Sounds /a/-/p/ and Tracing Letter b for Pre-School Level 1

Class: Pre-School Level 1
Term: Second Term
Week: 8
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Literacy
Previous Lesson: Recognition of simple sounds and pre-writing patterns.
Topic: SOUNDS /A/-/P/ AND TRACING LETTER B
Subject Matter: Speech: Sounds: /a/ – /p/ Sounding and recognition of sounds; Writing: Tracing Letter – b; Rhyme: If all the rain drops.

Specific Objectives

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

Cognitive Domain

• Identify and say the sounds /a/ and /b/ when shown pictures or objects.
• Recognise familiar objects that start with sounds /a/ and /b/.
• Identify the letter ‘b’ (uppercase and lowercase) on a chart.

Affective Domain

• Enjoy participating in sound-making activities and singing rhymes.
• Show interest in looking at pictures and tracing letters.

Psychomotor Domain

• Point to objects that begin with specific sounds.
• Attempt to trace the letter ‘b’ with their finger in the air and on paper.
• Colour objects beautifully.

Social Domain

• Participate in group activities like singing and repeating sounds.

Reference Materials

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

Instructional Materials

• Picture cards of objects starting with sounds /a/ (e.g., apple, ant) and /b/ (e.g., ball, bat, bird, book)
• Real objects: a ball, an apple (if available and safe)
• Chart showing uppercase ‘B’ and lowercase ‘b’
• Tracing sheets with large outlines of letter ‘b’
• Crayons
• MP4 Player (for rhyme/video)
• Rhyme book/lyrics for “If All the Raindrops”

Rationale for the Lesson

This lesson is crucial for 2-year-olds as it introduces foundational literacy skills. Learning to recognise and produce letter sounds helps build phonological awareness, a key predictor of reading success. Practising pre-writing skills like tracing letter ‘b’ develops fine motor control and hand-eye coordination necessary for future writing. These early experiences make learning engaging and prepare children for more complex literacy tasks.

Prerequisite/Previous Knowledge

Pupils can already recognise some familiar objects and sounds in their environment. They have also engaged in simple drawing and scribbling activities.

Lesson Content/Board Summary

SOUNDS /A/-/P/ AND TRACING LETTER B

Recognising Sounds /a/ and /b/

• Sound /a/: This sound is like when you open your mouth wide, “aaaaa”.
  • Examples: apple, ant, alligator.
• Sound /b/: This sound is made with your lips, “buh-buh-buh”.
  • Examples: ball, bat, bird, book.

Tracing Letter b

The letter ‘b’ has two forms:

• Big ‘B’ (Uppercase)
• Small ‘b’ (Lowercase)

We will trace the small ‘b’.

How to trace ‘b’:
1. Start from the top, draw a straight line down.
2. Go back up a little, then make a round tummy to the right.

Sound Rhyme: If All the Raindrops

Tune: (Traditional children’s song tune)

Lyrics:

If all the raindrops were lemon drops and gumdrops
Oh, what a rain that would be!
I’d stand outside with my mouth open wide
“Aaa-aaa-aaa-aaa-aaa-aaa”
If all the raindrops were lemon drops and gumdrops
Oh, what a rain that would be!

If all the raindrops were little balls and balloons
Oh, what a rain that would be!
I’d stand outside with my hands open wide
“Buh-buh-buh-buh-buh-buh”
If all the raindrops were little balls and balloons
Oh, what a rain that would be!

Actions:
– For “raindrops”: Wiggle fingers downwards.
– For “mouth open wide”: Open mouth wide.
– For “Aaa-aaa-aaa”: Make the /a/ sound.
– For “hands open wide”: Hold hands out.
– For “Buh-buh-buh”: Make the /b/ sound.

Watch and Learn: Letter B Sound and Formation

https://www.youtube.com/watch?v=0kH30_oJk7E

Key Words

• Sound – the noise we make with our mouth.
• Trace – to draw over lines.
• Letter – a symbol we write.

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/Recall

Teacher’s Activity: The teacher greets the pupils warmly. “Good morning, children! Let’s sing our ‘Good Morning’ song!” The teacher then asks, “Who can tell me some sounds we hear around us?” (e.g., dog bark, car horn).

Pupils’ Activity: Pupils respond to greetings and sing the ‘Good Morning’ song. They may make animal sounds or other familiar sounds.

Learning Point: Pupils are engaged and ready to learn, connecting to familiar sounds.

