Lesson Notes By Weeks and Term - Primary 1

Hard and soft ‘g’ and ‘c’

LESSON PLAN FOR 4th WEEK

CLASS : PRIMARY 1

AGE: 5-6years

DURATION : 3 periods of 40 mins each 

DATE:

TERM: 1st Term

TOPIC : Hard and soft ‘g’ and ‘c’

CONTENT : Hard and soft ‘g’ and ‘c’

SPECIFIC OBJECTIVES: By the end of the lesson, pupils should be able to;

  1. Identify and read words with the consonants ‘g’ and ‘c’ that use both hard and soft sounds

ENENTRY BEHAVIOR: Pupils can identify alphabet letters

SET INDUCTION: The teachers uses pictures of familiar objects with hard and soft ‘g’ and ‘c’

INSTRUCTIONAL TECHNIQUES: Discussion, group activities, 

INSTRUCTIONAL MATERIALS: Class set of the Consonants: Hard or soft?, set of mini whiteboards and dry erase markers, pencils, scissors, glue, pencils,

INSTRUCTIONAL PROCEDURES 

PERIOD 1 AND 2:  Identification and sounding of hard and soft ‘g’ sound

S/N

STEPS

TEACHER’S ACTIVITY

PUPILS ACTIVITY

1

INTRODUCTION

- Asks the pupils to name the 5 vowels A, E, I, O, U. Asks them what makes vowels special. (Each letters make two sounds, vowels are sometimes silent within a word)

- Tells the pupils that today they’ll learn about some special consonants that also make two sounds- ‘G’ 

- She introduces 

the soft ‘g’ sound as in /j/- germ

and the hard ‘g’ sound as in /g/- goat

- She shows the pupil a handy trick to figure out if it will be a soft or hard ‘g’ sound; If the letter after the ‘g’ sound is ‘i’, ‘e’ or ‘y’ then the ‘g’ sound will be a soft sound but if the letter after ‘g’ is any other letter, it will most likely make the hard sound

The pupils listen, observe and participate

2

EXPLICIT INSTRUCTION/TEACHER MODELLING

- shows the pupils one word at a time written on the board and model thinking aloud how to tell if the word contains a soft or hard sound. For example

‘giant’- soft ‘g’ sound because the after the ‘g’ sound is ‘I’

- Repeats with: gas, gypsy, green, general

- asks the pupils the letters right after the ‘g’ sound and determine whether or not it will be a soft or hard ‘g’ sound

The pupils listen, observe and participate

3

GUIDED PRACTICE

- Writes a new set of words on the board: giraffe, germ, glass, good, gram, giraffe. Point to one of the words written on the board and asks the pupils to help identify whether  or not the word has a soft ‘g’ or hard ‘g’ sound.

- circle the hard sounds and underline the soft sounds

The pupils listen, observe and participate

4

INDEPENDENT WORKING TIME

- The pupils are asked to complete the worksheet titled ‘Consonant: Hard or soft?’ independently

The pupils listen, observe and participate

5

EVALUATION

- collects the worksheets and assess whether the pupils were able to correctly sort each word by its corresponding sound

 

 

PERIOD 3:  Identification and sounding of hard and soft ‘c’ sound

S/N

STEPS

TEACHER’S ACTIVITY

PUPILS ACTIVITY

1

INTRODUCTION

- Asks the pupils to name the 5 vowels A, E, I, O, U. Asks them what makes vowels special. (Each letters make two sounds, vowels are sometimes silent within a word)

- Tells the pupils that today they’ll learn about some special consonants that also make two sounds- ‘C’ 

- She introduces 

the hard ‘c’ sound as in /k/- cup

and soft ‘c’ sound as in /c/- city

- She shows the pupil a handy trick to figure out if it will be a soft or hard ‘g’ sound; If the letter after the ‘c’ sound is ‘i’, ‘e’ or ‘y’ then the ‘c’ sound will be a soft sound but if the letter after ‘c’ is any other letter, it will most likely make the hard sound

The pupils listen, observe and participate

2

EXPLICIT INSTRUCTION/TEACHER MODELLING

- shows the pupils one word at a time written on the board and model thinking aloud how to tell if the word contains a soft or hard sound. For example

‘rice’- soft ‘c’ sound because after the ‘c’ sound is ‘e’

- Repeats with: spice, ice, creak, cite, cyst, cell

- asks the pupils the letters right after the ‘c’ sound and determine whether or not it will be a soft or hard ‘c’ sound

The pupils listen, observe and participate

3

GUIDED PRACTICE

- Writes a new set of words on the board: cease, create, Cyril, civil, select. 

Point to one of the words written on the board and asks the pupils to help identify whether or not the word has a soft ‘c’ or hard ‘c’ sound.

- circle the hard sounds and underline the soft sounds

The pupils listen, observe and participate

4

INDEPENDENT WORKING TIME

- The pupils are asked to complete the worksheet titled ‘Consonant: Hard or soft?’ independently

The pupils listen, observe and participate

5

EVALUATION

- collects the worksheets and assess whether the pupils were able to correctly sort each word by its corresponding sound

 






Consonant: Hard or Soft?

Read each word from the word box aloud. Decide if the letter G or C makes the soft or hard sound. Cut out the word and glue it in the matching box.

✁

Consonant Box

engine

cake

mice

danger

fog

geese

card

goal

camel

recess

castle

pencil

space

cage

bridge

game

Soft G

Soft C

Hard G

Hard C

Word Box



Use the words from the word box to finish the sentences:

  1. I saw a ______________ in the desert.
  2. There is some _____________over the ______________.
  3. A princess lives in that ____________________.
  4. Is it time to play a ____________at ________________?



 

PHONICS SCHEME OF WORK FOR PRIMARY 1 FIRST TERM

WEEK

TOPICS

1

Consonant blends 1(L-blends)

2

Consonant blends 2 (R-blends)

3

Double consonants

4

Hard and soft g and c sound

5

Homophones

6

Long a sound patterns

7

Long e sound patterns

8

Long i sound patterns

9

Long o sound patterns

 



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