Note for teachers using this lesson plan

Before this lesson, prepare large flashcards with uppercase ‘A’, lowercase ‘a’, uppercase ‘B’, and lowercase ‘b’. Also, gather pictures of objects starting with /a/ (e.g., apple, ant) and /b/ (e.g., ball, bird). Have crayons and writing books or paper ready for guided tracing. The central idea is for pupils to recognise the sounds /a/ and /b/, identify letters A and B, and participate in the hygiene rhyme. Observe pupils actively repeating sounds, pointing to letters, and moving along with the song.

Class: Pre-School Level 1
Term: Third Term
Week: 3
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Introduction to basic sounds and familiar objects.
Topic: BEGINNING SOUNDS /A/-/T/, LETTERS A-B AND RHYME PRACTICE
Subject Matter: Speech: Sounds: /a/ – /t/ Sounding and recognition of sounds.; Writing: Tracing and Writing Letters a – b; Rhyme: I wash my hands. Weekly focus: Beginning Sounds /a/-/t/, Letters a-b and Rhyme Practice.

Specific Objectives

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

Cognitive Domain

Identify the beginning sound /a/ in familiar words.
Identify the beginning sound /b/ in familiar words.
Recognise uppercase ‘A’ and lowercase ‘a’.
Recognise uppercase ‘B’ and lowercase ‘b’.

Affective Domain

Listen attentively to the teacher’s instructions and sounds.
Participate enthusiastically in sound and letter activities.
Show interest in learning new sounds and letters.

Psychomotor Domain

Trace letters ‘a’ and ‘b’ with guidance.
Perform simple actions for the “I wash my hands” rhyme.

Take turns when identifying sounds and letters.
Participate in group singing and movement for the rhyme.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1.
Early Childhood Care and Education resources.
Relevant early-years literacy workbooks.

Instructional Materials

Flashcards with uppercase ‘A’, lowercase ‘a’, uppercase ‘B’, lowercase ‘b’.
Pictures of objects starting with /a/ (e.g., apple, ant, aeroplane).
Pictures of objects starting with /b/ (e.g., ball, bird, book).
Writing books or plain paper.
Crayons.
MP4 Player (or phone/tablet) for video and sound.
Rhyme chart for “I wash my hands”.
Real objects: an apple, a ball.

Rationale for the Lesson

This lesson introduces foundational literacy skills by helping 2-year-olds connect sounds to letters, which is crucial for early reading. Practising the “I wash my hands” rhyme also promotes essential hygiene habits, linking language learning with practical life skills and overall well-being.

Prerequisite/Previous Knowledge

Pupils can identify some familiar objects, make simple sounds, and hold a crayon. They have heard simple songs and stories before.

Lesson Content/Board Summary

BEGINNING SOUNDS /A/-/T/, LETTERS A-B AND RHYME PRACTICE

Beginning Sounds /a/ and /b/

Sound /a/: This is the sound we make when we open our mouth wide, like when we say “ah” for the doctor.
Words with /a/ sound:
- Apple (/a/pple)
- Ant (/a/nt)
- Aeroplane (/a/eroplane)
Sound /b/: This is the sound we make when our lips come together and then pop open.
Words with /b/ sound:
- Ball (/b/all)
- Bird (/b/ird)
- Book (/b/ook)

Letters A and B

Letter A:
- Uppercase: A
- Lowercase: a
Letter B:
- Uppercase: B
- Lowercase: b

Tracing and Writing Letters a – b

We will trace the letters ‘a’ and ‘b’ using our fingers in the air and then with crayons on paper.

For ‘a’: Start at the top, go round like a circle, then a little stick down.
For ‘b’: Start at the top, a straight stick down, then a little curve round.

Rhyme: I wash my hands

Tune: Original classroom chant (or “Twinkle, Twinkle Little Star”)

Lyrics:

I wash my hands, yes I do,
With soap and water, clean and new.
Rub, rub, rub, and scrub, scrub, scrub,
Germs go away, into the tub!
Clean hands, clean hands, good for me,
Healthy and happy, you will see!

Actions: Mimic washing hands, rubbing palms, scrubbing fingers, shaking hands dry.

Watch and Learn Letters A and B

https://www.youtube.com/watch?v=7hP-d00h1m8

Watch and Sing: Wash Your Hands Song

https://www.youtube.com/watch?v=S9L8yW9D7aU

Key Words

Sound – What we hear when we speak.
Letter – A symbol we write.
Trace – To draw over lines or shapes.
Wash – To clean with water and soap.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Start by making the /a/ sound (mouth wide open) and showing an apple. Ask pupils to repeat the sound. Do the same for /b/ (lips together, then pop) with a ball. Show the flashcards for ‘A’, ‘a’, ‘B’, ‘b’ and have pupils point and repeat. Emphasise that for Level 1, the focus is on recognition and oral repetition.

What to show or demonstrate: Display the flashcards and pictures clearly. Demonstrate how to make the /a/ and /b/ sounds. Show how to trace letters ‘a’ and ‘b’ in the air with a big finger, then on a large surface, and finally with hand-over-hand guidance in their writing books.

