The document provides a lesson plan to teach preschool students about the phoneme /t/. It includes the following: 1) An introduction where the teacher greets the students and a song is sung to engage them. 2) Several steps are outlined to teach the students about the /t/ sound through actions, picture cards, letter recognition, and games. 3) Consolidation activities are suggested like singing the song again and students leading it. 4) Assessments include worksheets for students to practice writing the letter 't' and drawing pictures. The goal is for students to correctly produce and recognize the /t/ phoneme.

1. WORLD OF
KNOWLEDGE
Unit 3
Top And Tin

2. 34
Focus: Listening and Speaking
Learning Standard(s): 1.1.3, 1.2.1 (a) & (d) {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. say the phoneme /t/ correctly;
ii. identify objects with the phoneme /t/.
Time: 30/60 minutes
Teaching Aid(s): picture cards, worksheet
Cross Curricular Element(s): Multiple Intelligences
Introduction:
a. Greet pupils.
b. Encourage pupils to reply.
Set Induction:
a. Sing a song a few times. (Appendix 1).
b. Pupils listen and repeat.
Step 1:
a. Introduce the phoneme /t/ by showing an action.
b. Tap two fingers on the desk and say /t/.
c. Demonstrate how to sound it out:
• When you say /t/ your mouth is open.
• Your tongue is behind your teeth.
• It starts at the top of your mouth and goes down.
• You can feel the air come out of your mouth.
d. Get pupils to do the action and say /t/.
e. Get pupils to say /t/ is for ‘t’.
Step 2:
a. Show picture cards and say aloud: ten, tin, top, cat, tent, table, tomato,
top, tap, hat. (Appendix 2)
b. Get pupils to say the words with guidance.
Ask pupils to observe
you. Do it a few times
to different groups.

3. 35
Step 3:
a. Point to the pictures and pupils say aloud, ‘ten, top etc’.
b. Next, get pupils to show the action for the phoneme /t/ and articulate the
sound.
Step 4:
Game 1:
a. Divide pupils into groups.
b. Give each group a set of picture cards.
c. Shout a word with the /t/ sound and the group quickly holds up the
correct picture.
d. The group which holds up the correct picture the fastest gets a point.
Game 2:
a. Point to objects in the classroom at random.
b. If the objects contain a /t/ sound, pupils shout out the phoneme/t/.
Consolidation:
a. Teacher gets pupils to do the action for the /t/ sound and write the letter
‘t’ in the air.
b. Sing the song again.
Closure:
a. Teacher leaves the class by thanking the pupils.
b. Pupils respond appropriately.

4. 36
APPENDIX 1
This is my top, this is my top,
See it spin, see it spin,
Look at my top spinning, look at my top spinning,
Round and round,
Round and round.
This is my tin, this is my tin,
In the tent, in the tent,
Tell me where my tin is, tell me where my tin is,
In the tent, in the tent.
This is my cat, this is my cat,
He is ten, he is ten,
Chasing the top spinning, chasing the top spinning,
Round and round, round and round.
(sing to the tune of, ‘Are You Sleeping?’)

5. 37
APPENDIX 2
10

6. 38
Focus: Reading
Learning Standard(s): 2.1.1, 2.1.2 (a) /t/ {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. say the phoneme /t/ correctly;
ii. pick the right letter card to match the
/s/ and /t/ sounds in spoken words; and
iii. sing a song with actions.
Time: 30/60 minutes
Teaching Aid(s): picture cards
Cross Curricular Element(s): Constructivism
Introduction:
a. Greet pupils.
b. Pupils reply.
Set Induction:
a. Invite pupils whose names begin with the /t/ sound to the front.
b. Say the pupils’ name and articulate the /t/ sound.
Example: T: “What is your name?”
P: “My name is “Tania.”
T: “Tania, /t/.”
Step 1:
a. Sing together with pupils the song learnt in the previous lesson.
b. Pupils sing with actions/musical instrument.
Step 2:
a. Get pupils to do the action and say /t/.
b. Next, say a word with the /t/ sound and pupils repeat.
c. Invite pupils to pick a picture card, name the object
and then say /t/.
d. Show word cards and say the word.
e. Point to the letter ‘t’ and say /t/.
Focus words:
ten, tip, toy, tent,
table, tin, pet, nut

