Note for teachers using this lesson plan
Before the lesson, ensure you have real objects like an apple, a toy ant, and clear picture cards of other ‘a’ words ready. The central idea is for pupils to recognise the short /a/ sound and associate it with familiar words. Observe pupils pointing to and repeating the ‘a’ sound in words like ‘apple’ and ‘ant’ to confirm their learning.
Class: Pre-School Level 1
Term: First Term
Week: 3
Age: 2 years
Duration: 30 minutes
Subject: Literacy / Letter Work
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Identifying and Naming Familiar Objects
Topic: BEGINNING SOUND /A/: APPLE, ANT AND OTHER WORDS
Subject Matter: Speech: Sound: /a/. Weekly focus: Beginning Sound /a/: Apple, Ant and Other Words.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify objects that begin with the /a/ sound when shown pictures or real objects.
- Say the /a/ sound clearly.
- Repeat simple words that start with the /a/ sound, such as ‘apple’ and ‘ant’.
Affective Domain
- Show enthusiasm while participating in sound games and rhymes.
- Listen attentively to the teacher and the video.
Psychomotor Domain
- Point to pictures of objects beginning with /a/.
- Perform simple actions during the sound rhyme.
Social Domain
- Take turns repeating words after the teacher.
- Participate in group singing of the sound rhyme.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Charts with pictures of objects starting with /a/ (e.g., apple, ant, alligator, axe, ambulance, aeroplane)
- Real objects: an apple, a toy ant
- MP4 Player (or projector/screen for video)
- Flashcards with pictures of ‘a’ words
Rationale for the Lesson
Learning beginning sounds like /a/ is fundamental for early literacy development in 2-year-olds. It helps them connect sounds to letters and words, building a strong foundation for speaking, listening, and eventually reading. This lesson uses familiar objects and repetition to make learning engaging and concrete for young learners.
Prerequisite/Previous Knowledge
Pupils can identify and name some common objects around them and can make simple sounds.
Lesson Content/Board Summary
BEGINNING SOUND /A/: APPLE, ANT AND OTHER WORDS
The sound /a/ is a short, open sound, like the sound you make when you say “Ah!” or when you open your mouth to eat an apple.
Words with Beginning Sound /a/
- Apple: (Show a real apple or picture) A round, sweet fruit.
- Ant: (Show a toy ant or picture) A tiny insect that crawls.
- Alligator: (Show a picture) A large reptile with a big mouth.
- Axe: (Show a picture) A tool used for cutting wood.
- Ambulance: (Show a picture) A special vehicle that takes sick people to the hospital.
- Aeroplane: (Show a picture) A machine that flies in the sky.
Sound Rhyme: The Apple and the Ant
Tune: “Twinkle, Twinkle Little Star”
Apple, apple, /a/, /a/, /a/,
Ant, ant, /a/, /a/, /a/,
Open your mouth, say /a/, /a/, /a/,
Lots of words begin with /a/, /a/, /a/.
Actions:
- “Apple, apple”: Make a round shape with hands.
- “Ant, ant”: Wiggle fingers like a crawling ant.
- “Open your mouth, say /a/, /a/, /a/”: Open mouth wide and point to mouth.
- “Lots of words begin with /a/, /a/, /a/”: Clap hands gently.
Watch the Sound and Repeat
Key Words
- Sound /a/ – The short sound at the beginning of words like ‘apple’ and ‘ant’.
- Apple – A round, sweet fruit.
- Ant – A small crawling insect.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the sound /a/ by making the sound clearly and showing how the mouth opens. Emphasize the short ‘a’ sound. Go through each example word slowly and clearly, pointing to the pictures or real objects.
What to show or demonstrate: Show a real apple and a toy ant. Point to the pictures on the charts for alligator, axe, ambulance, and aeroplane. Make the /a/ sound with an open mouth for pupils to imitate.
How to use the rhyme/song: Sing “The Apple and the Ant” rhyme several times, performing the simple actions. Encourage pupils to join in with the sounds and actions. Repeat it to build familiarity.
How to use the video: Introduce the video as a fun way to hear the /a/ sound and see more ‘a’ words. Play the video once or twice. After watching, ask pupils to repeat the /a/ sound and name some words they heard in the video.
What to watch for: Observe if pupils are trying to make the /a/ sound correctly and if they can point to the correct pictures when asked. Gently correct any mispronunciations by modelling the sound again.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Repetition, Question and Answer, Manipulation of Objects.
