Note for teachers using this lesson plan

Before this lesson, ensure you have your Jolly Phonics flashcards for sounds g, o, u, l, f, b ready, along with a sound recorder if available. Prepare picture cards of objects starting with these sounds and simple C-V and C-V-C word cards. The central idea is for pupils to recognise the new sounds, associate them with actions, and blend them into simple words. Successful learning will be observed when pupils can correctly say the sounds, perform their actions, and orally blend sounds to form words.

Class: Pre-School Level 3
Term: First Term
Week: 3
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Introduction to Jolly Phonics Group 1 (s, a, t, i, p, n) and Group 2 (c, k, e, h, r, m, d) sounds, blending, and simple word formation.
Topic: Third Jolly Phonics Group g, o, u, l, f, b: Blending and Word Formation
Subject Matter: Introduction of the third group of sounds g, o, u, l, f, b – Blending sounds – Word formation.

Specific Objectives

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

Cognitive Domain

Identify the sounds /g/, /o/, /u/, /l/, /f/, /b/ when heard or seen.
Associate each sound with its corresponding letter (g, o, u, l, f, b).
Blend two or three sounds to form simple words like “go”, “lip”, “fat”, “gap”.

Affective Domain

Participate actively in saying the sounds and performing the actions.
Show interest in blending sounds to form new words.

Psychomotor Domain

Perform the actions associated with each sound (g, o, u, l, f, b).
Trace the letters g, o, u, l, f, b in the air or on paper.
Match sounds to the correct pictures.

Take turns in identifying sounds and forming words during group activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 3.
Jolly Phonics Handbook.
Early Childhood Care and Education resources.

Instructional Materials

Jolly Phonics flashcards for sounds g, o, u, l, f, b.
Picture cards of objects starting with g, o, u, l, f, b (e.g., goat, octopus, umbrella, lollipop, fish, ball).
Word cards for simple C-V and C-V-C words (e.g., go, be, lip, fat, gap, log, fun, bug).
A sound recorder (optional).
Whiteboard or chart paper and markers.
Crayons and worksheets for tracing and matching.

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it introduces essential phonetic sounds that form the building blocks of reading and writing. By learning to blend these sounds, pupils develop early literacy skills, enabling them to decode and form simple words. This foundation boosts their confidence in recognising words and lays the groundwork for future reading fluency.

Prerequisite/Previous Knowledge

Pupils can already recognise and say the Jolly Phonics Group 1 (s, a, t, i, p, n) and Group 2 (c, k, e, h, r, m, d) sounds. They have also practised blending these sounds to form simple words.

Lesson Content/Board Summary

Third Jolly Phonics Group g, o, u, l, f, b: Blending and Word Formation

Today, we will learn new sounds and how to put them together to make words!

The Sounds and Their Actions:

g: /g/ as in goat, gap.
- Action: Make a gurgling sound with your hand going down your throat, like water going down a drain.
o: /o/ as in octopus, orange.
- Action: Pretend your fingers are wiggling like an octopus’s tentacles.
u: /u/ as in umbrella, up.
- Action: Open and close your hands above your head, like opening an umbrella.
l: /l/ as in lollipop, leg.
- Action: Pretend to lick a lollipop, moving your tongue up and down.
f: /f/ as in fish, fan.
- Action: Cross your hands and move them like fish swimming.
b: /b/ as in ball, bat.
- Action: Pretend to bounce a ball with one hand.

Blending Sounds to Form Words:

When we put sounds together, we make words!

C-V Words (Consonant-Vowel):
- /g/ + /o/ = go
- /b/ + /e/ = be (from previous group ‘e’)
- /l/ + /u/ = lu (practice sound)
V-C Words (Vowel-Consonant):
- /o/ + /g/ = og (practice sound)
- /u/ + /p/ = up (from previous group ‘p’)
- /a/ + /t/ = at (from previous group ‘a’, ‘t’)
C-V-C Words (Consonant-Vowel-Consonant):
- /g/ + /a/ + /p/ = gap
- /f/ + /a/ + /t/ = fat
- /l/ + /i/ + /p/ = lip
- /b/ + /u/ + /g/ = bug
- /l/ + /o/ + /g/ = log
- /f/ + /u/ + /n/ = fun
V-C-V Words (Vowel-Consonant-Vowel): (Simple examples)
- /a/ + /g/ + /o/ = ago

Sound and Blend Rhyme

Tune: “Twinkle, Twinkle Little Star”

G, O, U, L, F, B, so new,
Making sounds for me and you.
/g/ /g/ /g/ like a goat, so grand,
/o/ /o/ /o/ octopus in the sand.
/u/ /u/ /u/ umbrella, open wide,
/l/ /l/ /l/ lollipop, yummy inside.
/f/ /f/ /f/ like a fish in the sea,
/b/ /b/ /b/ bouncing ball for me!
Blend them softly, blend them clear,
Words we’re making, listen here!

Actions: Perform the actions for each sound as it is sung. For “Blend them softly…”, gently clap hands together.

Watch and Practise

https://www.youtube.com/watch?v=33aG_o-yM1U

Key Words

Sound – What we hear when we speak a letter.
Blend – To put sounds together to make a word.
Word – A group of sounds that has a meaning.
Action – A movement we make for each sound.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce each sound (g, o, u, l, f, b) one by one. Write the letter on the board, say the sound clearly, and demonstrate its action. Have pupils repeat the sound and action several times. Use flashcards with pictures for each sound. When introducing blending, write the sounds separately, then draw an arrow to show them joining to form a word. Emphasise sounding out each letter before blending. Use the word cards to show the formed words.

