Absolute Beginner the Alphabet

At this point learners need to be able to use the alphabet in order to assimilate new vocabulary
and ask spelling questions about new vocabulary they will be learning in future lessons. You
should take in an alphabet chart for this lesson, this chart should have pictures of various objects
beginning with the various letters of the alphabet (pre-schoolers alphabet books would work well
in this situation).
Teacher: (Read the alphabet list slowly, pointing to pictures as you speak. The following list is
just an example, make sure to use something with pictures if possible. )
A as in "apple"
B as in "boy"
C as in "car"
D as in "dog"
E as in "ear"
F as in "flag"
G as in "great"
H as in "house"
I as in "insect"
J as in "joy"
K as in "kind"
L as in "light"
M as in "magic"
N as in "night"
O as in "orchestra"
P as in "people"
Q as in "question"
R as in "red"
S as in "sure"
T as in "truck"
U as in "unique"
V as in "video"
W as in "wow"
X as in "xerox"
Y as in "yes"
Z as in "zebra"
Teacher: Repeat after me (Model the idea of repeating after me, thus giving the students a new
class instruction that they will understand in the future.)
A as in "apple"
B as in "boy"
C as in "car"
D as in "dog"
E as in "ear"
F as in "flag"
G as in "great"
H as in "house"
I as in "insect"
J as in "joy"
K as in "kind"
L as in "light"
M as in "magic"
N as in "night"
O as in "orchestra"
P as in "people"
Q as in "question"
R as in "red"
S as in "sure"
T as in "truck"
U as in "unique"
V as in "video"
W as in "wow"
X as in "xerox"
Y as in "yes"
Z as in "zebra"
Student(s): (Repeat the above with the teacher)
Part II: Spelling Names
Teacher: Please write your name. (Model the following new class instruction by writing your
name on a piece of paper. )
Teacher: Please write your name. (You may have to gesture to students to take a piece of paper
out and write their names.)
Student(s): (Students write their names on a piece of paper)
Teacher: My name is Ken. K - E - N (Model spelling your name.). What is your name? (Gesture
to a student.)
Student(s): My name is Gregory. G - R - E - G - O - R - Y
Continue this exercise around the room with each of the students. If a student makes a mistake,
touch your ear to signal that the student should listen and then repeat his/her answer accenting
what the student should have said.