Date: Grade: The theme of the lesson

The theme of the lesson: REVISION 9

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	by the end of the	P r e v i o u s l y	P u p i l ’ s
- to check self-development	lesson, pupils will	learned words	book, the
Developing:	be able to check	and structures.	DVD of the
- to encourage pupils to re-	self-development		book, dices
vise the material they have	and assess their		and coun-
learnt;	progress on the		ters
- to give pupils an oppor-	material they have
tunity to assess their pro-	learnt.
gress.
- to encourage pupils into
further learning.

The new theme:

Activity 3 Work in pairs. Do the quiz “I can ...”. Objectives: to revise the material studied in Unit 12;

to train the pupils to be able to assess their knowl- edge, skills and overall progress;

to let pupils see how much they can do in English; to encourage them into revising the material they have not learnt properly

The pupils work in pairs. This quiz does not test memory, it is a learning opportunity, so the pupils should be allowed to use their Pupil’s books and Workbooks.

They discuss the answers and, where necessary, write them in their “i can …” exercise books. You can go round and check what pupils have written.

Progress check 5 There are two tasks for Progress Check 5. Task 1 Read and answer the questions.

Ask the pupils to read and write answers to the questions.

Answer key: The pupils’ own answers.

Task 2 Listen and complete.

Read the text. Ask the pupils to listen. Read the text the sec- ond time and ask the pupils to complete Asila’s letter.

Marking: ______________________________________

Homework: ___________________________________


Date: _______________________________________ Grade: __

The theme of the lesson: Lesson 1 She’s got a pink dress.

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	by the end of the	hat, T-shirt,	Pupil’s book,
- to learn to name clothes in	lesson, pupils	dress, shirt,	Workbook,
English;	will be able to:	skirt, cap,	the DVD
- to learn how to describe	- name clothes in	trainers
clothes;	English;
- to learn to use the article a/an	- describe
in adjective + noun structures	clothes;
Developing:	- use the article
- to enable pupils to read for	a/an in adjective
detail;	+ noun struc-
- to enable pupils make sen-	tures.
tences using the structure “s/
he’s got …” to describe people’s
clothes
Socio-cultural:
-to raise awareness of the use of
the article a/an in adjective +
noun structures

The new theme:

Activity 2b Play “Look and say”. 10 min

Objective: to consolidate the new words

STEP 1: Prepare two sets of cards with clothes items: hat, T- shirt, dress, shirt, skirt, cap, trainers. say the pupils will play a game. Ask the pupils to stand up and make two lines. Put two sets in two plies next to the teams.

STEP 2: Ask the first pupils in the lines to take a card, look at the picture and say what they see there. e.g. P1 (takes a card): ‘hat’ and passes to P2: ‘hat’ etc. The last pupil in the line must take a card, bring to you and say the word. The winner is the team which will bring all the cards first.

Activity 3a Look, read and find Malika. 10 min

Objectives: to develop reading for detail; to revise colours.

Ask the pupils to look at the picture in Activity 2a again, read the text and find Malika.

Answer key: Malika has got a pink dress, a pink hat, and a blue bag.

Activity 3b Work in pairs. Play “Listen and point”. 10 min

Objective: to revise the structure “S/he’s got …”

Ask the pupils to look at the picture in Activity 2a again, and describe a girl or a boy in the picture. Pupil A describes, Pupil b listens and points.

Optional Activity 4a Look and make sentences. Objectives: to revise the structure “S/he’s got …;

to prepare for the next activity.

STEP 1: Write on the board two examples: She’s got a white T-shirt. She’s got an orange T-shirt. Ask the pupils to read the two sentences and find the difference.

Answer key: a white T-shirt/an orange T-shirt.

elicit from the pupils the rule where we use “a/an” and sum- marise as you did in Unit 6, Lesson 3, Activity 2.

Marking: ______________________________________

Homework: ___________________________________
Date: _______________________________________ Grade: __

The theme of the lesson: Lesson 2 Where are my shorts?

