Class: Pre-School Level 4
Term: Third Term
Week: 3
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Identifying and naming common objects
Topic: NOUNS: MATCHING NAMING WORDS WITH PICTURES AND SIGHT WORDS
Subject Matter: NOUN SIGHT WORDS: Old Should Young. Weekly focus: Nouns: Matching Naming Words with Pictures and Sight Words.

Specific Objectives

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

Cognitive Domain

Identify nouns as naming words for people, animals, places, and things.
Match simple noun words to their corresponding pictures.
Recognise and say the sight words “old,” “should,” and “young.”

Affective Domain

Show enthusiasm in learning new words.
Participate actively in matching activities and sentence formation.

Psychomotor Domain

Point correctly to pictures that represent given nouns.
Trace or write simple noun words and sight words.

Take turns when identifying words and pictures.
Work cooperatively during group activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4
Early Childhood Care and Education resources
Relevant early-years literacy workbooks

Instructional Materials

Chart showing different categories of nouns (people, animals, places, things) with pictures
Real objects found in the classroom (e.g., table, chair, book, bag)
Picture cards of various nouns (e.g., boy, girl, dog, cat, school, market, ball, car)
Flashcards with the sight words: “old,” “should,” “young”
Whiteboard/chalkboard and markers/chalk
Reading books with simple sentences
MP4 player (for video)

Rationale for the Lesson

Learning about nouns helps 5-year-olds understand that everything has a name, which is fundamental to language development. Matching words with pictures strengthens their vocabulary and reading readiness, while sight words like “old,” “should,” and “young” are crucial for building early reading fluency and comprehension of simple sentences.

Prerequisite/Previous Knowledge

Pupils can identify and name some common objects and people around them. They can also recognise some letters of the alphabet and simple words.

Lesson Content/Board Summary

NOUNS: NAMING WORDS AND SIGHT WORDS

What is a Noun?

A noun is a naming word. It names a person, an animal, a place, or a thing.

People: Teacher, boy, girl, mummy, daddy
Animals: Dog, cat, lion, bird
Places: School, market, home, church
Things: Ball, book, table, chair

What the Teacher Should Show or Draw

Display a chart with clear pictures of people, animals, places, and things.
Show real objects from the classroom and name them.
Write simple noun words on the board and draw a matching picture next to each (e.g., “dog” with a picture of a dog).

Nouns Rhyme

Tune: “Twinkle, Twinkle, Little Star”

Lyrics:

Every person, place, and thing,
Has a name, a word to sing.
Boy and girl, and cat and dog,
School and market, book and log.
Nouns are naming words, you see,
For you and me, and everything!

Actions:

Point to self for “person.”
Point around the room for “place” and “thing.”
Clap hands for “sing.”
Use finger puppets or point to pictures for “boy, girl, cat, dog.”
Point to school and pretend to read a book.

How to use the rhyme: Sing the rhyme together, encouraging pupils to do the actions. Repeat several times to help them remember that nouns are naming words.

Sight Words: Old, Should, Young

These are words we learn to recognise quickly without sounding them out.

Old: My grandpa is old. (Show picture of an old person)
Should: You should share your toys. (Demonstrate sharing)
Young: The baby is very young. (Show picture of a baby)

Watch and Learn About Nouns

Let’s watch a short video to see more examples of naming words!

https://www.youtube.com/watch?v=kYv_J03qC10

Teacher’s Note: This video, “Nouns for Kids | What is a Noun? | Naming Words for Children” by The Learning Station, provides good visual examples and a song to reinforce the concept of nouns.

Key Words

Noun – a naming word for a person, animal, place, or thing.
Old – having lived for a long time; not new.
Should – used to say what is the correct or best thing to do.
Young – not old; in the early stage of life.

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: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads them in a familiar welcome song. The teacher then asks pupils to name some things they see in the classroom (e.g., “What is this?”).

Pupils’ Activity: Pupils sing along and name various objects they see.

Learning Point: Pupils are engaged and recall naming familiar objects.

Step 2: Introducing Nouns (Naming Words)

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that all the things they named are called “naming words” or “nouns.” The teacher shows the noun chart and gives examples of nouns for people, animals, places, and things, using real objects and picture cards. The teacher leads the “Nouns Rhyme.”

