P94805 Dip in 6 Teacher's Book

Maja Mardešić
DIP IN 6
priručnik za nastavnika engleskog jezika za 6. razred osnovne škole
6. godina učenja
1
Izdavač
Školska knjiga, d.d.
Zagreb, Masarykova 28
Za izdavača
Ante Žužul, dr.sc.
Urednica
Vlasta Čeliković
Recenzenti
Višnja Pavičić Takač
Haidi Mimica Tudor
Stanka Pera Martinac
© ŠKOLSKA KNJIGA, d.d., Zagreb, 2020.
Nijedan dio ovog priručnika za nastavnike ne smije se umnožavati, fotokopirati ni na
bilo koji način reproducirati bez nakladnikova pismenog dopuštenja.
Maja Mardešić
DIP IN 6
priručnik za nastavnika engleskog jezika za 6. razred osnovne škole
6. godina učenja
Zagreb, 2020.
3
Introduction 6
Lesson 1 English and me 13

Startin
g up
Lesson 2 Who’s who 20
Lesson 3 Emma’s school 33
Lesson 4 School rules 40
Lesson 5 We are a good team! 46
Lesson 6 In the library 55

UNIT 1
ACROSS THE WORLD / ACROSS CULTURES / 62
ACROSS THE CURRICULUM
Summerhill
SELF-CHECK 1 Lessons (1 – 6) 65
Lesson 7 What do you do in your free time? 68
Lesson 8 What does a true friend do? 79
Lesson 9 The most interesting sea animals 87
Lesson 10 Films 96
UNIT 2
Croatia in superlatives / Croatia in numbers
Lesson 11 Tara’s birthday party 112
Lesson 12 Nero 120
Lesson 13 The boy who cried wolf 125

UNIT 3
Lesson 14 The Middle Ages 133
Lesson 15 Around Liverpool 141
Lesson 16 I was crazy about John 150

Medieval London / Modern London / Political London
Political Croatia
Lesson 17 Receiving mail 165
Lesson 18 At the airport 172
Lesson 19 Getting ready for a trip 182

UNIT 4
ACROSS THE CURRICULUM SCOTLAND
Lesson 20 At the McDonnells’ in Scotland 192
Lesson 21 The lights went out 201
ACROSS THE WORLD / ACROSS 207
CULTURES / ACROSS THE CURRICULUM
Stribor’s Forest
UNIT 5
Lesson 22 Dreamworld 213
Lesson 23 Green talk 217
Lesson 24 Our holiday plans 222
Holiday destinations
1 Reading / The top ten library books Emma’s school 238

Appendix
2 Stribor's Forest by Ivana Brlić Mazuranić (Part 2) 240
3 How to introduce pronunciation symbols 242

INTRODUCTION
DIP IN 6 is designed for 6th grade students who have already had 5 year of English in
primary school. The material covers 105 hours of classroom teaching (45 minute
classes three times a week). DIP IN 6 is the sixth book in an eight part series for
elementary school (CEF A2) but with its self-contained content it can be used in
grade 6 as part of any elementary school series.
The new 2020 edition, follows all the requirements of English as a foreign language
curriculum which was published in January 1919. With its rationale, organisation,
and range, DIP IN 6 contributes to the development of communicative
competence, intercultural competence and independent learning, the
three domains on which a recent language learning curriculum is based on.
However, communicative teaching despite its numerous pedagogic advantages, has
not encouraged students’ habits of noticing or conscious exploration of grammatical
forms and functions. Therefore, activities in DIP IN 6 are sequenced in such a way
that students first respond to the meaning of the structure through content-based
tasks, then are encouraged to raise their consciousness to notice the form and
function of the target structure within a range of different contexts and finally engage
in activities which would develop their language accuracy and gradually build up
their confidence and lead naturally to more complex individual or group tasks that
require more independence in their language learning.
COMPONENTS OF DIP IN 6
The Student's Book contains:
* 24 LESSONS organised in 5 UNITS which follow the common sense methodology
of teaching English as a foreign language that particular age group but incorporated
into the TOPICS which enable a cross-curricular link with other subjects.
* 6 ACROSS THE CURRICULUM / ACROSS CULTURES / ACROSS THE WORLD
sections which expand their knowledge of the world, help to promote critical thinking
and serve as a springboard for a lot of interesting discussions or further projects.
* WRITING BIT(E)S sections which prepare students for more demanding writing
tasks further on.
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* SELF-CHECK sections which foster self-evaluation and peer-evaluation.
* LEARNING OUTCOMES - a student's learning record
* GRAMMAR SUMMARY
* List of irregular verbs
* Wordlist
* Audio Script
The Workbook contains:

* 24 units giving further practice of the language introduced in the Student's Book.
* additional WRITING BIT(E)S sections.
* LOOK BACK as revision and reinforcement sections
* APPENDIX: SOUND SYMBOLS – a page with the phonemic alphabet which can
be used to introduce the sound symbols and to practise pronunciation.
* If you use the CDs from the previous edition of the book CD 2 can be used as a
CD-ROM for use on a laptop or desktop computer where you can find some
additional interactive tasks
The Teacher's Book contains:

* Step by step lesson plans. Each step corresponds to one 45 minute class.
* Outcomes according to the requirements prescribed in the curriculum, suggested
teaching time and target language are given at the beginning of each lesson
* Ideas for alternative activities.
* Background information for the teacher, including cultural information
* Methodology notes for inexperienced teachers.
* The Student’s book and Workbook answer key.
The Digital Resource Pack contains the e-version of the Student’s Book, the
integrated audio content, pictures and photos, interactive activities including quizzes,
the Teacher’s Book, detailed lesson plans with clearly stated aims, skills and
outcomes and a host of useful tools.
The Test Pack contains * A and B versions of tests which are designed to measure
progress and attainment throughout the school year.
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KEY FEATURES OF DIP IN 6
The setting: Liverpool. The main characters: The Williams family
Mum (Ellen), Dad (Andy) and their three children
Jenny (5), Emma (12) and Patrick (17).
Stella (25), their au pair from Italy.
Grandma who used to be John Lennon's classmate.
Emma's friends: Tara, Lee and Eve.
The McDonnell family (who live in Scotland). Emma's Aunt Erica, Uncle Peter and
their children, Susan and Martin.
The book is divided into 24 lessons but there is a plot line that runs through the
lessons and unites them into a whole. The plot also:
* provides a natural context for a range of situations, including language, grammar
and communicative patterns suitable for this particular age;
* helps students identify with the characters and their problems;
* raises awareness of some cultural differences;
* opens up topics that enable students to learn about the world and expand their
general knowledge. The chosen topics also establish a cross-curricular link with other
subjects.
GRAMMAR
All grammar is presented in context. The grammar 'to be noticed' naturally arises
from the listening or reading texts. Students are gently led from the initial stage in
which they are exposed to the target structure towards becoming aware of the form,
practising it through different types of exercises and using the target structure in
freer follow-up tasks. Sixth-grade students should also be encouraged to form a
slightly different picture of how grammar works. Their cognitive development should
enable them to start looking at grammar analytically and to start making
generalisations about grammar rules. They should also be encouraged to make
comparisons with their mother tongue. As their teacher and at this stage of their
development, you can start to raise your students' awareness of typical errors made
by Croatian speakers of English as a result of mother-tongue interference. For
example, My brother is playing the guitar every afternoon.
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Some of the grammar activities, for example those introducing the past simple, are
designed to cater for different learning styles. They focus on seeing (the visual sense),
hearing (the auditory sense), and doing (the kinaesthetic style).
LANGUAGE FOCUS boxes highlight the main grammar points in a lesson. There
are usually some example sentences followed by very simple rules. For more detailed
explanations, students can turn to the GRAMMAR SUMMARY at the back of the
book.
The grammar progression of DIP IN 6 is as follows:
STARTING UP AND UNIT 1 (Lessons 1 – 6)
– the present of the verbs to be and to have;
– have to / doesn't have to / mustn't;
– the present simple with adverbs of frequency and time adverbials.
UNIT 2 (Lessons 7-10)
– questions and negatives in the present simple;
– comparison of adjectives;
– possessive pronouns.
UNIT 3 (Lessons 11-16) – the central unit reflecting the key grammar structure (the simple past) to
be acquired in grade 6
– the past simple of the verb to be in the positive and negative forms, and in questions;
– there was.../ were...;
– the past simple, including both regular and irregular verbs;
– questions in the past simple – yes and no and WH- questions (including subject questions);
– the past simple in the negative form.
– the present continuous for fixed arrangements;
– will and won't;
– the present simple vs. the present continuous.
– the going to future;
– as preparation for grade 7, the past continuous at recognition level.
VOCABULARY AND EVERYDAY LANGUAGE
Students learn a range of lexical items based on the topics covered in the lessons. The
topics include: family, school; free time (films, books, computers); friendship;
history; music; travelling; food; house and furnishings; the environment and nature;
the fantasy world and holidays.
Lexical items include collocations, paraphrases, opposites, fixed phrases with
prepositions, some simple idiomatic expressions, phrasal verbs and word families.
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Ideas and strategies for introducing, revising and activating vocabulary are given
throughout the Teacher's Book.
Students are also exposed to vocabulary which they are expected to understand
passively but on which they are not tested.
Communicative items included in the EVERYDAY LANGUAGE sections practise:
making requests; asking for information; making and accepting invitations; making
suggestions and responding to suggestions; expressing wishes; asking the way; giving
directions; making decisions and promises; asking for permission; and expressing
opinion.
SPEAKING
Speaking activities are guided and structured.
They are linked to the topics, lexis and grammar in the lesson. Before students are
asked to say something about the topic, they are provided with structured input.
However, in grade 6 there is going to be a wide gap between the input and the output
or production. One of the main objectives in grade 6 is to build a solid foundation for
the future development of speaking skills by providing students with language and
strategies that they should start assimilating according to their individual abilities,
their own learning pace, and their emotional and cognitive development.
Apart from practising everyday communicative items (see Vocabulary above) there
are also activities that build the skill of paraphrasing or summarising. In some,
students are taught to use visual prompts, including pictures, notes or mind maps.
WRITING
The WRITING BIT(E)S sections prepare students for the more demanding writing
tasks they are likely to face in the future. They cover the area of spelling, and draw
students' attention to areas where mistakes are often made.
In grade 6 students should be introduced to some well-organised writing samples to
raise their awareness of the importance of all the stages of the writing process: good
planning, organisational structure and revision. These samples of writing are above
their level and the students are not asked to produce such writing by themselves. The
purpose is to expose and sensitise students to elements of good writing. By giving
them the task of inserting, reordering or replacing parts of such writing, we are
preparing students to deal with similar tasks independently in grades 7 and 8.
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READING
The reading texts provide opportunities to practise different reading skills such as
scanning and skimming. They provide a natural context for introducing grammar
points and serve as a ground for expanding vocabulary.
Lead-in activities in the form of pictures, questions or vocabulary activate students,
establish the context and prepare them for the topic. While-reading and post-reading
activities are clearly structured in each of the lessons.
There are activities that encourage students to turn independently to their Wordlist at
the back of the book. Students are also encouraged to guess meaning from the context
– one of the important strategies in developing reading skills in any foreign language.
There are some reading texts and dialogues that are recorded and can be played for
the students to follow in the book. These serve as good auditory models. The teacher
should decide, depending on the students' abilities, which of the texts should be
listened to and/or read (as indicated in the book), and which of them should be read
silently and which read aloud.
LISTENING
The listening texts include dialogues, conversations, monologues and narratives.
There is a variety of English accents which prepares students for listening in real life.
The listening material is related to the main topic of the lesson or develops it. It is
always preceded by some listening input in terms of introducing vocabulary,
preparatory reading or discussion.
The listening material is aimed at developing different listening skills such as
listening for gist or listening for detail. The listening tasks include multiple choice,
gap filling, ordering sentences or pictures, answering questions, matching or spotting
mistakes.
CULTURE
The book contains 6 ACROSS THE CURRICULUM / ACROSS CULTURES / ACROSS
THE WORLD sections that round off each unit. They recycle either the topic or the
grammar covered in the unit and raise it to a level that is slightly above the level of
grade, thus preparing students for real life reading texts.
They can be used as a springboard for projects, depending on the availability of other
sources like a computer, the internet, printing opportunities or an LCD. Alternatively,
they can be done in class, by letting students themselves design some extra tasks such
as true/false statements, quizzes or fill-the gap activities for others to complete.
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These sections feature cultural aspects of both the English speaking world and
Croatia thus raising awareness of national cultural identity which even children at
this age could promote by presenting it in English in a very simple way to a friend
from abroad.
The topics covered in Across cultures also help develop positive attitudes to different
cultures across the world, as well as to the students' own culture. They make students
compare education in Croatia with education in some other countries. These sections
also foster appreciation of the cultural heritage and natural beauty of both English
speaking countries and Croatia.
THE IMPORTANT ROLE OF THE TEACHER

The topics and issues dealt with in DIP IN 6 open up numerous opportunities for the
teacher to navigate students towards positive values, thus helping them establish
their identity and learn who they are. The teacher's role is not just to teach the
subject, but to help students develop into responsible individuals, respecting
themselves and others. The situations in which the book's characters find themselves
provide a springboard to make students aware of their rights and responsibilities and
to help them develop into good citizens.
Teaching in grade 6 can be very demanding, but by getting to know the students,
respecting them and building a relationship with them, even with the most difficult
ones, the teacher can surely find very many personal and professional rewards.
PRONUNCIATION AND SOUND SYMBOLS

There are several PRONUNCIATION BOXES in the Student's Book that help students
in problem areas regarding pronunciation.
Attention is paid to the short forms of the present of to be, the difficult pronunciation
of the ending -s / -es in the present simple and -d / -ed in the past simple,
the difference between won't and want, and polite intonation in requests.
In the APPENDIX of the Teacher's Book there are some ideas on how to familiarise
students with the pronunciation symbols (see the section HOW TO INTRODUCE
SOUND SYMBOLS). There are 14 activities that last 10 to 15 minutes which can be
incorporated in the lessons throughout the school year at any time convenient to the
teacher.The sound tables at the end of the Workbook are recommended for this
purpose.
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STARTING UP
Tema 1 Učim engleski i promičem kulturu vlastite
zemlje
Tema 2 Zemlje engleskog govornog područja
Cjelina Starting up
Lekcija Lesson 1 ENGLISH AND ME
Okvirni broj sati 2-3
Ishodi učenja A.6.1; A.6.4; C.6.5; C.6.2; C.6.1; C.6.3
Učenik:
Razrada ishoda -pokazuje razumijevanje teksta
-izdvaja iz teksta ono što se odnosi na njegovu situaciju
-prepoznaje svoj trenutni položaj u procesu učenja,
-prepoznaje leksičke obrasce induktivnim i deduktivnim
zaključivanjem
-radi u paru uz međusobnu podršku
Jezični sadržaj Vokabular: useful, difficult, be good at, laugh at,

make noise, cheat
English-speaking countries, a capital, flag, a stripe,
a square, a ground, a maple leaf, a coat of arms;
a marten, a goat, population
Gramatika / Komunikacijska upotreba:
Razgovor o učenju jezika i razrednim pravilima:
How do you say… in English? Can you spell it,
please? Can I borrow your…? Izricanje osnovnih
činjenica o zemljama engleskog govornog područja i
Hrvatske u sadašnjosti uz uporabu glagola biti
imati: The capital is… The flag is… It has got…
Croatia has a population of…
Međupredmetne teme Osobni i socijalni razvoj A.3.1.- 4.; B3.1- 4. C. 3.4.

Učiti kako učiti B.3.4.; C.3.1.1.- 4. D.3.1.1; D.3.1.2.
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Lesson 1 ENGLISH AND ME
Overview:
-positive attitude towards language learning through a questionnaire
-the importance of English and its presence worldwide
Pupils will be able to
-understand a questionnaire about learning English
-name English – speaking countries and their capitals and recognize their
flags
-present Croatian flag to an English speaking person
-discuss the importance of classroom rules
Step 1
WELCOME BACK!
1 Keep in mind that this is the first lesson after a long summer break. Most students
haven't had a chance to use their English much and most of them will be reluctant to say
anything. To warm them up you can start with an acrostic, a type of word puzzle in
which the first letters of a set of words make up a new word. Tell your students that they
have to guess the word by listening to your description (a paraphrase of the word). Point
out they should write just the words, not the definitions, one below the other.
1) it's something you do with your pencil in your notebook (write)
2) the school subject you are having now (English)
3) you … to music (listen)
4) an electronic machine that can store a lot of information; you also use it to play
games (computer)
5) the opposite of 'close' or 'shut' (open)
6) the teacher gives them to say how good your work is (marks)
7) the opposite of 'difficult' or 'hard' (easy)
8) the teacher writes on it in the classroom (board)
9) What is A, B C, D...? There are 26 letters in the English one (alphabet)
10) a room where you are sitting now (classroom)
11) you lock and unlock the door with it (key)
The students' writing in their notebook should look like this:
1) WRITE or WRITING
2) ENGLISH
15
3) LISTEN
4) COMPUTER
5) OPEN
6) MARKS
7) EASY
8) BOARD or BLACKBOARD
9) ALPHABET
10) CLASSROOM
11) KEY
Tell the students to look at the first letter of the words. If they have guessed the word
and written it correctly, the first letters vertically should read a new word WELCOME
BACK!
You can write the words on the board to serve as a reminder to talk about each word
that you paraphrased.
2 Go through all the words that you have written on the board by doing the
activities below. Decide, depending on the class, how much you'll add to the words on
the board.
1-3) Write on the board the 4 skills you are going to work on this year (WRITING,
LISTENING, READING and SPEAKING). Ask them which of them they like best.
Point out the importance of each skill.
4) Ask them if a computer, a smartphone or a tablet can be useful in learning
English. In what way? Have they learnt any new words while playing a game or
surfing the Net?
5) Ask them to name at least 5 things they can open or shut. For example: A
DOOR, A WINDOW, A CUPBOARD, A WARDROBE, A LETTER, AN EMAIL, YOUR
MOUTH, A BOTTLE, A CAN, A PRESENT, A SHOP. You can OPEN YOUR HEART to
someone (to tell someone your real feelings because you trust this person) or OPEN
YOUR MIND (be ready to accept new ideas and learn new things) which is important
when learning a foreign language.
6) What was their mark in English last year? Do they think they can do better this
year? Tell them what you expect from them. For example: DO HOMEWORK; PAY
ATTENTION IN CLASS; COPY WHAT'S ON THE BOARD IN THEIR NOTEBOOK;
HAVE THEIR BOOK, WORKBOOK AND NOTEBOOK EACH TIME, etc.
7 )Ask them if they find learning English easy or difficult. Why? If they learn any
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other language, ask them if the other language is more difficult. Or, compare it to
Croatian. Introduce the word USEFUL. Ask them why English is useful. What can you
do with it?
8/9) Check if they know the alphabet. Why should they know the alphabet?
Firstly, the alphabet is important because it helps you find a word in the dictionary.
(You can have a look at the wordlist at the end of the book.) Secondly, spelling is
useful because, to speakers of English, Croatian names are sometimes difficult to
write. Ask them to spell their names.
10) Ask your students what else the word KEY can mean. (Ključ ili rješenja
zadataka). Tell them that in English one word can have several meanings. Ask them
what the expression KEY TO SUCCESS could mean. How would they translate this
phrase into Croatian? Explain that the KEY to SUCCESS in learning English depends
on them. The teacher is there just to unlock the door (not the door of the classroom,
of course!!!), but THE DOOR OF THE WORLD OF ENGLISH. Students should
explore the wonderful world of English and work on it by themselves, too.
English and me, Student's Book, p. 8 and 9 Task A and B

3 Ask your students to open their books on page 8 and do Task A (1-6). When
they finish, go through the answers with them.
Depending on your class, decide how much time to spend discussing each picture.
The pictures give you some ideas on the topics you'll cover throughout the school
year. For example:
What are your favourite songs in English? What do their titles mean?
Who are your favourite singers in English?
What web pages do you visit?
What can you read about in a magazine?
What's the boy watching? What kind of a serial is it? Where do people in the picture
come from? How do you know? Name some famous basketball players. Have you ever
seen any photos of the royal family? What is the football fan in the picture wearing?
(Point out that people in Scotland do not normally wear kilts in their everyday life!)
How do you know that a person comes from Ireland? What tells you that the last boy
comes from Australia? Etc.
4 (6) Explain why some of the things they don't like are important.
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Classroom rules
5 Discuss the classroom rules in Task B.
6 If there is any time left, you can go through the phrases in the box in Task C.
You can say the expressions in Croatian and they should find the matching English
ones.
Homework: Students could copy the questions and the corresponding answers in
their notebook (an easy task) or ask your students to do Tasks A, B and C in the
Workbook (a more difficult task). Tell your students to bring coloured pencils
(crayons) next time.
Step 2
English-speaking countries, Student's Book, p. 10 and 11
1 Check homework.
2 If possible, borrow a map of the world from a geography teacher or use the map
from the digital resource pack. Ask someone to find Croatia. Ask your students what
countries can be called English-speaking countries. Find them on the map. Write
them on the board (the United Kingdom, the Republic of Ireland, the USA, Australia
and New Zealand.) There are some more but you don’t have to mention them at this
point.
Ask your students to look at the pictures and read the names of capital cities.
Encourage them to match the countries with the capitals, first orally and then in
writing by doing Task B.
Ask them which of these countries they would like to visit. Write on the board: I'd like
to visit... because I'd like to see... Look at the map and point out how little Croatia is
in comparison to the countries where English is the official language. If possible,
show the pictures of flags from the digital resource pack or have a look at the ones in
Task C and ask them to recognise the countries they represent. Introduce the
following words: STRIPE; GROUND; CROSS; and MAPLE LEAF. Give them a few
minutes to do Task D. Check what they have done by asking someone to read it out
loud.
3 Based on the given examples, encourage students to describe the remaining flags.
4 Tell your students to take out the coloured pencils and get ready to do some tasks
in the Workbook.
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English-speaking countries, Workbook, p. 8 and 9
5 Ask your students to have a look at the map in Task D. Tell them to colour each
country a different colour. Make sure they have coloured Alaska as belonging to the
USA.
6 Ask them to do Task E. Introduce PATRON SAINT. Ask students if they know
what the Croatian names of St George and St Andrew are (Sv. Juraj – usually
represented fighting a dragon; Andrija – who was tied on a cross in the shape of an X.
Therefore, an X-shaped cross is called St Andrew's cross (Andrijin križ). In Croatia,
the Andrijin križ is often used in railway signalisation.
7 Do Task F and Task G. Check students’ work.
Background information for the teacher

St Andrew (1st century AD) is the patron saint of Scotland. He was one of the 12
apostles. In the 8th century, it is believed his bones were brought to a town on the
east coast of Scotland. Andrew was killed in Greece on an X shaped cross, and so
this cross is on the Scottish flag. St Andrew's Day is celebrated on 30 th November.
The patron saint of England is St George. People believe that he was killed in the
third century because of his religious beliefs. According to the legend, he killed a
dragon to save a woman.
St George’s Day is on 23rd April.
St Patrick is the patron saint of Ireland. Patrick became a monk in Gaul and went to
Ireland in 432. He converted many people to Christianity. It is said he used a
shamrock (a plant with three leaves) to explain the concept of the Christian Trinity.
That is why Irish people wear a shamrock on St Patrick's Day which is celebrated
on 17th March.
There is no cross for Wales on the Union Jack but the patron saint of Wales is St
David (6th century AD).
He lived in a place called St David's today and set up several religious communities.
St David's Day is celebrated on 1st March. The national flower of Wales is the
daffodil which is traditionally worn on St David's Day.
Good to know / Online Research Student's Book, p. 11
Set one of the three tasks from these two sections for homework. Alternatively, you
might also split up the class in three groups and give each group one of the tasks. Give
them a week to prepare. The first group should answer the questions about the
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Croatian flag and make a short presentation which they might, if asked, give to
a visitor to Croatia. The second group does research on the EU flag and the third
group has to order the English-speaking countries according to their size or
population.
The figures below are either for your reference or you can show the table in class
using the e-resource pack if you decide that your class is not ready for project works
set as homework. PISA testing results have shown that students have problems
reading the tables when doing the problem-solving tasks, so ask them, in Croatian if
it is too difficult in English, what they notice about the size of the country and the
corresponding population.

Size km2 Population (2014)
Canada (Ottawa) 9, 984, 670 35,524,732
The USA (Washington, DC) 9, 826, 635 322,583,006
Australia (Canberra) 7, 692, 024 23, 630,169
New Zealand (Auckland) 270, 634 4, 551,349
The UK (London) 243,609 63,489,234
The Republic of Ireland 70,282 4, 677,340
(Dublin)
Croatia (Zagreb) 56,538 4,272,044
Workbook answer key:

A useful; difficult; interesting; easy
B slušanje, čitanje, pisanje, govor, gramatika, vokabular, izgovor
C 1 Grammar 2 Pronunciation 3 Listening 4 Writing
5 Reading 6 Vocabulary 7 Speaking
D and E colouring activities
F London; Edinburgh; Cardiff; Belfast
G 4.5 million; Zagreb; Zagreb; 1 million
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UNIT 1
Tema 2 MOJ SVIJET
Cjelina UNIT 1
Lekcija Lesson 2 WHO IS WHO
Ishodi učenja A.6.1;A.6.2;A.6.4;A.6.5;B.6.1;C.6.1; C.6.3;
Učenik:
-razumije ključne informacije iznesene u tekstu
Razrada ishoda -koristi se osnovnim strategijama za poboljšanje razumijevanja
pri slušanju (npr. vodi kratke bilješke)
-prihvaća kulturnu uvjetovanost i ispecifičnosti određenih
pojava (npr. pojam au pair)
-reproducira tekst na temelju predloška
-uređuje, tj. ispravlja svoj govor
-razlikuje kratki i dug oblik glalgola biti pri slušanju
-izražava pripadnost uz upotrebu Saxon Gentiva
-pokazuje razumijevanje teksta, zapisuje ključne riječi i
koncepte u skraćenom obliku
-povezuje činjenice o drugim kulturama s vlastitom kulturom
-povezuje planirani sadržaj pisanja o svom prijatelju sa
zadanim predloškom
-prepoznaje leksičke obrasce induktivnim i deduktivnim
zaključivanjem
-surađuje s drugim učenicima kako bi riješio problemske
situacije i dobio povratnu informaciju o uspješnosti rješavanja
zadataka
-odgovara na pitanja i postavlja pitanja uz predložak
-primjenjuje naučeno i govori o svojoj obitelji i prijateljima
Jezični sadržaj Vokabular:

Family words-expansion (aunt, uncle, nephew, niece,
husband, wife, son, daughter, stepmother, stepfather, cousin
Other equipment, a van, a studio, an architect,
a cameraman, in the country
Gramatičke strukure njihova komunikacijska
upotreba: izražavanje sadašnjeg stanja - present of ‘to be’
and ‘to have’ (duge i kratke forme); izražavanje pripadanja uz
uporabu Saxon genitiva i posvojnih pridjeva; postavljanje
pitanja u sadašnosti s glagolima be and have i upitnim
riječima
Međupredmetne teme i Osobni i socijalni razvoj A.3.1.-3; B3.1- 4. C. 3.4.

Učiti kako učiti B.3.4.; C.3.1.1.-4. D.3.1.1; D.3.1.2.
međupredmetna
Građanski odgoj / Hrvatski jezik / Geografija
povezanost
21
UNIT 1
Lesson 2 WHO IS WHO?
Overview:
-family words and family relationships
-the present of the verbs to be / to have and personal pronouns and personal
adjectives
-paraphrasing strategies
-two different uses of the apostrophe (the possessive -s and short forms)
-the pronunciation of weak (short) forms of the verb to be
Students will be able to:
-understand a short text about Emma’s family and extract the main
information
-retell the text using prompts from the table
-talk about their family
-introduce their friends and say something about them
Suggested teaching time: 4 periods
Step 1
Lead-in Family words, Student’s Book, p. 12.
1 Start off by doing Task A.
aunt-uncle; mum-dad; niece- nephew;
grandpa-grandma; daughter-son; stepfather-
stepmother; husband-wife; sister-brother;
grandson-granddaughter; COUSIN is the word that does not form a pair.
You can also explain what the difference is between half sister / half brother and
stepsister / stepbrother. In a stronger, class you can also explain the term in-laws.
The expression in-law can be added to parents, mother, father, daughter and son,
sister and brother to refer to people related by marriage.
2 Do Task B. Ask students to circle their relationships in the family. Give them
some examples by saying the relationships you have. When students talk about their
relationships, ask additional questions. For example, if Ira is a niece, what does this
mean? (That she has got an aunt and uncle.) What does that mean? (That her mum
22
or dad has a brother or sister), etc.
3 Students work in pairs and guess who the people on their friend’s list are. (Task
C, p. 12)
On introducing new vocabulary

When introducing new vocabulary, I would advise you to write just English words
on the board but ask your students to copy the English word and write down its
Croatian translation. In this way, the students are forced to think about the
meaning of the new words and you avoid their 'mechanical' copying. If you haven't
done it that way before, you'll realise that at first you'll have to repeat the
translation several times because there are always some students who write slowly
or some students who lack concentration. When the students are copying the words,
go around the classroom and check the meaning several times. Teach your students
to rely on their partner as well when they want to check the meaning.
In grade 6 you should start working on paraphrasing strategies. At this stage, it's
important to start off with the translation of the word and then move on to
paraphrasing (see Task E in the Student's Book).
As for transcription, I wouldn't transcribe all the word because it is time consuming
and even unnecessary. It would also take a lot of time for students to copy.
However, throughout the school year, gradually familiarise students with the
pronunciation symbols in order to prepare them for later, more independent, use of
a dictionary. You will find more tips on building up dictionary skills throughout the
Teacher's Book.
4 Before you ask your students to listen to the text, introduce the words below (also
Task D, p. 12). Make sure you write them on the board in two columns, as shown.
Ask your students to write the words in their notebook in the same way because they
will need them in the next lesson:
A FILM DIRECTOR A CAMERA / EQUIPMENT
A CAMERAMAN A STUDIO
AN ARCHITECT A VAN
AT WORK
IN KINDERGARTEN
You can introduce the words above by asking some questions.
23
What do we call a person who decides what actors should do? (a film director)
The director often sits next to the person who has got a camera? (Write 'a camera'
on the right.) This person is called a cameraman (Write it on the left, below a
director.)
Sometimes they film outside, sometimes in a studio. (write 'a studio' on the right)
A studio is also a place where a painter works.
An architect (write it on the left) can also work in a studio (we translate it as
'arhitektonski ured').
Where are your parents now? Are they at work? Do they work very hard?
My uncle is a redecorator. He has got a little van (a kind of car) where he puts all
his equipment (all the things he needs for his job). What equipment do you need
for your PE class?
Have you got a younger brother or sister? Who looks after him / her when your
parents are at work? Is he / she in kindergarten?
Paraphrasing -Word quiz
5 Give students a few minutes to remember the words you have written in three
columns on the board. Revise vocabulary by doing a word quiz. Divide the class into
two teams. Write the numbers 1- 12 on the board. Students can choose a number and
you read out the paraphrase of the word the students should guess.
1) a place where small children stay and learn while they parents are at work
(kindergarten)
2) a kind of vehicle, bigger than a car, smaller than a truck (a van)
3) a place away from towns and cities (country)
4) a person who shoots films (a cameraman)
5) things you need for an activity or a job (equipment)
6) the opposite of long (short)
7) a person who designs houses (an architect)
8) a kind of vehicle with two wheels and pedals (a bicycle)
9) a place where a painter works (a studio)
10) a thing you need to make a film (a camera)
11) a place in the country where you can see a lot of animals (a farm)
12) the opposite of big (small)
6 After the game, students are ready to do Task E. Before doing the task, explain
why paraphrasing is important. Tell them this is something they will certainly need in
24
life because they will find themselves in situations where they won't know the English
word for something and they will have to explain the word somehow. (This
generation might use mobile phones to find the right word in the future, but, still,
stick to paraphrasing and point out how useful it is.)
7 Draw students' attention to the indicated beginnings of the paraphrases. Write
them on the board:
It's a place where...
It's a person who...
It's a thing you use for... ing / in...
It's a kind of vehicle which / a kind of animal which /a kind of fruit
which ... You can see it... It can be... (what colour?)
It's the opposite of...
Ask students to explain the words below orally, using some of the beginnings on the
board. If you have run out of time, you might give some of them for homework.
a school, a library, a cinema, a kitchen
a teacher, a doctor, a vet a pencil,
a credit card, a bag, a knife, a car, a mouse, a polar bear, a cow, a banana
interesting, short, black, ugly
Step 2
Emma’s family, Student’s Book, page 13, pictures
1 Look at the pictures on page 13. Introduce the main character Emma and say that
she lives in Liverpool. Ask students what the city is famous for. Show them the photo
of the city from the digital resource pack. If you still have a map in the class, they, the
students, can find Liverpool and draw it on the map in their Workbook on page 9.
Liverpool is a city and port in the northwest of England. It lies on the River Mersey
and it has a population of 440,000. It is best known as the home of the Beatles and
Liverpool and Everton football clubs. People from Liverpool are called
Liverpudlians. In 2008 it held the title of European Capital of Culture. You will find
out more about Liverpool in Lesson 15.
2 Ask them who the other characters in the pictures might be.
Introduce the word au pair by saying that in Britain some families take an au pair –
a young woman from another country who lives with the family to learn English and,
in return, looks after children and does light housework. Ask them if any people in
25
Croatia have an au- pair? Why not?
3 Let the students listen to L.2.1. Ask them to circle the names Emma mentions.
4 Ask students to identify who is who in the family and what Emma would like to be
one day.
5 Students should do Task B while listening. Alternatively, write on the board the
questions below. They just add the question above the words they have already got in
their notebook
Who is... Who has got...
A CAMERAMAN? A CAMERA / some EQUIPMENT?
AN ARCHITECT? A STUDIO?
(AT) WORK? A VAN?
IN KINDERGARTEN?
6 If students haven’t managed to hear all the answers, tell them to add missing
information by silently reading the text.
7 Ask some students to read the text aloud. Ask them why Susan and Martin are
happy to live in the country.
8 If there is any time left, let them read the text silently once again to fill in the table
in Task D.
Name He is / She is He is / She is He has got /
She has got
Emma 12 a schoolgirl a camera
Ellen 42 an architect a small studio
Andy 43 a cameraman a van / a lot of
equipment
Jenny 5 in kindergarten a lot of friends
Patrick 17 in the States a girlfriend in
Liverpool / a bike
Stella 25 from Italy four brothers and a
sister
Name They are They are They have got
Susan 14 and 10 brother and two dogs
and sister
Martin
26
Step 3
Revision - Speaking by using prompts from the table in Task D.
1 Start off with checking what students have done for homework. You can ask
students individually to talk about one of the characters. Finally, students who are
confident enough can try to talk about all the members of Emma’s family.
THE PRESENT OF THE VERB 'TO BE' (long and short forms)
APOSTROPHE 1
2 Throughout stage 1 of the lesson students have already used the present of the
verb 'to be' when talking about Emma's family (He is / She is / They are) or when
describing words (It is). The table at the bottom of the page is there to draw their
attention to things they learnt in grade 5, but they are presented here in a slightly
different way since the students are familiar with these structures and they are a year
older. Tell them to look first at the words written in bold. Explain that this is the verb
TO BE. How many different forms has the verb 'to be' got in English? Tell them the
present of 'to be' is very simple compared to the present of 'to be' in Croatian. Draw
their attention to the long and short forms and the use of apostrophe which, in this
case, replaces some letters.
Let them finish the sentences in Task A, using the short forms. Point out that they
are more common in speaking.
THE PRONUNCIATION BOX, Student’s Book, p. 16
3 Let the students listen to the sentences with short forms from the
pronunciation box in the Student's Book, page 16. Task 1. Make them repeat
the sentences after the recording (L.2.4).
Audio Script Task 1 I’m happy. You’re funny. He’s at home. She’s at home. It’s
sunny. We’re in grade 6. You’re in the classroom. They’re in the playground.
4 Next, have a look at Task 2.
Let your students listen to the sentences (L.2.5) and let them decide if they can hear
a short or a long form. If you want to spend less time on this section, after they have
done the circling, students listen to L.2.6 and write the four sentences down.
Alternatively, you can skip Task 3 and spend more time on Task 2 by asking students
to work in pairs. While listening again, Student A writes down all the odd-number
sentences (1,3,5,7,9 and 11) while Student B writes down all the even-number
sentences (2,4,6,8,10 and 12) They check their work. If they have done it correctly,
27
one student should have a short form written in his sentence while the other should
have a long form. Let them listen once more to check the examples they haven't done
correctly.
Audio script PRONUNCIATION BOX Student’s Book p. 16
Task 2 (L.2.5)
1 I'm hungry. (S) 2 I am hungry. (L)
3 You are funny.(L) 4 You're funny. (S)
5 He is good. (L) 6 He's good. (S)
7 She's my best friend. (S) 8 She is my best friend. (L)
9 It is hot. (L) 10 It's hot. (S)
11We're the best. (S) 12 We are the best. (L)
Task (L.2.6.)
What's your name? (S) What is your name? (L)
Our cat is beautiful. (L) Our cat's beautiful. (S)
Possessive –S / APOSTROPHE 2
5 Write on the board the example sentences similar to the ones below.
Iva is Sanja's mother.
Iva and Branko are Sanja's parents. Sanja is Iva and Branka's daughter.
Sanja has got two sisters. Her sisters' names are Ana and Klara.
Ask your students what the -S in the sentences above means. (We use it to say who
something or 'somebody' belongs to.) Ask your students to make up the rules in
Croatian. You can also have a look at the table in the Grammar summary section on
page 128. Go through the boxes together, translating if necessary. Ask your students
to do either Task D in the Student’s Book, p. 16 or move on to doing more exercises
that can be found in the Workbook.
Task D 1 Emma is Jenny and Patrick's sister.
2 Ellen is Emma, Jenny and Patrick's mother.
3 Ellen and Andy are Emma, Jenny and Patrick's parents.
4 Patrick is Emma and Jenny's brother.
5 Susan is Ellen and Andy's niece.
6 Andy is Martin and Susan's uncle.
7 Susan and Martin are Emma, Jenny and Patrick's cousins.
28
Family tree, Workbook p. 10
7 Tell your students to open their Workbook and study the family tree on page 10.
Ask them to do Task A. When checking their work, ask them to correct the wrong
sentences, writing out the correct ones.
If there is any time left, ask your students to do Task B and Task C. Additional
exercises on pages 12 and 13 in the Workbook, might be given for homework.
Step 4
Listening: EMMA'S FRIENDS
In the second part of the lesson there are 3 texts about Emma's friends that develop
listening skills. Each of them has a different type of listening task.
Introducing new vocabulary
1 Start off with these questions to introduce some new vocabulary and prepare
students for the listening tasks on EMMA'S FRIENDS on pages 17 and 18.
1) Can you name the months of the year backwards? What's the date today?
(Write it on the board.) When is your birthday?
2) What subjects have you had today?
3) Name as many things as you can that you can play. (Children will probably
start off with sports or games but you can move on to musical instruments, so as
to introduce A VIOLIN.)
4) How many towns in the UK can you name? Make sure they mention London,
Liverpool, Glasgow because they will be mentioned in the text later on.
5) Have you got a pet? (introduce a BUDGIE)
2 Let them study the sentences in Task A. They could do one of the sentences
before listening to the text because they can see the answer in the picture.
3 Let them listen to the text (L 2.7). During the first listening they should circle the
correct answer. During the second one, encourage them to listen for additional
information. Ask them to tell you everything they know about Lee. (1 twelve 2
Liverpool 3 a music teacher 4 the violin 5 CDs.)
4 Let them have a look at the pictures related to Tara in Task B on page 17. Tell
them to finish the sentences off before listening. Let them listen to check what they
have done (L.2.8) (1 Tara 2 Emma 3 swimming and acting 4 London; parents 5
Marley).
29
Hong Kong (meaning 'Fragrant Harbour' in Chinese), off the south coast of China,
used to be a British colony.
In 1997 Hong Kong was handed back to China. Under British rule, Hong Kong
became a successful business centre. It had a population of 6 million people, mostly
Chinese, who had a very high standard of living. When the colony was returned to
China there was a great celebration in Beijing, but some Chinese from Hong Kong
moved to other countries and opened their businesses elsewhere.
Liverpool has one of the largest and certainly the oldest Chinese community in
Europe. During the 19th century the British traded heavily with the Far East.
Liverpool was one of the major trading ports at that time and received a large
proportion of this trade. Many of the Chinese seamen who travelled to Liverpool
also settled there.
The Caribbean is the area in the Caribbean Sea – to the east of Central America –
that includes islands such as Cuba, Jamaica, Puerto Rico, Trinidad, Tobago and
Barbados. A lot of people living in these islands, also called the West Indies, are
descendants of African slaves taken there by people from Britain (and some other
countries) in the 16th and 17th centuries. Since the 1950s, many people from these
islands have come to live and work in Britain, including Liverpool.
5 In Task C there are some notes about Eve (L 2.9). Ask your students to say as
much as they can about her before listening. Next, make them listen to the text to
hear some more facts about Eve that are not mentioned in the table.
(She wants to be a scientist one day. She has got grandparents in Scotland.)
7 Students fill in the fact file in Task D. Tell them that in the previous class there
were a lot of mistakes regarding the writing of capital letters. Elicit what words in
English are written with capital letters. Go through the WRITING BIT(E)S
section Students practise capitalisation by doing Task 1, 2 and 3 on page 19. Later
on, let them work in in pairs and compare the spelling rules in English with the ones
in Croatian (Task 4).
8 Tell your students to cut out the cards for the game that can be found on pp. 122
and 123 in their Workbook. They are going to use them in the next class.
30
Step 5
Revision
Question words
1 The purpose of Task F in the Workbook is to revise all the question words.
Explain what REASON means. Do Task G as well. Students should write just one
question word in the blank. Ask your students to read these short dialogues in pairs.
Practise intonation. In a good class, you can ask students to add two more lines to the
dialogues, or you can ask them to explain what these people are talking about.
2 The questions in Task F refer to the texts on pages 13, 14, 17 and 18 in the
Student's Book. Give them a few minutes to find the answers to the questions they
didn't know. First, ask them to answer the questions orally. After that tell them to do
Task I. The beginnings of the answers are written for them because students at this
age still have problems with the syntax – word order.
Self-evaluation
3 After they have done it, tell your students to have a look at the questions in Task
E on page 19. Ask them to tick off all the questions they can answer without looking
back at the text in the book.
Peer-evaluation
4 Students work in pairs. Student A asks Student B six questions, one from each
pair. Student B answers and then asks the remaining questions Student A.
Rounding off
ABOUT ME AND OTHERS - A BOARD GAME
5 The next activity leads the students to a speaking activity – revising all the thing
covered throughout Lesson 2 and talking about their own friends and family using
the language you have worked on (the verbs to be / have got / the possessive -s /
personal pronouns and possessive adjectives) and also asking some questions.
The game consists of a set of cards that can be found on pp. 122 and 123. It is played
in pairs or groups of four, so you will need a die per pair or a group and a coloured
counter for each player. The players lay the cards face down in a circle. Make sure
that the cards come in the following order: a SAY card, a QUESTION card, a WORD
card and a WHO IS WHO? card. Decide on the position of the START card and the
finish CARD.
31
If it is played in pairs, the players might start the game at different places and move
along the board in opposite directions. Decide where to put the MISS A TURN cards.
The first player starts the game by rolling the die. When the player lands on a square,
he / she should do the task. If the answer is correct, or, at least one sentence is
produced in the case of a SAY card, the player might go one step forward.
Follow- up
6 Here are some ideas for some other possibilities of using the cards.
a) Students can prepare a short talk about themselves using the SAY cards as
prompts.
b) Students can change their partner and interview ‘a new person’ by asking them
the questions from the ANSWER THE QUESTION card.
c) Students practise paraphrasing by trying to explain one of the words from the
EXPLAIN THE WORD cards. The other person should guess the word.
d) Students choose two to three characters from the WHO IS WHO? card and
write in their notebook what they know about them. The weaker students can
have a look at their book.
A 1 TRUE 2 FALSE (three children) 3 FALSE (brother)
4 TRUE 5 FALSE (a niece and a nephew) 6 TRUE
7 TRUE 8 TRUE
B 1 Susan's 2 Martin and Susan's or Susan and Martin's 3 Peter's 4 Erica's 5 Laura
and Kirk's or Kirk and Laura's 6 Laura and Kirk's or Kirk and Laura’s 7 Emma,
Jenny and Patrick's (or any other order) 8 Susan and Martin's or Martin and
Susan's 9 Catherine's
10 Susan and Martin's or Martin and Susan's
C Students’ own answers
D Table I 2 You're 3 She's; It's 2 You're 3 They're
Table II 2 You aren't 2 He isn't 3 It isn't 1 We aren't 3 They aren't
Emma and Tara is /'s; Is ; isn't ; is / 's ; is / 's ;
Andy am / 'm ; is /'s ; am / 'm ; is /'s ; are / 're ; am / 'm ; isn’t
Stella is /'s ; am / 'm ; are ; is /'s ; is /'s ; is /'s
Ellen Is ; is ; is /'s ; are ; is ; is /'s
Jenny Is ; is ; is /'s ; are / 're ; is /'s ; am / 'm ; are ; is /'s
32
E 2 The capital of the USA isn't New York. It's Washington.
3 Montana and Texas aren't towns in the USA. They're two states.
4 It isn't cold today. It's freezing.
5 Glasgow and Edinburgh aren't towns in England. They're towns in Scotland.
6 I'm not fourteen. I'm...
7 Hugh Jackman isn't American. He's Australian.
8 My grandma isn't English. She's Croatian.
9 We aren't late. We're on time.
F person; thing; two or more; place; time; reason; number
G 1 When 2 Why 3 What 4 How many 5 Where 6 Who 7 Which
H 1 Who 2 How 3 Where 4 When 5 Where 6 Why
7 Who 8 How 9 When 10 Which 11 Why 12 What
I Possible answers
1 Emma is talking about her family and friends.
2 There are 6 people in her family including the au pair.
3 He is in the United States.
4 He is coming back in three months.
5 They are at work.
6 Because they love animals.
7 Stella is their au pair.
8 She has got four brothers and a sister.
9 Her birthday is in December.
10 Lee can play the violin.
11 Lee has got a lot of CDs because he is crazy about music.
12 She'd like to be a film director.
33
UNIT 1
Tema 2 MOJ SVIJET
Cjelina UNIT 1
Lekcija Lesson 3 EMMA’S SCHOOL
Okvirni broj sati 3
Ishodi učenja A.6.1; A.6.2; A.6.4; A.6.5; B.6.1; C.6.1;C.6.3.
Učenik:
-pronalazi informacije u tekstu i dopunjava rečenice
Razrada ishoda -pridružuje riječi objašnjenjima u vidu križaljke
-izdvaja iz slušnog teksta 2 ključne informacije
-sažima tekst koristeći se ispravljenim rečenicama iz
zadatka Točno / netočno
-proširuje rečenice prema svojim sposobnostima
-sudjeluje u razgovoru koristeći se jednostavnim
jezičnim strukturama
-koristi se 'mind-mapom' kako bi lakše zapamtio
vokabular
-služi se mind mapom u pripremi za pisanje sastavka
-uočava uz pomoć nastavnika elemente dobro-
organiziranog sastavka

School subjects: Art, Biology, Chemistry, Design and
Technology, Languages, Literature, Geography, IT,
History, Mathematics, Music, PE, Physics, Religious
Studies, Civic Education; School activities: Choir
singing, Robotics, First Aid, Orchestra, Drama group,
Film Club; School facilities: Science Lab, Library, Sports
Hall. IT Room, Canteen, Outdoor playground, Design
Room, school corridor, bike rack Adjectives describing a
school building: modern, nice, spacious, shabby;
Adjectives describing teachers: nice, fair, strict, friendly,
kind, youngish;
Gramatika / komunikacijska upotreba: There is /
are in a school description.
Međupredmetne teme i Osobni i socijalni razvoj A.3.1; B.3.1; B.3.2; B.3.4.

