i-Learn Smart Start 1
Week: Date of teaching:
Period: 1
UNIT 3 : COLORS
Lesson 3
Objectives:
By the end of this lesson, students will be able to identify the color of objects and show gratitude.
Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
Languages focus:
Vocabulary:pink, white, flower
Structures:
It`s a (pink) flower.
Thank you.
You`re welcome.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Sing the alphabet song
Option 1:Seven lives
Draw or stick seven bodies outlines on the board.
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Give students a topic.
Choose a word. Draw one line on the board for each letter in a word, for example: _ _ _ ( red).
Have students put up their hands to say a letter, if the letter is in the word, teacher writes it on the line. If the letter is not in the word, the teacher removes one of the bodies from the board.
When students complete the word or lose all seven lives the game finishes.
Option 2: Whisper
Arrangechildren into rows ofat least six.
Secretlyshow a flashcard tothefirst child in each group.This child whispers thewordto thechild next to him/her.
Children continue whispering theword to thechild nextto them until thewordreaches thefinal child.
Thefinalchildsays thewordout loud,and thefirst child holds up theflashcard to see whethertheword is correct.
Teacher – whole class/ individuals
Students work in groups
25’
New lesson
A-Listen and point. Repeat.
CD 1- Track 45
Arrange the flashcards on the board, play audio, and point to each flashcard.
Play audio again and have students point to the pictures in their books.
Play audio again and have students listen and repeat.
Play "Guess."
Arrange the flashcards on the board and write a number under each card.
Have students look at the flashcards for the count of ten. Turn the flashcards over to face the board when the students are not looking.
Call out a number and have students take turns to guess the face-down card. Turn the card over after each guess.
B-1. Listen and point.
CD1- Track 46
Have students call out the things they can see.
Have students listen and follow.
Play audio and demonstrate pointing.
Play audio. Have students listen and point.
2. Listen and repeat.
CD1- Track 47
Have students look at the useful language box.
Play audio. Have students listen to the useful language.
Have students practice the useful language.
C-Play "Guess the picture."
Have students look at the example.
Divide the class into two teams.
Have a student stand facing away from the board and stick a flashcard on the board behind them.
Have the student try to guess the answer without looking at the flashcard.
Give that team one point if it`s a correct guess.
Have teams take turns.
Optional activities
Option 1:Musicalcards
Playsomelivelymusic.
Hand out theflashcards fromthis lesson.
Children pass theflashcardsaroundall therows ofseats whilethemusic is playing.
Stop themusic suddenly. Askthechildren whoareholding theflashcards to standup and saythe sentence. E.g. It’s a pink flower.
Playthemusic and continuein thesameway.
Option 2: Draw, color and say
Give each student a blank sheet of paper and ask them to draw flowers. Color these flowers.
Have students work in pairs, practice saying about their pictures.
E .g. ‘It’s a pink flower.’
Swap the roles and continue.
Teacher – whole class/ individuals
Teacher-whole class/ individuals
5’
Wrap-up
Option 1:Step away lines
Have students stand in two rows facing each other, so that each student has a partner in the opposite line.
Have each pair hold up their drawing pictures and say a sentence. Eg. ‘It’s a pink flower).’ Each time the pairs complete their sentences ,both partners take a giant step back and repeat the sentences. Every time they do so, they will naturally need to speak louder in order to be heard by each other.
Option 2: Sentences and pictures.
Stick four picture cards on the board and write four sentences about these pictures (E.g. ‘ It’s a red flower.’ ) in different places.
Have students match pictures and sentences.
Have remain students give their ideas about their friends’ answers, then teacher gives the correct ones.
Teacher – whole class/ individuals
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