Цвета на английском (1класс)

LESSON: Unit 1 All about me

Colours

School: Azat

Date: 19.09

Teacher names: Kakharov Iminzhan

CLASS:

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

1.S3 pronounce basic words and expressions intelligibly

1.S1 make basic personal statements and simple statements about objects

Lesson objectives

All learners will be able to:

• listen and repeat the names of all ten colours

Most learners will be able to:

• recognise and name 7 colours

Some learners will be able to:

• recognise and name 10 colours

Previous learning

Greetings and names: greeting phrases: Hello, Hi, How are you? What is your name? Nice to meet you, I’m fine, My name is … His/her name is…

Plan

Planned timings

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

Resources

5 -10 minutes

Sing Hello Song (Bea)

Or just sing-song:

Hello, (echo)

How are you? (echo)

I’m fine (echo)

Thank you (echo)

Warm up activity

- To revise the words his/her T. has students stand in a circle and girls and says his/her pointing to a boy or girl. Then T. can name one S. to practice his/her when T. points to the picture S. should say his/her. S can also say This is blue, etc., pointing to an article of clothing on the person standing next to him/her (review of red, blue, black, yellow, white)

Bea’s Hello Song:

Hello (echo) x2

We’re happy here today

Hello (echo) x2

In English class today

We’ll sing a song

And play a game,

And learn a lot and smile when we say

Hello (echo) x2

We’re happy here today!

Middle

20

minutes

MAIN:

• T shows colours pink, orange, green, purple, brown and Ss should repeat after the Teacher

• T shows the colours and Ss should name without T’s support

• T shows the pictures of colourful numbers and starts the sentence Ss should finish e.g.: It is … ,

It is … etc.

• Play a game “Tell the colour”

There are flashcards “Colours” on the board, Students close their eyes & at this moment T. takes away one card. Students should find what colour is missing.

• Sing a rainbow song

• Teacher demonstrates other colours black, white, red, brown, grey and Ss should repeat after the Teacher

• T shows the colours and Ss should name without T’s support

• Pair work

Learners practice with each other at their desks, using their coloured pencils, to pronounce colours intelligibly. Partner A should name a colour and Partner B raises a pencil of that colour, then trade. BE VERY CAREFUL to place a stronger partner with a weaker partner.

REVIEW: Have all students raise pencils to review colours, then come stand in a circle. Review “His/Her name is” and then ask them to give a sentence “this is _____”, providing a color card to review all ten colours.

Cards

Rainbow song

http://www.youtube.com /watch?v=uTDJiPdz3L0

https://www.youtube.

com/watch?v=BGa3A

qeqRy0

End

5 minutes

Reflection Ss. are given further color cards. Ss. should colour and name them to the Teacher (can be completed at home).

Color cards

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

• Create mixed ability pairs for speaking activity.

• Stronger Students can support weaker Students in pair work

• through questioning and the redirecting of questioning in feedback activities

• through observation in pair work

• through revising a covered material in warm up activity

• Cross curricular link with Art and Math

• Students in pair work learn to be patient and helpful