Note for teachers using this lesson plan
Before this lesson, prepare clear picture cards for objects starting with sounds /a/, /b/, and /c/ (e.g., apple, ball, cat) and a chart showing simple curve patterns. The central idea is for pupils to begin associating sounds with pictures and to practise basic pre-writing curves. Observe if pupils can point to the correct pictures and make simple tracing movements with their fingers or crayons.
Class: Pre-School Level 1
Term: Second Term
Week: 5
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Literacy
Previous Lesson: Sounds /a/-/k/, Curve Tracing and Rhyme
Topic: Beginning-Sound Matching /a/-/k/ and Curve Practice
Subject Matter: Speech: Sounds: /a/ – /k/ Sounding and recognition of sounds.; Writing: Pattern Making: Tracing Curve; Rhyme: When do you wee?. Weekly focus: Beginning-Sound Matching /a/-/k/ and Curve Practice.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise and say the beginning sounds /a/, /b/, and /c/.
- Identify pictures that start with the sounds /a/, /b/, and /c/.
- Recognise simple curve patterns.
Affective Domain
- Listen attentively to the teacher’s instructions and sounds.
- Participate happily in repeating sounds and reciting the rhyme.
Psychomotor Domain
- Point to pictures that match specific beginning sounds.
- Trace simple curve patterns in the air and with a crayon.
- Perform simple actions for the rhyme.
Social Domain
- Participate in group activities like repeating sounds and singing.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Charts showing letters /a/, /b/, /c/ and corresponding pictures (e.g., apple, ball, cat)
- Picture cards for various objects, some starting with /a/, /b/, /c/
- Chart showing different curve patterns (e.g., C-shape, U-shape, wave)
- Crayons
- Writing books or plain paper
- MP4 Player (for optional background music or sound effects)
- Rhyme book (for teacher’s reference)
Rationale for the Lesson
This lesson introduces 2-year-olds to the foundational literacy skills of recognising beginning sounds and practising pre-writing curves. Developing sound awareness helps build early phonics skills, while curve practice strengthens fine motor control and prepares children for letter formation, laying a crucial groundwork for future reading and writing success.
Prerequisite/Previous Knowledge
Pupils can listen to the teacher, look at pictures, and hold a crayon. They may have some familiarity with common objects and simple sounds.
Lesson Content/Board Summary
Beginning-Sound Matching /a/-/k/ and Curve Practice
Beginning Sounds: /a/, /b/, /c/
- Sound /a/: “a” as in apple, ant. (Show picture of apple)
- Sound /b/: “b” as in ball, book. (Show picture of ball)
- Sound /c/: “c” as in cat, cup. (Show picture of cat)
We listen carefully to the first sound we hear in a word.
Curve Practice
Curves are rounded lines that help us write letters. We can make:
~ C-shape curves
~ U-shape curves
~ Wave curves
We trace curves from top to bottom or left to right, making smooth, rounded movements.
Watch and Practise Curves
Original Classroom Rhyme: When I Feel a Wee
Tune: Twinkle, Twinkle Little Star
Lyrics:
When I feel a little wee,
I will tell my Mummy!
Or my teacher, yes, it’s true,
Then I’ll go to the potty, too!
Hooray for me! Hooray for you!
I know just what I should do!
Actions:
Line 1: Point to tummy.
Line 2: Point to mouth.
Line 3: Point to teacher.
Line 4: Wiggle body to pretend walking, then make a sitting motion.
Line 5: Clap hands.
Line 6: Nod head confidently.
Key Words
- Sound – The first noise we hear in a word.
- Curve – A rounded or bent line.
- Match – To find two things that are the same or go together.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce sounds /a/, /b/, and /c/ one by one. Say the sound clearly and show the corresponding picture. Have pupils repeat the sound and the word. For curve practice, draw simple curves on the board and demonstrate tracing them in the air. Emphasize that this lesson focuses on introducing the *concept* of beginning sounds within the /a/-/k/ range, focusing on a few examples first, and that the remaining sounds will be introduced over the week.
What to show or demonstrate: Display charts with letters /a/, /b/, /c/ and matching pictures. Show various picture cards and ask pupils to point to those starting with the target sounds. Demonstrate air tracing of C-shapes, U-shapes, and wave patterns before pupils try with crayons.
How to use the rhyme/song: Introduce the “When I Feel a Wee” rhyme by explaining it’s about knowing when to use the potty. Sing it slowly with clear actions. Repeat the rhyme 2-3 times, encouraging pupils to join in with the words and actions.
