Note for teachers using this lesson plan
Before this lesson, prepare flashcards for each vowel (A, E, I, O, U) and several common consonants (e.g., B, C, D, F, G, H). Also, have picture cards for simple CVC words like “cat,” “sun,” “cup,” “book,” “rag,” and “lap.” The central idea is for pupils to correctly identify and pronounce the basic sounds of vowels and consonants. Observe pupils as they point to and say the sounds, and attempt to blend simple words, to gauge their understanding.
Class: Pre-School Level 3
Term: Third Term
Week: 1
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Pupils have been introduced to some letters of the alphabet and their sounds.
Topic: REVIEW OF VOWEL AND CONSONANT SOUNDS: IDENTIFICATION
Subject Matter: Review of Vowel and Consonant Sounds: Identification.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify the five vowel letters (A, E, I, O, U).
- Identify common consonant letters.
- Pronounce the short sounds of the vowels.
- Pronounce the sounds of common consonants.
Affective Domain
- Participate actively in saying vowel and consonant sounds.
- Show enthusiasm for blending sounds to form words.
Psychomotor Domain
- Point to vowel and consonant letters when called.
- Trace vowel and consonant letters in the air or on paper.
- Attempt to blend simple vowel and consonant sounds to form words.
Social Domain
- Take turns when identifying sounds and blending words.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Vowel flashcards (A, E, I, O, U)
- Consonant flashcards (e.g., B, C, D, F, G, H, L, M, N, P, R, S, T)
- Chart showing vowels and consonants
- Picture cards for simple words (e.g., book, cup, rag, lap, cat, sun)
- Whiteboard and markers
- Paper and crayons for tracing
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it reinforces the foundational sounds of English. Understanding the difference between vowels and consonants is a key step towards phonics, reading, and spelling. By reviewing these sounds, pupils build confidence in identifying letters and begin to grasp how sounds combine to form words, which is essential for early literacy development.
Prerequisite/Previous Knowledge
Pupils can recognise some letters of the alphabet and have heard different letter sounds.
Lesson Content/Board Summary
REVIEW OF VOWEL AND CONSONANT SOUNDS: IDENTIFICATION
What are Vowels?
Vowels are special letters that make open sounds. We use our mouth wide open when we say them. There are 5 vowels:
- A (sound like ‘a’ in apple)
- E (sound like ‘e’ in egg)
- I (sound like ‘i’ in igloo)
- O (sound like ‘o’ in orange)
- U (sound like ‘u’ in umbrella)
What are Consonants?
Consonants are all the other letters of the alphabet. They make sounds where our tongue, teeth, or lips touch. Examples:
- B (sound like ‘b’ in ball)
- C (sound like ‘c’ in cat)
- D (sound like ‘d’ in dog)
- F (sound like ‘f’ in fish)
- G (sound like ‘g’ in goat)
- H (sound like ‘h’ in hat)
All letters that are not A, E, I, O, U are consonants.
Blending Sounds to Make Words:
When we put vowel and consonant sounds together, we make words!
- B-OO-K makes BOOK
- C-U-P makes CUP
- R-A-G makes RAG
- L-A-P makes LAP
Sounds All Around Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
A, E, I, O, U,
Vowels are special, yes it’s true!
Open mouth, a happy sound,
All around, they can be found!
B, C, D, and F, G, H,
Consonants make a little dash!
Lips and teeth and tongue will meet,
Making sounds, oh what a treat!
Actions: For vowels, open mouth wide. For consonants, touch lips or teeth. Point to the letters as they are named.
Watch and Learn Our Sounds
Key Words
- Vowel – special letters (A, E, I, O, U) that make open sounds.
- Consonant – all other letters that make sounds when our mouth parts touch.
- Sound – what we hear when we say a letter.
- Blend – putting sounds together to make a word.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Use large flashcards or a chart to display the vowel and consonant letters. Point to each letter, say its name, and then clearly pronounce its short sound. Emphasize the mouth shape for vowels (open) versus consonants (lips/tongue/teeth touching). Use familiar words as examples for each sound. For blending, slowly sound out each letter of a simple word (e.g., C-U-P) and then blend them together, repeating several times.
What to show or demonstrate: Demonstrate the mouth movements for each vowel sound. Show how to make consonant sounds. Use picture cards for words like “book,” “cup,” “rag,” “lap” as you blend their sounds. Write the letters on the board as you say them.
How to use the rhyme/song: Sing the “Sounds All Around Rhyme” multiple times, encouraging pupils to join in and perform the actions. Use it as a fun way to reinforce the difference between vowel and consonant sounds.
How to use the video: Introduce the video as a fun way to see and hear the sounds. Ask pupils to listen carefully and repeat the sounds they hear. After watching, discuss what they saw and practised, reinforcing the main points of vowels and consonants.
What to watch for: Observe if pupils are correctly distinguishing between vowel and consonant sounds. Watch for clear pronunciation and attempts at blending. Correct any mispronunciations gently and model the correct sound.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Manipulation of Objects (flashcards), Practical Activity.
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils, sings a familiar alphabet song, and asks pupils to name some letters they know. The teacher then introduces the topic: reviewing vowel and consonant sounds.
Pupils’ Activity: Pupils greet the teacher, sing along to the alphabet song, and name letters they recognise.
Learning Point: Pupils are engaged and recall prior knowledge of letters.
Step 2: Presentation of Vowel Sounds
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces the five vowels (A, E, I, O, U) using flashcards. For each vowel, the teacher shows the letter, says its name, and clearly pronounces its short sound, demonstrating the open mouth shape.
Pupils’ Activity: Pupils watch and listen attentively, observing the teacher’s mouth movements.
Learning Point: Pupils identify the vowel letters and their corresponding short sounds.
Step 3: Guided Practice for Vowel Sounds
Time: 4 minutes
Teaching Skill: Guided Practice/Repetition
Teacher’s Activity: The teacher guides pupils to repeat each vowel sound after her, encouraging them to make the correct mouth shape. The teacher asks pupils to point to specific vowel flashcards.
Pupils’ Activity: Pupils repeat the vowel sounds individually and as a group. They point to the correct vowel flashcards when prompted.
Learning Point: Pupils practise pronouncing vowel sounds and identifying vowel letters.
Step 4: Presentation of Consonant Sounds
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces several common consonant letters (e.g., B, C, D, F, G) using flashcards. For each consonant, the teacher shows the letter, says its name, and clearly pronounces its sound, demonstrating how the lips, tongue, or teeth touch.
Pupils’ Activity: Pupils watch and listen attentively, observing the teacher’s mouth movements for consonant sounds.
Learning Point: Pupils identify common consonant letters and their corresponding sounds.
Step 5: Guided Practice for Consonant Sounds
Time: 4 minutes
Teaching Skill: Guided Practice/Repetition
Teacher’s Activity: The teacher guides pupils to repeat each consonant sound after her, encouraging them to make the correct mouth movements. The teacher asks pupils to identify consonant flashcards.
Pupils’ Activity: Pupils repeat the consonant sounds individually and as a group. They point to the correct consonant flashcards.
Learning Point: Pupils practise pronouncing consonant sounds and identifying consonant letters.
Step 6: Blending Sounds and Reinforcement
Time: 5 minutes
Teaching Skill: Application/Reinforcement
Teacher’s Activity: The teacher uses picture cards for words like “book,” “cup,” “rag,” “lap.” The teacher slowly sounds out each letter and then blends them to form the word. Pupils are encouraged to join in. The teacher leads the “Sounds All Around Rhyme” and plays the educational video on vowel and consonant sounds.
Pupils’ Activity: Pupils attempt to blend sounds with the teacher. They sing the rhyme and watch the video, repeating sounds as prompted. They may also trace letters in the air or on paper.
Learning Point: Pupils understand how sounds combine to form words and reinforce their knowledge through song and video.
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.
- “Point to a vowel letter.”
- “Say the sound of letter ‘A’.”
- “Point to a consonant letter.”
- “What word do we make if we say C-U-P?”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., pointing to flashcards, saying sounds, attempting to blend words).
Learning Point: Pupils demonstrate understanding of the lesson by identifying and pronouncing sounds and attempting simple blending.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarisation/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and summarises that they have reviewed vowel and consonant sounds. The teacher encourages them to keep practising. Assigns simple homework like identifying vowels and consonants in their names.
Pupils’ Activity: Pupils listen to the summary and say “Thank you, teacher.”
Learning Point: Pupils feel accomplished and are encouraged to continue learning.
Lesson Keywords
- Vowel – The letters A, E, I, O, U that make open sounds.
- Consonant – All other letters of the alphabet that make sounds when our mouth parts touch.
- Sound – What we hear when we say a letter.
- Identify – To know and point out something.
- Blend – To put different sounds together to make a word.
Differentiation
- Support: For pupils struggling, use larger vowel and consonant flashcards. Provide hand-over-hand guidance for tracing letters. Focus on only 2-3 vowel sounds and 2-3 consonant sounds, repeating them more often. Use peer support where stronger pupils can help weaker ones identify sounds.
- Extension: For pupils who quickly grasp the concept, challenge them to identify more consonant sounds. Ask them to think of other simple CVC (consonant-vowel-consonant) words using the sounds they know, or identify vowels and consonants in their friends’ names.
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