Class: Pre-School Level 4
Term: Second Term
Week: 8
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Using ‘a’ and ‘an’, Vowels, Consonants and Picture Matching
Topic: USING ‘A’ AND ‘AN’ IN SIMPLE SENTENCES WITH SIGHT WORDS
Subject Matter: THE USE OF: ‘a’ and ‘an’. SIGHT WORDS: There Live Four.

Specific Objectives

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

Cognitive Domain

Identify words that start with vowel sounds and consonant sounds.
State when to use ‘a’ and when to use ‘an’.
Form simple sentences using ‘a’ and ‘an’ correctly.
Recognise and spell the sight words: there, live, four.

Affective Domain

Participate actively in sentence-making activities.
Show interest in learning new words and grammar rules.

Psychomotor Domain

Point to pictures that correctly use ‘a’ or ‘an’.
Trace and write the sight words: there, live, four.
Construct simple sentences orally and through guided writing.

Take turns when forming sentences or reading words.
Collaborate with peers during group activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4
Early Childhood Care and Education resources
Relevant picture cards and flashcards

Instructional Materials

Chart showing examples of ‘a’ and ‘an’ (e.g., ‘an apple’, ‘an orange’, ‘a boy’, ‘a cat’)
Picture cards of objects starting with vowel and consonant sounds (e.g., egg, umbrella, ant, table, book, sun)
Flashcards with sight words: “there,” “live,” “four”
Whiteboard and markers
Worksheets for guided writing of sentences and sight words

Rationale for the Lesson

This lesson is crucial for Pre-School Level 4 pupils as it introduces fundamental English grammar rules for articles ‘a’ and ‘an’, which are essential for correct sentence formation. Learning sight words simultaneously builds early reading fluency and comprehension, laying a strong foundation for future literacy development.

Prerequisite/Previous Knowledge

Pupils can identify some letters of the alphabet, recognise vowels (a, e, i, o, u) and consonants, and name familiar objects.

Lesson Content/Board Summary

Using ‘a’ and ‘an’ in Simple Sentences with Sight Words

Understanding ‘a’ and ‘an’

We use ‘an’ before words that start with a vowel sound (a, e, i, o, u).
- Examples: an apple, an egg, an umbrella, an ant.
We use ‘a’ before words that start with a consonant sound (all other letters).
- Examples: a boy, a cat, a table, a pencil.

What the Teacher Should Show or Draw

Display the chart on ‘a’ and ‘an’ with clear pictures. Point to each picture and say the word with the correct article. For example:

Picture of an apple: “This is an apple.”
Picture of an egg: “That is an egg.”
Picture of a boy: “He is a boy.”
Picture of a cat: “It is a cat.”

Sight Words Practice

Sight words are words we learn to recognise quickly without sounding them out. We will learn:

There: (meaning a place or existing) “There is a book on the table.”
Live: (meaning to reside or be alive) “I live in Lagos.”
Four: (the number 4) “I have four pencils.”

Rhyme for ‘a’ and ‘an’

Tune: “Twinkle, Twinkle Little Star”

‘A’ and ‘an’, we learn today,
Help us speak in a proper way.
‘An’ for vowels, a, e, i, o, u,
Like ‘an apple’, ‘an egg’ too.
‘A’ for consonants, strong and clear,
‘A boy’, ‘a cat’, have no fear!

Actions: Point to mouth for ‘speak’, make vowel shapes with fingers for ‘a, e, i, o, u’, clap for ‘consonants’.

How to use the rhyme: Sing the rhyme together, emphasizing the words ‘a’, ‘an’, ‘vowels’, and ‘consonants’. Encourage pupils to do the actions.

Watch and Learn: Using ‘a’ and ‘an’

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

https://www.youtube.com/watch?v=0k57_jWj240

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Practical Activity, Flashcard Drills.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and starts with a quick review of vowels and consonants. The teacher shows flashcards of letters and asks pupils to identify them as vowels or consonants. “Who can tell me the vowel letters? What about the other letters?”

Pupils’ Activity: Pupils respond by naming vowels and consonants. They point to the correct letters on flashcards.

Learning Point: Pupils recall knowledge of vowels and consonants.

Step 2: Presentation of ‘a’ and ‘an’

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces ‘a’ and ‘an’ using the prepared chart. The teacher explains that ‘an’ is used before words starting with vowel sounds (a, e, i, o, u) and ‘a’ is used before words starting with consonant sounds. The teacher points to examples on the chart: “This is an apple,” “This is a boy.” The teacher leads pupils in repeating the examples.

Pupils’ Activity: Pupils listen attentively, observe the chart, and repeat the sentences after the teacher.

