Reading, Writing, Matching and Colouring with Beginning Sound g for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 7
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Beginning Sound Ff
Topic: BEGINNING SOUND G: READING, WRITING, MATCHING AND COLOURING
Subject Matter: SPEECH WRITING. Weekly focus: Beginning Sound g: Reading, Writing, Matching and Colouring.

Specific Objectives

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

Cognitive Domain

• Identify the uppercase letter ‘G’ and lowercase letter ‘g’.
• Recognise the beginning sound /g/ in words.
• Pronounce words that start with the /g/ sound correctly.
• Read simple words with beginning sound /g/.

Affective Domain

• Listen attentively to the teacher’s instructions.
• Participate actively in sounding out words.
• Show enthusiasm for learning new sounds and words.

Psychomotor Domain

• Trace and write the uppercase letter ‘G’ and lowercase letter ‘g’.
• Copy simple words with beginning sound /g/.
• Match pictures to words that begin with the /g/ sound.
• Colour pictures of objects that start with the /g/ sound.

Social Domain

• Share materials cooperatively during activity time.
• Take turns when responding to questions or demonstrating.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education resources

Instructional Materials

• Flashcards with uppercase ‘G’ and lowercase ‘g’
• Picture cards of objects starting with ‘g’ (e.g., goat, girl, gate, gun, gift, green)
• Charts displaying ‘Gg’ and ‘g’ words
• Whiteboard or chalkboard and markers/chalk
• Pencils, crayons
• Worksheets for tracing, copying, matching, and colouring
• MP3/MP4 player or television for sound/video

Rationale for the Lesson

Learning the beginning sound /g/ is crucial for developing phonological awareness in 5-year-olds. It helps them connect sounds to letters, which is a fundamental step towards reading and writing. By engaging in reading, writing, matching, and colouring activities, pupils build their vocabulary, fine motor skills, and confidence in early literacy, preparing them for more complex language tasks.

Prerequisite/Previous Knowledge

Pupils can recognise some letters of the alphabet and their corresponding sounds. They can hold a pencil correctly and make basic strokes. They are familiar with identifying pictures and matching simple objects.

Lesson Content/Board Summary

BEGINNING SOUND G: READING, WRITING, MATCHING AND COLOURING

Introduction to Sound /g/

The sound /g/ is made at the back of your throat, like when you say “go” or “girl”. It is a soft, short sound.

What the Teacher Should Show or Draw

• Uppercase letter: G
• Lowercase letter: g
• Pictures of words starting with /g/:
  • Goat
  • Girl
  • Gate
  • Gun
  • Gift
  • Green

Oral Practice: Words with Beginning Sound /g/

Let’s say these words together:

• Go
• Get
• Game
• Good
• Gun
• Gate
• Goat
• Girl

Sound Rhyme: The G Sound

Tune: “Twinkle, Twinkle Little Star”

G, g, g, the sound of G,
Goat and girl, for you and me.
G, g, g, let’s say it loud,
Good and green, in a happy crowd.
G, g, g, the sound is clear,
Gate and gift, let’s hear, let’s hear!

Actions: Point to mouth when making ‘g’ sound, point to pictures of goat/girl, clap hands for “loud”, point to gate, pretend to open a gift.

How to use the rhyme: Sing the rhyme together, encouraging pupils to make the /g/ sound clearly and perform the actions. Repeat several times to reinforce the sound and example words.

Writing Letter ‘G’ and ‘g’

• Uppercase G: Start at the top, make a big curve around to the left, then go up and make a small line across the middle.
• Lowercase g: Start in the middle, make a small curve around to the left (like ‘c’), then go up, come down with a straight line, and make a small hook to the left.

Video Demonstration: Letter G Sound

Watch this video to see and hear more about the letter ‘G’ and its sound.

Matching and Colouring

Match the pictures that start with /g/ to their words. Then colour them beautifully.

Key Words

• G – The seventh letter of the alphabet.
• g – The small form of the letter G.
• Goat – An animal that starts with /g/.
• Girl – A young female person, starts with /g/.
• Gate – A movable barrier, starts with /g/.
• Gun – A weapon, starts with /g/.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and reviews the previous letter sound (e.g., ‘Ff’). The teacher then introduces the new sound by showing a picture of a “goat” and asking pupils what sound they hear at the beginning.

Pupils’ Activity: Pupils respond to greetings, recall the previous sound, and try to guess the beginning sound of “goat.”

Learning Point: Pupils are engaged and prepared for the new lesson.

