Note for teachers using this lesson plan
Before the lesson, prepare flashcards for each sound (y, x, ch, sh, th) and corresponding picture cards (e.g., yak, fox, chop, ship, thumb). Ensure the sound recorder is ready for playback and practice. The central idea is for pupils to recognise and correctly pronounce these new sounds and blend them into simple words. Successful learning will be observed when pupils can point to the correct sound card when called, say the sound clearly, and attempt to blend sounds to form words.
Class: Pre-School Level 3
Term: Second Term
Week: 2
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Recognition and pronunciation of previous sound groups.
Topic: Recognition and Pronunciation of Sixth Sound Group y, x, ch, sh, th
Subject Matter: Introduce the sixth group of sounds y, x, ch, sh, th – Blending sounds – Word formation. Weekly focus: Sixth Sound Group y, x, ch, sh, th: Recognition and Pronunciation.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and name the sounds y, x, ch, sh, th.
- Associate each sound with a familiar picture or action.
- Attempt to blend sounds to form simple words.
Affective Domain
- Show enthusiasm while practising new sounds.
- Listen attentively to the teacher and peers during sound practice.
- Participate actively in sound games and rhymes.
Psychomotor Domain
- Trace the letter shapes for y and x in the air or on paper.
- Perform actions associated with each sound.
Social Domain
- Take turns when speaking or identifying sounds.
- Work cooperatively during group sound activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Jolly Phonics Handbook and C/D.
- Early Childhood Care and Education (ECCE) Literacy resources.
Instructional Materials
- Flashcards for sounds: y, x, ch, sh, th.
- Picture cards for example words (e.g., yak, fox, chop, ship, thumb).
- Pronunciation charts.
- Sound recorder.
- Whiteboard or chalkboard.
- Crayons and paper for tracing.
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it introduces essential letter sounds that form the building blocks of reading and writing. By recognising and pronouncing these sounds, children develop phonological awareness, which helps them decode words and improve their early literacy skills. Learning these sounds also expands their vocabulary and confidence in communication.Prerequisite/Previous Knowledge
Pupils can recognise some basic letter sounds and have listened to stories and rhymes. They are familiar with repeating words and sounds after the teacher.Lesson Content/Board Summary
SIXTH SOUND GROUP Y, X, CH, SH, TH: RECOGNITION AND PRONUNCIATION
Today, we are learning about new sounds! Listen carefully and watch my mouth.
Sound: y
- Sound: /y/ (like in “yes” or “yak”)
- Action: Pretend to eat yogurt with a spoon.
- Example words: yak, yellow, yummy.
Sound: x
- Sound: /ks/ (like the end of “fox” or “box”)
- Action: Pretend to take an X-ray picture.
- Example words: fox, box, mix.
Sound: ch
- Sound: /ch/ (like in “chop” or “chair”)
- Action: Pretend to chop wood.
- Example words: chop, chair, chicken.
Sound: sh
- Sound: /sh/ (like in “ship” or “shoe”)
- Action: Put a finger to your lips and say “shhh” (be quiet).
- Example words: ship, shoe, fish.
Sound: th
- Sound: /th/ (soft sound, like in “the” or “thumb”)
- Action: Stick your tongue out slightly and blow gently.
- Example words: the, thumb, three.
Blending Sounds and Word Formation
When we put sounds together, we make words!
- M-y makes My
- O-x makes Ox
- Th-e makes The
- B-u-sh makes Bush
- Ch-o-p makes Chop
Sound Group Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Y says /y/, /y/, /y/ for ‘yak’,
X says /ks/, /ks/, /ks/ for ‘fox’.
Ch says /ch/, /ch/, /ch/ for ‘chop’,
Sh says /sh/, /sh/, /sh/ for ‘ship’.
Th says /th/, /th/, /th/ for ‘the’,
Sounds we learn, for you and me!
Actions: Perform the actions for each sound as you sing.
Watch and Practise
Key Words
- Sound – what we hear when we speak.
- Recognise – to know something when you see or hear it.
- Pronounce – to say a word or sound correctly.
- Blend – to put sounds together to make a word.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each sound one by one. Show the flashcard for the sound, say the sound clearly, and demonstrate the action. Then, show the corresponding picture card and say the example words, emphasizing the target sound. Use the sound recorder to play the sounds and have pupils repeat. For blending, write simple sound combinations on the board and guide pupils to say them together slowly, then faster to form the word.
What to show or demonstrate: Clearly display the sound flashcards and picture cards. Model the pronunciation of each sound and the associated action. Write the simple blending examples on the board and point to each sound as you blend them.
How to use the rhyme/song: Introduce the “Sound Group Rhyme” after pupils have been introduced to all five sounds. Sing it slowly first, demonstrating the actions. Encourage pupils to join in, gradually increasing the pace. Repeat the rhyme several times to reinforce the sounds and actions.
How to use the video: Introduce the video as a fun way to review the sounds. Play the video, asking pupils to listen and watch for the sounds y, x, ch, sh, th. After watching, encourage them to repeat the sounds and actions they saw in the video. Ask questions like, “What sound did you hear for ‘yak’?”
