Dip in 3 Prirucnik.pdf

7/25/2019 Dip in 3 Prirucnik.pdf

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MIRELA VASI

BISERKA DEBA

DIP IN 3


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Izdava

Sarajevo Publishing, d.d.Sarajevo, Obala Kulina bana 4

Za izdavaa

Mustafa Alagi, dipl.oec.


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Mirela VasiBiserka Deba

prirunikza nastavniikeengleskog jezika

za 3. razred devetogodinje

osnovne kole

Sarajevo Publishing,

Sarajevo, 2011.


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SUGGESTED PLAN FOR ONE SCHOOL YEARINTRODUCTION

Introductory unit 12 UP AND DOWN Lesson 1 13 UP AND DOWN Lesson 2 15 YUMMIE Lesson 3 17 FINGERS, TOES Lesson 4 19 POLLY

SUM UP 1 UNIT 1 22 HELLO Lesson 1 23 HAB Lesson 2 25 HELLO, GOODBYE Lesson 3 27 MR AND MRS SMITH Lesson 4 29 TWO LITTLE BIRDS Lesson 5 31 THANK YOU

SUM UP 2 UNIT 2 34 IN THE SKY Lesson 1 35 MR SUN, MR SUN Lesson 2 37 TEN LITTLE STARS Lesson 3 39 GOING HOME Lesson 4 41 JUST ONE NOSE Lesson 5 43 LIZ AND BEN'S HOUSE

Lesson 6 44 WHERE ARE YOU Lesson 7 45 MY ROOM IS VERY SMALL

Contents


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SUM UP 3

UNIT 3 47 AT SCHOOL Lesson 1 48 SCHOOL TREE Lesson 2 50 NO BOOKS Lesson 3 52 IN THE CLASSROOM Lesson 4 54 CAN YOU GUESS?

SUM UP 4 UNIT 4 56 COLOURS Lesson 1 57 RED, PINK AND BLUE Lesson 2 59 WHAT COLOUR IS IT? Lesson 3 61 ON THE FARM Lesson 4 63 JUST LIKE ME Lesson 5 65 MY NEIGHBOUR

SUM UP 5 UNIT 5 68 FEELINGS Lesson 1 69 IN TROUBLE Lesson 2 72 CAN YOU DANCE? Lesson 3 73 A SURPRISE Lesson 4 76 BREAKFAST Lesson 5 79 MY DAY Lesson 6 80 GOODBYE

SUM UP 6STORY POOL

EID UL-FITRMERRY CHRISTMAS!HAPPY NEW YEAR!

HAPPY EASTER!PESACH

STATEHOOD DAY, ST. VALENTINE'S DAY, WOMEN'S DAYBUFF

BALLOONSOH POLLY!


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SUGGESTED PLAN FOR ONE SCHOOL YEAR

LESSONNUMBER

UNIT/LESSON CONTENT (as described in the Teachers Book)

1Introducing the textbookPreparing students for doing the course first contactUnderstanding simple commands

INTRODUCTORY UNIT: Up and down

2 Lesson 1 Revision of commands / Song: Up and down

3 Lesson 2 International English words

4 Lesson 2 Revision of vocabulary / Song: Yummie

5 Lesson 3Introducing some parts of the bodyUnderstanding commands

6 Lesson 3Revision of songs and commandsIts your turn! / Class exhibition

7 Lesson 4 Introducing a new characterSong: Whats your name?

8 Lesson 4 Mini dialogue / Its your turn! / Making a name tag / Game: Catch the ball

9 SUM UP 1 Revision of vocabulary and commands

UNIT 1: Hello

10 Lesson 1 Introducing new characters and greetings

11 Lesson 1 Listening to the conversation / Mini dialogueGame: Who am I?

12 Lesson 2Revising greetings and commandsRhyme: Hello, Goodbye

13 Lesson 2Revising songs, commands and rhymesGame: Polly says

14Lesson 3

CULTURE CORNER 1

Introducing new vocabularyListening to the dialogue

15 Lesson 4Introducing new vocabulary / Listening to the dialogue and song: Two little birdsPlaying with the song: Two little birds

16 SUM UP 2 Vocabulary games / Revision of songs and rhymes / Additional story: Buff

17 Progress test 1

18 Lesson 5Introducing new phrases / Rhyme:Always say HI/ Listening to the dialogue / Minidialogue

UNIT 2: In the sky

19 Lesson 1 Introducing new vocabulary / Song: Mr Sun, Mr Sun20 Lesson 1 Playing with the song / Whats behind the cloud?

21 Lesson 2Numbers 1-20Song: Ten little stars

22 Lesson 2Playing with numbersIntroducing words for numbers

23 Lesson 3Revising vocabulary and introducing new vocabularyListening to the conversation

24 Lesson 3 Rhyme: 1,2,3,4, put on your shoe


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25 Lesson 4 Revising parts of the body / Listening to the dialogue

26 Lesson 4Rhyme: Ive got ten little fingersGame: Yes / No

27 Lesson 5Introducing new vocabularyListening to the text

Revising the vocabulary

28 Lesson 6Revising the vocabularyIntroducing prepositions

29Lesson 7

CULTURE CORNER 2Introducing and revising new vocabulary

30 SUM UP 3 Vocabulary games / Additional story: Balloons (Story Pool)

31 Half term test

32 Correction of the test

33 Systematization

UNIT 3: At school

34 Lesson 1 Introducing school things

35 Lesson 1Rhyme: School treeMaking a school tree

36 Lesson 2 Introducing morning activities

37 Lesson 2 TPR story. No books

38 Lesson 2 Revising vocabulary / Song: This is the way

39 Lesson 3 Introducing things in the classroom

40 Lesson 3Rhyme: Boys and girlsCan you remember Game:Touch or point

41 Lesson 4CULTURE CORNER 3 Question form: Is it a...?

42 SUM UP 4 Vocabulary games / Additional story (Story Pool)

UNIT 4: Colours

43 Lesson 1 Introducing colours

44 Lesson 1Song: Red, Pink and BlueFollow up: Singing about their balloonsDrawing and colouring dictations

45 Lesson 2 What colour is it? / Introducing some vehicles / Listening to the conversation46 Lesson 2 Can you remember? (practicing colours)

47 Lesson 3 Introducing farm animals / Listening to the conversation

48 Lesson 3 Story and song:Ba- Ba Black Sheep

49 Lesson 4 Introducing some actions / Lets ride a horse!

50 Lesson 4 Revising vocabulary / Game: Red or Green


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51 Lesson 5Introducing new vocabularyListening to the dialogue / Listening to the chant

52 SUM UP 5 Preparing for the board game / playing the game

53 Progress test 1

54 CULTURE CORNER 3

UNIT 5: Feelings

55 Lesson 1 Introducing feelings

56 Lesson 1 How are you? Feelings stations / Song: How are you?

57 Lesson 1 TPR story: Weather and feelings

58 Lesson 2 Introducing new vocabulary / Listening to the chant

59 Lesson 3 Listening to the conversation / Song: Happy birthday to you

60 Lesson 3 How old are you? / Making a birthday card / Rhyme: Round and round the garden

61 Lesson 4 Introducing breakfast food /Listening to the conversation / I like / I dont like

62 Lesson 4 Breakfast chant

63 Lesson 4 Revising vocabulary / Listening to the conversation

64 Lesson 5 Listening to the text / Revising vocabulary and grammar structures

65 Lesson 6 Greetings / Song: Goodbye song

66 SUM UP 6 Revision of vocabulary / PICTURE DICTIONARY

67 SUM UP 6 Vocabulary games / PICTURE DICTIONARY

68 Final test

69 Correction of the test

70 Systematization


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Introductio

A WHO IS THE COURSE FOR?

DIP IN 3 is beginner's course for children whohave just started learning English. It offersenough material for one year's work with twoclassroom periods per week. The course is carefullyconstructed around topics and concepts whichreflect the interests and abilities of young learnersof this particular age group.

B WHAT IS THE LANGUAGE TEACHING

CONTEXT?

Teaching children of this age requires a lot ofenergy, patience and knowledge. The children arebeginners at school and everything is new to them.The pressure of the new surroundings, faces andsubjects can be quite overwhelming. It is a greatchange in their young lives.

In addition to that, there is this new languagethey are being taught. For some children it is anexciting challenge and they enjoy it right from thebeginning. For others, it is just a torrent of strangesounds that they do not understand and are a littleafraid of. Great responsibility lies with the teacher:to motivate the pupils and show them that learninga foreign language can be fun and enjoyable, tohelp them sail through this new experience assmoothly as possible and develop a positive attitude.For, whatever happens in this first year of theirforeign language learning may well define the way

they are going to feel about it in the many yearsahead.

C HOW DO YOUNG CHILDREN LEARN A

FOREIGN LANGUAGE?

1 Children of this age group are not consciouslanguage learners.They do not and cannotanalyse the language. They are only interestedin what they can do with the language:sing a song, say a rhyme, play a game, get orgive instructions to do something, etc. Theyare acquirers. They are concerned with getting

the message across communication in orderto perform something. They have no interest inabstract concepts such as grammar. Everything isjust a LANGUAGE. Therefore, the best way to teacha language is to help children understand, respondto and memorise whole chunks of languagewithout any structural analysis whatsoever.

2 It is well-known that the acquisition of the mothertongue begins with the development of receptive

skills (listening). Children can understand wordslong before they begin to speak. In foreignlanguage learning, especially with this age group,listening is also the first step.It should alwaystake place before speaking. With some children thgap between the listening and speaking stages ca

be bridged quite quickly and painlessly, whereas,with others it may take a while. It is important noto push the children into doing anything they arenot ready for and to notice and respect theirindividual strongpoints and weaknesses.

