Note for teachers using this lesson plan
Before the lesson, prepare large, clear picture cards for objects starting with sounds /a/ through /g/ (e.g., apple, ball, cat, dog, egg, fish, goat). Also, ensure pupils have thick crayons and writing books with pre-drawn curve patterns or large blank paper for tracing. The central idea is for pupils to begin to recognise and say the initial sounds of words and to practise making basic curved lines. Successful learning will be observed when pupils can point to pictures that match a given sound, attempt to repeat the sounds, and make guided tracing movements for curves.
Class: Pre-School Level 1
Term: Second Term
Week: 3
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Recognising familiar objects and making simple sounds.
Topic: Beginning-Sound Matching /a/-/g/ and Curve Practice
Subject Matter: Speech: Sounds: /a/ – /g/ Sounding and recognition of sounds; Writing: Pattern Making: Tracing Curve; Rhyme: Hands are for clapping.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and say the beginning sounds /a/, /b/, /c/, /d/, /e/, /f/, /g/ when prompted.
- Recognise pictures of familiar objects that start with sounds /a/ through /g/.
Affective Domain
- Show interest in listening to and repeating sounds.
- Enjoy participating in the sound matching game and rhyme activities.
Psychomotor Domain
- Make simple tracing movements for curved lines.
- Clap their hands along with the rhyme.
Social Domain
- Participate in guided group activities.
- Listen attentively to the teacher’s instructions.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Large picture cards of objects starting with /a/ – /g/ (e.g., apple, ball, cat, dog, egg, fish, goat)
- Flashcards with letters A-G (uppercase)
- Chart showing simple curve patterns
- Writing books or large paper with pre-drawn curve patterns
- Thick crayons
- MP4 Player (for video/audio)
- Rhyme book (for “Hands are for clapping”)
Rationale for the Lesson
This lesson is important for 2-year-olds as it introduces foundational literacy skills by helping them connect sounds to objects, a crucial step in phonological awareness. Practising curve patterns develops fine motor skills and hand-eye coordination, preparing them for future letter formation. These activities foster early communication and pre-writing readiness.Prerequisite/Previous Knowledge
Pupils can recognise some familiar objects, make simple sounds, and hold a crayon with some assistance. They may also have heard simple songs and rhymes.Lesson Content/Board Summary
BEGINNING-SOUND MATCHING /A/-/G/ AND CURVE PRACTICE
Beginning Sounds: /a/ – /g/
We learn to hear and say the first sound in words.
- /a/ as in apple (show apple picture)
- /b/ as in ball (show ball picture)
- /c/ as in cat (show cat picture)
- /d/ as in dog (show dog picture)
- /e/ as in egg (show egg picture)
- /f/ as in fish (show fish picture)
- /g/ as in goat (show goat picture)
We listen to the sound and match it to the picture.
Writing: Curve Practice
We make curved lines. Curves go round and round.
Example of a curve pattern:
( ( ( (
) ) ) )
We trace them with our fingers and then with crayons.
Sound Rhyme: Hands are for clapping
Tune: Traditional “Twinkle, Twinkle Little Star”
Lyrics:
Hands are for clapping, clap, clap, clap,
Hands are for clapping, clap, clap, clap.
Feet are for tapping, tap, tap, tap,
Feet are for tapping, tap, tap, tap.
Mouth is for talking, /a/, /b/, /c/,
Mouth is for talking, just like me!
Actions: Clap hands, tap feet, point to mouth and make sounds /a/, /b/, /c/.
Watch and Practise Sounds
Key Words
- Sound – what we hear and say.
- Match – putting things together that are the same.
- Curve – a line that is round, not straight.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each sound /a/ through /g/ one by one. Say the sound clearly and slowly, then show the corresponding picture card (e.g., apple for /a/). Have pupils repeat the sound several times. For curve practice, demonstrate tracing the curves on a large chart or whiteboard first, using your finger, then a marker. Emphasize the smooth, continuous movement.
What to show or demonstrate: Show the picture cards for each sound and the corresponding letter flashcard. Demonstrate the sound with clear mouth movements. For curve practice, draw large curve patterns on the board and demonstrate finger tracing, then guide pupils to air trace.
How to use the rhyme/song: Introduce the “Hands are for clapping” rhyme by saying it slowly first. Then, lead pupils in reciting it together, incorporating the actions (clapping, tapping feet, pointing to mouth and making sounds). Repeat the rhyme several times to encourage memorisation and participation.
How to use the video: Play the video “The ABC Song (with letter sounds)” by KidsTV123. Encourage pupils to watch and listen. While the video covers all letters, specifically draw their attention to the sounds and pictures for letters A through G. After watching, have pupils try to repeat the sounds they heard from the video, focusing on /a/-/g/.
