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Focus: Listening and Speaking
Learning Standard(s): 1.1.3, 1.2.1(a) & (d) {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. say the phoneme /ɒ/ correctly; and
ii. identify objects with the phoneme /ɒ/.
Time: 30/60 minutes
Teaching Aid(s): Pictures card,
Cross Curricular Element (s): Multiple Intelligences
Introduction:
a. Greet pupils.
b. Encourage pupils to reply.
Set Induction:
a. Sing a song a few times. (Appendix 1)
b. Pupils listen.
Step 1:
a. Introduce the phoneme /ɒ/ by showing an action.
b. Draw a small circle (anti clockwise) in the air and say /ɒ/.
c. Demonstrate how to sound it out:
• open your mouth, lower your chin and say /ɒ/.
d. Get pupils to do the action and say /ɒ/.
e. Pupils trace the letter and say /ɒ/.
f. Get pupils to say /ɒ/ is for ‘o’.
Step 2:
a. Say aloud words: ox, on, mop, dog, hot, cot, top, shop. (Appendix 2)
b. Show pictures.
c. Get pupils to say the words with guidance.
Step 3:
a. Point to the pictures and pupils say aloud ‘ox, top, etc.’
b. Get pupils to show the action for the phoneme /ɒ/ and articulate the
sound.
Step e.:
Pupils may trace
letter in the air,
on the desk, in
the sandbox, on a
friend’s back etc.
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Step 4:
Game 1:
a. Divide pupils into groups.
b. Give each group a set of picture cards.
c. Sing the song in Appendix 1. The group has to hold up pictures of the
words each time it is sung.
d. The group which holds up the correct pictures in each verse wins a
point. The group with the most points wins the game.
Consolidation:
a. Get pupils to do the action for the /ɒ/ sound and write the letter ‘o’ in
the air.
Closure:
a. Leave the class by thanking the pupils.
b. Pupils respond appropriately.
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APPENDIX 1
The ox on the mop calls O, O, O
O, O, O ,
O, O, O,
The ox on the mop calls O, O, O all day long.
The dog in the cot goes O, O, O,
O, O, O ,
O, O, O,
The dog in the cot goes O, O, O all day long.
The pot is so hot goes O, O, O,
O, O, O,
O, O, O,
The pot is so hot goes O, O, O, all day long.
The top in the shop goes O, O, O,
O, O, O,
O, O, O ,
The top in the shop goes O, O, O, all day long.
The /o/ Song (Sing to tune: The wheels on the bus)
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Focus: Reading
Learning Standard(s): 2.1.2 (c) /ɒ/, 2.2.1 (a) & (b) {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. Say the phoneme /ɒ/ correctly; and
ii. Match words with pictures.
Time: 30/60 minutes
Teaching Aid(s): picture cards, word cards, manila cards with
lyrics, worksheets
Cross Curricular Element (s): Multiple Intelligences
Introduction:
a. Greet pupils.
b. Encourage pupils to reply.
Set Induction:
a. Say a tongue twister focused on the /ɒ/ sound.
“Ollie the ox is on the mop.”
b. Pupils repeat a few times but with a faster speed.
Step 1:
a. Sing together with pupils the song learnt in the
previous lesson.
b. Pupils sing and do the action of the /ɒ/ sound when
heard.
c. Show a word card, ‘ox’ and then point to the letter ‘o’
and say /ɒ/.
Step 2:
a. Post lyrics on the board. (Appendix 3)
b. Replace pictures instead of words. (Appendix 2)
c. Place word cards at the side of the board. (Appendix 4)
d. Read together with pupils.
e. As you say words with the /ɒ/ sound, point to the picture.
f. Take the correct word card and paste it on/above the picture.
g. Repeat reading with pupils
h. Let pupils decide where to put the word cards.
Step c.:
Repeat with other
words: mop, top,
dog, cot, pot,
shop.
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Step 3:
a. Divide pupils to groups
b. Give out a set of word cards and manila cards with
lyrics and missing words to groups
c. Pupils paste the word cards in the correct space
provided.
d. The fastest group to complete correctly wins the game.
Step 4:
a. Complete exercise on page 65 in pupil’s module.
b. Pupils match words and pictures.
Consolidation:
a. Repeat singing the song with action of the /ɒ/ sound together with pupils.
b. Pick a leader amongst the pupils to lead.
c. Sing together again.
