LESSON: My favorite colors

School: ``Engbek``

Date: September, 29

Teacher name: Musabekova Aizhan

CLASS: 1^st A grade

Number present: 12

absent:0

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words.

1.L9 recognise the names of letters of the alphabet.

1.S3 pronounce familiar words and expressions intelligibly.

1. UE3 use basic adjectives to describe people and things.

1.UE6 use demonstrative pronouns ‘it’ to indicate things.

Lesson objectives

All learners will be able to:

• say “Hello, how are you?” and answer differently “I am great, fine, happy, Ok, wonderful today, tired,sad, I’m very well today”

• learn and know the order of colors on traffic lights by making it themselves

Most learners will be able to:

• learn by heart some names of colors through singing a song

• recognise the everyday classroom words

Some learners will be able to:

• recognise and name all colours

• make basic simple statements about objects

Previous learning

Children have learned about five names of colours in English.

Plan

Planned timings

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

Resources

Beginning

Organization moment

• Greeting with children.

To make children make a circle and sing a song ‘Hello, how are you?’

• Dividing into groups.

To divide children into three groups with kinder surprise eggs with red, yellow and green colored candies in them

• New presentation

To make pupils learn how to ask ‘What is your favourite color?’ and be able to answer the questions.

CD/ Tape recorder.

Yellow eggs that can be found in kinder surprise chocolate.

Middle

• Making a circle

To make pupils make a circle and sing a song;

Make a circle big big big

Small small small,big big big.

Make a circle round and round

Round and round, round and round

Make a circle up up up

Down down down, up up up

• Play a game ‘Traffic lights’

To make children make a circle and name them one by one; red, yellow, green. Red, yellow, green…..Then make children change their places saying them “red colors change your places” At this time red colored children have to change their places and it goes on……After that children should match themselves with round colored papers on the table. Then they should follow the teacher’s instructions; First come red colors, then yellow colors and then green colors. And they should sing a song “What color is it?” After singing a song, they should stick round colored papers to their correct places in order to make up some traffic lights.

• Craft work

To make children cut out the members of the family and stick on their fingers by their order then sing a song: ‘Family members’

Daddy finger daddy finger, where are you?

Here I am here I am,how do you do?

Mummy finger, mummy finger where are you?

Here I am here I am,how do you do?

Brother finger, brother finger where are you?

Here I am here I am, How do you do?

Sister finger, sister finger where are you?

Here I am, here I am, how do you do?

Baby finger Baby finger where are you

Here I am Here I am, how do you do?

• Time to speak

To make children put questions to each other and answer.

Classroom routines.

The colored round stickers.

Papers, scissors, papers, glue sticks

CD/ tape recorder

End

To make children to give feedback to the lesson by answering for these questions;

To make children to show the happy sides of smileys if they are really happy if they don’t understand and don’t enjoy the lesson to show sad side of the smileys

• Time to say «Good bye!»

To make children to give feedback to the lesson.

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

• Tasks were formulated at all levels according to Bloom’s Taxonomy levels

Support:

• Questions that do not have right or wrong answers

Challenging:

• Evaluative questions which promote further discussion.

Application questions that allow students to relate the topic to their own lives and experiences.

• through questioning and the redirection of questioning in feedback activities

• through observing how pupils colour objects that are featured in the song

• through formative task

through observing how pupils identify the coloured things from the book

• Cross curricular link with Art and Music, Literature

• Learners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.

Ensure proper ventilation for painting

• Potentially hazardous components include graphite and some pigments in colored pencils

• Students learn to be patient and helpful through pair work

Subject Programme

reference

Learning Objective

Listening

1.L1

Recognise short instructions for basic classroom routines spoken slowly and distinctly

Make the classroom routines according to the teacher’s instructions and stick round stickers to their correct places in order to make up traffic lights: First come red colors, then yellow colors and then green colors. Then pupils should make up some traffic lights by sticking the colorful round stickers on the pictures of traffic lights.

Success Criteria

Learners achieve this Learning Objective, if they

Learners are working towards this Learning Objective, if they

recognise the spoken form of 1-3 basic colors

recognise the spoken form of 1-3 basic numbers

recognise the spoken form of some basic colors

recognise the spoken form of some basic numbers