Class: Pre-School Level 4
Term: Second Term
Week: 9
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Identifying and naming common objects and actions.
Topic: Using ‘a’, ‘an’ and ‘some’: Choosing the Correct Word
Subject Matter: Use of ‘a’, ‘an’ and ‘some.’ Sight Words: Do They Give. Weekly focus: Using ‘a’, ‘an’ and ‘some’: Choosing the Correct Word.

Specific Objectives

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

Cognitive Domain

Identify vowel and consonant letters.
State the simple rule for using ‘a’, ‘an’, and ‘some’.
Choose the correct word (‘a’, ‘an’, or ‘some’) for single objects and plural/uncountable nouns.
Recognise the sight words: Do, They, Give.

Affective Domain

Participate actively in guided practice sessions.
Show enthusiasm for learning new words.

Psychomotor Domain

Point to the correct word (‘a’, ‘an’, ‘some’) when prompted.
Match ‘a’, ‘an’, or ‘some’ to appropriate pictures or words.

Take turns when answering questions or participating in activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4.
Early Childhood Care and Education curriculum resources.
Relevant early-years literacy workbooks.

Instructional Materials

Flash cards with letters (vowels and consonants).
Charts showing vowels and consonants.
Flash cards with pictures of single objects (e.g., apple, ball, umbrella, cat).
Flash cards with pictures of plural objects (e.g., books, children, toys).
Flash cards with pictures of uncountable nouns (e.g., water, milk, sand).
Flash cards with the words ‘a’, ‘an’, ‘some’.
Flash cards with sight words: “Do”, “They”, “Give”.
Whiteboard and markers.
MP3/MP4 player (for songs/videos if available).

Rationale for the Lesson

Understanding when to use ‘a’, ‘an’, and ‘some’ is fundamental for building correct sentence structures and clear communication in English. At this age, pupils are beginning to form simple sentences, and mastering these basic articles helps them speak and eventually write more accurately, laying a strong foundation for future language development.

Prerequisite/Previous Knowledge

Pupils can recognise some letters of the alphabet, identify common objects, and use simple one-word or two-word phrases to name things.

Lesson Content/Board Summary

Using ‘a’, ‘an’ and ‘some’: Choosing the Correct Word

We use small words like ‘a’, ‘an’, and ‘some’ to talk about things. They help us know if we are talking about one thing or many things, or things we cannot count.

Vowels and Consonants

Vowels: A, E, I, O, U (These are special letters!)
Consonants: All the other letters (B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Y, Z).

When to use ‘a’

We use ‘a’ before words that start with a consonant sound.
Examples: a ball, a cat, a dog, a table, a pencil.

When to use ‘an’

We use ‘an’ before words that start with a vowel sound.
Examples: an apple, an elephant, an ice cream, an orange, an umbrella.

When to use ‘some’

We use ‘some’ for things we cannot count (like water, sand) or for more than one thing (plural nouns).
Examples: some water, some milk, some books, some children, some toys.

Key Words

A – used before a word starting with a consonant sound.
An – used before a word starting with a vowel sound.
Some – used for plural nouns or uncountable nouns.
Vowel – the letters A, E, I, O, U.
Consonant – all letters except A, E, I, O, U.

What the Teacher Should Show or Draw

Display charts of vowels and consonants.
Show picture cards for ‘a’ (e.g., a car, a bird).
Show picture cards for ‘an’ (e.g., an ant, an egg).
Show picture cards for ‘some’ (e.g., some grapes, some rice).
Write simple sentences on the board:
- _____ apple
- _____ ball
- _____ water

‘A’, ‘An’, ‘Some’ Song

Tune: “Twinkle, Twinkle Little Star”

Lyrics:
‘A’ for words with consonant sound,
Like ‘a ball’ that rolls around.
‘An’ for words with vowel sound,
‘An apple’ we have found.
‘Some’ for many, or for drink,
‘Some water’ in a blink.
‘A’, ‘An’, ‘Some’, now we know,
Helping our words grow, grow, grow!

Actions: Point to mouth for ‘sound’, roll hands for ‘ball’, pretend to eat an apple, mime drinking water, then clap hands for ‘grow’.

How to use the rhyme: Sing the song together after introducing each word (‘a’, ‘an’, ‘some’) to reinforce the rules in a fun, memorable way. Repeat several times.

Watch and Practise

Let’s watch a short video to see more examples of ‘a’, ‘an’, and ‘some’ in action!

https://www.youtube.com/watch?v=R9j_sFf6758

Sight Words

These are words we should know by looking at them, without sounding them out!

Do: (e.g., Do you like apples?)
They: (e.g., They are playing.)
Give: (e.g., Please give me a book.)

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, 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 and leads a quick review of identifying some letters of the alphabet. The teacher then introduces the topic by showing a picture of an apple and asking, “What is this?” and then a picture of a ball and asking, “What is this?”

Pupils’ Activity: Pupils respond to greetings, participate in the letter review, and identify the objects in the pictures.