Pupils’ Activity: Pupils listen, observe the chart and objects, repeat the examples, and sing the rhyme with actions.

Learning Point: Pupils understand that nouns are naming words for people, animals, places, and things.

Step 3: Matching Nouns with Pictures

Time: 6 minutes

Teaching Skill: Guided Practice/Visual Association

Teacher’s Activity: The teacher displays various picture cards (e.g., boy, dog, school, ball) and corresponding noun words. The teacher models how to match a word to its picture, then guides pupils to do the same. The teacher uses the MP4 player to show the video on nouns, pausing to ask questions.

Pupils’ Activity: Pupils take turns matching noun words to their pictures, pointing and saying the words. They watch the video and respond to questions.

Learning Point: Pupils practise associating written noun words with their visual representations.

Step 4: Introducing Sight Words: Old, Should, Young

Time: 5 minutes

Teaching Skill: Word Recognition/Repetition

Teacher’s Activity: The teacher introduces the sight words “old,” “should,” and “young” using flashcards. The teacher says each word clearly and asks pupils to repeat it several times. The teacher shows simple pictures or gestures to illustrate the meaning (e.g., picture of an old person for “old,” gesture of sharing for “should,” picture of a baby for “young”).

Pupils’ Activity: Pupils look at the flashcards, listen, and repeat the sight words. They observe the pictures and gestures.

Learning Point: Pupils begin to recognise and say the sight words “old,” “should,” and “young.”

Step 5: Using Sight Words in Simple Sentences

Time: 4 minutes

Teaching Skill: Sentence Formation/Oral Practice

Teacher’s Activity: The teacher models simple sentences using the sight words (e.g., “My daddy is old,” “You should be kind,” “The kitten is young“). The teacher writes these simple sentences on the board and reads them, pointing to each word. Pupils are guided to repeat the sentences.

Pupils’ Activity: Pupils listen to the sentences, repeat them orally, and try to identify the sight words in the sentences on the board.

Learning Point: Pupils understand how to use the sight words in context and practise oral sentence building.

Step 6: Activity: Noun and Sight Word Practice

Time: 3 minutes

Teaching Skill: Application/Reinforcement

Teacher’s Activity: The teacher distributes worksheets with pictures of nouns for pupils to circle the correct word, or simple sentences with blanks for pupils to choose the correct sight word. The teacher walks around, providing support and encouragement.

Pupils’ Activity: Pupils work individually or in pairs to complete the activity, matching words or filling in blanks.

Learning Point: Pupils apply their knowledge of nouns and sight words through practical work.

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 picture of a ‘place’.”
“What is this word?” (Show a noun flashcard like “book”).
“Say the word you see here.” (Show sight word “old”).
“Can you make a short sentence using the word ‘young’?”

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/Praise

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher briefly recaps that they learned about naming words (nouns) and new sight words. The teacher leads a farewell song.

Pupils’ Activity: Pupils respond to the praise and sing the farewell song.

Learning Point: Pupils feel a sense of accomplishment and consolidate their learning.

Lesson Keywords

Noun – a word that names a person, animal, place, or thing.
Old – describes something that has existed for a long time.
Should – used to express obligation or advice.
Young – describes someone or something in an early stage of life.
Naming words – another term for nouns.
Sight words – words recognised instantly without sounding them out.

Differentiation

Support: For pupils who are struggling, provide larger picture cards and fewer choices for matching. Use hand-over-hand guidance for tracing words. Focus more on oral repetition of sight words and simple sentences. Pair them with a stronger pupil.
Extension: For pupils who grasp the concepts quickly, encourage them to identify more nouns in the classroom or from a storybook. Ask them to form additional simple sentences using the sight words or to write them independently.

Note for teachers using this lesson plan

Before the lesson, ensure all instructional materials, especially the noun chart, picture cards, and sight word flashcards, are ready and clearly visible. Arrange real objects in the classroom that can be used as examples of nouns. When introducing nouns, start with concrete examples (real objects) before moving to pictures. For sight words, consistent repetition and showing them in context (simple sentences) are key. Encourage pupils to use the sight words in their own simple sentences orally. Observe individual work to gauge understanding and provide targeted support. Remember to keep the pace engaging and allow for plenty of active participation, as 5-year-olds learn best by doing.