priručnik za nastavnike

engleskog jezika za 4. razred

devetogodišnje osnovne škole
SARAJEVO PUBLISHING d.d.
Obala Kulina bana 4, Sarajevo
Za izdavača:
Mustafa Alagić, dipl. oec.
 4
Mirela Vasić
Zarifa Kazazović
Biserka Džeba

DIPin
Maja Mardešić

priručnik za nastavnike
engleskog jezika za 4. razred
devetogodišnje osnovne škole

SARAJEVO PUBLISHING
Sarajevo, 2008.
Contents
INTRODUCTION

Starting up 8 ENGLISH IS EASY

Lesson 1 10 ENGLISH IS EASY

Lesson 2 12 THE ALPHABET

Lesson 3 14 CAN YOU SEE?

SUM UP 1 16 Revision

UNIT 1 17 THE CLICKS

Lesson 1 18 MY NAME IS TRACY

Lesson 2 20 I’M A PUPIL

Lesson 3 23 SUZY IS LOST

Lesson 4 26 WHO IS THIS?

Lesson 5 28 FRIENDS

Lesson 6 30 A NEW JOB

SUM UP 2 33 Revision

UNIT 2 34 AFRICA

Lesson 1 35 TRACY IS SAD

Lesson 2 37 MONKEYS AND COCONUTS

Lesson 3 40 AFRICAN ANIMALS

Lesson 4 43 TOBY

Lesson 5 44 TRACY’S SHOE

Lesson 6 47 GRETA IN ACTION

Lesson 7 50 BOOBOO AND BOOBAH

SUM UP 3 52 Revision

4
 Contents
UNIT 3 53 WHAT CAN THEY DO?

Lesson 1 54 JOB

Lesson 2 57 MYSTERIOUS MIKE

Lesson 3 60 BLAST OFF

Lesson 4 63 FRIENDSHIP

SUM UP 4 65 Revision

UNIT 4 66 WHAT ARE THEY DOING?

Lesson 1 67 PHOTOS FROM AFRICA

Lesson 2 69 WHERE’S THE ICE-CREAM?

Lesson 3 71 TRACY IS THINKING ABOUT THE HOLIDAYS

Lesson 4 73 GETTING READY

Lesson 5 75 AT THE SEASIDE

SUM UP 5 77 Revision

UNIT 5 78 TRACY IS BACK HOME AGAIN

Lesson 1 79 MY HOME

Lesson 2 80 TRACY’S ROOM

Lesson 3 81 WHAT’S THE TIME?

Lesson 4 82 I LIKE ENGLISH, AND YOU?

SUM UP 6 83 SORT THE WORDS OUT

APPENDIX 84 HAPPY BAYRAM / MERRY CHRISTMAS

/ HAPPY NEW YEAR / HAPPY EASTER / HAPPY

HANUKKAH / JURJEVDAN

86 SUGGESTED PLAN FOR ONE SCHOOL YEAR

5
6

A WHO IS THE COURSE FOR?
This course is for children who have already
completed a begginers' course of English in the
previous year. It offers enough material for one
year's work with three classroom periods per week.
B WHAT ARE THE COMPONENTS OF THE
COURSE?
1 THE PUPIL’S BOOK
It is in colour and it is to be used as a visual aid.
It contains illustrations of conversations, songs,
rhymes, games and some basic vocabulary. It also
provides some information for teachers and parents
on how the material can be exploited in class.
It also contains a WORD LIST at the back.
2 THE ACTIVITY BOOK
It contains individual tasks designed mainly as
follow-up activities, such as: colouring, drawing,
matching words with pictures, filling in sentences,
doing puzzles, cutting out pictures and words,
finding words in word searches, etc.
3 THE CASSETTE
Dialogues, songs, rhymes from the Pupil’s Book are
recorded on the cassette. It is an important auditory
aid which can be used for practising the sound
system, stress and intonation of the language. It can
also be played whenever children are doing some
individual quiet work. They will unconsciously start
repeating what they hear on the tape or sing along.
4 FLASHCARDS
The set of flashcards is an essential teaching aid.
It covers basic vocabulary and characters from
the Pupil’s Book. It is to be used for vocabulary
introduction and practice as well as for a number of
games.
5 THE TEACHER’S BOOK
It is designed to help the teacher make the most of
the course. There is a step-by-step approach to each
of the lessons plus a number of additional ideas on
how to practise and reinforce the language that is
being taught.
C WHAT ARE THE BASIC AIMS OF THE
COURSE?
The basic aims of the course are as follows:
Introduction
– T o maintain and further develop interest and a
positive attitude towards learning English as a
foreign language.
– T o revise vocabulary from the previous course and
to introduce new topics and vocabulary.
– T o create a friendly non-threatening learning
atmosphere for children to enjoy and take part in
numerous activities.
– T o enable children to talk about themselves, their
families, friends and interests.
– T o encourage children to produce sentences
instead of isolated words only.
– T o develop and integrate all four skills: listening,
speaking, reading and writing.
D HOW DOES A TEACHER PLAN AND
PREPARE THE LESSONS?
The course consists of 6 UNITS – 29 Lessons. There
are also 6 SUM UP (revision) sections. Plus some
additional material to be used at Bayram, Christmas,
New Year, Easter, Hanukkah and Jurjevdan.
Here are some tips for planning a single lesson:
1 Look at the relevant pages in the Pupil's Book.
2 Look at the corresponding tasks in the Activity
Book.
3 Listen to the material on the tape. You need to get
familiar with some songs and rhymes.
4 Read the lesson plan in the Teacher's Book.
5 Prepare the visual material: select the picturecards
from the pack and prepare the wordcards if needed.
6 Look at the lesson plan in the Teacher's Book again.
Change or adapt anything you have better ideas for.
7
STARTING UP

ENGLISH IS EASY

This short introductory unit is designed to revise some of the language material introduced
in the previous grade and to introduce a few simple songs and rhymes that can get the
children started into the second year of learning English.

The following language items are present in this unit:

– introductory song (English is easy)

– the English alphabet

– alphabet rhyme (A, B, C, D, E, F, G)

– revision of commands and vocabulary from grade 1

– action rhyme (Run to the house)

The unit ends with the first revision section SUM UP 1 which is a BINGO game this time.

8

Lesson 1
Aim: Revising vocabulary from the
previous grade
Learning a song
Language focus: feet / hands / run / clap / stand
Step 1 FIRST LESSON
Start the first lesson in the new school year with a
little chat. Do as much of it as you can in English
but whenever you notice problems mix English with
the mother tongue.
1 Greet the children and find out how they are.
Prompt by asking if anyone is tired / hungry / thirsty
/ angry / sad…
2 Walk around the clasroom and ask different children
what their names are.
3 Next, get them to tell you what school things they
have in their bags and on the desks.
Pick up different things and ask: WHAT'S THIS?
4 Ask them to put all the things for their English
lesson on the desk. Prepare some of the things
yourself. Say and demonstrate:
HOLD UP YOUR BOOK! VERY GOOD! THIS IS YOUR
PUPIL'S BOOK.
Get everyopne to say PUPIL'S BOOK after you and
say what it means.
HOLD UP YOUR ACTIVITY BOOK!
Everyone repeats ACTIVITY BOOK after you.
HOLD UP YOUR NOTEBOOK!
Ask them what colour their notebooks are. Help
with colours if they have forgotten them.
5 Ask them to guess what other things they are going
to need in class. Get them to hold up things they
mention like: A PENCIL / AN ERASER / A SHARPENER
/ COLOURED PENCILS
Tell them to always carry SCISSORS and some GLUE
in the pencil case.
6 Ask the children to look at the Pupil's Book. Get
them to read what it is called.
Then ask them to browse through it and say in their
mother tongue what new things they are going to
learn.
7 Ask them to browse through the Activity Book now.
The children can name some of the activities they
Starting up
English is easy
are going to do in it. Most of them are the ones
they were exposed to in the previous course.
8 Finally, get them to tell you what else you – the
teacher – will be using in class. They will probably
remember the CASSETTE and the pictures
– FLASHCARDS. Have them somewhere nearby and
show them to the class.
9 Ask them in the end if English is EASY. Explain what
it means.
Ask if it is FUN. Again explain the word.
Tell them that you are sure that it will be easy
and fun for everyone because they are very clever
children.
10 Put all the things they need in the English class in a
non-transparent bag.
Play a guessing game now. The class turns around
and closes their eyes.
A child chooses one thing from the bag and hides it
behind his/her back.
The class guesses what it is. Encourage them to
use the words PUPIL'S BOOK and ACTIVITY BOOK,
SCISSORS and GLUE. If they do not remember the
words, they can call them out in the mother tongue
and you repeat them in English.
Step 2 LEARNING THE SONG English is easy
1 Start off by revising some of the commands that the
children have learned in grade 1.
They could be something like:
STAND UP, SIT DOWN, TOUCH YOUR NOSE/EARS/
EYES/TOES, CLAP YOUR HANDS,
RUN, HOP, TOUCH THE FLOOR / A CHAIR…,
POINT TO A WINDOW / A DESK…,
WIGGLE YOUR FINGERS / TOES / NOSE…
Do it with the whole class first.
2 Then play a ball game. Throw a small ball to a
child and give him/her a command. The child
performs the action and throws the ball to
someone else. If the child does not know what
to do, he/she simply throws the ball back to you
and you select someone else.
For the beginning it is just you who gives the
commands. Later on the children can take over.
9
Starting up
English is easy
3 Put your hands in front of your face and say:
HANDS
CLAP YOUR HANDS!
HOLD UP YOUR HANDS!
Perform the actions and ask the children to do the
same.
Now say: CLAP YOUR HANDS TWICE!
Give two claps and the class copies.
Repeat the three commands and the children do the
same.
4 Sit somewhere where everyone can see you.
Stretch your legs, wiggle your feet and say: FEET
(Make sure they know what it means.)
Say: FEET UP!
FEET DOWN! (Move your feet up and down
while sitting)
STAND ON YOUR FEET! (Stand up.)
RUN!
The children do the same.
Repeat the FOUR commands and the children do
the same.
5 Mix the commands.
STAND UP! HOLD UP YOUR HANDS!
CLAP THEM TWICE!
SIT DOWN! FEET UP! FEET DOWN!
STAND ON YOUR FEET! RUN!
Repeat this a few times but each time move more
quickly from one command to another.
6 Tell the children that they are going to listen to the
tape and they have to perform the actions they
hear.
Play the spoken version of the song and let the
children do what they can understand.
Play it one more time and they try to mime some
actions again.
7 Get them to look in the Pupil's Book, Task 1. Play
the tape, they just listen and look in the book. Next,
they listen and mime. Finally, they repeat the lines
and mime.
8 Play the song a few times and let them sing along.
10
9 Ask some children to read the lines of the song.
Check the meaning of each line.
Tell the class to play the role of a translator. Help
them, of course.
10 Get them to look in the Activity Book, Task 1.
They need to match the words with the pictures.
Then ask them to do Task 2 where they need to
use the words from Task 1 to complete the lines of
the song. Do it with the whole class because it is
the beginning of the school year. Encourage several
children to read the lines afterwards while the
others are colouring the pictures. Play the song over
and over again.
Step 3 REVISING VOCABULARY FROM GRADE 1
1 Ask the children to look at the picture in the Pupil's
Book, Task 4 – It's your turn!
Put them in groups of 4 and ask them to name in
English as many pictures as they can. They can circle
with a pencil all the pictures they do not remember
the words for.
They have to count how many words they do not
remember.
2 Get all the groups to tell you how many words they
do not know. The group with the lowest number
gets to describe the picture.
Each child in the group can say 3 words.The class
listens and points to the pictures.
When the first group is finished ask if anyone knows
the words for any other pictures.
3 Soon only problematic pictures will be left. Get
them to call out words in the mother tongue and
you say them in English. There is, of course, a
possibility that the children will remember all the
words.
4 Play a pointing game. Say the words and they
point to the pictures.
5 Next do a sorting out activity. Name the topic (in
English and the mother tongue) and they call out
the words that belong there. The topics are:
NUMBERS  SCHOOL THINGS  ANIMALS  TOYS
BREAKFAST  IN THE SKY

6 Revise the colours too.
Ask WHAT COLOUR IS THE _______ ?
Or WHAT'S RED?
7 Ask the class to look in the Activity Book, Task 3.
First, get them to tick all the words they can read.
Then ask different children to read a few words and
point to the corresponding pictures in the Pupil's
Book. Finally, find out which words were a problem.
8 Task 4 can be done now. They have to copy the
words for numbers and some other things.
Walk around and check how it is going.
9 To round off this revision of vocabulary, use the
flashcards from the previous. Divide them into 6–
Starting up
English is easy
7 piles, each pile containing around 20–25 pictures.
Put these piles on different desks. The class is also
divided into 6–7 groups. Play the rotation game.
Each group starts with one pile. In two minutes they
have to go through the pictures and name as many
as they can. Then you clap your hands or ring a
bell and they move on to the next pile. The activity
is over when all the piles have been looked at by
all the groups. In the last round the group has to
present their pile (name the pictures) to the whole
class. If there is something they do not know, the
other groups can help.
Make sure you praise them a lot.
11
Starting up
The alphabet
Lesson 2
Aim: Naming the letters of the English
alphabet
Learning a rhyme
Language focus: letters of the alphabet / say hello /
say goodbye / smile / go away
Step 1 LEARNING A RHYME
1 Revise most of the commands the children know.
Play the POLLY SAYS (SIMON SAYS) game.
Add some more commands to the game: SAY
HELLO! / SAY GOODBYE! / SMILE! / GO AWAY!
Introduce one command at a time and mix it with
the ones they know. Always perform the command
yourself at the beginning.
2 Write the following letters on the board:
A  B  C  D
Get the children to read them in the mother tongue.
Now tell them that English is a very funny language
because all the letters have 'names'.
Tell them to listen carefully to the names of the
letters on the board. Say the letters.
Ask them to repeat the letters after you.
3 Add three more letters:
E  F  G
Do the same as with the previous group of letters.
4 Ask the whole class to repeat the seven letters after
you. Then ask groups of children to do the same.
Find out which letter sounds very funny to them.
5 Tell them you are going to try something else now.
You are going to read the group of letters on the
board forwards and backwards. Read:
A B C D E F G GFEDCBA
6 Point to the letters on the board and read forwards
and backwards a few times with the class reading
after you.
7 Say the lines of the rhyme once, miming the actions
as well. The class can just listen.
A B C D E F G say HELLO and smile with me!
G F E D C B A say GOODBYE and go away!
8 Play the tape and ask the children to mime the
rhyme.
12
9 Ask them to look in the Pupil's Book, Task 1. Play
the tape again, they just listen and look in the book.
10 Finally, ask them to repeat after the tape in chorus,
then smaller groups, and then individually.
11 Ask them to copy the first part of the rhyme in their
notebooks. They can draw the picture as well.
Step 2 INTRODUCING THE ALPHABET
1 Find out if the children can name all the letters in
the alphabet of their mother tongue. Get them to
tell you how many letters there are all together.
2 Ask them to look in the Pupil's Book, Task 3. Let
them count the letters of the English alphabet. Next,
ask them if they can see any special English letters.
Get them to say these letters after you: Q W X Y
3 Play the tape and ask them to listen to the 'names'
of all English letters.
4 Play the tape again. This time they need to point to
the letters and repeat after the tape.
5 Ask groups of children to repeat after you, or after
the tape, groups of letters (3–4 letters).
6 Tell them to look in the Activity Book, Task 1.
Read the letters one by one and they colour the
letter which has been read.
If you like you can turn it into a colouring dictation.
You say the colour they have to use for each of the
letters. If you decide to do this, here is a little tip:
make them colour all the vowels BLUE, all special
English letters RED, all letters sounding similar in
one colour too. For example, B, C, D, G, P, T, V are
GREEN; F, L, M, N, S are YELLOW.
When the colouring is completed, read the letters in
one colour and ask them to guess why they all share
the same colour.
7 Now ask them to write each of the letters three
times using handwriting. Draw their attention to
how some of the special letters are written.
8 Play BINGO now. The instructions are given in the
Pupil's Book, Task 4 – It's your turn.
The children will probably want a few rounds of
the game, which is welcome. It is a good idea to
write the whole alphabet on the board before the
game, so when you say a letter you can also point
to it on the board. The children cannot play the
game otherwise, bacause they have certainly not yet
memorised the letters.

9 Now tell the children you need their help. Ask
them to try and concentrate and to say a word or
two that begins with a particular letter. Start with
something easy like:
B (they will probably remember BOY, BED…)
Do the same with some more letters like:
P, T, M, S, R, D
Praise them a lot for every word they remember.
10 Ask them to look at the pictures in the Activity
Book, Task 2. They try to say what they can see.
Then get them to decide which letter each of the
words begins with. They can write the first letter
in the picture. Draw their attention to the fact that
Starting up
The alphabet
KITE starts with K and CAT with C although they
both sound the same. Explain that that is why even
English children need a lot of time to learn to write
the words.
11 Now they can colour the pictures, cut them out and
stick them next to the right letter in the alphabet.
A NOTE:
The alphabet is introduced here just to make
the children aware of some of the problems and
differences between English and their mother
tongue. The children are not to be expected to spell
or do any similar activities. It is much too early for
that.
13
Starting up
Can you see?
Lesson 3
Aim: Learning an action rhyme
Language focus: run / open / touch / climb / reach
Step 1 REVISING THE ALPHABET
1 Revise the rhyme from the previous lesson.
(A, B, C, D, E, F, G say HELLO and …)
Play the tape once and let the children repeat after
it. Then say the rhyme yourself but leave out certain
letters or words so the children can say them. Here
is an example:
A, B, ____ , D, E, ______ , G
Say ____________ and smile with _______ !
G, F, E, ______ , C, B, __________
Say ____________ and go ___________ !
You can do this a few times, always leaving out
different bits. The children can follow the text of the
rhyme in the book. This will make it easier for them
to guess the missing bits.
2 Revise the whole alphabet. They can look at it in the
book and say the letters after you.
Then get them to read the letters after you from
the Activity Book. This time you read the letters in
groups of three and they repeat after you. They
should always point to the letters they say. In the
final round ask them to read after you even bigger
groups of letters.
3 Write the following letters on the board:
S T D F H C
Get them to read the letters after you.
Tell them now that you are going to say some words
and they have to say which letter they start with. They
can come to the board and point to the right letter.
Here are the words you use:
DOOR SKY CAT HOUSE DOG FLOOR TREE STAR
CLOUD SUN HORSE TEDDY FEET
Write each word under the right letter each time a
child points to it. Your board will look like this in the
end:
S T D F H C
SKY TREE DOOR FLOOR HOUSE CAT
STAR TEDDY DOG FEET HORSE CLOUD
SUN
14
4 Have the class read the words in chorus and then
ask the children to come to the board in pairs. Ask:
WHERE DOES IT SAY 'KUĆA'?
They have to point to and read the word.
Do the same with all the words with different
children taking part.
5 Ask the children to look in the Pupil's Book, Task
1. Give them just 30 seconds to take a look at the
picture there and then they have to close the book.
Ask what they remember.
Get them to come to the board and circle the words
that they have seen in the picture.
6 The children look at the picture in the Pupil's Book
again. Check if they were right about what they
remembered. With children looking at the picture,
ask the same question for each of the words on the
board:
CAN YOU SEE THE SKY / STAR / SUN …?
All the children have to say is YES or NO.
7 Finally, ask if they can see anything else that is not
written on the board. They will probably come up
with WINDOWS and A GARDEN.
8 Now tell the class to look in the Activity Book. In
Task 1 they have to find some of the words in the
Word Search and in Task 2 they need to draw the
pictures for the same words.
Step 2 LEARNING THE RHYME Can you see?
1 Everything you have done in the previous step has
been a preparation for this rhyme.
So now, you can just play the tape. The children
look in the Pupil's Book, Task 2.
They have to answer the questions they hear and
follow in the book.
2 Play the tape once again, but this time ellicit some
more information. Here is how you do it.
Can you see the house? 
Yes. IS IT BIG OR LITTLE?
Can you see the door? Yes. 
HOW MANY WINDOWS CAN YOU SEE?
Can you see the dog sleeping on the floor? No.
WHO IS SLEEPING ON THE FLOOR?
Can you see the tree? Yes.
WHAT COLOUR IS THE TREE?

Can you see the sky? Yes. IS THE SKY BLUE?
Can you see the sun shining way up high? No.
CAN YOU SEE THE MOON?
(Explain 'way up high'.)
3 Tell the children to look at Task 3 in the Pupil's
Book. This is where the rhyme is.
Play the tape, they just listen and look in the book.
Play the tape again. Stop after each sentence and
ask the class to mime the action with you.
The third time you play the tape, they listen, mime
and repeat the lines.
Starting up
Can you see?
4 Get the class to read the rhyme after the tape in
chorus and then individually.
5 Finally, ask someone to read the rhyme slowly with
the rest of the class miming the actions. You can
repeat this a couple of times.
6 Task 3 in the Activity Book can be done now.
They have to match the lines of the rhyme with the
pictures. In Task 4 they have to fill in the missing
letters.
7 Use all the actions from this rhyme to play the
SIMON SAYS game. Mix them with the actions
from Lesson 1 and Lesson 2.
15
Starting up

What letter is this? Can you guess? (selecting a

SUM UP 1 letter from a pile and writing it on the friend’s back)
CROSSWORD PUZZLE
BINGO
There is a crossword puzzle in the Activity Book.
There are 12 cards for BINGO in the Pupil's Book.
Because it is the first one the children are asked to
This enables the game to be played a number of
do, it may be a good idea to work on it slowly.
times. The children select a card and the teacher
calls out words or letters. The first child (children) First, find out if they know what it is in the mother
to cross out all the boxes on the card is the winner. tongue, if they have ever tried to do one, and so on.
The winner has to say back the words or letters on
Then get them to look in the Activity Book and
his/her card so the teacher can check if the game
explain how they are going to do it.
was played properly.
Get them to look at the pictures and say what they
To make the game as efficient as possible, it is a
can see. Then they can look at the words below the
good idea for the teacher to have all the words and
puzzle and try to read them. Finally, tell them to fill
letters written on a piece of paper so there could be
in the boxes with the correct words. Make sure they
no mistakes or doubts.
understand which direction each of the words is
The techer crosses out the word or letter that has supposed to be written in.
been called out.
READ AND DO (COMMANDS GAME)
Here is the actual list of words and letters from the
Write the following or similar commands on pieces
game (all 12 cards included).
of paper:
TREE, CAT, SKY, BOY, DESK, HOUSE, CHAIR, DOG,
STAND UP, SIT DOWN, RUN, HOLD UP YOUR
GIRL, STAR, DOOR, BOOK, BAG, FLOOR, SUN
HANDS, CLAP YOUR HANDS, SAY HELLO, SAY
LETTERS: A
 , B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, GOODBYE, SMILE, GO AWAY, OPEN THE DOOR,
Q, R, S, T, U, V, W, X, Y, Z TOUCH THE FLOOR, TOUCH A CHAIR, SLEEP, OPEN
A BOOK, etc.
Of course, there will be problems with remembering
the letters. To help the children, the teacher can The children take turns to pull out a card, read the
make cards with the letters. So when a letter command on it and perform the action.
comes up during the game, the teacher can show
The rest of the class have to guess what the
the card with it as well as pronounce it.
command was.
The same cards can be used to play Bingo with the
DRAWING DICTATIONS
letters only – ALPHABET BINGO.
Write on the board 3 simple tasks and ask the
You can also encourage the children to make their
children to copy them and draw pictures.
own cards with letters and then you can play a
number of games such as: Here is an idea:
Hold up letter _______ ! A BIG HOUSE
What letter is this? (1 set of letters face down on A RED DOOR
a desk, two children turning over the cards) A BLUE STAR

16
 UNIT 1

THE CLICKS

Unit 1 introduces the main characters. They are the Clicks, an English family. The members
of the family are: Tracy, a funny girl, her brother Pete who is very clever, their mum Greta
who is a vet and their dad Mick who is a photographer.

