Note for teachers using this lesson plan

Before the lesson, prepare a set of clear picture cards of familiar objects (e.g., ball, apple, cat, sun) and separate word cards with their corresponding names written in large, clear print. The central idea is for pupils to visually connect an object with its written name and then orally read the name. Ensure the classroom is arranged to allow easy viewing of charts and for pupils to participate in matching activities, showing their understanding by correctly identifying and reading the names.

Class: Pre-School Level 3
Term: Third Term
Week: 8
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Identifying and naming common objects in the classroom and at home.
Topic: Matching Objects with Their Names and Reading Aloud
Subject Matter: SPEECH, READING AND WRITING Matching objects and their names and reading aloud. Weekly focus: Matching Objects with Their Names and Reading Aloud.

Specific Objectives

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

Cognitive Domain

Identify different familiar objects.
Recognise the written names of familiar objects.
Match objects with their corresponding written names.
Attempt to read aloud the names of objects.

Affective Domain

Show interest in identifying and reading object names.
Listen attentively when the teacher reads object names.
Participate actively in matching games.

Psychomotor Domain

Point to objects and their names correctly.
Pick and arrange object and name cards to form pairs.

Take turns during matching activities.
Share materials with classmates.

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

Picture cards of familiar objects (e.g., ball, apple, cat, sun, car, tree)
Word cards with the names of the objects written clearly
A chart showing objects with their names
Writing books
Pencils, erasers
Storybooks with simple pictures and words

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds foundational literacy skills by connecting concrete objects to abstract written words. It helps children understand that words represent things they see every day, fostering early reading comprehension and vocabulary development. This skill is a stepping stone to independent reading and writing.

Prerequisite/Previous Knowledge

Pupils can identify and name many common objects around them. They can also recognise some letters of the alphabet and may have seen their names written down.

Lesson Content/Board Summary

Matching Objects with Their Names and Reading Aloud

Matching means putting two things together that belong to each other. Today, we will match pictures of objects with their written names.

Examples:

Picture of an Apple matches with the word APPLE
Picture of a Ball matches with the word BALL
Picture of a Cat matches with the word CAT
Picture of a Sun matches with the word SUN
Picture of a Car matches with the word CAR
Picture of a Tree matches with the word TREE

When we match an object to its name, we then try to read the name aloud. Reading aloud helps us to say the words clearly and remember them.

Key Words

Match – to put two things together that are the same or belong together.
Object – a thing that you can see and touch.
Name – the word we use for a person, place, or thing.
Read – to look at written words and understand what they mean, often by saying them aloud.

Matching and Reading Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Look at pictures, one by one,
Find the name, it’s lots of fun.
Apple, apple, A-P-P-L-E,
Match the word for all to see.
Ball and B-A-L-L, so clear,
Read the names for all to hear!

Actions: Point to pictures, then point to words, clap for each letter, then pretend to read a book.

Watch and Practise

https://www.youtube.com/watch?v=0k5718228tY

💡 Teacher Guide for Using This Board Summary

How to teach the content: Write “Matching Objects with Their Names and Reading Aloud” on the board. Explain “matching” using simple examples like matching shoes. Then, display the chart or draw simple objects and write their names clearly beside them. Point to each object, say its name, and then point to the written word and read it aloud, emphasizing the connection.

What to show or demonstrate: Use large picture cards and separate word cards. Hold up a picture card (e.g., apple) and ask pupils to name it. Then, show the word card “APPLE” and place it next to the picture. Repeat with other examples like “ball” and “BALL”, “cat” and “CAT”. Demonstrate how to point to the word and say it clearly.

How to use the rhyme/song: Introduce the “Matching and Reading Rhyme” by singing it slowly, demonstrating the actions. Repeat the rhyme 2-3 times, encouraging pupils to join in the singing and actions, especially when naming the letters and objects.