3 Children learn best in an anxiety-free relaxedatmosphere.It is mostly up to the teacher to creasuch an atmosphere. Smile, praise and positivecomments are always welcome and there can nevbe too many of them in the classroom. On the othhand, any problems that may come up need to bedealt with calmly and without too much fuss. It is

of course, more easily said than done, but all gooteachers are well aware that if they project positivenergy and attitudes they are bound to get theseback from their pupils. If the teacher is patient antolerant, children will gradually learn to be patientand tolerant themselves. This is the age group thalearns mostly from what the teacher does in theclassroom and not from what the teacher declaresneeds to be done.

4 Children learn by what they see, hear and doThere should be a balance between visual, auditoand kinaesthetic activities in the classroom so that

the needs of different learner types are met. It istherefore essential that the teacher uses abundantthe Pupils Book in colour, the Flashcards, the CD,the Activity Book, as well as the Teachers Bookwhich all contain plenty of ideas for all types ofactivities.

D WHAT ARE SOME OTHER LEARNER

CHARACTERISTCS OF THIS AGE GROUP?

1 The biggest difference between the beginners ingrade 3 and other beginners is the attention spaThe younger the children, the shorter their attentispan is. For teachers who are used to workingwith older age groups this may be somewhatof a problem. Most children of this age willfind things interesting for a relatively shorttime and then will look for something else todo.The only way to deal with this is to changeactivities often enough so the children do not getbored. Whenever they get restless it is a signal todo something else. Sometimes a slight change wil


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work, sometimes a whole different activity needsto be introduced. The Teachers Book offers plentyof ideas for activities that can be introduced in alesson.

2 One of the really great things about this age groupis that they like repetition.They dont mindrepeating the same songs, rhymes and games overand over again.

This does not mean that they will enjoy repeatingthe same song for 20 minutes, but they will enjoyrepeating it a number of times, especially if you addmime and movement to it.

3 Another element to bear in mind is the so-calledsilent period.Many children may spend a longtime absorbing the language before they actuallyproduce anything.

It is not a good idea to force them to speak. Evenif they are not uttering a single word, they are stilllearning. They can show by gesture or action thatthey understand what is going on. They may alsocome home and repeat on their own, while playing,things they have learned in class.

By encouraging the children to repeat songs, rhymesand conversations in chorus rather than individually,they will feel less stressed and have plenty of timeto gain the needed confidence.

4 It is also typical of this age group that they arestill rather self-centred and may not want to

cooperate with the group.This will graduallydiminish with the help of the teacher who needs toprovide interesting group activities such as games,acting out activities, etc. Most children will probablyenjoy taking part in group games although they maynot always be good losers.

Anyway, it is very important to find a balancebetween group and individual activitiesinthe classroom. Group activities are often full ofexcitement and competition, whereas individualactivities such as drawing, colouring, making things,etc. are there to calm the children down and give

them time to process the language.

E WHAT ARE THE BASIC AIMS OF THIS

COURSE? WHAT TO EXPECT AND WHAT

NOT TO EXPECT FROM THIS AGE GROUP?

Teaching young learners a foreign language is verymuch like teaching them how to swim.

First of all, you want the children to like the waterand not to be afraid of it. Secondly, you start byteaching them how to stay on the surface and youdo not worry about the style or how perfect theirstrokes are. Finally, you want them to gain enoughconfidence so they may want to play in the wateron their own and explore it. You know that when

the time comes they will be ready for the next step.

In terms of language learning this means that themost important aim is to develop a positive attitudetowards language learning. You teach very simplethings in the first year.

You can expect children to make a lot of mistakes,but this is not important at all. You can expect themto learn a lot of words, word combinations, wholesentences. You can also expect them to memorise anumber of songs and rhymes.

You cannot and should not expect them to read

much and write anything on their own.

These two skills are secondary skills in the first year.Most reading should be based on recognising thewritten form of a word and matching it with a visualaid. Even this takes place in the later part of thecourse. As far as writing goes, it is mostly connectedwith tracing words and simple sentences.

F SHOULD THE MOTHER TONGUE BE USED IN

CLASS?

The mother tongue should not be excluded from

foreign language classes, especially with younglearners. This would not be natural, particularly inthe situation where all pupils and the teacher speakthe same mother tongue. It is more than welcomein situations like dealing with a problem, givinginstructions, especially complicated ones, a childneeding to talk about something personal, etc.

Introduction


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Introductio

However, as time progresses, it is a good idea touse more and more English in class. Very often themeaning can be made clear by gesture or mime andthen the support of mother tongue is actually notneeded so much.

G WHAT ARE THE COMPONENTS OF THECOURSE?

1 THE PUPILS BOOK

It is in colour and is to be used as a visual aid.It contains illustrations of conversations, songs,rhymes and some basic vocabulary. It also providessome information for teachers and parents on howthe material can be exploited in class.

2 THE ACTIVITY BOOK

It contains individual tasks designed mainly as

follow-up activities such as: colouring, drawing,matching, tracing words, cutting out picturesand puzzles, putting pictures into the right order,making things, etc. It also contains a picturedictionary at the back.

3 THE CD

Dialogues, songs, rhymes from the Pupils Book arerecorded on the CD. It is an important auditory aidwhich can be used for practising the sound system,stress and intonation of the language. It can also beplayed whenever children are doing some individualquiet work. They will unconsciously start repeating

what they hear on the CD or sing along.

4 FLASHCARDS

The set of flashcards is an essential teaching aid.It covers basic vocabulary and characters from thePupils Book. It is to be used for the introductionand practice of vocabulary as well as for a numberof games.

5 THE TEACHERS BOOK

It is designed to help the teacher make the most ofthe course. There is a step-by-step approach to each

of the lessons, plus a number of additional ideas onhow to practise and reinforce the language that isbeing taught.

H HOW DOES A TEACHER PLAN AND

PREPARE THE LESSONS?

The course consists of 6 UNITS 31 LESSONS.

There are also 6 SUM UP (revision)sections aswell as 4 Culture Corner ones.Plus a STORYPOOL(5 stories) at the back of the Teacher's Boothat can be used when appropriate. It is a goodidea to look at the yearly planfor the course. Itgives you some idea on how much time you can

spend on a particular lesson. The plan, of course,is a general one. You, as the teacher, should feelfree to adapt and change it to meet the needs ofyour class. Sometimes you will spend more timethan suggested on a particular lesson, sometimesless. There is also the possibility of adding somematerial to the course. Most teachers have theirown favourite stories, songs and rhymes that coulfit well into the course. You are more than welcomto use them.

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 CD. You need to getfamiliar with some songs and rhymes.

4 Prepare the visual material: select the picturecardsfrom the pack and prepare the wordcards (in thelater part of the course ).

5 Look at the lesson plan in the Teacher's Book agaiChange or adapt anything for which you havebetter ideas.

The general framework for a lesson is somethinglike this:

A) WARM-UP It is usually a revision of something doin the previous lesson or a lead-in into a new topiAs the course progresses, it also includes little chalike: greetings/ name/ feelings/ weather

B) PRESENTATION It can be one of the following:introducing new vocabulary, listening to andexploiting the conversations on the CD, learning asong or a rhyme.

C) PRACTICE They are activities aimed at reinforcingthe language in focus. They can be some game-likgroup activities or individual tasks in the ActivityBook.

D) FOLLOW-UP This part of the lesson will get biggegradually. It is the time when you revise songs andrhymes and play some of the games that have beeintroduced before. This section is essential for lonterm memory.


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This introductory unit is designed to gently lead the children into the world of English

language learning. It deals with some basic commands (stand up, sit down, clap yourhands), English words used internationally (hot dog, hamburger, sandwich ) as well asthe first English question and answer the children need to learn(What's your name? I'm Billy.).

It also prepares the children for the use of all the teaching aids (the Pupil's Book, theActivity Book, the CD and the Flashcards) and some of the teaching techniques andactivities that they are going to be exposed to throughout the school year.

The basic aim of this introductory unit is to show the children that learning English can be

fun from day one and not difficult at all. The activities are mainly based on the listen-and-do approach (TPR) that is the most natural for children.

At the end of this short unit there is the first revision section called SUM UP 1. It involvesworking with stickers, colouring pictures and tracing words. This is the time when thechildren have the chance to look back and work again on some of the things they havebeen exposed to in this unit.

INTRODUCTORY UNIT

UP AND DOWN


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Introductory u

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Finally, show them your set of flashcards and tellthem that these pictures will help them learn somwords in English. Ask them if they want to learntwo words right away.

Show the picture of a balloon.Say the word inEnglish a couple of times. Then show the picture oMr Bingand say his name a couple of times.

5 Tell the children that Mr Bing is one of the maincharacters in the book and that he is a very speciaman because he has a balloon like the one in thepicture and that he travels in it. Ask them if theyhave ever seen a balloon like that.

Step 2 UNDERSTANDING SIMPLE COMMANDS

1 Ask the children to repeat in chorus the words aftyou : A BALLOON / MR BING

Get them to say the words a couple of timesimitating you. You say the words:

at normal speed

very slowly

very quickly

very loudly

very quietly

2 Sit on a chair where everyone can see you.

Now tell them that Mr Bing has a lot of fun in hisballoon. Why? Because this is what he does.

