My favourite colours

Long-term plan unit:

Module 1 Unit 1

School: 18

Date: 27.11.2019

Teacher’s name: Kaiyrmanova Guldana

Grade: 1 “A”

Number present:

absent:

Theme of the lesson: Colours

Learning objectives that this lesson is contributing to

1.UE3, use basic adjectives and colours to name colours

1.L3, recognise with support simple greetings

1.S3, recognise the spoken form of a limited range of basic and everyday classroom words

1.S1pronounce basic words and expressions intelligibly, make basic personal statements and simple statements about objects

Success criteria

All learners will be able to:

• Identify colours

• Recognize Teacher’s instructions

Most learners will be able to:

• Identify colours

• Recognize Teacher’s instructions

• Ask and answer questions about colours

Some learners will be able to:

• Identify colours

• Recognize Teacher’s instructions

• Ask and answer questions about colours

• Talkaboutbasicroad safety

Lesson objectives:

Learners have met the learning objective (R1) if they can:

To identify colours, to practice basic road safety;

Cross-curricularlinks

PSHE education

ICT skills

UsingTeachers Multimedia Resource pack

Class CD1

Previous learning

Plan

Planned timings

Planned activities

Resources

Technique of FA

Beginning

5mins

• Put up the family flash cards on the board. Ask a pupil to name it. Ask the rest of the class for verification.(I)

• Play the family song. Encourage the pupils to sing along.

CD1.Track 08

Middle

25mins

• Ask the pupils to take out their coloured pencils. Name a colour, Egblue.Ask the pupils to raise their blue colour pencil. Repeat with the rest of the colours.(W)and (I)

• Play the CD.

The pupils listen, point to the pictures

and repeat the words. Play the CD again pausing after each word. (W)and (I)

• Set the scene by asking the pupils questions about what they can see in the pictures. Play the CD. The pupils listen and follow in their books.

Play the CD again with pauses for the pupils to repeat. (W)or (I)

• Ask the pupils take out their red, yellow and green colouredpencils.The pupils listen and colour in the traffic light.Point to the number one and ask: What colour is it?

Elicit: Red.Say: Red! Stop! Follow the same procedure for numbers 2-3.Allow the pairs some time ask and answer the questions.

• Show red colour pencil and ask what colour is it? Then say: Red! The colour is Red! Stop! The pupils repeat after you.

Play CD. The pupils listen to the song and sing chorally.

CD1.Track 10

CD1.Track 11

CD1.Track 12

CD1.Track 13

End

5 mins

Ending the lesson:

Draw a simple sketch of a traffic light on the board. Ask a pupil

to come the board and ask: What colour is it? Put one of the circles on the traffic light.It’s…..

Circles, sketch of a traffic light

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?

Health and safety check
ICT links

Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard

More able students – independent work on definite tasks with little/no support

through observation

• Work with the SMART board not more than 10 minutes

• Usewaterbasedmarkers

• Ensureproperventilation

• Checksockets’ safety

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?

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?