Stages
of the lesson/ Time
|
Teacher’s activity
|
Student’s
activity
|
Assessment
|
Resources/ materials
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Greeting.
Organisationmoment.
|
Teacher greets pupils and asks “How are you
today?” to find out their mood at the beginning of the
lesson.
|
Childrens’
greetings.Then pupils choose one of the smiles they see on the
slide, saying “I am happy/sad….etc.”
|
|
Student’s
Book “Family and friends 2. Kazakhstan edition”.(OxfordUniversity
Press)
|
Warm
up
|
-
Ask children which pair of
letters they looked at in the previous phonics lesson (ch) and
which sound these letters represent
(/tꭍ/).
-
Ask children if they can
remember the words from the lesson that contained the
sound (chair, teacher,
chick).
-
For each word, ask children
where the /tꭍ/ sound comes - at the beginning, in the middle, or at
the end of the word. Write the words on the board for individual
children to come to the front to circle
the ch.
-
Say the chant from Pupil's
Book page 23.
-
Tell children they will be
looking at the letters th that represent the
sound /θ/. Write th on the board in large letters.
Model the sound for children to
repeat.
-
Hold up phonics cards 7-9
saying the words for the class to
repeat. Repeatin a
differentorder.
|
Pupils revise sound /tꭍ/ and
get acquanted with sound
/θ/.
|
|
|
Main
activities
|
Ex.1
p.31.
-
Ask children to look at the
words that contain the letters
th. Play the first part of the
recording for children to listen and point to the
pictures.
-
Play the second part for
children to repeat the sounds and
words.
-
Play the recording all the way
through for children to point to the words and then repeat
them.
Optionalactivity
-
Ask three children to come to
the front. Give each one a different phonics card and ask them to
stand in a line, holding the cards in front of
them.
-
Say the words in random order.
The other children point to the correct
pictures.
Ex.2
p.31.
-
Ask children to look at the
picture of the baby. Explain that the baby's name is Theo. Ask
where Theo is (in the
bath). Play the recording for
children to listen to the
chant.
-
Put the three phonics cards
around the
room.
-
Play the chant again for
children to point to the cards as they hear the words. Play the
chant again. Every time children hear a
/θ/ sound, they punch the air with
their fists.
-
Repeat the chant line by line
and ask children to repeat. Then play the chant again, pausing for
them to
repeat.
-
Play chant again for children
to follow in their Pupil's
Books.
|
Pupils listen to the
recording, point to the pictures and repeat the
words.
Children listen to the
pronunciation of the words and point to the correct
picture.
Pupils identify the object on
the picture. Listen to the recording, point to the cards as they
hear the words, then repeat after each
line.
|
Choose the
word that describes what you hear
|
CD
44
CD
45
|
Physical training
exercise
|
A break for physical
activity.
Teacher
plays the video with physical exercises.
|
Pupils watch and do
physical exercises.
|
|
|
Main
activities
|
Ex.3
p.31.
-
Ask children to look at the
chant in Exercise 2. Focus attention on the
circled th at the beginning
of Theo.
-
Ask children to find and
circle other examples of th at the beginning or ending of
words.
-
Check the activity by reading
the text together, emphasizing each of
the /θ/ sounds in the
words.
Ex.4
p.31.
-
Point to the first picture.
Ask What's
this?to
elicit Theo. Ask What's the sound?
to elicit/θ/. Show children how
the th sound is
circled.
-
Ask children to look at the
rest of pictures and circle the sounds that the words begin
with.
-
Check the answers with the
class.
|
Pupils find and circle
examples of thin
ex.2.
Pupils look at the picture and
circle the correct
sound.
Answers:
1
th 2 t 3 th 4
s
|
Chant-based task
Multiple-choice task
|
|
The end of the lesson
|
Teacher
asks pupils “How are you?” to find out their mood at the
end of the lesson, compares it to the initial mood pupils had and
makes conclusion how the lesson influenced students and
why.
Giving the
homework.
|
SS write
their homework for the next lesson.
|
Pupils evaluate themselves using
evaluation lists.
|
|