prirunik za nastavnikeengleskog jezika za 4. razreddevetogodinje osnovne kole

prirunik za nastavnikeengleskog jezika za 4. razreddevetogodinje osnovne koleMirela VasiZarifa KazazoviBiserka DebaMDaja MardeIiP 4 inSARAJEVO PUBLISHINGSarajevo, 2008.4INTRODUCTIONStarting up 8 ENGLISH IS EASYLesson 1 10 ENGLISH IS EASYLesson 2 12 THE ALPHABETLesson 3 14 CAN YOU SEE?SUM UP 1 16 RevisionUNIT 1 17 THE CLICKSLesson 1 18 MY NAME IS TRACYLesson 2 20 IM A PUPILLesson 3 23 SUZY IS LOSTLesson 4 26 WHO IS THIS?Lesson 5 28 FRIENDSLesson 6 30 A NEW JOBSUM UP 2 33 RevisionUNIT 2 34 AFRICALesson 1 35 TRACY IS SADLesson 2 37 MONKEYS AND COCONUTSLesson 3 40 AFRICAN ANIMALSLesson 4 43 TOBYLesson 5 44 TRACYS SHOELesson 6 47 GRETA IN ACTIONLesson 7 50 BOOBOO AND BOOBAHSUM UP 3 52 RevisionContents5UNIT 3 53 WHAT CAN THEY DO?Lesson 1 54 JOBLesson 2 57 MYSTERIOUS MIKELesson 3 60 BLAST OFFLesson 4 63 FRIENDSHIPSUM UP 4 65 RevisionUNIT 4 66 WHAT ARE THEY DOING?Lesson 1 67 PHOTOS FROM AFRICALesson 2 69 WHERES THE ICE-CREAM?Lesson 3 71 TRACY IS THINKING ABOUT THE HOLIDAYSLesson 4 73 GETTING READYLesson 5 75 AT THE SEASIDESUM UP 5 77 RevisionUNIT 5 78 TRACY IS BACK HOME AGAINLesson 1 79 MY HOMELesson 2 80 TRACYS ROOMLesson 3 81 WHATS THE TIME?Lesson 4 82 I LIKE ENGLISH, AND YOU?SUM UP 6 83 SORT THE WORDS OUTAPPENDIX 84 HAPPY BAYRAM / MERRY CHRISTMAS/ HAPPY NEW YEAR / HAPPY EASTER / HAPPYHANUKKAH / JURJEVDAN86 SUGGESTED PLAN FOR ONE SCHOOL YEARContents67IntroductionA WHO IS THE COURSE FOR?This course is for children who have alreadycompleted a begginers' course of English in theprevious year. It offers enough material for oneyear's work with three classroom periods per week.B WHAT ARE THE COMPONENTS OF THECOURSE?1 THE PUPILS BOOKIt 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 alsoprovides some information for teachers and parentson how the material can be exploited in class.It also contains a WORD LIST at the back.2 THE ACTIVITY BOOKIt contains individual tasks designed mainly asfollow-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 CASSETTEDialogues, songs, rhymes from the Pupils Book arerecorded on the cassette. It is an important auditoryaid which can be used for practising the soundsystem, stress and intonation of the language. It canalso be played whenever children are doing someindividual quiet work. They will unconsciously startrepeating what they hear on the tape or sing along.4 FLASHCARDSThe set of flashcards is an essential teaching aid.It covers basic vocabulary and characters fromthe Pupils Book. It is to be used for vocabularyintroduction and practice as well as for a number ofgames.5 THE TEACHERS BOOKIt is designed to help the teacher make the most ofthe course. There is a step-by-step approach to eachof the lessons plus a number of additional ideas onhow to practise and reinforce the language that isbeing taught.C WHAT ARE THE BASIC AIMS OF THECOURSE?The basic aims of the course are as follows: To maintain and further develop interest and apositive attitude towards learning English as aforeign language. To revise vocabulary from the previous course andto introduce new topics and vocabulary. To create a friendly non-threatening learningatmosphere for children to enjoy and take part innumerous activities. To enable children to talk about themselves, theirfamilies, friends and interests. To encourage children to produce sentencesinstead of isolated words only. To develop and integrate all four skills: listening,speaking, reading and writing.D HOW DOES A TEACHER PLAN ANDPREPARE THE LESSONS?The course consists of 6 UNITS 29 Lessons. Thereare also 6 SUM UP (revision) sections. Plus someadditional 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 ActivityBook.3 Listen to the material on the tape. You need to getfamiliar with some songs and rhymes.4 Read the lesson plan in the Teacher's Book.5 Prepare the visual material: select the picturecardsfrom 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.8This short introductory unit is designed to revise some of the language material introducedin the previous grade and to introduce a few simple songs and rhymes that can get thechildren started into the second year of learning English.The following language items are present in this unit: introductory song (English is easy) the English alphabet alphabet rhyme (A, B, C, D, E, F, G) revision of commands and vocabulary from grade 1 action rhyme (Run to the house)The unit ends with the first revision section SUM UP 1 which is a BINGO game this time.STARTING UPENGLISH IS EASYStarting upEnglish is easy9Lesson 1Aim: Revising vocabulary from theprevious gradeLearning a songLanguage focus: feet / hands / run / clap / standStep 1 FIRST LESSONStart the first lesson in the new school year with alittle chat. Do as much of it as you can in Englishbut whenever you notice problems mix English withthe mother tongue.1 Greet the children and find out how they are.Prompt by asking if anyone is tired / hungry / thirsty/ angry / sad2 Walk around the clasroom and ask different childrenwhat their names are.3 Next, get them to tell you what school things theyhave 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 Englishlesson on the desk. Prepare some of the thingsyourself. Say and demonstrate:HOLD UP YOUR BOOK! VERY GOOD! THIS IS YOURPUPIL'S BOOK.Get everyopne to say PUPIL'S BOOK after you andsay 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. Helpwith colours if they have forgotten them.5 Ask them to guess what other things they are goingto need in class. Get them to hold up things theymention like: A PENCIL / AN ERASER / A SHARPENER/ COLOURED PENCILSTell them to always carry SCISSORS and some GLUEin the pencil case.6 Ask the children to look at the Pupil's Book. Getthem to read what it is called.Then ask them to browse through it and say in theirmother tongue what new things they are going tolearn.7 Ask them to browse through the Activity Book now.The children can name some of the activities theyare going to do in it. Most of them are the onesthey were exposed to in the previous course.8 Finally, get them to tell you what else you theteacher will be using in class. They will probablyremember the CASSETTE and the pictures FLASHCARDS. Have them somewhere nearby andshow them to the class.9 Ask them in the end if English is EASY. Explain whatit means.Ask if it is FUN. Again explain the word.Tell them that you are sure that it will be easyand fun for everyone because they are very cleverchildren.10 Put all the things they need in the English class in anon-transparent bag.Play a guessing game now. The class turns aroundand closes their eyes.A child chooses one thing from the bag and hides itbehind his/her back.The class guesses what it is. Encourage them touse the words PUPIL'S BOOK and ACTIVITY BOOK,SCISSORS and GLUE. If they do not remember thewords, they can call them out in the mother tongueand you repeat them in English.Step 2 LEARNING THE SONG English is easy1 Start off by revising some of the commands that thechildren 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 / NOSEDo it with the whole class first.2 Then play a ball game. Throw a small ball to achild and give him/her a command. The childperforms the action and throws the ball tosomeone else. If the child does not know whatto do, he/she simply throws the ball back to youand you select someone else.For the beginning it is just you who gives thecommands. Later on the children can take over.Starting upEnglish is easy109 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. Helpthem, 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 touse the words from Task 1 to complete the lines ofthe song. Do it with the whole class because it isthe beginning of the school year. Encourage severalchildren to read the lines afterwards while theothers are colouring the pictures. Play the song overand over again.Step 3 REVISING VOCABULARY FROM GRADE 11 Ask the children to look at the picture in the Pupil'sBook, Task 4 It's your turn!Put them in groups of 4 and ask them to name inEnglish as many pictures as they can. They can circlewith a pencil all the pictures they do not rememberthe words for.They have to count how many words they do notremember.2 Get all the groups to tell you how many words theydo not know. The group with the lowest numbergets to describe the picture.Each child in the group can say 3 words.The classlistens and points to the pictures.When the first group is finished ask if anyone knowsthe words for any other pictures.3 Soon only problematic pictures will be left. Getthem to call out words in the mother tongue andyou say them in English. There is, of course, apossibility that the children will remember all thewords.4 Play a pointing game. Say the words and theypoint to the pictures.5 Next do a sorting out activity. Name the topic (inEnglish and the mother tongue) and they call outthe words that belong there. The topics are:NUMBERS SCHOOL THINGS ANIMALS TOYSBREAKFAST IN THE SKY3 Put your hands in front of your face and say:HANDSCLAP YOUR HANDS!HOLD UP YOUR HANDS!Perform the actions and ask the children to do thesame.Now say: CLAP YOUR HANDS TWICE!Give two claps and the class copies.Repeat the three commands and the children do thesame.