LESSON 3: Unit 1 Colours.

School: №11

Date:

Teacher name: Zhetpiskyzy.S.A

CLASS: 1A,Ә,Б,В.

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

1.S3 pronounce basic words and expressions intelligibly

1.S1 make basic personal statements and simple statements about objects

Lesson objectives

All learners will be able to:

• listen and repeat the names of all colours

Most learners will be able to:

• recognise and name some colours

Some learners will be able to:

• recognise and name all colours

Previous learning

Greetings and names

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Beginning

10 minutes

ORGANISATION MOMENT: (BT: apply)

1.Teacher invites learners to stand in a circle and to greet each other, to ask and answer the questions:

What is your name? My name is.....

How are you? I am fine, thank you.

2. Teacher asks learners to guess the topic of the lesson by showing pictures: apple is green, orange is orange, ice-cream is white, taxi is yellow, etc.

Pictures: green apple, orange, ice-cream, grapes, taxi, etc.

Middle

15 -25

minutes

PRE-LEARNING (BT: remember)

1. Teacher presents names of colours through short visual presentation

2.Play a game “Tell the colour” (BT: recognise and apply)

There are flashcards of colours on the board. Learners close their eyes and at this moment Teacher takes away one card. Learners should find what colour is hidden.

SINGNING

1.Learners sing a rainbow song (BT: practice)

PRACTICE ( BT: name and apply)

1. Learners practice with each other to pronounce colours intelligibly. Some of them should name colours to each other and the others should raise named colours.

Video “Colours”

Flashcards: Colours

Rainbow song

Colorful balloons

End

5

minutes

REFLECTION

Teacher: Let`s name and raise colours.

Ex: Name Red and raise a Red pencil.

Colored pencils

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

• Create mixed ability pairs for speaking activity.

• through questioning and the redirecting of questioning in feedback activities

• through observation in pair work

• Art

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?