Note for teachers using this lesson plan
Before the lesson, prepare clear picture cards or actual objects of a boy, a bat, and a book. Ensure the MP4 player (or a phone/tablet) is charged and ready with the selected video. The central idea for pupils is to recognise the beginning sound /b/ and associate it with familiar objects. Successful learning will be observed when pupils can point to and attempt to say the words for boy, bat, and book after hearing the /b/ sound.
Class: Pre-School Level 1
Term: First Term
Week: 6
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Literacy
Previous Lesson: Recognition and Pronunciation of Sound /b/
Topic: Beginning Sound /b/: Boy, Bat and Book
Subject Matter: Speech: Sound: /b/. Weekly focus: Beginning Sound /b/: Boy, Bat and Book.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify pictures of a boy, a bat, and a book.
- Recognise the beginning sound /b/ in words like boy, bat, and book.
Affective Domain
- Participate actively in singing a rhyme about the /b/ sound.
- Show enjoyment in learning new sounds and words.
Psychomotor Domain
- Attempt to pronounce words starting with /b/ (boy, bat, book).
- Match objects or pictures to the beginning sound /b/.
- Colour pictures of objects that start with the /b/ sound.
Social Domain
- Take turns when identifying objects or speaking.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
- Suitable early-years literacy workbook
Instructional Materials
- Charts showing pictures of a boy, a bat, and a book
- Real objects: a toy boy, a small toy bat, a small storybook
- Picture cards of other objects starting with /b/ (e.g., ball, bag)
- MP4 Player (or tablet/phone) for video/audio
- Crayons
- Paper with outlines of boy, bat, and book for colouring
Rationale for the Lesson
This lesson introduces Pre-School Level 1 pupils to the beginning sound /b/ through familiar words. Early exposure to letter sounds is fundamental for developing phonological awareness, which is a crucial pre-reading skill. Associating sounds with concrete objects helps children build their vocabulary and understand the link between spoken words and their initial sounds, laying a strong foundation for future literacy.Prerequisite/Previous Knowledge
Pupils can identify some common objects around them and can make simple sounds. They may have been introduced to other simple sounds or objects in previous lessons.Lesson Content/Board Summary
Beginning Sound /b/: Boy, Bat and Book
The sound /b/ is made by pressing your lips together and releasing them with a short puff of air, like “buh-buh-buh”.
We will learn about objects that start with the /b/ sound:
- Boy: A young male child. (Show picture/toy of a boy)
- Bat: A piece of wood used in sports like baseball or cricket, or a flying animal. (Show picture/toy of a bat)
- Book: Pages joined together with words or pictures for reading. (Show a small book)
Listen carefully for the /b/ sound at the beginning of these words: Boy, Bat, Book.
Key Words
- Boy – a young male child.
- Bat – a tool for hitting or a flying animal.
- Book – something we read with pages.
Sound /b/ Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
B, B, B, /b/ /b/ /b/,
Boy, boy, boy, /b/ /b/ /b/.
Bat, bat, bat, /b/ /b/ /b/.
Book, book, book, /b/ /b/ /b/.
B, B, B, /b/ /b/ /b/,
Hear the /b/ sound, it’s for you and me!
Actions: Point to self (boy), make a batting motion (bat), open hands like a book (book), then point to ears and self.
Watch and Listen for /b/
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the sound /b/ by demonstrating the mouth shape and sound clearly. Use the real objects (toy boy, toy bat, small book) first, allowing pupils to touch and hold them. Then, show the corresponding picture cards or charts. Emphasize the initial /b/ sound in each word by stretching it slightly: “/b/-oy”, “/b/-at”, “/b/-ook”. Have pupils repeat the sound and words after you.
What to show or demonstrate: Show the real objects and picture charts. Demonstrate the /b/ sound formation with your mouth. Model the actions for the rhyme.
How to use the rhyme/song: Sing the “Sound /b/ Rhyme” slowly and clearly, demonstrating the actions. Repeat it several times, encouraging pupils to join in with the sound and actions. The repetition helps reinforce the sound and words.
How to use the video: Introduce the video as a fun way to hear more /b/ sounds. Play the video, encouraging pupils to listen and watch for objects that start with /b/. After watching, ask pupils to name some things they saw in the video that start with /b/ (e.g., ball, bear, bird), linking it back to boy, bat, book.
