Phonemic Awareness: letter sounds A-F and sound-letter matching and simple blending for Primary 1

Class: Primary 1
Term: First Term
Week: 1
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Pre-Reading Skills
Focal competence: Pronouncing letter sounds appropriately while reading and speaking
Key competencies/values: Communication; ICT and Digital Competencies; Collaboration; Respect
Skills:

• Identifying sounds
• Blending sounds
• Segmenting sounds in words

Previous Lesson:
Topic: Phonemic Awareness (Identifying Sounds)
Subject Matter: letter sounds A-F, sound-letter matching, simple blending

Specific Objectives

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

Cognitive Domain

• Identify the target sounds in selected familiar words.
• Distinguish the sounds of different selected letters correctly.

Affective Domain

• Show interest in learning letter sounds.
• Listen attentively to the teacher and peers.

Psychomotor Domain

• Produce the individual sounds of selected letters of the alphabet (A-F).
• Orally blend simple sound combinations into words.

Social Domain

• Cooperate with classmates during sound identification and blending activities.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable English Studies textbook for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Word building materials (e.g., magnetic letters, letter tiles)
• Letter, word and picture cards (e.g., ‘ant’ card, ‘bag’ card, ‘cat’ card)
• Approved publisher-neutral text
• Exercise books and pencils

Rationale for the Lesson

This lesson is important because it lays the foundation for reading and writing by teaching pupils to recognise and manipulate individual sounds in words. Understanding phonemic awareness helps pupils decode words, improve pronunciation, and develop strong literacy skills from an early age. It directly supports their ability to read independently.

Prerequisite/Previous Knowledge

Pupils should be able to recognise and name the letters of the alphabet (A-F).

Lesson Content/Board Summary

Phonemic Awareness: Letter Sounds A-F, Sound-Letter Matching, and Simple Blending

1. Letter Sounds (A-F)

Each letter of the alphabet has a unique sound. Learning these sounds helps us read words.

1. A: The sound for letter ‘A’ is /a/ as in ant.
2. B: The sound for letter ‘B’ is /b/ as in bag.
3. C: The sound for letter ‘C’ is /k/ as in cat.
4. D: The sound for letter ‘D’ is /d/ as in dog.
5. E: The sound for letter ‘E’ is /e/ as in egg.
6. F: The sound for letter ‘F’ is /f/ as in fan.

2. Sound-Letter Matching

Sound-letter matching means connecting the sound you hear to the letter that makes that sound.

1. When you hear the /a/ sound, you match it to the letter ‘A’.
2. When you hear the /b/ sound, you match it to the letter ‘B’.
3. This helps you know which letter to write when you hear a sound.

3. Beginning Sound Identification

Identifying the beginning sound means finding the very first sound you hear in a word.

1. In the word “apple”, the beginning sound is /a/.
2. In the word “ball”, the beginning sound is /b/.
3. In the word “cup”, the beginning sound is /k/.

4. Simple Blending

Simple blending is putting individual sounds together to form a word. This helps us read words.

1. To blend /c/ /a/ /t/, you say the sounds quickly together to make “cat”.
2. To blend /f/ /a/ /n/, you say the sounds quickly together to make “fan”.
3. To blend /b/ /a/ /g/, you say the sounds quickly together to make “bag”.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Repetition, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Recalling/Engaging

Teacher’s Activity: The teacher greets the pupils and leads them in singing an alphabet song to activate their prior knowledge of letters. The teacher then introduces the topic: “Today, we will learn about the sounds that letters make, especially letters A to F, and how to put them together to read simple words.”

Pupils’ Activity: Pupils greet the teacher and sing the alphabet song. They listen attentively to the introduction.

Learning Point: Alphabet letter recall

Step 2: Introduction to Letter Sounds A and B

Time: 8 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher displays letter ‘A’ and ‘B’ cards. The teacher models the sound /a/ (as in ant) and /b/ (as in bag) clearly, showing picture cards for each word. Pupils repeat the sounds and words after the teacher.

Pupils’ Activity: Pupils observe the letter cards, listen to the sounds, and repeat /a/ and /b/ sounds with example words.

Learning Point: Sounds of A and B

Step 3: Introduction to Letter Sounds C and D

Time: 7 minutes

Teaching Skill: Modelling/Repetition

Teacher’s Activity: The teacher displays letter ‘C’ and ‘D’ cards. The teacher models the sound /k/ (as in cat) and /d/ (as in dog), showing picture cards. Pupils repeat the sounds and words after the teacher, paying attention to the mouth formation.

