOYS do they play with? is. They will immediately recognise the BIRTHDAY
PARTY.
What is their favourite toy? Tell them that they
already know the words for some toys in English. Write on the board: BIRTHDAY
Show the pictures of: Ask everyone to read it a couple of times after you,
A BOOK/ A CAR/ A BIKE paying attention to the pronunciation of the word.
2 Now introduce some more toys with the Get everyone to read it. Ask them what it means
picturecards: and when you say it.
A TEDDY / A DOLL / A BALL / A TRAIN / A KITE / A 3 Ask them what people usually get for their
GAME birthday? PRESENTS.
It would be much more attractive if you brought Write this on the board too. Draw some packages
the actual toys to the class, or ask some children (presents) next to it.
in advance to bring them. In that case you can Let the children tell you what presents they get.
start with the objects and then move on to the As they name some of the toys from the previous
picturecards. lesson, stick the pictures on the board.
Follow the standard procedure for introducing new 4 Ask the children what they usually eat and drink at
vocabulary: birthday parties. They can name most of the food.
point to / what number is? / what colour is ? / Teach the word: BIRTHDAY CAKE
whats number 5? / whats blue? / whats missing? Draw a cake on the board and write the word next
If you have the toys on your desk you can ask the to it.
children to hold up or touch the toys. Ask the children what they put on the cake
3 Write the words on one side of the board in random (CANDLES) and if they like blowing them out.
order. Do not read them, but ask if anyone can read 5 Read all the expressions on the board. The children
any of the words. Some of them are easy to read. read after you. Then they can copy them into their
Then ask the children to read the words after you. notebooks and write the words.
4 Ask two children to come to the board and ask: 6 Play the CD for the first time. The children just listen
and look in the book. After the firstlistening ask:
WHERE DOES IT SAY LOPTA? (Explain what your IS IT TEDS BIRTHDAY? NO. IT IS LIZS. HOW MANY
question means.) CANDLES ARE THERE ON THE CAKE? 7. WHY? LIZ
They have to point to the word and read it. IS SEVEN.
Repeat this a number of times with different children. 7 Play the CD for the second time. They just listen
again. Ask: IS LIZS BIRTHDAY REALLY TODAY? NO.
5 The children come to the board and match the ITS IN 5 DAYS.
pictures with the words.
73
Unit 5
A surprise
WHY IS THE PARTY TODAY? BECAUSE HER DADDY and maybe fill in the missing letters. If you find this
IS AT HOME TODAY. too difficult, do not do it. Here are some examples:
TE_DY _ALL BO_K KI_E C_R etc.
You will have to explain this a little. Tell them her
daddy is a pilot. He is often away. 4 The children can complete with your help Tasks 4, 5
and 6 in the Activity Book.
He will be away on her birthday too. That is why the
party is today. It is a SURPRISE. 5 Play the CD of the conversation from this lesson
again. Ask everyone to read after the CD. Then ask
8 The third time you play the CD they listen and
some children to take up the roles of the characters
repeat after it. Stop occasionally and explain the
and get them to repeat after the CD with the whole
meaning of sentences like: WHATS UP? / DADDY!
class singing the song at the end.
YOURE HOME! / HOW OLD ARE YOU?
6 Write on the board: HOW OLD ARE YOU? Check if
9 Ask them to sing the HAPPY BIRTHDAY song. Most
they remember what it means. Ask the class to read
children know it already.
it after you a couple of times. Then ask them what
10 The children look at Task 4 in the Pupils Book. Lizs answer to this question was and write it on the
board: IM SEVEN.
They repeat after the CD, then read the words
individually. Turn to a child and ask: HOW OLD ARE YOU? SIX,
SEVEN, EIGHT? Help the child say: IM _________ .
Use the three questions below to talk about
Ask a lot of pupils in class. Always help them with
presents for a while. It would probably be best if
the answer.
you read the questions and they answer.
7 The children look at Tasks 1 and 2 in the Activity
11 Finally, draw two big boxes on the board. Write
Book. First they read the questions for Liz and
BOYS under the first one and GIRLS under the
match them with the answers. Have them translate
second. Ask the children to do the same in their
each of the questions. Then ask them to try and
notebooks. Then tell them to draw 3 presents for
fill in the answers about themselves in Task 2. Ask
boys and 3 presents for girls. Tell them it is their
a number of pupils to read out the questions and
personal opinion and they can draw anything they
answers.
think is right (choosing from the presents in Task 4).
8 Find out when their birthdays are and whose
Later on, ask them to say what they have drawn.
birthday is very soon. Someone in class, a friends?
