Class: Primary 3 (Pry 3)
Term: 3rd Term
Week: 3
Age: 8 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: English Studies
Previous Lesson: Aural Discrimination of Consonant Sounds, /Tz/ and /Ɀ/.
Topic: /Z/, Grammatical Accuracy
Subject Matter: /Z/: Zip Razor Blaze, Grammatical Accuracy: Asking for permission Using ‘can’ or ‘may’ in asking for permission to show politeness

Specific Objectives

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

Cognitive Domain:

Identify words containing the /Z/ sound.
Differentiate between the usage of ‘can’ and ‘may’ when asking for permission.
State the polite way of asking for permission.

Affective Domain:

Listen attentively to the pronunciation of the /Z/ sound.
Appreciate the importance of politeness in communication.
Participate actively in class discussions and pronunciation drills.

Psychomotor Domain:

Pronounce words with the /Z/ sound correctly.
Construct sentences using ‘can’ or ‘may’ to ask for permission politely.
Read sentences and passages containing the /Z/ sound with correct stress and intonation.

Work collaboratively in groups to practice asking for permission.
Interact politely with peers when practicing dialogue.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Primary Schools.
State Unified Scheme of Work.
New MacMillan English for Primary Schools Book 3.
https://www.phonicsplay.co.uk/resources/phase3/z-sound
https://www.englishclub.com/grammar/modals-can-may.htm

Instructional Materials

The teacher will teach this lesson with the aid of:

Flashcards with words containing the /Z/ sound (e.g., zip, zebra, buzz, fizz).
A chart displaying sentences using ‘can’ and ‘may’ for permission.
Pictures of items with the /Z/ sound.
A whiteboard and markers.

Rationale for the Lesson

This lesson helps pupils to correctly pronounce the /Z/ sound, which is common in English words. It also enables them to learn how to politely ask for permission using ‘can’ or ‘may’, which is essential for effective and respectful communication in daily life.

Prerequisite/Previous Knowledge

Pupils can recognize and pronounce some basic English sounds and letters. They can also form simple sentences and understand basic requests.

Lesson Content/Board Summary

English Studies

The /Z/ Sound

The /Z/ sound is a voiced consonant sound. It is produced by vibrating the vocal cords while making the ‘s’ sound. The sound is often found in words like “zip”, “zebra”, “buzz”, “fizz”, “lazy”, and “razor”.

Examples of words with /Z/ sound:

Zip
Zebra
Buzz
Fizz
Lazy
Razor
Blaze
Judge
Soldier
Badge

Examples of sentences with /Z/ sound:

The zebra is in the zoo.
Please zip up your bag.
The bee will buzz around the flowers.
My sister is very lazy.
The soldier wore a badge.

Grammatical Accuracy: Asking for Permission

When we want to ask for permission, we can use the words ‘can’ or ‘may’. Using ‘may’ is generally considered more polite than ‘can’.

Using ‘Can’ to ask for permission:

‘Can’ is used for informal requests or when you are asking a friend or someone you know well. It implies ability or possibility.

Examples:

Can I go out to play?
Can I borrow your pencil?
Can I sit here?

Using ‘May’ to ask for permission:

‘May’ is used for more formal or polite requests, especially when asking someone in authority (like a teacher or parent) or someone you don’t know well. It shows more respect.

Examples:

May I come in, please?
May I go to the restroom?
May I ask a question?
May I use your book, sir?

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Lesson 1: /Z/ Sound

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to make some sounds like a bee buzzing. The teacher then introduces the topic of the /Z/ sound.
Pupils’ Activity: Pupils greet the teacher and imitate the sound of a buzzing bee.
Learning Point: Pupils are introduced to the /Z/ sound.

Step 2: Presentation of /Z/ Sound

Time: 7 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher writes letters, words, and sentences containing the /Z/ sound on the board (e.g., Zip, Razor, Blaze). The teacher pronounces the words clearly and demonstrates how to produce the /Z/ sound.
Pupils’ Activity: Pupils listen attentively, observe the teacher’s mouth movements, and try to imitate the pronunciation of the /Z/ sound.
Learning Point: Pupils learn the correct pronunciation of the /Z/ sound.

Step 3: Guided Practice of /Z/ Sound

Time: 8 minutes
Teaching Skill: Drilling/Choral Repetition
Teacher’s Activity: The teacher leads the pupils in choral repetition of words and sentences containing the /Z/ sound. The teacher also asks individual pupils to pronounce the words.
Pupils’ Activity: Pupils repeat the words and sentences after the teacher, first as a class, then individually. They focus on correct stress and intonation.
Learning Point: Pupils practice pronouncing the /Z/ sound in words and sentences.

Lesson 2: Grammatical Accuracy (Asking for Permission)

Step 4: Introduction to Asking for Permission

Time: 5 minutes
Teaching Skill: Questioning/Discussion
Teacher’s Activity: The teacher asks pupils how they would ask for something politely from their teacher or parents. The teacher then introduces ‘can’ and ‘may’ for asking permission.
Pupils’ Activity: Pupils offer their ideas on asking for things politely and listen to the teacher’s introduction.
Learning Point: Pupils understand the concept of asking for permission politely.

Step 5: Differentiating ‘Can’ and ‘May’

Time: 7 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains the difference between using ‘can’ (less formal) and ‘may’ (more polite/formal) when asking for permission. The teacher writes example sentences on the board.
Pupils’ Activity: Pupils listen to the explanation and observe the example sentences on the board.
Learning Point: Pupils learn when to use ‘can’ and ‘may’ for permission.

Step 6: Constructing Sentences

Time: 8 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher guides pupils to construct sentences asking for permission, first using ‘can’ and then ‘may’. The teacher encourages pupils to suggest their own examples.
Pupils’ Activity: Pupils construct sentences asking for permission, first with ‘can’ and then with ‘may’, under the teacher’s guidance. They suggest more words and sentences for practice.
Learning Point: Pupils practice forming polite requests using ‘can’ and ‘may’.

Step 7: Evaluation/Review

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

Mention three words that contain the /Z/ sound.
Pronounce the word “zebra” correctly.
Which word is more polite when asking for permission: ‘can’ or ‘may’?
Construct a polite sentence asking your teacher to go to the restroom using ‘may’.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 3 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the main points of the lesson, emphasizing the correct pronunciation of the /Z/ sound and the polite use of ‘can’ and ‘may’ for permission. The teacher gives homework.
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: Pupils recall the key aspects of the lesson.

Home Task: Write four correct English sentences that demonstrate the main language skill in /Z/, Grammatical Accuracy.

Lesson Keywords

/Z/ sound – A voiced consonant sound, as in “zebra” or “buzz”.
Permission – The act of allowing someone to do something.
Polite – Showing good manners and respect for others.
Can – Used to ask for permission, often in informal situations.
May – Used to ask for permission, often in formal and more polite situations.
Intonation – The rise and fall of the voice in speaking.

Differentiation

For pupils who struggle, the teacher will provide additional one-on-one pronunciation practice and offer simpler sentence structures for asking permission. For advanced learners, the teacher will encourage them to create short dialogues involving asking for and granting permission, and to identify more complex words with the /Z/ sound.

Note for teachers using this lesson plan

Ensure that the board summary is neatly written and accessible to all pupils. Encourage active participation from all pupils, especially during pronunciation drills and sentence construction. Provide positive reinforcement to build pupils’ confidence in speaking English correctly and politely.