The unit consists of 6 lessons. In Lessons 1 and 2 we meet the Clicks and learn something
about them. In Lesson 3 we meet Suzy, a little girl who is new in the neighbourhood. We
also learn something about her family in Lesson 4. Lesson 5 introduces Monica, Tracy's
best friend, and finally in Lesson 6 we find out that the Clicks are going on a trip to Africa
because Mick, the father, has got a new job there.

The following language items are introduced in this unit:

– present form of 'to be': I'm a pupil. / My mum is a vet.

– personal pronouns: I / he / she / it

– question words: what / who / where

– some adjectives (funny / nice / clever / tall / short / pretty)

– some verbs (sing / swim / laugh / play / ride a bike / go to school)

– some songs

The unit ends with a revision section SUM UP 2 which includes a board game in the Pupil's
Book plus a number of tasks in the Activity Book.

17
Unit 1
My name is Tracy
Lesson 1
Aim: Introducing the characters /
Introducing oneself
Language focus: My name is … / My surname is… /
My family is...
Step 1 INTRODUCING THE CHARACTERS
1 Prepare the picturecards for the Click family: Tracy,
Luke, Greta, Mick and Kiki.
Stick them on the board one by one saying:
THIS IS TRACY. THIS IS LUKE. THIS IS GRETA AND
THIS IS MICK.
Leave out Kiki for the time being.
2 Say the names of the characters again but this time
write them underneath the pictures.
The children read the names after you.
3 Put all the pictures together in a big circle and say:
A FAMILY
THIS IS A FAMILY:
MUMMY (point at Greta)
DADDY (point at Mick)
and CHILDREN (point at Tracy and Luke). HOW
MANY CHILDREN? TWO. A BOY
AND A GIRL. BROTHER AND SISTER.
4 Repeat this once again but write the words (FAMILY,
MUMMY, DADDY, CHILDREN) on the board. The
children read the words after you.
5 Tell the children that there is someone else in this
family; an animal. Let them guess what it is. Then
stick the picture of Kiki and say: THIS IS KIKI,
THE CAT.
6 Ask two children to come to the board and say:
POINT TO A BOY! POINT TO A GIRL!
POINT TO A CAT! POINT TO DADDY!
POINT TO MUMMY! POINT TO CHILDREN!
POINT TO A FAMILY!
Repeat this a few times with different children.
7 Tell the children that usually all members of the
family share something. Every person has their own
name but usually they have the same SURNAME.
Explain what it means and write it on the board.
The children read the word after you. Now tell them
18
that the surname of the family on the board is:
CLICK.
Now get the class to say after you the name and the
surname of each character.
You point at the pictures and say:
TRACY CLICK, LUKE CLICK, GRETA CLICK,
MICK CLICK and KIKI CLICK!?
YES, OF COURSE IT IS KIKI CLICK.
8 Now you just point to pictures and say:
NAME: (the class says the name of the character)
SURNAME: (the class says the surname of the
character)
Step 2 LISTENING TO THE TAPE
1 The children look in the Pupil's Book, Task 1. Play
the tape and let the class just listen once.
2 Play the tape again and ask the children to repeat
after the tape. First, the whole class together and
then in groups, each group playing one of the
characters.
3 Say the following:
FIND THE SENTENCE WHICH SAYS: ZOVEM SE
GRETA. / ZOVEM SE KIKI. / MOJE PREZIME JE CLICK.
/ ZDRAVO! / MICK CLICK TO SAM JA. / TRACY JE
MOJA SESTRA. / TRACY I LUKE SU MOJA DJECA.
The children look at the text and read the sentences.
4 Everyone closes the book now. Play the tape again,
pausing at certain places, and get the the children
to say what comes next. Make sure it is a word that
is easy to guess.
Here are some examples:
MY NAME IS TRACY. MY SURNAME IS _________ .
MY NAME IS LUKE. MY SURNAME IS CLICK TOO.
TRACY IS MY _________ .
MY NAME IS GRETA. TRACY AND LUKE ARE MY
______________ .
After the children have said the word, continue
playing the tape so they can check if they were right.
5 Put the children into groups of 5 and ask them to
prepare reading the text, each child in the group
taking the role of one character.
Have several groups read out the text.
6 Now they can fill in the information in Task 3.

7 Get them to look in the Activity Book, Task 1.
They fill in the names and colour the pictures.
8 While they are colouring, walk around and ask as
many children as possible:
WHAT'S YOUR NAME? WHAT'S YOUR SURNAME?
9 Write the two questions on the board. Get the
children to read them.
Write the beginnings of the answers too:
MY NAME IS _____________ .
MY SURNAME IS _____________ .
The children copy the questions and answer them in
their notebooks.
Step 3 LEARNING THE SONG Here's my family
1 The children look in the Pupil's Book, Task 5.
Play the song, they just listen. It is very easy, so no
preparation is needed.
Get them to listen to it once again and point to the
members of the family in the pictures.
Next, they sing along.
2 Ask the children what the following two words
mean and write them on the board:
SISTER, BROTHER
Unit 1
My name is Tracy
3 Get them to look at the pictures of a family in the
Activity Book, Task 2. They need to cut out the
pictures and stick them in the right place.
While they are doing it, walk around and ask a lot
of children to read the words there.
The song is played over and over again.
4 Now they can fill in the text of the song which is
Task 3 in the Activity Book.
Ask the boys to read Luke's lines and the girls to
read Tracy's lines.
5 Finally get the children to say something about their
family. Start by talking about yourself.
Write the beginnings on the board.
MY NAME IS ______________
MY SURNAME IS ______________
MY FAMILY IS ______________
(mention your MUM, DAD, BROTHERS and SISTERS)
Ask the children to complete the sentences orally
about themselves. Prompt and help when it comes
to family members.
In the end they can fill in Task 4 in the Activity
Book and draw their family.
19
Unit 1

I’m a pupil
Lesson 2 MY NAME IS ________________ . (the class calls out
Aim: Talking about oneself the name)
Language focus: I'm a boy / a girl / a pupil / nine / Move on with other examples:
eight. I'm not a cat. MY SURNAME IS CLICK TOO.
I like TV / books.
I'M NOT A GIRL.
I'M A BOY.
Step 1 INTRODUCING THE FORM I'm (I am) I'M TRACY'S BROTHER.
I'm not
I'M EIGHT.
1 Stick the pictures of the Clicks (one by one) on the MY NAME IS ________________ .
board and revise everything you have done in the
previous lesson. Ask a lot of questions and help the I'M NOT A BOY.
children to answer them. I'M NOT A GIRL.
They can give very short answers, just a word or I'M TRACY AND LUKE'S MOTHER.
two. MY NAME IS ______________ .
WHO IS THIS? (Show the picture of Tracy.) I'M NOT A BOY.
WHAT IS TRACY'S SURNAME? I'M NOT A GIRL.
IS TRACY A GIRL OR A BOY? I'M NOT TRACY AND LUKE'S MOTHER.
IS THIS TRACY'S BROTHER? I'M TRACY AND LUKE'S FATHER.
(Show the picture of Luke.) MY NAME IS _______________ .
WHAT'S HIS NAME? I'M NOT A BOY.
IS LUKE'S SURNAME BING? I'M NOT A GIRL.
WHAT'S HIS SURNAME? I'M A CAT.
WHO IS THIS? (Show the picture of Greta.) MY NAME IS _______________ .
IS GRETA TRACY'S MOTHER? 3 Write the names of the characters on the board.
IS GRETA LUKE'S MOTHER TOO? Tell everyone to take a piece of paper and copy one
name on it.
IS GRETA A LITTLE GIRL?
Next tell them to listen to your sentences again.
IS THIS TRACY'S FATHER?
Each child is now the character whose name he/she
(Show the picture of Mick.)
has written on the paper. Ask everyone to say what
IS HIS NAME LUKE? their name is now.
WHAT'S HIS NAME?
Say a sentence. Only some children repeat it – the
WHAT'S HIS SURNAME? ones for whom it is TRUE.They have to hold up their
The important thing about questions like these is to name too.
work on children's comprehension. Start with something easy:
2 Tell the children that you are going to speak for one I'M A GIRL. (All Tracys repeat.)
of the characters now. Ask them to listen and guess
I'M A BOY. (All Lukes repeat.)
who it is. Say:
I'M A CAT. (All Kikis repeat.)
MY SURNAME IS CLICK.
Move on to other sentences like:
I'M A GIRL.
I'M NOT A BOY. (move your index finger sideways I'M LUKE'S SISTER. / I'M TRACY'S MOTHER. / I'M
to show the negative meaning) TRACY'S FATHER. / I'M TRACY'S BROTHER. / I'M
NINE. / I'M EIGHT.
I'M LUKE'S SISTER.
I'M NINE. (Show the number with your fingers.) Use some negative sentences now. This time several
characters can actually repeat the sentences, like for
example:

20
 Unit 1

I’m a pupil
I'M NOT A BOY. (Everyone but Lukes repeats.) Now ask about Luke's room. Again ask CAN YOU
I'M NOT A GIRL. SEE … questions but add things like A DESK /
A CAR / A TV / A LOT OF BOOKS.
I'M NOT A CAT.
I'M NOT SEVEN. 2 Play the tape for the first time. The children listen
and look in the book.
I'M NOT EIGHT.
Ask after the first listening: WHERE DOES IT SAY 'Ja
4 Write the two beginnings on the board:
sam učenik'?
I'M I'M NOT
3 Play the tape again and get them to read after it.
Ask the class to say what they mean.
4 The third time ask the class to be TRANSLATORS.
Tell the children that now they are no longer one of
Stop after each sentence. Ask someone to read it
the characters but their own selves.
and then someone else to translate it.
Then ask three girls to come to the board.
Praise them a lot and help as much as needed.
Say and write a word and they have to make a
5 Ask the girls to prepare reading Tracy's lines and the
sentence with it.
boys Luke's.
A GIRL They should point to I'M and say I'M A
Then ask several pairs to read the text.
GIRL.
A BOY They point to I'M NOT and say I'M NOT A 6 The whole class can do Task 3 in the Pupil's Book.
BOY. 7 Now ask them to look in the Activity Book. They
A CAT can complete Tasks 1 and 2. First they have to
SEVEN match the pictures with the words and then use the
same words to complete the texts.
EIGHT
With the numbers the children could point to either Step 3 TALKING ABOUT ONESELF
of them depending on their age.
1 Ask the children to look at the texts in the book
Repeat the procedure with three boys at the board. once again. Tell them to circle all the sentences that
5 Finally, ask everyone to write two true sentences in are true for them as well. Ask some children to read
their notebooks. these sentences.

Help them with the sentences and ask a number of 2 Draw their attention to Task 4 in the Pupil's Book.
children to read them. Encourage them to make some true sentences.
Make sure they understand how to use the table
because it is the first one of the kind. It is a good
Step 2 LISTENING TO THE TAPE
idea to get them to point to the words they are
1 Ask the class to look in the Pupil's Book, Task 1. using in sentences.
There are pictures of two rooms there.
Also tell them to talk to the person sitting next to
Have them say what they can see in the pictures. them.
First talk about Tracy's room. Help by asking
3 Ask them to copy some sentences into their
questions:
notebooks; something they haven't written before.
CAN YOU SEE A WINDOW?
4 A similar task is in the Activity Book (Task 3). This
CAN YOU SEE A GIRL? time they need to cut out the sentences and stick
CAN YOU SEE A TV? (A TV and A POSTER are easy them in the YES or NO box. Walk around while the
to understand, but explain children are doing it and ask individual children to
them anyway.) read the sentences from the boxes.
CAN YOU SEE A POSTER? 5 Finally, play the STAND UP – SIT DOWN game.
CAN YOU SEE A BAG? This is Task 6 in the Pupil's Book.
CAN YOU SEE ANY BOOKS?

21
Unit 1

I’m a pupil
The teacher says a sentence and the children stand
up if it is true for them and remain seated if it is not
true.
Here are some sentences you can use:
I'M A CAT. / I'M A PUPIL. / I'M SEVEN. / I'M A
TEACHER. / I'M AT SCHOOL./
I'M IN THE PARK. / I LIKE TV. / I LIKE ENGLISH.
/ I LIKE SCHOOL. /
I LIKE BOOKS. / I LIKE CATS. / I LIKE DOGS. / I LIKE
PUDDING. /
You can make a lot of sentences and revise some of
the vocabulary. For example you can combine all the
feelings with I'M and all food with I LIKE.
You can also turn the game into a reading activity.
Write the sentences you will be using in the game
on pieces of paper and put them in a bag or a box.
Instead of you saying the sentences, the children
take turns to pull out a piece of paper and read out
the sentence on it. The class still has to stand up or
sit down to show their comprehension.

22

Lesson 3
Aim: Understanding simple questions
Language focus: What's your name/surname? How
old are you?
Where's your home? Where's your
mummy/ daddy…?
Step 1 LISTENING TO THE TAPE
1 Tell the children to look in the Pupil's Book, Task 1.
Ask them to look at the pictures for a while and
then find out if they recognize anyone. Tracy is
there, but there is someone else. A boy or a girl? A
girl. Is she a big girl or a little girl? A little girl.
Is she happy or sad? She is sad. Why? What is the
problem? Let them guess for a while.
2 Play the tape, they just listen and look in the book.
Now have them say what the little girl's name is and
why she is sad. She is lost. Explain what it means.
3 Play the tape again. The class still just listens. Now
ask what Suzy's surname is and what she likes.
4 The third time you play the tape ask the whole class
to repeat after it. The fourth time ask half of the
class to play Suzy and the other half Tracy.
5 Finally, ask the children to practise reading in pairs.
Ask several pairs to read out the dialogue.
6 The children can do Task 4 in the book. They need
to match the questions with the answers.
When they have finished, ask:
HOW DO YOU SAY IN ENGLISH
'KOLIKO IMAŠ GODINA?'
'KAKO SE ZOVEŠ?'
'GDJE JE TVOJ DOM / TVOJA KUĆA?'
'KAKO SE PREZIVAŠ?'
The children just read the right question from the
book.
7 Pair off the children and ask them to do Task 5 in the
book. One of them asks the questions, the other
answers. Then they swap roles. Have some pairs act
it out.
8 Now they can write the four answers in the
notebook. Walk around and help.
Step 2 PRACTISING THE QUESTIONS
1 With the books closed, play the conversation once
again.
Unit 1
Suzy is lost
Write on the board the following beginnings of
questions:
WHAT'S What's your name? What's your
surname?
WHERE'S Where's your mummy? Where's your
daddy? Where's your brother?
Where's your home?
Ask the children if they remember any questions
from the dialogue that start like that.
Write up on the board everything they remember.
Now add one more beginning:
HOW OLD How old are you?
Ask them to try and remember the question that
starts like this. Then write it up too.
Read all the questions on the board and ask
individual pupils to read after you.
2 Ask two or three children to come to the board. Tell
them that you will say an answer and they have to
point to the corresponding question. You pretend to
be Suzy. Say the following:
SUZY.  WHITE.  I'M FOUR.  I DON'T KNOW.
AT WORK.  AT HOME.
If the children at the board are not sure about the
questions, ask the class to help. They can check in
the book.
3 Ask everyone to look in the Activity Book, Task 1.
They have to find and copy the right questions. They
can colour the picture as well.
4 Go back to the Pupil's Book, Task 6. They listen to
another dialogue between Tracy and Suzy. After the
first listening, ask where Tracy's brother is.
5 The whole class repeats after the tape and then they
practise reading the dialogue with a friend. Have
several pairs read it out loud.
6 Now they can complete Task 2 in the Activity
Book. This time they need to find the right answers
and copy them.
7 Draw their attention to the REMEMBER BOX in
the book. Ask them to read after you the answers
they can use after the question with WHERE.
8 Ask them to choose one of the answers from the
REMEMBER BOX when you ask them questions in
Task 7 in the Pupil's Book.
23
Unit 1
Suzy is lost
9 The children go back to the Activity Book and look
at Task 3. First they have to find out from the maze
where each of the Clicks is and then complete the
sentences.
10 Finally, get them to look at the questions in Task
4 in the Activity Book. Explain that they need to
answer only the questions that make sense to them.
If they have no sister, they skip that question.
Go through the questions orally once, with different
children giving answers. Then ask them to write
down their answers. Walk around and help.
Ask a few children to read the questions and
answers.
Step 3 LEARNING THE SONG  My name is Greta
1 Revise everything the children know about the
Clicks so far. Here is how you can do it.
Ask five volunteers to come up front. Put on your
desk face down the pictures of Tracy, Luke, Greta,
Mick and Kiki.
Each volunteer picks up one picture and has to play
that particular character.
You ask a lot of questions, they answer with YES or
NO or with a very short answer.
They hold the pictures in front of them so that
everyone can see who they are.
When you ask a question, point at the character
who you want to answer. Ask all the questions that
have come up so far.
WHAT'S YOUR NAME? / WHAT'S YOUR SURNAME?
ARE YOU A BOY / A GIRL / A CAT?
HOW OLD ARE YOU?
ARE YOU TRACY'S MUMMY / DADDY / BROTHER?
DO YOU LIKE TV / BOOKS / CATS / ICE-CREAM /
MILK?
Make sure you ask a character a question that is
suited to him / her.
Praise the children a lot and thank them.
2 Now involve the whole class in another revision
activity. Ask who wants to play Tracy this time. This
child comes up front. Explain the new situation.
Tell them Tracy is lost this time. The class has to
play the role of the policeman.
Put the children into groups of four and ask them
to write some questions they are going to ask
24
Tracy. Give them only two minutes to prepare. One
person in the group writes, the others think of the
questions. Encourage them to use their books. Walk
around and help.
When the time is up, the groups take turns to ask
one question. They should listen to each other and
they must not repeat the question that has already
been asked. If they have it, they must cross it out on
their list.
Tracy tries to answer the questions. Help where
necessary.
3 Tell the children now that everyone in the Click
family has A JOB. Explain the word.
For example, Tracy is A PUPIL and Pete is A PUPIL,
too. Write it up on the board.
But what about Greta and Mick?
Explain that Greta likes cats, dogs, birds, all animals.
She likes to help them. What is her job? She is A
VET. Write it up on the board and explain what it
means. Ask if they know any vets.
Now say that Mick has an interesting job too. He
takes pictures of children, animals, houses.
What's his job? He is A PHOTOGRAPHER. Write it
up on the board as well.
Tell the children that it is a really difficult word but
that you are sure they can learn it easily.
Get everyone to read the word after you three
times. Then ask individual children to do so.
It is really important to have the articles in front of
the jobs right from the beginning so the children
remember them as a part of the expression.
4 With the three jobs on the board ask the children to
complete your sentences orally:
TRACY IS _____________ .
LUKE IS ______________ .
GRETA IS _____________ .
MICK IS ______________ .
5 Now they look at Task 8 in the Pupil's Book. Ask
some questions about the pictures.
IS GRETA AT HOME OR AT WORK?
IS SHE HELPING A DOG? IS SHE HELPING A CAT?
IS MICK AT HOME?
IS HE IN THE PARK?
IS HE LOOKING AT CATS? IS HE LOOKING AT BIRDS?

IS LUKE AT SCHOOL?
IS HE HAPPY?
WHAT'S ON THE DESK? IT'S A TEST. IS HE SCARED?
6 Play the tape. They listen to the text of the song.
They can read after the tape.
Unit 1
Suzy is lost
7 Play the song. They try to sing along.
8 While you are playing the song over and over
again, the class can complete Tasks 5 and 6 in the
Activity Book. Task 5 is a matching exercise. Task
6 involves cutting out and putting together the
pieces of a picture of a vet.
25
Unit 1
Who is this?
Lesson 4
Aim: Talking about someone
Language focus: He / She is nice / clever / funny.
Step 1 INTRODUCING THE FORM He is / She is
1 Start with the girls in the class. Ask one to stand up,
ask her about her name and age.
Then turn to the class and say:
THIS IS ANA. SHE IS A GIRL. SHE IS EIGHT.
SHE IS A PUPIL.
Repeat your sentences again with children saying
them after you.
Do the same with some more girls.
2 Repeat the procedure with a few boys.
THIS IS IVAN. HE IS A BOY. HE IS EIGHT. HE IS A PUPIL.
3 Stick a picture of a girl on the board. It could be a
cut-out from a magazine.
Write a name next to it and a number for the age.
Ask some questions now:
WHO IS THIS? (Point to the name to help them
answer.)
IS SHE A BOY?
IS SHE A GIRL?
HOW OLD IS SHE? (Point to the number.)
Ask the same questions once again, but this time
write the full answers on the board.
THIS IS MEG. SHE IS A GIRL. SHE IS SEVEN.
Use a pen or a piece of chalk in a different colour
and underline SHE. Ask the class what it means.
4 Now stick a picture of a boy. Again, write a name
and a number next to the picture.
Ask:
WHO IS THIS?
IS HE A GIRL?
IS HE A BOY?
HOW OLD IS HE?
Ask the questions again, but write the full answers
on the board.
THIS IS TOM.
HE IS A BOY.
HE IS NINE.
26
Underline HE and get the class to say what it means.
5 Ask some children to read the sentences from the
board and then get them to copy the sentences and
draw the children.
6 Ask everyone now to introduce in this way a child
sitting next to them.
Help a lot. The sentences on the board are a help, too.
7 One by one put on the board pictures of the
characters they have met so far.
(Tracy, Luke, Greta, Mick, Suzy)
Ask two or three children to come to the board,
listen to your sentences and point to the right
picture.
SHE IS A VET. / HE IS A PUPIL. / SHE IS FOUR. / HE IS
A PHOTOGRAPHER.
HE IS EIGHT. / SHE IS TRACY'S MUMMY. / SHE IS
NINE. / HE IS LUKE'S DADDY.
SHE IS A LITTLE GIRL. / HE IS TRACY'S BROTHER.
Repeat this with several groups of children.
8 Finally, encourage the children to say something
about each one of them using HE or SHE.
Prompt with questions if necessary.
Step 2 LISTENING TO THE TAPE
1 The children look at Task 1 in the Pupil's Book.
Explain that Tracy and Suzy are in Suzy's home now.
There are a lot of pictures all over the place. Why?
Because Tracy's daddy is a photographer and he
takes pictures of his family all the time.
2 Play the tape. The class listens and looks in the
book. After the first listening, ask:
WHO IS PETE? WHO IS MONICA?
3 Play the tape a second time. Stop occasionally to
explain some words like:
NICE / FUNNY / CLEVER
4 The third time you play the tape, the whole class
repeats after it.
At the end, ask them to look at Task 2 and decide if
the sentences are true or not true.
5 The class is divided into three groups. Each group
takes the role of one character (Tracy, Suzy or Luke)
and reads their lines after the tape.
6 Get everyone to look at Task 3 and say what the
three adjectives mean.

