Reading: Naming and Introducing Individuals in Simple Passages for Primary 2

Class: Primary 2
Term: First Term
Week: 8
Age: 7 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Reading
Previous Lesson: Grammar: Irregular Plural
Topic: Reading: Naming and Introducing Individuals in Simple Passages
Subject Matter: Reading simple passage based on question and statement for naming and introducing individuals

Specific Objectives

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

Cognitive Domain

• Identify names of individuals in a simple passage.
• Answer simple questions about individuals mentioned in a passage.
• State simple sentences used for introducing individuals.

Affective Domain

• Show interest in reading passages about people.
• Participate actively in introducing themselves and others.

Psychomotor Domain

• Read a simple passage aloud to identify individuals.
• Introduce themselves and their partners using appropriate phrases.

Reference Materials

The following resources were used in planning this lesson:

• 2014 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• FCT ERC/NAPPS Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• A simple reading passage written on a chart or whiteboard
• Recorder (for listening to pupils’ reading)
• Textbook
• Notebook

Rationale for the Lesson

This lesson is important as it helps pupils develop fundamental reading comprehension skills by focusing on identifying characters and their relationships within a text. It also enhances their social skills by teaching them how to introduce themselves and others, which is a crucial aspect of communication in everyday life.

Prerequisite/Previous Knowledge

Pupils can recognize letters of the alphabet, read simple words, and form basic sentences. They also have some idea of how to say their own names.

Lesson Content/Board Summary

Reading: Naming and Introducing Individuals in Simple Passages

Reading a Simple Passage

A simple passage tells us about people and things. When we read, we can find out names of people.

Example Passage:

My name is Bola. I am seven years old. I have a friend named Emeka. Emeka likes to play football. His sister is called Ada. Ada is a good singer.

Naming Individuals from a Passage

We can find names by reading carefully. Look for words that start with a capital letter and refer to a person.

From the example passage above, the names of individuals are:

1. Bola
2. Emeka
3. Ada

Introducing Individuals

We use special words and phrases to introduce ourselves and other people. These phrases help us tell others who someone is.

Phrases for Introducing:

1. “My name is…” (for yourself)
2. “I am…” (for yourself)
3. “This is…” (for someone else)
4. “His name is…” (for a boy/man)
5. “Her name is…” (for a girl/woman)

Examples from the passage:

1. “My name is Bola.”
2. “This is Emeka.”
3. “Her name is Ada.”

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Modelling/Questioning

Teacher’s Activity: The teacher introduces him/herself to the pupils, saying, “Good morning, class. My name is Mr./Mrs. [Teacher’s Name].” The teacher then emphasizes words like “I am,” “you are,” “we are,” and “My name is…” as used in introductions. The teacher asks pupils to introduce themselves one by one.

Pupils’ Activity: Pupils listen to the teacher’s introduction and then introduce themselves individually by mentioning their names, for example, “My name is [Pupil’s Name].”

Learning Point: Personal introductions

Step 2: Presenting the Passage

Time: 5 minutes

Teaching Skill: Presentation/Explanation

Teacher’s Activity: The teacher displays a simple passage on the chart or whiteboard. The teacher explains that the passage tells a story and has names of people in it. The teacher reads the passage clearly to the class.

Pupils’ Activity: Pupils observe the passage on the chart and listen attentively as the teacher reads.

Learning Point: Passage observation

Step 3: Guided Reading of the Passage

Time: 8 minutes

Teaching Skill: Guided Reading/Pronunciation

Teacher’s Activity: The teacher reads the passage again, sentence by sentence, and asks pupils to repeat after him/her. The teacher points to each word as it is read to help pupils follow along. The teacher also helps with correct pronunciation.

Pupils’ Activity: Pupils repeat each sentence after the teacher, following the words on the chart and practicing pronunciation.

Learning Point: Passage reading practice

Step 4: Naming Individuals

Time: 7 minutes

Teaching Skill: Questioning/Identification

Teacher’s Activity: The teacher asks questions to guide pupils to identify the names of individuals in the passage. For example, “What is the name of the person who says ‘My name is Bola’?” or “Who is Emeka’s sister?” The teacher writes the identified names on the board.

Pupils’ Activity: Pupils identify and call out the names of individuals from the passage in response to the teacher’s questions.

Learning Point: Identifying names

Step 5: Introducing Individuals from the Passage

Time: 7 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates how to introduce the individuals found in the passage using phrases like “This is…” or “Her name is…” The teacher asks pupils to practice introducing the characters from the passage. For example, “How would you introduce Ada?”

Pupils’ Activity: Pupils practice introducing the characters from the passage using the taught phrases, guided by the teacher.

Learning Point: Introducing individuals

Step 6: Pair Introduction Practice

Time: 4 minutes

Teaching Skill: Group Work/Supervision

Teacher’s Activity: The teacher instructs pupils to work in pairs and introduce themselves to their partners, and then introduce their partner to the class (or to another pair if time is short).

Pupils’ Activity: Pupils introduce themselves to their partners and then introduce their partners to others, practicing the learned phrases.

Learning Point: Paired introduction practice

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. Read the passage again and tell me one name you found.
2. How do you introduce yourself?
3. How would you introduce your friend to someone?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Reading and introduction skills

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, including the example passage and introduction phrases, into their notebooks.

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

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher reminds pupils that reading helps them know people and that it is good to know how to introduce themselves and others politely. The teacher encourages them to practice reading and introductions at home.

Pupils’ Activity: Pupils listen and acknowledge the teacher’s concluding remarks.

Learning Point: Lesson summary

Continuous Assessment/Further Study

Type: Homework

Instruction: Read the short passage below and answer the questions. Then, write sentences to introduce the people in the passage.

Passage:

Hello! My name is Chika. I have a pet dog called Bingo. My brother is called Obi. Obi loves to read books. Our mother is Mrs. Okafor. She is a teacher.

1. List the names of all the people mentioned in the passage.
2. Who is Chika’s brother?
3. How would you introduce Mrs. Okafor?
4. Write a sentence to introduce Chika.

Lesson Keywords

• Passage – A short piece of writing or text.
• Introduce – To make someone known to another person for the first time.
• Name – The word or words by which a person, animal, place, or thing is known.
• Individual – A single person.

Differentiation

For pupils who are struggling, provide simpler passages with fewer names and more direct questions. Use flashcards with names and pictures for visual learners. For advanced learners, encourage them to create their own short passages and introduce more than two characters, or ask them to write a short dialogue involving introductions.

Suggested Lesson Videos

YouTube search: Primary 2 reading introducing people English