What to watch for: Observe if pupils are attempting to make the /b/ sound correctly and if they can point to the correct objects when you say their names. Provide gentle correction and encouragement for pronunciation.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Manipulation of Objects
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Greeting/Engaging
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a short, familiar welcome song. The teacher then tells them they will learn a new special sound today.
Pupils’ Activity: Pupils greet the teacher and sing along. They listen attentively.
Learning Point: Pupils are settled and ready to learn.
Step 2: Presentation of Sound /b/ and Objects
Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher introduces the sound /b/ by making the sound clearly and showing how the lips come together. The teacher then shows a toy boy, a toy bat, and a small book, saying their names and emphasizing the beginning /b/ sound. “This is a /b/-oy. This is a /b/-at. This is a /b/-ook.”
Pupils’ Activity: Pupils listen to the sound and words, watching the teacher’s mouth. They observe the objects.
Learning Point: Pupils are introduced to the /b/ sound and associated objects.
Step 3: Guided Practice – Sound and Word Repetition
Time: 5 minutes
Teaching Skill: Oral Practice/Repetition
Teacher’s Activity: The teacher holds up each object (boy, bat, book) one by one and guides pupils to repeat the sound /b/ and the word. “Say /b/! Say boy!” The teacher encourages all pupils to participate.
Pupils’ Activity: Pupils repeat the /b/ sound and the words “boy,” “bat,” and “book” after the teacher.
Learning Point: Pupils practise pronouncing the /b/ sound and associated words.
Step 4: Rhyme Integration
Time: 4 minutes
Teaching Skill: Singing/Movement
Teacher’s Activity: The teacher leads pupils in singing the “Sound /b/ Rhyme” with actions. The teacher sings slowly and clearly, demonstrating the actions for boy, bat, and book. The rhyme is repeated twice.
Pupils’ Activity: Pupils sing along with the teacher and perform the actions for the rhyme.
Learning Point: Pupils reinforce the /b/ sound and words through song and movement.
Step 5: Identification and Matching
Time: 5 minutes
Teaching Skill: Visual Recognition/Matching
Teacher’s Activity: The teacher lays out picture cards of boy, bat, book, and some other non-/b/ objects (e.g., apple, cat). The teacher asks pupils, “Who can point to the /b/-oy?” or “Show me the /b/-ook.” The teacher also asks pupils to identify objects starting with /b/ from a mixed group.
Pupils’ Activity: Pupils point to the correct pictures or objects when prompted by the teacher. They identify objects with the beginning /b/ sound.
Learning Point: Pupils demonstrate recognition of objects starting with /b/.
Step 6: Practical Activity – Colouring
Time: 4 minutes
Teaching Skill: Fine Motor/Application
Teacher’s Activity: The teacher distributes paper with outlines of a boy, a bat, and a book. The teacher reminds pupils that these objects start with the /b/ sound and guides them to choose crayons to colour the pictures. The teacher supervises and assists as needed.
Pupils’ Activity: Pupils colour the pictures of the boy, bat, and book using crayons.
Learning Point: Pupils apply their learning by colouring objects associated with the /b/ sound, developing fine motor skills.
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 did we learn today?” (Teacher makes the /b/ sound)
- “Point to the boy.” (Teacher shows pictures/objects)
- “Point to the bat.”
- “Point to the book.”
- “Can you say /b/?”
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 the pupils for their participation and for learning the /b/ sound. The teacher quickly recaps the objects learned (boy, bat, book) and encourages them to listen for the /b/ sound around them. The teacher leads a closing song.
Pupils’ Activity: Pupils listen to the recap and sing the closing song.
Learning Point: Pupils feel successful and are motivated to continue learning.
Lesson Keywords
- Sound – what we hear when we speak.
- Beginning – the start of something.
- Boy – a male child.
- Bat – a tool or an animal.
- Book – something to read.
Differentiation
- Support: For pupils who need extra help, the teacher can provide hand-over-hand guidance for colouring, use larger picture cards, or repeat the sound and words more frequently. Focus on just identifying one or two objects clearly.
- Extension: For pupils who grasp the concept quickly, the teacher can ask them to identify other objects in the classroom that start with the /b/ sound (e.g., bag, ball) or make the /b/ sound repeatedly while clapping.
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