He goes UP. (mime it by standing up)He goes DOWN. (mime it by sitting down )

He CLAPS his hands. (mime it)

He LOOKS AROUND. (mime it by putting a hand oyour forehead and turning your head).

3 Ask the children to mime with you. They should nsay anything just mime along.

You say the words:

UP / DOWN / CLAP / LOOK AROUND

4 Repeat this a couple of times varying the order ofcommands

Always make sure you also mime the actions.

5 Add more words to your commands. Mime themand the children mime along.

STAND UP / SIT DOWN

CLAP YOUR HANDS

LOOK AROUND

Lesson 1

Aim: Establishing first contact with thelearning of EnglishUnderstanding four simplecommands

Language focus: Stand up / Sit down / Clap yourhands / Look around

Step 1 FIRST CONTACT

1 Use the mother tongue (L 1) almost throughout thisfirst lesson.

Greet the children warmly and with a big smile. Tellthem how big and good they look and how happyyou are to meet them.

Say what your name is and ask them to tell you theirs.

2 Ask the children to guess why you are with themtoday. To teach them something. What? English.

What is English? Is this something you eat or drink?It is a language. You speak it.

There are many languages in our world. Bosnian/Croatian/Sebian is a language. It is the language wespeak at home our mother tongue. English is notour mother tongue. That is why we need to learn it.

3 Get them to tell you if they know any English words.Have they ever heard anyone speak English? Where?

Make sure you look very interested in everything

they say. Praise them a lot and tell them how cleverthey are.

4 Explain to the children what they will need in theirEnglish lessons. If they already have the books, askthem to put them on the desk in front of them. Ifthey do not have them, use your own.

First, ask them to look at the Pupils Book. Ask themto browse through it and to tell you what charactersare in it.

Next, have them look at the Activity Book. Againthey can browse through it. Ask them to tell you

what they are going to do in the Activity Book.They are bound to guess that they will be colouring,drawing, cutting things out, etc. Tell them they willalways need to have coloured pencils, scissorsand some glue in their pencil cases.

Hold up the CD and let them tell you what it is andalso to guess what it will be used for in the Englishlessons.

Up and dow


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6 Again practise this by varying the order in which yousay the commands.

STAND UP / CLAP YOUR HANDS / SIT DOWN / LOOKAROUND

You can have a number of combinations. The

children just copy your mime.7 Now tell them that you would like to see if they can

mime the actions without your help.

Have them listen to you and perform the actions.This time you do not mime.

Some of them will probably get confused, but justsmile and help them get it right.

Step 3 LISTENING TO THE SONG

1 Ask the children to look in the Pupil's Book /Lesson 1.

Play the CD of the song. The children just listen.

2 Play the song again. They try to point to the rightpicture.

3 The song is played again. They try to mime along.

4 This time they mime and try to sing along.

5 Get them to look in the Activity Book.They cancolour the balloon while you play the song over andover again.

6 Walk around the classroom while they are colouring

and praise them. If you like, you can point to theballoon in the Activity Book and ask individualchildren to say the word after you. If you see a childis not ready to do it, do not insist.

7 Task 2 in the Activity Bookcan be done now.It is tracing the words and colouring the pictures.Explain the idea of tracing. It is not writing, it ismore like drawing.

If you run out of time, they can do it at home or inthe next lesson.

8 Finally, ask them before the very end of the lesson if

English is difficult and if it was fun.

A NOTE:In the next lesson make sure you revise all thecommands and repeat the song. This could be doneas a warm-up at the very beginning of the lesson.

Up and downIntroductory unit


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Introductory u

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Lesson 2

Aim: Activating the knowledge ofinternationally used English words

Language focus: hot dog / pizza / pudding /hamburger / sandwich / banana /spaghetti / juice / coca-cola

Step 1 INTRODUCING VOCABULARY

1 Prepare the flashcardsfor the words listed in theLanguage Focus.

Show one picture at a t ime and ask the childrenwhat it is. They say the word in the mothertongue and you say it English.Ask them if theynotice any difference. It is very similar but notcompletely the same.

This is also an opportunity to draw their attention to

some cultural differences.

For example, pudding is served as a warm dish inthe English speaking world, whereas in our cultureit is usually served cold. Explain this in simple wordsso they can understand why the picture shows awarm pudding.

2 Ask them to repeat the words after youwhileyou are showing the pictures yet again.

Tell them to listen very carefully to how youpronounce the words and to try to imitate you asmuch as possible. This is, actually, great practice in

the English sound system which they are completelyunaware of.

3 Stick the pictures one by one on the boardsaying the words again. When all the pictures arethere, point to each one, say the word and ask thechildren to repeat after you.

4 Ask two or three children to come to the board.Find out if there are any volunteers.

Say one of the words and get the children topoint to the right pictureon the board.

Praise them a lot. Repeat this several times and thenask the next group to come to the board. Continuethis activity as long as they seem to be interested indoing it.

5 Tell everyone to close their eyes now. Removeone of the pictures from the board and ask whatis missing. Repeat this a number of times withdifferent pictures being removed.

They can call out the word in chorus.

6 Collect all the pictures. Choose one and ask themto guesswhat it is you are holding in your handsand looking at.

Ask if anyone wants to take your place and choosa picture for the others to guess.

If there are some volunteers, let them take over. Ifnot, you keep on doing it.

7 Now ask the children to open their Activity Booand look at Task 2 of Lesson 2.

They can point to the pictures you name.

8 Ask them to colour the picturesanyway they likWhile doing so, walk around and get them to tellyou what they are colouring.

9 Now they can cut out the pictures. This may taka while. Be patient and help the ones who needhelp.

10 Ask them to place the cut-outs in front of them. Sa word and they hold up the picture.

Do this for a while.

11 Now ask them to put all their pictures face dowon the desk.Get them to turn over thepicturewith a friend sitting at the same desk. One turnsover a picture, the other says what it is.

12 Finally, ask them to stick the pictures into theirnotebooks.

A NOTE:All of the suggested steps were not so much forvocabulary practice because these are very easywords. The main purpose was to get them used tosome of the teaching activities and techniques. Itwill probably take up a whole lesson to do it all.

Yummi


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Introductory unit

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1 Revise with the flashcards the vocabulary fromthe previous lesson. Show a picture and wait forsomeone to call out the word. Do it yourself if noone remembers the word.

2 Tell them that you reallylike some of the food in thepictures. Explain that whensomething is really good toeat you say YUMMIE.

Say it again and pat yourstomach to show how goodit feels. They imitate you.

3 Show the picture of a banana and say: YUMMIE.Look at the children and ask if they like it. Thosewho do should say YUMMIE too and pat theirstomachs.

Repeat the procedure with every picture card.

4 Do it once again using the pictures in a differentorder. This time the children need to stand up,say YUMMIE and pat their stomachs if they likesomething.

5 Ask them to look in the Pupils Book / Lesson 2.Get them to take a good look at the illustration andfind the food. They can point to the pictures andcall out words when they spot something.

6 Ask them if they can see the

balloon. Is Mr Bing in theballoon? Tell them to look at himand guess what his problem is.HE IS HUNGRY. He is so hungrybecause he can see a lot of foodand it SMELLS GREAT. Mime thisby saying the words slowly andinhaling the air loudly throughyour nose. Get the children todo the same.

7 Tell the children that Mr Bing likes three things verymuch. Get them to guess what they are. They are

PIZZA, HOT DOGS and PUDDING.8 Play the CD and let the children listen to the song.

9 Play it again. This time they listen and mime. You doit too so they can copy it.

Use the mime introduced before for YUMMIEandSMELLING GREAT.

10 The third time they mime and try to sing along.

11 Divide the class into three groups. The first is PIZZA,the second is HOT DOGS and the third is PUDDING.

Play the song yet again. They stand up and mimeonly their part.

You can swap roles if they are still eager to it and

repeat it two more times.12 Ask them to look in the Activity Book / Lesson 2

Task 1.

They need to complete the drawings of the foodand then colour the pictures and trace the words.While they are busy with it play the song over andover again. They will probably sing along.

13 There is another task in the Activity Bookdesignedto challenge their visual skills. It is Task 3which is amishmash picture. It will take them a while to spotand colour all the food, but it is fun. You may walk

around and help. You can ask them to help eachother.

14 Go back to the picture in the Pupils Book. Ask thechildren to look at it again and say what else theycan see in it. The idea is to make them aware ofsome more internationally used English words suchas: A HELICOPTER , A WALKMAN, BADMINTON, ARADIO and JEANS. Get the children to say the wordsafter you. Find out if they have any of these thingsand finally ask them to draw some of them in theirnotebooks.

A NOTE:You may wonder what the purpose of the texts ofthe songs in the Pupils Book is. At this point, theyare not meant to be read by the children. Theyare there for teachers, parents and maybe somechildren who can already read. However, it serves asa visual reinforcement.The children need to get used to the look of thewords right from the beginning. As time progressesthey will gradually start reading the texts in classand on their own at home.That is the reason why all the texts that are meantto be read by the children at some stage are incapital letters, these being the ones they first learnat school.As far as the tracing of words in the Activity Bookgoes, this activity is also there to get the childrenused to the words. They are also not meant to beread at this point, but if some children want andcan do it, encourage them to do so. However, makesure you stress often enough that in time everyonein class will be able to do this.

Yummie


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Introductory u

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Lesson 3

Aim: Naming some parts of the bodyUnderstanding simple commands

Language focus: fingers / toes / ears / nose wiggle /touch

Step 1 INTRODUCING SOME PARTS OF THE BODY

1 Ask the children to look at you. Point to your noseand say: NOSE

Point to your ears and say: EARS

Repeat this a couple of times.

