Note for teachers using this lesson plan
Before this lesson, prepare clear picture cards for objects starting with sounds /a/ through /k/, large pre-drawn curve patterns for tracing, and ensure your audio device is ready for sound pronunciation and the video. The central idea is for pupils to recognise and orally produce these initial sounds, begin tracing simple curves, and enjoy a related rhyme. Observe pupils pointing to pictures, repeating sounds, and making guided tracing movements as indicators of successful learning.
Class: Pre-School Level 1
Term: Second Term
Week: 4
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: [Previous lesson on basic sounds or pre-writing patterns]
Topic: SOUNDS /A/-/K/, CURVE TRACING AND RHYME
Subject Matter: Speech: Sounds: /a/ – /k/ Sounding and recognition of sounds.; Writing: Pattern Making: Tracing Curve; Rhyme: Weekly focus: Sounds /a/-/k/, Curve Tracing and Rhyme.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and repeat the sounds /a/ – /k/.
- Recognise objects that begin with sounds /a/ – /k/.
- Identify simple curve patterns.
Affective Domain
- Show interest in learning new sounds.
- Enjoy singing the classroom rhyme.
- Participate actively in tracing activities.
Psychomotor Domain
- Trace curve patterns in the air and on paper with guidance.
- Point to objects that match given sounds.
- Colour objects beautifully.
Social Domain
- Listen attentively to the teacher.
- Take turns during sound identification games.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Picture cards of objects starting with /a/ – /k/ (e.g., apple, ant, ball, bird, cat, car, dog, duck, egg, elephant, fish, fan, goat, girl, house, hen, ink, igloo, jug, jam, kite, key)
- Charts showing uppercase and lowercase letters A-K (for visual reference, not for memorisation of letter names)
- Large tracing sheets with curve patterns (e.g., C, U, S shapes)
- Crayons
- Writing books/plain paper
- MP4 Player or audio device for sound pronunciation
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it lays foundational literacy skills. Learning to recognise and produce initial sounds helps develop phonological awareness, a key predictor of reading success. Curve tracing builds essential fine motor skills and hand-eye coordination necessary for future writing, while rhymes enhance language acquisition and memory in an engaging way.
Prerequisite/Previous Knowledge
Pupils are familiar with identifying common objects, making simple sounds, and holding a crayon or pencil for scribbling.
Lesson Content/Board Summary
SOUNDS /A/-/K/, CURVE TRACING AND RHYME
Learning Sounds /a/ – /k/
We make different sounds with our mouths. Today we will learn to make some special sounds.
- /a/ sound: (like in apple, ant) – Open your mouth wide like you’re eating an apple.
- /b/ sound: (like in ball, bird) – Press your lips together and make a soft ‘buh’ sound.
- /c/ sound: (like in cat, car) – Make a soft ‘kuh’ sound from the back of your throat.
- /d/ sound: (like in dog, duck) – Touch your tongue to the roof of your mouth and make a ‘duh’ sound.
- /e/ sound: (like in egg, elephant) – Make a short ‘eh’ sound.
- /f/ sound: (like in fish, fan) – Blow air through your teeth, ‘fff’.
- /g/ sound: (like in goat, girl) – Make a ‘guh’ sound from the back of your throat.
- /h/ sound: (like in house, hen) – Breathe out like you’re hot, ‘hhh’.
- /i/ sound: (like in ink, igloo) – Make a short ‘ih’ sound.
- /j/ sound: (like in jug, jam) – Make a ‘juh’ sound.
- /k/ sound: (like in kite, key) – Make a sharp ‘kuh’ sound.
Curve Tracing
Curves are lines that are round and bendy, not straight!
- Open curves: Like the letter ‘C’ or a rainbow shape.
- Closed curves: Like a circle or the letter ‘O’.
We trace curves by moving our fingers or crayons along the bendy lines.
Sound and Action Rhyme
Tune: “Twinkle, Twinkle Little Star”
A, a, a, for apple red,
B, b, b, for bouncing ball.
C, c, c, for clever cat,
Sounds we learn, one and all.
D, d, d, for doggy bark,
E, e, e, for egg so small.
Actions:
- For /a/: Make a big circle with hands (like an apple).
- For /b/: Bounce hands up and down.
- For /c/: Make a ‘C’ shape with one hand.
- For ‘Sounds we learn’: Clap hands.
- For /d/: Wag a finger like a dog’s tail.
- For /e/: Make a small egg shape with fingers.
Watch and Listen to the Sounds
Key Words
- Sound – What we hear with our ears, like /a/ or /b/.
- Curve – A line that is round and bendy.
- Trace – To follow a line with your finger or crayon.
- Rhyme – A short song or poem with repeating sounds.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each sound one by one, clearly articulating it. For each sound, show the corresponding picture card and say the object’s name, emphasising the initial sound. Have pupils repeat the sound and the word several times. For curve tracing, first draw large curves on the board, then guide pupils to trace in the air, on their palms, and finally on paper. Keep instructions very simple and use lots of repetition.
