WORLD OF KNOWLEDGE

Ii
Unit 6
Pin in the Bin
Focus: Listening and Speaking

Learning Standard(s): 1.1.1 (d) & (e), 1.1.3 {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:

i. associate the letter ‘i’ with the sound /I/;
ii. pronounce words correctly; and
iii. recite the rhyme.

Time: 30/60 minutes

Teaching Aid(s): Pictures

Cross Curricular Element(s): Multiple Intelligences

Introduction:

a. Greet pupils.
b. Pupils reply.

Set Induction:
Ask pupils to
a. Recite a rhyme. (Appendix 1) observe you. Do
b. Pupils listen and repeat. it a few times to
c. Pupils say words in the rhyme that has the different groups.
/I/ sound: pin, bin, in

Step 1: Step e:
Pupils may trace
a. Introduce the phoneme /I/ by showing an action. letter in the air,
on the desk, in
b. Instruct pupils to: Show your teeth and say e.
the sandbox, on a
c. Demonstrate how to sound it out:
friend’s back etc.
• When you say /I/, your mouth is open a tiny bit.
• The corners of your mouth pull back.
d. Get pupils to do the action and sound /I/.
e. Pupils trace the letter and sound /I/.
f. Get pupils to say /I/ is for ‘i’.

80
Step 2:

a. Show the pictures of objects and say aloud: pin, bin, in (Appendix 2)
b. Put up pictures of: ink, tin, kid, pit (Appendix 3)
c. Say each word, emphasize the /I/ sound. Pupils repeat.
d. Pupils match words said with pictures.
Note:
May stop at step 2
Step 3: depending on pupils’
ability.
a. Recite rhyme. Pupils repeat.
b. Substitute words in rhyme – ink, tin (Appendix 4). Pupils repeat.
c. Substitute words in rhyme – kid, pit (Appendix 5). Pupils repeat.

Consolidation:

a. Recite whole rhyme together.

b. Get pupils to do the action for the /I/ sound and say /I/.

Closure:

a. Teacher leaves the class by thanking the pupils.

b. Pupils respond appropriately.

81
APPENDIX 1

Pin, pin, pin,

Bin, bin, bin,
The pin is in the bin.

Pin, pin, pin,

Bin, bin, bin,
Where is the pin?

Pin, pin, pin,

Bin, bin, bin,
The pin is in the bin.

1
APPENDIX 2

2
APPENDIX 3

3
APPENDIX 4

Ink, ink, ink,

Tin, tin, tin,
The ink is in the tin.

Ink, ink, ink,

Tin, tin, tin,
Where is the ink?

Ink, ink, ink,

Tin, tin, tin,
The ink is in the tin.

4
APPENDIX 5

Kid, kid, kid,

Pit, pit, pit,
The kid is in the pit.

Kid, kid, kid,

Pit, pit, pit,
Where is the kid?

Kid, kid, kid,

Pit, pit, pit,
The kid is in the pit.

5
Focus: Reading

Learning Standard(s): 2.1.2 (b) /I/, 2.2.1 (a) (b), 2.2.3

Objective(s): By the end of the lesson, pupils will be able to:

i. articulate the phoneme /I/ correctly;
ii. match pictures to words; and
iii. read and understand simple sentences.

Time: 30/60 minutes

Teaching Aid(s): poem, phrase strips, sentence strips, picture

cards, word cards

Cross Curricular Element(s): Multiple Intelligences

Introduction:

1. Greet pupils.
2. Pupils reply.

Set Induction:
Step c:
a. Recite the rhyme learnt in previous lesson. Show pictures to help
(Appendix 6) pupils recall.
b. Pupils recall and repeat.
c. Pupils identify words in the rhyme that has the /I/ sound.
d. Show the letter ‘i’ and say the sound /I/.
e. Get pupils to repeat the sound.

Step 1:

a. Put up the rhyme.

b. Read the rhyme. Pupils repeat. Step 1:
c. Pupils match words to pictures learnt in previous Associate verbal and
lesson. written form of word,
d. Read aloud words. with emphasis on the
focused sound.

87
Step 2:

c. Get pupils to do the action for /I/ and say /I/.

d. Say ‘pin’ and then followed by the /I/ sound.
e. Show a word card, ‘pin’ and then point to the letter ‘i’ and say /I/.
f. Repeat with other words.
e. Put up phrase strips. (Appendix 7)
f. Read the phrases. Pupils repeat.

Step 3:

a. Put up sentence strips. (Appendix 8)

b. Read the sentences. Pupils repeat.

