Lesson Notes By Weeks and Term - Primary 1

Sound patterns long and short ‘ea’ sound

SUBJECT: Phonics

TERM: 3rd Term

LESSON PLAN FOR 3rd WEEK

CLASS: PRIMARY 1

AGE: 6 years

DURATION: 3 periods of 40 mins each

DATE:

TOPIC: Sound patterns long and short ‘ea’ sound

CONTENT: Sound patterns long and short ‘ea’ sound

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

  1. Recognize, read and spell the long and short ‘ea’ sound

ENTRY BEHAVIOR: Pupils can identify and recite all the letters of the alphabets and the vowels

SET INDUCTION: The teachers uses the short and long ‘e’ song to arouse the pupils

INSTRUCTIONAL TECHNIQUES: Discussion, group activities,

INSTRUCTIONAL MATERIALS: Objects with the short and long ‘ea’ sounds, chart showing objects with the short and long ‘ea’ sound, white board, dry erase marker, clue cards

INSTRUCTIONAL PROCEDURES

PERIOD 1 AND 2: Sounding, identification and writing words with the long and short ‘ea’ sound 

S/N

STEPS

TEACHER’S ACTIVITY

PUPILS ACTIVITY

1

REVISITING THE PREVIOUS LESSON/INTRODUCTION

- Revises the previous lesson on the ‘ch’ and ‘sh’ sounds

 

- Introduces the topic on the board as Sounding, identifying and writing the short and long ‘ea’ sound

The pupils listen, observe and participate

2

EXPLICIT INSTRUCTION/TEACHER MODELLING

- Explains that the letters ‘ea’ together are sometimes pronounced as a long ‘e’ sound as in bead

Sometimes ‘ea’ is pronounced as a short ‘e’ sound as in ready

ea(Long e)

meat

pea

leaf

seat

seal

 

ea(short e)

head

dead

bread

deaf

breast

dread

The pupils listen, observe and participate

3

GUIDED PRACTICE

- Shows the pupils clue cards with the short and long ‘ea’ sound in front and a clue word at the back. Have them say the clue word then sound long ‘ea’ or short ‘ea’ as the case may

e.g

short ‘ea’ sound

Feather

Leather

 

Long ‘ea’ sound

Beans

Beast

beam

 

-Shows the children several images of words containing the short and long ‘ea’ sound and asks them to pronounce it aloud

The pupils listen, observe and participate

4

INDEPENDENT WORKING TIME

- Gives the pupils the exercise below

Determine whether or not the below word is a long or short ‘ea’ sound

1. beach

2. head

3. beat

4. bleach

5. bleat

6. bread

7. deaf

8. dead

The pupils listen, observe and participate

5

EVALUATION

- Monitors the pupils as they work and corrects where necessary

 

 

PERIOD 3: Sounding, identification and writing the long and short ‘ea’ sound  

S/N

STEPS

TEACHER’S ACTIVITY

PUPILS ACTIVITY

1

REVISITING THE PREVIOUS LESSONS

- Revisits the previous lesson on the long and short ‘ea’ sounds

 

- Pupils listen, observe and participate

2

GUIDED PRACTICE

- Makes a list of more words containing the long and short ‘ea’ sound and ask the pupils to pronounce them aloud repeatedly

Long ‘ea’               short ‘ea’

Feast                     wealth

Flea                       health

Freak                     stealth

Gear                      leapt

Gleam                   meant

Near                      zealot

Mean                     breath

- Pupils listen, observe and participate

3

INDEPENDENT WORKING TIME

- Gives the pupils exercises on the long and short ‘ea’ sounds

Choose the right word from the bracket to complete each sentence

(head,  dead,  bread,  deaf)

1. I spread some butter on the slice of _______

2. When he fell, he bumped his _________

3. If you can’t hear, you may be ________

4. We are sorry that the animal that was hit by the car is _______

- Pupils listen, observe and participate

4

EVALUATION

- Monitors the pupils as they work and corrects where necessary

 



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