Lesson Notes By Weeks and Term - Primary 2

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;

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

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

 

 

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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