Project Serbian edition

Student’s Book 2
Answer key and Teaching notes for Reading section (Pages 82, 84, 87)
Unit 1 Christmas in Serbia
Exercise 1a
• Tell students they are going to read a blog written by an Australian girl, Sarah, who has recently
moved to live in Serbia.
• Ask students to look at the photos and describe briefly what they see. Ask What can you see in
the photos? What time of the year is it?
• Ask students to read the blog individually, then work in pairs to match the photos to the
paragraphs.
• Students compare answers in pairs, then as a class.

ANSWER KEY
1 e
2 d
3 b
4 a
5 c

Exercise 1b
• Read through the words in the box. Explain that all these things appear in the pictures.
• Ask students to tell you where the things are in the photos. Elicit the meaning of each word.
• If you’re using the Classroom Presentation Tool, point to the things in the photos at random on
the interactive whiteboard and ask students to say the words.

ANSWER KEY
Photo a - present
Photo b - oak, branch
Photo c - pie
Photo d - snowman, scarf, hat
Photo e - fireworks, church

Optional extra

Ask students to draw a picture showing three or four things they like about Christmas in Serbia. In
groups, students show each other their pictures and explain what these things are, and why they like
them.

Exercise 2
• Read through the statements and check comprehension.
• Students read the blog post again, more carefully this time, then work in pairs or small groups to
discuss their ideas and use dictionaries to look up any unfamiliar words.
• Students decide whether the statements are true or false. Encourage them to correct the false
statements if they can.
• Check answers as a class.

ANSWER KEY
1 false
2 false
3 true
4 false
5 true

Optional extra

Ask students to brainstorm other celebrations and traditions in Serbia. Elicit some ideas and write
them on the board. Then tell students that they are going to write a comment to post on Sarah’s
blog.
Ask students to answer the following questions and include the information in their comment:
1 What is your favourite Serbian Christmas tradition? Why?
2 What other Serbian traditions do you like? Which one have you chosen to tell Sarah about?
3 Describe the tradition that you have chosen. Do you know if people have a similar tradition in other
countries? Which ones?
4 Ask Sarah whether they have a similar tradition in Australia.
In class or for homework, students work individually to write their comments, using the questions to
help them. If done in class, monitor their writing and correct errors as necessary.

Unit 3 Emails from Serbia

Exercise 1
• Ask students to look at the photos in the emails and describe briefly what they see. Ask What
are these places? Where are they? Have you ever been there?
• Students read the texts individually, then work in pairs to answer the question.
• Check answers as a class.

ANSWER KEY
Sandie – Novi Sad and Fruška Gora
Jonathan – Đerdap National Park
Megan – Tara National Park

Exercise 2
• Read through the words in the box. Elicit or explain that they are all nouns referring to places,
animals, plants or buildings. Encourage students to find the words in the texts and work out the
meaning from the context before you explain them, or get students to look them up in a
dictionary.
• Students copy and complete the chart.
• Ask students to compare their answers in pairs before you check them with the class.

ANSWER KEY
Buildings: tower, church, hotel
Animals: deer, fox, bears, wolves
Plants: strawberries, blueberries, spruce, edelweiss
Places: river, mountain, gorge, lake
Optional extra

Ask students to find the past simple forms of the following verbs in the emails: visit, walk, see,
explore, have, learn, play, go, stay, arrive, meet, pick. Then ask: Which verbs are regular? (visit, walk,
explore, play, stay, arrive, pick). Which ones are irregular? (see, have, learn, go, meet). Check
answers as a class and revise the rules for forming the past simple of regular verbs. Then ask
students to choose three of the verbs and write sentences about their last holiday.

Exercise 3
• Students read the texts carefully and complete the sentences.
• Ask students to compare their answers in pairs before you check them with the class. In weaker
classes, you may like to allow students to do the task in pairs.

ANSWER KEY
1 Megan
2 Sandie
3 Megan
4 Jonathan
5 Jonathan
6 Sandie

Optional extra

If you want to practise past simple questions and short answers with your students, you could ask
them to do the following activity.

Students think about their last holiday and make some notes.
Tell them they should not show the notes to anyone else. Then put students in pairs and explain
they have to find out as much as they can about their partner’s holiday. However, they can only ask
yes / no questions, and their partner is only allowed to answer with Yes, I did. or No, I didn’t.
Demonstrate the activity with one of the stronger students. Ask: Did you go on holiday last year / in
the summer / last month / in April / two weeks ago? Did you go with your parents? Did you travel by
car / bus / train / plane? Did you stay in a hotel? Did you see any wildlife? Did you visit any famous
places? etc.

