Lesson Plan of Syllable

English Grade IV

Students’ Learning Outcomes

·         Recognize and use the conventions to demarcate a syllable.

Information for Teachers

·         Each beat in the word is a syllable. (The times a word breaks into parts while pronouncing it). Say the word dinosaur and count the beats as you say the word- di/ no/saur. This word has three syllables. Princess- prin/cess has two syllables
·         Definition: A syllable is a group of letters that has one vowel sound in it.
·         Knowing the rules for syllable division can help students read words more fluently. It can also help students learn to spell words correctly.
·         There are six types of syllables in English language. Focus in this lesson will only on the two given below: (two ways to demarcate (separate/identify) a syllable) 1
·         Vowel-Consonant-e( VCe)=ake, ale,oke = A syllable,spelled with one vowel+one consonant+silent e

·        Vowel- Consonant-e:

Ø  Also known as “magic e” syllable patterns, contain long vowels spelled with a single letter, followed by a single consonant, and a silent e. examples of VCe syllables are found in wake, whale, while, yoke, rude and hare. Every long vowel can be spelled with a VCe pattern, although spelling “long e” with VCe is unusual. (mono mean 1- monosyllable words are taken into consideration)

·        Simple syllables:

Ø  Have no consonant clusters, e.g. bat, cat.

·        A complex syllable:

Ø  Is any syllable containing a consonant luster (i.e., a chain of two or three consonant blend before and / or after the vowel?

·        Simple Complex:

Ø  Late,     Plate etc.

Material / Resources

Blackboard, chalk, basket filled with word strips/ in case of non-availability of the mentioned in the resources, the suggested words must be written on the board (suggested words include: wake, cake, lake, take, bake, shake)

Worm up activity

·         Ask students to work in pairs and break their parents’ name s in syllables. (give two minutes for the activity)
·         Ask them to share the responses with their partner and with the whole class.
(Possible answer: Sa/dia, Wa/qar, Wa/leed (2 syllables) Gul (1 syllable)


Activity 1

·         Students will count the number of syllables in words with this hand-on activity.
·         Use the basket filled with word strip or you can also write the words on the board.
(Suggested words include: cake, bake, lake, take, shake).
·         Ask a volunteer to take one word item out of the basket and read it, breaking the word in consonant and vowel form.
(All responses: 2 vowels and 2 consonants i.e. CVCV)
·         Say the word again and clap for each syllable. Ask, “How many syllables does it have?” ask students to respond, encourage or help where necessary.
·         Say, “Now let’s all say the word and clap the syllables for it”.
·         * continue the activity until all word strips have been chosen.
·         Ask the children to pronounce all the words correctly where letter ‘e’ remains silent/sleepy.
·         Repeat if time permits. Encourage students to choose different items.
·         Do the oral drill with each other aloud.
·         Tell students that simple syllables have no consonant clusters.
·         All the above mentioned words are broken into one part called one syllable words.
·         Write the definition of syllable, simple syllables and CVe with examples, on board: (Information given above in teachers’ information).
·         Ask the students to write five one syllable words in their note books.

Sum up / Conclusion

·         Quickly review the lesson by asking children to define simple syllables. Ask them about the pronunciation of CVe words i.e where ‘e’ remains silent/sleepy., e.g. we pronounce ‘take’ as ‘tak’ not ‘takee’.

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