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	by the end of	jeans, trou-	Pupil’s book,
- to learn to name clothes in	the lesson, pu-	sers, tights,	Workbook,
English;	pils will be able	shorts, sun-	the DVD,
- to learn to use the prepositions	to:	glasses;	colour pen-
of place: in, on and under;	- name clothes in	Where is/are	cils or cray-
- to learn nouns which have only	English;	...?; prepo-	ons
plural form	- use preposi-	sitions of
Developing:	tions of place to	place: in, on,
- to enable pupils to identify	describe where	under
nouns which have only plural	clothes items
form;	are;
- to enable pupils to use the	- use nouns
prepositions of place: in, on, un-	which have only
der	plural form.
Socio-cultural:
- to raise awareness of the use
of nouns which have only plural
form

The new theme:

Activity 1 Listen and sing. 5 min

Objectives: to introduce the topic of the unit; to warm up.

Look at Unit 13, Lesson 1, Activity 1 for the instructions.

Activity 2а Look and match. 5 min

Objectives: to introduce the new words;to prepare for the next activity.

STEP 1: Ask the pupils to look at the pictures and say what they see there. Ask them to say the words in their mother tongue. STEP 2: Ask the pupils to match the words and pictures. Do not worry if they cannot do all correctly. say that good language learners take risks and should develop their guessing skills. Check

the answers together.

Activity 2b Look, listen and repeat. 5 min

Objective: to practise the pronunciation of the new words

Ask the pupils to look at the pictures in Activity 2a, listen and repeat the words after you in chorus, rows and individually.

Activity 3a Look, read and point. 5 min

Objectives: to recycle the lesson’s vocabulary in the structure “Where is .../Where are to revise the preposi- tions of place: on and under.

Ask the pupils to look at the picture, read the dialogue and

point to the clothes. Ask what the prepositions “under” and “on” mean. elicit answers and then establish that “under” means tagi- da, ostida / под and “on” means ustida / на in the mother tongue. After that translate the sentences all together.

Activity 3b Work in pairs. Play “Where are my shorts?” 10 min

Objectives: to recycle the lesson’s vocabulary in the structure “Where is …/Where are

to revise the prepositions of place: on, in and under.

Ask the pupils to look at the picture and continue the dialogue as in the example. say that Pupil A should be a boy and Pupil b must be a mother. After a while ask them to change the roles.

Marking: ______________________________________

Homework: ___________________________________

Date: _______________________________________ Grade: __

The theme of the lesson: Lesson 3 Do you like your uniform?

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	by the end of the les-	wear, uni-	Pupil’s book,
- to learn to name clothes	son, pupils will be	form, cook,	Workbook,
in English;	able to:	c o o k i n g ,	the DVD
- to learn to describe	- name clothes in eng-	blouse, blazer,
clothes	lish;	doctor, pilot
Developing:	- describe clothes;
- to enable pupils to lis-	- use the article a/an
ten for gist;	in adjective + noun
- to enable pupils to read	structures
for detail
Socio-cultural:
- to raise awareness of
the similarities and dif-
ferences of male and fe-
male clothes

The new theme:

Activity 2а Look, listen and repeat. 5 min

Objectives: to introduce new words;

to prepare for the next activity.

STEP 1: Ask the pupils to look at the picture and say what they see there in the mother tongue. Ask them to guess the words. say “doctor” and ask them to point to the picture. Repeat the same with the words “pilot” and “cook”. say that “cooking” is the “ing” form of the verb “to cook” (see Unit 5, Lesson 1, Activ- ity 2a for more information about it). help the pupils to guess or translate the other words.

STEP 2: Ask the pupils to listen and repeat the words after you in chorus, in rows, in pairs and individually.

Activity 2c Look, listen and point. 5 min

Objectives: to recycle the new words;

to develop listening for gist.

say that the pupils will listen to the texts. Ask them to listen to the texts and match them with the pictures in Activity 2a.

