Note for teachers using this lesson plan
Before this lesson, prepare clear alphabet sound flashcards or real objects for sounds /a/ through /z/, and large printouts of lowercase letters ‘g’ and ‘h’. The central skill for pupils is to recognise and orally repeat the sounds of the alphabet and to practise the basic formation movements for ‘g’ and ‘h’. Observe pupils as they point to letters, repeat sounds, and attempt to trace the letters in the air or on a surface.
Class: Pre-School Level 1
Term: Third Term
Week: 8
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Beginning Sounds /a/-/z/, Letters e-f and Rhyme Practice
Topic: Alphabet Sounds /a/-/z/ and Writing Letters g-h
Subject Matter: Speech: Sounds: /a/ – /z/ Sounding and recognition of sounds; Writing: Tracing and Writing Letters g – h; Rhyme: Random rhymes. Weekly focus: Alphabet Sounds /a/-/z/ and Writing Letters g-h.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and recognise the sounds of letters /a/ – /z/.
- Pronounce simple words that begin with different alphabet sounds.
- Match objects to their corresponding beginning sounds.
- Recognise the lowercase letters ‘g’ and ‘h’.
Affective Domain
- Enjoy singing alphabet sound rhymes.
- Participate actively in sound games and activities.
Psychomotor Domain
- Trace the lowercase letters ‘g’ and ‘h’ in the air or on a surface.
- Colour objects neatly to reinforce sound identification.
Social Domain
- Listen attentively when others are speaking or singing.
- Take turns during interactive activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Early Childhood Care and Education resources.
- A suitable early-years literacy workbook.
Instructional Materials
- Alphabet sound charts (A-Z).
- Flashcards with letters (A-Z) and corresponding pictures (e.g., apple for A, ball for B).
- Real objects (e.g., apple, ball, cat toy, goat toy, hat).
- MP4 Player or audio device for rhymes/songs.
- Rhyme book/chart.
- Writing book/large paper for tracing.
- Crayons.
- Sand tray or finger paint for letter tracing.
- Sound games (e.g., matching cards).
Rationale for the Lesson
This lesson is important for 2-year-olds as it lays the foundation for early literacy by introducing them to the sounds that letters make. Recognising these sounds helps children develop phonological awareness, a crucial skill for reading. Practising letter formation for ‘g’ and ‘h’ through tracing also helps develop fine motor skills and hand-eye coordination, preparing them for future writing.
Prerequisite/Previous Knowledge
Pupils can recognise some common objects, make simple sounds, and have been introduced to the idea of letters and pictures.
Lesson Content/Board Summary
Alphabet Sounds /a/-/z/ and Writing Letters g-h
Every letter of the alphabet has a special sound!
Alphabet Sounds /a/-/z/
- We hear sounds all around us. Letters also make sounds.
- Let’s listen and say the sounds together:
- /a/ as in apple
- /b/ as in ball
- /c/ as in cat
- …and so on, up to /z/ as in zebra.
- We can match objects to their beginning sounds.
Writing Letters g-h
Today we will learn to make the letters ‘g’ and ‘h’.
- Letter ‘g’ (lowercase):
- Start with a small curve like ‘c’.
- Then go down and make a hook.
- ‘g’ is for goat, green.
- Letter ‘h’ (lowercase):
- Start from the top and make a straight line down.
- Then go up a little and make a small curve to the right.
- ‘h’ is for hat, hen.
Alphabet Sounds Rhyme
Tune: “Twinkle, Twinkle Little Star”
A, B, C, D, E, F, G,
Sounds we hear, for you and me.
/a/, /b/, /c/, /d/, /e/, /f/, /g/,
Letters make sounds, let’s all agree!
Actions: Point to letter cards as sounds are called, clap hands for each sound, make a big circle with arms for “all agree”.
Watch and Practise Alphabet Sounds
Key Words
- Alphabet – all the letters we use for reading and writing.
- Sound – what we hear when we say a letter or a word.
- Letter – a symbol we use to write sounds.
- G – the seventh letter of the alphabet.
- H – the eighth letter of the alphabet.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the concept that letters make sounds. Use large, colourful charts and flashcards. Point to each letter and clearly pronounce its sound, encouraging pupils to repeat after you. For letters ‘g’ and ‘h’, demonstrate the formation clearly in the air using large movements, then on a whiteboard or sand tray.
What to show or demonstrate: Display alphabet charts. Show flashcards with letters A-Z and corresponding pictures. Use real objects like an apple, ball, cat, goat toy, and hat to demonstrate beginning sounds. For ‘g’ and ‘h’, demonstrate air tracing, finger tracing on a large surface, or tracing in a sand tray.
How to use the rhyme/song: Sing the “Alphabet Sounds Rhyme” slowly and clearly, demonstrating the actions. Repeat it several times, encouraging pupils to join in with the sounds and actions. The rhyme reinforces the A-G sounds and the idea of letters making sounds.
