Familiar nouns and pronouns in simple sentences for Primary 1

Class: Primary One
Term: Second Term
Week: 1
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Grammatical Accuracy
Focal competence: Using nouns and pronouns appropriately in sentences
Key competencies/values: Communication; ICT and Digital Competencies; Collaboration
Skills:

• Identifying and using nouns and pronouns appropriately

Previous Lesson: Common Greetings, Appropriate Responses and Situational Use
Topic: Introducing Nouns And Pronouns: Application
Subject Matter: Familiar nouns, pronouns in simple sentences

Specific Objectives

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

Cognitive Domain

• Identify familiar nouns in simple sentences.
• State examples of personal pronouns.
• Match pronouns to the nouns they replace.

Affective Domain

• Appreciate the importance of using nouns and pronouns correctly.
• Show interest in learning new words and sentence structures.

Psychomotor Domain

• Write simple sentences using familiar nouns.
• Construct simple sentences using appropriate pronouns.

Social Domain

• Collaborate with classmates during sentence construction activities.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Macmillan Primary English for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Word building materials (e.g., magnetic letters, letter tiles)
• Approved publisher-neutral text
• Letter, word and picture cards (e.g., pictures of a boy, girl, dog, house)
• Exercise books and pencils
• Flashcards with nouns (e.g., ‘boy’, ‘girl’, ‘table’) and pronouns (e.g., ‘he’, ‘she’, ‘it’)

Rationale for the Lesson

This lesson is important because it introduces pupils to fundamental parts of speech: nouns and pronouns. Understanding these helps them build correct and clear sentences, which is essential for effective communication. Mastering their use lays a strong foundation for more complex grammatical structures in the future.

Prerequisite/Previous Knowledge

Pupils can identify some common objects, people, and places around them. They can also recognise simple words and understand short spoken sentences.

Lesson Content/Board Summary

Introducing Nouns And Pronouns: Application

What are Nouns?

Nouns are words that name people, places, animals, or things.

Examples of nouns:

1. People: boy, girl, teacher, father
2. Places: school, market, house, church
3. Animals: dog, cat, bird, goat
4. Things: table, book, pen, ball

What are Pronouns?

Pronouns are words that take the place of nouns in a sentence. They help us avoid repeating the same noun many times.

Examples of personal pronouns:

1. I (used for yourself)
2. You (used for the person you are talking to)
3. He (used for a boy or man)
4. She (used for a girl or woman)
5. It (used for an animal or thing)
6. We (used for yourself and others)
7. They (used for many people, animals, or things)

Using Nouns and Pronouns in Simple Sentences

We can use nouns and pronouns to make complete sentences.

Examples:

1. The boy is playing. He is happy.
2. The girl is reading. She has a book.
3. The dog is barking. It is hungry.
4. The children are singing. They love music.
5. Mummy is cooking. She is in the kitchen.
6. The school is big. It has many classrooms.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Individual Practice, Pair Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Recalling/Engaging

Teacher’s Activity: The teacher greets the pupils and asks them to name some things they see in the classroom. The teacher writes some of their answers on the board.

Pupils’ Activity: Pupils greet the teacher and name objects like “chair,” “table,” “book,” “teacher.”

Learning Point: Naming familiar objects

Step 2: Introducing Nouns

Time: 8 minutes

Teaching Skill: Explaining/Illustrating

Teacher’s Activity: The teacher explains that all the names they mentioned are called ‘nouns’. Using picture cards, the teacher shows pictures of people (e.g., boy, girl), places (e.g., school, market), animals (e.g., dog, cat), and things (e.g., pen, book) and asks pupils to name them, reinforcing that these are all nouns.

Pupils’ Activity: Pupils identify the pictures and repeat the word “noun.”

Learning Point: Nouns as names

Step 3: Introducing Pronouns

Time: 7 minutes

Teaching Skill: Explaining/Demonstrating

Teacher’s Activity: The teacher explains that sometimes we use other words instead of repeating the noun. The teacher gives examples like “John is a boy. He is playing.” and introduces pronouns like ‘he’, ‘she’, ‘it’, ‘I’, ‘you’, ‘we’, ‘they’ using flashcards.