What to show or demonstrate: Display picture cards for each sound /a/-/k/. Show charts with simple curve patterns. Demonstrate air tracing and finger tracing of curves before pupils use crayons. Model the actions for the rhyme.
How to use the rhyme/song: Sing the rhyme several times with the pupils, encouraging them to join in with the sounds and actions. Pause after each sound-line to show the corresponding picture card again if needed. Keep it lively and fun.
How to use the video: Introduce the video as a fun way to hear and see the sounds. Play the video segment that covers sounds /a/ through /k/. Encourage pupils to listen carefully and try to repeat the sounds and actions they see in the video. After watching, ask them to identify one or two sounds they heard.
What to watch for: Observe if pupils are attempting to make the sounds correctly, even if imperfectly. Check their ability to follow the curve patterns with their fingers or crayons. Ensure they are engaged and participating in the rhyme and sound activities.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: Greets pupils warmly. Sings a short “Good Morning” song. Asks pupils if they remember making any sounds or drawing any lines from previous lessons.
Pupils’ Activity: Respond to greetings, sing along, and share simple responses about sounds or lines.
Learning Point: Pupils are engaged and ready for the lesson.
Step 2: Presentation of Sounds /a/, /b/, /c/
Time: 5 minutes
Teaching Skill: Sound Recognition/Oral Practice
Teacher’s Activity: Introduces the sound /a/ using a picture of an apple, then /b/ with a ball, and /c/ with a cat. Clearly pronounces each sound and the word, asking pupils to repeat. Shows the uppercase and lowercase letters briefly for visual reference.
Pupils’ Activity: Look at the pictures, listen to the sounds, and repeat /a/, /b/, /c/ and the example words after the teacher.
Learning Point: Pupils begin to recognise and repeat sounds /a/, /b/, /c/.
Step 3: Presentation of Sounds /d/, /e/, /f/, /g/
Time: 5 minutes
Teaching Skill: Sound Recognition/Oral Practice
Teacher’s Activity: Continues by introducing sounds /d/ (dog), /e/ (egg), /f/ (fish), and /g/ (goat) using corresponding picture cards. Emphasises clear pronunciation and encourages repetition.
Pupils’ Activity: Observe the new pictures, listen to the sounds, and repeat /d/, /e/, /f/, /g/ and the example words.
Learning Point: Pupils recognise and repeat sounds /d/, /e/, /f/, /g/.
Step 4: Presentation of Sounds /h/, /i/, /j/, /k/
Time: 5 minutes
Teaching Skill: Sound Recognition/Oral Practice
Teacher’s Activity: Introduces the final set of sounds: /h/ (house), /i/ (ink), /j/ (jug), and /k/ (kite) with their picture cards. Guides pupils to make the sounds and repeat the words.
Pupils’ Activity: Look at the pictures, listen to the sounds, and repeat /h/, /i/, /j/, /k/ and the example words.
Learning Point: Pupils recognise and repeat sounds /h/, /i/, /j/, /k/.
Step 5: Practical Activity: Curve Tracing
Time: 4 minutes
Teaching Skill: Fine Motor Skills/Pre-Writing
Teacher’s Activity: Shows large curve patterns. Demonstrates tracing curves in the air, then on a large tracing sheet. Distributes tracing sheets and crayons, guiding pupils to trace the curves.
Pupils’ Activity: Trace curves in the air, then use crayons to trace the curve patterns on their sheets with teacher’s help.
Learning Point: Pupils practise fine motor skills and hand-eye coordination by tracing curves.
Step 6: Rhyme and Sound Game
Time: 4 minutes
Teaching Skill: Language Development/Reinforcement
Teacher’s Activity: Leads pupils in singing the “Sound and Action Rhyme” from the Board Summary with actions. Plays a quick game: teacher says a sound, and pupils point to a picture starting with that sound.
Pupils’ Activity: Sing the rhyme with actions. Participate in the sound game by pointing to the correct picture.
Learning Point: Pupils reinforce sound recognition and enjoy the rhyme.
Step 7: Evaluation/Review
Time: 3 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 the /a/ sound.”
- “What sound does ‘ball’ start with?”
- “Show me how you trace a curve in the air.”
- “Can you make the /k/ sound?”
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/Closure
Teacher’s Activity: Praises pupils for their participation and effort. Briefly recaps that they learned new sounds and how to trace curves. Encourages them to keep practising at home.
Pupils’ Activity: Listen to the teacher and respond with claps or cheers.
Learning Point: Pupils feel accomplished and motivated to continue learning.
Lesson Keywords
- Sound – What we hear with our ears.
- Curve – A line that is round and bendy.
- Trace – To follow a line with your finger or crayon.
- Rhyme – A short song or poem.
Differentiation
- Support: For pupils struggling with sound recognition, use larger picture cards, provide hand-over-hand guidance for tracing, and offer more one-on-one repetition of sounds. Focus on just 2-3 sounds initially.
- Extension: For pupils who quickly grasp the concepts, encourage them to identify other familiar objects in the classroom that start with the learned sounds. Ask them to try drawing a simple curve independently after tracing.
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