Educational: - to learn about “thank-you” letters.
Developing: - to enable pupils to read, write and talk about best birthdays; - to enable pupils to write “thankyou” letters; - to enable pupils to read for the main ideas and listen for specific information.
Socio-cultural: - to raise awareness of “thank-you” letters.
Competence: SC1, SC2, LC, FLCC
Learning outcomes: At the end of the lesson pupils will be able to: - read, write and talk about best birthdays; - write “thankyou” letters; - read for the main ideas; - listen for specific information.
Type of the lesson: non-standard, mixed Method of the lesson: group work, pair work Equipment: Pupil‟s Book; the DVD
STEP 1: Ask the pupils to read the letter individually and silently.
STEP 2: In pairs the pupils discuss and write the past form of the verbs in brackets.
Activity 2b Listen and check. 3 min
Objective: to listen for specific information
The pupils listen and check if their answers were correct in Activity 2a.
Activity 3a Write five sentences about your best birthday. 10 min
Objective: to practise writing about best birthday
STEP 1: Ask the pupils to open the Workbook to Page 96 and look at the beginnings of the 5 sentences.
STEP 2: Explain that these beginnings help them make sentences about their best birthday.
Activity 3b Work in groups of 4/5. Read your texts. Say who had the best birthday. 5 min
Objective: to practise talking and listening about birthdays
STEP 1: Make groups of 4/5 pupils.
STEP 2: The pupils in turn talk about their best birthdays they wrote in Activity 3a. The others listen.
STEP 3: The group chooses the one who had the best birthday.
Post-activity
Activity 4 Work in pairs. Complete the sentences. 5 min
Objectives: to raise awareness of cultural information; to practise writing a “thank-you” letter
STEP 1: Explain to the pupils that it is good when you say “thank you” to people who came to your birthday party or other holiday with presents. The best way is to write “thank-you” letter.
STEP 2: Ask the pupils to work in pairs. They complete the sentences using the words in the cloud.
Homework 2 min
Ask the pupils to look at the homework on Page 96. Check that everybody understands what to do with the task. If necessary, explain how to do the homework.
Evaluation. Givingmarks
Educational: - to learn about how to make timelines.
Developing: - to enable pupils to talk about important happenings in own and somebody‟s lifetime; - to enable pupils to report; - to give practice in reading for specific information.
Socio-cultural: - to raise awareness of food and healthy lifestyle.
Competence: SC1, SC6, LC, FLCC
Learning outcomes: At the end of the lesson pupils will be able to: - talk about important happenings in own and somebody‟s lifetime; - make own timeline; - report on results; - read for specific information.
Type of the lesson: non-standard, mixed Method of the lesson: group work, pair work Equipment: Pupil‟s Book; the DVD
TECHNOLOGICAL MAP OF THE LESSON:
№
Part of the lesson
Tasks
Time
1
Organizational
Moment
-to greet pupils.
- to check up the register
5 min
2
Repeating last lesson
- to give pupils some questions about last lesson. – to ask words from previous lesson
5 min
3
Explaining new theme
- to explain to pupils new vocabulary and theme
20 min
4
Consolidating new theme.
- to consolidate new theme and new words of the theme.
10 min
5
Marking.
- To mark pupils
5 min
6
Homework.
- Giving homework.
The Procedure of the lesson:
Organizing moment: - Greeting.
Checking theregister
Checkinghomework
Pre-Activity
Activity 1 Listen and sing. 7 min
Objectives: to warm up by singing the song; to check homework
STEP 1: Play the DVD. Ask the pupils to listen to the song and sing it. Look at Unit 5 Lesson 1 Activity 1 for the DVD script.
STEP 2: Checking homework. The pupils work in pairs to check the instructions about what must or must not be done at the table.
Mainpart
Activity 2a Work in pairs. Ask and answer. Complete Malika‟s timeline. 10 min
Objective: to give practice in talking about happenings in a person‟s lifetime
STEP 1: Explain to the pupils what the life timeline is. Introduce the new words “timeline” and “happen”. Like the one in the picture draw a horizontal line on the board, put a dot a little further from the starting point of the line, write a date under the dot, draw a vertical line above the dot and write a „happening‟. Put another dot a little further from the first dot, write another date under it, draw a vertical line under the date and write another „happening‟, etc. Help the pupils understand that a timeline helps you know when something happened.
STEP 2: Info gap activity. The pupils work in pairs. Ask Pupil A to look at the timeline on Page 34, and Pupil B on Page
STEP 3: Ask the pupils copy their timelines into their exercise books.
STEP 4: Then explain that they should ask and answer in turn as shown in the example and complete the missing information.