Učiti kako učiti C.3.3-3; D.3.2.-2; B.3.1; B.3.4.
međupredmetno Uporaba informacijske i komunikacijske tehnologije
povezivanje A.1.1; B.3.1; B.3.2; B.3.3.;C.3.2; C.3.3; C.3.4.
Građanski odgoj A.3.4.
34
UNIT 1
Lesson 3 EMMA’S SCHOOL
Overview:
-education - school subjects and extracurricular activities
-describing schools
-raising awareness of the differences between Croatian and English schools
-developing positive attitude to school as a place of learning and socialising
-understand a short text about school by listening
-talk about their school, school subject and different school activities
-analyse the difference between Croatian and English school
-write about their school using a given model
Step 1
WARM-UP
1 Start off by asking students some of the following questions:
How many subjects have you got this year?
Is that more or fewer than last year?
Which of them are you good at?
INTRODUCING NEW VOCABULARY
2 Write SCHOOL SUBJECTS on the board and ask students to come to the front
and write them down. Add subjects that they haven't got this year like CHEMISTRY
and PHYSICS. In a strong class you can have a little chat about what they learn about
in each of the subjects. When talking about Croatian, explain the difference between
LANGUAGE and LITERATURE. In LANGUAGE, students cover the rules of
grammar, while in LITERATURE students get a reading list and they discuss writers
and their works and write book reports (lektira). In a good class, when mentioning
MATHS, you can explain the difference between ALGEBRA and GEOMETRY.
Write EXTRACURRICULAR ACTIVITIES (or just ACTIVITIES) on the board.
If possible, use the digital resource pack and show them the pictures of some extra-
curricular activities. Students should guess what activities they can see in the
pictures.
35
Elicit some activities they can take up in their school. In order to introduce new
words, tell them that when you went to school the CHOIR and DRAMA GROUP were
the most popular. Most students also took up a sport or CHESS, because the PE
teacher was very popular but nobody signed up for IT because it didn't exist. Ask
them to guess what IT is (INFORMATION TECHNOLOGY.) You can also add that
you (or someone you know) had FIRST AID. Ask students to read individually all the
school subjects and activities from the board.
EMMA'S SCHOOL WEBSITE, Student’s Book, p. 20
3 Let students open their books to have a look at Emma's school website. First, look
at the pictures and ask students to identify the subjects or extracurricular activities.
These are: ORCHESTRA; CHOIR; CHEMISTRY; ROBOTICS; DRAMA GROUP
AND SWIMMING.

School children in England wear school uniforms. On the girls' and boys' blazers or pullovers there is
a coat of arms with the school motto. The one on Emma's school says "Laude finem" which means
"Praise till the end". Ask them if they know which language it is. Since they learnt about Ancient
Rome in Grade 5, they might now that the Romans spread their culture and the Latin language to
much of Europe. (In AD 43, the Emperor Claudius invaded Britain.) Latin has always been
associated with education and today children still learn Latin in some schools in Europe, including
Croatia. There are a lot of proverbs and sayings in Latin. They might be familiar with the motto
from Hogwarts in the Harry Potter series "Draco dormiens nunquam titillandus" – "Never tickle a
sleeping dragon".
4 Have a look at the COAT OF ARMS of Emma's school. Use the tool for zooming
in / out from the digital resource pack and ask students to describe the coat of arms
they can see in the picture.
5 Ask them what "Praise till the end" means. Unfortunately, a lot of children of
today have a very negative attitude to education, school and learning and don't realise
that a good education might open a lot of opportunities in their lives. Draw their
attention to the fact that many children are deprived of any education at all and
would be the happiest if they could go to school. Instead, they are either forced to
work hard or they roam the streets, often hungry and without much prospect for the
future.
36
There is also a picture of a bee on the coat of arms of Emma's school. Ask your
students what a bee might stand for. A hardworking person is commonly said in
English to be "AS BUSY AS A BEE". Bees are very useful insects. Their beehive is
organised very well. Is there any similarity between a beehive and a school?
You can ask your students to finish off the sentence SCHOOL IS A PLACE WHERE
YOU CAN ... in at least three different ways. Allow them to write down a negative
ending, but then through discussion try to change it into a more positive statement.
6 Go through the website by asking someone to read aloud. Add the word
FACILITIES and STAFF to the new vocabulary on the board. Also explain the
difference between a DAY SCHOOL and a BOARDING SCHOOL. Let your students
finish the sentences in Task B, p. 21.
1 Green Bush 2 Park Road 3 eighteen 4 eighteen 5 Students’ choice 6 Head teacher
Boarding schools are schools where some or all the pupils study and live during the
school year. Children attend these schools because their parents think they will have
a better education. British schools have three terms a year with a few days half term
holidays during which pupils at boarding school can go home.
Crossword, Student’s Book, p. 21

7 Those students who have finished can move on to the crossword in Task C.
1 LAB 2 LIBRARY 3 CANTEEN 4 MATHEMATICS 5 LANGUAGE 6 HEAD TEACHER
7 OUTDOOR 8 LITERATURE 9 ORCHESTRA 10 FIRST AID 11 PLAYGROUND
12 GREEN BUSH 13 HISTORY 14 BIOLOGY 15 CHOIR 15 SWIMMING
PROJECT WORK Ask your students to design a similar page for their own school.
You can use the model from the digital resource pack. If you don’t have the
equipment, they can do it on paper form as a poster. You can gradually expand the
project and add things up as you go along. Once you do Lesson 5 We are a good
team, students can interview some people that work in their school and write a short
article about them. Such tasks and projects are important because they develop key
concepts and skills for citizenship, making students aware of the responsibility of all
the members of the school community.
37
Step 2
1 Start off by checking the crossword, if you haven’t already done it, and revising
what students remember from the website.
READING (AND LISTENING) Emma and Stella are talking about the
school website
2 The conversation between Emma and Stella is split up into two parts. Students
can read the text and find the answers to the true / false statements below. In a
strong class you can let the students listen to the text first, books shut. Later, they can
listen and read, or just read to look for information they have missed while listening.
Comprehension questions:
How many students / teachers are there?
Who is Mr Beard?
Task A 1 F (300) 2 F (She doesn't learn Latin.) 3 T 4 T 5 F (A)
3 If you have decided to let them listen first, books shut, set the second listening
task. What are her favourite subjects?
Task C 1 Art 2 Information Technology 3 laugh 4 the first floor
Speaking -Task D
4 Let the students work in pairs. They have a chat about the questions in Task D to
compare their answers. Tell them they'll have to report back in English, so insist on
speaking in English all the time.
Vocabulary mind map
5 Go through the mind map and ask them to fill it in.
A SCHOOL BUILDING: lijepa (nice); moderna (modern); prostrana (spacious);
pohabana (shabby)
TEACHERS: simpatičan/na, drag/a (nice); strog/a (strict); ljubazan/na; (kind);
mladolik/a (youngish)
Draw their attention to the two different meanings of the word NICE (lijep/a,
simpatičan/na.
Summary: Emma's school, Student’s Book, page 25
6 Students should fill in the summary Task F for their homework. They can do it in
their book or you can ask them to copy the text in their notebooks. This would be
good writing practice.
38
Step 3
WARM-UP
1 You can start off with an odd-one-out game. You read four words. (In a less
ambitious class you can reduce it to three.) One of them does not belong to the group.
In a good class you can ask your students to justify why they have eliminated a
particular word. You can write up some help on the board.
All the words except______________ describe…
All the words except_______________ are…
a) strict – fair – kind – spacious (all the words except spacious describe teachers)
b) Latin – French – English – Art (Art isn't a language)
c) canteen – library – choir – sports hall (choir isn't a school facility)
d) Biology – Chemistry – History – Physics (History isn't a science subject)
e) shabby – thin – modern – spacious (all the words except thin describe a school
building)
f) choir – drama group – public speaking – staff (staff isn't an extracurricular
activity)
g) A – Z – B – C (Z isn't a mark)
2 Tell your students they have a similar task in their Workbook on p. 16.
Preparing students for a writing task: MY SCHOOL, Student’s Book, p.25
3 Check the summary in Task F and draw students' attention to the THERE IS...
THERE ARE... in the LANGUAGE FOCUS box. Ask your students to do Task G
in the Workbook. Those who finish first can move on to Task F.
4 Tell your students they are going to write a description of their own school.
Go back to the summary of Emma's School in their book. Draw their attention to
the organisation of the future writing by doing Task G. Tell them to write a similar
article about their school, following the given model (Task I – My School). Instead
of Emma's favourite subjects, they should write about theirs. Tasks D and E in the
Workbook can be given for homework.
39
A 1 Science 2 Choir 3 spacious 4 youngish 5 Robotics
B Languages: Latin, French, German
School facilities: sports hall, lab, canteen
Words to describe teachers: fair, strict, kind, nice, youngish
Words to describe school buildings: spacious, modern, shabby, nice
School activities: Choir, Robotics
School subjects: Science; PE, IT, Physics
C Students’ answers
D is; are; isn't; is; are; are; are; is; is; are;
hasn't got; has got; are;
are; has got; has got; has got; is; has got
E The first paragraph up to: The school isn’t very big.
The second paragraph up to: Stella hasn’t got…
The third paragraph up to: Stella is very happy…
F 1 German 2 French 3 Polish 4 Japanese 5 Austrian 6 Italian 7 Croatian 8 Spanish
9 Chinese / All of them except Keiko and Ling are from Europe.
40
Tema MOJ SVIJET
Cjelina UNIT 1
Lekcija Lesson 4 SCHOOL RULES
Okvirni broj sati 3
Ishodi učenja A.6.1; A.6.2; A.6.4; C.6.1;C.6.2;
Razrada ishoda Učenik:
-traži informacija i nadopunjava rečenica
-proučava pravila o upotrebi modalnih glagola pri
izricanju zabrana, obaveze i odsustva obaveze
-razgovora o slikama i predviđa sadržaj
-reagira na informacije u slušnom tekstu i stavlja slika u
pravilni redosljed
-pridružuje slike i rečenice
-prenosi naučeno na osobno iskustvo i kreira dijalog u
paru
Clothes (a school uniform): a polo shirt, a sweatshirt,
shoes, trainers, a skirt, trousers, a tie; Household chores:
take the rubbish out, lay / clear the table, do the
vacuuming, go shopping, do the dishes;
Gramatičke strukture i njhova komunikacijska
upotreba: HAVE TO / DON’T / DOESN’T HAVE TO /
MUST MUSTN’T to express obligation, lack of obligation
and prohibition
Međupredmetne teme i Osobni i socijalni razvoj A.3.1; B.3.1; B.3.4.
međupredmetno Učiti kako učiti C.3.3 3; D.3.2. 2; B.3.1; B.3.4.
povezivanje Uporaba informacijske i komunikacijske tehnologije

A.1.1.
Građanski odgoj A.3.4; A.3.5
41
Lesson 4 SCHOOL RULES
Overview:
-obligations, lack of obligations and prohibition
-home and school
-phrasal verbs
-read notices on obligation and prohibition at school
-understand dialogues covering school rules and identify
which rule has been broken
-talk about household chores
Step 1
WARM-UP
1 Start off with two puzzles (questions) in order to introduce the new vocabulary and
to point to some cultural and linguistic differences.
They wear uniforms. Who are they?
The association of most Croatian students might be police officers, postmen or
postwomen, firefighters or soldiers, but rarely pupils in English schools. Show them
some photos of school uniforms from the digital resource pack.
Write on the board typical school uniform items, while saying boys have to wear
SHIRTS, TROUSERS, SHOES and sometimes even a TIE. Girls have to wear SHIRTS
and SKIRTS. Both wear BLAZERS (jackets) or SWEATSHIRTS. Ask them what they
think the good and bad sides of wearing a uniform are.
Next, say: You can ride it. What is it?
Croatian pupils would probably a say A HORSE and a DONKEY because a lot of
students still associate the verb RIDE with an animal rather than with A BIKE, A
MOTORCYCLE or a SCOOTER. They often say 'DRIVE A BIKE' when they mean
‘RIDE a BIKE’. INTRODUCING MORE VOCABULARY – Write RIDE A BIKE and
ask them to tell you some words they associate with riding a bike. Write down
HELMET, BIKE LANES, FRONT and BACK BRAKE, WHEELS and BIKE RACK. Ask
them which words are parts of a bike, which are important for their safety, and which
can be found in their town. If you have an LCD and a laptop, you can show them the
42
pictures connected to cycling from the digital resource pack.
2 Thirdly, introduce the word GADGETS and explain that these are small useful
machines or tools. Explain that we often talk about electronic gadgets like
smartphones or earphones.
3 Let your students have a look at the title of the lesson which is SCHOOL RULES.
Ask them how RULES usually start. Write on the board YOU MUST (HAVE TO) ...
YOU MUSTN'T...Ask them to give some examples of school rules in their school.
Write one example on the board in order to prepare them for Task A.
YOU MUST COME ON TIME. (You have to be on time) and YOU MUSTN'T BE
LATE.
4 Let them study the NOTICE BOARD of Emma's school and ask them to finish
off the sentences in Task A.
KEY:
1 Pupils have to come to school on time.
2 They have to stay in the playground during breaks.
3 Girls have to wear a white shirt, a green sweatshirt or a jacket, a black skirt and
black shoes.
4 Boys have to put on a white shirt, a green sweatshirt or a jacket, a tie, black
trousers and black shoes.
5 Girls mustn't wear a mini skirt, make up or jewellery.
6 Pupils mustn't bring their pets to school.
7 They mustn't make a noise in the corridors.
8 Pupils mustn't use their mobile phones in class.
Listening: DIALOGUES 1-3 (L.4.1; L.4.2; L.4.3.)

5 There are 6 dialogues all together, each covering one school rule from the notice
board in Task A. Task B covers the first three of them and the students’ task is to
match each picture with a corresponding dialogue. There are 4 pictures, so there is
an extra one. Tell your students to have a look at the pictures and elicit as much as
you can, depending on how strong your students are.
Where do the dialogues take place?
What are the children doing?
What's the problem?
43
6 Let them listen to the first three dialogues. The task is to find out which of the
school rules the children break.
Dialogue 1 In the schoolyard. Fido, Fido!
The rule that is broken: You mustn’t bring pets to school.
Dialogue 2 History lesson
You must switch off your mobile phone. Teachers have to do it, too.
Dialogue 3 Bike problems
You must have working front and back brakes.
DIALOGUES 4-6
7 Move on to the next three dialogues.
Dialogue 4 (L.4.4.) At home – school uniform
Dialogue 5 (L.4.5.) Nice earrings!
Dialogue 6 (L.4.6.) Listening to music and using earphones in class.
This time let your students follow the text in the book while they are listening. Ask
them to underline all the examples of MUST / MUSTN’T in the dialogues. You can
allot roles and let the students read the dialogues.
If you and your class have an affinity for acting, you can tell your students to learn
one of the dialogues by heart and act it out next time.
8 Finally go through the LANGUAGE FOCUS BOX.
Draw their attention to the fact that MUST and HAVE TO are almost the same in
meaning, as opposed to their negative forms MUSTN'T and DON'T HAVE TO, which
have different meanings. Write two more examples on the board.
You DON’T HAVE TO come to school half an hour earlier, but you can if you want.
(It’s not necessary and we have a choice.)
Emma DOESN’T HAVE TO stand up when the teacher is entering the class.
9 Students are ready now to do Task F in their Student’s Book.
Step 2
IN MY SCHOOL, Workbook p. 20
1 Check homework. Ask some students to take the role of Emma and her mum.
2 It’s time to encourage students to start thinking about the rules they have to obey
in their school. Task C and Task D in the Workbook are there to give a guideline.
44
Everyday language: HOUSEHOLD CHORES, Student’s Book, p. 29
3 Have a look at the pictures on page 29. Go through the pictures first and after
students have done Task G, ask them to remember them. With their books shut, they
should tell you all the HOUSEHOLD CHORES they can recall. Ask them which of
them they HAVE TO DO. You can add some more to the list if you wish. For example,
'do the ironing'; 'clean up after your dog'; 'clean the bird's cage' or 'change the cat's
litter', etc. Students work in pairs and take turns to say what they 'have to' or 'don't
have to do' by practising the model dialogue.
4 Ask students to do Tasks A and B in their Workbook.
A song 'HAVE TO RAP' (L.4.1) Workbook, p. 22
5 Introduce the new vocabulary written in capital letters in 'the story' that follows.
Tell them that you are DESPERATE when the discipline in some classes is so bad that
no learning can take place. Add that you are DESPERATE when you spend all
morning writing things down and preparing for your class, and students MOAN
about writing a few sentences in their notebook.
Say jokingly that you aren't that DESPERATE when students YAWN, you don't
normally take it personally, because they could be tired, but you are quite
DESPERATE when they don't put their hand in front of their mouth while doing so.
Let the students read the rap and guess the missing words that you can see on the
right. Let them listen to the spoken version.
6 Let them practise rapping along with the recording.
Step 3
Revision
1 Start off with singing a rap.
COLLOCATION PRACTICE, Workbook, p. 21
2 Revise collocations with MAKE, DO and WEAR that students meet throughout
this lesson (Task F in the Workbook).
PARENTS AND CHILDREN
3 Task F in the Workbook could be done as grammar practice. Explain to your
students beforehand that to call someone names in sentence number 5 means to use
insulting names for someone.In a stronger class, this opens the way for introducing
new vocabulary (be spoilt – 3; feel disappointed and let down – 4; feel embarrassed,
feel loved and protected – 9; be tolerant – 11; etc.) and discussing each statement.s.
45
How much time you dedicate to these statements depends on how strong your class
is.
IDEAS FOR PROJECT WORK
Some of the tasks in the Workbook can be expanded into projects. Here are some
ideas for tasks which might be modified according to your students’ interests.
DISOBEYING SCHOOL RULES (Task C). Shoot a short video clip using your
phone which will illustrate in a funny way the negative consequences of disobeying
one of the school rules. (For example, sticking chewing gum on the chair on which the
same student sits on later in the day.) Make sure you have the written parents’
consent for filming and do not let children upload their videos to social media.
Make a poster HOW TO GET BETTER AT ENGLISH (Task D) with some tips on
how to improve your English. The poster can be displayed in class.
OUR MESSAGES TO THE PARENTS (Task E). Write a short poem using the
prompts from Task E. Students should start the sentences with
YOU HAVE TO...
YOU MUSTN'T...
YOU DON'T HAVE TO...BUT…
A stronger class can add some more lines. For example,
WHY? BECAUSE YOU WANT ME TO BE … / BECOME…GROW INTO… etc.
A 4 wash the car 2 cook 1 take the rubbish out
3 make the bed 7 lay or clear the table 6 go shopping
8 look after your... 5 do the vacuuming
B Students' answers
C The answers depend on the school the students attend.
D Students’answers
E The answers might differ. Possible answers:
have to – number 1 2 6 9 11 12 13 / don't have to – number 3
mustn’t –number 5 7 8 10 14
G MAKE your bed; a mistake; a noise; a mess
WEAR a school uniform; a helmet; slippers; make up
DO homework; the vacuuming; the dishes; sports
H that; uniform; swear; forget; test; rap; class; homework; perfect; play
46
Tema 2 MOJ SVIJET
Cjelina UNIT 1
Lekcija Lesson 4 WE ARE A GOOD TEAM
Okvirni broj sati 3
Ishodi učenja A.6.1; A.6.2; A.6.4; B.6.2; C.6.1; C.6.2; C.6.3.
Učenik:
-priprema se za čitanje radom na novom vokabularu.
Razrada ishoda -koristi se osnovnim strategijama za poboljšanje
razumijevanja čitanja, pogotovo važnosti konteksta i
kohezije teksta.
-povezuje elemente teksta.
-razvija pravilan izgovor glagola u 3. licu jednine pri
uporabi Present Simpla.
-prepoznaje leksičke i strukturne obrasce induktivnim i
deduktivnim zaključivanjem
-uči suradnički
-sudjeluje o jednostavnom dijalogu o osobnome
iskustvu.
Jezični sadržaj Vokabular

Verbs - daily activities: teach, study, read, write, come,
open, unlock, say, smile, talk, push, work, get, greet,
make, meet, discuss
Gramatičke strukture i njihova komunikacijska
upotreba
Upotreba Present Simpla za opisivanje nečijih navika,
tipičnog radnog dana
Phrasal verbs: look after someone, help someone out,
turn on (the heating / light), pick out (a book)
Other / collocations: an interactive whiteboard, a front
gate, a broken chair, a good mark, a reading list, anti-
bullying strategies, skip classes, a telephone call
Međupredmetne teme i Osobni i socijalni razvoj

A.3.1. A.3.2. A 3.3. B.3.1. B.3.2.B.3.4.
međupredmetno Građanski odgoj A.3.5. C.3.3.
promicanje važnosti timskog rada i poštivanje svih zanimanja u
povezivanje njihovom doprinosu zajednici; multikulturalnost )
Učiti kako učiti
C.3.3 3. Interes.
D.3.2. 2. Suradnja s drugima.
Hrvatski jezik (važnost konteksta i kohezije teksta koji olakšavaju
razumijevanje pri čitanju)
Uporaba informacijske i komunikacijske tehnologije
A.1.1.
47
Lesson 5 WE ARE A GOOD TEAM!
Overview:
-daily routine - the present simple (3rd person singular) and time adverbials
-responsible attitudes towards people who work in school
-understand short text about jobs related to school by reading
-talk about jobs and people’s daily routine
-recognize individual responsibility and contribution of each person to
the school quality and wellbeing at school
-realize the importance of teamwork
Suggested teaching time: 3 to 4 periods
Step 1
LEAD-IN
1 Write down the professions from Task A on the board: A HEADMASTER, A
JANITOR; AN IT TEACHER; A PSYCHOLOGIST and A LIBRARIAN. What do they
have in common?
The people with these professions might work in school. Ask them if they know the
names of the people who do these jobs in their school. For example: Mrs Ivić is the
head teacher; Mr Crnatko is the janitor; Mrs Bilić is the IT teacher.
2 Let the students do Task B. In a stronger class you can elicit some more things
these people do.
KEY: 1 an IT teacher 2 a librarian 3 a psychologist 4 a janitor 5 a head teacher
3 This stage of the lesson is optional but it is advisable to do it for educational
reasons. Tell your students that people should have certain qualities to do these jobs.
Write on the board 4 adjectives:
PATIENT RESPONSIBLE
TENSE YOUNG
Translate them into Croatian (strpljiv, odgovoran, napet ili nervozan i mlad).
Ask them for which professions you need these qualities.
48
Gently point out that responsibility is something you need in every kind of job. Why?
Because irresponsibility could be very expensive, literally and metaphorically.
Give an example. Depending on the children's answers, you can write:
A teacher has to be responsible and patient. (A teacher must be...)
He / She mustn't be tense.
He / She doesn't have to be young.
This short lead-in activity provides a new context for revising the modals used for
expressing obligation, absence of obligation and prohibition, grammar points you
have already covered. However, point out once more the difference between has to /
doesn't have to / mustn't by asking your students to translate the sentences above
into Croatian.
The last sentence, written as an example, might raise some 'educational issues', so
use the situation, whatever 'age group' you belong to, to point out that younger
teachers might understand younger people better because the gap isn't too wide, but
older teachers have a lot of experience and they can use it to their and the students'
best advantage.
Use this situation to point out that the lack of respect for older people is one of the
sad issues in our society, mentioning the quality of experience and wisdom that come
with age. Refer to their grandparents if they start talking about older people (or
teachers) in a negative way. Old age is just one of the issues in the development of
tolerance in our society and we should gently use the classroom situation to discuss it.
READING
4 The reading text in this lesson consists of five short texts from which one sentence
has been removed. Students have to insert the sentences (Task C) in the right place
in the text.
Inserting a sentence in a text is one of the most common tasks in the testing of reading skills
that students are likely to come across in the future at a more advanced level. I believe that
exposing students to a similar task format early enough, and in this case a much simpler
version, could be of great help for their future education. The sentences here are rather
simple and quite easy to match because there is a vocabulary link to the text. Nevertheless,
this exercise is of great value because it develops reading comprehension skills and the skill
to establish a link with what comes before and what follows in the text.
49
5 At this stage, if needed, you can go through the sentences in Task C and ask your
students to guess in advance what professions from Task A the sentences refer to. Ask
them how they guessed.
For example, the word 'problem' goes with a psychologist because he / she works
with people who have problems.
6 Let the students read the text silently and do Task C. Finally, check their work by
reading the text out loud.
7 Skip Task D at this point because you will use it as a starting point and move on to
Task E. They should refer back to the text. Ask them to copy the words in their
notebook and translate them into Croatian.
KEY: interactive whiteboards – pametna ploča
front gate – glavni ulaz (vrata)
broken chairs – potrgane stolice
good marks – dobre ocjene
telephone calls – telefonski pozivi
reading list – popis knjiga za lektiru
8 Set Task F for homework. Ask the students to underline the phrases from Task F
in the text on page 30. In this way, you are gently preparing them to work out the
meaning of words or phrases from the context. KEY: 1b) 2a) 3b) 4b) 5b) 6 b)
Step 2
1 Start off by checking the meaning of the phrases from Task F, the task students
did at home. Ask additional questions. For example:
What does she do to help them out?
Are you into computers? What do you like about computers?
Do you know anybody who skips classes? Why do they do that?
Are there any anti-bullying strategies in your school? Who do you talk to when you
or someone else is bullied?
2 Give your students a few minutes to go back to the text and do Task D.
You can ask them to write the sentences down in their notebook like this:
1) Mrs Black gets to school at 8 every day.
2) Miss Havilland works in the morning and in the afternoon.
3) Mr Jones has classes with teachers once a week.
4) Mrs Goldring comes to school three times a week.
5) Mr Jenkins turns on the heating in winter.
50
3 Ask them if in the sentences above we talk about people’s regular activities (also
habits and routines) or something they are doing now. Draw their attention to the
time phrases that come at the end of the sentence.
Language focus: Present Simple
4 Go through the LANGUAGE FOCUS box. When do we add -s or -es?
What are the spelling rules for the third person?
Write some examples on the board:
– ES go-goes
do-does
watch-watches
push-pushes
fix-fixes
discuss-discusses
The letter Y in the third person singular
play-plays – the y doesn't change, but
try-tries – there is a spelling change where the consonant+y→ies
Note: Although it seems a bit silly, my students remembered the rule when I told
them that the letter Y gets on well with a 'samoglasnik' 'who' says 'samo ti ostani' (as
in plays or stays) while a'suglasnik' 'who' likes scaring the letter Y off says 'suuuu'
and scares the letter Y so much that it shrinks to I (as in try or cry).
Pronunciation (L 5.1 and L 5.2)

5 While your students were reading the texts on p. 30 and 31, you probably noticed
whether or not they still had problems with the pronunciation of the ending -s. The
first task in the pronunciation box is related to the Language Focus Box.
Examples of the spelling rule number 2 are:
teach-teaches
fix-fixes
push-pushes
6 Move on to Task 2. Let the students listen to the recording and repeat the verbs.
Next, practise reading them and ask the students to try to make a sentence about the
people in Emma's school (Task 6).
51
If necessary, let them look back at the text. You can do the task without following the
numbers but using the verbs randomly, thus avoiding the order in which the verbs
appear in the text.
Finally, let them listen to the recording and write the verbs in the appropriate
column. In a weaker class, you can dictate the words to make the task easier. When
you are dictating the words, make sure you pronounce the ending with more
emphasis and exaggeration so that it is easier to recognise which group the word
belongs to. Let them listen recording L 5.2 to check their work.
7 Set Task H for homework.
Step 3
Revision / Speaking / Retelling the text
1 In order to prepare your students to talk about the people in Emma's school, start
off by doing some exercises in the Workbook: Tasks H-K.
2 Ask your students to talk about one of the characters from Emma's school.
Weaker students can stick to the summaries in the workbook (Tasks H-K) while
stronger students can retell a longer original version from the book. Students who are
really good can pick out one of the people who do these jobs in their school and tell
you about them. You can turn this task into a project called MEET OUR
HEADMASTER or MEET OUR JANITOR (go back to page 38 of the Teacher’s Book
and have a look at PROJECT WORK) and introduce people who work at your school.
One of the aims of this lesson is to develop respect for all the people who work at
school, sensitising students to the fact that a school could be a much better place if it
is looked at as a TEAM of individuals (both students and staff) who can contribute to
its quality and who can create a sense of well being.
Time adverbials
3 Task M and Task N in the Workbook practise word order and the position of
time adverbials used with the Present Simple. After they have done these tasks, you
can ask the students to talk about their younger brother or sister or an adult in their
family. They can use Task M and Task N as a model or you can write more prompts
on the board. For example:
go to work by car / tram finish work
52
do the housework
talk to me about school
play with me, etc.
Crossword, Workbook Task A
4 To end the lesson, you can ask your students to do the crossword. There are 13
jobs written down, across and diagonally. For homework, they should finish off the
crossword and copy the professions in the table below. They can also do Task C and
Task D.
Step 4
1 Check homework.
2 Task E in the Workbook revises professions while the purpose of Task F and
Task G is to practise the spelling of the verbs in the third person.
You can write some professions on cards. These can be all the professions students
have come across throughout the lesson (you can write them in black). You can also
add some new ones for stronger classes only. They can be written in blue or red. You
can play different sorts of games with these cards. For example, a student draws out a
card and has to say what this person does. If they don't know, they can ask someone
else in the group. But insist they ask their questions in English:
What does a farmer do? Mario?
If another person can answer the question, they get 1 point. If the person who has
drawn the card can answer, they get 2 points.
WRITING BIT(E)S. Workbook p. 26

3 Writing Bit(e)s section practises the difference between THIS and THESE and
revise the use of the Saxon genitive and the use of articles with professions. Ask your
students if 'a' in the example sentence These are a detective's notes refers to the word
'detective' or 'notes'. (It refers to the word detective, one of the detectives.) Explain
that 'a' is not used in the plural.
SPEAKING, Student’s Book, p. 33 or Workbook p 27

4 You can finish off with a SPEAKING ACTIVITY which practises asking and
answering yes / no questions in the plural, starting with DO THEY...?
53
A
ACROSS 1st row ASTRONOMER; 7th FARMER; 8th MODEL 9th POSTMAN
1oth DETECTIVE 11th LIBRARIAN 12th POLITICIAN
DOWN 8th column TEACHER 9th ECOLOGIST 10th CONDUCTOR
11th JANITOR 12th PSYCHOLOGIST
DIAGONALLY, starting in the second box down ELECTRICIAN
B
-ER -IST -IAN -OR OTHER
an astronomer an ecologist a librarian a conductor a model
a farmer a psychologist a politician a janitor a postman
a teacher a dentist an electrician a translator a detective
a police officer a pianist a musician a professor
a singer a journalist a magician a sailor
a game developer a veterinarian
C
a dentist a singer a musician a journalist
a police officer a translator a professor a magician
a computer programmer a pianist a sailor a veterinarian
a veterinarian
D Students' answers
E 1 a psychologist 2 a professor 3 a journalist 4 a farmer 5 a dentist 6 an astronomer
7 an actor 8 a pianist or a musician 9 a magician 10 a police officer 11 a librarian
F help helps
teach teaches
write writes
grow grows
fix fixes
study studies
star stars
play plays
do does
catch catches
work works
54
G 1 works 2 helps 3 writes 4 fixes 5 grows 6 stars 7 studies 8 does 9 teaches 10 plays
WRITING BIT(E)S
1 This is an astronomer's telescope. These are an ecologist's test tubes. This is a
conductor's music (baton). These are an electrician's overalls. These are a farmer's
animals. This is a physicist's formula. These are an actor's costumes. This is
a postman's uniform.
H teaches; helps; designs; gets;
I comes to; unlocks; turns on; opens; fixes; paints; repairs
J teaches; works; opens; helps; thinks; believes
K comes; greets; makes; sends; meets
L Students’ answers
M 1 Every morning Jenny wakes up at 8 o'clock. / Jenny wakes up at 8 o'clock every

morning.
2 She gets up at 7 in the morning.
3 She goes to kindergarten three times a week.
4 She prepares breakfast for the family at 8 o'clock.
5 In summer she plays in the garden. / She plays in the garden in summer.
6 She goes to language classes in the afternoon.
7 She meets her friends from school twice a week.
8 She takes Jenny to kindergarten three times a week.
9 She watches her favourite cartoon in the evening.
10 In winter she stays indoors and plays with her dolls.
N Sentences 1, 3, 5, 9 and 10 refer to Jenny
and sentences 2, 4, 6, 7, 8 and 11 refer to Stella.
55
Tema 2 MOJ SVIJET
Cjelina UNIT 1
Lekcija Lesson 5 IN THE LIBRARY
Okvirni broj sati 3
Ishodi učenja A.6.1; C.6.1; C.6.3.
Učenik:
-priprema se za slušanje ili čitanje radom na novom
Razrada ishoda vokabularu
-zaokružuje točne odgovore
-provjerava točnost odgovora u paru i s učiteljem
-spaja hrvatske riječi s engleskim prijevodom (izdvaja
engleske riječi iz rečenica i služi se popisom riječi)
-sluša kratak teksta s velikim brojem priloga učestalosti i
izricanje rutine i povremenih aktivnosti, zadatak uz
slušanje: Circle the correct answer.
-čita i sluša tekst, zadatak uz čitanje: Finish the
sentences about Lee.
-radi na vokabularu (frazalni glagoli)
-proučava pravila o upotrebi priloga učestalosti
-vježba poredak riječi u rečenici (prijenos na osobno
iskustvo)
Jezični sadržaj Vokabular

Books and reading habits: a library, lend, borrow, fiction, a
novel, a fairy tale, a fable, a comic, a crime story, a textbook, a
chapter, a cover
Phrasal verbs:pick out (a book); flick through, find out look at,
be fond of
Gramatičke strukture i njihova komunikacijska
upotreba Present Simple za opisivanje nečijih navika, uz
upotrebu priloga učestalosti Adverbs of frequency - always,
often, usually, sometimes, rarely, never
Sintaksa rečenice- poredak riječi
Međupredmetne teme i Osobni i socijalni razvoj A.3.1. A.3.2. A 3.3. B.3.1.

B.3.2.B.3.4.
međupredmetno Uporaba informacijske i komunikacijske tehnologije A.1.1.
povezivanje Učiti kako učiti C.3.3 3. Interes.D.3.2. 2. Suradnja s drugima.
Hrvatski jezik (književne vrste, poticanje čitalačke
Pismenost, pounjavanje formulara)
Građanski odgoj razvijanje tolerancije prem učenicima koji
imaju drugačije interese)
56
Lesson 6 IN THE LIBRARY
Overview:
-reading habits and different kinds of reading
-talking about routines using adverbs of frequency
-making students aware of the basics of paragraphing
-pointing out the difference between the subjective and objective case of
personal pronouns
-understand a short text about children’s reading habits by listening
-talk about their and someone else’s routines
-write about their reading habits
Step 1
Warm-up
1 Ask your students to talk to their partner and write down at least 5 things you can
read. For example: A MAGAZINE, A COMIC, A PICTURE BOOK, A STORY, A
NOVEL, A CRIME STORY, A FABLE; A POEM.
Write them on the board as the students are reading them out.
2 Have a chat about their Croatian classes at school. Introduce the capitalised words
that you can see in the following sentences Ask them what's on their READING LIST
this year and how they feel about writing BOOK REPORTS? Do they have to HAND
IN THE BOOK REPORTS? What happens if they don't do it in time? Ask them where
they usually get the book from?
Explain the difference between BORROW (a book from the library) and LEND (a
book to your friend).
Lead-in
3 Let the students do Task A. Check what they have done by asking them to read
the sentences out loud. (KEY: 1 borrow, lend 2 a cover 3 fiction 4 a fairy tale 5 a
fantasy novel 6 crime stories 7 an adventure novel 8 a reading list)
Next, ask them to translate the Croatian words in English in Task B. The previous
talk might be helpful. (KEY: a cover, an adventure novel, a chapter, a fairy tale, a
reading list, a crime story, borrow, fiction, lend, a fable, a textbook).
57
Listening: On reading habits, Eve L 6.1
Both texts on children's reading habits practise the use of adverbs of frequency.
4 Ask your students to have a look at the picture of Eve. Elicit what the students
remember about her.
5 Before listening to the recording about Eve, let them study the sentences in Task
C.
Ask them what the words written in bold are and what position they have in a
sentence.
6 Let them listen to the recording. You can write the correct answers-just the adverb
on the board. (KEY: 1 sometimes 2 never 3 always 4 often 5 usually). Ask students to
put them in the proper order starting with never and ending with always. You can go
through the LANGUAGE FOCUS box on page 35 at this stage or later on.
Personalising adverbs of frequency
7 Do Task A from the Workbook, p. 29 or set it for homework.
Step 2
Revision of vocabulary
1 Revise vocabulary from the last time by playing the game of noughts and
crosses.
Draw a table with 9 squares on the board. Write a number (1-9) in each square.
Play the game in two groups. Students call out the number of a square where they
want to put their sign, either 'a cross' or a 'nought. If they guess the word you
paraphrase for them, you put their sign in the square. The aim of the game is to get
three signs in a straight line.
1) It's a place from where you borrow books.(a library)
2) It's a piece of writing you have to do after you've read a book. (a book report)
3) It's something you get at the beginning of the school year. There are some book titles on it.
(a reading list)
4) The opposite of 'borrow', (lend)
5) A novel is divided into sections that are called… (chapters)
6) In Croatian it's 'roman' and in English it's... (a novel)
7) Another word for 'choose' is 'pick... (out)
8) You say I'm interested ____ books about animals. (in)
9) The opposite of often. (rarely)
58
Personalising adverbs of frequency
2 Check homework. (Task A in the Workbook). The sentences in this task
can be expanded into short conversations. You can ask additional questions.
Who do you talk to about your problems? Do they give advice?
Do you sometimes get better marks than you deserve?
Why do some students break things on purpose? Etc.
Comparing answers with your partner
3 Let your students work with a partner and ask them to compare their answers in
Task A. Do they differ? Ask them to do Task B in the Workbook. Point out in what
way the sentences should be changed if they write about their friend. They should add
-s or -es to the verbs.
Listening and reading: On reading habits, Lee (L 6.2)
4 Elicit what the students remember about Lee.
The text about Lee's reading habits is intended for both listening and reading.
Variation: Let the students listen to the text first with their books shut. Whenever
they hear the adverb of frequency you wrote on the board beforehand, they should
put up their hand. Then ask your students to read the text and finish the sentences in
Task F.
Background information for the teacher about the books Lee mentions
The Hobbit
J.R.R. Tolkien (1892-1975) was an English author who wrote a popular series of
novels about an imaginary people called hobbits. Tolkien introduced them in The
Hobbit, which was written in 1937 and he continued his story in the trilogy The Lord
of the Rings. These novels are The Fellowship of the Ring, The Two Towers and The
Return of the King.
Robinson Crusoe was written in 1719 by Daniel Defoe.
An interesting fact is that Defoe did not become a novelist until he was 60 years old.
He started writing after he had gone bankrupt. Robison Crusoe tells the story of a
man who, after a shipwreck, tries to survive on a desert island.
The Chronicles of Narnia (1950-1956) is a series of fantasies which tell of the
adventures of children in an imaginary land. The author is Clive Staples Lewis.
59
The Guinness Book of Records was first published in 1955. It is now published
every year and it gives all the records achieved in different fields and activities,
some of which are really bizarre. The book is very popular and is translated into
many languages, including Croatian.
Vocabulary
5 Task E practises collocations (flick through magazines; find out about new CDs
or concerts; pick out one or two books; look at the cover; be fond of Agatha Christie).
6 Those who finish first can move to either Task G or Task H. They revise both
the vocabulary and the position of adverbs of frequency covered in this lesson.
Step 3
1 Start off with Task G on page 35 in the Student’s Book. After the students have
finished, ask them to underline all the different kinds of reading they can find in the
sentences.
Task G KEY: 1 Sarah often talks about books with her friends. 2 I usually pick out
adventure books. 3 She never reads novels that are too long. 4 Emma sometimes
reads fairy tales to her younger sister. 5 My mum always chooses detective stories. 6
My dad rarely reads SF stories or horror stories. Ask your students which of them
they like reading.
Explain in Croatian the difference between fiction (books about imaginary people and
events) and non-fiction (books about real facts or events, not imagined ones). Ask
them to go back to the text about Lee on page 35 and sort out the books he mentions
in two groups.
Fiction: The Hobbit; The Chronicles of Narnia; Robinson Crusoe
Non-fiction: Great Mysteries of the World; The Guinness Book of Records
Depending on the abilities of your particular class, ask your students to add more
titles. Before giving the task, read through the WRITING BIT(E)S, on page. 36 in
the Student’s Book which cover the rules of writing book titles.
KEY: 1 The Diary of a Wimpy Kid 2 The Wizard of Oz 3 Alice in Wonderland 4 The
Secret Diary of Adrian Mole 5 The Fisherman and his Wife 6 The Princess's Diary
2 Introduce more vocabulary by saying: If you want to borrow the books from the
library, you have tot FILL IN THE FORM to get a MEMBERSHIP CARD.
60
Write the new vocabulary on the board. Ask them where else you need a membership
card (a sports club, for example).
3 Ask your students to fill in the LIBRARY FORM on page 30 in their
Workbook. Ask individual students to read out what they are interested in. Ask
them how they decide which book to pick out. They might get some idea by doing
Task D.
PROJECT WORK If possible, you can use the digital resource pack to show your
students the list of the most popular books in Emma’s class. Ask students to go the
school or local library and talk to the librarian about the most popular books that are
borrowed by students of their age.
How many students in the class are familiar with the books that he / she has
mentioned? How many of the books on the list have they read? You can display the
list of students’ favourite books somewhere in the class.
4 Give Task E – H in their Workbook for homework.
Step 4
1 Check homework. After you have checked the first part of Task H p. 32 in the
Workbook, you can move on to revising personal pronouns – subjective and
objective cases. The second part of Task H on p. 33 would help students to sort out
the personal pronouns in two groups. I believe students can do it by themselves with
just a little supervision from your side. Next, ask them to do Task I in the
Workbook.
2 Round off the lesson with some revision of grammar and vocabulary covered in
Unit 1.
A Students' answers
B Students' answers
C Students' answers
D 1 Theo sometimes looks at the title and the cover.
2 Mia usually asks the librarian for help.
3 Tony often takes a book by a writer he likes.
4 Ann rarely reads the first chapter to see what it is like.
5 Kate often listens to her friend's opinion.
6 Tony never reads books that aren't on the reading list.
61
E 1 paragraph 2 flick through 3 cover 4 dictionary 5 science fiction 6 textbook
7 borrow, lend 8 book report
F 1 OF 2 UP 3 AT 4 THROUGH 5 UP
G FANTASY NOVEL; FAIRY TALE; CRIME STORIES;
ADVENTURE BOOK
H 1 COMICS 2 A LIBRARIAN 3 A TEXTBOOK 6 A CHARACTER
7 A DICTIONARY
H page 33 him; her; it; us; them
I me; him; it; her; them; it; him; me; you
62
Tema 1 ZEMLJE ENGLESKOG GOVORNOG
PODRUČJA
Cjelina ACROSS THE WORLD/ ACROSS CULTURES
Lekcija
SUMMERHILL SCHOOL
Okvirni broj sati 1
Ishodi učenja A.6.1; A.6.3; A.6.4; A.6.5; B.6.1; C.6.1; C.6.5
-priprema se za slušanje ili čitanje predviđanjem
sadržaja i radom na novom vokabularu
-koristi se osnovnim strategijama za poboljšanje
razumijevanja
-prepoznaje leksičke i strukturne obrasce induktivnim i
deduktivnim zaključivanjem
-uči suradnički
-sudjeluje o jednostavnom dijalogu o osobnome
iskustvu.
-čita i sluša tekst, izdvaja ključne informacije, te
popunjava tablicu
-pretražuje tekst kako bi u kontekstu pronašao
odgovarajaću kolokaciju
Jezični sadržaj Upoznavanje s kulturološki različitim načinom školovanja u
zemlji / ama engleskog govornog područja
Razgovor o pojmu slobode i demokracije na materinjem
i stranom jeziku
Vokabular: boarding school, democratic way, freedom,
responsibility Collocations: make a decision; play drums;
Gramatičke strukture i njhova komunikacijska
upotreba Present Simple za opisivanje nečijih navika u
kontekstu
Međupredmetne teme i Osobni i socijalni razvoj A.3.1. B.3.1. B.3.4. C3.4.