2 Ask the children to do the same. They just touchtheir noses and ears.

3 Get them to repeat all together the words after youwhile touching.

4 Hold up your hands and wiggle you fingers. Say:FINGERS.

Make sure they understand it is really fingers nothands.

Bend down and touch your toes. Say: TOES

Explain in the mother tongue what you are referringto because you are wearing shoes and your toes arenot really visible.

Repeat wiggling fingers and touching toes a coupleof times.

5 Ask the children to do the same. First they justwiggle and touch, then they repeat the words afteryou.

6 Revise the four body parts: NOSE / EARS / FINGERS /TOES.

7 Tell them to stand up, listen carefully and touchwhat you say. Mix up the order of body parts severaltimes.

8 Turn to the board and draw the parts. Get them toguess what you are drawing.

9 Tell them you are going to test their ears now. Youare going to pronounce the parts all at once andthey have to repeat after you.

Say and point to the drawings: EARS / NOSE /FINGERS / TOES

First you say it rather slowly. They repeat.

Then you say it more quickly. They repeat.

Then more and more quickly until they mix it all uand start laughing.

10 Now ask them to look in the Pupil's Book / Lesso3and listen to Mr Bing. (Task 1)

11 Get them to repeat after the CD in chorus, then in

smaller groups.Finally, ask if anyone would like to repeat after theCD on their own.

12 Ask the children to look in the Activity BooknowThey can do Task 1first draw the missing part othe body. Then Task 2 trace the words.

Step 2 UNDERSTANDING COMMANDS

1 Start off by revising all the commands introducedso far.

Tell the children what to do:

STAND UP / CLAP YOUR HANDS / LOOK AROUNDSIT DOWN

Repeat the commands several times in a differentorder. You can also sing the UP AND DOWN song

2 Introduce the new commands. Say: TOUCHYOURNOSE.

Place a finger on your nose and wait for everyoneto do so.

Say: TOUCH YOUR EARS.

Place fingers on your ears and wait for everyone tdo the same.

Keep on saying the commands and touching. Thechildren just touch their noses and ears. TOUCHYOUR EARS! TOUCH YOUR NOSE!

3 Add two more body parts. Say: TOUCH YOUR TO

Bend over and do so. The children copy.

Say: TOUCH YOUR FINGERS.

Place them in front of your face, touching eachother. The children do the same.

Revise the four combinations a couple of times.

Ask the children if they can guess what TOUCHmeans.

4 Tell the children that there is another thing they cado with their fingers.

You can wiggle them. Start wiggling your fingers.Say: WIGGLE YOUR FINGERS.

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Wait for everyone to do it.

Say: WIGGLE YOUR NOSE.

Start moving your nose up and down. This is funnyand the children will probably start laughing.

Say: WIGGLE YOUR TOES.

Tell the children to take off one shoe for a second.Get them to wiggle their toes.

You can see through the socks if their toes aremoving or not.

Revise the three WIGGLE commands a couple oftimes.

Now tell them to try something really difficult,something not everyone can do.

Say: WIGGLE YOUR EARS.

If you cannot do it yourself, ask if anyone can, sothe children have an idea of what to do.

Finally, ask them to guess what the word WIGGLEmeans.

5 Tell them they have learned a lot of commandstoday. Ask them to listen carefully and do what youtell them to. Revise all the commands with TOUCHand WIGGLE.

6 Ask the children to look in the Pupils Book, Task2. Play the CD and let them just listen and look atthe picture

7 Play the CD again. They listen and mime.

The third time they listen, say and mime.

8 Get them to look in the Activity Book at Task 3.They need to cut out the jumbled pieces of Mr Bing.This may take a while. Then ask them to put theparts together.

Do not let them stick the parts right away. Walkaround and take a look if they have put the parts

together in the right way. Then give them sometime to stick them.

When they have finished, look at their work, praisethem. Ask each child to point at one body part ofMr Bing that you name as you are walking aroundthe classroom.

Step 3 ITS YOUR TURN!

A NOTE:This segment of the lesson is designed to involve thechildren in an activity which is connected with thetopic that is being dealt with, but also to personalisethe learning as much as possible. The children areencouraged to make something they can relate to,which makes the learning cycle complete in a way.That is why it is really important that the teacherfinds time for this type of activity. Although very

often skills other than speaking are involved, it isstill learning but through other sensory channels.

1 Make sure everyone has a piece of paper bigenough. The best thing is for the teacher to bringthe sheets of paper.

2 The children draw the outline of their fingers on thepaper. You can do it on the board so they have anidea how to do it. If a child cannot do it, you shouldhelp him/her.

3 Next, they write their names. Most children can

write their name at this age, but if you noticesomeone has a problem, help.

4 Collect the sheets of paper and stick them on thewalls or place them on some desks.

Ask the children to walk around and find whosehand matches theirs in size and shape as much aspossible. Some of them will actually be reading thenames which is a good preparation for some futurereading.

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Lesson 4

Aim: Introducing oneself

Language focus: Hello. / Whats your name? / ImBilly.

Step 1 INTRODUCING A NEW CHARACTER1 Start the lesson off with the flashcards that the

children are already familiar with.

Show the picture of Mr Bing and ask who it is.

Show the picture of the balloon and ask what it is.

Always help with the answer if no one remembers.

Play the song Up and Downand ask everyone tosing and mime along.

Show pictures of some food and revise the words.

Ask if they remember what smells so great to MrBing. Play the song Yummiewith the childrensinging along.

2 Show the picture of a parrot. Let the children tellyou in their mother tongue what it is.

Say: A PARROT and ask the children to repeat theword after you.

Have a little chat in L1 about parrots. Find out ifanyone has one. What is a parrot?

What can it do? What colour can it be? Where dopeople keep it? Etc.

3 Once the children have remembered that a parrotcan talk, get them to meet the parrotin thepicture. You pretend to be the parrot and try tospeak in a squeaky voice.

Ask the children if they want to know its name.They will say YES of course.

Tell them to listen carefully how you are going toask that.

Look at the picture and say: WHATS YOURNAME?

Reply immediately as a parrot: POLLY.

Add: HELLO POLLY.

Reply: HELLO.

4 Act out this mini dialogue once again. The childrenjust l isten.

5 Ask the children to take the role of Polly. You keepon doing it as well.

Repeat the mini dialogue again with the childrenshelp.

6 Tell the children that you have a very difficult job fthem. They have to be TRANSLATORS. Explain whit means. They have to say in their mother tonguewhat you say in English.

Act out the mini dialogue once more. Pause aftereach sentence. Help the children say what it mean

7 Now tell the children that Polly wants to meetthem.

Approach an outgoing child and, pretending to bePolly, ask: WHATS YOUR NAME?

Help the child answer. Then say: HELLO XXX .

Encourage the child to say HELLO, too.

Repeat this with a number of children. They will

soon get the grip of the answers. It is an easysituation and they are exposed to the question allthe time.

8 Ask them to open the Pupils Book, Task 1.

They listen to the CD and look at the pictures.

9 Get them to repeat after the CD. First, the wholeclass together.

10 The class acts out the situation. Half of it repeats Bings words and the other half Pollys words. Thethey can swap roles.

A NOTE:When the instruction in the Pupils Book says ACTOUT, this simply means repeat after the CD takingthe role of a character. First, it is done in groups alater on, if the children are willing and confidentenough, individually.

11 The children can colour Polly now. This is Task 1 ithe Activity Book.

Step 2 LISTENING TOTHE SONG

1 Walk around the classroom and ask some pupilswhat their names are. Make sure you ask both boand girls.

Stop and repeat all the boys names that came upAsk whose names these are and they will probablconclude they belong to the boys. Repeat theprocedure with the girls names.

Poll


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2 Ask the children if they know any English namesfor boys and then for girls. They may come up withsome ideas.

3 Draw on the board A BOY and A GIRL. Say thewords and ask the class to say them after you.

Now tell them to try and do some guessing. You aregoing to say some English names and they need tosay if the name is for a boy or a girl. Use the namesthat come up in the song Whats your name?, Task4 in the Pupils Book.

Start with the easiest of the names Doris, andthen move on mixing boys and girls names. Thistime the whole class does the guessing. Praise thema lot.

4 Ask a couple of children to come to the board.Repeat the procedure with the names, but this timethe children in front of the board have to decideif it is a name for a boy or a girl by pointing to thecorrect picture.

Repeat this with several groups of children.

5 The children can look in the Pupils Book, Task 4.Play the song and they just listen.

Ask them what names they remember after the firstlistening.

Play the song again and ask the boys to try andremember some boys names and the girls the girlsnames.

The third time they can try to sing along. Ask themwhich name they like best.

6 There are some names for the children to colour inthe Activity Book, Task 3.This can be done now,while the song is played over and over again.

HOMEWORK: Ask everyone to bring to the nextclass a toy (something like a stuffed animal, a teddy,a doll, etc.) that they play or sleep with and that islike a friend to them.

Tell them to think of a name for that toy (if it doesnot already have one). They can use any name theylike.

Step 3 MINI DIALOGUE ITS YOUR TURN!

1 Revise the dialogue in Task 1 in the Pupils Book.Play it for the children and let the whole class repeatafter the CD.

2 Tell the children that you are going to practise justone bit of that dialogue. Set the CD to the mini

dialogue in Task 6. Tell the children to try to imitateexactly what they hear.

