WORLD OF STORIES

Patsy and the Rat

Unit 2

(Appendix 1) c. d. cat . Get individual pupils to do the activity. word cards Time: Teaching Aid(s): Cross Curricular Element(s): Multiple Intelligences. cat. fat ./œ/. Step 2: Introduce the phoneme /œ/ by showing an action. picture cards. mat ./œ/. b. Name the objects. b. Get pupils to sit around you. Constructivism Introduction: a. Get pupils to say /œ/ is for ‘a’. a. f. 1. Imagine a spider crawling up your arm and say /œ/.Focus: Learning Standard(s): Objective(s): Listening and Speaking 1./œ/.1. Get pupils to point to them. Set Induction: a. rat. Do it a few times to different groups. e. identify objects with the phoneme /œ/. cap .and ii. Ask pupils to observe you. (Appendix 2) b. Trace the letter ‘a’ in the air and say /œ/. cap. Greet pupils. Get pupils to say the words and the sound: Example: Patsy . Step 1: a. Demonstrate how to sound it out: • Open your mouth wide and make a loud sound. b. 30/60 minutes power point presentation./œ/. Get pupils to do the action and say /œ/. animals and people in the story. Encourage pupils to reply.2. mat. fat . Show picture and word cards. Pupils listen. c.1 (a) {SK & SJK} By the end of the lesson. rat ./œ/./œ/ d. Repeat the activity in groups. say the phoneme /œ/ correctly. d. Say the words and point to the letter ‘a’. c. 17 Focus Words: Patsy.3. Tell a story. e. bag . bag. pupils will be able to: i./œ/.

Complete exercise on page 9 in pupils’ module.Step 3: a. b. Tell the story again. Get pupils to reply: “Yes/No” (Appendix 2) f. Teacher leaves the class by thanking the pupils. d. This can be done within groups as well. Consolidation: a. (Appendix 3) b. Pupils say the word and do the action for /œ/. Show the picture cards. invite pupils to come out in pairs. do the action for /œ/ and say /œ/. b. Get pupils to match correctly. Tell pupils to do the action for /œ/ each time the sound is mentioned. c. c. Point to the objects. the other pair will say the word. b. Get pupils to listen to the story again. One will pick a picture. Ask questions: “Is this a cat?” e. Step 4: a. Closure: a. d. 18 . Pupils respond appropriately. Next.

Patsy gets up. His cat is fat. He lives in a house in the village. Its name is Patsy. 19 The rat runs. It sleeps on a mat. . His house is big.APPENDIX 1 1 2 He is Aziz. It runs into a bag. 4 It hears a sound. It sees a rat. 3 Aziz has a cat.

7 His cap falls on the mat. The rat runs out of the bag.5 6 Aziz hears the noise. He runs into the room. The cat runs to the hat too. 20 Patsy sits on the cap. The rat escapes. 8 The rat hides under the cap. .

APPENDIX 2 21 .

Patsy 22 cat rat mat bag .

Class : a 23 .APPENDIX 3 Name : Match correctly.

1 (a) {SK & SJK} By the end of the lesson. and ii. f. e. (Appendix 2) b. Get pupils to say words that have the /œ/ sound. 2. Imagine a spider crawling up your arm and say /œ/. 30/60 minutes power point presentation. Patsy. Pupils with the pictures will show the picture when the word is mentioned. Pupils reply.1. articulate the phoneme /œ/ correctly.1. Form a cobra head with your hand and trace the letter ‘s’ in the air. c. c. sequence pictures correctly. The group that arranges the pictures correctly first is the winner. bag.Focus: Learning Standard(s): Objective(s): Reading 2. (Appendix 4) b. fat. pupils will be able to: i. word cards Time: Teaching Aid(s): Cross Curricular Element(s): Constructivism Introduction: a. 24 . ii. picture cards. Give pupils clues by showing pictures as in Appendix 2. Tell the story as in Appendix 1. cap Step 2: a. mat. Encourage pupils to say words with the /œ/ sound. Get pupils to listen to the story. Greet pupils. Step 1: a. b.2 (a) /œ/.1.2. Tell the story again with different pupils showing the pictures. Example: cat. Distribute picture cards to pupils. Set Induction: a. 2. Distribute picture cards to groups. Ask pupils to guess your actions: i. Get groups to arrange the pictures according to the story. c. d. b.

