Two-Letter Words he, me, we and be for Pre-School Level 1

Class: Pre-School Level 1

Term: Third Term

Week: 10

Age: 2 years

Duration: 30 minutes

Subject: Handwriting

Curriculum Theme: Handwriting

Previous Lesson: Previous lessons on pre-writing patterns and simple letter strokes.

Topic: TWO-LETTER WORDS

Subject Matter: TWO-LETTER WORDS; Tracing and reading the following words: he, me, we, be. Weekly focus: Two-Letter Words: he, me, we and be.

Specific Objectives

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

Cognitive Domain

• Identify the two-letter words “he, me, we, be” when shown.
• Say the words “he, me, we, be” after the teacher.

Affective Domain

• Show interest in learning new words.
• Listen attentively to the teacher’s instructions.

Psychomotor Domain

• Hold a pencil with a proper grip.
• Trace the words “he, me, we, be” with guidance.
• Point to the correct word when named by the teacher.

Social Domain

• Participate in group activities like repeating words and singing.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1
• Early Childhood Care and Education resources

Instructional Materials

• Large flashcards with the words “he, me, we, be”
• Chart showing the words clearly
• Writing books/tracing sheets with large outlines of “he, me, we, be”
• Pencils
• Erasers
• Sand tray or finger paint for sensory tracing (optional)

Rationale for the Lesson

This lesson introduces two-letter words, which are fundamental building blocks for early literacy. For two-year-olds, recognising and tracing these simple words helps to develop pre-reading skills, fine motor control, and hand-eye coordination. It also builds confidence in their ability to interact with written language.

Prerequisite/Previous Knowledge

Pupils can recognise some letters of the alphabet, hold a crayon or pencil, and make simple scribbles or lines. They can also follow simple instructions and repeat short words.

Lesson Content/Board Summary

TWO-LETTER WORDS

Two-letter words are very short words made with only two letters. They are important for learning to read and write.

Let’s learn these words:

• he (h-e) – We use ‘he’ when we talk about a boy or a man.
• me (m-e) – We use ‘me’ when we talk about ourselves.
• we (w-e) – We use ‘we’ when we talk about ourselves and others together.
• be (b-e) – We use ‘be’ when we say how something is, like ‘be happy’.

We will look at each word, say it, and then practise tracing it.

Key Words

• he – a word for a boy or man.
• me – a word for yourself.
• we – a word for you and others.
• be – a word that shows how something is.

Two-Letter Word Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

H-E, he, he, he, he,
Point to a boy for all to see.
M-E, me, me, me, me,
Point to yourself, that’s me!
W-E, we, we, we, we,
You and I, that makes we!
B-E, be, be, be, be,
Be happy, just like me!

Actions: Point to a boy/girl, point to self, point to self and friend, smile and clap.

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: The teacher greets the pupils warmly and asks them to show how they hold their crayons or pencils. The teacher reminds them about making lines and curves.

Pupils’ Activity: Pupils respond to greetings, demonstrate holding their pencils, and recall making lines.

Learning Point: Pupils are engaged and reminded of pre-writing skills.

Step 2: Introducing “he” and “me”

Time: 5 minutes

Teaching Skill: Recognition/Oral Repetition

Teacher’s Activity: The teacher shows the flashcard for “he”, says the word clearly, and points to a boy. The teacher then shows “me”, says it, and points to herself. Pupils repeat the words after the teacher.

Pupils’ Activity: Pupils look at the flashcards, repeat “he” and “me”, and point to a boy/themselves as demonstrated.

Learning Point: Pupils begin to recognise and say “he” and “me”.

Step 3: Introducing “we” and “be”

Time: 5 minutes

Teaching Skill: Recognition/Oral Repetition

Teacher’s Activity: The teacher shows the flashcard for “we”, says the word, and points to herself and the pupils. The teacher then shows “be”, says it, and makes a happy face. Pupils repeat the words after the teacher.

Pupils’ Activity: Pupils look at the flashcards, repeat “we” and “be”, and perform actions as demonstrated.

Learning Point: Pupils begin to recognise and say “we” and “be”.

Step 4: Demonstration of Tracing

Time: 4 minutes

Teaching Skill: Modelling/Guidance

Teacher’s Activity: The teacher demonstrates proper sitting posture and pencil grip. The teacher then shows how to trace each word (“he, me, we, be”) in the air, then on a large chart, guiding the strokes for each letter.

Pupils’ Activity: Pupils observe the teacher’s demonstration, practise sitting properly, and try air-tracing the words with their fingers.

Learning Point: Pupils understand the correct way to sit, hold a pencil, and trace the words.

Step 5: Guided Tracing Activity

Time: 5 minutes

Teaching Skill: Supervised Practice

Teacher’s Activity: The teacher distributes writing books or tracing sheets with large outlines of the words. The teacher walks around, providing hand-over-hand guidance and encouragement as pupils attempt to trace “he, me, we, be”.

Pupils’ Activity: Pupils attempt to trace the words in their books with the teacher’s guidance.

Learning Point: Pupils practise fine motor skills and letter formation through guided tracing.

Step 6: Reinforcement with Rhyme and Game

Time: 4 minutes

Teaching Skill: Consolidation/Fun Activity

Teacher’s Activity: The teacher leads the pupils in singing the “Two-Letter Word Rhyme” with actions. The teacher then plays a quick “Find the Word” game by calling out a word and having pupils point to the correct flashcard.

Pupils’ Activity: Pupils sing the rhyme with actions and participate in the “Find the Word” game by pointing to flashcards.

Learning Point: Pupils reinforce word recognition and recall in a fun way.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Point to the word ‘he’.”
2. “Say the word on this card (showing ‘me’).”
3. “Show me how you trace ‘we’ in the air.”
4. “Can you try to trace ‘be’ in your book?”

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: Closure/Encouragement

Teacher’s Activity: The teacher praises the pupils for their hard work and encourages them to keep practising. The teacher reminds them that learning these short words is a big step.

Pupils’ Activity: Pupils listen and feel encouraged.

Learning Point: Pupils leave the lesson with a sense of accomplishment and motivation.

Lesson Keywords

• he – a word used for a boy or a man.
• me – a word used to talk about yourself.
• we – a word used to talk about you and other people.
• be – a word that shows how something is (e.g., “be happy”).

Differentiation

• Support: For pupils struggling with pencil grip or tracing, provide more hand-over-hand guidance. Use larger tracing outlines or allow them to trace in a sand tray or with finger paint for a sensory experience. Focus on recognising and saying just two words first, then introduce the others.
• Extension: For pupils who quickly grasp the words, encourage them to identify these words in simple picture books. Ask them to say a short sentence using one of the words (e.g., “He is a boy,” “Me is happy”).