Pupils’ Activity: Pupils listen and repeat the pronouns after the teacher.

Learning Point: Pronouns replace nouns

Step 4: Matching Pronouns to Nouns

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher holds up a noun picture card (e.g., “girl”) and asks, “Which pronoun can we use for a girl?” The teacher guides pupils to say “she.” This is repeated for other nouns (e.g., “boy” -> “he”, “dog” -> “it”, “children” -> “they”).

Pupils’ Activity: Pupils match pronouns to the corresponding noun pictures or words.

Learning Point: Correct pronoun usage

Step 5: Using Nouns in Simple Sentences

Time: 6 minutes

Teaching Skill: Sentence Construction

Teacher’s Activity: The teacher writes simple nouns on the board (e.g., ‘ball’, ‘teacher’) and asks pupils to form simple sentences using them. The teacher writes correct sentences on the board (e.g., “The ball is red.”, “The teacher is kind.”).

Pupils’ Activity: Pupils form sentences orally, and some write them in their exercise books.

Learning Point: Forming noun sentences

Step 6: Using Pronouns in Simple Sentences

Time: 5 minutes

Teaching Skill: Application

Teacher’s Activity: The teacher writes sentences with nouns and then asks pupils to replace the noun with a suitable pronoun. For example, “Mary is happy.” becomes “She is happy.” Pupils read, speak, and write short familiar examples.

Pupils’ Activity: Pupils replace nouns with pronouns and write the new sentences.

Learning Point: Constructing pronoun sentences

Step 7: 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 a noun?
2. Give two examples of nouns.
3. What is a pronoun?
4. Which pronoun can we use for ‘father’?
5. Complete the sentence: “The cat is sleeping. _____ is on the mat.”

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Noun and pronoun application

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on nouns and pronouns into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Summarising

Teacher’s Activity: The teacher briefly reminds pupils that nouns name things, and pronouns take the place of nouns. The teacher encourages them to practice using them correctly.

Pupils’ Activity: Pupils listen and acknowledge the summary.

Learning Point: Noun and pronoun recap

Continuous Assessment/Further Study

Type: Homework
Instruction: Complete the following sentences by filling in the blank with a suitable noun or pronoun.

1. The ______ is playing with a ball. (boy/she)
2. My mother is cooking. ______ is in the kitchen. (he/she)
3. I saw a ______ at the zoo. (it/lion)
4. The ______ are happy. ______ are singing. (children/he)
5. This is my ______. ______ is new. (book/they)

Lesson Keywords

• Noun – A word that names a person, place, animal, or thing.
• Pronoun – A word that takes the place of a noun.
• Sentence – A group of words that makes complete sense.
• He – A pronoun used for a boy or man.
• She – A pronoun used for a girl or woman.
• It – A pronoun used for an animal or thing.
• They – A pronoun used for many people, animals, or things.

Differentiation

For weaker learners: Provide more direct examples and use physical objects or larger picture cards for identification. Focus on identifying nouns first, then introduce only ‘he’, ‘she’, ‘it’ for pronouns. Allow them to point to answers or use pre-written words to complete sentences.
For faster learners: Challenge them to create their own simple sentences using a given noun and then rewrite the sentence replacing the noun with a pronoun. Encourage them to identify more complex nouns and pronouns in short stories or texts.

Suggested Lesson Videos

For further understanding, search on YouTube for:
nouns and pronouns for primary 1 nigeria

Teacher Guide for Using This Lesson Plan

Before the lesson, prepare your word building materials, picture cards for nouns (people, places, animals, things), and flashcards for common pronouns (I, you, he, she, it, we, they). Begin by engaging pupils with familiar objects to introduce nouns. Clearly explain that pronouns are ‘replacement words’ for nouns, using simple sentence examples. During guided practice, ensure every pupil has a chance to participate, either orally or by writing. Correct any misconceptions immediately. Encourage pupils to read and speak their sentences aloud to reinforce learning. The Board Summary should be copied by pupils in Step 8 to provide a clear academic record. For evaluation, ensure questions directly assess their ability to identify and use nouns and pronouns in simple sentences. Remind pupils to handle materials carefully and maintain a quiet learning environment.