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Lesson 2: Letter Bbسبق 2:

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Daily Lesson Plan -- Lesson 2

Letter Bb

Subject: English | Class: Nursery | Series: Skillford

Overview

This lesson introduces the capital "B" and the small "b" and the sound /b/. Learners look at a picture of a butterfly sitting on bananas near a yellow bus, and name the ball and the boat. On the second day they trace and write "Bb", capital first, then small, and write the missing "b" at the start of bird, boat and bear. Talk stays oral and playful. Learners are not expected to read words.

Learning Outcomes (from textbook)

  • Point to 'Bb' and say the sound /b/.
  • Name three things that begin with the sound /b/.
  • Trace and write 'Bb', capital first, then small.

Key Vocabulary

  • ball
  • boat
  • bus
  • butterfly
  • bananas
  • bird
  • bear

Speech-Bubble Sentence

  • "The butterfly is sitting on the bananas near the bus."

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 6
  • A bottle of bubble mixture and a wand
  • A slowed-down video clip of a butterfly flapping its wings
  • Building blocks
  • Picture cards (or the book pictures) of ball, boat, bus, butterfly, bananas

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "B" in the air, then a small "b", and ask learners to copy you
  • Say the sound /b/: press your lips together and pop them open, short and bouncy
  • Learners put a hand in front of their lips and feel the little puff of air on /b/

Little Explorers (5 minutes)

  • Blow a stream of bubbles across the room
  • Let learners chase them and say /b/ at every pop
  • Ask: "What did we blow?" Learners say "bubbles, /b/ /b/ bubbles"

Look and Say (10 minutes)

  • Open page 6 and point to the big "Bb". Say: "This is big B. This is small b."
  • Point to the ball and say "ball". Learners repeat
  • Point to the boat and say "boat". Learners repeat
  • Point to the bus, the butterfly and the bananas in the big picture and name each one; learners repeat twice
  • Read the sentence in the red box aloud: "The butterfly is sitting on the bananas near the bus." Learners echo it
  • Play "Point to it": say a word, learners point to the right picture in their book
  • Ask: "Can you tell me three things that begin with /b/?"

Little Innovators (4 minutes)

  • Play a slowed-down clip of a butterfly flapping
  • Ask learners to flap their own arms in time
  • Say "/b/ /b/ butterfly" with each flap

Little Builders (5 minutes)

  • Give out building blocks
  • Build a bus with four wheels and a door that opens
  • Learners "drive" their bus and say "/b/ /b/ bus"

Wrap-Up (1 minute)

  • Ask: "What sound does bus start with?" Learners say /b/
  • Wave goodbye to the butterfly

Differentiation

  • Support: Let shy learners point to pictures instead of saying words; say the word with them
  • Extension: Ask confident learners to name three /b/ things on their own and say the whole sentence

Day 2: Trace and Write (30 minutes)

Materials

  • Textbook pages 6-7
  • Learners' book bags with their books inside
  • Crayons
  • Pencils

Warm-Up (4 minutes)

  • Show page 6 again. Point and say: ball, boat, bus, butterfly, bananas
  • Say the sentence together: "The butterfly is sitting on the bananas near the bus."
  • Bounce on the spot and say "/b/ /b/ /b/"

Little Thinkers (5 minutes)

  • Tip out the book bags and count the books in each one
  • Say whose bag holds the most
  • Ask: "Book and bag both start with which sound?" Learners say /b/

Finger Tracing (5 minutes)

  • Open page 7 and point to the big outline "Bb"
  • Show the capital "B": start at the top, go straight down; go back to the top, make a small bump round to the middle, then a bigger bump round to the bottom
  • Show the small "b": start at the top, go straight down, bounce back up a little and go round to make a round tummy
  • Learners run a finger round the big "B", then the big "b"

Trace and Write (8 minutes)

  • Hand out pencils and check the grip (pinch the pencil, rest it on the middle finger)
  • Remind learners: capital "B" first, then small "b"
  • Row 1: point to the solid "Bb" model, then trace the four dotted pairs
  • Row 2: trace all five dotted pairs
  • Bottom row: learners try to write "Bb" on their own, with your hand over their hand if needed
  • Praise every try: "Lovely bumpy B!"

Write the Missing Letter (4 minutes)

  • Read the instruction on page 7: "Write 'B' at the start of each word."
  • Name each picture together: bird, boat, bear. Ask: "What sound does it start with?" Learners say /b/
  • Because the other letters in each word are small letters, show learners how to write a small "b" in each empty box: b-ird, b-oat, b-ear
  • Say each word together after the "b" is written

Little Artists (3 minutes)

  • Learners colour the butterfly at the top of page 7
  • Show that only one wing is drawn; help learners colour it and talk about how the other wing should match it
  • Ask: "What is this? What sound does it begin with?"

Wrap-Up (1 minute)

  • Draw "B" and "b" in the air one last time and say /b/

Differentiation

  • Support: Use a thick crayon for tracing; hold the learner's hand for the first row. For the missing letter, let the learner trace a dotted "b" you draw in the box
  • Extension: Let confident learners write "Bb" on the board and name another /b/ word from the classroom

Teaching Tips (from textbook)

  • Guide learners to trace and write Bb, starting with a capital letter first, followed by a small letter.
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