Note for teachers using this lesson plan

Before this lesson, prepare flashcards for each vowel and several common consonants, as well as picture cards for simple CVC words (e.g., cat, sun, pig) and objects/pictures for ‘a’ and ‘an’ examples (e.g., a ball, an apple). The central idea is for pupils to confidently identify vowels and consonants, blend sounds to form simple words, and correctly use the articles ‘a’ and ‘an’. Observe pupils as they point, repeat sounds, and choose the correct article to demonstrate their understanding.

Class: Pre-School Level 3
Term: Third Term
Week: 7
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Introduction to Vowels, Consonants, Simple Word Formation, and Articles
Topic: REVIEW OF VOWELS, CONSONANTS, WORD FORMATION AND ARTICLES
Subject Matter: Review of Vowels, Consonants, Word Formation and Articles from Weeks 1-6.

Specific Objectives

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

Cognitive Domain

Identify the five vowels (a, e, i, o, u) when shown.
Distinguish between vowels and consonants.
Recognise and say simple CVC (consonant-vowel-consonant) words.
State when to use the articles ‘a’ and ‘an’.

Affective Domain

Participate actively in vowel and consonant sound practice.
Show enthusiasm during word formation activities.
Listen attentively to the teacher’s instructions.

Psychomotor Domain

Point to vowels and consonants on flashcards.
Trace simple CVC words in the air.
Match pictures to the correct article (‘a’ or ‘an’).

Take turns during group activities.
Share learning materials with classmates.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 3
Early Childhood Care and Education resources
Literacy picture cards and charts

Instructional Materials

Flashcards of uppercase and lowercase vowels (A, E, I, O, U)
Flashcards of common consonants (B, C, D, F, G, H, etc.)
Picture cards for simple CVC words (e.g., cat, sun, pig, hen, bed)
Chart showing examples of ‘a’ and ‘an’ usage
Picture cards for ‘a’ and ‘an’ practice (e.g., a ball, an apple, a cup, an orange)
Whiteboard/Chalkboard and markers/chalk
Counters or small objects for grouping (optional)

Rationale for the Lesson

This review lesson is essential for consolidating foundational literacy skills in 4-year-olds. By revisiting vowels, consonants, simple word building, and the use of articles, pupils strengthen their understanding of how letters form sounds and words, which is crucial for early reading and writing development. It helps ensure they have a solid base before moving on to more complex language concepts.

Prerequisite/Previous Knowledge

Pupils have been introduced to the alphabet, individual letter sounds, the concept of vowels and consonants, simple three-letter words, and the use of ‘a’ and ‘an’ in previous lessons.

Lesson Content/Board Summary

REVIEW OF VOWELS, CONSONANTS, WORD FORMATION AND ARTICLES

Vowels

Vowels are special letters that make open sounds. There are five vowels:

A a
E e
I i
O o
U u

Examples: apple, egg, ink, orange, umbrella.

Consonants

Consonants are all the other letters of the alphabet that are not vowels.

Examples: B b, C c, D d, F f, G g, H h, J j, K k, L l, M m, N n, P p, Q q, R r, S s, T t, V v, W w, X x, Y y, Z z.

Examples: ball, cat, dog, fish.

Word Formation (CVC Words)

We can put consonant, vowel, and consonant sounds together to make a simple word.

Examples:

C-A-T makes CAT
S-U-N makes SUN
P-I-G makes PIG
H-E-N makes HEN
B-E-D makes BED

Articles: ‘A’ and ‘An’

We use A before words that start with a consonant sound.
- A ball
- A cup
- A pen
We use AN before words that start with a vowel sound.
- An apple
- An egg
- An orange

Key Words

Vowel – special letters A, E, I, O, U.
Consonant – all other letters of the alphabet.
Word – letters put together to make meaning.
Article – ‘a’ and ‘an’ used before nouns.

Vowels and Consonants Song

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

A, E, I, O, U,
These are vowels, yes it’s true.
They make sounds so clear and bright,
Helping words to take their flight.
B, C, D, F, G,
Consonants, you see!

Actions: Point to vowel flashcards when singing vowels, then point to consonant flashcards when singing consonants. Clap hands for “clear and bright”.

Watch and Practise

https://www.youtube.com/watch?v=g1G6_289z9k

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by displaying the vowel flashcards and asking pupils to identify them and say their sounds. Do the same for consonants. For word formation, use CVC word flashcards, blending the sounds slowly and having pupils repeat. Explain ‘a’ and ‘an’ with clear picture examples, emphasizing the starting sound of the word.

What to show or demonstrate: Show large flashcards for each vowel and consonant. Demonstrate blending sounds for CVC words (e.g., holding up ‘c’, then ‘a’, then ‘t’ cards). Use picture cards to illustrate ‘a ball’ vs. ‘an apple’.