Uporaba informacijske i komunikacijske tehnologije A.1.1. D.3.1
međupredmetno C.3.1
Učiti kako učiti C.3.3 3. Interes.D.3.2. 2. Suradnja s drugima.
povezivanje Građanski odgoj B.3.1
63
ACROSS THE WORLD / ACROSS CULTURES / ACROSS THE CURRICULUM
SUMMERHILL SCHOOL
Suggested teaching time: 1 period
Rationale:
The Across the World sections round off each unit of the book, recycling the key
language points covered throughout the lessons within the unit.
The aim is to introduce students to different cultures, but also to raise awareness of
the values of their own culture. These sections expose students to a different way of
life or education, providing topics for discussion.
Depending on the number of students in class, the strength of your class or the
interests of individual students, the text on Summerhill can be dealt with in class
while the other two texts on Home Schooling and School of the Air in Australia can be
found in the digital resource pack and can be dealt with in groups or given as
individual assignments.
Step 1
Warm-up
1 Start off with a guessing game. Write on the board the words below:
SKATE SCHOOL
SNOW __ __ __ __ __ __ __ CARD
WAKE HOUSE
Students should guess the missing letters of the ending which all the three words on
the left share. At the same time, the ending makes the first word of ‘a two word
collocation’ which all the words on the left have in common. Although this warm-up
activity seems difficult at first, it engages students cognitively thus fostering
memorising new vocabulary on the way. Also, such activities develop students’
creativity with language and show them how language works.
The answer is BOARDING. (Skateboarding snowboarding wakeboarding boarding
school, boarding card and boarding house.)
Lead-in
2 Ask students what they know about boarding schools. They might be familiar with
at least the imaginary one from Harry Potter books.
3 Write on the board FREEDOM. Ask them if they think there is more freedom in a
boarding school than in a day school they attend. This time allow them to use some
Croatian if needed.
64
4 Let them do Task A, an open ended multiple choice task which provides material
for discussion. Students can answer the questions in a very simple way, but
encourage them to justify their opinion. Be very supportive and help them to express
themselves.
There might be several correct answers, for example 1 a) and c); 2 a) and b) 3 a) and c)
5 Ask them to read the text on p. 37 and find the following information written in
capital letters.
WHAT TYPE OF SCHOOL IS IT? A boarding school.
WHERE IS IT? In Britain.
HOW OLD IS IT? It’s 80 years old.
WHAT BELIEF IS IT BASED ON? People believe freedom means responsibility.
WHAT DO CHILDREN DO THERE? Students are free to go to lessons or not. They
make decisions in a democratic way – each adult and child has a vote. You mustn't
interfere with someone else's freedom.
6 Ask them to do Task E.
KEY 1 make a decision 2 play drums 3 free to go 4 skip classes 5 take an exam
7 Round off the lesson with a discussion on what means to behave in a responsible
way if you are a student / a parent / a teacher / an employee or a dog owner. If you
haven’t already done any of the projects, you can turn the discussion into a project
work by following the steps in Tasks F to I.
65
SELF CHECK 1 (Student’s Book) and LOOK BACK 1 (Workbook)
REVISION
The SELF CHECK sections which include LEARNING OUTCOMES – I CAN…
provide material for self-assessment and peer-assessment and prepare students for
more formative assessment later on. By working individually or together with their
partner, they take the responsibility for their learning and develop both collaboration
and independence. Since some of the tasks can be found in the digital resource pack,
you, as a teacher, could allocate the activities that would be most beneficial for your
students or get individual students decide which activities they would like to do.
The LOOK BACK sections in the Workbook revise the grammar and vocabulary
from the previous lessons in the unit. There are also some listening, reading or
writing tasks related to the topics or language points covered previously. Do the tasks
of the Look Back sections thoroughly in order to get feedback on how much the
students have learnt. In addition, consider the option of getting back to some points
and explaining them once more if you realize that the majority of students have
difficulties with them. The tasks prepare students for the test that follows. The format
of the tasks in the test is very similar to the task format of the Look Back section.
SELF – CHECK 1 Answer key
1 Students’ answers.
2 FAMILY: niece, stepmother, husband, daughter
JOBS: an architect, a janitor, a librarian, a psychologist
READING: detective story, magazine, fantasy novel, comics
MUSIC: violin, orchestra, choir, singing
3 1 strict 2 spacious 3 shabby 4 equipment
4 Students’ answers
5 1 through 2 down 3 off 4 on 5 out 6 out
6 In example 1, 4 and 5 the first one is in the wrong place.
In example 2, 3, 6 and 7 the second one is in the wrong place.
7 1 a) 2 c) 3 b) 4b) 5 a) 5 c) 6 a) 7 b)
LOOK BACK 1 Answer key
Language in focus
A Students' own answers (Short forms: I'm... He's... / She's.../ It's... She's...
They're...)
B 1 cousins' names 2 Patrick's bike 3 the Williams' car 4 Lee's CDs 5 Patrick and
66
Emma's sister 6 Eve's dog
C 1 have to 2 has to 3 doesn't have to 4 mustn't 5 don't have to 6 mustn't
D live; lives; visits; go; drives; stop off; loves; has; spends; have
E 1 doesn't play 2 don't have 3 doesn't go 4 doesn’t play 5 don't like 6 doesn't come
F 1 A; a; a 2 A; a 3 An; an 4 An; a; a 5 An; a; Ø 6 Ø 7 an 8 a 9 Ø 10 A; an
Vocabulary
A school uniform – školska uniforma
public speaking – govorništvo
football pitch – nogometno igralište
boarding school – internat
bike rack – parkiralište (stalak) za bicikl
English literature – engleska književnost
in-line skates – koturaljke
crime stories – detektivske priče
B 1 breaks 2 gadgets 3 helmet 4 repair 5 borrow 6 greet 7 purpose 8 tense
9 bullying 10 paragraph
Listening (LB1.1 and LB 1.2)

A Helen is talking about her day / school subjects / school lunch / family.
B 1T2T3F4T5F6F7T
Audio Script:
Helen gets up at seven. Then, she has breakfast. It's usually cornflakes with milk
and a banana. She gets ready for school and she leaves home at 7.30. She goes to
school by bus. The bus stop is in front of her house. School starts at 8.30.
They usually have English and Maths before lunch.
Two hours of English and one hour of Maths. Helen is very good at Maths.
They have lunch at 12.30. Some children bring lunch from home and some eat in the
canteen. Helen always eats in the canteen because she likes the food there. Mrs
White, the cook, is great. She always gives them seconds. Helen loves her cheese
cakes best.
Helen's favourite day at school is Wednesday because school finishes at two and
then they go swimming.
She loves swimming. It's a lot of fun.
When she comes home, she usually plays with her baby sister. Her name is Daisy
67
and she is only 2. Her parents come home at 6. They work in London. That's why
they come home that late. They have dinner together at 7 o'clock.
Reading and writing

Home town
I live in Stratford-upon-Avon. It's a small town in England. A lot of people visit it because
William Shakespeare was born there. William Shakespeare is one of the most famous English
writers.
Family
I live with my mum, dad and my brother Jamie. My mum is a teacher. She teaches French
and Spanish. My dad is a computer programmer. He works for an Indian company in
London. He started working there in January.
School
My school is in the centre of Stratford. It's old but spacious. There is a canteen, sports hall
and a big library there. On Tuesday and Thursday we have a meeting at our journalists' club.
We publish a school magazine online. The magazine is called The Early Bird. It's a lot of fun.
68
UNIT 2
Tema 3 MOJE SLOBODNO VRIJEME
Cjelina / Lekcija UNIT 2 / Lesson 7
WHAT DO YOU DO IN YOUR FREE TIME?
Okvirni broj sati 3- 4

Ishodi učenja A.6.1; A.6.3; A.6.4; A.6.5; B.6.1; C.6.1; C.6.5
-koristi se osnovnim strategijama za poboljšanje razumijevanja prije
čitanja teksta (predviđanje sadržaja)
-razumije ključne informacije iznesene u tekstu
-koristi se osnovnim strategijama za poboljšanje razumijevanja pri
čitanju (povezuje dijelove rečenica)
-prihvaća kulturnu uvjetovanost i specifičnosti određenih pojava u
suvremenom društvu-način provođenja slobodnog vremena,
probleme imigranata
-povezuje i uspoređuje planirani sadržaj s predloškom
-reproducira tekst na temelju predloška
-uređuje, tj. ispravlja svoj govor
-radi u paru uz međusobnu podršku --odgovara na pitanja i postavlja
pitanja uz predložak
-primjenjuje naučeno i preuzima ulogu lika iz knjige te govori o svom
slobodnom vremenu i te izvan-nastavnim aktivnostima svoga
prijatelja
-priprema se za slušanje pronalaženjem nepoznatih riječi u rječniku
-navodi sudionike razgovora i prepoznaje tko od njih govori o
prednostima, nedostacima ili opasnostima nove tehnologije
razvrstava argumente na pozitivne i negativne
-uočava uz pomoć nastavnika elemente dobro organiziranog
sastavka, što uključuje: planiranje po odlomcima; korištenje riječi
koje jasno uvode argumente za i protiv te iznošenje vlastitog
mišljenja u zaključku
-povezuje planirani sadržaj s predloškom
-uređuje i ispravlja svoje pisanje
Jezični sadržaj Vokabular: Partly recycled from grade 5 - Free time activites: going
to the cinema (box-office, tickets); riding a bike or inline skating
(helmet, knee-pads, wheels); gaming (console, be online, online
safety, personal information, play against, level, gaming industry,
a game developer, aggressive, violent); spending time on the phone
(be glued to the phone, , social media, apps, scrolling, share posts,
chat, watch a clip, download an app); playing an instrument (play
in a concert); doing sports (coach, training, championship)
Gramatičke strukture i njihova komunikacijska uporaba:
Upotreba Present Simple-a za izražavanje navika, nabrajanje
aktivnosti u nizu koje mogu biti rutinske ili se događaju povremeno;
za postavljanje pitanja s upitnim riječima o načinu provođenja
slobodnog vremena (YES/NO and WH-questions); za izražavanje
mišljenja (I think… I believe… What do you think…?)
Međupredmetne teme i Osobni i socijalni razvoj A.3.1. A .3.2. A.3.3. B.3.1. B. 3.2. B.3.4.
Učiti kako učiti C.3.3.3; C.3.4.4. D.3.2.2.
međupredmetno Uporaba informacijske i komunikacijske tehnologije
A.1.1.A.1.4. C.3.2. C.3.3. C.3.4. D.3.1. Građanski odgoj A.3.5.
povezivanje C.3.3 (kvalitetno provođenje slobodnog vremena, razvijanje
učenikovih interesa i potencijala u okviru izvan-nastavnih aktivnosti,
prevladavanje teškoća s kojima se susreću imigranti uključivanjem u
izvan-nastavne aktivnosti)
Hrvatski jezik (izražavanje uzročno posljedičnih veza, glagolske
imenice,pisanje argumentativnog eseja) Geografija
(multikulturalnost, migracija stanovništva uslijed ratnih zbivanja)
Tjelesna kultura Važnost sporta
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UNIT 2
Lesson 7 WHAT DO YOU DO IN YOUR FREE TIME?
Overview
-free-time activities
-questions in the present simple
-the Internet and its dangers
-the good and bad points of an issue
-asking for opinion / expressing opinion
-understand several short texts on spending free time by reading
-talk about their free time activities
-catch the main points in a discussion on the safety of the Internet
-express their opinion and discuss the good and bad points of an issue
-write about good and bad sides of modern technology
Teaching time: 4 periods
Step 1
1 Start off the lesson with Task A in the Workbook so as to introduce the new
vocabulary which consists of some verb + noun collocations describing free-time
activities. Tell your students to find pairs first. After you have checked their work, ask
them to write the activity below the pictures. As they are doing so, go around the
classroom and ask several times how you say in English 'ići u šetnju'; 'baviti se
sportom'; 'voziti bicikl' i 'ići u kino' since these are the most difficult ones for Croatian
students, because of mother tongue interference.
2 In order to expose students once again to the same collocations and to revise the
time adverbials used with the present simple, do Task B in the Workbook.
Introducing the gerund
3 Next, explain that when talking about which of these activities we like or don't
like, we no longer use the infinitive forms but should turn the verb into the gerund
(glagolsku imenicu) by adding -ing. Give some examples:
I love SWIMMING. I like RIDING a bike.
I don't like WATCHING football.
I enjoy GOING for a walk.I'm crazy about WATCHING documentaries.
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4 Ask them to use some of the activities from Task A in the Workbook to express
their likes and dislikes starting as indicated above.
Lead-in Matching the words and the activities

5 Next, tell them to open their book on page 40 and read through the words in the
boxes in Task A. Students should match the words to the activity.
KEY: Going to the cinema 6; riding a bike or in-line skating 1; playing computer
games 5; spending time on your phone 3; playing an instrument 4; doing sports 2).
In a stronger class, you might ask students to add more words they associate with a
particular activity or write down some words connected to the activity they do.
Reading, Student’s Book, page 40 and 41

6 Ask your students to read the text and guess the activity the children are talking
about. They could have a look at Task A.
KEY: 1 going to the cinema 2 playing an instrument 3 riding a bike or in-line skating
4 playing computer games 5 doing sports 6 spending time on your phone
7 Spend some time working on the text. You can introduce more vocabulary by
asking the students to go through the texts and find the word that follows.
school ____________________
fantasy ___________________
hanging __________________
home ____________________
game ____________________
play through _______________
download _________________
(KEY: school event; fantasy films; hanging around; home country; game
developer; play through consoles; download an app)
8 Depending on how strong your class is, you can ask them to find some words in
the text by giving them either a paraphrase (a difficult task) or a word in Croatian (an
easier task). Both versions are given below.
Ask them to find in the texts one word which means the same as:
1) films that are scary / filmovi strave i užasa (horror films)
2) a person who has to leave the country because of some emergency / izbjeglica (refugee)
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3) something dangerous that people usually do in films or on their skates / vratolomije (stunts)
4) 'get angry' / razljutiti se (get mad)
5) a tennis competition / prvenstvo (championship)
6) moving a text up and down the screen / (scrolling)
9 If there is any time left, let the students do Task C in the Student’s Book. If
there is no time for writing the sentences in their notebook, tell them to finish it off at
home. Those who have finished first can translate the sentences into Croatian.
KEY: 1 He wears a helmet BECAUSE it's safer. 2 She doesn't like horror films
BECAUSE they are creepy. 3 Time passes very quickly BECAUSE she gets on well
with her coach. 4 She spends a lot of time on her phone BECAUSE there is always
something to check. 5 He wants to become a game developer BECAUSE He is crazy
about gaming.
Step 2
Revision – present simple questions
1 Start off with the pictures on page 42. Ask what activities they can see (gerund
again!) KEY: gaming / playing computer games, doing sports / playing basketball,
playing an instrument / using your mobile phone / playing / chatting etc.
Focus their attention on the type of questions they can see in Task D. Ask them what
the difference is between the first questions within the group (Yes / No questions)
and the questions that can be found below them (WH-questions). Draw their
attention to the LANGUAGE FOCUS box at the bottom of the page and ask them to
find all the different question words in the WH – questions in Task D.
Speaking practice based on the model

(optional, advisable in a less strong class)
3 Give each student one text from pages 40 and 41 to prepare so that they can
retell it as if they were one of the children. They can give themselves a new name.
Make sure that students sitting together do not prepare the same text.
4 Next, tell them to work in pairs. Student A asks the questions in Task D that are
most suitable for their partner’s activity, and student B answers as if he / she was one
of the students talking about his / her favourite activity. In this way you'll get 6
different dialogues / interviews. After they have finished, they swap roles.
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That's why it was important for them to prepare two different texts. Student B asks
another set of questions covering another text and student A answers. You can ask
several students to act out the interviews in front of the class.
Personalised speaking practice – interviews

5 Next, students should ask their partner two sets of questions from Task D related
to their real life favourite free time activity. For example, if person A said he liked
taking part in an after-school activity, person B should ask the first set of questions
(What do you do? How often do you do it? Why do you like doing it?). If the person
has mentioned hanging out with friends as one of her favourite things to do, person B
should ask her the third set of questions in order to find out more (Where do you go?
What do you do? Do you ride a bike?). They report back to the class what they have
found out.
More present simple practice

6 Ask your students to do Tasks C to F in the Workbook. You can simply do the
tasks as they are, or you can move on and use them as a model for new speaking or
writing activities. Students can ask someone in the class either the questions in Task
C or Task E and write similar reports about their classmates as shown in Task D and
Task F.
In this way, students practise asking questions in the second person singular, a very
common and natural speaking activity. They also practise talking about someone's
free-time activity (the third person singular of the present simple).
WRITING BIT(E)S - Linking words

7 The purpose of this lesson is to familiarise students with some linking words at a
very simple level.
They have already made some sentences using BECAUSE (Student's Book, Task C).
The WRITING BIT(E)S section in the Workbook introduces AND and BUT.
8 If you have managed to do all the Workbook tasks in class, you can ask your
students to rewrite one of the texts from Task B in the Student's Book in the third
person singular.
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Step 3
Lead-in
1 In order to revise the present simple questions and to lead students into a new
section, ask students to unscramble the questions in Task E on page 43 in the
Student’s Book.
Pre-listening task
2 Next, let the students look at the picture on page 43. Elicit as many words from
the picture as you can to produce the following. You can ask questions to give
students some guidance.
They are in the TV studio. There is a TV camera. It's a chat show. The blond
lady with a pony tail is the host of the show. There are some guests in the studio.
There is also an audience at the back. They are probably talking about computers.
There is a computer on the screen at the back.
Listening Task A (L 7.1)

3 Let the students listen to the beginning of the chat show and concentrate on
getting the answers to the questions in Task A.
What is Tara watching? (A chat show. The topic is New technology and children.)
How many people are there? Who are they? (Mrs Goldring, a school psychologist;
Mr Boyd from the gaming industry; Emma; and Mrs Fisher, one of the parents.)
Why is Tara interested in the programme? (Because her best friend Emma is taking
part in the show.)
Note: In a stronger class, you can add more questions and split the class into 4
groups. Each group tries to figure out the answer to one of the following questions.
1 Who is worried and upset? (Mrs Fisher)
2 Who thinks that being online could be dangerous? (Mrs Fisher and Mrs
Golding)
3 Who spends at least 2 hours a day on the computer? (Emma)
4 Who says that games can be useful? (Mr Boyd)
4 Before listening for a second time, go through the vocabulary in Task G. Ask
students to use the word list at the back of their book to translate the expressions into
Croatian.
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In a stronger class, you can ask students about the context of the words on the left
and encourage them to produce sentences similar to the ones below:
gaming industry Mr Boyd comes from the gaming industry.
set a time limit Parents think children spend a lot of time / too much time in front
of the computer. Mrs Goldring thinks parents must set a time limit.
rated Some games are rated which means that children mustn’t play them.
safety Parents are worried about children's safety.
personal information Emma know she mustn’t give out any personal information
aggressive Some children become aggressive because they sit at the computer for
hours instead of spending time with their friends.
warn Teachers and parents warn children about the dangers.
violent Some games are too violent and they might make children more aggressive.
Variation: If that's too difficult, you can let them listen to the recording once more
and put up their hand when they hear a word from Task B.
5 Go through the sentences in Task C. Point out to your students that they don't
have to hear the exact sentences, as written in Task A. The sentences summarise all
the main points covered in the chat show.
KEY: They mention all the topics in the sentences in Task C
6 Go through the EVERYDAY LANGUAGE box. Next, ask one of the students to
pick out one of the sentences from Task C and use one of the questions from the box
to ask students for their opinion.
7 Task D can be given for homework. Students can refer to the audio script at the
back of the book.
Step 4
Lead-in
1 There are three suggestions on how to start this lesson, depending on how tired
your students are.
A more relaxing way is to play the association game below, and a more demanding
one is to ask them to work in pairs and write down as many words as they can think
of associated with computers. While one of the pairs is reading slowly all the words
they have come up with, the others tick the words mentioned that are already on their
list. The winner is the pair that has more different words than all the other pairs.
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If you have the right equipment, you can start off with the interactive task.
An association game KEY: COLUMN A: MOUSE B: NET C: SURFING D: SCREEN
THE FINAL: COMPUTER
A B C D
1 YOU CATCH FISH
AN ANIMAL WITH IT WAVES TV
2 THERE IS ONE IN
LIKES TENNIS AND TABLE A SPORT FILM
CHEESE TENNIS
3
IT DOESN'T IT PROTECTS YOU AUSTRALIA BIG
LIKE CATS AGAINST
MOSQUITOES
4 JERRY or THERE ARE TWO IN YOU NEED A FLAT

MICKEY BASKETBALL BOARD FOR IT
On writing (Part 1)
Each writing activity in the Student's Book is guided. Students are always provided
with a mode text or clues. At this stage, it's essential to expose students to examples
of well-organised writing models, to focus on the structure of the text, and to make
students aware of the need to carefully plan any writing task. The aim of teaching
writing in Grade 6 is to set up solid foundations for the skill which will be covered
more extensively in Grades 7 and 8 and throughout their future education. In this
lesson, students are exposed to a simplified version of a For and Against essay.
The students' task is to recognise the good and bad points of an issue and insert
them in the right place in Tara's essay. The conclusion looks more like a multiple
choice task where they choose the ending according to their own position. Strong
students can, of course, write the conclusion on their own.
WRITING: The good and bad points of new technology

2 Ask your students to recall, if possible, the issues mentioned in the chat show by
looking back at Task C. Ask them to decide which of the points are good and which
bad. They can sort them out and copy them in their notebook as shown on page 44.
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Good points
New technology helps with learning and doing homework.
Playing games is a lot of fun.
Some games can make you think faster and teach you new skills.
Bad points
Spending too much time on the computer is not good for your body and your eyes.
Most of the games are very violent.
Being online can sometimes be dangerous.
Sitting alone in front of your computer isolates you from your friends and family.
3 Go through Tara's plan on p. 44 which serves as a model. Ask them how many
paragraphs the essay should have. Put up a writing plan on the board.
For and against essay

Paragraph 1 Introduction
Paragraph 2 Good points
Paragraph 3 Bad points
Paragraph 4 Conclusion
Explain to the students that in their future education they will be asked to write
essays of a similar structure, covering different topics. Point out that they normally
do not put in their essay the title of paragraphs (something students tend to do) like
Introduction / Good points, etc.
On writing (Part 2)
Ask your students to write essays on a sheet of A4 paper. Set up the rules you would
like them to follow in the future when dealing with any sort of writing assignment.
The essay should be written neatly. There should be a title and a clear indication of
paragraphs. It pays to be strict about this. Insist on some formalities because you
want them to develop certain respect for the writing task itself and for you as a
teacher who have to spend a lot of time correcting their work. (If you prepare them
well and if you are consistent about the things you want them to do, you'll spend less
time correcting.) Tell them that writing on torn or crumpled paper in illegible
handwriting is unacceptable in any written exam in Britain or anywhere else. Add
that such papers are normally not marked.
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In this way, you make your job easier and, in my experience, students develop a
much more serious attitude towards writing tasks.
4 Students can start writing the essay in class and finish it off at home. Don't forget to
correct their work and give points for clearly marked paragraphs and punctuation.
Give praise if you see they have put some effort into it, especially the weaker students.
Computer games
If your students are very keen on games, you might be interested in spending more
time working on the topic. The problem is that students play a lot of games that are
not intended for their age (so-called first person shooter games). You can stick to
sports games and some games dealing with certain historical periods that are not
that violent. The aspects of games you can discuss are:
 Graphics and sound (Does the game look good on the screen? Does
everything that you can hear make sense?)
 Playability (Is the game easy, too complicated or enjoyable to play?)
 How did they find out about the game (through a review in a magazine / the
Internet / or a friend)?
The website of PEGI – Pan European Game Information (www. pegi.info) –
provides a lot of information and a glossary of gaming culture.
Children's safety online

If you'd like to find out more about strategies on dealing with children's safety
online in Britain, you might refer to the Byron Review (Children and New
Technology). In 2007, the British Prime Minister asked Dr Tanya Byron to carry
out an independent assessment of video games and the Internet (including social
networking websites) and how they might affect children. The report was published
in 2008 as Safer Children in a Digital World and is commonly known as the Byron
Review

A 9; 5; 10; 6; 7; 2; 3; 1; 4; 8 Pictures: do sports; play computer games; go to the
cinema; ride a bike; practise playing an instrument; take part in an after-school
activity; go for a walk; shoot films; surf the Net; watch TV
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B Students' own questions
C What; When; What time; How long; Where; Who; Why
D in the afternoon after school; at five o'clock; 90 minutes; local sports club; school;
Ian Cook; sport; fast and exciting; also good fun.
E Do you like going to the cinema? How often do you go to the cinema? Who do you
go with? What kind of films do you watch? How do you buy the tickets? How
much do the tickets cost? Do you think that the tickets are expensive?
F likes; goes; goes; watch; buys; costs; thinks
WRITING BIT(E)S
1 AND to add ideas;
BUT to express contrast;
BECAUSE to say why
2 1) but 2) because 3) and 4) because 5) but 6) but 7) because
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Cjelina UNIT 2 / Lesson 8
Lekcija WHAT DOES A TRUE FRIEND DO?
Ishodi učenja A.6.1; A.6.3; A.6.6; C.6.1; C.6.2; C.6.3.
-razumije ključne informacije u tekstu te bira odgovarajuće odgovore
prema svojoj situaciji
-prepričava tekst, a zatim ga primjenjuje na osobno iskustvo
-uređuje i ispravlja svoj govor
-prepoznaje leksičko-gramatičke obrasce induktivnim i deduktivnim
zaključivanjem
-razumije ključne informacije u tekstu pri slušanju
-razvija strategiju parafraziranja
-surađuje u paru
-kreira dijalog prema modelu i prebacuje ga u novi kontekst
-razvrstava pridjeve kojima opisujemo osobe
-može napisati kratak sastavak na temelju predloška
-uređuje i ispravlja svoje pisanje.
Jezični sadržaj Vokabular: Daily activities-things you do with friends: spend time
with, talk to, tell a secret, share, have fun, have a lot in common, be
in love, tease, feel like doing something, invite, suggest)
Phrasal verbs: hang out, get on, grow up, go out, pick up, turn into
Adjectives describing character: helpful, trustworthy, shy, outgoing,
chatty, honest, caring, nice, understanding
Adjectives describing looks: adjectives describing someone’s height,
build, hair, eyes
Making invitations and suggestions) te kreiranje dijaloga u paru
Gramatičke strukture i njihova komunikacijska upotreba:
Present Simple questions - postavljanje pitanja provođenju
slobodnog vremena / navikama u 3. licu korištenjem Present Simpla
Međupredmetne teme i Osobni i socijalni razvoj

A.3.1. A3.2. A 3.3. B.3.1. B.3.2. B.3.3. B. 3.4.
međupredmetno Učiti kako učiti
C.3.3 3. C.3.4.4. D.3.2. 2.
povezivanje Uporaba informacijske i komunikacijske tehnologije A.1.1.
Građanski odgoj (važnost prijateljskih odnosa, razvijanje
tolerancije prema različitim mišljenjima, važnost rješavanja mogućeg
sukoba s prijateljem)
Hrvatski jezik (argumentiranje izrečenih stavova; opisivanje
osoba)
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Lesson 8 WHAT DOES A TRUE FRIEND DO?
Overview:
-the importance and value of friendship / the importance of resolving conflicts
-asking questions in the present simple (YES / NO and WH- questions)
-making invitations and suggestions
-revising and introducing some new vocabulary describing people's looks and
character
-understand an interview on friendship by listening
-make invitations and respond to them
-make suggestions and react appropriately
-talk about their friend in terms of physical appearance and character
-write a description of a friend
Step 1
Warm up
1 Start the lesson with Task A in the Student’s Book. Students tick points they
agree with and compare their answers to their friend’s. In a stronger class, ask
students to justify their choice.
Introducing vocabulary related to friendship
2 Draw a big heart on the board and write FRIENDS inside. This will serve as a sort
of vocabulary map. Around the heart you can write up the new vocabulary you want
to introduce. You can start off with the phrases from Task A or you can ask some
additional questions about friendship and elicit as much as possible from your
students. For example:
Who is your best friend? Is he / she a NICE person to know? Nice means
"simpatičan", not good looking.
If a person is there for you when you are both happy and sad, he / she is
HELPFUL. If he / she listens to you carefully, he / she is UNDERSTANDING and
CARING. Point out that the words you are writing in capitals are adjectives. They
describe someone's character.
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NICE FRIENDS have a lot in common
HELPFUL be different
UNDERSTANDING OUTGOING / CHATTY↔ SHY
CARING share / keep / tell LAZY ↔ HARD-WORKING
a secret
TRUSTWORTHY to argue
HONEST be JEALOUS of someone
Go on in a similar way:
What do you have in common with your friend?
Can people who are very different be friends? Can a CHATTY person be a good
friend with a SHY one? Or can a very HARD-WORKING person be friends with
someone who is LAZY? Do you share a secret with your friend? Does he / she tell
it to someone else? Can he / she keep a secret? If he / she can, that means you can
trust that person, so we say that your friend is TRUSTWORTHY. Do you ever
argue? Is your friend JEALOUS of the new friends you meet? How often do you see
your friend? Does he / she come over to your place?
As the students are copying the vocabulary in their notebook, check the meaning by
asking questions
1 (What does nice mean? How do you say 'brižljiv' in English?) etc.
Friendship quiz, Task C, Page 45
3 Now students are prepared for the Friendship Quiz (Task C in the Student's
Book). The purpose of this quiz is to expose students to both Yes / No and WH-
questions in the third person singular of the present simple.
Tell your students not to show the answers to the person sitting next to them,
especially if this is their best friend. In a stronger class, after they have circled the
answers, you can ask students to explain the answers in a very simple way. For
example, 1 c) never (boys tend to circle c). There are no secrets to talk about. Or, 2 b)
we have a lot in common. We are in the same class, we both like sports, etc. If their
best friend is in the same class, they can check if they were right about the answers. If
not, they can check the answers with their best friend for the next time.
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Listening L 8.1
4 In this text, Emma is talking about her best friend Tara. The interview is based on
the questions of the quiz. Ask your students to do Task E.
KEY: 1 a, 2 b, 3 a, 4 a and b 5 a, 6 c
Before listening for a second time, ask your students to do Task G.
KEY: 5; 3; 6; 1; 7; 4; 2; 8
5 Before listening for a second time, explain the difference between
What is Tara like? What is Emma like?
What does Tara like? What does Emma like?
6 Let the children listen for a second time and focus on the questions in 5 above.
(Variation: while listening, they should tick the adjectives mentioned in Task G.)
KEY: Tara is shy, honest, caring and helpful.
(The order in which the adjectives are mentioned.)
Emma is outgoing and chatty.
(Sometimes she is not reliable because she is often late.)
They both like swimming and acting.
7 Suggested homework: Students can do Task H or they can go back to the quiz
and copy in their notebook all the questions in two groups Yes / No questions
(starting with Does...) and WH- questions (starting with WH- words). The questions
in their notebook should look something like this:
Yes / No questions
Does your friend tell you his / her secrets?
Does your friend report you to the teacher? (or any other option?)
Does your friend know about your happy and sad moments? (or any other option?)
WH- Questions
Why does your friend like spending time with you?
What does your friend think (when you are late)?
What does he / she say (when you have a new hairstyle)?
Step 2
Two types of questions
1 You can start off this lesson by checking the homework. If you have asked them to
write down all the questions, the person who is reading the homework can also ask
different pupils in the class. If necessary, read through the LANGUAGE BOX or write
the rules on the board.
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THE PRESENT SIMPLE
YES / NO questions with he / she
Does + he / she + infinitive?
Does he / she play the piano?
WH- questions with he / she
Question word + does + he / she + infinitive...?
What instrument
Why + does + he / she play?
Where
How
Revising vocabulary in pairs – peer evaluation

2 To revise the vocabulary and to give your students more practice with the third
person singular, do Tasks A to C in the Workbook. Students who finish first can
practise paraphrasing. Student A reads out one of the entries from Task B (ACROSS)
and student B, without looking back at the crossword, guesses the word. Student A
writes down how many words student B knows. They exchange roles after they have
finished.
3 Students are ready to do Task F now.
Listening and reading: Two dialogues
Dialogue 1 (L 8.2)
4 The two dialogues revise adjectives describing someone's character and introduce
adjectives describing someone's looks. There are also some phrases for making
suggestions and making invitations. You can have a look at the pictures and ask
students what's going on.
Let the students listen to the text with their books open. You can allot roles to
students and they read the dialogue in pairs. You can ask two students to come up
front. Prepare two chairs turned back to back. Students should read the dialogue in
such a way. The rest of the class will hear them better and they should read out loudly
and clearly so that the other person can hear them. This is a good way to practise
telephone conversations because when you speak on the phone you normally don't
see the other person or see his / her mouth.
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5 In the previous lesson you have explained the difference between:
What is she like? What does she like?
Introduce the third question: What does he / she look like?
6 Let the students do Task J.
KEY: 3, 4, 1, 2
7 Repeat the same procedure with Dialogue 2 (L 8.3). Let the students
unscramble the questions in Task B and answer them in their notebook. If there's no
time left, they can do it for homework.
KEY: 1 What does Tara look like? 2What is she like? 3 What does Lee like?
Step 3
Memory game – opposites
1 Start off with a memory game. Students should find the opposites. You don't have
to prepare any cards beforehand but just write the numbers on the board. When
students call for a number, read the word that's next to the number, as below.
1 TALL 2 PLUMP 3 THIN 4 LONG

5 BLACK 6 SHORT 7 SHORT 8 STRAIGHT
9 HONEST 10 SHY 11 CURLY 12 DARK
13 OUTGOING 14 BLOND 15 DISHONEST 16 FAIR
Pairs: tall-short; plump-thin; long-short; black-blond; straight-curly;

honest- dishonest; shy - outgoing; dark-fair
2 After the game is over, write on the far right of the board:
What does he / she look like? and on the far left: What's he like?
Read the words from the memory game at random. Your students should point to the
left or the right of the board, depending on the adjective – the category it belongs to.
You can add more adjectives describing character from the previous lessons.
3 Let the students do Task A.
KEY: short; thin; short straight; brown or black; blue)
They should check the spelling by going back to the text. Those who finish first can do
Task D in the Workbook.
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Description of a friend (preparatory stage)
If you have an LCD and a laptop, show them the photos of people from the digital
resource pack and practise describing them.
4 Tell your students that they should write a description of their friend for the next
time. They should follow the outline given in Task C. Go through the outline. Explain
that they should have 3 paragraphs in their description. While looking at the outline,
ask them to come up with suggestions on how to organise the writing. Lead them to
this plan:
Paragraph 1: Looks
Paragraph 2: Character
Paragraph 3: Interests / hobbies and things we do together.
5 Tell them that students in general often make some mistakes in the order of
adjectives. Go through COMMON MISTAKES section in Task B. After you have
done the task, students are prepared for the writing task that they can do at home. If
you are willing to do the writing in class, do the tasks that follow in the next lesson.
The correct sentences are: 1 She is tall and thin. 2 She has got long hair. 3 He has got
curly brown hair. 4 She has got long brown hair.
Making invitations / suggestions

6 Go back to the dialogues and ask students to find sentences where someone
invites someone to go somewhere or makes a suggestion. Go through the
EVERYDAY LANGUAGE boxes.
7 Students work in pairs and prepare a short dialogue for one of the situations in
Task C.
Step 4
Revision
1 Check homework – students' descriptions of their friend. Ask several students to
read their descriptions out loud. You can also tell them not to mention the name of
the person they are reading about so that the others have to guess.
2 Task E in the Workbook rounds off the present simple practice (third person
singular statements and questions).The purpose of the task is to exchange
information. Students work in pairs. It's important that they fold the Workbook in
such a way that the person they are working with doesn't see their table.
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If you want to have more control of the activity, do the task frontally, by dividing the
class into group A and B, instead of person A and person B. Go through the questions
together. Point out that chess, cards, computer games and Monopoly belong to the
category of games.
3 Those students who have finished can move on to Task F in the Workbook.

A 1 in common 2 of 3 get 4 to talk me (into) 5 come round
B ACROSS 1 talks 2 shows 3 likes 4 forgets 5 thinks 6 works 7 gets 8 needs 9 tells 10
doesn't talk 11 spends
DOWN 12 keeps
C 1 trustworthy 2 shy 3 honest 4 chatty (outgoing) 5 caring and responsible 6
reliable D 1 short 2 straight 3 short 4 thin 5 dark haired
E Look at the tables in the workbook.
F 1 b) and c) 2 a) and b) 3 a) and c) 4 a) and c) 5 b) and c)
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Cjelina UNIT 2
Lekcija Lesson 10 THE MOST INTERESTING
ANIMALS
Okvirni broj sati 3
Ishodi učenja A.6.1; A.6.3; A.6.5; A.6.6; C.6.1; C.6.4.
-piše riječi po diktatu
-razumije ključne informacije u tekstu slušanjem, prepoznaje riječi u
kontekstu
-razumije ključne informacije u tekstu i uz pomoć natuknica prenosi
ih drugome
-sažima tekst uz pomoć ključnih rečenica
-personalizira usvojeni sadržaj i iznosi svoja opažanja
Jezični sadržaj Vokabular: Adjectives - cute, playful, fast, scary,

heavy, dangerous, frightening, powerful, beautiful,
exciting
verbs – feed on, grow, bite, give birth to, look for food,
get hurt, communicate, whistle, leap out, get rid of,
protect; nouns – mammal, a school of fish, species (the
great white, the whale shark, the hammerhead, the blue
shark, the killer whale, the bottlenose dolphin)
Gamatičke strukture i njihova komunikacijska upotreba
Komparacija pridjeva - Uspoređivanje morskih
životinja
(mogućnost transfera na ostale životinje ili pojave)
Međupredmetne teme i Održivi razvoj

A.3.1. A.3.2. A.3.3. B.3.1.
međupredmetno Učiti kako učiti A.3.1. A.3.2. A.3.3. A.3.4. B.3.1. C.3.1.1.
povezivanje C.3.2.2.
C.3.3 3. C.3.4.4. D.3.2.2.
Osobni i socijalni razvoj
A.3.1. A3.2. A 3.3. B.3.1. B.3.2. B.3.3. B. 3.4.
Hrvatski jezik Komparacija pridjeva
Priroda / Biologija Život u moru / Zaštita okoliša i prirodne
raznolikosti
Uporaba informacijske i komunikacijske tehnologije
A.1.1.
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Lesson 9
THE MOST INTERESTING SEA ANIMALS
Overview:
-comparing things (revision of comparisons using short and long adjectives)
-reading for specific information / cooperative learning
-finding out more about sea animals using the Internet
-the biodiversity of sea life- developing positive attitudes to the fascinating
world of animals
-understand a dialogue in which two sea animals are compared
-apply the rules of comparison to things, animals and people
-understand and summarise the text to a friend with given prompts
-do simple research using modern technology
-write about an animal
Step 1
Revision of adjectives
1 The purpose of Task A is to revise some adjectives from last year and introduce
the new ones covered in this lesson. After going through the adjectives written in
blue, (maybe translating them orally or thinking of the opposites), dictate them
according to their differences in the way they form comparisons. Students can have
their books open. They write them one below the other in their notebooks. After they
have written them down, ask your students why you dictated them in that particular
order. If they don't remember, mention comparisons and find out how much they
remember from last year. You may write the comparatives next to the adjectives on
the board at this stage or later. (Look at point 4 below.)
1st group - old / young /cute / fast / great / strange

2nd group - big / heavy / scary
3rd group - interesting / dangerous / frightening / beautiful / powerful / playful
4th group - good / bad
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Listening: Lee's project (L 9.1)
2 Let students listen to the dialogue between Emma and Lee. Set the listening tasks
below:
1st listening – What are Emma and Lee talking about? (Task B)
(KEY: Lee is working on his project: The most interesting | sea animals. He can't
decide between sharks and dolphins. After comparing them, he decides to write about
both of them.)
During the second listening, ask your students to concentrate on the adjectives the
children mention. 2nd listening – Tick the adjectives they mention (in the box in
Task A or in their notebooks). These are: interesting, exciting, cute, beautiful, scary,
dangerous, frightening, better.
Audio Script L 9.1
Emma: What are you doing?
Lee: I'm working on my project: ‘The most interesting sea animals.’
Emma: Hmm, that's more interesting than my Maths homework, for sure. So, what's the
most interesting sea animal, then?
L: I can't make up my mind. I think sharks are more exciting than dolphins.
E: Oh, come on. Dolphins are cuter. They are more beautiful. They don't attack people, they
even save them. You like sharks because they are scarier, I know.
L: Not really. There are only three kinds of sharks that are dangerous to people: the great
white, the tiger and the bull shark. The great white shark looks more frightening than the
other two.
E: Look. It is definitely the most frightening one.
L: Yes, and Jaws is the scariest movie I have ever seen.
E: I've never heard of it.
L: You are too young.
E: Why don't you write about sharks AND dolphins?
L: Ok, that's a good idea. You can give me a hand. You can draw some pictures. You are
better at drawing than me.
3 Tell your students to have a look at Task D. Most of them would be able to decide
who says the sentences, without another listening. If not, let them listen for the third
time. Alternatively, you can show them the audio script from the e-book and tell them
to check their answers in the text. (KEY: 1, 3 and 4 Emma; 2, 5 and 6 Lee)
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4 Focus attention on the blue words in the sentences in Task D. If you haven't done
so earlier,elicit how much your students remember about the rules of forming
comparisons. Go through the LANGUAGE FOCUS box with your students.
In Task E students compare the two things using the comparatives (the blue parts of
the sentences in Task D).
Students' answers may differ. For example:

English is more interesting than History. Or: History is better than English.
Baby gorillas are cuter than baby crocodiles.
Wild animals are more frightening than domestic animals.
Mammals are more exciting than reptiles.
Horror movies are more frightening than comedies.
Basketball is more exciting than table tennis.
Encourage students to explain their choice, in spite of the limited language they still
have.
5 You can round off the lesson with asking children to go through the word list on
page 139 Lesson 9 and find the Croatian word for the sea animals below. The key is in
the brackets. This task can also be given for homework.
a whale shark – (kitopsina)
a killer whale – (kit ubojica iako pripada porodici dupina)
a hammerhead shark – (mlat) Its head looks like a hammer.)
a great white shark (velika bijela psina)
a blue shark – (pas modrulj)
a bottlenose dolphin – (dobroćudni dupin)

In the circular shaped pictures on page 50 you can see from top to bottom: the
whale shark, the bottlenose dolphin, the blue shark, the hammerhead and the killer
whale. A kind of sword fish below Lesson 9 title is called the blue marlin.
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Step 2
Pre-reading tasks Introducing new vocabulary
1 Start off by checking what your students have done. Show them the pictures of
sharks and dolphins from the digital resource pack or the short clips about these
animals. The children can tell you where they have seen these animals, what they
know about them or where they live, etc. As you go along, you might start introducing
some of the new vocabulary. More new words will arise as you go through Task F.
2 Go through the sentences in Task F. While discussing the sentences (containing
the target grammar structure), introduce the key vocabulary from both reading texts
and write the words highlighted below on the board.
1 Dolphins are more playful than sharks. True They LEAP out of the water and they play
with SEAWEED.
2 Dolphins can hear better than people. True A lot of scientists called marine biologists are
interested in the way dolphins COMMUNICATE. Dolphins produce sounds similar to
WHISTLING. They also make some CLICKING SOUNDS.
3 Sharks make louder sounds than dolphins. False
4 Dolphins can jump higher than sharks. True
5 Some dolphins grow longer than sharks. False Young sharks are called PUPS (puppies).
6 Sharks have a better sense of smell than people. True
7 Sharks look more frightening than dolphins. True
8 A shark's bite is 30 times more powerful than yours. True They rarely ATTACK people.
They sometimes attack surfers and their surfboards, so people have measured how strong
their BITES are. They normally FEED ON fish or plankton.
Let them find examples of comparisons in the sentences. See the underlined parts
above.
Reading in pairs / Exchanging information
The texts on sharks and dolphins abound in superlatives.
3 Make students work in pairs. Student A reads the text about SHARKS and Student
B the text about DOLPHINS. In a weaker class, you can divide the whole class into
two groups to read one of the texts each. Then ask individuals from groups A or B to
ask and answer the questions.
When asking questions, students do not read the multiple choice options to their
partner.
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After reading they have read the texts, you can also explain the preposition ONTO
(leap onto), something students find confusing, believing it is a mistake in the text.
Explain that the preposition INTO and ONTO are used with verbs that involve
movement. For example, I dived (jumped) into the sea. But I'm in the sea. The dog
jumped onto the boat, the dog is on the deck. You may also explain GET RID OF in
the phrase "get rid of parasites".
Student A answers, page 52
Task B 1 The shark is the most feared sea animal.
2 The whale shark is the largest fish in the sea.
3 The hammerhead is the strangest looking shark.
4 The mako is the fastest shark.
5 Blue sharks are the greatest travellers.
Task C 1 b) the killer whale. 2 b) the bottlenose dolphin.
3 b) because they teach their young to protect their snout (mouth)
Student B answers, page 53
Task B 1 The orca or the killer whale is the largest dolphin.
2 The bottlenose dolphin is the most popular one.
3 Bottlenose dolphins are the most intelligent animals because their teach
their young how to protect their snout.
4 Whistling and making clicks are among the loudest sounds dolphins make.
Task C 1 b) the whale shark. 2 a) 22 miles per hour 3 the hammerhead shark
Vocabulary building
4 Tell your students to read the text they haven't read and do the vocabulary
exercises (paraphrases).
KEY: Task D
Text A 1 d) 2 b) 3 f) 4 a) 5 c) 6 e)
Text B 1 f) 2 c) 3 b) 4 a) 5 d) 6 e)
Personalised feedback to the text

5 Personalise the text by asking students what they find most interesting about the
text they have read. They should write 4 sentences about either text.
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EXPANDING THE TOPIC INTO A PROJECT
Students are generally very interested in sea animals. If you have a stronger class, or
if your school is on the coast, you can turn this into a project and spend more time
covering the topic. Students can prepare a short text on whales or some other animals
that live in the Adriatic. For example: a monk seal (Sredozemna medvjedica), an
octopus (hobotnica) or a sea horse (morski konjic).
The texts they can find in English on the Internet or elsewhere might be beyond their
level, but encourage (at least the stronger students) to do some research and pick out
just basic information and make a short animal profile.
Where do they live?