How to use the video: Introduce the video as a fun way to practice matching and reading. Play the video “Match the Word to the Picture – Sight Words for Kids” (from Fun Phonics). After watching, ask pupils to identify some of the objects and words they saw and encourage them to try reading the words aloud as they appear in the video.

What to watch for: Observe if pupils are making the visual connection between the object and its written name. Listen for their attempts at reading the words, providing gentle correction and encouragement for clear pronunciation.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and asks them to name some objects they see in the classroom (e.g., table, chair, book). The teacher then introduces the idea of matching these objects with their written names.

Pupils’ Activity: Pupils respond to greetings and name familiar objects in the classroom.

Learning Point: Pupils recall familiar objects and are introduced to the lesson topic.

Step 2: Presentation of Objects and Names

Time: 5 minutes

Teaching Skill: Demonstrating/Explaining

Teacher’s Activity: The teacher shows a chart with pictures of familiar objects and their written names (e.g., apple – APPLE, ball – BALL). The teacher points to each object, says its name, and then points to the written word, reading it clearly.

Pupils’ Activity: Pupils observe the chart, listen to the teacher, and repeat the names of the objects and words after the teacher.

Learning Point: Pupils begin to associate objects with their written names.

Step 3: Guided Matching Activity

Time: 6 minutes

Teaching Skill: Guiding/Facilitating

Teacher’s Activity: The teacher distributes separate picture cards and word cards to small groups of pupils. The teacher guides them to match each picture card with its correct word card, demonstrating with one example first.

Pupils’ Activity: Pupils work in groups to match the picture cards with their corresponding word cards under the teacher’s guidance.

Learning Point: Pupils practise matching objects to their written names.

Step 4: Reading Aloud Practice

Time: 4 minutes

Teaching Skill: Oral Practice/Encouraging

Teacher’s Activity: The teacher holds up a matched pair (picture and word) and asks individual pupils to read the name aloud. The teacher provides encouragement and corrects pronunciation gently.

Pupils’ Activity: Individual pupils take turns reading the names of the matched objects aloud.

Learning Point: Pupils gain confidence in reading simple words aloud.

Step 5: Rhyme Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcing/Singing

Teacher’s Activity: The teacher leads the pupils in singing the “Matching and Reading Rhyme” again, encouraging them to perform the actions. The teacher emphasizes the words related to matching and reading.

Pupils’ Activity: Pupils sing the rhyme with actions, reinforcing the lesson’s concepts.

Learning Point: Pupils consolidate learning through a fun, repetitive activity.

Step 6: Video Application

Time: 5 minutes

Teaching Skill: Visual Aid/Application

Teacher’s Activity: The teacher plays the educational video on matching objects to words. After the video, the teacher asks pupils to recall some of the matches they saw and encourages them to try reading the words.

Pupils’ Activity: Pupils watch the video and participate in a short discussion, identifying objects and words from the video.

Learning Point: Pupils apply their matching and reading skills in a new visual context.

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.

Show a picture card (e.g., “cat”) and ask, “What is this object?”
Show a word card (e.g., “BALL”) and ask, “Who can read this word?”
Place three picture cards and three mixed word cards on the table. Ask pupils to come forward and match one picture to its name.
Ask, “What did we learn to do today?”

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/Closing

Teacher’s Activity: The teacher praises the pupils for their participation and effort in matching objects with their names and reading aloud. The teacher reminds them to keep practising at home.

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

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.

Lesson Keywords

Match – to put two things together that are the same or belong together.
Object – a thing that you can see and touch.
Name – the word we use for a person, place, or thing.
Read – to look at written words and understand what they mean, often by saying them aloud.

Differentiation

Support: For pupils struggling with matching, provide fewer cards, use larger pictures and words, and offer hand-over-hand guidance to make the matches. Repeat the names slowly and clearly.
Extension: For pupils who quickly grasp the concept, provide additional picture and word cards. Encourage them to identify the first letter of each word or to find other objects in the classroom and say their names.