Sana: ___________ Sinf: ____________ Soat: _
Lesson What colour is it?
Objectives
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Learning outcomes
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Vocabulary and structure
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Required equipment
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Educational:
- to learn how to say one has a toy
Developing:
- to enable pupils to speak about colours and toys
Socio-cultural:
- to raise awareness of the ways of saying one has a kind of toy;
- raise awareness of the pronunciation of the sounds [] and [].
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By the end of the lesson, pupils will be able to:
- speak about colours, toys;
- say what kind of toy they have;
- pronounce the sounds [] and [].
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kite, balloon
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Textbook, the DVD of the book, colour flashcards, flashcards with toys.
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Activity 1 Listen and sing.
Objectives: to revise colours
to practise the pronunciation of the sound [].
Ask the pupils what colours they still remember. Show red, yellow, green, pink and blue colour flashcards. Then add orange, purple and brown flashcards. Work on the pronunciation of colours in chorus and individually, especially the sound [] in “brown”. Sing the song “Red and yellow, green and blue” rearranging the colours in the other way as you did in Unit 3, Lesson 4, Activity 4. For example:
Purple, orange, blue and pink
blue and pink
blue and pink.
Purple, orange, blue and pink
blue and pink
and brown.
Activity 2 Play “I’ve got a balloon”.
Objectives: to introduce the new words “kite” and “balloon”
to practise the pronunciation of the sound [].
STEP 1: Ask the pupils whether they like balloons. Receiving an affirmative answer, say that the balloon in English is called “balloon”. After that, practice its pronunciation in the sentence “I’ve got a balloon”.
Further, say that there are balloons that fly high in the sky. They can also fly “a kite” high in the sky. After that, work on the pronunciation of the sound [] in the word and the sentence “I’ve got a kite”.
STEP 2: Next, say that we also love balloons because they are colourful and offer the pupils to learn to talk about the balloons of different colours as follows:
Say ‘This is a balloon’ and add ‘It’s red’.
Then say ‘This is a balloon. It’s green’.
First, work on the pronunciation in chorus and individually according to the pictures. Then invite the pupils to choose a coloured balloon and speak about it like ‘This is a balloon. It’s pink.’
Then work on the sentences with kites: ‘This is a kite. It’s purple’, etc.
Activity 3 Watch and do.
Objective: to do physical exercise and energise the pupils
Look at Unit 5, Lesson 1, Activity 4 for instructions.
Activity 4 Look and colour.
Objective: to consolidate the learnt material
Further, say that kites and other toys are colourful too, and then offer the pupils to learn to talk about them as well. Explain that first the pupils should choose any toy from the right hand page of the book and speak about it this way: ‘I’ve got a train’. After that, ask the pupils to tell you about their choice as ‘I’ve got a train’, ‘I’ve got a plane’, etc.
Repeat the sentences with pictures from the last lesson and then ask your pupils to tell the colour of their toy. For example:
I’ve got a train. It’s red.
I’ve got a plane. It’s blue.
I’ve got a Teddy bear. It’s brown.
If time allows, you can give the pupils opportunity to paint the pictures.
Optional Activity 5 Play “This is a plane”.
Objective: to recycle the structure “This is a ...”
Say that you want to check how well the pupils have memorised the new words and offer to play a game with the passed and new words together. Divide the class into two teams. Hang the flashcards with toys on the board for each team.
Each team takes turns to say a sentence with the structure “This is a ...” in chorus and individually. You will give a point for the right sentence.
Team I: plane, train, car, balloon
Team II: Teddy bear, doll, ball, kite
Homework:
Explain to the pupils that at home they should draw and colour the pictures on the right hand page. Ask them to remember how the toys in the picture are called in English.
Direktorning o’quv ishlari bo’yicha muovini imzosi: ___________________
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