Tell them that it is very nice to give someone a
Step 3 HOW OLD ARE YOU? MAKNG A
BIRTHDAY CARD. So you are going to make one. All
BIRTHDAY CARD
they have to decide is who the card will be for. Get
1 Revise the toys first. Play a guessing game with them to tell you. Ask them to look in the Activity
pictures or real toys. WHATS THIS? CAN YOU Book, Task 8. All the instructions are there. Help
GUESS? them with the folding of the card. Show the
whole class what needs to be done. One step at a
2 You can also try THE UNFINISHED DRAWINGS. Start
time. Be patient, it will take a while. They can add
drawing a toy but after a few lines, when it is still
anything they like to the drawing. They also need to
very difficult to guess, ask the class what it is. Have
complete the text on the card.
them guess for a while without saying anything.
Then add some more elements to your drawing 9 When they have finished, ask them to leave the
and ask them to guess again. Finally, complete the cards on the desks. Ask everyone to stand up.
picture so everyone can see if they were right or
They have to walk around and look at the other
wrong.
childrens cards. Later on they can tell if there is a
3 Try another activity involving letters. Write on the card they liked very much.
board, one by one, words for toys leaving out a
You can make a class exhibition if you like.
letter or two. The class has to guess which toy it is
74
Unit 5
A surprise
Step 4 LEARNING THE ACTION RHYME 4 They look at Task 6 in the Pupils Book. Play the
CD. They just listen. Ask them to help the teddy find
1 Bring a real teddy to class. Put it in a non-
the way out of the maze.
transparent bag. Walk around the class and ask
several children to FEEL (with their hands) whats 5 Next, they listen and repeat the lines.
inside the bag. Tell them to guess what it is. 6 Ask a child to come up front. Play the CD again but
2 Take out the teddy and say that this little teddy is demonstrate the finger mime on this child. Repeat
lost. You found it in the garden. It does not know this with another child.
how to get home. Move the teddy around you 7 Tell everyone to work with a friend. Play the CD and
desk and say: IT GOES ROUND AND ROUND THE they do the finger mime. Encourage them to say the
GARDEN. (Move the teddy around your desk and lines as well.
explain that it is a garden)
8 They look at Task 7 in the Activity Book. They
ONE STEP, (the teddy takes one step) need to fill in the missing words and then colour the
TWO STEPS, (the teddy takes another step) picture.
TICKLE YOU UNDER THERE. (the teddy quickly A NOTE:
jumps toward a child sitting nearby and tickles him/ This is another rhyme that can be used in the
her under his/her arm) follow-up sections of lessons.
3 The children will probably enjoy this, so repeat it The more often you play with it, the better the
a number of times with different children, always children will master it
saying the lines.
75
Unit 5
Breakfast
Lesson 4 8 Ask them to draw 34 pictures in their notebooks
Aim: Learning some food items people and copy the words.
eat for breakfast 9 Take off all the pictures and play a guessing game.
Saying what you like and dont like WHATS THIS? CAN YOU GUESS?
Language focus: tea / coffee / milk / cocoa / toast / Add more food to the pile of picturecards. (the
bread / butter / jam / cheese / ham familiar words)
/ eggs
I like milk. I dont like coffee. 10 Have a little chat now about how important and
healthy it is to have breakfast. Ask them what they
think is healthy to eat for breakfast.
Step 1 INTRODUCING FOOD
A HAMBURGER? COCA-COLA? MILK? BREAD AND
1 Revise feelings and find out if anyone is hungry and BUTTER? A HOT DOG?
what they would like to eat. Use the picturecards of
the food the children already know. Use all the picturecards of food as a prompt for your
questions.
2 Revise the TPR story NO BOOKS (Unit 3, Lesson 2).
You can either play the CD of it once or ask the Find out if their parents have breakfast or just
children to look in the Pupils Book and read it. coffee.
Mime and say the story at least once. 11 Ask the children to make groups of 4. Each
group has a piece of paper. They divide it into
3 Play the CD and sing the song THIS IS THE WAY two parts. Two children in the group draw a
from the same lesson. GOOD BREAKFAST and the other two a BAD
Get the children to mime it too. BREAKFAST.
4 Now ask: WHEN DO ALL THESE ACTIVITIES TAKE Walk around and ask them what they are drawing.
PLACE? IN THE MORNING? IN THE EVENING? WHAT Finally, ask each group to say what a good and bad
ELSE DO MOST PEOPLE DO IN THE MORNING? THEY breakfast is for them. Everything in terms of how
EAT SOMETHING. ITS CALLED BREAKFAST. healthy it is, of course.