How many different species are there?
What do they feed on?
Are they endangered? Who are their enemies?
What is the most interesting thing about them?
Encourage your students to visit the site called www.blue-world.org/en/about-us/
Step 3
Revision and practice
1 You can use the superlative memory from the digital resource pack or, you can
play it on the board either as a memory or match-mismatch game. If you want to
make it more difficult, you can use just the positive form as a prompt long / river;
big / desert and students should make the superlative form by themselves.
The pairs might be:
The Nile the longest river or more difficult: long / river
The Sahara the biggest desert
China the most populated country
The Caspian Sea the largest lake
Australia the smallest continent
Venus the hottest planet
The planet Earth the most beautiful planet
The Pacific the deepest ocean
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2 Do the tasks in the Workbook to provide students with more practice of
comparisons.
If possible, you can use the photos from the digital resource pack to show them the
animals that can also be found on page 46 in the Workbook. Let them do Task A.
Elicit what they know about the animals and encourage them to produce some
sentences using comparatives. Move on to Task B, but do not tell them they can
check their answers in Task C before they finish. In this way, they will come up with
more sentences with comparatives because they might disagree on which animal
should be written in the gap.
3 Do as many tasks as you want from pp. 48, 49 and 50. Task D is optional,
designed for first finishers. In a stronger class, Task E might open some space for
discussion. Some of the exercises can be given for homework.
A Pictures 1; 11; 9; 2; 8; 4; 10; 9; 5; 3; 7; 2.
B 1 a hippo 2 a blue whale 3 a flea 4 a kangaroo rat (skočimiš) 5 a box jellyfish
6 a boa constrictor 7 an elephant 8 red kangaroo 9 a gorilla 10 a bee 11a mosquito
The table in Task B

The first group: fast / faster / the fastest; small / smaller / the smallest;
large / larger / the largest
The second group: (big) bigger / the biggest; (heavy) / heavier / the heaviest;
The third group: (intelligent) / more intelligent / the most intelligent; (dangerous) /
more dangerous / the most dangerous; (poisonous) more poisonous / the most
poisonous; (hard-working) / more hard-working / the most hard-working
D the scariest horror film; the most difficult question; the funniest joke; the loudest
heavy metal band; the hottest summer day; the strictest teacher; the tastiest meal; the
deadliest virus; cutest baby; the tallest building
E SCIENCE 1 faster (Light) 2 farther (Pluto) 3 lighter (the same)
YOUR BODY 1 longer (without food) 2 more fattening (a pound of butter)
3 taller (in the morning)
HISTORY 1 older (the pyramids) 2 better (the Romans) 3 more powerful (The
Senate)
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E the funniest joke; the loudest heavy metal band; the hottest summer day; the
strictest teacher; the tastiest meal; the deadliest virus; the cutest baby; the tallest
building.
F 1 the biggest 2 the longest 3 the most populated 4the deepest / the largest 5 the
deepest 6 the smallest 7 the coldest 8 the wettest 9 the hottest
Note: There is a mistake in RECAP 2 Language in focus Task 5 Memory game Lake
Baikal is the deepest lake in the world; the Caspian Sea is the largest salt-water lake
in the world.
G 1 than 2 of 3 in 4 in; than 5 in 6 in 7 of 8 of
H and I Students' own answers.
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Cjelina UNIT 2
Lekcija Lesson 10 FILMS
Okvirni broj sati 3
Ishodi učenja A.6.1; A.6.3; C.6.1; C.6.3.
-primjenjuje naučeno (komparaciju pridjeva) u novom kontekstu-
uspoređuje filmove
-razumije ključne informacije iz teksta i razvrstava u tablicu
-govori o filmu uz pomoć natuknica u tablici
-primjenjuje naučeno na film po svom izboru
-izmjenjuje informacije u vidu razgovora (pitanje-odgovor)
-prepoznaje leksičko-gramatičke obrasce induktivnim i deduktivnim
zaključivanjem
Jezični sadržaj Vokabular: Film genres: action, comedy, fantasy, horror,

documentary, musical, animated, romance, adventure
Adjectives used when comparing films: good, interesting,
boring, scary, creepy, easy to make, popular, expensive to make,
enjoyable, stunning
Film elements: remake, based on, the main character, catchy
music; Other words from a film review: folktale, rub, cave,
jewels, genie, and fight against, give a task win, someone’s love.
Gramatičke struktre i njihova komunikacijska upotreba:
Present simple koji se koristi u filmskim prikazima pri
prepričavanju radnje filma
Povezivanje rečenica uz uporabu odnosnih zamjenica who,
which , where
Međupredmetne teme i
Učiti kako učiti A.3.3. A.3.4. B.3.1. C.3.1.1. C.3.2.2.
međupredmetno C.3.3 3. C.3.4.4. D.3.2.2.
Uporaba informacijske i komunikacijske tehnologije A.1.1.
povezivanje Hrvatski jezik:
Medijska pismenost- filmske vrste, filmski elementi, opisni pridjevi
Jezično izražavanje: sažimanje sadržaja filma, povezivanje rečenica
odnosnim zamjenicama.
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Lesson 10 FILMS
Overview:
-films and film genres
-adjectives and comparison of adjectives
-present simple in film reviews
-summarising skills
-writing skills - connecting sentences with the relative pronouns WHO, WHICH,
WHERE
-possessive adjectives vs possessive pronouns (optional)

-identify different film genres
-skim through fim reviews in order to find key information
- talk about their favourite film, say who the main characters are
and retell in several sentences what it is about
Step 1
Introducing vocabulary related to the topic
1 Start off with film genres – Task A in the Student’s Book. Students should
find different kinds of films written on the film tape and write them next to a very
simple definition.
KEY: 1 comedy 2 horror 3 musical 4 action film / adventure film 5 animated film
6 romance
Ask your students to have a look at the series of pictures on the right and identify
what genres they are. (From top to bottom- an adventure film, an animated film, a
thriller, a disaster movie, an action film, a SF film, a comedy, a romance / a period
film / a costume / a costume drama, a horror film. Encourage them to explain how
they have guessed and encourage them to describe the pictures. In a stronger, faster
class, ask students to come up with an example for each kind. Next, ask them what
kind of films they like. They can write numbers next to the pictures. Number 1 is the
genre they like most.
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2 You can revise comparisons in the new context of films and ask your students to
compare two films they have seen. In a weaker class you might ask them to compare
just the genres. Make them use the adjectives from Task B.
Reading: FILM REVIEWS

3 The reading material of this lesson consists of two simplified film reviews, similar
to the ones you can find online. Each film review contains some basic information on
the film, such as film genre, characters, and a sentence or two about the plot. At the
end of the review, the writer often gives his or her opinion of the film where some
common adjectives are used. Tell your students to go quickly through the review and
ask them two questions:
What kind of film is it?
What does the writer (critic) like about the film?
The given task works on one of the reading strategies. This time it's the skill of
skimming through the text to find some information. Students should go through
the text to find the answers to the questions. (A good strategy to develop with your
students is to teach them to underline the part of the text where they can find the
information. Later, you can ask them to read out the line where they have found the
answer.)
4 While they are looking for information, write the Croatian words on the board:
dragulji svjetiljka nova verzija filma pretvoriti se (u)
boriti se protiv (koga) zadobiti nečiju ljubav pećina
Go through the words in Task D, ask someone to read them out. Tell your students
to match the English words with the Croatian expressions on the board and copy
them in their notebook.
5 Next, ask them to find in the review the part that tells them what the film is about.
Point out that the present simple is generally used for the plot summary.
6 Students are ready now to fill in the table in Task E. After they have finished,
they work in pairs. Student A reads the question that cover one of the films, Student B
answers them. They exchange roles.
7 Task A, Task B and Task C in the Workbook could be done at home. When
checking the homework next time, there could be some disagreement about which
category (positive, negative or neutral) the word belongs to.
99
Such tasks are designed in this way to leave some space for discussion, sometimes
even in Croatian. For example, do 'good-looking actors' or 'famous actors' belong to a
positive or neutral group? Or, could 'long' be positive if the film is enjoyable?
However, 'too long' becomes a negative category.
Step 2
Revision
1 Start off with the words from Task D. Ask students to use them in simple
sentence to illustrate in what way they relate to the film.
The film about Aladdin is a remake. There is also an animated version.
Alladin’s lamp was in a cave. The cave is full of jewels.
Summarising the reviews
2 Ask someone to tell you the basic information about the films using the entries
from the table in Task E as prompts.
3 Check students' homework.
Relative pronouns 'WHO, 'WHICH' and 'WHERE'
4 Next, write on the board the sentences below:
Peter is a shy student. He lives in New York.
Spider-Man is an action movie. It has fantastic special effects.
Ask who HE in the second sentence refers to.
(To Peter – a person.)
Ask what IT in the second pair of sentence refers to. (To a film – a thing.)
Tell them to try to connect these two sentences and make one, omitting He and IT. If
they can't do it, write on the board WHO and WHICH.
Peter is a shy student WHO lives in New York.
Spider-Man is an action movie WHICH has fantastic special effects.
Add the third pair of sentences.
Penguins live in Antarctica. The temperature there is -70°.
What's Antarctica? A place. Ask them to connect these two sentences using WHERE.
Penguins live in Antarctica WHERE the temperature is -70°.
Give a similar example: Antarctica is a place WHERE penguins live.
5 Go through the LANGUAGE FOCUS box and then let the students do Task H;
I and J in the Student's Book. Point out that a robot, as a film character, in Task J
could be considered a person.
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Listening, Workbook, (p. 52 optional)
6 There are two tasks connected to the children being interviewed about their
favourite films. Follow the procedure in the Workbook.
Audio script
L 10.1 Josh: I like reading comics. There are a lot comic characters who become
movie heroes. My favourites are Superman and Spider-Man. When I think of it, I
like Spider-Man more. The film has better special effects. It was more expensive to
make, for sure.
L 10.2 Tim: Well, my dad has a collection of Indiana Jones movies. They are oldies
but they are still fun to watch. I like adventure and I think the plot is very exciting.
There are several sequels, but I like Raiders of the Lost Ark best.
L 10.3 Sarah: My favourite film? Have you got an easier question? Oh yes, I know.
High Street Musical. I think Zac Effron is the cutest guy on earth. Vanessa’s
acting is also good. The music is very catchy. I can’t wait for the new sequel.
L 10.4 Trish: I like movies based on true stories. Titanic is my favourite. It’s so
romantic. My mum says they spent too much money on it. I believe it’s one of the
most expensive movies ever made.
L 10.5 Harry: I’m interested in robotics and computers. That’s why I like WALL-E.
It’s the story of a robot’s adventures across the galaxy. WALL-E meets another
robot called EVE and he chases her across the galaxy. It tells us a lot about life on
earth and its future. Some characters are really funny.
7 Task F and Task G and Task H in the Workbook round off everything the
students have learnt in this lesson.
8 In a stronger class they should talk about one of the films they have seen, using
the prompts in Task F. First, ask your students individually to tell you about the films
and then pair them off to talk about them. They use the questions from Task E in the
Student’s Book.
PROJECT WORK
In a stronger class, Task E can be turned into a writing activity and used as part of a
project: ‘Our favourite films’.
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On writing (Part 3)
Writing a full film review should be done in grade 7 or 8 when students become
more mature. However, in grade 6 the key things are to provide students with tools,
to build up their vocabulary, to work on the development of analytical thinking, to
sensitise them to the importance of structure, and to familiarise them with all the
elements that make a good piece of writing so they are prepared for more
demanding tasks later on.
Step 4 OPTIONAL
Revision
1 Dictate words related to films. Students come to the board, 2 to 3 at a time, and
write the words down. Make sure you have at least 20 words on the board – ideally
the same number as students. In a stronger class you can say the word in Croatian
and they should write it in English. The words could be:
acting moving plot an actor a character catchy
an animated film convincing enjoyable scary long
a sequel an actress a cameraman a comedy a stuntman
stunts special effects an SF film boring a horror film
2 Tell your students to copy 8 words in their notebook. You play bingo, but instead
of reading the word you read a paraphrase. The first person who ticks off all the
words is the winner.
o the story of a film (plot)
o dangerous scenes (stunts)
o the second part of a film (a sequel)
o they can be very spectacular and expensive, a computer makes them
(special effects)
o it's an adjective describing acting that is believable (convincing)
o it describes music, easy to remember (catchy)
o when it makes you cry (moving)
o the opposite of interesting (boring)
o the same as frightening (scary)
o a person who shoots a film (a cameraman)
o a woman who acts in a film (an actress)
o what actors and actresses are doing (acting)
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o a kind of film in which there are aliens (a SF film)
o this film is scary (a horror)
o Finding Nemo is...? What kind of movie? (an animated film)
o a film in which the characters are very funny (a comedy)
o a man who acts in a film (an actor)
o the opposite of short (long)
o a person who replaces actors and actresses in dangerous scenes
(a stuntman)
o a person in a book or in a film (a character)
Paraphrasing
3 After you have finished playing, you can ask your students to practise
paraphrasing. Write some hints on the board:
Explain that when paraphrasing adjectives, you can say:
It's an adjective, it describes...
It's the opposite of...
It's the same as...
When paraphrasing people, you can say:
It's a person who...
When paraphrasing film genres, you can say:
It's a kind of film which makes you..
It's a kind of film in which there are…
You can also play it as a game. Representatives from one half of the classroom
paraphrase, the other half guesses, and vice versa.
Possessive adjectives and pronouns (OPTIONAL)

4 Write these three sentences below the board. Ask students what the underlined
words are.
I have got a bike. (I is a personal pronoun)
My bike is blue. (My is a personal adjective followed by a noun.)
This basket that goes along with it is also mine. (Mine is a personal pronoun
which is not followed by a noun.)
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5 Let them open their book on page 135 where they can find the Grammar
summary section. Ask them to have a look at all the forms in the box at the
bottom of the page. Tell them to do Task I and Task J in the Workbook. Help if
necessary.

A 1 comedy 2 horror 3 thriller, adventure 4 fantasy 5 animated 6 romance 7 musical
B 5; 4; 3; 1; 2
C Possible answers POSITIVE: enjoyable; excellent; fantastic; funny; convincing
acting; exciting; good special effects NEGATIVE: boring; weak plot; unconvincing
acting. NEUTRAL: moving; catchy music; long; good-looking actors; famous
actors
(variations are possible if students can justify their choice. For example, moving
and catchy music can also be in the POSITIVE column)
D Superman and Spider-Man; Indiana Jones movies; High Street Musical; Titanic;
WALL-E
E 1 better 2 fun; plot 3 cutest; music 4 romantic 5 robotics; funny
F 1 takes place 2 main character 3 tells the story of 4 sequel 5 based on 6 special
effects; 7 animation G on; with; by; into; against; of
H 3; 6; 2; 5; 1; 4 1 where 2 who 3 which 4 which 5 which 6 where
L 1 A my B mine 2 A your B yours 3 A their B our A her B hers M
M 1 hers 2 ours 3 theirs 4 mine 5 yours 6 his
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Tema 1 UČIM ENGLESKI I PROMIČEM KULTURU
VLASTITE ZEMLJE
Cjelina ACROSS THE WORLD / ACROSS CULTURES

Lekcija
CROATIA IN SUPERLATIVES
CROATIA IN NUMBERS
Okvirni broj sati 3
Ishodi učenja A.6.1; A.6.2; A.6.3; A.6.5; B.6.1; C.6.1; C.6.3;
C.6.4; C.6.5.
-izdvaja iz teksta najvažnije informacije
-zapisuje ključne riječi
-planira strukturu i sadržaj govora
-radi u paru ili grupi uz međusobnu podršku
-povezuje elemente teksta, pridružuje brojke, rečenicama
-reproducira dio teksta po izboru na temelju predloška
-koristi se prethodno stečenim znanjem radi lakšeg učenja
-planira vlastito ponavljanje
-radi u paru ili skupini radi međusobne podrške i osjećaja uspješnosti
-razvija suradničko učenje
-kreativno oblikuje kviz uz pomoć digitalnih alata i vizualnih uradaka
fotografija ili kratkih filmskih isječaka
Jezični sadržaj 1 Hrvatska kao turistička zemlja-Hrvatska u superlativima

Vokabular: Adjectives: sunny, long, large, busy (ports), vast
(fields),beautiful, precious, interesting, lively
Collocations: historic building, ancient palace and amphitheatre, oak
forest, street festival, nature park, mountain range
2 Hrvatska u brojkama
Vokabular: numbers, population, area, cathedral Gramatika i /
njena komunikacijska upotreba: Predstavljanje zemlje uz
uporabu komparacije pridjeva-superlativa te izricanje brojeva.
Međupredmetne teme i Osobni i socijalni razvoj A.3.1. A 3.3. B.3.1. B.3.2. B.3.4.
C3.4.
međupredmetno
Uporaba informacijske i komunikacijske
povezivanje tehnologije A.1.1. D.3.1 C.3.1. C.3.3.
Učiti kako učiti C.3.3 3. Interes.D.3.2.2. Suradnja s drugima.
Građanski odgoj C.3.3.
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Suggested teaching time: 2- 3 periods
CROATIA IN SUPERLATIVES
Rationale:
The purpose of this text is to round off practice of superlatives and develop positive
attitudes to the natural beauty and interesting facts of our country. Task A
summaries the text and makes students use superlatives. These are also the facts they
can tell a person from another country who is interested in Croatia.
1 You can start off by dictating in Croatian some of the typical collocations from the
text. While reading the text for the first time, students should find the English
equivalent. Choose some of the following: HOLIDAY DESTINATIONS; GOOD
WEATHER; MOUNTAIN RANGE; PROTECTED NATURE PARKS; BUSY PORTS;
HISTORIC BUILDINGS, OAK FORESTS; VASTEST FIELDS; TRADITIONAL
COSTUME.
2 Write on the board the beginnings of the sentences:
1 Zagreb is the capital and… 5 Vukovar… 9 Pula’s amphitheatre…
2 Krk and Cres are… 6 Zlatni Rat… 10 Hum…
3 Slavonija has… 7 Sinjska Alka… 11 Dubrovnik…
4 The island of Hvar… 8 Split, Šibenik and Trogir… 12 Velebit
Ask students to finish the sentences using superlatives while reading the text for the
second time. You don’t have to insist on covering all the sentences but students
should remember at least some facts about Croatia which they can tell a person from
another country thus presenting the country in its best light.
KEY: 1 Zagreb is the capital and the biggest city. 2 Krk and Cres are the biggest islands.
3 Slavonija has the vastest fields and the largest oak forests. 4 The island of Hvar is the sunniest
island.
5 Vukovar suffered the greatest destruction in the Croatian Homeland War.
6 Zlatni rat is one of the most beautiful beaches. 7 Sinjska Alka is one of the most interesting
competitions. 8 Split, Trogir and Šibenik have the greatest number of historic buildings.
9 Pula's amphitheatre is one of the 6 largest amphitheatres in the world.
10 Hum is the smallest town in the world. 11 Dubrovnik is one of the most beautiful cities.
12 Velebit is the largest protected nature park.
3 To round off, you can look at the pictures in the book or you can use the pictures
from the digital resource pack and ask two groups to take turns and produce a
sentence about the picture displayed. For each correct answer they get a point. If you
want to spend more time covering the topic, you can turn it into a project and make a
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class poster of Croatia for tourists visiting our country.
CROATIA IN NUMBERS
1 This section revises numbers, both the way they are written and the way they are
said. Have a look at the numbers in Task A. Ask your students to draw a conclusion
where you use a 'stop' (point) and where a comma in writing numbers. After they
have tried to do the matching, ask them where you normally put 'AND' when reading
a number with 3 digits, 4 digits, 5 digits and more. In American English, this 'and' is
often skipped. (If needed, you can have a look at the NUMBERS section in the
Grammar Summary at the back of the Student's Book.)
KEY to Task A: f) c) a) g) b) e) d)
B the population 4.5 million; 56,538 km2; 105 m; 8 national parks; 1,246 islands; the
Sava 562 km; Dinara 1,831 m
Background information for the teacher.

There might be some disagreement on the number referring to the number of
islands. In 2000, the counting criteria changed and the number 1,246 includes
islands, islets and rocks (hridi). The River Sava is the longest river in Croatia and
the number 562 km refers to the part that flows through Croatia.
There are 8 Nationals Parks in Croatia and these are: Brijuni; Kornati; Krka;
Plitvicka jezera (Plitvice Lakes); Paklenica; Mljet; Risnjak; Sjeverni Velebit (North
Velebit).
PROJECT WORK
A quiz on Croatia
The topic of Croatia might be expanded and developed into a project. You can follow
the procedure described in Task A on page 60 in the Student’s Book.
Depending on the area where you teach, you can add questions which are relevant to
the students of your school. When introducing the project, it is important to ask
students to come up with ideas of their own. In that way they will be more motivated
and those who might be better at some other subjects than English (Art, Geography
or IT) will be very happy to do their part, thus indirectly building up their confidence
in / for English, too
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Throughout the year, as students are making progress in their learning, especially
after acquiring the simple past tense, students can add more questions covering
famous people, sport history or historic buildings. Since a lot of students use modern
technology on daily basis and often take photos or make short video clips, they can
incorporate some visual material into their quizzes or (guided) presentations.
SELF – CHECK 2
A works; teaches; plays; travels; takes; posts; stays; is; doesn’t have; has; goes
B 1 Where 2 What 3 How often 4 Why 5 Who
C usually; cheaper; sometimes; never; more expensive; often; bigger; better; always
MONEY AND ME
Apart from revision exercises, the SELF-CHECK section provides a guidance for
students on how to carry out a simple survey on spending pocket money. The
research is carried out anonymously so as to avoid any inconvenience. The topic
‘Money and me’ provides an opportunity for embedding entrepreneurship
(poduzetništvo), financial literacy (financijsku pismenost) across the curriculum and
establishing a link between mathematics and English.
The students will:
-unscramble the questions needed for the survey
-prepare the sheets with questions
-answer the questions anonymously
-analyse the results based on the data collected from 4 people
-apply their maths knowledge of fractions and percentage
-present results visually using a pie chart and a block graph
- write a short report by filling in the data
If you have a stronger class, they might add up all the results they have got and
put them on display in the classroom. They may add some illustration of items they
spend money on (see A-G at the bottom of the page.)
Before doing Money and me section read the section On your pedagogical guidance
on the next page.
LOOK BACK 2 (Lesson 7-10) + INTERACTIVE TASKS
REVISION Suggested time: 1 - 2 periods
Spend the next one to two periods revising the material covered in Lessons 7-10. ,
especially if you haven’t had a chance to do some of the interactive activities in class.
You can set some of the tasks for homework. The Look Back sections prepare
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students for formative assessment later on.
Task C in the LANGUAGE FOCUS section can be used as a framework for similar
interviews students can carry out by themselves.
After doing Task E which revises comparatives, students can discuss the statements
and say which of them they agree with and which they disagree with. Encourage them
when expressing their opinions to use some of the phrases covered in Lesson 7:
I think (that)... I believe (that) ... because…
Task F which practises superlatives can also be used as a springboard for discussion
of all the issues mentioned, supported by your gentle pedagogical guidance.
On your pedagogical guidance
Why do children often have a negative attitude to school and learning? Are the most
precious things in life material things / the most expensive products? What's more
important: money, fame, expensive presents and things, as often presented in the
media, or good friends, nice relationships with other people, your neighbourhood,
health and small everyday pleasures? Always try to put the things in perspective or,
better said, to look at things from different perspectives to show students that
compared to a lot of countries in the world, we should consider ourselves quite lucky
regarding where we live and the opportunities we have.
By developing a more positive attitude to what we have and what we might become,
things can change for the better. However, each individual should be aware of this,
share responsibility and contribute to the world around them. It's never too early to
start talking about this in class.
LOOK BACK 2
Answer key - Vocabulary
A SPORT ¸ training; tennis; championship; coach; court; win
TV remote control; shows; soaps; serials; switch on; documentaries
MUSIC instrument; cello; classical; practising; orchestra; conductor
B 1 tennis; training; coach; court; win; championship. 2 switch on; remote control;
Documentaries; serials shows; soaps. 3 cello; instrument; orchestra; conductor; practising;
classical.C 1 ONLINE 2 YOU TUBE 3 WEBSITE 4 CHAT ROOM 5 DOWNLOAD 6
VIRUSES; 7 SOCIAL NETWORKING SITE D 142; 1,757; 1,392; 109; 023369155
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the first of May – Labour Day
the thirstiest of May – Statehood Day
the twenty-second of June – Anti-Fascist Resistance Day
the fifth of August – Victory and Homeland Thanksgiving Day
the fifteen of August – Assumption of Mary
the eighth of October – Independence Day
the first of November – All Saints' Day
the eighteenth of November – Remembrance Day
the twenty-fifth of December – Christmas Day
Language focus
A and B Students' answers
C 1 A Do you like playing computer games? 2 A Where do you buy them? 3 A Who do
you play them with? 4 A What kind of games do you play? What kind of games do you
like? How do you choose a game?
D 1 where 2 who 3 which 4 where 5 who 6 who 7 which 8 which
E 1 more enjoyable 2 more expensive 3 easier 4 worse 5 scarier 6 more dangerous
F 1 the best 2 the worst 3 the most interesting 4 the scariest 5 the most precious 6
the most comfortable 8 the tastiest 9 the most important 10 the most useful
Listening
A 3; 2; 1 B 1 a) 2 b) 3 b) 4 b) 5 a) 6 b) 7 a) 8 a)
Audio Script
LB 2.1 Sarah: My biggest worry is that I won't do well at school. My mum always compares me to
my older sister. She is better at school than me. My mum keeps telling me to work harder but my
sister doesn't work harder than me. Her results are better because she is cleverer and faster than me.
I think it is easier for her, so that's not fair. I wish my mum was more understanding.
LB 2.2 Trish: The best thing about school is friends. I sometimes don't feel like going to school
because there are too many tests but my friends there make me happy. My best friend is Sarah. I've
known Sarah longer than the others. In this picture she had shorter hair than she has now. She is
much taller than me. She likes playing basketball. I'm not tall enough to play well, so I prefer
swimming. She says basketball is more exciting because it's a team sport.
LB 2.3Tim: Well, it's difficult to say. When I was younger I believed friendship was the most
important thing. Two years ago my mum was seriously ill and I realised then that being healthy is
the most important. However, my friends were there for me because I was often sad. So, I would say
health, family and friends are the most important things in life. Maybe love, one day!
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UNIT 3 Lessons 11 – 16
OVERVIEW
Unit 3 is the central unit of the book covering the key grammar content that has to be
acquired in grade 6: the simple past tense. Therefore, it’s the longest unit that
consists of 6 lessons, each dealing with different aspects and situations where the
past simple tense is used.
Lesson 11 and Lesson 12 focus on the past simple of the verb ‘to be’. Lesson 11
brings together two topics - Ancient Egypt and the topic of birthday parties. There, as
well as throughout the unit, you can find a combination of texts about history,
something that should make students associate with finished time in the past, and
texts dealing with some common past events from the characters’ (children’s)
everyday life that should make students USE the verbs in the simple past tense: first,
by retelling the texts in the book and then by personalising the situations and talking
about the past events in their life.
Lesson 13 is centred on one of Aesop’s stories which is neither too long nor too
difficult and therefore suitable for introducing the simple past tense. In addition,
there is a lot of repetition to help students remember the past tense verbs and make
the retelling of the story easier. The story is first told by using regular verbs. Once the
students are familiar with the content, the story is told for a second time, but this
time with irregular verbs. A lot of students in grade 6, at the threshold of puberty,
don’t like childish things (or, they are embarrassed to admit they like them), but they
will accept this story because it’s a bedtime story for Jenny - Emma’s younger sister.
This situation opens up space to talk about students’ younger brothers or sisters,
‘through whom’ the students will naturally start talking about themselves when they
were younger, something teenagers are too embarrassed to talk about because they
want to appear older, at least in the eyes of their classmates.
Lesson 14 again connects a common situation for students - studying History and
preparing for a test (teaching them also some History study skills) with the period of
the Middle Ages that Emma and Tara are studying. The things Tara and Emma learn
about prepare students to read the text about some London sights that are connected
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to the historical figures mentioned in the text on the Middle Ages. There are a lot of
regular and irregular verbs in the story. The past simple of YES / NO questions and
the negative form are also introduced.
Lesson 15 revolves around Stella, the au-pair who is preparing for an English exam,
so she practises letter / email writing and writes about things that happened in the
family the week before. Students have learnt a lot of irregular verbs so far and this
letter with Stella’s spelling mistakes allows them to spot some errors in the spelling of
irregular verbs. Lesson 15 also introduces WH- questions in the past tense.
While Lesson 13 was dedicated to the youngest in the family, Lesson 16 revolves
around the oldest – the granny – who talks about the time she was young, bringing
the swinging London of the time of The Beatles to life and making it personal. The
story of The Beatles and the tragic death of John Lennon lead students to a short
newspaper article on this, at the same time familiarising them at a very simple level
with the format of a news report. The lesson introduces subject questions in the past
tense.
The unit is rounded off with an ACROSS THE WORLD section which deals with the
capital of the UK London. This section is divided into three parts: Medieval London,
Modern day London and Political London with a follow-up that should arouse
students’ interest in the political life of Croatia. Again, this section serves as a
springboard for some project works.
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UNIT 3
Tema 3 IZ NAŠE PROŠLOSTI

Cjelina UNIT 3
Lekcija Lesson 11 Tara’s birthday party
Okvirni broj sati 3
Ishodi učenja A.6.1; A.6.3;A.6.6; C.6.1; C.6.3.
-razumije glavnu poruku pri slušanju teksta i pronalazi
ključnu informaciju tekstu
-razumije glavnu poruku pri čitanju teksta i pronalazi ključnu
informaciju tekstu
-sudjeluje u kratkom razgovoru poznate tematike (proslava
rođendana)
-planira strukturu i sadržaj svog pismenog zadatka ; povezuje
elemente teksta u logičnu cjelinu
-surađuje s drugim učenicima u skupini kako bi riješio
problemske situacije i dobio povratnu informaciju o
uspješnosti rješavanja zadatka
Jezični sadržaj Tekst o proslavi tematskog rođendana (Egipat)
Vokabular:Ancient Egypt: pyramid, pharaoh, papyrus;
hyereglophic writing; mummies; tombs;
Birthday parties: food; games;costumes; music
Collocations: theme party; Ancient Egypt;acting group;palm
tree; tropical fruit; treasure hunt
Adjectives: noisy; funny; fantastic; interesting
Gramatika i njena komunikacijska upotreba: Past
simple of the verb to be / There was… / There were za
prepričavanje događaja i opisivanja stanja u prošlosti
povezivanje Hrvatski jezik: Opisivanje događaja u prošlosti
Povijest i geografija Povijesno razdoblje drevne kulture- Egipat
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Lesson 11 TARA’S BIRTHDAY PARTY
Overview of the lesson:

- past tense of the verb to be
- birthday parties / party food and activities
- describing past states using There was... / There were...
- Ancient Egypt
-understand a short text on familiar topic by listening
-extract the main information
-understand a short text on a birthday party by reading
-order the topics mentioned according to the text
-talk about last weekend
-write a short text about their / their friend’s birthday party using prompts
Suggested teaching time: 3- 4 periods
Step 1
Introducing the past tense of to be
1 If you introduced the past simple of the verb to be in grade 5, you can skip 1 and
start the lesson with 2 below.
Ask your students how their day was yesterday. Start by saying a sentence about
yourself and write the sentences (written in capital letters) on the board as you go
along.
I WAS AT THE CINEMA YESTERDAY.
Where were you? Were you at home?
So, YOU WERE AT HOME. What about Mario?
HE WAS AT HIS FRIEND’S PLACE. And what about you, Petra?
SHE WAS IN THE PARK. Was it sunny?
I T WAS SUNNY. Where were we this time last Monday?
WE WERE IN CLASS. Were you two here?
No, YOU TWO WERE ABSENT LAST WEEK.
THEY WERE ILL. / THEY WERE IN A MATHS COMPETITION.
Underline all the past tense forms in the sentences and ask students to recognise the
verb. Make them draw the conclusion when to use WAS and when WERE.
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2 Tell your students to open their book on page 64. Let them have a look at the
pictures in Task A and make sentences. You can ask them to write the sentences in
their notebook.
1 Lee and Emma were at a birthday party.

2 Patrick was in New York.
3 Sarah and Martin were at a football match.
4 Stella was at the museum.
5 Emma’s dad was at work.
6 Jenny was ill in bed.
3 Look at Task B. They talk to their partner. Go around the classroom and ask?
‘Where were you? Where was your friend?’ Students can also answer using the plural
if they were both in the same place: ‘We were both...’ You can ask more questions:
‘What about your mum? / parents? / brother? / sister?’ etc.
In a weaker class, you can write some prompts on the board to help students with the
use of preposition.
at my friend’s place / at home watching TV / studying or
in the playground / in a shopping mall etc.
4 Tell students to have a look the LANGUAGE FOCUS box and Task C on page
65. Ask them how many different forms the verb to be has in the present (am, is, are)
and then compare them to the past forms.
KEY: 1 was 2 was 3 was 4 was 5 were 6 were
Introducing vocabulary
5 Next, prepare students for the listening task. Tell them to have a look at the
pictures and name at least 5 words they associate with ANCIENT EGYPT. There is a
wider choice of pictures in the digital resource pack. Explain the word ancient as
drevni / stari.
Since students learnt about this period in History in grade 5, they might come up with
a lot of words. You just have to help with the pronunciation. You might write on the
board the following, if possible in this order:
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ANCIENT EGYPT – the River Nile
a pyramid a tomb the pharaoh
a mummy – a preserved body
the Egyptians – religious – they believed there was life after death
the Sun God Ra – the most important god
The papyrus plant – similar to paper – drawings called hieroglyphs – this type
of writing is called hieroglyphic writing.
Once you have written the words on the board, you can go through them once more
by telling the story. In this way, the students are exposed both to the pronunciation
of difficult words and the verb to be. Point to the words on the board while
telling the story.
In the picture there is a pyramid. It was the tomb of a pharaoh. The pharaoh
was the most powerful person in Egypt. In the pyramid there was a mummy – the
preserved body of a pharaoh. The Egyptians were very religious and they
believed in life after death. The Sun God was their most important god.
The River Nile was very important for the Egyptians, too. Papyrus is a kind of
plant that grows close to the River Nile. It was used for writing on. But there were
no letters, there were pictures. This type of writing was called hieroglyphic
writing.
Ask your students to read out the words that are on the board. You can encourage
them to make sentences in a similar way.
Listening: ANCIENT EGYPT (L 11.1)
6 Let them do Task A on page 65. They can do the matching activity in the
Student’s Book.
1) Ancient Egypt was a long country running along the River Nile.
2) The Pharaoh was the most powerful person in Ancient Egypt.
3) Pyramids were the pharaohs’ tombs.
4) The Great Pyramid at Giza was 147 m tall.
5) Ra was the Sun God.
6) Mummies were the preserved bodies of the dead.
7) Cleopatra was the most beautiful queen of Egypt.
8) Papyrus was a writing material similar to paper.
9) Hieroglyphic writing was a form of writing used by ancient Egyptians.
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7 Let the students listen to the text and check their sentences.
8 Homework: Students should write down the sentences in their notebook. They
should remember at least 5 sentences.
Step 2
Revision
1 Check students’ homework. Ask them to read their sentences out.
2 Then do Task A in the Workbook. You can first read sentence by sentence,
(students have their workbooks shut) and they should spot the mistake. You can do it
as a little competition. Split the class into groups of 5 and each group gets one
sentence. If they spot the mistake, they get 1 point and if they can say the sentence
correctly, they get an extra point.
Then go back to Task A on page 65 in the Student’s Book. Let them cover the first
two boxes of the table. Students should try to make sentences (the beginnings) by
looking at the ending in the last box only.
Lead in: Picture on page 66

3 Ask your students what the connection is between Ancient Egypt and the picture
on page 56. (Task A). The party was a theme party – the topic was Ancient Egypt.
Go through the words written below the pictures. They might not know the meaning
of: A FRUIT BOWL; A SCROLL; COINS. You can read the words at random
while the students point to the words in the picture. Then ask the students to make
sentences using There was... or There were... Help them by drawing an analogy
with There is... and There are... Next, ask students to write down at least two
sentences starting with There was... and two starting There were... in their
notebook.
4 Let the students read the text silently and do Task B.

KEY to Task B: 2 party food 4 music 3 games 1 costumes
Tell your students to justify their choice and read out parts of the text where Emma
mentions the topics. You can teach your students to give the number of a paragraph
when justifying their choice. For example:
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In paragraph 2 she is talking about the food. The food was delicious...
In paragraph 3 she is talking about the games. We played a lot of games...
In paragraph 1 she is talking about the costumes. Tara was Cleopatra, Lee
was Tutankhamen, Luke and Emma were famous archaeologists, Sara was a
mummy and Pino was a scroll of papyrus.
Students can write down who is who in the picture.
5 You can ask your students to read the text out loud. Stop the reader occasionally
to check meaning. You can write some of the words below on the board.
TREASURE; TO BE SUPPOSED TO DO SOMETHING, CONTEST
6 Let the students do Task C. It is there to make students scan the text once more
to find the second part of the collocations from the text.
KEY: 1 acting group 2 theme party 3 Ancient Egypt 4 palm trees 5 tropical fruit 6
treasure hunt
Students can do the second part of the task for homework. Point out that they should
first write the answer. For example: __A treasure hunt ______ is a game.
Acting group is a school activity. Ancient Egypt is a period in history. Tropical fruit is
something you can eat. A palm tree is a kind of tree.
7 Task D exposes them to more sentences with the verb to be in the past. It also
summarises the task, so that it can be used later as a framework (reminder) for
retelling the text. Weaker students might be able to remember these 8 sentences and
the stronger ones might expand the sentences by adding more information from the
text.
KEY: 1 It was Tara’s birthday party. 2 There were 8 children at the party. The topic
was Ancient Egypt. 4 Tara was Cleopatra. 5 There was a cake in the shape of a
pyramid. 6 There were 8 golden cups. 7 Emma was the fastest in the mummy contest.
8 They were very noisy.
For homework, students should also practise retelling the text by remembering at
least 8 sentences from Task D.
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Step 3
Reading the text with the gaps
1 Start off by checking the homework – just the vocabulary part. Before checking
the second part, which is retelling the story, do some more tasks in the Workbook.
Have a look at Task C. Let them practise this in pairs, without filling in the text with
the right form. One person has the book open while the other tries to read the text
from the Workbook as fluently as possible, as if was and were had been filled in.
Then, students swap roles. After they have finished practising, ask some students to
demonstrate it aloud.
2 Now you can ask students to tell you something about the party – practise
summarising the text.
Writing: I WAS AT A BIRTHDAY PARTY

3 Next, you can go through the Writing Task – Description of a birthday party,
Task F, page 67. You can do this task in class, or let the students do it at home.
Either way, make sure you correct it because students might have a similar task in the
test. If you have decided to give the Writing Task for homework, you can do Task B
from the Workbook in class.
Step 4
1 Task D from the Workbook is an activity which involves some logical thinking,
but it’s not too difficult. In a weaker class you can tell your students to work in pairs.
The purpose of the activity is to fill in the grid by reading the sentences and drawing
conclusions. Afterwards, students can talk (and write) about the members of the
Brown family using the prompts from the grid, thus practising the past tense of to be.
There are a few other past tense verbs but that should not pose a problem.
Introducing pronunciation symbols

2 Introduce some of the pronunciation symbols. Look at the Appendix in the
Teacher’s Book.

A the Nile 2 Egypt 3 the Sun God 4 bodies 5 high
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B was; was; was; were; was; was; were; was; were; were; were; were; was; were;
were; was; was; were; was; were; were; were; was
C The text is the same as the one in the Student’s Book:
PEOPLE PLACES FEELINGS REASONS

The Brown Family
Tim at school tired He had a Maths test.
Mrs Brown in the hospital stressed out There were a lot of
patients there.
Mr Brown at home happy The dog had three
puppies.
The Singh Family
Mr Singh at the cinema scared They were
Mrs Singh at the cinema scared watching a horror
film.
Madhu in the library busy She had an
important project.
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Cjelina UNIT 3
Lekcija Lesson 12 NERO
Okvirni broj sati 3
Ishodi učenja A.6.1; A.6.3; C.6.1;C.6.3.C.6.4.
-razumije glavnu poruku pri slušanju teksta (telefonski
razgovor) i izdvaja ključne informacije
-razumije glavnu poruku pri slušanju i čitanju dijaloga koji
opisuje prošli događaj (prošlo vrijeme glagola biti)
-sudjeluje u kratkom razgovoru o događaju iz prošlost
koristeći glagol biti u upitnom i negativnom obliku ,
-slaže u pravilni redoslijed dijelove dijaloga za vrijeme
slušanja
-kreativno oblikuje kratak dijalog poznate tematike prema
smjernicama
Jezični sadržaj Vokabular: Telephone coversations It’s M... here?
Could you please ask her to…; Thank you very much for
calling; Asking for permission / Traženje dopuštenja:
May I …Can I… Collocations: tell the truth; lie to
someone; ask for permission; give a ring; lunch break;
a recycling bin
Gramatika / komunikacijska upotreba: Glagol biti
u prošlosti u upitnom i negativnom obliku;
prepričavanje događaja u prošlosti
Učiti kako učiti A.3.3. A.3.4. B.3.1. C.3.1.1. C.3.2.2. C.3.3
međupredmetno 3. C.3.4.4. D.3.2.2.
A.1.1.
Povijest: Razdoblje srednjeg vijeka
Hrvatski jezik: Prepričavanje doživljaja u prošlosti;
Kreiranje dijaloga i izražajno čitanje / gluma
121
Lesson 12
NERO
Overview:
-past tense of the verb to be in its negative and interrogative form
-retelling an everyday event using the past tense of the verb to be
-language used in telephone conversations
-asking for permission by using Can we...? May I...?
-understand a short text on helping a kitten and
missing a history lesson (listening and reading)
-talk about their own school experience
-order the lines of a dialogue by listening
-create a dialogue containing asking for permission utterances
Step 1
Warm up
1 You can start the lesson by spelling the scrambled letters of the word telephoning.
L- E- T- E- H- O-N-P-N-I- G. Ask your students to unscramble the letters to get
a word which describes something they do every day, even several times a day.
2 Ask your students how much time they spend on the phone. Do they use it for
chatting, sending messages or for some other purpose? Introduce some typical
phrases used in telephone conversations.
Listening: TWO TELEPHONE CONVERSATIONS (L 12.1 and L 12.2)
3 Ask your students to look at Task A. Let them listen to the two telephone
conversations. KEY: In the first conversation, Emma’s mum is talking to Emma.
In the second conversation, Emma’s mum is talking to Mrs Pott,
Emma’s history teacher.
4 Before listening for a second time, if needed, ask students if they have
remembered anything else. Encourage them to do Task B before listening for the
second time, They might conclude that Emma might be skipping classes / bunking off
school.
5 Tell your students to have a look at the sentences in Task C. They are all false
because we want students to practise the negative form of the verb to be.
122
Before checking the sentences, you can go through the LANGUAGE FOCUS box.
Explain to the students that the short forms WASN’T and WEREN’T are more
commonly used.
Go back to the false sentences and as you check what they have done, encourage the
students to justify their opinion despite the fact they don’t know many past tense
verbs.
1 She wasn’t tired because she wasn’t at school.
2 They weren’t in the history lesson. That’s why Mrs Pott phoned.
3 Mrs Pott wasn’t ill. Emma told her mum that Mrs Pott was ill.
4 Some kids weren’t absent because they had a cold, but because they had the flu.
5 Tara was at school but she wasn’t in the history lesson.
6 Emma’s mum wasn’t angry, she was happy / thankful .
6 Next, you can ask the students to turn sentences from Task C into true sentences
by using a negative form of to be WASN’T and WEREN’T.
6 If there is any time left, you can ask your students to do Task A and Task B in the
Workbook. If there’s no time left, students should do them for homework. In this or
the next lesson, you can practise reading the conversations (or even better, acting
them out), paying attention to intonation, especially in questions.
Step 2
1 Start off by reminding students of the content of the telephone conversations
(books shut). Ask students to make five guesses about where the girls might have
been.
2 In order to prepare students for the Reading, dictate 4 words / phrases from Task
A on page 69. Students should copy the English expression from the box in their
notebook.
reći nekome istinu (tell someone the truth); ispričati se kome (to apologise); stanka
za ručak (a lunch break); kontejner za recikliranje (a recycling bin)
Listening and reading: NERO (L 12.3)
3 Let the students listen to the text with their books open. Allot the role of mum and
Emma to students and practise reading the text.
4 You can do Task C next. One of the students reads out the question and asks
someone in class to answer it by using a short answer. If the short answer is negative,
students can correct the sentence.
123
The past simple of to be – Yes / No questions
5 Students work in pairs. They ask each other questions from Task D.
Students can write 5 sentences in their notebook. For example:
Damir wasn’t at school at two o’clock yesterday.
He was afraid of dogs when he was little.
The last history test wasn’t difficult.
All our classmates were present yesterday.
It wasn’t sunny yesterday. Etc.
WH - questions
6 Go through the LANGUAGE BOX and ask students to unscramble the questions
in Task E for homework. They should answer them, too.
KEY: 1 Where were Emma and Tara during the break? They were in the playground.
2 What was behind the recycling bin? There was a kitten there.
3 Why was it called Nero? Because it was black.
4 Why was Emma’s mum sick with worry? Because Emma was late. She was
not at school.
Step 3
Revision of the past tense of to be –Retelling the text
1 You can begin the lesson by doing Task C in the Workbook. It revises the past
tense of the verb to be. After the gaps have been filled in, the sentences should then
be put in the proper order. There are some variations, which will make students go
back and reread them several times. After doing the task, you can encourage the
students to retell the story.
Listening: WE ARE IN TROUBLE (L 12.4)
2 Next, tell your students to have a look at the sentences in the Listening section:
‘We are in trouble’ on page 71. Students should be able to tell you who is talking and
what about. They should try to put the sentences in the proper order and then check
the order by listening. Let them listen to the text at least twice.
KEY: 1; 8; 2; 4; 3; 6; 7; 5; 9 Practise reading the conversation. In a stronger class you
can act it out (Task C).
Asking for permission
3 Draw students’ attention to the EVERYDAY LANGUAGE box. Practise asking
for permission and giving the appropriate response by doing Task H in the WB.
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Step 4
More practice
1 This lesson revises the past of to be. Do the tasks in the Workbook. Start off with
Task D. Task E and Task G are followed by some writing practice. You can set one
of them for homework - either writing a report about a friend or writing a short
paragraph about the Wright Brothers which is based on Task E.
Pronunciation symbols 2
2 Introduce more pronunciation symbols. Have a look at the appendix.