First they do the dialogue in two groups. Then getas many pairs as you can to repeat after the CD. Therest of the class can do Task 2 in the Activity Book.

3 Now tell them to take out their toys. You shouldhave one, too.

Tell them that they need to speak for their toys.

They should hold them. Approach a child and ask:WHATS YOUR NAME?

The child should say the name of the toy:IM _________ . WHATS YOUR NAME?

You answer: IM _____________ .

4 Repeat this with some more children until you havethe feeling they can do it on their own.

First, ask two talkative children to act out thedialogue with their toys for the whole class.

Then ask the children sitting at the same deskto do it.

Finally, ask everyone to stand up and walk aroundthe class. They need to meet at least three moretoys.

5 Tell the children that you want to make sure youknow their names. They can help you with this ifthey have a name tagin front of them.

So, explain how they are going to make one. This isTask 4 in the Activity Book.

Polly


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Allow plenty of time for this activity. Walk aroundand help. Encourage them to colour their nameballoons beautifully. Play all the songs while they arebusy.

6 When their tags are finished and on the desks,walk around and have a chat like this with a lot ofchildren:

Teacher: WHATS YOUR NAME?

Pupil: MARKO.

Teacher: HELLO MARKO.

Pupil: HELLO.

7 TIME FOR A GAME CATCH THE BALL

You need a small ball for this game. If your classis not too big and if you have enough space, askthe children to stand in a circle. If you cannot doit, ask everyone just to stand up. Throw the ball to

someone. This person stands in the middle of thecircle or comes up front.


Pupil: ALMA.

Teacher: CLAP YOUR HANDS, ALMA!

The pupil performs the action.

Teacher: BRAVO! THANK YOU.

The pupil throws the ball to someone else and goesback to his/her place.

Use all the commands the children know so far.

SUM UP 1

This revision section can focus on the followinglanguage items.

1 VOCABULARY

Use the following flashcards to revise thevocabulary: Mr Bing / a balloon / Polly nose / ears/ fingers / toes / hands pizza / hot dog / pudding /

hamburger / sandwich / banana /spaghetti / juice /coca-cola

You can play a pointing game.Stick the cards onthe board. Put the class into two groups.

A representative from each group comes to theboard. Name a thing, and they have to point to theright picture. Whoever does it first, wins a point forhis/her team.

You can play a whats-missing game.All the carare on the board. Again there are two teams andrepresentatives in front of the board. Tell them toclose their eyes. Remove a picture. They open theeyes and have to say which picture is missing. Agathe first one to do it right, wins a point for his/her

team.You can play a grab-a-picture game.This timeplace all the cards on the desk at the far end of thclassroom. Again two or three teams compete. Threpresentatives stand quite away from the pictureWhen you name a thing, they have to run and fin grab the right picture.

The first one to do so takes the picture to his teamThe winner is the team with most pictures.

2 COMMANDS

First revise all the commands:

stand up / sit down / clap your hands / look arountouch your ears / touch your nose / touch

your toes / wiggle your fingers / wiggle your toes wiggle your nose.

Play theSimon says game.You give commandsbut the children need to obey them only if you saySimon says in front of the command.

STAND UP! (They do nothing.)

SIMON SAYS STAND UP! (They obey the command

They find the stickersat the back of the PupilsBook and stick them carefully in the right place onthe SUM UP 1 page.

Finally they colour the similar pictures in the ActivBook (SUM UP 1) and trace the words. While dointhis, they can listen to the whole unit on the CD.


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The first unit deals with the following language items:

- Greetings ( hello / hi / goodbye / see you later)

- greetings rhyme

- some basic phrases ( thank you / please / come in)

- traditional nursery rhyme (Two little birds)

It also introduces all the main characters: Liz, Ted, HAB (hot air balloon), Mr Bing, Polly andColin and Kate, Ben and Liz's parents.

The story is very simple. The children spot the balloon in the air flying over the park.

When the balloon gets stuck in a tree next to Liz's home and Mr Bing asks for help andmeets Liz. She loves the balloon so much that she asks for a ride in it.

A lot of rhyming patterns are presented in this unit because they make the language soundmore attractive and easier to remember.

In this unit there is the CULTURE CORNER 1 section in which some beautiful parts of thefamous towns of Bosnia and Herzegovina are presented. It can also be done with the pupilsduring the unit itself.

This unit ends with the revision section SUM UP 2 where the stickers represent the keyvocabulary which is then activated in the Bingo game in the Activity Book.

UNIT 1

HELLO


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Lesson 1

Aim: Expressing greetings

Language focus: hello / hi / see you later / goodbye

Step 1 INTRODUCING NEW CHARACTERS AND

GREETINGS1 Play the Whats your namesong from Lesson 3 of

the Introductory unit. Revise all English names thatcome up in the song.

2 Show the flashcard with Ted on it. Ask the childrento guess what his name is. Tell them the name ismentioned in the song they have just revised.

3 Show the flashcard with Lizon it. Again, get themto guess the name. It is also in the song.

4 Explain that Ted and Liz are friends. Ask the children

to guess what they do together. They tell you in L1about their activities. Accept anything they say.

5 Ask the children what they say to their friends whenthey meet in the street or get together to play ordo something. Wait till someone remembers thatthey greet one another first. Encourage them to saysome of the greetings they use in L1 and then tellthem that Ted and Liz also greet each other.

6 Act out this situation by holding the picture of Liz inone hand and the picture of Ted in the other. Say:

HELLOLIZ! HELLO TED!

Ask the children to repeat after you.

Change it a little:

HELLO LIZ! HI TED!

The children repeat again.

Explain that HELLO and HI are very similar. Find thecorresponding expressions in their mother tongueand say them.

7 Walk around the classroom and tell the children thatTed and Liz are going to greet them and they haveto greet them back.

Make sure the children have their name tags on thedesks so you have no problem with rememberingtheir names.

Approach a child pretending to be Ted (by holdinghis picture) and say:

HELLO LUKA! Help Luka answer: HELLO / HI TED!

Do this with a lot of children.

Repeat the procedure with Liz saying hello todifferent children.

8 Stand where everyone can see you. Act out a littledialogue between Ted and Liz by holding theirpictures and saying:

HELLO LIZ! HI TED! (pretend they are comingtowards each other)

GOODBYELIZ! GOODBYE TED! (pretend they areleaving in opposite directions)

Ask the children to repeat after you. Boys can beTed and girls can be Liz. They can wave when theysay GOODBYE.

Choose several pairs of children to act out thisdialogue.

9 Tell the children that so far they have heard threegreetings: HELLO / HI / GOODBYE.

Now ask them to listen carefully and hold up theirhands when they hear another.

Act out the following dialogue.

HELLO TED! HI LIZ!

GOODBYE LIZ! SEE YOU LATER.GOODBYE TED!

Do it twice so that everyone can notice the new b

Ask them to guess what it means. Explain it yoursif they have no idea.

The children can repeat the lines after you.

10 Show the cards of the four characters the childrenhave met so far: Mr Bing, Polly, Ted and Liz. Act othe previous dialogue four times, always pretendinto be a different character.

The whole class responds with your help.

HELLO CHILDREN! HI POLLY/TED/LIZ/MR BING!

GOODBYE CHILDREN! SEE YOU LATER. GOODBYEPOLLY/TED/LIZ/MR BING!

11 The children look in the Activity Book, Task 1.They can colour Ted and Liz and in Task 2they ne

to find the way in the maze to match the greeting

Step 2 HAB (hot air balloon) / MINI DIALOGUE

1 Ask the children to look in the Pupils Book Lesson 1.Get them to tell you if they recogniseanyone in the pictures.

Play the CD and let them just listen. Ask them whsings the song.

Ha


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2 Play the CD again and ask them to try andremember what the name of the balloon is.

Explain what HABmeans.

3 Ask the children to repeat the linesafter the CD.They do not sing the song.

4 Divide the class into two groups to take the roles ofTed and Liz .

They repeat the lines again.

Ask individual children to repeat the lines.

5 Tell them that you are going to ask them to dosomething really difficult.

When you stop the CD they have to guess whatcomes next.

Choose really easy words to be guessed the firsttime you do it.

Then try again with different words.

6 Tell the children to do Tasks 3 and 4 in theActivity Book(spot the right picture and colour it).

7 The children listen to the mini dialogue now. (Task4 in the Pupils Book)

Get them to repeat it several times by varying thespeed and loudness of their voices:

very slowly and quietly

slowly and loudly

quickly and quietly quickly and loudly

You have to be the model.

8 Encourage the children to have this little chatwith other children in class. Walk around and chatwith some children so they get the idea. Then askeveryone to stand up and do the same.

It will probably be messy, but help where you can.Give them a time limit so they need to be moreefficient.

9 TIME FOR A GAME WHO AM I?

You need a scarf for this game. Ask a child to comeup front. Blindfoldhim/her with a scarf. Tell him/

her that a child will say HELLO and that he/she hasto guess who it is.

If your class is not too big, you can ask them tostand in a semicircle with the blindfolded childturning his/her back to them. A child pats theshoulder of the blindfolded one and says: HELLO________ ! (name)

The blindfolded child has to guess who saidhello.He/she just says:

HELLO ________ ! (name )

If the guess is correct, the scarf is taken off andthe other child is blindfolded. If the guess is

wrong, the child remains blindfolded but onlyfor two more rounds. After three rounds anotherchild is blindfolded because it may be scary oruncomfortable to remain blindfolded for longerthan that.