Then ask them to choose / circle the right word in
Task 4.
7 They can complete Task 1 in the Activity Book
where they have to fill in HE or SHE.
8 Ask the children to complete the sentences about
Monica and Luke in their notebooks.
This is Task 6 in the Pupil's Book. They can draw
the pictures if they like.
Step 3 SUZY'S FAMILY
1 Write the following on the board:
THE CLICKS THE WHITES
Explain what these words stand for. Tell the children
that they know a lot about the Clicks but now they
are going to learn something about the Whites.
2 The children look at the family tree in the Pupil's
Book, Task 7.
Ellicit some information from them.
WHO IS SUZY'S DADDY/ MUMMY/ BROTHER?
(The children just read the names.)
WHO IS A TEACHER?
WHO IS A DOCTOR?
WHO IS A PUPIL?
WHO IS A LITTLE GIRL?
3 Now ask them to talk about the picture by
completing the sentences below it.
Give them a little time to prepare.
Have several children read out the sentences.
4 Ask everyone to cover these sentences and to talk
about the Whites.
5 Now get them to look at Task 2 in the Activity
Book and fill in the missing words.
6 Go back to the names of the two families that you
have put on the board.
Ask the children to come to the board and write
the names of the members of each family. You can
either dictate them or have the children say them.
Help with the spelling, of course.
7 Now play a game. Give some prompts. The
children have to make sentences with them using
the names from the board. Here are the prompts:
Unit 1
Who is this?
A TEACHER
The children should say: JENNY IS A TEACHER.
A VET
A DOCTOR
A PUPIL
A PHOTOGRAPHER
FOUR
SEVEN
EIGHT
NICE
CLEVER
FUNNY
A BIG BOY
A LITTLE GIRL
TRACY'S MUMMY/ DADDY / BROTHER
SUZY'S MUMMY/ DADDY / BROTHER
Of course, sometimes more than one sentence is
possible.
8 Have the class look at the big REMEMBER BOX in
the Pupil's Book. Tell them they have learned many
new things. Go through the groups of words.
Then ask them to look at Task 3 in the Activity
Book and find out which two jobs are there.
9 Now ask everyone to choose someone in their
family and write about them. This is Task 4 in the
Activity Book. You can explain everything in class
and ask them to do it as homework.
10 Round everything off with another game: YES
– NO chairs.
You can use it to revise everything. There are two
teams in the class. Representatives come to the
board where two chairs (YES and NO) are placed.
They listen to your sentence and sit on the correct
chair. If they have chosen the correct chair they win
a point for their team. For each sentence a new pair
of children comes up to the board.
Use all the sentences about the characters but add
some sentences about the children themselves, like
for example:
MAJA IS A BOY. / MARKO IS A CAT. / IVAN IS A
PUPIL. / EDINA IS A LITTLE GIRL. (And so on.)
27
Unit 1
Friends
Lesson 5
Aim: Talking about one's best friend
Learning some actions
Language focus: My best friend is …
He / She is tall / short / clever / nice
/ pretty…
We play together / ride a bike /
go to school / laugh / run / jump /
swim…
Step 1 INTRODUCING NEW ACTIONS
1 Start off the lesson with the commands the children
know so far:
STAND UP / SIT DOWN / RUN / CLAP YOUR HANDS /
SMILE / SAY HELLO / SAY GOODBYE / CLIMB A TREE
/ TOUCH THE FLOOR / OPEN THE DOOR / EAT AN
ICE-CREAM … And so on.
Tell the class what to do and they mime the action.
2 Introduce the new commands that come up in the
chant. Use the picturecards.
Show a picture and name the action: LAUGH
The class repeats the word after you and then you
mime the action together and say it few more times.
Do the same with the following actions:
GO TO SCHOOL
SING A SONG
SWIM
PLAY
JUMP
RUN
RIDE A BIKE
3 Put all the pictures on the board and then ask some
children to come and point to them.
POINT TO 'RIDE A BIKE'!
4 Put numbers above the pictures and ask:
WHAT NUMBER IS 'SWIM'?
Ask about all the pictures.
5 Now ask: WHAT'S NUMBER 1? And so on.
6 Play a WHAT'S MISSING GAME. The children close
their eyes and you remove one of the pictures.
7 Write the actions on the board away from the
pictures. Ask the children to read them while you
are writing.
28
Then read them once with the whole class.
Now ask: WHERE DOES IT SAY VOZITI BICIKL?
Someone comes to the board, points to the right
expression and reads it.
8 Have different children come to the board and
match the words with the pictures.
9 Ask the children to mime these actions again but
this time you only point to the words on the board
and they read for themselves and mime the action.
10 The children look in the Activity Book, Task 3.
They have to circle the right word and then they can
colour the pictures.
Step 2 LEARNING THE ACTION CHANT Friends
1 Write this name on the board: MONICA
Find out what children remember about her.
She is Tracy's friend. They do a lot of things
together. Name the actions you have introduced in
the previous step.
2 Tell the children to listen and look at you. Say the
action chant once and mime all the actions. (You
need to learn it by heart because it is much more
effective if you do it this way.)
1, 2  1, 2, 3 (Show the numbers with your
fingers.)
I LIKE MY FRIEND (Put your hands on your
heart.)
AND SHE LIKES ME.
WE LAUGH TOGETHER. (Pretend you are
laughing.)
WE GO TO SCHOOL. (Walk as if you were
carrying a bag on your
back.)
WE SING A SONG. (Sing a little.)
WE SWIM IN THE POOL. (Pretend you are
swimming.)
SPLASH! (Pretend you are splasing the water.)
1, 2  1, 2, 3…  (The whole refrain is repeated.)
WE PLAY TOGETHER. (Hop as if you were
playing hopscotch.)
WE JUMP AND RUN.  (Mime both actions.)
WE RIDE A BIKE.  (Sit on a chair, put your feet
up, pretend your are holding a handlebar and
going fast.)
IT'S REALLY FUN. 

YIPPEE!  (Shout it out.)
1, 2  1, 2, 3… (The refrain is repeated once
again.)
You need to practise a few times at home but it is
worth it.
3 Repeat the chant again, but this time ask the
children to mime with you.
4 The third time they mime with you and repeat the
lines after you.
5 Ask everyone to look in the Pupil's Book, Task 1.
Play the tape and they follow the lines in the book.
Next they read after the tape.
Finally, they read with the tape. It's tricky because
they need to keep the same rhythm, but it is fun.
6 Give them a little time to prepare reading with a
partner. Then ask several pairs to read the chant.
7 Ask the children to look at Task 4 in the Pupil's
Book. It should be fairly easy now to match the
words with the pictures.
8 Now they can complete Tasks 1 and 2 in the
Activity Book.
9 For relaxation you can play the game SIMON SAYS
which is suggested in Task 6 in the Pupil's Book.
Step 3 MY BEST FRIEND
1 Everyone looks at Task 7 in the Pupil's Book. Play
the tape.
After the first listening, ask:
WHO IS TRACY'S / LUKE'S / SUZY'S / PETE'S BEST
FRIEND?
2 Play the tape once again. Stop after each character's
sentences, ask some questions and explain some
words like: TALL / SHORT / CLEVER.
3 The children practise reading the text with a partner.
Then they read out loud.
4 Ask them to look at the REMEMBER BOX and
to try and say what each of the adjectives means.
Then they can copy them into their notebooks and
translate them if you like.
5 Now they can complete Task 4 in the Activity
Book.
Unit 1
Friends
6 Finally, it is time for the children to talk about their
best friends. There is Task 8 in the Pupil's Book
to help them. First, go through the sentences with
the whole class and explain how they can use them.
Then give them a little time to tick the sentences.
Ask a number of children to read what they have
ticked about their best friend.
In the end they have to copy 4 sentences into their
notebooks. Remind them to start with:
MY BEST FRIEND IS __________ . (name)
7 A similar exercise is in the Activity Book, Task 5.
Ask them to make some sentences orally in class,
using the table. The real writing and drawing can be
done as homework.
Make sure you find time in the next lesson to look
at and listen to their sentences.
Do not forget to praise them a lot.
8 To round off the whole thing you can play a
crossing out game.
Write the following names on the board.
TRACY  SUZY  MONICA  PETE  STELLA  PRINCE
DAVID  LUKE  JENNY  MICK
Check if they remember who everybody is.
Make three teams in the class. Representatives come
to the board. Each one should hold some chalk.
Describe one of the characters and the children
have to cross out the name. Whoever does it first
wins a point for his/her team.
You describe the characters like this:
SHE IS VERY PRETTY AND CLEVER TOO. SHE IS
SUZY'S BEST FRIEND.
(STELLA)
HE IS FUNNY. HE IS A PHOTOGRAPHER. (MICK)
HE IS BIG AND CLEVER. HE IS PETE'S BEST FRIEND.
(PRINCE)
SHE IS VERY NICE. SHE IS A TEACHER. (JENNY)
And so on.
29
Unit 1
A new job
Lesson 6
Aim: Saying where someone is
Saying what something is
Language focus: She's in the garden. / He's in his
room. / I'm in the kitchen.
The Earth is a planet. It's big.
Step 1 LISTENING TO THE TAPE
1 Start off with a little chat. Ask the children what
Mick's job is. He is a photographer.
Find out what they think a photographer takes
pictures of. Does he take pictures of some animals?
Yes, of course. Animals can be very interesting.
Some very interesting animals live in AFRICA. Write
the word on the board.
Have you ever heard of Africa? It's FAR AWAY.
Can you think of any animals that live there? The
children can name them in their mother tongue.
2 Ask the children to look in the Pupil's Book, Task
1. Before you play the tape, go through the pictures
once and ask some questions.
ARE THE CLICKS AT HOME?
IS GRETA IN BED? NO. SHE'S IN THE KITCHEN. (The
children say the word after you.)
IS MICK HAPPY? YES. WHY? HE'S GOT A NEW
JOB. (Explain it.)
LET'S LISTEN AND FIND OUT ABOUT IT.
3 Play the tape. They listen and look in the book.
After the first listening, ask:
WHERE IS THE NEW JOB? IN AFRICA.
4 Play the tape again. This time stop after some
sentences and explain expressions like:
HI DAD! WHAT'S UP?
WE'RE GOING TO AFRICA?
WHAT ABOUT SCHOOL?
IT'S ONLY FOR A MONTH.
I'VE GOT A BOOK IN MY ROOM.
LET'S HAVE A LOOK.
5 Play the tape for the third time and the class reads
after it.
6 Now they can complete Task 3 which is a
comprehension check.
30
7 Ask groups of children to take up the roles of
the characters. They repeat, after the tape, their
character's lines only.
8 Draw their attention to the REMEMBER BOX.
Explain that you can say something in two ways,
long and short, but that you usually use short forms
when you speak.
Write the following full sentences on the board.
I AM A TEACHER. (Point at yourself.)
= I'M A TEACHER.
HE IS A PUPIL. (Point at a boy.)
= HE'S A PUPIL.
SHE IS A PUPIL. (Point at a girl.)
= SHE'S A PUPIL.
Show them how you can contract the forms and add
new sentences on the board with contracted forms.
Get them to read the sentences after you.
9 Now help the class to do Tasks 1 and 2 in the
Activity Book.
Step 2 WHERE IS EVERYBODY?
1 Write on the board the following three words:
GARDEN ROOM KITCHEN
Ask the class to try and read them.
Now show a picture of a KITCHEN and ask the
children to decide above which word they are going
to stick it.
Do the same with the pictures of a GARDEN and a
ROOM.
(You can do it this way because they have already
been exposed to these words in the conversation.)
2 Ask the class to look at the big picture in the Pupil's
Book, Task 4.
Tell them to point to the GARDEN / KITCHEN /
ROOM / TREE / DOOR / WINDOWS / GRETA / MICK /
KIKI / LUKE AND TRACY.
3 Ask the children to listen and call out YES or NO. Say:
KIKI'S IN THE KITCHEN.  SHE'S IN THE GARDEN. 
SHE'S IN THE TREE.
GRETA'S IN THE GARDEN.  SHE'S IN THE TREE.
MICK'S IN HIS ROOM.  HE'S IN THE KITCHEN.
TRACY'S IN THE KITCHEN.  SHE'S IN LUKE'S ROOM.
LUKE'S IN HIS ROOM.  HE'S SITTING ON THE FLOOR.

4 Now everyone can match the questions with
the answers. They can also copy them into their
notebooks.
5 Finally, they look in the Activity Book, Task 2. First,
they need to find out where the Whites are (from
the maze), then they have to draw them in the
picture and in the end complete the sentences. This
will take a while and you need to walk around and
help. Also ask them some questions while they are
drawing and writing.
Step 3 AFRICA
This part of the lesson deals with concepts that may
be somewhat difficult for children to understand
(planet, continent). It is a good idea to introduce
them beforehand. Make it very simple and use all
the objects you can get hold of such as: A GLOBE,
THE MAP OF THE WORLD OR A MAP OF AFRICA.
1 Bring to class a picture or a model (globe) of our
planet. Ask the children if they have any idea what
it is. Someone will probably say something. Listen
to what they have to say and then tell them the
following little story mixing English and their mother
tongue.
THIS IS OUR HOME. WE LIVE HERE. IT'S A PLANET.
IT LOOKS LIKE A BALL.
IT IS CALLED THE EARTH. IT IS NOT VERY BIG HERE
BECAUSE IT IS ONLY A MODEL (A PICTURE) BUT
ACTUALLY IT IS BIG, VERY BIG.
EVERYTHING WE KNOW IS ON THIS PLANET:
CHILDREN, FAMILIES, ANIMALS, TREES, CARS,
PLANES, HOUSES, STREETS AND A LOT OF WATER.
LOOK AT ALL THE BLUE PLACES – THAT'S WATER.
AND WHAT'S IN THE WATER? BIG PIECES OF
LAND. THEY ARE CONTINENTS.
WE LIVE ON A CONTINENT. LOOK! HERE IS OUR
CONTINENT. IT IS CALLED EUROPE.
DO YOU KNOW ANY OTHER CONTINENTS?
AMERICA IS A CONTINENT.
LOOK! IT'S HERE.
AND AFRICA IS A CONTINENT, TOO. IT'S HERE.
A LOT OF ANIMALS LIVE IN AFRICA.
2 Repeat the story once again making it shorter this
time and writing up the words in bold on the board.
Also get the class to read the words after you.
Unit 1
A new job
THIS IS A PLANET. IT'S CALLED THE EARTH. IT'S BIG.
IT LOOKS LIKE A BALL.
THIS IS A CONTINENT. IT'S CALLED AFRICA. IT IS A
BIG PIECE OF LAND IN THE WATER.
3 Ask one of the best pupils to come to the board.
First you say a word or an expression and this child
finds it on the board, points to it and tries to read it.
Your board looks like this:
A PLANET A CONTINENT
THE EARTH AFRICA
BIG A BIG PIECE OF LAND
LIKE A BALL
Next, ask the same pupil:
WHERE DOES IT SAY AFRIKA ?
PLANETA
KONTINENT
VELIKA
VELIKI KOMAD TLA/ KOPNA
ZEMLJA
KAO LOPTA
The child points to and reads the words.
Repeat this with a few more pupils.
4 Now ask the class to complete your sentences
choosing from the expressions on the board.
Point to the picture or model of the Earth and say:
THIS IS A PLANET. IT'S CALLED _______________ .
IT'S BIG. IT LOOKS _________________ .
THIS IS A CONTINENT. IT'S CALLED _____________ .
A CONTINENT IS _________________ .
Repeat this a few more times but ask the children
to put their hands up if they know how to finish the
sentences. So, you get individual children to take
part.
5 Finally, ask everyone to copy 3 words / expressions
from the board. Walk around and check if they
know what they mean and get them to read what
they have copied.
31
Unit 1

A new job
6 Ask the children to look in the Pupil's Book, Task 5.
Tell them that Tracy wants to know something
about Africa because they are going there.
Play the tape and let them just listen. They will have
no problem understanding the sentences because
you have introduced everything before.
After the first listening ask them to do Task 6, say
the meaning of the words in the box.
7 Play the tape a second time with the children
repeating after it.
After this listening they can complete Task 7 by
circling the right word.
8 Now ask a boy and a girl to play Luke and Tracy.
They can either read after the tape or without it.
9 Everyone looks in the Activity Book, Task 4. They
have to fill in the missing words.
Ask some pupils to read out the sentences when
they have finished.
10 Finally, play the song Africa.
Let them listen first. Explain what It's cool, means.
You say this when you like something.
Get them to sing along and tap their legs as if they
were playing the drum.

32

SUM UP 2
BOARD GAME Who is who?
This board game is in the Pupil's Book.
You need to prepare two sets of the letters of
the alphabet. Put each set in an envelope.
You can ask some children to do it for you some
time before, or you can use the sets the children
have made before for themselves (if you had asked
them to do it).
The aim of the game is to revise orally everything the
children have learned about the characters, and along
the way repeat the letters of the alphabet as well.
Divide the class into two groups: group1 and group 2.
Each group has their own envelope with the letters.
The game is played in a very simple way. The groups
ACTIVITY BOOK
take turns to pull out a letter from the envelope.
Then they read the question that stands next to that
letter in the book. They have 10 seconds to prepare.
Then you choose a pupil from the group who is
going to answer it. This means everyone in the
group should know the answer.
Unit 1
If the answer is correct, the group can write their
number in the box in the question mark and put
aside the letter they have given the answer for.
If not, they have to put the letter back in the
envelope.
Now the other group pulls out a letter from their
envelope and prepares the answer.
If they happen to pull out the letter of the question
that has already been answered, it is just BAD LUCK.
They cannot win a box but they can put that letter
aside.
The game is played until all the questions have been
answered.
The winner is the group that wins more boxes.
You can play a few rounds of this game. The groups
can use different symbols for every round.
There are 5 revision exercises there. You can spend
time on them in class or give some of them for
homework.
33
UNIT 2

AFRICA

Unit 2 takes us to Africa where the Clicks are staying for a while. We get to meet some
African animals, Toby – an African boy and Booboo and Boobah who are two strange
monsters. A lot of interesting things happen; monkeys make trouble, a baby lion is helped
by Greta, the animals talk about themselves and the monsters eat an unusual pie.

The following language items are introduced:

– feelings

– African animals

– plural of nouns: How many monkeys can you see?

– numbers

– parts of the body (neck / shoulders / arms / legs / knees…)

– have got: I've got a cat. / Have you got a cat? / He's got / She's got a parrot.

– prepositions of place: in / on / under

– some songs and rhymes

The unit ends with the revision section SUM UP 3 which includes another board game in
the Pupil's Book (Snakes and Ladders) and a number of tasks in the Activity Book.

34

Lesson 1
Aim: Describing feelings
Language focus: Tracy is sad / hungry / happy /
thirsty / cold / hot / tired / bored /
angry / scared.
Step 1 REVISING FEELINGS
1 Start off with the picturecards of feelings from the
previous course:
HAPPY, SAD, HUNGRY, THIRSTY, COLD, HOT, TIRED,
SCARED.
Ask the children to say the words or get them to
repeat the words after you.
2 Ask the children to guess how you are feeling.
Mime different feelings and ask them to name
them.
3 Hold the picturecards in your hands, ask someone
to pull out a card and mime the feeling. The rest of
the class guess. Do this a few times with different
children taking part.
4 Ask: HOW ARE YOU REALLY TODAY?
Have as many children as possible answer the
question.
5 Introduce two new feelings with picturecards:
BORED and ANGRY.
Ask everyone to repeat these words after you. Have
a little chat about how often they feel bored and
angry. Ask someone to say what makes them feel
bored or angry. Anything at school? Anything at
home?
6 Prepare in advance wordcards for all of the ten
feelings. Show them one by one and get the class to
read them after you. Stick them on the board face
down.
Stick the pictures on the other side of the board,
face down, too.
Put numbers (1–10) above the pictures, and letters
(A–J) above the words.
Play a MEMORY GAME now. Two teams take turns
to ask for a number and then a letter. They have to
match the picture with the right word.
7 With the pictures and words still on the board, ask
the children to complete Task 1 in the Activity
Book. They need to fill in the missing letters and
colour the pictures.
Unit 2
Tracy is sad
Step 2 LISTENING TO THE TAPE
1 The children look in the Pupil's Book, Task 1.
The Clicks are in Africa now but look at them
(picture 1). How is everybody?
2 Play the tape. They listen and follow the text in the
book. After the first listening, ask:
IS TRACY HAPPY OR SAD?
3 Play the tape again. This time they repeat the
sentences after it. Ask the children to answer the
questions in Task 3.
4 Tell the children that you are going to read the
conversation once. They need to listen carefully and
look in the book. They have to call out STOP if you
make a 'mistake'.
Make some changes in the text and wait for the
children's reaction. Here are some examples:
Picture 2: T HIS IS OUR GARDEN. LET'S GO INSIDE.
IT'S SO SMALL. WHERE'S MY POOL?
Picture 3: I'M SO HAPPY. IT'S GREAT HERE. LOOK AT
THE KITCHEN!
Picture 4: L OOK TRACY! A COW IS IN THE TREE.
And so on.
5 They practise reading the conversation in groups of
four.
6 Ask the children if they think monkeys are funny.
Tell them to look at the picture in Task 4. Get them
to say how each of the monkeys is feeling.
Then play the tape and let them check if they were
right or wrong.
7 Next, they can complete the sentences in Task 5
looking at the picture.
8 Finally, ask everyone to close their books and check
what they remember:
NUMBER 1 IS __________ .
NUMBER 2 IS __________ .
And so on.
9 Tell the children to look at the Clicks again, but this
time in the Activity Book, Task 2. They complete
the sentences and colour the picture.
35
Unit 2

Tracy is sad
Step 3 HOW ARE YOU TODAY? (CLASS SURVEY)
LISTENING TO THE SONG I'm happy in the morning
1 Write the following two sentences on the board:
I'M TIRED.
I'M NOT ANGRY.
Tell the class that this is how you are today.
Turn to someone and ask:
HOW ARE YOU TODAY?
ARE YOU TIRED? Help the child produce a
positive or negative answer.
Repeat this with a number of students, asking about
different feelings:
ARE YOU HUNGRY / COLD / ANGRY…?
2 Now explain to the children how you want them to
find out how their friends are. Tell them to look at
the table in the Pupil's Book, Task 7.
First, get them to read what each box stands for.
Then tell them to ask 5 children in class and tick
their answers in the table. They also need to write
the names of the children they ask the question.
Give them a little time to do that. If you like you can
write the question on the board:
HOW ARE YOU TODAY?
After they have finished ask them to say what they
have found out. Show them how to do it by taking
someone's book and making sentences:
IVA IS HUNGRY. ELVIR IS TIRED, etc.
Ask several children to give reports like that.
3 The children can write about themselves using the
table in the Activity Book, Task 3.
4 Now play the song I'm happy in the morning. This is
Task 8 in the Pupil's Book.
After the first listening, ask: WHEN IS THE BOY
HAPPY / HUNGRY / TIRED?
Explain the word NOON.
Next, ask: WHERE IS HE SCARED? Explain the word
DARK.
Get them to listen to the song again, miming the
feelings that are mentioned.
Finally, they try to sing along.
5 The children can talk about themselves using the
sentences in the Activity Book, Task 5. They have
to tick the sentences that are true for them. They
can also colour the pictures in Task 4 representing
different parts of the day.