DVD script:

This is my mum. she works every day. she wears a green uni- form. she helps children.

This is my sister. she works in school canteen. she wears a white uniform. she likes cooking for children.

My brother is a pilot. he flies to Mexico, korea and other places. his uniform is blue. he likes his uniform.

Activity 3a Look, read and find. 5 min

Objectives: to recycle the new words;

to develop reading for detail.

Ask the pupils to look at the pictures, read the text and match the text and one of the pictures. say that all children in Great britain wear uniforms. say that each school has own their uni- forms. Answer key: Picture A.

Activity 3b Choose and complete. 10 min

Objectives: to recycle the new words;

to develop writing skills.

Ask the pupils to describe a uniform of another school in Pic- ture b.

Marking: ______________________________________

Homework: ___________________________________

Date: _______________________________________ Grade: __

The theme of the lesson: Lesson 4 Let’s play!

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	by the end of the lesson,	Revision of	P u p i l ’ s
- to revise the clothes	pupils will be able to:	the vocabu-	book, Work-
and description of	- name clothes in English;	lary learnt	book,
clothes	- describe clothes;	during the	the DVD
Developing:	- use the article a/an in	unit
-to enable pupils to read	adj + noun
for detail

The new theme:

Activity 2 Play “Simon says”. 10 min

Objectives: to recycle the words; to develop listening skills; to have fun.

STEP 1: say that the pupils will play a game. say that the pupils must listen to you and follow your instructions. say that they should follow your instructions only then when they hear “simon says” at the beginning of the instruction. For example, when you say ‘simon says: siT DoWn’, the pupils must sit down. if you say this instruction without “simon says”, the pupils must not sit down.

STEP 2: Practise some instructions which you are going to use in the game, for example: touch, show, take, put, bend to the right, hands to the sides, etc.

Note: Your instructions should include the words related to this unit, for example: ‘simon says: ‘Girls, touch your skirts, boys, touch your trousers

Activity 4 Work in pairs. Find five differences. 10 min

Objectives: to recycle the words; to develop listening skills; to have fun.

This is an information gap activity. Ask the pupils to work in pairs. say that Pupil A must look at the picture on Page 87. Pu- pil b must look at Page 89. They must keep their pictures secret. say that the pupils must describe their pictures, listen to each other very attentively and find five differences. They must write these differences in their Workbooks as shown.

Homework 5 min

Ask the pupils to look at the homework. Ask if it is clear to them. if not, explain that they must write what clothes boys, girls and they themselves wear in the relevant seasons.

Marking: ______________________________________

Homework: __________________________________

Date: _______________________________________ Grade: __

The theme of the lesson: REVISION 10

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	by the end	Revision of the vo-	Textbook, Workbook,
- to revise clothes	of the lesson,	cabulary related	the DVD, a set of cards
Developing:	pupils will be	to clothes	with pictures of clothes
- to enable pupils	able to make		and a set of words corre-
to make sentenc-	s e n t e n c e s		sponding to the pictures;
es about clothes	about clothes.		sunglasses, caps or hats
			and T-shirts

The new theme:

Activity 2 Play “I’ve got a T-shirt”.

Objectives: to recycle the lesson vocabulary; to have fun.

This is a team game. The aim of the game is to recycle the words related to the topic and have fun. Prepare for each group sunglasses, caps or hats and T-shirts and put them on your table. split the class into two or more teams. The teams stand in rows at one end of the room. When you say ‘sunglasses!’ the first pupils in the rows must run to your table, take a pair of sun- glasses, run back, put on sunglasses and say ‘i’ve got sunglasses’. Then s/he must quickly take them off and give to the second per- son. The second person must put on the sunglasses and say ‘i’ve got sunglasses’. This continues till the last person in the row has got sunglasses. The last person keeps the sunglasses. The team

which finishes the first is the winner.