Learning Point: Pupils recall prior knowledge and are introduced to the lesson’s focus.

Step 2: Reviewing Vowels and Consonants

Time: 4 minutes

Teaching Skill: Explanation/Identification

Teacher’s Activity: The teacher displays a chart of the alphabet, highlighting the vowels (A, E, I, O, U) and explaining that other letters are consonants. The teacher leads pupils in saying the vowels and consonants.

Pupils’ Activity: Pupils identify and say the vowels and consonants with the teacher.

Learning Point: Pupils reinforce their knowledge of vowels and consonants, which is key for ‘a’ and ‘an’.

Step 3: Introducing ‘a’ and ‘an’

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher explains that we use ‘a’ before words starting with a consonant sound (e.g., ‘a ball’) and ‘an’ before words starting with a vowel sound (e.g., ‘an apple’). The teacher uses flash cards with pictures and words, asking pupils to choose ‘a’ or ‘an’ for each. (e.g., “___ cat”, “___ egg”).

Pupils’ Activity: Pupils listen to the explanation, observe the picture cards, and orally choose ‘a’ or ‘an’ for different words/pictures, repeating examples.

Learning Point: Pupils understand the basic rules for using ‘a’ and ‘an’.

Step 4: Introducing ‘some’

Time: 5 minutes

Teaching Skill: Explanation/Practical Application

Teacher’s Activity: The teacher explains that ‘some’ is used for things we can’t easily count (like water, sand) or for more than one item (plural). The teacher shows picture cards of ‘some water’, ‘some books’, ‘some children’, and guides pupils to say “some water”, “some books”.

Pupils’ Activity: Pupils listen, look at the pictures, and repeat phrases using ‘some’. They identify when ‘some’ is used.

Learning Point: Pupils learn to use ‘some’ for uncountable and plural nouns.

Step 5: Combined Practice and Rhyme

Time: 5 minutes

Teaching Skill: Reinforcement/Activity

Teacher’s Activity: The teacher presents a mix of picture cards (e.g., ‘car’, ‘orange’, ‘toys’, ‘milk’) and asks pupils to choose the correct word (‘a’, ‘an’, or ‘some’) to go with each. The teacher then leads the pupils in singing the “‘A’, ‘An’, ‘Some’ Song”.

Pupils’ Activity: Pupils actively participate by choosing the correct word for each picture and singing the song with actions.

Learning Point: Pupils practise choosing between ‘a’, ‘an’, and ‘some’ and reinforce learning through song.

Step 6: Introducing Sight Words

Time: 3 minutes

Teaching Skill: Word Recognition

Teacher’s Activity: The teacher introduces the sight words: “Do”, “They”, “Give” using flashcards. The teacher says each word clearly and uses it in a very simple sentence. Pupils repeat each word.

Pupils’ Activity: Pupils look at the flashcards, listen to the teacher, and repeat the sight words.

Learning Point: Pupils begin to recognise and learn the sight words “Do”, “They”, “Give”.

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 word do we use for ‘___ cat’?” (Show picture of a cat).
“What word do we use for ‘___ elephant’?” (Show picture of an elephant).
“What word do we use for ‘___ juice’?” (Show picture of juice).
“Point to the word ‘They’ on the flashcard.”

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 summarises the lesson, reminding pupils about ‘a’, ‘an’, and ‘some’, and praises them for their participation. The teacher encourages them to look for these words in books or around them.

Pupils’ Activity: Pupils listen and acknowledge the summary.

Learning Point: Pupils consolidate their learning and are encouraged to apply it.

Lesson Keywords

A – Used before a word starting with a consonant sound.
An – Used before a word starting with a vowel sound.
Some – Used for plural nouns or uncountable nouns.
Vowel – Special letters: A, E, I, O, U.
Consonant – All letters that are not vowels.
Do – A sight word, often used in questions.
They – A sight word, used for more than one person or thing.
Give – A sight word, meaning to hand over something.

Differentiation

Support: For pupils who are struggling, the teacher can provide larger picture cards, focus on only ‘a’ and ‘an’ first, use hand-over-hand guidance to point, and offer more repetition of examples. They can also work in pairs with a stronger pupil.
Extension: For pupils who grasp the concept quickly, the teacher can ask them to come up with their own examples for ‘a’, ‘an’, and ‘some’, or identify these words in a simple storybook. They can also try to use the sight words in very short, simple sentences.

Note for teachers using this lesson plan

Before the lesson, ensure all flash cards and charts are prepared and easily accessible. The key to this lesson is repetition and visual aids. Emphasize the *sound* of the starting letter, not just the letter itself, especially for ‘a’ and ‘an’. For example, “a university” (starts with a ‘yoo’ sound, not a vowel sound). However, for this age group, focus primarily on the letter itself to keep it simple. Encourage pupils to say the words aloud with ‘a’, ‘an’, or ‘some’ to hear the difference. Observe closely during guided practice to identify pupils who need more support. Pupil understanding can be judged by their ability to correctly choose the word for a given picture or orally complete a sentence.