How to use the video: Introduce the video by telling pupils they will watch a fun song about alphabet sounds. Play the video on the MP4 player. Encourage pupils to listen to the sounds and try to repeat them as they hear them. After watching, ask pupils to recall some sounds they heard and point to the corresponding letters on a chart.
What to watch for: Observe if pupils are attempting to make the sounds correctly and if they are following the tracing movements for ‘g’ and ‘h’. Watch for engagement during the rhyme and video.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Repetition
- Manipulation of Objects
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Motivation
Teacher’s Activity: The teacher greets pupils and sings a simple “Good Morning” song. The teacher then asks pupils if they like to hear sounds and introduces the idea that letters also make sounds.
Pupils’ Activity: Pupils respond to greetings, sing along, and listen attentively.
Learning Point: Pupils are engaged and ready to learn about letter sounds.
Step 2: Sound Recognition /a/-/f/
Time: 5 minutes
Teaching Skill: Oral Repetition/Identification
Teacher’s Activity: The teacher displays alphabet flashcards for A, B, C, D, E, F. The teacher says each letter sound clearly (e.g., /a/ for apple) and shows a corresponding picture or real object. Pupils are encouraged to repeat the sound and name the object.
Pupils’ Activity: Pupils listen, repeat the sounds, and point to the pictures/objects.
Learning Point: Pupils begin to recognise and pronounce sounds /a/ – /f/ and associate them with objects.
Step 3: Sound Recognition /g/-/l/ and Matching
Time: 5 minutes
Teaching Skill: Association/Matching
Teacher’s Activity: The teacher continues with flashcards for G, H, I, J, K, L, pronouncing each sound and showing corresponding pictures/objects (e.g., /g/ for goat, /h/ for hat). The teacher then asks pupils to match a few objects to their beginning sounds.
Pupils’ Activity: Pupils repeat sounds, identify objects, and attempt to match objects to sounds when prompted.
Learning Point: Pupils extend their sound recognition and practise matching skills.
Step 4: Rhyme and Movement
Time: 4 minutes
Teaching Skill: Reinforcement/Motor Skills
Teacher’s Activity: The teacher introduces the “Alphabet Sounds Rhyme” from the Board Summary. The teacher sings the rhyme with actions, encouraging pupils to join in with the sounds and movements.
Pupils’ Activity: Pupils listen, sing along with the rhyme, and perform the actions.
Learning Point: Pupils reinforce alphabet sounds through a fun and active rhyme.
Step 5: Introducing Letters g-h (Lowercase)
Time: 5 minutes
Teaching Skill: Letter Recognition/Pre-writing
Teacher’s Activity: The teacher introduces the lowercase letters ‘g’ and ‘h’ using large printouts or drawing them on the board. The teacher demonstrates how to form each letter with a finger in the air, explaining the simple strokes (e.g., “round and down for ‘g'”, “straight line down, then a bump for ‘h'”).
Pupils’ Activity: Pupils watch the teacher, say the letter names, and try to air-trace the letters with their fingers.
Learning Point: Pupils recognise letters ‘g’ and ‘h’ and begin to understand their formation.
Step 6: Guided Practice (Tracing and Colouring)
Time: 4 minutes
Teaching Skill: Practical Application/Fine Motor
Teacher’s Activity: The teacher provides pupils with large paper showing outlines of ‘g’ and ‘h’, or guides them to trace in a sand tray. The teacher also provides pictures of objects starting with ‘g’ and ‘h’ for pupils to colour (e.g., a goat, a hat).
Pupils’ Activity: Pupils trace letters ‘g’ and ‘h’ with their fingers or crayons and colour the related pictures.
Learning Point: Pupils practise tracing letters ‘g’ and ‘h’ and reinforce sound-picture association through colouring.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “What sound does this letter make?” (Teacher points to ‘a’, ‘b’, ‘g’, ‘h’ on a chart).
- “Can you point to the letter ‘g’?” (Teacher shows a few letter cards).
- “What object starts with the /h/ sound?” (Teacher shows pictures of various objects).
- “Show me how to trace the letter ‘h’ in the air.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Recap/Praise
Teacher’s Activity: The teacher praises pupils for their participation and effort in learning sounds and tracing letters. The teacher reminds them to keep practising their sounds and tracing at home.
Pupils’ Activity: Pupils listen and say “Thank you, teacher.”
Learning Point: Pupils feel encouraged and understand the importance of continued practice.
Lesson Keywords
- Sound – what we hear when we say a letter.
- Letter – a written symbol for a sound.
- Trace – to draw over a line or shape.
- Alphabet – all the letters from A to Z.
Differentiation
- Support: For pupils struggling with sound recognition, the teacher can provide more one-on-one repetition, use larger and more distinct picture cards, and guide their hands during tracing activities. Focus on just a few sounds at a time.
- Extension: For pupils who quickly grasp the concepts, the teacher can ask them to identify more objects that start with the learned sounds, or challenge them to find the letters ‘g’ and ‘h’ in a simple picture book.
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