Note: it’ll be a bit more complicated with T-shirts as the pu- pils must put on a T-shirt, say ‘i’ve got a T-shirt’, then take it off and pass to another pupil. Anyway try it and the pupils will get lots of fun.

The pupils work in pairs. You can allow them use their Class- books and Workbooks.

They discuss the answers and, where necessary, write them in their “i can …” exercise books. You can go round and check what pupils have written. Do not worry if you are short of time! You can assign all or the rest of the “i can...” quiz as homework.



Marking: ______________________________________

Homework: ___________________________________

Date: _______________________________________ Grade: __

The theme of the lesson: Lesson 1 I like cartoons.

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	At the end of	cartoon, wolf,	Pupil’s book,
- to learn about cartoons and	the lesson pu-	tasty, little,	Workbook, the
fairy tales;	pils will be able	teeth, meet,	DVD
- to learn how to respect the	to speak about	eat up
others	the cartoon of
Developing:	Little Red Rid-
- to enable pupils to talk about	ing hood.
cartoons and fairy tales
Socio-cultural:
- to raise awareness of car-
toons and fairy tales

The new theme:

Activity 2a Look, listen and repeat. 5 min

Objective: to introduce the characters of a cartoon

STEP 1: Ask the pupils in mother tongue if they have seen the cartoon about Little Red Riding hood. elicit the story by asking questions as:

What is the story about? What happens in the story? Where does Little Red Riding hood meet the Wolf? What do they talk about? And so on.

STEP 2: Ask the pupils to look at the Pupil’s book. introduce to the pupils the Wolf and Little Red Riding hood. Ask what they are saying (Answer: They are greeting). Then say the words “wolf” and “Little Red Riding hood” several times having the pupils repeat them after you.

Activity 2b Find the words in the Wordlist. 5 min

Objectives: to present the new vocabulary;

to practise working with the Wordlist.

STEP 1: Ask the pupils to work in pairs and look up the Wordlist to find the new words and their meanings.

STEP 2: When the pupils finish with step 1, ask them to re- peat the new words after you several times in chorus, in rows and individually.

Activity 2c Look and read. 5 min

Objective: to practise reading for gist

Ask the pupils to read the characters’ sentences in silence. This exercise is to train the pupils to try and work out the mean- ing from the context. if some weak pupils do not understand the sentences, you can ask them to look at the pictures and guess the meaning of the new words.

Activity 2d Look and match. 5 min

Objective: to consolidate the learnt material

Ask the pupils to open their Workbooks on Page 77 and match the sentences and pictures.

Answer key: 1d, 2c, 3a, 4b.

Marking: ______________________________________

Homework: ___________________________________


Date: _______________________________________ Grade: __

The theme of the lesson: Lesson 2 On the farm

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	At the end of the	cow, horse,	Pupil’s book,
- to learn domestic animals	lesson pupils will	donkey, roost-	Workb ook,
Developing:	be able to speak	er, mouse, tail	the DVD,
- to enable pupils to talk and	and write about		flashcards:
write about domestic animals	domestic ani-		domestic ani-
Socio-cultural:	mals.		mals
- to raise awareness of domes-
tic animals

The new theme:

Activity 1 Listen and sing. 5 min

Objectives: to recycle domestic animals; to warm up.

The song “Old McDonald had a farm”.

Play the DVD. Ask the pupils to listen to the song and sing along with the DVD.

Look at Unit 14, Lesson 1, Warm up for the DVD script.

Activity 2a Answer the questions. 5 min

Objectives: to present domestic animals; to enable the pupils to use words for domestic animals.

STEP 1: Pupils already know the animals in the picture from the Class 1. Anyway, revise the animals and introduce the word “donkey” and “a mouse” in the following way:

show animal flashcards and have the pupils say the words for domestic animals (horse, cow, rooster). Also show the flashcard of a bee and have them say the word “bee”, show the flashcards

of a donkey and a mouse one by one and ask the pupils to repeat the words after you several times.

