Урок "Review Units 5-6"

LESSON 6: Review Units 5-6		School Murager
Date:22.02.2016		Teacher name: Nurtaza Aizhan
CLASS: 4 “J”		Number present: 10 absent: -
Learning objectives that this lesson is contributing to		1Lesson aims To review the language of the previous two units 2. Jobs, Prepositions, Transport, Animals, Landscape, Colours. He wants to be a ... It's/They've got... It's! They're (white). He likes ... ing. 3. to review the new materials.
Materials		Flashcards (Jobs and Natural world}; toy animals, astronauts, police officers, etc.; two boxes; DVD; Consolidation and extension worksheet 6
PLAN
Planned timings (minute)	Planned activities			Resources
2 min 10min 10min 8 min 10 min 5 min	Beginning of the lesson Starting the lesson • Tell pupils (L1) you are going to draw an animal and they have to help. Ask a pupil Has it got a curly tail? Pupil answers No, it hasn't. It 's got ... Ask another pupil Can it climb? Continue and draw the animal according to their answers. PB pages 52-53 16. Read, think and find. • Direct pupils' attention to the picture. Tell the class to look at it very carefully, then read the eight clues and find the items in the picture. • When they have found them, they circle them on the picture. Check the answers orally. KEY 1 farmer (with the cows}, 2 cats (in the tree on the left}, 3 ballet dancer, 4 basketball player (opposite the man fishing}, 5 bird (in the tree next to the waterfall}, 6 builder, 7 fish (between the waterfall and the bridge}, 8 snake (yellow and orange, to the left of the house on the right) 17. Ask and answer. • Focus pupils' attention on the speech bubbles. Divide the class into pairs. Pupil A reads a clue from Activity 16 and Pupil B gives the answer. Then they swap roles. Pairwork • Divide the class into pairs. Pupil A describes an item or person in the picture, e.g. She's cleaning the house. Pupil B says where the thing or person is, e.g. She's in the house. Then they swap roles. • Tell the class to write down the clues and the items they find. Encourage them to find as many items as possible. The pair with the most clues and items is the winner. • As an alternative activity, Pupil A gives a clue, e.g. It 's next to the car. Pupil B tries to guess by asking questions, e.g. Is it a man? Is he wearing a blue uniform? Game • Play Prepositions race. Divide the class into two teams and tell them to stand in lines at one end of the room. Put two big boxes on the floor at the other end. Put some toys or flashcards relating to the vocabulary from Units 5 and 6 on the floor in front of the first pupil of each row. Say, e.g. Put the crocodile behind the box. Blow a whistle or clap your hands to start. Pupils get the correct flashcard or toy and run to the other end of the room to carry out your orders and run back to their lines. The first pupil to get back to the line gets a point for the team. If he/she gets the wrong item or puts it in the wrong place, the team gets no points Read, think and find. 1 He likes animals. He's in a car. 2 They eat f ish. They're in a tree. 3 She can dance. She's behind the waterfall. 4 He wants to be a champion. He's next to the r iver. 5 It's got a tail. It's black. It's in a tree. 6 He likes building. He's under the bridge. 7 They haven't got legs. They're in the river. 8 It's got strong jaws. It's long. It's next to a house. • Play a Mime and guess game. Call one pupil to the board and ask What do you want to be? The pupil mimes the job, e.g. tennis player. The class guesses what job it is. • Divide the class into two teams and turn this activity into a class competition. Consolidation and extension worksheet 6 Pupils complete the Consolidation and extension activities on worksheet Ending the lesson • Play Pass the secret using the language of this unit, e.g. The crocodile is under the bridge. Hippos have got short legs and big feet. OPTIONAL ACTIVITIES Vocabulary game Play Stop the bus see p. 25. Spot the difference Arrange some toys or flashcards (Natural world or Jobs) at the front of the class, so that each thing is next to, under, on, in front of or behind something else. Pupils describe what they can see.			http://www.edufind.com/english-grammar/
Additional information
Differentiation		Assessment If learners understand to point right answers.	Cross-curricular links Health and safety check ---- ICT links www.youtube.com Value links
Homework: A.B. page 50-51
Summary evaluation
What two things went really well (consider both teaching and learning)? What two things would have improved the lesson (consider both teaching and learning)? What have I learned from this lesson about the class or individuals that will inform my next lesson?