How to use the rhyme/song: Introduce the “Vowels and Consonants Song” after reviewing both sets of letters. Sing it twice, encouraging pupils to join in with the actions of pointing to the letters. This reinforces recognition in a fun way.

How to use the video: Introduce the video as a fun way to review vowels. Play the video once, then encourage pupils to sing along and make the vowel sounds as demonstrated. Ask questions like, “What sound does ‘A’ make in the song?” after watching.

What to watch for: Observe if pupils can correctly identify vowels and consonants, attempt to blend sounds for CVC words, and choose the appropriate article (‘a’ or ‘an’) for simple words. Correct any mispronunciations gently and encourage participation from all pupils.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Picture Talk
Question and Answer
Repetition
Manipulation of Objects (flashcards)

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: Greets pupils and leads a quick alphabet song. Explains that today’s lesson is a fun review of special letters and how they make words.

Pupils’ Activity: Greet the teacher, sing the alphabet song, and listen attentively.

Learning Point: Pupils are engaged and ready to learn.

Step 2: Review Vowels

Time: 5 minutes

Teaching Skill: Identification/Sounding

Teacher’s Activity: Displays vowel flashcards (A, E, I, O, U) one by one. Asks pupils to identify each vowel and say its short sound. Leads a quick chant: “A, E, I, O, U, these are vowels, yes it’s true!”

Pupils’ Activity: Identify vowels, repeat their sounds, and participate in the chant.

Learning Point: Pupils recall and practice vowel identification and sounds.

Step 3: Review Consonants

Time: 4 minutes

Teaching Skill: Discrimination/Sounding

Teacher’s Activity: Shows various consonant flashcards (e.g., B, C, D, M, S). Asks pupils to identify them and say their sounds. Explains that these are consonants, different from vowels. Leads a quick game: “Is this a vowel or a consonant?”

Pupils’ Activity: Identify consonants, say their sounds, and participate in the game by saying “vowel” or “consonant”.

Learning Point: Pupils distinguish between vowels and consonants and practice consonant sounds.

Step 4: Practice Word Formation (CVC Words)

Time: 6 minutes

Teaching Skill: Blending/Reading

Teacher’s Activity: Uses CVC word flashcards (e.g., ‘cat’, ‘sun’, ‘pig’). Demonstrates blending the sounds of each letter to form the word (c-a-t = cat). Asks pupils to repeat and air-trace the letters as they say the word.

Pupils’ Activity: Repeat the blended sounds, say the CVC words, and air-trace the letters.

Learning Point: Pupils practice blending sounds to form simple words.

Step 5: Review Articles (‘A’ and ‘An’)

Time: 5 minutes

Teaching Skill: Application/Rule-based learning

Teacher’s Activity: Displays picture cards (e.g., ‘ball’, ‘apple’, ‘cup’, ‘orange’). Explains when to use ‘a’ (before consonant sound) and ‘an’ (before vowel sound). Asks pupils to choose the correct article for each picture.

Pupils’ Activity: Listen to the explanation, identify the starting sound of each picture word, and choose ‘a’ or ‘an’.

Learning Point: Pupils review and apply the rules for using ‘a’ and ‘an’.

Step 6: Rhyme and Video Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Auditory Learning

Teacher’s Activity: Leads pupils in singing the “Vowels and Consonants Song” with actions. Plays the short educational video on vowels for further reinforcement.

Pupils’ Activity: Sing the song with actions and watch the video, repeating sounds as prompted.

Learning Point: Pupils reinforce their understanding of vowels and consonants through song and video.

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.

“Can you point to a vowel on the board?”
“Which letter is a consonant: ‘M’ or ‘I’?”
“What word do we get when we put s-u-n together?”
“Do we say ‘a egg’ or ‘an egg’?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarization/Closure

Teacher’s Activity: Praises pupils for their active participation and good review. Reminds them that knowing vowels, consonants, and how to make words helps them read and write. Assigns a simple homework task, e.g., “Find two words starting with a vowel and two with a consonant at home.”

Pupils’ Activity: Listen to the teacher, say “thank you”, and acknowledge the homework.

Learning Point: Pupils feel accomplished and understand the importance of the review.

Lesson Keywords

Vowel – The letters A, E, I, O, U.
Consonant – All the letters that are not vowels.
Word – Letters joined together to make a meaning.
Article – Small words like ‘a’ and ‘an’ used before naming words.

Differentiation

Support: For pupils struggling with identification, provide larger flashcards, more one-on-one repetition of sounds, and hand-over-hand guidance for air tracing. Focus on only 2-3 CVC words and practice ‘a’ and ‘an’ with very clear, distinct examples.
Extension: For pupils who quickly grasp the concepts, challenge them to identify more CVC words, suggest other words that start with a vowel or consonant sound, or try to form a simple two-word phrase using an article (e.g., “a red car”).