Simple Dialogue, Reading Simple Poems and the Present Perfect for Primary 3

Class: Primary 3
Term: Second Term
Week: 7
Age: 8 years
Duration: 45 minutes (per lesson period)
Subject: English Studies
Curriculum Theme: English Studies
Previous Lesson: Making Statement and Commands in Appropriate Stress and Reading for Meaning.
Topic: Listening and Speaking, Reading, Grammatical Accuracy, Writing
Subject Matter: Listening and Speaking: Simple Dialogue; Reading: Simple poems, Creative reading, Descriptive reading; Writing: Guided writing, Punctuation marks, Pressing personal feelings; Grammatical Accuracy: The present perfect, Interrogative sentences, Descriptive words.

Specific Objectives

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

Cognitive Domain:

• Identify and use the rising tune for yes/no questions and stress in dialogue.
• Understand and recite simple poems and common rhymes.
• Formulate present perfect sentences using regular -ed verb forms.
• Deduce meaning from non-word representations like charts, diagrams, and pictures.
• Identify and correctly use the full stop and question mark in sentences.
• Formulate interrogative sentences and provide accurate responses using the present perfect tense.
• Describe events, objects, or natural phenomena effectively.
• Recognize and use various descriptive words to enhance writing and speech.

Affective Domain:

• Appreciate the importance of clear and expressive communication.
• Show interest in reading different types of texts, including poems and descriptive passages.
• Develop confidence in expressing personal feelings and opinions.
• Value the role of accurate grammar and punctuation in effective writing.

Psychomotor Domain:

• Dramatize simple conversations with appropriate intonation and actions.
• Read poems and rhymes with correct rhythm and expression.
• Write grammatically correct sentences, applying the present perfect tense.
• Write sentences using full stops and question marks accurately.
• Rearrange pictorial story elements in a logical sequence.
• Describe objects, people, or events orally and in writing.

Social Domain:

• Actively participate in pair and group dialogue activities.
• Share their written feelings and descriptions with classmates respectfully.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum (Primary 3)
• State Unified Scheme of Work
• Macmillan Primary English for Nigerian Schools, Primary 3
• Relevant charts, flashcards, and pictures.

Instructional Materials

The teacher will teach this lesson with the aid of:

• Charts showing simple dialogues.
• Flashcards with regular -ed verbs.
• Pictures, diagrams, and charts illustrating implied meanings.
• Charts showing examples of sentences with full stops and question marks.
• Pictures of various objects, events, and natural phenomena for description.
• Flashcards of descriptive words (e.g., big, small, bright, dull).
• A poem like “Old Rogger is dead and gone to his grave.”

Rationale for the Lesson

This lesson helps pupils develop fundamental English language skills in listening, speaking, reading, writing, and grammar. These skills are important for effective communication, understanding written information, and expressing thoughts clearly in both academic and daily life situations.

Prerequisite/Previous Knowledge

Pupils are familiar with basic sentence structures, simple present and past tenses, and recognizing some common punctuation marks.

Lesson Content/Board Summary

Lesson 1: Listening & Speaking, Reading, and Grammatical Accuracy

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Listening and Speaking: Simple Dialogue

Rising Tune for Yes/No Questions

When asking a question that can be answered with ‘Yes’ or ‘No’, our voice usually goes up at the end of the question (a rising tune).

• Example: “Did you sweep the class this morning?” (Voice goes up on ‘morning?’)

Stress in Yes/No Questions

Sometimes, we put more emphasis (stress) on a word in a question to show what we are asking about.

• Example: “Fatimo, did you sweep the class this morning?” (Emphasizing ‘sweep’)
• Response: Yes, I did.
• Question: “Was the broom returned to the store?” (Emphasizing ‘store?’)
• Response: No, it wasn’t.

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Reading: Simple Poems

Common Rhymes and Virtues

Simple poems and rhymes often tell a story, teach a lesson, or show good character (virtues). They have a rhythm that makes them fun to read and remember.

Example Poem: “Old Rogger is dead”

Old Rogger is dead and gone to his grave,
They planted an apple tree over his head.
The apples grew ripe, and ready to fall,
A little old woman came picking them all.
Old Rogger jumped up and gave her a thump,
Which made the old woman go hipperty-jump.

This poem teaches about life, death, and unexpected events.

We can use pictures or diagrams to tell the story of a poem, for example:

• Picture of an old man
• Picture of a graveyard
• Picture of an apple tree
• Picture of an old woman

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Grammatical Accuracy: The Present Perfect

Regular -ed Verb Forms for Recent Actions

The present perfect tense is used to talk about actions that happened in the recent past and are connected to the present. We form it with ‘have’ or ‘has’ + the past participle (usually ending in -ed for regular verbs).