Step 2: Introducing Sound /a/ and /b/

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher shows a picture of an apple and says, “Look! This is an apple. Apple starts with the sound /a/.” The teacher models the /a/ sound (mouth wide open). “Can you say /a/?” Then the teacher shows a ball and says, “This is a ball. Ball starts with the sound /b/.” The teacher models the /b/ sound (lips together). “Can you say /b/?”

Pupils’ Activity: Pupils look at the pictures, listen to the teacher, and try to repeat the /a/ and /b/ sounds.

Learning Point: Pupils begin to recognise and say the sounds /a/ and /b/.

Step 3: Practising Sounds /a/ and /b/ with Objects/Pictures

Time: 5 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher shows various picture cards (e.g., ant, alligator, bat, bird, book) one by one. For each card, the teacher asks, “What is this? What sound does it start with?” The teacher guides pupils to identify if it starts with /a/ or /b/ and repeats the sound with them.

Pupils’ Activity: Pupils name the objects and try to say the beginning sound /a/ or /b/. They point to the correct picture when prompted.

Learning Point: Pupils reinforce their recognition of objects starting with /a/ and /b/ and practise making the sounds.

Step 4: Tracing Letter b

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher shows the chart with letter ‘b’ (uppercase and lowercase). “This is letter ‘b’. We are going to learn to trace the small ‘b’.” The teacher demonstrates air tracing ‘b’ multiple times, saying “down, then round.” Then, the teacher distributes tracing sheets with large ‘b’ outlines and crayons, guiding pupils to trace the letter ‘b’ with their fingers first, then with crayons.

Pupils’ Activity: Pupils observe the letter ‘b’, try to trace it in the air, and then trace the letter ‘b’ on their sheets with their fingers and crayons.

Learning Point: Pupils develop fine motor skills and learn the formation of letter ‘b’.

Step 5: Rhyme Time: “If All the Raindrops”

Time: 4 minutes

Teaching Skill: Singing/Movement

Teacher’s Activity: The teacher introduces the rhyme “If All the Raindrops.” The teacher sings the rhyme, performing the actions for /a/ and /b/ sounds. The teacher encourages pupils to sing along and do the actions.

Pupils’ Activity: Pupils listen, sing along with the teacher, and perform the actions for the /a/ and /b/ sounds in the rhyme.

Learning Point: Pupils reinforce the sounds /a/ and /b/ through a fun and engaging rhyme with actions.

Step 6: Exploring Other Sounds /c/-/p/ and Colouring

Time: 4 minutes

Teaching Skill: Exposure/Visual Recognition

Teacher’s Activity: The teacher quickly flashes picture cards for other sounds in the /a/-/p/ range (e.g., cat, dog, egg, fish, goat, hat, igloo, jug, kite, lion, mat, net, orange, pig). For each, the teacher says the object name and its beginning sound. “This is a cat, /c/ sound.” The teacher then gives pupils colouring sheets with various objects (e.g., apple, ball, cat, dog) and asks them to colour the objects they recognise.

Pupils’ Activity: Pupils look at the picture cards and listen to the sounds. They then colour the objects on their sheets.

Learning Point: Pupils are exposed to a wider range of initial sounds and practise 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 does ‘apple’ start with?” (Teacher shows apple picture).
2. “What sound does ‘ball’ start with?” (Teacher shows ball picture).
3. “Show me the letter ‘b’ on the chart.”
4. “Can you trace the letter ‘b’ in the air?”

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: Summarisation

Teacher’s Activity: The teacher praises the pupils for their participation. “You all did a great job today learning sounds /a/ and /b/ and tracing letter ‘b’! Keep practising!”

Pupils’ Activity: Pupils respond to the teacher’s praise.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.

Lesson Keywords

• Sound – the noise we make with our mouth.
• Letter – a symbol we write.
• Trace – to draw over lines.
• Apple – a fruit that starts with /a/.
• Ball – a toy that starts with /b/.

Differentiation

• Support: For pupils struggling with sounds, provide more one-on-one repetition and larger, clearer picture cards. Use hand-over-hand guidance for tracing letter ‘b’. Focus only on /a/ and /b/ sounds and tracing ‘b’.
• Extension: For pupils who quickly grasp the concepts, encourage them to identify other objects in the classroom that start with /a/ or /b/. Provide extra tracing sheets or ask them to draw a simple object that starts with ‘b’.