Ашық сабақ: Colors

Long term plan module: Module 1 My family

Unit 1 Lesson №4 Colors

School: E.Sihimov

Date: 15.10.2020

Teacher’s name: Nusiphan Zeinep

Class:1

Number of present:

Absent:-

Learning objective(s) that this lesson is contributing to:

1.L3 recognize the spoken form of a limited range of everyday and classroom words

1.S3 pronounce familiar words and expressions intelligibly

1.UE3 use basic adjectives to describe people and things

Lesson objectives:

All learners will be able to:

Pronounce key words: red, blue, green, yellow, purple, orange and expressions intelligibly.

Most learners will be able to:

Recognize and use new words on the theme “Colors” and make short statements

Some learners will be able to:

role play the song using phrases stop, get ready, go

Language objectives:

Learners can:

- use basic adjectives to describe people and things

- learn and sing the song Colors;

-role play Traffic lights using phrases stop, get ready, go

- pronounce familiar words and expressions intelligibly

Key words and phrases: colors: red, blue, green, yellow, purple, orange

What color is it? Red! Stop! Stop! Get ready! Go

Useful classroom language for dialogue/writing: oral

Discussion points:

Can you say why there are red, yellow and green colors in the traffic lights?

Writing prompts:

Previous learning

Lesson №3 My family

Plan

Planned timing

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

What will the pupils learn? How will they learn it?

Suggested Teaching Activities

Active Learning activities

Resources

Start (Beginning of the lesson)

Greeting: Teacher greets learners; learners respond to greeting and take their places.

(Activities to revise the vocabulary from the previous lesson.)

FLASHCARDS (3-6)

Put up the flashcards on the board. Point to a family member. Ask a pupil to name it. Ask the rest of the class for verification. Repeat with the rest of the flashcards.

Play the Family song from the previous lesson (Track 08 CD1). Encourage the pupils to sing along.

Middle (of the lesson)

PRESENTATION AND PRACTICE

(Activities to present and activate the new language.)

(D) Teacher presents names of colours through short visual presentation.

DEMONSTRATION VIDEO

Use a presentation animation which repeats words and gives learners plenty of opportunities to produce words.

Pupils pronounce basic words.

Task 1 (I)

Teacher: Listen! Repeat!

Teacher presents the names of colors through a presentation red, blue, green, yellow, purple, orange and pupils repeat .

Descriptor A learner

• Listen to the teacher. Repeat

Assessment. (appreciate)

Task 2(WC)

POSTER

Pupils ’books closed. Put up the Pretty Colours! poster on the board. Point to the colours, one at a time, and say them. The pupils repeat, chorally and/or individually. Ask the pupils to take out their coloured pencils. Name a colour, e.g. blue . Ask the pupils to raise their blue coloured pencil. Repeat with the rest of the colours.

Pupils ’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.

Descriptor

A learner

• The pupils repeat, chorally and/or individually.

Assessment (smiles)

Task 3 (I)

“Quick nod” Learners listen to teacher’s sentences, if it is right they nod “yes”, if it is wrong they nod “no”.

e.g. Is it red?

Is it blue?

Assessment (through observation)

Task 4

“Drawing it in right colour” (GW)

Learners are given a worksheet with a picture of traffic lights. Learners listen to teachers instructions and colour the cirlcles of the traffic lights.

. 1 A: Stop. What colour is it? B: Red.

2 A: Get ready. What colour is it? B: Yellow.

3 A: Go. What colour is it? B: Green

Descriptor

A learner

• Learners listen to teachers instructions

•Color the circles of the traffic lights.

(self-assessment)

Task 4(P ) TPR

Extension activity • For stronger classes: Select a short exchange from the dialogue for the pupils to act out in pairs. Allow them some time to rehearse their exchanges. Have some pairs come to the front of the class and perform their exchanges.

Red! Stop!

Yellow ! Get ready!

Green! Go!

For weaker classes: Ask some pupils to take out their story cutouts. Ask them to shuffle them. Play the dialogue with pauses. The pupils listen and hold up the corresponding cut outs.

Red! Stop!

Yellow ! Get ready!

Green! Go!

Assessment (3 claps)

http://www.dreamenglish. com/englishkidsvideo

Song: Colours, picture dictionaries, CD, flip charts, phonics cards, notebook

(Track 10 CD1)

(Track 11 CD1)

End (of the lesson)

Reflection Self-assessment: Traffic

What is your favorite colour?

How many colors do you know?

Where did we see colours today?

Can you paint pictures with different colours?

Traffic lights cards

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

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

Through questioning and the redirecting of questioning.

Through observation in group and end performance activities

Song, Art, Picture, Visual aids

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 books 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 lessons (consider both teachings and learning)?

1.

2.

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