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 downwhile sitting)STAND ON YOUR FEET! (Stand up.)RUN!The children do the same.Repeat the FOUR commands and the children dothe 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 morequickly from one command to another.6 Tell the children that they are going to listen to thetape and they have to perform the actions theyhear.Play the spoken version of the song and let thechildren do what they can understand.Play it one more time and they try to mime someactions again.7 Get them to look in the Pupil's Book, Task 1. Playthe tape, they just listen and look in the book. Next,they listen and mime. Finally, they repeat the linesand mime.8 Play the song a few times and let them sing along.Starting upEnglish is easy117 piles, each pile containing around 2025 pictures.Put these piles on different desks. The class is alsodivided into 67 groups. Play the rotation game.Each group starts with one pile. In two minutes theyhave to go through the pictures and name as manyas they can. Then you clap your hands or ring abell and they move on to the next pile. The activityis over when all the piles have been looked at byall the groups. In the last round the group has topresent their pile (name the pictures) to the wholeclass. If there is something they do not know, theother groups can help.Make sure you praise them a lot.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 andpoint to the corresponding pictures in the Pupil'sBook. Finally, find out which words were a problem.8 Task 4 can be done now. They have to copy thewords for numbers and some other things.Walk around and check how it is going.9 To round off this revision of vocabulary, use theflashcards from the previous. Divide them into 6Starting up12Lesson 2Aim: Naming the letters of the EnglishalphabetLearning a rhymeLanguage focus: letters of the alphabet / say hello /say goodbye / smile / go awayStep 1 LEARNING A RHYME1 Revise most of the commands the children know.Play the POLLY SAYS (SIMON SAYS) game.Add some more commands to the game: SAYHELLO! / SAY GOODBYE! / SMILE! / GO AWAY!Introduce one command at a time and mix it withthe ones they know. Always perform the commandyourself at the beginning.2 Write the following letters on the board:A B C DGet the children to read them in the mother tongue.Now tell them that English is a very funny languagebecause all the letters have 'names'.Tell them to listen carefully to the names of theletters on the board. Say the letters.Ask them to repeat the letters after you.3 Add three more letters:E F GDo the same as with the previous group of letters.4 Ask the whole class to repeat the seven letters afteryou. 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 theboard forwards and backwards. Read:A B C D E F G G F E D C B A6 Point to the letters on the board and read forwardsand backwards a few times with the class readingafter you.7 Say the lines of the rhyme once, miming the actionsas 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 therhyme.9 Ask them to look in the Pupil's Book, Task 1. Playthe 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 theirnotebooks. They can draw the picture as well.Step 2 INTRODUCING THE ALPHABET1 Find out if the children can name all the letters inthe alphabet of their mother tongue. Get them totell you how many letters there are all together.2 Ask them to look in the Pupil's Book, Task 3. Letthem 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 Y3 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 tothe letters and repeat after the tape.5 Ask groups of children to repeat after you, or afterthe tape, groups of letters (34 letters).6 Tell them to look in the Activity Book, Task 1.Read the letters one by one and they colour theletter 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 theletters. If you decide to do this, here is a little tip:make them colour all the vowels BLUE, all specialEnglish letters RED, all letters sounding similar inone colour too. For example, B, C, D, G, P, T, V areGREEN; F, L, M, N, S are YELLOW.When the colouring is completed, read the letters inone colour and ask them to guess why they all sharethe same colour.7 Now ask them to write each of the letters threetimes using handwriting. Draw their attention tohow some of the special letters are written.8 Play BINGO now. The instructions are given in thePupil's Book, Task 4 It's your turn.The children will probably want a few rounds ofthe game, which is welcome. It is a good idea towrite the whole alphabet on the board before thegame, so when you say a letter you can also pointto it on the board. The children cannot play thegame otherwise, bacause they have certainly not yetmemorised the letters.The alphabetStarting up139 Now tell the children you need their help. Askthem to try and concentrate and to say a word ortwo that begins with a particular letter. Start withsomething easy like:B (they will probably remember BOY, BED)Do the same with some more letters like:P, T, M, S, R, DPraise them a lot for every word they remember.10 Ask them to look at the pictures in the ActivityBook, Task 2. They try to say what they can see.Then get them to decide which letter each of thewords begins with. They can write the first letterin the picture. Draw their attention to the fact thatKITE starts with K and CAT with C although theyboth sound the same. Explain that that is why evenEnglish children need a lot of time to learn to writethe words.11 Now they can colour the pictures, cut them out andstick them next to the right letter in the alphabet.A NOTE:The alphabet is introduced here just to makethe children aware of some of the problems anddifferences between English and their mothertongue. The children are not to be expected to spellor do any similar activities. It is much too early forthat.The alphabetStarting up14Lesson 3Aim: Learning an action rhymeLanguage focus: run / open / touch / climb / reachStep 1 REVISING THE ALPHABET1 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 afterit. Then say the rhyme yourself but leave out certainletters or words so the children can say them. Hereis an example:A, B, ____ , D, E, ______ , GSay ____________ and smile with _______ !G, F, E, ______ , C, B, __________Say ____________ and go ___________ !You can do this a few times, always leaving outdifferent bits. The children can follow the text of therhyme in the book. This will make it easier for themto guess the missing bits.2 Revise the whole alphabet. They can look at it in thebook and say the letters after you.Then get them to read the letters after you fromthe Activity Book. This time you read the letters ingroups of three and they repeat after you. Theyshould always point to the letters they say. In thefinal round ask them to read after you even biggergroups of letters.3 Write the following letters on the board:S T D F H CGet them to read the letters after you.Tell them now that you are going to say some wordsand they have to say which letter they start with. Theycan come to the board and point to the right letter.Here are the words you use:DOOR SKY CAT HOUSE DOG FLOOR TREE STARCLOUD SUN HORSE TEDDY FEETWrite each word under the right letter each time achild points to it. Your board will look like this in theend:S T D F H CSKY TREE DOOR FLOOR HOUSE CATSTAR TEDDY DOG FEET HORSE CLOUDSUN4 Have the class read the words in chorus and thenask the children to come to the board in pairs. Ask:WHERE DOES IT SAY 'KUA'?They have to point to and read the word.Do the same with all the words with differentchildren taking part.5 Ask the children to look in the Pupil's Book, Task1. Give them just 30 seconds to take a look at thepicture there and then they have to close the book.Ask what they remember.Get them to come to the board and circle the wordsthat they have seen in the picture.6 The children look at the picture in the Pupil's Bookagain. Check if they were right about what theyremembered. With children looking at the picture,ask the same question for each of the words on theboard: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 notwritten on the board. They will probably come upwith WINDOWS and A GARDEN.8 Now tell the class to look in the Activity Book. InTask 1 they have to find some of the words in theWord Search and in Task 2 they need to draw thepictures for the same words.Step 2 LEARNING THE RHYME Can you see?1 Everything you have done in the previous step hasbeen a preparation for this rhyme.So now, you can just play the tape. The childrenlook in the Pupil's Book, Task 2.They have to answer the questions they hear andfollow in the book.2 Play the tape once again, but this time ellicit somemore 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?Starting up15Can 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'sBook. 