4. Consolidating of a new theme:
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Review of the lesson, doing exercises, listening to audio files, watching video lessons, movies, reading books, magazines, answering questions.
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5. Marking:
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Marking pupils according to their homework and activities during the lesson.
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6. Homework:
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Ask the pupils to revise Units 1-5 and get ready for the revision lesson.
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Signed by deputy director on educational affairs: _________________________
Date: ___________ Hour:_______
Theme of the lesson:
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Revision 4
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Aims Educational:
Aims Socio-cultural:
Aims Developing:
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Educational:
- to revise the vocabulary
for the topics of Units 1-5 and 7-9
Developing:
- to enable pupils to work
independently to revise the vocabulary
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Competence
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Communicative,Linguistic,Socio-linguistic,Pragmatic
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Type of the lesson:
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Lessons of communication of new knowledge; Lessons of fixation of knowledge and of developing skills and abilities; Lessons of verification and control of knowledge; Lessons of systematization and revision of knowledge; Combined (mixed) lessons; Excursion lessons; Practical lessons.
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Method of the lesson:
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non-traditional
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The lesson equipment:
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Textbook “Kids English”, pictures, Internet, Computers, projector, etc.
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Procedure of the lesson:
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1. Organizational part:
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Greeting. Working with pupils on duty.
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2. Checking for homework and revision of the previous lesson:
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Revision of the words. Pupils remember the words from the past lesson. Checking homework. Marking pupils for their homework.
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3. Explanation of a new theme:
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Activity 1 Play “Throw balls and make sentences”
In advance: 1) stick all the food, fruit and vegetable flashcards the pupils have learnt so far on the board; 2) on separate sheets of paper write the words: always, sometimes, usually, often, never. Then stick them on the right of the board; 3) on separate sheets of paper write the words: breakfast, lunch, dinner. Then stick them on the left of the board; 4) screw up three paper balls.
STEP 1: Make 2 teams. First, demonstrate with Team A. Throw a screwed up paper ball at the flashcards on the board. It hits, for example, the “tomato”. Throw the second screwed up paper ball at the flashcards on the right of the board. It hits, for example, “always”. Then throw the third screwed up paper ball at the flashcards on the left of the board. It hits, for example, “lunch”. Now ask a pupil in Team A to make a sentence with the words that you hit. Help him/her say: ‘I always eat tomato for lunch.’
STEP 2: When everybody understands what to do, explain that one pupil from Team A throws the three paper balls at the three groups of flashcards, a pupil from Team B makes a sentence with the words that were hit. Then the teams change roles.
If a pupil makes a good sentence, he/she wins a point for his team. If not, the team misses a point.
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