The theme of the lesson: Colours

School: special correction boarding-school for children with eye disabilities № 5 with violation sight

Date:

Teacher name: KaldybaevaZhanar

Grade : 1 A

Number present: 7

Absent:

Lesson title

Colours

Learning objectives (s) that this lesson is contributing to (link to the Subject programme)

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, to identify colours: to practice basic road safety

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 colours with support

recognise and name six colours with support

Can use demonstrative pronouns this, these, that, those with support

Most learners will be able to:

• listen and repeat the names of all colours with some support

- recognise and name six colours with some support

Can use demonstrative pronouns this, these, that, those with some support

Some learners will be able to:

Can use demonstrative pronouns this, these, that, those without support

Can say correctly names of all colours without support

Assesment criteria

Children knows colours and distinguishes them

Learners are able to use this, that

Language objective

Demonstrative pronouns this, these that, those

Values links

Learners in pair work learn to be patient and helpful

Learners will learn to respect in group work each other

Cross-curricular links

• Cross curricular link with Art and Math

Previous learning

Family members (mother, father, sister, brother…)

Plan

Planned timings

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

Resources

Start 5 min

ORGANISATION MOMENT:

Greetings.

-Good morning, children!

-Good morning, teacher!

-How are you?

-We are fine, thank you. And you?

-I am OK thank you! Take your seat!

Words about family members. to distribute pictures about family members and to ask

Who is … ?

Middle 35 min

MAIN: New lesson.

Learners will watch video about «Colours»

• T shows colours blue, orange, green,red, yellow, brown and Ss should repeat after the Teacher

Group work: Task Matching and find the stickers

yellow

blue

orange

green

red

brown

Formative assessment: Smiles.

Warm up: I have two eyes

Eyes right, eyes left

I have two eyes

Eyes up, eyes down

Play a game “Tell the colour”

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

Pair work

Learners ask and answer about the colors of the traffic lights. Demonstrate this yourself first. Point to number one and ask:

-What colour is it?

-Red. Say : Red Stop! Follow the same procedure for numbers 2-3.

Formative assessment:«2 star and a wish »

Song about Traffic light

-What colour is it?

-What colour is it?

Red,red,red!

The colour is red!

Stop!

-What colour is it?

-What colour is it?

Yellow, yellow, yellow!

The colour is yellow

Get ready!

-What colour is it?

-What colour is it?

Green,green,green!

The colour is green!

Go! What`s this? – This is a traffic light

video about «Colours»

Pictures

stickers

Song: Traffic light

End 5 min

What is your favorite color?

How many colors do you know?

Where did we see colours today?

Evaluation

You were very active today. You did your best today.Thank you!

Colour cards

Additional information

Play a game: T: let’s play a game. You have colorful balloons. You must pass balloons to each other while music is playing. When music will stop, you must say the colour of balloon you have got in your hand.

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?

Health

Health and safety check ICT 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