План урока по английскому языку

Name:

Colours

Date:

28.10.23

Length:

35 minutes

Age group :

5-6 years

Level

A1 (Beginner)

Tutor:

Davlyud Polina

Main Aim:

The primary aim of the lesson is to enable students to identify and name basic colors, and to associate colors with objects in their environment through engaging, activities.

Topic:

Colours

Language Aim: By the end of the lesson children will have…

Students will Learn and practise the English names for 6 colours. Also they will develope basic vocabulary related to colours and practise using the colours in simple sentences.

Personal Aims: Teaching skills YOU want to improve on or try in this lesson; use feedback and reflection from your previous lesson

1. To create a vibrant and welcoming learning space where every student feels confident to join in.
2. To keep the energy high and the learning flowing, guiding students through exciting activities.
3. To spark imagination and let students express themselves through colourful art and sensory exploration.

Materials: Write what materials you are using and where (what book, internet site, etc.) the information comes from. You must reference all handouts, and attach a copy of each with your plan. (Example reference: Headway, Liz and John Soars, Oxford University Press, 2009, p. 46.)

Visuals: Color flashcards, color charts, pictures of animals.

Extra materials : coloured pencils, pens or crayons, etc.

Art Supplies: Crayons, colored paper.

Sensory Materials: Colorful sheets with animals.

Games: Color matching games

Anticipated Problems and Solutions Very specific problems and solutions in regards to classroom management of a particular stage. Think about individual learners, logistics of the lesson, classroom management techniques, and groupings.

Problem

Solution

P1: Individual Learner Engagement:

Students may have difficulty pronouncing the English colour words.

P2: Logistics of the Lesson: Limited resources for art activities.

P3: Classroom Dynamics: Students might get too enthusiastic during energetic activities, which can cause disruptions and make it challenging for them to focus during calmer tasks.

S1: Provide individual pronunciation support, using repetition, clear articulation, and visual aids (flashcards).

S2: Encourage sharing of materials and provide clear instructions to minimize waiting time.

S3: Establish clear behavior expectations at the start of each activity and utilize positive reinforcement to promote good conduct.