Beginning, Middle and Ending Sounds in Phonological Awareness and Spelling for Primary 1

Class: Primary 1
Term: Third Term
Week: 5
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Pre-Reading Skills
Focal competence: Blending sounds to form words
Key competencies/values: Collaboration; Respect; Communication; Critical Thinking; Creativity and Innovation; Safety Awareness
Skills:

• Blending sounds to form words

Previous Lesson: Writing three sequenced sentences from picture prompts in Handwriting
Topic: Phonological Awareness
Subject Matter: Phonological Awareness, Applying beginning, middle, ending sounds in spelling

Specific Objectives

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

Cognitive Domain

• Identify the beginning sounds in familiar words.
• Identify the middle sounds in familiar words.
• Identify the ending sounds in familiar words.
• State the position of a target sound in a word.
• Recall simple words by listening to their sounds.

Affective Domain

• Listen attentively to the teacher’s instructions and sound examples.
• Participate collaboratively in sound blending and segmenting activities.
• Show enthusiasm for learning new words and sounds.

Psychomotor Domain

• Blend sounds together to form simple words.
• Segment simple words into their beginning, middle, and ending sounds.
• Write simple words using their knowledge of beginning, middle, and ending sounds.

Reference Materials

The following resources were used in planning this lesson:

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

Instructional Materials

The teacher will teach this lesson with the aid of:

• Approved publisherneutral text
• Letter, word and picture cards (e.g., cards for ‘cat’, ‘dog’, ‘sun’, ‘bed’, ‘fan’)
• Exercise books and pencils
• Wall chart with safety signs and symbols drawn on them

Rationale for the Lesson

This lesson is important because understanding beginning, middle, and ending sounds is a foundational skill for phonological awareness, which is crucial for early literacy development. It helps pupils break down words into smaller parts, making it easier for them to decode new words when reading and to encode words correctly when spelling. This skill directly supports their ability to read and write independently.

Prerequisite/Previous Knowledge

Pupils should be familiar with some letters of the alphabet and their corresponding basic sounds.

Lesson Content/Board Summary

Phonological Awareness: Beginning, Middle, and Ending Sounds

Understanding Sounds in Words

Every word is made up of different sounds. We can listen for the sound at the beginning, in the middle, and at the end of a word.

Beginning Sounds

The beginning sound is the first sound you hear when you say a word. It helps us know how a word starts.

Examples:

1. Cat – /c/ sound
2. Dog – /d/ sound
3. Sun – /s/ sound
4. Ball – /b/ sound

Middle Sounds

The middle sound is the sound you hear in the middle of a word, usually a vowel sound. It is important for helping us hear the full word.

Examples:

1. Cat – /a/ sound
2. Dog – /o/ sound
3. Sun – /u/ sound
4. Bed – /e/ sound

Ending Sounds

The ending sound is the last sound you hear when you say a word. It helps us know how a word finishes.

Examples:

1. Cat – /t/ sound
2. Dog – /g/ sound
3. Sun – /n/ sound
4. Bed – /d/ sound

Using Sounds to Spell Simple Words

When we want to spell a word, we listen for all the sounds: the beginning, middle, and ending sounds. Then, we write the letters for those sounds.

Example: To spell ‘fan’

1. Listen for the beginning sound: /f/ (letter ‘f’)
2. Listen for the middle sound: /a/ (letter ‘a’)
3. Listen for the ending sound: /n/ (letter ‘n’)
4. Put them together: f-a-n -> fan

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Recalling previous knowledge

Teacher’s Activity: The teacher greets the pupils and reviews some letter sounds they already know, showing letter cards and asking pupils to say the sound. The teacher then introduces the idea that words are made of sounds and today they will learn about sounds at the beginning, middle, and end of words.

Pupils’ Activity: Pupils respond to greetings, say letter sounds, and listen attentively to the introduction.

Learning Point: Words have sounds

Step 2: Identifying Beginning Sounds

Time: 8 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher shows picture cards (e.g., ‘cat’, ‘dog’, ‘sun’) and says each word clearly, emphasizing the beginning sound. The teacher asks pupils to repeat the word and identify the first sound they hear. The teacher then shows the corresponding letter card for the beginning sound.

Pupils’ Activity: Pupils repeat words, identify beginning sounds, and say the letter sound.

Learning Point: First sound in words

Step 3: Identifying Middle Sounds

Time: 8 minutes

Teaching Skill: Guided practice

Teacher’s Activity: The teacher uses the same picture cards (e.g., ‘cat’, ‘dog’, ‘sun’) and says each word, this time emphasizing the middle sound. The teacher guides pupils to listen carefully and identify the sound in the middle. The teacher shows the corresponding letter card for the middle sound.

