Note for teachers using this lesson plan
Before the lesson, prepare large picture cards of objects starting with sounds /a/ through /g/ (e.g., ant, ball, cat, dog, egg, fish, goat). Also, prepare large sheets of paper with pre-drawn curve patterns for tracing, and ensure crayons are available. The central idea is for pupils to begin associating specific sounds with familiar objects and to practise basic pre-writing curve movements. Successful learning will be observed when pupils can point to objects, repeat the sounds, and attempt to trace the curve patterns.
Class: Pre-School Level 1
Term: Second Term
Week: 2
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Literacy
Previous Lesson: Not separately stated in the scheme
Topic: Sound Recognition /a/-/g/, Curve Tracing and Rhyme
Subject Matter: Speech: Sounds: /a/ – /g/ Sounding and recognition of sounds; Writing: Pattern Making: Tracing Curve; Rhyme: Hands are for clapping.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise and say the sounds /a/, /b/, /c/, /d/, /e/, /f/, /g/.
- Identify familiar objects that begin with sounds /a/ through /g/.
- Listen attentively to sounds and words.
Affective Domain
- Participate actively in sound repetition and rhyme activities.
- Show interest in identifying sounds and tracing patterns.
Psychomotor Domain
- Trace simple curve patterns with their fingers or crayons.
- Perform actions for the “Hands are for clapping” rhyme.
Social Domain
- Take turns when identifying objects or sounds.
- Engage in group activities with peers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Relevant Early Childhood Care and Education resources
- Early years literacy workbooks
Instructional Materials
- Large picture cards of objects (e.g., ant, ball, cat, dog, egg, fish, goat)
- MP4 Player (for video/audio)
- Crayons
- Large sheets of paper with pre-drawn curve patterns
- Rhyme book/chart
- Real objects for demonstration (e.g., a ball, a toy cat)
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it introduces foundational literacy skills. Recognising sounds helps build phonological awareness, a key step towards reading. Tracing curves develops fine motor skills and hand-eye coordination, essential for future writing. Engaging with rhymes fosters language development, rhythm, and memory in a fun, interactive way, linking sounds and movement to learning.
Prerequisite/Previous Knowledge
Pupils can listen to the teacher, look at pictures, and make simple sounds. They have some experience with holding crayons and making marks on paper.
Lesson Content/Board Summary
Sound Recognition /a/-/g/, Curve Tracing and Rhyme
Speech: Sounds /a/ – /g/
- /a/ as in ant (Picture of an ant)
- /b/ as in ball (Picture of a ball)
- /c/ as in cat (Picture of a cat)
- /d/ as in dog (Picture of a dog)
- /e/ as in egg (Picture of an egg)
- /f/ as in fish (Picture of a fish)
- /g/ as in goat (Picture of a goat)
We say the sound, then we say the word!
Watch and Listen to Sounds
Writing: Pattern Making – Tracing Curve
A curve is a rounded line, like a rainbow or a smile.
We can trace curves in the air, with our fingers, and with crayons on paper.
Example curves:
( )
) (
~~~
Watch and Trace Curves
Rhyme: Hands are for clapping
Tune: Twinkle, Twinkle Little Star
Lyrics:
Hands are for clapping, clap, clap, clap,
Hands are for waving, bye, bye, bye.
Hands are for touching, soft and light,
Hands are for tracing, left and right.
Actions: Clap hands, wave hands, gently touch cheeks, move finger left and right in the air.
Key Words
- Sound – what we hear.
- Ant – a small insect.
- Ball – a round toy we play with.
- Cat – a pet animal that says “meow.”
- Dog – a pet animal that says “woof.”
- Egg – what a hen lays.
- Fish – an animal that lives in water.
- Goat – a farm animal.
- Curve – a rounded line.
- Tracing – following a line with a finger or crayon.
- Clap – hitting hands together to make a sound.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each sound /a/ through /g/ one by one. Show the picture card or real object, say the sound clearly and slowly, then say the word. Have pupils repeat the sound and the word several times. For curve tracing, first demonstrate air tracing and finger tracing on the board, then guide pupils to trace on their pre-drawn sheets.
What to show or demonstrate: Display large, clear picture cards for each sound. Use real objects like a toy ball or cat if available. Clearly demonstrate the direction and movement for tracing curves with your finger in the air and on a large paper. Model the actions for the rhyme.
How to use the rhyme/song: Sing the “Hands are for clapping” rhyme slowly and clearly, demonstrating each action. Encourage pupils to join in with the actions and repeat the words. Repeat the rhyme 2-3 times to help with memorisation and engagement.
How to use the video: Introduce the “Learn Phonics – Letter Sounds A-G” video by telling pupils they will watch and listen to sounds. Pause the video after each sound (A-G) for pupils to repeat. After watching the “Tracing Curved Lines” video, encourage pupils to try tracing the curves on their own papers, mimicking the movements shown.