Step 2: Sound Recognition and Oral Practice

Time: 5 minutes

Teaching Skill: Pronunciation/Repetition

Teacher’s Activity: The teacher clearly demonstrates how to make the /g/ sound. The teacher displays flashcards or pictures of ‘g’ words (goat, girl, gate, gun, gift) and leads pupils in repeating the sound and the words several times. The teacher also sings the “G Sound” rhyme.

Pupils’ Activity: Pupils listen carefully, repeat the /g/ sound and the example words, and sing along with the rhyme.

Learning Point: Pupils can identify and correctly pronounce the beginning sound /g/ and associated words.

Step 3: Reading ‘g’ Words

Time: 4 minutes

Teaching Skill: Reading/Word Recognition

Teacher’s Activity: The teacher displays simple ‘g’ words (e.g., go, gun, girl, gate) on flashcards or the board. The teacher guides the pupils to read each word aloud, pointing to the letters as they sound them out.

Pupils’ Activity: Pupils read the simple ‘g’ words with the teacher’s guidance.

Learning Point: Pupils begin to recognise and read simple words starting with /g/.

Step 4: Writing Letter ‘G’ and ‘g’

Time: 5 minutes

Teaching Skill: Letter Formation/Demonstration

Teacher’s Activity: The teacher demonstrates the correct formation of uppercase ‘G’ and lowercase ‘g’ on the board, explaining the strokes. The teacher guides pupils to trace the letters in the air, then on their palms, and finally on their slates or practice paper.

Pupils’ Activity: Pupils observe the teacher, air trace, finger trace, and then practice writing ‘G’ and ‘g’ on their slates or paper.

Learning Point: Pupils learn to form the letters ‘G’ and ‘g’ correctly.

Step 5: Writing Simple ‘g’ Words

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher writes simple ‘g’ words (e.g., go, gun, girl) on the board. The teacher guides pupils to copy these words onto their slates or worksheets, ensuring correct letter formation and spacing.

Pupils’ Activity: Pupils carefully copy the ‘g’ words as guided by the teacher.

Learning Point: Pupils practice writing simple words with beginning sound /g/.

Step 6: Matching and Colouring Activity

Time: 5 minutes

Teaching Skill: Application/Fine Motor Skills

Teacher’s Activity: The teacher distributes worksheets containing pictures of ‘g’ objects (and some distractors) and corresponding ‘g’ words. The teacher instructs pupils to match the pictures to the correct words and then colour only the pictures that start with the /g/ sound.

Pupils’ Activity: Pupils match pictures to words and colour the appropriate pictures using crayons.

Learning Point: Pupils reinforce their understanding of ‘g’ sound-picture-word association and develop fine motor skills.

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. “What sound do we hear at the beginning of ‘goat’?”
2. “Show me the letter ‘G’ on the chart.”
3. “Say two words that start with the /g/ sound.”
4. “Show me your written letter ‘g’ or a ‘g’ word you copied.”

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: Reinforcement/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher reminds them to keep practicing the /g/ sound and words.

Pupils’ Activity: Pupils listen and respond to the teacher.

Learning Point: Pupils feel encouraged and motivated to continue learning.

Lesson Keywords

• G – The uppercase form of the seventh letter of the English alphabet.
• g – The lowercase form of the seventh letter of the English alphabet.
• Goat – A common farm animal with horns and a beard, starting with the /g/ sound.
• Girl – A young female human, whose name begins with the /g/ sound.
• Gate – A movable barrier in a fence or wall, starting with the /g/ sound.
• Gun – A weapon that shoots projectiles, starting with the /g/ sound.

Differentiation

• Support: For pupils who are struggling, provide larger letter templates for tracing, offer hand-over-hand guidance for writing, use fewer words for matching, and provide more one-on-one oral repetition.
• Extension: For quicker learners, encourage them to identify other objects in the classroom or at home that start with the /g/ sound, or ask them to try writing a simple sentence using a ‘g’ word.

Note for teachers using this lesson plan

Prepare all instructional materials, especially flashcards and worksheets, before the lesson begins. When introducing the /g/ sound, ensure you model the correct pronunciation clearly, as some children might confuse it with /j/. Emphasize the physical action of making the sound at the back of the throat. During writing practice, pay close attention to pupils’ pencil grip and letter formation, providing immediate, gentle correction. Encourage all pupils to participate actively, especially in the oral repetition and rhyme activities. Use positive reinforcement to build confidence. Observe pupils during the matching and colouring activity to gauge their understanding of the sound-picture connection. The observable action for understanding is the pupil correctly saying the /g/ sound, identifying ‘g’ words/pictures, and forming the letter ‘Gg’ or copying ‘g’ words.