Recognition and Pronunciation of Sound /b/ for Pre-School Level 1

Class: Pre-School Level 1
Term: First Term
Week: 5
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Introduction to Sounds
Topic: SOUND /B/: RECOGNITION AND PRONUNCIATION
Subject Matter: Speech: Sound: /b/ Sounding and recognition of /b/. Weekly focus: Sound /b/: Recognition and Pronunciation.

Specific Objectives

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

Cognitive Domain

• Recognise the /b/ sound when spoken by the teacher.
• Identify pictures and objects that start with the /b/ sound.

Affective Domain

• Show interest in listening to and repeating the /b/ sound.
• Participate enthusiastically in sound-related activities and rhymes.

Psychomotor Domain

• Produce the /b/ sound clearly.
• Point to objects or pictures that begin with the /b/ sound.

Social Domain

• Take turns when repeating words or identifying objects.
• Engage in group singing and actions during the rhyme.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1
• Early Childhood Care and Education resources

Instructional Materials

• Picture charts showing objects starting with /b/ (e.g., ball, book, bag, banana, baby, bird)
• Real objects: a ball, a book, a small bag, a banana, a bottle
• Flashcards with pictures of /b/ words
• MP4 Player (for video playback)

Rationale for the Lesson

This lesson is crucial for 2-year-olds as it introduces them to early phonological awareness by focusing on the /b/ sound. Recognising and pronouncing sounds helps build a foundation for speaking clearly, expanding vocabulary, and later developing reading skills. It connects to their daily experiences by using familiar objects and sounds.

Prerequisite/Previous Knowledge

Pupils can listen to and repeat simple words. They can identify some familiar objects and respond to basic instructions.

Lesson Content/Board Summary

SOUND /B/: RECOGNITION AND PRONUNCIATION

The sound /b/ is made by putting your lips together and then quickly releasing them with a puff of air. It is a ‘bouncy’ sound! Words that start with the /b/ sound:

• Ball
• Book
• Bag
• Banana
• Baby
• Bird

Sound Rhyme: The Bouncy /b/ Sound

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

/b/, /b/, /b/, a bouncy sound,
Many words with /b/ are found.
Ball and book and baby too,
Say the /b/ sound, me and you!
/b/, /b/, /b/, so much fun,
Let’s say /b/ for everyone!

Actions:

• For /b/, /b/, /b/, clap hands together like lips closing and opening.
• For “bouncy sound,” bounce gently up and down.
• For “Ball,” make a circle with hands.
• For “book,” open hands like a book.
• For “baby,” rock arms like holding a baby.
• For “Say the /b/ sound,” point to mouth.

Watch and Practise

https://www.youtube.com/watch?v=F0v-1M4_oK8

Key Words

• Ball – a round object used for playing.
• Book – pages with words and pictures, used for reading.
• Bag – a container for carrying things.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Repetition, Manipulation of Objects.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: The teacher greets the pupils warmly and leads a short “Good Morning” song. The teacher then asks pupils to listen carefully as she makes a new sound, making the /b/ sound clearly.

Pupils’ Activity: Pupils respond to greetings and sing along. They listen attentively to the teacher making the sound.

Learning Point: Pupils are settled and ready to learn, introduced to a new sound.

Step 2: Sound Introduction and Demonstration

Time: 5 minutes

Teaching Skill: Demonstration/Oral Instruction

Teacher’s Activity: The teacher clearly demonstrates how to make the /b/ sound, showing the mouth shape (lips together, then open quickly). She repeats the sound several times, encouraging pupils to watch her mouth.

Pupils’ Activity: Pupils watch the teacher’s mouth and listen to the /b/ sound. Some may attempt to imitate the sound.

Learning Point: Pupils understand the physical action of making the /b/ sound.

Step 3: Object and Picture Association

Time: 5 minutes

Teaching Skill: Visual Association/Naming

Teacher’s Activity: The teacher displays real objects (ball, book, bag, banana) and picture cards one by one. For each item, she names it clearly, emphasizing the initial /b/ sound (e.g., “/b/, /b/, /b/all!”). She asks, “What is this?”

Pupils’ Activity: Pupils look at the objects and pictures. They listen to the teacher naming them and may point to the objects.

Learning Point: Pupils begin to associate the /b/ sound with familiar objects.

Step 4: Guided Pronunciation and Repetition

Time: 4 minutes

Teaching Skill: Oral Practice/Repetition

Teacher’s Activity: The teacher holds up each /b/ object/picture again and says its name, then prompts pupils to repeat the sound /b/ and the word. She encourages all pupils to say it together, then calls on a few individuals.

Pupils’ Activity: Pupils repeat the /b/ sound and the names of the objects after the teacher, both in chorus and individually.

Learning Point: Pupils practise pronouncing the /b/ sound and /b/ words.

Step 5: Rhyme Integration

Time: 4 minutes

Teaching Skill: Song/Rhyme/Movement

Teacher’s Activity: The teacher introduces “The Bouncy /b/ Sound” rhyme. She sings it slowly, demonstrating the actions. She then encourages pupils to sing along and do the actions with her.

Pupils’ Activity: Pupils listen to the rhyme, then sing along and perform the actions with the teacher.

Learning Point: Pupils reinforce the /b/ sound and words through a fun, active rhyme.

Step 6: Video Reinforcement

Time: 4 minutes

Teaching Skill: Multimedia Learning

Teacher’s Activity: The teacher plays the video “The Letter B Song” on the MP4 player. She encourages pupils to watch, listen, and try to sing along or make the /b/ sound as they see it.

Pupils’ Activity: Pupils watch the video, listen to the song, and try to imitate the sounds and actions.

Learning Point: Pupils get additional auditory and visual exposure to the /b/ sound and words.

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.

1. “What sound did we learn today?” (Teacher makes /b/ sound).
2. “Can you say /b/?”
3. “Point to the ball.” (Teacher shows various objects, including /b/ words and non-/b/ words).
4. “What is this?” (Teacher holds up a book).

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: Closure/Praise

Teacher’s Activity: The teacher praises the pupils for their participation and effort. She reminds them of the /b/ sound and encourages them to listen for it at home.

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

Learning Point: Pupils feel encouraged and remember the lesson’s main point.

Lesson Keywords

• Sound – what we hear.
• /b/ – the specific sound we learned today, like in ‘ball’.
• Pronounce – to say a word or sound correctly.

Differentiation

• Support: For pupils struggling to make the sound, the teacher will provide more one-on-one demonstration, use hand-over-hand guidance to help them feel the lip movement, and offer extra repetition with larger, clearer pictures.
• Extension: For pupils who quickly grasp the concept, the teacher can ask them to identify other familiar objects in the classroom or at home that start with the /b/ sound, or to make the /b/ sound independently without prompting.