Phonics - Primary 1 - Hard and soft 'g' and 'c'
Hard and soft 'g' and 'c'
Hard and soft 'g' and 'c'
SUBJECT: Phonics
TERM: 1st Term
WEEK: 4
CLASS: PRIMARY 1
AGE: 6 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’
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.
✁
|
engine |
Cake |
mice |
danger |
|
fog |
Geese |
card |
goal |
|
camel |
Recess |
castle |
pencil |
|
space |
Cage |
bridge |
game |
Use the words from the word box to finish the sentences: