Note for teachers using this lesson plan
Before the lesson, prepare large picture cards for beginning sounds /a/ through /w/ (focusing on ‘c’ and ‘d’ examples), letter cards for ‘C c’ and ‘D d’, and large sheets of paper with pre-drawn ‘C c’ and ‘D d’ for guided tracing. The central idea is for pupils to recognise basic sounds and letters ‘c’ and ‘d’ and enjoy a familiar farm rhyme through repetitive oral practice and guided physical activities. Observe pupils’ ability to repeat sounds, point to letters, and participate in the rhyme actions.
Class: Pre-School Level 1
Term: Third Term
Week: 5
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Listening to and identifying simple sounds in the environment.
Topic: BEGINNING SOUNDS /A/-/W/, LETTERS C-D AND FARM RHYME
Subject Matter: Speech: Sounds: /a/ – /w/ Sounding and recognition of sounds.; Writing: Tracing and Writing Letters c – d; Rhyme: Old Mc Donald had a farm.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise and repeat beginning sounds like /a/, /b/, /c/, /d/.
- Identify uppercase and lowercase letters ‘C c’ and ‘D d’ from flashcards.
- Recall simple words from the “Old MacDonald Had a Farm” rhyme.
Affective Domain
- Show interest in listening to and repeating sounds and letters.
- Enjoy participating in the farm rhyme and its actions.
- Listen attentively to the teacher’s instructions.
Psychomotor Domain
- Make sounds /a/, /b/, /c/, /d/ correctly.
- Perform simple actions associated with the “Old MacDonald Had a Farm” rhyme.
- Attempt to trace large letters ‘C c’ and ‘D d’ with guidance.
Social Domain
- Participate in group activities like singing and repeating sounds.
- Take turns when interacting with instructional materials.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Picture cards showing objects starting with sounds /a/ through /w/ (e.g., apple, ball, cat, dog)
- Large letter cards for ‘C c’ and ‘D d’
- Large writing sheets with pre-drawn outlines of ‘C c’ and ‘D d’
- Crayons
- Rhyme book/chart for “Old MacDonald Had a Farm”
- MP4 Player or speaker for playing the rhyme song
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it lays the foundation for early literacy by introducing basic letter sounds and recognition. Engaging with familiar rhymes like “Old MacDonald Had a Farm” enhances language development, memory, and encourages participation, while guided tracing helps develop fine motor skills essential for future writing.Prerequisite/Previous Knowledge
Pupils have previously listened to and identified some simple sounds in their environment and can recognise a few familiar objects and animals.Lesson Content/Board Summary
BEGINNING SOUNDS /A/-/W/, LETTERS C-D AND FARM RHYME
Beginning Sounds: /a/ – /w/
We make different sounds with our mouths. These sounds help us say words.
- /a/ as in apple, ant
- /b/ as in ball, bird
- /c/ as in cat, car
- /d/ as in dog, duck
- …and other sounds up to /w/ as in water, watch.
Letters C c and D d
We learn to recognise and say the sounds of letters.
- Letter C:
- Uppercase: C
- Lowercase: c
- Sound: /c/ (as in “cat”)
- Words: Cat, Car, Cup
- Letter D:
- Uppercase: D
- Lowercase: d
- Sound: /d/ (as in “dog”)
- Words: Dog, Drum, Duck
Tracing and Writing Letters C c and D d
We learn to make the shapes of letters by tracing them.
- Letter C: Start at the top, curve around to the left.
- Letter D: Start at the top, straight line down, then curve from top to bottom on the right.
Farm Rhyme: Old MacDonald Had a Farm
Tune: Traditional
Lyrics:
Old MacDonald had a farm, E-I-E-I-O!
And on that farm he had a cow, E-I-E-I-O!
With a moo-moo here, and a moo-moo there,
Here a moo, there a moo, everywhere a moo-moo.
Old MacDonald had a farm, E-I-E-I-O!
Old MacDonald had a farm, E-I-E-I-O!
And on that farm he had a dog, E-I-E-I-O!
With a woof-woof here, and a woof-woof there,
Here a woof, there a woof, everywhere a woof-woof.
Old MacDonald had a farm, E-I-E-I-O!
Actions:
- “Old MacDonald had a farm”: Pat knees like riding.
- “E-I-E-I-O”: Point to self, then eyes, then self, then eyes, then mouth (or just wave hands).
- “cow” / “dog”: Make animal sound and gesture.
- “moo-moo here, moo-moo there”: Point left, then right.
- “everywhere a moo-moo”: Wave hands in a circle.
Watch and Sing Along
Key Words
- Sound – what we hear or say.
- Letter – a symbol we write.
- Farm – a place where animals live and plants grow.
- Rhyme – a song or poem with repeating sounds.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by orally introducing a few beginning sounds, such as /a/, /b/, /c/, /d/, using clear pronunciation and repetition. Show picture cards for each sound. Then, introduce letter cards for ‘C c’ and ‘D d’, saying their names and sounds. For tracing, demonstrate on a large board or chart, then guide pupils’ hands on their pre-drawn letters. Introduce the “Old MacDonald” rhyme by singing it slowly with actions, then repeat faster.
What to show or demonstrate: Display large picture cards for sounds (e.g., apple, ball, cat, dog). Show large letter cards for ‘C c’ and ‘D d’. Demonstrate the correct way to form ‘C c’ and ‘D d’ in the air and on a large tracing sheet. Model all the actions for the “Old MacDonald Had a Farm” rhyme.
