Simple Commands, Identification of Objects and Reading Simple Sentences for Primary 1

Class: Primary 1

Term: 2nd Term

Week: 2

Age: 6 years

Duration: 45 minutes per lesson (Two lessons planned)

Subject: English Studies

Curriculum Theme: English Studies

Previous Lesson: .

Topic: Listening and Speaking, Grammatical Accuracy, Reading, Writing

Subject Matter: Listening and Speaking: Simple commands, Grammatical Accuracy: Identification of objects, Reading: Reading simple sentences, Writing: Writing simple sentences

Specific Objectives

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

Cognitive Domain:

• Recall and understand simple commands.
• Identify and name common objects from pictures and in real life.
• Recognize simple words and sentence structures.
• State the rule for starting a sentence with an uppercase letter.

Affective Domain:

• Show willingness to follow simple instructions.
• Appreciate the importance of correctly naming objects.
• Develop an interest in reading simple sentences.
• Demonstrate neatness and care when writing sentences.

Psychomotor Domain:

• Respond physically to simple commands (e.g., stand up, sit down).
• Point to and spell identified objects.
• Read simple sentences aloud with guidance.
• Write simple sentences, starting with an uppercase letter and ending with a full stop.

Social Domain:

• Interact appropriately when given commands.
• Share observations about objects with peers.
• Participate actively in group reading activities.
• Share written sentences with others for peer review.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum
• State Unified Scheme of Work
• Macmillan Primary English for Primary 1
• https://www.education.gov.ng
• https://www.waeconline.org.ng

Instructional Materials

The teacher will teach this lesson with the aid of:

• Flashcards with simple commands
• Pictures of common objects
• Real objects (e.g., book, pencil, bag, chair)
• Chart showing simple sentences
• Whiteboard and markers
• 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 their academic progress across all subjects.

Prerequisite/Previous Knowledge

Pupils can identify some letters of the alphabet, recognize a few sight words, and follow very basic instructions.

Lesson Content/Board Summary

Listening and Speaking

Simple Commands

Simple commands are short instructions that tell someone what to do. They help us understand and follow directions.

Examples of simple commands:

• Stand up.
• Sit down.
• Close your book.
• Open your bag.
• Touch your nose.
• Clap your hands.

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Grammatical Accuracy

Identification of Objects

Identifying objects means naming things we see around us, in pictures, or in real life. Knowing the correct names helps us speak and write accurately.

Examples of common objects to identify:

• Table
• Chair
• Book
• Pencil
• Bag
• Door
• Window
• Eraser
• Ruler

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Reading

Reading Simple Sentences

Reading simple sentences involves looking at words put together to make a complete thought and understanding what they mean. We read from left to right.

Examples of simple sentences:

• This is a ball.
• I like to play.
• The cat is big.
• She has a red dress.
• He runs fast.
• We go to school.

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Writing

Writing Simple Sentences

Writing simple sentences means putting words together to express a complete idea. Every sentence must start with a capital letter and end with a full stop, question mark, or exclamation mark.

Rules for writing simple sentences:

• Start with an uppercase (capital) letter.
• End with a punctuation mark (e.g., full stop .).
• Make sure the sentence makes sense.

Example:

• The sun is hot.
• I am a boy.
• She loves apples.
• We play in the park.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Lesson 1: Listening and Speaking & Grammatical Accuracy

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 or rhyme. The teacher then asks pupils what they learned in their previous English lesson.

Pupils’ Activity: Pupils respond to greetings, participate in the song, and recall their previous lesson.

Learning Point: Pupils are prepared for the new lesson and connect to prior knowledge.

Step 2: Simple Commands

Time: 15 minutes

Teaching Skill: Demonstration/Practice

Teacher’s Activity: The teacher introduces simple commands like “Stand up,” “Sit down,” “Open your book,” and demonstrates each action. The teacher then gives these commands for pupils to follow.

Pupils’ Activity: Pupils listen attentively, observe the teacher’s actions, and respond physically to the commands given.

