Note for teachers using this lesson plan
Before this lesson, prepare clear picture cards of objects starting with the /g/ sound, such as a girl, goat, grapes, and gun. Ensure your MP4 player is ready with the suggested video. The central idea is for pupils to recognise the /g/ sound and associate it with familiar words. Observe pupils actively pointing to and repeating the /g/ sound and words to confirm learning.
Class: Pre-School Level 1
Term: First Term
Week: 10
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Not separately stated in the scheme.
Topic: Sound /g/: Recognition, Words and Matching
Subject Matter: Speech: Sound: /g/ Sounding and recognition of /g/. Weekly focus: Sound /g/: Recognition, Words and Matching.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify the /g/ sound when heard.
- Recognise pictures of objects that start with the /g/ sound.
- Name simple words that begin with the /g/ sound.
Affective Domain
- Listen attentively to the teacher’s pronunciation of the /g/ sound and words.
- Participate enthusiastically in singing the /g/ sound rhyme.
Psychomotor Domain
- Point to objects or pictures that begin with the /g/ sound.
- Match pictures of /g/ words to the /g/ sound.
- Colour objects that begin with the /g/ sound.
Social Domain
- Take turns during interactive activities.
- Participate in group singing and repetition.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Charts showing the letter ‘g’ (uppercase and lowercase)
- Picture cards of objects starting with /g/ (e.g., girl, goat, grapes, gun, game)
- MP4 Player (or other device for video/audio)
- Crayons
- Worksheets with pictures of /g/ words to colour and match
- Real objects: e.g., a toy goat, plastic grapes (if available)
Rationale for the Lesson
This lesson is crucial for Pre-School Level 1 pupils as it introduces them to the fundamental concept of letter sounds, specifically the /g/ sound. Early recognition of sounds and associated words helps build phonological awareness, which is a foundational skill for reading and speech development. By engaging with familiar objects and interactive activities, pupils begin to connect sounds to meaning, enhancing their vocabulary and communication skills.Prerequisite/Previous Knowledge
Pupils can recognise and name some common objects and have heard simple sounds and words. They are familiar with listening to stories and participating in short songs.Lesson Content/Board Summary
Sound /g/: Recognition, Words and Matching
The sound /g/ is made by gently touching the back of the tongue to the roof of the mouth and releasing air. It is a soft, guttural sound. How the letter ‘g’ looks: * Uppercase G * Lowercase g Words that start with the /g/ sound: * Girl (Show picture of a girl) * Goat (Show picture of a goat) * Grapes (Show picture of grapes) * Gun (Show picture of a toy gun) * Game (Show picture of children playing a game) We listen for the /g/ sound at the beginning of these words.Sound /g/ Rhyme
Tune: “Twinkle, Twinkle Little Star”
G, G, /g/, /g/, /g/
Goat and girl say /g/, /g/, /g/
Grapes are green, yum, yum, yum
G, G, /g/, /g/, /g/, come!
Actions: * “G, G, /g/, /g/, /g/”: Point to letter ‘g’ on chart, make /g/ sound. * “Goat and girl say /g/, /g/, /g/”: Point to pictures of goat and girl, make /g/ sound. * “Grapes are green, yum, yum, yum”: Pretend to eat grapes, rub tummy. * “G, G, /g/, /g/, /g/, come!”: Point to letter ‘g’, invite others to join.
Watch and Practise
Key Words
- Girl – A young female child.
- Goat – An animal that eats grass and leaves.
- Grapes – Small, round, sweet fruits that grow in bunches.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the uppercase and lowercase ‘g’ using charts. Demonstrate the /g/ sound clearly, encouraging pupils to watch your mouth. Say each example word slowly and clearly, emphasising the initial /g/ sound. Use the picture cards or real objects to make the connection concrete.
What to show or demonstrate: Show large letter ‘Gg’ on a chart. Display picture cards of a girl, goat, grapes, gun, and game. Point to the initial ‘g’ in each word as you say it. Demonstrate the mouth shape for the /g/ sound.
How to use the rhyme/song: Sing the “Sound /g/ Rhyme” several times with the pupils, performing the actions together. Encourage them to join in with the /g/ sound and simple words. Repeat until they are familiar with it.
