Lesson Notes By Weeks and Term - Primary 2
Hard and soft 'g' and 'c'
Hard and soft 'g' and 'c'
SUBJECT: PHONICS
TERM: 1ST TERM
LESSON PLAN FOR 2nd WEEK
CLASS: PRIMARY 2
AGE: 7 years
DURATION: 3 periods of 40 mins each
DATE:
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;
ENTRY BEHAVIOR: Pupils can identify alphabet letters
SET INDUCTION: The teachers uses pictures of familiar objects with hard and soft ‘g’ and ‘c’ to arouse their interests.
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 | - Gives the pupils exercises to work on Write from the words in the bracket beside their meanings below (garden, grape, giraffe, gem, gorilla, goat, giant, gymnasium) 1. a large ape ________ 2. a room for sports _________ 3. a place where flowers grow _______ 4. a farmyard animal ________ 5. a precious stone ________ 6. something very large _________ 7. a fruit _________ 8. an animal with a long neck ________ | 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 |
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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 | - Gives the pupils the below exercise Complete the following with the missing letter 1. ___omet 2. Fen__e 3. ___ ir___us 4. __ir__le 5. ___a___tus
| 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 |
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