LESSON 6: Review Units 5-6
Teacher name: Nurtaza Aizhan
CLASS: 4 “J”
Number present: 10 absent: -
Learning objectives that this lesson is contributing to
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.
Flashcards (Jobs and Natural world}; toy animals, astronauts, police officers, etc.; two boxes; DVD;
Consolidation and extension worksheet 6
Planned timings (minute)
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.
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.
• 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
• 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
• 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
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
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.
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.
If learners understand to point right answers.
Health and safety check ----
Homework: A.B. page 50-51
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?
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