A 2; 1; 5; 4; 6; 3
B Dialogue 1 here; you; are; homework; Do; have to; questions; See
Dialogue 2 here; Can; back; Bye
C was; were; weren’t; was; was; wasn’t; was; was; was; was; was; wasn’t
Chronological order 4; 2; 7; 9; 8; 1; 3; 5; 6; 10
Also acceptable 4; 1; 7; 9; 8; 2; 3; 5; 6; 10 or 4; 2; 5; 8; 7; 1; 3; 6; 4; 10
D Students’ own answers
E were; were; Were; weren’t; were; were; Were; weren’t; were; were; was; was; was;
was; was
F Orville and Wilbur Wright were flight engineers. They were American. They were
born in the 19th century. Wilbur was born in 1867 and Orville was born in 1871.
The Flyer was their first aeroplane with a petrol engine.
G 1 Were 2 Were 3 Were 4 Was 5 Were 6 Were 7 Were 8 Was 9 Were
H Students’ own answers
125
Cjelina UNIT 3
Lekcija Lesson 13 THE BOY WHO CRIED WOLF
Okvirni broj sati 3
Ishodi učenja A.6.1; A.6.3; C.6.1; C.6.2;C.6.3.C.6.5.
-sudjeluje u kratkom razgovoru o mlađoj braći i
sestrama
-razumije slijed događaja u priči u prošlosti pri slušanju
(nepravilni glagoli)
-prepoznaje pravilni redoslijed rečenica pri slušanju
poznate priče ali teže razumljive jer se koriste
nepravilni glagoli
-govori kratak tekst ,priprema se, uređuje i ispravlja svoj
govor uz pomoć prijatelja
Jezični sadržaj Aesop’s fable A boy who cried wolf

Vokabular: fable, fairy tale, shepherd, village, Regular
verbs in the past; LIVED, NEEDED, STARTED,WATCHED;
PICKED UP; WALKED; SHOUTED; RUSHED; ASKED;
ANSWERED; LOOKED AFTER; CLIMBED; SCREAMED;
CRIED; ARRIVED ; TURNED AROUND; STAYED. Irregular
verbs in the past: GOT; WENT; WAS; MADE UP; BEGAN;
CAME TOLD;DID; TOOK; HEARD; SAW;RAN;LOST; HAD
(TO)
Time phrases: yesterday; last summer; two month ago
Ostalo:fable; fairy tale;village, shepherd, sheep
Gramatika i njena komunikacijska upotreba Past
simple pri pripovijedanju price- basne ili svakodnevnih
događaja
Učiti kako učiti A.3.3. A.3.4. B.3.1. C.3.1.1. C.3.2.2. C.3.3
međupredmetno 3. C.3.4.4. D.3.2.2.
A.1.1.
Hrvatski jezik:Basne, pripovijedanje prošlih događaja
126
Lesson 13 THE BOY WHO CRIED WOLF
Overview:
-regular and irregular verbs in the past tense
-different pronunciation of the ending –ed
-lying and its consequences
-family relationships: younger brothers and sisters
-talk about family relations with their younger brothers or sisters
-understand a short story in the past if supported by pictures
-order the sentences to get a storyline
-retell the story using some written prompts
-write a few sentences about a past event in their life
Step 1
Lead-in (L.13.1)
1 You can begin the lesson by asking students to listen to the conversation and do
Task A. Ask your students who is talking and what they are talking about.
2 Discuss some of the questions in Task B. ‘My sister always / never / sometimes /
My brother doesn't...’
3 When discussing question 3, you can introduce the words A FABLE and A FAIRY
TALE and write them on the board.
Fables are stories in which the main characters are animals who talk and act like
people. The Greek stories of Aesop and the French tales of Jean de la Fontaine are
the most popular. The fables of Aesop (6th century BC) are probably a compilation
of fables of many authors and Aesop was probably only responsible for retelling
them. The best known of his fables are The Tortoise and the Hare ('Slow and steady
wins the race') and The Ant and the Grasshopper which illustrates the value of hard
work and preparation for the future.
Fairy tales take place in some imaginary land. Despite the name fairy tales,
fairies do not always appear in these stories, but there are always some magical
events.
4 Show the students a picture of a wolf from the digital resource pack and elicit as
many stories as possible with the wolf as one of the characters.
127
The wolf is a common character in both fables and fairy tales. It often has
a negative connotation although the wolf today is a protected animal. The number
of wolves has been growing steadily, even in Croatia.
Still, many people don't like wolves because they kill other animals. In some stories
like Little Red Riding Hood it is suggested that wolves attack people, which is
not very common. In a lot of stories the wolf symbolises an evil character or a
stranger – somebody children shouldn't talk to or give any personal information to
(very educational for today’s children who are Internet and social media users!). In
several of these stories the wolf disguises itself, pretending to be someone else.
Another story like this is The Wolf and the Seven Kids.
There are several expressions in English containing the word wolf and deriving
from stories. A person without friendly intentions who pretends to be a friend is
called 'a wolf in sheep's clothing', an expression that comes from one of Aesop's
fables.
The expression that derives from the story retold in this lesson is 'to cry wolf'
which means to ask for help when you do not need it, so that when you really do
need it, people won’t listen to you.
If you are more interested in the topic, you can visit www.wolfcountry.net, a website
dedicated to promoting education about wolves, where you can find a lot of stories,
legends and poems about the wolf.
Stella's story for Jenny THE BOY WHO CRIED WOLF, p. 73
5 It pays off to put a little bit more effort in the preparation of this lesson to make it
more memorable for the students. By doing some extra work, you can appeal to
students with different learning styles – the visual, auditory or kinaesthetic, and
make the introduction of the past simple of regular and irregular verbs, the key
grammar structure in grade 6, more effective.
Prepare some cards with both the regular and irregular verbs listed below from the
story. Write small, almost invisible numbers on the back of the card following the
order below - the order the verbs appear in the story. See step 6 below.
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REGULAR VERB CARDS
LIVED NEEDED STARTED WATCHED PICKED UP WALKED
SHOUTED RUSHED ASKED ANSWERED LOOKED AFTER
CLIMBED SCREAMED CRIED ARRIVED CLIMBED
TURNED AROUND STARTED STAYED KILLED
IRREGULAR VERB CARDS
GOT WENT WAS MADE UP BEGAN CAME TOLD DID
TOOK HEARD SAW RAN LOST HAD (TO)
Introducing REGULAR VERBS
6 Introduce the setting, characters and vocabulary of the story by drawing
(a village, hills, sheep, a shepherd, a wolf).
7 Tell the story. If you don't like drawing, let your students look at the pictures in
the Student’s Book, page 74.
8 Distribute the cards with the regular verbs from the story. Each pair gets one card.
While you are telling the story for the second time, students should hold up the
card with the verb on it when they hear it.
9 Read the verbs at random. The student who has the card, holds it up and repeats
the verb after you.
Ask all your students to hold up the cards. Tell them to look around. What do
these verbs have in common? They are all REGULAR VERBS. They all end in –ed.
Listening to the recorded story (L 13.2)
10 Let them listen to the story while following the text in the book. Each student
should remember the sentence with his or her verb. Alternatively, you can use the
pictures from the digital resource pack and let your students watch the slide show
along with the recording.
11 Ask your students to come to the board individually and stick their cards up while
saying a sentence with their verb. (There should be a number on the back of the card
so that they know when their turn is.)
Ask them which of the verbs we have added –d to (lived, arrived)?
12 Turn to the Pronunciation Box on page 73. Let the students listen to number 1
(L 13.3). Next, ask them to repeat the verbs. In a stronger class you can do number 2
as suggested, while in a weaker class it is better to dictate the verbs yourself because
you can adapt to your students’ pace.
129
The students sort the verbs out in three columns according to the pronunciation of
the ending. Explain the difference. Let them listen to number 3 (L 13.5) to check.
Audio script
L 13.3 1 Listen to the verbs from the story once again. Is the ending -ed always
pronounced the same?
→ lived needed started watched picked up walked shouted
rushed asked answered looked after climbed screamed
cried arrived turned around stayed killed
L 13. 4 (Note: the verbs above are read once again with a pause in between so the
students can repeat.)
Listen once again and sort out the verbs in three groups in your notebook. (Go back
to L 13.4 or dictate the words yourself.)
L 13.5 Listen and check!
/d/ ¸ /t/ /Ι d/
lived watched needed
answered picked up started
climbed walked shouted
screamed rushed
cried asked
arrived looked after
turned around
stayed
killed
13 Write on the board THE SIMPLE PAST TENSE – REGULAR VERBS. Tell
your students to copy the verbs one below the other in the order they appear in the
story. Students practise telling the story in pairs.
14 Ask them to fill in the story with the regular verbs (Task A, page 67 in the
Workbook).
15 For homework, each pair should split the story in half and learn to retell half of
the story.
130
Step 2
The verbs from the previous lesson in a new context
1 Revise telling the story in pairs.
2 Move on to a new context in which students can use the verbs they have learnt.
Dictate the sentences below. Students should finish the sentences with some of the
familiar verbs.
1 I _____________ learning English 6 years ago.
2 I _____________ TV yesterday evening.
3 I _____________ after my sister / brother last week.
4 We ____________ some money for a school trip last year.
KEY: 1 started 2 watched 3 looked 4 needed /saved
Ask students to personalise the sentences and tick the ones that are true for them.
Have a little talk as they are reading out the sentences. For example:
Where did you first start learning English? Who was your teacher? Do you
remember any songs or rhymes that you learnt at that time? What did you watch
on TV? etc.
3 Go through the sentences once more and tell students to underline all the time
phrases in the sentences (last year, yesterday evening, last week, last year).. Ask them
to write he title: TIME PHRASES WITH THE PAST SIMPLE above the sentences you
have dictated.
Spelling rules
4 Go through the WRITING BIT(E)S section, p. 75 in the Student’s Book.
Ask the students to sort out the verbs in the table in Task A on page 76. Task B,
Task C and Task D on page 76 in the Student’s Book can be or set them for
homework. Tasks 2 and 3 might be used to initiate discussion on household chores
and the equality of sexes.
First column: arrived; smiled; liked
Second column: washed; worked; kissed; cooked; wanted; stayed; walked;
washed; cleaned; talked; answered; opened; played
Third column: tried; studied; tidied up
Fourth column: stopped; planned; clapped
B He cooked; washed; tidied; played
C She stayed; worked; talked; stopped; wanted; answered; walked; opened; kissed
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Introducing IRREGULAR VERBS
5 Stick the cards with the irregular verbs from the story on the board (See Step 1/5.
Compare the verbs to people invited to a fancy dress party. Some have been too lazy
to dress up (like PUT, which is not among the cards but you can mention it), some are
recognisable (GOT, BEGAN) and some have dressed up beyond recognition (WENT).
Ask the students to identify ‘who is who’- what their infinitive is. As they are guessing,
write the infinitives on the board. Students copy the verbs in their notebook. Practise
the pronunciation of irregular verbs.
Part two p.77
6 Let your students look at the scrambled version of the story with the irregular verbs
in Task A, page 77. Ask them to put the sentences in the proper order.
Listening (L 13.6)
7 Next, let the students check the order by listening to the version of the story with
irregular verbs. If possible, let them also watch the slide show with sentences with
irregular verbs as subtitles. Afterwards, ask them to copy this version of the story in
their notebook. Tell them to underline all the irregular verbs. Practise reading the
story in pairs. KEY: 9;4;7;11;13;3;5;1;6;12;14;10;2;8
8 Set the homework for next time. Tell your students to cut out the pictures from
the Workbook on page 125 and do Task C and Task D on page 77.
Step 3
Revision - irregular verbs
1 Start off by playing memory with irregular verbs that can be found in the digital
resource pack or ask them to do Task D in the Workbook, p.70. Check the
homework. Go around the class and examine the irregular verbs.
2 Ask your students to do Task E. After they have finished, tell them to write just
the irregular verb below the right picture they have cut out.
3 Practise telling the story by using the irregular verb forms and the pictures as
prompts. First, they can look at the verbs. Next, ask them to fold the cards at an angle
of 90 degrees, so that the card can stand on the desk in an upright position without
the verb being seen. Ask them to practise telling the story in pairs.
132
Irregular plural
4 Go through the WRITING BIT(E)S section on page 69 in the Workbook.
Let the students do the tasks in this section.
5 Let the students do Task B in the Workbook and / or in a stronger class ask
them to prepare for Task E in the Student’s Book.

A lived; needed; started; looked after; picked up; shouted / screamed; rushed;
asked; answered; watched; climbed; screamed / shouted / cried; arrived; turned
around; stayed; killed.
B 1 when I was at university 2 last summer 3 When I was a child 4 yesterday 5 two
weeks ago 6 last Monday 7 a few years ago
C 1 tidied; February 2 called; at 1.30 3 travelled; (it depends which year it is now)
4 stopped; (it depends what the time is) 5 clapped; 15 minutes
WRITING BIT(E)S
1 1 fish 2 sheep 3 apple 4 apples 5 leaves 6 leaf 7 knife 8 knives 9 sheep, sheep,
sheep 10 wolves; sheep; fish 11 wives 12 fish
D went; began; told; got; was or were; did; took; heard; ran; ate; had; came; lost
made
E 1 got 2 went 3 was; made 4 began 5 came 6 told; was 7 did 8 took 9 heard 10 saw
11 ran 12 (didn't come) 13 ate 14 lost; had
The verbs should be written in the pictures on page 125 next to the numbers as in
Task E.
133
Cjelina UNIT 3
Lekcija Lesson 14 THE MIDDLE AGES
Okvirni broj sati 3
Ishodi učenja A.6.1; A.6.3; C.6.1; C.6.3.C.6.5.
-sudjeluje u kratkom razgovoru o načinama učenja
-razumije slijed događaja u povijesnom kontekstu
-povezuje prethodna znanja s dostupnim onformacijama
-izdvaja ključne informacije iz teksta pri čitanju/slušanju
-govori kratak tekst ,priprema se, uređuje i ispravlja svoj govor
-pronalazi i preispituje činjenice povezane s poviješću, kulturom,
umjetnošću zemalja ciljnog jezika
problemske situacije i dobio povratnu informaciju o uspješnosti
rješavanja zadatka
Jezični sadržaj Tekst o srednjem vijeku u Engleskoj / Kuga u Europi
Vokabular: The Middle Ages: a castle; tower; treasure; a dragon; a
king; nobles; a knight; armour; a tournament; common people; a
soldier; conquer; poor hygene; fleas; filthy; the plague,a disease More
irregular verbs:
KEPT;BECAME;UNDERSTOOD;BUILT;CAME;SWORE;HELD;WORE
FOUGHT;THROW-THREW
Gramatika komunikacijska upotreba: Past simple u povijesnom
kontekstu u potvrdnom, upitnom i niječnom obliku
Međupredmetne Osobni i socijalni razvoj A.3.1. A 3.3. B.3.1. B.3.2. B.3.4.
teme i C.3.3 3. C.3.4.4. D.3.2.2.
međupredmetno Hrvatski jezik:Prepričavanje događaja iz prošlosti
Povijest: Kako učiti povijest /
povezivanje
134
Lesson 14
THE MIDDLE AGES
Overview:
-simple past of both regular and irregular verbs in the context of history
-YES / NO questions in the simple past and the simple past negative
-historic and modern day London
-understand a short text on medieval history of the target culture
-sequence historic events
-use a limited number of regular and irregular verbs in speaking
-extract key information from the text by listening (The plague in Europe)
Suggested time: 3 - 4 periods
Step 1
Lead-in: Studying history
1 Start off by talking about school. Ask students if they have already had history this
week. Ask them what they learn in history and how they study it. Point out that
Emma and Tara are studying for a history test. Ask them why they are studying that
hard. (They weren't in the history lesson because they took Nero to the vet’s). Look at
some tips for studying history in the box and ask students if they use any of the
strategies.
2 Students might have already learnt about the Middle Ages in their history class.
They might know something about the period.
By the Middle Ages (the phrase was not used until 1722) we refer to the years
between about 410 and 1500. It is impossible to say exactly when the period started.
Before the Middle Ages there were the ancient times of the Egyptians, Greeks and
Romans, and after the Middle Ages came ‘modern times’. The period between 410
and 1100 is often called the Dark Ages. This was the time of the Anglo-Saxons,
Vikings and Normans. In the second period, between 1100 and 1500, Europe was
divided into a great number of small states. Religion was very important and some
of the church officials were very rich, like the Pope, bishops and abbots, and some,
like the monks and nuns, were poor and humble.
135
In Europe, lay people were part of the feudal system. The king was at the top of the
pyramid of importance, and the common people were at the bottom. The nobles
came under the king. There were the chief soldiers - the knights - who swore to serve
the king and in return were given lands to live on. In wartime, the knights served by
fighting. (Adapted from the Oxford Encyclopedia for Children.)
Words to make students aware of the life of those times
3 Do Task C. Students might come up with all the words / things that run on
electricity or words related to computers or technology. Guide them to include words
like running water, toilets, antibiotics, dentists, supermarkets and certain types of
food like potatoes, coffee, etc. They might come up with some words / inventions that
you as a teacher are unsure about when they were used for the first time. In that case,
tell your students that you will check, or give some students the task to find out.
Students love it when you have some tasks to do. They don't normally realise how
much effort you put into preparing lessons!
4 If possible, use the pictures from the digital resource pack or a have a look at the
pictures in Task D and introduce the vocabulary. The words below written in capital
letters should be later written on the board.
Kings and queens lived in CASTLES. What did they look like? They had towers and
thick walls. They had to protect the king and his men from their ENEMIES who
wanted to CONQUER them. What about weapons? There were BOWS and ARROWS
but there were some other weapons, too, like huge slings, spears, and lances. (Some
students know a lot about mediaeval weapons through computer games.)
The Church was very powerful, too. There were ABBEYS (opatija, samostan) where
monks and nuns lived and PRAYED.
The KNIGHTS protected kings. In wartime, they served their king by fighting. They
had ARMOUR. Sometimes they took part in TOURNAMENTS.
Why is a picture of a DRAGON there? Dragons guarded TREASURES in their den

and a person who killed it supposedly got all the treasure for himself.
Students might have come across a painting or a sculpture representing Saint George
(Sv. Juraj), the patron saint of England, who saved a princess by slaying a dragon
with a lance. In Zagreb, there are two such sculptures, one close to the Croatian
National Theatre and the other in Radićeva Street, close to the Stone Gate.
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Reading and listening
5 Let the students read the first texts to find the answer to the questions in Task A.
6 Let them listen to the first text (L 14.1). Ask them to do Task B.
1 The Vikings came to France and other countries from the north.
2 King Edward died.
3 William and his men sailed across the English Channel.
4 There was the Battle of Hastings between the Normans and the English.
5 William I became the king of England.
More verbs in the past tense
7 After you have checked the order, ask students to find the verbs in the past tense
in the sentences and then write them down on the board.
Regular verbs Irregular verbs
died come - CAME
sailed be - WAS / WERE
become – BECAME
8 Let the listen to the next chunk (L 14. 2) and ask them to remember at least 3
words associated with KNIGHTS. Then let the read the same part and ask them to do
Task C. Draw on the board what a mind map should look like.
9 Next, tell them to find some more irregular verbs in the past tense in the text and
underline them. (WAS, CAME; WERE; SWORE; HAD; WORE and FOUGHT.) They
might have understand the meaning from the context. Add the verbs below the ones
you have already written.
10 Finally, let them skim the text to find the answers to the question in Task D. You
can listen to that part, too (L 14.3) or as a variation, you can ask someone to read it
out loud and translate sentence by sentence into Croatian.
Vocabulary Task
11 If there is any time left, ask your students to do the VOCABULARY TASK on
page 80. If not, set it for homework. Tell your students that they should also learn
the irregular verbs you have introduced in this lesson.
KEY: 1 conquer 2 nobles, 3 filthy 4 tournaments 5 fleas 6 common 7 soldiers.
8 enemies;
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If you have an LCD and a laptop show them some pictures of the famous Bayeux
Tapestry where they can see King William.
Step 2
Irregular verbs and vocabulary revision
1 Check homework and ask students to sort out the regular and irregular verbs in
the table on page 80. Check what they have done and give them a few minutes to
remember them.
2 Next, while they are memorizing the verbs, make a ball by crumpling paper some
paper. Make it a bit bigger than a tennis ball, otherwise it will be too difficult to catch.
(You can also bring a small soft ball from home.)
Go around the class and throw the ball to one of the students, saying the infinitive of
one of the irregular verbs. The student you throw the ball to should catch it, say the
past form, and throw the ball back to you. Although it doesn’t seem likely, this activity
works well with both a tired and a restless class. Focusing on the ball helps students
concentrate more. Students love this, and they might ask you to play it again in one of
the following lessons.
If you have the equipment, play some of the interactive games from the digital
resource pack.
3 Ask students to do Task A and Task B in the Workbook. These tasks will
prepare them for retelling the text on page 79.
Retelling a part of the text
4 Finally, go back to the text on page 79. Split the class into groups of 3. Each group
/ its representative retells one of the sections.
Step 3
Listening: THE PLAGUE (L 14.4)
1 The last paragraph of the text on page 79 talks about poor hygiene in the Middle
Ages, which naturally leads to the listening comprehension text. The topic is the
plague. First discuss the pictures from the digital resource pack and afterwards write
the following words on the board:
DIRTY – FILTHY LACK OF CLEAN DRINKING WATER
PEOPLE DIDN’T WASH, THEY HAD LICE (A LOUSE (sing.), LICE (plural) similar to A MOUSE (sing.), MICE
(plural)
A LOT OF DISEASES (ILLNESSES) CHOLERA AND THE PLAGUE
SKIN DISEASES – SPOTS
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2 Go through the sentences in the Listening section. Make sure students
understand all the words and then let them listen to the text. Next they can write a
short paragraph about the Plague in their notebook. Ask them if there is any
similarity between the outbreak of plague and the outbreak of COVID-19 pandemic
which we have witnessed recently.
THE PLAGUE
The plague, also called the Black Death, came to Europe from Asia. It reached
England in 1348. Symptoms: tiredness, headache, fever and red and black spots. The
illness was spread by fleas on rats and the fact that the hygiene was very poor at that
time .The illness killed every third person in Europe.
The person who looks like a bird in the picture in Task C is a doctor at the time of
the plague. He was wearing a black cloak coated with wax and aromatic oils. He
also had a hood and a beak - like a nose with a filter on its end.
The traditional children’s rhyme that goes:
Ring-a ring-o’roses (translated as Ringa ringa raja)
A pocket full of posies,
Atishoo, atishoo
We all fall down
tells us about the Great Plague in the 17th century. One of the signs of the illness was
red spots that looked like roses. The second line (posies) refers to a small bunch of
flowers people carried in their pockets because of the bad smells or because people
believed the flowers would protect them. Atishoo is the sound of sneezing – another
symptom of the plague, as it was believed. After a few days, people literally ‘fell
down’ or died. All in all, a bit bizarre for one of the most well known children’s
rhymes!
Step 4
Revision with ‘noughts and crosses’ (optional)
1 Start off with a ‘noughts and crosses’ game. Split the class into two groups. You
have a pattern of nine irregular verbs in the infinitive. To put either a nought or
a cross in the square, students have to make a sentence in the past tense with the
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particular verb in the square they’ve called for. There are two grids for two games
below, with the verbs from the previous
lessons. GO BEGIN DO
SLEEP HAVE COME EAT LOSE TAKE
WEAR TELL BE RUN SEE HEAR
MAKE BUILD THROW
2 Have a look at Task C on page 73 in the Workbook. Students should match the
infinitive and the past tense form. Ask them to copy the irregular verbs in their
notebook. These are: HAVE-HAD; FEEL-FELT; CATCH-CAUGHT; THINK-
THOUGHT; KNOW-KNEW. They can also do Task D and Task E which put the verbs
in the new context,
3 Next, ask students to do Task F in the Workbook. The text revises the past
forms from the text on the plague.
Introducing YES-NO questions in the past tense.
4 Tell your students to think of three sentences describing what they did yesterday.
Choose 4 sentences from different students and write them on the board. Make sure
there are two with regular verbs and two with irregular verbs.
I played football yesterday.
I phoned my granny in the evening.
I did my Maths homework after school.
I went to the dentist’s.
5 Tell students to ask someone else in the class if they did the same things. Write
two examples on the board (using regular and irregular verb) and ask them what they
notice.
Did you play football yesterday?
Did you do your Maths homework after school?
Write the rule on the board:
DID + subject +INFINITIVE...?
6 Tell them to write down two more examples, either the remaining ones or two of
their own.
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7 Go through the LANGUAGE FOCUS BOX covering questions on page 80 and ask
them to do the corresponding tasks.
Past simple negative
8 Go through the LANGUAGE BOX on page 81. Explain the rule for making
negative sentences by looking at the examples and the words written in bold.
9 Let them do the tasks below the box.
10 Tasks G and H from the Workbook can be set for homework.
11 The online research task in the Student’s Book is optional. You can also do it in
one of the later revision classes. If you have decided to set the task, tell students to
visit the UN web page because they can find a lot of information there. You can set
this task to stronger students who might make a presentation on the topic.
However,they will need your guidance.
A Open ended activity (any answer that can be justified by students should also be
accepted).
The Church: Latin; monks; pray; Knights: tournaments; ladies; dragons;

armour; horses (defeat, battle) Wars: battle; army; defeat; Conqueror (horses)
B Latin; Monks; pray / Battle; army; defeat; Conqueror / horses; armour; ladies;
tournaments; dragons
C from left to right: 5; 1; 2; 6; 14; 8; 9; 7; 3; 11; 4; 12; 10; 13
D believed; arrived; needed; reached; wanted; killed; died; sailed
E came; told; had; were; felt; said
F arrived; reached; caught; felt; had; had; died; didn’t know; believed; wanted;
thought; came; found; disappeared; came back
G 1 slept; didn’t sleep 2 studied; didn’t study 3 had; didn’t have 4 wanted; want;
didn’t want 5 thought; didn’t think; 6 came; didn’t come 7 told; didn’t tell; 8 spoke;
didn’t speak 9 went; didn’t go 10 lost; didn’t lose
H 1 Was Shakespeare born in London? No, he wasn’t. 2 Did he live in Stratford all his life?
No, he didn’t. 3 Did he get married? Yes, he did. 4 Did he have any children? Yes, he did. 5
Did he live in the 15th century? No, he didn’t. 6 Was Newton a writer? No, he wasn’t. 7 Did
he study medicine? No, he didn’t. 8 Was he English? Yes, he was. 9 Did an apple really fall
on his head? We don’t know for sure. 10 Did he discover that the earth was round? No, he
didn’t.
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Cjelina UNIT 3
Lekcija Lesson 15 AROUND LIVERPOOL
Okvirni broj sati 3
Ishodi učenja A.6.1; A.6.3; C.6.1;A6.6; C.6.1;C.6.2; C6.3;
-jednostavnim riječima sudjeluje u kratkom razgovoru o
fotografijama
-povezuje prethodna znanja s dostupnim informacijama
-izdvaja ključne informacije pri čitanju teksta u kojem se
prepričavavaju svakodnevni događaji u prošlosti
-prepoznaje pravopisne greške u pisanom tekstu i
razvija vještinu uočavanja vlastitih grešaka pri pisanju
-pronalazi i preispituje činjenice povezane s poviješću,
kulturom, umjetnošću zemalja ciljnog jezika i
uspoređuje sa svojom kuturom
- sudjeluje u kratkom razgovoru
-prepoznaje osnovne društveno-jezične funkcije jezika
-reproducita rečeničnu intonaciju
-govori kratak tekst ,priprema se, uređuje i ispravlja svoj
govor
-planira strukturu i sadržaj teksta svog pismenog rada
prema smjernicama
Jezični sadržaj Email / pismo iz Liverpoola
Vokabular: Prepositions of time : IN the morning,
ON Wednesday, AT five o’clock Common collocations in
conversational English with HAVE; TAKE; GET; GO
Phrases for description of a town / place:LOCATION; SIZE;
POPULATION; FAMOUS SIGHTS;INTERESTING FACTS
Asking for the way in a polite way and giving instructions:
Excuse me how do I get to Albert Dock? Go down the street, turn left
or right, the building is in front of you
Gramatikai njena komunikacijska upotreba: Korištenje past
simple pri pripovijedanju svakodnevnih događaja u prošlosti ;
postavljanje pitanja o prošlim događajima
Osobni i socijalni razvoj A.3.1. A 3.3. B.3.1. B.3.2. B.3.4.
Međupredmetne teme i C.3.3 3. C.3.4.4. D.3.2.2.
međupredmetno Hrvatski jezik:Prepričavanje svakodnevnih događaja iz
povezivanje prošlosti
Povijest i geografija: Mjesto u kojem živim, znamenitosti i
prirodna obilježja
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Lesson 15 AROUND LIVERPOOL
Overview:
-introducing students to a narrative on daily events in the past
-WH-questions in the past tense
- expressing wishes using I'd like...
-asking for the way and giving directions
-practising spelling verbs in the simple past form so as to develop the ability to
spot mistakes in their own writing
- understand the text by reading and identify spelling mistakes
-sort out the information and summarise the text using prompts
-fill in the factfile about the place where they live if given a model
Step 1
Introducing some new vocabulary
1 Tell your students to have a look at the box in Task B and tick all the words they
know or they can guess. Translate the words from the box into Croatian. Next, ask the
students to match the words from the box with the definitions below. They should
copy the words and the definitions in their notebook.
KEY: lose sight of someone – when you can no longer see someone
eventually – at last
a day off – a day when you don't have to work
take a bus tour – to see places by bus
guide – a person that describes sights to tourists
a ferry – a ship that carries people across a river or to an island
lively – full of life
a guide – a person that describes sights to tourists
Stella's letter to her sister Chiarra

Reading: A LETTER HOME
2 Ask your students to have a quick look at the text to tell you what kind it is. How
do we usually begin and end a letter? Do people write a lot of letters nowadays? Why
not? Emails are very similar in format to letters. Ask your students to read the letter
143
and find 7 verbs that are spelt incorrectly. If necessary, you can make the task easier
by saying that there is one spelling mistake in each paragraph, except for the third
paragraph where there are 2 mistakes. Write only the correct verbs on the board.
Para. 1 waz*→ was 2 studyed*→studied 3 didn't gou*→didn't go; head*→ had 4
vent*→went 5 tuk*→took 6 visitid*→visited
3 Ask students to read the letter once more so they can tell you what Stella is
writing about. The verbs on the board can help them to sum it up.
She is writing about members of the Williams family.
Mrs Williams was away.
Emma studied history.
Jenny didn't go to kindergarten because she had earache.
Stella went to the city centre. She took a bus tour. She visited some well-known
places in Liverpool.
Follow up: Questions in the past tense
4 Ask students to make two questions starting with DID. Choose two examples and
write them on the board. Write above the questions the heading:
 YES /NO QUESTIONS

Did Emma study English? No, she didn't. She studied history.
Did Stella go to the city centre by train? Yes, she did.
Remind students that did is followed by the subject and the infinitive without to.
Ask them to start new questions so that the answers are History and By train.
You start a WH - question with a question word. Write it on the board. Make sure did
is written in the same vertical line as did above so that it is clear that did is there in
WH- questions too. (Avoid discussing subject questions for the time being. You are
going to explain them in the next lesson )
 WH- QUESTIONS
WHAT did Emma study? History.
HOW did she go to the city centre? By train
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5 Do Task D. Students do it in pairs. After they have finished, ask several students
to demonstrate what they have practised together.
Student A asks: Student B answers:
1 Where did Mrs Williams go? She went to London on business.
2 Why did Emma study history? Because she had a test.
3 When did Emma have a test? She had a test on Thursday.
Student B asks: Student A answers:

4 Who did Stella go shopping with? She went shopping with Jenny.
5 What did Stella do on her day off? She went to the city centre.
6 Who did she have a drink with? She had a drink with Marie.
6 In Task D students were only exposed to WH- questions. Tasks E, F and G
lead them towards producing WH-questions. Do as many as you can in the lesson,
and give the rest for homework.
Task E Unscrambling the questions
1 What problems did Jenny have? Jenny had a bad earache.
2 Where did she find Jenny? She found her in the toy section.
3 Who did she go on a bus tour with? She went on a tour with Heike.
4 What did they do on the bus? They sang Beatles songs.
5 What did she buy Pietro?
Task F Making questions using prompts
1 Where did Stella go on Friday? She went to Tesco's.
2 What did she do on Saturday? On Saturday she went to the city centre / she went
sightseeing.
3 Why did she get scared at Tesco's? Because she lost sight of Jenny.
4 How did / does she like Liverpool? She liked it very much She thinks it is anice city.
Task G Finishing off the questions

1 Where did she find Jenny?
2 Why did she go to the city centre?
3 What did the guide make them do?
4 How did she go to the city centre?
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Step 2
Working on the text
Prepositions
1 Start off by checking the homework. Ask students to tell you what they did
yesterday. Ask what they did IN the morning, what IN the afternoon, and what IN the
evening. Have a look at the prepositions of time in Task A on page 84.
Pictures of the sights of Liverpool
2 Have a look at the pictures on pages 82 and 83. Ask students to read Stella’s
letter once more to figure out what there is in the pictures. They can write captions
below the pictures.
You can write on the board in big letters
LIVERPOOL
and then around the word all the sights or things to do in Liverpool that Stella
mentions.
IN the first picture (point out the use of IN) on p. 82 one there is Albert Dock which
is famous for its many shops, bars and restaurants.
The second picture shows a guided bus tour which takes you to the main sights of
Liverpool with a photo of The Beatles - George Harrison, John Lennon, Ringo Starr
and Paul McCartney
In the third picture there is a football stadium. Everton and Liverpool are the
most famous football clubs in Liverpool. The picture is partly covered by another
one which shows the Royal Liver Building with one of the two towers with
a liver bird on top.
Stella also mentions the Museum of Liverpool life, which can be seen at the
bottom of page 82. It is a modern square building on the right.
How to describe a photo

Alternatively, you can show your students the slide show of the pictures of the sights
of Liverpool from the digital resource pack. As you go along, depending on the
strength of your class, encourage your students to describe the pictures using some of
the phrases on the next page:
146
In the first one there is... / there are...
In the foreground I can see...
In the background there is... / there are / we can see...
On the left-hand side there is... / are...
On the right-hand side there is... / there are...
I think this is ... It seems to me...
It reminds me of... Etc.

Liverpool
The Royal Liver Building
The liver bird - pronounced /laΙ və/ - is the symbol of the City of Liverpool. There are two
birds, one on each tower of the Royal Liver Building, built in 1911 overlooking the River
Mersey. The liver bird is similar to a cormorant which can be seen along the River Mersey.
Legend says that the birds face away from each other because if they were to mate and fly
away the city would cease to exist. Originally, they were designed to watch the city (‘Our
people’) and the sea (‘Our prosperity’).
Albert Dock
The 5 warehouses surrounding Albert Dock were built in 1846. The docks were closed by
1972. Ten years later they were restored. Today Albert Dock is a lively place with a lot of
museums, shops, restaurants and bars.
Museums
The well-known Merseyside Maritime Museum, the International Slavery
Museum and the Museum of Liverpool Life tell the story of Liverpool as a port.
Liverpool became important as a port during the Industrial Revolution. The first docks
opened in 1715. Ships based in Liverpool carried slaves from Africa to the West Indies and
North America. During World War II the port was heavily bombarded by the Germans.
Tate Liverpool has one of the best collections of contemporary art outside London. There
is also The Walker – a gallery that houses one of the finest art collections in the North of
England.
Cathedrals
Liverpool has two cathedrals – Liverpool Anglican Cathedral and the Metropolitan
(Catholic) Cathedral.
Sports
In addition to football, Liverpool is famous as the home of the Grand National horse race
which is watched by 600 million people worldwide each year.
147
Music
In the 60s Liverpool was the centre of the ‘Mersey beat’ sound which became
associated with The Beatles. (See more in the next lesson).
The city is also home to the Royal Liverpool Philharmonic Orchestra.
Liverpool factfile, p. 84
3 Have a look at the factfile of Liverpool (Task A) and ask students to fill it in. If
your students live in a place that is suitable for making a similar factfile, tell them to
try to do one for homework. Help them with the vocabulary. If not, tell them to make
such a file for a city nearby or for the capital city. There are some ideas for Zagreb
below.
KEY: The missing words are: England; Mersey; half a million; liver birds; Dock;
shops, bars and restaurants; Life; Everton; Club; birds
ZAGREB
Location
Zagreb is a city in the north-west of Croatia.
It lies on the River Sava, at the foot of Medvednica Mountain.
Size
It has a population of almost one million.
Things to see
The Upper Town – two hills, one named Kaptol with a 19th century cathedral and
the other named Gradec with the Croatian Parliament called Sabor.
The Museum of Zagreb tells the story of Zagreb from prehistoric times.
The Museum of Contemporary Art – the largest museum in Croatia.
The city is also famous for
Maksimir - the city’s main park with a zoo.
Jarun - a popular pleasure lake close to the River Sava.
Sljeme on Medvednica Mountain where you can go skiing in winter or hiking
throughout the year.
Did you know?
Zagreb was first mentioned more than 900 years ago.
There’s a funicular (uspinjača) that connects the main shopping street Ilica with the
Upper Town.
148
Listening: IN THE STREET (L.15.1 – 4)
4 The listening text consists of three situations Stella has found herself in on the
streets of Liverpool.
1) Meeting Marie
2) Buying tickets
3) Asking for the way
5 Let the students listen to the three situations and do Task A.
6 Tell them next to read the sentences in Task B. Let them listen for a second time
and decide which of the three conversations they come from.
KEY: Excuse me, how do I get to Albert Dock? (3) Hi, how are things? (1)
Great! (1) Can we have two student tickets, please? (2)
Turn left. (3) Good for you! Congratulations! (1)
How long does it last? (2) We’d like to take a bus tour around Liverpool. (2)
Walk down James Street. (3)
7 Let the students repeat the phrases to practise intonation. (L.15.4)

8 Before sorting out the sentences according to their function, ask students
questions like these:
Which of them do you use to greet a friend?
Which do you use to ask the way?
Which do you use to express your wishes?
Which do you use to congratulate someone on doing something well?
For homework they can make four-to six-line dialogues using some of the phrases
from Task B in their the table. They can also do Task H in the Workbook.
Step 3
Revision
1 Do the tasks in the Workbook. Tasks A to F are all connected and should be
done one after the other.
Task A practises some collocations mentioned in the text, and Task B practises
translations of the same collocation (pair work); Task C revises their past tense
form; Task D practises questions in the past tense using the same collocations;
Task E makes students personalise the expressions so as to remember them better.
2 Task F can be set for homework. Task G could be done at the beginning of the
next lesson. Students interview their partner and write a report.
149
A get scared have earache
take a photo go for a drink
go to the cinema get married
get dressed go for a swim
have fun / a great time have a day off
go to school get home
go on a trip take an exam
go for a walk take a ferry
have fun go to the city centre
go to London go to kindergarten
take a bus tour
go on holiday
C had; took; went; took; took; had; went; went; had; got
D 1 What did she decide to do? 2 How did she get to the island?
3 How did she feel when she saw her friend?
4 What did they do first? 5 How many photos did they take?
6 Where did they go in the afternoon? 7 What did they do in the evening?
8 When did she get home?
E Students’ own answers
F 1 When did you get up?
2 What did you have for breakfast?
3 How did you go to school?
4 What subject did you have first?
5 What did you do after school?
6 When did you do your homework?
7 What subject did you have homework in?
8 Who did you go shopping with?
9 What did you buy?
10 Did you buy anything else? / Did you get yourself a computer magazine?
11 What did you watch on TV when you got home?
12 When did you go to bed?
G and H Students’ own answers
150
Cjelina UNIT 3
Lekcija Lesson 16 I WAS CRAZY ABOUT JOHN
Okvirni broj sati 3
Ishodi učenja A.6.1; A.6.3; B.6.1;C.6.1;A6.6; C.6.1;C.6.2;
C6.3;
-sudjeluje u jednostavnom razgovoru o najstarijim
članovima obitelji
pri rješavanju kviza
-pokazuje globalno i selektivno razumijevanje teksta u
formi dijaloga
-koristi strategije za poboljšavanje razumijevanja teksta
služeći se rječnikom
-pronalazi i preispituje činjenice povezane s poviješću,
umjetnošću (glazbe)i medijima zemalja ciljnog jezika
-kritički povezuje činjenice o drugim kulturama s
vlastitom kulturom
-prepričava usvojene činjenice o kulturi ciljnog jezika
-određuje što mu je potrebno za rješavanje jednostavne
problemske situacije
Jezični sadržaj Vokabular:Music vocabulary:join the band; lead and rhythm

guitar, piano, keyboards, lyrics, single; record player, talented,
classisal music, rock music,autograph etc.Other; bunk off
school, newspaper reporter,bias; shot dead
Collocations:Adjectives +prepostions interested in; fond of;
crazy about; keen on; devastated by; proud of ; sorry about
Gramatika i komunikacijska upotreba:Past simple za
prepričavanje osobnih iskustava u prošlosti i postavljanja
pitanja
povezivanje Hrvatski jezik:Prepričavanje svakodnevnih događaja iz prošlosti
Glazbena kultura: Popularna glazba
Povijest: Život 60ih godina u Engleskoj / Prenošenje osobnog iskustva s u
generacija na generaciju i povezano s tim Građanski odgoj. razvijanje
međugeneracijske tolerancije
151
Lesson 16
I WAS CRAZY ABOUT JOHN
Overview:
-family relationships: grandparents and grandchildren
-insight into life in the 1960s
-basic facts about The Beatles, who are a part of British culture and music
history
-past simple WH- questions (subject questions)
-talk about family relationship across generations, showing respect for the
elderly
-understand a short text about the Beatles and extract the key information
-use some musical terms when talking about their favourite band
-recognize how a piece of news is presented in the media
Suggested teaching time: 4-5 periods
Resources for learning more about the topic and to make the lesson more
interesting:
 www.beatlesstory.com is a webpage of a walk-through museum exhibition in
Liverpool that tells the story of the band and their rise to fame from the first
record Love me do to their last live appearance together in 1969. The sites
include The Beatles timeline, detailed fact sheets of each member, a
discography, etc.
 Clips from YouTube
There are a number of video clips of The Beatles where students can see the
club atmosphere of the 60s and the Beatlemania that goes with it. There are
also some clips from their films. Parts of the Yellow Submarine cartoon, with a
lot of action and scenes suitable for description, could be used as a substantial
language resource in class. The song Octopus’s Garden mentioned in the
lesson has a cartoon version produced by Clematoons. There is also a Sesame
Street version sung by the characters from the series.
 Media / CDs with The Beatles’ songs
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Step 1
1 Start off by checking the homework - Task F from the Workbook. After you
have checked the questions, students should work in pairs and interview each other
(Task G).
Lead in
2 Move on to the Lead-in questions that prepare students for the listening. Find out
as much as you can about students’ relationships with their grandparents. Ask them if
they ever talk with their grandparents about what things were like when they were
young. What was different then? Do they like such stories?
3 Ask students what music they are KEEN ON. Also, introduce the words LYRICS
and BEAT (you’ll need them later.) Ask them which instruments give the beat in a
band -the DRUMS and the RHYTHM GUITAR. The LEAD GUITAR and the
KEYBOARDS, along with the VOCALS, play the melody.
4 Not many students would say that they like or listen to The Beatles. Tell them
that they perhaps listen to different kinds of music now, but without The Beatles the
history of music would have been totally different. The Beatles are one of the most
influential bands in the history of music. In England, The Beatles have entered the
National Curriculum. Children learn about The Beatles in both Music and History.
A Quiz: BEATLEMANIA
5 Do the quiz in on page 86. KEY 1 b) 2 d) 3a) 4) b) 5 b) 6 b) 7 Students’ answers
7 c) 8 b)
Ask students to write a short paragraph about The Beatles using the data from the
quiz. Their writing should look like this:
The Beatles came from Liverpool. The members of The Beatles were George
Harrison, John Lennon, Paul McCartney and Ringo Starr. The Beatles became
famous in the 1960s. Paul McCartney and John Lennon wrote most of the songs.
Until 1970 they recorded 10 albums. They also made a cartoon called Yellow
Submarine. John Lennon died a violent death in 1980.
The Beatles
6 In order to learn more about The Beatles, do some tasks in the Workbook. You
can start off with Task B and Task C. Weaker students can later on tell you
153
something about The Beatles just by looking at the Factfile. Practise summarising
beforehand. The stronger ones can tell you more about The Beatles by including some
things from the longer text.
7 Students who finish first can move on to Task D and Task E. If there’s not
enough time left, set these tasks for homework.
Step 2
Musical ABC
1 Start off with a music alphabet (Task A in the Workbook.) Students can work
in pairs, but everybody writes the words down. After they have finished, check their
work by asking them to read out the words. You can also go through the alphabet
once more by saying the following:
Read out all the names of the instruments.
How many different kinds of music can you find?
Which of these words wouldn’t Wolfgang Amadeus Mozart, who was born in
1756, understand? Etc.
Introducing more vocabulary
2 Ask who is absent. If some students are absent, ask if they are generally the ones
to bunk off school. Why do children BUNK OFF SCHOOL? How do parents feel when
the class mistress phones to let them know about their children’s problems? Are they
worried, do they feel DEVASTATED? How do those children feel when they talk to
their headmaster? Are they still CHEEKY? Do they ARGUE? (Write the words written
in block letters on the board.)
3 Have a look at Task A on page 87 and go through the words with your students.
You have already introduced some of them. You can ask them to check the meaning
of the remaining phrases in the wordlist at the back of the book.
Reading: I WAS YOUNG THEN
4 Let the students read the first part of the text. Tell them to underline the words
from Task A in the text.
Listening and reading (L 16.1)
5 Next, let them both listen and read the text once more. Go back to the words and
ask them to explain the context of the words from Task A.
For example, John Lennon bunked off school. He was devastated by his mum’s
death. Music helped him to get over it.,etc.
154
6 Let them answer the question in Task C. Ask the students if they know how and
where their grandaparents met. Tell them to talk to them if they are still with them
and ask them.
7 Before listening to the last section go through the vocabulary in Task D.

Ask your students to do Task F.

Octopus’s Garden was written by Ringo Starr. He got the inspiration on a boat in
Sardinia where the captain told him how octopuses travel along the sea bed picking
up stones and objects which they use to build their ‘gardens’. Ringo Starr found the
story very amusing and was inspired to write the song.
Step 3
Adjective + preposition
1 Start off by checking the homework (Task F). Ask students to read the sentences.
Point out that this adjective + preposition pattern is very often followed by a gerund.
Go through the sentences and find examples. Give them 2 minutes to remember the
adjective and the preposition that goes with it. You can then do Task G.
Alternatively, you can play a game of memory with the pairs below or do the
interactive task from the digital resource pack.
1 INTERESTED 2 AT 3 DEVASTATED
4 OF 5 SORRY 6 FOND
7 CRAZY 8 BY 9 GOOD
10 ABOUT 11 IN 12 ABOUT
Ask students to make sentences using the adjective and preposition when they have
found the right match.
Subject questions
2 Have a look at the questions in Task B on page 87. Write the students’
answers on the board. Ask them to find the subjects in these sentences. Underline
them. Go back to the questions. Is there the word did in any of the questions. Why
not?
155
3 Go through the LANGUAGE FOCUS box.
4 Practise subject questions by doing Task H. .
KEY: 1 Who joined the Quarrymen in 1957? John Lennon.

