Note for teachers using this lesson plan
Before this lesson, prepare clear picture cards or real objects for words starting with /a/ and /b/ (e.g., apple, ant, ball, banana). Have crayons and large paper ready for guided tracing and colouring. The central idea is for pupils to recognise the sounds /a/ and /b/, associate them with familiar objects, and practise forming the letters A, a, B, b through air and finger tracing. Successful learning will be observed when pupils can point to objects, say the initial sounds, and imitate tracing movements.
Class: Pre-School Level 1
Term: Third Term
Week: 2
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Literacy
Previous Lesson: Introduction to sounds and pre-writing patterns.
Topic: SOUNDS /A/-/T/ AND WRITING LETTERS A-B
Subject Matter: Speech: Sounds: /a/ – /t/ Sounding and recognition of sounds.; Writing: Tracing and Writing Letters a – b; Rhyme: I wash my hands. Weekly focus: Sounds /a/-/t/ and Writing Letters a-b.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify objects that start with the /a/ sound.
- Identify objects that start with the /b/ sound.
- Recognise the uppercase letter A and lowercase letter a.
- Recognise the uppercase letter B and lowercase letter b.
Affective Domain
- Show interest in learning new sounds and letters.
- Enjoy participating in sound and letter activities.
Psychomotor Domain
- Imitate the teacher to trace letters A, a, B, b in the air.
- Point to objects that begin with sounds /a/ and /b/.
- Colour pictures of objects starting with /a/ and /b/.
Social Domain
- Participate in group singing and sound games.
- Take turns when identifying objects.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Relevant Early Childhood Care and Education resources.
Instructional Materials
- Charts showing letters A, a, B, b and pictures of objects starting with /a/ and /b/ (e.g., apple, ant, ball, banana).
- Real objects: an apple, a ball, a toy ant, a toy banana.
- MP4 Player (for sound/letter songs).
- Crayons.
- Large writing paper or sand tray for tracing.
- Rhyme book (for “I Wash My Hands” if used).
- Sound games (e.g., matching picture to sound).
Rationale for the Lesson
This lesson is important for 2-year-olds as it introduces them to the foundational sounds and letters that form the basis of reading and writing. By connecting sounds to familiar objects and practising letter formation, pupils begin to develop early literacy skills, phonological awareness, and fine motor control essential for future academic success.Prerequisite/Previous Knowledge
Pupils can already recognise some familiar objects, make simple sounds, and follow basic instructions. They may have also engaged in some pre-writing scribbling activities.Lesson Content/Board Summary
SOUNDS /A/-/T/ AND WRITING LETTERS A-B
Sounds /a/ and /b/
- Sound /a/ (as in “apple”):
- Apple
- Ant
- Alligator
- Sound /b/ (as in “ball”):
- Ball
- Banana
- Bird
Writing Letters A-B
- Letter A
- Uppercase: A
- Lowercase: a
- Letter B
- Uppercase: B
- Lowercase: b
Sound Rhyme: “A and B Friends”
Tune: Twinkle, Twinkle Little Star
Lyrics:
A, a, apple, yummy treat,
A, a, ant, with tiny feet.
B, b, ball, we bounce and play,
B, b, banana, every day.
Sounds of letters, big and small,
We can learn them, one and all!
Actions:
- “Apple, yummy treat”: Pretend to eat an apple.
- “Ant, with tiny feet”: Wiggle fingers like tiny feet.
- “Ball, we bounce and play”: Pretend to bounce a ball.
- “Banana, every day”: Pretend to peel and eat a banana.
- “Sounds of letters”: Point to ears.
- “We can learn them”: Clap hands.
Watch and Practise Sounds and Letters
Key Words
- Apple – a round fruit, often red or green.
- Ball – a round object used for playing.
- A – the first letter of the alphabet.
- B – the second letter of the alphabet.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce sounds /a/ and /b/ by showing real objects and picture cards. Exaggerate the initial sound of each word. Have pupils repeat the sound and the word several times. For letters A, a, B, b, show the chart, say the letter name, and demonstrate air tracing. Guide pupils to trace with their fingers on the chart or in a sand tray.
What to show or demonstrate: Display charts with large letters A, a, B, b. Show real apples, ants (toy), balls, and bananas. Demonstrate the sound pronunciation clearly and slowly. Model air tracing for each letter, guiding pupils to follow the correct formation (e.g., “slant down, slant down, across” for A).
How to use the rhyme/song: Sing “A and B Friends” with the pupils, demonstrating the actions. Repeat the rhyme 2-3 times to help pupils memorise the words and actions, reinforcing the sounds /a/ and /b/ and their associated words.
How to use the video: Play the first video (“Letter A Song”) and encourage pupils to sing along and repeat the /a/ sound and words. Then play the second video (“Letter B Song”) and do the same for the /b/ sound. Pause the videos to allow pupils to practise saying the sounds and words, and to imitate the letter tracing shown.
What to watch for: Observe if pupils are attempting to make the sounds, pointing to the correct objects, and trying to imitate the tracing movements. Correct pronunciation gently and provide ample praise for effort.
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/Motivation
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar “Good Morning” song. The teacher then tells them they will learn about some new sounds and letters today, making it exciting.
Pupils’ Activity: Pupils respond to greetings, sing along, and listen attentively.
Learning Point: Pupils are settled and motivated for the lesson.
Step 2: Introduction of Sound /a/
Time: 5 minutes
Teaching Skill: Demonstration/Repetition
Teacher’s Activity: The teacher holds up an apple and a picture of an ant. The teacher says “apple” and “ant,” emphasizing the /a/ sound. The teacher models the /a/ sound (short ‘a’ as in ‘cat’) and asks pupils to repeat the sound and the words.
Pupils’ Activity: Pupils look at the objects, listen to the teacher, and repeat the /a/ sound and words like “apple,” “ant.”
Learning Point: Pupils identify the /a/ sound and associate it with familiar objects.
Step 3: Introduction of Sound /b/
Time: 5 minutes
Teaching Skill: Demonstration/Repetition
Teacher’s Activity: The teacher holds up a ball and a picture of a banana. The teacher says “ball” and “banana,” emphasizing the /b/ sound. The teacher models the /b/ sound and asks pupils to repeat the sound and the words.
Pupils’ Activity: Pupils look at the objects, listen to the teacher, and repeat the /b/ sound and words like “ball,” “banana.”
Learning Point: Pupils identify the /b/ sound and associate it with familiar objects.
Step 4: Writing Letter A (Uppercase and Lowercase)
Time: 5 minutes
Teaching Skill: Modelling/Guided Practice
Teacher’s Activity: The teacher shows the chart with uppercase A and lowercase a. The teacher demonstrates how to trace A and a in the air, using simple directions (e.g., “slant down, slant down, across” for A). The teacher guides pupils to imitate the air tracing with their fingers.
Pupils’ Activity: Pupils observe the letters, watch the teacher’s demonstration, and imitate tracing A and a in the air.
Learning Point: Pupils recognise letters A, a and practise their formation through air tracing.
Step 5: Writing Letter B (Uppercase and Lowercase)
Time: 4 minutes
Teaching Skill: Modelling/Guided Practice
Teacher’s Activity: The teacher shows the chart with uppercase B and lowercase b. The teacher demonstrates how to trace B and b in the air, guiding pupils with simple directions (e.g., “down, round, round” for B). The teacher guides pupils to imitate the air tracing.
Pupils’ Activity: Pupils observe the letters, watch the teacher’s demonstration, and imitate tracing B and b in the air.
Learning Point: Pupils recognise letters B, b and practise their formation through air tracing.
Step 6: Rhyme and Sound Game
Time: 4 minutes
Teaching Skill: Reinforcement/Interactive Activity
Teacher’s Activity: The teacher leads pupils in singing the “A and B Friends” rhyme with actions. The teacher then plays a simple sound game, holding up various objects (some starting with /a/ or /b/, some not) and asking, “Does this start with /a/?” or “Does this start with /b/?”
Pupils’ Activity: Pupils sing the rhyme with actions and participate in the sound game by saying “yes” or “no” or pointing to the correct objects.
Learning Point: Pupils reinforce their recognition of /a/ and /b/ sounds and enjoy a fun learning activity.
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.
- “What sound do you hear at the beginning of ‘apple’?” (Teacher points to an apple).
- “What sound do you hear at the beginning of ‘ball’?” (Teacher points to a ball).
- “Can you trace letter A in the air?”
- “Can you trace letter B in the air?”
- “Point to the picture that starts with /a/.” (Teacher shows a card with an ant and a cat).
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: Consolidation/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher reminds them that they learned about the sounds /a/ and /b/ and how to trace letters A and B. The teacher then gives them a colouring sheet with pictures of apples and balls to colour beautifully.
Pupils’ Activity: Pupils listen, receive praise, and prepare for the colouring activity.
Learning Point: Pupils feel successful and have a practical activity to reinforce learning.
Lesson Keywords
- Sound – what we hear.
- Letter – a symbol we write.
- Apple – a fruit that starts with /a/.
- Ball – a toy that starts with /b/.
- Trace – to follow the outline of something with a finger or crayon.
Differentiation
- Support: For pupils who are struggling, provide more one-on-one guidance during sound repetition and air tracing. Use hand-over-hand assistance for tracing if needed. Use larger, more tactile objects. Focus only on one sound or letter at a time until recognition is firm.
- Extension: For pupils who grasp the concepts quickly, ask them to identify other objects in the classroom that start with /a/ or /b/. Encourage them to attempt tracing the letters on paper with a crayon, or to draw simple shapes that resemble the letters.
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