The world around us.

Term:2

Unit4 Lesson 14

Teacher’s name:

Date:

Grade:2

Number present:

Number absent:

Theme of the lesson:

Learning objectives(s) that this lesson is contributing to

Lesson objectives

Stages of the lesson/ Time

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

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.