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Module 1. Lesson 3. Shapes

Draw the shapes in the air, one at a time, and say the corresponding word for each. Repeat one more time. Then say a shape and ask individual pupils to draw it in the air. Play the Shapes Song from the previous lesson (Track 07 CD1). Invite the pupils to sing along.

Pupils’ books closed. Put up the flashcards on the board, one at a time, and name the colours. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to name the colour. Ask the rest of the class for verification. Point to various items in the classroom. Ask: What colour is it? Elicit their colours. Pupils’ books open. Play the CD. The pupils listen, point to the pictures, and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.

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«Module 1. Lesson 3. Shapes»

Lesson plan

LESSON: Module 1 Lesson 3		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	L1 L4 L6 S2 S3 S4 R6 UE4 UE5
Lesson objectives	All learners will be able to:
	respond to some prompts correctly and recognise most written words in the story
	Most learners will be able to:
	respond to most prompts correctly and understand most elements of the story
	Some learners will be able to:
	respond to all prompts correctly and complete comprehension activities with only limited support
Previous learning	names of shapes and colours What colour is it? It’s
Plan
Planned timings	Planned activities		Smiles Resources		Teacher Notes
Beginning the lesson S3	Draw the shapes in the air, one at a time, and say the corresponding word for each. Repeat one more time. Then say a shape and ask individual pupils to draw it in the air. Play the Shapes Song from the previous lesson (Track 07 CD1). Invite the pupils to sing along. Pupils’ books closed. Put up the flashcards on the board, one at a time, and name the colours. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to name the colour. Ask the rest of the class for verification. Point to various items in the classroom. Ask: What colour is it? Elicit their colours. Pupils’ books open. Play the CD. The pupils listen, point to the pictures, and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.		Track 07 CD1 FLASHCARDS (9-14)

Presentation and practice L6 S2 S4 UE5 L6 S3 L6 R5	Step 1 Listen and colour (activity 9) Elicit the shapes from the pupils. Ask them to take out their green, yellow, blue and red coloured pencils. Play the CD, twice if necessary. The pupils listen The pupils then work in pairs. One pupil thinks of one of the shapes. The other pupil asks for its colour to find it. Then they swap roles. Demonstrate this yourself first. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.		Track 10 CD1
	Step 2 Let’s sing! (activity 10) Gesture and say: Goodbye, goodbye. The pupils repeat after you. Then mime and say: Bye-bye and see you soon! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and follow along in their books. Play the song again. The pupils listen and sing along.		Track 11 CD1
	Step 3 Listen and Read (activity 11) Refer the pupils to pictures in the dialogue and set the scene. Play the CD and ask the pupils to listen and follow the dialogue in their books.		Track 12 CD1
	Step 4 Circle the Right Word (activity 12) Explain the activity. The pupils look at the pictures, read the dialogue silently and circle the right word. Allow the pupils some time to complete the activity. Check their answers. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Assign roles and ask individual pupils to read the dialogue out loud.
Ending the lesson L1	Ask the pupils to take out their red, blue, green, yellow, orange and pink coloured pencils. Name a colour. Ask the pupils to raise their corresponding coloured pencils. Repeat with the rest of the colours.
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
differentiate in story/dialogue follow-up tasks have story picture cards and ask stronger learners to remember who says what in the story and weaker learners to name characters, colours and objects		check question formation and pronunciation when learners model their Step 1 dialogue interactions.		ICT links: source an appropriate interactive shape or colour game for learners to do and project to whiteboard for learners to do as a whole group with different learners taking turns at the keyboard.