Note for teachers using this lesson plan
Before this lesson, ensure you have flashcards or a chart displaying the uppercase and lowercase forms of A, E, I, O, U, along with simple pictures of words starting with their short sounds (e.g., Ant, Egg, Igloo, Orange, Umbrella). Prepare a sound recorder if you plan to record pupils’ pronunciation for later review. The central idea is for pupils to confidently identify and correctly pronounce the five pure vowel sounds, which will be observable through their oral responses and pointing.
Class: Pre-School Level 3
Term: First Term
Week: 7
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Not separately stated in the scheme.
Topic: PURE VOWEL SOUNDS A, E, I, O, U: IDENTIFICATION AND PRONUNCIATION
Subject Matter: Introduction of pure vowel sounds – Blending sounds – Word formation. Weekly focus: Pure Vowel Sounds a, e, i, o, u: Identification and Pronunciation.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify the pure vowel letters A, E, I, O, U.
- Name the pure vowel sounds /a/, /e/, /i/, /o/, /u/.
- Differentiate between vowel sounds and consonant sounds in simple terms.
Affective Domain
- Listen attentively to the teacher’s pronunciation of vowel sounds.
- Participate actively in repeating vowel sounds and example words.
- Show interest in learning new sounds and words.
Psychomotor Domain
- Point to the correct vowel letter when called out.
- Trace the vowel letters in the air or on a surface.
- Clap along to a song about vowel sounds.
Social Domain
- Take turns when pronouncing sounds or identifying letters.
- Share learning materials like flashcards with peers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Early Childhood Care and Education resources.
- Jolly Phonics Handbook and CD (as supplied in seed).
Instructional Materials
- Large flashcards showing uppercase and lowercase A, E, I, O, U.
- Chart displaying the five pure vowels with associated pictures (e.g., Ant, Egg, Igloo, Orange, Umbrella).
- Sound recorder (as supplied in seed).
- Pictures of simple words containing the target vowel sounds (e.g., cat, hen, pig, pot, sun).
- Whiteboard/Chalkboard and markers/chalk.
Rationale for the Lesson
This lesson is crucial for Pre-School Level 3 pupils as it introduces the foundational pure vowel sounds, which are essential building blocks for reading and speaking. Understanding these sounds helps children decode words, improve pronunciation, and build a strong phonological awareness necessary for future literacy development. It connects directly to their ability to communicate effectively and understand spoken language.Prerequisite/Previous Knowledge
Pupils can recognise some letters of the alphabet and make simple sounds. They can also follow basic instructions and identify familiar objects.Lesson Content/Board Summary
PURE VOWEL SOUNDS A, E, I, O, U: IDENTIFICATION AND PRONUNCIATION
Vowels are special letters that help us make different sounds. There are five pure vowel letters:
- A a
- E e
- I i
- O o
- U u
Each vowel makes a short, clear sound:
- A makes the /a/ sound, like in Ant, Cat.
- E makes the /e/ sound, like in Egg, Set.
- I makes the /i/ sound, like in Igloo, It.
- O makes the /o/ sound, like in Orange, On.
- U makes the /u/ sound, like in Umbrella, Put.
Vowel Sound Rhyme
Tune: “Twinkle, Twinkle Little Star”
A, E, I, O, U, you see,
Vowel sounds for you and me.
/a/, /e/, /i/, /o/, /u/ so clear,
Let’s make sounds for all to hear.
A, E, I, O, U, hooray!
We can learn them every day!
Actions: Point to each vowel letter as it’s sung, then make the sound with mouth actions. Clap for “hooray!”.
Watch and Practise
Key Words
- Vowel – A special letter (A, E, I, O, U) that makes an open sound.
- Sound – What we hear when we say a letter or word.
- Pronounce – To say a word or sound correctly.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the concept of vowels as “special letters that open our mouth wide to make sounds.” Use the flashcards or chart to display each vowel letter (uppercase and lowercase). Emphasize the short sound for each vowel clearly and slowly. Use mouth shapes to demonstrate. Repeat each vowel sound and its example word several times.
What to show or demonstrate: Show each vowel flashcard, say its name, and then its sound. Point to the example pictures on the chart (e.g., ‘A’ for Ant, ‘E’ for Egg). Demonstrate how to form the mouth for each sound. Write simple words like “Cat” and “On” on the board and circle the vowel for identification.
How to use the rhyme/song: Introduce the “Vowel Sound Rhyme” by singing it slowly first. Encourage pupils to join in, pointing to the vowel letters on the chart or in the air as they sing. Repeat the rhyme 2-3 times, increasing speed slightly, and encourage actions.
