Visual arts: Colour.

LESSON: Unit 1 Lesson 9

CLIL. Visual arts: Colour.

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C8 C9 S5 W3 L6 S6 S7

Lesson objectives

All learners will be able to:

identify some specific information in speaking about colours and use some target vocabulary and structure accurately in writing task describing a picture with support

Most learners will be able to:

identify most specific information in speaking about colours and use most target vocabulary and structure accurately in writing task describing a picture with support, giving a meaning to each colour.

Some learners will be able to:

identify all specific information in speaking about colours and use most target vocabulary and structure accurately in writing task describing a picture with support, giving a meaning to each colour using critical thinking analyses.

Previous learning

basic vocabulary for describing a picture / biography of a painter/ Present Simple

Plan

Planned timings

Planned activities

Resources

Teacher
Notes

Beginning the lesson

L6

5min

1.Leading-in stage (W)

Teacher wants to know the mood of learners and asks them, “What color are you today?” Learners tell teacher what color describes today’s mood.

Ss sing a song " I see green, I see yellow".

• Learners should guess the topic of the lesson by singing a song.

• The teacher introduces the objectives of the lesson.

CD class

Main Activities

W3

C8

C9

S6

S7

Lead-in (W, I)

To revise the vocabulary of colours students are asked to write 3 adjectives to describe pictures from presentation, naming colours of some objects.

Whiteboard

Ex1.p.17 ( match the words with colours)

blue ,orange, green, purple, red, yellow.

Pre-listening (W, P)

Before listening to the text about colours, learners try to guess the second meanings of some words: warm, cool, primary, secondary, complementary, contrast.

Students match the meanings with their pictures using dictionaries or the internet. They compare their answers with the pairs and check as a whole class.

Listening (I)

Learners write the missing words in the sentences (Ex.2 p.17). Ss do it individually, then discuss the sentences in pairs.

Writing (I)

Students complete the sentences looking at the pictures. Ex.3 p.17

Ask Ss to describe any picture from the board, speaking about colours and some words of a painter.

" Sunflowers"

Винсе́нт Ви́ллем ван Гог (Vincent Van Gogh) — нидерландский художник-постимпрессионист, чьи работы оказали вневременное влияние на живопись XX века.

Whiteboard

Writing worksheet

Video presentation

s.

Ending the lesson

S6

Ask some Ss to describe a picture of V. Gogh Ss can display their texts to the class. Ex.4 p.17

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 link

Art, Social Studies, Area Studies

monitor less able groups in writing task and provide support through further modelling and providing sentence starters

use thumbs up and down technique and follow up questions to check comprehension

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

challenge more able learners to write a text in two distinct paragraphs

highlight errors in text in pencil for learners to self-correct before display a picture

ICT links

Projector or Smart board for showing a presentation, searching information in the internet

More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.

• Observe learners when participating in speaking. Did each learner contribute to the speaking and discussion? If not, why not?

Values links

Cooperation, respect to each other, functional literacy,

support the friends/ classmates