Walk around and monitor, helping with vocabulary if necessary. Allow students five minutes to do
the activity, then ask them to write a short paragraph about their partner’s holiday.

Unit 6 The Father of Serbian Folklore

Exercise 1
• Explain that the text students are going to read is about a famous Serbian writer. Draw their
attention to the picture of the writer and ask whether they recognize him. Elicit any information
students already know about the writer, but do not confirm any answers at this stage.
• Explain that students have to copy the chart and complete the writer’s profile. Elicit or pre-teach
witch, ghost, folklore, folk poem, poetry, publish, award.
• Students read the text and complete the chart.
• Ask students to compare their answers in pairs before you check them with the class. In weaker
classes, you may like to allow students to do the task in pairs.
ANSWER KEY
Name: Vuk Karadžić
Date of birth: 7 November 1787
Place of birth: Tršić
Education: Jevta Savić Čotrić (first teacher), Tronoša Monastery, Petrinja, Belgrade Higher School
Languages: Serbian, Latin, German
First book: Мала простонародна славено-сербска пјеснарица / Serbian Folk Poetry
Famous character: Kraljević Marko
Awards: Knight’s Cross of Franz Joseph, the Order of the Red Eagle

Exercise 2
• Students read the text again. Ask them to underline the sections which contain the answers to
the questions.
• Check answers by asking students to read out the relevant sentences from the text for each
question.

ANSWER KEY
1 wolf
2 Jevta Savić Čotrić
3 twenty-seven
4 Latin and German
5 The Building of Skadar
6 King Vukašin and Mother Jevrosima
7 It could talk.

Optional extra

Write the following names on the board: Ravijojla, Old man Raško, the Austrian Emperor, the
Brothers Grimm, Blind Živana. Then write a gapped sentence for each person and ask students to
complete the sentences with the names.

1 _________ could play the gusle.

2 _________ was a storyteller.

3 _________ was a fairy.

4 _________ gave Vuk an award.

5 _________ loved Vuk's poems and stories.

ANSWER KEY
1 Old man Raško
2 Blind Živana
3 Ravijojla
4 the Austrian Emperor
5 the Brothers Grimm

Exercise 3
• Elicit whether students know any other poems or stories by Vuk Karadžić.
 Elicit some titles and write them on the board. Ask students to look up the most important
details.
 Help them with any unfamiliar vocabulary, or suggest that they use a dictionary to prepare.
 Get some volunteers to read their paragraphs to the class. Discuss with students the main events
of the poems or stories.

Optional extra

Ask students to think of their favourite Serbian story (it could be about Kraljević Marko or a different
folk story, fairy tale or children's story). In groups, students draw pictures to show the main events in
their chosen story. They should illustrate five to eight main events. When they have finished, ask
them to write a caption for each picture or a sentence describing what is happening. Walk around
and monitor, helping with vocabulary where necessary. Display the picture stories on the classroom
walls. Then ask the rest of the class to choose their favourite story.

Project Serbian edition

Workbook 2
Answer Key for Extra Success pages (pages 66-73)
A Cardinal and ordinal numbers
Exercise 1
Cardinal numbers Ordinal numbers
1 one 1st first
2 two 2nd second
3 three 3rd third
4 four 4th fourth
5 five 5th fifth
10 ten 10th tenth
12 twelve 12th twelfth
19 nineteen 19th nineteenth
20 twenty 20th twentieth
28 twenty-eight 28th twenty-eighth
31 thirty-one 31st thirty-first
42 forty-two 42nd forty-second
53 fifty-three 53rd fifty-third
64 sixty-four 64th sixty-fourth
75 seventy-five 75th seventy-fifth
86 eighty-six 86th eighty-sixth
97 ninety-seven 97th ninety-seventh
100 one hundred 100th one hundredth
1000 one thousand 1000th one thousandth
Exercise 2
5 7 8 2 6 3 4
6 3 7 1 0 7 9
0 9 1 5 3 4 3
2 0 7 4 8 0 6
3 2 5 7 1 5 8
8 2 3 1 1 5 0
6 1 0 2 4 7 9

Exercise 3
2 22nd
3 45th
4 69th
5 11th
6 74th
7 17th
8 81st

9 99th
10 90th

Exercise 4
2 thirty-third
3 ninety-second
4 sixty-first
5 eightieth
6 forty-sixth
7 ninety-first
8 thirty-second
9 fortieth

