Pronunciation, This Is My Bag and Reading Simple Sentences for Primary 1

Class: Primary 1
Term: 2nd Term
Week: 9
Age: 6 years
Duration: 45 minutes per lesson (Total 90 minutes for both lessons)
Subject: English Studies
Curriculum Theme: English Studies
Previous Lesson: Pronunciation Practice and Reading Decoding Strategies.
Topic: Listening and Speaking, Grammatical Accuracy (Structure), Reading, Writing
Subject Matter: Pronunciation, Decoding strategies words parts (compound words, digraphs), Apply long and short vowels, This is my bag, This is your book, Reading simple sentences, Composition on “Myself”

Specific Objectives

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

Cognitive Domain:

• Separate words into consonant and vowel sounds.
• Build words by blending word parts (long vowels, short vowels, digraphs).
• Identify and use possessive forms like ‘my’ and ‘your’ in sentences.
• Read simple sentences correctly and fluently.
• Write a simple composition about “Myself” with guidance.

Affective Domain:

• Show willingness to participate actively in pronunciation and reading drills.
• Appreciate the importance of using correct possessive words.
• Enjoy expressing themselves creatively through writing.
• Develop a positive attitude towards learning English.

Psychomotor Domain:

• Articulate consonant and vowel sounds clearly.
• Blend word parts to form new words orally.
• Point to possessive words in given sentences.
• Read simple sentences aloud with appropriate intonation.
• Physically write a short composition following a guide.

Social Domain:

• Collaborate with peers during word building and sentence practice activities.
• Share their written compositions with classmates in a respectful manner.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum
• State Unified Scheme of Work
• Primary English Textbook 1

Instructional Materials

The teacher will teach this lesson with the aid of:

• Charts showing consonant and vowel sounds
• Flashcards with compound words and digraphs
• Sentence strips for reading practice
• Whiteboard and markers
• Pupils’ exercise books and pencils

Rationale for the Lesson

This lesson helps pupils develop fundamental English language skills, enabling them to communicate effectively, understand written texts, and express their thoughts in writing. It builds a strong foundation for future learning and everyday interactions by focusing on essential phonics, grammar, reading comprehension, and creative writing.

Prerequisite/Previous Knowledge

Pupils can identify some letters of the alphabet and their sounds. They can also recognize a few simple words and form basic greetings.

Lesson Content/Board Summary

Listening and Speaking

Pronunciation

Consonant and Vowel Sounds

Consonants are sounds where the airflow is blocked or partially blocked (e.g., b, c, d, f). Vowels are sounds where the airflow is open (a, e, i, o, u).

Examples of consonant sounds: /b/ as in ‘bat’, /d/ as in ‘dog’.

Examples of vowel sounds: /a/ as in ‘cat’, /e/ as in ‘bed’.

Decoding Strategies: Word Parts (Compound Words, Digraphs)

Compound words are two smaller words joined together to make a new word.

Examples: ‘sun’ + ‘flower’ = ‘sunflower’, ‘rain’ + ‘bow’ = ‘rainbow’.

Digraphs are two letters that make one sound.

Examples: ‘sh’ as in ‘ship’, ‘ch’ as in ‘chair’, ‘th’ as in ‘thin’.

Long and Short Vowels

Short vowels make a quick sound.

• ‘a’ as in ‘cat’
• ‘e’ as in ‘bed’
• ‘i’ as in ‘pig’
• ‘o’ as in ‘dog’
• ‘u’ as in ‘sun’

Long vowels say their name.

• ‘a’ as in ‘cake’
• ‘e’ as in ‘tree’
• ‘i’ as in ‘bike’
• ‘o’ as in ‘boat’
• ‘u’ as in ‘flute’

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Grammatical Accuracy (Structure)

Expression of Possession (my, your)

Possessive words show who owns something. ‘My’ means something belongs to me. ‘Your’ means something belongs to you.

Examples of sentences using possessive words:

• This is my bag.
• This is your book.
• This is my pencil.
• This is your ruler.

