Beginning Sound f Words, Pictures and Nursery Rhymes for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 6
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Pupils identified and pronounced words with another beginning sound (e.g., /e/).
Topic: Beginning Sound f: Words, Pictures and Nursery Rhymes
Subject Matter: Speech Writing: Weekly focus on Beginning Sound /f/, words, pictures, and nursery rhymes.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify the letter ‘Ff’ and its sound /f/.
• Recognise pictures and words that begin with the /f/ sound.
• Pronounce words with the beginning sound /f/ correctly.

Affective Domain

• Listen attentively to the teacher and nursery rhymes.
• Participate actively in class discussions and activities.
• Show enthusiasm for learning new sounds and words.

Psychomotor Domain

• Copy words with the beginning sound /f/.
• Write the letter ‘Ff’ and simple words starting with /f/.
• Match objects/pictures to words that begin with the /f/ sound.

Social Domain

• Recite nursery rhymes together as a class.
• Take turns to say words and participate in group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education curriculum resources
• Relevant early-years phonics workbooks

Instructional Materials

• Picture books showing objects starting with ‘Ff’ (e.g., fan, fish, frog, fork)
• Flashcards with uppercase ‘F’ and lowercase ‘f’
• Flashcards with pictures and words (fan, fish, fork, five, foot, frog)
• Real objects: a fan, a plastic fish, a fork (if available and safe)
• Charts displaying the letter ‘Ff’ and example words/pictures
• Television or MP4 player for video/rhymes
• MP3 player for audio rhymes
• Writing materials: pencils, crayons, exercise books, plain paper, whiteboard/chalkboard

Rationale for the Lesson

Learning the beginning sound /f/ is crucial for developing early literacy skills in 5-year-olds. It helps them connect letters to sounds, which is a fundamental step towards reading and writing. Recognising and pronouncing these sounds correctly builds a strong foundation for phonics and clear communication.

Prerequisite/Previous Knowledge

Pupils can recognise some letters of the alphabet and their sounds. They can listen to and repeat simple words and rhymes. They have some experience with tracing and copying basic shapes or letters.

Lesson Content/Board Summary

Beginning Sound /f/: Words, Pictures and Nursery Rhymes

The letter ‘F’ makes the sound /f/.

Uppercase F: F

Lowercase f: f

Words that start with the /f/ sound:

• Fan
• Fish
• Fork
• Five
• Frog
• Foot

What the Teacher Should Show or Draw

• Draw a large ‘F’ and ‘f’ on the board.
• Display flashcards or pictures of a fan, fish, fork, and frog.
• Write the example words clearly next to their pictures.

Sound Rhyme: “The Friendly /f/ Sound”

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

F, f, f, the sound we make,
For friendly fish and yummy cake.
F, f, f, a fan so grand,
Waving breezes through the land.
F, f, f, a little frog,
Jumping in the watery bog.
F, f, f, we learn today,
Hip hip hooray!

Actions: Pupils make a gentle /f/ sound while blowing air, pretend to wave a fan, jump like a frog, and clap on “Hip hip hooray!”.

How to use the rhyme: Recite the rhyme slowly, emphasising the /f/ sound. Encourage pupils to join in with the actions and repeat the /f/ sound each time it appears.

Watch and Practise

Let’s watch a short video to hear the /f/ sound and see more words that start with ‘Ff’. Pay attention and try to say the words with the video!

https://www.youtube.com/watch?v=Fj-y529q5pM

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Practical Activity, Visual Aids, Audio-Visual Learning.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly. The teacher asks pupils to recall some sounds they learned in the previous lesson. The teacher introduces the new sound by making the /f/ sound and asking pupils to guess which letter makes that sound.

Pupils’ Activity: Pupils respond to greetings, recall previous sounds, and try to guess the new sound.

Learning Point: Pupils are prepared for the new lesson and connect it to prior knowledge.

Step 2: Presentation – Sound Recognition and Identification

Time: 5 minutes

Teaching Skill: Demonstration/Visual Aid

Teacher’s Activity: The teacher displays the flashcard for uppercase ‘F’ and lowercase ‘f’. The teacher clearly pronounces the /f/ sound, demonstrating how to make it (gentle blowing sound). The teacher shows pictures and real objects (fan, fish, fork) that begin with the /f/ sound, naming each one clearly.

Pupils’ Activity: Pupils observe the letter ‘Ff’, listen to the /f/ sound, and look at the pictures/objects, repeating the names after the teacher.

Learning Point: Pupils recognise the letter ‘Ff’ and associate it with its sound and corresponding objects/pictures.

