Lesson Plan of Sounds of Individual Words


Lesson Plan of Sounds of Individual Words in English

Grade V

Students` Learning Outcomes

  • Read aloud for accurate reproduction of sounds of individual words and connected speech.

Information for Teachers

  • Reading aloud enables students to listen to the pronunciation patterns and practice pronouncing words and sentences effectively.

Sounds of Individual Words

  • The student`s attention shifts from pronouncing words and stopping (pausing) at full stops, commas, exclamation marks and question marks to read and speak with correct expressions of words and sentences.
  • The way we pronounce at the end and beginning of some words depends on the sounds at the beginning and end of these words for the smooth flow of speech.
  • Grammatical words are words that help us construct the sentence but they don`t mean anything: articles, prepositions, conjunctions, auxiliary verbs.
  • The weakened form is called weak form as opposed to strong form which is the full form of the word pronounced with stress. The strong form only happens when we pronounce the word alone, or when we emphasize them.
  • To make speech flow smoothly the way we pronounce the end and beginning of some words can change depending on the sounds at the beginning and end of those words.


Writing board, chalk/marker, duster, textbook, a chapter or topic for reading from the textbook, colored chalks


  • Before coming to the class, decide a passage chapter/topic of the textbook which you will use in this lesson plan for reading.
  • Practice reading it at home so you can show students how to read, how to make use of pronunciation to read.
  • Ask the students to open the book on a specific page.
  • You must read fluently with proper blending of sounds and careful use of weak forms.
  • Make students underline the main words in sentences.
  • Divide the class into small groups of five members each. Group members help each other pronounce the words correctly.
  • Focus must be laid on the punctuation marks while reading.


Activity 1

  • Write the following sentences on the writing board.
  • Ask students to tell the weak forms and full forms of ‘and, can, of, should and am’in the written sentences.
  • And

           Fish and chips (fish` n chips); a chair and a table (a chair `n a table)

  • Can

         She can speak Chinese better than I can (The first “can” is the weak form, the second the full form)

  • Have

          Have you finished? (Weak) yes, I have. (Full)

  • Should

        Well, you should have told me. (Both “should” and “have” are weak here)

  • Am

         I am Pakistani. (Full form)

         I`m Pakistani (Weak form)

  • Ask students to work in pairs and write a few examples of weak and full forms in their notebooks.
  • Help and guide them if it is required.

Activity 2

  • Recap student`s knowledge of blending, weak forms, pronunciation of words with ‘ed’ sounds and weak form of ‘r’.
  • Ask students to read aloud to a person sitting on their left keeping in mind all these rules.
  • Ask a few students read the passage aloud in class fluently.

Sum up/Conclusion

  • Ask pronunciation of different words from the passage.
  • Find the exercise related to the topic in the textbook.
  • Students must do this exercise in the notebook or on the textbook.


  • Assess students` responses on reading aloud and silent reading activity.
  • Involve the students in solving the problems given in the exercise at the end of unit/chapter in the textbooks.

Follow up

  • Ask students to read the slides that come on news channels. It would help them learn to read quickly with intonation and would give them practice of connected speech.

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