Using ‘a’, ‘an’ and ‘some’ in Simple Sentences for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 10
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’ in Simple Sentences
Subject Matter: Use of: ‘a’, ‘an’ and ‘some.’ Sight words: Do, They, Give.

Specific Objectives

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

Cognitive Domain

• Identify when to use ‘a’ before words starting with consonant sounds.
• Identify when to use ‘an’ before words starting with vowel sounds.
• Identify when to use ‘some’ for plural or uncountable nouns.
• Recognise and spell the sight words: do, they, give.

Affective Domain

• Participate actively in sentence-making activities using ‘a’, ‘an’, and ‘some’.
• Show enthusiasm for learning new sight words.

Psychomotor Domain

• Point to pictures that match sentences using ‘a’, ‘an’, or ‘some’.
• Form simple sentences orally using ‘a’, ‘an’, and ‘some’.

Social Domain

• Take turns in whole-class activities, mentioning things with ‘a’, ‘an’, and ‘some’.
• Work cooperatively during guided practice.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Relevant Early Childhood Care and Education resources
• Early-years English Language workbook

Instructional Materials

• Chart on ‘a’, ‘an’, and ‘some’ with example pictures
• Charts on vowels (a, e, i, o, u) and consonants
• Flashcards with pictures of single objects (e.g., apple, ball, elephant, cat)
• Flashcards with pictures of multiple objects (e.g., some books, some chairs)
• Flashcards with sight words: do, they, give
• Whiteboard and markers

Rationale for the Lesson

This lesson helps Pre-School Level 4 pupils build foundational grammar skills by correctly using ‘a’, ‘an’, and ‘some’ in simple sentences. Understanding these words improves their ability to speak and write clearly, preparing them for more complex language structures as they progress.

Prerequisite/Previous Knowledge

Pupils can identify some letters of the alphabet, recognise pictures of common objects, and speak in short sentences.

Lesson Content/Board Summary

Using ‘a’, ‘an’, and ‘some’ in Simple Sentences

We use little words like ‘a’, ‘an’, and ‘some’ to talk about things.

Using ‘a’

We use ‘a’ before words that start with a consonant sound.

• A ball
• A cat
• A pen
• A book

Remember, consonant sounds are made by letters like b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z.

Using ‘an’

We use ‘an’ before words that start with a vowel sound.

• An apple
• An elephant
• An igloo
• An orange
• An umbrella

Remember, vowel sounds are made by letters a, e, i, o, u.

Using ‘some’

We use ‘some’ when we talk about more than one thing, or things we cannot easily count (like water or sand).

• Some books
• Some chairs
• Some water
• Some rice

Sight Words

Let’s learn these special words:

• Do – We use ‘do’ when we ask a question or talk about an action.
  • Example: “Do you like apples?”
  • Example: “I do my homework.”
• They – We use ‘they’ when we talk about more than one person or thing.
  • Example: “They are playing.”
  • Example: “The children, they are happy.”
• Give – We use ‘give’ when we offer something to someone.
  • Example: “Give me the ball.”
  • Example: “I will give you a hug.”

What the Teacher Should Show or Draw

• Display charts of vowels and consonants.
• Show picture cards: ‘a’ (e.g., a cat, a dog), ‘an’ (e.g., an apple, an egg), ‘some’ (e.g., some bananas, some water).
• Write simple sentences on the board using ‘a’, ‘an’, and ‘some’.
• Write the sight words “do”, “they”, “give” clearly on flashcards or the board.

‘A’, ‘An’, ‘Some’ Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

‘A’ for consonant sounds we know,
‘An’ for vowels, watch them grow.
‘Some’ for many, or for things,
Many happy thoughts it brings.
‘A’, ‘an’, ‘some’, we learn today,
Helping us to speak and play!

Actions:

• For ‘a’: Point to a picture of a cat.
• For ‘an’: Point to a picture of an apple.
• For ‘some’: Hold up both hands, wiggling fingers, then point to a picture of some cookies.
• For “speak and play”: Mime speaking and then clap hands.

How to use the rhyme: Sing the rhyme together, pointing to relevant picture cards as each word (‘a’, ‘an’, ‘some’) is sung. This helps reinforce the visual and auditory connection.

Watch and Practise

Let’s watch a short video to see more examples of how to use ‘a’, ‘an’, and ‘some’.

https://www.youtube.com/watch?v=J3eD6aC3t4w

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Manipulation of Objects, Oral Practice.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and shows them a few picture cards (e.g., a ball, an orange, some books). The teacher asks, “What do you see?” and encourages pupils to name them.

Pupils’ Activity: Pupils greet the teacher and name the objects they see in the pictures.

Learning Point: Pupils recall names of common objects and get ready for the lesson.