A NOTE:From now on use the greetings to start and finishthe lessons. If you like, you can teach the childrento call you Miss ________ (your surname) orMr _________ (your surname) because this isthe way English speaking children address their

teachers.

Hab


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You SMILE. Ask everyone to say CHEESE slowly sothey can mime a big smile.

Explain that when you take a photo of someone ytell them to say CHEESE so they have a smile in it.

Pretend you are taking a photo of the whole

class and tell them: SAY CHEESE!Repeat it several times using different poses.

Ask if anyone wants to be a photographer insteadof you. Help this child give the same command: SACHEESE!

6 Mix the familiar commands with the new one andhave one more round of the listen-and-do activity

7 Ask the children to open their notebooks.Tellthem that you will act out some actions and thatthey have to drawin their notebooks the part thayou do not say out loudly.

Touch your nose and say: TOUCH YOUR ________(You only whisper NOSE and that is what thechildren need to draw)

Touch your toes and say: TOUCH YOUR _________(They draw TOES)

Wiggle your fingers and say: WIGGLEYOUR ___________ ! (They draw FINGERS)

Touch your ears and say: TOUCH YOUR _________(They draw EARS)

Open your mouth and say: SAY ____________ !

(They draw CHEESE)

Walk around and check what they have drawn.Point to pictures in their notebooks and ask whatthey are.

Step 2 LISTENING TO THE RHYME

1 Ask the children to look in the Pupils Book Tas1.Ask them to guess where the children are. Theyare in the PARK.Say the word and ask them torepeat after you.

What do children usually do in a park? They playgames. Here is a game they are playing.

Play the CD and the children listen.

2 Play the CD again and the children listen and mimalong.

* Explain that CALL OUT means to say somethingloudly.

Lesson 2

Aim: Learning a rhyme

Language focus: greetings and commandshello/ goodbye / touch your nose/ touch your toes / stand up / saycheese ( smile)

Step 1 REVISING GREETINGS AND COMMANDS

1 Greet the children with: HELLO CHILDREN!

Help them respond with:HELLO MISS/MR __________ !

Approach individual children and greet themand help them to greet you back.

2 Make this dialogue a little longer.


Pupil: IVA . (says the name)

Teacher: HELLO IVA.

Pupil: HELLO MISS/ MR ___________ .

Teacher: GOODBYE IVA.

Pupil: GOODBYE MISS/MR ___________ .

Repeat this with a number of children. Ask ifanybody wants to take your part and encouragetwo children to act this dialogue out. You helpwhenever they get stuck by whispering to themwhat they need to say.

3 Ask everyone to stand up. Revise the parts of thebody they know.Touch and say:

NOSE / EARS / FINGERS / TOES / HANDS

Tell them to listen and do what you say:

TOUCH YOUR NOSE / TOUCH YOUR TOES / TOUCHYOUR EARS

WIGGLE YOUR FINGERS / WIGGLE YOUR TOES /

CLAP YOUR HANDS / LOOK AROUND

SIT DOWN / STAND UP

4 The children may have forgotten some of the

actions, so repeat them once again, but morequickly.

5 Show the flashcard of CHEESE.Say the word inEnglish and get the children to repeat it after you.Find out if they like eating cheese.

Now tell them to look at your face and notice whathappens when you say CHEESE.

Hello, goodby


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Make sure you always mime what they need to say.

9 Give them one minute to practise in pairs and thenask if any pair would like to say and mime therhyme. Tell them you will help them.

10 They look in the Activity Book Task 2.They need

to colour some pictures, cut them out and stickthem in the right place in the rhyme.

Once it is done, encourage some children to readthe rhyme. It will be more saying by heart thanreading, but this does not really matter.

Step 3 ITS YOUR TURN TIME FOR A GAME

The game is called POLLY SAYS.It is the same asSIMON SAYS. The children obey the command onlyif there is POLLY SAYS in front of it.

The purpose of this game is to encourage the

children to say and give commands to each other,not to be just performers of actions.

1 Get the children to look at the pool withcommands. Find out which ones they can sayor read. Give them a little time to look at all thepictures. Then ask everyone to choose 3 commandsthey can read or say. Allow time for children to dothat individually.

2 Play the game. First you lead it, then let the childrentake over.

Tasks 3 and 4 in the Activity Bookcan come at

the end.

3 The third time they listen, repeat the lines and mimethe actions.

4 Children listen to the Task 4 in the Pupil's Book.Ask the children to repeat the expressions after theylisten to them.

5 Chlidren listen to the activity 5 in the Pupil's Book.Ask the children to repeat the expressions after theylisten to them.

6 Get the children to look in the Activity Book Task 1.There is a picture of a park they need tocopy. Before they do so, ask them what there isin this park. You can name in English some of thethings (TREE, BENCH ) but you do not need toinsist that the children remember them.

While they are copying the picture, play the rhymeover and over again.

7 Tell the children that you are going to say the rhymebut that you sometimes cannot remember it all soyou need their help.

Say and mime the rhyme, leaving out some words init. The children fill in the missing words.

Do it again leaving out different words.

8 Ask the children to do the whole rhyme with you.Then tell them you do one line and they say the next.

Teacher: HELLO, GOODBYE

Pupils: TOUCH YOUR NOSE.

Hello, goodbye


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Mr and Mrs Smit

Lesson 3

Aim: Meeting people

Language focus: greetings especially when youmeet new people (Mr Colin andMrs Kate Smith)my / Ben's / Liz's / Azra's / her /his / our /

Step 1 MR AND MRS SMITH - LISTENING TO THEDIALOGUE

1 Ask the children to look in the Pupil's Book Lesson3. Get them to tell you if the recognise anyonein the pictures. Ask them who Mr and Mrs Smithmight be. Can they recognise Nancy?

2 Play the CD and let them just listen to it.

3 Play the CD again and ask them to try to tell you thephrase DRAGO MI JE TO SMO SE UPOZNALI.

4 Ask the children to repeat the lines after the CD.

5 Divide the class into groups to take the roles of thecharacters. They repeat the lines again.

Ask individual children to repeat the lines.

6 Tell the children to listen to Task 4.Tell them to repeat the lines individually.

7 Tell them to do Task 1in the Activity Book ( spotthe right picture, say who is in the picture, trace the

words).

8 Let the children listen to Task 5in the Pupil's Book.

9 Let the children assume the roles of Ben and Azra orBen and Liza. They can come before the class, showthe pictures of "their" parents and say the linesaloud.

Let the children doTask 3in the Activity Book. Theyare supposed to find, stick, draw and colour thepictures of their parents and friends.

Step 2 CULTURE CORNER 1

1 Copy some different pictures of Bosnian towns orbring some of your own. Show them to the childrenand ask them to recognise the towns.

2 Ask the children if they know something about thotowns of Bosnia and Herzegovina and if they haveever visited them so far. Encourage them to say somsome sentences in L1 and then tell them the wordsand sentences in English. You may repeat them anumber of times.

3 Tell them just to listen to the CD and guess whattowns the children mention.

4 Let them listen to the CD again.

5 Ask them to put numbers 1-5 according to what th

hear.6 Check the correct order with the children.

7 Repeat the texts one by one and let them tell youwhat they hear about each town (words or simplesentences)

OPTION

A PROJECT

You can give your pupils an assignementto bring some photos of their favouritetowns of Bosnia and Herzegovina.Encourage them to find the Englishversions of some words related to thetowns they have chosen. Have a chatmixing L1 and English.


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Lesson 4

Aim: Learning and playing with a song

Language focus: one / two / bird / wall / boy / girl

Step 1 INTRODUCING NEW VOCABULARY

Prepare flashcards for the words listed in theLanguage focus.

Use the following procedure to teachvocabulary.

a) Show a card and say the word. The children justlisten.

b) Show the card and say the word. The childrenrepeat after you in chorus.

c) Stick the cards on the board. Point to the picturesand say the words.

The children repeat after you.

d) Ask two or three children to come to the board.Say a word. The children point to the rightpicture. Repeat this several times with differentchildren.

e) Ask the children to close their eyes. Remove oneof the cards. Ask: WHATS MISSING? Do it anumber of times with different pictures.

f) Collect all the cards. Hold them in your hand.Choose one and place it on the top.

Ask: WHATS THIS? The children call out wordsuntil they guess what the picture shows.

g) Walk around the classroom. Hold the picturecards in your hands. Ask a child to draw one fromyour hand and say what it is. If the child cannotremember ask the class to help.

h) Put all the cards on the board again. Ask thechildren to draw at least 34 pictures.

Walk around and ask individual children whatthey are drawing.

Step 2 LISTENING TO THE DIALOGUE AND THESONG

1 Ask the children to look in the Pupils Book /Lesson 3 Task 1.

Talk about what they can see in the pictures. Theycan name a few things.

Ask them if they recognise who the children are.The boy is Ted and the girl is Liz. Are they still in thpark? No. They are near Lizs home.

How many birds are there? One or two? Two, ofcourse. ONE CALLED PETER. Thats its name. ONECALLED PAUL. Thats right, PETER AND PAUL.

Where are the birds? ON THE WALL.

What can birds do? They can FLY. Mime it byspreading your arms and waving them about. Askthe children to fly with you.

Say: FLY AWAY! (Wave your arms and move awayThe children do the same.)

Say: COME BACK! (Wave your arms and get backthe place where you were before.)

