Sound /e/ Recognition, Words and Matching for Pre-School Level 1

Class: Pre-School Level 1
Term: First Term
Week: 8
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Identifying and making simple sounds.
Topic: Sound /e/ Recognition, Words and Matching
Subject Matter: Speech: Sound: /e/ Sounding and recognition of /e/. Weekly focus: Sound /e/: Recognition, Words and Matching.

Specific Objectives

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

Cognitive Domain

• Identify the short /e/ sound when heard.
• Recognise pictures of objects that start with the short /e/ sound.
• Attempt to pronounce words beginning with the short /e/ sound.

Affective Domain

• Listen attentively to the teacher’s pronunciation of the /e/ sound.
• Participate with interest in singing the /e/ sound rhyme.
• Show enthusiasm during matching and colouring activities.

Psychomotor Domain

• Make the short /e/ sound with their mouth.
• Point to pictures of objects starting with the short /e/ sound.
• Match simple picture cards to the /e/ sound.
• Attempt to colour objects starting with the short /e/ sound.

Social Domain

• Take turns when participating in group activities.
• Participate actively in classroom discussions and games.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1
• Early Childhood Care and Education resources
• Suitable early-years literacy workbooks

Instructional Materials

• Charts showing the letter ‘e’ and pictures of objects starting with the short /e/ sound (e.g., egg, elephant, engine, elbow)
• MP4 Player (or phone/tablet)
• Crayons
• Plain paper or colouring sheets with simple outlines of /e/ words
• Picture cards of various objects (some starting with /e/, some not)
• Real object: an egg (if available and safe)

Rationale for the Lesson

This lesson is crucial for 2-year-olds as it introduces them to foundational phonological awareness by focusing on the short /e/ sound. Recognising and producing this sound helps develop early listening skills, expands their vocabulary, and builds a strong base for future reading and writing, connecting sounds to familiar objects in their world.

Prerequisite/Previous Knowledge

Pupils can identify and name some familiar objects, make simple sounds, and listen to short rhymes or songs.

Lesson Content/Board Summary

Sound /e/: Recognition, Words and Matching

The sound /e/ is the short ‘e’ sound, like in “egg”.

How to make the /e/ sound:

• Open your mouth a little.
• Relax your tongue.
• Make a short sound: /e/, /e/, /e/ (as in “eh-eh-eh”).

Words with the /e/ sound:

• Egg: We eat an egg! /e/, /e/, egg.
• Elephant: A big animal with a trunk! /e/, /e/, elephant.
• Engine: Makes a car or train go! /e/, /e/, engine.
• Elbow: Part of your arm! /e/, /e/, elbow.

Sound Rhyme

Tune: “Twinkle, Twinkle Little Star”

/e/, /e/, /e/, like an egg,
/e/, /e/, /e/, on my leg.
/e/, /e/, /e/, elephant so big,
/e/, /e/, /e/, let’s all dig!

Actions:

• Point to mouth for /e/ sound.
• Mime eating an egg.
• Point to own leg.
• Mime an elephant’s trunk.
• Mime digging.

Watch and Practise

https://www.youtube.com/watch?v=F3_8T2nN10k

Key Words

• /e/ sound – The short sound ‘e’ makes, like in egg.
• Egg – A common food item, usually white or brown, laid by a hen.
• Elephant – A very large grey animal with a long trunk and big ears.

Teaching Methods/Instructional Techniques

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

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 tells pupils they will learn a new fun sound today.

Pupils’ Activity: Pupils respond to greetings, sing along, and listen attentively.

Learning Point: Pupils are engaged and ready for the lesson.

Step 2: Sound Recognition (Oral)

Time: 5 minutes

Teaching Skill: Demonstration/Oral Practice

Teacher’s Activity: The teacher introduces the /e/ sound, making it clearly and showing the mouth shape. “Today we will learn the sound /e/, /e/, /e/ (like ‘eh-eh-eh’). Watch my mouth.” The teacher asks pupils to try making the sound.

Pupils’ Activity: Pupils watch the teacher’s mouth and attempt to make the /e/ sound.

Learning Point: Pupils begin to recognise and imitate the /e/ sound.

Step 3: Word Association (Visual and Oral)

Time: 5 minutes

Teaching Skill: Picture Talk/Naming

Teacher’s Activity: The teacher shows picture cards or a chart of objects starting with /e/ (egg, elephant, engine, elbow). For each picture, the teacher says the word clearly, emphasizing the /e/ sound, and asks pupils to repeat. “This is an egg! /e/, /e/, egg. Say egg!”

Pupils’ Activity: Pupils look at the pictures, listen to the words, and repeat the words after the teacher.

Learning Point: Pupils associate the /e/ sound with familiar objects.

Step 4: Rhyme Integration

Time: 4 minutes

Teaching Skill: Song/Actions

Teacher’s Activity: The teacher introduces and sings the “Sound Rhyme” from the Board Summary, performing the actions. The teacher sings it twice, encouraging pupils to join in with the sounds and actions.

Pupils’ Activity: Pupils listen to the rhyme, watch the actions, and try to sing along and perform the actions.

Learning Point: Pupils reinforce the /e/ sound and words through song and movement.

Step 5: Video Reinforcement

Time: 4 minutes

Teaching Skill: Media Integration/Listening

Teacher’s Activity: The teacher plays the “Phonics Song Ee” video on the MP4 player. The teacher encourages pupils to watch and listen carefully to the sounds and words in the video. After the video, the teacher asks pupils to repeat some of the /e/ words they heard.

Pupils’ Activity: Pupils watch the video, listen to the sounds and words, and attempt to repeat the words after the video.

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

Step 6: Matching and Colouring Activity

Time: 5 minutes

Teaching Skill: Guided Practice/Practical Activity

Teacher’s Activity: The teacher gives each pupil a simple colouring sheet with outlines of objects, some starting with /e/ (e.g., egg) and some not. The teacher guides pupils to identify the /e/ objects and encourages them to colour those objects. “Find the egg! Does egg start with /e/? Yes! Colour the egg!” The teacher also guides pupils to match picture cards of /e/ words to a card showing the letter ‘e’.

Pupils’ Activity: Pupils identify /e/ objects on their sheets, try to colour them, and attempt to match picture cards to the /e/ sound.

Learning Point: Pupils practise identifying and matching /e/ words through a hands-on activity.

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 /e/ sound)
2. “Point to the egg picture.” (Teacher shows pictures of egg and another object)
3. “Can you make the /e/ sound with your mouth?”
4. “Which picture starts with /e/?” (Teacher shows pictures of elephant and apple)

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: Recap/Praise

Teacher’s Activity: The teacher praises the pupils for their participation and effort in learning the /e/ sound. The teacher reminds them to listen for the /e/ sound in words around them. “You all did so well learning the /e/ sound today! Keep listening for it!”

Pupils’ Activity: Pupils listen to the teacher and feel encouraged.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.

Lesson Keywords

• /e/ sound – The short sound ‘e’ makes, like in egg.
• Egg – A common food item.
• Elephant – A very large animal.
• Match – To put things together that are the same or belong together.

Differentiation

• Support: For pupils struggling with sound recognition, provide more one-on-one repetition of the /e/ sound and words. Use larger, clearer pictures and guide their hands for matching activities. Focus on just one or two /e/ words for initial recognition.
• Extension: For pupils who quickly grasp the concept, encourage them to identify other familiar objects in the classroom or at home that might start with the /e/ sound (e.g., empty, enter, exit, if appropriate). They can also be asked to point to the letter ‘e’ if it appears on a chart among other letters.