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a simple “Good Morning” song. The teacher holds up a real apple and asks, “What is this?”
Pupils’ Activity: Pupils respond to the greeting and try to name the apple.
Learning Point: Pupils are settled and engaged, connecting to a familiar object.
Step 2: Introducing the Sound /a/
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher shows the apple again and says, “Apple starts with the sound /a/! Listen: /a/, /a/, apple.” The teacher clearly makes the short /a/ sound, showing how the mouth opens. The teacher then shows a toy ant and says, “Ant also starts with /a/. /a/, /a/, ant.”
Pupils’ Activity: Pupils listen attentively and try to imitate the /a/ sound as the teacher models it.
Learning Point: Pupils begin to recognise and produce the /a/ sound.
Step 3: Exploring More ‘a’ Words with Pictures
Time: 5 minutes
Teaching Skill: Visual Aid/Repetition
Teacher’s Activity: The teacher displays charts with pictures of alligator, axe, ambulance, and aeroplane. For each picture, the teacher points and says, “This is an alligator. /a/, /a/, alligator.” The teacher encourages pupils to repeat the sound and the word.
Pupils’ Activity: Pupils point to the pictures and repeat the /a/ sound and the words after the teacher.
Learning Point: Pupils associate the /a/ sound with various new words and pictures.
Step 4: Sound Rhyme Practice
Time: 4 minutes
Teaching Skill: Rhyme/Movement
Teacher’s Activity: The teacher introduces “The Apple and the Ant” rhyme, singing it slowly with actions. The teacher sings it a second time, encouraging pupils to join in with the /a/ sound and actions.
Pupils’ Activity: Pupils listen to the rhyme, watch the actions, and try to sing along, especially with the /a/ sound and simple movements.
Learning Point: Pupils reinforce the /a/ sound through a fun, repetitive rhyme with actions.
Step 5: Identifying ‘a’ Words Game
Time: 4 minutes
Teaching Skill: Guided Practice/Game
Teacher’s Activity: The teacher holds up various picture cards (some with ‘a’ words, some with other sounds). The teacher asks, “Does this start with /a/?” For example, holding up an ‘apple’ card, “Apple, /a/, /a/, /a/?” If it’s an ‘a’ word, pupils clap. If not, they shake their heads.
Pupils’ Activity: Pupils clap when they hear an ‘a’ word and shake their heads for other words, demonstrating recognition.
Learning Point: Pupils actively practise identifying words that begin with the /a/ sound.
Step 6: Video Reinforcement
Time: 3 minutes
Teaching Skill: Multimedia/Repetition
Teacher’s Activity: The teacher plays the “The Letter A Song” video. Before playing, the teacher tells pupils to listen carefully for the /a/ sound and watch for ‘a’ words. After the video, the teacher asks pupils to repeat the /a/ sound a few times.
Pupils’ Activity: Pupils watch and listen to the video, then repeat the /a/ sound as prompted by the teacher.
Learning Point: Pupils consolidate their understanding of the /a/ sound through visual and auditory reinforcement.
Step 7: Evaluation/Review
Time: 4 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “What sound did we learn today?” (Teacher makes the /a/ sound).
- (Holding up an apple) “What is this? What sound does it start with?”
- (Holding up an ant) “What is this? What sound does it start with?”
- “Can you point to something on the chart that starts with /a/?”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 2 minutes
Teaching Skill: Recap/Praise
Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher quickly reviews the /a/ sound and one or two words. The teacher reminds them to listen for the /a/ sound in other words.
Pupils’ Activity: Pupils listen and participate in a final repetition of the sound. They feel encouraged and happy.
Learning Point: Pupils leave the lesson feeling confident and motivated.
Lesson Keywords
- Sound /a/ – The short sound we hear at the beginning of words like ‘apple’ and ‘ant’.
- Apple – A common fruit that starts with the /a/ sound.
- Ant – A small insect that starts with the /a/ sound.
- Beginning – The start or first part of something, like the first sound in a word.
Differentiation
- Support: For pupils who find it difficult, the teacher can provide more one-on-one repetition of the /a/ sound, use larger and fewer picture cards, and guide their hands to point to the correct pictures. Focus on just ‘apple’ and ‘ant’.
- Extension: For pupils who grasp the concept quickly, the teacher can challenge them to identify other familiar objects in the classroom that might have the /a/ sound (e.g., “arm,” if applicable) or repeat the words with slightly faster pronunciation.
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