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Reading

Reading Simple Sentences

Reading simple sentences means saying the words correctly and understanding what they mean.

Examples of simple sentences:

• I can run.
• The cat is big.
• She has a doll.
• He likes to play.

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Writing

Composition on “Myself”

A composition on “Myself” is a short piece of writing about who you are, what you like, and what you do.

Guide for writing “Myself”:

• My name is…
• I am a boy/girl.
• I am … years old.
• I am in Primary 1.
• I like to… (e.g., play, read, draw).

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Lesson 1: Listening and Speaking & Grammatical Accuracy (Structure)

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils, checks attendance, and reviews the previous lesson briefly. The teacher then introduces the day’s topics: pronunciation, decoding strategies, and possessive forms.
Pupils’ Activity: Pupils respond to greetings, answer attendance, recall the previous lesson, and listen attentively to the new topics.
Learning Point: Pupils are prepared for the new lesson and connect it to prior knowledge.

Step 2: Presentation of Pronunciation (Long and Short Vowels)

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains what long and short vowels are, using charts and examples like ‘cat’ (short a) and ‘cake’ (long a). The teacher demonstrates the sounds clearly.
Pupils’ Activity: Pupils listen to the explanation, observe the charts, and repeat the vowel sounds after the teacher.
Learning Point: Pupils learn to differentiate between long and short vowel sounds.

Step 3: Pupils’ Practice on Pronunciation

Time: 5 minutes
Teaching Skill: Drill/Repetition
Teacher’s Activity: The teacher guides pupils to practice saying words with long and short vowels, ensuring correct pronunciation. The teacher provides individual feedback.
Pupils’ Activity: Pupils pronounce words, focusing on the correct vowel sounds, and try to correct their pronunciation based on feedback.
Learning Point: Pupils improve their articulation of vowel sounds.

Step 4: Presentation of Decoding Strategies (Compound Words, Digraphs)

Time: 5 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains compound words and digraphs using flashcards (e.g., ‘sunflower’, ‘ship’). The teacher shows how two words make one for compound words and how two letters make one sound for digraphs.
Pupils’ Activity: Pupils observe the flashcards and listen to the teacher’s explanation of compound words and digraphs.
Learning Point: Pupils understand how compound words and digraphs are formed.

Step 5: Pupils’ Practice on Decoding

Time: 5 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher writes more examples of compound words and digraphs on the board and asks pupils to identify the word parts or the single sound.
Pupils’ Activity: Pupils identify and say the word parts or sounds for the given examples.
Learning Point: Pupils practice decoding skills for compound words and digraphs.

Step 6: Presentation of Possessive Forms (‘my’, ‘your’)

Time: 5 minutes
Teaching Skill: Explanation/Modeling
Teacher’s Activity: The teacher introduces ‘my’ and ‘your’ by showing objects and using sentences like “This is my pen,” and “This is your book.” The teacher encourages pupils to use these words.
Pupils’ Activity: Pupils listen to the teacher’s examples and practice using ‘my’ and ‘your’ with their own belongings.
Learning Point: Pupils learn to use ‘my’ and ‘your’ to show possession.

Step 7: Evaluation/Review

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

1. Say two words with a short ‘a’ sound and two words with a long ‘a’ sound.
2. What is a compound word? Give one example.
3. Complete the sentence: “This is _____ ruler” (pointing to a pupil’s ruler).
4. Make a sentence using the word ‘my’.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key points of the lesson, emphasizing the importance of correct pronunciation and using possessive words. The teacher assigns homework, asking pupils to list five compound words and use ‘my’ or ‘your’ in five sentences.
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: Pupils reinforce their understanding and apply learning at home.

Lesson 2: Reading & Writing

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils, reviews the previous lesson on sounds and possessives, and introduces the new topics: reading simple sentences and writing a composition on “Myself.”
Pupils’ Activity: Pupils respond to greetings, recall the previous lesson, and listen to the introduction of new topics.
Learning Point: Pupils are mentally prepared for the reading and writing tasks.

