Students` Learning Outcomes
- Articulate hard and soft sounds of the letters “c” and “g”.
Information for Teachers
- Skill: vocabulary and pronunciation
- Soft ‘c’ is pronounced ’s’ as in cell, city, mice, citrus, and cycle.
- A hard ‘c’ is pronounced ‘k’ as in clock, correct, cup, cage, and class.
- A soft ‘g’ is pronounced ‘j’ as in giant, giraffe, and gypsy.
- A hard ‘g’ is pronounced ‘g’ as in golf, gun, great, gum, and goat.
- While teaching the lesson, the teacher should also use textbook where and when needed.
Material / Resources
Writing board, chalk/marker, and duster, pictures given at the end of the lesson plan starting with the letters ‘c’ and ‘g’ or the same things can be drawn on the board
- Ask the class: Tell the names of the things that start with letter c.(answer would be as; cap, car, cup, cow, )
- Appreciate the children who give correct answers by saying good / very good.
- Tell them that the sound of letter ‘c’ here is hard as it is pronounced as ‘k’.
- Name a few things that start with letter ‘g’ (Answer would be as; giraffe, gun, gate, goat, etc.)
- Tell them that giraffe has ‘j’ sound; it is soft ‘g’.
- While in gun, gum, gate, goat it is hard ‘g’.
- Show the picture card 1 to the students for soft ‘c’ sound and ask them: What can you see in the picture? (Answer may be as; two mouse / rats). Now tell the children they are called mice when two are together.
- What can you see in picture number 2 and 3 (Answer may be as; city, cylinder)
- Ask the class to clap for the students who has given a correct answer. Write the words on the writing board under the soft ‘c’ (write the words on the board making four columns like this):
- Tell them that if the sound of the above mentioned words in first column is‘s’ it is called the soft ‘c’.
- Where are you sitting? (Answer may be as; in the classroom)
- Tell the students that the ‘k’ sound is called a hard ‘c’.
- Take a cap, cup, clock, copy and cat in the class or the picture cards to the class and ask them: what are these things called? (Answer may be as; cat, cup, cap, clock, copy, now appreciate them by asking to clap for correct answers given by the students.
- Show the class a picture of a giraffe / giant /gel. Ask them “what is it”? When they answer, write the word in column 4. Tell the students that the ‘g’ sound is a hard g’.
- Students will work in pairs and read the words written on the writing board from the previous activity. They can give more words with the same sounds.
- Ask them to identify if the word has soft sound of letters ‘c’ and ‘g’ or hard sound of letters ‘c’ and ‘g’.
- Ask the students to draw the four columns from activity 1 in their notebooks and note all the responses.
Sum up / Conclusion
- A soft ‘c’ is pronounced ‘s’; A hard ‘c’ is pronounced like ‘k’.
- A soft ‘g’ is pronounced ‘j’; A hard ‘g’ is pronounced like ‘g’.
- Read the words written on the writing board aloud.
- Correct the students if they pronounce it wrongly.
- Ask the questions:
- Name a few things that start with soft ‘c’.
- Name a few things that start with hard ‘c’.
- Name a few things that start with soft ‘g’.
- Name a few things that start with hard ‘g’.
- Involve the students in solving the problems given in the exercise at end of unit / chapter.
- Paste pictures or draws two things that start with soft ‘c’ and ‘g’ or hard ‘c’ and ‘g’.