Primary 1 English Studies Lesson – Phonics (Q–T Words) and Indicating Size
WEEK 8: English Studies – Phonics and Structure
Subject: English Studies
Class: Primary 1
Term: Second Term
Week: 8
Age: 5 – 6 years
Duration: 40 minutes
Topic: Phonics (Pronunciation of Q–T Words)
Sub-topic: Structure – Indicating Size of Objects
Behavioural Objectives
By the end of this lesson, pupils should be able to:
- Identify and pronounce Q–T words correctly.
- Mention and write at least two words each starting with Q, R, S, and T.
- Use descriptive words to indicate the size of objects (e.g., big, small, long, short).
- Construct simple sentences using adjectives that describe size.
- Differentiate between big and small objects in real life.
Keywords and Meanings
| Keyword | Meaning |
|---|---|
| Phonics | Learning sounds of letters to read words |
| Pronunciation | The way a word is spoken |
| Object | A thing you can see or touch |
| Big | Large in size |
| Small | Not large in size |
| Long | Having great length |
| Short | Having little length |
| Letter | A symbol used in writing |
| Word | A combination of letters that carry meaning |
| Size | How large or small something is |
Set Induction (Storytime)
The teacher begins with a short, lively story:
“One morning, Queen Queenie and her pet Ratty were playing outside. Ratty brought a big ball, but Queenie brought a small one. They both laughed when they saw how different the sizes were! Ratty said, ‘My ball is small,’ and Queenie replied, ‘Mine is big!’ The children laugh and repeat the words ‘big’ and ‘small’ aloud.”
The teacher uses this story to introduce today’s lesson on Phonics (Q–T words) and Structure (Indicating Size of Objects).
Entry Behaviour
Pupils can already identify and pronounce some letters and short words from A–P.
Learning Resources and Materials
- Flashcards showing Q, R, S, and T words
- Real objects: bag, cup, ruler, ball, toy car
- Word chart showing big/small items
- Picture cards of queen, rat, snake, and table
Building Background / Connection to Prior Knowledge
The teacher connects with pupils’ prior phonics lessons on letters A–P, and reminds them how each letter has its own sound.
Embedded Core Skills
- Communication and pronunciation
- Critical thinking (comparison)
- Observation and description
- Writing and spelling
Reference Books
- Lagos State Unified Scheme of Work for Primary Schools
- New Oxford English for Primary 1
- Brighter Grammar Book 1
️ Instructional Materials
- Flashcards with words (queen, rat, snake, table)
- Charts showing big/small objects
- Blackboard and marker
- Visual aids for phonics pronunciation
Lesson Presentation
Step 1: Revision of Previous Lesson
Teacher reminds pupils of the previous topic (M–P sounds and asking questions).
Pupils recite some words like “mango, nest, onion, pen.”
Step 2: Introduction of New Topic
Teacher says:
“Today, we will learn new letter sounds from Q to T — and how to talk about the size of things.”
Writes on the board:
Q – queen, quilt
R – rat, rope
S – snake, sun
T – table, toy
Step 3: Content Explanation
A. Phonics (Pronunciation of Q–T Words)
| Letter | Example 1 | Example 2 |
|---|---|---|
| Q | Queen | Quilt |
| R | Rat | Rope |
| S | Snake | Sun |
| T | Table | Toy |
Pupils repeat each sound and word after the teacher.
B. Structure (Indicating Size of Objects)
Definition:
We use words like big, small, long, and short to show the size of an object.
Examples:
- This is a big ruler.
- This is a short ruler.
- This is a big ball.
- This is a small ball.
- This is a long pencil.
- This is a short pencil.
- This is a big bag.
- This is a small bag.
- This is a large pot.
- This is a small cup.
Teacher’s Activities
- Pronounces Q–T words and asks pupils to repeat.
- Displays pictures of big and small objects.
- Guides pupils to describe the size of classroom objects.
- Writes sample sentences on the board.
- Leads pupils in pronunciation drills and spelling games.
Learners’ Activities
- Pronounce Q–T words after the teacher.
- Match words to pictures.
- Identify big and small classroom objects.
- Write simple sentences using “big,” “small,” “long,” and “short.”
- Read aloud the sentences they formed.
Class Activity Discussion (10 FAQs with Answers)
- Q: What is the sound of Q?
A: /kw/ as in queen. - Q: What is the sound of R?
A: /r/ as in rat. - Q: Give one word starting with S.
A: Snake. - Q: Give one word starting with T.
A: Table. - Q: What does big mean?
A: It means large in size. - Q: What does small mean?
A: It means not large. - Q: What word describes a long ruler?
A: Long. - Q: What word describes a short pencil?
A: Short. - Q: What is a queen?
A: A woman who rules a country. - Q: What is a rat?
A: A small animal with a long tail.
Evaluation Questions
A. Objective / Fill-in-the-Blank Questions
- The sound of Q is ______.
(a) /ku/ (b) /kw/ (c) /qa/ (d) /qw/ - ______ is the opposite of small.
(a) Tiny (b) Little (c) Big (d) Few - ______ starts with the letter R.
(a) Table (b) Rat (c) Queen (d) Sun - The word “snake” starts with the sound ______.
(a) /s/ (b) /t/ (c) /r/ (d) /q/ - “This is a ______ bag.”
(a) red (b) big (c) new (d) fast - The sound of T is ______.
(a) /s/ (b) /t/ (c) /q/ (d) /r/ - “This is a ______ cup.”
(a) big (b) happy (c) short (d) small - A rat is a ______.
(a) fruit (b) person (c) animal (d) bird - The opposite of long is ______.
(a) tall (b) short (c) thin (d) fat - “This is a ______ table.”
(a) queen (b) big (c) snake (d) pot
B. Short Answer Questions
- Write two words that begin with Q.
- Write two words that begin with R.
- Write two words that begin with S.
- Write two words that begin with T.
- What is the opposite of small?
- What is the opposite of long?
- Give one example of a big object.
- Give one example of a small object.
- What sound does the letter Q make?
- What sound does the letter S make?
✅ Assessment
- Pupils’ ability to pronounce and spell Q–T words correctly.
- Correct use of adjectives to describe size.
- Active participation in oral drills and written exercises.
Conclusion
The teacher summarizes the lesson, revises the pronunciation of Q–T words, and guides pupils to describe objects around them using “big,” “small,” “long,” or “short.”
The teacher marks pupils’ work and gives feedback.
