Matching Objects with Names and Writing Letters Qq-Zz for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 10
Age: 5 years
Duration: 35 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Identifying and writing letters Pp and matching objects with their names.
Topic: Matching Objects with Names and Writing Letters Qq-Zz
Subject Matter: Matching Objects with Names and Writing Letters Qq-Zz.

Specific Objectives

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

Cognitive Domain

• Identify objects and their corresponding names.
• Recognise uppercase and lowercase letters Qq-Zz.
• State the sounds of letters Qq-Zz.
• Pronounce simple words associated with letters Qq-Zz.

Affective Domain

• Show enthusiasm for matching activities.
• Participate actively in tracing and writing letters.

Psychomotor Domain

• Match real objects to their written names.
• Trace uppercase and lowercase letters Qq-Zz.
• Copy uppercase and lowercase letters Qq-Zz.

Social Domain

• Share instructional materials appropriately with peers.
• Take turns during matching games.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Relevant Early Childhood Care and Education resources.
• Age-appropriate literacy workbooks.

Instructional Materials

• Real objects (e.g., a queen toy, a toy rabbit, a toy snake, a toy tiger, an umbrella, a toy van, a toy watch, an X-ray picture, a toy yo-yo, a toy zebra).
• Picture cards of objects.
• Flashcards with written names of objects (e.g., QUEEN, RABBIT, SNAKE, TIGER, UMBRELLA, VAN, WATCH, X-RAY, YO-YO, ZEBRA).
• Alphabet charts showing letters Qq-Zz with associated pictures.
• Worksheets with dotted lines for tracing Qq-Zz.
• Pencils and crayons.
• Writing books/exercise books.
• Whiteboard/Chalkboard and markers/chalk.

Rationale for the Lesson

This lesson is important for 5-year-olds as it builds foundational literacy skills by connecting spoken words to written words and developing fine motor control for writing. Matching objects with names helps children understand that written symbols represent real-world items, while practicing letters Qq-Zz reinforces alphabet knowledge and prepares them for reading and writing more complex words.

Prerequisite/Previous Knowledge

Pupils can recognise and write some earlier alphabet letters (Aa-Pp), identify common objects, and follow simple instructions.

Lesson Content/Board Summary

Matching Objects with Names and Writing Letters Qq-Zz

What is Matching?

Matching means putting things together that are the same or that belong together. Today, we will match objects with their written names.

Matching Objects with Names

• We look at an object.
• We say its name.
• We find the written word that says the same name.
• Then we put the object and its name together.

Examples of Matching

• Object: A toy rabbit
  Name Card: RABBIT
• Object: A picture of an umbrella
  Name Card: UMBRELLA
• Object: A toy zebra
  Name Card: ZEBRA

Matching Rhyme

Tune: “Twinkle, Twinkle Little Star”

Match, match, find the pair,
Object here and name is there.
Look and see, what do you spy?
Put them close, side by side.
Match, match, find the pair,
Learning words everywhere!

Actions: Pupils point to an object, then to a name card, then bring hands together.

How to use the rhyme: Sing the rhyme while demonstrating matching objects to their names. Encourage pupils to join in the actions and words.

Introducing Letters Qq-Zz

We will learn the last letters of the alphabet: Qq, Rr, Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz.

Letter Qq

• Uppercase: Q (Big Q)
• Lowercase: q (Small q)
• Sound: /kw/ as in ‘queen’
• Example: Queen, Quilt

Letter Rr

• Uppercase: R (Big R)
• Lowercase: r (Small r)
• Sound: /r/ as in ‘rat’
• Example: Rat, Rabbit

Letter Ss

• Uppercase: S (Big S)
• Lowercase: s (Small s)
• Sound: /s/ as in ‘sun’
• Example: Sun, Snake

Letter Tt

• Uppercase: T (Big T)
• Lowercase: t (Small t)
• Sound: /t/ as in ‘tiger’
• Example: Tiger, Table

Letter Uu

• Uppercase: U (Big U)
• Lowercase: u (Small u)
• Sound: /uh/ as in ‘umbrella’ (short u)
• Example: Umbrella, Up