Write the word BREAKFAST on the board and ask Step 2 LISTENING TO THE CONVERSATION
the children to read it after you.
1 Revise the food from the previous lesson. You can
Find out if they usually have breakfast and what play a MEMORY GAME (pictures words).
they have.
2 Ask the children to look in the Activity Book, Task
The whole of this little chat is in a mixture of English 1. First, they name all the food they can see on the
and the mother tongue. table. Then they complete the sentences. Ask some
5 With the picturecards introduce the breakfast food children to read the sentences out loud.
listed above in the Language focus. 3 Tell the class to look in the Pupils Book, Task 1.
Follow the standard procedure (listen and repeat / Find out if they recognise from the pictures what
point to or hold up a picture / what number is ? / morning this is. (the morning after the birthday
whats number 2? / whats missing?) party)
6 Stick or write the words on one side of the board. Ask how old Liz is now, what presents she got
Get the children to read them after you. yesterday, etc.
Ask pairs of children to come to the board and ask: 4 Next, ask them who they can see in the pictures.
The whole FAMILY is there:
WHERE DOES IT SAY MLIJEKO? They have to find
the right word, point to it and read it. Repeat this a MUM, DAD, LIZ and A LITTLE BOY. Ask them to
number of times with different children. guess who the little boy is.
7 Get the children to come to the board to match He is LIZS BROTHER, of course.
(draw lines) the words with the pictures. 5 Play the CD for the first time. After the first listening
ask what the boys name is.
76
Unit 5
Breakfast
6 Play the CD again. The class repeats after it in 5 Now ask them about some food combinations. They
chorus. Now ask what Liz has for breakfast. have to demonstrate how they feel about them with
their thumbs.
7 The third time ask groups of children to take up the
roles of the characters. They repeat after the CD. THUMBS UP means I LIKE IT.
8 Write on the board the word PLEASE. Tell the class THUMBS DOWN means I DONT LIKE IT.
to find all the sentences where it comes up and to
Whenever they show how they feel about a
read them. Remind them of the rhyme
combination, ask someone to make a sentence too.
ALWAYS SAY HI. With your help, of course.
ALWAYS SAY PLEASE. Ask about a lot of combinations like:
ALWAYS SAY THANK YOU.
BREAD AND BUTTER / BREAD, BUTTER AND JAM /
ALWAYS SAY CHEESE. BREAD AND CHEESE / BREAD, CHEESE AND HAM /
(from Unit 1, Lesson 4) TOAST AND BUTTER / TOAST AND CHEESE / TOAST
AND EGGS / COFFEE WITH MILK / TEA WITH MILK
9 Now the children can look at Task 3 in the Activity etc.
Book, where they can see Lizs family.
Explain how some people love tea with milk,
They need to copy the words and colour the especially people in England where they speak
pictures. English.
Step 3 I LIKE MILK / I DONT LIKE COFFEE 6 Ask the class to look in the Activity Book, Task
4 to find out what everyone in Lizs family likes for
1 Tell the class to look in the Pupils Book again. breakfast. Encourage them to read out loud the
This time it is Task 4. Play the CD and ask individual sentences, one by one, and then draw the pictures.
children to repeat after it.
Finally, they need to draw what they like. Ask a lot
2 Ask the children to count how many pictures there of children to tell you what their breakfast is.
are. Tell them to try and remember them in one
minute. After a minute, ask them to close the Step 4 BREAKFAST CHANT
book. Then see if anyone can name the 11 pictures.
Any order is fine. This should not be too difficult 1 Revise a lot of commands with the class performing
now because these are the words they have been the actions.
working with in the previous lessons. 2 Play the following game.
3 They open their books again. Tell someone to Hand out pictures of breakfast food to pairs of
choose one word and read it. children. A pair gets one picture.
For example, someone says TEA. If your class is big, add more pictures of food like A
You say: I LIKE TEA. (pat your stomach and add SANDWICH / A PUDDING / A BANANA etc.
yummie) or I DONT LIKE TEA. (make a face of Tell them to listen to your command. The first one is
dislike and wave your finger about ) CLAP!
The children read more food words and you always When you call out a word, the pair who has the
make a sentence with I LIKE or I DONT LIKE. corresponding picture has to repeat it and clap their
4 Draw their attention to the two hearts below the hands. It goes on until all the words have been
pictures. Ask them to read the two phrases after called out.
you. Now tell them to make sentences. You name Now the children swap the pictures with another
some food and they have to say I LIKE or I DONT pair. You give the next command:
LIKE _______ .
TAP YOUR LEGS! (Show how you do it.) Again, all
You will have to help them, of course. the pictures need to be mentioned.