36

Lesson 2
Aim: Naming some animals that live in
Africa
Saying how many animals / things
one can see
Learning to count
Language focus: monkey / lion / elephant / snake /
zebra / crocodile / giraffe / parrot
I can see three monkeys / numbers
10-20.
Step 1 INTRODUCING AFRICAN ANIMALS
1 You can start off with a spelling game. Write the
lines for the letters on the board:
______
Ask the children to call out some letters and you
write them on the lines if they are in this word. The
hidden word is: AFRICA
It may be a good idea to revise the alphabet
beforehand because the children have probably
forgotten a number of letters.
2 Ask the children what they remember about Africa.
IS IT A PLANET OR A CONTINENT?
IS IT HOT IN AFRICA?
3 Play the song Africa from Lesson 6 / Unit 1. Get the
children to sing along.
4 Show a picture of a MONKEY and say: A MONKEY
LIVES IN AFRICA.
Then ask: WHAT OTHER ANIMALS LIVE THERE?
Let the children name some in their mother tongue.
Then show the picturecards and say them in English:
A PARROT, A LION, AN ELEPHANT, A ZEBRA, A
SNAKE, A CROCODILE, A GIRAFFE
The children just listen. Then they repeat the words
after you.
5 Stick the pictures on the board and get the children
to come in pairs and point to the pictures.
POINT TO THE LION!
6 Next, put numbers above the pictures and ask:
WHAT NUMBER IS THE SNAKE?
And then: WHAT'S NUMBER 6?
7 Write the words one by one away from the pictures.
Ask after every word:
Unit 2
Monkeys and coconuts
WHO CAN READ THIS? Then help them read it.
When all the words are on the board get the
children to match them with the pictures.
8 Ask the children to look in the Activity Book, Task
1. First ask them to point to the animals you say,
then get them to colour the pictures and finally
have the children cut out the pictures.
9 When everyone has their own set of pictures, play in
front of them a little:
a) HOLD UP A _________ !
b) WHAT'S THIS? (You approach a child and point to
a picture.)
c) WHAT'S THIS? (The children put their cards face
down in front of them.
A partner turns over a card and asks the question)
10 Ask the children now to cut out the words, too.
Then they have to place them under the pictures.
Walk around and check if they have done it
properly.
Get some children to read out the words.
11 Finally, they stick the pictures and the matching
words in their notebooks.
12 Now tell everyone to look in the Pupil's Book, Task
1. They can read the words with or without your
help. Ask them about the colour of the animals, and
then say:
ARE ALL THE ANIMALS IN THE PICTURE
DANGEROUS?
Explain what it means and let the children say
what they think and why (in the mother tongue of
course).
13 Ask the children to listen to some animals on the
tape and to guess who they are.
This is in the same task.
Step 2 LEARNING THE RHYME Coconuts in the tree
INTRODUCING THE PLURAL OF NOUNS
1 Get the children to look at the picture in the Pupil's
Book, Task 2.
Tell them to take a good look and to try and
remember as much as they can.
Give them half a minute or so.
2 Now explain that you are going to say and write
some words and they have to call out YES or NO
37
Unit 2

Monkeys and coconuts

depending on whether something is in the picture 10 Ask the students to listen and repeat the numbers
or not. after you. Read very slowly the first time. Next time
read faster in rhythm. Then ask the pupils to repeat
Write and say the following:
after you.
MONKEYS
11 Now they can complete Tasks 6 and 7 in the
TREES Activity Book.
PARROTS
12 Get them to look at the REMEMBER BOX. They can
BOYS read the word after you.
CATS
Without much explaining, draw their attention to
GIRLS the –S in the plural form.
TEACHERS
13 Ask the class to look around and count:
Now ask them to look in the book again and to
check if they were right. They can come to the BOYS
board and tick the words that are correct. GIRLS
3 Add that there is something else there that the DOORS
 ARE THERE IN THE
monkeys are playing with, actually throwing at HOW MANY WINDOWS
CLASSROOM?
children (demonstrate THROWING). It's COCONUTS. DESKS
BOARDS
Add the word to the list on the board and explain CHAIRS
what it means.
Ask the children to find all the coconuts in the They can say the number in their mother tongue if
picture. they do not know it in English.
4 Play the tape and let them listen to the rhyme. What is important is not the numbers, but exposure
to the plural form.
Play the tape again and ask them to show all the
numbers they hear with their fingers. 14 Ask the children to come and draw scattered all
over the board:
5 The third time you play the tape, stop after each line
and translate it. Use mime to show FALLING DOWN 1 desk, 2 doors, 3 windows, 4 books, 5 chairs,
or THROWING COCONUTS. 6 pencils
6 Now the children can read after the tape and then Everyone draws the same pictures in their
on their own. notebooks.
7 Finally, with their books closed, they listen to the Then ask: HOW MANY __________ CAN YOU SEE?
rhyme once again, but this time stop the tape
15 Write the following table on the board:
before the last word in each line and ask the
children to say what comes next. SIX WINDOWS.
8 Now they can complete Task 5 in the Activity I CAN SEE ONE BOOKS.
Book. They need to fill in the missing words and TWO PENCILS.
colour the picture. FOUR DESK.
9 Go back to the words on the board and ask: THREE CHAIRS.
HOW MANY MONKEYS CAN YOU SEE IN THE FIVE DOORS.
PICTURE? TWO, THREE OR FOUR? Point to and read the words in the table as you
Write HOW MANY? on the board and explain what make a sentence. For example:
it means. I CAN SEE TWO BOOKS.
Now, tell the children to look at some more The children just say YES or NO.
questions in the Pupil's Book, Task 3.
Make a lot of sentences this way, some true, some
Help them read and answer the questions. false.

38

16 Now ask some children to come and point to the
TRUE sentences. The whole class can read what
someone is pointing to.
17 Finally, ask them to write 3–4 true sentences in their
notebooks.
18 Now they can look at the picture in the Pupil's
Book, Task 4.
This is Tracy's new home. Get them to make some
sentences from the table.
For homework they can write some too.
Step 3 LISTENING TO THE TAPE
1 The children look at Task 6 in the Pupil's Book.
Play the tape and let them listen. After the first
listening, ask:
ARE SNAKES DANGEROUS?
2 Play the tape again and the children repeat after it.
3 Ask some children to take up the roles of Tracy and
Luke and repeat after the tape or read the dialogue.
4 Now they look at the picture in Task 8 (IT'S YOUR
TURN) and count different animals.
5 A similar but more difficult task is in the Activity
Book. It is Task 2.
Unit 2
Monkeys and coconuts
When they have discovered the right number of
animals they can find them in the Word Search. This
is Task 3.
Finally, they have to sort out the animals according
to how dangerous they think they are.
This is Task 4.
A NOTE:
It will take a while for children to start using the
plural form of the nouns. Be patient, provide plenty
of practice and in time most children will start using
it correctly.
6 Drawing dictations can be very useful to make
children concentrate on the plural form.
Here is an example of tasks you can write on the
board. The children read the words and draw the
pictures.
A YELLOW BAG
THREE BROWN TREES
FIVE RED BALLS
Make sure you explain that you usually use A
instead of ONE.
39
Unit 2

African animals
Lesson 3 I'VE GOT TWO HANDS.
Aim: Naming parts of the body I'VE GOT TEN FINGERS.
Describing one's body I'VE GOT FOUR LEGS.
Language focus: mouth / teeth / neck / shoulders I'VE GOT TWO KNEES.
/ legs / knees / arms / feet / tail /
I'VE GOT TWO FEET.
stripes
I've got a long neck. / I've got two I'VE GOT TWO TOES.
legs. 6 Write one sentence on the board and ask the
children what it means:
Step 1 REVISING PARTS OF THE BODY AND I'VE GOT ONE NOSE.
INTRODUCING SOME NEW ONES
Underline I'VE GOT.
1 Ask everyone to stand up. Name and touch different
7 Revise the rhyme from the previous course I've got
parts of the body and ask the children to do the same:
ten little fingers.
HEAD, NOSE, EYES, EARS, MOUTH, TEETH, HANDS,
8 Draw on the board a very simple drawing of a boy
FINGERS, LEGS, FEET, TOES
or a girl.
These are the parts that the children know from the
Label only some parts of the body:
previous course and lessons.
HEAD  NECK  SHOULDERS  ARMS  LEGS 
Repeat touching and naming two more times,
KNEES  FEET
changing the order of the parts you mention.
The children copy the drawing and the words from
2 Now give commands to the class but you do not do
the board.
anything:
TOUCH YOUR ______________ ! Step 2 LISTENING TO THE TAPE – AFRICAN
The children listen and touch what you tell them to. ANIMALS
3 If you like, you can play the SIMON SAYS game. 1 Use the picturecards to revise the animals that live in
Africa.
TOUCH YOUR EYES! (The children do nothing.)
2 Put all the pictures on the board.
SIMON SAYS TOUCH YOUR EYES! (The children
perform the action.) Pretend you are one of the animals and say
something about yourself. Ask the children to guess
4 Introduce some new words now. Again touch and say: who you are. You can even adapt your voice to suit
NECK, SHOULDERS, ARMS, KNEES the image of the animal.

Ask the children to do the same; touch and say the Do not forget to use a lot of mime when you are
words after you. talking. Here are some examples:

5 Make sentences about your body and ask the I 'M BIG. VERY BIG. I'VE GOT BIG EARS AND A
children to listen and spot a mistake. LONG NOSE.

Keep touching the parts of the body that you I'M BIG TOO. I'VE GOT 4 LEGS AND A LONG, LONG
mention. NECK.

I'VE GOT ONE HEAD. SOMETIMES I AM LONG. SOMETIMES I AM SHORT.

I AM DANGEROUS.
I'VE GOT TWO EYES.
I'VE GOT TWO NOSES. (The children should call I'VE GOT NO LEGS.
out NO here, and then you I'VE GOT FOUR LEGS. I'M BLACK AND WHITE. I'VE
correct your sentence.) GOT STRIPES – MY PYJAMAS.
I'VE GOT ONE NECK. After each description ask someone to come and
I'VE GOT TWO SHOULDERS. point to the right animal on the board.
I'VE GOT THREE ARMS.

40
 Unit 2

3 Ask the children what part of the body is typical for
many animals and that we, people, do not have. See
if they can guess what it is. If not, make a gesture
as if you had A TAIL and were stroking it.
Write the word on the board and ask the children to
look at the pictures of the animals on the board and
say which ones have got a tail.
4 Everyone looks at Task 1 in the Pupil's Book. Play
the tape, they just listen and follow the text in the
book. After the first listening get them to complete
9 Ask the children to pretend they are one of the
your sentences:
CROC IS A _____________ .
SISS IS A _____________ .
GIRA IS A ____________ .
ELLA IS AN ________________ .
ZEB IS A ______________ .
5 Play the tape again and ask the children to read
after the tape. Stop after each animal and ask the
question:
WHAT COLOUR IS IT?
African animals
Now ask everyone to look at the table in the Pupil's
Book, Task 3.
Read the categories on the top and make sure
everyone understands them.
Fill in the information for the first two animals from
the front with the whole class so they get an idea
how to do it. Then ask them to work with a partner
and fill in the rest on their own. Check what they
have done afterwards.
animals and to prepare to say at least 3 sentences
about themselves. They use the information from
the table. You can put up the following beginnings
on the board:
MY NAME IS ___________ .
I'M _____________ .
I'M ______________ . (COLOUR)
I'VE GOT _______________ .
Have a number of children speak about
'themselves'.

6 Play the tape for the third time and ask individual 10 Now they look in the Activity Book, Task 2. First
children to read the sentences after the tape. they copy the sentences in the right speech balloon
and then they can colour the animals. While they
7 Name and write on the board some body parts and are colouring ask several children to read the speech
ask the children to say the name of the animal that balloons.
has it.
A LONG NECK Step 3 TALKING ABOUT ONESELF
A BIG MOUTH AND BIG TEETH SONG Head and shoulders
STRIPES 1 Start off with the two pictures in the Pupil's Book,
BIG EARS Task 4.
A LONG BODY The children read and point to the parts of the body
A LONG TAIL on the giraffe and then Tracy.

With all these words on the board ask: 2 Ask the children to listen and say who says the
following sentences.
WHERE DOES IT SAY 'VELIKE UŠI' ?
Gira? Tracy? Or maybe both Gira and Tracy?
'DUGAČKI VRAT'
'PRUGICE' I'VE GOT A LONG NECK.
'VELIKI ZUBI' I'VE GOT A SHORT NECK.
I'VE GOT TWO EYES.
And so on.
I'VE GOT A TAIL.
Again the children come to the board, point to the I'VE GOT FOUR LEGS.
words and read them.
I'VE GOT TWO LEGS.
They can complete Task 1 in the Activity Book, I'VE GOT TEN FINGERS.
copy the words below the right picture.
I'VE GOT TEN TOES.
8 The children read aloud once again the texts in the
Pupil's Book. 3 Now ask them to read some of Gira's sentences in
the book, Task 5, and decide if they are true or false.

41
Unit 2

African animals
Ask them also which of the sentences are true for board. Say a sentence but whistle or hum in place
Tracy. of the beginning. The children just point to the right
beginning.
4 Finally, they concentrate on themselves. In Task 8
in the Pupil's Book they need to choose the right Here are some sentences you can use:
word and then copy the correct sentences into their
___________ HAPPY.
notebooks.
___________ TWO EARS.
After that they can look in the Activity Book, Task
___________ TEN FINGERS.
4. First they circle the words in the Word Snake and
then they fill in the sentences below. ___________ A PUPIL.
___________ AT SCHOOL.
5 It's time for a song. Start off by saying the lines of
the song and touching the parts of the body that ___________ JUST ONE NOSE.
are mentioned in it. ___________ HUNGRY.
Then ask the children to do the same after you. ___________ SOME BOOKS IN MY BAG.
___________ A SHORT NECK.
Now, play the song Head and Shoulders. The
children keep touching the parts of the body they If you think it would be easier, you can start off with
hear in the song. the sentences about animals.
Finally, they try to sing along. In that case hold the picture of the animal you are
pretending to be when you make a sentence.
They can read the lines in the Pupil's Book, Task 9.
____________ GREEN.
6 Playing the song over and over again, ask them to
complete Tasks 5 and 6 in the Activity Book. ____________ BIG TEETH.
____________ DANGEROUS.
7 To round off the whole lesson you can have a
drawing dictation, an example of which is Task 7 in ____________ FOUR SHORT LEGS.
the Activity Book. Finally, the children can complete Task 3 in the
8 You can also practise a little the distinction between Activity Book. The whole thing is quite demanding
I'm and I've got. so do not forget to praise them a lot.

Here is how you can do it. Write the two beginnings

on the board and ask two children to come to the

42

Lesson 4
Aim: Asking a simple question
Language focus: Have you got a brother / sister / a
cat…?
Step 1 LISTENING TO THE TAPE
1 Tell the children to look at the pictures in Task 1 in
the Pupil's Book.
WHO IS IN THE PICTURES?
WHO IS THE BLACK BOY? IT'S TOBY.
HE IS AN AFRICAN BOY.
TOBY IS NICE. HE CAN SPEAK ENGLISH.
2 Play the tape and the children listen and follow the
text in the book.
After the first listening, ask: WHO IS LULU?
3 Play the tape again. This time the children repeat
after it. Ask after the second listening: WHERE
MUST TOBY GO?
4 The third time ask individual children to repeat after
the tape. Then get them to complete Task 3. It is a
comprehension check.
5 Put the children into groups of three and ask them
to prepare reading the conversation.
Ask several groups to do it.
After that get them to complete Task 1 in the
Activity Book. They need to fill in the missing
words. Tell them to look in the Pupil's Book all the
time and find the words they need there.
Step 2 PRACTISING THE QUESTION
Have you got …?
1 Start off with the things you have got in your bag or
on your desk.
Hold up a book and say: I'VE GOT A BOOK. HAVE
YOU GOT A BOOK?
The children will call out YES. Tell them to hold it up.
Do the same with other things like: PENCIL / PEN /
BAG / NOTEBOOK, etc.
Unit 2
Toby
2 Now approach someone and say:
I'VE GOT A BIKE. HAVE YOU GOT A BIKE?
Whatever the answer is repeat it like: YES, I HAVE.
or NO, I HAVEN'T.
Ask the child to repeat such an answer after you.
Ask someone else: HAVE YOU GOT A BIKE?
Help the child produce the answer not just YES or NO.
Ask different children questions like:
HAVE YOU GOT A CAT / A DOG / A BROTHER /
A SISTER…?
3 Write one question on the board and add the
answers.
HAVE YOU GOT A COMPUTER? YES, I HAVE.
NO, I HAVEN'T.
Underline HAVE YOU GOT in the questions.
4 Now show some picturecards and encourage the
children to ask and answer the questions. You can
always point to the relevant words on the board.
Use pictures of some toys and animals.
5 The children can work in pairs and ask each other
the questions in Task 5 in the Pupil's Book.
When they have finished they need to write some
sentences, Task 6.
6 There are some more questions in Task 2 in the
Activity Book.
7 They will probably have fun with Task 3 in the
Activity Book. First they need to cut out the words
and make three questions with them. Before they
stick the questions in the notebook, check everyone
has the right order of words.
Finally, they can write the answers.
8 This form is great for guessing games. Use all
the picturecards that the children are familiar with.
Someone picks ou a picture and the class tries to
guess what it is.
The one who guesses first gets to choose the next
picture.
You can play this game whenever you have some
time to spare. It is a good vocabulary exercise as well.
43
Unit 2
Tracy’s shoe
Lesson 5
Aim: Saying where something is
Language focus: The shoe is in / on / under the bed.
Step 1 INTRODUCING PREPOSITIONS OF PLACE
1 Place on your desk a number of object familiar to
the children. Make sure everyone can see them. Use
things like: a book, a pencil, a sharpener, a bag,
a pencil case, a pen, a notebook, etc.
2 Start with the pencil. Put it on the floor and ask:
WHERE'S THE PENCIL? Then answer: IT'S ON THE
FLOOR.
Put the pen on the floor and ask and answer the
same way.
Now put the bag on the chair. WHERE'S THE BAG?
IT'S ON THE CHAIR.
Do the same with the notebook.
Now say: L OOK CHILDREN! WHERE'S THE BOOK?
IT'S ON THE DESK.
WHERE'S THE SHARPENER? IT'S ON THE
DESK TOO.
WHERE'S THE PENCIL CASE? IT'S ON THE
DESK.
3 Point to the things on the floor / chair / desk.
Say the sentences again and ask the children
to repeat after you.
THE PENCIL IS ON THE FLOOR. And so on.
4 Write ON on the board and ask the children to
guess what it means. Then draw one picture like:
THE BAG IS ON THE CHAIR. Do not write the
sentence yet.
5 Move on to the next preposition. Pick up the pencil
and put it in the pencil case.
WHERE'S THE PENCIL NOW? ON THE FLOOR? NO.
IT'S IN THE PENCIL CASE.
Pick up the pen and put it in the bag.
WHERE'S THE PEN NOW? ON THE FLOOR? NO.
IT'S IN THE BAG.
Put the sharpener in the book.
WHERE'S THE SHARPENER? IT'S IN THE BOOK.
6 Point to the things in the pencil case / bag / book
and repeat your sentences.
The children repeat them after you.
THE PENCIL IS IN THE PENCIL CASE.
44
7 Write IN on the board and ask the children to guess
what it means.
Then draw one picture like: THE PENCIL IS IN THE
PENCIL CASE.
No sentence is written yet.
8 Ask the children to take their pencil and give them
some commands always asking the same question
after them.
PUT YOU PENCIL ON THE FLOOR!
WHERE'S THE PENCIL?
PUT YOUR PENCIL ON THE DESK!
PUT YOUR PENCIL ON THE BOOK!
PUT YOUR PENCIL ON THE CHAIR!
PUT YOUR PENCIL ON THE NOTEBOOK!
PUT YOU PENCIL IN THE PENCIL CASE!
PUT YOUR PENCIL IN THE BAG!
PUT YOU PENCIL IN THE BOOK!
PUT YOUR PENCIL IN YOUR NOTEBOOK!
PUT YOUR PENCIL IN YOUR SHOE!
(Wait and see what they do now.)
9 Take the bag now and put it under the chair.
LOOK! WHERE'S THE BAG NOW? ON THE CHAIR?
NO. IT'S UNDER THE CHAIR.
Take the pen and place it under the book.
WHERE'S THE PEN? ON THE BOOK? NO.
IN THE BOOK? NO. IT'S UNDER THE BOOK.
Put the sharpener under the desk.
WHERE'S THE SHARPENER? IN THE DESK? NO.
ON THE DESK? NO.
IT'S UNDER THE DESK.
10 Point to the things under the chair / book / desk and
repeat your sentences. The children say them after
you.
THE BAG IS UNDER THE CHAIR. And so on.
11 Write UNDER on the board and let the children guess
what it means. Draw one picture then something like:
THE BOOK IS UNDER THE DESK.
12 Now there are three pictures on the board. Ask
some questions about them and point to the
preposition they need to use.
WHERE'S THE BAG?
WHERE'S THE PENCIL?
WHERE'S THE BOOK?
 Unit 2

Tracy’s shoe
Now write the sentences below the pictures and ask ON THE CHAIR?
the children to read them. UNDER THE TREE?
They copy the pictures and the sentences into their ON THE BOOK?
notebooks. IS TRACY HAPPY TO SEE THE MONKEYS?

Step 2 LISTENING TO THE TAPE 8 Now ask them to read the sentences below the
picture and circle the right words.
1 The children look in the Pupil's Book, Task 1.
Check what they have done.
Play the tape and let the children listen and follow
the text in the book. 9 Tell them to look at the picture for 20 seconds and
then close the book.
After the first listening, ask:
WHAT'S TRACY'S PROBLEM? Check what they remember: NUMBER 1 IS ______ .
WHAT'S SHE LOOKING FOR? NUMBER 2 IS ______ .
2 Play the tape again and ask the class to repeat after And so on.
the tape only Tracy's words.
10 The children open their books again. Now they
After the second listening ask: write 3 true sentences in their notebooks.
WHERE'S TRACY'S SHOE?
WHAT DOES 'OUCH' MEAN? Actually, they are copying the sentences using the
circled words.
3 The third time the children repeat Greta's lines after
the tape. This time ask the children to finish your Step 3 PRACTISING PREPOSITIONS OF PLACE
sentences: SONG Monkeys in the tree
TRACY LOOKS FOR HER SHOE UNDER THE ______ . 1 Do the following activity with the whole class.
THEN SHE LOOKS IN THE __________ .
a) F irst ask the children how they say in English
THEN SHE LOOKS ON THE ___________ . some words.
BUT HER SHOE IS IN THE ___________ .
HOW DO YOU SAY 'POD'?
4 Now ask the children to listen, repeat the lines and 'STOLICA'
mime the situation.
'STOL'
5 They look at the REMEMBER BOX now. Ask them 'TORBA'
to read the question and the answers. 'PERNICA'
6 Tell the class to look in the Activity Book, Tasks 1 'KNJIGA'
and 2. First they match the words with the pictures, 'GUMICA'
then they have to fill in the dialogue using the same
words. Whenever the children say the English word, write it
up on the board.
When they have finished, ask several pairs of
children to read the dialogue out loud. a) M
 ake sure that all the objects mentioned above
are in front of the board.
7 Ask the children: WHY DOES TRACY SAY
'YOU SILLY MONKEYS'? b) A
 dd the three prepositions on the board. You can
use a coloured piece of chalk to make them more
So, monkeys can be silly, they can do funny things. visible:
They look at Task 4 in the Pupil's Book now. Ask IN   ON   UNDER
them some questions first: Also add two more words PUT and THE .
HOW MANY MONKEYS CAN YOU SEE? Your board will look something like this:
WHAT NUMBER IS UNDER THE TABLE?
THE   BOOK   IN   BAG
ON THE BAG?
FLOOR   PENCIL CASE   ON
IN THE KITCHEN?
ERASER   UNDER   PUT   CHAIR   DESK
UNDER THE BED?