Exercise 5
2 twenty-four
3 first
4 thirty-one
5 three hundred and sixty-five
6 sixth
7 one / a hundred
8 twenty-eighth (Julian calendar) / fifteenth (Gregorian calendar)

B Prepositions
Exercise 1
2 quarter past two
3 twenty-three to five
4 half past nine
5 twenty-six past twelve
6 quarter to four

Exercise 2
2 at
3 in
4 on
5 in
6 on
7 on
8 On
9 on
10 on
11 in
12 before
13 in
14 on
15 in
16 after
17 on
18 In
19 on
20 At
We use in with months, seasons, years, and parts of the day.
We use at with specific times.
We use on with days of the week and dates.
We use after to mean ‘later than’ and before to mean ‘earlier than the time or event mentioned’.

Exercise 3
2 e
3 a
4 b
5 f
6 c

Exercise 4
2 good at
3 famous for
4 interested in
5 angry with / afraid of
6 crazy about / interested in / good at

Exercise 5
Possible answers: near, beside, over, below, among

Exercise 6
Students’ own answers

Exercise 7
The bus stop is just around the corner. The library is between the cinema and the museum.

Exercise 8
2 by
3 up
4 around
5 over
6 to
7 down
8 from
9 past
10 across

Exercise 9
Students’ own answers

C Expressing possession
Exercise 1
2 X
3 X
4 √
5 X
6 √
7 X

Exercise 2
2 parents’
3 Jelena’s
4 cousin’s
5 children’s
6 John and Mary's

Exercise 3
The book belongs to Milica.
The dictionaries are Bogdan’s.

Exercise 4
Subject Possessive adjectives Possessive pronouns
pronouns
I my mine
you your yours
he his his
she her hers
we our ours
they their theirs
We use possessive adjectives and pronouns to say who something belongs to.
We use possessive adjectives before a noun.
We use possessive pronouns in place of a noun, in order to avoid repeating the same noun in
a sentence.

Exercise 5
2 b
3 c
4 b
5 c
6 a
D Articles
Exercise 1
2 b
3 a
4 b
5 b
6 a
7 a

Exercise 2
a  / an: an eagle, a Serbian poet, a famous actress, a popular Serbian dance
the: the most popular sport, the weather, the Serbian flag, the eagle, the flag, play the gusle, the
eleven bridges, the Danube River

Exercise 3
1 a  / an
2 the
3 no article
Note:
The is usually not used with bridges named after people or places, e.g. Westminster Bridge and
Pupin Bridge.

Exercise 4
Text 1
2 –
3 a
4 the
5 –
6 the

Text 2
1 a
2 –
3 –
4 The
5 the / a
6 the

Text 3
1 a
2 –
3 The
4 the
5 –

E Quantifiers
Exercise 1
Countable Uncountable nouns
nouns
Affirmative a lot of a lot of
 Negative many much
Questions many much
Note:
A lot of can also be used with negative sentences and questions.

Exercise 2
2 a lot of
3 many
4 a lot of
5 many
6 many
7 much
8 much
9 a lot of
10 much

Exercise 3
2 How many eggs are there in the fridge?
3 How much meat is there in the fridge?
4 How many apples are there in the fridge?
5 How many bananas are there in the fridge?
6 How much bread is there in the fridge?
7 How much cake is there in the fridge?
8 How much juice is there in the fridge? / How many cartons of juice are there in the fridge?

Exercise 4
2 How many
3 How many
4 How much
5 How many
Students’ own answers

F Verb patterns
Exercise 1
2 √
3 X
4 √
5 √
6 X

Exercise 2
2 -ing form
3 infinitive
Note:
The -ing form can also be used after some verbs such as love, like and hate. The meaning is the
same.

Exercise 3
2 getting up
3 to learn
4 going
5 to read

Exercise 4
2 doing
3 to do
4 to go
5 travelling, cycling
6 tidying up

G Modal verbs
Exercise 1
2 d
3 a
4 e
5 b
We use can to talk about ability in the present and could to talk about ability in the past.

Exercise 2
2 can, can
3 can, can’t
4 can’t, can’t
5 can, can’t

Exercise 3
2 Can your granddad use a computer?
3 Can your teacher play the guitar?
4 Can you cook?
5 Can elephants fly?
Students’ own answers

Exercise 4
Dialogue 1 is more formal and polite.
Dialogue 2 is more informal.
Note:
We use can / could to make requests and can / could / may for permission.

Exercise 5
Possible answers:
1 Could / May I open the window, please?
2 Can / Could I use your dictionary, please?
3 Can / Could you turn it / the music down, please?
4 Can / Could you buy some milk, please?