2 Play the CD. The children listen and look in thebook.

3 Play the CD again. They listen and repeat after theCD in chorus.

4 Play the song.They just listen.

5 Play the song again and do the finger mimeassuggested in Task 4 in the Pupils Book.

6 Play the song for the third time. The children mimwith you.

7 They try to sing with the CD and mime along.

8 Get the children to look in the Activity Book

Task 1.They colour the pictures.Then they number the pictures in the right order. class or at home (depending on time) they cut thepictures out and stick them into their notebooks ithe right order.

Step 3 ITS YOUR TURN!

1 Revise the song TWO LITTLE BIRDS using the fingemime.

2 Ask two girls to come up front.

Point to them and ask the class: TWO GIRLS OR

TWO BOYS? TWO GIRLS.

Next say: TWO LITTLE GIRLS.The class repeatsafter you.

Whisper to the girls to sit on the floor.

Turn to the class and ask: TWO LITTLE GIRLS SITTINON THE WALL?

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NO. TWO LITTLE GIRLS SITTING ON THE FLOOR.(Touch the floor to demonstrate what you mean.)

Turn to one girl and ask: WHATS YOUR NAME?Wait for the answer.

Ask the other girl the same question.

Say: TWO LITTLE GIRLS SITTING ON THE FLOOR,ONE CALLED ANA, ONE CALLED IVA.

Turn to the girls and say: STAND UP ANA, STAND UPIVA.

Wait for the girls to do it and then move on: SITDOWN ANA, SIT DOWN IVA.

Repeat the whole rhyme once again with Iva andAna and then do the same with some more pairs ofgirls, asking the children to join you in saying thelines.

3 Repeat the procedure with two boys, workingslowly with the first pair and moving on to morepairs of boys. TWO LITTLE BOYS

4 Now the children look in the Pupils Book Task 6.They repeat the lines.

5 They can draw two boys or girls on the floor in theirnotebooks. Also Task 2 in the Activity Bookcanfollow. It is completing the pictures and tracing thewords.

6 Play the song TWO LITTLE BIRDS while they aredrawing. Ask them to name the children they aredrawing in their notebooks and sing a song aboutthem.

A NOTE:The finger mime for TWO LITTLE BIRDS and thechildrens version of the song can be played inthe warm-up or follow-up parts of the lessonwhenever time permits. The same goes for othersongs, rhymes and games. It is important that theteacher finds time to revise them. It is only throughrepetition that the children are actually going tomaster the lines of songs and rhymes. It takes timeand a lot of practice.

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Lesson 5

Aim: Saying please and thank you

Language focus: tree / ladder / door / come in /thank you / please

Step 1 INTRODUCING NEW PHRASES1 Start off the lesson by revising quickly

everything you have been working on.

a) Greet the children and get them to greet youback individually.

b) Ask different children about their names. Addanother question.

WHATS YOUR NAME? MARKO. ARE YOU A GIRL?NO. ARE YOU A BOY? YES.

c) Revise different commands and parts of the body.

Get the whole class to perform the commands orask individual children to do it.

MAJA TOUCH YOUR NOSE!

STAND UP IVAN/AMAR!

d) Play with some of the songs and rhymes. Play themusic and let the children sing and mime.

2 Prepare the flashcards for all the vocabularythat you have covered so far:

balloon / hot dog / pizza / pudding / hamburger /sandwich / banana / spaghetti / juice / coca-cola /

parrot / boy / girl / cheese / bird/ wall / floor a) Revise the words one by one. Say the word and

the children repeat after you. Make sure you useA(indefinite article) where needed. For example,you will say: A BALLOON but JUICE.

b) This time just show the picture and wait forsomeone to say the word. Add the article ifnecessary.

c) Play a guessing game. Ask a child to come upfront and choose a picture from the pile.

The rest of the class has to guess what it is. Thepupil who guesses first gets to choose the nextpicture for guessing.

3 Hand out the flashcards to different children. Tellthem to listen carefully and to bring you the pictureyou ask for. Say:

A BALLOON, PLEASE.

Wait till the child with the picture of a balloonbrings it to you and then say:

THANK YOU.

Keep on doing this until you collect all the pictureThen hand them out to different children and do again.

Finally, ask the children what PLEASE and THANK

YOU mean.4 Tell the children that they can buy some picture

from you. Display them on your desk and say thatit is your shop. Ask the children to come and buysome pictures.

Pupil: A sandwich, PLEASE.

Teacher: Here you are.

Pupil: THANK YOU.

When you have sold everything, buy the picturesback from the pupils.

5 Tell the children that PLEASE and THANK YOU arevery important words and that they always have tsay PLEASE when they want something and THANYOU when they get something. Tell them that it isvery nice to be polite and smiling.

Here is a little rhyme that talks about it. It is Task in the Pupils Book.The children do not need tolook in the book. They can listen to you:

ALWAYS SAY HI.

ALWAYS SAY PLEASE.

ALWAYS SAY THANK YOU.

ALWAYS SAY CHEESE.(Give them a big smile hereSay the lines again and ask the children to repeatafter you a couple of times.

Now get them to look at the rhyme in the PupilsBook. They can read after you.

Finally, they can do Task 3 in the Activity Book.They need to trace the words and colour thepictures.

Step 2 LISTENING TO THE DIALOGUE

1 Introduce three new nouns that are going to comup in the dialogue.

Show the pictures of A DOOR / A TREE / ALADDERone by one. Say the words and get thechildren to repeat after you.

Stick the pictures on different walls around theclassroom. Say one of the words and the childrenhave to point towards the correct picture. Do itseveral times, each time more quickly, moving from

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one word to another. The children need to reactquickly too.

Tell them that you are going to mime an actionand they have to point towards the picture it isconnected with. Mime the following without sayinganything:

KNOCKING (they point towards the door)

OPENING (they point towards the door)

CLIMBING (they point towards the tree and the ladder)

COMING IN (they point towards the door)

Ask the children to mime the actions with you. Yousay the whole command, they just mime.

KNOCK ON THE DOOR!

OPEN THE DOOR!

COME IN!

CLIMB THE TREE!CLIMB THE LADDER!

Repeat this several times, changing the order of thecommands.

Finally, ask the children to draw the three objects intheir notebooks.

2 Tell the children to look in the Pupils Book Task1.Talk about the pictures a little.

Who is in the pictures? Who is at the door? What isthe problem? Where is the balloon?

Who helps Mr Bing?

Have a chat like this mixing L1 and English. Alwayssay the words the children can understand inEnglish.

3 Play the CD. They just listen.

4 Get them to listen to the CD the second time andrepeat in chorus.

5 Divide the class into two groups. The girls canrepeat Lizs words and the boys Mr Bings.

6 Ask a couple of talkative and outgoing children to

act the dialogue out. All they do is repeat after theCD individually.

7 Draw the childrens attention to the rhyming words.Tell them that you are going to play the CD onceagain. When you stop they have to say what wordssound similar.

If you like, you can read the dialogue instead ofplaying it. This way you can even stress a little therhyming words. The children can do Task 4.

8 Now they look in the Activity Book.They cancomplete Task 1,trying to find the right word foreach of the pictures. Then the more difficult taskfollows. It is Task 2where they need to draw themissing parts in the pictures and colour them. Walkaround and ask them what they are drawing. Askthem to listen to the CD, say and write the wordsthey hear on their own.

Step 3 MINI DIALOGUE

This dialogue can be turned into a game.1 Ask the children to listen to Task 5and repeat the

words a couple of times. It is good to do this kind ofan exercise before turning to the mini dialogue.

2 Play the CD. The children repeat after it.

3 Ask pairs of children sitting together to repeat afterthe CD. One is Liz, the other Mr Bing.

4 Tell the children that you will change the dialogue alittle. Open the door of the classroom and step intothe corridor. Knock on the door and say: KNOCK!KNOCK!

Wait for the children to say: COME IN, PLEASE! (Ifthey do not remember, whisper into the classroomwhat they need to say.)

Step back into the classroom and say: HELLO. IM____________ . (your name)

Tell the children to greet you back by saying theirnames: HI. IM __________ (everyone says theirname. It is noisy but it doesnt matter.)

Act this situation out once again, asking only onechild to take part.

5 Ask a number of pairs to act the situation out.

6 Now tell them they can pretend to be anyonethey like: a cartoon character, a movie hero,a toy, a famous person.It is important they havea name. Get them to act out the dialogue with afriend to the whole class.

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SUM UP 2

1 VOCABULARY

Spend a little time revising the vocabulary. Includeall the nouns from the Introductory Unit as well as

Unit 1.

Unit 1 flashcards are: boy / girl / park / cheese / bird/ wall / floor / tree / ladder / one / two / door

Put the corresponding flashcards on a pile. Here aresome more ideas on what to do with the flashcards.(You can use the ideas from SUM UP 1 as well.)

You can play a YES or NO game.Pick a card fromthe pile and say what it is. If you say the right word,the children clap their hands and say YES. If you saythe wrong word, the children call out NO and donothing. This is basically a recognition activity, so it

is a good one to start the revision with.

You can play a guessing game. Select one cardfrom the pile and ask the children to guess what itis. They just call out the words. Make sure they puttheir hands up and wait for their turn. It may betoo much of a mess if they do not. The child whoguesses what is in the picture gets to choose thenext card from the pile. This activity should be doneafter the children have seen in a previous activity allthe cards that are in the pile.

You can play a miming game. It is also a guessing

game, but this time you have to mime a word andthe children have to guess what it is. It is importantthat you mime a lot of words first so the childrenget an idea how to do it. Then ask them to trydoing it themselves.

