Colourful London (2)

Teacher’s greetings

• Start with the greetings (Hi! Hello! Good morning!)

Revision: sights and symbols

• Ask the kids if they remember the symbols of Great Britain. Do two exercises – Kordamine. Londoni vaatamisväärsused ja sümbolid (1, 2). Organise it as class work: 
  ​– read all the names aloud to the class or have the children say them as you point to each one;​​
  ​​– say one name aloud and ask a child which picture they would connect with it. The child may come up to the board to drag the name to the correct picture. Repeat this process with both a new name and a new child.
  
•  exercise 9 and 10 – have the children do the exercises in groups/pairs. Before starting, read the instructions as a class and make sure that everyone understands what to do. 

Focus on vocabulary: colours

• Listen and repeat. slider with colours – listen to a colour name and have the children repeat it. Draw attention to its spelling. 
• do ex. 4 to consolidate the new language – elicit the written form of the words.
• do ex. 3 p. 8 – organise the children into two/three groups. When you say the name of a colour, the groups take turns calling out the objects containing this colour.
  At the end of the exercise, the class can analyse which of the groups was the most successful.​

Phonetic transcription, written form of the words 

• p. 9 – refer to the colours. Draw attention to the differences between the written form of a word and its phonetic symbols. Explain that a phonetic transcription will accompany each new word in the book. Transcription is a system of symbols used to define how written language is to be represented in spoken language. It is enclosed in square brackets [ ] or sometimes in angle brackets / /. In phonetic transcriptions, we pronounce all the sounds!
  Information for the teacher. In the chapter "Sounds good!", you will have a chance ​to work thoroughly with particular sounds. For now, you can just simply give a brief overview.
• Look through the words and their pronunciation, take two to three words and explain them in detail ​p. 9
  ​red [red] – in this case, the written form and the phonetic transcription fully coincide;
  blue [bluː] – four letters, three sounds, a long sound symbol​, e is not pronounced;
  ​black [blæk] – five letters, four sounds, the letter a has the phonetic symbol [æ], the letters ck have only one symbol [k].
• Give the children a minute to look at the words p. 9 and their transcription. After this, do the associated exercise Guess the word by its transcription. 
  

Practising the new language

• Play the game Disappearing colours. ​It’s a nice game to remember new vocabulary. First, have the children answer the question What colour is it?, while pointing to the colours:
  ​​​What colour is it?. When using slide A, their answer maybe may be: Blue or It’s blue. 

• Challenge the children complete the following exercises on their own ex. 5 and 6

• ex. 4 p. 9 – children colour in the pictures and practise their writing skills using p. 9. Focus on accuracy. Monitor the children to check if they are doing the exercise correctly.

• ex. 5 p. 9 – children do this individual exercise.

Supplementary activity

• Hand out the colouring page "London" if you have additional time, want to give some homework if there are fast learners. Give the following instruction: use all of the 11 colours you have learned during the lesson.
• Crossword. For fast learners. 

Integrated skills: looking for colours in landmarks 

Develop the new vocabulary by describing places and objects.

• ex. 7. Organise pairwork. Before the children start doing the exercise, you may can scroll through the slider and have them name the sights.
• ex. 8. Finish the lesson with individual work, and provide an opportunity for self-correction.