Sound Matching, Letters g-h and Random Rhymes for Pre-School Level 1

Class: Pre-School Level 1
Term: Third Term
Week: 9
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Recognition of earlier letters (e.g., Ee, Ff) and matching simple sounds to objects.
Topic: Sound Matching, Letters g-h and Random Rhymes
Subject Matter: Speech: Sounds: /a/ – /z/ Sounding and recognition of sounds.; Writing: Tracing and Writing Letters g – h; Rhyme: Random rhymes.

Specific Objectives

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

Cognitive Domain

• Identify objects based on their initial sounds.
• Recognise uppercase ‘G’ and lowercase ‘g’.
• Recognise uppercase ‘H’ and lowercase ‘h’.
• Associate the sound /g/ with letter ‘Gg’ and the sound /h/ with letter ‘Hh’.

Affective Domain

• Show interest in listening to different sounds.
• Enjoy singing rhymes and making letter sounds.
• Participate actively in tracing activities.

Psychomotor Domain

• Point to pictures that match a given sound.
• Trace the shapes of ‘Gg’ and ‘Hh’ in the air or on a surface.
• Attempt to trace ‘Gg’ and ‘Hh’ in their writing books with guidance.

Social Domain

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

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

• Picture cards of familiar objects (e.g., goat, grape, girl, gorilla, house, hat, hen, horse, cat, dog, car)
• Large flashcards for uppercase ‘G’, lowercase ‘g’, uppercase ‘H’, lowercase ‘h’
• Real objects: a toy goat, a toy hen, a hat, grapes (if available and safe)
• Charts displaying letters ‘Gg’ and ‘Hh’ with associated pictures
• MP4 Player or speaker for songs
• Crayons
• Writing books or sand trays for tracing
• Rhyme book (for teacher’s reference)
• Sound games (simple picture-matching games)

Rationale for the Lesson

This lesson is crucial for 2-year-olds as it lays foundational literacy skills by connecting sounds to objects and introducing early letter recognition. Developing sound awareness helps pupils distinguish words, while recognising letters ‘G’ and ‘H’ builds their alphabet knowledge. Engaging with rhymes also enhances listening skills, vocabulary, and phonetic awareness in a fun and interactive way, preparing them for more complex reading and writing in the future.

Prerequisite/Previous Knowledge

Pupils can identify some familiar objects, make simple sounds, and have been exposed to earlier letters of the alphabet and their sounds.

Lesson Content/Board Summary

Sound Matching, Letters g-h and Random Rhymes

Sound Matching

We listen to sounds and find things that make those sounds or start with those sounds. For example:

• Sound: /g/ (as in ‘goat’) – Match to picture of a goat.
• Sound: /h/ (as in ‘hat’) – Match to picture of a hat.
• Other sounds: /m/ (as in ‘mummy’), /b/ (as in ‘ball’), animal sounds (e.g., ‘moo’ for cow, ‘woof’ for dog).

Letters Gg and Hh

Letter Gg

• Uppercase: G
• Lowercase: g
• Sound: /g/ (like in goat, grapes, girl)

Letter Hh

• Uppercase: H
• Lowercase: h
• Sound: /h/ (like in hat, house, hen)

Letter Sounds Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

G says /g/, G says /g/,
Goat and grapes, G says /g/.
H says /h/, H says /h/,
Hat and house, H says /h/.
Sounds we hear, all around,
Letters make a happy sound!

Actions: Point to mouth for ‘says’, make /g/ sound with throat, point to pictures of goat/grapes. Make /h/ sound with breath, point to pictures of hat/house. Cup ears for ‘hear’, clap hands for ‘happy sound’.

Key Words

• Sound – What we hear with our ears.
• Match – To find two things that are the same or go together.
• Letter – A sign we write that makes a sound.
• Trace – To draw over a line or shape.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils, leads a short familiar warm-up song, and reminds them about listening to sounds and seeing letters.

Pupils’ Activity: Pupils greet the teacher, sing along to the warm-up song, and listen attentively.

Learning Point: Pupils are settled and ready for the lesson, recalling previous learning about sounds and letters.

