Oral Composition Aural Discrimination, /I/ and /I,/ for Primary 3

Class: Primary 3
Term: 1st Term
Week: 7
Age: 8 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: English Studies
Previous Lesson: Stress and Intonation (In a Dialogue) and Reading Aural Discrimination of Sounds.
Topic: Listening Speaking, Reading, Writing, Grammatical Accuracy
Subject Matter: Oral composition (Aural discrimination of /i/ and /i:/ sounds); Reading comprehension (Drug Abuse); Writing (Sentences on everyday activities using present and past tense); Grammar (Past Continuous Tense).

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Explain the meaning of drug abuse and its effects.
• Identify and differentiate between /i/ and /i:/ sounds.
• Explain the meaning of new words identified from a passage.
• Explain what habitual activities are.
• Identify and explain the formation and usage of present and past tenses.
• Explain the past continuous tense and its formation.

Affective Domain:

• Listen attentively to a story and explanations.
• Appreciate the importance of correct pronunciation.
• Understand the dangers of drug abuse.
• Show willingness to use new vocabulary and grammatical structures correctly.

Psychomotor Domain:

• Pronounce /i/ and /i:/ sounds and words clearly.
• Read a passage aloud with correct intonation.
• Write three or four sentences on everyday activities using present and past tenses.
• Write examples of sentences using the past continuous tense.

Social Domain:

• Participate in answering questions about a story or passage.
• Work cooperatively to understand new words and concepts.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum
• State Unified Scheme of Work
• MacMillan Primary English Book 3
• Relevant charts and pictures

Instructional Materials

The teacher will teach this lesson with the aid of:

• A folk story or short moral story
• Charts showing pictures related to drug abuse and its effects
• Flashcards with words containing /i/ and /i:/ sounds
• A non-fiction passage and a short story on drug abuse
• Whiteboard/chalkboard and markers/chalk
• Pupils’ dictionaries

Rationale for the Lesson

This lesson enables pupils to improve their oral communication skills, understand the dangers of drug abuse, and correctly use present, past, and past continuous tenses in their writing. These skills are important for effective communication and for understanding written and spoken English in daily life.

Prerequisite/Previous Knowledge

Pupils can read simple sentences, identify basic sounds, and understand simple instructions. They also have some prior knowledge of simple sentences and common verbs.

Lesson Content/Board Summary

English Language Skills

Listening Speaking: Oral Composition and Aural Discrimination

Oral composition is the act of creating and delivering a story or message verbally.

Aural discrimination is the ability to hear the difference between sounds.

Short /i/ sound

This is a short vowel sound, as heard in words like:

• bit
• sit
• lick
• pin
• fish

Long /i:/ sound

This is a long vowel sound, often written as ‘ee’ or ‘ea’, as heard in words like:

• beat
• seat
• teeth
• feet
• green

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Reading: Drug Abuse and its Effects

What is Drug Abuse?

Drug abuse is when someone uses drugs in a way that is harmful to their body or mind. This includes taking too much of a drug or taking drugs that are not prescribed by a doctor.

Effects of Drug Abuse

Drug abuse can cause many problems, such as:

• Damaging the brain and other body organs.
• Making a person sick or unhealthy.
• Making a person behave badly.
• Causing problems at home and in school.

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Writing: Present and Past Tenses

What are Tenses?

Tenses tell us when an action happened. They show the time of the action or activity.

Present Tense

The present tense is used for actions that happen regularly or are true now.

Examples:

• I write every day. (Habitual activity)
• She eats breakfast in the morning.
• Birds fly. (General truth)

Past Tense

The past tense is used for actions that happened and finished in the past.

Examples:

• I wrote yesterday.
• She ate breakfast an hour ago.
• He played football last Saturday.

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Grammatical Accuracy: Past Continuous Tense

What is Past Continuous Tense?

The past continuous tense tells us about an action or activity that was happening continuously at a specific time in the past.

Formation of Past Continuous Tense

It is formed using ‘was’ or ‘were’ + the verb ending in ‘-ing’.

• I/He/She/It + was + verb-ing
• You/We/They + were + verb-ing

Examples:

• I was going to the class when I fell down.
• They were playing football when it started to rain.
• She was reading a book all morning.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Lesson 1: Listening Speaking and Reading

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and tells a short, interesting folk story. After the story, the teacher asks pupils questions about the story to check their comprehension.
Pupils’ Activity: Pupils listen attentively to the story and answer the questions asked by the teacher.
Learning Point: Pupils recall previous knowledge and are engaged in the lesson.

Step 2: Aural Discrimination of /i/ and /i:/ Sounds

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces the /i/ and /i:/ sounds. The teacher pronounces words with these sounds clearly (e.g., bit, sit, lick vs. beat, seat, teeth) and guides pupils to listen to the difference. The teacher uses flashcards for demonstration.
Pupils’ Activity: Pupils listen carefully to the teacher’s pronunciation and repeat the words after the teacher, practicing the sounds.
Learning Point: Pupils learn to differentiate and pronounce /i/ and /i:/ sounds correctly.