Letter Vv

• Uppercase: V (Big V)
• Lowercase: v (Small v)
• Sound: /v/ as in ‘van’
• Example: Van, Vest

Letter Ww

• Uppercase: W (Big W)
• Lowercase: w (Small w)
• Sound: /w/ as in ‘watch’
• Example: Watch, Water

Letter Xx

• Uppercase: X (Big X)
• Lowercase: x (Small x)
• Sound: /ks/ as in ‘fox’ (often at the end) or /z/ as in ‘xylophone’ (at the beginning)
• Example: X-ray, Xylophone

Letter Yy

• Uppercase: Y (Big Y)
• Lowercase: y (Small y)
• Sound: /y/ as in ‘yo-yo’
• Example: Yo-yo, Yellow

Letter Zz

• Uppercase: Z (Big Z)
• Lowercase: z (Small z)
• Sound: /z/ as in ‘zebra’
• Example: Zebra, Zip

Writing Letters Qq-Zz

• Correct Pencil Grip: Hold the pencil with three fingers (thumb, index, middle).
• Sitting Position: Sit straight with feet on the floor.
• Tracing: Follow the dotted lines from top to bottom, left to right, or around.
• Copying: Look at the letter and try to write it next to the example.

Alphabet Song (Qq-Zz)

Tune: “The Alphabet Song (ABC Song)”

Q, R, S, T, U, V,
W, X, Y and Z!
Now we know our alphabet,
Learning letters, no regret!

Actions: Point to each letter on a chart as it is sung, or trace the letter in the air.

How to use the rhyme: Sing this short part of the alphabet song to reinforce the letters Qq-Zz. Repeat several times.

Watch and Practise

Let’s watch a video to see how to write these letters and practice their sounds!

https://www.youtube.com/watch?v=0hY48q09X9w

(Teacher plays the video “Learn to Write Letters Q-Z | Alphabet Writing Practice for Kids | Preschool Learning” by ABCmouse.com Early Learning Academy)

Key Words

• Match – to put things together that are the same or belong together.
• Object – a real thing you can see and touch.
• Name – the word for an object.
• Qq – the seventeenth letter of the alphabet.
• Zz – the twenty-sixth and last letter of the alphabet.

What the Teacher Should Show or Draw

• Display real objects and their corresponding name cards.
• Show large alphabet charts for Qq-Zz with clear uppercase and lowercase forms and associated pictures.
• Demonstrate correct letter formation for Qq-Zz on the board.
• Show examples of correctly matched objects and names.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Manipulation of Objects, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recap

Teacher’s Activity: The teacher greets the pupils and asks them to recall some letters they learned previously. The teacher then introduces the day’s topic: matching objects with names and learning to write letters Qq-Zz.

Pupils’ Activity: Pupils respond to greetings and name some letters they know. They listen attentively to the new topic.

Learning Point: Pupils are prepared for the lesson and recall prior knowledge.

Step 2: Matching Objects and Names (Part 1)

Time: 5 minutes

Teaching Skill: Demonstration/Identification

Teacher’s Activity: The teacher displays a few real objects (e.g., a toy rabbit, an umbrella, a toy zebra) and their corresponding name cards. The teacher picks an object, says its name, and then picks the correct name card, demonstrating how to match them. The teacher asks pupils to identify other objects and their names orally.

Pupils’ Activity: Pupils observe the teacher’s demonstration. They identify and say the names of various objects as prompted.

Learning Point: Pupils understand the concept of matching objects with their names.

Step 3: Guided Matching Practice (Part 1)

Time: 5 minutes

Teaching Skill: Guided Practice/Reinforcement

Teacher’s Activity: The teacher distributes a mix of objects and name cards to small groups or pairs. The teacher guides pupils to pick an object, say its name, and find its matching name card. The teacher sings the “Matching Rhyme” with actions.

Pupils’ Activity: Pupils work in groups or pairs to match objects with their name cards. They sing along with the teacher and perform actions.