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 andask the class to mime the action with you.The third time you play the tape, they listen, mimeand repeat the lines.4 Get the class to read the rhyme after the tape inchorus and then individually.5 Finally, ask someone to read the rhyme slowly withthe rest of the class miming the actions. You canrepeat 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 thepictures. In Task 4 they have to fill in the missingletters.7 Use all the actions from this rhyme to play theSIMON SAYS game. Mix them with the actionsfrom Lesson 1 and Lesson 2.Can you see?Starting up16SUM UP 1BINGOThere are 12 cards for BINGO in the Pupil's Book.This enables the game to be played a number oftimes. The children select a card and the teachercalls out words or letters. The first child (children)to cross out all the boxes on the card is the winner.The winner has to say back the words or letters onhis/her card so the teacher can check if the gamewas played properly.To make the game as efficient as possible, it is agood idea for the teacher to have all the words andletters written on a piece of paper so there could beno mistakes or doubts.The techer crosses out the word or letter that hasbeen called out.Here is the actual list of words and letters from thegame (all 12 cards included).TREE, CAT, SKY, BOY, DESK, HOUSE, CHAIR, DOG,GIRL, STAR, DOOR, BOOK, BAG, FLOOR, SUNLETTERS: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P,Q, R, S, T, U, V, W, X, Y, ZOf course, there will be problems with rememberingthe letters. To help the children, the teacher canmake cards with the letters. So when a lettercomes up during the game, the teacher can showthe card with it as well as pronounce it.The same cards can be used to play Bingo with theletters only ALPHABET BINGO.You can also encourage the children to make theirown cards with letters and then you can play anumber of games such as:Hold up letter _______ !What letter is this? (1 set of letters face down ona desk, two children turning over the cards)What letter is this? Can you guess? (selecting aletter from a pile and writing it on the friends back)CROSSWORD PUZZLEThere is a crossword puzzle in the Activity Book.Because it is the first one the children are asked todo, it may be a good idea to work on it slowly.First, find out if they know what it is in the mothertongue, if they have ever tried to do one, and so on.Then get them to look in the Activity Book andexplain how they are going to do it.Get them to look at the pictures and say what theycan see. Then they can look at the words below thepuzzle and try to read them. Finally, tell them to fillin the boxes with the correct words. Make sure theyunderstand which direction each of the words issupposed to be written in.READ AND DO (COMMANDS GAME)Write the following or similar commands on piecesof paper:STAND UP, SIT DOWN, RUN, HOLD UP YOURHANDS, CLAP YOUR HANDS, SAY HELLO, SAYGOODBYE, SMILE, GO AWAY, OPEN THE DOOR,TOUCH THE FLOOR, TOUCH A CHAIR, SLEEP, OPENA BOOK, etc.The children take turns to pull out a card, read thecommand on it and perform the action.The rest of the class have to guess what thecommand was.DRAWING DICTATIONSWrite on the board 3 simple tasks and ask thechildren to copy them and draw pictures.Here is an idea:A BIG HOUSEA RED DOORA BLUE STAR17Unit 1 introduces the main characters. They are the Clicks, an English family. The membersof the family are: Tracy, a funny girl, her brother Pete who is very clever, their mum Gretawho 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 somethingabout them. In Lesson 3 we meet Suzy, a little girl who is new in the neighbourhood. Wealso learn something about her family in Lesson 4. Lesson 5 introduces Monica, Tracy'sbest friend, and finally in Lesson 6 we find out that the Clicks are going on a trip to Africabecause 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 songsThe unit ends with a revision section SUM UP 2 which includes a board game in the Pupil'sBook plus a number of tasks in the Activity Book.UNIT 1THE CLICKSUnit 118Lesson 1Aim: Introducing the characters /Introducing oneselfLanguage focus: My name is / My surname is /My family is...Step 1 INTRODUCING THE CHARACTERS1 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 ANDTHIS IS MICK.Leave out Kiki for the time being.2 Say the names of the characters again but this timewrite them underneath the pictures.The children read the names after you.3 Put all the pictures together in a big circle and say:A FAMILYTHIS IS A FAMILY:MUMMY (point at Greta)DADDY (point at Mick)and CHILDREN (point at Tracy and Luke). HOWMANY CHILDREN? TWO. A BOYAND A GIRL. BROTHER AND SISTER.4 Repeat this once again but write the words (FAMILY,MUMMY, DADDY, CHILDREN) on the board. Thechildren read the words after you.5 Tell the children that there is someone else in thisfamily; an animal. Let them guess what it is. Thenstick 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 thefamily share something. Every person has their ownname 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 themthat the surname of the family on the board is:CLICK.Now get the class to say after you the name and thesurname 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 thecharacter)Step 2 LISTENING TO THE TAPE1 The children look in the Pupil's Book, Task 1. Playthe tape and let the class just listen once.2 Play the tape again and ask the children to repeatafter the tape. First, the whole class together andthen in groups, each group playing one of thecharacters.3 Say the following:FIND THE SENTENCE WHICH SAYS: ZOVEM SEGRETA. / ZOVEM SE KIKI. / MOJE PREZIME JE CLICK./ ZDRAVO! / MICK CLICK TO SAM JA. / TRACY JEMOJA 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 childrento say what comes next. Make sure it is a word thatis 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, continueplaying the tape so they can check if they were right.5 Put the children into groups of 5 and ask them toprepare reading the text, each child in the grouptaking the role of one character.Have several groups read out the text.6 Now they can fill in the information in Task 3.My name is TracyUnit 1197 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 asmany children as possible:WHAT'S YOUR NAME? WHAT'S YOUR SURNAME?9 Write the two questions on the board. Get thechildren to read them.Write the beginnings of the answers too:MY NAME IS _____________ .MY SURNAME IS _____________ .The children copy the questions and answer them intheir notebooks.Step 3 LEARNING THE SONG Here's my family1 The children look in the Pupil's Book, Task 5.Play the song, they just listen. It is very easy, so nopreparation is needed.Get them to listen to it once again and point to themembers of the family in the pictures.Next, they sing along.2 Ask the children what the following two wordsmean and write them on the board:SISTER, BROTHER3 Get them to look at the pictures of a family in theActivity Book, Task 2. They need to cut out thepictures and stick them in the right place.While they are doing it, walk around and ask a lotof 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 isTask 3 in the Activity Book.Ask the boys to read Luke's lines and the girls toread Tracy's lines.5 Finally get the children to say something about theirfamily. 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 orallyabout themselves. Prompt and help when it comesto family members.In the end they can fill in Task 4 in the ActivityBook and draw their family.My name is TracyUnit 120MY NAME IS ________________ . (the class calls outthe name)Move on with other examples:MY SURNAME IS CLICK TOO.I'M NOT A GIRL.I'M A BOY.I'M TRACY'S BROTHER.I'M EIGHT.MY NAME IS ________________ .I'M NOT A BOY.I'M NOT A GIRL.I'M TRACY AND LUKE'S MOTHER.MY NAME IS ______________ .I'M NOT A BOY.I'M NOT A GIRL.I'M NOT TRACY AND LUKE'S MOTHER.I'M TRACY AND LUKE'S FATHER.MY NAME IS _______________ .I'M NOT A BOY.I'M NOT A GIRL.I'M A CAT.MY NAME IS _______________ .3 Write the names of the characters on the board.Tell everyone to take a piece of paper and copy onename on it.Next tell them to listen to your sentences again.Each child is now the character whose name he/shehas written on the paper. Ask everyone to say whattheir name is now.Say a sentence. Only some children repeat it theones for whom it is TRUE.They have to hold up theirname too.Start with something easy:I'M A GIRL. (All Tracys repeat.)I'M A BOY. (All Lukes repeat.)I'M A CAT. (All Kikis repeat.)Move on to other sentences like:I'M LUKE'S SISTER. / I'M TRACY'S MOTHER. / I'MTRACY'S FATHER. / I'M TRACY'S BROTHER. / I'MNINE. / I'M EIGHT.Use some negative sentences now. This time severalcharacters can actually repeat the sentences, like forexample:Lesson 2Aim: Talking about oneselfLanguage focus: I'm a boy / a girl / a pupil / nine /eight. I'm not a cat.I like TV / books.Step 1 INTRODUCING THE FORM I'm (I am)I'm not1 Stick the pictures of the Clicks (one by one) on theboard and revise everything you have done in theprevious lesson. Ask a lot of questions and help thechildren to answer them.They can give very short answers, just a word ortwo.WHO IS THIS? (Show the picture of Tracy.)WHAT IS TRACY'S SURNAME?IS TRACY A GIRL OR A BOY?IS THIS TRACY'S BROTHER?(Show the picture of Luke.)WHAT'S HIS NAME?IS LUKE'S SURNAME BING?WHAT'S HIS SURNAME?WHO IS THIS? (Show the picture of Greta.)IS GRETA TRACY'S MOTHER?IS GRETA LUKE'S MOTHER TOO?IS GRETA A LITTLE GIRL?IS THIS TRACY'S FATHER?