2. 2
Focus: Listening and Speaking
Learning Standard(s): 1.1.4, 1.2.1 (a) & (d) {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. say the phoneme /s/ correctly; and
ii. identify objects with the phoneme /s/.
Time: 30/60 minutes
Teaching Aid(s): composite picture, picture cards
Cross Curricular Element(s): Multiple Intelligences
Introduction:
a. Greet pupils.
“Good morning, class/children. ”or “Good afternoon, class/children.”
“How are you today?”
b. Encourage pupils to reply.
“Good morning, teacher/sir.”or “Good afternoon, teacher/sir.”
“Good morning, Puan Laily/ Madam Tan.” or
“Good afternoon, Puan Laily/Madam Tan.”
“We are fine, thank you.”
“I’m fine, thank you.”
Set Induction:
a. Put up a chart. (Appendix 1)
b. Get pupils to talk about the picture.
c. Name objects with the phoneme /s/:
swing, slide, see-saw, sun, six, skipping rope, sand.
Step 1:
a. Introduce the phoneme /s/ by showing an action.
b. Form a cobra head with your hand.
c. Trace the letter ‘s’ in the air and say /s/.
d. Demonstrate how to sound it out:
• When you say /s/, the mouth is slightly open.
• The tongue is flat behind your teeth.
• Air comes out between your teeth.
e. Get pupils to do the action and say /s/.
f. Get pupils to say /s/ is for ‘s’.
Ask pupils to observe
you. Do it a few times
to different groups.
3. 3
Step 2:
a. Show objects on the composite picture.
b. Say the words aloud:
swing, slide, see-saw, sun, six, skipping rope, sand
c. Show the word cards, point to the letter ‘s’ and say /s/.
d. Show pictures and words of other objects that have the /s/ sound.
Example: spoon, seed, snake, sit, sister, nest, spots
e. Get pupils to say the words with guidance.
f. Repeat step c.
Step 3:
a. Point to objects on the composite picture and get pupils to say them.
b. Next, get pupils to show the action for the phoneme /s/ and articulate the
sound.
c. Play a game with the pupils. Divide pupils into groups.
d. Show objects at random on the composite picture.
e. When, the teacher points to an object with the /s/ sound, pupils shout out
/s/.
f. The group that shouts out first is awarded a point.
The group with the most number of points is the winner.
Step 4:
a. Complete exercise on page 3 in pupils module. (Appendix 2)
b. Instruct pupils to tick pictures.
c. Say words with the /s/ sound.
Example: 1. sun, swing
2. see-saw, slide
3. spoon, snake
4. nest, six
d. Pupils tick the correct pictures.
Consolidation:
a. Get pupils to do the action for the /s/ sound and say /s/.
Closure:
a. Teacher leaves the class by saying:
“Thank you, class.”
b. Pupils respond:
“Thank you, teacher/sir.”
“Thank you, Puan Laily, Madam Tan.”
6. 6
Focus: Reading
Learning Standard(s): 2.1.1, 2.1.2 (a) /s/ {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. articulate the phoneme /s/ correctly;
ii. match pictures to the /s/ sound; and
iii. chant with actions.
Time: 30/60 minutes
Teaching Aid(s): picture cards
Cross Curricular Element(s): Constructivism
Introduction:
a. Greet pupils.
b. Pupils reply.
Set Induction:
a. Invite pupils whose names begin with the /s/ sound to the front.
b. Say the pupils name and articulate the /s/ sound.
Example: T: “What is your name?”
P: “My name is Siti Aishah.”
T: “Siti, /s/.”
Step 1:
a. Introduce a chant to the pupils. (Appendix 3)
b. Pupils repeat after you.
c. Pupils say the chant.
d. Pupils clap or stamp their feet as they say the chant.
Step 2:
a. Get pupils to do the action and say /s/.
b. Next, say a word with the /s/ sound and then followed by the /s/ sound.
c. Pupils repeat after you.
d. Invite pupils to pick a picture card, name the object and then say /s/.
7. 7
Step 3:
a. Give out a set of picture cards to groups. (Appendix 4)
b. Say words with the /s/ sound and get pupils to pick the pictures
and show them to the class.
c. If you say a word without the /s/ sound, pupils do not pick up the picture.
d. This can be played as a game.
