Lesson Notes By Weeks and Term - Primary 4

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 followed by ‘a’, ‘o’ and ‘u’ or another consonant, it will be a hard ‘g’ 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

Use the words in the bracket below to complete the sentences below

(revenge, lounge, huge, guarantee, general, garlic, groan, engine, galaxy, government, genuine, guard, guide, guitar)

1. This machine is small but that one is a ________

2. We lazed in the ______ all day

3. This is an artificial diamond but that one is _______

4. The astronomer studied the _______ through the telescope

5. The _______ ordered the soldiers to retreat

6. The _______ of this car needs fuel

7. The pungent odour of the _______ made me sick

8. the pain in his stomach made him _______

9. The _______ took the prisoner back to the cell

10. Jack plays his _________ when he gets the time

11. The tour ______ showed the visitors over the museum

12. The injured rhinoceros sought ________ on its tormentors.

13.This refrigerator has a ________ of two years

14. The ________ ordered everyone to be inoculated

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

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 e.g /k/- cup, cat

and soft ‘c’ sound e.g /c/- city, cell

- 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

Write each word in the bracket beside the one it can be linked to below

(certain, cedar, cigarette, celery, deceive, voice)

1. Vegetable ________

2. cheat _________

3. tree _________

4. Sure __________

5. tobacco __________

6. throat  _________

The words in the bracket contain hard ‘c’ sound. Use each word to complete the sentences below

(calendar, carol, country, correct, carpet)

1. I am buying a new _______ for the floor

2. This one is wrong but the next one is ______

3. China is a large and densely populated _______

4. We looked up the date of his birthday on the ________

5. At Christmas, we sang a _______ about baby Jesus

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