План урока "Сolors" 2 класс
Short term plan
Lesson plan
Long-term plan unit:
1 All about me
School:
Date:
Teacher name:
Grade:1
Number present:
absent:
Theme of the lesson: colors
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.UE3use basic adjectives and colours to say what
someone/something is or has
Lesson objectives
All learners will be able to:
- Learn the names of basic colors;
- Use colors to describe things;
Assessment criteria
Learners have met the learning objective (1.UE3) if they can:
Recognize and use colors to describe the things.
Value links
Respect
Cross curricular links
Math
ICT skills
Using videos/PPT
Previous learning
Greetings, personal information
Plan
Time
Planned activities
Resources
Beginning
5 min
(W)
Organizational moment
- Teacher greets students; students respond to
greeting and take their places.
- As a warming up learners sing good morning
song.
https://www.youtub
e.com/watch?v=me
bfKDQ4dLo
Middle
10 min
(I/W)
10 min
(W/I)
- Introduce colors.
- Go through the PPT and chorus the words.
- Give learners colors vocab. worksheet to glue
into their ABC books.
Play "Color Stand Up and Jump"
Pass out colored papers, 1 color per student. Tell
your students to sit down. Say a color (e.g. "blue") and
the students holding that color have to quickly stand up,
jump and then sit down. Start off slowly and get faster
PPT/ colourful
papers
10 min
(I/W)
and faster
Sing “Rainbow song” as a class.
- Pass out colors worksheet.
- Ask learners to color the gaps with appropriate
colors
- Check as a whole class.
PINK
Brown
RED
PURPLE
WHITE
GREY
YELLOW
BLACK
GREEN
BLUE
ORANGE
BEIGE
https://www.youtub
e.com/watch?v=tR
Ny2i75tCc
End
5 min
(W)
Feedback
Students share opinions if they liked/disliked the lesson
by putting their thumbs up/down and explaining the
reasons using simple language
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
For less able students
teacher may provide in L1
for better understanding
and memorizing.
To challenge more able
students teacher may
organize face-to-face
dialog with various types of
greetings and personal
questions
By means of oral
formative assessment –
students work in pairs
making dialogs – teacher
monitors for assessment
• Work with the SMART board
not more than 10 minutes
• Monitor classroom space
when students start moving
around
• Make short breaks while
writing
• Use water based markers
Reflection
Were the lesson
objectives/learning
objectives realistic? Did all
learners achieve the LO?
If not, why?
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 achievements/difficulties of
individuals that will inform my next lesson?
