Date: Grade: The theme of the lesson

Pupil A: ‘it’s six thirty. (shows the clock face)
Pupil B: ‘it’s time to get up.’


Marking: ______________________________________
Homework: ___________________________________
Date: _______________________________________ Grade: __

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.