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

Class: Pre-School Level 1
Term: First Term
Week: 9
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Introduction to basic sounds and objects.
Topic: SOUND /F/: RECOGNITION, WORDS AND MATCHING
Subject Matter: Speech: Sound: /f/ Sounding and recognition of /f/. Weekly focus: Sound /f/: Recognition, Words and Matching.

Specific Objectives

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

Cognitive Domain

• Identify the /f/ sound when heard.
• Recognise objects that start with the /f/ sound.
• Point to pictures of objects starting with /f/.

Affective Domain

• Participate actively in making the /f/ sound.
• Enjoy singing the /f/ sound rhyme.

Psychomotor Domain

• Attempt to pronounce the /f/ sound.
• Match pictures of /f/ objects to the sound.
• Make simple marks or colour on pictures of /f/ objects.

Social Domain

• Listen attentively to the teacher and peers.
• Take turns during activities.

Reference Materials

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

Instructional Materials

• Charts showing uppercase ‘F’ and lowercase ‘f’.
• Picture cards of objects starting with /f/ (e.g., fan, fish, frog, foot, five).
• Real objects like a small fan, a toy fish.
• MP4 Player (or phone/tablet) for video and sound.
• Crayons.
• Paper with simple outlines of /f/ objects for colouring.

Rationale for the Lesson

This lesson introduces young children to the /f/ sound, which is a fundamental step in early literacy development. By connecting the sound to familiar objects and words, pupils begin to build phonological awareness, a crucial skill for future reading and speaking clearly. It also encourages active listening and participation through engaging activities.

Prerequisite/Previous Knowledge

Pupils can recognise and name some familiar objects around them and can make simple sounds.

Lesson Content/Board Summary

SOUND /F/: RECOGNITION, WORDS AND MATCHING

The sound /f/ is made by gently biting your bottom lip with your top teeth and blowing air out. It sounds like a gentle puff of air.

Letter ‘Ff’:

• Uppercase: F
• Lowercase: f

Words that start with the /f/ sound:

• Fan
• Fish
• Frog
• Foot
• Five

Key Words

• Sound /f/ – The sound we hear at the beginning of words like ‘fan’ and ‘fish’.
• Fan – An object that blows air to keep us cool.
• Fish – An animal that lives in water.

Sound /f/ Rhyme

Tune: “Twinkle, Twinkle Little Star”

/f/, /f/, /f/, goes the fan,
/f/, /f/, /f/, as fast as it can.
/f/, /f/, /f/, says the fish in the sea,
/f/, /f/, /f/, for you and for me!

Actions:

• For “goes the fan,” wiggle fingers like a fan blade.
• For “says the fish,” make a swimming motion with hands.
• For “/f/, /f/, /f/,” make the /f/ sound and point to mouth.

Watch and Practise

https://www.youtube.com/watch?v=sI91-y-bJ4s

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Repetition, Manipulation of Objects, 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 sings a short, familiar welcome song. The teacher then tells them they will learn a new fun sound today.

Pupils’ Activity: Pupils respond to greetings, sing along with the welcome song, and listen attentively.

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

Step 2: Introducing the /f/ Sound

Time: 5 minutes

Teaching Skill: Sound Production/Modelling

Teacher’s Activity: The teacher makes the /f/ sound clearly, demonstrating how to place the teeth and lips. The teacher shows the letter ‘Ff’ on a chart and says, “This is the letter ‘Ff’, and it makes the /f/ sound.”

Pupils’ Activity: Pupils watch the teacher’s mouth, listen to the sound, and attempt to imitate the /f/ sound.

Learning Point: Pupils begin to recognise and attempt to produce the /f/ sound.

Step 3: Object Recognition with /f/

Time: 5 minutes

Teaching Skill: Visual Association/Naming

Teacher’s Activity: The teacher shows picture cards or real objects (e.g., fan, toy fish, frog picture). For each, the teacher says, “This is a /f/an,” emphasizing the /f/ sound. The teacher encourages pupils to repeat the word.

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

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

Step 4: Rhyme Reinforcement

Time: 4 minutes

Teaching Skill: Auditory Learning/Movement

Teacher’s Activity: The teacher introduces the “Sound /f/ Rhyme” and sings it with actions. The teacher encourages pupils to join in with the sounds and actions.

Pupils’ Activity: Pupils listen to the rhyme, attempt to make the /f/ sound, and perform the simple actions.

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

Step 5: Video Engagement

Time: 4 minutes

Teaching Skill: Multimedia Learning

Teacher’s Activity: The teacher plays the short video about the /f/ sound on the MP4 player. The teacher prompts pupils to watch and listen for /f/ words and sounds.

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

Learning Point: Pupils gain further exposure to the /f/ sound and associated words through visual and auditory input.

Step 6: Matching and Colouring Activity

Time: 5 minutes

Teaching Skill: Practical Application/Fine Motor

Teacher’s Activity: The teacher distributes papers with outlines of /f/ objects (e.g., a fan, a fish) and crayons. The teacher guides pupils to point to the /f/ objects and then encourages them to colour the objects.

Pupils’ Activity: Pupils point to the /f/ objects on their paper and engage in colouring the pictures.

Learning Point: Pupils practise identifying /f/ objects and develop fine motor skills through colouring.

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 /f/ sound)
2. “Can you point to the /f/an?” (Teacher shows pictures of fan and another object)
3. “What sound does ‘fish’ start with?”
4. “Can you make the /f/ sound?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., making the sound, pointing).

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Recap/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher quickly reviews the /f/ sound and a few words, then sings a short goodbye song.

Pupils’ Activity: Pupils listen to the review, respond to praise, and sing the goodbye song.

Learning Point: Pupils leave the lesson with a positive reinforcement of the /f/ sound.

Lesson Keywords

• F – The letter that makes the /f/ sound.
• Sound – What we hear.
• Fan – A machine that blows air.
• Fish – An animal that swims in water.

Differentiation

• Support: For pupils struggling to make the /f/ sound, the teacher can provide hand-over-hand guidance to show lip and teeth placement. Use larger, more distinct picture cards and repeat the sound and words more frequently. Focus on only 1-2 /f/ words.
• Extension: For pupils who quickly grasp the concept, the teacher can challenge them to identify other objects in the classroom that start with the /f/ sound (e.g., their foot, five fingers). They can also be encouraged to trace the letter ‘Ff’ in sand or on a whiteboard.