WORLD OF SELF,FAMILY & FRIENDS

Unit 13Uncle Coco

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Focus: Listening and Speaking

Learning Standard(s): 1.1.1 (a), 1.1.4 {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. associatetheletter‘c’withthesound/k/;andii. talk about a stimulus with guidance.

Time: 30/60 minutes

Teaching Aid(s): powerpoint; picture cards, composite picture (farm)

Cross Curricular Element(s): Multiple Intelligences

Introduction:

a. Greet pupils. b. Pupils reply.

Set Induction:

a. Make sounds of a cat mewing, a car and a cow.b. Then, get pupils to identify them.c. Show picture cards and pupils identify them.

Step 1:

a. Introduce the phoneme /k/. b. Instruct pupils to imagine flying a kite and say /k/. c. Demonstrate how to sound it out: • Youcanfeelthesound inthebackofyourmouth. • It sounds a bit like /g/ but when you say /k/, you can feel air coming out from your mouth.d. Pupils trace the letter and say /k/.e. Get pupils to say /k/ is for ‘c’.

Step 2:

a. Put up a picture of a farm. (Appendix 1)b. Pupils identify the things they see in the picture.c. Point to each item and say the word. Pupils repeat.

Step c: Ask pupils to

observe you. Do it a few times to different groups.

Step d: Pupils may trace letter in the air, on the desk, in

the sandbox, on a friend’s back etc.

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Focus Words: cap, car, cat, cow, cake, cup, carrot

Step 3:

a. Put up a composite picture. (Appendix 2).b. Pupils pick a picture, say aloud, and paste it onto

the chart. (Appendix 3)c. Point to the pictures and pupils say aloud.

Consolidation:

a. Complete exercise on page 70 in pupil’s module. (Appendix 4)b. Say a word.c. Get pupils to cross out the word.

Closure:

a. Leave the class by thanking the pupils.b. Pupils respond appropriately.

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APPENDIX 1

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APPENDIX 2

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APPENDIX 3

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APPENDIX 4

Listen to the teacher.Cross out the word.

cap car

sun dog

cow goat

toy cat

carrot ink

nut tap

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Focus: Reading

Learning Standard(s): 2.1.2(c)/k/(c),2.2.1(a),2.2.2,2.2.3{SK&SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. articulate the phoneme /k/ correctly;ii.match pictures to the sound /k/; andiii. sing a song with guidance.

Time: 30/60 minutes

Teaching Aid(s): Word cards; picture cards, composite picture(farm), song chart

Cross Curricular Element(s): Multiple Intelligences

Introduction:

a. Greet pupils. b. Pupils reply.

Set Induction:

a. Put up the picture of the farm and pupils identify words learnt in the previous lesson.

b. Read the lyrics of the song ‘Old Coco’. (Appendix 5)c. Pupils listen.d. Pupils read together with teacher.

Step 1:

a. Put up the picture of the farm. b. Pupils identify the things they see in the picture.c. Show word cards. (Appendix 6) d. Read the words and pupils repeat.

Step 2:

a. Pupils pick a word card, read and match it to the correct picture on the chart.b. Point to each word card and pupils read aloud.

Step c:Number of word cards depends on the pupils’ level.

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Step 3:

a. Sing the song to the tune of ‘OldMacDonald’. (Appendix 5)b. Pupils follow.c. Pupils sing as a class.

Consolidation:

a. Pupils are given phrase cards taken from the lyrics of the song. (Appendix 7)

b. Pupils read aloud the phrases with guidance from the teacher.

Closure:

a. Leave the class by thanking the pupils.b. Pupils respond appropriately.

Step b:Reading of phrases

with guidance.

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APPENDIX 5

Uncle Coco has a farm.E I EI OAnd on his farmHe has a catE I EI OWith a meow, meow hereAnd a meow, meow thereUncle Coco has a farm.E I EI O

Uncle Coco has a farm.E I EI OAnd on his farmHe has a carE I EI OWith a vroom, vroom hereAnd a vroom, vroom thereUncle Coco has a farm.E I EI O

Uncle Coco has a farm.E I EI OAnd on his farmHe has a cowE I EI OWith a moo, moo hereAnd a moo, moo thereUncle Coco has a farm.E I EI O

(To the tune of Old MacDonald)

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APPENDIX 6

cat cap

car cow

cake cup

carrot

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APPENDIX 7

1. a cat2. a car3. a cow4. has a cat5. has a car6. has a cow

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Focus: Writing

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

Objective(s): By the end of the lesson, pupils will be able to:i. form the grapheme ‘c’ correctly; andii. write the words correctly.

Time: 30/60 minutes

Teaching Aid(s): picture (farm), play dough, song chart

Cross Curricular Element(s): Multiple Intelligences

Introduction:

a. Greet pupils. b. Pupils reply.

Set Induction:

a. Sing the song ‘Uncle Coco’ to the tune of ‘OldMacDonald’.b. Read the words with the /k/ sound in the song and pupils repeat.

Step 1:

a. Distribute plasticine to pupils. b. Show the action of forming the grapheme ‘c’ and pupils follow.

Step 2:

a. Give each pupil a word card with the first letter left blank. (Appendix 8)b. Pupils use the plasticine to form the grapheme ‘c’ in front of each word on

the card. Example:

cow

Step b: Pupils may trace letter in the air, on the desk, in

the sandbox, on a friend’s back etc.

1 1

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c. Every pupil reads the word aloud.

Step 3:

a. Complete exercise on page 73 in pupil’s module.b. Pupils trace and write neatly in their module.

Consolidation:

a. Pupils write out phrases and sentences from the song. (Appendix 10)

Closure:

a. Leave the class by thanking the pupils.b. Pupils respond appropriately

Choose phrases and sentences to suit pupils’ ability.

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APPENDIX 8

ow at ar up ap

ow at ar up ap

ow at ar up ap

ow at ar up ap

ow at ar up ap

ow at ar up ap

ow at ar up ap

ow at ar up ap

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Trace and write neatly.APPENDIX 9

cat

cow

car

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APPENDIX 10Sample phrases and sentences

Uncle Coco

has a farm

a cat

a car

a cow

has a cat

has a car

has a cow

Uncle Coco has a farm.

He has a cat

He has a car

He has a cow

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Focus: Language Arts

Learning Standard(s): 4.1.2, 4.3.2 (b) {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. sing a song with correct pronunciation and rhythm; andii. perform an action song with guidance.

Time: 30/60 minutes

Teaching Aid(s): masks; song chart

Cross Curricular Element(s): Creativity

Introduction:

a. Greet pupils. b. Pupils reply.

Set Induction:

a. Sing the song ‘Uncle Coco’ with pupils. (Appendix 5)

Step 1:

a. Distribute masks of a cat and cow as well as a cut out picture of a steering wheel, to pupils. (Appendix 11)

b. Pupils colour the masks and the steering wheel.

Step 2:

a. Divide pupils into groups.b. Pupils practise in groups.

Consolidation:

a. Each group performs with actions.b. The best group is rewarded accordingly.

Closure:

a. Leave the class by thanking the pupils.b. Pupils respond appropriately.

Teacher needs to prepare the masks

and picture of steering wheel in

advance.

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APPENDIX 11