45
Unit 2
Tracy’s shoe
c) P oint to and read the words that make up a
command:
PUT THE BOOK ON THE FLOOR!
Then ask someone to do it.
Point to and read the following command: PUT THE
BOOK IN THE BAG!
Again someone does it.
d) N
 ow tell the children that you want them to read
the command you point to.
You point, they read: PUT THE ERASER UNDER THE
CHAIR!
Someone comes up front and does it.
Repeat this with a few more actions.
 ow it is the time to play a real game. The class
e) N
is divided into 2–3 teams.
First, a representative of team 1 comes up front. You
point to a command, his/her group reads it and he/
she has to perform the action. If it is done correctly,
the team wins a point. If not, no point is won.
Then group 2 gets a task and finally group 3.
Do it as long as it takes for every child to have a go.
The winner is the group with most points.
2 Ask the children to do Tasks 3 and 4 in the
Activity Book.
46
3 Now play the song about monkeys. This is Task 6
in the Pupil's Book.
First, they listen to it and look at the pictures.
Next, they listen and mime what the monkeys are
doing.
Finally, they mime and sing along.
4 Here is another game you can play: CHINESE
WHISPERS ('Pokvareni telefon'). It is decribed in
Task 7, IT'S YOUR TURN!
a) F irst you revise all the school things. You can also
use Tasks 5, 6, 7 in the Activity Book for that
purpose.
b) Then ask the children to make some commands
from the table in the book and get someone to
perform them.
c) Next, you tell every pupil to write one command
from the table on a piece of paper.
They should not show it to anyone. Only you need
to check what they have written.
d) Finally, the children make groups of not more
than ten. Someone reads the command into the
ear of the child next to him. This child passes it
on into the next child's ear and so on. The last
child in the group shold perform the command.
It's fun! Strange things may happen.
 Unit 2

Lesson 6
Aim: Saying what someone has got
Language focus: a camera / a basket / binoculars / a
vet's bag / a river / a bush / a thorn
Tracy has got a basket. Luke has
got binoculars.
Step 1 INTRODUCING NEW VOCABULARY
1 Start off with a guessing game. Hold the picturecard
of A VET'S BAG and say:
I'VE GOT A PICTURE OF SOMETHING. CAN YOU
GUESS WHAT I HAVE GOT?
The children ask questions with HAVE YOU GOT …?
They should guess that it is a BAG.
Have them asking the questions until they guess.
Then show then the picture and explain that it is a
special bag. It is Greta's bag.
Greta is a vet, remember? So, it is A VET'S BAG:
2 Use the picturecards to introduce three more
objects: A BASKET, A CAMERA, and BINOCULARS.
Then add the next three pictures: A RIVER, A BUSH,
A THORN.
Follow the standard procedure:
a) t he children listen and look at the pictures one by
one
b) t hey repeat the words after you
c) with the pictures on the board they come and
point to them
d) with numbers above them, ask: WHAT NUMBER
IS …?
e) you can also use the colours and ask: WHAT
COLOUR IS …?
f) WHAT'S NUMBER 1? WHAT'S BROWN?
g) removing one of the cards, ask:
WHAT'S MISSING?
h) t he children match the words
(written on the board or on the cards)
with the
pictures
i) they can draw some pictures and write the words
3 Now they look at Task 1 in the Activity Book.
First, they copy the words in the right place. Then,
they read the key and colour the picture accordingly.
Finally, they need to write some sentences about the
picture. This is Task 2.
Greta in action
In the first sentence they need to complete the last
word only, whereas in the last sentence they need
to complete three words.
Step 2 INTRODUCING HAS GOT
LISTENING TO THE STORY
1 The class looks in the Pupil's Book, Task 1. Now
they can read the words on their own.
Ask about the colour of each thing.
2 Next they look at the picture in Task 2. Ask some
questions:
CAN YOU SEE A FAMILY? WHO ARE THEY?
CAN YOU SEE A CAR? WHAT COLOUR IS IT?
HOW MANY TREES CAN YOU SEE?
CAN YOU SEE ANY ANIMALS? WHERE IS KIKI?
3 Read the sentences above the picture and ask the
children to point at the characters as you mention
them.
Then tell the children to read the sentences after you.
4 Have them guess what the sentence in Task 3
means.
Ask some questions about the picture using HAS GOT:
WHO HAS GOT BINOCULARS?
WHO HAS GOT A CAMERA?
WHO HAS GOT A BASKET?
WHO HAS GOT A VET'S BAG?
Ask the children to draw one character from the
picture and to copy the right sentence below it.
They should underline HAS GOT.
5 You will be spending more time dealing with this
form later on, so now move on to the story. This is
Task 4 in the Pupil's Book.
Play the tape and let the children listen to the whole
story and look in the book.
After the first listening ask: WHO HAS GOT A
THORN IN HIS LEG?
6 Play the tape for the second time but stop
occasionally to ask some more questions.
WHERE ARE THE CLICKS? (picture 1)
WHO IS HAPPY? (pictures 3 and 4)
WHERE'S THE CROCODILE? (picture 6)
WHO IS HURT? (picture 8, explain HURT)
WHO HELPS THE BABY LION? (picture 11)

47
Unit 2
Greta in action
7 The third time you play the tape the children repeat
after it. With your help they also try to translate
some sentences like:
SOMEONE IS CRYING.
IT LOOKS HURT.
MUMMY, YOU MUST HELP.
IT'S DANGEROUS.
OK BABY, LET'S TAKE A LOOK.
IT'S ONLY A THORN.
THERE YOU GO.
WELL DONE MUMMY!
8 Now they do Task 5 which is a comprehension
check.
9 Get the children to look at the REMEMBER BOX
and say what the sentences mean.
10 Ask individual children to read the story after the
tape.
11 Pair off the children and ask them to look at Task
7. They need to find the answer for each of the
questions. Check what they have done.
12 Ask them to copy questions 1, 2, 4 and 5 in their
notebooks and then add the correct answers.
Step 3 PRACTISING HAS GOT
1 a) H
 and out picturecards of familiar vocabulary to
the children around the classroom.
Call out a word and the child who has the picture
stands up. Then ask, for example:
WHO HAS GOT A BOOK? And the children say:
MARKO.
You add: MARKO HAS GOT A BOOK. The children
repeat the whole sentence after you.
Repeat this until you have covered all the pictures.
b) A
 sk the children with the pictures to give them to
the children who did not have any in the previous
round. This time do not ask anything but just
ask the new children to stand up one by one.
You make false sentences and the class have to
correct you.
Point at Iva, for example, and say: MARKO HAS GOT
A BOOK.
The children say: NO. HANA HAS GOT A BOOK.
Again do it until all the pictures have been covered.
48
2 a) D
 raw on the board a boy and a girl. Give them
names like, for example:
ALI and TEA
The children draw the same pictures in their
notebooks in two big boxes.
b) N
 ow tell them to listen what each one has got
and to draw it in the right box.
You say the sentences:
TEA HAS GOT A BALL. ALI HAS GOT A BOOK.
ALI HAS GOT A CAR. TEA HAS GOT A BAG.
TEA HAS GOT A BASKET. ALI HAS GOT A PENCIL.
ALI HAS GOT A BALLOON. TEA HAS GOT A BIKE.
Some children also draw on the board the things Ali
and Tea have got.
c) When the drawings are complete ask:
WHO HAS GOT _______ ?
d) Point to all the things Ali has got and say:
ALI HAS GOT A BOOK.
HE'S GOT A CAR.
HE'S GOT A PENCIL.
HE'S GOT A BALLOON.
Point to Tea's things and say:
TEA HAS GOT A BALL.
SHE'S GOT A BAG.
SHE'S GOT A BASKET.
SHE'S GOT A BIKE.
e) W
 rite below the pictures the beginnings of
sentences and ask the children to complete the
sentences in their notebooks.
TEA HAS GOT A ______ . ALI HAS GOT A ____ .
SHE'S GOT A _______ . HE'S GOT A ________ .
SHE'S GOT A _______ . HE'S GOT A ________ .
SHE'S GOT A ________ . HE'S GOT A ________ .
Ask them to read their sentences when they have
finished.
3 There is a similar task in the Activity Book. It is
Task 5. They have to say and then write what Tracy
and Luke have got in their bags.

Step 4 EXPLOITING THE STORY
1 Ask the children to read the story GRETA IN ACTION
again.
They can read after the tape in chorus or
individually. Then can read with the tape – at the
same time.
They can practise reading in groups of four taking
up the roles of Tracy, Luke, Greta and 'the speaker'
– the one who reads the narrative parts.
2 Next, they can look at Task 8 in the Pupil's Book.
Looking at the pictures below, they complete the
sentences. They can write the missing words or just
say them.
Unit 2
Greta in action
After that get someone to read the sentences.
In the end ask them to cover the sentences and
practise telling the story by looking at the pictures.
Give them some time to practise. Walk around and
help.
Several children can tell the story. Praise them a lot.
3 The children can look in the Activity Book, Tasks 3
and 4.
In Task 3 they make some sentences from the table.
Get them to do it orally first and then to write them
down.
Task 4 is about themselves and their best friends.
49
Unit 2
Booboo and Boobah
Lesson 7
Aim: Describing someone's body
Language focus: He's got a big head / short hair /
two long arms / two short legs.
She's got a small head / long hair /
two short arms / two short legs.
Step 1 LISTENING TO THE TAPE
1 Have a little chat with children about what makes
them feel scared. They can tell you in their mother
tongue, of course. Find out if they like some scary
things like horror films and stories. Ask them if they
have ever seen any MONSTERS in films.
Write the word on the board and explain what it
means. Let them tell you about some monsters they
have seen somewhere in books or films; what they
looked like and so on. You can repeat some of the
things they say in English.
Ask them if they really believe in monsters. Tell them
that there are no monsters, that they exist only in
stories and films. They may disagree with you but it
is OK.
2 Now tell the children that they are going to hear a
story about two monsters from Africa.
Their names are BOOBOO and BOOBAH. Write them
up on the board and let the children read the names
after you. Then show their pictures.
They live in the MOUNTAIN. Stick the picture on the
board and write the word. They read it after you.
They live in the mountain in a CAVE. Again stick the
picture and write the word. They eat A PIE every
day. Add another picture and the word. But this
is a special pie. What's in it? BATS. This is the last
picture you stick and also add the word.
A NOTE:
Explain straight away that these are not very bad
monsters but that eating BATS is a bad thing. Add
that there are not so many bats left and that they
are PROTECTED SPECIES. Do this in their mother
tongue. Also add that this is only a story and in
stories everything is possible.
3 Ask the children to read the words from the
board after you. They can draw 3 pictures in their
notebooks: A MOUNTAIN, A CAVE, A PIE. They
need to copy the words too.
50
4 Play the tape and the children listen and follow the
text in the book.
This is Task1 in the Pupil's Book.
After the first listening, ask: WHO IS TELLING THE
STORY ABOUT THE MONSTERS?
5 Play the tape a second time. After the second
listening the children can complete Task 3.
They need to circle the right word in the sentences.
6 The third time you play the tape the children read
the sentences after it.
This time ask: IS MICK GOING TO TAKE A PICTURE
OF THE MONSTERS?
WHY NOT?
7 Ask the children to look at the story in the book
again and find the sentences which say:
ON ŽIVI U PEĆINI U PLANINI.
ON IMA KRATKU KOSU.
ON JEDE PITU OD ŠIŠMIŠA.
ONA IMA TRI ZELENA OKA.
TATA, POSTOJE DVA ČUDOVIŠTA U PLANINI.
MORAŠ IH SLIKATI.
SUTRA IDEMO KUĆI.
NAZAD U ENGLESKU I ŠKOLU.
ČUDOVIŠTA NE POSTOJE.
TO JE SAMO PRIČA.
8 The children practise reading the story.
9 Now ask them to look in the Activity Book, Tasks
1 and 2. Help them with the crossword puzzle and
then tell them to use the same words to complete
the sentences below it.
Step 2 DESCRIBING MONSTERS
LEARNING BOOBAH'S SONG
MAKING A MONSTER PIE
1 The children look at the pictures of Booboo and
Boobah in the Pupil's Book, Task 4.
a) Write on the board:
HE'S GOT … SHE'S GOT …
Check if they remember what this means.
Now tell them to answer your questions using the
beginnings of the answers on the board:
 Unit 2

Booboo and Boobah

WHO'S GOT A BIG HEAD / A SMALL HEAD / Then read the text of the song once. Stop after each
THREE RED EYES / THREE GREEN line and get the children to try and translate it.
EYES …?
Play the tape. They just listen.
And so on. Ask about all the parts of the body
Finally, they try to sing along.
mentioned in the story.
3 You can play the song over and over again while
Help them with the first two answers by pointing to
the children work on their own monster pie. This is
the right beginning, but soon they can do it without
Task 7 – IT'S YOUR TURN!
your help.
Explain what they need to do. Give them enough
b) N
 ow ask them to look at the table below the
time to do it and later to talk about their pies.
picture and to try and make some sentences
orally. 4 The children will probably enjoy creating their own
monsters. There are two tasks that prepare them
 ow they can complete Task 3 in the Activity
c) N
for that.
Book. They need to fill in the sentences and then
colour the monsters. Task 5 is a drawing dictation. Task 6 is completely
open. All that is said is that it is a lady monster.
2 Move on to the song. First, ask them to look at the
picture and say: 5 At home they can draw and write about a monster
they create. Display their homework and allow them
WHO IS THIS? WHAT HAS SHE GOT IN HER HANDS?
to talk about it.
HOW MANY BATS ARE THERE IN THE PIE?

51
Unit 2
SUM UP 3
BOARD GAME Snakes and ladders
This board game is in the Pupil's Book.
The aim of the game is to revise some of the things
they have learned in Unit 2.
You need several dice (3–6) for the game. You can
ask the children to bring some in advance.
For counters they can use some small objects like
sharpeners, erasers or coins. If you like, you can
bring some counters from another board game you
may have at home.
Version 1
1 You can play the game with the whole class. There
are three groups in the class. Each group has one
die, and each member of the group has a counter.
2 Representatives of the groups throw the dice. The
group with the highest number starts playing first.
3 One player in the team throws the die again and
moves the counter along the board in the direction
shown by the arrows. Actually every member of the
team moves their counter.
52
But only the one who threw the die has to answer
the question if the counter happens to land on the
square with one.
If they land on the square where a ladder starts,
they have to climb it.
If they land on a square with a snake's head, they
have to go down to the end of the tail because the
snake swallows them.
4 The teams (and the players within the team) take
turns at playing the game.
5 The winner is the team who gets to the FINISH first.
Version 2
The game is played in groups of 4–6 pupils. In that
case you need a die for each group and a different
counter for every member of the group.
This time the players are playing against each other
in the group.
ACTIVITY BOOK
There are 5 revision exercises there. You can spend
time on them in class or give some of them for
homework.
 UNIT 3

WHAT CAN THEY DO?

This unit is centred round the verb CAN, expressing ability. The purpose of this unit is not
only to teach our students the concept of ability but to expose them to a number of verbs
in the infinitive that follow the modal verb CAN.

The unit consists of 4 lessons.

The Clicks are back from Africa.

In Lesson 1 Tracy is at school and the children are learning about different jobs.
At this age children understand the concept of a profession as something people can do.
Therefore, this is the first lesson to introduce the concept of can.

In Lesson 2 we learn about Luke's favourite detective called Mike who can do a lot of
things.

In Lesson 3, called BLAST OFF, can is put within the contex of a short conversation. The
negative form is also introduced.

Lesson 4 is a story that is slightly above the children's level of language but they can
follow it because the outline of the story is based on the 6 can sentences which have been
introduced before. The story is partly based on repetition which makes understanding
easier.

The unit ends with a revision section SUM UP 4 which includes a number of questions
children could ask the members of their family.

53
Unit 3
Jobs
Lesson 1
Aim: Introducing jobs and tihings
connected with them
Exposing children to a number of
sentences with can
Language focus: A pilot can fly a plane.
I want to be a doctor..
Step 1 INTRODUCING JOBS
1 Start off by asking the children how they are. If
someone is absent, introduce the word SICK.
2 Prepare picture cards of jobs. Start with the ones
they know. Stick them on the board and say:
A DOCTOR CAN HELP YOU WHEN YOU ARE SICK.
IS GRETA CLICK A DOCTOR? NO, SHE IS A VET.
SHE CAN HELP SICK ANIMALS.
Then introduce the new words.
Say: THIS IS A PILOT.
Ask pupils to repeat the words after you.
Without showing the other two pictures, say two
more words: AN ASTRONAUT and A MECHANIC.
They sound similar to the Bosnian/Croatian/Serbian
words (therefore difficult), so pupils might recognize
the meaning. Stick the pictures on the board.
Children try to repeat in chorus after you.
3 Ask someone to come to the board and point to the
pictures.
Say: P OINT TO A PILOT.
POINT TO AN ASTRONAUT.
Repeat this several times with different children.
4 You can now mime one of the professions from the
board. You can do it together with your class, or
YOU can mime and the pupils guess who you are.
You can include both steps. (Pretend you have a
stethoscope and listen to someone's heart, pat an
animal and give it an injection, open the bonnet of a
car or pretend you are fixing a tyre, walk very slowly
as if on the moon, stretch your hand as if you were
a plane and then sit down as if you were flying it.)
You can also ask your pupils to come to the board
individually and mime the words while the others
are guessing.
5 Say that you have more pictures. Stick them one
by one on the board but not next to the profession
they belong to. They are familiar with some of
54
them: A CAR and A PLANE. Introduce A ROCKET
and SICK PEOPLE in the same way. Ask them
what animals they can see in the picture of SICK
ANIMALS.
Step 2 INTRODUCING CAN
1 Ask them if they can find pairs. Ask someone to
come to the board and match the job with the
object. While the children are matching, say:
YES. A PILOT and A PLANE. A PILOT CAN FLY A
PLANE.
At this stage don't ask them to repeat the whole
sentence.
2 After all the sentences have been matched, say one
of the sentences once more and ask your pupils to
say it in Bosnian/Croatian/Serbian. Pilot može / zna
upravljati avionom.
DOING Tasks 1, 2, and 3 in the Pupil's Book.
3 Tell your pupils to open their book. Say the words
and pupils point to the corresponding pictures.
4 Ask one of the better pupils to read the words next
to the pictures.
5 Tell them now that you are going to say the
sentences and they should match the pairs.
There is a chance that some children would
impatiently match all the pictures in 3 seconds but
tell them to do it very slowly as you are saying the
sentences.
Don't say the sentences in the same order as the
pictures in the book. Say the sentences VERY slowly.
A MECHANIC CAN FIX A CAR.
A VET CAN HELP SICK ANIMALS, etc.
6 You repeat the sentence once more and your pupils
say just the last word.
You: A VET CAN HELP SICK…
Children: ANIMALS
You: A DOCTOR CAN HELP SICK
Children: PEOPLE
7 You can make some false statements. This time
encourage the children to say the first part of the
sentence. They will actually use the part of the
sentence with can for the first time which won't go
very smoothly. For example:
You: A VET CAN HELP SICK PEOPLE.
 Unit 3

Jobs
Children: NO. A VET CAN HELP SICK ANIMALS. 2 Let them do Task 1 and 2. Those who finish first
You: AN ASTRONAUT CAN FLY A PLANE. can colour the pictures.
Children: NO. AN ASTRONAUT CAN FLY A ROCKET.
Step 5 LISTENING TO THE TAPE (Task 5 in the
You: A MECHANIC CAN FIX A TOOTH. Pupil's Book)
Children: NO. A MECHANIC CAN FIX A CAR
1 Start off by looking at the picture and asking
8 Move on to Task 3. Read the sentences. questions.
Pupils read after you. Then ask them to read WHERE ARE THE CHILDREN?
individually.
CAN YOU SEE TRACY?
If you have any time left, you can play the quiz
below. If not, you can play it at the beginning of the WHAT'S HER BEST FRIEND'S NAME?
next lesson. WHAT CAN YOU SEE IN THE BALLOONS?
2 Let them listen to the tape (books shut).
Step 3 A QUIZ
Listening task: PUT UP YOUR HAND WHEN YOU
Write numbers from 1 to 10 on the board. Divide
HEAR A JOB MENTIONED.
the class into two groups.
Say the instructions in Bosnian/Croatian/Serbian if
They call out the number of the question they want
necessary.
to answer. For each correct answer they get 1 point.
3 Tell the children to open their books. Let them listen
1 Who can fix a car?
and look in the book at the same time.
2 Who can fly a rocket?
4 Ask them what it means:
3 Who can fly a plane?
WHAT DO YOU WANT TO BE?
4 Who can help sick animals? I WANT TO BE…
5 Who can help sick people? 5 Ask:
6 Who can teach children? WHERE DOES IT SAY: Ž ELIM POSTATI VETERINAR?
7W
 ho can take photos? (Accept Mick Click as an KAO MOJA MAMA?
answer) ZNAM POPRAVITI SVOJ BICIKL?
ŽELIM POSTATI UČITELJICA?
8 What can a mechanic fix?
6 Practise reading. The first time, you take the role of
9 What can an astronaut fly? Miss Morris.
10 What can a pilot fly? The second time allot the roles to different children.
9 If you have any time left, do Task 4 in the book. If 7 Do Task 6 and Task 7. Those who finish first can
not, give it for homework. copy some of the sentences in their notebook.
Tell them to copy the remaining sentences in their
Step 4 REVISING JOBS (Tasks 1 and 2 in the notebook for homework. If they have already done
Activity Book) it, tell them to translate the sentences into Bosnian/
1 Start off with doing the exercises in the Activity Croatian/Serbian.
Book.
Step 6 REVISION – Playing Match-Mismatch
Ask the children to point to the professions in Task 1.
1 Start off with a revision. Write in one corner of the
Let them look at Task 2. board:
Ask: W
 HERE DOES IT SAY: ZNA POPRAVITI AUTO? CAN FIX
ZNA POMOĆI BOLESNIM LJUDIMA?
CAN HELP
ZNA UPRAVLJATI RAKETOM? etc
CAN FLY
CAN TEACH

55
Unit 3
Jobs
Stick the cards face down on the board (not
necessarily in the order shown below). On one side
of the board stick the job cards, on the other side
stick the cards with objects.
A vet a car
A pilot a plane
A doctor a rocket
An astronaut sick people
A mechanic children.
A teacher sick animals.
2 Divide the class into two groups. Play: Match,
Mismatch game. When one group finds a pair
they can get an extra point if they make a correct
sentence using the words that you have written in
the corner of the board.
Step 7 INTRODUCING NEW VOCABULARY
1 Revise: A PIE (from the Booboo and Boobah story)
2 Introduce: A BAKER, A FIRE, FIREFIGHTER.
Ask them: D
 O YOU LIKE PIES? CAN YOU MAKE A PIE?
CAN YOUR MUM MAKE A PIE?
IS HIS JOB DANGEROUS? (point to the
firefighter)
WHY? THE FIRE IS HOT.
IS HIS JOB DANGEROUS? (point to the
baker)
NO, BUT IT'S HARD. HE IS VERY HOT.
3 Write the first letter of the jobs mentioned in the
rhyme, pause until the children guess, then continue
writing. Variation: You write just the first letters and
they write the rest by themselves.
Step 8 LISTENING TO THE RHYME
1 Let them listen to the rhyme.
Listening task: WRITE THE NUMBERS NEXT TO THE
WORDS WRITTEN IN YOUR NOTEBOOK IN THE
ORDER YOU HEAR THEM.
56
2 They open their books and listen and read.
3 Let them listen to the rhyme once more. This time
you act out the rhyme all together.
4 Reading: You read the first line, they read the
second one; or they read in pairs.
5 Finally, each pupil takes the role of one job. They
read it first and then they can act it out in a group.
Six pupils come to the board and say and act out
their jobs.
Step 9 REVISION
1 Do Task 3, 4 and 5 in the Activity Book.
2 Students read what they have done.
3 You can revise spelling by asking them to spell the
words from Task 5.
Step 10 TALKING ABOUT WHAT YOUR PUPILS
WANT TO BE
Finally, ask the children what they want to be. They
will come up with more jobs (from my experience
a teacher, a police officer, a detective, a soldier,
a singer and a computer programmer are very
popular).
If you have a very good class, you can write more
professions on the board.
If not, talk about them in Bosnian/Croatian/Serbian.
Tell your students to draw what they want to be.
If they have no idea, tell them to draw a job
someone does in their family.
You can also tell them to draw their job on a piece
of paper so that you can round off the topic by
putting on a small exhibition.
 Unit 3

Mysterious Mike
Lesson 2 Step 2 PRACTISING VERB – NOUN COLLOCATIONS
Aim: Intoducing more actions with can 1 Tell your pupils to take a green and red coloured
Yerb / noun collocations pencil. You say the sentence. They hold up a green
Language focus: ride a bike / motorbike pencil if the sentence is true (YES) and a red pencil
drive a car / a bus if the sentence is wrong (NO). At the beginning say
climb a tree / a rock more correct sentences and later on include more
walk on a rope / your hands and more wrong ones.
catch a mouse / a robber / a ball You: GRETA CAN DRIVE A BUS.
dive in the sea / in the sky
swim Pupils: NO, A CAR.
You: KIKI CAN CLIMB A DOOR.
Step 1 INTRODUCING MORE ACTIONS WITH CAN Pupils: NO, SHE CAN CLIMB A TREE.
1 Revise the following verbs by miming them: You: THEY CAN RIDE A MOTORBIKE.
climb (produce a sound of a motor-bike)
ride a bike Pupils: NO, THEY CAN RIDE A BIKE.
swim You: HE CAN SWIM (point to the picture DIVE), etc.
dive (hold your nose and go down)
2 Remove one of the pictures from the board and ask
drive the pupils which picture is missing.
walk
3 Introduce the verb CATCH by drawing a mouse next
2 Play 'Simon Says' by calling out the verbs. to Kiki.
3 Go on with showing the pictures of the Click family: WHAT CAN KIKI CATCH?
GRETA CAN DRIVE A CAR. SHE CAN CATCH A MOUSE.
KIKI CAN CLIMB A TREE. WHAT CAN SUZY CATCH? LOOK. Draw a ball.
THEY CAN RIDE A BIKE. SHE CAN CATCH A BALL.
TRACY CAN SWIM AND DIVE. 4 Do Task 1 in the Activity Book.
Stick them one by one on the board.
Step 3 THINGS MIKE CAN DO, p. 74, the Pupil's
4 Call one of the pupils to the board. Say: POINT Book
TO… (the usual procedure when introducing new
vocabulary or structures). 1 Introduce the character by revising some facts about
Luke.
5 Ask someone else to come to the board and write
the numbers. HE LIKES BOOKS. HE CAN READ TWO BOOKS IN A
WEEK.
 RETA CAN DRIVE A CAR is number 1.
Say: G HOW MANY BOOKS CAN YOU READ?
THEY CAN RIDE A BIKE is number 2.
WHAT'S YOUR FAVOURITE BOOK OR STORY?
Note: LUKE LIKES THE BOOKS ABOUT MIKE.
Children can recognise the picture easily because of MIKE IS A DETECTIVE.
the character you mention but the purpose of this MIKE CAN DO A LOT OF THINGS.
activity is to make them hear the sentences with
can a number of times. 2 Tell your pupils to open the books and have a look
at the pictures.
WHAT CAN MIKE DO? Elicit what they remember
6 Then ask: WHAT NUMBER IS: GRETA CAN DRIVE A from the introductory part of the lesson. Introduce
CAR? the word ROBBER.

