Note for teachers using this lesson plan

Before this lesson, prepare a selection of clear picture cards or real objects representing familiar items and animals (e.g., ball, cup, car, dog, cat, cow). Ensure your MP3/MP4 player is charged and ready with appropriate sound clips (animal sounds, vehicle sounds) and the suggested video. The central idea for pupils is to actively listen, recognise familiar sounds and objects, and repeat simple words. Observe pupils’ engagement and their ability to mimic sounds and point to objects as a sign of successful learning.

Class: Pre-School Level 1
Term: Second Term
Week: 1
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson:
Topic: First-Term Literacy Revision
Subject Matter: Speech: Revision. Weekly focus: First-Term Literacy Revision.

Specific Objectives

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

Cognitive Domain

Recognise familiar sounds (e.g., animal sounds, vehicle sounds).
Identify and name familiar objects from pictures or real items.
Repeat simple words clearly after the teacher.

Affective Domain

Participate actively in sound and word repetition activities.
Show interest in identifying and naming objects.

Psychomotor Domain

Point to familiar objects or pictures when named.
Clap hands or make simple movements to sounds.

Listen attentively when the teacher or other pupils speak.
Take turns during interactive activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1
Early Childhood Care and Education resources on speech development
Suitable early-years picture dictionaries or flashcards

Instructional Materials

MP3 Player with pre-recorded familiar sounds (e.g., dog bark, cat meow, car horn, bell)
MP4 Player (or projector/screen)
Picture cards of familiar animals, objects (e.g., ball, cup, car, apple, banana)
Real objects (e.g., toy car, plastic cup, fruit)
Chart with simple pictures of familiar items

Rationale for the Lesson

This revision lesson is essential for Pre-School Level 1 pupils to consolidate their foundational literacy skills, particularly in speech and sound recognition. Revisiting familiar concepts helps reinforce learning, builds confidence, and ensures a strong base for new topics in the Second Term. It also supports their early language development by encouraging listening, repetition, and association of words with objects and sounds.

Prerequisite/Previous Knowledge

Pupils have had some exposure to familiar sounds, objects, and simple words during their First Term lessons. They can recognise some common items and may attempt to make simple sounds or repeat short words.

Lesson Content/Board Summary

First-Term Literacy Revision: Speech and Sounds

Today, we are going to remember and practise all the fun sounds and words we learned before!

Familiar Sounds

Animal Sounds:
- Dog: Woof! Woof!
- Cat: Meow! Meow!
- Cow: Moo! Moo!
- Bird: Tweet! Tweet!
Vehicle Sounds:
- Car: Vroom! Vroom!
- Train: Choo-choo!
- Bell: Ding-dong!

Naming Familiar Objects

We see these every day!

In the classroom: table, chair, book, crayon
At home: cup, plate, bed, ball
Fruits: apple, banana, orange

Repeating Simple Words

Let’s say these words together:

Hello
Bye-bye
Yes
No
Up
Down

Sound and Naming Rhyme

Tune: Twinkle, Twinkle Little Star

Listen, listen, what’s that sound?
Animals all around!
Moo, moo, says the cow,
Woof, woof, says the dog now.
Listen, listen, what’s that sound?
Animals all around!

Actions: Cup ear to listen, point around, make animal actions and sounds as sung.

Watch and Practise Animal Sounds

https://www.youtube.com/watch?v=t99BfRvzXU8

Key Words

Sound – what we hear with our ears.
Listen – to pay attention with our ears.
Repeat – to say something again.
Name – to say what something is called.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce the idea of revision as “remembering what we learned.” Use a cheerful and encouraging tone. Present each section (Familiar Sounds, Naming Objects, Repeating Words) one at a time. Keep explanations very brief and focus on active pupil participation.

What to show or demonstrate: For “Familiar Sounds,” play the pre-recorded sounds from the MP3 player and ask pupils to identify them. For “Naming Familiar Objects,” show real objects or large, clear picture cards. Point to each item, say its name clearly, and encourage pupils to repeat. For “Repeating Simple Words,” model each word with clear pronunciation and encourage pupils to mimic.

How to use the rhyme/song: Introduce the “Sound and Naming Rhyme” by singing it slowly first. Encourage pupils to listen and then join in. Demonstrate the actions for listening, pointing, and making animal sounds. Repeat the rhyme 2-3 times to help pupils learn it and participate.

How to use the video: Introduce the video as a fun way to review animal sounds. Play the video on the MP4 player. Encourage pupils to watch, listen, and repeat the animal sounds and names as they appear in the video. Pause if needed to allow for repetition.

