Note for teachers using this lesson plan
Before this lesson, ensure you have charts of body parts, flashcards for lowercase letters ‘p’ and ‘t’, and prepared notebooks with some pre-drawn wavy lines for tracing. The central idea is for pupils to recognise and make the sounds of ‘p’ and ‘t’, identify common body parts, and practise tracing wavy lines. Successful learning will be observed when pupils can point to body parts, repeat the letter sounds, and trace the lines with guidance.
Class: Pre-School Level 3
Term: First Term
Week: 6
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Identification of some body parts and basic line patterns.
Topic: Lowercase Letter Sounds p-t with Body Parts and Wavy Lines
Subject Matter: Writing and Speech: Making patterns. Body parts. Alphabets Learning letter sounds and letters in lowercase: p – t. Learning body parts (contd.). Identifying wavy lines and tracing them.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify common parts of the human body.
- Recognise the lowercase letters ‘p’ and ‘t’.
- Identify wavy lines and differentiate them from straight lines.
Affective Domain
- Pay attention to the teacher’s demonstrations.
- Participate actively in identifying body parts and making letter sounds.
- Show interest in tracing patterns and letters.
Psychomotor Domain
- Point to various body parts on themselves.
- Make the sounds /p/ and /t/ correctly.
- Trace wavy lines in their notebooks.
- Attempt to trace the lowercase letters ‘p’ and ‘t’.
Social Domain
- Participate in group activities like singing a rhyme and repeating sounds.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
- Suitable early-years literacy workbook
Instructional Materials
- Chart of human body parts
- Flashcards for lowercase letters ‘p’ and ‘t’
- Moveable alphabets
- Whiteboard or chalkboard
- Writing books
- Pencils
- Erasers
- Picture cards of objects starting with /p/ (e.g., pen, pig) and /t/ (e.g., table, tree)
Rationale for the Lesson
This lesson is important for 4-year-olds as it builds foundational literacy skills by introducing letter sounds and pre-writing patterns. Learning body parts helps children develop self-awareness and vocabulary. Practising wavy lines strengthens fine motor skills essential for handwriting, while associating sounds with letters prepares them for reading and writing simple words.
Prerequisite/Previous Knowledge
Pupils can identify some basic body parts, recognise some straight lines (vertical, horizontal), and have practised making simple scribbles.
Lesson Content/Board Summary
Lowercase Letter Sounds p-t with Body Parts and Wavy Lines
Our Body Parts
We have many parts in our body. Let’s name some:
- Head
- Eyes (for seeing)
- Nose (for smelling)
- Mouth (for eating and talking)
- Ears (for hearing)
- Hands (for holding and writing)
- Legs (for walking and running)
We use our body parts every day!
Wavy Lines
A wavy line goes up and down, like waves in the ocean. It is a curved line.
Example: ~~~~~~~~
It is different from:
- Vertical lines (straight up and down: | | |)
- Horizontal lines (straight across: — — —)
Lowercase Letters and Sounds
We are learning new letter sounds today!
- Letter: p
- Sound: /p/ (like in pen, pig, pot)
- Letter: t
- Sound: /t/ (like in table, tree, top)
We trace these letters to learn how to write them.
Sound Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
P says /p/, /p/, /p/,
Like a popping sound so deep.
T says /t/, /t/, /t/,
Like a ticking clock, so neat.
P and T, sounds we know,
Every day our letters grow!
Actions: Point to ‘p’ on flashcard and make popping sound with mouth for /p/. Point to ‘t’ on flashcard and make ticking motion with finger for /t/. Point to self for “sounds we know,” and make growing motion with hands for “letters grow.”
Watch and Practise
Key Words
- p – a lowercase letter with the sound /p/.
- t – a lowercase letter with the sound /t/.
- Wavy – moving in curves like waves.
- Head – the top part of the body.
- Hand – the part of the arm used for holding.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by displaying the body parts chart. Point to each part, say its name, and have pupils point to the same part on their own bodies. For wavy lines, draw them clearly on the board, demonstrating the smooth, curving motion. Contrast them with vertical and horizontal lines. For letters ‘p’ and ‘t’, show the flashcards, say the letter name, then the sound, and provide clear examples using picture cards. Emphasise the mouth shape for each sound.
What to show or demonstrate: Show the body parts chart and point to each part. Draw wavy lines on the board, demonstrating the tracing motion. Show flashcards for ‘p’ and ‘t’ and model the sounds. Use picture cards for words starting with /p/ and /t/ (e.g., pen, pig, table, tree).
How to use the rhyme/song: Introduce the “Sound Rhyme” after pupils have been introduced to the sounds of ‘p’ and ‘t’. Sing it slowly first, demonstrating the actions. Repeat the rhyme 2-3 times, encouraging pupils to join in with the sounds and actions.
How to use the video: Introduce the video as a fun way to learn more about the sounds /p/ and /t/. Play the video. After watching, ask pupils to repeat the sounds and words they heard. Encourage them to try making the letter shapes in the air as seen in the video.