57
Unit 3
Mysterious Mike
3 Read the sentences below the pictures. Pupils read
after you.
4 Ask some pupils to read individually. Repeat it
several times.
5 Ask the pupils to remember the pictures. After 3
minutes, ask them to do Task 3 without looking at
the pictures. Check their work. Ask them to read
aloud.
Give Task 2 in the Activity Book for homework.
Step 4 LEARNING THE SONG ABOUT MIKE
1 Start off by sticking Mike's picture on the board.
WHO IS THIS? Mike
(stick the written card MIKE on the board, too)
WHAT'S HIS JOB? He is a detective.
(stick the written card A DETECTIVE on the board)
WHAT HAS HE GOT? A motorbike.
(stick A MOTORBIKE)
IS HIS JOB DANGEROUS? Yes.
HE IS AFTER ROBBERS. (stick A ROBBER)
2 Say by pointing to the written cards:
HE IS A DETECTIVE.
HIS NAME IS MIKE.
HE IS A DETECTIVE ON A MOTORBIKE.
HE CAN CATCH A ROBBER.
3 Children repeat after you.
4 Write on the board the beginning of the sentences:
HE IS _______________________ .
HIS NAME IS ________________ .
HE IS A DETECTIVE ON A ____________________ .
HE CAN CATCH _____________________ .
5 Ask your pupils to fill in the sentences and copy
them in their notebooks.
6 Revise what Mike can do by miming. Ask your
pupils to mime, too.
He can ride a motorbike. (Hold the handlebars.)
He can drive a fast car. (Hold a steering wheel.)
He can walk on a rope. (Stretch your hands,
pretending you have problems keeping balance.)
He can climb (up) a rock. (Pretend you are a free
climber.)
He can swim.
58
7 Introduce: He can hide in the dark. (Put your hand
in front of your eyes.)
He can dive in the sky. (Put your hands as if you
were holding a backpack with a parachute and
jump.)
Explain that the word DIVE means both roniti i
skakati s padobranom.
He can talk to film stars.
8 Say the sentences at random and ask your students
to mime.
Step 5 LISTENING TO THE TAPE
1 Children first listen to the recorded spoken text on
the tape and mime.
2 2nd listening – Pupils look at the pictures in the
book and point to the right picture.
3 3rd listening – Pupils look at the text and listen.
4 They read the song after you, then individually.
5 If there is any time left, ask the children to illustrate
one of the lines of the song.
While they are drawing, let them listen to the song
several times.
Step 6 REVISION OF THE SONG
1 Start off with the spoken version of the song. Stop
the tape in each line and ask your pupils to guess
what comes next.
2 Do Task 3 in the Activity Book.
3 Check their work by asking which letter is missing in
each line.
4 Tell them to have a look at the pictures in Task 4.
Ask them if they recognize these characters. Ask
them if they can guess what they can do.
5 Let them fill in the sentences.
Step 7 INTRODUCING SHORT ANSWERS
Yes, I can.
No, I can't.
1 Write on the left side of the board: Yes, I can.
Write on the right side of the board: No, I can't.

Tell your pupils that you are going to ask them some
questions. They should "answer" just by pointing to
the left or right side of the classroom.
Pointing to the left means: Yes, I can (as on the
board).
Pointing to the right: No, I can't.
Note:
The purpose of this activity is to expose your
students to the question form once more.
You ask them the questions from Task 5 in the
Pupil’s Book.
Unit 3
Mysterious Mike
3 Then ask them the questions individually. This time
they answer by speaking. They might have problems
with the pronunciation of can't.
4 Tell them to have a look at Task 5. Ask one pupil to
read the entry ride a motorbike; the person sitting
next to him translates it into Bosnian/Croatian/
Serbian.
(voziti motocikl). Ask a third pupil to translate: Can
you ride a motorbike? Znaš li voziti motocikl?
Check with them all the entries in this way.
5 Now the children can do Task 5. If you haven't got
much time left, tell them to ask their partner first.
They can answer about themselves for homework.
59
Unit 3

Blast off
Lesson 3 Step 2 INTRODUCING THE NEGATIVE FORM
Aim: Introducing the negative form: can't (CAN'T)
Using can in the context a 1 Play: It can fly game. (LETI, LETI in Bosnian/Croatian/
conversation Serbian)
Exposing children to paraphrases
containing can The purpose of this game is to expose children to
It can fly, It can't fly sentences a lot of times so
Language focus: CAN / CAN'T
that they can hear the difference in pronunciation
between CAN and CAN'T.
Step 1 SORTING THE WORDS OUT You quicky repeat It can fly. It can fly. It can fly. It
1 You can start off by asking pupils to report what can fly while tapping with your forefingers on the
they or their friends can do. desk. It (one tap with your right finger) can (one
tap with your left finger) fly (a tap with your right
Don't ask them to report things they can't do, finger) and then over and over again. Children just
because that is too demanding at this point. do the tapping, later on they say the sentences as
You are going to introduce the negative form well. After repeating it several times call out one of
CAN'T later on. the words from the list from Task 1. If this object
2 Tell your pupils to have a look at the pictures of can fly, the children should put their forefingers up.
different objects in the Pupil's Book. Ask them the If it can't fly, they continue tapping.
questions from Task 1. You can do the same with It can't fly, but more
HOW MANY OBJECTS CAN YOU SEE? slowly with more stress on CAN'T. If the object
can't fly they should continue tapping, if it can fly
HOW MANY OBJECTS CAN YOU NAME?
they should put up their fingers. When shouting
(They should be familiar with most of the words the objects from the list, you can occasionally shout
except a kite and the moon.) some of the comic characters (Superman); or one
of the names of the children in the class; or your
WHICH OF THEM CAN YOU SEE IN THE SKY?
name. They love it and I love that they find it funny
WHICH OF THEM CAN FLY? each time you do it.
3 Read the words. Then children read after you. 2 Write on the board: _ ____________ can fly.
_____________ can't fly.
4 Next, ask them to number the pictures.
3 The children tell you sentences using the words
You say: A CAR is number 1.
from Task 1.
A STAR is number 2.
4 Let them do Task 1 in their Activity Book.
A BALLOON is number 3.
A ROCKET is number 4. Step 3 PARAPHRASING WITH CAN and CAN'T
A BIKE is number 5. 1 Tell the children to have a close look at the words
A COMPUTER is number 6. from Task 1. Ask them if they can remember the
A PLANE is number 7. words. They tell you or their partner the words they
THE SUN is number 8. have remembered.
THE MOON is number 9. 2 WHAT IS IT?
A BIRD is number 10. Play a guessing game. You can divide the class into
A KITE is number 11. two groups. You paraphrase the word and they try
to guess it. (The purpose of this game is to expose
Check once more: W
 hat number is a CAR? the children to more can/can't sentences.)
What number is a KITE?
1 It can't fly. You can ride it. It's not a motorbike.
Then ask: What is number 6? (A BIKE)
Ask the children to write the numbers next to the 2 It can't fly. You can see it in the sky. It's hot.
words. (THE SUN)

60

3 It can fly. You can see it in the sky at night.
There is just one in the sky. (THE MOON)
4 It can fly. A pilot can fly it. (A PLANE)
5 It can fly. An astronaut can fly it. (A ROCKET)
6 It can't fly. You can see them in the sky at night.
(A STAR)
8 It can't fly. You can play games on it.
(A COMPUTER)
9 It can fly. It can be red, blue, yellow, red. You
can play with it. (A BALLOON)
10 It can't fly. Maybe your mum or dad can drive it.
(A CAR)
Variation: You can ask the representative of the
group to come to the board and write the word.
They might get an extra point for correct spelling.
Step 4 INTRODUCING THE CONTEXT OF
THE DIALOGUE BETWEEN TRACY AND
MONICA
1 Start like this:
WHO CAN FLY TO THE MOON? AN ASTRONAUT.
HOW? IN A CAR? NO, IN A ROCKET.
A ROCKET CAN GO VERY FAST. IT BLASTS OFF.
(draw big circles of smoke with the chalk on the
board and then draw a rocket or stick up a picture)
WHERE DOES IT GO? TO MARS OR TO THE MOON?
(draw the moon and the Earth)
What can you see? THE EARTH
Hold the picture of an astronaut close to the moon.
CAN HE JUMP HIGH ON THE MOON? (move the
picture as if he was jumping.)
ASK THE CHILDREN IN Bosnian/Croatian/Serbian
WHY THAT IS SO?
LISTENING TO THE TAPE
2 Let the children listen to the tape (book shut)
Listening task: W
 HAT HAS MONICA GOT?
WHO CAN TALK?
Ask them in Bosnian/Croatian/Serbian if they have
understood anything else?
Let them tell you in Bosnian/Croatian/Serbian.
3 Now they can open their books and listen to the
dialogue once more.
Unit 3
Blast off
4 Practise reading and intonation. Ask the children to
repeat after the tape.
5 Ask: WHERE DOES IT SAY:
ZNAM UKLJUČITI KOMPJUTER?
ZNAŠ LI SE TO IGRATI?
MOGU LI VIDJETI?
MOŽEŠ OTVORITI VRATA?
TI SI ASTRONAUT I MOŽEŠ UPRAVLJATI RAKETOM?
6 Let the pupils do Task 6.
7 Check their work by asking pupils to read the
sentences aloud.
8 They can do Task 7 for their homework.
Step 5 WORKING ON THE DIALOGUE
1 Start off by listening to the dialogue once more.
2 The children practise reading in pairs.
3 If you have a stronger class you can ask some
children to act out at least 4 to 5 lines.
4 Stick the picture of Monica, Tracy and a computer
on the three different walls of the classroom.
You read the sentences from Task 2 in the Activity
Book. The children point to the different sides of the
classroom depending on who is saying the sentence.
5 Let them do Task 2 now. Check their work.
6 Do Task 3 in their Activity Book. This task is very
similar to the one they had for homework, so check
both.
Step 6 TPR STORY, Task 9
The TPR story BLAST OFF has nothing to do with CAN
practice, but thematically fits in.
It is for fun and it's not important that children really
remember the words such as launch pad or spacesuit.
They love listening to a countdown pretending they are
in a rocket.
1 First you tell the story and mime. The children just
listen. Don't tell the story to the very end, stop
before the countdown.
2 Say: PUT ON A SPACESUIT. (Pretend you are putting
on a spacesuit, as if you were putting on an overall.)
GET ON THE LAUNCH PAD. (Step forward with one
foot.)
PUSH A BUTTON.
61
Unit 3
Blast off
GO UP. (Stretch slightly and make a buzzing sound
as if a lift was going up.)
SAY GOODBYE. (Wave your hand.)
ENTER THE ROCKET. (Bend forward as if you were
entering through a small door.)
3 Tell the story again and ask the children to mime
with you.
4 Tell the story but do not mime. The children listen
and mime.
5 Finally, mime the story to the very end while
listening to the tape. The countdown recorded on
the tape makes it even more exciting.
(Sit on a chair. Pretend you are holding some sort of
a lever with your left hand. Put the right hand on
your chest showing your heart beating. Listen to the
countdown and pull the lever when you hear ZERO.)
While you are "flying in space" ask the children
if they can see the moon, the sun, the stars while
pointing to the lights in the classroom. Or, just
shout: Look, the moon! Look, the Earth.
6 Now the children can look at the pictures in the
book.
7 Let them do Tasks 4 and 5 in their Activity Book.
Those who finish early can colour the picture.
Step 7 LEARNING A TRADITIONAL SONG
TWINKLE, TWINKLE LITTLE STAR
1 Let the children listen to the TPR story once more.
Ask them to read individually.
2 Do Task 8. Tell them to draw a picture in their
notebook. Tell them to write what they can see.
While they are drawing let them listen to the
Twinkle, Twinkle song.
62
3 When they finish drawing, spend some more time
working on the song. Make at home a star. You
can make it shiny by using some shiny paper (self
adhesive silver wallpaper, or aluminium foil). Stick
the star on the board. Turn off the lights and direct
a flashlight to the star, moving it left and right, as if
the star was twinkling.
You can say:
IT'S GETTING DARK.
(turn off the lights one by one)
IT'S NIGHT.
LOOK, THERE IS A LITTLE STAR IN THE SKY.
IT TWINKLES.
IT'S NICE.
IT LOOKS LIKE A DIAMOND IN THE SKY.
(Ask them to repeat Like a diamond in the sky.)
Then sit down, say the rhyme and move your hands
as descibed below:
TWINKLE, TWINKLE LITTLE STAR, (Hold up your
hand and open and shut your fist repeatedly.)
HOW I WONDER WHAT YOU ARE. (Put your finger
on your lips and look puzzled as if wondering.)
UP ABOVE THE WORLD SO HIGH (Put your hand
above your hand and draw a big circle – the world
– in the air.)
LIKE A DIAMOND IN THE SKY; (Put your forefingers
and thumbs together.)
Students cut out the pictures from their Activity
Book and stick them in their notebook.
They copy a corresponding line under the pictures.
While they are cutting, let them listen to the song
several times.
 Unit 3

Friendship
Lesson 4 5 Introduce the word friendship by asking them if
Aim: Introducing the negative form: they can guess what it means.
can't Ask them in Bosnian/Croatian/Serbian if friendship
Talking about things animals can do is something nice. Ask if they remember the rhyme
Pointing out the importance of FRIENDS (p 27)
friendship
Now students are ready to listen to the story.
Language focus: A hippo can swim.
A monkey can climb a tree. Step 2 LISTENING TO THE STORY
An elephant can drink a lot of
water. 1 Listening task: Listen and point to the pictures.
A parrot can fly. 2 Next time tell your pupils to listen with their books
A giraffe can run fast. shut.
A turtle can't run fast. It can walk
slowly. Listening task: Tell one half of the class to hold up
their hands whenever they hear the word friendship.
This story might be judged as too difficult for this age The other half of the class counts how many times
group. It is far beyond your pupils' active command of the word friendship appears in the story. (5 times)
English but I believe they will enjoy it. By introducing the
main language points the story is based on beforehand 3 The story is maybe too difficult for them to read,
(see below), children can follow it without any but if you have a strong class you can give it a try. If
difficulties. The pictures will also help them to figure out not, you can read just the first page.
the meaning. The first time you allot roles, each scene to different
pupils. Let them listen to the tape. Stop the tape
Step 1 INTRODUCING WHAT ANIMALS CAN / after the word fast. Let them read. Then again let
CAN'T DO them listen, and stop the tape after swim. Another
group of pupils is reading, etc.
1 Start off by revising the animals children have learnt
so far. As they are shouting the animals write them 4 Let them do Task 4.
on the board. Make sure that the animals appearing
5 Task 5 can be given for homework.
in the story are among them. After you have at
least 10 animals written on the board, ask questions
Step 3 WARM UP
similar to these:
1 Say the sentences below one by one. The children
WHICH OF THESE ANIMALS ARE DANGEROUS?
stand up if the sentence is wrong, they remain
WHICH OF THEM CAN FLY? seated if the sentence is correct.
WHICH OF THEM CAN SWIM?
A TURTLE CAN RUN FAST.
WHICH OF THEM CAN RUN FAST?
A MONKEY CAN CLIMB A TREE.
2 Introduce A TURTLE by paraphrasing. AN ELEPHANT CAN'T DRINK A LOT OF WATER.
IT CAN'T FLY. A BIRD CAN'T FLY.
IT CAN BE VERY OLD. A GIRAFFE CAN'T RUN FAST.
IT CAN'T RUN. IT CAN WALK VERY SLOWLY. MARKO CAN FLY.
IT LAYS EGGS. (TRANSLATE IN Bosnian/Croatian/ TEACHER CAN CLIMB A TREE.
Serbian, IF NECESSARY) IVA CAN DRINK A LOT OF WATER.
3 Do Task 1. Children listen to the tape and repeat. IVAN CAN SWIM.
4 You can go through Task 2 orally. 2 Do Task 1 in the Activity Book.

63
Unit 3

Friendship
Step 4 REVISING THE STORY 3 Next, prepare your pupils for doing Task 4 in the
Activity Book.
1 Revise the story by asking the questions below. You
can also divide the class into two groups and play it Write CAN and CAN'T on the board. Tell your pupils
as a quiz. that you are going to read a short version of the
story. When you whistle or knock on the desk they
1 How many animals are there in the story?
should tell you what comes next in the sentence:
2 Who can run fast? CAN or CAN'T. You read to them Task 4 from their
Activity Book. Check their work by asking them to
3 Who can't run fast?
read it aloud.
4 Who can fly?
4 Students do Task 6 in their book.
5 Can the turtle fly?
6 Who can see the fire? Step 5 WHAT CAN MY FRIEND DO

7 Where is the fire?
8 Who says: Smoke! Smoke! Fire! Fire!
9 Who tells the elephant to bring some water?
10 Who can play the drums?
11 Who can drink a lot of water?
12 Who takes animals across the river?
13 Who puts out the fire?
14 Is the turtle a good friend?
2 Let them listen to the story once more.
If you have any time left you can do Task 2 and 3 in
the Activity Book. Do the first question together.
Step 6 ANIMAL RIDDLES
Those children who finish first can move on to
solving the riddles in Task 7 in the book. (Write
on the board BARK – LAJATI, HISS-SIKTATI so
that they can do it without your help.) They can
choose one of the animals from the riddle, draw
it in their notebook and write below one of the
sentences from Task 8. Fast pupils can draw all the
three animals and write all the sentences. Tell your
pupils to choose one riddle and learn it by heart for
homework.

64

SUM UP 4
1 Start off by revising the riddles. While some of
the children are saying the riddles individually, the
others do Task 5 in their Activity Book.
2 Turn to SUM UP 3 in the Pupil's Book.
Prepare your pupils for doing the task by doing this
translation exercise.
Read the verbs one below the other, your pupils
read after you. Ask one of the pupils to read the
verb, the others put up their hand if they can
translate it into Bosnian/Croatian/Serbian. For
example:
Pupils A: SPEAK ENGLISH
Pupils B: GOVORITI ENGLESKI
Teacher: CAN YOU SPEAK ENGLISH?
Pupils C: ZNAŠ LI GOVORITI ENGLESKI?
A: RIDE A BIKE
B: VOZITI BICIKL
Teacher: CAN YOU RIDE A BIKE?
C: ZNAŠ LI VOZITI BICIKL?
3 Then ask: WHERE DOES IT SAY: ULOVITI MIŠA?
WHERE DOES IT SAY: NAPRAVITI PITU?, etc.
4 The children answer the questions about
themselves. They can write the name of one
Unit 3
member of their family and tick the boxes (answer)
if they know the answers without asking the
members of their family. They will know at least
some of the answers. The questions they can't
answer in their name should be finished for
homework.
5 If there is any time left, tell your students to do Task
1 in SUM UP 4 in their Activity Book. They can
also colour the pictures.
MORE REVISION
1 Go back to Task 1 in the Activity Book.
Tell the children to number the words in Task 1.
You say: A
 PLANE IS NUMBER 1.
TENNIS is number 2, etc.
(write the numbers in front of the words beforehand
not to get mixed up)
2 Tell the children to copy 9 words in their notebook.
Play Bingo.
This time you don't say the actual word but the
paraphrase using the sentences from Task 3 in the
Activity Book.
For example: You can eat it. (Since there are always
two possibilites: an ice-cream or a banana, add one
more sentence to make it clear: A monkey likes it.)
Those children who have copied that particular word
should say: A BANANA and cross the word out.
After playing BINGO in such a way they are ready to
do Task 3 in their Activity Book.
65
UNIT 4

WHAT ARE THEY DOING?

In this unit the children will learn how to describe activities that are going on at the present
moment (the Present Continuous). When mimed or demonstrated through pictures this
tense is easily taught. Firstly, the children are taught the actions in the third person singular,
the Present Continuous with HE/SHE; then with the first person singular I; and at the very
end the plural form with THEY.
Don't teach the tense explicitly by explaining how the tense is formed. Children at this age
don't learn a foreign language in an analytical way. They learn "grammar" by remembering
chunks of language. Therefore, they should be exposed to a great number of examples
through pictures, texts, TPR stories, songs, and rhymes.
In Lesson 1 Greta and Tracy are showing Monica their photos from Africa. Most of the
verbs used in the Present Continuous sentences in this lesson have been introduced before.
In Lesson 2 Luke is going shopping. Short form He's going… is introduced through this TPR
story.
In Lesson 3 Tracy is thinking about the holidays. The days of the week are also introduced.
Children are also exposed to the vocabulary of items of clothing.
Short answers: Yes, he is. No, he isn't are also introduced.
In Lesson 4 The Clicks are very busy because they are going on holidays. The lesson starts
with HE/SHE IS actions and moves on to the first form singular (I'M).
Lesson 5 introduces the difference between the third person singular and plural forms.
The Clicks are at the seaside. There is also a chant about pirates.
The unit ends with a revision section SUM UP 2 which includes a number of pictures
of actions introduced throughout the unit. There are also some corresponding revision
exercises in the Activity Book.