• Formula: Subject + have/has + past participle (-ed)

Examples:

• They have planted an apple tree.
• She has plucked the apple.
• They have killed the rat.
• I have washed my hands.

Lesson 2: Reading, Writing, and Grammatical Accuracy

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Reading: Creative Reading (Charts, Diagrams, Pictures)

Getting Implied Meaning

Creative reading involves looking at pictures, diagrams, and charts to understand what they mean, even without many words. We look for clues to get the implied meaning.

• Example: A diagram showing a boy with his mouth open wide at the sight of a snake implies surprise or fear.

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Writing: Punctuation Marks

The Full Stop (.)

The full stop is a punctuation mark used at the end of a complete sentence that makes a statement.

• Example: I like to play football.
• Example: The sun shines brightly.

The Question Mark (?)

The question mark is a punctuation mark used at the end of an interrogative statement (a question).

• Example: What is your name?
• Example: Have you finished your homework?

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Grammatical Accuracy: Interrogative Sentences

Interrogation and Responses Using Present Perfect

Interrogative sentences are questions. We can form questions using the present perfect tense to ask about recent actions.

Question and Response Examples:

• Question: Have you cooked the food?
• Response: No, I have not.
• Question: Have they cleared the farm?
• Response: Yes, they have.

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Reading: Descriptive Reading

Describing Events, Objects, or Natural Phenomena

Descriptive reading involves understanding how authors use words to paint a picture of an event, an object, or something in nature. It helps us imagine what is being described.

Examples of things to describe:

• An event: rain, flood
• An object: a book, a chair
• A natural phenomenon: desert, ocean, mountain

When describing, we think about features like size, colour, height, weight, and how often something happens.

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Writing: Pressing Personal Feelings

Capturing Likes and Dislikes

Writing about personal feelings means expressing what you like or dislike. It helps to share your emotions and opinions clearly.

Examples:

• I like the game of football.
• I don’t like wrestling.
• My daddy loves me.
• I love Nigeria.

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Grammatical Accuracy: The Use of Descriptive Words

Painting Pictures with Words

Descriptive words (adjectives and adverbs) help us create clear pictures in the minds of our readers or listeners. Choosing the right words makes our communication better.

Examples of descriptive words:

• Size: big, small, long, short, fat, thin
• Weight: light, heavy, bulky
• Appearance: bright, dull, shining, brilliant, attractive, beautiful
• Behaviour: kind, rude, happy, sad

We use these words to describe objects around us (e.g., “The big, red ball”) or people (e.g., “My kind, tall teacher”).

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Instructional Procedures Lesson 1: Listening & Speaking, Reading, and Grammatical Accuracy

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to recall how they ask questions that require a ‘Yes’ or ‘No’ answer. The teacher then tells them that today’s lesson will help them speak and read better, and use the present perfect tense correctly.
Pupils’ Activity: Pupils respond to the teacher’s greetings and share their ideas on asking questions.
Learning Point: Pupils are introduced to the lesson’s topics and their relevance.

Step 2: Listening & Speaking – Simple Dialogue

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains and demonstrates the rising tune for yes/no questions and the importance of stress in a dialogue. The teacher uses examples like “Did you sweep the class?” and “Was the broom returned?”
Pupils’ Activity: Pupils listen attentively, repeat the questions with the correct intonation, and practice short dialogues in pairs.
Learning Point: Pupils learn to use the rising tune and stress for clear communication in dialogues.

Step 3: Reading – Simple Poems

Time: 15 minutes
Teaching Skill: Guided Reading/Recitation
Teacher’s Activity: The teacher presents the poem “Old Rogger is dead,” reads it aloud, and guides pupils to identify key words and difficult words. The teacher then leads pupils in learning the poem in rhythm and uses pictures to help them tell the story.
Pupils’ Activity: Pupils listen, repeat lines of the poem, ask questions about new words, and participate in reciting the poem with rhythm. They also rearrange picture cards to tell the poem’s story.
Learning Point: Pupils develop reading skills, understand common rhymes, and learn to interpret stories from poems and pictures.

Step 4: Grammatical Accuracy – The Present Perfect

Time: 10 minutes
Teaching Skill: Explanation/Examples
Teacher’s Activity: The teacher explains the present perfect tense using regular -ed verb forms, emphasizing actions in the recent past. The teacher uses examples related to the poem or pictures (e.g., “They have planted,” “She has plucked”).
Pupils’ Activity: Pupils listen to the explanation, identify -ed verbs, and form their own sentences using the present perfect tense.
Learning Point: Pupils learn to use the present perfect tense to describe recent actions.

Step 5: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. How does your voice sound at the end of a ‘Yes’ or ‘No’ question?
2. Recite a line from “Old Rogger is dead” and explain what it means.
3. Form a sentence in the present perfect tense using the verb “wash.”