Closure:
a. Leave the class by thanking the pupils.
b. Pupils respond appropriately.
Step c:
Teacher may
want to help by
singing the song.
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APPENDIX 3
The __________ on the _________________ calls O, O, O,
O, O, O ,
O, O, O,
The __________ on the __________________ calls O, O, O all day
long.
The ______________ in the ________________ goes O, O, O,
O, O, O ,
O, O, O,
The _____________ in the ______________ goes O, O, O all day long.
The ________________ is so ________________ goes O, O, O,
O, O, O,
O, O, O,
The ______________ is so ___________ goes O, O, O, all day long.
The _________________ in the ______________ goes O, O, O,
O, O, O,
O, O, O,
The ____________ in the ____________ goes O, O, O, all day long.
*Note: On manila card board
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Focus: Writing
Learning Standard(s): 3.1.1 (b), (c) & (e), 3.1.2 (a) & (b) {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
iii. write the letter ‘o’ correctly
Time: 30/60 minutes
Teaching Aid(s): Worksheet, crayons, plasticine, plain/blank
papers.
Cross Curricular Element (s): Multiple intelligences
Introduction:
a. Greet pupils.
b. Encourage pupils to reply.
Set Induction:
a. Introduce a chant to pupils.
Hop on the ox, hop
Hop on the ox, hop
Hop on the ox,
Hop on the ox,
Hop on the ox, hop.
b. Pupils repeat after the teacher.
c. Pupils say and clap to the chant.
Step 1:
a. Show pupils to form squiggles from left to right.
b. Pupils follow the teacher by drawing squiggles in the air.
c. Give pupils blank papers and crayons or use their writing books.
Step 2:
a. Get pupils to do the action for /ɒ/ and say /ɒ/.
b. Show how to write uppercase ‘O’ and lowercase ‘o’.
c. Say “around and up around” to encourage pupils to listen and follow.
Step a:
Get pupils to clap as
words with the /ɒ/
sound ischanted.
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Step 3:
a. Distribute plasticine to pupils.
b. Get pupils to form the letter ‘o’.
Step 4:
a. Show picture cards and get pupils to say the words.
b. Next, teacher says /ɒ/……..’o’.
ox/o/...’o’
c. Repeat with the words learnt
Step 5:
a. Complete exercise on page 68 in pupils’ module. (Appendix 6)
b. Pupils circle the letters ‘o’ found on the octopus and colour it.
c. Pupils trace and write the letter ‘o’ correctly.
Consolidation:
a. Get pupils to say the chant again.
Closure:
a. Leave the class by thanking the pupils.
b. Pupils respond appropriately.
O1
o1
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Focus: Language Arts
Learning Standard(s): 4.1.2, 4.3.1 (a) {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. sing with actions; and
ii. produce an octopus mobile.
Time: 30/60 minutes
Teaching Aid(s): Picture cards, scissors, glue, pencil colours,
Cross Curricular Element (s): Multiple intelligences, creativity
Introduction:
a. Greet pupils.
b. Encourage pupils to reply.
Set Induction:
a. Sing the song learnt in previous lessons.
b. Pupils follow and sing together with the teacher.
Step 1:
a. Divide pupils into groups.
b. Give each group a set of picture cards. (Appendix 2)
c. Sing the song in Appendix 1. The group has to hold up pictures of the
words each time it is sung.
Step 2:
a. Give out photocopiable pictures of the octopus and pictures of words with
/ɒ/ sound learnt. (Appendix 7 and 8)
b. Pupils cut the picture of the octopus and pictures of objects.
c. Pupils paste the pictures on each end of the octopus’s tentacles with glue
d. Pupils colour and decorate their octopus.
Steps a- d.:
Teacher guides
and demonstrates
the process.
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Step 3:
a. In groups, pupils sing the song.
b. Pupils decide what actions they want to do with the mobile when they say
the /ɒ/ sound.
Step 4:
a. Pupils perform in their groups.
b. Assesses pupils performance.
c. The group with the best performance is the winner.
Step 5:
a. Pupils trace and write the letter ‘g’ correctly
Consolidation:
a. Teacher asks pupils to do the actions for the /ɒ/ sound using their octopus
mobile
Closure:
a. Leave the class by thanking the pupils.
b. Pupils respond appropriately.
(Material adapted from Phonics Phonemic Awareness Word Recognition
Activities, teacher created materials, inc. author Brenda Calabretta,1997, USA)
