WORLD OF STORIES
gUnit 11The Girl
189
Focus: Listening and Speaking
Learning Standard(s): 1.1.2 {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:i. say the phoneme /g/ correctly;ii. identify words with the phoneme /g/; andiii. identify objects with the phoneme /g/.
Time: 30/60 minutes
Teaching Aid(s): Pictures
Cross Curricular Element (s): Multiple Intelligences
Introduction:
a. Greet pupils.b. Encourage pupils to reply.
Set Induction:
a. Show a picture of a girl. (Appendix 1)b. Teacher says the word “girl” do the action of
clutching your hands and shiver.c. Say ggg……..”girl”d. Demonstrate how to sound it out: • When you say /g/ you can feel the sound right at the back of your mouth.e. Trace the letter ‘g’ and say /g/.f. Get pupils to say /g/ is for ‘g’.
Step 1:
a. Say aloud the words with the phoneme /g/:goat, goose, girl,
b. Pupilssaythewordsaloudanddotheactionof/g/.c. Say aloud the words that ends with the phoneme
/g/: big bagd. Pupils say the words aloud.
Ask pupils to observe you. Do it a few times
to different groups.
Step d: Pupils may trace letter in the air, on the desk, in
the sandbox, on a friend’s back etc.
190
Step 2:
a. Tell the story.b. Show pictures of characters or objects in the story. (Appendix 1)
Step 3:
a. Put the pictures on the board. (Appendix 2)b. Tell the story but skip saying the targeted words.c. Point to the picture and pupils say aloud the words.
Consolidation:
a. Get pupils to say aloud words that have the phoneme /g/.b. Pupils do the action for /g/ and say /g/.
Closure:
a. Teacher leaves the class by thanking the pupils.b. Pupils respond appropriately.
191
APPENDIX 1
There is a girl. The girl has a goat, a dog and a goose. The girl, the goat, the dog and the goose are good friends. Every day, the girl goes to school. The goat carries the girl’s big bag onhis back. The goat, the dog and the goose walk behind the girl to school. They wait for her at the gate
192
APPENDIX 2
193
Focus: Reading
Learning Standard(s): 2.1.2 (c), 2.2.1 (a), (b) {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:i. say the phonemes /g/ correctly;ii. identify words with the phoneme/g/;iii. identify objects with the phoneme/g/.
Time: 30/60 minutes
Teaching Aid(s): pictures, story chart, word card
Cross Curricular Element(s): Multiple Intelligences
Introduction:
a. Greet pupils.b. Encourage pupils to reply.
Set Induction:
a. Show the pictures. (Appendix 2)b. Get pupils to name the characters and the object in the pictures.
Step 1:
a. Tell the story. (Appendix 1)b. Put up the chart on the board. (Appendix 3)c. Read the story. Get pupils to name the pictures.
Step 2:
a. Read the story again. b. Get pupils to say the words represented by the pictures.c. Replace the pictures with words. d. Get pupils to say them aloud.
Step3:
a. Divide pupils into groups.b. Distribute the story chart and word cards. (Appendix 4 & 5) c. Teacher reads the story slowly.d. Pupils paste the words in the blanks based on the story.e. Put up the answer chart and let pupils check their own answers. (Appendix 1)
194
Consolidation:
a. Get pupils to say aloud the words learnt.b. Pupils do the action of the phoneme/g/ and say /g/.
Closure:
a. Teacher leaves the class by thanking the pupils.b. Pupils respond appropriately.
195
There is a . The has a ,
a and a . The , the ,
the and the are good friends.
Every day ,the goes to school.
The carries the ’s big
on his back. The ,the
and the walk behind the
to school. They wait for her at
the
APPENDIX 3
196
APPENDIX 4
There is a _____ . The ___ has a_____, a ______ and a _____The___ , the ____, the ____and the____ are good friends. Every day,the ____ goes to school. The____carriesthe____’sbig_____on his back. The____, the ____and the_____ walk behind the_____ to school. They wait for her at the_______
197
APPENDIX 5
girl girl girl girl
girl girl goat goat
goat goat goose goose
goose dog dog dog
gate bag
198
Introduction:
a. Greet pupils.b. Encourage pupils to reply.