Pupils’ Activity: Pupils answer orally and in writing.
Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: (As part of Step 5)
Teacher’s Activity: The teacher summarizes the main points of the lesson, praising pupils for their participation and encouraging them to practice speaking with correct intonation and using the present perfect tense.
Pupils’ Activity: Pupils listen to the summary and prepare for the next lesson.
Learning Point: Pupils recap the lesson and consolidate their understanding.

Instructional Procedures Lesson 2: Reading, Writing, and Grammatical Accuracy

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson briefly. The teacher then tells them that today’s lesson will focus on understanding pictures, using punctuation marks, expressing feelings, and describing things with words.
Pupils’ Activity: Pupils respond to greetings and recall aspects of the previous lesson.
Learning Point: Pupils are prepared for the new lesson and its objectives.

Step 2: Reading – Creative and Descriptive Reading

Time: 10 minutes
Teaching Skill: Visual Analysis/Discussion
Teacher’s Activity: The teacher displays various charts, diagrams, and pictures (e.g., a boy seeing a snake, a flood scene) and guides pupils to deduce implied meanings. The teacher also introduces descriptive reading, showing how to describe events or objects.
Pupils’ Activity: Pupils observe the visuals, discuss what they imply, and practice describing simple objects shown on flashcards.
Learning Point: Pupils learn to get meaning from non-word representations and begin descriptive reading.

Step 3: Writing – Punctuation Marks and Personal Feelings

Time: 15 minutes
Teaching Skill: Explanation/Guided Writing
Teacher’s Activity: The teacher explains the use of the full stop and question mark with examples. The teacher then guides pupils to write short sentences using these marks correctly. Next, the teacher encourages pupils to write about their personal feelings (likes and dislikes) using prompts like the national flag or family items.
Pupils’ Activity: Pupils listen, identify the punctuation marks, write sentences with full stops and question marks, and then write about their likes and dislikes.
Learning Point: Pupils learn to use basic punctuation and express personal feelings in writing.

Step 4: Grammatical Accuracy – Interrogative Sentences and Descriptive Words

Time: 10 minutes
Teaching Skill: Questioning/Word Association
Teacher’s Activity: The teacher explains interrogative sentences and how to respond to them using the present perfect tense (e.g., “Have you eaten? Yes, I have.”). The teacher then introduces descriptive words (size, weight, appearance) and guides pupils to use them to describe objects and people around them.
Pupils’ Activity: Pupils practice asking and answering present perfect questions. They then describe objects in the classroom and classmates using descriptive words.
Learning Point: Pupils learn to form interrogative sentences, respond accurately, and use descriptive words effectively.

Step 5: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What punctuation mark do you use at the end of a question?
2. Write a sentence expressing something you like, using a full stop.
3. Ask a question using ‘Have you…’ and give a ‘Yes’ or ‘No’ answer.
4. Mention two descriptive words for “size.”

Pupils’ Activity: Pupils answer orally and in writing.
Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: (As part of Step 5)
Teacher’s Activity: The teacher summarizes the importance of reading pictures, using correct punctuation, expressing feelings, and using descriptive words. The teacher encourages pupils to continue practicing these skills at home.
Pupils’ Activity: Pupils listen to the summary and ask any final questions.
Learning Point: Pupils recap the lesson and are encouraged for continuous practice.

Home Task: Write four correct English sentences that demonstrate the main language skill in Listening and Speaking, Reading, Grammatical Accuracy, Writing.

Lesson Keywords

• Dialogue – A conversation between two or more people.
• Rising Tune – When the voice goes up at the end of a question.
• Stress – Emphasis placed on a word or syllable.
• Poem – A piece of writing that expresses ideas or feelings in beautiful language, often with rhythm and rhyme.
• Present Perfect – A verb tense used for actions that happened in the recent past and are connected to the present.
• Implied Meaning – A meaning that is suggested rather than directly stated.
• Full Stop (.) – A punctuation mark used at the end of a declarative sentence.
• Question Mark (?) – A punctuation mark used at the end of an interrogative sentence.
• Interrogative Sentence – A sentence that asks a question.
• Descriptive Reading – Reading to understand how things are described.
• Personal Feelings – Emotions or opinions about something.
• Descriptive Words – Words that describe the qualities of a noun (e.g., adjectives).

Differentiation

For pupils who grasp concepts quickly, the teacher will provide additional sentences for punctuation practice or challenge them to create longer dialogues. For pupils needing more support, the teacher will provide simpler sentences, focus on one punctuation mark at a time, and offer more direct guidance during dialogue practice and descriptive writing.

Note for teachers using this lesson plan

Teachers should use a variety of visual aids and encourage active participation through pair work and group activities. Ensure clear pronunciation and intonation when demonstrating dialogues and reading poems. Provide ample opportunities for pupils to practice writing sentences and describing objects orally and in writing. Continuous feedback is essential to help pupils improve their language skills.