LESSON: Unit 2 My school

Colours and size

School: Narkyzyl Secondary middle school

Date: 10.01.2020

Teacher name: Konekbayeva F.M

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.S3 pronounce basic words and expressions intelligibly

1.S5 produce words in response to basic prompts

11.L3recognise the spoken form of a limited range of basic and everyday classroom words

UE3 use basic adjectives and colours, size

Lesson objectives

All learners will be able to:

• pronounce basic words denoting animals

• recognisebasic size

• recognise basic colours

Most learners will be able to:

• produce words in response to basic prompts

• understand the meaning of new words

• recognize basic colours and size

Some learners will be able to:

• respond appropriately to some questions

• use some short answer forms correctly

• recognize basic colours and size

Previous learning

Pets, colours

Plan

Planned timings

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

Resources

Beginning

Prior Knowledge- Pupils recognize simple greetings

(activities to revise the vocabulary from the previous module)

Ask the students listen to the animal noises and guess the animal. The first pupil to guess correctly comes to the front of the classroom and continues with another animal.

Play the My Pets song from the previous lesson. Encourage the pupils to sing along.

Video CD “Hello”

Animal sounds

CD track 45

Middle

Presentation: Put up the flashcardsone at a time on the board and name the colours. (black, brown, white and pink) The pupil repeat, chorally, and individually. Then point to each flashcards in random order. Ask individual pupils to name the colours. Ask the rest of the class for verification.

Then point to big and small and have the pupils repeat after you chorally, and individually. Then point to various items in the classroom. Ask: What colour is it? Is it big? Is it small? Elicit the answers.

Pupils open the book. 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 individually.

READ AND COLOUR. Play the guessing game!

Refer the pupils to the pictures and elicit the words, i.e. what animal it is, if it is small or big. Explain the activity. The pupils read the sentences and colour in animals accordingly. Allow the pupils some time to complete the activity. Check the pupil’s answers.

Explain the game. Think of an animal. The pupils, in teams, try to guess which animal it is by asking questions about its size and colour. Each correct guess wins a point. The team with the most points wins. E.g.: teacher (thinks of the dog)

Pupils: is it small?

Teacher: No

Ppupil: is it big

Poster My Pets, Flash cards: a dog, a mouse, fish, a rabbit, a cat

Book, CD 47

Worksheet

Sing a song

Ask to pupils point to the rabbit and say: this is my rabbit! Where is the rabbit? Look around! The pupils repeat after teacher.

Play the CD. The pupils listen to the song. Play the song again. The pupils sing along.

CD My Pets! song

Let’s listen!

Set the scene by asking the pupils questions about what they can see in the picture. Point to the picture ask to pupils :look! A magic school! What are these? Rabbits!

Play the CD and ask the pupils to listen and follow along in their book.

CD

MY LETTERS

Put up the My ABC poster on the board. Point to the letter o,p and say [ou,pi] the pupils repeat after teacher. Point the letter and ask the pupils to say the sound

Point to the picture of the queen and say Qq [ku:]

TRACE letter

The pupils trace and then write the letter Qq

Point to the picture of the rabbit and say Rr [a:]

TRACE letter

The pupils trace and then write the letter Rr

Poster My ABC

End

Activity 2. in the activity book at page 45. Ask pupils look at the animals. Then circle the same size animals and tick small or big.

Answer key:

1 big dog

2 small fish

3 Big cat

4 small mouse

Activity book at page 45

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