Pupils’ Activity: Pupils listen for and identify middle sounds, then say the letter sound.

Learning Point: Middle sound in words

Step 4: Identifying Ending Sounds

Time: 8 minutes

Teaching Skill: Direct instruction

Teacher’s Activity: The teacher continues with the picture cards (e.g., ‘cat’, ‘dog’, ‘sun’) and says each word, emphasizing the ending sound. The teacher asks pupils to repeat and identify the last sound they hear. The teacher shows the corresponding letter card for the ending sound.

Pupils’ Activity: Pupils repeat words, identify ending sounds, and say the letter sound.

Learning Point: Last sound in words

Step 5: Practising Sound Positions

Time: 5 minutes

Teaching Skill: Question and Answer

Teacher’s Activity: The teacher says a word (e.g., ‘bed’) and asks pupils to identify the beginning, middle, and ending sounds one by one. The teacher also asks questions like, “What is the middle sound in ‘fan’?” or “What is the ending sound in ‘pen’?”

Pupils’ Activity: Pupils answer questions, identifying the sounds and their positions.

Learning Point: Sound position identification

Step 6: Applying Sounds in Spelling

Time: 5 minutes

Teaching Skill: Guided writing

Teacher’s Activity: The teacher models how to spell a simple CVC (consonant-vowel-consonant) word like ‘mat’ by saying the word, segmenting it into sounds (/m/-/a/-/t/), and writing the corresponding letters on the board. The teacher then guides pupils to spell other simple words like ‘sit’ or ‘run’ in their exercise books.

Pupils’ Activity: Pupils listen, segment words, and write simple words in their books.

Learning Point: Spelling with sounds

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 is the beginning sound in the word ‘cup’?
2. What is the middle sound in the word ‘hen’?
3. What is the ending sound in the word ‘pig’?
4. Spell the word ‘dog’ by listening to its sounds.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Sound identification and spelling

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 beginning, middle, and ending sounds and how to use them for spelling into their notebooks.

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

Learning Point: Recording lesson summary

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher briefly recaps the importance of listening for beginning, middle, and ending sounds to help with reading and spelling. The teacher encourages pupils to practice identifying sounds in words they hear every day.

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

Learning Point: Sound awareness reinforced

Continuous Assessment/Further Study

Type: Homework

Instruction: Listen carefully to the words and write them down. Then, circle the letter that makes the middle sound in each word.

1. fan
2. pot
3. bed
4. top
5. pin

Lesson Keywords

• Beginning sound – The first sound heard in a word.
• Middle sound – The sound heard in the middle of a word.
• Ending sound – The last sound heard in a word.
• Spelling – Writing words using the correct letters for sounds.
• Phonological awareness – The ability to hear and manipulate sounds in spoken language.

Differentiation

Support for weaker learners: Provide extra practice with picture cards and exaggerated pronunciation of sounds. Use only CVC words with easily distinguishable sounds. Allow them to work in pairs with stronger learners.
Extension for faster learners: Challenge them to identify sounds in slightly longer words or to spell more CVC words independently. They can also create their own word and picture cards for classmates.

Suggested Lesson Videos

For further understanding and visual examples, search on YouTube for:
“Beginning Middle Ending Sounds for Kids Primary 1”
“Phonological Awareness Activities for First Grade”

Teacher Guide for Using This Lesson Plan

Before the lesson, prepare a variety of clear letter, word, and picture cards for simple CVC words (e.g., ‘cat’, ‘dog’, ‘sun’, ‘bed’, ‘fan’, ‘pot’, ‘pin’). Ensure the wall chart with safety signs is visible, even if not directly used in the phonics activity, to reinforce general safety awareness. Begin by engaging pupils with familiar letter sounds to activate prior knowledge. Follow the sequence of introducing beginning, middle, and ending sounds clearly, using consistent examples and exaggerated pronunciation. Model each step, especially when demonstrating how to segment sounds and spell words. Encourage active participation through repetition and guided practice. During Step 8, ensure pupils copy the Board Summary accurately. Pay close attention to common errors where pupils might confuse similar-sounding letters (e.g., ‘b’ and ‘d’) or struggle to isolate the middle vowel sound. Provide immediate, constructive feedback and additional support for those who need it. For faster learners, offer challenges like identifying sounds in new words or creating their own sound-based word puzzles.