7. 39
Step 3:
a. Give out a set of picture cards (previous lesson) to groups.
b. As you say words with the /t/ sound, pupils pick the pictures and show to
the class.
c. If you say a word without the /t/ sound, pupils do not pick up the picture.
d. This can be played as a game.
Step 4:
a. Give each group two letter cards, /s/ and /t/. (Appendix 3)
b. Say words of the /s/ and /t/ sound which pupils have learnt.
c. Pupils pick out the right letter card according to the word you say.
Consolidation:
a. Sing the song with actions and pupils repeat.
b. Pick a leader amongst the pupils to lead the song.
c. Pupils sing the song with actions.
Closure:
a. Teacher leaves the class by thanking the pupils.
b. Pupils respond appropriately.

8. 40
APPENDIX 3
s t

9. 41
Focus: Writing
Learning Standard(s): 3.1.1 (c), (f), (g), 3.1.2 (a), (b) {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. write the letter ‘t’ correctly; and
ii. complete a worksheet.
Time: 30/60 minutes
Teaching Aid(s): picture cards, plasticine, worksheet
Cross Curricular Element(s): Multiple Intelligences, Constructivism
Introduction:
a. Greet pupils.
b. Pupils reply.
Set Induction:
a. Show action for /s/, /œ/ and /t/.
b. Get pupils to guess the sounds.
c. Get pupils to chant the sounds:
/s/, /s/, /s/, /œ/, /œ/, /œ/, /t/, /t/, /t/
Step 1:
a. Show pupils how to draw simple strokes up and down and left to right.
b. Pupils are given papers and crayons.
c. They practice drawing simple strokes up and down and left to right.
Step 2:
a. Write the letter ‘T/t’ in the air and say /t/.
Step c:
Include actions like
clapping hands and
stamping feet.

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b. Show the correct formation of the letter ‘t’.
Step 3:
a. Show picture cards and get pupils to say the words.
b. Next, say /t/…..’t’
Example:-
top /t/…… ‘t’
c. Repeat with other words learnt.
Step 4:
a. Distribute plasticine to pupils.
b. Get them to form the letter ‘T/t’.
Step 5:
a. Complete exercise on page 15 in pupils’ module. (Appendix 4)
b. Pupils write the letter ‘T/t’ correctly.
Consolidation:
a. Paste/write the letter ‘T/t’ on the board.
b. Pupils paste picture cards of objects that has the /t/ sound around the
letter ‘t’.
Closure:
a. Teacher leaves the class by thanking the pupils.
b. Pupils respond appropriately.
1
2
1
2

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APPENDIX 4
Name : Class :
Trace and write neatly.

12. 44
Focus: Language Arts
Learning Standard(s): 4.1.1, 4.3.1 (a) {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. sing with actions; and
ii. complete a worksheet
Time: 30/60 minutes
Teaching Aid(s): picture cards, plasticine, worksheet
Cross Curricular Element(s): Creativity, Multiple Intelligences
Introduction:
a. Greet pupils.
b. Pupils reply.
Set Induction:
a. Sing the song learnt in previous lessons.
b. Pupils follow/sing together with the teacher.
Step 1:
a. Give a set of picture cards containing the /t/ sound to each group.
b. Pupils practice singing using the pictures they have been given.
c. Each pupil is given a picture and he/she waves the picture each time the
word is sung.
Step 2:
a. Pupils perform in their groups.
b. Encourage pupils to create actions while singing.
c. Assess pupils.
d. The group with the best performance is declared the winner.
Step 3:
a. Complete exercise on page 15 in pupil’s module. (Appendix 6)
b. Pupils decorate the letter ‘t’ and draw pictures.

13. 45
Consolidation:
a. Ask pupils whose names have the /t/ sound to come forward.
b. Get them to say their names, do the action for the /t/ sound and say /t/.
Closure:
a. Teacher leaves the class by thanking the pupils.
b. Pupils respond appropriately.

14. 46
Colour the letter ‘t’.
Draw pictures in the boxes.
APPENDIX 6