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Lesson 7: Letter Ggسبق 7:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan -- Lesson 7

Letter Gg

Subject: English | Class: Nursery | Series: Skillford

Overview

This lesson introduces the letter "Gg". Learners look at a big picture of a goat standing by a green gate, with bunches of grapes hanging on the vine and in a basket. They say the sound /g/ and name things that begin with "G": goat, grapes, gate, guava and gift. On the second day they trace and write capital "G" and small "g", circle the pictures that begin with /g/ and colour the goat. All talk is oral and playful.

Learning Outcomes (from textbook)

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

Key Vocabulary

  • goat
  • grapes
  • gate
  • guava
  • gift

Speech-Bubble Sentence

  • "The goat wants to eat the grapes near the gate."

Day 1: Look and Say (35 minutes)

Materials

  • Textbook page 19
  • A picture of a goat
  • A computer or tablet with a keyboard
  • Playdough
  • A jug of water, one tall glass and one wide glass

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "G" in the air with your finger and ask learners to copy you
  • Say the sound /g/ from the back of the throat, short and quick, as in goat
  • Say /g/ /g/ /g/ together three times

Meet the Letter (5 minutes)

  • Open page 19 and point to the big white "G" and the yellow "g"
  • Say: "This is capital G. This is small g." Learners point and repeat
  • Show that small "g" has a tail that hangs below the line

Look and Say (10 minutes)

  • Point to the goat and say "goat". Learners repeat
  • Point to the grapes and say "grapes". Learners repeat
  • Point to the green gate and say "gate". Learners repeat
  • Read the sentence in the red box aloud: "The goat wants to eat the grapes near the gate." Learners echo it
  • Point to the two pictures on the left and say each word; learners repeat twice:
    • guava
    • gift
  • Play "Point to it": say a word, learners point to the right picture in their book

Little Explorers (4 minutes)

  • Pass around a picture of a goat
  • Tell learners that goats give us milk
  • Ask: "Who has tasted goat's milk?" Let a few learners answer

Little Innovators (4 minutes)

  • Let each learner find the "G" key on the keyboard and hold it down
  • Watch the screen fill with G's
  • Count some of the G's together

Little Builders (4 minutes)

  • Give out playdough and let learners roll a long snake
  • Show how to curl it round into a "G", then stop it short with a little line in
  • Learners say /g/ as they finish their "G"

Little Thinkers (3 minutes)

  • Pour the same jug of water into a tall glass and then into a wide glass
  • Ask: "Which glass holds more?"
  • Pour the water back into the jug to check that it is the same water

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 /g/ without help

Day 2: Trace and Write (35 minutes)

Materials

  • Textbook pages 19-20
  • Pencils and crayons (grey, brown, white)

Warm-Up (5 minutes)

  • Show page 19 again. Point and say: goat, grapes, gate, guava, gift
  • Say the sentence together: "The goat wants to eat the grapes near the gate."
  • Gulp like a goat drinking water and say /g/ /g/ /g/

Finger Tracing (5 minutes)

  • Open page 20 and point to the big outline "G" and "g"
  • Show the stroke for capital "G": start at the top right, curve round to the left like a big "C", come back up and make a short line in
  • Show the stroke for small "g": start at the top, go round like a small "c", back up to the top, then go straight down below the line and curl the tail to the left
  • 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 "Gg", capital first, then small
  • Row 1: point to the solid "Gg", then trace each dotted "Gg" along the line
  • Row 2: trace the dotted "Gg" letters, capital first, then small
  • Empty line: learners try to write "Gg" on their own, with your hand over their hand if needed
  • Remind learners that the tail of small "g" goes below the line

Circle the /g/ Pictures (7 minutes)

  • Point to each picture and say the word together:
    • grapes
    • hen
    • guava
    • football
  • Ask after each one: "Does it start with /g/?"
  • Learners circle the grapes and the guava
  • Ask: "Does hen start with /g/? Does football?" Learners say "No"

Little Artists (6 minutes)

  • Colour the goat at the top of page 20
  • Learners choose their own goat colours: white, brown or grey
  • As they work, ask: "What is this?" Learners say "goat"

Wrap-Up (2 minutes)

  • Draw "G" in the air one last time
  • Learners say /g/ and one word that begins with "G"

Differentiation

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

Teaching Tips (from textbook)

  • Guide learners to trace and write Gg, starting with a capital letter first, followed by a small letter
  • Small "g" has a tail that goes below the line; show the tail clearly on the board before learners trace
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