Lbi for teacher (book 1) unit 04

WORLD OF SELF,FAMILY & FRIENDS

PpUnit 4

Things I see

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Focus: Listening and Speaking

Learning Standard(s): 1.1.2, 1.2.1 (a) & (d) {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. say the phoneme /s/ correctly; andii. identify objects with the phoneme /s/.

Time: 30/60 minutes

Teaching Aid(s): objects, worksheet

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.

Ask pupils to observe you. Do it a few times

to different groups.

FocusWords:pin, pen, pail, pot,

pencil, cup

Suggested objects: 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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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.

APPENDIX 1

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Focus: Reading

Learning Standard(s): 2.1.2(a) /p/ {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. say the phoneme /p/ correctly; andii. pick the right letter card to match the /s/ and /t/ sounds in spoken words.

Time: 30/60 minutes

Teaching Aid(s): picture cards, letter cards

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. Example: T: “What is your name?” P: “My name is “Penny.” T: “Penny, /p/.”

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/.

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Step 3:

Game 1

a. Give a letter card of the phoneme /p/ to each group. (Appendix 2)b. Says 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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pst

APPENDIX 2

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Focus: Writing

Learning Standard(s): 3.1.1 (c), 3.1.2 (a), (b) {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. write the letter ‘p’ correctly.

Time: 30/60 minutes

Teaching Aid(s): 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 friend’s

back.1

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2

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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 pupil’s 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 3Trace and write neatly.

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Focus: Language Arts

Learning Standard(s): 4.1.2 {SK & SJK} 4.3.1 (d) {SK} 4.3.1 (c) {SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. chant in groups; andii. complete a booklet.

Time: 30/60 minutes

Teaching Aid(s): picture cards, mini booklets

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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Pencil and pen,

Pencil and pen,

In the pot, in the pot.

Pin and cup,

Pin and cup,

In the pail, in the pail.

APPENDIX 4

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APPENDIX 5