Using ‘a’ and ‘an’ with Pictures and Simple Words for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 6
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Identifying initial sounds of familiar words
Topic: Using ‘a’ and ‘an’ with Pictures and Simple Words
Subject Matter: Use of ‘a’ and ‘an’. Weekly focus: Using ‘a’ and ‘an’ with Pictures and Simple Words.

Specific Objectives

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

Cognitive Domain

• Identify words that start with a vowel sound.
• Identify words that start with a consonant sound.
• Choose the correct article (‘a’ or ‘an’) for simple words with pictures.

Affective Domain

• Show interest in learning how to use ‘a’ and ‘an’.
• Listen attentively to the teacher’s explanations and examples.

Psychomotor Domain

• Point to pictures that match words starting with ‘a’ or ‘an’.
• Match the article ‘a’ or ‘an’ to the correct picture card.

Social Domain

• Participate actively in group activities and oral practice.
• Take turns when identifying words and articles.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Early Childhood Care and Education resources
• Suitable early-years literacy workbooks

Instructional Materials

• Picture cards of various singular objects (e.g., apple, ball, egg, cat, umbrella, sun, orange, dog)
• Flashcards with the words ‘a’ and ‘an’
• Whiteboard or chart paper
• Markers
• Small real objects (e.g., an orange, a book, an eraser)

Rationale for the Lesson

Learning to use ‘a’ and ‘an’ correctly helps 4-year-olds build foundational English grammar skills. It improves their spoken language and prepares them for reading and writing simple sentences, making their communication clearer and more accurate in everyday conversations.

Prerequisite/Previous Knowledge

Pupils can recognise some letters of the alphabet and identify the initial sounds of familiar words. They can also name common objects.

Lesson Content/Board Summary

Using ‘a’ and ‘an’ with Pictures and Simple Words

We use ‘a’ and ‘an’ when we talk about one thing. * **’An’** is used before words that start with a **vowel sound**. * **Vowels** are: **a, e, i, o, u**. * Examples: **an** apple, **an** egg, **an** igloo, **an** orange, **an** umbrella. * **’A’** is used before words that start with a **consonant sound**. * **Consonants** are all other letters of the alphabet (b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z). * Examples: **a** ball, **a** cat, **a** dog, **a** fish, **a** girl.

Key Words

• A – used before words starting with a consonant sound.
• An – used before words starting with a vowel sound.
• Vowel – the letters a, e, i, o, u.
• Consonant – all other letters of the alphabet.

Our ‘A’ and ‘An’ Rhyme

Tune: Twinkle, Twinkle, Little Star

Lyrics:

‘A’ and ‘an’, we learn today,
How to use them in our play.
Vowel sounds, like A, E, I, O, U,
‘An’ comes first, for me and you!

Consonant sounds, so clear and strong,
‘A’ is where they all belong.
‘A’ ball, ‘an’ apple, let’s all say,
Learning articles every day!

Actions: Point to mouth for ‘sounds’, hold up fingers for vowels, clap for consonants, point to picture cards for examples.

Watch and Practise

https://www.youtube.com/watch?v=F3zW6iF0N5Y

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils and quickly reviews the previous lesson on identifying initial letter sounds by showing a few picture cards (e.g., ‘b’ for ball, ‘c’ for cat) and asking pupils to say the initial sound.

Pupils’ Activity: Pupils respond to greetings and identify the initial sounds of the words presented by the teacher.

Learning Point: Pupils recall previous knowledge of initial sounds.

Step 2: Presentation of Vowels and Consonants

Time: 5 minutes

Teaching Skill: Explanation/Identification

Teacher’s Activity: The teacher introduces the concept of vowels (a, e, i, o, u) and consonants. The teacher writes the vowels on the board and asks pupils to repeat them. Explains that ‘an’ is used before words starting with these sounds.

Pupils’ Activity: Pupils listen, repeat the vowel sounds, and observe the letters written on the board.

Learning Point: Pupils identify vowels and understand their role in using ‘an’.

Step 3: Demonstration of ‘An’

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher shows picture cards of objects starting with vowel sounds (e.g., apple, egg, orange, umbrella). For each card, the teacher says the word, emphasizes the initial vowel sound, and then says “an apple,” “an egg,” etc., having pupils repeat.

Pupils’ Activity: Pupils look at the pictures, listen to the words, and repeat “an apple,” “an egg,” after the teacher.

Learning Point: Pupils learn to associate ‘an’ with words starting with vowel sounds.

Step 4: Demonstration of ‘A’

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher shows picture cards of objects starting with consonant sounds (e.g., ball, cat, dog, sun). For each card, the teacher says the word, emphasizes the initial consonant sound, and then says “a ball,” “a cat,” etc., having pupils repeat.

Pupils’ Activity: Pupils look at the pictures, listen to the words, and repeat “a ball,” “a cat,” after the teacher.

Learning Point: Pupils learn to associate ‘a’ with words starting with consonant sounds.

Step 5: Guided Practice with Rhyme and Video

Time: 4 minutes

Teaching Skill: Reinforcement/Interactive Learning

Teacher’s Activity: The teacher leads pupils in singing the ‘A’ and ‘An’ rhyme with actions. The teacher then plays the educational video on ‘a’ and ‘an’, encouraging pupils to observe the examples.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, repeating words and phrases as prompted.

Learning Point: Pupils reinforce their understanding through song and visual examples.

Step 6: Pupil Application/Matching Activity

Time: 4 minutes

Teaching Skill: Application/Observation

Teacher’s Activity: The teacher places ‘a’ and ‘an’ flashcards on the board. The teacher then shows various picture cards one by one and asks individual pupils to come forward and place the picture under the correct article (‘a’ or ‘an’).

Pupils’ Activity: Pupils take turns coming to the board to match picture cards to the ‘a’ or ‘an’ flashcard, saying the full phrase (e.g., “a dog,” “an ant”).

Learning Point: Pupils apply their knowledge to correctly match articles with pictures.

Step 7: Evaluation/Review

Time: 3 minutes

Teaching Skill: Questioning/Assessment

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

1. Show me “an apple.” (Teacher holds up an apple picture).
2. Which word do we use for “ball”? (‘a’ or ‘an’?)
3. Say “an” before “egg.”
4. Say “a” before “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: Summarisation

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that ‘an’ is for vowel sounds and ‘a’ is for consonant sounds. The teacher praises pupils for their participation and encourages them to practice at home.

Pupils’ Activity: Pupils listen to the summary and say “thank you” to the teacher.

Learning Point: Pupils recall the main rule for using ‘a’ and ‘an’.

Lesson Keywords

• A – Used before words that start with a consonant sound (e.g., a cat).
• An – Used before words that start with a vowel sound (a, e, i, o, u) (e.g., an apple).
• Vowel – The letters A, E, I, O, U, which have specific open sounds.
• Consonant – All letters of the alphabet except A, E, I, O, U.

Differentiation

• Support: For pupils who are struggling, provide more one-on-one repetition and focus on just one vowel sound at a time (e.g., only words starting with ‘a’ like “an ant,” “an apple”). Use larger, clearer picture cards and hand-over-hand guidance for matching.
• Extension: For pupils who grasp the concept quickly, challenge them to identify more examples from the classroom environment (e.g., “a chair,” “an eraser”) or to create a simple sentence using “a” or “an” with a picture.