LESSON: Unit 1 All about me. School: NIS Taldykorgan. CLASS: 1A, C. Learning objectives(s) that this lesson is contributing to. Lesson objectives. Previous learning. Planned activities (replace the notes below with your planned activities). Resources. War

LESSON: Unit 1 All about me Colors				School: NIS Taldykorgan
Date:				Teacher names:
CLASS: 1A, C				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		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 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 ten colours
		Most learners will be able to:
		· recognise and name 7 colours
		Some learners will be able to:
		· recognise and name 10 colours
Previous learning		Greetings and names: greeting phrases: Hello, Hi, How are you? What is your name? Nice to meet you, I’m fine, My name is … His/her name is…
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
5 -10 minutes	Sing Hello Song (Bea) Or just sing-song: Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) Warm up activity - To revise the words his/her T. has students stand in a circle and girls and says his/her pointing to a boy or girl. Then T. can name one S. to practice his/her when T. points to the picture S. should say his/her. S can also say This is blue, etc., pointing to an article of clothing on the person standing next to him/her (review of red, blue, black, yellow, white)					Bea’s Hello Song: Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today We’ll sing a song And play a game, And learn a lot and smile when we say Hello (echo) x2 We’re happy here today!
Middle minutes	MAIN: · T shows colours pink, orange, green, purple, brown and Ss should repeat after the Teacher · T shows the colours and Ss should name without T’s support · T shows the pictures of colourful numbers and starts the sentence Ss should finish e. g.: It is …, It is … etc. · Play a game “Tell the colour” There are flashcards “Colours” on the board, Students close their eyes & at this moment T. takes away one card. Students should find what colour is missing. · Sing a rainbow song · Teacher demonstrates other colours black, white, red, brown, grey and Ss should repeat after the Teacher · T shows the colours and Ss should name without T’s support · Pair work Learners practice with each other at their desks, using their coloured pencils, to pronounce colours intelligibly. Partner A should name a colour and Partner B raises a pencil of that colour, then trade. BE VERY CAREFUL to place a stronger partner with a weaker partner. REVIEW: Have all students raise pencils to review colours, then come stand in a circle. Review “His/Her name is” and then ask them to give a sentence “this is _____”, providing a color card to review all ten colours.					Cards Rainbow song http: //www. youtube. com /watch? v=uTDJiPdz3L0 https: //www. youtube. com/watch? v=BGa3A qeqRy0
End 5 minutes	Reflection Ss. are given further color cards. Ss. should colour and name them to the Teacher (can be completed at home).					Color 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
· 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		· Cross curricular link with Art and Math · Students in pair work learn to be patient and helpful

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