(Show the picture of Mick.)IS HIS NAME LUKE?WHAT'S HIS NAME?WHAT'S HIS SURNAME?The important thing about questions like these is towork on children's comprehension.2 Tell the children that you are going to speak for oneof the characters now. Ask them to listen and guesswho it is. Say:MY SURNAME IS CLICK.I'M A GIRL.I'M NOT A BOY. (move your index finger sidewaysto show the negative meaning)I'M LUKE'S SISTER.I'M NINE. (Show the number with your fingers.)Im a pupilUnit 121Now ask about Luke's room. Again ask CAN YOUSEE questions but add things like A DESK /A CAR / A TV / A LOT OF BOOKS.2 Play the tape for the first time. The children listenand look in the book.Ask after the first listening: WHERE DOES IT SAY 'Jasam uenik'?3 Play the tape again and get them to read after it.4 The third time ask the class to be TRANSLATORS.Stop after each sentence. Ask someone to read itand then someone else to translate it.Praise them a lot and help as much as needed.5 Ask the girls to prepare reading Tracy's lines and theboys Luke's.Then ask several pairs to read the text.6 The whole class can do Task 3 in the Pupil's Book.7 Now ask them to look in the Activity Book. Theycan complete Tasks 1 and 2. First they have tomatch the pictures with the words and then use thesame words to complete the texts.Step 3 TALKING ABOUT ONESELF1 Ask the children to look at the texts in the bookonce again. Tell them to circle all the sentences thatare true for them as well. Ask some children to readthese sentences.2 Draw their attention to Task 4 in the Pupil's Book.Encourage them to make some true sentences.Make sure they understand how to use the tablebecause it is the first one of the kind. It is a goodidea to get them to point to the words they areusing in sentences.Also tell them to talk to the person sitting next tothem.3 Ask them to copy some sentences into theirnotebooks; something they haven't written before.4 A similar task is in the Activity Book (Task 3). Thistime they need to cut out the sentences and stickthem in the YES or NO box. Walk around while thechildren are doing it and ask individual children toread the sentences from the boxes.5 Finally, play the STAND UP SIT DOWN game.This is Task 6 in the Pupil's Book.I'M NOT A BOY. (Everyone but Lukes repeats.)I'M NOT A GIRL.I'M NOT A CAT.I'M NOT SEVEN.I'M NOT EIGHT.4 Write the two beginnings on the board:I'M I'M NOTAsk the class to say what they mean.Tell the children that now they are no longer one ofthe characters but their own selves.Then ask three girls to come to the board.Say and write a word and they have to make asentence with it.A GIRL They should point to I'M and say I'M AGIRL.A BOY They point to I'M NOT and say I'M NOT ABOY.A CATSEVENEIGHTWith the numbers the children could point to eitherof them depending on their age.Repeat the procedure with three boys at the board.5 Finally, ask everyone to write two true sentences intheir notebooks.Help them with the sentences and ask a number ofchildren to read them.Step 2 LISTENING TO THE TAPE1 Ask the class to look in the Pupil's Book, Task 1.There are pictures of two rooms there.Have them say what they can see in the pictures.First talk about Tracy's room. Help by askingquestions:CAN YOU SEE A WINDOW?CAN YOU SEE A GIRL?CAN YOU SEE A TV? (A TV and A POSTER are easyto understand, but explainthem anyway.)CAN YOU SEE A POSTER?CAN YOU SEE A BAG?CAN YOU SEE ANY BOOKS?Im a pupilUnit 122The teacher says a sentence and the children standup if it is true for them and remain seated if it is nottrue.Here are some sentences you can use:I'M A CAT. / I'M A PUPIL. / I'M SEVEN. / I'M ATEACHER. / 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 LIKEPUDDING. /You can make a lot of sentences and revise some ofthe vocabulary. For example you can combine all thefeelings 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 gameon pieces of paper and put them in a bag or a box.Instead of you saying the sentences, the childrentake turns to pull out a piece of paper and read outthe sentence on it. The class still has to stand up orsit down to show their comprehension.Im a pupilUnit 123Lesson 3Aim: Understanding simple questionsLanguage focus: What's your name/surname? Howold are you?Where's your home? Where's yourmummy/ daddy?Step 1 LISTENING TO THE TAPE1 Tell the children to look in the Pupil's Book, Task 1.Ask them to look at the pictures for a while andthen find out if they recognize anyone. Tracy isthere, but there is someone else. A boy or a girl? Agirl. Is she a big girl or a little girl? A little girl.Is she happy or sad? She is sad. Why? What is theproblem? 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 andwhy she is sad. She is lost. Explain what it means.3 Play the tape again. The class still just listens. Nowask what Suzy's surname is and what she likes.4 The third time you play the tape ask the whole classto repeat after it. The fourth time ask half of theclass 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 needto match the questions with the answers.When they have finished, ask:HOW DO YOU SAY IN ENGLISH'KOLIKO IMA GODINA?''KAKO SE ZOVE?''GDJE JE TVOJ DOM / TVOJA KUA?''KAKO SE PREZIVA?'The children just read the right question from thebook.7 Pair off the children and ask them to do Task 5 in thebook. One of them asks the questions, the otheranswers. Then they swap roles. Have some pairs actit out.8 Now they can write the four answers in thenotebook. Walk around and help.Step 2 PRACTISING THE QUESTIONS1 With the books closed, play the conversation onceagain.Write on the board the following beginnings ofquestions:WHAT'S What's your name? What's yoursurname?WHERE'S Where's your mummy? Where's yourdaddy? Where's your brother?Where's your home?Ask the children if they remember any questionsfrom 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 thatstarts like this. Then write it up too.Read all the questions on the board and askindividual pupils to read after you.2 Ask two or three children to come to the board. Tellthem that you will say an answer and they have topoint to the corresponding question. You pretend tobe 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 thequestions, ask the class to help. They can check inthe book.3 Ask everyone to look in the Activity Book, Task 1.They have to find and copy the right questions. Theycan colour the picture as well.4 Go back to the Pupil's Book, Task 6. They listen toanother dialogue between Tracy and Suzy. After thefirst listening, ask where Tracy's brother is.5 The whole class repeats after the tape and then theypractise reading the dialogue with a friend. Haveseveral pairs read it out loud.6 Now they can complete Task 2 in the ActivityBook. This time they need to find the right answersand copy them.7 Draw their attention to the REMEMBER BOX inthe book. Ask them to read after you the answersthey can use after the question with WHERE.8 Ask them to choose one of the answers from theREMEMBER BOX when you ask them questions inTask 7 in the Pupil's Book.Suzy is lostUnit 1249 The children go back to the Activity Book and lookat Task 3. First they have to find out from the mazewhere each of the Clicks is and then complete thesentences.10 Finally, get them to look at the questions in Task4 in the Activity Book. Explain that they need toanswer only the questions that make sense to them.If they have no sister, they skip that question.Go through the questions orally once, with differentchildren giving answers. Then ask them to writedown their answers. Walk around and help.Ask a few children to read the questions andanswers.Step 3 LEARNING THE SONG My name is Greta1 Revise everything the children know about theClicks so far. Here is how you can do it.Ask five volunteers to come up front. Put on yourdesk face down the pictures of Tracy, Luke, Greta,Mick and Kiki.Each volunteer picks up one picture and has to playthat particular character.You ask a lot of questions, they answer with YES orNO or with a very short answer.They hold the pictures in front of them so thateveryone can see who they are.When you ask a question, point at the characterwho you want to answer. Ask all the questions thathave 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 issuited to him / her.Praise the children a lot and thank them.2 Now involve the whole class in another revisionactivity. Ask who wants to play Tracy this time. Thischild comes up front. Explain the new situation.Tell them Tracy is lost this time. The class has toplay the role of the policeman.Put the children into groups of four and ask themto write some questions they are going to askTracy. Give them only two minutes to prepare. Oneperson in the group writes, the others think of thequestions. Encourage them to use their books. Walkaround and help.When the time is up, the groups take turns to askone question. They should listen to each other andthey must not repeat the question that has alreadybeen asked. If they have it, they must cross it out ontheir list.Tracy tries to answer the questions. Help wherenecessary.3 Tell the children now that everyone in the Clickfamily 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 AVET. Write it up on the board and explain what itmeans. Ask if they know any vets.Now say that Mick has an interesting job too. Hetakes pictures of children, animals, houses.What's his job? He is A PHOTOGRAPHER. Write itup on the board as well.Tell the children that it is a really difficult word butthat you are sure they can learn it easily.Get everyone to read the word after you threetimes. Then ask individual children to do so.It is really important to have the articles in front ofthe jobs right from the beginning so the childrenremember them as a part of the expression.4 With the three jobs on the board ask the children tocomplete your sentences orally:TRACY IS _____________ .LUKE IS ______________ .GRETA IS _____________ .MICK IS ______________ .5 Now they look at Task 8 in the Pupil's Book. Asksome 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?Suzy is lostUnit 125IS 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.7 Play the song. They try to sing along.8 While you are playing the song over and overagain, the class can complete Tasks 5 and 6 in theActivity Book. Task 5 is a matching exercise. Task6 involves cutting out and putting together thepieces of a picture of a vet.Suzy is lostUnit 126Lesson 4Aim: Talking about someoneLanguage focus: He / She is nice / clever / funny.Step 1 INTRODUCING THE FORM He is / She is1 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 sayingthem 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 acut-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 themanswer.)IS SHE A BOY?IS SHE A GIRL?HOW