77
Unit 5
Breakfast
You can have another round with another swapping 5 Get them to repeat the chant after the CD.
of pictures. This time, the command could be
6 Next, they can read it from the book.
STAND UP!
7 Now write the words below the pictures on the
If you want to make it more challenging, you can
board, leaving out a letter in each one.
hand out words instead of pictures. This turns it into
a reading activity. Ask the children to come to the board and fill in the
missing letters. They can check in the book before
3 Play the CD. The children just listen to the chant.
they volunteer.
Play it again, they listen and perform the actions.
8 They can complete Task 2 in the Activity Book.
4 Before you play it the third time, stick on the board It is exactly the same. This time they do it on their
all the pictures of the food mentioned in the chant. own. Walk around and check how it is going.
Make sure they are in random order.
Now play the CD and let the children put the
pictures into the order they appear in the chant.
78
Unit 5
My day
Lesson 5 5 Translate the following expressions into L1.
Aim: Learning about every day activities 6 Play a CD and ask the children to listen to Task 3 in
Revising time Pupil's Book.
Language focus: get up / have breakfast / have 7 Let them repeat the phrases couple of times.
lunch / study / play fotball / have
dinner / watch TV / go to bed... 8 Then, let them listen to the text about Mirza's day.
9 Children read the text assuming the role of Mirza.
10 Children do Tasks in the Activity book
Step 1 +++
11 Write on the board some of the activities such as:
1 Talk to children about their every day obligations.
What do they do in their free time. You can run the
conversation in L1. What do they do in their free GET UP
time, do they study a lot,play sports, play musical
HAVE BREAKFAST
instruments?
GO TO SCHOOL
2 Write on the board the following three expressions:
HAVE LUNCH
HAVE BREAKFAST
WATCH TV
HAVE LUNCH
GO TO BED
HAVE DINNER
79
Unit 5
Goodbye
Lesson 6 Open the door and say: GOODBYE! (Close the door
Aim: Revising greetings behind you.)
Learning a Goodbye Song Keep coming in and out, using different greetings:
Language focus: hello / hi / good morning / HI! SEE YOU LATER!
goodbye / see you later / good night
GOOD MORNING! GOODBYE!
HELLO! GOOD NIGHT!
Step 1 LISTENING TO THE CONVERSATION
2 Write them all on the board or stick up the cards
1 Start off with the revision of feelings. Use the with these words on them. Ask the children what
picturecards. Ask the children how they are. they say when:
2 Let the children tell you when they are usually they get up in the morning / see a friend in the
happy and when they are sad. street / leave school / before they go to sleep / see a
3 Ask them if they are happy with their friends. Are friend from another class at school etc.
they ever sad with their friends? Explain the situations partly in their mother tongue.
4 Now get them to tell you once again who the main They just have to choose the right greeting and read
characters in the book are. it from the board.
As they mention their names, stick their pictures on 3 Tell them to look in the Activity Book, Task 1. First
the board. Ask what they can say about each one of they trace the greetings. Then they need to sort
them. Prompt with some questions like: them out. It may be a good idea to do it orally with
the whole class first.
WHO IS A BOY / A GIRL / A PARROT?
4 Go back to the lesson in the book. Ask the class to
WHO HAS GOT A BALLOON / SIX TOES / A
read the conversation a couple of times.
BROTHER TIM / A BIKE/ ?
You can try reading with the CD for a change (at
And so on.
the same time). This is a good exercise to practise
5 Now tell them to guess how all the characters are the rhythm of sentences.
today. Let them call out feelings until they guess
5 So, Liz is sad, her friends are going far away. Play
that everyone is sad. Ask them why.
the song, Task 3 in the Pupils Book.
6 Tell the children to look in the Pupils Book, Task
First, they listen and then try to sing along. Repeat it
1. Just by looking at the pictures let them guess why
a couple of times.
everyone is sad.
6 Get them to do Task 2 in the Activity Book. They
7 Play the CD. They just listen. Ask: WHO IS GOING
need to fill in the missing words and colour the
AWAY?
picture. Play the song over and over again while
8 Play the CD again. They listen and repeat after they are doing it.
it. Ask the children to take up the roles of the
All the missing words are in other places in the
characters and read the lines or repeat after the CD.
song. If they find it too difficult, tell them to copy
9 Get them to choose one picture from the cartoon, the words from the Pupils Book.
draw it in the notebook and copy the words in the
speech balloons.
10 Ask the children to imagine what is going to happen
with the characters in the future.