How to use the video: Introduce the video as a fun way to learn the /g/ sound. Play the video on the MP4 player. Encourage pupils to listen to the sound and repeat the words shown in the video. After watching, ask them to recall some of the words from the video that start with /g/.
What to watch for: Observe if pupils are attempting to make the /g/ sound and if they can point to the correct pictures when prompted. Some may confuse /g/ with /k/ or /d/; gently correct and re-demonstrate.
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: Greeting/Engagement
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar welcome song. The teacher then tells them they will learn a new fun sound today.
Pupils’ Activity: Pupils respond to greetings and sing along with the teacher.
Learning Point: Pupils are settled and ready for the lesson.
Step 2: Introducing the /g/ Sound
Time: 5 minutes
Teaching Skill: Sound Recognition/Demonstration
Teacher’s Activity: The teacher shows the chart with the letter ‘Gg’ and says, “This is the letter G. It makes the /g/ sound, like /g/, /g/, /g/.” The teacher demonstrates the sound clearly, asking pupils to watch their mouth.
Pupils’ Activity: Pupils look at the letter ‘Gg’ and try to repeat the /g/ sound after the teacher.
Learning Point: Pupils begin to recognise the visual form of ‘Gg’ and associate it with the /g/ sound.
Step 3: Word Association with Pictures
Time: 5 minutes
Teaching Skill: Picture Talk/Vocabulary Building
Teacher’s Activity: The teacher shows picture cards of objects starting with /g/ (e.g., girl, goat, grapes, gun). For each picture, the teacher says the word clearly, emphasising the initial /g/ sound: “G-g-girl,” “G-g-goat.”
Pupils’ Activity: Pupils look at the pictures and listen to the teacher say the words. They point to the pictures as the teacher names them.
Learning Point: Pupils connect the /g/ sound to familiar objects and words.
Step 4: Guided Repetition of /g/ Words
Time: 4 minutes
Teaching Skill: Oral Practice/Repetition
Teacher’s Activity: The teacher holds up each picture card again and asks pupils to repeat the word after them, focusing on the /g/ sound. “Say ‘g-g-girl’!” The teacher provides positive reinforcement.
Pupils’ Activity: Pupils repeat the /g/ words after the teacher in unison and individually.
Learning Point: Pupils practise pronouncing /g/ words correctly.
Step 5: Singing the /g/ Sound Rhyme
Time: 4 minutes
Teaching Skill: Song Integration/Movement
Teacher’s Activity: The teacher leads pupils in singing the “Sound /g/ Rhyme” with actions. The teacher sings slowly first, then encourages pupils to join in, repeating the rhyme several times.
Pupils’ Activity: Pupils sing along with the teacher and perform the simple actions for the rhyme.
Learning Point: Pupils reinforce the /g/ sound and words through a fun, memorable song.
Step 6: Matching and Colouring Activity
Time: 5 minutes
Teaching Skill: Practical Application/Fine Motor Skills
Teacher’s Activity: The teacher distributes worksheets with pictures of /g/ words (e.g., a girl, a goat) and some non-/g/ words. The teacher asks pupils to point to the pictures that start with /g/ and then guides them to colour only those pictures using crayons.
Pupils’ Activity: Pupils identify the /g/ pictures, point to them, and then colour them neatly with crayons.
Learning Point: Pupils apply their recognition of /g/ words and develop fine motor skills.
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 picture that starts with /g/.” (Teacher shows a mix of /g/ and non-/g/ pictures).
- “What sound does ‘goat’ start with?”
- “Can you say a word that starts with /g/?”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., pointing to pictures, saying a word).
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Recap/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them of the /g/ sound. The teacher leads a short goodbye song.
Pupils’ Activity: Pupils respond to praise and sing the goodbye song.
Learning Point: Pupils leave the lesson feeling accomplished and happy.
Lesson Keywords
- Sound – What we hear.
- /g/ – The specific sound we learned today.
- Girl – A young female child.
- Goat – An animal with horns that says “Meeeh.”
Differentiation
- Support: For pupils who are struggling, the teacher will provide more one-on-one repetition of the /g/ sound and words. Use larger, clearer picture cards and guide their hands to point to the correct images. Focus on only two or three /g/ words for easier recall.
- Extension: For pupils who quickly grasp the concept, the teacher can ask them to identify other objects in the classroom or outside that start with the /g/ sound. They can also be encouraged to try and make the /g/ sound more independently.
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