OLD IS SHE? (Point to the number.)Ask the same questions once again, but this timewrite 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 colourand underline SHE. Ask the class what it means.4 Now stick a picture of a boy. Again, write a nameand 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 answerson the board.THIS IS TOM.HE IS A BOY.HE IS NINE.Underline HE and get the class to say what it means.5 Ask some children to read the sentences from theboard and then get them to copy the sentences anddraw the children.6 Ask everyone now to introduce in this way a childsitting 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 thecharacters 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 rightpicture.SHE IS A VET. / HE IS A PUPIL. / SHE IS FOUR. / HE ISA PHOTOGRAPHER.HE IS EIGHT. / SHE IS TRACY'S MUMMY. / SHE ISNINE. / 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 somethingabout each one of them using HE or SHE.Prompt with questions if necessary.Step 2 LISTENING TO THE TAPE1 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 hetakes pictures of his family all the time.2 Play the tape. The class listens and looks in thebook. After the first listening, ask:WHO IS PETE? WHO IS MONICA?3 Play the tape a second time. Stop occasionally toexplain some words like:NICE / FUNNY / CLEVER4 The third time you play the tape, the whole classrepeats after it.At the end, ask them to look at Task 2 and decide ifthe sentences are true or not true.5 The class is divided into three groups. Each grouptakes 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 thethree adjectives mean.Who is this?Unit 127Then ask them to choose / circle the right word inTask 4.7 They can complete Task 1 in the Activity Bookwhere they have to fill in HE or SHE.8 Ask the children to complete the sentences aboutMonica and Luke in their notebooks.This is Task 6 in the Pupil's Book. They can drawthe pictures if they like.Step 3 SUZY'S FAMILY1 Write the following on the board:THE CLICKS THE WHITESExplain what these words stand for. Tell the childrenthat they know a lot about the Clicks but now theyare going to learn something about the Whites.2 The children look at the family tree in the Pupil'sBook, 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 bycompleting 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 talkabout the Whites.5 Now get them to look at Task 2 in the ActivityBook and fill in the missing words.6 Go back to the names of the two families that youhave put on the board.Ask the children to come to the board and writethe names of the members of each family. You caneither dictate them or have the children say them.Help with the spelling, of course.7 Now play a game. Give some prompts. Thechildren have to make sentences with them usingthe names from the board. Here are the prompts:A TEACHERThe children should say: JENNY IS A TEACHER.A VETA DOCTORA PUPILA PHOTOGRAPHERFOURSEVENEIGHTNICECLEVERFUNNYA BIG BOYA LITTLE GIRLTRACY'S MUMMY/ DADDY / BROTHERSUZY'S MUMMY/ DADDY / BROTHEROf course, sometimes more than one sentence ispossible.8 Have the class look at the big REMEMBER BOX inthe Pupil's Book. Tell them they have learned manynew things. Go through the groups of words.Then ask them to look at Task 3 in the ActivityBook and find out which two jobs are there.9 Now ask everyone to choose someone in theirfamily and write about them. This is Task 4 in theActivity Book. You can explain everything in classand 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 twoteams in the class. Representatives come to theboard where two chairs (YES and NO) are placed.They listen to your sentence and sit on the correctchair. If they have chosen the correct chair they wina point for their team. For each sentence a new pairof children comes up to the board.Use all the sentences about the characters but addsome sentences about the children themselves, likefor example:MAJA IS A BOY. / MARKO IS A CAT. / IVAN IS APUPIL. / EDINA IS A LITTLE GIRL. (And so on.)Who is this?Unit 128Lesson 5Aim: Talking about one's best friendLearning some actionsLanguage focus: My best friend is He / She is tall / short / clever / nice/ prettyWe play together / ride a bike /go to school / laugh / run / jump /swimStep 1 INTRODUCING NEW ACTIONS1 Start off the lesson with the commands the childrenknow 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 ANICE-CREAM And so on.Tell the class what to do and they mime the action.2 Introduce the new commands that come up in thechant. Use the picturecards.Show a picture and name the action: LAUGHThe class repeats the word after you and then youmime the action together and say it few more times.Do the same with the following actions:GO TO SCHOOLSING A SONGSWIMPLAYJUMPRUNRIDE A BIKE3 Put all the pictures on the board and then ask somechildren 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 closetheir eyes and you remove one of the pictures.7 Write the actions on the board away from thepictures. Ask the children to read them while youare writing.Then read them once with the whole class.Now ask: WHERE DOES IT SAY VOZITI BICIKL?Someone comes to the board, points to the rightexpression and reads it.8 Have different children come to the board andmatch the words with the pictures.9 Ask the children to mime these actions again butthis time you only point to the words on the boardand 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 cancolour the pictures.Step 2 LEARNING THE ACTION CHANT Friends1 Write this name on the board: MONICAFind out what children remember about her.She is Tracy's friend. They do a lot of thingstogether. Name the actions you have introduced inthe previous step.2 Tell the children to listen and look at you. Say theaction chant once and mime all the actions. (Youneed to learn it by heart because it is much moreeffective if you do it this way.)1, 2 1, 2, 3 (Show the numbers with yourfingers.)I LIKE MY FRIEND (Put your hands on yourheart.)AND SHE LIKES ME.WE LAUGH TOGETHER. (Pretend you arelaughing.)WE GO TO SCHOOL. (Walk as if you werecarrying a bag on yourback.)WE SING A SONG. (Sing a little.)WE SWIM IN THE POOL. (Pretend you areswimming.)SPLASH! (Pretend you are splasing the water.)1, 2 1, 2, 3 (The whole refrain is repeated.)WE PLAY TOGETHER. (Hop as if you wereplaying hopscotch.)WE JUMP AND RUN. (Mime both actions.)WE RIDE A BIKE. (Sit on a chair, put your feetup, pretend your are holding a handlebar andgoing fast.)IT'S REALLY FUN.FriendsUnit 129YIPPEE! (Shout it out.)1, 2 1, 2, 3 (The refrain is repeated onceagain.)You need to practise a few times at home but it isworth it.3 Repeat the chant again, but this time ask thechildren to mime with you.4 The third time they mime with you and repeat thelines 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 becausethey need to keep the same rhythm, but it is fun.6 Give them a little time to prepare reading with apartner. Then ask several pairs to read the chant.7 Ask the children to look at Task 4 in the Pupil'sBook. It should be fairly easy now to match thewords with the pictures.8 Now they can complete Tasks 1 and 2 in theActivity Book.9 For relaxation you can play the game SIMON SAYSwhich is suggested in Task 6 in the Pupil's Book.Step 3 MY BEST FRIEND1 Everyone looks at Task 7 in the Pupil's Book. Playthe tape.After the first listening, ask:WHO IS TRACY'S / LUKE'S / SUZY'S / PETE'S BESTFRIEND?2 Play the tape once again. Stop after each character'ssentences, ask some questions and explain somewords 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 andto try and say what each of the adjectives means.Then they can copy them into their notebooks andtranslate them if you like.5 Now they can complete Task 4 in the ActivityBook.6 Finally, it is time for the children to talk about theirbest friends. There is Task 8 in the Pupil's Bookto help them. First, go through the sentences withthe 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 haveticked about their best friend.In the end they have to copy 4 sentences into theirnotebooks. 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 bedone as homework.Make sure you find time in the next lesson to lookat and listen to their sentences.Do not forget to praise them a lot.8 To round off the whole thing you can play acrossing out game.Write the following names on the board.TRACY SUZY MONICA PETE STELLA PRINCEDAVID LUKE JENNY MICKCheck if they remember who everybody is.Make three teams in the class. Representatives cometo the board. Each one should hold some chalk.Describe one of the characters and the childrenhave to cross out the name. Whoever does it firstwins a point for his/her team.You describe the characters like this:SHE IS VERY PRETTY AND CLEVER TOO. SHE ISSUZY'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.FriendsUnit 130Lesson 6Aim: Saying where someone isSaying what something isLanguage focus: She's in the garden. / He's in hisroom. / I'm in the kitchen.The Earth is a planet. It's big.Step 1 LISTENING TO THE TAPE1 Start off with a little chat. Ask the children whatMick's job is. He is a photographer.Find out what they think a photographer takespictures of. Does he take pictures of some animals?Yes, of course. Animals can be very interesting.Some very interesting animals live in AFRICA. Writethe word on the board.Have you ever heard of Africa? It's FAR AWAY.Can you think of any animals that live there? Thechildren can name them in their mother tongue.2 Ask the children to look in the Pupil's Book, Task1. Before you play the tape, go through the picturesonce and ask some questions.ARE THE CLICKS AT HOME?IS GRETA IN BED? NO. SHE'S IN THE KITCHEN. (Thechildren say the word after you.)IS MICK HAPPY? YES. WHY? HE'S GOT A NEWJOB. (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 somesentences 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 readsafter it.6 Now they can complete Task 3 which is acomprehension check.7 Ask groups of children to take up the roles ofthe characters. They repeat, after the tape, theircharacter'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 formswhen 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 addnew 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 theActivity Book.Step 2 WHERE IS EVERYBODY?1 Write on the board the following three words:GARDEN ROOM KITCHENAsk the class to try and read them.Now show a picture of a KITCHEN and ask thechildren to decide above which word they are goingto stick it.Do the same with the pictures of a GARDEN and aROOM.