Step 3: Guided Practice – Oral Pronunciation

Time: 5 minutes

Teaching Skill: Repetition/Correction

Teacher’s Activity: The teacher leads the pupils in repeating the /f/ sound several times. The teacher then guides pupils to pronounce words like “fan,” “fish,” “fork,” “five,” “frog,” and “foot,” ensuring correct articulation. The teacher uses the MP3 player to play audio of the /f/ sound and words if available, for additional auditory reinforcement.

Pupils’ Activity: Pupils repeat the /f/ sound and the example words after the teacher, individually and as a group.

Learning Point: Pupils practise pronouncing the /f/ sound and words correctly.

Step 4: Reinforcement – Rhyme and Video

Time: 5 minutes

Teaching Skill: Song/Audio-Visual

Teacher’s Activity: The teacher leads the pupils in singing “The Friendly /f/ Sound” rhyme, encouraging actions. The teacher then plays the verified YouTube video “Learn the Letter F – Phonics for Kids” on the TV/MP4 player, asking pupils to watch and repeat the words they hear.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, repeating the /f/ sound and words shown.

Learning Point: Pupils reinforce their understanding of the /f/ sound through song and visual media.

Step 5: Application – Writing and Matching

Time: 5 minutes

Teaching Skill: Writing/Practical Activity

Teacher’s Activity: The teacher demonstrates how to form uppercase ‘F’ and lowercase ‘f’ on the board, explaining the strokes. The teacher guides pupils to trace ‘Ff’ in the air and then on their exercise books/paper. The teacher then guides pupils to copy simple words like “fan” and “fish.” The teacher provides flashcards for pupils to match pictures starting with /f/ to their corresponding words.

Pupils’ Activity: Pupils trace ‘Ff’ in the air, then copy ‘Ff’ and simple words in their books. Pupils match pictures to words on flashcards.

Learning Point: Pupils develop fine motor skills and associate written forms with sounds and pictures.

Step 6: Further Application – Nursery Rhyme and Discussion

Time: 3 minutes

Teaching Skill: Discussion/Listening

Teacher’s Activity: The teacher plays a nursery rhyme (e.g., “Five Little Speckled Frogs” if available, or any other suitable rhyme) using the MP3/MP4 player. The teacher initiates a brief discussion about the rhyme, asking pupils if they heard any words with the /f/ sound or other familiar words.

Pupils’ Activity: Pupils listen attentively to the nursery rhyme and participate in the discussion, sharing what they heard or observed.

Learning Point: Pupils practise listening comprehension and oral communication skills, connecting sounds to broader language.

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.

1. “What sound does the letter ‘F’ make?”
2. “Can you point to a picture that starts with the /f/ sound?” (Teacher shows mixed pictures).
3. “Say two words that begin with /f/.”
4. “Show me how to write the letter ‘Ff’ in the air.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., pointing, saying words, air tracing).

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarisation

Teacher’s Activity: The teacher praises pupils for their participation and summarises that they have learned the /f/ sound and many words that start with it. The teacher encourages them to look for ‘Ff’ and /f/ sounds in their environment.

Pupils’ Activity: Pupils listen and respond to the teacher’s encouragement.

Learning Point: Pupils consolidate their learning and are encouraged to apply it outside the classroom.

Lesson Keywords

• Ff – The sixth letter of the alphabet.
• Sound /f/ – The sound made by the letter ‘Ff’, like in ‘fan’ or ‘fish’.
• Fan – An object used to cool down, often starting with the /f/ sound.
• Fish – An animal that lives in water, starting with the /f/ sound.
• Fork – A tool used for eating, starting with the /f/ sound.
• Frog – A small jumping animal, starting with the /f/ sound.

Differentiation

• Support: For pupils who are struggling, provide larger flashcards and real objects for tactile learning. Focus on oral repetition and recognition of just 2-3 key ‘f’ words. Guide their hand for tracing the letter ‘Ff’. Use more one-on-one repetition.
• Extension: For pupils who grasp the concept quickly, encourage them to think of other words that start with the /f/ sound. Ask them to draw their own pictures of ‘f’ words or try to write a simple sentence using an ‘f’ word (e.g., “I see a fish.”).

Note for teachers using this lesson plan

Before the lesson, ensure all instructional materials like flashcards, real objects (fan, plastic fish, fork), and writing materials are ready. Test the MP3/MP4 player and video link. When introducing the /f/ sound, emphasise the gentle blowing action, as some children might confuse it with /v/. Encourage all pupils to participate in the oral repetition and actions for the rhyme. For writing, focus on correct letter formation rather than speed. Observe pupils’ ability to make the sound, identify pictures, and attempt writing. This will show their understanding. Praise effort and participation to build confidence.