How to use the rhyme/song: Sing the rhyme several times, encouraging pupils to join in with the animal sounds and actions. Vary the animals each time to keep it engaging. Use the actions provided to make it interactive and memorable.
How to use the video: Introduce the video as a fun way to sing “Old MacDonald”. Play the video once for pupils to watch and listen. Then, play it again, encouraging them to sing along and do the actions with the video. After watching, ask pupils to name one animal they saw on the farm.
What to watch for: Observe if pupils are attempting to repeat the sounds, pointing to the correct letters, and participating in the rhyme actions. Watch for their pencil grip during tracing, offering gentle correction and support as needed.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Repetition, Practical Activity, Question and Answer.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Warm-up
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a short “Good morning” song. The teacher then asks pupils to make some familiar animal sounds (e.g., “moo,” “woof”) to warm up their voices.
Pupils’ Activity: Pupils respond to greetings and imitate animal sounds.
Learning Point: Pupils are settled and ready to learn, engaging their vocal cords.
Step 2: Introduction of Beginning Sounds /a/-/w/
Time: 5 minutes
Teaching Skill: Oral Presentation/Picture Association
Teacher’s Activity: The teacher introduces a few beginning sounds, focusing on /a/, /b/, /c/, /d/. The teacher shows picture cards (e.g., apple, ball, cat, dog) and clearly pronounces the beginning sound of each word, asking pupils to repeat. “Listen, /a/ for apple. Say /a/.”
Pupils’ Activity: Pupils listen to the sounds and repeat after the teacher, pointing to the corresponding pictures.
Learning Point: Pupils begin to recognise and repeat basic letter sounds.
Step 3: Introduction of Letters C c and D d (Recognition and Sound)
Time: 4 minutes
Teaching Skill: Letter Recognition/Sound Association
Teacher’s Activity: The teacher displays large letter cards for ‘C c’ and ‘D d’. The teacher says the letter name and its sound, then shows pictures of objects starting with that letter (e.g., ‘C’ for ‘cat’, ‘D’ for ‘dog’). “This is letter C, it says /c/. /c/ for cat!”
Pupils’ Activity: Pupils look at the letter cards, repeat the letter names and sounds, and point to the matching pictures.
Learning Point: Pupils can identify letters ‘C c’ and ‘D d’ and associate them with their sounds.
Step 4: Guided Tracing of Letters C c and D d
Time: 5 minutes
Teaching Skill: Fine Motor Development/Pre-writing
Teacher’s Activity: The teacher distributes large writing sheets with pre-drawn outlines of ‘C c’ and ‘D d’. The teacher demonstrates how to trace each letter using a crayon, guiding pupils’ hands if necessary. “Start at the top, curve around for C. Now you try!”
Pupils’ Activity: Pupils pick up their crayons and attempt to trace the letters ‘C c’ and ‘D d’ on their sheets with the teacher’s guidance.
Learning Point: Pupils develop fine motor skills and practice the formation of letters ‘C c’ and ‘D d’.
Step 5: Farm Rhyme Introduction
Time: 3 minutes
Teaching Skill: Storytelling/Vocabulary Building
Teacher’s Activity: The teacher introduces the “Old MacDonald Had a Farm” rhyme, briefly discussing what a farm is and naming a few farm animals. The teacher shows pictures of farm animals like cows and dogs.
Pupils’ Activity: Pupils listen to the teacher, look at the farm animal pictures, and name animals they recognise.
Learning Point: Pupils understand the context of the rhyme and learn new vocabulary related to a farm.
Step 6: Rhyme Recitation and Actions (with video)
Time: 5 minutes
Teaching Skill: Language Development/Motor Skills
Teacher’s Activity: The teacher leads pupils in singing “Old MacDonald Had a Farm” with actions, focusing on the cow and dog verses. The teacher then plays the verified YouTube video for pupils to watch and sing along. “Let’s sing about the cow! Moo, moo!”
Pupils’ Activity: Pupils sing along with the teacher and the video, performing the actions for the animals in the rhyme.
Learning Point: Pupils improve their language skills, memory, and coordination through singing and actions.
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 letter make?” (Teacher shows letter ‘C’ card).
- “Can you point to the letter ‘D’?” (Teacher shows ‘C’ and ‘D’ cards).
- “What sound does a dog make?”
- “Can you show me how to trace letter ‘C’ in the air?”
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/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher briefly recaps the sounds and letters learned and encourages them to listen for these sounds at home. “You all did so well today! Keep listening for the /c/ and /d/ sounds!”
Pupils’ Activity: Pupils listen to the teacher’s praise and respond to the recap.
Learning Point: Pupils feel encouraged and remember the key learning points of the lesson.
Lesson Keywords
- Sound – what we hear or say.
- Letter – a symbol we write.
- Trace – to draw over a line or shape.
- Farm – a place where animals live and plants grow.
- Rhyme – a song or poem with repeating sounds.
Differentiation
- Support: For pupils struggling with sounds, provide more one-on-one repetition and clearer picture cues. For tracing, offer hand-over-hand guidance and use even larger letter outlines. Encourage participation in the rhyme by simply allowing them to make animal sounds.
- Extension: For pupils who quickly grasp the concepts, encourage them to identify other objects in the classroom that start with the /c/ or /d/ sound. Ask them to name another animal they might find on a farm.
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