Set Induction:
a. Teacher recites poem. (Appendix 6)b. Pupils listen and repeat. c. Pupils say words in the poem that has the /g/ sound.
Step 1:
a. Introduce the phoneme /g/ by showing an action.b. Instruct pupils to do the action of clutching your hands and shiver.c. Get pupils to do the action, say /g/ and trace the letter ‘g’.
Step 2:
a. Teacher writes the letter ‘G/g’ on the board and says /g/.b. Show the correct formation of the letter ’G/g’.c. Pupils trace the letter and say /g/.
g1
2
31
2
Pupils may trace letter in the air, on the desk, in
the sandbox, on a friend’s back etc.
Focus: Writing
Learning Standard(s): 3.1.1 (c), (d), (e), 3.1.2 (a) {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:i. write the letter ‘G/g’ correctly; andii. complete a worksheet.
Time: 30/60 minutes
Teaching Aid(s): pictures, plasticine / sandbox, worksheet
Cross Curricular Element(s): Multiple intelligences
199
Step 3:
a. Showpicturesofobjectswiththephoneme/g/andgetpupilstosaythewords.b. Teacher says /g/…..’g’. Example :
girl……../g/……… girl….. /g/……….. ‘g’
c. Repeat with other words learnt.
Step 4:
a. Distribute plasticine to pupils.b. Get them to form the letter ‘G/g’.
Step 5:
a. Complete exercise on page 57 in pupil’s module. (Appendix 7)
Consolidation:
a. Teacher gets pupils to say aloud the poem and do the action of the phoneme /g/. (Appendix 6)
Closure:a. Leave the class by thanking the pupils. b. Pupils respond appropriately.
200
APPENDIX 6
green grapes, green grapesgreen grapes on a baggreen grapes on a bag
old goat, old goatold goat on a logold goat on a log
201
APPENDIX 7TraceandWriteNeatty
202
Focus: Language Arts
Learning Standards: 4.3.1(d), 4.3.2(d) {SK} 4.3.1(c), 4.3.2(c) {SJK}
Objectives: By the end of the lesson, pupils will be able to:i. Produce a simple mini book on the story; andii. Tell a story with guidance.
Time: 30/60 minutes
Teaching Aids: pictures, manila cards / thick paper
Cross Curricular Element: Creativity, Multiple Intelligences
Introduction:
a. Greet pupils. b. Encourage pupils to reply.
Set Induction:
a. Teacher recites a poem. (Appendix 8)b. Pupils listen and repeat.c. Pupils say words in the poem that has the /g/ sound.
Step 1:
a. Tell the story. (Appendix 1)b. Show the pictures. (Appendix 9)
Step 2:
a. Pupils take turns to retell the story.b. Show pictures to the class.c. Teacher assesses the pupils’.
Step 3:
a. Distribute mini story book pages with pictures. (Appendix 10) b. Ask pupils to cut the sentencesc. Paste the sentences under the pictures.d. Get pupils to colour the pictures.
203
Consolidation:
a. Get pupils to say the poem aloud and do the action of the phoneme /g/.
Closure:
a. Leave the class bythanking the pupils.b. Pupils respond appropriately.
204
APPENDIX 8
Good dog near the gateOld goat on the log
Pretty girl with a gold ringCarrying a big bag to school
205
There is a girl. The girl has a goat, a dog and a goose. The girl, the goat, the dog and the goose are good friends.
APPENDIX 9
206
Every day, the girl goes to school.
207
The goat carries the girl’s bigbag on his back. The goat, the dog and the goose walk behind the girl to school.
208
They wait for her at the gate.
209
APPENDIX 10
The goat carries the girl’s big bag onhis back. The goat, the dog and the goose walk behind the girl to school.
Every day ,the girl goes to school.
They wait for her at the gate.There is a girl. The girl has a goat, a dog and a goose. The girl, the goat, the dog and the goose are good friends.
Top Related