80
Unit 5
81
Story pool
There are 5 stories role plays in the pool. You may add another song to your Christmas party in
class. Whatever you feel your class might enjoy and you
MERRY CHRISTMAS and HAPPY EASTER are illustrated in
have at hand.
the Pupils Book and followed by corresponding tasks in
the Activity Book.
The other three stories are here in the Teachers Book. HAPPY NEW YEAR
If you want to use them, you need to make copies for
every child in class. 1 Ask the children to bring balloons and some boxes
You can use your imagination to deal with them in class. wrapped in colourful papers for that lesson.
Here are only a few tips. 2 Introduce the word FIREWORKS. Children can also
bring some candies. Put the hands of the clock on
12 o' clock.
EID UL-FITR
3 Listen to the sentences.
1 Introduce the vocabulary first: MOSQUE, 4 Read and mime sentence by sentence.
TRADITIONAL FOOD, GRANDFATHER,
5 Children read and mime the sentences.
GRANDMOTHER...
Have in mind that you can follow the procedure
2 Before you start listening to the text, point to the
similar to the one in lesson Merry Christmas.
picture of the boy and the girl from the texbook.
Introduce their names and country. Point to the The follow-up Task is in the Activity Book.
mosque, their grandmother, grandfather.
Any other material can be added to mark this
3 Listen to the text. holiday.
4 Ask a girl from the class to read Azra's sentences
and a boy to read Emir's sentences.
HAPPY EASTER
5 Practise reading the text with other boys and girls
from the class. This is another TPR story. Follow the procedure
6 The follow-up task is in the Activity Book. suggested in the previous story.
Any other material can be added to mark this holiday. Introduce the key words (find the pictures in the pack),
do the story (the mime is shown in the Pupils Book) and
then do the follow-up task in the Activity Book.
Again, any suitable material you may have, can be added
MERRY CHRISTMAS to mark this holiday.
a) say and mime the story, the children listen 4 Follow the procedure in the lesson Merry Christmas
b) say and mime the story, the children mime with you Again, any suitable material you may add to mark
c) say and mime the story, the children mime and this holiday.
repeat the words after you
d) say but do not mime the story, the children
repeat your words and mime the story
e) the children say and mime the story
The song is also recorded.
82
Story pool
8 Finally, they try to memorise their lines and really act
STATEHOOD DAY, ST. VALENTINE'S DAY, the story out.
WOMEN'S DAY
9 The follow-up task could be to colour the story and
stick it in their notebooks.
1 Introduce the holidays by starting a discussion about
them in L1.
2 Bring some photos or interesting posters about BALLOONS
these holidays in class.
3 Children listen to the short texts about the above This role play can be used at the end of Unit 2.
mentioned holidays. Follow the procedure suggested above.
4 Have them repeat sentences a couple of times after
they have listened to them.
OH POLLY!
5 Tell the children to choose the holiday and make a
postcard or small poster about it
This role play can be used at the end of Unit 3. Use a
You can divide them into groups and have them squeaky voice to play Polly.
make the posters.
Also, use the real objects in the classroom.
Follow the procedure suggested above.
BUFF
83
Story pool BUFF
HE MAKES A
ITS BIG.
SANDWICH.
YUMMIE!
TED IS
HUNGRY.
HI LETS
TED! HAVE A
SANDWICH!
WHERE
IS IT?
UNDER
THE
TABLE? BUFF IS
UNDER THE
TABLE.
WOOF!
WOOF!
HES
SHAME
EATING THE
ON YOU
SANDWICH!
BUFF!
84
BALLOONS Story pool
HOW MANY
BALLOONS
HAVE YOU
GOT?
BALLOONS!
BALLOONS!
BIG AND LITTLE!
BALLOONS!
ONE, TWO,
THREE, FOUR,
FIVE, SIX,
SEVEN, EIGHT.
IVE GOT
8 BALLOONS.
TWO
BALLOONS,
PLEASE!
A BIG
BALLOON,
PLEASE.
THANK
YOU.
HERE
YOU ARE.
HERE HOW MANY
YOU BALLOONS
THANK
ARE. HAVE YOU
YOU.
GOT NOW?
IVE GOT
NO BALLOONS
CRASH! NOW.
OUCH!
IVE
GOT...
85
Story pool OH POLLY!
THE CHILDREN
ARE OUT.
POLLY IS
IN THE A BOOK!
CLASSROOM.
A PENCIL!
A PEN!
A PENCIL
CASE!
A NOTEBOOK!
WHERES
WHERES
WHERES MY
MY
MY PENCIL
NOTEBOOK?
PEN? CASE?
IN THE
BIN! OH POLLY!
IN THE HA, HA, HA!
BIN!
86