STEP 2: Ask them the questions presented in the Pupil’s book and get their answers. Revise animal actions too (run, jump, walk, swim, fly).

STEP 3: Ask the pupils to make pairs. one of them should say the words for the animals and the other points to the picture. Then they change the roles.

Activity 2b Look in the Wordlist. 5 min

Objective: to practise working with the Wordlist

Ask the pupils to work in pairs. They look up the Wordlist to find the new words and their meanings.

Activity 3a Read and say what horses can do. 5 min

Objectives: to improve the pupils’ reading skills; to prepare for the next activity.

explain to the pupils that this is an entry about a hoarse from encyclopedia. Ask them to read the sentences attentively and try to understand the meaning. They can discuss it with their partners.

Activity 3b Choose an animal and write. 10 min

Objective: to improve the pupils’ writing skills

Ask the pupils to choose any domestic animal and write an ency- clopedia entry of it in their Workbooks like the one in Activity 3a.

Marking: ______________________________________

Homework: ___________________________________
Date: _______________________________________ Grade: __

The theme of the lesson: Lesson 3 Let’s go to Susambil!

Aims			Learning outcomes	Vocabulary and structure	Required equipment
Educational:			At the end of the	fresh air,	Pupil’s book,
- to learn fairy tales			lesson pupils will	clean water,	W o rkbo o k,
Developing:			be able to speak	bull	the DVD
- to enable pupils	to	talk	about fairy tales.
about fairy tales

The new theme:

Warm up 5 min

The song “Old McDonald had a farm”.

Play the DVD. Ask the pupils to listen to the song and sing along with the DVD.

Look at Unit 14, Lesson 1, Warm up for the DVD script.

Activity 1 Answer the questions. 5 min

Objectives: to prepare for the next activity; to improve speaking skills.

Ask the pupils the questions in the Pupil’s book. Ask if they have seen the cartoon “susambil”. if there is any pupil who knows about this fairy tale, ask him/her to tell the pupils shortly about it. They can use their mother tongue.

Activity 2a Find the words in the Wordlist. 5 min

Objectives: to present the new vocabulary;

to practise working with the Wordlist.

STEP 1: Ask the pupils to work in pairs and look up the Wordlist to find the new words and their meanings.

STEP 2: Ask the pupils to repeat the new words (fresh air, clean water, bull) after you in chorus, in rows and individually.

Activity 2b Listen, look and say. 10 min

Objectives: to enable pupils to speak fairy tales; to develop speaking skills.

STEP 1: Play the DVD. Ask the pupils to listen to the fairy tale.

STEP 2: Ask them to work in pairs. have them look at the pictures and say what the animals want to do.

Activity 3 Work in groups. Discuss and say the end of the story. Objective: to develop the pupils’ speaking skills 15 min

Ask the pupils to work in groups and discuss the end of the fairy tale. The group which tell the end of the fairy tale better will be the winner.

Marking: ______________________________________

Homework: ___________________________________

Date: _______________________________________ Grade: __

The theme of the lesson: Lesson 4 Let’s play!

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	At the end of the lesson	Revision of	Pupil’s book,
- to consolidate the	pupils will be able to:	all the vo-	Workbook, the
learnt material in	- sing songs;	cabulary the	DVD
previous lessons	- speak about likes and	pupils learned
Developing:	dislikes;	during Class 2
- to develop the pu-	- say the days of the
pils’ speaking skills	week and months;
	- speak about seasons

The new theme:

Activity 1 Play “Simon says”. 10 min

Objectives: to recycle the words;

to develop listening skills; to have fun.

STEP 1: say that the pupils will play a game. say that the pupils must listen to you and follow your instructions. say that they should follow your instructions only then when they hear “simon says” at the beginning of the instruction. For example, when you say ‘simon says: siT DoWn’, the pupils must sit down. if you say this instruction without “simon says”, the pupils must not sit down.

STEP 2: Practise some instructions which you are going to use in the game, for example: touch, show, take, put, bend to the right, hands to the sides, etc.