2 Who went to sea? John’s dad.
3 Who bought Love me do single? Emma’s Grandpa.
4 Who listened to Blackbird and Octopus’s Garden?
Emma’s mum when she was a baby.
5 What events of John’s life made him unhappy?
His dad leaving to work on a ship, his mum’s tragic death.
Step 4
Song titles
1 Start off this lesson with the song titles. If you have access in class to the Internet
and to an LCD projector, you can use The Beatles video clips from YouTube. Students
generally love them and find Beatlemania quite funny.
If you don’t have such options, bring a CD with some Beatles songs to the class. You
can choose several songs from the list in Task B in the Workbook and let the students
listen to the song or just part of the song where they can hear the typical refrain so
that they can recognise the title. They should guess which song from the list it is.
Some songs, for example She’s leaving home, are more like a story and are very
suitable for ‘doing’ in class.
a) You can cut out the song in several strips. You should have at least 10
envelopes with cut-out lines so students can work in pairs or in groups of three
to put the lines in order while listening to the song.
b) The other option is to delete some of the words from the lyrics and ask the
students to supply the missing word.
c) See also the optional Writing task, in the SPEAKING section, p. 88 in

the Student’s Book, which you can do in a stronger class.
2 If possible, bring the cover (or a picture) of Sgt Pepper’s Lonely Hearts Club
Band album. Show it to the students because recognising the album should be part
of their general and visual cultural knowledge. Do Tasks F, G and H (Workbook) in
which are based on the characters that appear on the cover. With these tasks you
revise verbs in the simple past tense and questions in the past tense (including
subject questions). Students also learn something about famous people from the past.
156
The album Sgt Pepper’s Lonely Hearts Club was the eighth studio album by
The Beatles. It was released in 1967 and it has been recognised by many critics as
one of the most influential albums of all time.
The album is conceptual in nature - The Beatles are an imaginary band of the
album’s title. The cover shows a colourful collage of the band surrounded by life-size
cardboard models of 70 famous people including Carl Gustav Jung, Bob Dylan,
Marilyn Monroe, Aldous Huxley, Sigmund Freud, Edgar Allan Poe, Karl Marx,
Oscar Wilde, Stan Laurel and Oliver Hardy, Marlon Brando, etc.
The album shows the very interesting use of different musical genres, such as music
hall, classical, jazz and traditional Indian music along with innovative production
and recording techniques using a range of instruments, orchestras and hired
musicians.
The cover was made by Peter Blake and his wife Jann Haworth. They received a
Grammy award for Best Album Cover in 1968. Each Beatle presented Blake with a
list of people they would like in their audience. George Harrison wanted 12 Indian
gurus; Paul McCartney wanted the dancer Fred Astaire; Ringo didn’t care; Lennon
wanted Jesus but he was not used through fear of causing offence.
Step 5
Association game (John Lennon)
1 You can start this lesson with an association game. You can play it as explained
earlier, or you can say the three words and students should guess the word that is
associated with them. You can split the class in two groups, and the students write
down their guesses without saying them aloud. For each correct guess, students get a
point. The final solution carries 2 points.
play (the)... acoustic electric GUITAR
world… rest in the opposite of war PEACE
The Big Apple Manhattan The Statue of Liberty NEW YORK
football... a movie... a big ... of a singer FAN
pop or opera ... someone who sings Beyonce is a famous... SINGER
Toyota is a ... car a language the nationality belonging to Japan JAPANESE
a name signature you ask a famous person for it AUTOGRAPH
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you wear them sun ... you drink out of them GLASSES
to take a photo or to take a ... fire a ... the past tense of shoot SHOT
JOHN LENNON
Write the words written in block letters on the board, saying:
John Lennon was a famous singer and songwriter who played the rhythm guitar for
The Beatles. He wore round glasses. He was married to an artist, Yoko Ono, who
was Japanese. Many of his songs had a strong peace theme. He was shot in New
York by a deranged fan who had asked him for an autograph several hours earlier
Newspaper article
2 Let the students have a look at the article on page 89. Ask students where the
article comes from. Write on the board:
A NEWSPAPER ARTICLE
Ask students what a well-written piece of news should include. Add on the board.
A PIECE OF NEWS
WHO
WHAT
WHERE
WHEN
WHY
HOW
3 Students read the article once more and find the answers to the questions above.
They can write in their notebook.
WHO – John Lennon
WHAT (happened) – he was shot dead
WHERE – on Manhattan; New York
WHEN – on Monday at 11 p.m. (8th December 1980)
WHY – for no reason or not known
HOW – shot by a deranged fan named Mark Chapman
4 Discuss Task B.
5 You can round off the lesson with the song Imagine.
6 In a stronger class cover point 3 and 4 in the NEWS STORIES section p.89.
158
A Acoustic; Band; Classical; Drums; Electric; Folk music; Guitar; Harmony;
Instruments; Jazz; Keyboards; Lyrics; Manager; National Anthem; Orchestra;
Playlist; Quartet; Records; Saxophone; triangle U2; Violin; Wolfgang; Xylophone;
Yesterday; ZZZZ
The words in the right-hand column, the same as above but in a different order:
playlist; guitar; band; instruments; records; lyrics; acoustic; quartet; manager;
Wolfgang; xylophone; Yesterday; violin; drums; national anthem; U2; harmony;
orchestra; classical; triangle jazz; folk music; saxophone; electric guitar; ZZZZ;
keyboards
B were; formed; were; met; asked; started; replaced; left; recorded; made; became;
visited; appeared; watched; showed; recorded; brought; used; made; designed; came
up.
C The name of the band: The Beatles
Nickname: The Fab Four
Members: Paul McCartney, bass guitar, piano; vocals
John Lennon, rhythm guitar, vocals
George Harrison, lead guitar, vocals
Ringo Starr, drums; vocals
Formed in 1960 / Split up in 1970 / Style: Pop, pop rock
First song: Love me do /First album: Please, please me
Most popular album: Sgt Pepper's Lonely Hearts Club Band
Other information: They visited the USA in 1964
E 1 When I'm sixty- four (1) 2 Penny Lane (11) 3 She's leaving home (5)
4 With a little help from my friends (4) 5 Roll over Beethoven (12) 6 Yesterday (2) 7
Nowhere man (6) 8 Twist and shout (9) 9 Rock and roll music (13)
F (is); was; was; wrote; did he write; read; were; didn't like; cried; stopped; was;
wasn't; died; happened; took; were; appeared; was; was; was; was; found
G a) is; wrote; made; became; had; are
b) was; did; was; played; got; studied; moved; was; were; understood; won
H 1 wrote 2 did he write 1 did 2 did he do 1 made did 2 they make 1 created
2 did Walt Disney create 1 died 2 did he die
159
Tema 1 UČIM ENGLESKI I PROMIČEM KULTURU
VLASTITE ZEMLJE
Lekcija
LONDON / POLITICS IN CROATIA
Okvirni broj sati 2
Ishodi učenja A.6.1; A.6.2; A.6.3; A.6.5; B.6.1;B 6.4; C.6.1;
C.6.3; C.6.4; C.6.5; C.6.6.
-izdvaja iz teksta najvažnije informacije
-planira strukturu i sadržaj govora
-služi se modernom tehnologijom pri traženju informacija u
pripremi izlaganja
-povezuje elemente teksta, pridružuje brojke, rečenicama
-reproducira dio teksta po izboru na temelju predloška
-koristi se prethodno stečenim znanjem pri rješavanju kviza
-radi u paru ili skupini radi međusobne podrške i osjećaja
uspješnosti
-razvija suradničko učenje
-kreativno oblikuje kviz uz pomoć digitalnih alata
Jezični sadržaj Medieval London Vokabular: (recycled): religion, abbey; monk;

nuns; pray; Latin; armour, palace
Modern day London Collocations:observation wheel, wonderful
view take a ride, high-rise building, save energy, heating and cooling
system
Political London Vokabular: government; parliament; political
party; democracy;Prime Minister; President; the head of state;
member of the The European Union
Gramatika i njena komunikacijska upotreba: Past Simple u
kontekstu kulturnog nasljeđa / Present Simple za opisivanje
postupaka / procedura
Međupredmetne teme i Osobni i socijalni razvoj A.3.1. A 3.3. B.3.1. B.3.2. B.3.4. C3.4.
Uporaba informacijske i komunikacijske tehnologije A.1.1. D.3.1 C.3.1.
međupredmetno C.3.3.
povezivanje Građanski odgoj C.3.3.
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ACROSS THE WORLD / ACROSS CULTURES /ACROSS THE CURRICULUM
LONDON PART 1
MEDIEVAL LONDON AND MODERN DAY LONDON
1 You can do these pages like guided project work. You can divide the class into 2
groups so that each group reads and prepares two texts.Their task is to prepare
themselves for a short presentation of the text of a famous sight. The students should
look up the words they don’t know in the wordlist at the back of the book and write
them down in their notebook. Since they have the recorded text available, tell them
to listen to the recording several times at home in order to be ready to retell – sum up
– the text in class. To make it more interesting, you can stick the photos of the sights
around the classroom. In a stronger class, pretend the class is going on a guided tour
around London, with students as the tour guides. Students are quite happy to pretend
to talk into a ‘microphone’ (a pencil), addressing the others something like: Good
morning, ladies and gentlemen! We are standing in front of / on / inside....’ Then
they continue with what they have remembered about the sight. Teach them to talk
loudly and clearly and make them look at the audience. At this age, students still want
to do such activities, while later on, in grades 7 and 8, a lot of students are very
reluctant to do so - being ‘struck’ by puberty and a lack of confidence.
In a weaker class, you can make students give a short presentation frontally. Some of
the students can take the role of a teacher by introducing the vocabulary and writing
the words so as to prepare the other students for their presentation.
If you don’t do this as a guided tour, you can give students some tasks while they
listen to their classmates in order to make them more involved. For example, you can
write up some numbers from the text, those that you are quite sure students will
mention in their presentations. For example:
(the year) 1666 (King) VIII 135 (m high)
25 (people)
2 After the students have done the presentations, put 6 students together, 3
students coming from the same group and 3 persons covering one text. Ask them to
do Tasks A and B on pp.88 and 89 in the Workbook.
If your class is equipped with an LCD projector, watch the short film about London
that accompanies the texts in this section.
161
Choose some of the interactive tasks or quizzes from the digital resource pack.
Variation: Follow the steps in the PROJECT WORK section on page 91.
Norman Foster, born 1935, is an English architect who designed both The Millennium Bridge (2000) and The
Swiss Re Building, commonly known as The Gherkin (2004).
His most famous buildings in Britain also include: the Sainsbury Centre for Visual Arts in Norwich (1986),
Stansted Airport (1991), the glass covered court in the British Museum (2000), Wembley Stadium (2007), to
name just a few.
He earned his international fame by designing numerous constructions all over the world, including: the
German Parliament in Berlin (1999), one of the highest bridges in Milllau in France (2005); The Hearst Tower
in New York (2006); and International Terminal, Beijing Airport (2007). Interestingly enough, he proposed a
project for Pleso, the airport in Zagreb, but won second place.
He is well known for his high-tech style, blended with sustainability in terms of energy consumption, always
showing how nature and modern technology can co-exist in contemporary architecture.
In 2009 Norman Foster was proposed as an architect to create the first lunar structures (!). From 2006 to 2014
he worked on the project for Richard Branson and designed the first private Spaceport in New Mexico in the
USA.
The Swiss Re Tower, the head office of the Swiss Reinsurance Company in the City of London, was opened in
2004. It has a rounded shape which narrows to a point, similar to a space rocket, tea flask or, as someone said,
a gherkin (a small pickled cucumber). It is designed in such a way that it uses 50% less energy than a traditional
office building.
If you, as a teacher, are interested in his work, there are several video clips on his most famous projects on the
Internet (www.fosterandpartners.com) and a very interesting talk, given by the architect himself, at a TED
conference in Munich in 2007(Norman Foster: Building on the green agenda).
POLITICAL LONDON /
POLITICAL CROATIA DEVELOPING CITIZENSHIP SKILLS
In the light of developing citizenship skills, you can dedicate a class to basic political terms
making students aware in a simplified way what the politics is, or better say, should be all
about.
1 Start off with Task A asking students which of the points mentioned they associate with
politicians. Discuss what qualities should each politician have.
2 The purpose of Task B is to recognise the key words associated with politics and
establish a link between politics and the main institutions through which politicians, as our
representatives, should work on improving the quality of our life and contribute to the
country’s welfare. Ask students do the quiz on page 92. It covers elementary things students
at this stage of their language development should be able to do. KEY: 1 b) 2 a) 3 b) 4) the
UK 5and 6) 20 + the City of Zagreb Answers 7 and 8 - subject to change a) 9 1st July 2013.
In order to get an insight into the position of Croatia withinin the EU, you can develop the
topic further by assigning ONLINE RESEARCH Task on page 92.
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LOOK BACK 3 (Lessons 11 – 16 and / AND INTERACTIVE TASKS
REVISION
Suggested time: 2 periods (70 and 71)
This revision section prepares students for the evaluation that covers Lessons 11-16.
Make sure students know THE PAST TENSE of these verbs:
Irregular verbs
BE; BUY; COME; DO; GET; GO; HAVE; HEAR; LOSE; MAKE; RING; RUN; SAY; SPEAK; TAKE;
TELL; WRITE
Regular verbs including those with spelling changes
CRY; DIE; INVITE; LIVE; OPEN; PAINT; PLAN; PLAY; START; STAY; STOPPED; STUDY; TIDY;
TRY; WANT
Prepositions
INTERESTED IN; FOND OF; SORRY FOR; DEVASTATED BY
Vocabulary
APOLOGISE; ARCHAEOLOGIST; ARMOUR; ARROW; BAND; BUNK OFF; CAMEL; CONCERT;
CASTLE; CONQUER; DAY OFF; DRUM; FERRY; GET OVER; KNIGHT; LYRICS; MUMMY
(MUMIJA); NOISY; PERMISSION; POPULATION; PICK UP; PYRAMID; PAY BACK; PHARAOH;
TOURNAMENT;VOCALS; GOVERNMENT; PARLIAMENT; POLITICAL PARTY; DEMOCRACY; PRIME
MINISTER; PRESIDENT; MEMBER
Answer key SELF CHECK 3

A to D Peer evaluation - Students’ Answers
E decided, said, didn’t want, left, arrived, got, told, didn’t want,found, were, were,
were, put, took out, had, took, ran away,started, jumped to, fell down, didn’t break,
was, did you go, did you go, did you do, did anything go
LOOK BACK 3 (Lessons 11-16)
Language in focus
A be; bought; did; sleep; made; sang; say; saw; come; ran; went; got; feel; fought;
know; had; held; came; took; tell; thought; understand
Reading
A 1b) 2a)
B divorced; beheaded; died; divorced; killed; survived
C 1F 2 F (in 1509) 3 T 4 F (She had no children.) 5 F Elizabeth was Anne Boleyn’s
child.
D 1 King Henry wasn't a kind husband. 2 Henry didn't become king in 1547.
3 Queen Elizabeth didn't have a son. 4 Edward and Mary weren't Anne Boleyn's
children.
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E 1 Why did he create the Church of England? Because the Pope didn't let him
divorce his first wife, Catherine of Aragon.
2 When did Mary come to the throne? Mary came to the throne in 1553.
3 What happened in 1547? King Henry died.
4 Where did he put Anne Boleyn? He put her in prison.
F 1 King Henry died ____ ago. (The answer depends on which year it is now.)
2 Queen Elizabeth became queen of England five centuries ago.
3 I last saw the daylight two months ago - says Anne Boleyn.
4 The future King of England was born 4 hours ago.
Vocabulary
A Drevni Egipat; arheolog; natjecanje; izvrstan(na/no); oblik; grobnica; bučan;
ispričati se; car; Srednji vijek; dopuštenje, dozvola; priroda; vratiti novac; selo;
nestati; prljav; vitez; baciti; viteški turnir, natjecanje; stanovništvo, broj stanovnika;
rock skupina; riječi pjesme; skrenuti lijevo; ravno; prebroditi; podmornica; novinski
izvjestitelj; čekaonica; šminka; pastir; oklop; razočaran; držati; kuga
B 1 on 2 in 3 into 4 at 5 to 6 of
Culture
A The Tower of London / Westminster Abbey / The London Eye / Big Ben in the
Elizabeth Tower / The Houses of Parliament / The Gherkin
B 1 Norman Foster 2 It’s an observation wheel 3 It's the name of a bell. 4 MPs or
Members of Parliament 5 Because people had black spots 6 William the Conqueror
7 The Normans and the English 8 William the Conqurer
C A lot of possible answers. For example, William Shakespeare; Isaac Newton;
William I; Norman Foster; The Beatles.
164
UNIT 4 and UNIT 5 OVERVIEW
The generation you are teaching in grade 6 is the generation that was born into the
world of computers, the Internet and mobile phones. They don’t know of a world
without them.
Email communication is breaking down geographical distance virtually, while the
lower cost of air travel enables students to fly by plane at an earlier age, which is
reducing the distances literally. Both ways, a good knowledge of English is a necessity
and allows students to break through the linguistic and cultural barriers.
The term ‘global village’ is often used to illustrate the advantages of modern
technology which has enabled news to travel across the world as though it were a
small village.
The year 2020 with the series of natural disasters caused by climate change along
with the outbreak of Covid-19 pandemic has shown how vulnerable the world can be.
Recent events have also proved how important it is to rely on knowledge sharing,
solidarity and compassion to overcome difficulties at times such as these.
Hopefully, future generations might contribute to the spirit of togetherness by
showing more understanding and concern for fellow human beings regardless of
which part of the world they come from or which culture they belong to. It’s crucial to
make students aware that each individual should take a small step, first within the
circle of their family and friends, neighbourhood, local community and later even
farther, thus improving the local and global environment and contributing to the
world’s welfare.
The coming lessons revolve around the following topics: email communication;
airports and travelling by plane; student exchanges (Patrick’s visit to NY),
cohabitation with others (roommate rules and immigration); living in the city and in
the country, and ‘going green’. Apart from introducing the language content, the
topics provide a springboard for education in citizenship.
165
UNIT 4
Tema 5 SVIJET NA DLANU

Cjelina UNIT 4
Lekcija Lesson 17 RECEIVING MAIL
Okvirni broj sati 3
-povezuje elemente teksta u logičnu cjelinu čitanjem
-razumije glavnu poruku i pronalazi ključnu informaciju u
tekstu- porukama u elektroničkoj pošti
-započinje, vodi i završava razgovor
-izvodi zaključke na temelju danih primjera
-sudjeluje u kratkom razgovoru o svojim očekivanjima u
budućnosti
-prepoznaje konteks razgovora slušanjem dijaloga i izdvaja
ključne informacije zaokruživanjem točnih odgovora
Jezični sadržaj Vokabular: Language of email writing; Other:a plane

lands;takes off;airport;flight;move in /
to;advice;decorating;accept an invitation
Gramatika i njena / komunikacijska
upotreba:Izricanje budućnosti: present continuous za
opisivanje unaprijed planiranih događaja u budućnosti;
upotreba WILL i WON’T za izricanje očekivanja i predviđanja
u budućnosti
Međupredmetne teme i Osobni i socijalni razvojA.3.1. A 3.3. B.3.1. B.3.2. B.3.4.
Učiti kako učiti A.3.3. A.3.4. B.3.1. C.3.1.1. C.3.2.2. C.3.3 3.
međupredmetno C.3.4.4. D.3.2.2.
povezivanje Hrvatski jezik: Izricanje budućnosti; Pismeno komuniciranje
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Lesson 17 RECEIVING MAIL
Overview:
-informal emails
- expressing future- the present continuous for fixed arrangements and the use
of WILL and WON'T for expressing expectations, hopes and decisions
-making invitations and suggestions
-understand messages in electronic communication
-talk about fixed arrangements in the future
-talk about predictions and their hopes for the future
write an email
Step 1
Lead in
1 Start off the lesson by writing the words and drawing the box below on the board.
check
write address
get message
read attachment
send
forward
delete
There's one word in the box that goes together with the verbs on the left and at the
same time collocates with the words on the right.
KEY: email. Ask your students what e stands for (electronic).
Reading: SIX EMAILS, pp. 94 and 95

2 Ask students to read the emails and find pairs. (KEY: 1B; 2A; 3C )
3 Ask volunteers to read the emails aloud.
4 Ask questions to check students' comprehension of the texts. For example:
Where is Patrick? How does he feel?
Who wrote an email of invitation?
Who is going to Scotland?
What are the McDonnells excited about?
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Remind students who the McDonnells are and go back to the family tree if they don’t
remember. (Workbook, page 10.)
Vocabulary
5 Write on the board some of the vocabulary:
The plane LANDS / TAKES OFF
AIRPORT
FLIGHT
MOVE IN / TO
ADVICE
DECORATING
ACCEPT AN INVITATION
6 Dictate the phrases below in Croatian and ask students to find them in the text
and write them down in English.
Jedva čekam da te vidim! (I can't wait to see you!) C
Vidimo se uskoro. (See you soon.) 3
Nazvat ću te. (I'll give you a ring. / I'll phone you.) A
Što se tiče detalja,.. (As for the details...) B
7 Do Task B.
KEY: 1 Patrick is coming back from the USA. 2 Andy is shooting a documentary in
Scotland. 3 Patrick is sitting in Central Park.
4 We are writing a final History text next week.
5 The McDonnells are moving to a new house in a couple of days.
8 Ask students to underline the tense used in these sentences. Ask them which tense
it is. Make them realise that the sentences do not refer to the present. Go through the
LANGUAGE FOCUS box, on page 95 and explain the use of the present
continuous to refer to the future. Examole 1 and 5 refer to the future)
9 Ask them to do Task C.
For homework, ask them to do Task A and Task B in the Workbook. Go
through the instructions in Task B in class to make sure they understand what
they have to do.
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Step 2
WILL and WON’T
1 Start off the lesson by checking the homework and then move on to the sentences
in Task E (Student’s Book, p. 96) which will make the students read the emails
once again.
KEY: 1 Emma 2 Erica 3 Susan 4 Emma 5 Parick 6 Susan 7 Ellen
All the sentences contain WILL. Explain that WILL and WON’T are used to make
predictions and to express hopes. Point out that WON’T is the short form of WILL
NOT.
2 Do Task F in the Student’s Book. While students are reading out the sentences,
practise pronunciation of the negative form by pointing out the difference between
WON’T and WANT.
Listening: FOUR DIALOGUES Student’s Book, p.96

3 Let the student read Task E. They are going to listen to four dialogues.
1 In an English lesson (L 17.1) 2 At kindergarten (L 17.2)
3 In a café (L 17.3) 4 In the street (L 17.4)
The difference between WON’T and WANT and HAVE and WILL HAVE
4 Ask students to read aloud the sentences in Task H. Let them listen once more to
find out which of the two sentences comes first.
Dialogue 1 2 You won’t get an A. 1 You want to get an A?
Dialogue 2 1 I want to hold your hand. 2 I won’t hold your hand.
Dialogue 3 2 I have a cup of tea every afternoon. 1 I’ll have a cup of tea.
Dialogue 4 1 I’ll help you. 2 I’ll give it back.
5 Have a look at Task C in the Workbook where you can find the audio script of
the dialogues above with some words missing. Practise reading them. In a stronger
class you can give students a few minutes to learn one of the dialogues by heart. Then
they can act it out.
6 Next, do Task D in the Workbook. These dialogues are a bit shorter and also
suitable for acting out and practising intonation. However, they are not recorded.
7 For their homework, ask students to do Task E in the Workbook. Read the
instructions in class and help if necessary.
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Step 3
EMAIL WRITING
1 In this lesson, students should learn some phrases used in informal email writing.
Phrases used at the beginning or end of a message

2 Have the sentences below written on cards or sheets of paper. Do not write the
numbers in front of them.
1 I’m sorry I haven’t written sooner.
2 Thanks for your email.
3 Looking forward to seeing you.
4 Dear all,
5 I’ll tell you more about it when I see you.
6 Love,
7 See you soon!
8 Hi Emma,
9 I have been very busy.
10 I hope you’ll write back soon.
11 Send my love to...
12 Jenny sends a lot of kisses.
13 Hope to hear from you soon.
14 Thanks for the invitation. I’d like to come.
3 Write up on the left side of the board BEGINNING and on the right END. At this
stage don’t stick the cards onto the board, but read the sentences at random one by
one. While you are reading them, students should point to either the left or right side
of the classroom.
KEY: 1; 2; 4; 8; 9; 10 and 14 come at the beginning of the email, the rest at the end.
4 Next, show your students the cards and let them sort them out in two
columns.Give them two to three minutes to remember the sentences. Students work
in pairs. Student A remembers the phrases that come at the beginning, while Student
B remembers the phrases that come at the end. After the time is up, you turn the
cards face down and ask them to recall what is written on each of them.
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5 Let them do Task F in the Workbook together, without looking back at their
notebook. After they have finished, turn over the cards on the board and let them
check the spelling.
6 Look at Task G in the Workbook. Explain what the headings below
the sentences mean. Elicit some examples from the students.
They probably know how to invite someone to the cinema:
Would you like to go to the cinema?
Do you fancy going to the cinema?
Do you want to come to the cinema with me?
Or, how to make suggestions: Let’s play football. We can /could play football, etc.
7 Let the students copy the table in their notebook and sort out the sentences in the
table.
8 Set the writing task for homework.
Write an email to a friend in the UK.

Follow the plan below.
Say sorry for not writing sooner.
Say where you are and what you are doing.
Invite your friend to visit you.
Suggest what you can do together
End the email.
Decide how they are going to organise their writing in paragraphs. Ask the students
to do the writing on a piece of paper, so you can correct it. Give them a week. Insist
on neat handwriting. Collect their writing, correct it and discuss the results in class,
drawing their attention to some of the most common mistakes in terms of the email
format, paragraphing, grammar and spelling.

A 7; 5; 6; 3; 2; 4; 1
B On Monday afternoon he / she is giving an interview to Melody Maker. On
Tuesday he / she is meeting the fans. On Wednesday he / she is going to the stylist
about her new look. At 10 o'clock on Thursday she is signing a contract for a new
record. On Thursday afternoon she is recording in the studio. On Friday she is taking
part in the charity event 'Give them a chance'. On Saturday morning at 9 o'clock he /
she is filming a new video clip. On Saturday afternoon he / she is meeting the
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designer who's working on a new CD. On Saturday evening he / she is having a
concert at Wembley. On Sunday morning he / she isn't doing anything. On Sunday
afternoon she is going to her mum's birthday party.
C 1 want; won't; 2 want; won't 3 I'll; I'll; won't 4 I'll; I'll; will
D 1 won’t;’ll 2 ’ll 3 won’t; ’ll; ’ll 4 ’ll; ’ll
E Students' own answers
F 1 sorry; sooner (B) 2 about (E) 3 Thanks (B) 4 Dear (B) 5 things (B)
6 forward to seeing (E) 7 hope; back (E) 8 See (E) 9 love (E) 10 Hope; from (E)
11 invitation (B) 12 As for (E or the beginning of any paragraph)
H Making an invitation
Can you come for a visit during your holidays?
Would you like to come over this summer?
Making suggestions
Perhaps we could go to the seaside.
I’ll show you around.
What about going to the countryside.
Accepting an invitation
Thanks a lot for the invitation.
I’d love to come.
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UNIT 4

Cjelina UNIT 4
Lekcija Lesson 18 AT THE AIRPORT
Okvirni broj sati 3
Ishodi učenja A.6.1; A.6.3;B.6.3 B 6.4;C.6.1; C.6.3.
-prepoznaje slijed postupaka slušanjem
-govori opisuje slijed postupaka (na aerodromu)
-uspoređuje i uočava razlike u gramatičkim pravilima u
engleskom i hrvatskom
-izdvaja ključne informacije slušanjem (razgovorne situacije
na aerodromu)
-prepoznaje važnost ljudskih prava i ističe pozitivan način
ophođenja prema drugim ljudima bez obzira na njihovu rasnu
ili vjersku pripadnost
Jezični sadržaj Vokabular:Jezik povezan s putovanjima avionom
luggage; hand luggage;check-in desk;scales;
board a plane;boarding card;seat; customs office;security
(officer);departure lounge;announcement
The US sights: New York, The Statue of Liberty:
torch;crown;Fifth Avenue;the celebration of St.Patrick’s
Day;Washington; the capital, the White House
Human rights (introduce some vocabulary depending on the
maturity and strength of your class: war; immigranation
poverty; unemployment; famine;racial discrimination;
prejudice; diseases (malaria; aids; flu, COVID-19 )
Gramatika i komunikacijska upotreba: Razlikovanje
upotrebe Present Simple za opisivanje postupaka / faza
procesa uz korištenje Firstly,...Secondly …i opisivanje rutine u
poslovima na aerodromu te Present Continuousa za opisivanje
događaja u trenutku govorenja Upotreba MUCH i MANY u
pitanjima o količini+brojive i nebrojive imenice
Međupredmetne teme i Učiti kako učiti A.3.3.A.3.4. B.3.1. C.3.1.1. C.3.2.2. C.3.3 3.
C.3.4.4. D.3.2.2.
Tehnička kultura: Vrste prijevoza
povezivanje Građanski odgoj:A.3.1;A.3.5;C.3.2
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Lesson 18 AT THE AIRPORT
Overview:
-procedure at the airport
-travelling by plane
-present simple vs. present continuous
-use of How much... and How many... when asking for quantity
(countable and uncountable nouns)
-some sights of the USA

-talk about travelling by plane and compare it to other ways of transport
-describe procedure using Firstly,…Secondly,…
-ask questions about quantity
-understand the context of short dialogues
-give a presentation after doing some research on the sight of the USA
Step 1
1 Start off with Task A. Students should come up with as many words as they can
associate with travelling by plane. If these words are not on their lists, introduce
them:
LUGGAGE / HAND LUGGAGE CHECK-IN DESK SCALES
BOARD A PLANE BOARDING CARD SEAT
CUSTOMS OFFICE SECURITY (OFFICER)
DEPARTURE LOUNGE ANNOUNCEMENT
Describing a procedure
2 Tell students to have a look at the pictures on page 97.To check their
understanding of the words above, ask once again:
In which picture can you see scales?
In which one is there a departure lounge / passport / security officer... etc.
3 Tell students to do Task B. They should put the sentences describing a procedure
at the airport in the proper order. They check what they have done by listening to
L 18.1.
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Audio script
1 You go to the check-in desk.
2 The agent at the check-in desk takes your luggage.
3 The agent puts your luggage on the scales.
4 He / she gives you a boarding card with your seat number.
5 You go through passport control.
6 You show your passport to the customs officer.
7 A security officer checks your hand luggage.
8 You go to the departure lounge. You wait for the announcement.
9 You board the plane.
In Task C students practise describing the procedure at the airport by looking at the
sentences and inserting the sequencing words at the beginning.
Present simple vs present continuous
4 Next, ask students to do Task A and Task B in the Workbook. After you have
checked their work, write on the board:
WHAT DO THEY DO?

Check-in agents put the luggage on the scales.
They give people a boarding card with their seat number.
WHAT DOES A SECURITY OFFICER DO?
A security officer checks your luggage.
Ask students what tense that is and why? Write above the sentences:
 THE PRESENT SIMPLE - THINGS YOU DO AGAIN AND AGAIN.
Do Task C in the Workbook.
5 Let the students have a look at the pictures on page 98 in the Student’s
Book. Ask them to find in the picture the people doing the jobs listed above. Write
on the board:
WHAT ARE THEY DOING?
They are working now.
One of the check-in agents is putting the luggage on the scales.
WHAT IS THE SECURITY OFFICER DOING NOW?
He is checking the girl’s bag.
6 Ask the students about the tense in the examples above. Write above the
sentences:
 PRESENT CONTINUOUS - THINGS HAPPENING NOW
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7 Ask students to translate the sentences with the same verb ( checks / is checking)
into Croatian to make them realise that in our language there is no difference.
Explain to them that this is the reason why these two different present tenses are
difficult for Croatian speakers of English.
8 In a good class you can encourage students to make more sentences about the
pictures without any written prompts. In a weaker class, turn in the Workbook to
Task D where the students can find some prompts.
If there is any time left, do Task F (1, 2 and 3); if not, set it for homework.
Step 2
More practice with the present simple / present continuous
1 Start off by checking the homework. Spend some more time practising the
difference between the present simple and the present continuous. Do Task F 4
where students have to correct the mistakes. In Task F 5 they should write about one
of the characters from the picture using their imagination. Tasks F 1, 2 and 3 can
serve as models.
Countable and uncountable nouns (How many... vs. How much...?)
2 Have a little talk with your students about travelling. Ask questions in order to
introduce the difference between countable and uncountable nouns. As you are
asking the questions, write just the nouns written in bold on the board:
How many sandwiches do you usually take? Do you take any drinks? You just
take water because you feel sick in the car. How much water do you drink? How
much stuff do you take? Too much. How much luggage? Just one bag or several
pieces of luggage? Do you take any books with you? Do you send any
messages while travelling? How many messages do you send? Do your parents
give you any pocket money? How much money do you get?
The board would look like this:
sandwiches water
drinks stuff
pieces of luggage luggage
books money
messages
3 Ask students why you have written these nouns in two columns. In the first
column there are COUNTABLE NOUNS (they have a plural form) while in the second
one there are UNCOUNTABLE NOUNS.
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Ask students if they remember how you started most of the questions. Explain the
difference between HOW MANY... and HOW MUCH... Write these two on the
board above the words.
Listening: AIRPORT CONVERSATIONS (L 18. 2 – 8)

4 There are 8 recorded conversations at an airport. Go through the questions in
Task G. Ask students to predict who says these sentences and in which part of the
airport you might hear them. During the first listening students should check their
guesses. You can make a pause between every two dialogues to ask students where
the conversations take place.
In the order of the recordings:
1 at the check-in desk
2 in a queue before checking-in
3 in the lobby / in the departure lounge
4 at the customs
5 at the security check
6 in the lobby / in the departure lounge
7 in a duty-free shop / gift shop
5 During the second listening students should write the answer to the questions.
Note: Tell your students that questions 4, 5 and 6 as printed in their book do not
follow the order of the dialogues. There is a correct order below:
1 How many pieces of hand luggage have you got? Two, a bag and a laptop.
2 How much luggage have you got? 40 kg
3 How many sandwiches shall I get you? 3
4 How many snakes have you got in there? 3
5 How much perfume can I take? up to 90 ml
6 a) How many postcards shall I buy? two
b) How much money have you got? £5
7 How many presents do we have to buy? three
6 Ask your students to do Task I in the Student’s Book. They answer the questions
for homework. Apart from using numbers in their answers, they can also use the
answers below. You can write them on the board to make their task easier.
Possible answers: A lot. Not much. Not many. Too much. Too many.
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KEY to Task I: 1 How much... 2 How many...3 How much...4 How much...
5 How many...6 How many...
Step 3
Lead in: A guessing game
1 You can start this lesson with a guessing game (KEY: The Statue of Liberty). Divide
the class into two groups. The group which first guesses correctly is the winner. You
read the sentences one by one: sentence number 1 to team A, sentence number 2 to
team B, and so on. After each sentence, the respective team has the right to make a
guess.
1) This is a lady.
2) She was born in France.
3) She is over 100 years old, but she looks much younger. (She had a facelift on
her 100th birthday.)
4) She came to America by ship.
5) She ‘lives’ on an island. She has a wonderful view of the ocean.
6) She is very tall.
7) She has a crown on her head but she has never been a queen.
8) She always carries a book in her hand.
9) She carries a light even in the daylight.
10) Her name contains a word that means freedom.
11) Her father is French and his family name is Bartholdi.
12) She looks very much like Bartholdi’s mother.
13) She is made of bronze.
14) You can see her in New York. She is actually a statue.
2 Once they have guessed, go back to the sentences in the guessing game and clarify
each statement. Introduce the new vocabulary by writing on the board the words
below written in capital letters.
NEW YORK
THE STATUE OF LIBERTY – MADE IN 1886 (by Frederic August Bartholdi, his mother was the
model for the statue)
93 M TALL
A CROWN - THE RAYS (spikes) stand for THE SEVEN SEAS AND CONTINENTS
a golden TORCH – A SYMBOL OF HOPE FOR IMMIGRANTS (A golden torch replaced the
corroded original in 1986 - the 100th anniversary when the statue was restored)
178
Let the students have a look at the picture of the statue on page 100 in the Student’s
Book. If possible, let the students have a look at the picture from the digital resource
pack. Revise how to say / read numbers and tell them to figure out what the numbers
in the picture refer to. Ask someone to come to the screen and show the parts you
have just introduced.
3 Ask the students who the immigrants are -people who EMIGRATE from a country
in search of a better life somewhere else. There were a lot of immigrants in the USA
who arrived from Europe at that time. Ask them why they think people left their
country.
In the 1840s there were a lot of immigrants from Ireland – because of the GREAT
FAMINE (Velika glad) there. Ask them if they remember who the patron saint of
Ireland is?
There is a SAINT PATRICK’S PARADE in NEW YORK. You can mention the
SHAMROCK and green RIBBONS
Show the students a video clip and some photos of SAINT PATRICK’S PARADE.
4 Ask the students what the capital of the USA is. Show them the pictures of The
White House. You might visit its web page: www.whitehouse.gov
Write on the board:
WASHINGTON - THE WHITE HOUSE
Ask students to name some American presidents.
They might mention Barack Obama who was the first Afro-American president of the
USA. Ask them how the ancestors of today’s Afro-Americans got to the States.
Between the 17th and 19th centuries there was an intensive slave trade. People from
Africa were taken to the colonies of the European countries and to America,
especially the south. Slavery was one of the causes of the American Civil War in
1861 and was officially abolished at the end of the war with the victory of the
northern states.
Point out to students that today we say Afro-Americans instead of black people
because we want to avoid language that could be offensive. Afro-American refers to
black Americans, some of whom are the descendants of African slaves. About 13.4%
of the American population are African Americans (2019).
179
5 Ask your students about the HUMAN RIGHTS of the newcomers at that time. Ask
them if they have ever heard of Martin Luther King. You can show them the clip /
recording of his speech. If not, you can write the quote on the board, ‘I have a dream
that my four children will one day live in a nation where they will not be judged by
the colour of their skin but by the content of the character.’ The 2020 protests against
racism, triggered by an act of violence towards an Afro- American, have shown that
racial prejudice is unfortunately still present.
You can dedicate an extra lesson to Martin Luther King or turn the topic into a
project. See some ideas at the end of this section.
Reading, pp. 100 and 101
6 Read the texts on pages 100 and 101 together in class. Make a break after each
paragraph and ask some comprehension questions.
Where is Patrick? What’s he doing?
Describe the Statue of Liberty.
What else did they see in Washington?
When is St Patrick’s Day? What does St Patrick’s parade look like?
What is Kingda Kaa? What’s interesting about it?
Teach students that a mile is about 1.6 km. A foot is about 0.3 m.
Listening: ON THE PLANE (L 18.9)
7 Round off the lesson with the shortest listening in the book and ask students to fill
in the information. Explain that ALTITUDE means the same as height, that is, how
high the plane flies.
KEY: Altitude: 33,000 feet /Speed: 530 miles per hour /Temperature: -70 degrees
Celsius /Length of flight: 8 hours
You can tell them to turn feet into metres and miles into km.
7 For homework, students can do Task G in the Workbook.
CITIZENSHIP SKILLS
In the light of developing skills for citizenship, you can expand the topic and dedicate
an extra class to some of the global problems.
You can start off by asking students what the main problems facing the world today
are, so as to introduce some of the vocabulary connected to the topic. See below. You
let them use some Croatian in the discussion.
Although it may seem too abstract and difficult for this age, if you give some simple
everyday examples, students might start thinking about some of the issues in the
180
world and put their lives in a wider global perspective, thus appreciating more who
they are and where they live.
GLOBAL SECURITY (WARS; CONFLICTS; TERRORISM, IMMIGRANATION CRISIS)
POVERTY (POOR NEIGHBOURHOODS WITH A LOT OF CRIME AND UNEMPLOYMENT ;)
HUNGER, SHORTAGE OF CLEAN DRINKING WATER
DISEASES (MALARIA; AIDS; FLU, COVID-19 short for Corona Virus Disease, first recorded in China in 2019
POLLUTION
RACIAL DISCRIMINATION and HUMAN RIGHTS ISSUES
PREJUDICE (cultural / religious / sexist / personal / related to old age or physical looks, etc.)
DRUGS
PROJECT WORKS
There are some ideas on doing online research or doing projects on page 100 and 101.
You can allot one / several tasks to individuals / groups of students depending on
their interests.
MARTIN LUTHER KING
There is some material for preparing a presentation on Martin Luther King in the
digital resource pack. You should provide a lot of assistance at this stage. You might
help students by giving them a framework of information they should search for. The
speech was delivered in 1963. Draw students’ attention to the WILL future. Martin
Luther King is talking about his hopes (and predictions). Did they come true?
Explain once more that in the USA of that time it was common to say black
people but today it is usual to refer to Afro-Americans.
Framework to help your students
Martin Luther King was born in Atlanta Georgia in ___________. At that time, black and white
people didn’t go to the same _____________. Black people were not allowed to sit with white people
on the _________. Many places had signs ‘for _____________ only’. These are only some
examples of racial _________________. Martin Luther King started a protest against racism, but
he was strongly against ______________ of any kind. In 1963, in Washington, he made one of his
most famous speeches, ‘I have a _____________, in front of over 200,000 people. (Martin Luther
King is talking about his hopes (and predictions). Did they come true? Write down the beginning of
his speech. Translate it into Croatian or find the translation. Ask the librarian for help.)
In _____________ he won the Nobel Peace Prize. In _______________ he went to Memphis to
protest against poverty. He was _____________ on the balcony of his motel by an escaped convict.
KEY: 1929; schools; bus; whites; discrimination; violence; dream; ‘I have a dream
that my four children will one day live in a nation where they will not be judged by
the colour of their skin but by the content of their character.’1965;1968; shot
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A the things we do again and again
B go to; works; puts; gives; go through; shows; checks; wait for; hear; board
C 1 do 2 Ø 3 does 4 does 5 do 6 Ø 7 does 8 do 9 do
D a) the things we are doing now
b) The man with a beard is giving a rose to his wife. His wife is smiling at him
happily. The man in a wheelchair is waving to his daughter and grandson. A boy is
looking at the two Japanese men. Two men are hugging each other because they
haven't seen each other for a long time. Two Japanese businessmen are greeting each
other by bowing. Mrs Pitt and her son Jamie are waving to their father and
grandfather. The girl with a ponytail is pushing the wheelchair. The interpreter is
waiting for a person from China. The interpreter is holding a card with a name.
c) Who is smiling at him happily? Who is his wife smiling at? How is his wife smiling?
Why is she smiling at him happily?
Who is waving to his daughter and grandson? Who is the man in a wheelchair waving
at? Why is he waving, etc? Look at the sentences in Task D b).
E Ona radi svaki dan. Ona sada radi. The verb is the same.
I go to school by bus every day. Today I'm going to school by bike.
One verb is in the present simple, the other verb is in the present continuous.
F 1 is wearing; lives; works; works; travels; is reading; is looking; is going
2 live; lives; is travelling; isn't really reading; is looking forward
3 is...doing; is; doesn't like; drinks / has; is going; shows; is buying
4 is wearing; doesn't want; knows; is travelling; loves; is standing; are getting
5 Students’ own answers
G 1 torch 2 capital 3 immigrant 4 famine 5 statue; crown 6 gate; announcement 7
delayed 8 passport 9 perfume 10 postcards
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Cjelina UNIT 4
Lekcija Lesson 19 GETTING READY FOR A TRIP
Okvirni broj sati 3
-koristi se tablicama i drugim grafičkim prikazima radi
lakšeg pamćenja vokabulara
-pokazuje globalno razumijevanje teksta izdvajanjem
ključnih informacija pri slušanju i čitanju
-razlikuje pristojno od nepristojnog ophođenja prema
drugim ljudima
-planira sadržaj govora na temu TEENAGERS AND
HEALTH uz dane smjernice
Jezični sadržaj Vokabular: Odjeća i stvari koje nosimo sa sobom
na putovanje Revision: Clothes: jeans, underwear,
T-shirts, socks, pullover / sweatershorts, anorak,
top, cardigan Footwear: flip-flops, boots trainers,
wellies Toiletries: lip gloss, hairbrush, toothbrush,
elastic bands Other things: battery charger, camera
Other: contract roommate Shopping for clothes:
Can I try it on? It doesn’t fit. Have you got it in
bigger size? How much is it? It’s too
expensive,Good and bad manners: talk with your
mouth full, leave dirty laundry around post photos
on social media without asking, pick up your hair
after taking a shower Healthy and unhealthy
behaviour: get enough sleep; skip breakfast /
classes; overuse of screen media; eat a lot of
snacks;drink fizzy drinks;
Gramatika i njena komunikacijska
upotreba: modalni glagoli WILL i WON’T za
izricanje obećanja, u kontekstu pogodbenih
rečenica (na razini prepoznavanja)
Međupredmetne teme i Učiti kako učiti A.3.3. A.3.4. B.3.1. C.3.1.1. C.3.2.2. C.3.3 3. C.3.4.4.
D.3.2.2.
Hrvatski jezik:Izražavanje budućnost
povezivanje Osobni i socijalni razvoj
Zdravlje A.3.1A; A.3.2A; A.3.2B; A.3.2.C;A3.3;B.3.2A;B.3.2B
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Lesson 19 GETTING READY FOR A TRIP
Overview:
-WILL and WON'T for promises
-good and bad manners
-items of clothes, shopping for clothes

-make promises and express hopes
-plan what items to take when going for a trip;
-make a list depending on the weather
-talk about good and bad manners
-distinguish what is healthy and unhealthy for teenagers
Step 1
Items of clothing
1 Have a look at the pictures in Task A. Students should match the items on the list
with the pictures.
KEY: 4; 7; 3; 8; 19; 15; 16; 11;1; 9; 5; 6; 18; 10; 13; 17; 14; 2; 12;
2 After you have checked their work, ask students to help Emma organise the
packing by sorting out the items into 4 groups.
Footwear: flip-flops, Doc Martens, trainers, wellies
Clothes: jeans, underwear, T-shirts, socks, pullover / sweater, shorts, anorak,
cardigan, bikini
Toiletries: lip gloss, hairbrush, toothbrush, elastic bands
Other things: battery charger, camera
3 Ask your students to tick off the items they usually pack when going on a trip or
holiday.
Listening (L 19.1)
4 Mum is checking Emma's list of things to pack for their trip to Scotland. Let the
students have a look at the split sentences in Task B before listening. You don't have
to introduce the first conditional in grade 6. It's covered here as 'a chunk of language',
as a context for the WILL future. Throughout this lesson students are only asked to
recognise the first conditional. They are not asked to produce both parts of the
sentence, just the main clause.
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5 Ask students to match the two parts while listening to the recording. Ask someone
to translate the sentences into Croatian. Next, they copy the sentences in their
notebook.
1 If there is a swimming pool, Emma will need a bikini.
2 If it is rainy, they will spend more time indoors.
3 If Jenny is good, Peter will tell her stories.
4 If they set off at 9, they will get there at 5.
Step 2
Lead-in
1 Emma has found a piece of paper. She thinks it is Patrick's packing list. However,
Patrick isn't going to Scotland because he has just come home from the USA. That
piece of paper is a kind of contract and it refers to his life there. Explain the word
CONTRACT. Ask your students in Croatian why people sign contracts and what
happens if somebody breaks the contract. You can write on the board:
SIGN A CONTRACT
STICK TO THE RULES or A CONTRACT
BREAK A RULE or A CONTRACT
Reading: A COMIC
2 Tell the students to read the two frames of the comic on pages 103 to find out
what kind of contract the family is talking about. (It was a contract between Patrick
and his roommate.)
What does a ROOMMATE mean?
Do you think it's difficult to share a room with someone?
Do you share a room with your brother or sister?
Do you have any problems?
Patrick and his friend decided to stick to certain rules to make their living together
more comfortable. Ask someone to read the rules on page 103. Ask students what the
consequences would be if they broke the rules. Encourage them to describe the
situation:
You come home tired and you just want to get to bed, but... you can't because there
are piles of clothes belonging to your roommate on your bed. How do you feel? You
want to make yourself a sandwich but there are no clean knives, because they are
all dirty... etc.
3 Draw students' attention to the use of the WILL future for promises. Let the
students do Task B and Task C in the Workbook. Ask them about their mum or
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dad. Do they make such promises? Do they stick to them? What do they do instead?
4 Go through the LANGUAGE FOCUS box on page 103 and then ask students to
do Task D on page 104 in the Student’s Book. Have a little chat why certain
things are not healthy. For example, If you have only 6 hours of sleep, you will feel
very tired. After they fill in the gaps, students should tell you who says these
sentences.
For homework, students should write at least 5 promises they will make to you,
the teacher, so as to improve their English results.
Step 3
Two games
1 Start off by revising items of clothing from the last time.
a) Play bingo. Split the class into 3 groups, each of which plays as a team. Each
student chooses 7 items from Task A on page 102. Instead of calling out the word
from the list, paraphrase it using the ideas below. The students’ task is to guess the
word and cross it out if it is on their list. The team wins when everybody in the group
crosses out all the words. Do number 1 together, as an example.
1 it’s something you put on first when you are getting dressed (underwear, 7)
2 you use it for doing your hair (hairbrush, 14)
3 they are made of rubber and you wear them when it’s rainy (wellies, 17)
4 you put it over your T-shirt when it is cold; it has buttons (cardigan, 10)
5 it’s a warm piece of clothing with a hood (anorak, 16)
6 you put them on your feet in summer (flip-flops, 19)
7 you use them to make a ponytail (elastic bands, 9)
8 you say a pair of … but they are actually in one piece, but have two legs (trousers
or jeans, 5)
9 a short pair of trousers (shorts, 13)
10 you wear it in summer; it has short sleeves (T-shirt, 4)
11 you use it for taking pictures (camera, 11)
12 you use it for cleaning your teeth (toothbrush, 1)
13 you wear them on your feet when doing sports (trainers, 3)
14 girls wear it when they go for a swim (bikini, 15)
15 it’s made of wool; it keeps you warm (pullover, sweater 8)
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b) Variation: What is in the picture? Use the digital resource pack and the pictures of
clothes items from the lesson. This activity is suitable for a stronger class and could
be played as a game in two groups. Split the class into two groups. Two or three
representatives of the group come up front and turn their back to the screen. Their
team, which can see the screen, paraphrases the item of clothing that is displayed and
the representative tries to guess the item. After about 3-4 items of clothes have been
guessed (or haven’t been guessed), a new set of representatives comes up front. To
bring in more excitement, you can set a time limit.
Articles used with clothes items

2 Do Task A in the Workbook. Go through the WRITING BIT(E)S sections which
practise the use of articles with items of clothing.
3 Ask students who they go shopping for clothes with. Do they have the same taste
for clothes as they parents? Do they think that some items of clothing are too
expensive? Do they ever buy / wear second-hand clothes? Tell them that shopping for
clothes in second-hand shops is very trendy in Britain.
Listening SHOPPING (L.19.2)
4 Let the students listen to the SHOPPING conversation for the first time without
looking at Task A. Their task is to figure out how many different jackets Emma and
her mum looked at before they found the right one.
The pink one (Emma doesn't like pink any more); the yellow one (they didn't have it
in small); the blue one (it was too expensive – £70); the green one (it didn't fit – it
was too tight); they finally took the dark green one with a lot of pockets. It costs £35.
5 Ask students to read the statements in Task A on page 104. Let them listen for a
second time.1 b) 2 b) 3 a) 4 b) 5) a)
6 Go through the EVERYDAY LANGUAGE box.
Ask students to translate the sentences orally into Croatian. Do the task written in
bold at the bottom of the page 104. Explain the difference between it and them in the
first pair of sentences. Ask them to name some item of clothing for which they would
ask the first question, using it, and tell them to name some examples for them in the
second question.
Can I try it on? It fits / doesn't fit. (A pullover; a T shirt; a dress.)
Can I try them on? They fit / don't fit. (Jeans; trousers; trainers; shoes.)
7 Do Task E in the Workbook. Task D is optional.
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8 Ask students to make a dialogue, using Task E as a model. You can also set this
task for homework. Ask students to do SELF CHECK section on page 105 for
homework, too.
SELF-CHECK 4 p. 105
A 1 city; east; will; Statue; was; French; immigrants
2 will; President; were; is; going; by
3 capital; Union; Parliament, political

A 1 FLIP-FLOPS 2 UNDERWEAR 3 HAIRBRUSH
4 BIKINI 5 WELLIES 6 PULLOVER or CARDIGAN
7 TRAINERS 8 ANORAK 9 TROUSERS or JEANS
10 ELASTIC BANDS
WRITING BIT(E)S
1) 1 a; a 2 Ø; Ø; 3 Ø; a 4 a; a 5 Ø; 6 Ø; Ø; 7 Ø; 8 Ø; 9 a
2) Students' own answers
B 1 4 8 WON'T; all the other examples WILL
C 4 5 2 3 1 but also possible: If you go on drinking that much coffee, you won't be able
to fall asleep. If you eat too much in the evening, you'll have a stomachache.
D Students' own answers
E help; looking; there; try on; changing; fit; short; extra; minute
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PODRUČJA
Lekcija
SCOTLAND
Okvirni broj sati 2
C.6.4; C.6.5.
-opisuje slike, predviđa mogući sadržaj (brainstorming)
-pronalazi i ispituje činjenice povezane s poviješću,
geografijom, kulturom, znanošću, umjetnošću i sportom
-informira se o važnim pojedincima
-služi se dvojezičnim rječnikom i modernom tehnologijom pri
traženju informacija
-planira strukturu kratkog teksta o Škotskoj prema
smjernicama /okviru iz kviza
Jezični sadržaj Vokabular: loch;pond kilt;tartan; clans; contestants; golf; bagpipes;

contestant; dish
Geographical names and locations: town, mountain, river,lake,
Scotland (Scotts / Scottish) Edinburgh; Glasgow; Ben Navis; Loch
Ness; the Highland
Gramatika i njena komunikacijska upotreba: Present simple
za opisivanje običaja Past simple za opisivanje povijesnih događaja,
izuma i poznatih ljudi
međupredmetno D.3.1 C.3.1. C.3.3.
Povijest / Geografija / Biologija / Glazbena kultura
SCOTLAND
Quiz on Scotland
1 Write on the board SCOTLAND and ask your students where it is. Elicit what they
know about it. Depending on the strength of your class, write some words on the
board. If possible, use the quiz from the digital resource pack because it is
visually attractive. You can do the quiz as a competition. However, some questions
might be too difficult, so I would suggest that you go through the questions together
with your students, helping with the new vocabulary and the pronunciation.
189
1) Scotland is a country to the
a) north b) south of England.
2) The population of Scotland is about

a) 6 b) 16 c) 60 million.
3) The capital of Scotland is

a) Belfast. b) Edinburgh. c) Cardiff.
4) Scottish people are called

a) Scots. b) Scotch. c) Scottlanders.
5) Gaelic is
a) a dish. b) a lake. c) a language.
6) Ben Nevis is
a) a city. b) a river. c) a mountain.
7) Loch is
a) a pond. b) a lake. c) a cave.
8) A lot of tourist come to Loch Ness to see the monster called

a) Bessie. b) Lassie. c) Nessie.
9) A kilt is a kind of
a) dish. b) skirt. c) horse.
10) To make a kilt you need 6 m of

a) tartan. b) sausages. c) rope.
11) Different families called

a) clans b) tribes c) gangs have different tartans.
12) The Highland Games is a festival with sports, dancing and music
competitions held every year in the Highlands, an area
a) in the south of Scotland. b) in the north of Scotland.
13) Contestants dance and play

a) the harp. b) the guitar. c) the bagpipes
which is a traditional instrument of Scotland.