66

Lesson 1
Aim: Describing pictures using the Present
Continuous with He / She
Language focus: He / She is sitting / reading
/ making faces / sleeping /
swimming / eating / looking at the
photos
Step 1 INTRODUCING THE PRESENT CONTINUOUS
WITH HE / SHE
1 Stick pictures of the actions presented in the box
above one by one on the board. Say the sentence
and ask the children to repeat after you.
2 Ask one of the children to come to the board. He or
she points to the picture you are describing. Repeat
it several times with different children.
3 Ask another pupil to come to the board and write
the numbers. Say:
HE IS SLEEPING is number 1.
SHE IS SWIMMING is number 2
HE IS LOOKING AT THE PHOTOS is number 3; etc.
4 Then ask:
What number is HE IS SLEEPING?
5 Tell the children to take a green or red coloured
pencil.
Green means YES. RED means NO.
Pupils put up their green or red coloured pencil
depending on whether the sentence you are saying
about the picture is true or not.
Apart from saying the wrong action, you can also
say HE instead of SHE.
Let the class correct the mistake.
6 Pupils should be able to say the sentences by
themselves now, so ask
WHAT'S IN PICTURE NUMBER 1?
WHAT'S IN PICTURE NUMBER 2? etc.
7 Ask one of the pupils to come to the board. The
class tells him/her to take down one of the pictures
from the board. He or she puts it on your desk.
Continue until all the pictures have been removed.
8 Now there are just numbers on the board. Ask your
pupils if they remember what pictures there were.
Unit 4
Photos from Africa
9 Ask someone to come to the board and mime one
of the sentences. Tell other pupils to guess what he
or she is miming. Explain once more that if a girl is
miming they will start the sentence with SHE, if a
boy is miming they will start it with HE.
10 Prepare cards with the written sentences on them.
Ask someone to come to the board, draw out a card
and show it to the class. The class should read what
is on the card. Stick the cards on the board.
11 Say one of the sentences in Bosnian/Croatian/
Serbian. They say it in English.
Teacher: ON SJEDI.
Pupil 1: HE IS SITTING.
Teacher: ON PRAVI GRIMASE.
Pupil 2: HE IS MAKING FACES.
12 Then ask the children to draw out one of the
pictures that are on the desk and stick it next to the
written sentence.
13 Now students can do Task 3 in their book.
Step 2 LISTENING TO THE TAPE
1 Start off by revising what the children remember
about The Clicks' visit to Africa.
2 Tell them to open the books and have a look at the
pictures in Task 4.
3 Who is in the pictures? Maybe they can tell you
what these characters are doing.
4 Let them listen to the tape. Tell them to look at the
pictures only.
5 Next time tell them to look at the speech balloons.
6 Stop the tape and ask them to repeat after the tape.
First they can do it in chorus. Then ask them to
repeat the sentences individually.
7 Ask the questions from Task 5 and then let them
answer by themselves.
They can write the answers in their book.
8 Do Task 6 now.
They should write at least three sentences in their
notebook. They can also write a silly one.
They can illustrate the silly one for their homework
(Task 8).
67
Unit 4
Photos from Africa
Step 3 READING / MORE PRACTICE
1 You read the dialogue to them once more.
You make mistakes. When they hear a mistake, they
should shout STOP. You then go back and read it
correctly. You can change the dialogue like this:
Monica and Tracy are at Tracy's place.
Tracy: What are you doing, Mum?
Mum: I'm looking at the photos from Africa.
Monica: Let me see.
Tracy: Look. My brother is looking at the GIRAFFES.
(monkeys)
Monica: Who is this?
Tracy: This is Toby and his DOG (parrot) Lulu.
Lulu is sitting on Toby's ARM (head).
68
Monica: What's your TEACHER (dad) doing here?
Tracy: He is reading the story about PINOCCHIO
(Boobah and Booboo).
Mum: And Tracy is making PIZZA (faces).
Monica: You are funny. Wow! A crocodile!
Tracy: Yes, it is sleeping in the CLASSROOM (river).
Monica: And your mum is swimming in that river?
Tracy: No, no she isn't. She is swimming in the
RIVER (pool).
Monica: Wow, that looks good!
2 Let them do Task 1 and 2 in the Activity Book.
Explain in Bosnian/Croatian/Serbian in what way
Task 1 can help them when they are writing the
sentences in Task 2.

Lesson 2
Aim: the Present Continuous practice
(short form He's going...)
Language focus: He's going to the shop/buying/
carryng/playing
Step 1 INTRODUCING NEW VOCABULARY
1 It's a good idea to start off the lesson by asking
the children how they are. Ask them if they are
tired. Ask them in Bosnian/Croatian/Serbian if they
have had a lot of periods that day and whether
that particular day is hard for them. Start teaching
the days of the week, introducing one or two each
lesson. That makes your job in Lesson 3 much easier.
2 First introduce the fruit: A MANGO, BANANAS,
ORANGES and LEMONS.
The class guesses the fruit you are describing. Help
in Bosnian/Croatian/Serbian if necessary.
YOU CAN EAT THEM. MONKEYS LIKE THEM.
YOU CAN MAKE JUICE WITH THEM.
IT'S ALSO A NAME OF A COLOUR.
THEY ARE YELLOW.
THEY ARE VERY SOUR. (show it with your face)
Finally, show them the picture of a MANGO:
AND WHAT'S THIS? HAVE YOU EVER SEEN IT?
They are familiar with the word ice-cream. Ask:
WHAT'S YOUR FAVOURITE ICE-CREAM? Ask:
HOW MANY SCOOPS (KUGLICA) OF ICE-CREAM
CAN YOU EAT?
GDJE SE TE STVARI MOGU KUPITI? (Introduce more
words.)
IN A SHOP. YOU NEED SOME MONEY AND A
SHOPPING BAG.
Draw a shopping bag on the board. Stick the fruit
inside and say. LOOK, IT'S VERY HEAVY.
Step 2 TPR STORY
The purpose of this story is to expose children to more
Present Continuous sentences.
The stress here is on the short form (LUKE'S instead of
LUKE IS).
Unit 4
Where is the ice-cream?
1 Tell the story and mime.
1 Luke's going to the shop. (Walk and wave
with the shopping bag happily.)
2 He's buying a mango, two bananas, three
oranges and a box of vanilla ice-cream.
(Remove the pictures from the board and put
them in your shopping bag.)
3 Luke's going home. (Walk in the opposite
direction.)
4 He's carrying a shopping bag. It's heavy.
(Act this out).
5 Luke takes a banana. ("Peel" the banana.)
6 He's eating a banana. Yummy.
7 He meets Pete. (Say: "Hello, Pete. Let's play
football!" / Put the shopping bag on the chair.)
8 Luke's playing football.
9 The sun is shining. (Point to the sky.) It's very
hot.
10 (Look at the chair where your bag is.) "Oh, No!
The ice-cream!"
11 Luke's going back to the shop.
2 The second time the children mime the story with
you.
3 The third time invite two pupils to the board.
One is Luke, the other Pete and they act out the
story while you are telling it once more.
4 Next, listen to the story from the cassette. The
children follow the story by looking at the pictures.
5 You read one of the sentences and they say the
number of the picture.
6 Now they are prepared for reading the story.
7 Do Task 5. With a weaker class you can go through
the questions together.
8 Tell the children to bring scissors next time.
Step 3 REVISING THE STORY
Introduce one more day of the week.
1 Start off by telling children to have a look in their
Activity Book. Tell them to cut out the pictures. At
first this seems rather time consuming but while they
are doing the cutting, let them listen to the story
over and over again. Tell them to put the story in the
proper order. Go round the classroom and help.
69
Unit 4
Where is the ice-cream?
2 Read the story very slowly. They hold up the
corresponding picture.
3 Tell them to number the pictures. You say the
sentence and they call out the number.
4 You can tell them now to try to tell the story by
looking at the pictures only.
Homework: Tell them to stick the pictures in their
notebook.
Move on to Tasks 2 in the Activity Book.
Step 4 LEARNING THE SONG AFRICAN DREAM
NOTE:
The recipe for African dream really exists and it
comes from Nigeria.
1 Start off by looking at the picture and asking
questions.
Ask: W
 HERE IS TOBY?
WHY IS HE SITTING UNDER THE TREE?
WHAT'S HE DOING?
IT'S HOT AND THE SUNDAE IS COOL.
WHAT DO YOU NEED TO MAKE IT?
YES, AND THEN YOU MIX THE FRUIT.
SHOW ME HOW YOU MIX THE FRUIT.
2 First you read the song from the beginning
to the end.
70
3 Then you read stanza by stanza and the children
read after you.
4 Tell the children to read it once more silently and
remember as much as they can.
5 Tell them to stand up now and try to say and act out
the song.
Some ideas: Show with your fingers how many
of each fruit you need, pretend you mix the fruit,
point to another person when saying What about
you? When mentioning lots show it with your hand,
when saying It's very good, stick your finger in it
and pretend you are licking it or just lick your lips.)
6 Listen to the song and sing along.
Step 5 REVISION
Revise at least 4 days of the week they have learnt
so far.
1 Sing the song AFRICAN DREAM.
2 Tell the children to do Task 4 in their Activity
Book. Those who finish first can colour the picture.
3 Let them do Task 3 in the Activity Book. This
short story is very similar to the one about Luke, so
children can do the task without your help. Those
who finish first can read the story to you and colour
the pictures.
4 If you have more time left you can call three
students to the board to act out the story while
the fourth child is reading. (You will have most
volunteers for the role of the dog!)

Lesson 3
Aim: Days of the week
More Present Continuous practice
with He and She
Exposing students to the negative
form (She isn't sleeping / She isn't
doing homework.)
Items of clothing
Language focus: She is counting / thinking / writing
/ playing / packing
Step 1 INTRODUCING THE DAYS OF THE WEEK
1 Start off with revising the days of the week pupils
have learnt so far. You show it with your fingers.
Pointing to your left hand thumb say Monday,
forefinger Tuesday, etc.
This is useful because you can go backwards and
ask the children to tell you the name of the day of
the finger you are pointing at. You can also skip one
of the fingers and ask them to tell you which day
you have skipped.
2 Write the first letters of the days of the week on the
board and do the same as described in 1.
3 Say: Monday, point to the next pupil, he should
say Tuesday, next pupil Wednesday, etc. At the
beginning the children would need some help,
some of them would just repeat what you say
(or whisper) to them and some would be able to say
it by themselves. Practise until it runs smoothly.
4 You have the first letter of the days on the
board. Write first the ones that are easy to read:
Monday, Tuesday, Sunday. More difficult: Friday,
Wednesday and then the very difficult ones:
Thursday and Saturday. Practise the pronunciation
of the TH sound by puting your forefinger in front
of your lips (as a gesture for silence).
Tell them that their tongue should nearly touch
their finger when they say THURSDAY. They should
pronounce it in the same way they pronounce the
first sound in THANK YOU.
5 Look at Task 1 in the Pupil's Book. Read the days
of the week once more. Your pupils read after you
in chorus.
6 Ask: W
 HAT is number 1?
WHAT is number 2?
7 Do Task 2. The speaker on the tape skips one of the
days written in each line in Task 2 and the students
should figure out which day is missing.
Unit 4
Tracy is thinking about the holidays
8 Do Task 3. They do it in pairs.
9 Do Task 1 in the Activity Book.
10 Ask them what day of the week they like best. They
tell you in Bosnian/Croatian/Serbian why.
They draw a heart round the day they like in their
Activity Book.
11 Ask them what days of the week they have English
or music (school subjects are introduced in grade 3).
Don't insist on the preposition ON but if you have a
strong class you can teach them that as well.
Step 2 INTRODUCING MORE PRESENT
CONTINUOUS SENTENCES
1 Revise the verb COUNT. Ask one pupils to count the
girls in the class and while she is doing it say: SHE IS
COUNTING.
2 Ask pupils how they are. If someone is hungry, draw
his or her face on the board.
Draw a thought balloon above their head and an
ice-cream or a sandwich in it.
SAY: SHE IS THINKING ABOUT A BIG ICE-CREAM /
SANDWICH.
3 Introduce more vocabulary.
SAY: We are all tired. WHEN SCHOOL IS OVER WE
HAVE HOLIDAYS.
(WRITE 15.6. on the board, cross out the word
school, and write HOLIDAYS. Draw a little heart in
front of it and say I LIKE HOLIDAYS.
I LIKE SWIMMING, too. DO YOU LIKE SWIMMING?
I'M THINKING ABOUT SWIMMING IN THE SEA.
And LOOK. IS TRACY REALLY SWIMMING?
NO. TRACY IS THINKING ABOUT SWIMMING, too.
(stick the picture on the board)
When going on holiday you need A SUITCASE.
(draw a suitcase on the board.)
TRACY IS PACKING HER SUITCASE (stick up a picture).
4 Point to the pictures on the board, the children
repeat after you. Then ask someone to come out
and point to the pictures or drawings on the board
while you are naming them or saying the sentences.
Write: She is counting 1, 2, 3.
She is thinking about swimming.
She is going on holiday.
71
Unit 4
Tracy is thinking about the holidays
She is packing her suitcase. IS EDINA SWIMMING?
5 Children read the sentences and copy them in their IS TANJA SITTING?
notebook. Those who finish first can illustrate the IS ANJA EATING ICE-CREAM?
sentences. IS SARA DOING HOMEWORK?
6 Ask someone to translate the sentences into Bosnian/ IS SHE LOOKING AT ME ?
Croatian/Serbian. IS SHE LOOKING AT THE MONKEYS?
7 Let them do Task 2 in their Activity Book. IS SHE PACKING HER SUITCASE?
8 Ask those who finish first to tell you the days of the IS SHE PLAYING IN THE GARDEN?
week. 3 Add: Yes, he is. No, he isn't.

Step 3 LISTENING TO THE TAPE
1 Start off by asking some questions.
ARE YOU TIRED?
HOW MANY MORE DAYS UNTIL THE HOLIDAYS?
ČETIRI TJEDNA. FOUR WEEKS.
HOW MANY DAYS?
CAN WE COUNT?
2 Look at the pictures (Task 4 in the Pupil's Book)
before listening to the story. Elicit what students
remember from the last time. Help by asking a lot of
questions.
3 Children listen and read.
4 Children repeat after the tape in chorus, then one
by one.
5 Practise reading.
6 Children do the matching in Task 5.
7 They practise reading in pairs. You can demonstrate
it with two children at the front (one reads the days
of the week, the other what Tracy is doing.) They
practise reading in pairs and then the pairs read it to
the class.
Step 4 INTRODUCING SHORT ANSWERS
1 Write: Yes, she is. No, she isn't on the board.
2 Go round the classroom and while pointing at
one of the girls ask the questions below. The class
answers using the short answers written on the
board.
4 Do the same thing again, ask questions pointing at
the boys this time.
5 Now the children are ready to do Task 7.
Go through the sentences with them.
6 They should copy one of the sentences in their
notebook and correct it.
7 Write the model on the board.
Tracy is counting ABC. No, she isn't. She is
counting 1, 2, 3.
8 Faster students can copy more sentences.
REVISION
1 Students do Task 3, 4 and 5 in their Activity Book.
2 Go around the classroom and help. Check their
work. Ask someone to read aloud.
Step 5 INTRODUCING CLOTHES
1 Introduce the new words: T-shirt, shorts, sandals,
jeans, trainers, cap, bikini. Use flashcards. Ask the
pupils to take a look at Tracy's and Luke's clothes.
Do the Task 8. Play the tape and ask them to point
to the clothes. After that children do the Task 9 by
themselves.
Play the tape (Task 10). The children point to the
clothes and then do the Task 11 by themselves.
2 Let them do Tasks 6, 7, 8, 9 and 10 in their
Activity Book.

72

Lesson 4
Aim: The Present Continuous with I
Language focus: I'm making sandwiches / checking /
looking for / climbing
Step 1 INTRODUCING THE PRESENT CONTINUOUS
WITH I
1 Start like this:
a) HOW ARE YOU TODAY? ARE YOU HUNGRY?
WHAT WOULD YOU LIKE TO EAT? A
SANDWICH.
I'M VERY HUNGRY. I COULD EAT 4
SANDWICHES.
(Draw some sandwiches on the board.)
b) LOOK. I'M DRAWING… I'M DRAWING. CAN
YOU GUESS? A CAR.
I'M DRAWING… I'M, DRAWING TYRES HOW
MANY TYRES?
4 TYRES.
c) I'M DRAWING… I'M DRAWING… A CAT
(Draw just a cat's head)
YES, IT'S KIKI.
d) I'M DRAWING… I'M DRAWING… CAN YOU
GUESS? (Draw a boy's head)
YES, IT'S LUKE.
e) WHO ELSE IS IN THE CLICKS' FAMILY?
Greta (stick the picture next to the sandwiches)
Mick (stick the card next to the car)
Tracy (stick the card next to Luke)
Luke (stick the card next to Kiki)
They are very busy.
f) Say while pointing at the pictures:
GRETA IS MAKING SANDWICHES.
DAD IS CHECKING THE TYRES.
TRACY IS LOOKING FOR LUKE. Where is Luke?
Luuke!
LUKE IS LOOKING FOR KIKI. Where is Kiki? Kiiki!
Kiiki!
2 Ask the children to repeat after you. Check if they
understand what the sentences mean.
Unit 4
Getting ready
Ask questions:
WHO IS MAKING SANDWICHES?
WHO IS CHECKING THE TYRES?
WHO IS LOOKING FOR LUKE?
WHO IS LOOKING FOR KIKI?
IS GRETA MAKING PIZZA?
IS MICK CHECKING HOMEWORK?
IS TRACY LOOKING FOR THE BALL?
IS LUKE LOOKING FOR HIS SHOES?
3 Ask someone to come to the board and mime one
of the actions.
Tell the child to do just the miming and you are
going to do the talking. You are going to be their
voice. Explain this in Bosnian/Croatian/Serbian.
You say: HI GRETA! WHAT ARE YOU DOING?
Then quickly hide behind the child's back, change
the pitch of your voice and and say:
I'M MAKING SANDWICHES.
Repeat the same "play" with at least 2 more
children.
4 Then ask another child if he or she can answer
without your help. You pretend you give them
their voice back so they can talk and answer your
question.
5 Next, ask someone to take on your role, so two
children do the acting without your help.
6 Repeat the procedure with all the actions.
7 Check if the children remember the word SUITCASE.
8 Now they are ready to go on holiday. Put 4 chairs in
front of the board (these are the car seats) and two
chairs at the back turned the other way round (this
is the trunk).
You can also teach them that people in England
drive on the left and the driver sits on the right side.
9 Give three children the roles of Mick, Tracy and
Luke. Say:
ARE YOU READY? PUT YOUR SUITCASE IN THE CAR.
(point to their schoolbag or satchel).
The child should take the bag and put it in the trunk
of the imaginary car that is parked in front of the
board.)
While they are doing that, say: HE IS PUTTING THE
SUITCASE IN THE CAR.
73
Unit 4

Getting ready
Repeat this three times. Tell the last person to put
their jacket in the car as well.
10 Get them to sit in the imaginary car. Pretend you are
shutting the doors and trunk. You sit in the driver's
seat. Say:
OFF WE GO.
OH NO, WHERE IS KIKI? Tracy, get out of the car
and find Kiki.
HAVE YOU GOT YOUR JACKET? Bring your jacket.
OFF WE GO! WHERE IS THE CAR KEY? Pretend you
are looking for the key.
They can do Task 1 in the Activity Book for their
homework
Step 3 REVISION
1 Check their homework.
2 Get them to look at the REMEMBER BOX.
3 Go through Task 7 together. Later on students can
write the sentences in their notebooks.
Step 4 LEARNING THE ACTION SONG
1 Tell the children to stand up.

WHERE IS THE KEY? OH NO? IN MY JACKET. AND 2 Mime the actions from the song and say:
THE JACKET. IN THE SUITCASE. Get out of the car I'm playing the guitar.
and start taking the suitcases (your students' bags) I'm clapping.
out of the car.
I'm snapping. (snap your fingers)
11 Now let the children calm down. They usually get I'm dancing rock and roll.
very excited about the acting.
I'm playing basketball.
Ask them to have a look at the pictures in their I'm singing.
book (Task 1) and let them do Task 2.
3 Tell them to repeat after you in chorus and
They can answer the questions in their notebook. individually.

Step 2 LISTENING TO THE DIALOGUE 4 Let the children listen to the song.

1 Let the children listen to the dialogue.
2 Practise reading.
3 Get them to read the funny sentences in Task 4.
Ask them to say the sentences in Bosnian/Croatian/
Serbian.
4 Let them do Tasks 5 and 6.
5 Those who finish early can illustrate one of the
funny sentences from Task 4. They can copy the
sentence below the picture.
5 Next, they match the pictures with the appropriate
lines of the song.
Let them listen to the song over and over again.
6 Let them do Task 2 in the Activity Book.
7 Task 3 is a more demanding one, so it is optional.
If you are going to do it, go through it with the class
first.

74
 Unit 4

At the seaside
Lesson 5 Step 3 LISTENING TO THE TAPE, Task 3
Aim: Introducing more actions 1 Pupils listen to the tape and point to the right
The Present Continuous with They character or characters mentioned in the text.
Introducing towns and food of
Bosnia and Herzegovina 2 They repeat after the tape without looking at the
text. Explain who the PIRATES are. Introduce the
Language focus: They are swimming / reading / word POSTCARD.
playing / singing / fishing, etc
3 The pupils listen and look at the text at the same
time.
Step 1 INTRODUCING NEW VOCABULARY
4 Say one word from one of the sentences in the text
1 Start off with a little talk in Bosnian/Croatian/ and they should find the sentence and read it out.
Serbian about holidays.
5 Say the sentence in Bosnian/Croatian/Serbian. They
2 Let the children look at Task 1 in the Pupil's Book. should find the sentence in the text and read it out.
Read the activities. They read after you. Now tell
them to circle the words they understand. Tell 6 Listen to the text once more. The children read after
them that you are going to be very happy if they the tape.
understand at least three. (They understand more.) 7 Let them do Task 4.
3 Next, you say the activity in Bosnian/Croatian/ Those who finish first can do the crossword in the
Serbian and they say it in English. Activity Book (Task 1).
4 Mime all the activities together.
Step 4 PRACTISING THE DIFFERENCE BETWEEN
5 Have all the activities written on the cards. He / she is … / They are...
Step 2 INTRODUCING THE PRESENT CONTINUOUS 1 Start off with a translation exercises. Pupils are
WITH THEY allowed to look in their book (Task 1). You say the
word in Bosnian/Croatian/Serbian and they copy it
1 Call two pupils to the board. They draw out a card in English.
and mime.
NUMBER 1 IS ČITANJE. (THEY WRITE DOWN: 1
The others guess what they are doing. Introduce READING)
the Present Continuous with They. While they are
NUMBER 2 IS PLIVANJE.
miming say:
NUMBER 3 IS VESLANJE.
THEY ARE SWIMMING.
NUMBER 4 IS PECANJE.
Repeat it several times and write it on the board. NUMBER 5 IS PISANJE.
Explain it in Bosnian/Croatian/Serbian. NUMBER 6 IGRANJE
2 Call a boy to the board and ask him to draw out a Check their work.
card and mime.
2 Now tell the children to shut their books. Ask them
Ask in Bosnian/Croatian/Serbian what we say if one if they remember the picture on the beach.
person is doing something:
WHO IS IN THE PICTURE?
HE IS/ARE? SWIMMING. Write the names on the board. Next, write IS and
3 Call a girl out and ask the same. ARE.
GRETA
Write HE/SHE IS SWIMMING above the THEY ARE
sentence. MICK
TRACY
4 Let them look at the picture ON THE BEACH,
Task 2. Encourage the children to say as much as LUKE IS
they can about the picture. Help them by asking LUKE'S FRIENDS ARE
questions and making false statements. They answer SUZY AND HER MUM
your questions or correct your sentences.
COLIN
PETE

75
Unit 4
At the seaside
3 Tell them to look once more at the activities they
have written Ask them if they remember who
is doing what. Encourage them to produce the
sentences orally.
Explain once more when we use IS, and when ARE.
4 Now they are ready to answer the questions in
Task 5.
5 Let them also do Task 2 in the Activity Book.
6 Those who finish first can do the optional Task 2 in
the Activity Book.
Step 5 INTRODUCING TOWNS AND FOOD OF
BOSNIA AND HERZEGOVINA
1 Start off with a little talk in Bosnian/Croatian/
Serbian about towns and food of Bosnia and
Herzegovina. Ask the children which places they
have visited and what they saw there.
2 Prepare some bigger pictures (the motives from
the pictures in the Pupil's Book), put them on the
blackboard and ask the children if they recognise
any. Encourage them to tell the name of paricular
town or food.
3 Let the children look at Task 6 in the Pupil's Book.
Introduce the text by saying that they will now read
Tracy's postcard about towns and food of Bosnia
and Herzegovina. They silently read it and replace
the photos with the words. Ask them to exchange
their answers/notes with their friends next to them.
4 Let the children listen to the tape (Task 7) and
check their answers. Repeat the tape several times if
necessary.
5 You read the text aloud again, but say that you will
need their help. Read a part of the sentence and
invite them to read the rest (e.g. I'm writing from...
I'm in Neum...). You may ask the children to read
themselves.
6 Tell your pupils to look at the map of Bosnia and
Herzegovina (Task 8) and towns written around it
(the same ones from Task 6 in the Pupil's Book).
Prepare your own bigger map of Bosnia and
Herzegovina, put it on the blackboard or draw it on
the blackboard.
7 Divide your class into pairs or small groups. Ask
pupils to write the names of the towns on the right
place. Check their answers by pointing out the
place on your map (let them say, “This is... Neum,
76
Travnik...”). Encourage the pupils to do the Task 1
in their Activity Book.
8 Ask them to do Task 9 in the Pupil's Book. Task
2 in Activity Book is optional. It can be given for
homework.
Step 6 LEARNING A PIRATE CHANT
The purpose of this song is to expose children to more
Present Continuous forms, both singular and plural.
1 Start off with telling a little story and miming.
Say:
YOU ARE AT THE SEASIDE.
YOU ARE SAILING.
THE SUN IS SHINING. (Draw a big circle above your
head.)
YOU ARE HAPPY. YOU ARE SINGING.
(Smile and sing.)
BUT. LOOK UP IN THE SKY. (Look up!)
THE STORM IS COMING. (Pull down the sail.)
THE WIND IS BLOWING. (Blow with your mouth,
and move left and right.)
THE BOAT IS ROCKING. (Move the upper part of the
body left and right.)
YOU ARE SCARED. YOU ARE CRYING.
BUT. LOOK UP IN THE SKY!
THE SUN IS SHINING, THE STORM IS OVER.
2 After miming, check once more if they have
understood the sentences.
THE STORM IS COMING.
THE WIND IS BLOWING.
THE SHIP IS ROCKING.
3 Let them look at Task 10 in the book. Read the
words, translate if necessary.
4 Listen to the spoken version of the song.
The children should number the words from Task
10 as they hear them.
5 Let them listen once more to check.
6 Ask them what has happened to the pirates in the
chant.
Explain all the expressions they don't know.
7 Let them listen once more. They can look at the text
now.

