Unit our family is big. Lesson I've got two sisters

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Unit 2 My relatives. Lesson 5. REVISION

Aims	Learning out­comes	Vocabulary and structure	Required equipment
Educational: - to revise the words relat­ed to family members and relatives Developing: to enable pupils to say family members and rela­tives; to develop the pupils' speaking and writing skills; to enable pupils to assess their knowledge, skills and overall progress Socio-cultural: to raise awareness of saying family members and relatives	By the end of the lesson, pupils will be able to: - talk about their relatives and their pro­fessions	Recycling the vocabulary on the topics of relatives and professions	Pupil's book, Workbook, the DVD, separate flashcards: grandmother, grandfather, mother, father, sister, brother; flashcards: farmer, fire­man, teacher, writer, doc­tor, secre­tary, driver

Activity 1 Play "Find the pictures".

Objectives: to warm up;to revise the previously learnt vocabulary.

Steps: Interaction Whole class

Advance preparation: Before the lesson, you musthide flashcards describing family members, relativesand professions everywhere in the class.Say: 'Stand up, please. Good morning, class.' Usegestures so the pupils stand up.Say: 'How are you?' Get the answers from the pupils.Say: 'Sit down, please.' Use gestures so the pupils sitdown.Say: 'There're some hidden pictures in the class. Find these pictures.'Say: 'The pictures are on the window sills, under/ on the desks, on the table and on the wall.' Use gestures to show the places. Say: 'When you find the pictures, name the picture and give it to me'.After gathering all the pictures, show the pictures one by one to the class and encourage the pupils to name them.

Activity 2 Work in two teams. Choose and say.

Objective: to consolidate all the material of Unit 1 and 2

Steps: Interaction Team work

STEP 1: Divide the class into two teams. Show the pupils the textbook and say: 'Take out your books.' Make sure all the children have their Pupil's Book. Say: 'Open your books on Page 14.' Point to Activity 2. Use gestures and wait for all the children to open their textbooks.STEP 2: Explain that the teams do the tasks in turns. Say that they will have 1, 2, 3 or 4 points to the each correct answer according to categories. STEP 3: To begin the game demonstrate with one team. Ask a team to choose a category and points. For example, a pupil from team A chooses the first category (My relatives) and Point 10. S/he must say the sentence "I have got an aunt" and if there is a mistake (for example, a pronunciation mistake) in

his/her answer, the point will be lower. If that pupil does not know the answer or cannot do the task, his/ her team may help with it. If the answer is not correct, the turn of the game goes to the opponent team. Tills team tries to do the task, and then it will be their turn to choose a category and get points, etc. The loams must earn as many points as possible making up sentences. After each answer, put (write) a mark on the board. At the end of the game, count marks and choose the winner team. 10 Points: Say sentences about relatives, e.g. I've got an aunt (two aunts). 20 points:Make sentences about relatives and their jobs,e.g. My uncle's a driver. He's tall.Points:Compare your relatives.e.g. I'm stronger than my cousin.

Activity 3 Find 14 words and write.

Objective: to consolidate the words about relatives and jobs

Steps InteractionIndividual work

Say: 'Look at Activity 3 and find 15 words about relatives and jobs.'Say: 'Open your copybooks.' Use gestures and wait for all the pupils to open the copybooks. Say: 'Write the words.' Use gestures to show what to do. Go round the class and see how well the pupils write. Help if necessary. Write on the board as an example: teacher Answer keys:

farmer, teacher, grandad, brother, mum, granny, driver, aunt, uncle, doctor, writer, mother, sister, secretary

thisorganizational moment and ensure that every pupil has a copybook. You can title this copybook as "Revisions & I can..." just "Revision exercises" or something else you can think of.

Activity 4 Work in pairs. Do the quiz "I can Objectives: to revise the material studied in Units 1 and 2;

to train pupils to be able to assess their knowledge skills and overall progress;to let pupils see how much they can do in English; to encourage them into revising the material t have not learnt properly.

The pupils work in pairs. This quiz does not test memory - it a learning opportunity, so the pupils should be allowed to use the Pupil's books and Workbooks.They discuss the answers and, where necessary, write them their "I can ..." exercise books. You can go round and check what pupils have written.

Note: This is the first time the pupils are doing "I can ..." exercises in Year 3. Beginning from this revision, "I can..." exercise will appear in all revisions throughout the book. The "I can..." exercises give pupils opportunity to assess how well they have learn themselves during the units. They also give pupils chance to find out their weaknesses and work on them. If a pupil thinks s/he does not know something or has forgotten this or that material they learned during the units, it must not frighten them. They still have chance to look through the unit and remember the language or ask their friends for help. You can ask the pupils to do half of these exercises, especially speaking ones at school and the other half, especially the writing tasks at home as homework.

To do these activities, pupils are asked at first to see (assess) if they really have knowledge in that field of language. If they think they have, then they are again asked to do a particular task to prove their knowledge and skills.

Note: You are recommended to collect the pupils' works the next lesson to see how well your pupils have handled the tasks. Do not forget that this activity is mainly for self-assessment and not for grading or marking.