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

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

Time: 5 minutes

Teaching Skill: Guided Practice/Application

Teacher’s Activity: The teacher shows various picture cards (e.g., egg, sun, ant, table, umbrella, book). For each card, the teacher asks, “Is this ‘a’ or ‘an’?” and guides pupils to form a simple sentence. “That is an egg.” “This is a sun.” The teacher encourages whole-class participation and individual responses.

Pupils’ Activity: Pupils identify whether to use ‘a’ or ‘an’ for each picture and form simple sentences orally.

Learning Point: Pupils practice applying the rules for ‘a’ and ‘an’ with different words.

Step 4: Introduction of Sight Words

Time: 4 minutes

Teaching Skill: Word Recognition/Memorization

Teacher’s Activity: The teacher introduces the sight words: “there,” “live,” “four” using flashcards. The teacher says each word clearly, spells it, and uses it in a simple sentence. “This word is ‘there’. T-H-E-R-E. There is a bird in the tree.” The teacher asks pupils to repeat the word and spell it.

Pupils’ Activity: Pupils look at the flashcards, repeat the sight words, and attempt to spell them with the teacher’s guidance.

Learning Point: Pupils begin to recognise and spell the new sight words.

Step 5: Sentence Building with Sight Words

Time: 4 minutes

Teaching Skill: Sentence Construction/Integration

Teacher’s Activity: The teacher guides pupils to make simple sentences using the sight words and incorporating ‘a’ or ‘an’. For example: “There is a cat.” “I live in a big house.” “I have four apples.” The teacher writes these sentences on the board and points to the sight words and articles.

Pupils’ Activity: Pupils contribute ideas for sentences and repeat the sentences after the teacher. They observe the sentences on the board.

Learning Point: Pupils practice combining sight words with ‘a’ and ‘an’ in sentences.

Step 6: Rhyme and Movement

Time: 2 minutes

Teaching Skill: Reinforcement/Kinesthetic Learning

Teacher’s Activity: The teacher leads the pupils in singing the ‘A’ and ‘An’ rhyme again, encouraging them to do the actions. The teacher also asks pupils to stand up and clap for each sight word they hear in a sentence.

Pupils’ Activity: Pupils sing the rhyme with actions and clap when they hear the sight words in sentences.

Learning Point: Reinforces the lesson concepts through song and movement.

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.

Show me ‘an apple’. (Teacher holds up a picture of an apple and a picture of a book).
When do we use ‘an’? (Before words starting with vowel sounds).
Spell the word ‘four’.
Complete the sentence: “That is ____ orange.” (an)
Complete the sentence: “I ____ in Lagos.” (live)

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: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and summarises the main points: “Today we learned about ‘a’ and ‘an’ and some new sight words. Keep practicing!” The teacher assigns a simple worksheet for homework or classwork where pupils circle ‘a’ or ‘an’ for given words and trace the sight words.

Pupils’ Activity: Pupils listen to the summary and collect their worksheets.

Learning Point: Pupils consolidate their learning and prepare for independent practice.

Lesson Keywords

A – Used before words starting with a consonant sound.
An – Used before words starting with a vowel sound (a, e, i, o, u).
Vowel – The letters a, e, i, o, u.
Consonant – All letters of the alphabet except a, e, i, o, u.
Sight word – A word that is recognised instantly without having to sound it out.
There – A place or existing.
Live – To reside or be alive.
Four – The number 4.

Differentiation

Support: For pupils struggling to differentiate ‘a’ and ‘an’, provide larger picture cards and more one-on-one repetition. Use hand gestures to indicate vowel sounds. Allow them to simply point to the correct article instead of forming full sentences initially.
Extension: For pupils who quickly grasp the concept, challenge them to create slightly longer sentences using ‘a’, ‘an’, and the sight words. Ask them to identify other objects in the classroom and say if they use ‘a’ or ‘an’.

Note for teachers using this lesson plan

Before the lesson, ensure your chart with ‘a’ and ‘an’ examples is clear and colourful. Have a good variety of picture cards for objects starting with both vowel and consonant sounds. The key concept for pupils at this level is that ‘an’ comes before words that *start with* a, e, i, o, or u. While the true rule is about sound, focusing on the initial letter is sufficient for most common words at this age and simplifies the explanation. Emphasize oral repetition and guided sentence formation. When introducing sight words, repeat each word multiple times, spell it out, and use it in a sentence. Encourage pupils to air-trace the words. Observe pupils during guided practice to identify those who need more support. Praise effort and participation to build confidence. Understanding can be observed by pupils correctly choosing ‘a’ or ‘an’ for pictures, and using the sight words in simple sentences.