| LESSON: 5 Colours | School: |
| Date: 17.09.2020 | Teacher name: Omerzakovna Kymbat |
| CLASS: | Number present: | absent: |
| Learning objectives(s) that this lesson is contributing to | UE3 use basic adjectives and coloursto say what someone /something is or has L3 recognise the spoken form of a limited rangeof basic and everydayclassroom words |
| Lesson objectives | All learners will be able to: |
Name the colours Identify colours |
| Most learners will be able to: |
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| Some learners will be able to:
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| Previous learning | My family |
| Plan |
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources |
| 10 minutes
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ORGANISATION MOMENT: Work with flashcards. Put up the flashcards on the board. Point to the family members. Ask a pupil to name it. Ask the rest of the class for verification. Play the Family song |
CD Track 08 |
| 20 minutes
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PRE-LEARNING Put up the Pretty Colours poster on the board. Point to the colours, one at a time, and say them. Ask the pupils to take out their coloured pencils. Name a colour, e.g blue. Ask the pupils to raise their blue coloured pencil. Play the CD. The pupils listen, point to the pictures and repeat the words. Audioscript: red, blue, green, yellow, purple, orange Let’s listen! Set the scene by asking the pupils questions about what they can see in the pictures. Listen and colour. Sing the Colours song |
CD Track 10
CD Track 11
CD Track 12 CD Track 13 |
| 5 minutes |
ENDING THE LESSON: Draw a simple sketch of a traffic light on the board. Ask a pupil to come to the board and ask What colour is it? Put one of the circles you have prepared on the traffic light, e.g the green one. The rest of the class says: It’s green, go. The pupil follows the instruction.
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| 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 |
| | through questioning and the redirecting of questioning in feedback activities through observation in pair work
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| 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. |
| Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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