Lesson Planning of Hard and Soft Sounds of Letters “C” and “G” Subject English Grade 5th

 

Lesson Planning of Hard and Soft Sounds of Letters “C” and “G”

Subject English

Grade 5th

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

Introduction

• 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’.

Development

Activity 1

• 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’.

Activity 2

• 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.

Assessment

• Ask the questions:

1. Name a few things that start with soft ‘c’.
2. Name a few things that start with hard ‘c’.
3. Name a few things that start with soft ‘g’.
4. 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.

Follow up

• Paste pictures or draws two things that start with soft ‘c’ and ‘g’ or hard ‘c’ and ‘g’.