What to show or demonstrate: Clearly write and show the uppercase and lowercase forms of g, o, u, l, f, b. Demonstrate the action for each sound. Use flashcards with clear pictures (e.g., ‘g’ for goat, ‘o’ for octopus). Model blending sounds like /g/ /a/ /p/ to form “gap” slowly and clearly.

How to use the rhyme/song: Sing the “Sound and Blend Rhyme” with the pupils, encouraging them to perform the actions for each sound. Repeat the rhyme 2-3 times to help them memorise the sounds and actions. Point to the letters on the board as you sing their sounds.

How to use the video: Introduce the video as a fun way to review the new sounds and actions. Play the video: “Jolly Phonics Group 3 sounds g o u l f b with actions”. Encourage pupils to say the sounds and perform the actions along with the video. After watching, ask pupils to recall some of the sounds and actions they saw.

What to watch for: Observe if pupils are correctly pronouncing the sounds and performing the actions. Look out for pupils who struggle to blend sounds; provide extra, slower modelling and repetition for them. Ensure they understand that letters come together to make words, not just random sounds.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Imitation, Manipulation of Objects, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Review/Engagement

Teacher’s Activity: The teacher greets the pupils and quickly reviews previously learned Jolly Phonics sounds (Group 1 and 2) by showing flashcards and asking pupils to say the sounds and actions. “Good morning, children! Do you remember our old sounds?”

Pupils’ Activity: Pupils respond to greetings, say the familiar sounds, and perform their actions.

Learning Point: Pupils recall prior knowledge of sounds and actions, preparing them for new learning.

Step 2: Introduction of New Sounds (g, o, u)

Time: 6 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher introduces the first three new sounds: g, o, u. For each sound, the teacher writes the letter on the board, says the sound clearly, demonstrates the associated action, and shows a picture card. “Today, we have new friends! This is ‘g’, it says /g/ /g/ /g/ like a goat!”

Pupils’ Activity: Pupils listen attentively, repeat each sound after the teacher, and imitate the actions.

Learning Point: Pupils recognise and pronounce the sounds /g/, /o/, /u/ and associate them with actions.

Step 3: Introduction of New Sounds (l, f, b)

Time: 6 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher continues by introducing the remaining three sounds: l, f, b, following the same procedure as Step 2. “Now, let’s meet ‘l’, it says /l/ /l/ /l/ like a lollipop!”

Pupils’ Activity: Pupils listen, repeat the sounds /l/, /f/, /b/, and perform their actions.

Learning Point: Pupils recognise and pronounce the sounds /l/, /f/, /b/ and associate them with actions.

Step 4: Oral Practice and Sound Identification

Time: 4 minutes

Teaching Skill: Repetition/Questioning

Teacher’s Activity: The teacher shows the flashcards for all six new sounds (g, o, u, l, f, b) randomly, asking pupils to say the sound and perform the action. The teacher also leads the “Sound and Blend Rhyme.” “What sound is this? What action do we do?”

Pupils’ Activity: Pupils identify the sounds, perform the actions, and sing along with the rhyme.

Learning Point: Pupils reinforce their recognition of the new sounds and their actions through repetition and song.

Step 5: Blending Sounds and Word Formation (C-V, C-V-C)

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher demonstrates blending sounds to form simple words using the new sounds and previously learned ones. For example, “Let’s put /g/ and /o/ together… /g/-/o/… go! What word is that?” The teacher writes the blended word on the board and shows the corresponding word card. Examples: go, be, lip, fat, gap, bug, log, fun.

Pupils’ Activity: Pupils participate in blending sounds orally and repeat the formed words after the teacher.

Learning Point: Pupils understand how individual sounds combine to form simple words.

Step 6: Activity: Sound Matching and Tracing

Time: 5 minutes

Teaching Skill: Practical Application

Teacher’s Activity: The teacher distributes worksheets with the letters g, o, u, l, f, b, pictures starting with those sounds, and simple words to trace. The teacher guides pupils to match sounds to pictures and trace the letters. “Match the letter ‘g’ to the picture of the goat. Now trace the letter ‘g’.”

Pupils’ Activity: Pupils match sounds to pictures and trace the letters on their worksheets using crayons.

Learning Point: Pupils apply their knowledge by matching and tracing, reinforcing letter-sound correspondence and pre-writing skills.

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 flashcards of g, o, u, l, f, b).
“Show me the action for the /f/ sound.”
“Can you blend /b/ /u/ /g/ for me? What word is it?”
“Which picture starts with the /o/ sound?” (Teacher shows a few picture cards).

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

Teacher’s Activity: The teacher praises the pupils for their participation and summarises the sounds learned. “Well done, everyone! Today we learned new sounds: g, o, u, l, f, b, and we made many new words! Keep practising at home!”

Pupils’ Activity: Pupils respond with “Thank you, teacher!” and prepare for the next activity.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue practising.

Lesson Keywords

g – The sound /g/ as in goat.
o – The sound /o/ as in octopus.
u – The sound /u/ as in umbrella.
l – The sound /l/ as in lollipop.
f – The sound /f/ as in fish.
b – The sound /b/ as in ball.
Blend – To put two or more sounds together to make a word.
Word – A meaningful combination of sounds.

Differentiation

Support: For pupils struggling with sound recognition, provide larger flashcards, more one-on-one repetition, and hand-over-hand guidance for tracing. Focus on only 2-3 new sounds at a time before moving to the next. Use a sound recorder to play sounds repeatedly.
Extension: For pupils who quickly grasp the sounds and blending, challenge them to identify other familiar words that start with the new sounds. Provide additional C-V-C word cards for them to try blending independently or encourage them to “write” (scribble/draw) words they have blended.