What to watch for: Observe if pupils are attempting to make the sounds, even if not perfectly. Watch their pencil grip and tracing movements for curves; provide hand-over-hand guidance if needed. Ensure they are engaged and participating in the activities.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Manipulation of Objects (picture cards)
- Practical Activity (tracing)
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Greet and Engage
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a simple “Good Morning” song. The teacher then asks pupils to listen carefully to different sounds.
Pupils’ Activity: Pupils respond to greetings and sing along. They listen attentively.
Learning Point: Pupils are settled and ready for the lesson.
Step 2: Introduction to Sounds /a/, /b/, /c/
Time: 5 minutes
Teaching Skill: Sound Recognition/Picture Association
Teacher’s Activity: The teacher introduces the sound /a/ by saying it clearly and showing a picture of an apple. “A says /a/, /a/, /a/ for apple!” The teacher repeats this for /b/ (ball) and /c/ (cat), encouraging pupils to repeat the sounds and point to the pictures.
Pupils’ Activity: Pupils listen, repeat the sounds /a/, /b/, /c/, and point to the corresponding pictures (apple, ball, cat).
Learning Point: Pupils begin to recognise and say sounds /a/, /b/, /c/ and associate them with pictures.
Step 3: Introduction to Sounds /d/, /e/, /f/, /g/
Time: 5 minutes
Teaching Skill: Sound Recognition/Picture Association
Teacher’s Activity: The teacher continues by introducing sounds /d/ (dog), /e/ (egg), /f/ (fish), and /g/ (goat) in the same manner as Step 2, using clear pronunciation and picture cards. The teacher encourages repeated oral practice.
Pupils’ Activity: Pupils listen, repeat the sounds /d/, /e/, /f/, /g/, and point to the corresponding pictures (dog, egg, fish, goat).
Learning Point: Pupils expand their recognition and pronunciation of beginning sounds to include /d/, /e/, /f/, /g/.
Step 4: Beginning Sound Matching Game
Time: 4 minutes
Teaching Skill: Guided Practice/Matching
Teacher’s Activity: The teacher holds up a picture card (e.g., ball) and asks, “What sound does ‘ball’ start with?” The teacher guides pupils to say /b/. The teacher then says a sound (e.g., /a/) and asks pupils to point to the picture that starts with that sound (apple).
Pupils’ Activity: Pupils attempt to say the beginning sound of a word or point to the correct picture when a sound is given.
Learning Point: Pupils practise matching beginning sounds to pictures.
Step 5: Curve Practice – Demonstration and Air Tracing
Time: 4 minutes
Teaching Skill: Demonstration/Motor Skill Development
Teacher’s Activity: The teacher shows a chart with simple curve patterns. The teacher demonstrates how to trace a curve in the air with their finger, moving slowly. “Round and round we go, making a curve!” The teacher encourages pupils to imitate the air tracing.
Pupils’ Activity: Pupils watch the teacher and imitate tracing curve patterns in the air with their fingers.
Learning Point: Pupils understand how to make a curve and practise the movement in the air.
Step 6: Guided Curve Tracing and Rhyme
Time: 5 minutes
Teaching Skill: Guided Practice/Reinforcement
Teacher’s Activity: The teacher distributes writing books or papers with pre-drawn curve patterns and thick crayons. The teacher guides pupils hand-over-hand if needed, to trace the curves. While tracing, the teacher leads pupils in reciting the “Hands are for clapping” rhyme with actions.
Pupils’ Activity: Pupils attempt to trace the curve patterns in their books using crayons, with teacher guidance. They recite the rhyme and perform actions.
Learning Point: Pupils practise tracing curves and reinforce learning through a fun rhyme.
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 picture start with?” (Show picture of a dog).
- “Can you point to the picture that starts with /a/?” (Show apple and ball).
- “Show me how you make a curve with your finger.”
- “Let’s clap our hands like in our rhyme!”
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: Summarising/Praise
Teacher’s Activity: The teacher praises the pupils for their participation and effort in learning sounds and tracing curves. The teacher reminds them to keep practising. “Good job, everyone! Keep listening for sounds and drawing curves!”
Pupils’ Activity: Pupils listen and respond to the teacher’s praise.
Learning Point: Pupils feel encouraged and motivated to continue learning.
Lesson Keywords
- Sound – what we hear and say.
- Match – putting things together that are the same.
- Curve – a line that is round, not straight.
- Clap – to hit your hands together.
Differentiation
- Support: For pupils struggling with sound recognition, use larger, more distinct picture cards and repeat the sounds more frequently. Provide hand-over-hand guidance for tracing curves. Reduce the number of sounds introduced at once if needed.
- Extension: For pupils who quickly grasp the concepts, encourage them to identify other familiar objects in the classroom that start with the learned sounds. Challenge them to trace slightly more complex curve patterns or draw their own simple curves.
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