Answer key: Categories: Sing a song, Likes and dislikes, The days of the week, The months, The seasons and Points: 10-30.

say that they should choose a category and a point, for ex- ample: sing a song, 10. say that you will ask to sing an easy song, i.e. worth point 10 and ask: Sing the song “Good morning”! if the pupils sing the song, they will get 10 points, if not they will get 0.

STEP 3: Play for a while with the whole class. When you see all pupils know what to do, ask them to start playing in teams.

Note: You must prepare questions and tasks for the categories and points beforehand. We are providing below an example for one category only.

1. 
   how many days are there in the week? (10) There are seven days in the week.
   
2. 
   name the days of the week. (20)
   

Monday, Tuesday, Wednesday, Thursday, Friday, saturday, sunday.

3. 
   say the days of the week in order.
   

Thursday, Monday, sunday, Wednesday, Friday, saturday, Tuesday. (30)

Marking: ______________________________________

Homework: ___________________________________

Date: _______________________________________ Grade: __

The theme of the lesson: REVISION 11

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	by the end of	Prev ious -	Pupil’s book,
- to check self-development	the lesson, pu-	ly learned	the DVD of
Developing:	pils will be able	words and	the book
- to encourage pupils to revise	to check self-	structures.
the material they have learnt;	development and
- to give pupils an opportunity	assess their pro-
to assess their progress;	gress on the ma-
- to encourage pupils into fur-	terial they have
ther learning	learnt.

The new theme:

Activity 2 Work in pairs. Ask and write. Objective: to develop speaking skills

STEP 1: Ask the pupils to copy the table in their “i can ...” exercise books.

STEP 2: When everybody is ready with their tables, ask the pupils to write about themselves in “Me” column.

STEP 3: When everybody has finished filling in the column for themselves, ask the pupils to work in pairs and ask each other questions in turns as in the example to fill in the column for their partners.

STEP 4: (if time allows) When everybody finishes, ask some pupils to report about themselves and their partners. For ex- ample: ‘My favourite season is July. Tohir’s favourite season is March,’ etc.

Activity 3a Read and match. Objectives: to develop cognitive skills;

to prepare for the next activity.

The pupils make questions matching the halves as shown in the example.

Answer key: 1) Do you watch cartoons on TV?; 2) Do you play computer games?; 3) Do you like reading books?; 4) Have you got Russian on Friday?; 5) Do you speak English?

Activity 3b Work in pairs. Ask and answer the questions.

Objective: to develop speaking skills

now the pupils will ask the questions in Activity 3a from their partners.

Activity 4 Work in pairs. Ask and write. Objective: to develop speaking skills

Look at Activity 2 above for the instructions. The procedure is the same.

Marking: ______________________________________

Homework: ___________________________________
Date: _______________________________________ Grade: __

The theme of the lesson: Revision 12 I can ...

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	by the end of	Prev ious -	Pupil’s book,
- to check self-development	the lesson, pu-	ly learned	the DVD of
Developing:	pils will be able	words and	the book
- to encourage pupils to revise	to check self-	structures.
the material they have learnt;	development and
- to give pupils an opportunity	assess their pro-
to assess their progress;	gress on the ma-
- to encourage pupils into fur-	terial they have
ther learning	learnt.

The new theme: Progress check 6 There are three tasks for Progress Check 6. Task 1 Choose the correct answer.

Ask the pupils to read and choose the best answer to fill in

the gaps.

Answer key: 1) a; 2) b; 3) c; 4) a

Task 2 Look and match.

The pupils look and match the pictures and words.

Answer key: 1) d; 2) b; 3) a; 4) c

Task 3 Complete.

Ask the pupils to read the phrases and complete the gaps.

Answer key:

A: ‘Can i have a pen?’ b: ‘no, sorry.’

A: ‘Can i have a pen, please?’ b: ‘Yes. here you are

Marking: ______________________________________

Homework: ___________________________________