| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Phonemic awareness |
| What length (min) | 30 |
| What age group | Doesn't matter |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Phonemes | 5 minutes | Introduce the concept of phonemics. Explain what phonemes are using simple language. |
| 2 | Sound Identification | 10 minutes | Play audio clips of various sounds. Ask students to identify and repeat the sounds. |
| 3 | Printable Card Activity | 5 minutes | Distribute printable cards. Instruct students to fill in the cards with sounds as they learn. |
| 4 | Blending Sounds | 5 minutes | Guide students to blend given sounds into words. Practice this as a whole class. |
| 5 | Collecting Cards | 3 minutes | Randomly collect cards from students or perform a brief check without presentations. |
| 6 | Review and Closing | 2 minutes | Summarize key learnings in phonemic awareness. Encourage students to practice at home. |
"Good morning, everyone! Today, we’re going to start a fun lesson about phonemic awareness. Can anyone tell me what a phoneme is?
(Pause for student responses)
"That's right! A phoneme is the smallest unit of sound in a word. For example, in the word 'cat', there are three phonemes: /k/, /æ/, and /t/. By the end of today, you'll be able to recognise and play with these sounds. Let’s dive into our first activity!"
"Now, I’m going to play some audio clips of different sounds. I want you to listen carefully, and when you hear the sound, raise your hand. After that, we’ll repeat it together.
(Play audio clips one by one)
"Great job, everyone! Now, let's repeat those sounds together. Remember to really articulate those phonemes!
(Pause for repeating sounds)
"Excellent! You are all sounding wonderful."
"Next, I'm going to give each of you a printable phonemic awareness card. I’d like you to fill in the card with the sounds we just learned.
(Distribute cards and give students a moment to fill them out)
"Once you're done, raise your hand, and I will come around to check your cards!"
(Go around to check the cards)
"Fantastic work! Let’s move on to our next activity."
"Now, we're going to practice blending sounds into words. I will say some sounds out loud, and I want you to put them together to form a word. For example, if I say /d/, /o/, and /g/, what word do we get?"
(Pause for responses)
"That’s right! 'Dog'. Let's try some more together.
(Say other combinations of sounds for students to blend)
"Wonderful! You’re all blending sounds like pros!"
"Now, let’s have a quick collection of our phonemic awareness cards. I will call out different letters, and if you have that letter on your card, please put it in the collection box."
(Collect cards from students)
"Thank you for participating! Let’s take a moment to see how well we are doing."
"Before we finish, let’s quickly summarise what we learned today about phonemic awareness.
(Review key points)
"Did everyone have fun today? Remember, you can practice identifying sounds at home. For homework, I want you to find three objects that start with different phonemes and draw them on a piece of paper. Bring them to class for our next lesson, and we’ll share what we find!
"Great job today, everyone! I’ll see you next time!"
| Question | Answer |
|---|---|
| What is a phoneme? | |
| Can you give an example of a word with its phonemes identified? | |
| What did we do during the sound identification activity? | |
| How do you articulate a phoneme? | |
| What were the phonemes used in the word 'cat'? | |
| How did we practice blending sounds? | |
| What word do you get by blending the sounds /d/, /o/, and /g/? | |
| How were we involved in the printable card activity? | |
| What did you learn about phonemic awareness today? | |
| How can you practice identifying sounds at home? | |
| What are the instructions for the homework assignment? | |
| Why is it important to recognize phonemes? |