Learning Point: Pupils learn to understand and respond correctly to simple commands.

Step 3: Identification of Objects

Time: 15 minutes

Teaching Skill: Visual Aids/Naming

Teacher’s Activity: The teacher shows pupils various pictures and real objects (e.g., book, pen, chair, table). The teacher names each object clearly and asks pupils to repeat the names. The teacher also guides pupils to spell some of the object names.

Pupils’ Activity: Pupils look at the pictures and objects, repeat their names, and practice spelling them with the teacher’s help.

Learning Point: Pupils identify and correctly name common objects and begin to spell them.

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. Follow the command: “Touch your head.”
2. What is this object? (Teacher shows a pencil).
3. Spell the word “bag.”

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 5: Conclusion for Lesson 1

Time: 5 minutes

Teaching Skill: Summarizing

Teacher’s Activity: The teacher briefly summarizes the key points of the lesson on simple commands and object identification and prepares pupils for the next part of the lesson.

Pupils’ Activity: Pupils listen and recall the main points of the lesson.

Learning Point: Pupils consolidate their understanding of simple commands and object identification.

Lesson 2: Reading & Writing

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Recap/Set Induction

Teacher’s Activity: The teacher quickly recaps the previous lesson on commands and object identification. The teacher then tells pupils they will now learn to read and write simple sentences.

Pupils’ Activity: Pupils respond to recap questions and prepare for the new topics.

Learning Point: Pupils connect previous learning to new topics.

Step 2: Reading Simple Sentences

Time: 15 minutes

Teaching Skill: Guided Reading

Teacher’s Activity: The teacher displays a chart with simple sentences (e.g., “This is a cat.”, “I like apples.”). The teacher reads each sentence aloud clearly, pointing to each word. The teacher then guides pupils to read the sentences together and individually.

Pupils’ Activity: Pupils listen, follow along on the chart, and read the simple sentences aloud with the teacher and individually.

Learning Point: Pupils practice reading simple sentences and recognize basic sentence structures.

Step 3: Writing Simple Sentences

Time: 15 minutes

Teaching Skill: Modelling/Practice

Teacher’s Activity: The teacher reminds pupils that sentences start with a capital letter and end with a full stop. The teacher writes a simple sentence on the board (e.g., “The dog barks.”) demonstrating the capital letter and full stop. The teacher then asks pupils to copy the sentence and later write their own simple sentences.

Pupils’ Activity: Pupils observe the teacher writing, copy the example sentence, and attempt to write their own simple sentences in their notebooks, paying attention to capitalization and punctuation.

Learning Point: Pupils learn and practice writing simple sentences correctly, applying rules of capitalization and punctuation.

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. Read this sentence: “My name is John.”
2. How does a sentence always begin?
3. Write a simple sentence about your favourite animal.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 5: Conclusion

Time: 5 minutes

Teaching Skill: Summarizing

Teacher’s Activity: The teacher reviews the entire lesson, emphasizing the importance of listening, speaking, reading, and writing well. The teacher gives pupils a simple assignment to practice writing more sentences at home.

Pupils’ Activity: Pupils listen to the summary and copy down the assignment.

Learning Point: Pupils consolidate their learning and are encouraged to practice further.

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

Lesson Keywords

• Command – an instruction given to someone to do something.
• Object – a material thing that can be seen and touched.
• Sentence – a group of words that makes complete sense.
• Uppercase – a capital letter (e.g., A, B, C).
• Full stop – a punctuation mark (.) used at the end of a statement.

Differentiation

For pupils who grasp concepts quickly, the teacher will provide additional sentences to read and write. For pupils who need more support, the teacher will offer one-on-one guidance, use more visual aids, and give simpler commands and sentences to practice.

Note for teachers using this lesson plan

Encourage active participation from all pupils. Use a variety of real objects and clear, large pictures. Provide ample opportunities for pupils to practice both orally and in writing. Be patient and provide positive reinforcement to build confidence, especially in reading and writing. Ensure the classroom environment supports both individual and group activities.