14) Scotland is the home of
a) golf b) cricket c) tennis which started there over 600 years ago.
15) Aberdeen and Glasgow are the names of

a) towns b) rivers in Scotland.
16) Skye and Arran are the names of

a) mountains b) islands in Scotland.
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17 )Alexander Graham Bell is a famous Scot who made
a) the first telephone b) the first television.
18 )John Logie Baird invented

a) the first radio. b) the first television.
19 )Haggis is a kind of
a) dish. b) game. c) drink.
20 )'Lass' or 'lassie' means
a) a dog b) a cat c) a girl
2 Let the students pen their book now on page 106 and 107. Have a look at the
photos. Ask them to do Task A.
KEY: 1 b) north 2 a) 6 million and b) Edinburgh 3 Scots 4 b) a language 5 c) a mountain
6 b) a lake 7c) a skirt 8a) tartan 9 a) clans 10 b) in the north of Scotland 11 c) the bagpipes
12 a) golf 13 a) towns and b) islands 14 a) the first telephone and b) the television.
Writing a short text about Scotland
3 After you have gone through all the questions, you can give your students just the
beginning of the sentences and ask them to finish them off orally so as to see how
much they have remembered. They can also write the beginning of the sentences in
their notebook and finish them for homework. The sentences could serve as prompts
for retelling what they have learnt about Scotland.
The writing should look like this:
Scotland is a country to the north of England. The population of Scotland is about 6 million and its capital is
Edinburgh. Scottish people are called Scots. Gaelic is a language. Ben Nevis is a mountain. Loch Ness is a lake.
A kilt is a kind of skirt. To make it, you need 6 m of tartan. Different families, called clans, have different
tartans. The 'Highland Games' is a festival with sports, dancing and music competitions, held every year in the
Highlands, an area in the north of Scotland. Contestants dance and play the bagpipes.
Scotland is the home of golf which started over 600 years ago.
Aberdeen and Glasgow are the names of towns, and Skye and Arran are the names of islands.
Some of the most famous Scots are Alexander Graham Bell who made the first telephone, and John Logie Baird
who invented the television.
Variation: The picture slide show on Scotland from the digital pack
4 Show your pupils the slide show on Scotland which can be found in the digital
resource pack. Ask them to remember as many things as they can see in the
pictures without taking any notes. Let them look at the slide show once again. This
time they are allowed to take notes.
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(Pictures: Green Scotland; A castle in Scotland; Mist (ghosts); The Highland Games;
A person wearing a kilt; Tartan; Loch Ness; The killer whale; An old fashioned
telephone (Bell); John Logie Baird (1888-1946); An oil rig in the North Sea; Haggis;
Shortbread; Scottish terriers.
Pair the students off or split the class into groups and ask them to write down all the
things they have seen in the photos.
5 Show the photos once more and spend more time on each photo. Encourage your
students to expand the words into sentences and make them explain why these words
are associated with Scotland.
6 Suggest visiting a website where students can have some fun creating their own
tartan.
http://www.house-of-tartan.scotland.net/interactive/weaver/index.html
They can use it later on as a background for their essay on Scotland or for a poster
that can be displayed in the class.
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UNIT 5
Tema 6 ŽIVIM ZDRAVO, MISLIM ZELENO

Cjelina UNIT 5
Lekcija Lesson 20 AT THE McDONNELS’ IN
SCOTLAND
Okvirni broj sati 3
-pokazuje globalno i selektivno razumijevanje teksta
dijaloške forme
-izražajno čita po ulogama
-započinje, vodi i završava razgovor o svojim namjerama
u budućnosti
-razgovora o svojim prehrambenim navikama koriseći
jednostavne rečenice prema smjernicama u vidu pitanja
-razumije upute za pripravu kolača i radi bilješke
Jezični sadržaj Vokabular: Stanovanje cosy; modern; nice, lovely
Furniture and furnishings bed; desk;posters;
Verbs+noun collocations (revision) sleep late,go
shopping read a book, spend time with friends, visit
relatives do sports Food:mashed / boiled potatoes;
salmon,trout lamb home made pasta, soup;
shortbread
upotreba: izražavanje namjera u budućnosti uz
upotrebu ‘going to’ future / some and any in offers
and questions
Učiti kako učiti A.3.3. A.3.4. B.3.1. C.3.1.1. C.3.2.2. C.3.3 3. C.3.4.4.
međupredmetno D.3.2.2.
povezivanje Hrvatski jezik:Izražavanje budućnosti
Zdravlje A.3.2A; A.3.2B ;A.3.2C
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Lesson 20 AT THE McDONNELLS’ IN SCOTLAND
Overview:
-going to for expressing future intentions
-rooms in the house and furnishings
-food and eating habits
-making offers and requests
-some and any in questions and offers
-some aspects of Scottish culture-traditional food and recipes
-understand instructions on how to make biscuits by listening
-talk about their room / house / furnishing
-write down a recipe
-talk about their intention if supported by prompts
Suggested teaching time: 4 -5 periods
Step 1
Introducing the going to future
1 Start off this lesson by introducing the GOING TO future.
Take an object from the classroom, for example a piece of paper, and ask your
students to guess what YOU ARE GOING TO DO with it. While they are guessing,
insist that they repeat YOU ARE GOING TO... each time. The conversation could go
like this:
S1: You are going to write something.
S2: You are going to draw something.
S3: You are going to give it to someone.
T: No, I'm going to tear it in half. What am I going to do next?
S4: You are going to throw it in the rubbish bin.
T: I'm going to make a ship (or a cap). What am I going to do with the other half? I'm going to
give it to Marko. What is Marko going to do with it?
S5: He is going to make a paper plane.
T: Marko, give your paper plane to Ana.
S6: What is she going to do with it?
S7: She is going to fly it / keep it /play with it.
T: Oh, no, the plane is going to crash! Oh no, it is going to land on Iva's head!
So what are we going to do next? We aren't going to play anymore. We have to do some work.
We are going to open our notebooks and write some of these sentences down.
194
2 Write some of the sentences that you or your students have said. See the
sentences written in bold. Say that we express our intentions using the going to
future. Ask students what the verb form reminds them of.
The going part is similar to the present continuous form. Remind them that we use
the present continuous for fixed arrangements in the future.
The going to future is also used for talking about plans. Ask two students who usually
hang around together what they are going to do this weekend. Add two more
examples on the board to cover you and they. (You are going to play in the
park. Your friends from 7b class are having a test on Monday. They are going to
study.)
Ask students to predict how you would make negative sentences.
3 Let the students do Task A in the Workbook.
Pictures on pages 108 and 109
4 Open the book on page 108. Ask students to have a look at the two-page spread.
Where do the McDonnells live? Encourage them to describe the house and the room.
The house is big. It's is made of brick and old stone.
It's old and modern at the same time. There are solar panels on the roof.
There's a room with a balcony in the attic.
The living room is modern. There are two sofas, a coffee table and a blue carpet.
There's a flat screen TV. There is a lot of light because the room opens onto a
huge terrace. This outer area looks like an additional dining room.
In the picture on page 109 we can see Susan, Emma's cousin. Susan is explaining
how she is going to decorate her room and where the furniture is going to be.
Martin, Susan's brother, is carrying a fish called a salmon.
5 Ask students to read the green note explaining what a salmon is.
Listening and reading (L 20.1)

6 Let the students listen to the recording and follow the text in the book. There is no
particular task this time – just exposing the students to a lot of examples of the going
to future in context.
Variation: Use the e-book from the digital resource pack. Let pages 108 and 109 be
displayed on the screen while students are listening.
195
After the first listening, ask them to look once more at the text on the screen to find
more examples of the going to future.
Use the highlighting tool from the digital resource pack to underline all the
examples in the text. You can also ask your students to do it. Ask once more the
students to read out the examples.
7 Allot the roles of Erica, Ellen, Emma, Peter, Susan, Martin, and Jenny to students
and read the text once again.
8 Round off the lesson by doing Task C. Let the students underline in the text the
sentences from Task C. Note that the sentences are not written in the order they
appear in the text but in the 'grammatical' order of singular and plural (I, you, he,
she, it, we, you, they). This will make their homework easier later on.
KEY to Task C: 1 Ellen 2 Ellen or Emma- not indicated precisely) 3 Susan 4 Susan 5 Erica 6
Peter 7 Ellen
9 You can also ask your students who the personal pronouns and personal
adjectives in Task C refer to. For homework, they should replace the pronouns and
the adjectives by names and copy them in their notebook.
Key: 1 Ellen is going to get the things from the car.
2 The McDonnells are going to save a lot of energy.
3 Dad's going to paint a pattern on the wall.
4 Susan’s bed is going to be in the corner.
5 The McDonnells are going to use more solar energy in the summer.
6 Susan, Emma, Jenny and Stella are going to sleep there.
7 Susan and Emma are going to help Erica in the kitchen.
Step 2 Revising the going to future with the pictures from the digital
resource pack
1 Revise the going to future by asking students what they are going to do after your
class.
2 If possible, use the pictures from the digital resource pack and ask students to
make as many sentences as possible about the pictures. Ask additional questions
to help them throughout the task.
What are the people in the pictures going to do?
196
Possible answers:
Picture 1 A girl with a laptop
She is going to surf the web.
She is going to Skype.
She is going to play a game.
She is going to post something on Facebook.
She is going to watch a film by using Wi-Fi.
She is going to listen to some music.
She is going to send an email.
Picture 2 Business people
Possible answers:
They are going to talk about their project.
The woman is going to take / make notes.
They are going to create a new product.
The product (something the students think of) is going to be the best in the world.
They are not going to agree about the new project.
They are going to finish their coffee.
They are going to spend the evening out.
Picture 3 A wild cat
What’s the wild cat going to do?
It is going to catch the fish.
It’s going to miss the fish.
The cat is going to jump into the water.
It’s not going to jump because cats don’t like water.
Picture 4 Two friends with their skateboards
They are going to enjoy their free time.
They are going to ride their skateboards.
One of them is going to listen to music.
They are going to take off their caps and put on the helmets.
They are going to do some stunts.
They are not going to get hurt because they have knee pads.
Picture 5 A boy and a girl with their backpacks
They are going to travel by train.
They are going to see a lot of interesting things.
They are going to sleep in a tent. Etc
Picture 6 A birthday cake
The girl is going to blow out the candles.
Her friends are going to sing Happy Birthday to her.
They are going to have a great time.
She is going to open the presents. Etc.
3 Do Task E from the Student's Book. Students work in pairs and ask and
answer the questions using the going to future. They use some of the prompts
from the box.
197
Lead-in to the Listening (page 111)
4 You can write the alphabet on the board and ask students to think of some foods
beginning with each letter of the alphabet. You can play it as a chain game.
There is no food, as far as I know, beginning with X; for Q there is a QUINCE (dunja);
Y is for yoghurt; and Z is for zucchini. The other letters aren't a problem.
5 Let the students have a look at the food mentioned in Task H. Let them develop
their independence by checking the meaning of the words for themselves in the
wordlist at the back of the book.
Listening (L 20.2)
6 Ask students to do Task I. Let them listen to the text and circle the correct answer.
KEY: 1 a) 2 c) 3 b) 4 b)
7 Ask them which of these they like / don't like. Ask them which they would order in
a restaurant if they were on the menu. Ask them which would be suitable for a
vegetarian. Also discuss the questions in Task J.
Optional project work. THE MENU FOR MY FRIEND FROM ANOTHER

COUNTRY
8 Decide on how much time to spend on question number 5 in Task J. You can
show your students the given model for designing their own menu. Depending on the
region of Croatia where you teach, encourage students to ‘serve’ some regional
delicacies. Students first copy the beginnings of the sentences and then finish them
off with their suggestions. They can draw or cut out pictures and stick them next to
the sentences.
THE MENU FOR MY FRIEND FROM ANOTHER COUNTRY

We are going to start with…
Next, my friend is going to have…
I’m also going to serve…
For dessert, he / she is going to have…
9 Let the students do the tasks in the Workbook: Task B, Task C and Task D.
If there's not enough time, let them finish at home. Don't forget to check next time.
Step 3
1 Check their homework. Have a look at the picture of shortbread on page 112.
198
Shortbread (also known as shortcake) is a kind of biscuit often associated with
Scotland. It is made with flour (also rice flour) sugar and a lot of butter.
Shortbread is often served to the first person to cross the threshold (kućni prag)
on Hogmanay – the Scottish New Year.
2 Ask your students to guess what you need to make shortbread. Ask them if they
have ever made any biscuits. Introduce the following words:
FLOUR What is flour usually made of? WHEAT
ROLL THE PASTRY A PASTRY CUTTER BAKE
Listening and reading: MAKING SHORTBREAD (L 20.3)

3 In a good class you can let students listen to the text and write down the
ingredients for shortbread. In a weaker class you can let the students both listen and
read in order to do the task already mentioned.
1 cup of flour
1/2 a cup of rice flour
1/2 a cup of brown sugar
1/ 2 a cup of butter
Introducing SOME and ANY
4 Introduce the difference between SOME and ANY. Bring some of the pictures of
foods you probably use when teaching younger pupils. Choose those representing
both countable and uncountable nouns. Draw an open fridge on the board; stick some
pictures within the frame (in the fridge) and some outside the fridge. Say sentences or
ask questions like this:
There is some cheese in fridge. There is some milk.
Is there any juice? Yes, there is some juice.
Are there any eggs? No, there aren't any eggs.
Explain that we often use SOME in positive sentences, and ANY in negative sentences
and in questions. It's very IMPORTANT to point out that in offers and requests,
which are in the form of questions, we tend to use SOME instead of ANY.
Would you like some cake?
Can I have some juice, please?
5 Do Task E in the Workbook.
6 Task F combines practice of the going to future with practice of some and any.
199
7 Task G can be set for homework.

A 1 She isn't going to buy a dress because it's too expensive. And / or: She isn't
going to pay that much money. / She is going to wait for the SALE.
2 They are going to play golf. / They aren't going to play golf because it's going to
rain.
3 The painter is going to paint a portrait.
4 The girl isn't going to cut the young man's his. / He is just
going to say hello to his girlfriend who is a hairdresser.

5 He isn't going to do a bungee jump. He is too scared.
6 He is going to miss the bus.
B Odd one out
1 take (it doesn't describe a way of preparing food)
2 butter (it's not a kind of fish)
3 plums (they are not meat)
4 rice (it's not poultry)
5 carrots (they aren't fruit)
6 grapes (they aren't vegetables)
7 parsley (it's not a diary product)
8 milk (it's not a grain product)
FRUIT VEGETABLES DAIRY PRODUCTS
PLUMS CARROTS BUTTER
LEMONS SPINACH SOUR CREAM
APPLES TOMATOES YOGHURT
ORANGES POTATOES CHEESE
GRAPES PARSLEY MILK
MEAT FISH POULTRY (BIRDS)
PORK SALMON CHICKEN
LAMB TUNA TURKEY
VEAL COD GOOSE
WAYS OF PREPARING FOOD GRAIN PRODUCTS
BOIL BREAD
ROAST CEREALS
BAKE PASTA
RICE
200
C UNHEALTHY: fatty food; crisps; fast food; sweets; a lot of butter; fizzy drinks
HEALTHY: yoghurt; fish; brown rice; milk; water; cereals; fruit; vegetables;
brown bread; water
D cereals; fruit; water; fizzy drinks; sweets; fruit and vegetables;
crisps; milk; yoghurt; brown bread; fast; (fatty also possible)
E 1 a) 2 a) b) 3 b) 4 b) 5 a)
F PIZZA She's going to make a pizza. She has got some ham and ketchup. She also
has some olives. She doesn't have any cheese.
FRUIT SALAD They're going to make a fruit salad. They have some oranges. They
also have a pineapple, a lemon and some sugar. They don't have any bananas or
apples.
G potatoes; carpenter; floor; salmon; solar energy
Possible answers:
BISCUITS
We're going to make them.
We're going to cut them out with a pastry cutter.
We're going to put them into the oven.
We're going to eat them.
A BED
They're going to buy it. / The carpenter is going to make it.
They're going to put it in the corner.
They are going to make it.
They're going to sleep in it.
A DOG (it can be replaced with him or her if we name it)
I'm going to feed it.
I'm going to take it to the vet.
I'm going to take it for a walk.
I'm going to pat it.
PASTRY
She's going to make it.
She's going to roll it onto the board.
She's going to cut it. / She's going to put it in the baking tin.
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Cjelina UNIT 5
Lekcija Lesson 21 THE LIGHTS WENT OUT
-pojašnjava i parafrazira riječi radi uspješnije bolje
komunikacije
-pokazuje globalno i selektivno razumijevanje
narativnog teksta, povezuje tekst sa slikama
Jezični sadržaj Vokabular: Electrical appliances (a kettle;a CD

player; a TV set; a wireless phone and smartphone /
a hairdryer, a cooker,a computer)
Collocations: bake a cake; roast meat; do hair; cut
loogs, play games; send email messages, make
coffee; look up information;
upotreba: Present Continuous za opisivanje
radnje u tijeku u trenutku govorenja vs Past
Continuous ( na razini prepoznavanja) a opisivanje
radnje u tijeku oko neke točke u prošlosti
povezivanje Hrvatski jezik:Opisivanje prošlih dogažaja, pripovijedanje, nesvršeni
glagoli
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Lesson 21
THE LIGHTS WENT OUT
Overview:
-electric appliances in the house / paraphrasing using ‘for’ + gerund’
(It’s used for...)
-the past continuous at the level of recognition
-describe a scene in the past if given some promps
-explain what things are used for
Suggested teaching time: 3 periods (89-91)
Rationale: The purpose of this lesson is to introduce the past continuous form at
recognition level. The first recorded text of this lesson is in the present continuous.
The speaker is describing what the Williams and McDonnells families are doing. Each
of them is using one of the electric appliances mentioned in Task A. There is a storm
and after a loud thunderclap (the students should be startled, too) the lights go out.
The thunder is used to introduce the past continuous in the first person singular
(What were you doing when you heard the thunder?) I WAS... After that, the
sentences from the text, which were originally in the present continuous, along with
the pictures on page 102, help us to introduce the past continuous with HE, SHE and
THEY.
By introducing the past continuous in this way, students will become aware that the
present continuous is used for an action in progress at the time of speaking, while the
past continuous is used for an action that was in progress at a certain time in the past.
Since this grammar structure will be extensively practised in grade 7, in grade 6
students are not expected to produce ‘interrupted past’ sentences by themselves. They
are exposed to some examples in the second text for listening comprehension, from
which they can, with the teacher’s help, conclude that the framework (setting the
scene) is given in the past continuous, while the short action within this framework is
in the past simple.
Step 1
Electric appliances (paraphrasing practice)
1 In a stronger class you can start the lesson by telling students to write down as
many things as they can think of in the house that use electricity. In a weaker class
you ask them to open the book and have a look at the list of electric appliances
203
named.
Translate them into Croatian and encourage students to produce sentence starting:
We use ________ for... or, in a stronger class, ______________ is used for....

KEY: We use a kettle for making coffee or tea.
We use a CD player for listening to music.
We use a hairdryer for drying our hair.
We use a TV set for finding out more about the world by watching different
sorts of programmes.
We use an oven for baking or roasting.
We use a computer for sending email messages (or chatting or finding
information).
We use an electric saw for cutting wood.
We use a wireless phone for chatting with friends.
Alternatively, you can ask your students to paraphrase the appliances while looking at
the pictures that can be found in the digital resource pack.
2 Ask students which of these they use and how often. Who uses them if they do
not? Which of them would they like to have?
Lead in to Listening
3 Remind students where the Williams are. Write on the board the names of both
families in this order. You can write ELLEN first and then just the first letter of
everybody’s name. Students write the full names themselves in their notebook.
(Patrick stayed in Liverpool and Andy hasn’t arrived yet.)
ERICA
S(TELLA)
J(ENNY) and M(ARTIN
E(LLEN)
P(ETER)
E(MMA) and S(USAN)
Listening (L 21.1)
4 Let them listen to the recording and write down which of the electric appliances
from Task A each of them is using. (In some cases they can hear the noise of the
appliance in the background.)
204
KEY:ERICA – an oven / a kettle; STELLA – a hairdryer;
JENNY and MARTIN – a computer; ELLEN – a wireless phone /a TV set
PETER – an electric saw; EMMA AND SUSAN – a CD player
5 When the recording is over, ask students if they were startled by the thunder.
Had they expected it? Ask them to have a look at Task C. Go around the class and
ask students the same questions: What were you doing when you heard the thunder?
Hopefully, you will get different answers.
6 Go back to the listening task you set earlier (see number 4 above) and check what
the students have written. Encourage them to say:
Erica was using an oven and a kettle.
Stella was using a hairdryer, etc.
7 Have a look at the pictures on pages 114 and 115. Ask students to make
sentences and copy them next to the persons’ names in the notebook. The writing in
their notebook should look like this:
1 ERICA – an oven / a kettle. Erica was checking the biscuits in the oven.
2 STELLA – a hairdryer. Stella was doing her hair.
3 JENNY and MARTIN – a computer.
Jenny and Martin were playing in Martin’s room.
5 ELLEN – a wireless phone /a TV set. Ellen was waiting for the weather
forecast.
6 PETER – an electric saw. Peter was cutting logs in the shed. (no picture)
7 EMMA AND SUSAN – a CD player. Emma and Susan were sitting on the floor
and taking about their favourite bands. / They were listening to music.
8 Have a look at the LANGUAGE FOCUS box in the Workbook, p. 107. If
there is any time left, tell students to copy the Language Focus box in their notebook.
Tell them to underline the past continuous in the example sentences and finish the
rule written below.
9 For homework, students should do Task B and the WRITING BIT(E)S in the
Workbook.
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Step 2
Revision
1 Start off by checking homework. Task B will remind students of the text about
the evening at the McDonnells’ house.
You can draw a simple cross-section of the house on the board, write the names of the
rooms and the names of the people who were spending the evening in these rooms.
Draw the rain and the lightning. Ask students to describe what was going on at nine
o’clock in the evening. First, let them have their Workbooks open, but after some
practice encourage them to retell what was going on without looking in the
Workbook.
Listening; Workbook, p. 109

2 Tell students to read the sentences of Task B in the Workbook on page 109.
In this way, they will prepare themselves for the listening. Tell them they are going to
listen to six different situations.
Task B 1 tennis 2 football match 3 scrambled eggs 4 wine 5 skiing 6 a picnic.
3 Tell students to have a look at Task C. Some students will be able to circle the
correct option immediately. Let them listen once again to check.
Introducing WHILE
4 Tell students to connect the sentences in Task B with those in Task C using
WHILE. Write an example on the board. Don’t explain in too much detail the
‘interrupted past’ at this stage. The purpose here is just to familiarise them with the
structure.
While they were playing tennis, the ball hit a person on the next court.
5 Tell them to connect the rest in the same manner.
While he was watching a football match, the phone rang.
While she was making scrambled eggs, she burnt her finger.
While they were drinking wine, she saw a fly in her glass.
While they were skiing, she broke her leg.
While they were having a picnic, James saw a spaceship.
Tell students that you can also put the sentence the other way round:
James saw a spaceship while they were having a picnic.
Point out that in such a case there is no comma.
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6 Now ask students to use their imagination and think of the right WHILE clause
for each main clause in Task E. Write this model on the board.
While he / she / they _______________, he fell down
was or were +.... ing
While he was running to school, he fell down.
While he was playing football, he fell down.
7 Count how many different sentences the class can come up with. You can also
turn the task into a competition so that the competing teams take turns to produce a
sentence. The group which first runs out of ideas, or produces an incorrect sentence,
loses the game.
Note: Clause 5 b) doesn’t offer that many possibilities. For example:
While they were fooling around, she came first in the race.
8 Round the lesson off by reading the text below Task A on page 115. Remind
students that the lights went out. While listening they should get the answer to the
two questions.
What is Jenny scared of? (The dark, the flickering light of the flashlight.)
What are they going to do next? (Uncle Peter is going to tell them a story.)
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Tema 1 PROMIČEM KULTURU VLASTITE ZEMLJE
/
Cjelina ACROSS THE WORLD/ ACROSS CULTURES ACROSS
THE CURRICULUM
Lekcija
STRIBOR’S FOREST
by Ivana Brlić Mažuranić
Povezivanje kultura književnim prijevodima
Predstavljanje hrvatske literarne tradicije svijetu
Okvirni broj sati 2

C.6.4; C.6.5.
-navodi primjer knjževnog prijevoda kao jednog vida
međukulturnog susreta
-služi se dvojezičnim rječnikom
-uspoređuje verziju priče na crtanom filmu s originalom
-prepoznaje i ističe pozitivan način ophođenja prema drugima
-prema hrvatskom predlošku slaže englesku verziju priče u
cjelinu
-govori nekoliko jednostavnih rečenica o likovima priče
-razumije glavnu poruku literarnog teksta
Jezični sadržaj Vokabular: Only key vocabulary which will enable following a
longer literary translation by reading and listening enchanted forest;
sorrow, joy, fawn upon someone; shy; wise; ill-tempered; spiteful;
greedy;carryout the task; wood for kindling ; mend ; ashamed
Gramatika i njena komunikacijiska upotreba:Narrative tenses
past simple and past continuous in the context of storytelling
Hrvatski jezik: preporučena lektira za 6 razred Priče iz davnine
Ivane Brlić Mažuranić
208
PETER’S STORY: STRIBOR’S FOREST written by Ivana Brlić Mažuranić
Why Ivana Brlić Mažuranić in Scotland?
When I was looking for a story I could put into Peter’s mouth, a story that would be suitable for telling on a
rainy, chilly evening in Scotland with no lights except for flickering fire, my mind kept going back to Priče iz
davnine by Ivana Brlić Mažuranić. The world of nature blended with folklore and local wisdom, and the
archaic quality of the language (although partly lost in translation) are things that, in my mind, brought together
the fantastic world of Ivana Brlić Mažuranić and the atmosphere of Scotland and the tradition of storytelling.
There is so much mastery in her stories that makes them archetypal in terms of the use of Slav folklore which
arises from nature and blends its magic with some universal motifs and human values like love, kindness,
friendship and truth. She created new stories, but her mastery in putting together ideas and motifs from Slavic
mythology allows her to be compared with Hans Christian Andersen or J.R.R. Tolkien. Interestingly enough,
Priče iz davnine was published in 1916. It has been translated into 40 languages. The English version, known as
Croatian Tales of Long Ago, was published in 1924 in London by George Allen & Unwin Ltd, the same
publisher that later became famous for publishing Tolkien’s The Hobbit (1937) and The Lord of the Rings
(1954-55). Croatian Tales of Long Ago had great success in the UK and other countries and received many
favourable reviews in English and American newspapers. (It was published in Swedish in 1928; in Danish and
Russian in 1929-30; in German in 1933; in Chinese in 1957 just to give some examples of Ivana Brlić
Mažuranić’s international success.)
Therefore, I strongly believe that Ivana Brlić Mažuranić deserves more promotion, not only as a woman writer
but as a very talented one who made an important contribution to our culture and has become part of our
cultural heritage.
About the story
The central character of Stribor’s Forest is the mother with (in today’s terms) her unconditional love. She is
willing to endure all suffering, sorrow and pain in order to protect her son. In the dramatic scene when she has
to choose between eternal youth, which would put an end to her misery, and life with her son, she chooses the
latter, led by her deepest motherly feelings. She is not guided by jealousy towards her daughter-in-law, as some
may think, but by profound motherly feelings and understanding that her son is the victim of EVIL embodied in
the woman snake. The motherly love as shown in the story is the strongest feeling in this world, even stronger
than the supernatural world created by Ivana Brlić Mažuranić.
Step 1
1 This time, start off by reading the words in Task B on p. 115, making the students read
after you to get the pronunciation right. Then, let the students match the words. Tell them you
would be happy if they could match at least 3 words.
209
1 enchanted forest - začarana šuma
2 sorrow – tuga, bol
3 joy- veselje
4 to fawn upon someone - ulagivati se kome
5 shy – sramežljiv
6 wise – mudar
7 ill-tempered – zle naravi
8 spiteful – prkostan
9 greedy – pohlepa
10 to carry out a task- izvršiti zadaću
11 wood for kindling – drvo za potpalu
12 mend - popraviti, pokrpati
13 ashamed – posramljen
2 Tell them to copy in their notebooks the words / adjectives describing someone’s character.
These are the words written in bold above.
Listening and reading: Stribor’s forest; Part 1 (L 21.2 and 21.3)
3 Let them listen and read the extract from Šuma Striborova by Ivana Brlić Mažuranić.
4 Ask students if they have recognised the story. The book Priče iz davnine is on the Croatian
reading list for grade 6).
5 Let them answer the questions in Task C.
KEY: 1 The young man was cutting wood when he saw a snake.
2 When he was entering the house, he said: ‘This is your daughter-in-law.’
3 The daughter-in-law was lazing around. She was giving the old mother all sorts of
dangerous tasks.
4 While the old mother was sitting in front of the house, a girl in a torn dress came.
5 She was selling some wood for kindling.
6 Ask students to name all the characters in the story mentioned in this extract. Go back to
the adjectives describing characters that students have written in their notebook and ask them
to describe the characters from the story using these adjectives. Also ask them to go through
the story to find more adjectives (for example, good-natured, unkind). Encourage them to
justify why they used these adjectives to describe the particular character.
210
CHARACTERS
The young man was good-natured, shy and foolish. He was ashamed to say no to the snake
which turned into a woman.
The old mother was wise. She was pious. She immediately noticed that the daughter-in-law
was hiding something in her mouth. She didn’t want to ask God for help because God would
then find out that her son was unkind.
The daughter-in-law was ill-tempered, spiteful and greedy. She gave the mother some
dangerous tasks.
The poor girl was kind and thankful. She was very happy when her sleeve was mended and
she gave the old mother wood for kindling.
7 Ask students to read the rest of the story in Croatian (if they haven’t already done so).
Step 2
Some ideas for further exploitation of the story
1 In this lesson you can discuss the story after the students have read the Croatian version.
Ask those who have read it which parts of the story Peter skipped.
He skipped the descriptions of how the old mother managed to carry out the dangerous tasks.
How did the mother manage to carry out her tasks?
The first task set by the daughter-in-law was for the mother to fetch snow from the top of the mountain for her to
wash in. As the old mother was going up the mountain she thought to ask God for help but she changed her mind
because she didn’t want God to know what her son was like. God helped her and she managed to get to the top
safely.
The next task was for her to go to a frozen lake and bring some fish for dinner. As she set off for the frozen lake,
a gull flew over her head and dropped fish at the old mother’s feet. So, she carried out the second task as well.
2 In a stronger class you can write some key words from the story and ask students to explain
what part of the story they refer to (see the summary below).
a gull Brownies (Domaći) magpies’ eggs
a stag and twelve squirrels Stribor
silver fence Clap your hands! become young again
The wood for kindling that the mother received from the poor girl is very important later in the story because
when the mother lights the fire Brownies (‘Domaći’) jump out of it.
They were very little, not bigger than an ell (lakat - stara mjera). They were wearing little fur coats, their caps
and shoes were as flames, their beards were grey as ashes and their eyes sparkled with live coal. They started
dancing round the hearth and round the ashes and under the cupboard. They scattered the salt, they spilt
the barm (kvas), they upset the flour but the old mother didn’t mind, because for some time,
211
but not too for too long, she forgot about her sorrow.
3 If you enjoy story telling yourself, you can continue telling the story where Peter stopped.
You can base your storytelling on the summary below.
4 You can make a copy of the second part of the story (see the Appendix), cut it up along the
lines, and then put the strips in an envelope. Split the class into groups where each group gets
an envelope. Their task is to put the parts in the proper order. The letter at the beginning helps
you discuss the order of the story.) The text isn’t easy, but since most students are familiar
with the story in Croatian they will be able easily to predict the meaning of the words they
don’t know in English. Some words are written in Croatian in brackets to make their task
easier.
5 If you have an LCD projector and a laptop, you can watch the interactive e-version of the
story (CD-ROM) Croatian Tales of Long Ago made by Bulaja Naklada. The interactive CD
is nicely designed (the drawings are totally different from the best-known illustrations of
Vladimir Kirin) and has won several international prizes. The English version of the story is
told by a Scottish person, so it might be a bit more difficult for students to follow. However,
the cartoon is subtitled in English which might be of great help.
Stribor’s Forest (The parts of the story put in the right order)
(G) The same evening the young couple went out and the old mother was left alone. She took out the kindling
wood which the girl had given her and lit fire. While she was looking for some more wood in the shed, she heard
some strange noise coming from the kitchen. ‘Who is that?’ called the old mother from the shed.
‘Brownies! Brownies!’ answered the tiny voices from the kitchen.
When she got back to the kitchen, the kindling flared up on the hearth and round the flame there were Brownies
dancing in a ring.
________________________________________________________________
(D) They were very little, not bigger than an ell (lakat - stara mjera). They were wearing little fur coats, their
caps and shoes were as flames, their beards were grey as ashes and their eyes sparkled with live coal. They
started dancing round the hearth (ognjište) and round the ashes (pepeo) and under the cupboard. They scattered
the salt, they spilt the barm (kvas), they upset the flour but the old mother didn’t mind, because for some time,
but not too for too long, she forgot about her sorrow.
Soon the old mother told the Brownies how things had been and Wee Tintilinkie (Malik Tintilinić) offered to
bring the magpies’ eggs so that when the magpies hatched, the daughter-in-law would show her true nature. She
would crave the little magpies like all forest snakes and show the tongue (jezik) she had been hiding. Wee
Tinkilinkie put the eggs where the daughter-in-law kept her hen and they had to wait until Christmas for the
magpies to hatch.
212
________________________________________________________________
(E) In due time, the magpies hatched. The mother told her daughter-in-law that the chicks had hatched and the
daughter-in-law invited all the people from the village to see them.
When the snake woman caught sight of the magpies, she shot her tongue out as she used to do in the forest. The
neighbours screamed and took the children home. But the son didn’t believe what he had seen and he accused his
mother of being a witch. The foolish son and his snake-wife threw the old mother out of the house.
________________________________________________________________
(A) But as the old mother crossed the threshold, the fire went out and the crucifix (raspelo) fell from the wall.
The snake woman suggested that her husband should follow his mum into the forest and watch her die of cold.
The son did as he was told but soon he regretted throwing his mother out.
The mother went sadly over the snow. She was very cold and she lit a fire using the last of the kindling wood the
poor girl had given her. No sooner had the flames caught than the Brownies jumped out again, just as they had
on the household hearth.
_______________________________________________________________
(B) The mother asked Wee Tinkilinkie for help again and after some thought he suggested going to Stribor, their
master. As Wee Tinkilinkie gave a whistle, a stag and twelve squirrels appeared. They set the old mother on the
stag and the Brownies got on the twelve squirrels and off they raced through the forest. The son and the daughter
watched from a distance. The snake woman, knowing that the old mother was in Stribor’s forest, hoped that the
old woman would perish in the forest amidst all the magic.
______________________________________________________________
(H) Stribor was the Lord of the Forest. He lived in the heart of the forest in an oak tree so huge that it could
house seven golden castles and a village all fenced with silver. Stribor himself was sitting on a throne, arrayed in
a cloak of scarlet. They told him the whole story and he said:
‘Don’t be afraid. Leave your daughter-in-law. Look at this village with a silver fence. Cross the fence, clap your
hands and you will at once become young again. You will remain in your village as you were fifty years ago!’
The old mother ran to the fence but then stopped and asked sadly:
‘And what will become of my son?’
_______________________________________________________________
(C) ‘Don’t talk foolishness, old woman,’ replied Stribor. ‘Your son will remain in the present time and you will
go back to your youth. You will know nothing about your son.’
When the old woman heard that, she turned slowly away from the fence and went back to Stribor:
‘I thank you kind Lord, but I would rather know that I have a son than you should give me all the riches and
happiness in the world.’
____________________________________________________________
(F) As she said it, the whole forest rang again. This was the end to the magic in Stribor’s Forest because the
mother preferred her sorrows to all the joys of the world. The earth fell in, the huge oak tree vanished, Stribor
and the Brownies disappeared. The daughter-in-law turned into a snake and wriggled away into a hole. Mother
and son were left all alone in the middle of the forest. The son prayed for God and his mother to forgive him.
Later on he married the girl who had brought the Brownies to their home. The three of them are living happily to
this day and Wee Tinkilinkie loves to visit their hearth on winter evenings.
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Cjelina UNIT 5
Lekcija Lesson 22 DREAMWORLD
Okvirni broj sati 1
izdvajanjem informacija u tablicu
-koristi se tablicom s osnovnim informacijama pri
prepričavanju teksta
-pokazuje razumijevanje teksta dovršavanjem rečenica
koje čine okosnicu priče
-razvija maštu predviđanjem kraja priče
-kreativno oblikuje kratak tekst
Jezični sadržaj Vokabular: World of nature:hills;lakes or

lochs;valleys;pond;stream;waterfalls;mountain;field; meadow
Fantasy creatures as part of Scottish and Irish traditions:
brownies, ghosts, goblins, fairies,
Two famous British scientists: Charles Darvin and Isaac
Newton
Gramatika / Komunikacijska upotreba: narrative tenses
Past Simple and Past Continuous in storytelling
D.3.2.2.
Hrvatski jezik:Razvijanje mašte /
povezivanje
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Lesson 22
DREAMWORLD
Overview:
-vocabulary related to nature
-supernatural beings which are part of Scottish and Irish traditions
-expose students to more examples of the past continuous and past simple in a narrative
-understand several short text and sort out information in the table
-summarise the story if given some prompts
-predict the ending of the story
-describe their dream in a few simple sentences
Step 1
Lead-in
1 Ask students what they remember about the Brownies. Explain that they are examples of
fantasy creatures – creatures that are only visible in our imagination and that often belong to
the world of stories, myths, legends, fables and folklore. Ask students if they know any other
fantasy creatures.
If most students are interested in the topic, you can write some of them on the board. If not,
you can just name them orally. For example:
BROWNIES, ELVES, GOBLINS
DRAGONS, VAMPIRES, WEREWOLVES
WITCHES, WIZARDS
GIANTS
GHOSTS, GENIES,
FAIRIES
Ask them which of them are good and which are bad. Ask students where they first heard of
them.
Reading: FANTASY CREATURES

2 Tell students there are going to read four short texts about foure fantasy creatures. Draw an
empty table on the board (see below). Write only FANTASY CREATURES in the top left
cell. Next, ask the students to find out what creatures are mentioned by letting them read just
the first sentence of each text.
215
After you have written together who the creatures are, write the headings in the cells in the
top row. The students' task is to read the text thoroughly to find out where these creatures live
and what they do. Encourage students to check the meaning of the words they don’t know in
the wordlist.
FANTASY WHERE THEY LIVE WHAT THEY DO THEIR
CREATURES CHARACTER
GHOSTS in old castles make strange noises friendly and unfriendly
BROWNIES on a farm help with domestic friendly, rude when

chores, they don't get their
payment
GOBLINS outside scare animals and evil

people
FAIRIES in a field or meadow fly and dance (they disappointed with
have wings) people, invisible
3 Next, you can dictate the Croatian words describing the world of nature in the order they
appear in the text. Ask students to find in the text the English equivalent.
brežuljci (hills) jezera (lakes or lochs) doline (valleys)
bara (pond) potok (stream)¸ slapovi (waterfalls)
planine (mountains) polje (field) livada (meadow)
4 Students can now expand the information written in the table, and write some details by
adding some of the words above in the second column. This should make them go back to the
texts once more.
5 The students can practise retelling everything they have learned about fantasy creatures by
looking at the table they have in their notebook, or they can move on to the more demanding
SPEAKING tasks in the book.
Step 2
Reading: WHAT WAS THAT?
1 The aim of the Reading on page 119 is to expose students to a lot of examples of the
past continuous and past simple forms typical of a narrative. There are some words
that students might not understand, but they are irrelevant for the general
comprehension and flow of the text. Don't say much before they start reading because
any introduction might be a spoiler since the story takes place in the old house of the
McDonnells where Emma, Stella, Susan and Jenny are sleeping. The first part of the
story is actually Emma's dream and that’s why you shouldn’t say much in advance.
Set Task A as a reading task.
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Predicting the ending / Listening to the ending (L 22.1)
2 Ask students how the story ended. What happened next? In a weaker class, students
should make their guesses orally. In a good class, you can ask students to finish the story in
writing. In my experience, if you don't set a framework, for example by saying that the story
didn't turn into a real horror story, some of the students’ ideas might be very violent. On the
other hand, setting a framework limits their imagination, so decide how you are going to do
this depending on the particular class. After they have made some predictions, let them listen
to the ending on the CD.
3 The sentences in Task D, which students have to finish off, summarise the story. Ask
your students to underline examples of the past continuous with one colour (green) and the
past simple with another (blue). Draw a green frame on the board, and a blue arrow vertically
across the box to illustrate the difference between the past continuous and the past simple. I
wouldn't go into any more detailed explanation because the interrupted past will be dealt with
in grade 7. However, you can explain where WHEN and WHILE can come in the sentences
by indicating it on your illustration on the board.
When checking the WHILE
answers to Task D,
you can ask someone
to come to the board and
point to either the frame or the WHEN
arrow depending on the past form in the sentence
For homework, students can do Task A in the Workbook.