(You can do it this way because they have alreadybeen exposed to these words in the conversation.)2 Ask the class to look at the big picture in the Pupil'sBook, 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.A new jobUnit 1314 Now everyone can match the questions withthe answers. They can also copy them into theirnotebooks.5 Finally, they look in the Activity Book, Task 2. First,they need to find out where the Whites are (fromthe maze), then they have to draw them in thepicture and in the end complete the sentences. Thiswill take a while and you need to walk around andhelp. Also ask them some questions while they aredrawing and writing.Step 3 AFRICAThis part of the lesson deals with concepts that maybe somewhat difficult for children to understand(planet, continent). It is a good idea to introducethem beforehand. Make it very simple and use allthe 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 ourplanet. Ask the children if they have any idea whatit is. Someone will probably say something. Listento what they have to say and then tell them thefollowing little story mixing English and their mothertongue.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 HEREBECAUSE IT IS ONLY A MODEL (A PICTURE) BUTACTUALLY 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 OFLAND. THEY ARE CONTINENTS.WE LIVE ON A CONTINENT. LOOK! HERE IS OURCONTINENT. 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 thistime and writing up the words in bold on the board.Also get the class to read the words after you.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 ABIG 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 childfinds it on the board, points to it and tries to read it.Your board looks like this:A PLANET A CONTINENTTHE EARTH AFRICABIG A BIG PIECE OF LANDLIKE A BALLNext, ask the same pupil:WHERE DOES IT SAY AFRIKA ?PLANETAKONTINENTVELIKAVELIKI KOMAD TLA/ KOPNAZEMLJAKAO LOPTAThe child points to and reads the words.Repeat this with a few more pupils.4 Now ask the class to complete your sentenceschoosing 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 childrento put their hands up if they know how to finish thesentences. So, you get individual children to takepart.5 Finally, ask everyone to copy 3 words / expressionsfrom the board. Walk around and check if theyknow what they mean and get them to read whatthey have copied.A new jobUnit 1326 Ask the children to look in the Pupil's Book, Task 5.Tell them that Tracy wants to know somethingabout Africa because they are going there.Play the tape and let them just listen. They will haveno problem understanding the sentences becauseyou have introduced everything before.After the first listening ask them to do Task 6, saythe meaning of the words in the box.7 Play the tape a second time with the childrenrepeating after it.After this listening they can complete Task 7 bycircling 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. Theyhave to fill in the missing words.Ask some pupils to read out the sentences whenthey 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 theywere playing the drum.A new jobUnit 133SUM UP 2BOARD GAME Who is who?This board game is in the Pupil's Book.You need to prepare two sets of the letters ofthe alphabet. Put each set in an envelope.You can ask some children to do it for you sometime before, or you can use the sets the childrenhave made before for themselves (if you had askedthem to do it).The aim of the game is to revise orally everything thechildren have learned about the characters, and alongthe 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 groupstake turns to pull out a letter from the envelope.Then they read the question that stands next to thatletter in the book. They have 10 seconds to prepare.Then you choose a pupil from the group who isgoing to answer it. This means everyone in thegroup should know the answer.If the answer is correct, the group can write theirnumber in the box in the question mark and putaside the letter they have given the answer for.If not, they have to put the letter back in theenvelope.Now the other group pulls out a letter from theirenvelope and prepares the answer.If they happen to pull out the letter of the questionthat has already been answered, it is just BAD LUCK.They cannot win a box but they can put that letteraside.The game is played until all the questions have beenanswered.The winner is the group that wins more boxes.You can play a few rounds of this game. The groupscan use different symbols for every round.ACTIVITY BOOKThere are 5 revision exercises there. You can spendtime on them in class or give some of them forhomework.34Unit 2 takes us to Africa where the Clicks are staying for a while. We get to meet someAfrican animals, Toby an African boy and Booboo and Boobah who are two strangemonsters. A lot of interesting things happen; monkeys make trouble, a baby lion is helpedby 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 rhymesThe unit ends with the revision section SUM UP 3 which includes another board game inthe Pupil's Book (Snakes and Ladders) and a number of tasks in the Activity Book.UNIT 2AFRICAUnit 235Lesson 1Aim: Describing feelingsLanguage focus: Tracy is sad / hungry / happy /thirsty / cold / hot / tired / bored /angry / scared.Step 1 REVISING FEELINGS1 Start off with the picturecards of feelings from theprevious course:HAPPY, SAD, HUNGRY, THIRSTY, COLD, HOT, TIRED,SCARED.Ask the children to say the words or get them torepeat the words after you.2 Ask the children to guess how you are feeling.Mime different feelings and ask them to namethem.3 Hold the picturecards in your hands, ask someoneto pull out a card and mime the feeling. The rest ofthe class guess. Do this a few times with differentchildren taking part.4 Ask: HOW ARE YOU REALLY TODAY?Have as many children as possible answer thequestion.5 Introduce two new feelings with picturecards:BORED and ANGRY.Ask everyone to repeat these words after you. Havea little chat about how often they feel bored andangry. Ask someone to say what makes them feelbored or angry. Anything at school? Anything athome?6 Prepare in advance wordcards for all of the tenfeelings. Show them one by one and get the class toread them after you. Stick them on the board facedown.Stick the pictures on the other side of the board,face down, too.Put numbers (110) above the pictures, and letters(AJ) above the words.Play a MEMORY GAME now. Two teams take turnsto ask for a number and then a letter. They have tomatch the picture with the right word.7 With the pictures and words still on the board, askthe children to complete Task 1 in the ActivityBook. They need to fill in the missing letters andcolour the pictures.Step 2 LISTENING TO THE TAPE1 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 thebook. After the first listening, ask:IS TRACY HAPPY OR SAD?3 Play the tape again. This time they repeat thesentences after it. Ask the children to answer thequestions in Task 3.4 Tell the children that you are going to read theconversation once. They need to listen carefully andlook in the book. They have to call out STOP if youmake a 'mistake'.Make some changes in the text and wait for thechildren's reaction. Here are some examples:Picture 2: THIS IS OUR GARDEN. LET'S GO INSIDE.IT'S SO SMALL. WHERE'S MY POOL?Picture 3: I'M SO HAPPY. IT'S GREAT HERE. LOOK ATTHE KITCHEN!Picture 4: LOOK TRACY! A COW IS IN THE TREE.And so on.5 They practise reading the conversation in groups offour.6 Ask the children if they think monkeys are funny.Tell them to look at the picture in Task 4. Get themto say how each of the monkeys is feeling.Then play the tape and let them check if they wereright or wrong.7 Next, they can complete the sentences in Task 5looking at the picture.8 Finally, ask everyone to close their books and checkwhat they remember:NUMBER 1 IS __________ .NUMBER 2 IS __________ .And so on.9 Tell the children to look at the Clicks again, but thistime in the Activity Book, Task 2. They completethe sentences and colour the picture.Tracy is sadUnit 236Step 3 HOW ARE YOU TODAY? (CLASS SURVEY)LISTENING TO THE SONG I'm happy in the morning1 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 apositive or negative answer.Repeat this with a number of students, asking aboutdifferent feelings:ARE YOU HUNGRY / COLD / ANGRY?2 Now explain to the children how you want them tofind out how their friends are. Tell them to look atthe 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 ticktheir answers in the table. They also need to writethe names of the children they ask the question.Give them a little time to do that. If you