Step 2: Presentation of Reading Simple Sentences

Time: 10 minutes
Teaching Skill: Demonstration/Modeling
Teacher’s Activity: The teacher displays sentence strips with simple sentences (e.g., “I can run,” “The cat is big”). The teacher reads each sentence clearly, modeling correct pronunciation and fluency.
Pupils’ Activity: Pupils listen attentively as the teacher reads, observing the words and the flow of the sentences.
Learning Point: Pupils observe how simple sentences are read correctly.

Step 3: Pupils’ Practice of Reading

Time: 10 minutes
Teaching Skill: Guided Practice/Choral Reading
Teacher’s Activity: The teacher guides pupils to read the simple sentences chorally and individually. The teacher provides support and corrects errors as needed, encouraging pupils to sound out words.
Pupils’ Activity: Pupils read the sentences aloud, first together, then individually, trying to read fluently and accurately.
Learning Point: Pupils gain confidence and improve their ability to read simple sentences.

Step 4: Presentation of Composition on “Myself”

Time: 5 minutes
Teaching Skill: Explanation/Guidance
Teacher’s Activity: The teacher explains what a composition on “Myself” means and provides a simple guide or sample composition on the board (e.g., “My name is… I am a boy/girl. I am … years old.”).
Pupils’ Activity: Pupils listen to the explanation and read the guide on the board, understanding what they need to write.
Learning Point: Pupils understand the structure and content required for writing about themselves.

Step 5: Guided Writing of “Myself”

Time: 5 minutes
Teaching Skill: Facilitation/Support
Teacher’s Activity: The teacher guides pupils to write their own simple composition on “Myself” in their exercise books, using the provided guide. The teacher moves around to offer individual help.
Pupils’ Activity: Pupils start writing their compositions, following the guide and asking for help when needed.
Learning Point: Pupils practice writing a short composition about themselves.

Step 6: Pupils Share Compositions

Time: 5 minutes
Teaching Skill: Encouragement/Feedback
Teacher’s Activity: The teacher invites a few pupils to read their compositions aloud to the class, providing positive feedback and gentle corrections.
Pupils’ Activity: A few pupils read their compositions, and others listen and appreciate their classmates’ work.
Learning Point: Pupils develop confidence in sharing their written work and learn from their peers.

Step 7: Evaluation/Review

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

1. Read this sentence: “The dog can bark.”
2. What is the first thing you write about when describing yourself?
3. Mention two things you like to do.
4. What is a simple sentence?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the importance of reading simple sentences and writing about oneself. The teacher gives homework, asking pupils to write two more simple sentences and to draw a picture of themselves to accompany their composition.
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: Pupils consolidate their learning and are encouraged to continue practicing.

Home Task: Write two correct English sentences that demonstrate the main language skill in Listening and Speaking, Grammatical Accuracy (Structure), Reading, Writing.

Lesson Keywords

• Pronunciation – how words are said.
• Vowels – speech sounds like ‘a’, ‘e’, ‘i’, ‘o’, ‘u’.
• Consonants – speech sounds made by blocking air (e.g., ‘b’, ‘c’, ‘d’).
• Compound words – two small words joined to make a new one (e.g., ‘rainbow’).
• Digraphs – two letters that make one sound (e.g., ‘sh’, ‘ch’).
• Possession – showing who owns something.
• Composition – a short piece of writing.
• Fluency – reading smoothly and easily.

Differentiation

For slower learners, the teacher will provide extra support by giving simpler examples, more one-on-one guidance during practice, and pre-reading some words. For fast learners, the teacher will challenge them by asking them to create more complex sentences, identify more compound words/digraphs, or write a slightly longer composition.

Note for teachers using this lesson plan

Encourage active participation from all pupils, especially during pronunciation and reading drills. Use clear and simple language appropriate for Primary 1. Provide positive reinforcement to build pupils’ confidence in their English language skills. Visual aids are very important for this age group, so ensure they are clear and engaging.