C was having; was writing; were working; needed; started; weren't teasing; was doing; was
giving; was explaining; heard; woke up; wasn't sitting; lying; were sleeping; was beating; got;
was standing; opened; was dancing; started.
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Cjelina UNIT 5
Lekcija Lesson 20 GREEN TALK
Okvirni broj sati 3
slušanjem pri čemu razvrstava informacije / ili pronalazi
točnu informaciju među ponuđenima
-dovršava pisanje vođenog argumentativnog eseja prema
modelu
-pronalazi, razvrstava i uspoređuje informacije iz
različitih izvora radi njihove upotrebe u kratkim
tekstovima pri izradi postera
-koristi se društvenim vještinama radi učinkovitog rada
u skupini
-planira dobrotvorni sajam u svojoj školi
Jezični sadržaj Vokabular:Opposites:stressful;peaceful;dangerous;
safe;relaxed; tense; more; less; most people; few people
Environment:Collocations: recycle paper;make home
greener;use solar energy; save electricity/ water / plant trees
and flowers / pick up litter /protect animals / think globally
separate waste; use enery saving bulbs; protect the landscape
Gramatika / Komunikacijska upotreba:izlaganje
učenika dijalozima u kojima se opisuju prošli događaji koji su
povezani sa sadašnjošću
D.3.2.2.
Hrvatski jezik:Pisanje sastavka
povezivanje
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Lesson 23
GREEN TALK
Overview
-comparing life in the city with life in the country
- raising awareness of environmental problems
-understand a short dialogue and sort out information
-compare life in the city with life in the country
-name some environmental problems
-talk about indidual responsibility for environmental protection
Step 1
Lead- in
1 Start off with a little talk about where the students live. Tell them that the
McDonnells have moved from a big city to a village in the country. Ask your students
why they think they did this.
Introduce the following words:
PEACEFUL
FRESH AIR
A LOT OF PLACES TO GO FOR A WALK / RIDE YOUR BIKE
NO TRAFFIC
LIVING IN CONTACT WITH NATURE
2 Have a look at Task A. Read the sentences together and translate them into
Croatian. There is one sentence that doesn't belong to the description of life in the
country: There are a lot of shopping facilities. Add the word shopping facilities to the
list on the board, but since all the expressions describe life in the country you can
write NO SHOPPING FACILITIES. When explaining the word facilities, you can add
NO EDUCATION FACILITIES (not many schools to choose from) or NOT ENOUGH
SPORTS FACILITIES (no swimming pool, basketball or tennis courts).
Listening: LIVING IN THE COUNTRY (L 23.1)

3 Let the students listen to the text twice to find out which of the points in Task A
Ellen and Erica mention.
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Life is peaceful.
There isn't much traffic.
There is less stress.
People spend a lot of time in the fresh air.
People live in closer contact with nature.
Follow up
4 Write the expressions written below on the board. Ask students to think what the
opposites of these words might be.
The opposite of not much / not many / little is ... a lot of
The opposite of less is ... more
The opposite of a peaceful life is... a stressful life
The opposite of less dangerous is ... more dangerous
The opposite of most people could be... a few people
The opposite of a relaxed person is ... a tense, stressed-out person
The opposites in the task above prepare students for the next task in which they
should use the phrases above in combination with the words below to describe
life in the city.
5 Let the students copy first the sentences from Task A that refer to life in the
country. Next, ask them to write similar sentences about life in the city. What they
write in their notebook should look something like this:
Living in the country
Life is peaceful.
There isn't much traffic.
It is safer for children.
Most people are kind and relaxed.
People spend a lot of time in the fresh air.
People live in closer contact with nature.
Living in the city
Life is fast.
There is a lot of traffic.
It can be dangerous for children.
There is more stress.
There are a lot of shopping / education / sports facilities.
People are often tense and stressed out.
People don't spend much time in the fresh air.
People don't live in close contact with nature.
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The 'good and bad sides' activity
This activity teaches students to think analytically, to think about the good and bad
sides of things. In other words, it teaches children to look at things from different
angles and prepares them to put forward meaningful arguments in discussions in
which they can support their viewpoints while at the same time respecting a person
with a different view. This activity is a small step in preparing students for critical
thinking, so much needed for their further education and life.
In secondary school, students are expected to write argumentative essays. Students
find it very difficult for several reasons. One of them is that they lack a good model,
not one at the very moment of writing, but ‘a pool of good models’ that should be
built up throughout their education.
That's why such an essay (WRITING BIT(E)S, page 113 in the workbook) is included
in grade 6. As has already been pointed out in this Teacher's Book, grade 6 is a
turning point in students’ education where students should be able to slide gently
from childhood and a slightly different way of learning into the more demanding
one required in grades 7 and 8. We, as teachers, should help them to slide smoothly
and comfortably, building a solid foundation for their later education
6 You can now have a look at the WRITING BIT(E)S SECTION in the
Workbook, page 113. Before giving the students the task of adding the missing
parts, ask them about the paragraphs and their content. Make them underline the
points that make up the good side paragraph, and the bad side paragraph, which will
make their later task much easier.
For homework, students should at this stage just copy the essay in their notebook.
Step 2
Lead in
1 Have a look the picture on page 120 in the Student’s Book. Ask the students
who is in the picture and what they are doing.
Susan and Jenny are playing with the puppies. They are called Roley and Poley.
Emma is filming Erica and Ellen. Erica is showing Ellen their vegetable garden. In
the background there is a container for compost. Ask students if they know what that
is. Ask them what the three arrows on the container mean (a sign for recycling). Ask
them what you can recycle (paper, plastic, glass, car tyres, even clothes).
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Listening: YOU CAN SAVE THE PLANET (L 23.2)
2 Martin is reading a book. What's the title of the book? How can you help to save
the planet?
Introduce new vocabulary by writing the words below on the board.
ECOLOGY
BE A MEMBER OF AN ECOLOGY GROUP
MAKE A LEAFLET
GIVE TIPS
RUN OUT OF IDEAS
Ask students to read the sentences in Task D. They should listen to the dialogue and
circle the correct options.
Listening: Roley and Poley (L.23. 3)
3 Ask students if they remember who Roley and Poley are. They are puppies. Let
them read the summary of the recording in Task G. Ask them if they have ever seen
guide dogs. What breed of dog is usually trained as a guide dog? Let the students
listen to the text and choose the right option.
Quotations
4 Read the quotations by Mahatma Gandhi. If possible, show them the photo of
Mahatma Gandhi and the basic facts about his life from the digital resource pack. Ask
students what they have heard of him. Translate the quotations into Croatian. Discuss
in Croatian what he meant by them. The purpose is to make students aware that
everybody in the local community, school, village, city, state should act responsibly
and make a small contribution to everybody’s welfare.
You as an educator should take a small step in changing the attitude so common in
our society that ‘someone else should take care of it’ or ‘someone else should solve
our problems’ or ‘it’s none of my business’.
Mohandas Karamchand Gandhi, known as Mahatma (Great Soul) Gandhi (1869-
1948) was an Indian lawyer, social worker and Hindu leader who believed in non-
violent action in fighting for Indian independence.
He was born in India. After studying law in London and spending some time in
South Africa he went back to his native country. At that time India was a British
colony. He organised non-violent protests and fought for Indian independence by
showing no hatred or anger. He was arrested and sent to prison several times. He
was assassinated by a Hindu extremist in 1948, soon after India gained
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independence.
Steps made by the McDonnells in the context of the quotation
5 Encourage your students to think of the little steps the McDonnells make. For
homework, ask your students to read the THREE CONVERSATION once more.
(Conversation 1 and 3 can be found in the audio script section, p.136). They should
try to write down what the members of the family do. To make the task easier they
can produce sentences using the present or past simple simple.
Here are some of the things.
They have got solar panels installed.
They recycle and make compost.
Martin likes reading books on ecology.
Martin and his eco group try to make their school greener.
They have made some leaflets with tips on how to save energy.
They plant some trees.
They raise money for their green projects.
The McDonnells have decided to help the blind.
They train Roley and Poley as guide dogs.
They organise a jumble sale to raise money for their training.
Step 4
Eco symbols
1 Start off by checking the homework
2 Look at the ECO symbols on page 122 and let the students match the halves below
the pictures.
KEY: 1 Recycle paper. 2 Make your home greener. 3 Use solar energy.
4 Save electricity. 5 Save water. 6 Plant trees and flowers. 7 Pick up litter.
8 Protect animals. 9 Think globally. Save your planet!
3 Go through the box ‘Think globally’ at the bottom of the page.
Tips on how to create an eco-friendly home
4 In order to prepare students for reading the tips on how to create an eco-friendly
home, start with the vocabulary tasks in the Workbook (Tasks E and F). This
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time, move from one task to the other and treat them as activities in the introduction
of vocabulary.
Reading
5 Go back to page 123 in the Student’s Book. This time, you can ask a different
student to read one of the tips and translate it into Croatian. Also, decide which
category the tip belongs to. In some cases, one tip can belong to several categories.
You can ask students to copy two tips in each category. If you want to expand this
page into an ecology project, ask students to design a leaflet with some tips
themselves. They could add some illustrations in the form of their own drawings or
pictures.
If you have an LCD projector and a laptop, show students the slide show of the
photographs connected to ecology. In a stronger class you can do it before reading the
text on p. 123. In a weaker class you can use the photos to round off the lesson.
A 7; 3; 8; 9; 2; 4; 5; 6; 1
B Students' own answers
C Have you packed all your things?
Have you said goodbye to Aunt Erica?
Have you found your reading glasses?
Did you put him in there?
E 1 the environment 2 ecology 3 an ecologist 4 protect 5 pesticides 6 a leaflet
F 7; 3; 4; 1; 8; 2; 5; 6
organic farming; eco-friendly products; solar energy; canvas bags; light bulbs;
jumble sale; glass bottles; fresh air
G 1light bulbs 2 fresh air 3 glass bottles 4 eco-friendly products 5 jumble sale
6 solar energy 7 canvas bags
WRITING BIT(E)S
c) d) b) a) e)
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Tema 7 BLAGDANI I PRAZNICI
Cjelina UNIT 5
Lekcija Lesson 24 HOLIDAYS
Okvirni broj sati 1
Ishodi učenja A.6.1; A.6.3; C.6.1;C.6.2 C.6.3.
-objašnjava riječi i pridaje im osobno značenje ovisno o
svom iskustvu, te se time priprema za čitanje
-izdvaja ključne informacije iz tri kratka teksta o
planovima za praznike
-kreativno oblikuje kratak tekst o svojim planovima za
provođenje ljetnih praznika
Jezični sadržaj Vokabular: Holiday words friends; seaside; farms;
beach; music; fishing; diving;carnivals;boats;
parties; mountain;river; swimming pool etc.
Gramatika / Komunikacijska upotreba: going
to future za izricanje budućih namjera i planova
Međupredmetne teme i Osobni isocijalni razvoj A.3.1;A3.2;A.3.3, B.3.1;B.3.2B.3.4;C.3.3;c.3.4.
povezivanje Zdravlje: Važnost odmora
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Lesson 24
HOLIDAYS
Overview:
-holiday plans and holiday experience
-going to future
- connecting sentences with because
-talk about holiday plans
Suggested teaching time: 1 period
Step 1
Lead in: Holiday words
1 In a strong class you can ask students to write down 10 words related to holidays.
Ask students to justify their choice. Then ask students to compare their list with the
words in the box in Task A in the Workbook, page 114. In a weaker class you can
start off with Task A straightaway. Students should say why they associate the words
in the box with holidays. They could say something like this:
You meet a lot of friends during the holidays. Or you spend more time with your
friends during the holidays. Or you go with your friends on holidays. Or you
don’t see your friends from school during the holidays.
Ask if there is any word that is not related to holidays. Depending where they live,
students might say that they don’t associate carnival with the summer holidays. Point
out there is a carnival in August in London (Notting Hill Carnival) and there is a
summer carnival in some places on the Croatian coast.
OPTIONAL
The present perfect with ‘ever’ and ‘never’
On introducing the present perfect in grade 6
In the Workbook, there are some examples of present perfect at a recognition level.
It will be introduced in all its aspects in grade 7. In grade 6, students should become
aware of its existence and possibly the way it is formed. It is not expected for
students to start to use it. Since the present perfect is in its concept quite 'abstract' to
Croatian speakers of English, practice here is focused more on its communicative
‘value’. In other words, students are exposed to communicative utterances
containing the present perfect that they might remember as such.
You can be very happy if students understand that this is a tense that connects the
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past (as a time, not tense, category) with the present. Point this out while explaining
why this tense is called the present perfect, since students find the notion quite
confusing. They associate it with the Croatian ‘perfekt’ which is actually a past
tense. Explain that the ‘perfect’ part of the name describes an action that has
finished, while the ‘present’ in the name tells us that this action is related to the
present. On the other hand, the past simple tense, in Croatian ‘perfekt’, is not
connected to the present.
2 Students work in pairs. They ask each other questions from Task C in the
Workbook. Give them a minute to read the questions to see if they understand
them. Ask them what all these questions have in common. They all start with HAVE
YOU EVER....? Explain that this is a new tense that will be practised more extensively
next year. We use it when we talk about EXPERIENCE UP TO THE PRESENT. Draw
their attention to the position of EVER in the questions. Show the list of the irregular
verbs at the back of the book and explain that when making questions starting with
Have you ever… in case of irregular verbs we use the form from the third column.
You write one of the questions on the board. Ask someone to answer it. Keep asking
until you get one positive and one negative answer.
THE PRESENT PERFECT WITH ‘EVER’ AND ‘NEVER’
Have you ever slept in a tent? Yes, I have. No, I haven’t
You use present perfect with ever when you want to ask about someone’s
experience.
3 Tell students to work in pairs and ask each other the questions from Task C.
You can go through the language box on page 114 in the Workbook.
READING: OUR HOLIDAY PLANS
4 Let the students read the text on page 124. While reading, ask them to
concentrate on the questions in Task B.
KEY to Task B:
1 Patrick is going to Australia. 2 He is going to visit his former roommate.
2 / 3 Luke is going to Croatia because of the clear Adriatic Sea and fantastic weather.
4 Eve is going to the USA. 5 She didn’t go anywhere last summer because her dad had to
work. 6 and 7 Lee is staying at home because his mum is going to have a baby.
5 Set homework: Students should prepare for the final formative assessment so ask
them to do Vocabulary Task A in the LOOK BACK section on page 118 in their
Workbook.
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A, B and C and D Students’ own answers
E AUSTRALIA bird watching; Sydney; Bondi Beach; koala bear, continent
HAWAII American state; palm trees; colourful flowers; 132 islands; Aloha
F Text on Australia: continent; Sydney; Bondi Beach; koala bear; bird watching
Text on Hawaii: American state; 132 islands; palm trees; colourful flowers; Aloha
LOOK BACK 4 (Lessons 17 – 24)
VOCABULARY REVISION
Suggested time: 1 period (102)
1 Start off by checking the Vocabulary task the students were supposed to do for
homework. Go on revising vocabulary by doing two more activities below.
a) You can play an OPPOSITE MEMORY game with the following pairs.
WAKE UP / FALL ASLEEP
HILLS AND MOUNTAINS / VALLEYS
DANGEROUS / SAFE
NOISY / PEACEFUL
LAND / TAKE OFF
CITY or TOWN / VILLAGE
b) Revise the following COLLOCATIONS by doing a vocabulary quiz:
FRESH BREAD; GOLD MINE; RUBBER BOOTS; RACIAL DISCRIMINATION; SOLAR
ENERGY; GHOST STORY; POOR NEIGHBOURHOOD; PLASTIC BOTTLES; SEA LIFE;
WIRELESS PHONE.
Tell students in advance that each vocabulary item consists of two words. If they guess
straightaway or at the second attempt, they get two points; if they ask for help, for example
for the first letter of both words, they get 1 point.
Give an example. Use the most difficult collocation: POOR NEIGHBOURHOOD.
0 Martin Luther King used to help people who lived in a ... Those people weren’t rich and they lived in
the same area. (poor neighbourhood)
1 You buy it in the shop every day. It’s soft, you slice it. You need it to make a sandwich. (fresh bread)
2 You can recycle them. Milk and mineral water come in them. (plastic bottles)
3 You should put some panels on the roof to get it. It doesn’t pollute the environment. (solar energy)
4 It’s a place under the ground. It’s a place where people dig to find a very expensive yellowish metal.
(gold mine)
5 Martin Luther King fought against it. (racial discrimination)
6 You read it. It’s similar to a horror story with some creatures in white wandering around. (ghost
story)
7 You use it for making a call and you can walk around the house or flat while doing so.
(wireless phone)
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8 People wear them on their feet when it is raining or when they work in the garden.
(rubber boots)
As a follow-up, you can dictate the collocations in Croatian and ask students to translate
them into English.
GRAMMAR REVISION
2 Tell the students what tenses will be tested. Start off with revision of the
PRESENT SIMPLE and PRESENT CONTINUOUS. Write on the board: PRESENT
CONTINUOUS and PRESENT SIMPLE.
On the other side of the board you can write some verbs in the infinitive. For example:
PLAY FOOTBALL DO HOMEWORK COOK LUNCH STUDY HISTORY
GO TO WORK SING IN A CONCERT TIDY THE ROOM
3 Ask students to write two sentences with the same verb. One should describe something
happening now and the other should describe an action that happens every day. Give an
example and write the sentences below the name of the tenses you wrote earlier.
PRESENT CONTINUOUS PRESENT SIMPLE
Look! He is playing football now. He plays football every day.
Elicit from students what other adverbials or time phrases they can use with the present
simple. Add some more examples on the board.
He plays football twice a week.
He usually plays football after school, etc.
Encourage students to produce negative and interrogative sentences, too. Revise the spelling
changes.
Variation: You can revise the present simple and present continuous by using pictures. Cut
out some pictures from magazines where it is clear what people are doing. Give them
imaginary names and professions and then ask students what the person in the picture is
doing and what this person does every day.
Susan Havilland is a teacher.
She is swimming now. She teaches children. She corrects tests.

You can also choose famous people.
Luka Modrić is a football player.
He is cooking in the picture. He trains very hard. He scores goals. He travels a
lot, etc.
4 Ask students to do Task A, Task B and Task C in the Language focus –
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LOOK BACK section in the Workbook, p 116 and 117.
Elicit from students what these tasks revise and write on the board:
GOING TO FUTURE
WILL / WON’T
PRESENT CONTINUOUS DESCRIBING FUTURE ARRANGEMENTS
5 Let the students listen to the two LISTENING dialogues, page 119 (LB 4.1 and LB
4.2) where you can find some more examples of the tenses above.
6 Do Task D on page 117 which revises the past continuous and the past simple.
Write on the board:
THE PAST CONTINUOUS

I / HE / SHE / IT WAS + VERB + ing
YOU WE / YOU / THEY WERE
MUCH / MANY / SOME / ANY

Ask students to revise this by themselves. Tell them to have a look at the GRAMMAR
SUMMARY section, p.133 (NOUNS – QUANTITY)
Tell students to go through all the tasks once more and / or do the revision using the
interactive tasks.
Workbook answer key: LOOK BACK 4
Language focus
A 2 is going to have 3 isn’t going to pass 4 am going to make; (Are) we / you going to buy 5
are going to study 6 are you going to do; am going to sell; (Is anybody) going to buy
B 1; 2; 6; 8; 9; 12; 13 WILL 3; 4; 5; 7; 10; 11 WON’T
C 1F 2P 3P 4F 5F 6 P
D 1 was sitting; fell; Isaac Newton 2 were watching; decided; William Shakespeare 3 was
having; woke up; Salvador Dali 4 were travelling; fell; Marko Polo 5 got; was making; Ivana
Brlić Mažuranić
Vocabulary
WORLD OF NATURE FANTASY WORLD
mountains – planine ghosts – duhovi
lakes – jezera monsters – čudovišta
ponds – bare goblins – zli duhovi, demoni
valleys – doline fairies – vile
meadows – livade Brownies – ‘domaći’; dobri kućni duhovi
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TRAVELLING
luggage – prtljaga
passport –putovnica
announcement – najava (leta)
packing – pakiranje, spremanje za put
check-in desk – šalter za prijavu putnika
ECOLOGY
environment protection – zaštita okoliša
eco-friendly product – proizvod koji ne očišćuje okoliš
solar energy – sunčeva energija
recycling – recikliranje
energy-saving light bulb – žarulja koja štedi energiju
WORDS DESCRIBING SOMEONE’S CHARACTER

greedy – pohlepan
ill-tempered – zlovoljan, zle naravi
hardworking – radišan, marljiv
shy – sramežljiv
wise – mudar
Listening (LB 4.1, LB 4.2)
Dialogue 1 1 the Adventure Park 2 ask her mum first and then phone Tara
Dialogue 2 1 the cinema 3 W.A. Mozart 3 join them later
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PODRUČJA
Lekcija
HOLIDAY DESTINATIONS
HAWAII / AUSTRALIA / NEW ZEALAND
Okvirni broj sati 2
C.6.4; C.6.5.
-proširuje znanje o zemljama ciljnog jezika koristeći
različite izvore uključujući i modernu tehnologiju
-smišlja pitanja za kviz
Jezični sadržaj Vokabular:Geographical features: continent; country; state; island,
sea, ocean;beach waterfall; desert Animals and plants : sheep,
kangaroo, koala bear; platypus; kiwi; colourful flowers; palm
trees;kiwifruit
Activities:watersports; scuba diving; birdwatching Other phrases:It’s
famous for…It’s popular
Gramatika I njena komunikacijiska upotreba:
Adjectives / comparisons / There is / are
povezivanje Geografija / Biologija

HOLIDAY DESTINATIONS
Teaching time: 1 period
Step 1
1 Start off by revising what the book’s main characters have said about their holiday plans on
page 124. You can write the beginnings of the sentences on the board. Ask students to go
quickly through the texts on page 124 to finish the sentences. Tell students to leave 5 to 6
lines extra space in between
Eve is going to _______________
*extra space*
Luke is going to _______________in ______________.
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*extra space*
Patrick is going to ____________. He is also going to visit____________.
*extra space*
Lee is going to _______________
*extra space*
Listening and reading (L24.1-3)
2 Let the students read (and listen to) the ACROSS THE WORLD section. Their task is to
match the children with their holiday destinations. Variation: You can split the class into
groups so each group reads one of the texts and reports what they have read to the rest of the
class.
3 After you have checked what they have done, tell the students to add some more
information to their writing in the notebooks. They should continue the first sentence by
saying:
1 where the place is;
2 what it is famous for;
3 what the most interesting fact about it is.
If you want the activity to go faster, give one task per student.
Look below for examples how their writing should look like:
1 Eve is going to Hawaii.
It is one of the states in the USA. It is famous for its deep blue seas, colourful flowers, palm
trees and beautiful waterfalls. The most interesting thing is that their language has 12 letters
of the alphabet.
Or, 2 Lee is going to stay in Liverpool.
Liverpool is a city in the north west of England. It is famous for The Beatles and two football
clubs, Liverpool and Everton. The most interesting fact is that Liverpool has got two
cathedrals.
4 Ask students to add a similar short paragraph about their holidays.
I’m going to... It is in... It’s famous for... The most interesting thing is...
5 Do Task E on page 115 in the Workbook.
6 Those students who finish first can get into groups and make some questions for a class
quiz. If there is no time left, you might use the questions below in a class quiz for the last
lesson.
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Step 2
1 Check the homework which would serve as a lead in to watching the video clips on Hawaii
and. There is also a slide show of Wales and New Zealand in the digital resource pack. If you
do not have an LCD, play the quiz below or ask students to create the quiz themselves. They
can use any of the digital tools or write the questions in their notebook.
HAWAII
1 Where is HAWAII?
2 How many islands does HAWAII consist of?
3 What is interesting about the Hawaiian language?
4 What does Aloha mean?
5 What is Hawaii famous for?
AUSTRALIA
1 What is the biggest city in Australia?
2 What is the capital of Australia? (not mentioned in the text - Canberra)
3 What’s the name of one of the most famous beaches?
4 What are the most popular sports in Australia?
5 Name some animals of Australia.
6 What is one of the most famous weekend activities?
NEW ZEALAND
1 Who is a kiwi?
2 What does kiwifruit look like?
3 What is New Zealand famous for?
4 What’s the population of New Zealand?
5 How many sheep are there?
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SPECIAL DAYS
Tema 7 BLAGDANI I PRAZNICI

Cjelina CHRISTMAS
EASTER
Okvirni broj sati 1+1
Ishodi učenja A.6.1; A.6.2; A.6.3; A.6.5; B.6.1; B.6.4;C.6.1;
C.6.3; C.6.4; C.6.5.
-upotrebljava više strategija za poboljšanje
razumijevanja pri čitanju, predviđa sadržaj pomoću slika
ili izdvojenih riječi
-razvija djelatnost čitanja (skimming i scanning)
-povezuje činjenice o drugim kulturama s vlastitom
kulturom pri čemu se razvija pozitivan način ophođenja
prema drugima i drugačijima
-koristi se dvojezičnim rječnikom
-surađuje s drugim učenicima kako bi pripremio i riješio
križaljku
-kreativno se izražava crtanjem, pisanjem akrositka
Jezični sadržaj CHRISTMAS
Vokabular: Days Christmas Eve; Christmas
Day;Boxing Day; New Year’s Eve;
Christmas food:roast turkey; roast beef ;
vegetables,Christmas pudding;spices,nuts dried
fruit;cookies; a gingerbread man
Collocations: decorate the tree; hang up stockings,
open presents,pull a cracker; nibble on cookies;
sing carols ; see the new year in
EASTER Days: Shrove Tuesday or Pancake Day;
Lent; Good Friday;Easter Eve;Easter Sunday;
Easter Monday Resurrection of Christ,
Collocations take place; make pancakes; decorate
eggs
Međupredmetne teme i Osobni i socijalni razvoj A.3.1.A. 3.2. A 3.3. B.3.1. B.3.2. B.3.4.
C.3.3. C.3.4.
D.3.1 C.3.1. C.3.3.
povezivanje Učiti kako učiti C.3.3 3. Interes.D.3.2.2. Suradnja s drugima.
Geografija / Biologija
Građanski odgoj A.3.1 B.3.1 C.3.2 C.3.3.
Vjeronauk
235
CHRISTMAS
1 Start off the lesson by looking at the pictures on page 126 and 127. Introduce the
words students don’t know. Ask them in what way they are connected to Christmas.
(From top to bottom: stocking, Father Christmas or Santa Claus; sweets;
Christmas present; Christmas pudding; gingerbread man, cookie; holly;
snowman; Christmas bauble ; robin )
2 Tell students to find these words in the texts on the same page. Ask them to read
out loud the sentence with the word. There are 6 words mentioned and these are
stocking, Father Christmas, pudding, holly, a snowman and Christmas cookies.
3 Let them read the text once again more carefully to find the answers to the
questions in Task A
4 Next, ask your students about Christmas traditions in Croatia. Encourage them to
compare them to the English ones which they have just read about. Add some more
words that are part of festivity traditions in the area where you teach. For example,
eating cod on Chrismas Day, making a fig cake, visiting friends on Boxing Day etc.
5 Since you introduced relative pronouns in one of the previous lessons, you can
ask your students to design an eight-word-crossword, the cues consisting of four
written definitions (paraphrases) and four drawings connected to Christmas.
Students can work in pairs and after they have finished they exchange ‘the ready to
fill in’ crossword with another pair. Write the beginnings of the definitions on the
board to
It’s a person who…
It’s a thing which…
It’s a kind of food you eat…
You do it on … / in … You put it on
Alternatively, you can ask your students to write a Christmas poem, in the form of an
acrostick in which the first letter in each line can be read downwards to form a word
Christmas.
C is for the birth of Christ.
H is for…
R … etc
I
S
Round off the lesson with some activites from the digital resource pack or use some of
the material you have collected over the years.
236
EASTER
1 Start off the lesson by writing the important days connected with Easter on the
board. Ask your students to translate them orally into Croatian. Tell them to put the
days in chronological order while copying them in their notebook.
Ash Wednesday
Shrove Tuesday or Pancake Day
Good Friday
Easter Monday
Maundy Thursday
Easter Sunday
Easter Eve
Palm Sunday
KEY: 1 Shrove Tuesday or Pancake Day 2 Ash Wednesday 3 Palm Sunday 4 Maundy
Thursday 5 Good Friday 6 Easter Eve (Holy Saturday) 7 Easter Sunday 8 Easter
Monday
2 Write on slips of papers what people do on these days. Ask students to match the
slips with the corresponding day.
a) people fast and church bells stop chiming (5)
b) people visit friends or spend the day in the country (8)
c) in Croatia people dress up and eat doughnuts or some other kind of
cakewhile in Britain people eat pancakes and organise pancake races (1)
d) the first day of a forty-day long period called Lent (2)
e) people take palm and olive branches to church (3)
f) it's the day before Easter Sunday (6)
g) people celebrate Christ's resurrection, the Easter Bunny brings
an Easter basket with chocolate eggs and sometimes little presents (7)
h) (optional) church services commemorate the Last Supper (4)
Variation: Write the days connected to Easter on cards. Start off the lesson by
playing a memory game in which the students have to match the cards with the
corresponding paper slip.
3 Ask students to look at the sentences and find the words that mean Korizma,
Uskrsnuće, palmina grančica, pokladnica ('krafna'), postiti, uskrsna košarica, misa,
zvonjava crkvenih zvona etc. Make your students copy the sentences about the
customs next to the special days listed in 1.
237
Reading
4 Let them read the text about Easter on page 128 in the Student’s Book. Do the
tasks below the text.
Follow-up Easter Quiz

1 To make the activity look more colourful, cut out big eggs from coloured paper. Cut
as many eggs as there are questions in the quiz. Stick the cut-outs on the board and
write numbers next to them. Split the class into two groups. Team A calls out one of
the numbers and you ask them the corresponding question. If the answer is correct,
they ‘get’ a paper egg. The group with more paper eggs wins.
Easter Quiz (Make a selection of questions suitable for your classroom situation.)
1 What does Easter celebrate? (the Resurrection of Christ)
2 What do we call the Friday before Easter? (Good Friday)
3 Which city did Jesus come to on Palm Sunday? (Jerusalem)
4 Why do people decorate eggs? What are eggs symbols of? (New life, spring)
5 When did some of the Christ's followers find out that the stone closing his tomb had rolled away?
(on Easter Sunday)
6 What do people in England eat on Shrove Tuesday? (pancakes)
7 What does the word ‘ash’ mean? (pepeo)
8 Name two animals that are symbols of Easter. (the chick, the rabbit)
9 How do you say 'korizma' in English? (Lent)
10 Name three things you need for making pancakes. (eggs, flour, milk, salt, sugar)
11 What are hot cross buns? A kind of cake or a kind of game? (a kind of cake)
12 Who do children believe brings little Easter presents? (the Easter Bunny)
13 Which animal did Jesus ride on through Jerusalem on Palm Sunday? (a donkey)
14 An egg roll or egg hunt is an Easter game. Where does the traditional White House 'egg roll' take
place? (in Washington, in the grounds of the White House)

On Shrove Tuesday, Pancake Day, people traditionally eat food they mustn’t eat during the forty day
period of Lent. That is usually something sweet or something containing eggs. In Britain, many
people eat pancakes and children take part in pancake races. The contestants carry pancakes in
frying pans and they have to toss them as they run. Although the origin of this tradition is not
known, a legend says that once a busy housewife didn’t manage to finish making pancakes to get to
the service in time, so she rushed to church (that’s why we call it a race) still holding a frying pan
with a pancake.
Egg-rolling is a traditional custom at Easter time. Each person who takes part has to roll a hard-
boiled egg down a slope using a spoon. If the egg is not damaged, the person will be very lucky.
238
Additional reading task / input for the project (see Lesson 6 IN THE LIBRARY)
THE TOP TEN LIBRARY BOOKS IN EMMA'S SCHOOL
The Diary of a Wimpy Kid is a series of fiction books which tells about the daily adventures
of the main character called Greg Heffley. The book has the form of a journal (dnevnik) with
hand-written notes and simple comic-like illustrations. It was written by a cartoonist called
Jeff Kinney.
The Chronicles of Narnia is a series of seven fantasies which tell the adventures of children
in an imaginary land. The author is Clive Staples Lewis.
Charlie and the Chocolate Factory, written by Roald Dahl, is a book about a boy named
Charlie whose adventures begin when he finds one of Mr Willy Wonka's Golden Tickets.
Robinson Crusoe, written in 1719 by Daniel Defoe, tells the story of a man who, after a
shipwreck, tries to survive on a desert island.
The Princess Dairies is a series of books written by Meg Cabbot which were translated in
over 38 languages. Two of the books have been turned into movies, which made the titles
even more popular.
King Arthur and His Knights of the Round Table by Roger Lancelyn Green. The person
who extracts the sword from the stone will become the king of Britain. All the knights try
their luck, none succeeds until Arthur, a sixteen-year-old boy, manages to pull it out. Arthur
becomes king and sets up a Round Table.
The Hound of the Baskerville by Arthur Conan Doyle is a detective story and a classic horror
story. The story opens up in Sherlock Holmes’ study in his house on Baker Street where he
challenges his assistant Watson to show his brain power.
Around the World in 80 Days by Jules Verne. Written in 1873, this is a classic tale of going
round the globe in a set time, with a lot of exciting adventures and even a love affair.
The Hobbit by J.R.R. Tolkien describes the fantasy world of Middle-earth where you can
meet elves, dwarfs, wizards, dragons and hobbits. Bilbo Baggins is one of them. Read the
book to find out more about his adventures.
Harry Potter and... is a series of fantasy novels written by J.K. Rowling. Find out more about
Harry Potter and Hogwarts, a famous boarding school of magic.
Do you know any of them? What are the most popular books in your school library?
239
STRIBOR’S FOREST (PART 2 )
(G) The same evening the young couple went out and the old mother was left alone. She took out the
kindling wood which the girl had given her and lit fire. While she was looking for some more wood in
the shed, she heard some strange noise coming from the kitchen. ‘Who is that?’ called the old mother
from the shed.
‘Brownies! Brownies!’ answered the tiny voices from the kitchen.
When she got back to the kitchen, the kindling flared up on the hearth and round the flame there were
Brownies dancing in a ring.
(D) They were very little, not bigger than an ell (lakat - stara mjera). They were wearing little fur
coats, their caps and shoes were as flames, their beards were grey as ashes and their eyes sparkled with
live coal. They started dancing round the hearth (ognjište) and round the ashes (pepeo) and under the
cupboard. They scattered the salt, they spilt the barm (kvas), they upset the flour but the old mother
didn’t mind, because for some time, but not too for too long, she forgot about her sorrow.
Soon the old mother told the Brownies how things had been and Wee Tintilinkie (Malik Tintilinić)
offered to bring the magpies’ eggs so that when the magpies hatched, the daughter-in-law would show
her true nature. She would crave the little magpies like all forest snakes and show the tongue (jezik)
she had been hiding. Wee Tinkilinkie put the eggs where the daughter-in-law kept her hen and they
had to wait until Christmas for the magpies to hatch.
________________________________________________________________
(E) In due time, the magpies hatched. The mother told her daughter-in-law that the chicks had hatched
and the daughter-in-law invited all the people from the village to see them.
When the snake woman caught sight of the magpies, she shot her tongue out as she used to do in the
forest. The neighbours screamed and took the children home. But the son didn’t believe what he had
seen and he accused his mother of being a witch. The foolish son and his snake-wife threw the old
mother out of the house.
________________________________________________________________
(A) But as the old mother crossed the threshold, the fire went out and the crucifix (raspelo) fell from
the wall. The snake woman suggested that her husband should follow his mum into the forest and
watch her die of cold. The son did as he was told but soon he regretted throwing his mother out.
The mother went sadly over the snow. She was very cold and she lit a fire using the last of the kindling
wood the poor girl had given her. No sooner had the flames caught than the Brownies jumped out
again, just as they had on the household hearth.
_______________________________________________________________
240
(B) The mother asked Wee Tinkilinkie for help again and after some thought he suggested going to Stribor, their
master. As Wee Tinkilinkie gave a whistle, a stag and twelve squirrels appeared. They set the old mother on the
stag and the Brownies got on the twelve squirrels and off they raced through the forest. The son and the daughter
watched from a distance. The snake woman, knowing that the old mother was in Stribor’s, forest hoped that the
old woman would perish in the forest amidst all the magic.
______________________________________________________________
(H) Stribor was the Lord of the Forest. He lived in the heart of the forest in an oak tree so huge that it could
house seven golden castles and a village all fenced with silver. Stribor himself was sitting on a throne, arrayed in
a cloak of scarlet. They told him the whole story and he said:
‘Don’t be afraid. Leave your daughter-in-law. Look at this village with a silver fence. Cross the fence, clap your
hands and you will at once become young again. You will remain in your village as you were fifty years ago!
The old mother ran to the fence but then stopped and asked sadly:
‘And what will become of my son?’
_______________________________________________________________
(C) ‘Don’t talk foolishness, old woman,’ replied Stribor. ‘Your son will remain in the present time and you will
go back to your youth. You will know nothing about your son.’
When the old woman heard that, she turned slowly away from the fence and went back to Stribor:
‘I thank you kind Lord, but I would rather know that I have a son than you should give me all the riches and
happiness in the world.’
______________________________________________________________
(F) As she said it, the whole forest rang again. This was the end to the magic in Stribor’s Forest because the
mother preferred her sorrows to all the joys of the world. The earth fell in, the huge oak tree vanished, Stribor
and the Brownies disappeared. The daughter-in-law turned into a snake and wriggled away into a hole. Mother
and son were left all alone in the middle of the forest. The son prayed for God and his mother to forgive him.
Later on he married the girl who had brought the Brownies to their home. The three of them are living happily to
this day and Wee Tinkilinkie loves to visit their hearth on winter evenings.
241
TEACHER'S
6 BOOK
6 Read the sounds at random and ask the students
APPENDIX
X to point in their Workbook to the sound they hear,
either a short or long vowel.
7 Say two words containing the vowel sounds (see
HOW
W TO
O IN
NTR
ROD
DUC
CE SOU
UND below). One word of a pair contains a short vowel
SYM
MBO
OLS and the other a long vowel. The students’ task is to
tell you which vowel it is and which of them is long
and which short. (Don’t always read the short ones
first.)
BIG READ
Each session lasts for 10 to 15 minutes and can CUT CARD
be incorporated whenever convenient to the PUT COOL
teacher. The purpose of these activities is not to
teach students to transcribe words or write the AGO BIRD
pronunciation by themselves, but to help them DOG BOARD
recognise the symbols when looking up the words 8 Ask someone to come to the board. Dictate the
in the WORD LIST, thus preparing them for their words you read earlier. The student writes down
future learning. These activities also develop their the words with short vowels in one column and
sense of hearing and improve their pronunciation. the words with long vowels in the other one. Ask
students to copy the words in the appropriate box
Session 1 SHORT AND LONG VOWELS
in the Workbook on page 132. These words can
1 Explain to the students that there is a WORD LIST at help students to memorise the sounds and their
the back of the book. Each word in the word list is symbols.
followed by its pronunciation. You can start off by
saying something like this:
9 There are two more boxes with short vowels that
have not got a pair. This is /e / and / æ / . Dictate 6
The pronunciation is there to help you say or read words and ask students to sort them out into either
out the word if the teacher or someone who speaks the /e / box or the / æ / box.
English isn’t there to help you. In other words, if you
CAP TEST CAT TEN GUESS DAD
can recognise the pronunciation symbols, you can
pronounce any word in English, even those that you For homework, students can sort out more words
haven’t heard before. In this way, you can learn a lot of into the appropriate box. You can write the words
words by yourself. Some of the pronunciation symbols on the board.
are easy to recognise because they look similar to TEXT; CITY; MUST; POOL; TALL; GIRL; PARK; SLEEP;
ordinary letters, but some look quite strange. BOX; COOK; SUGAR; SAD. To make their task easier,
2 Turn to page 132 in the Workbook. There, you you can underline the letter or letters.
can find all the sound symbols with three boxes in Session 2 SHORT AND LONG VOWELS - REVISION
which you can write example words containing the
particular sound. On the first page there are the 1 Ask students to go to the word lists of the lessons
vowel sounds. Explain that in English there are short you have done and find a word that contains either
and long vowels. Ask students what the symbol : a short or a long vowel.
(colon) means? (It tells us that the vowel is long.) 2 You can play BINGO or MATCH – MISMATCH with the
3 Next, just read the vowel sounds one by one. Ask pronunciation symbols.
them which of the sounds are similar to Croatian 3 Each pair of students chooses 6 pronunciation
sounds. Then ask the students to read the vowels symbols and writes them in their notebooks. You
after you. read two words that contain one of the sounds.
4 Ask them which of the symbols they find the The pair that has a symbol for the vowel sound that
strangest. Which of them look like ordinary letters? can be heard in these two words crosses it out. The
Which are totally different? pair that first crosses out the all the symbols is the
winner.
5 Read the sounds at random and ask your students
to point their finger up if the vowel is long and 4 In the mismatch game you should prepare symbols
written on cards that can be stuck on the board
6
down if it is short.
242
TEACHER'S
BOOK 6
(write a number next to them) and a piece of paper 4 Make a similar rhyme using some of these words:
with a list of words containing the particular sounds PIE; EYE; SHY; HI; WHY; HIGH; TRY; MY; BYE
that the students can’t see (write a letter next to
each word). The students first call a number (you Session 4 DIPHTHONGS /a™/ and / œ™/
find the card) and a letter (you read the word from
1 Listen and sort the words out into, the appropriate
the list). Their task is to match the pronunciation
box. (The teacher should read the words in random
symbol with the corresponding word with that
order).
sound, just like in a memory game.
HOW HOME
Below is a list of simple words you can use in bingo,
match - mismatch, or dictation. SHOUT HOPE
COUNT BOAT
SHORT VOWELS
COW COAT
/ˆ/ /Ÿ/ /™/ /‰/ /œ/ /æ/ NOW JOKE
SIT LUCK BOOK POT PAPER DAD
(the ending) Session 5 DIPHTHONG /eœ/
KID COME FOOT DOLL RIVER BAT 1 Guess the word that contains the /eœ/ sound and
(the ending) write it down.
LIVE BUT LOOK SONG JAPAN HAT You are sitting on it. (A CHAIR)
DID LOVE TOOK ROCK DOCTOR BAG You have to climb them if you want to get to the
(the ending) first floor. (STAIRS)
LONG VOWELS A big forest animal that likes honey. (A BEAR)
You breathe it. It should be clean. Open the
/ i: / / a: / / u: / / Œ: / / ‡: /
window, there’s no ... (AIR)
BE FAR FOOL FORM THIRD
My brother can stay out longer than me. That’s not
TEA BAR RULE DOOR WORD (FAIR.)
FEEL DARK USE BALL TURN You can comb it, brush it, cut it, do it, dye it. (HAIR)
SLEEP CAR NEW CALL YEAR Sometimes you don’t do an activity by yourself but
in (PAIRS)
Session 3 DIPHTHONGS /aˆ/ and /eˆ/
1 Listen to the rhyme and guess the diphthong. Session 6 DIPHTHONG /™œ/
It’s Monday today, no time to play, 1 Look at the words below. Underline the letters that
are heard as /™œ/.
From Tuesday to Friday I learn all day
PURE
Hurray! It’s Saturday. I’m happy today.
In my bed longer, I can stay! SURE
OK! OK! But which sound is practised here? FEBRUARY
Can you say? /aˆ/ or /eˆ/? TOUR
2 Listen again and write down all the words that TOURIST
contain the /eˆ/ sound? (These are the words 2 Copy the words in the box in your Workbook.
written in bold.) Practise saying them.
3 Fill in the rhyme. Which diphthong sound do all the
6 words contain? /aˆ/
Hair is something you can ___dye_______
Session 7 DIPHTHONG /Œˆ/
1 Which of these words doesn’t contain the /Œˆ/
sound? Find the odd one out.
A rope is something you can ________ (TIE)
BOYS POISON TALL
A star can be seen in the ________ (SKY)
BALL OIL NOISE
Like a plane I can ____________. (FLY)
TOY JOIN CALL
Come on! Don’t ____________. (LIE) 2 Copy all the words containing the /Œˆ / sound into
If you try it, you might ____________! (DIE) the table on page 132.
243
TEACHER'S
6 BOOK
Session 8 DIPHTHONG /ˆœ/ illustrate their meaning.
1 Introduce /ˆœ/. Encourage students to think of all V / WE
the words that rhyme with EAR. VEST / WEST
FEAR; HEAR; HERE; NEAR; BEER; BEARD VET / WET
Session 9 CONSONANTS – DIFFICULT - /d¢/ or /t¡/ VEAL / WHEEL
1 Ask students to think of as many words as they can
Session 14 STRESS
that have the /d¢/ or /t¡/ sound. Write them on the
board in random order so that, later on, students 1 Explain to the students what the symbol ‘ represents
can sort them out into two boxes. in the pronunciation of a word. It indicates stress.
You can start with words students don’t have
Students might come up with some of the words
problems pronouncing, like animals or school
below:
subjects. See below. Ask students to show by
JAM; JEEP; JACKET; JAR; JOKE; JOB; JEANS; JUDGE; clapping where the stress is. For this purpose
JUDO; JUICE; JUNE; JULY; JUNGLE; JUSTICE you can also use rods or Lego blocks. Use smaller
CHAIR; CHAT; CHANGE; CHURCH; CHOCOLATE; blocks to represent syllables that are not stressed
CHEAT; CHILD; CHICKEN; CHECK; CHIPS; CHOOSE and bigger or higher ones to illustrate the stressed
syllable. You can also represent the syllables by
Session 10 CONSONANTS – DIFFICULT - /¥/ drawing squares. The taller square represents
1 Write a big /¥/ symbol on the board. Read the two a stressed syllable.
groups of words below at random. The students’ CAT
task is to say when they can hear the sound at the
beginning, at the end or in the middle of the word.
ELEPHANT
Ask them how the sound is written. GIRAFFE
At the beginning: THANKS; THEATRE; THIN; KANGAROO
THINK; THOUSAND;
or
At the end: SOUTH; TEETH; BOTH; BATH;
In the middle: BIRTHDAY MATHEMATICS;
HISTORY
ARTHUR; HEALTHY GEOGRAPHY
MATHEMATICS
Session 11 CONSONANTS – DIFFICULT - /ð/
1 Introduce the /ð/ sound.
2 Which of these words contain this sound?
THIS; DAY; THAT; THERE; DYE; CLOTHES; CLOSE
Session 12 CONSONANTS - /¡/ and /¢/

1 Introduce the /¡/ and /¢/ sounds. Ask students
to come to the board and write some words
containing these sounds. There would be many
more words containing the /¡/ sound.
Some words containing the /¢/ sound.
GARAGE; TREASURE; TELEVISION; REVISION
Session 13 CONSONANTS - EASY

1 The consonant symbols in the CONSONANTS EASY
group in the Workbook won’t pose any problems to
the students. The symbols are easy to recognise. You
can just practise the pronunciation of the sounds
/v/ and /w/ which students might mix up. Draw
the objects or write the words on the board and
6
ask students to put these words into sentences to
244
Lektori
Mark Davies
Korektorica
Maja Mardešić
Grafička priprema
Grafičko likovna redakcija Školske knjige
Tisak
Grafički zavod Hrvatske, d.o.o, Zagreb
Tiskanje završeno u kolovozu 2020.
245

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P94805 Dip in 6 Teacher's Book

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Maja Mardešić

Lesson 1 English and me 13

Lesson 2 Who’s who 20

Lesson 3 Emma’s school 33

Lesson 4 School rules 40

Lesson 5 We are a good team! 46

Lesson 6 In the library 55

ACROSS THE WORLD / ACROSS CULTURES / 62

ACROSS THE CURRICULUM

Lesson 7 What do you do in your free time? 68

Lesson 8 What does a true friend do? 79

Lesson 9 The most interesting sea animals 87

ACROSS THE WORLD / ACROSS CULTURES / 104

ACROSS THE CURRICULUM

Croatia in superlatives / Croatia in numbers

SELF-CHECK 2 Lessons (7 – 10) 107

Lesson 11 Tara’s birthday party 112

Lesson 12 Nero 120

Lesson 13 The boy who cried wolf 125

Lesson 14 The Middle Ages 133

Lesson 15 Around Liverpool 141

Lesson 16 I was crazy about John 150

ACROSS THE CURRICULUM

Medieval London / Modern London / Political London

SELF-CHECK 3 Lessons (11 – 16) 162

Lesson 17 Receiving mail 165

Lesson 18 At the airport 172

Lesson 19 Getting ready for a trip 182

SELF-CHECK 4 Lessons (17 – 19) 187

ACROSS THE WORLD / ACROSS CULTURES / 188

ACROSS THE CURRICULUM SCOTLAND

Lesson 20 At the McDonnells’ in Scotland 192

Lesson 21 The lights went out 201

ACROSS THE WORLD / ACROSS 207

CULTURES / ACROSS THE CURRICULUM

Lesson 22 Dreamworld 213

Lesson 23 Green talk 217

Lesson 24 Our holiday plans 222

ACROSS THE WORLD / ACROSS CULTURES / 231

ACROSS THE CURRICULUM

1 Reading / The top ten library books Emma’s school 238

2 Stribor's Forest by Ivana Brlić Mazuranić (Part 2) 240

3 How to introduce pronunciation symbols 242

The Workbook contains:

The Teacher's Book contains:

THE IMPORTANT ROLE OF THE TEACHER

PRONUNCIATION AND SOUND SYMBOLS

Jezični sadržaj Vokabular: useful, difficult, be good at, laugh at,

Međupredmetne teme Osobni i socijalni razvoj A.3.1.- 4.; B3.1- 4. C. 3.4.

English and me, Student's Book, p. 8 and 9 Task A and B

Background information for the teacher

Background information for the teacher

Workbook answer key:

Jezični sadržaj Vokabular:

Međupredmetne teme i Osobni i socijalni razvoj A.3.1.-3; B3.1- 4. C. 3.4.

Suggested teaching time: 4 periods

On introducing new vocabulary

Jezični sadržaj Vokabular:

Međupredmetne teme i Osobni i socijalni razvoj A.3.1; B.3.1; B.3.2; B.3.4.

Background information for the teacher

Crossword, Student’s Book, p. 21

Preparing students for a writing task: MY SCHOOL, Student’s Book, p.25

Međupredmetne teme i Osobni i socijalni razvoj A.3.1; B.3.1; B.3.4.