Lesson 6سبق 6All Lessonsتمام اسباق

Lesson 6: Letter Ffسبق 6:

Daily Lesson Planروزانہ سبق منصوبہ

روزانہ سبق منصوبہ

Daily Lesson Plan -- Lesson 6

Letter Ff

Subject: English | Class: Nursery | Series: Skillford

Overview

This lesson introduces the letter "Ff". Learners look at a big picture of a fox sitting by a pond, with a bright fish in the water and a yellow sunflower on the rock. They say the sound /f/ and name things that begin with "F": fox, fish, flower, fan and frog. On the second day they trace and write capital "F" and small "f", write "F" at the start of four words and colour the flag. All talk is oral and playful.

Learning Outcomes (from textbook)

  • Point to 'Ff' and say the sound /f/.
  • Name three things that begin with the sound /f/.
  • Trace and write 'Ff', capital first, then small.

Key Vocabulary

  • fox
  • fish
  • flower
  • fan
  • frog
  • flag

Speech-Bubble Sentence

  • "The fox and the fish love the yellow flower."

Day 1: Look and Say (35 minutes)

Materials

  • Textbook page 17
  • A clear bowl of water and a small paper fish
  • Playdough and plastic forks
  • A tablet or screen for a short clip of fish swimming

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "F" in the air with your finger and ask learners to copy you
  • Say the sound /f/: top teeth gently on the bottom lip, then blow, like air coming out of a fan
  • Say /f/ /f/ /f/ together three times

Meet the Letter (5 minutes)

  • Open page 17 and point to the big white "F" and the yellow "f"
  • Say: "This is capital F. This is small f." Learners point and repeat
  • Ask: "Which one is big? Which one is small?"

Look and Say (10 minutes)

  • Point to the fox and say "fox". Learners repeat
  • Point to the fish in the pond and say "fish". Learners repeat
  • Point to the yellow flower and say "flower". Learners repeat
  • Read the sentence in the red box aloud: "The fox and the fish love the yellow flower." Learners echo it
  • Point to the two pictures on the left and say each word; learners repeat twice:
    • fan
    • frog
  • Play "Point to it": say a word, learners point to the right picture in their book

Little Explorers (4 minutes)

  • Fill a clear bowl with water and float a paper fish on it
  • Let learners take turns to blow the fish from one side to the other
  • Ask: "What sound do you make when you blow?" Learners say /f/ /f/

Little Innovators (4 minutes)

  • Play a short clip of fish swimming
  • Learners move a hand through the air the same way, side to side
  • Say together: "fish, /f/ /f/ fish"

Little Builders (4 minutes)

  • Give out playdough and let each learner make a fish
  • Learners press a fork into it to make the scales
  • Ask: "What did you make?" Learners say "fish"

Little Thinkers (3 minutes)

  • Hold up fingers one at a time and count to five together
  • Then ask: "Show me four fingers." Then: "Show me two fingers."
  • Say: "Five fingers, /f/ /f/ five!"

Differentiation

  • Support: Let shy learners point to pictures instead of saying words; say the word with them
  • Extension: Ask confident learners to name three things on the page that begin with /f/ without help

Day 2: Trace and Write (35 minutes)

Materials

  • Textbook pages 17-18
  • Pencils and crayons (green)

Warm-Up (5 minutes)

  • Show page 17 again. Point and say: fox, fish, flower, fan, frog
  • Say the sentence together: "The fox and the fish love the yellow flower."
  • Blow like a fan and say /f/ /f/ /f/

Finger Tracing (5 minutes)

  • Open page 18 and point to the big outline "F" and "f"
  • Show the stroke for capital "F": start at the top, go straight down, then go back to the top and make two lines across: top and middle
  • Show the stroke for small "f": start near the top, curve over to the left like a walking stick, go straight down, then make a short line across
  • Let learners run a finger along each outline letter

Trace and Write (10 minutes)

  • Hand out pencils and check the grip
  • Follow the Teacher's Note: trace and write "Ff", capital first, then small
  • Row 1: point to the solid "Ff", then trace each dotted "Ff" along the line
  • Row 2: trace the dotted "Ff" letters, capital first, then small
  • Empty line: learners try to write "Ff" on their own, with your hand over their hand if needed
  • Praise every try: "Lovely tall F!"

Write 'F' at the Start of Each Word (7 minutes)

  • Point to each picture and say the word together:
    • fan (_ a n)
    • fish (_ i s h)
    • frog (_ r o g)
    • fox (_ o x)
  • Ask: "What sound does it start with?" Learners say /f/
  • Learners write "F" in the empty first box of each word
  • Say each finished word together: fan, fish, frog, fox

Little Artists (6 minutes)

  • Colour the flag at the top of page 18 green and white
  • Show that the wide part with the moon and star is green and the narrow strip at the side is white
  • Ask: "What is this?" Learners say "flag, /f/ /f/ flag"

Wrap-Up (2 minutes)

  • Draw "F" in the air one last time: down, then two across
  • Learners say /f/ and one word that begins with "F"

Differentiation

  • Support: Use a thick crayon for tracing; hold the learner's hand for the first row
  • Extension: Let confident learners write "Ff" on the board with a marker

Teaching Tips (from textbook)

  • Guide learners to trace and write Ff, starting with a capital letter first, followed by a small letter
  • Capital "F" is like capital "E" without the bottom line; show the two side by side
Back to Lesson 6: Letter Ffسبق 6 پر واپس: