Module 1 Colours

Long term plan module: Module 1 My family Lesson №4 Colours

School:

Date:

Teacher’s name:

Class:1

Number of present:

Absent:-

Learning objective(s) that this lesson is contributing to:

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S3 pronounce familiar words and expressions intelligibly

1.UE3 use basic adjectives to describe people and things

Lesson objectives:

All learners will be able to:

pronounce key words: red, blue, green, yellow, purple, orange and expressions intelligibly.

Most learners will be able to:

sing a song Traffic lights to music with pleasure.

Some learners will be able to:

role play the song Traffic lights using phrases stop, get ready, go

Language objectives:

Learners can:

- use basic adjectives to describe people and things

- learn and sing the song Colours;

-role play Traffic lights using phrases stop, get ready, go

- pronounce familiar words and expressions intelligibly

Key words and phrases: colours: red, blue, green, yellow, purple, orange

What colour is it? Red! Stop! Stop! Get ready! Go

Useful classroom language for dialogue/writing: oral

Discussion points:

Can you say why there are red, yellow and green colours in the traffic lights?

Writing prompts:

Assessment for Teaching

Criteria based assessment

Assessment criteria:

Answer the question What colour is it? clearly

Descriptor: A learner

 names the colours of the traffic lights and other objects appropriately;

sings the Colours

How to overcome barriers in learning English

-Scaffold learners if necessary

-Ask more questions

-Smile, create a favorable atmosphere in class

-Use English and their mother tongue to start

Previous learning

Lesson №3 My family

Plan

Planned timing

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

What will the pupils learn? How will they learn it?

Suggested Teaching Activities

Active Learning activities

Resources

Start (Beginning of the lesson)

Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Warming up: Is it a drawing game? The teacher begins to draw on the board. He/She may draw a line, circle, (a father, a mother… )etc., but only part of the drawing. Then the learners guess, “Is it a ….?” After a few guesses the teacher or the learner draws another small part of the drawing and learners guess again. The process continues until the learners guess correctly. Revising the previous lesson: My Family

Middle (of the lesson)

D) Teacher presents names of colours showing pictures, objects in the classroom.

P) Learners listen and repeat them after the teacher. Then teacher names one colour, learners touch that object in classroom or clothes of their classmates, then say the colours in feedback.

W) Learners listen to the Colour song and name colour cards according to the teacher’s instructions.

Learners are given a worksheet with a picture of traffic lights. Learners listen to teachers instructions and colour the cirlcles of the trafficlights.

W) Learners learn and sing along to an animation of the Colour song.

G)Teacher role plays together with learners Traffic lights using phrases stop, get ready, go

http://www.dreamenglish. com/englishkidsvideo

Song: Colours, picture dictionaries, CD, flip charts, phonics cards, notebook

End (of the lesson)

Reflection Self-assessment: Traffic lights

Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.

Traffic lights 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

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 books 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 lessons (consider both teachings and learning)?

1.

2.

What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?