Learning Point: Pupils practice matching objects with their names practically.

Step 4: Introducing Letters Qq-Zz (Part 2)

Time: 5 minutes

Teaching Skill: Introduction/Phonics

Teacher’s Activity: The teacher introduces letters Qq-Zz using alphabet charts. For each letter, the teacher shows the uppercase and lowercase forms, states its sound, and gives a familiar example word with a picture (e.g., Qq for queen, Rr for rabbit, Zz for zebra). The teacher leads pupils in repeating the letters, sounds, and words.

Pupils’ Activity: Pupils look at the charts, listen to the teacher, and repeat the letters, sounds, and example words.

Learning Point: Pupils recognise letters Qq-Zz, their sounds, and associated words.

Step 5: Tracing and Writing Qq-Zz (Part 2)

Time: 5 minutes

Teaching Skill: Demonstration/Fine Motor

Teacher’s Activity: The teacher demonstrates how to trace and copy uppercase and lowercase Qq-Zz on the board, emphasizing correct starting points and strokes. The teacher then distributes worksheets with dotted letters Qq-Zz for tracing and provides space for copying. The teacher monitors and assists pupils.

Pupils’ Activity: Pupils observe the teacher’s demonstration. They practice tracing and copying letters Qq-Zz in their worksheets or writing books using pencils.

Learning Point: Pupils develop fine motor skills and learn correct letter formation for Qq-Zz.

Step 6: Reinforcement Activity (Part 1 & 2)

Time: 4 minutes

Teaching Skill: Game/Application

Teacher’s Activity: The teacher leads a quick “Letter and Object Hunt” game. The teacher calls out a letter (e.g., “Find something that starts with ‘R'”) or an object name, and pupils point to the corresponding letter on the chart or the matched object/name pair. The teacher also sings the Qq-Zz alphabet song.

Pupils’ Activity: Pupils actively participate in the game, pointing to letters or objects. They sing the alphabet song.

Learning Point: Pupils reinforce their recognition of letters Qq-Zz and their ability to match objects with names.

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.

1. “Show me the letter ‘Q’ (uppercase and lowercase).”
2. “What sound does the letter ‘R’ make?”
3. “Match this toy ‘zebra’ with its name card.”
4. “Trace the letter ‘S’ in the air.”
5. “Name an object that starts with ‘U’.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., pointing to letters, saying sounds, matching objects, tracing in the air).

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher briefly recaps the letters Qq-Zz and the concept of matching objects with names. The teacher encourages pupils to continue practicing at home.

Pupils’ Activity: Pupils listen to the recap and respond to praise. They pack up their materials.

Learning Point: Pupils consolidate their learning and are encouraged for future practice.

Lesson Keywords

• Match – to put things together that are the same.
• Object – a physical item.
• Name – the word for something.
• Qq – the letter before Rr.
• Zz – the last letter of the alphabet.

Differentiation

• Support: For pupils who are struggling, provide larger letter tracing sheets, hand-over-hand guidance for writing, fewer objects to match at a time, and more one-on-one oral repetition of letter sounds and names. Use highly contrasting colours for name cards.
• Extension: For pupils who grasp the concepts quickly, encourage them to identify other objects in the classroom that start with Qq-Zz, or ask them to draw an object for each letter. They can also try to write simple words using the letters Qq-Zz (e.g., “rat”, “sun”, “van”).

Note for teachers using this lesson plan

Prepare all instructional materials, especially real objects and corresponding name cards, before the lesson. Ensure the name cards are clearly written in both uppercase and lowercase where appropriate for the object names. When introducing letters Qq-Zz, focus on clear pronunciation of sounds and correct formation strokes. Encourage pupils to trace letters in the air before putting pencil to paper. Observe individual pupils during tracing and copying to correct pencil grip and stroke direction early. Repeat the rhymes and songs frequently to reinforce learning. Assess understanding by observing pupils’ ability to physically match objects and names, and to correctly form or identify the letters Qq-Zz, rather than relying solely on verbal answers.