Auditing, Perception and Discrimination, Sounds of Domestic for Primary 1

Class: Primary 1
Term: 2nd Term
Week: 4
Age: 6 years
Duration: 45 minutes per period (2 periods)
Subject: English Studies
Curriculum Theme: English Studies
Previous Lesson: Sorting Out of Object Items / Matching Oral and Counting Numeracy 1-300 in Words.
Topic: Listening and Speaking, Reading, Writing
Subject Matter: Listening and Speaking: Auditing, perception and discrimination – sounds of domestic animals, Reading: Songs and Rhymes, Writing: Writing simple sentences

Specific Objectives

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

Cognitive Domain:

• Identify the sounds of various domestic animals.
• Identify word sets that rhyme in songs and rhymes.

Affective Domain:

• Show interest in listening to and imitating animal sounds.
• Enjoy singing songs and reciting rhymes.
• Participate actively in writing simple sentences.

Psychomotor Domain:

• Imitate the sounds of various domestic animals.
• Sing songs and recite rhymes correctly.
• Repeat the sounds of rhyming words.
• Write simple sentences legibly.

Social Domain:

• Collaborate with peers during group activities involving rhymes and animal sounds.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for English Studies (Primary 1)
• State Unified Scheme of Work for English Studies (Primary 1)
• Macmillan Primary English for Nigerian Schools, Primary 1
• Pictures and charts of domestic animals and rhymes.

Instructional Materials

The teacher will teach this lesson with the aid of:

• Pictures of domestic animals (e.g., cat, dog, cow, goat, horse, cock).
• Charts with simple songs and rhymes.
• Flashcards with rhyming words.
• Whiteboard/Blackboard and chalk/marker.
• Pupils’ exercise books and pencils.

Rationale for the Lesson

Learning about animal sounds helps pupils develop listening skills and connect language to their environment. Singing songs and rhymes improves phonological awareness and introduces them to word patterns. Writing simple sentences builds foundational literacy skills, enabling them to express their thoughts in written form.

Prerequisite/Previous Knowledge

Pupils can recognize some letters of the alphabet, identify a few simple words, and make basic sounds.

Lesson Content/Board Summary

English Studies: Listening & Speaking, Reading, and Writing

Listening and Speaking: Sounds of Domestic Animals

Understanding Animal Sounds

Domestic animals are animals that live with humans on farms or as pets. Each animal makes a special sound.

The following are sounds made by some domestic animals:

• Cat – Meows
• Dog – Barks
• Cow – Moos
• Goat – Bleats
• Horse – Neighs
• Cock – Crows

Reading: Songs and Rhymes

What are Rhymes?

Rhymes are words that have the same ending sound. Songs often use rhymes.

The following are examples of rhyming words:

• Cat, Mat, Sat
• Dog, Log, Fog
• Run, Sun, Fun
• Ball, Tall, Fall

Example of a simple rhyme:

Twinkle, twinkle, little star,

How I wonder what you are.

Writing: Writing Simple Sentences

What is a Simple Sentence?

A simple sentence is a group of words that tells a complete thought. It has a subject (who or what) and a verb (what it does).

The following are rules for writing simple sentences:

• A sentence always starts with a capital letter.
• A sentence always ends with a full stop (.), question mark (?), or exclamation mark (!).

The following are examples of simple sentences:

• The boy is happy.
• Birds fly.
• I like apples.
• She sings a song.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Lesson 1: Listening and Speaking & Reading

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and leads them in a short song about animals to prepare them for the lesson.
Pupils’ Activity: Pupils respond to the greeting and sing along with the teacher.
Learning Point: Pupils are engaged and ready for the lesson.

Step 2: Presentation of Listening and Speaking

Time: 15 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher displays pictures of domestic animals and makes their sounds. The teacher asks pupils to identify the animals and imitate their sounds.
Pupils’ Activity: Pupils identify the animals and imitate the sounds of different domestic animals as demonstrated by the teacher.
Learning Point: Pupils identify and imitate sounds of various domestic animals.

Step 3: Presentation of Reading

Time: 15 minutes
Teaching Skill: Explanation/Choral Reading
Teacher’s Activity: The teacher displays a chart with a simple song or rhyme. The teacher reads the song/rhyme aloud, emphasizing rhyming words, and then leads pupils to sing/recite it together. The teacher writes sets of words on the board and asks pupils to identify the rhyming words.
Pupils’ Activity: Pupils sing/recite the song/rhyme with the teacher and repeat the sounds of rhyming words. They identify rhyming word sets from the board.
Learning Point: Pupils sing songs, recite rhymes, and identify rhyming words.

Step 4: Evaluation/Review

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

1. What sound does a cow make?
2. Give an example of two words that rhyme.
3. Imitate the sound of a dog.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 5: Conclusion

Time: 5 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key points of the lesson, reinforcing the sounds of animals and the concept of rhyming words. The teacher gives pupils a simple task to find more rhyming words at home.
Pupils’ Activity: Pupils listen attentively and note the summary and task.
Learning Point: Pupils consolidate their learning and receive a take-home activity.

Lesson 2: Writing

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Revision
Teacher’s Activity: The teacher reviews the previous lesson by asking pupils to mention some rhyming words and animal sounds. The teacher then introduces the topic of writing simple sentences.
Pupils’ Activity: Pupils recall and respond to questions about the previous lesson.
Learning Point: Pupils connect previous learning to the new topic.

Step 2: Presentation of Writing

Time: 30 minutes
Teaching Skill: Explanation/Guided Practice
Teacher’s Activity: The teacher explains what a simple sentence is, using clear examples. The teacher emphasizes starting with a capital letter and ending with a full stop. The teacher writes simple sentences on the board and guides pupils to write their own simple sentences in their exercise books.
Pupils’ Activity: Pupils listen to the explanation, observe the examples, and practice writing simple sentences in their books.
Learning Point: Pupils understand how to write simple sentences correctly.

Step 3: Evaluation/Review

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

1. What must a sentence start with?
2. What must a sentence end with?
3. Write a simple sentence about a cat.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 4: Conclusion

Time: 5 minutes
Teaching Skill: Assignment
Teacher’s Activity: The teacher summarizes the rules for writing simple sentences and gives pupils an assignment to write three simple sentences about their family.
Pupils’ Activity: Pupils listen and copy the assignment.
Learning Point: Pupils consolidate their learning and receive a take-home assignment.

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

Lesson Keywords

• Domestic Animals – Animals that live with humans on farms or as pets.
• Sounds – What we hear when animals communicate.
• Rhymes – Words that have the same ending sound.
• Sentence – A group of words that tells a complete thought.
• Capital Letter – The big letter used at the beginning of a sentence.
• Full Stop – The dot used at the end of a sentence.

Differentiation

For struggling learners, the teacher will provide more one-on-one support during writing activities and use simpler animal sounds and rhymes. Advanced learners will be encouraged to create their own short rhymes or longer simple sentences.

Note for teachers using this lesson plan

Ensure that the atmosphere is fun and interactive, especially for the listening and speaking and reading sections. Use real-life examples where possible. Encourage all pupils to participate and celebrate their efforts, particularly in writing. Provide clear and immediate feedback on their writing practice.