Asking and Answering Questions, Simple Questions and Answer for Primary 1

Class: Primary 1
Term: First Term
Week: 6
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: English Studies
Previous Lesson: .
Topic: Listening and Speaking, Grammatical Accuracy (Structure), Reading, Writing
Subject Matter: Listening and Speaking: Asking and answering simple questions (e.g., What is your name? ‘My name is Bola.’, What is your father’s name? ‘My father’s name is Ibrahim.’); Grammatical Accuracy (Structure): Formation of simple sentences with three-letter and four-letter words; Reading: Reading simple sentences; Writing: Writing simple meaningful sentences correctly.

Specific Objectives

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

Cognitive Domain:

• Ask and answer simple questions using ‘What’.
• Form simple sentences using three-letter and four-letter words.
• Read simple sentences correctly.
• Write simple meaningful sentences using appropriate upper and lower cases.

Affective Domain:

• Respond appropriately to simple ‘What’ questions.
• Participate actively in paired group activities.

Psychomotor Domain:

• Demonstrate the ability to read simple sentences aloud.
• Write simple sentences clearly and correctly.

Social Domain:

• Take turns in asking and answering questions with a partner.
• Interact politely with peers during learning activities.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for Primary 1
• State Unified Scheme of Work
• Macmillan Primary English for Primary 1

Instructional Materials

The teacher will teach this lesson with the aid of:

• Flashcards with simple three-letter and four-letter words
• Chart showing simple sentences
• Whiteboard and markers or chalkboard and chalk
• Pupils’ notebooks and pencils

Rationale for the Lesson

This lesson enables pupils to develop foundational English language skills in listening, speaking, reading, and writing. These skills are important for effective communication and for building a strong base for future learning in all subjects.

Prerequisite/Previous Knowledge

Pupils should be able to identify letters of the alphabet and recognize some simple words.

Lesson Content/Board Summary

English Language Skills

Listening and Speaking: Asking and Answering Simple Questions

Simple Questions and Answers

We use ‘What’ to ask questions about things or names.

• Question: What is your name?
• Answer: My name is Bola.
• Question: What is your father’s name?
• Answer: My father’s name is Ibrahim.

Grammatical Accuracy (Structure): Formation of Simple Sentences

Simple Sentences with Three-letter and Four-letter Words

A simple sentence tells us one complete idea. It starts with a capital letter and ends with a full stop.

Examples of simple sentences:

• This is my pen.
• John is a boy.
• The cat ran.
• I like milk.

Reading: Reading Simple Sentences

Reading Practice

Reading means looking at words and understanding their meaning. We read from left to right.

Examples of simple sentences to read:

• The sun is hot.
• A dog can run.
• My cup is red.
• He has a ball.

Writing: Writing Simple Meaningful Sentences Correctly

Writing Practice

When we write, we use letters to form words and words to form sentences. Sentences start with a capital letter and end with a full stop.

Examples of simple sentences to write:

• I am a girl.
• This is a mat.
• The hen is big.
• We play with toys.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Lesson 1: Developing English Language Skills

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to greet each other. The teacher then asks a few simple questions like, “How are you?” to prepare them for the lesson.
Pupils’ Activity: Pupils greet the teacher and each other. They respond to the teacher’s questions.
Learning Point: Pupils are engaged and ready for the lesson.

Step 2: Listening and Speaking – Asking and Answering Questions

Time: 10 minutes
Teaching Skill: Demonstration/Practice
Teacher’s Activity: The teacher introduces the topic of asking and answering simple “What” questions. The teacher models by asking, “What is your name?” and answers, “My name is [Teacher’s Name].” Then the teacher asks individual pupils.
Pupils’ Activity: Pupils listen attentively and respond by stating their names. They practice asking and answering “What is your name?” with a partner.
Learning Point: Pupils learn to ask and answer simple questions about names.

Step 3: Grammatical Accuracy – Forming Simple Sentences

Time: 10 minutes
Teaching Skill: Explanation/Modelling
Teacher’s Activity: The teacher explains what a simple sentence is, using flashcards of three-letter and four-letter words. The teacher then forms simple sentences like “This is a pen” or “John is a boy” on the board, emphasizing capital letters and full stops.
Pupils’ Activity: Pupils observe the flashcards and sentences. They repeat the sentences after the teacher.
Learning Point: Pupils understand how to form simple sentences and identify their basic structure.

Step 4: Reading Simple Sentences

Time: 8 minutes
Teaching Skill: Guided Reading
Teacher’s Activity: The teacher writes simple sentences on the board or uses a chart. The teacher reads the sentences aloud slowly and clearly, then asks pupils to read them together and individually.
Pupils’ Activity: Pupils follow along as the teacher reads, then read the sentences in chorus and individually.
Learning Point: Pupils practice reading simple sentences.

Step 5: Writing Simple Sentences

Time: 7 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher dictates a few simple sentences (e.g., “I am a boy,” “This is a cup.”) and guides pupils on how to write them correctly in their notebooks, paying attention to capital letters and full stops.
Pupils’ Activity: Pupils write the dictated sentences in their notebooks.
Learning Point: Pupils practice writing simple meaningful sentences correctly.

Step 6: Evaluation/Review

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

1. What is your name?
2. Form a simple sentence using the word “cat”.
3. Read the sentence: “The man is tall.”
4. Write a simple sentence about yourself.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 7: Conclusion

Time: 1 minute
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the lesson by briefly reviewing how to ask and answer questions, form sentences, read, and write. The teacher gives pupils homework to write five simple sentences.
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: The lesson is concluded and homework is assigned.

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

Lesson Keywords

• Question – A sentence that asks for information.
• Answer – The reply to a question.
• Sentence – A group of words that makes complete sense.
• Read – To look at written words and understand them.
• Write – To form letters and words on a surface.

Differentiation

For pupils who grasp concepts quickly, the teacher will encourage them to form longer simple sentences or ask more complex “What” questions. For pupils needing more support, the teacher will provide extra guidance, simplified sentences, and one-on-one assistance during writing practice.

Note for teachers using this lesson plan

Encourage active participation from all pupils. Use clear and simple instructions. Provide positive reinforcement to build confidence, especially during speaking and reading activities. Ensure the classroom environment is conducive to interactive learning.