WORLD OF SELF, FAMILY & FRIENDS

Pp
Things I see
Unit 4

Focus: Learning Standard(s): Objective(s):

Listening and Speaking 1.1.2, 1.2.1 (a) & (d) {SK & SJK} By the end of the lesson, pupils will be able to: i. say the phoneme /p/ correctly; and ii. identify objects with the phoneme /p/. 30/60 minutes objects, worksheet

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences Introduction: a. Greet pupils. b. Encourage pupils to reply. Set Induction: a. Show objects with the phoneme/p/ and say them aloud. b. Get pupils to repeat. Step 1: a. Use objects with the phoneme /p/ to tell a story. (Appendix 1) b. Pupils listen and enjoy the story. c. Introduce the phoneme /p/ by showing an action. d. Place four fingers over your mouth and say /p/. e. Demonstrate how to sound it out: When you say /p/ your lips touch together quickly. f. Get pupils to do the action and say /p/. g. Get pupils to say /p/ is for p. Step 2: a. Show objects and say aloud. b. Get pupils to say the words with guidance.
Suggested objects: pin, pen, pail, pot, pencil, cup

Ask pupils to observe you. Do it a few times to different groups.

Focus Words: pin, pen, pail, pot, pencil, cup

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Step 3: a. Point to objects and pupils say aloud, pin, pen etc. b. Next, get pupils to show the action for the phoneme /p/ and articulate the sound. c. Play a game with the pupils. Divide pupils into groups. d. Place a variety of objects on the table/floor in front of the class. e. Shout a word with the /p/ sound and the representative who runs out the fastest to touch the correct object earns a point for the group. Step 4: a. Point to objects in the class at random. b. Pupils shout out the name of the object if it has the /p/ sound. Consolidation: a. Teacher gets pupils to do the action for the /p/ sound and write the letter p in the air. Closure: a. Teacher leaves the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 1

Pat Pencil and Peter Pen are good friends. They have a friend, Pretty Pot. Pretty Pot has a sister, Penny Cup. Pat Pencil, Peter Pen, Pretty Pot,

Penny Cup play in the Pink Pail.

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Focus: Learning Standard(s): Objective(s):

Reading 2.1.2(a) /p/ {SK & SJK} By the end of the lesson, pupils will be able to: i. say the phoneme /p/ correctly; and ii. pick the right letter card to match the /s/ and /t/ sounds in spoken words. 30/60 minutes picture cards, letter cards

Time: Teaching Aid(s):

Cross Curricular Element(s): Constructivism Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. Invite pupils whose names begin with the /p/ sound to the front. b. Say the pupils name and articulate the /p/ sound. Step 1: a. Retell the story of the previous lesson to pupils using objects. (Appendix 1) b. Retell the story together with pupils. (Shared retelling) Step 2: a. Get pupils to do the action for /p/ and say /p/. b. Next, say a word with the /p/ sound and pupils repeat after the teacher. c. Invite pupils to point to the object, name it and then say /p/. Example: T: What is your name? P: My name is Penny. T: Penny, /p/.

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Step 3: Game 1 a. Give a letter card of the phoneme /p/ to each group. (Appendix 2) b. Say words with the /p/, /s/ and /t/ sound. Pupils raise the letter card p only when you say words with the phoneme /p/. c. If you say a word without the /p/ sound, pupils do not pick up the letter card. Step 4: Game 2 a. Give each group three letter cards, p, t and s. (Appendix 2) b. Say words which pupils have learnt. c. Pupils pick out the right letter card according to the word said. Consolidation: a. Retell the story slowly. b. Pupils raise the letter card p each time a word with the phoneme /p/ is heard. Closure: a. Teacher leaves the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 2

p s t
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Focus: Learning Standard(s): Objective(s): Time: Teaching Aid(s):

Writing 3.1.1 (c), 3.1.2 (a), (b) {SK & SJK} By the end of the lesson, pupils will be able to: i. write the letter p correctly. 30/60 minutes objects, plasticine, worksheet, crayons

Cross Curricular Element(s): Multiple Intelligences, Constructivism Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. Distribute a piece of paper and crayons to each pupil. b. Get pupils to draw straight lines and squiggles.

Step 1: a. Place four fingers over your mouth and say /p/. b. Get pupils to do the action and say /p/. Step 2: a. Write the letter p in the air and say /p/. b. Show the correct formation of the letter p.
Pupils may carry out action in the air, on the desk, in the sandbox, on a friends back.

2 1

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Step 3: a. Show objects with the phoneme /p/ and get pupils to say the words. b. Next, say /p/..p Example:-

pot /p/ p c. Repeat with other words learnt. Step 4: a. Distribute plasticine to pupils. b. Get them to form the letter p Step 5: a. Complete exercise on page 18 in pupils module. b. Pupils write the letter P/p correctly. Consolidation: a. Paste/write the letter p on the board. b. Pupils say the objects that have the /p/ sound. Closure: a. Teacher leaves the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 3
Trace and write neatly.

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Focus: Learning Standard(s): Objective(s):

Language Arts 4.1.2 {SK & SJK} 4.3.1 (d) {SK} 4.3.1 (c) {SJK} By the end of the lesson, pupils will be able to: i. chant in groups; and ii. complete a booklet. 30/60 minutes picture cards, mini booklets

Time: Teaching Aid(s):

Cross Curricular Element(s): Creativity, Multiple Intelligences Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. Guide a few pupils to retell the story from the previous lesson. Step 1: a. Teach pupils a simple chant. (Appendix 4) b. Pupils practise chanting. Step 2: a. Pupils perform in their groups. b. Assess pupils. c. The group with the best performance is declared the winner. Step 3: a. Give each pupil a set of pictures of objects with the /p/ sound. (Appendix 5) b. Pupils paste the pictures into a mini booklet and write the letter p below each object. They decorate the booklet creatively.

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Consolidation: a. Display the booklets in class. b. Pupils walk around to look at their friends work. They vote to decide the most creative and pretty booklet. Closure: a. Teacher leaves the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 4

Pencil and pen, Pencil and pen, In the pot, in the pot. Pin and cup, Pin and cup, In the pail, in the pail.

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APPENDIX 5

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