Distribute pictures to all pupils. Pupils respond appropriately. Get pupils to paste the pictures on page 10 in their module. Consolidation: a. b. / No. we didn’t” Closure: a. 25 .Step 3: a. Encourage pupils to respond: “Yes/No” “Yes. (Appendix 5) b. (Appendix 4) c. Ask pupils: “Did you enjoy yourself today?” b. Complete exercise on page 10 in the pupil’s module. we did. Teacher leaves the class by thanking the pupils.

APPENDIX 4 26 .

pupils will be able to: i. and ii. they remove the cards. /œ/ ………… fat /œ/. match picture cards to word cards. (Appendix 2) Example: cat.1. Set Induction: a.1 (f) & (g). crayons Time: Teaching Aid(s): Cross Curricular Element(s): Multiple Intelligences Introduction: a. /œ/. Give each group a set of picture cards and word cards. write uppercase ‘A’ and lowercase ‘a’ correctly. c. Introduce a chant to the pupils. Greet pupils. Step 1: a. /œ/.1.Focus: Learning Standard(s): Objective(s): Writing 3. /œ/ ………… Patsy /œ/. Pupils reply. rat. If it matches. Get groups to open a picture card and word card. Pupils say the chant. Open up the cards to match the pictures and word cards. /œ/ ………… cat /œ/. 27 . 3. /œ/. /œ/ ………… mat b. /œ/ ………… rat /œ/. /œ/. /œ/. worksheet. b. /œ/ ………… cap /œ/. d. c.2 (a) & (b) {SK & SJK} By the end of the lesson. word cards. Ask pupils to place them face down. /œ/. /œ/. 30/60 minutes picture cards. plasticine. bag. mat b. e. otherwise place them face down again. Pupils repeat after you.

Pupils trace and write the letters neatly. Pupils respond appropriately. Give pupils blank pieces of paper and crayons or use their writing books.Step 2: a. Teacher leaves the class by thanking the pupils. in the sandbox. Talk about a pet or a favourite animal. Step 4: a. Show how to write uppercase ‘A’ and lowercase ‘a’. on a friend’s back. Distribute plasticine and get pupils to form the letters learnt. b. Get pupils to do the action for /œ/ and say /œ/. b. Complete exercise on page 11 in pupils’ module. Pupils may carry out action in the air. Get pupils to bring a photo of their pet or favourite animal for the next lesson. Draw straight lines from up to down. b. b. etc. Closure: a. Step 3: a. 28 . (Appendix 6) b. 3 1 2 1 2 c. Consolidation: a. on the desk.

Class : 29 .APPENDIX 6 Name : Trace and write the letters neatly.

/œ/ /œ/ /œ/ /œ/ /œ/ /œ/ ………… ………… ………… ………… ………… ………… Patsy fat cat rat cap mat b. Set Induction: a. c. /œ/. /œ/.3. b. /œ/. Encourage pupils to tell the story individually. /œ/. Show the power point presentation of the story. ii. 4. /œ/.1. 30/60 minutes power point presentation. produce a book mark. manila cardboard. pupils will be able to: i. c. Pupils reply. /œ/. recite a chant with actions. Get pupils to name them or talk about them. Step 2: a. in pairs or groups. i. /œ/. b. and ii. vi. Get pupils to show the picture of their pet or favourite animal. v. 4. Greet pupils. Encourage pupils to clap their hands or stamp their feet. /œ/. /œ/. Get pupils to say the chant. /œ/. Step 1: a. Tell the story and prompt pupils to tell the story together if possible. 30 .1 (d) {SK}. pictures Time: Teaching Aid(s): Cross Curricular Element(s): Creativity Introduction: a.1 (c) {SJK} By the end of the lesson. Say the chant from the previous lesson. b.3. iii. iv.2 {SK}.Focus: Learning Standard(s): Objective(s): Language Arts 4. /œ/. /œ/.

f. 31 . Explain to pupils that they are going to make bookmarks. (Appendix 7) b.Step 3: a. Next. Pupils respond appropriately. Distribute various shapes of cards. Teacher leaves the class by thanking the pupils. Get pupils to tie the ribbons. Get pupils to decorate their bookmarks. Get pupils to display their bookmarks. Praise pupils for the good work done. b. Consolidation: a. e. Distribute ribbons. Closure: a. b. c. ask them to paste the picture of their pet or favourite animal onto the cards. d.

APPENDIX 7 32 .

Sign up to vote on this title
UsefulNot useful