like you canwrite the question on the board:HOW ARE YOU TODAY?After they have finished ask them to say what theyhave found out. Show them how to do it by takingsomeone'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 thetable in the Activity Book, Task 3.4 Now play the song I'm happy in the morning. This isTask 8 in the Pupil's Book.After the first listening, ask: WHEN IS THE BOYHAPPY / HUNGRY / TIRED?Explain the word NOON.Next, ask: WHERE IS HE SCARED? Explain the wordDARK.Get them to listen to the song again, miming thefeelings that are mentioned.Finally, they try to sing along.5 The children can talk about themselves using thesentences in the Activity Book, Task 5. They haveto tick the sentences that are true for them. Theycan also colour the pictures in Task 4 representingdifferent parts of the day.Tracy is sadUnit 237WHO CAN READ THIS? Then help them read it.When all the words are on the board get thechildren to match them with the pictures.8 Ask the children to look in the Activity Book, Task1. First ask them to point to the animals you say,then get them to colour the pictures and finallyhave the children cut out the pictures.9 When everyone has their own set of pictures, play infront of them a little:a) HOLD UP A _________ !b) WHAT'S THIS? (You approach a child and point toa picture.)c) WHAT'S THIS? (The children put their cards facedown 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 itproperly.Get some children to read out the words.11 Finally, they stick the pictures and the matchingwords in their notebooks.12 Now tell everyone to look in the Pupil's Book, Task1. They can read the words with or without yourhelp. Ask them about the colour of the animals, andthen say:ARE ALL THE ANIMALS IN THE PICTUREDANGEROUS?Explain what it means and let the children saywhat they think and why (in the mother tongue ofcourse).13 Ask the children to listen to some animals on thetape and to guess who they are.This is in the same task.Step 2 LEARNING THE RHYME Coconuts in the treeINTRODUCING THE PLURAL OF NOUNS1 Get the children to look at the picture in the Pupil'sBook, Task 2.Tell them to take a good look and to try andremember as much as they can.Give them half a minute or so.2 Now explain that you are going to say and writesome words and they have to call out YES or NOLesson 2Aim: Naming some animals that live inAfricaSaying how many animals / thingsone can seeLearning to countLanguage focus: monkey / lion / elephant / snake /zebra / crocodile / giraffe / parrotI can see three monkeys / numbers10-20.Step 1 INTRODUCING AFRICAN ANIMALS1 You can start off with a spelling game. Write thelines for the letters on the board:_ _ _ _ _ _Ask the children to call out some letters and youwrite them on the lines if they are in this word. Thehidden word is: AFRICAIt may be a good idea to revise the alphabetbeforehand because the children have probablyforgotten 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 thechildren to sing along.4 Show a picture of a MONKEY and say: A MONKEYLIVES 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, ASNAKE, A CROCODILE, A GIRAFFEThe children just listen. Then they repeat the wordsafter you.5 Stick the pictures on the board and get the childrento 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:Monkeys and coconutsUnit 23810 Ask the students to listen and repeat the numbersafter you. Read very slowly the first time. Next timeread faster in rhythm. Then ask the pupils to repeatafter you.11 Now they can complete Tasks 6 and 7 in theActivity Book.12 Get them to look at the REMEMBER BOX. They canread the word after you.Without much explaining, draw their attention tothe S in the plural form.13 Ask the class to look around and count:HOW MANYBOYSGIRLSDOORSWINDOWSDESKSBOARDSCHAIRSARE THERE IN THECLASSROOM?They can say the number in their mother tongue ifthey do not know it in English.What is important is not the numbers, but exposureto the plural form.14 Ask the children to come and draw scattered allover the board:1 desk, 2 doors, 3 windows, 4 books, 5 chairs,6 pencilsEveryone draws the same pictures in theirnotebooks.Then ask: HOW MANY __________ CAN YOU SEE?15 Write the following table on the board:SIX WINDOWS.I CAN SEE ONE BOOKS.TWO PENCILS.FOUR DESK.THREE CHAIRS.FIVE DOORS.Point to and read the words in the table as youmake a sentence. For example:I CAN SEE TWO BOOKS.The children just say YES or NO.Make a lot of sentences this way, some true, somefalse.depending on whether something is in the pictureor not.Write and say the following:MONKEYSTREESPARROTSBOYSCATSGIRLSTEACHERSNow ask them to look in the book again and tocheck if they were right. They can come to theboard and tick the words that are correct.3 Add that there is something else there that themonkeys are playing with, actually throwing atchildren (demonstrate THROWING). It's COCONUTS.Add the word to the list on the board and explainwhat it means.Ask the children to find all the coconuts in thepicture.4 Play the tape and let them listen to the rhyme.Play the tape again and ask them to show all thenumbers they hear with their fingers.5 The third time you play the tape, stop after each lineand translate it. Use mime to show FALLING DOWNor THROWING COCONUTS.6 Now the children can read after the tape and thenon their own.7 Finally, with their books closed, they listen to therhyme once again, but this time stop the tapebefore the last word in each line and ask thechildren to say what comes next.8 Now they can complete Task 5 in the ActivityBook. They need to fill in the missing words andcolour the picture.9 Go back to the words on the board and ask:HOW MANY MONKEYS CAN YOU SEE IN THEPICTURE? TWO, THREE OR FOUR?Write HOW MANY? on the board and explain whatit means.Now, tell the children to look at some morequestions in the Pupil's Book, Task 3.Help them read and answer the questions.Monkeys and coconutsUnit 23916 Now ask some children to come and point to theTRUE sentences. The whole class can read whatsomeone is pointing to.17 Finally, ask them to write 34 true sentences in theirnotebooks.18 Now they can look at the picture in the Pupil'sBook, Task 4.This is Tracy's new home. Get them to make somesentences from the table.For homework they can write some too.Step 3 LISTENING TO THE TAPE1 The children look at Task 6 in the Pupil's Book.Play the tape and let them listen. After the firstlistening, 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 andLuke and repeat after the tape or read the dialogue.4 Now they look at the picture in Task 8 (IT'S YOURTURN) and count different animals.5 A similar but more difficult task is in the ActivityBook. It is Task 2.When they have discovered the right number ofanimals they can find them in the Word Search. Thisis Task 3.Finally, they have to sort out the animals accordingto how dangerous they think they are.This is Task 4.A NOTE:It will take a while for children to start using theplural form of the nouns. Be patient, provide plentyof practice and in time most children will start usingit correctly.6 Drawing dictations can be very useful to makechildren concentrate on the plural form.Here is an example of tasks you can write on theboard. The children read the words and draw thepictures.A YELLOW BAGTHREE BROWN TREESFIVE RED BALLSMake sure you explain that you usually use Ainstead of ONE.Monkeys and coconutsUnit 240Lesson 3Aim: Naming parts of the bodyDescribing one's bodyLanguage focus: mouth / teeth / neck / shoulders/ legs / knees / arms / feet / tail /stripesI've got a long neck. / I've got twolegs.Step 1 REVISING PARTS OF THE BODY ANDINTRODUCING SOME NEW ONES1 Ask everyone to stand up. Name and touch differentparts of the body and ask the children to do the same:HEAD, NOSE, EYES, EARS, MOUTH, TEETH, HANDS,FINGERS, LEGS, FEET, TOESThese are the parts that the children know from theprevious course and lessons.Repeat touching and naming two more times,changing the order of the parts you mention.2 Now give commands to the class but you do not doanything:TOUCH YOUR ______________ !The children listen and touch what you tell them to.3 If you like, you can play the SIMON SAYS game.TOUCH YOUR EYES! (The children do nothing.)SIMON SAYS TOUCH YOUR EYES! (The childrenperform the action.)4 Introduce some new words now. Again touch and say:NECK, SHOULDERS, ARMS, KNEESAsk the children to do the same; touch and say thewords after you.5 Make sentences about your body and ask thechildren to listen and spot a mistake.Keep touching the parts of the body that youmention.I'VE GOT ONE HEAD.I'VE GOT TWO EYES.I'VE GOT TWO NOSES. (The children should callout NO here, and then youcorrect your sentence.)I'VE GOT ONE NECK.I'VE GOT TWO SHOULDERS.I'VE GOT THREE ARMS.I'VE GOT TWO HANDS.I'VE GOT TEN FINGERS.I'VE GOT FOUR LEGS.I'VE GOT TWO KNEES.I'VE GOT TWO FEET.I'VE GOT TWO TOES.6 Write one sentence on the board and ask thechildren what it means:I'VE GOT ONE NOSE.Underline I'VE GOT.7 Revise the rhyme from the previous course I've gotten little fingers.8 Draw on the board a very simple drawing of a boyor a girl.Label only some parts of the body:HEAD NECK SHOULDERS ARMS LEGSKNEES FEETThe children copy the drawing and the words fromthe board.Step 2 LISTENING TO THE TAPE AFRICANANIMALS1 Use the picturecards to revise the animals that live inAfrica.2 Put all the pictures on the board.Pretend you are one of the animals and saysomething about yourself. Ask the children to guesswho you are. You can even adapt your voice to suitthe image of the animal.Do not forget to use a lot of mime when you aretalking. Here