Identify Familiar Sounds

Topic Strands:

1. Phonics – Identify Familiar Sounds (e.g., House/Mouse)
2. Speech – Introduction of Persons (Self)
3. Vocabulary – Teaching of New Words
4. Reading – Oral Comprehension (Short passages/stories)
5. Structure – – (reinforcement of correct use of new words)
6. Writing – Writing Two-Letter Words

Previous Knowledge:

Pupils can blend sounds to form simple words and have learned basic rhymes and two-letter words.

Learning Objectives:

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

1. Identify and pronounce familiar rhyming sounds like house/mouse, cat/hat.
2. Introduce themselves confidently using simple sentences (self-introduction).
3. Learn and use new words correctly in sentences.
4. Listen to and answer simple oral comprehension questions.
5. Apply correct structure in short responses.
6. Write and use two-letter words in sentences.

Instructional Materials:

• Flashcards with pictures (house, mouse, cat, hat, etc.)
• Word cards for two-letter words (is, in, on, at, an, am, it)
• Charts for self-introduction (“My name is…”)
• Short story passage (for oral comprehension)
• Whiteboard and marker

Lesson Development

1. Phonics – Identify Familiar Sounds

• Teacher introduces rhyming word pairs: house–mouse, cat–hat, bat–mat.
• Pupils repeat the sounds after the teacher.
• Teacher explains that such words sound the same at the end.
• Pupils clap each time they hear rhyming words.

Board Summary (Phonics):

• Rhyming words sound the same at the end.
• Examples: house–mouse, cat–hat, bat–mat.

2. Speech – Introduction of Persons (Self)

• Teacher demonstrates self-introduction: “My name is Ada. I am a boy/girl. I am 6 years old.”
• Pupils practice introducing themselves one after another.
• Teacher corrects where necessary and encourages full sentences.

Board Summary (Speech):

• “My name is __.”
• “I am a boy/girl.”
• “I am __ years old.”

3. Vocabulary – Teaching of New Words

• Teacher introduces new words: house, mouse, cat, hat, boy, girl.
• Shows flashcards and pupils repeat after the teacher.
• Pupils use new words in simple sentences: The cat is big. The boy has a hat.

Board Summary (Vocabulary):

• New words: house, mouse, cat, hat, boy, girl.

4. Reading – Oral Comprehension

• Teacher reads a short passage aloud:

“This is my house. A mouse lives in the house. The boy has a cat. The cat runs after the mouse.”

• Pupils listen attentively.
• Teacher asks questions:
  1. Who lives in the house?
  2. Who has a cat?
  3. What does the cat do?
• Pupils answer orally.

Board Summary (Reading):

• A house has a mouse.
• A boy has a cat.
• The cat runs after the mouse.

5. Structure – (Correct Use of Words)

• Teacher guides pupils to form sentences correctly:
  • “This is my house.”
  • “The boy has a cat.”
  • “The mouse runs.”

Board Summary (Structure):

• Use words in complete sentences.

6. Writing – Two-Letter Words

• Teacher revises two-letter words (is, in, on, at, an, am, it).
• Pupils copy them neatly into their books.
• Pupils use them in sentences:
  • The cat is big.
  • The mouse is in the house.
  • The boy is at home.

Board Summary (Writing):

• Two-letter words: is, in, on, at, an, am, it.
• Example sentences with two-letter words.

Evaluation Questions

1. Which words rhyme: house ___ mouse / ball ___ boy / cat ___ hat / pen ___ book?
   A. house–mouse, cat–hat
2. Fill in the blank: My name ___ Ada.
   A. is B. in C. at D. on
3. Who has a cat in the story?
   A. The boy B. The girl C. The mouse D. The house
4. Write the missing two-letter word: The mouse is ___ the house.
   A. in B. on C. at D. is
5. Choose the rhyming word for bat:
   A. mat B. boy C. dog D. pen