What to watch for: Observe if pupils are correctly forming their mouths to make the sounds. Pay attention to the ‘th’ sound, as it can be tricky. Provide individual support for pupils struggling with specific pronunciations or blending.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Repetition, Question and Answer, Manipulation of Objects, Practical Activity.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Motivation
Teacher’s Activity: The teacher greets pupils warmly and starts with a quick review of some familiar sounds from previous lessons (e.g., /a/, /s/). The teacher then introduces the idea of learning new, exciting sounds today.
Pupils’ Activity: Pupils respond to greetings, repeat familiar sounds, and show readiness to learn new sounds.
Learning Point: Pupils are engaged and prepared for the lesson.
Step 2: Introduction of Sound ‘y’ and ‘x’
Time: 5 minutes
Teaching Skill: Demonstration/Pronunciation
Teacher’s Activity: The teacher introduces the sound /y/ using a flashcard, pronounces it clearly, demonstrates the “eating yogurt” action, and shows a picture of a yak. The teacher repeats the process for sound /x/, demonstrating the “taking an X-ray” action and showing a picture of a fox.
Pupils’ Activity: Pupils listen, watch the teacher’s mouth, repeat the sounds /y/ and /x/, and imitate the actions.
Learning Point: Pupils recognise and pronounce sounds /y/ and /x/ with their actions.
Step 3: Introduction of Sound ‘ch’ and ‘sh’
Time: 5 minutes
Teaching Skill: Demonstration/Association
Teacher’s Activity: The teacher introduces the sound /ch/ using a flashcard, pronounces it, demonstrates the “chopping wood” action, and shows a picture of a chair. The teacher repeats for sound /sh/, demonstrating the “shhh” action and showing a picture of a ship.
Pupils’ Activity: Pupils listen, repeat the sounds /ch/ and /sh/, and imitate the actions.
Learning Point: Pupils recognise and pronounce sounds /ch/ and /sh/ with their actions.
Step 4: Introduction of Sound ‘th’ and Rhyme Practice
Time: 5 minutes
Teaching Skill: Modelling/Rhyme
Teacher’s Activity: The teacher introduces the sound /th/ using a flashcard, pronounces it, demonstrates the “tongue out slightly” action, and shows a picture of a thumb. The teacher then leads the pupils in singing the “Sound Group Rhyme” with actions.
Pupils’ Activity: Pupils listen, repeat the sound /th/, imitate the action, and sing the rhyme with actions.
Learning Point: Pupils recognise and pronounce sound /th/ and reinforce all sounds through a rhyme.
Step 5: Blending Sounds and Word Formation
Time: 4 minutes
Teaching Skill: Guided Practice/Word Building
Teacher’s Activity: The teacher writes simple sound combinations on the board (e.g., M-y, O-x, Th-e, B-u-sh, Ch-o-p). The teacher guides pupils to blend the sounds slowly and then faster to form words.
Pupils’ Activity: Pupils attempt to blend the sounds orally to form the given words.
Learning Point: Pupils practise blending sounds to create simple words.
Step 6: Video Reinforcement and Tracing
Time: 4 minutes
Teaching Skill: Visual Aid/Application
Teacher’s Activity: The teacher plays the educational video on the sounds y, x, ch, sh, th. After the video, the teacher guides pupils to trace the letter shapes for ‘y’ and ‘x’ in the air and then on paper using crayons.
Pupils’ Activity: Pupils watch the video, repeat sounds and actions, and then trace ‘y’ and ‘x’ in the air and on paper.
Learning Point: Pupils reinforce sound recognition visually and develop pre-writing skills for ‘y’ and ‘x’.
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 the sound /sh/.” (Teacher shows flashcards).
- “What sound does ‘yak’ start with?”
- “Show me the action for /ch/.”
- “Can you say a word that has the /th/ sound?”
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/Encouragement
Teacher’s Activity: The teacher praises pupils for their effort in learning the new sounds and encourages them to continue practising at home. The teacher reminds them that learning sounds helps them read and write.
Pupils’ Activity: Pupils respond to praise and understand the importance of practising the sounds.
Learning Point: Pupils feel encouraged and motivated to continue learning.
Lesson Keywords
- Y – The letter that makes the /y/ sound.
- X – The letter that makes the /ks/ sound.
- Ch – Two letters together making the /ch/ sound.
- Sh – Two letters together making the /sh/ sound.
- Th – Two letters together making the /th/ sound.
- Blend – To put sounds together to make a word.
Differentiation
- Support: For pupils struggling with sound recognition, provide larger flashcards and more one-on-one repetition. Use hand-over-hand guidance for tracing. Offer fewer choices when asking them to identify sounds.
- Extension: For pupils who quickly grasp the sounds, challenge them to identify other words that contain these sounds (e.g., “fish” for /sh/, “bath” for /th/). Encourage them to draw pictures for each sound.
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