Consolidation:

a. Play a Memory game comprising word and picture cards.

b. Put up 6 picture cards and 6 corresponding word cards, faced down.
(Appendix 9)
c. Pupil opens a pair of random cards at a time to look for a matching pair.
[a picture card to match a corresponding word card]

pin
d. If cards don’t match, turn them back face down and repeat step 3.
e. If cards match, remove them from the group of cards and place them side
by side.

Closure:

a. Teacher leaves the class by thanking the pupils.

b. Pupils respond appropriately.

88
APPENDIX
8
9 Pin, pin, pin,
Bin, bin, bin,
The pin is in the bin.

Pin, pin, pin,

Bin, bin, bin,
Where is the pin?

Pin, pin, pin,

Bin, bin, bin,
The pin is in the bin.

Ink, ink, ink,

Tin, tin, tin,
The ink is in the tin.

Ink, ink, ink,

Tin, tin, tin,
Where is the ink?

Ink, ink, ink,

Tin, tin, tin,
The ink is in the tin.

Kid, kid, kid,

Pit, pit, pit,
The kid is in the pit.

Kid, kid, kid,

Pit, pit, pit,
Where is the kid?

Kid, kid, kid,

Pit, pit, pit,
The kid is in the pit.
89
APPENDIX
9
0

pin in bin

ink in tin

kid in pit

90
APPENDIX
9
1

Where is the pin?

The pin is in the bin.

Where is the ink?

The ink is in the tin.

Where is the kid?

The ink is in the pit.

91
APPENDIX
9
2

kid pit
pin bin
ink tin
92
Focus: Writing

Learning Standard(s): 3.1.1 (b), (c), (f), 3.1.2 (a), (d), (e) {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:

i. write the letter ‘I/i’ correctly; and;
ii. copy and write in neat legible print.

Time: 30/60 minutes

Teaching Aid(s): Writing exercise book, pictures

Cross Curricular Element(s): Multiple Intelligences

Introduction:

a. Greet pupils.
b. Pupils reply.

Set Induction:

a. Demonstrate drawing simple strokes up and down.

b. Pupils follow.

Step 1:

a. Demonstrate correct way of writing letter ‘I/i’ on the board using

writing lines [red and blue lines].

I i
2
2

3 1

b. Pupils complete exercise on page 30 in pupil’s module. (Appendix 10)

Step 2:

a. Distribute three pictures to each pupil: pin, tin, bin. (Appendix 11)
b. Paste pictures in their writing books. Pupils copy and write the words
below each picture.

93
Step 3:

a. Distribute three other pictures to each pupil: ink, kid, pit.(Appendix 12)
b. Paste the pictures in their writing books.
c. Pupils copy and write the words below each picture.

Consolidation:

a. Copy and write phrases in their writing book:

i. pin in the bin
ii. ink in the tin
iii. kid in the pit

Closure:

a. Teacher leaves the class by thanking the pupils.

b. Pupils respond appropriately.

94
APPENDIX 95
Trace and write neatly.

Ii Ii Ii

95
APPENDIX 11

• pictures are for the whole class

96
APPENDIX 97

• pictures are for the whole class

97
Focus: Language Arts

Learning Standard(s): 4.1.2, 4.3.1 (b) {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:

i. sing action songs with guidance.

Time: 30/60 minutes

Teaching Aid(s): song, props

Cross Curricular Element (s): Multiple Intelligences - kinaesthetic

Introduction:

a. Greet pupils.
b. Pupils reply.

Set Induction:

a. Pupils recall the six words learnt: pin, bin, ink, tin, kid, pit based on
pictures shown.

Step 1:

a. Distribute pictures and envelopes. Pupils cut out pictures. (Appendix 13)
b. Pupils paste pictures of bin, tin and pit on individual envelopes.

Step 2:

a. Teach the song. (Appendix 14) Pupils repeat.

b. Pupils put their hands in the envelope.
c. Pupils sing with actions.

Consolidation:

a. Pupils sing and perform action song using the props made.

Closure:

a. Teacher leaves the class by thanking the pupils.

b. Pupils respond appropriately.

98
APPENDIX 13

99
APPENDIX 14

[To the tune of: Farmer In The Dell]

Pin, pin, pin,

Bin, bin, bin,
/I/, /I/, /I/, /I/, /I/, /I/,
The pin is in the bin.

Ink, ink, ink,

Tin, tin, tin,
/I/, /I/, /I/, /I/, /I/, /I/,
The ink is in the tin.

Kid, kid, kid,

Pit, pit, pit,
/I/, /I/, /I/, /I/, /I/, /I/,
The kid is in the pit.

100