What to watch for: Observe if pupils are correctly identifying body parts, attempting to make the letter sounds, and following the curve when tracing wavy lines. Provide individual support for pupils struggling with specific sounds or tracing motions.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Imitation
- Manipulation of Objects (flashcards, moveable alphabets)
- Repetition
- Practical Activity (tracing)
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets pupils, leads a short “Good Morning” song, and asks them to name any body part they remember from a previous lesson. The teacher then introduces the topic: learning more body parts, wavy lines, and new letter sounds.
Pupils’ Activity: Pupils respond to greetings, sing along, name body parts, and listen attentively.
Learning Point: Pupils are engaged and prepared for the lesson.
Step 2: Identifying Body Parts
Time: 5 minutes
Teaching Skill: Identification/Demonstration
Teacher’s Activity: The teacher displays the body parts chart. The teacher points to and names each body part (head, eyes, nose, mouth, ears, hands, legs). The teacher then asks pupils to point to the same parts on their own bodies.
Pupils’ Activity: Pupils look at the chart, repeat the names of body parts after the teacher, and point to them on their own bodies.
Learning Point: Pupils identify and name common body parts.
Step 3: Understanding Wavy Lines
Time: 5 minutes
Teaching Skill: Visual Demonstration/Comparison
Teacher’s Activity: The teacher draws a wavy line on the board, demonstrating the up-and-down motion. The teacher explains that it looks like waves. The teacher then draws vertical and horizontal lines and asks pupils how they are different from wavy lines.
Pupils’ Activity: Pupils observe the teacher drawing wavy lines, then vertical and horizontal lines. They try to describe the difference or point to the wavy line.
Learning Point: Pupils recognise wavy lines and differentiate them from straight lines.
Step 4: Learning Letter ‘p’ and its Sound /p/
Time: 4 minutes
Teaching Skill: Phonics/Repetition
Teacher’s Activity: The teacher shows the flashcard for lowercase ‘p’. The teacher says “This is letter ‘p’. The sound is /p/.” The teacher demonstrates the /p/ sound with mouth shape and gives examples using picture cards (e.g., pen, pig). The teacher asks pupils to repeat the sound and trace ‘p’ in the air.
Pupils’ Activity: Pupils look at the flashcard, repeat the sound /p/ after the teacher, and trace ‘p’ in the air with their fingers.
Learning Point: Pupils recognise lowercase ‘p’ and make its sound /p/.
Step 5: Learning Letter ‘t’ and its Sound /t/
Time: 4 minutes
Teaching Skill: Phonics/Repetition
Teacher’s Activity: The teacher shows the flashcard for lowercase ‘t’. The teacher says “This is letter ‘t’. The sound is /t/.” The teacher demonstrates the /t/ sound and gives examples using picture cards (e.g., table, tree). The teacher asks pupils to repeat the sound and trace ‘t’ in the air.
Pupils’ Activity: Pupils look at the flashcard, repeat the sound /t/ after the teacher, and trace ‘t’ in the air with their fingers.
Learning Point: Pupils recognise lowercase ‘t’ and make its sound /t/.
Step 6: Guided Practice and Reinforcement
Time: 5 minutes
Teaching Skill: Guided Practice/Activity
Teacher’s Activity: The teacher distributes writing books with pre-drawn wavy lines and guides pupils to trace them. The teacher also guides pupils to trace the lowercase letters ‘p’ and ‘t’ in their books. The teacher then leads pupils in singing the “Sound Rhyme” and plays the short video for reinforcement.
Pupils’ Activity: Pupils trace wavy lines in their notebooks, attempt to trace ‘p’ and ‘t’, sing the rhyme, and watch the video, repeating sounds.
Learning Point: Pupils practise tracing patterns and letters, and reinforce letter sounds through song and video.
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.
- “Point to your nose.”
- “Show me a wavy line in your book.”
- “What sound does this letter make?” (Teacher shows ‘p’ flashcard)
- “What sound does this letter make?” (Teacher shows ‘t’ flashcard)
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: Recap/Encouragement
Teacher’s Activity: The teacher praises pupils for their participation and effort. The teacher briefly recaps the sounds and lines learned and encourages them to practise at home. The teacher dismisses the class.
Pupils’ Activity: Pupils listen, respond to praise, and prepare for dismissal.
Learning Point: Pupils feel encouraged and remember the main points of the lesson.
Lesson Keywords
- p – The sixteenth letter of the English alphabet, making the /p/ sound.
- t – The twentieth letter of the English alphabet, making the /t/ sound.
- Wavy – Having a shape with regular curves or undulations.
- Body parts – Different sections of the human body, like head, hands, legs.
- Sound – What we hear, like the /p/ sound or /t/ sound.
Differentiation
- Support: For pupils struggling with tracing, provide hand-over-hand guidance. Use larger flashcards for letter recognition. Give extra oral repetition of sounds. Allow them to simply point to body parts rather than naming them if naming is difficult.
- Extension: For pupils who quickly grasp the concepts, ask them to name other words that start with the /p/ or /t/ sound. Encourage them to draw their own simple wavy lines without tracing. Ask them to identify more body parts not explicitly covered in the lesson.
Community Join the conversation Open discussion +