Step 2: Introduction to ‘a’ and ‘an’

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher displays the charts for vowels and consonants. The teacher explains that ‘a’ is used before words starting with a consonant sound and ‘an’ before words starting with a vowel sound. The teacher shows picture cards and says, “a cat,” “an apple,” “a dog,” “an egg,” emphasising the sounds.

Pupils’ Activity: Pupils listen attentively, repeat the words after the teacher, and point to the vowel and consonant charts as mentioned.

Learning Point: Pupils understand the basic rule for using ‘a’ and ‘an’ based on sounds.

Step 3: Guided Practice with ‘a’ and ‘an’

Time: 5 minutes

Teaching Skill: Guided Practice/Oral Repetition

Teacher’s Activity: The teacher holds up various picture cards (e.g., hat, ant, fish, umbrella) one by one and asks, “Do we say ‘a’ or ‘an’?” The teacher guides pupils to say the correct word combination and encourages them to explain why (vowel/consonant sound).

Pupils’ Activity: Pupils respond orally, saying “a hat,” “an ant,” “a fish,” “an umbrella,” and try to explain their choice.

Learning Point: Pupils practice using ‘a’ and ‘an’ correctly in simple phrases.

Step 4: Introduction to ‘some’

Time: 3 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces ‘some’ by showing pictures of multiple items (e.g., some flowers, some chairs) or uncountable items (e.g., some water, some sand). The teacher explains that ‘some’ is used for more than one or for things we can’t count easily.

Pupils’ Activity: Pupils observe the pictures and repeat phrases like “some flowers,” “some water.”

Learning Point: Pupils understand that ‘some’ is used for plural or uncountable nouns.

Step 5: Whole Class Activity – ‘A’, ‘An’, ‘Some’

Time: 4 minutes

Teaching Skill: Application/Reinforcement

Teacher’s Activity: The teacher leads a whole-class activity. The teacher points to various objects in the classroom or pictures and asks pupils to say “a,” “an,” or “some” before naming them. For example, “What do we say for ‘table’?” (a table), “What do we say for ‘erasers’?” (some erasers).

Pupils’ Activity: Pupils actively participate, mentioning things with ‘a’, ‘an’, or ‘some’ as guided by the teacher. They sing the ‘A’, ‘An’, ‘Some’ rhyme.

Learning Point: Pupils apply their knowledge of ‘a’, ‘an’, and ‘some’ in a practical, interactive way.

Step 6: Sight Words Practice

Time: 3 minutes

Teaching Skill: Word Recognition/Sentence Building

Teacher’s Activity: The teacher displays flashcards for “do,” “they,” “give.” The teacher says each word, spells it, and uses it in a simple sentence. Pupils repeat the word and the sentence. The teacher guides pupils to make their own simple sentences using these words.

Pupils’ Activity: Pupils repeat the sight words, spell them, and try to make short sentences with “do,” “they,” and “give.”

Learning Point: Pupils learn to recognise, spell, and use the sight words in simple sentences.

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. Show me “an” apple.
2. Say a sentence using “a” with this picture (e.g., a chair).
3. Which word do we use for “water”? (‘some’ water)
4. Spell the word “do”.

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: Reinforcement/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to keep practicing ‘a’, ‘an’, and ‘some’ in their daily conversations. The teacher leads the class in singing the ‘A’, ‘An’, ‘Some’ rhyme one last time.

Pupils’ Activity: Pupils respond to the teacher’s praise and sing the rhyme.

Learning Point: Pupils feel encouraged and remember the main concepts of the lesson.

Lesson Keywords

• A – Used before a word that starts with a consonant sound (e.g., a cat).
• An – Used before a word that starts with a vowel sound (e.g., an apple).
• Some – Used for more than one thing or for things you cannot easily count (e.g., some rice).
• Do – A word used for actions or questions.
• They – A word used to talk about more than one person or thing.
• Give – A word used when you offer something to someone.

Differentiation

• Support: For pupils who are struggling, provide larger picture cards and more one-on-one repetition. Focus only on ‘a’ and ‘an’ first, then introduce ‘some’. Use hand-over-hand guidance for pointing to correct answers.
• Extension: For pupils who grasp the concept quickly, encourage them to create their own simple sentences using ‘a’, ‘an’, ‘some’, and the sight words. Ask them to identify objects around the classroom and correctly use ‘a’, ‘an’, or ‘some’ before naming them.

Note for teachers using this lesson plan

Prepare all picture cards and charts in advance. When teaching ‘a’ and ‘an’, strongly emphasise the sound of the beginning letter, not just the letter itself, as some words (like “hour”) start with a consonant but have a vowel sound. Use clear, simple examples. Encourage oral practice and allow pupils to make mistakes and self-correct with gentle guidance. Observe individual pupils during the whole-class activity to gauge understanding. For the sight words, ensure pupils repeat them multiple times and try to use them in their own sentences to reinforce memorisation and usage.