Some of the words are easy to mime and some arenot. Still, it is a lot of fun. Make sure they do notsay anything while they are miming.

Now ask them to find the right stickers and stickthem in the right place in the Pupils Book.

Finally, play the Bingo game. It is in the Activity

Book. First, they need to draw the pictures in theboxes. They can choose from the pictures giventhere. When they have their six pictures start thegame. Call out the words and they cross out thepictures in the boxes. The winners are the childrenwho have crossed out all their pictures first. There is

bound to be a group of winners because there areonly 12 pictures to choose from.

2 RHYMES, SONGS AND DIALOGUES

It is a good idea to do an activity where you couldrevise rhymes, songs and dialogues and see how

much the children actually remember.You can play a what-comes-next game. Put theclass into two groups. The groups take turns.

You say a line of a song, rhyme or a dialogue, andthey have to guess what word comes next. If theydo it correctly, they win a point for their team. Ifnot, the other team can have a go.

Make sure you sing if it is a song. Also use mimewherever you can.

Here are some lines you can use:

1 UP AND DOWN __, __, __, __, __, __.2 PIZZA, PIZZA, PIZZA, PIZZA

SMELLING ______________

3 WIGGLE YOUR FINGERS, WIGGLE YOUR TOES,

TOUCH YOUR EARS, TOUCH YOUR ___________

4 MY NAME IS HAB. IM COMING SOON.

WHAT AM I? HOT AIR _______________ .

5 HELLO. HI.

SEE YOU LATER. ______________ .

6 HELLO, GOODBYE. STAND UP PLEASE.

HELLO, GOODBYE. CALL OUT _______________ !

7 TWO LITTLE BIRDS SITTING ON A WALL.

ONE CALLED PETER, ONE CALLED _____________

8 KNOCK! KNOCK! COME IN, _______________ !

9 ALWAYS SAY HI. ALWAYS SAY PLEASE.

ALWAYS SAY THANK _________ .

ALWAYS SAY CHEESE.

3 ADDITIONAL STORY

There is a story pool at the back of the TeachersBook. The best story to use here is the TPR storyBUFF.For further ideas on the story, read theinstructions in the story pool.


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The second unit takes the characters for a ride in the balloon. On the trip they see some

things in the sky and they count the stars. When it starts getting dark Liz needs to go homeand Polly and Mr Bing prepare for sleep too.

The following language items are introduced:

- what can you see in the sky ( sun, moon, cloud, rainbow)

- a song ( Mr Sun, Mr Sun)

- numbers 1 - 20

- a song ( Ten little stars)

- an action rhyme ( 1,2,3,4 put on your shoe)

- a traditional rhyme ( I've got ten little fingers)

- rooms and furniture

In this unit there is also the CULTURE CORNER section which talks about areas ofoutstanding natural beauty of Bosnia and Herzegovina.

This unit ends with SUM UP 3 revision section.

UNIT 2

IN THE SKY


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Lesson 1

Aim: Talking about what there is in thesky

Language focus: sun / moon / star / rainbow / cloud/ sky

Step 1 INTRODUCING NEW VOCABULARY

Use the procedure suggested in Unit 1 / Lesson 3(Two little birds) / Step 1.

After the words have been introduced, ask thechildren to do Task 1 in the Activity Book. Theyneed to colour the pictures and trace the words.


1 Ask the children to look in the Pupils Book, Task1.Get them to tell you who and what they cansee

in the pictures. Next, tell them that the things inthe sky have real names. So, the sun is called MRSUN. Ask everyone to say it after you. Check if theyremember what MR means. Just like Mr Bing. Themoon is MR MOON. The cloud is MR CLOUD.

Now look at the rainbow. It is very PRETTY. Explainwhat it means. So it is called PRETTY RAINBOW.Everyone repeats after you. Finally, look at the star.It is LITTLE.

Explain what it means. So it is called LITTLE STAR.

2 Stick the picture of the sun on the board and ask

what it is called. If you like you can write MR SUNnext to it. The children say it after you. Do this withall the pictures.

Write the names next to them.

3 Ask some brave children to read or say the namesthat are on the board.

4 Play the song. The children look in their book. Afterthe first listening ask them what question they canhear over and over again and ask them to guesswhat it means.

You can write the question on the board: WHEREARE YOU? Get to children to read it after you acouple of times.

5 Play the song again. Ask them what answereveryone gives. It is HERE I AM.

Write it on the board and get everyone to readit after you. Make sure they understand what itmeans.

Also explain what HOW DO YOU DO means.

6 Play the song for the third time and ask the childrto try and sing along.

7 Now the children can look at Task 2 in the ActivityBook. It is a mishmash picture of the sky. They needfind the characters from the song and colour them.

Play the song over and over again while they aredoing it.

Do Task 3in the Pupil's Book.

Step 3 ITS YOUR TURN PLAYING WITH THE SON

1 Ask the children which of the characters from thesong they like best and why. Tell them that theyneed to choose one and not say anything to anyoabout which one it is. Ask them to take a pen anddraw it on their palm. Give them a little time to dothis. You are the only one who can see what it is.So when you approach a child he/she can show yoand whisper the words into your ear.

2 The children hide their hand with the picture behitheir back. Play the song again. They need to showtheir palm at the right time during the song. It isall shown in the cartoon in the book ITS YOURTURN,so make sure everyone knows exactly whato do.

If they like the activity, you can ask them to drawanother picture and do it once again.

It is important that they wipe off the first picturebefore the second round.

3 Now you can use the lines of the song to play witthe childrens names. This is Task 4in the PupilsBook.Sing the song using the names of differentchildren in class and they need to answer you. Thewhole class can hide behind the desks and the chwhose name you mention in the song jumps up aanswers your question. Of course, you need to hethem with the answers.

4 Finally, a guessing game can be played. Task 3 inthe Activity Book is for this purpose. Help themcut out the paper. Then have them draw somethin

on it behind the cloud. It is important other childrdo not see what the picture is. Then each childcan ask the class to guess: WHATS BEHIND THECLOUD?

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A NOTE:This lesson could be the first one where you startwriting some words on the board. Make sure youuse capital letters only. Do not make a big deal outof it. You write and they read after you. That is allfor now.


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Repeat the procedure showing and saying twonumbers at a time: ONE, TWO / THREE, FOUR .../ TWELVE / FOURTEEN...

Again they repeat after you.

Next, get them to repeat four numbers after you:

ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHTTHIRTEEN, FOURTEEN...

3 Display the cards on your desk. Ask the children tocome and hand you the number you mention: FIVPLEASE!

Stick the card on the board. Repeat this withdifferent children until all the numbers are on theboard.

4 Ask the children to come to the board in pairs andsay: POINT TO NUMBER TEN!

Give each pair a few tasks.

5 Ask every one to close their eyes. Remove one ofthe numbers from the board and ask:

WHATS MISSING?

6 Ask them to copy the numbers into their notebooThey can use a different colour for each number.As they are doing so, walk around, point to theirnumbers and help them say what they are.

Step 2 LEARNING THE SONG

1 The children look in the Pupils Book, Task 1. Pla

the CD and ask them just to listen and look in thebook. After the first listening ask them what thecharacters are counting.

2 Get the class to repeat after the CD. It is really eas

Next, put the class into three groups. The firstrepeats Lizs words, the second Pollys and the thirMr Bings.

3 Play the song. It is Task 3 in the Pupils Book. Thchildren can listen and show the numbers with thfingers. Then they can sing along. It should be faieasy. The song also goes backwards so they need

pay attention.Repeat the song several times.

4 You can adapt the song by asking a group of 10boys to come up front, singing:

ONE LITTLE, TWO LITTLE, THREE LITTLE BOYS.

FOUR LITTLE, FIVE LITTLE, SIX LITTLE BOYS.

SEVEN LITTLE, EIGHT LITTLE, NINE LITTLE BOYS.

TEN LITTLE BOYS SITTING ON THE FLOOR.

Lesson 2

Aim: Learning to count

Language focus: numbers 120

Step 1 INTRODUCING THE NUMBERS

1 Ask the children if they can count from 120 in theirmother tongue. Of course they can. So tell them tocount on their fingers all together. Get them to do itonce again, but this time say the number in Englishafter they say it in their mother tongue. The thirdtime they need to repeat the English numbers afteryou as you are counting on your fingers.

2 Prepare the flashcards with the numbers. Showthem one by one and get the children to say eachnumber after you.

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read it. The children read it silently and then have topoint to the right number on the board. The otherpossibility is to leave the words on the board andremove the numbers.

5 Only if you feel your class is ready for it, ask themto copy the words into their notebooks. In this caseask several children to try and read aloud the wordsthey have written.

6 Play BINGO with numbers. This is Task 3 in theActivity Book. The children can write the numbersin the boxes and you can show the word cards.

As you are counting the boys in the song they needto sit down on the floor. Then you can sing the songbackwards and they need to stand up, so you endthe song with:

ONE LITTLE BOY SITTING ON THE FLOOR.

Repeat the procedure with TEN LITTLE GIRLS.Let them listen to Task 5.

Ask them to repeat the numbers after they havelistened to them.

Step 3 PLAYING WITH THE NUMBERS ITS YOURTURN!

The children colour the numbers in the ActivityBook, Task 1. Then they cut them out. It will take awhile, so be patient. When they have the numbersdisplayed on their desks you ask them to:

a) hold up different numbers

b) put the numbers face down and then turn thecards over with a friend and say the number

c) play a whats-missing game with a friend (onechild closes

Documents

Dip in 3 Prirucnik.pdf