Step 4:
a. One group will shout a word from the given pictures.
b. If the word has the /s/ sound, the other groups will pick the picture and
say /s/.
c. The game is carried out until every group has had a chance to shout a
word.
Consolidation:
a. Say the chant again and pupils repeat. (Appendix 3)
b. Next, get pupils to say the chant.
c. Pick a leader amongst the pupils to lead the chant.
d. As the chant is chanted, show the pictures.
e. Pupils clap or stamp their feet as they chant.
Closure:
a. Leave the class by saying:
“Thank you, children.”
b. Pupils respond by saying:
“Thank you, Puan Laily./Madam Tan./Mr Rama.”
8. 8
*Note: Teacher does not prepare this chart but only says the chant and get pupils
to repeat. Teacher can flash the picture cards as the objects are mentioned
in the chart.
APPENDIX 3
/s/, /s/, /s/...... six
/s/, /s/, /s/...... sun
/s/, /s/, /s/...... swing
/s/, /s/, /s/...... slide
/s/, /s/, /s/...... snake
/s/, /s/, /s/...... spoon
/s/, /s/, /s/...... socks
/s/, /s/, /s/...... seed
10. 10
Pupils may carry
out action in the
air, on the desk, in
the sandbox, on a
friend’s back, etc.
Focus: Writing
Learning Standard(s): 3.1.1 (c), (d), (e), 3.1.2 (a), (b) {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. write the letter ‘s’ correctly.
Time: 30/60 minutes
Teaching Aid(s): picture cards, plasticine, crayons
Cross Curricular Element(s): Multiple Intelligences, Constructivism
Introduction:
a. Greet pupils.
b. Pupils reply.
Set Induction:
a. Show pupils how to form squiggles.
Example:-
b. Pupils follow by drawing squiggles in the air.
Step 1:
a. Distribute a blank piece of paper and crayons.
b. Pupils draw squiggles on the paper.
Step 2:
a. Get pupils to form a cobra head with their hands.
b. Then, they write the letter ‘s’ in the air and say /s/.
c. Show the correct formation of the letter ‘s’.
1 1
11. 11
Step 3:
a. Show picture cards and get pupils to say the words.
b. Next, teacher says /s/…..’s’
Example:-
sun /s/…… ‘s’
c. Repeat with other words learnt.
Step 4:
a. Distribute plasticine to pupils.
b. Get them to form the letter ‘s’
Step 5:
a. Complete exercise on page 4 in pupils module. (Appendix 5)
b. Pupils write the letter ‘s’ correctly.
Consolidation:
a. Paste/write the letter ‘s’ on the board.
b. Pupils paste picture cards of objects that has the /s/ sound around the
letter ‘s’.
Closure:
a. Teacher leaves the class by thanking the pupils.
b. Pupils respond appropriately.
13. 13
Focus: Language Arts
Learning Standard(s): 4.1.2 {SK & SJK}, 4.3.1 (c) {SK}, 4.3.1 (b) {SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. chant with actions; and
ii. complete a worksheet.
Time: 30/60 minutes
Teaching Aid(s): picture cards, plasticine
Cross Curricular Element(s): Creativity, Multiple Intelligences.
Introduction:
a. Greet pupils.
b. Pupils reply.
Set Induction:
a. Say the chant learnt in previous lessons. (Appendix 3)
b. Pupils repeat.
Step 1:
a. Put up a set of picture cards containing the /s/ sound. (Appendix 4)
Example:- swing, slide, see-saw, sun, six, skipping rope, sand,
spoon, seed, snake, sit, sister, nest, spots
b. Get group leaders to pick three pictures each.
c. Next, pupils chant using the pictures they have chosen in their groups.
Step 2:
a. Pupils perform in their groups.
b. Assess pupils.
c. The group with the best performance is declared the winner.
14. 14
Step 3:
a. Complete exercise on page 5 in pupils module. (Appendix 6)
b. Pupils decorate the letter ‘s’ and draw pictures or get pupils to paste
suitable pictures.
Consolidation:
a. Ask pupils whose names have the /s/ sound to come forward.
b. Get them to say their names, do the action for the /s/ sound and say /s/.
Closure:
a. Teacher leaves the class by thanking the pupils.
b. Pupils respond appropriately.