are some examples:I 'M BIG. VERY BIG. I'VE GOT BIG EARS AND ALONG NOSE.I'M BIG TOO. I'VE GOT 4 LEGS AND A LONG, LONGNECK.SOMETIMES I AM LONG. SOMETIMES I AM SHORT.I AM DANGEROUS.I'VE GOT NO LEGS.I'VE GOT FOUR LEGS. I'M BLACK AND WHITE. I'VEGOT STRIPES MY PYJAMAS.After each description ask someone to come andpoint to the right animal on the board.African animalsUnit 2413 Ask the children what part of the body is typical formany animals and that we, people, do not have. Seeif they can guess what it is. If not, make a gestureas if you had A TAIL and were stroking it.Write the word on the board and ask the children tolook at the pictures of the animals on the board andsay which ones have got a tail.4 Everyone looks at Task 1 in the Pupil's Book. Playthe tape, they just listen and follow the text in thebook. After the first listening get them to completeyour 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 readafter the tape. Stop after each animal and ask thequestion:WHAT COLOUR IS IT?6 Play the tape for the third time and ask individualchildren to read the sentences after the tape.7 Name and write on the board some body parts andask the children to say the name of the animal thathas it.A LONG NECKA BIG MOUTH AND BIG TEETHSTRIPESBIG EARSA LONG BODYA LONG TAILWith all these words on the board ask:WHERE DOES IT SAY 'VELIKE UI' ?'DUGAKI VRAT''PRUGICE''VELIKI ZUBI'And so on.Again the children come to the board, point to thewords and read them.They can complete Task 1 in the Activity Book,copy the words below the right picture.8 The children read aloud once again the texts in thePupil's Book.Now ask everyone to look at the table in the Pupil'sBook, Task 3.Read the categories on the top and make sureeveryone understands them.Fill in the information for the first two animals fromthe front with the whole class so they get an ideahow to do it. Then ask them to work with a partnerand fill in the rest on their own. Check what theyhave done afterwards.9 Ask the children to pretend they are one of theanimals and to prepare to say at least 3 sentencesabout themselves. They use the information fromthe table. You can put up the following beginningson the board:MY NAME IS ___________ .I'M _____________ .I'M ______________ . (COLOUR)I'VE GOT _______________ .Have a number of children speak about'themselves'.10 Now they look in the Activity Book, Task 2. Firstthey copy the sentences in the right speech balloonand then they can colour the animals. While theyare colouring ask several children to read the speechballoons.Step 3 TALKING ABOUT ONESELFSONG Head and shoulders1 Start off with the two pictures in the Pupil's Book,Task 4.The children read and point to the parts of the bodyon the giraffe and then Tracy.2 Ask the children to listen and say who says thefollowing sentences.Gira? Tracy? Or maybe both Gira and Tracy?I'VE GOT A LONG NECK.I'VE GOT A SHORT NECK.I'VE GOT TWO EYES.I'VE GOT A TAIL.I'VE GOT FOUR LEGS.I'VE GOT TWO LEGS.I'VE GOT TEN FINGERS.I'VE GOT TEN TOES.3 Now ask them to read some of Gira's sentences inthe book, Task 5, and decide if they are true or false.African animalsUnit 242Ask them also which of the sentences are true forTracy.4 Finally, they concentrate on themselves. In Task 8in the Pupil's Book they need to choose the rightword and then copy the correct sentences into theirnotebooks.After that they can look in the Activity Book, Task4. First they circle the words in the Word Snake andthen they fill in the sentences below.5 It's time for a song. Start off by saying the lines ofthe song and touching the parts of the body thatare mentioned in it.Then ask the children to do the same after you.Now, play the song Head and Shoulders. Thechildren keep touching the parts of the body theyhear in the song.Finally, they try to sing along.They can read the lines in the Pupil's Book, Task 9.6 Playing the song over and over again, ask them tocomplete Tasks 5 and 6 in the Activity Book.7 To round off the whole lesson you can have adrawing dictation, an example of which is Task 7 inthe Activity Book.8 You can also practise a little the distinction betweenI'm and I've got.Here is how you can do it. Write the two beginningson the board and ask two children to come to theboard. Say a sentence but whistle or hum in placeof the beginning. The children just point to the rightbeginning.Here are some sentences you can use:___________ HAPPY.___________ TWO EARS.___________ TEN FINGERS.___________ A PUPIL.___________ AT SCHOOL.___________ JUST ONE NOSE.___________ HUNGRY.___________ SOME BOOKS IN MY BAG.___________ A SHORT NECK.If you think it would be easier, you can start off withthe sentences about animals.In that case hold the picture of the animal you arepretending to be when you make a sentence.____________ GREEN.____________ BIG TEETH.____________ DANGEROUS.____________ FOUR SHORT LEGS.Finally, the children can complete Task 3 in theActivity Book. The whole thing is quite demandingso do not forget to praise them a lot.African animalsUnit 243Lesson 4Aim: Asking a simple questionLanguage focus: Have you got a brother / sister / acat?Step 1 LISTENING TO THE TAPE1 Tell the children to look at the pictures in Task 1 inthe 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 thetext in the book.After the first listening, ask: WHO IS LULU?3 Play the tape again. This time the children repeatafter it. Ask after the second listening: WHEREMUST TOBY GO?4 The third time ask individual children to repeat afterthe tape. Then get them to complete Task 3. It is acomprehension check.5 Put the children into groups of three and ask themto prepare reading the conversation.Ask several groups to do it.After that get them to complete Task 1 in theActivity Book. They need to fill in the missingwords. Tell them to look in the Pupil's Book all thetime and find the words they need there.Step 2 PRACTISING THE QUESTIONHave you got ?1 Start off with the things you have got in your bag oron your desk.Hold up a book and say: I'VE GOT A BOOK. HAVEYOU 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.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 theanswers.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 thechildren to ask and answer the questions. You canalways 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 otherthe questions in Task 5 in the Pupil's Book.When they have finished they need to write somesentences, Task 6.6 There are some more questions in Task 2 in theActivity Book.7 They will probably have fun with Task 3 in theActivity Book. First they need to cut out the wordsand make three questions with them. Before theystick the questions in the notebook, check everyonehas the right order of words.Finally, they can write the answers.8 This form is great for guessing games. Use allthe picturecards that the children are familiar with.Someone picks ou a picture and the class tries toguess what it is.The one who guesses first gets to choose the nextpicture.You can play this game whenever you have sometime to spare. It is a good vocabulary exercise as well.TobyUnit 244Lesson 5Aim: Saying where something isLanguage focus: The shoe is in / on / under the bed.Step 1 INTRODUCING PREPOSITIONS OF PLACE1 Place on your desk a number of object familiar tothe children. Make sure everyone can see them. Usethings 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 THEFLOOR.Put the pen on the floor and ask and answer thesame 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: LOOK CHILDREN! WHERE'S THE BOOK?IT'S ON THE DESK.WHERE'S THE SHARPENER? IT'S ON THEDESK TOO.WHERE'S THE PENCIL CASE? IT'S ON THEDESK.3 Point to the things on the floor / chair / desk.Say the sentences again and ask the childrento repeat after you.THE PENCIL IS ON THE FLOOR. And so on.4 Write ON on the board and ask the children toguess what it means. Then draw one picture like:THE BAG IS ON THE CHAIR. Do not write thesentence yet.5 Move on to the next preposition. Pick up the penciland 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 / bookand repeat your sentences.The children repeat them after you.THE PENCIL IS IN THE PENCIL CASE.7 Write IN on the board and ask the children to guesswhat it means.Then draw one picture like: THE PENCIL IS IN THEPENCIL CASE.No sentence is written yet.8 Ask the children to take their pencil and give themsome commands always asking the same questionafter 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 andrepeat your sentences. The children say them afteryou.THE BAG IS UNDER THE CHAIR. And so on.11 Write UNDER on the board and let the children guesswhat it means. Draw one picture then something like:THE BOOK IS UNDER THE DESK.12 Now there are three pictures on the board. Asksome questions about them and point to thepreposition they need to use.WHERE'S THE BAG?WHERE'S THE PENCIL?WHERE'S THE BOOK?Tracys shoeUnit 245Now write the sentences below the pictures and askthe children to read them.They copy the pictures and the sentences into theirnotebooks.Step 2 LISTENING TO THE TAPE1 The children look in the Pupil's Book, Task 1.Play the tape and let the children listen and followthe text in the book.After the first listening, ask:WHAT'S TRACY'S PROBLEM?WHAT'S SHE LOOKING FOR?2 Play the tape again and ask the class to repeat afterthe tape only Tracy's words.After the second listening ask:WHERE'S TRACY'S SHOE?WHAT DOES 'OUCH' MEAN?3 The third time the children repeat Greta's lines afterthe tape. This time ask the children to finish yoursentences:TRACY LOOKS FOR HER SHOE UNDER THE ______ .THEN SHE LOOKS IN THE __________ .THEN SHE