Step 3: Introduction to Reading Passage on Drug Abuse

Time: 5 minutes
Teaching Skill: Explanation/Visual Aids
Teacher’s Activity: The teacher displays charts showing pictures related to drug abuse and its effects. The teacher briefly explains what drug abuse means and some of the damages it causes to human health.
Pupils’ Activity: Pupils observe the charts and listen to the teacher’s explanation. They may share simple ideas about what they see.
Learning Point: Pupils are introduced to the topic of drug abuse and its negative consequences.

Step 4: Reading and Comprehension

Time: 15 minutes
Teaching Skill: Reading Aloud/Questioning
Teacher’s Activity: The teacher distributes a non-fiction passage or a short story on drug abuse and its effects. The teacher reads the passage aloud first, then asks pupils to read it silently and then takes turns reading aloud. The teacher culls out new words from the passage, explains their meanings, and uses them in sentences.
Pupils’ Activity: Pupils read the passage silently and then aloud. They listen to the teacher’s explanations of new words and use a dictionary to find meanings of new words.
Learning Point: Pupils improve reading skills, expand vocabulary, and understand the passage content.

Step 5: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Give two examples of words with the /i/ sound.
2. Give two examples of words with the /i:/ sound.
3. What is drug abuse?
4. Mention two effects of drug abuse on a person’s health.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Lesson 2: Writing and Grammatical Accuracy

Step 1: Introduction (Recap of Tenses)

Time: 5 minutes
Teaching Skill: Review/Questioning
Teacher’s Activity: The teacher reviews the concept of actions and time, asking pupils how they know when an action happened. The teacher introduces that tenses help us know the time of an action.
Pupils’ Activity: Pupils recall their knowledge of actions and time, and respond to the teacher’s questions.
Learning Point: Pupils connect to prior knowledge about verbs and time.

Step 2: Present and Past Tenses

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains what habitual activities are and how they relate to the present tense. The teacher writes examples of sentences indicating habitual activities in present tense (e.g., “I eat lunch every day”). The teacher then explains the past tense for completed actions and provides examples (e.g., “I ate lunch yesterday”).
Pupils’ Activity: Pupils listen to the explanations and read the example sentences written on the board. They identify the verbs and their tenses.
Learning Point: Pupils understand the use of present and past tenses for everyday activities.

Step 3: Writing Sentences in Present and Past Tense

Time: 15 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher guides pupils to write three or four sentences about their own everyday activities, first using the present tense, then converting some to the past tense. The teacher walks around to provide support and correct mistakes.
Pupils’ Activity: Pupils write sentences on their own, applying the present and past tenses. They ask questions where they need clarification.
Learning Point: Pupils practice writing sentences using correct present and past tenses.

Step 4: Past Continuous Tense

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces the past continuous tense, explaining that it describes actions that were ongoing in the past. The teacher demonstrates its formation (was/were + -ing verb) and provides examples like “I was going to the class when I fell down.”
Pupils’ Activity: Pupils listen to the teacher’s explanations and observe the examples. They try to form simple sentences using the past continuous tense orally.
Learning Point: Pupils understand the meaning and formation of the past continuous tense.

Step 5: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What do tenses tell us?
2. Write one sentence about something you do every day (present tense).
3. Change the sentence you wrote to the past tense.
4. Form one sentence using the past continuous tense.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Wrap-up
Teacher’s Activity: The teacher summarizes the key learning points on listening, reading, writing, and grammar. The teacher encourages pupils to continue practicing these skills at home. The teacher gives homework.
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: Pupils consolidate their learning and are prepared for further practice.

Home Task: Write four correct English sentences that demonstrate the main language skill in Listening Speaking, Reading, Writing, Grammatical Accuracy.

Lesson Keywords

• Oral Composition – creating and telling a story or message verbally.
• Aural Discrimination – the ability to hear the difference between sounds.
• Drug Abuse – using drugs in a harmful way.
• Present Tense – verbs that show actions happening now or regularly.
• Past Tense – verbs that show actions that happened and finished in the past.
• Past Continuous Tense – verbs that show actions that were ongoing in the past.

Differentiation

For pupils who are finding it difficult, the teacher will provide more one-on-one assistance, simplify instructions, and offer additional examples and practice sentences. For advanced pupils, the teacher will encourage them to create more complex sentences, identify more new words from the passage, and write longer paragraphs.

Note for teachers using this lesson plan

Teachers should ensure active participation from all pupils during the listening and speaking activities. Clear pronunciation and visual aids are important for aural discrimination. Emphasize the practical application of tenses in everyday communication and writing. Encourage pupils to use dictionaries regularly to build their vocabulary.