Class: Primary 3
Term: 2nd Term
Week: 5
Age: 8 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: English Studies
Previous Lesson: the Consonant Cluster and Reading Comprehension Passage.
Topic: Listen and Speaking, Reading, Writing, Grammatical Accuracy
Subject Matter: Pronunciation of vowel /a:/ or /^/ and consonants /k/ and /g/; Comprehension passage illustrating basic hygiene; Description of objects; Tense and past tense, “ed” ending.

Specific Objectives

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

Cognitive Domain:

Identify the vowel sounds /a:/ and /^/ and consonant sounds /k/ and /g/.
Give examples of words containing these sounds.
Make sentences with words that have the target sounds.
Identify keywords and difficult words in a comprehension passage on hygiene.
Read the comprehension passage and answer questions about it.
Describe objects using appropriate attributes like size, weight, colour, height, and appearance.
Understand the difference between present and past tense, especially with the “ed” ending.
Make sentences using verbs in the present and past tense with “ed” endings.

Affective Domain:

Show enthusiasm for correct pronunciation of English sounds.
Appreciate the importance of personal hygiene as discussed in the reading passage.
Develop an interest in descriptive writing.
Value the use of accurate grammar in spoken and written English.

Psychomotor Domain:

Articulate the vowel sounds /a:/, /^/ and consonant sounds /k/, /g/ correctly.
Read a comprehension passage fluently and expressively.
Write clear and concise descriptions of objects.
Construct grammatically correct sentences using present and past tense verbs with “ed” endings.

Participate actively in pronunciation drills and reading activities.
Collaborate with peers in identifying and discussing features of objects.
Communicate clearly and respectfully when comparing descriptions.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Primary 3
State Unified Scheme of Work
Macmillan Primary English for Primary 3
Charts of vowel and consonant sounds
Pictures of various objects

Instructional Materials

The teacher will teach this lesson with the aid of:

Whiteboard and markers/chalk
Charts showing words with /a:/, /^/, /k/, /g/ sounds
Flashcards with pictures of objects
A printed comprehension passage on basic hygiene
Textbooks

Rationale for the Lesson

This lesson helps pupils to improve their English language skills across listening, speaking, reading, writing, and grammar. It enables them to communicate more effectively, understand written texts better, and express themselves clearly in both spoken and written forms, which are important for their academic and daily lives.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of English words, simple sentences, and can identify some letters of the alphabet and their sounds.

Lesson Content/Board Summary

Listen and Speaking

Pronunciation of Vowel Sounds

The /a:/ and /^/ Sounds

The vowel sounds /a:/ and /^/ are important in English pronunciation. Listening carefully and practicing helps us say words correctly.

/a:/ sound: This is a long ‘a’ sound, as heard in words like ‘far’, ‘car’, ‘palm’, ‘art’.
/^/ sound: This is a short ‘a’ sound, often found in words like ‘fan’, ‘can’, ‘man’, ‘blood’.

Pronunciation of Consonant Sounds

The /k/ and /g/ Sounds

The consonant sounds /k/ and /g/ are also important for clear speech. They are often confused but have distinct pronunciations.

/k/ sound: This is a hard ‘c’ or ‘k’ sound, as in ‘car’, ‘kettle’, ‘kiss’, ‘cook’.
/g/ sound: This is a hard ‘g’ sound, as in ‘girl’, ‘goat’, ‘big’, ‘bag’, ‘game’.

Reading

Comprehension Passage on Basic Hygiene

Reading comprehension helps us understand the meaning of written text. We will read a passage about basic hygiene to improve our understanding and vocabulary.

Basic Hygiene refers to practices that help us stay healthy and stop the spread of sickness. These practices are very important for everyone.

Examples of basic hygiene practices include:

Washing hands regularly with soap and water, especially before eating and after using the toilet.
Bathing daily to keep our bodies clean.
Brushing teeth twice a day to prevent tooth decay.
Keeping our surroundings clean, like our homes and classrooms.
Covering our mouth and nose when we cough or sneeze to protect others.

When reading a passage, it is important to:

Identify the main idea of the passage.
Look for keywords that tell us what the passage is about.
Understand difficult words by looking at the context or asking for help.
Read carefully to be able to answer questions about the text.

Writing

Description of Objects

To describe an object means to tell what it is like, using words that help someone imagine it. Good descriptions use details about the object’s features.

When describing objects, we can use words that tell us about their:

Size: Is it big, small, tiny, or enormous?
Weight: Is it light or heavy?
Colour: What colour is it (e.g., red, blue, green, yellow)?
Height: Is it tall or short?
Appearance: What does it look like? Is it shiny, dull, smooth, rough, round, or square?

Example: “The red, shiny apple is round and feels smooth. It is small and light.”

Grammatical Accuracy

Present and Past Tense: “ed” Ending

Verbs are action words. They change their form to show when an action happened. This is called tense.

Present Tense shows an action happening now or an action that happens regularly.

Past Tense shows an action that has already finished. For many verbs, we form the past tense by adding “-ed” to the end of the word.