How to use the video: Introduce the video as a fun way to see how to make curves. Play the video, asking pupils to watch the hand movements. After the video, encourage them to try air tracing the curves they saw.
What to watch for: Observe if pupils are attempting to make the sounds, pointing to correct pictures, and making rounded movements when tracing curves. Provide gentle hand-over-hand guidance for tracing if needed.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Motivation
Teacher’s Activity: Greet pupils warmly. Sing a short “Good Morning” song. Tell pupils they will learn about new sounds and draw fun lines today.
Pupils’ Activity: Greet the teacher, sing along, and listen attentively.
Learning Point: Pupils are settled and ready to learn.
Step 2: Introduction to Beginning Sounds (/a/, /b/)
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: Hold up a picture of an apple. Say “apple.” Emphasise the /a/ sound. “A-a-apple. This starts with /a/.” Ask pupils to repeat. Do the same for “ball” and the /b/ sound. “B-b-ball. This starts with /b/.”
Pupils’ Activity: Look at the pictures, listen to the sounds, and repeat “/a/ for apple” and “/b/ for ball” after the teacher.
Learning Point: Pupils begin to recognise and say the sounds /a/ and /b/.
Step 3: Beginning-Sound Matching Activity
Time: 5 minutes
Teaching Skill: Guided Practice/Questioning
Teacher’s Activity: Show a mix of picture cards (e.g., apple, banana, cat, car). Ask, “Which picture starts with the /a/ sound?” “Which picture starts with the /b/ sound?” Guide pupils to point to the correct pictures. Introduce /c/ for “cat” if time permits.
Pupils’ Activity: Listen to the teacher’s questions and point to the picture that matches the beginning sound.
Learning Point: Pupils practise matching beginning sounds to pictures.
Step 4: Introduction to Curve Patterns
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: Show a chart with simple curve patterns (e.g., C-shape, U-shape). Explain that these are special lines called curves. Demonstrate tracing a curve in the air with a finger, saying “round and round.”
Pupils’ Activity: Look at the curve patterns on the chart and imitate the teacher by tracing curves in the air with their fingers.
Learning Point: Pupils recognise curve patterns and practise air tracing.
Step 5: Guided Curve Practice
Time: 5 minutes
Teaching Skill: Practical Application/Supervision
Teacher’s Activity: Distribute writing books/paper and crayons. Guide pupils to trace pre-drawn curve patterns in their books. Provide hand-over-hand support for those who need it. Encourage them to make smooth, rounded lines.
Pupils’ Activity: Hold their crayons correctly and trace the curve patterns in their books with the teacher’s guidance.
Learning Point: Pupils develop fine motor skills by tracing curves with crayons.
Step 6: Rhyme Time: “When I Feel a Wee”
Time: 3 minutes
Teaching Skill: Song/Rhyme Integration
Teacher’s Activity: Introduce the “When I Feel a Wee” rhyme. Sing the rhyme with actions, encouraging pupils to join in. Repeat the rhyme a few times to reinforce the words and actions.
Pupils’ Activity: Listen to the rhyme, join in singing, and perform the actions along with the teacher.
Learning Point: Pupils learn a new rhyme and practise listening and motor skills.
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 does ‘apple’ start with?” (Show picture of apple)
- “Can you point to the picture that starts with /b/?” (Show pictures of ball and cat)
- “Show me how to trace a curve in the air.”
- “What did we learn to draw today?” (Point to a curve on the board)
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: Reinforcement/Praise
Teacher’s Activity: Praise pupils for their participation and effort in learning new sounds and tracing curves. Remind them to keep practising. Sing a short “Goodbye” song.
Pupils’ Activity: Respond to praise, sing the goodbye song, and pack up their materials.
Learning Point: Pupils feel encouraged and motivated to continue learning.
Lesson Keywords
- Sound – The first noise we hear in a word, like /a/ or /b/.
- Curve – A rounded line, not straight.
- Match – To find things that are the same or go together.
- Trace – To draw over a line or shape.
Differentiation
- Support: For pupils struggling with sound recognition, use larger, very distinct picture cards and focus on only one sound at a time. For curve practice, provide hand-over-hand guidance and use very large, simple curves for tracing.
- Extension: For pupils who quickly grasp the concepts, encourage them to identify other familiar objects that start with /a/, /b/, or /c/. They can also try drawing their own simple curves after tracing.
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