Step 2: Sound Matching Activity

Time: 5 minutes

Teaching Skill: Auditory Discrimination/Association

Teacher’s Activity: The teacher displays various picture cards (e.g., cat, dog, goat, car, hen, girl). The teacher makes a sound (e.g., “Moo!” or “Woof!”) or says an initial sound (e.g., “/g/ as in…”). The teacher asks pupils to point to the picture that matches the sound.

Pupils’ Activity: Pupils listen to the sounds and point to the corresponding picture cards.

Learning Point: Pupils practise matching sounds to familiar objects and initial sounds.

Step 3: Introducing Letter ‘Gg’ and its Sound

Time: 5 minutes

Teaching Skill: Letter Recognition/Phonics

Teacher’s Activity: The teacher introduces uppercase ‘G’ and lowercase ‘g’ flashcards. The teacher says “This is letter Gg. Gg says /g/.” The teacher shows pictures of objects starting with /g/ (goat, grapes, girl) and plays the “Letter G Song” video. The teacher guides pupils to air-trace ‘Gg’.

Pupils’ Activity: Pupils look at the letter ‘Gg’, repeat the sound /g/, point to pictures, watch the video, and air-trace ‘Gg’ with their fingers.

Learning Point: Pupils recognise ‘Gg’ and associate it with the /g/ sound and example words.

Step 4: Introducing Letter ‘Hh’ and its Sound

Time: 5 minutes

Teaching Skill: Letter Recognition/Phonics

Teacher’s Activity: The teacher introduces uppercase ‘H’ and lowercase ‘h’ flashcards. The teacher says “This is letter Hh. Hh says /h/.” The teacher shows pictures of objects starting with /h/ (hat, house, hen) and plays the “Letter H Song” video. The teacher guides pupils to air-trace ‘Hh’.

Pupils’ Activity: Pupils look at the letter ‘Hh’, repeat the sound /h/, point to pictures, watch the video, and air-trace ‘Hh’ with their fingers.

Learning Point: Pupils recognise ‘Hh’ and associate it with the /h/ sound and example words.

Step 5: Rhyme Time and Tracing Practice

Time: 4 minutes

Teaching Skill: Rhyme/Fine Motor Skills

Teacher’s Activity: The teacher leads the pupils in singing the “Letter Sounds Rhyme” with actions, focusing on G and H. The teacher then guides pupils to trace large ‘Gg’ and ‘Hh’ in their writing books or sand trays using crayons or their fingers.

Pupils’ Activity: Pupils sing the rhyme with actions and practise tracing ‘Gg’ and ‘Hh’ with guidance.

Learning Point: Pupils reinforce letter sounds through rhyme and develop fine motor skills for tracing.

Step 6: Sound and Letter Game

Time: 4 minutes

Teaching Skill: Application/Reinforcement

Teacher’s Activity: The teacher plays a simple “I Spy” game or a matching game using picture cards for G and H. “I spy with my little eye something that starts with /g/!” or “Find the letter G.”

Pupils’ Activity: Pupils participate in the game by identifying objects or letters based on sounds or visual cues.

Learning Point: Pupils apply their knowledge of sounds and letters Gg and Hh in a fun, interactive way.

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. “Can you point to the picture of the goat?” (to assess /g/ sound association)
2. “What sound does ‘H’ make?” (to assess /h/ sound recall)
3. “Show me the letter G.” (to assess letter recognition)
4. “Try to trace the letter H in the air.” (to assess motor skill)

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: Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher reminds them to keep practising their sounds and letters at home. The teacher leads a closing song.

Pupils’ Activity: Pupils respond to praise, listen to the reminder, and sing the closing song.

Learning Point: Pupils feel encouraged and understand the importance of continued practice.

Lesson Keywords

• Sound – What we hear.
• Match – To find things that are the same.
• G – A letter that says /g/.
• H – A letter that says /h/.
• Rhyme – A short song with words that sound alike.

Differentiation

• Support: For pupils struggling with sound matching, use fewer choices of pictures and repeat sounds more slowly. Provide hand-over-hand guidance for tracing letters. Use larger, more tactile letters for recognition.
• Extension: For pupils who quickly grasp the concepts, encourage them to identify other familiar objects that start with /g/ or /h/. Ask them to make the sounds and point to the letters independently.