Pupils’ Activity: Pupils observe the letter cards, listen to the sounds, and repeat /k/ and /d/ sounds with example words.

Learning Point: Sounds of C and D

Step 4: Introduction to Letter Sounds E and F

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher displays letter ‘E’ and ‘F’ cards. The teacher models the sound /e/ (as in egg) and /f/ (as in fan), showing picture cards. Pupils repeat the sounds and words. The teacher asks pupils to identify the beginning sound of other words starting with E or F.

Pupils’ Activity: Pupils observe the letter cards, listen to the sounds, repeat /e/ and /f/ sounds, and attempt to identify beginning sounds.

Learning Point: Sounds of E and F

Step 5: Sound-Letter Matching

Time: 7 minutes

Teaching Skill: Matching/Identification

Teacher’s Activity: The teacher holds up a letter card (e.g., ‘A’) and asks pupils to make its sound. Then, the teacher says a sound (e.g., /b/) and asks pupils to point to the corresponding letter card from a selection. This is done for all letters A-F.

Pupils’ Activity: Pupils make the sound for the displayed letter or point to the correct letter for the sound heard.

Learning Point: Matching sounds to letters

Step 6: Simple Blending

Time: 7 minutes

Teaching Skill: Blending/Oral Practice

Teacher’s Activity: The teacher uses magnetic letters or letter tiles to form simple CVC (consonant-vowel-consonant) words using the taught sounds, e.g., ‘cat’, ‘fan’, ‘bag’. The teacher models blending the sounds together slowly, then quickly, to form the word. Pupils practice blending these words orally.

Pupils’ Activity: Pupils observe the teacher blending sounds and then practice orally blending simple words.

Learning Point: Oral word blending

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What sound does the letter ‘A’ make?
2. Say a word that starts with the /f/ sound.
3. Which letter makes the /k/ sound?
4. Blend these sounds: /b/ /a/ /g/.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Sound identification and blending

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on letter sounds, sound-letter matching, and simple blending into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher summarises the key learning points, reminding pupils about the importance of knowing letter sounds for reading. The teacher encourages them to practice the sounds at home.

Pupils’ Activity: Pupils listen to the summary and acknowledge the importance of the lesson.

Learning Point: Lesson concept consolidation

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Practice identifying letter sounds and blending at home.

1. Say the sound for each letter: A, B, C, D, E, F.
2. Ask an adult to say a word (e.g., “cat”, “fan”, “dog”) and you say the first sound you hear.
3. Ask an adult to say three sounds (e.g., /c/ /a/ /p/) and you try to blend them to make a word.
4. Draw two objects that start with the /a/ sound.
5. Draw two objects that start with the /b/ sound.

Lesson Keywords

• Phonemic Awareness – The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words.
• Letter Sounds – The sounds that individual letters of the alphabet make.
• Blending – Putting individual sounds together to form a word.
• Matching – Connecting a sound to its corresponding letter.
• Beginning Sound – The first sound heard in a word.

Differentiation

For weaker learners: Provide extra one-on-one practice with letter and picture cards, focusing on one or two sounds at a time. Use more repetitive drills and simpler words for blending.
For faster learners: Challenge them with more complex blending activities using other known letters, or ask them to identify middle and ending sounds in simple words.

Suggested Lesson Videos

You can search for “Primary 1 letter sounds A-F” or “Phonics for kids A-F” on YouTube for relevant videos.

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure all instructional materials, especially letter, word, and picture cards for A-F, are prepared and easily accessible. Begin by reviewing the alphabet to warm up pupils. Model each letter sound clearly, exaggerating mouth movements if helpful. Encourage pupils to repeat sounds multiple times. When teaching sound-letter matching, use interactive methods like holding up a letter and asking for its sound, or saying a sound and asking pupils to point to the letter. For simple blending, start with two-sound combinations before moving to three-sound CVC words. Guide pupils to copy the Board Summary notes after the main teaching activities are complete, usually in Step 8. Continuously check for understanding through questions and observations. Provide immediate feedback and encouragement. For pupils struggling, offer additional support by repeating instructions or demonstrating again. For those who grasp concepts quickly, provide extension activities like identifying sounds in new words or attempting to blend slightly longer words.