How to use the video: Introduce the video as a fun way to learn and practise vowel sounds. Ask pupils to watch and listen carefully, and to sing along and make the sounds with the video. After watching, ask them to recall some of the sounds or actions from the video.
What to watch for: Observe if pupils are correctly forming their mouths for each sound and if they can differentiate between the sounds. Correct any mispronunciations gently by re-demonstrating. Ensure they are actively participating in repeating the sounds and pointing to the letters.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Manipulation of Objects.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Warm-up
Teacher’s Activity: The teacher greets the pupils and leads a short warm-up song about letters or sounds to get them ready for learning.
Pupils’ Activity: Pupils greet the teacher and sing along to the warm-up song.
Learning Point: Pupils are settled and ready for the lesson.
Step 2: Presentation of Vowels
Time: 5 minutes
Teaching Skill: Introduction/Visual Aid Use
Teacher’s Activity: The teacher introduces the concept of vowels as “special letters that make open sounds.” The teacher shows the flashcards for A, E, I, O, U one by one, naming each letter.
Pupils’ Activity: Pupils observe the flashcards, listen to the teacher, and repeat the names of the letters.
Learning Point: Pupils recognise the visual forms of the five pure vowel letters.
Step 3: Teacher Demonstration of Vowel Sounds
Time: 5 minutes
Teaching Skill: Modelling/Pronunciation
Teacher’s Activity: The teacher demonstrates the short sound for each vowel (e.g., /a/ for A, /e/ for E, /i/ for I, /o/ for O, /u/ for U). The teacher uses clear mouth movements and gives a simple example word for each, like “Ant” for A, “Egg” for E, “Igloo” for I, “Orange” for O, “Umbrella” for U.
Pupils’ Activity: Pupils watch the teacher’s mouth movements and listen carefully to the sounds and example words.
Learning Point: Pupils hear the correct pronunciation of each pure vowel sound.
Step 4: Guided Practice and Repetition
Time: 5 minutes
Teaching Skill: Guided Repetition/Correction
Teacher’s Activity: The teacher holds up each vowel flashcard again and prompts pupils to repeat the sound after them, individually and as a group. The teacher provides gentle correction and re-demonstrates as needed. The teacher also asks pupils to say the simple example words (Cat, Set, It, On, Put) and identify the vowel sound.
Pupils’ Activity: Pupils repeat the vowel sounds and example words after the teacher. They try to identify the vowel sound in the words.
Learning Point: Pupils practise pronouncing the vowel sounds and begin to associate them with simple words.
Step 5: Reinforcement with Rhyme and Video
Time: 5 minutes
Teaching Skill: Engaging/Multimedia Use
Teacher’s Activity: The teacher leads the pupils in singing the “Vowel Sound Rhyme” with actions. Then, the teacher plays the educational video on pure vowel sounds, encouraging pupils to watch, listen, and sing along.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, participating in the sounds and movements.
Learning Point: Pupils reinforce their learning of vowel sounds through song and visual aids.
Step 6: Application and Identification
Time: 3 minutes
Teaching Skill: Practical Application/Observation
Teacher’s Activity: The teacher points to various letters (vowels and some consonants) on a chart or writes them on the board. The teacher asks pupils to point to all the vowel letters. The teacher also says simple words and asks pupils to identify the vowel sound they hear.
Pupils’ Activity: Pupils point to the vowel letters and attempt to identify the vowel sounds in spoken words.
Learning Point: Pupils apply their knowledge to identify vowels visually and auditorily.
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.
- “Can you point to the letter A?”
- “What sound does the letter E make?”
- “Say the vowel sound in the word ‘On’.”
- “Circle all the vowels on this worksheet/board (A, E, I, O, U mixed with some consonants).”
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/Dismissal
Teacher’s Activity: The teacher praises the pupils for their participation and briefly recaps that they learned about the five special vowel sounds. The teacher dismisses the pupils.
Pupils’ Activity: Pupils listen to the recap and prepare for dismissal.
Learning Point: Pupils consolidate their learning and feel a sense of accomplishment.
Lesson Keywords
- A – The first pure vowel letter.
- E – A pure vowel letter that makes the /e/ sound.
- I – A pure vowel letter that makes the /i/ sound.
- O – A pure vowel letter that makes the /o/ sound.
- U – A pure vowel letter that makes the /u/ sound.
Differentiation
- Support: For pupils struggling to identify or pronounce, provide larger flashcards, more one-on-one repetition, and hand-over-hand tracing of the letters. Use only 2-3 vowels at a time until mastery is achieved before introducing more.
- Extension: For pupils who quickly grasp the concept, challenge them to identify vowels in more words or in their own names. Ask them to think of other simple words that start with or contain each vowel sound.
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