Examples of verbs changing from present to past tense by adding “ed”:

Present: walk → Past: walked
Present: play → Past: played
Present: clean → Past: cleaned
Present: finish → Past: finished

Sentences illustrating past tense with “ed” ending:

Adamu has completed his assignment. (The action of completing is finished)
We have watched the match. (The action of watching is finished)
Ngozi has prayed for us. (The action of praying is finished)
They have clapped for him. (The action of clapping is finished)

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Lesson 1: Listen and Speaking & Reading

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to recall some sounds they have learned before. The teacher then introduces the day’s lesson by stating that they will learn new sounds and read a passage.
Pupils’ Activity: Pupils respond to greetings, recall previous sounds, and listen attentively to the introduction.
Learning Point: Pupils are prepared for the lesson and understand the topic.

Step 2: Introduction to Vowel Sounds /a:/ and /^/

Time: 8 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher writes words with /a:/ (e.g., far, car, palm, art) and /^/ (e.g., fan, can, man, blood) on the board. The teacher pronounces the words clearly, emphasizing the vowel sounds, and explains the difference.
Pupils’ Activity: Pupils listen carefully to the teacher’s pronunciation and try to repeat the words after the teacher.
Learning Point: Pupils identify and differentiate between the /a:/ and /^/ vowel sounds.

Step 3: Practice Vowel Sounds

Time: 7 minutes
Teaching Skill: Drill/Repetition
Teacher’s Activity: The teacher leads the pupils in a choral repetition of words containing /a:/ and /^/ sounds. The teacher then asks individual pupils to pronounce some of these words and make simple sentences with them.
Pupils’ Activity: Pupils repeat the words chorally and individually. They attempt to make simple sentences using the words.
Learning Point: Pupils practice and improve their pronunciation of /a:/ and /^/ sounds.

Step 4: Introduction to Consonant Sounds /k/ and /g/

Time: 8 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher writes words with /k/ (e.g., car, kettle, kiss, cook) and /g/ (e.g., girl, goat, big, bag, game) on the board. The teacher pronounces these words, emphasizing the consonant sounds, and highlights the distinction between them.
Pupils’ Activity: Pupils listen keenly to the teacher’s pronunciation and repeat the words, paying attention to the /k/ and /g/ sounds.
Learning Point: Pupils identify and differentiate between the /k/ and /g/ consonant sounds.

Step 5: Practice Consonant Sounds

Time: 7 minutes
Teaching Skill: Drill/Repetition
Teacher’s Activity: The teacher leads pupils in choral and individual practice of words with /k/ and /g/ sounds. The teacher encourages pupils to make sentences using these words.
Pupils’ Activity: Pupils repeat the words and try to form sentences, focusing on correct pronunciation.
Learning Point: Pupils practice and improve their pronunciation of /k/ and /g/ sounds.

Step 6: Reading Comprehension Passage

Time: 5 minutes
Teaching Skill: Reading/Questioning
Teacher’s Activity: The teacher distributes a short comprehension passage on basic hygiene. The teacher reads the passage aloud first, then guides pupils to identify keywords and difficult words.
Pupils’ Activity: Pupils listen as the teacher reads, then follow along. They point out keywords and ask questions about difficult words.
Learning Point: Pupils are introduced to the comprehension passage and learn to identify key vocabulary.

Step 7: Evaluation/Review

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

Pronounce the following words: ‘car’, ‘man’, ‘girl’, ‘cook’.
Give two words that have the /a:/ sound.
What is one important practice for basic hygiene mentioned in the passage?
What does it mean to identify keywords in a passage?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 0 minutes (Integrated)
Teaching Skill: Summarization/Homework Assignment
Teacher’s Activity: The teacher quickly summarizes the main points covered (pronunciation of sounds, reading about hygiene). The teacher assigns homework: pupils should practice pronouncing the learned sounds and read the hygiene passage again, ready to answer questions in the next class.
Pupils’ Activity: Pupils listen to the summary and copy down the homework assignment.
Learning Point: Pupils consolidate their learning and prepare for further practice.

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

Lesson Keywords

Pronunciation – The way a word or a language is spoken.
Vowel – A speech sound produced with the vocal tract open, like /a:/ or /^/.
Consonant – A speech sound produced by obstructing the vocal tract, like /k/ or /g/.
Hygiene – Practices that help maintain health and prevent disease.
Comprehension – The ability to understand something, especially written text.
Description – A spoken or written account of a person, object, or event.
Tense – A grammatical category that indicates the time of a verb’s action or state.
Past Tense – A verb tense that indicates an action or state that was completed in the past.
“ed” ending – A common suffix added to regular verbs to form their past tense.

Differentiation

For struggling pupils, the teacher will provide extra one-on-one pronunciation practice and simpler comprehension questions. For advanced pupils, the teacher will encourage them to find more words with the target sounds, create longer sentences, and discuss the hygiene passage in more detail.

Note for teachers using this lesson plan

Ensure that the pronunciation drills are engaging and interactive. Provide clear examples and visual aids for each sound and for the hygiene passage. Encourage active participation from all pupils. Remember that the writing and grammatical accuracy topics will be covered in a subsequent lesson period due to the comprehensive nature of the overall topic.