What to watch for: Observe if pupils are listening, attempting to repeat sounds and words, and pointing to objects correctly. Provide gentle correction and encouragement for pronunciation. Watch for any pupils who may be shy and offer individual prompts.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: The teacher greets the pupils warmly and starts with a simple “Guess the Sound” game using a familiar sound (e.g., a clap, a bell). “Good morning, children! Let’s play a game. Listen carefully!”

Pupils’ Activity: Pupils listen and try to guess the sound, saying what they hear.

Learning Point: Pupils get ready to listen and participate in the lesson.

Step 2: Introducing Revision

Time: 3 minutes

Teaching Skill: Explaining/Motivation

Teacher’s Activity: The teacher explains that today they will remember and practise things they learned before. “Today, we are going to remember all the fun sounds and words we learned last term. It’s like remembering our old friends!”

Pupils’ Activity: Pupils listen attentively and show excitement for remembering old lessons.

Learning Point: Pupils understand the purpose of the lesson – to revise previous learning.

Step 3: Revising Familiar Sounds

Time: 6 minutes

Teaching Skill: Auditory Discrimination/Repetition

Teacher’s Activity: The teacher plays pre-recorded familiar sounds (animal sounds, vehicle sounds) from the MP3 player. After each sound, the teacher asks, “What sound is that?” and then says the name and sound clearly, encouraging pupils to repeat. “Listen! What sound is that? It’s a dog! Woof, woof!”

Pupils’ Activity: Pupils listen to the sounds, try to identify them, and repeat the names and sounds after the teacher.

Learning Point: Pupils recognise and reproduce familiar sounds.

Step 4: Naming Familiar Objects and Words

Time: 6 minutes

Teaching Skill: Vocabulary Building/Identification

Teacher’s Activity: The teacher shows picture cards or real objects of familiar items (e.g., ball, cup, apple). For each item, the teacher names it clearly and asks pupils to repeat. The teacher also leads pupils in repeating simple words like “hello,” “bye-bye,” “up,” “down.” “What is this? It’s an apple! Say ‘apple’!”

Pupils’ Activity: Pupils look at the objects/pictures, point to them, and repeat the names and simple words after the teacher.

Learning Point: Pupils identify and name familiar objects and practise simple vocabulary.

Step 5: Rhyme Reinforcement

Time: 4 minutes

Teaching Skill: Rhyme/Song/Movement

Teacher’s Activity: The teacher introduces and leads the “Sound and Naming Rhyme.” The teacher demonstrates the actions and encourages pupils to sing along and perform the actions. “Let’s sing our sound song!”

Pupils’ Activity: Pupils listen, sing along with the teacher, and perform the actions for the rhyme.

Learning Point: Pupils reinforce sound recognition and word repetition through song and movement.

Step 6: Video Reinforcement

Time: 4 minutes

Teaching Skill: Visual Learning/Repetition

Teacher’s Activity: The teacher plays the “Animal Sounds Song” video on the MP4 player. The teacher encourages pupils to watch, listen, and repeat the animal sounds and names as they appear in the video. “Let’s watch a fun video about animal sounds and sing along!”

Pupils’ Activity: Pupils watch the video, listen to the sounds, and attempt to repeat the animal names and sounds.

Learning Point: Pupils reinforce learning through visual and auditory stimulation.

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 a cat make?” (Teacher plays cat sound from MP3 if needed).
“Point to the ball.” (Teacher shows a picture of a ball among others).
“Say ‘hello’.”
“What sound does a car make?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., making the sound, pointing to the picture, repeating the word).

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarising/Praise

Teacher’s Activity: The teacher praises the pupils for their participation and effort in remembering sounds and words. The teacher encourages them to keep practising at home. “You all did so well remembering our sounds and words today! Keep practising at home!”

Pupils’ Activity: Pupils respond to the praise and listen to the teacher’s concluding remarks.

Learning Point: Pupils feel encouraged and motivated to continue learning.

Lesson Keywords

Sound – what we hear with our ears.
Listen – to pay attention with our ears.
Repeat – to say something again.
Name – to say what something is called.

Differentiation

Support: For pupils who are struggling, provide more one-on-one repetition, use larger and clearer picture cards, and physically guide their hands to point to objects. Focus on just 2-3 sounds/words to ensure mastery before moving on.
Extension: For pupils who quickly grasp the concepts, encourage them to identify more complex sounds or name additional objects. Ask them to make the sound first before the teacher names it, or to say a simple sentence using a word (e.g., “I see a ball”).