Target students: 5-6 years-old children of kindergarten
Aim: To Practice talking about colors
New Vocabulary: Adjectives: red, green, yellow, blue, white, black.
Structures: What color is it? It is . (red…)
Teaching aids: flash cards, real objects
Steps Time: 1 min
1. Warm-up: Teacher asks students “ how do I look, today?” “What color is my cloth?” Then students answer the color in Chinese. (ex.紅色) After that teacher will start to teach the color.
Time: 2 mins
2. Presentation: Show the flash cards, teach the vocabulary, and repeat it 3 times.
Then, put the flash cards on the blackboard.
Time: 2 mins
3. Practice: Write the sentence on the blackboard. “What color it is? It is ; .”
Time: 3 mins
4. Production: (Teacher shows the real objects to ask students)
1) Teacher prepared a box and there are some real objects in it. (apple, clothes,
pen…..) Let one student put the hand in the box and guess what it is. Then, take it
out and show to everyone. Other students ask him/her “What color is it?” and he
or she answers “It is .”
2) Pair work: A: What color is it? B: It is .
Time: 1 min
5. Wrap-up: Each student takes one flash card and says the color to class, and then
everybody review after him/her.
Time: 1 min
6. Homework: Teacher requests students to bring the thing that they like next week
and then tell us what color it is. Ex. I like apple. The color is red.
In order to let children can learn English effective, we use real objects to teach students. Our purpose is to make students recognizes the color and practice talking about colors. We not only use color cards and vocabulary cards to teach students, but also plan the interesting lesson.
? Has a well-thought-out, informed approach to language
? Uses interactive, intrinsically motivating techniques to
create effective tests.
? Efficiently designs and executes lesson plans. ? Gives optimal feedback to students. For example, give a
prize and clapping.
? The game is very interesting and creative, so it can
? The teacher is very enthusiastic, warm to teach students. ? The real object can make students pay attention and improve
? The visual and mechanical aids are abundant. ? The color cards and vocabulary cards are clear to show
the aim of teaching.
? The lesson is well organized and fluent.
? Teacher can establish the “real-life” context.
? Teacher can cooperates harmoniously.
? The fake snake is too terrible, may scare the children. ? Teacher should extend the sentence pattern and
vocabulary, let student can learn more.
? Communicative Language Teaching
Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. When we teach the color, and play the game, we show students different color with the real objects. For example, the apple is red. The snake is black. The banana is yellow.
? The Direct Method
Oral communication skills were built up in a carefully traded progression organized around question-and-answer exchanges between teacher and students in small, intensive classes.
The teacher asks the students the question. What color is it? The students answer it. The teacher asks constantly in the class. Concrete vocabulary was taught through demonstration, objects, and pictures.
The teacher teaches the color use the flash cards，the color cards and
the vocabulary cards. It can let students recognize clearly.
? The Anticipation of Reward
Human beings are universally driven to act or “behave”, by the anticipation of some sort of reward，tangible or intangible, short term or long term，
that will ensue as a result of the behavior.
When the students answer the right answer, the teacher will say,” good
job, let clapping.” Or, if the students play the games and answer the
correct answer, the teacher will give the present (the candy) and reward
A drill may be defined as a technique that focuses on a minimal number of
language forms through some type of repetition.
The teacher teaches the sentences, ”What color is it?” “ It is ____. Then
students will repeat after the teacher. For example;
T;It is red. Ss;It is red.
T;yellow. Ss;It is yellow.
T;blue. Ss;It is blue.
? Small talk
Warm-up；Establish the context？ Real questions brings out the topic.
Establish positive classroom atmosphere Lower students’ anxiety
levels students participate actively and enthusiastically in all class activities.
Context embedded Familiar situations and characters, real life
conversations, meaningful purposes in using language---these will establish a context within which language can be received and sent and thereby improve
attention and retention.
So, in our teaching Teacher asks students “How do I look, today?” The
students answer” Teacher, you are so beautiful today. You are on date tonight.” The teacher says, “Oh, you are so smart. You guess right and you
have to know what color is my cloth.” Then students answer the color in
Chinese. (ex.紅色) and ask what should we speak紅色in English. After that
the teacher starts to teach the color.
? Total Physical Response (TPR) Learning by doing
; Children in learning their first language, appear to do a lot of listening
before they speak, and that their listening is accompanied by physical
; Interrogatives are easily dealt with.
In our teaching, we prepared a box and there are some real objects in it.
Then, let the student put the hand in it and guess what is it. After that
take it out and show to everyone. Other students ask him/ her “What
color is it?” and he or she answers “It is .”
? Pair Work Student-centered & Promote interaction
Pair work is the effective technique for taking students’ focus off you as the
center of attention and for getting them into an interactive frame of mine
even at the most beginning level.
In our teaching, we let students practice. Student A takes one color card to ask student B. A: What color is it? B: It is .
From this teaching I have learned a lot of things. First of all, I enjoyed the whole processes from the preparation to the teaching. We not only designed the lesson plan elaborately but also rehearsed the teaching again and again. Secondly, I thought I was a little nervous at the beginning of the teaching, so I didn’t smile sweetly and forgot to say
something. After a while, I spoke and performed naturally. Most of all, I was proud of our creative activities, except the fake snake, it scared some children. In conclusion, we let students learn English effectively from the active and enthusiastic states.
In the teaching process, I learn about how to design a complete teaching lesson. We practice constantly and try to teach our classmates. We try to do our best. In addition, I can understand being a teacher is not an easy thing. You must spend a lot of time to teach your students learning better. Thinking how to let students interested in learning-the real objects, the flash card, even the prize. Moreover, I can feel I am really a teacher. I am not only teaching English to student, but also getting their positive response. Finally, I will remember this unforgettable experience. I hope that I would be a teacher someday.