What to watch for: Observe if pupils are attempting to make the sounds, even if not perfectly. Check for engagement during the rhyme and tracing activities. Provide gentle hand-over-hand guidance for tracing if needed, and praise all efforts.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Manipulation of Objects
- Video Assisted Learning
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Warm-up
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a simple “Good Morning” song. The teacher then tells them they will learn about new sounds and how to draw curvy lines, and sing a fun song about their hands.
Pupils’ Activity: Pupils respond to greetings, sing along, and listen attentively to the teacher.
Learning Point: Pupils are engaged and ready for the lesson.
Step 2: Introduction of Sounds /a/ and /b/
Time: 5 minutes
Teaching Skill: Sound Recognition/Oral Repetition
Teacher’s Activity: The teacher shows a picture of an ant and says, “/a/ as in ant.” The teacher repeats the sound and word, then asks pupils to repeat. The teacher does the same for /b/ as in ball, showing a picture or a real ball.
Pupils’ Activity: Pupils listen, look at the pictures, and repeat the sounds /a/ and /b/, and the words “ant” and “ball.”
Learning Point: Pupils begin to recognise and say sounds /a/ and /b/ and associate them with objects.
Step 3: Introduction of Sounds /c/ and /d/
Time: 4 minutes
Teaching Skill: Sound Recognition/Oral Repetition
Teacher’s Activity: The teacher shows a picture of a cat and says, “/c/ as in cat.” The teacher repeats and asks pupils to repeat. The teacher does the same for /d/ as in dog, showing a picture or a toy dog.
Pupils’ Activity: Pupils listen, look at the pictures, and repeat the sounds /c/ and /d/, and the words “cat” and “dog.”
Learning Point: Pupils begin to recognise and say sounds /c/ and /d/ and associate them with objects.
Step 4: Introduction of Sounds /e/, /f/, and /g/
Time: 5 minutes
Teaching Skill: Sound Recognition/Oral Repetition
Teacher’s Activity: The teacher introduces sounds /e/ (egg), /f/ (fish), and /g/ (goat) using picture cards. For each sound, the teacher says the sound and the word, then asks pupils to repeat. The teacher may play the “Learn Phonics – Letter Sounds A-G” video for reinforcement.
Pupils’ Activity: Pupils listen, watch the video, and repeat the sounds /e/, /f/, /g/ and the words “egg,” “fish,” “goat.”
Learning Point: Pupils recognise and say sounds /e/, /f/, /g/ and associate them with objects.
Step 5: Curve Tracing Activity
Time: 5 minutes
Teaching Skill: Fine Motor Development/Demonstration
Teacher’s Activity: The teacher demonstrates how to trace a curve in the air with a finger, then on the board. The teacher then distributes pre-drawn curve pattern sheets and crayons, guiding pupils to trace the curves. The teacher may play the “Tracing Curved Lines” video for visual guidance.
Pupils’ Activity: Pupils watch the demonstration, trace curves in the air, then use crayons to trace the curve patterns on their papers, following the video guidance.
Learning Point: Pupils develop fine motor skills and practise tracing curve patterns.
Step 6: Rhyme and Sound Matching Game
Time: 3 minutes
Teaching Skill: Rhyme/Game/Reinforcement
Teacher’s Activity: The teacher leads pupils in singing the “Hands are for clapping” rhyme with actions. The teacher then holds up a picture card (e.g., “ant”) and asks, “What sound does this start with?” or “Can you say the sound?”
Pupils’ Activity: Pupils sing the rhyme with actions. Pupils try to say the beginning sound for the object shown by the teacher.
Learning Point: Pupils enjoy the rhyme and reinforce sound recognition through a game.
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.
- “Can you say the sound /a/?”
- “What sound does ‘ball’ start with?” (Show picture of a ball)
- “Point to the picture that starts with /f/.” (Show pictures of fish and cat)
- “Show me how you trace a curve with your finger.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summary/Praise
Teacher’s Activity: The teacher praises the pupils for their participation and effort in learning new sounds and tracing curves. The teacher reminds them to keep practising. The teacher leads a farewell song.
Pupils’ Activity: Pupils respond to praise and sing the farewell song.
Learning Point: Pupils feel encouraged and motivated to continue learning.
Lesson Keywords
- Sound – what we hear with our ears.
- Curve – a line that is round, not straight.
- Trace – to follow a line with your finger or crayon.
- Clap – to hit your hands together.
Differentiation
- Support: For pupils struggling with sound recognition, use larger, more distinct picture cards and repeat sounds more frequently. Provide hand-over-hand guidance for tracing curves. Focus on only 2-3 sounds if the full range is too overwhelming.
- Extension: For pupils who quickly grasp the sounds, ask them to identify other familiar objects in the classroom that start with /a/-/g/. Encourage them to draw their own simple curves after tracing the pre-drawn ones.
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