How to use the rhyme/song: Introduce the “I wash my hands” rhyme by chanting it slowly with actions. Repeat it several times, encouraging pupils to join in with sounds and movements. Explain that washing hands keeps them healthy.

How to use the video: Play the “Learn Letter A and B for Kids” video first, asking pupils to watch and listen for the sounds and letters. After, play the “Wash Your Hands Song” video and encourage pupils to sing along and do the actions. Pause to discuss what they saw and heard, reinforcing the sounds, letters, and hygiene message.

What to watch for: Observe if pupils are attempting to make the sounds, pointing to the correct letters, and participating in the rhyme actions. Provide gentle correction and lots of praise for effort.

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: Engagement/Warm-up

Teacher’s Activity: The teacher greets the pupils, sings a short “Good Morning” song, and asks them to show their clean hands.

Pupils’ Activity: Pupils respond to greetings, sing along, and show their hands.

Learning Point: Pupils are settled and ready to learn, fostering a sense of community.

Step 2: Introducing Sound /a/ and Letter A

Time: 5 minutes

Teaching Skill: Sound Recognition/Letter Identification

Teacher’s Activity: The teacher shows a picture of an apple and says “/a/ for apple.” The teacher makes the /a/ sound clearly (mouth wide open) and shows flashcards for uppercase ‘A’ and lowercase ‘a’. Pupils are asked to repeat the sound and point to the letters.

Pupils’ Activity: Pupils listen, repeat the /a/ sound, and point to the letters ‘A’ and ‘a’ on the flashcards.

Learning Point: Pupils begin to associate the sound /a/ with its letter forms and example words.

Step 3: Introducing Sound /b/ and Letter B

Time: 5 minutes

Teaching Skill: Sound Recognition/Letter Identification

Teacher’s Activity: The teacher shows a picture of a ball and says “/b/ for ball.” The teacher makes the /b/ sound (lips together, then pop) and shows flashcards for uppercase ‘B’ and lowercase ‘b’. Pupils are asked to repeat the sound and point to the letters.

Pupils’ Activity: Pupils listen, repeat the /b/ sound, and point to the letters ‘B’ and ‘b’ on the flashcards.

Learning Point: Pupils begin to associate the sound /b/ with its letter forms and example words.

Step 4: Guided Tracing of Letters a and b

Time: 6 minutes

Teaching Skill: Pre-writing/Fine Motor Skills

Teacher’s Activity: The teacher demonstrates tracing ‘a’ and ‘b’ in the air with a finger, then on a large chart. The teacher then guides pupils to trace large letters ‘a’ and ‘b’ in their writing books using crayons, providing hand-over-hand support.

Pupils’ Activity: Pupils trace letters ‘a’ and ‘b’ in the air, then on paper with crayons, following the teacher’s guidance.

Learning Point: Pupils develop fine motor skills and letter formation awareness through guided tracing.

Step 5: Rhyme Practice: “I wash my hands”

Time: 4 minutes

Teaching Skill: Language Development/Hygiene Education

Teacher’s Activity: The teacher leads the pupils in reciting the “I wash my hands” rhyme with actions. The teacher repeats the rhyme several times, encouraging pupils to join in with the words and movements.

Pupils’ Activity: Pupils recite the rhyme along with the teacher, performing the hand-washing actions.

Learning Point: Pupils learn a hygiene rhyme, developing language and awareness of good habits.

Step 6: Video Reinforcement

Time: 3 minutes

Teaching Skill: Visual Learning/Reinforcement

Teacher’s Activity: The teacher plays the “Learn Letter A and B for Kids” video and the “Wash Your Hands Song” video, encouraging pupils to watch, listen, and participate.

Pupils’ Activity: Pupils watch the videos, listen to the sounds, identify letters, and sing along/perform actions for the hand-washing song.

Learning Point: Pupils reinforce their understanding of sounds, letters, and the hygiene rhyme through visual and auditory engagement.

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?” (Teacher shows apple picture)
“Point to letter ‘A’ on the flashcard.”
“What sound does ‘ball’ start with?” (Teacher shows ball picture)
“Point to letter ‘b’ on the flashcard.”
“Show me how you wash your hands.”

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: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them about the sounds /a/ and /b/, letters A and B, and the importance of washing hands. The teacher sings a farewell song.

Pupils’ Activity: Pupils respond to praise and sing the farewell song.

Learning Point: Pupils leave with a positive feeling and a recap of the day’s learning.

Lesson Keywords

A – The first letter of the alphabet.
B – The second letter of the alphabet.
Sound – A noise we make or hear.
Trace – To draw over something.
Wash – To clean.

Differentiation

Support: For pupils struggling with sound recognition, use larger, more distinct pictures and repeat the sounds more frequently. Provide hand-over-hand guidance for tracing. Focus on identifying just one letter (e.g., ‘A’) before moving to ‘B’.
Extension: For pupils who quickly grasp the concepts, ask them to identify other familiar objects that start with the /a/ or /b/ sound. Encourage them to try tracing the letters independently on a blank part of their paper.