Matching and Colouring Objects with Sound /a/ for Pre-School Level 1

Class: Pre-School Level 1
Term: First Term
Week: 4
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Identifying and naming familiar objects.
Topic: Matching and Colouring Objects with Sound /a/
Subject Matter: Speech: Sound: /a/. Weekly focus: Matching and Colouring Objects with Sound /a/.

Specific Objectives

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

Cognitive Domain

• Identify objects that begin with the /a/ sound.
• Name familiar objects that start with the /a/ sound.

Affective Domain

• Show interest in learning new sounds.
• Listen attentively to the teacher.

Psychomotor Domain

• Match objects to the /a/ sound.
• Colour pictures of objects that begin with the /a/ sound.
• Point to objects when prompted.

Social Domain

• Participate in group activities like singing and repeating sounds.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1.
• Early Childhood Care and Education resources.

Instructional Materials

• Real objects: an apple, a toy ant, a toy alligator, a small toy axe, a toy aeroplane.
• Picture cards of objects starting with /a/ (apple, ant, alligator, axe, aeroplane).
• Charts showing pictures of objects with the /a/ sound.
• Crayons.
• Paper with outlines of /a/ objects for colouring.
• MP4 Player (for video).

Rationale for the Lesson

This lesson is important for Pre-School Level 1 pupils as it introduces them to the foundational skill of phonological awareness, specifically identifying initial sounds in words. Learning to recognise the /a/ sound in familiar objects helps build early literacy skills, expands vocabulary, and prepares them for reading and writing by connecting sounds to spoken words.

Prerequisite/Previous Knowledge

Pupils can recognise and name some familiar objects around them and listen to simple sounds.

Lesson Content/Board Summary

Matching and Colouring Objects with Sound /a/

The sound we are learning today is /a/. It is the short ‘a’ sound, like in ‘apple’. Objects that start with the /a/ sound:

• Apple: /a/, /a/, apple!
• Ant: /a/, /a/, ant!
• Alligator: /a/, /a/, alligator!
• Axe: /a/, /a/, axe!
• Aeroplane: /a/, /a/, aeroplane!

Sound /a/ Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:
Apple, apple, /a/, /a/, /a/,
Ant is crawling, /a/, /a/, /a/,
Alligator opens mouth so wide,
Sound /a/ is fun to find!
/a/, /a/, /a/, /a/, /a/,
Sound /a/ for you and me!

Actions: Point to an imaginary apple, wiggle fingers like an ant, open and close hands like an alligator mouth, point to self and friends.

Watch the Sound and Repeat

https://www.youtube.com/watch?v=F0f-G2k-s_o

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Greeting

Teacher’s Activity: The teacher greets the pupils warmly and sings a short “Good Morning” song. The teacher then tells pupils they will learn a new fun sound today.

Pupils’ Activity: Pupils respond to the greeting and sing along with the teacher.

Learning Point: Pupils are settled and ready to learn.

Step 2: Presentation of Sound /a/

Time: 5 minutes

Teaching Skill: Sound Introduction/Demonstration

Teacher’s Activity: The teacher makes the short /a/ sound (as in ‘apple’) clearly several times. The teacher shows a real apple and says, “Apple, /a/, /a/, apple!” The teacher then shows other real objects (ant, alligator, axe, aeroplane) one by one, naming them and emphasizing the initial /a/ sound.

Pupils’ Activity: Pupils listen attentively, watch the teacher’s mouth, and try to repeat the /a/ sound and the object names after the teacher.

Learning Point: Pupils recognise and begin to pronounce the /a/ sound.

Step 3: Identification of Objects with /a/

Time: 5 minutes

Teaching Skill: Object Recognition/Sound Association

Teacher’s Activity: The teacher displays a mix of picture cards, some starting with /a/ and some with other sounds. The teacher asks, “Which of these starts with /a/?” and prompts pupils to point to the correct pictures.

Pupils’ Activity: Pupils listen to the teacher, look at the picture cards, and point to the objects that begin with the /a/ sound.

Learning Point: Pupils can identify objects that begin with the target sound.

Step 4: Matching Activity

Time: 5 minutes

Teaching Skill: Guided Matching/Reinforcement

Teacher’s Activity: The teacher places a large picture of the letter ‘A’ on the board. The teacher then holds up picture cards of /a/ objects one by one and guides pupils to come forward and “match” them by placing them near the letter ‘A’ on the board. The teacher says the object name and sound each time.

Pupils’ Activity: Pupils take turns coming to the board, picking an /a/ object picture, saying its name, and placing it next to the letter ‘A’.

Learning Point: Pupils physically match objects to the target sound.

Step 5: Rhyme/Song Reinforcement

Time: 3 minutes

Teaching Skill: Song/Rhyme Integration

Teacher’s Activity: The teacher leads the pupils in singing the “Sound /a/ Rhyme” with actions. The teacher encourages all pupils to participate and praises their efforts.

Pupils’ Activity: Pupils sing the rhyme along with the teacher, performing the actions.

Learning Point: Pupils reinforce the /a/ sound through a fun, repetitive song.

Step 6: Colouring Activity

Time: 4 minutes

Teaching Skill: Practical Application/Fine Motor

Teacher’s Activity: The teacher distributes paper with outlines of /a/ objects (e.g., an apple, an ant) and crayons. The teacher instructs pupils to colour the pictures. The teacher walks around, offering help and encouraging them to name the objects as they colour.

Pupils’ Activity: Pupils pick up crayons and colour the outlines of the /a/ objects on their papers.

Learning Point: Pupils engage in a fine motor activity while reinforcing recognition of /a/ objects.

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.

1. “Can you say the /a/ sound?”
2. “Point to the apple.” (from displayed pictures)
3. “What sound does ‘ant’ start with?”
4. “Show me your coloured picture of an apple.”

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: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them of the /a/ sound and the objects they learned. The teacher encourages them to look for more /a/ objects at home.

Pupils’ Activity: Pupils listen to the teacher and tidy up their materials.

Learning Point: Pupils consolidate their learning and are encouraged to continue exploring.

Lesson Keywords

• Sound: What we hear when we speak, like /a/.
• Match: To put things together that are the same or go together.
• Colour: To fill a picture with different colours using crayons.
• Apple: A round fruit that often starts with the /a/ sound.
• Ant: A tiny insect that starts with the /a/ sound.

Differentiation

• Support: For pupils struggling to identify the sound, the teacher will use only two contrasting pictures (one /a/ object, one non-/a/ object) and provide more direct modelling and hand-over-hand guidance during matching and colouring. More repetition of the sound and object names will be provided.
• Extension: For pupils who quickly grasp the concept, the teacher can ask them to name other objects they know that start with the /a/ sound, or point to more /a/ objects in the classroom environment. They can also be encouraged to draw another /a/ object after colouring the provided ones.