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Lesson 8: Letter Hhسبق 8:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan -- Lesson 8

Letter Hh

Subject: English | Class: Nursery | Series: Skillford

Overview

This lesson introduces the letter "Hh". Learners look at a big picture of a hen and a horse standing next to a smiling yellow helicopter on a farm. They say the sound /h/ and name things that begin with "H": hen, horse, helicopter, hut and hat. On the second day they trace and write capital "H" and small "h", tick the pictures that begin with /h/ and colour the horse. All talk is oral and playful.

Learning Outcomes (from textbook)

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

Key Vocabulary

  • hen
  • horse
  • helicopter
  • hut
  • hat
  • hand

Speech-Bubble Sentence

  • "The hen and the horse want to ride the helicopter."

Day 1: Look and Say (35 minutes)

Materials

  • Textbook page 21
  • Soap and a sink (or a bowl of water)
  • Building blocks
  • Toy horses (or horse picture cards)
  • A tablet or screen for a short clip of a helicopter taking off

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "H" in the air with your finger and ask learners to copy you
  • Say the sound /h/: hold a hand in front of your mouth and breathe out softly, like a tired puppy
  • Say /h/ /h/ /h/ together three times and feel the warm air on your hand

Meet the Letter (5 minutes)

  • Open page 21 and point to the big white "H" and the yellow "h"
  • Say: "This is capital H. This is small h." Learners point and repeat
  • Ask: "Which one is big? Which one is small?"

Look and Say (10 minutes)

  • Point to the hen and say "hen". Learners repeat
  • Point to the horse and say "horse". Learners repeat
  • Point to the helicopter and say "helicopter". Learners repeat
  • Read the sentence in the red box aloud: "The hen and the horse want to ride the helicopter." Learners echo it
  • Point to the two pictures on the left and say each word; learners repeat twice:
    • hut
    • hat
  • Play "Point to it": say a word, learners point to the right picture in their book

Little Explorers (5 minutes)

  • Wash hands together at the sink
  • Count to twenty out loud while the soap is on
  • Say: "hands, /h/ /h/ hands"

Little Innovators (3 minutes)

  • Play a short clip of a helicopter taking off
  • Ask: "What are the blades doing?" (going round and round, very fast)
  • Learners spin their arms like blades and say "helicopter"

Little Builders (4 minutes)

  • Give out building blocks
  • Learners build a house with a door, two windows and a roof
  • Ask: "Where is the door? Where are the windows?"

Little Thinkers (3 minutes)

  • Line up the toy horses and count them together
  • Add two more horses and ask: "How many are there now?"
  • Count again to check

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 /h/ without help

Day 2: Trace and Write (35 minutes)

Materials

  • Textbook pages 21-22
  • Pencils and crayons (brown, black)

Warm-Up (5 minutes)

  • Show page 21 again. Point and say: hen, horse, helicopter, hut, hat
  • Say the sentence together: "The hen and the horse want to ride the helicopter."
  • Hold up a hand and say "hand, /h/ /h/ hand"

Finger Tracing (5 minutes)

  • Open page 22 and point to the big outline "H" and "h"
  • Show the stroke for capital "H": start at the top, go straight down; start at the top again and go straight down; then make a line across the middle
  • Show the stroke for small "h": start at the top, go down in a tall line, go back up halfway, then over like a little hill and down
  • 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 "Hh", capital first, then small
  • Row 1: point to the solid "Hh", then trace each dotted "Hh" along the line
  • Row 2: trace the dotted "Hh" letters, capital first, then small
  • Empty line: learners try to write "Hh" on their own, with your hand over their hand if needed
  • Praise every try: "Lovely tall H!"

Tick the /h/ Pictures (7 minutes)

  • Point to each picture and say the word together:
    • hat
    • watch
    • hut
    • hand
  • Ask after each one: "Does it start with /h/?"
  • Learners tick the hat, the hut and the hand
  • Ask: "Does watch start with /h/?" Learners say "No"

Little Artists (6 minutes)

  • Colour the horse at the top of page 22
  • Suggest brown for the body and black for the mane and tail
  • As they work, ask: "What is this?" Learners say "horse"

Wrap-Up (2 minutes)

  • Draw "H" in the air one last time: down, down, across
  • Learners say /h/ and one word that begins with "H"

Differentiation

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

Teaching Tips (from textbook)

  • Guide learners to trace and write Hh, starting with a capital letter first, followed by a small letter
  • The /h/ sound is only a breath. Ask learners to feel the air on their hand so they do not say "huh"
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