LESSON:

School:

Date:

Teacher name: Duisembayeva

Class: Grade 1

Theme: Colors and size

Number present:

Absent:

Learning objectives(s) that this lesson is contributing to

1. UE9 use common present simple forms [positive, negative and question] to give basic personal information;

2. S5 produce words in response to prompts;

3. L3 recognize with support simple greeting recognize the spoken form of a limited range of basic and everyday classroom words;

Lesson objectives

All learners will be able to:

• Identify at least 2 words from the list of new words;

• Recognize all the words and match at least 2 of them

• Make 1 sentences what color are animals and its size

Most learners will be able to:

• Identify at least 4 words from the list of new words

• Recognize all the words and match at least 4 of them

• Make 3 sentences what color are animals and its size

Some learners will be able to:

• Identify at least 6 words from the list of new words

• Recognize all the words and match at least 6 of them

• Make 5 and more sentences what color are animals and its size

Language objective

Learners can:

By the end of the lesson learners will be able to know about colors of pets and animals and their size

Key words and phrases:

Black, brown, white, pink, big, small;

Useful classroom language for dialogue/writing:

Discussion points:

Is this cat small?

Is it a brown?

Can you say, what is your favorite color?

Black, brown, white, pink, big, small;

Writing prompts:

My favorite color is ….. .

My favorite colors are ….., ….., …… .

Previous learning (2 min)

Colors and size (big, small)

Plan

Planned timings

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

Resources

Start (10 min)

Organization moment:

Hello, boys and girls!

How are you?

Warm up:

(Phoneme manipulation) individual work

_at, do_, m_use, rab_it, fis_,

Cards with words

Middle

(23)

I. Demonstration

• Teacher presents, using visuals, new words:

black, brown, white, pink, big, small

II. Learners must listen to the teacher and color the pictures (listen and do) (group work)

E.g.:1) It is a big black dog.

2)It is a small brown cat

3)It is a big brown rabbit

4)It is a small black mouse

5) It is a small pink fish

Formative assessment: learners get with traffic lights

III. Learners are given worksheets with pictures of animals. They must circle the right answer (individual work)

It is brown? Yes, it is./No, it is white

It is big? Yes, it is./No, it is small

IV. Sing the song “ Where’s the rabbit?” (Song techniques with young children)

V. Blending

Kcabl, bornw, hitew, igb, slaml, inpk,

Active board

Cards with picture, pencils,

Colored cards

worksheets with pictures of animals and “Yes”, “No” answers

End

(7 min)

Revision of the names, colors and size of animals:

• Play “Flashcard touch” and “The missing flashcard” game.

Keep the flashcards on the floor or on the desk. Tell your learners to sit around the flashcards on the floor and to put their hands up in the air. Say a flashcard (e.g. “horse”) and learner have to quickly touch the correct card. Play a few rounds. After that, tell your students to close and to cover their eyes. Turn over one of the cards. Say, “ Open your eyes”. The learners have to shout out the missing card

Feedback

Learners share with their opinions if they liked / disliked the lesson by putting their thumbs up/down

Cards with pictures

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?

A level tasks: Learners can answer the divergent question and make short dialogues

B level tasks: Learners can define colors and size, find missing letters, call and translate the words

C level tasks: Learners can recognize, define and colorize pictures with prompts

Cross – curricular links Health and safety check ICT links

Values links

Worksheet sort

Most support: use both images and words with missing letters;

Some support: use only pictures and draw it.

Peer and self – assessment

Music, 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.

The lesson objective were realistic and I achieved the lesson

Learners achieved lesson and learning objectives

My planned differentiation worked well

I stuck to timings

I added song techniques with young children at the middle part of the lesson

Summary evaluation

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

• Using phonetic activities helps to improve pronunciation

• Describing pictures gives learners to think and to speak English

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

• I think for the lesson I must give them time for challenging tasks

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

• I think I should prepare tasks for couples more