8 Read to them stanza by stanza. They read after you.
9 Sing the song. You can also do the miming.
10 Tell them to cut out the two pirates from their
Activity Book.
Step 7 ACTING OUT THE CHANT USING A PAPER
BOAT
1 Start off by teaching them how to make a paper
boat by folding an A4 piece of paper.
(If you don't know how to do it yourself, one of
your older pupils can teach you.)
2 Put a pencil in the middle (this is the mast) and
make a sail out of another piece of paper. Fasten
the pirates to the sailing boat with some paper clips.
Have enough clips for everybody in the class.
3 Tell your pupils to listen to the song and act out the
story with their paper boat and the pirates in it.
4 Do Task 4 in the Activity Book. If needed, say once
more the sentences from the chant at random. The
children call out the number of the corresponding
picture.
Those who finish first can colour the pictures.
Unit 4
SUM UP 5
1 I suggest you first do Tasks 1, 2, 3 and 4 in the
Activity Book.
In Task 1 pupils should circle the words that don't
belong to the group.
Ask your pupils to explain in Bosnian/Croatian/
Serbian why they have picked out a particular word.
Go round the classroom and help if necessary.
2 Have a look at the Sum Up page in the Pupil's
Book. Here are some of the ideas that you can do
with it:
You can say the sentences and students number the
pictures.
You can ask questions starting with WHO or WHAT.
You can make false statements, practising the
Present Continuous and collocations
(have a look at the corresponding Task 5 in the
Activity Book)
You can tell your pupils to remember as many
pictures as they can. Play a quiz in which you ask
questions which test their memory.
Pupils can work in pairs and test how many
sentences their partner can say.
After doing at least some of the exercises, round off
the lesson by doing Task 5 in the Activity Book.
Tasks 6 and 7 can be given for homework.
77
UNIT 5

Tracy is back home again!

in this unit the children will learn how to describe their home, their rooms and furniture
using THERE IS / THERE ARE.

They will also learn how to tell the time. They will be taught school subjects and will be
able to talk about the subjects they like/don't like.

The unit consists of 4 lessons.

In Lesson 1 the children are introduced to the house of the Clicks family. They are taught
to describe a house (rooms) using THERE IS/ARE.

In Lesson 2 the children can see what Tracy has got in her room. They are taught the new
vocabulary (furniture).

In Lesson 3 Tracy is talking about her daily routines. The childen are also practising telling
the time (half and full hours).

In Lesson 4 The school subjects are introduced. Tracy, Luke and their friends Monica and
David are talking about their favourite subjects in school. Children are talking about the
subjects they like/don't like. Children are introduced to the main facts about Great Britain,
too.

The unit ends with SUM UP 6 which includes a number of pictures of actions introduced
through the unit. There are also some corresponding revision exercises in the Activity
Book.

78

Lesson 1
Aim: Identifying and learning the rooms
within a house.
Language focus: Using THERE IS/THERE ARE
Upstairs / downstairs / living room/
bedroom/ children's room/hall /
study / kitchen/ garage
Materials Use flashcards of the rooms within
a house.
Step 1 LEAD IN
1 S1 Ask your students to write just the first letters of
the words they should guess:
The sun is not cold but _______________ .(HOT)
What colour is it? ( You point to some orange).
(ORANGE)
You can see that in the sky at night. (MOON)
It is the subject you are having now. (ENGLISH)
The first letters make a new word HOME.
2 Write the word HOME on the board. Start off with
a little chat in Bosnian/ Croatian /Serbian. Ask the
Unit 5
My home
pupils why people need homes. Where did people
live long, long ago? Point out that all people who
have home should be very lucky because there are a
lot of people who don't have one.
Step 2 INTRODUCING THE ROOMS
1 Some of the words are familiar to students, so use
the flashcards to remind them and to introduce the
new vocabulary as well. Say the words. The children
repeat after you.
2 Ask the students to look at the Task 1 in their
Pupil's Books. Do the Tasks 1 and 2 together.
Then ask the students to do Task 3 by themselves.
Check their work by asking the students to read
aloud. Dont forget to praise them a lot.
Write two sentences on the blackboard:
There is a bedroom upstairs.
There are two bedrooms upstairs.
Ask the pupils if they notice any difference between
these two sentences. Encourage them to find out
the difference. Praise them a lot.
Step 3 REVISION OF THE ROOMS
Ask the students to do the Task 4 in the Pupil's Book.
Encourage them to read aloud and do not forget to
praise them.
Then ask them to do Tasks 1 and 2 in their Activity
Books.
79
Unit 5

Tracy's room
Lesson 2 2 Ask the children to look at the Task 1 in the Pupil's
Aim: Learning the furnishings within a Book. Play the tape and ask the children to repeat.
house. Play the tape again if necessary and then do Task 2.
Describing one's home (a guided Play the tape and encourage the children to read it
writing task). by themselves.
Language focus: There is / there are used with Step 2 PRACTICE
prepositions
The question form Is there.../ Are 1 Ask the children to take a look at the Tracy's room
there? in the Task 2. Ask them: WHAT CAN YOU SEE?
Encourage them to use THERE IS/THERE ARE in their
Materials Flashcards of furniture. descriptions. Then read the text and let the children
read after you. Don't they deserve praise?
Step 1 INTRODUCING NEW VOCABULARY
Step 3 FOLLOW UP
1 Start off by introducing vocabulary. Use the
flashcards from the pack. You need the following Ask students to do Tasks 3 and 4 in the Pupil's Book
pictures: a wardrobe, a table, a bed, a desk, themselves. Encourage the children to read the answers
bookshelves, a carpet, posters, a cupboard, a aloud. Tasks 1 and 2 in the Activity Book are optional.
computer.
Step 4 REVISION
Follow the usual procedure when introducing new
words. To finish off, ask the students to say some details about
their room. Suggest them to start like it is written in
a) Show the picture and say the word. The class
Task 5 in the Pupil's Book.
repeats after you.
Task 1 and 2 from the Activity Book can be given for
b) When all the pictures are on the board ask some
homework.
children to come and point to them.
c) Ask someone to come to the board and write
numbers next to the pictures. You say: A bed is
number 1, A cupboard is number 2, etc.
d) Then ask WHAT NUMBER IS THE BED? So that
the pupils hear the words once more. After that ask:
WHAT'S NUMBER 1?

80

Lesson 3
Aim: Describe daily activities
Telling the time
Language focus: I get up at/ I have breakfast at, etc.
What's the time?
It's seven o'clock.
It's half past seven..
Step 1 INTRODUCING TELLING THE TIME
1 It is a good idea to use a clock with movable hands
when introducing and practising telling the time. Start
with full hours. (It's one o'clock.) Go around the class
changing the position of the hands and asking what
the time is. Then, introduce half by drawing a circle on
the board and colouring half of it. Next, introduce past
by drawing an arrow next to the coloured half. Place
the hands of the clock on half hours and repeat half
past several times. Explain the difference between half
past one and pola jedan in Bosnian/Serbian /Croatian.
It is not confusing as long as you translate half past in
Bosnian /Croatian/ Serbian.
Unit 5
What's the time?
Step 2 TELLING THE TIME – PRACTICE
1 Do Tasks 1 and 2 in the Pupil's Book.
Now encourage the children to say the time. Do the
Task 3. Do not forget to smile and praise them a
lot.
Step 3 LEAD IN TO THE STORY OF THE TRACY'S
DAY
1 Look at the pictures in Task 4 in the Pupil's Book
and elicit from the children as much as possible.
Help them by asking questions:
WHO IS IN THE PICTURES?
WHAT IS SHE DOING?, etc.
Then play the tape and encourage the children to
read the sentences by themselves.
Step 4 REVISION
To finish off, ask the children to do Task 5 in Pupil's
Book.
Tasks 1 and 2 in the Activity Book can be given for
homework.
81
Unit 5
I like English, and you?
Lesson 4
Aim: Getting to know the school
subjects in English.
Looking for information in the grid
(Tracy's timetable).
Expressing likes and dislikes
regarding school subjects.
Writing out a timetable.
Language focus: school subjects: Bosnian/Croatian/
Serbian/maths/art/English/religion/
PE/music
Step 1 INTRODUCING SCHOOL SUBJECTS
1 Task 1 in the Pupil's Book: Read the school
subjects several times. The children read after you.
Translate into Bosnian/Croatian/Serbian if necessary.
2 Ask WHERE DOES IT SAY MATEMATIKA?
WHERE DOES IT SAY LIKOVNA KULTURA?
WHERE DOES IT SAY TJELESNI ODGOJ?
3 Play a gessing game. You paraphrase the subject
and the children guess which subject it is.
in this subject you play football or
basketball.
in this subject you draw.
in this subject you read a lot.
in this subject you say 2 and 2 makes 4.
in this subject you siNG, etc.
Step 2 LISTENING PRACTICE
1 Read the text from the Task 2 in the Pupil's Book.
The pupil's don't look at the text but at the Task 1.
While listening to Tracy, Luke, Monica and David,
the pupils tick all the subjects mentioned.
2 Read the text once more. This time the children can
look at the text. Encourage them to read the text
after you.
82
Step 3 DAMIR'S TIMETABLE
1 Let them look at Damir's timetable now (Task 3 in
the Pupil's Book). Introduce the word BREAK and
LUNCH.
Explain AFTER and BEFORE. Ask questions like these:
WHAT HAS DAMIR GOT ON TUESDAY AFTER
LUNCH.
WHAT HAS HE GOT ON WEDNESDAY BEFORE THE
BREAK?
WHAT HAS HE GOT ON FRIDAY AFTER THE BREAK?
ETC.
2 Ask different children to read all the subjects Damir
has on each day of the week.
3 Now, children do Task 4. Encourage them to speak
and praise them a lot.
ACTIVITY FOR A STRONGER CLASS
You can ask the children to colour each subject in Damir's
timetable with a different colour. Write a model on
the board:
DAMIR HAS ___________________ ONCE A WEEK.
TWICE A WEEK.
I HAVE _______________________ THREE TIMES A WEEK.
EVERY DAY.
Step 4 GREAT BRITAIN
This step gives some basic information about Great
Britain. There aren't any new structures and most of the
vocabulary has already been presented. It is also likely
that your pupils already know some facts about Great
Britain.
1 Prepare some bigger pictures of Great Britain
(similar to the ones from the Pupil's Book), put
them on the blackboard, and ask your pupils if they
know what it is. At this point use Bosnian/Croatian/
Serbian, but translate into English so that you
immediately expose your pupils to the vocabulary
they will need.
2 Introduce the text by saying that they will read
about Great Britain. They silently read and match
the pictures with the text. You may do this task as a
group-work or pair-work activity, so that each group
answers only one part of the text.
 Unit 5

3 You read bits of text aloud and they tell you which
picture it is. Stop whenever your think additional
explanation of meaning is needed.
4 Say a sentence in Bosnian/Croatian/Serbian and
they look for the English one in the text. Task 5 in
the Activity Book (Page 118) is optional. It can be
given for homework.

Step 5 REVISION
To finish off, encourage students to talk about the
subjects they like/don't like. Ask them to do Task 6 in
the Pupil's Book. Tasks 3 and 4 in the Activity book
are optional.
Other Tasks in the Activity Book can be given for
homework.

83
Unit 5
SUM UP 6
You don't have to do all the activities from the SUM UP
sections (in the Pupil's Book and the Activity Book).
Make a selection and order the tasks in the way you
would like to do them. If the class is tired, start with
something easier like BINGO and then move on to some
more demanding tasks. Rewarding children's effort is of
great value at this stage of learning English. It should be
given more credit than individual ability.
APPENDIX
HAPPY BAYRAM
Step 1
Start off by asking your pupils about activities they do
with their families for Bayram. If the class is weaker, then
you can ask them about it in Bosnian/Croatian/ Serbian.
Introduce the words UNCLE and AUNT.
Write some key words on the blackboard. You may
illustrate them on the blackboard or invite them to
illustrate them as well.
Move to Task 1 from the Pupil's Book. Ask your pupils
to tell you what they can see in the pictures. Say that the
sentences do not match the pictures. Pupils listen to the
sentences and try to match them with the appropriate
picture. Explain them that they have to put numbers
next to the pictures.
Check their answers.Praise them a lot.
Step 2
Task 2. Ask your pupils to read the sentences aloud. Ask
them questions about the text.
Step 3
Task 3. Ask pupils to talk more about the way they
celebrate Bayram at home.
Step 4
Task 4. Assign Task 1 from the Activity Book for
homework.
84
CHRISTMAS
1 Start off by teaching your pupils a rhyme about
Santa Claus.
Introduce the following words: S HORT AND FAT
A CAP
A BAG
PRESENTS
2 Say a rhyme and mime it.
I'm Santa Claus, short and fat (bend your
knees and round your hands in front of you as if
you had a big belly).
This is my bag (hold up your bag)
and this is my cap (take off your cap).
I've got presents for you and you and you
(point to the children)
MERRY CHRISTMAS AND
A HAPPY NEW YEAR, TOO.
3 Let the children mime and say the rhyme after you.
4 While they are listening to the rhyme from the
cassette they can colour Santa Claus in their
Activity Book.
5 You can see some empty boxes in the picture. You
can do a little drawing dictation by telling them
what toy or present they should draw in the boxes.
6 If they don't already know it, teach them to sing
Jingle Bells.
7 Write MERRY CHRISTMAS AND A HAPPY NEW
YEAR on the board.
The children copy it in their notebooks and draw a
CHRISTMAS TREE.
EASTER
1 Have a look at the picture in the Activity Book.
Introduce the words: EASTER
EASTER BUNNY
EGGS and
PICNIC.
2 Pupils should count how many eggs are hidden in
the picture. The easiest way to do it is by colouring.
You can revise prepositions IN, ON and UNDER.
Say: E gg number one is IN THE BASKET.
Egg number two is IN THE TREE. etc.
 Unit 5

3 After the children have numbered at least 6 eggs,
they report to you where the eggs are.
4 The Present Continuous hasn't been introduced
yet but children can tell you what they can see and
what the characters can do.
5 They can draw speech ballons above the characters'
heads and write what they are saying.
6 They can make an Easter card. Write HAPPY EASTER
on the board.
Happy New Year
Step 1
Start by asking your pupils about the words that can be
associated with the New Year Eve.
Write the words on the blackboard and illustrate them
as well. Translate them into Bosnian / Croatian /Serbian
for the weaker pupils. Tell your pupils that some items or
words can be associated with both Christmas and New
Year.
Step 2
Say that they are going to read Monica's postcard to
her friend Hana from Sarajevo. Read the postcard. Let
the pupils read after you. Do the same with Hana's
postcard.
After commenting play the CD once and then encourage
your pupils to read the text. After they have finished, ask
them to do Task 1 from their Activity Book.
If there are pupils who celebrate Hanukkah in the class,
they can do the Task 2 from the Activity book for their
homework.
JURJEVDAN
Step 1
Start off by asking your pupils about the activities they do
with their families for Jurjevdan. If the class is weaker, then
you can ask them about it in Bosnian/Croatian/Serbian. If
there are no pupils who celebrate Jurjevdan, explain them
in a few sentences about that holiday and ask them to turn
the page 127 in their Pupil’s Book and take a look at Task
1. Play the CD once, then encourage them to read..
After reading, ask your pupil’s to do the Task 1 from their
Activity Book.
Pupils who celebrate Jurjevdan can do Task 2 in their
Activity Book for their homework and show the drawing
to their friends and explain the drawing.

Step 3
Let them do the Task 1 in the Activity Book. The pupils
use their knowledge from the coursebook exercise to
write their own postcard.
Encourage them to illustrate and colour it as well.

HAPPY HANUKKAH

Step 1
Start off by asking your pupils about activities they do
with their families for hanukkah. If they do not celebrate
Hanukkah, ask your pupils to tell you what they know
about Hanukkah and how it is celebrated. Help your
pupils by suggesting them to turn the page 126 in their
Pupil’s Book and pay attention to Task 1. Pupils will
take a look at the pictures and comment them. Point to
the dreidel and menorah. If the class is weaker, you can
comment with them in Bosnian/Croatian/Serbian.

85
LESSON UNIT/LESSON CONTENT
NUMBER
1 Sep Starting up Welcome back to school!
Introductory conversation
2 Starting up Introducing students with book DIP IN 4, plan and
programme
3 Starting up Learning the song English is easy
4 Starting up Revising the vocabulary from the previous grade
5 Starting up Introducing the rhyme A B C D E F G (Introducing the
alphabet)
6 Starting up Revising the alphabet.
Learning the rhyme Can you see?
7 SUM UP 1 Revision of vocabulary, songs and rhymes
UNIT 1: THE CLICKS
8 Lesson 1 Introducing the characters
Listening to the tape
The song Here’s my family
9 Lesson 2 Introducing the form I’m/I’m not
10 Lesson 2 Listening to the tape
Talking about oneself
11 Lesson 3 Listening to tape
Practising questions
12 Lesson 3 Learning the song: My name is Greta
13 Oct Lesson 4 Introducing the form He is / She is
Listening to the tape
14 Lesson 4 Suzy’s family
15 Lesson 5 Introducing new actions
Learning the action chant
Friends
16 Lesson 5 My best friend
17 Lesson 6 Where is everybody
Listening to the tape
18 Lesson 6 Africa
19 SUM UP 2 Board Game Who is who?
20 SUM UP 2 Activity book - excersises
21 Progress test 1
22 Correction of the test

86
 UNIT 2 : AFRICA
23 Lesson 1 Revising feelings
Listening to the tape
24 Lesson 1 Class survey,song I’m happy in the morning
25 Lesson 2 Introducing African animals
26 Nov Lesson 2 Learning the rhyme Coconuts in the tree
Introducing the plural of nouns
Revision of numbers 1-20
27 Lesson 2 Listening to the tape
28 Lesson 3 Parts of the body
29 Lesson 3 Listening to the tape: African animals
30 Lesson 3 Talking about oneself (I’ve got…)
Song Head and Shoulders
31 Lesson 4 Listening to the tape
Practising the question form
Have you got…?
32 Lesson 5 Introducing the prepositions of place IN, ON, UNDER
33 Lesson 5 Listening to the tape
34 Lesson 5 Practising prepositions of place
Song Monkeys in the tree
35 Lesson 6 Introducing new vocabulary
36 Lesson 6 Introducing has got
Listening to the story
37 Lesson 6 Practising has got
38 Dec Lesson 6 Exploiting the story Greta in action
39 Lesson 7 Listening to the tape
40 Lesson 7 Describing monsters
Learning Boobah’s song
Making a monster pie
41 SUM UP 3 Boarding game Snakes and ladders
42 SUM UP 3 Revision
Activity book - exercises
43 Half- term test
44 Correction of the test
45 GAME Revision of vocabulary
46 Festivals Bayram*
47 Festivals Merry Christmas / Hanukkah
48 PROJECT WORK Revision of songs
49 PROJECT WORK The Clicks episodes
Acting out
50 Festivals Happy New Year

*This lesson is placed at the end of the plan because the date of the celebration changes every year.
You are suggested to do the lesson according to the period of celebration.

87
 UNIT 3 : WHAT CAN THEY DO?
51 Jan Lesson 1 Introducing jobs
52 Lesson 1 Introducing can
Quiz
Revising jobs
Listening to the tape
53 Feb Lesson 1 Revision (Match - Mismatch)
Introducing new vocabulary
Learning the rhyme
54 Lesson 1 Talking about what students want to be
55 Lesson 2 Introducing more actions with can
Practising verb, noun collocations
Things Mike can do
56 Lesson 2 Learning the song about Mike
Listening to the tape
57 Lesson 2 Revision of the song
58 Lesson 2 Introducing short and negative answers: Yes, I can / No,
I can’t
58 Lesson 3 Sorting the words out
Introducing negative form Can’t
Game: It can fly. It can’t fly.
60 Lesson 3 Paraphrasing with can / can’t
Introducing the context of the dialogue
Listening to the tape (can in the context of a
conversation)
61 Lesson 3 Working on the dialogue
TPR story Blast off
62 Lesson 3 Learning the traditional song
Twinkle, twinkle little star
63 Lesson 4 Introducing what animals can / can’t do
Listening to the story
64 Lesson 4 Warm up
Revising the story ( playing the a quiz based on the
story)
65 Mar Lesson 4 What can my friend do?
Animal riddles
66 SUM UP 4 Revising verbs
Answering questions with can
Asking questions with can
67 SUM UP 4 Activity book - exercises

88
 UNIT 4 : WHAT ARE THEY DOING ?
68 Lesson 1 Introducing the Present Continuous : He / She
Listening to the tape
69 Lesson 1 Reading / Practising He / She is
70 Lesson 2 Introducing new vocabulary for the TPR story
TPR story ( short forms : He’s going to the shop)
71 Lesson 2 Revising the story
Telling the story
Learning the song African dream
72 Lesson 2 Revision
Activity book - exercises
73 Lesson 3 Introducing the days of the week
74 Lesson 3 Introducing more Present Continuous sentences with He
/ She
75 Lesson 3 Clothes - Introducing / practising new vocabulary
76 Lesson 3 Revision
Activity book - exercises
77 Progress test 2
78 Apr Correction of the test
79 Lesson 4 Introducing the Present Continuous with I
Listening to the tape
80 Lesson 4 Revision
Learning the action song
81 Lesson 5 Introducing new vocabulary
(holiday activities)
Introducing the Present Continuous with They
Listening to the tape
82 Lesson 5 Practising the difference between He / She is doing /
They are doing
Learning a pirate chant
83 Lesson 5 Bosnia and Herzegovina
84 Lesson 5 Bosnia and Herzegovina
(Activity Book - sum up 5)
85 Lesson 5 Acting out the chant using a paper boat
86 SUM UP 5
87 Festivals Happy Easter

89
 UNIT 5 : TRACY IS BACK HOME AGAIN
88 Lesson 1 Introducing vocabulary
There is / are
89 Lesson 1 Revision of the rooms
There is / are
90 May Lesson 2 Introducing new vocabulary
Listening and the reading the text
91 Lesson 2 Revision
92 Lesson 3 Introducing vocabulary
93 Lesson 3 Activity book - exercises
94 Festivals Jurjevdan
95 Lesson 4 Introducing new vocabulary
Reading the text
Activity book - exercises
96 Lesson 4 Timetable - speaking and writing practice
97 Lesson 4 Great Britain
98 SUM UP 6
99 SUM UP 6
100 Final test
101 Correction of the final test
102 GAME Revision of vocabulary
103 June PROJECT WORK Revision of songs
104 PROJECT WORK The Clicks episodes
Acting out
105 Systematization

90