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

Class: Primary 2
Term: First Term
Week: 3
Age: 7 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Reading
Previous Lesson: Grammar: Describing People and Things by Weight and Size
Topic: Reading: Naming and Introducing People in Simple Passages
Subject Matter: Reading materials Who is he? He is Eze. Who are you? I am Olu.

Specific Objectives

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

Cognitive Domain

• Identify names of people in simple passages.
• Answer questions like “Who is he?” or “Who is she?” correctly.
• Respond appropriately to “Who are you?”

Affective Domain

• Participate actively in reading activities.
• Show confidence when introducing themselves or others.

Psychomotor Domain

• Read simple passages fluently.
• Introduce themselves and others using simple sentences.

Reference Materials

The following resources were used in planning this lesson:

• 2014 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Primary 2 English Language Textbook
• FCT ERC/NAPPS Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Reading text
• Textbook
• Notebook
• Chart showing simple passages and dialogues

Rationale for the Lesson

This lesson is important because it equips pupils with fundamental reading comprehension skills, enabling them to extract specific information about people from texts. It also builds their confidence in basic social interactions by teaching them how to introduce themselves and others, which is crucial for effective communication.

Prerequisite/Previous Knowledge

Pupils can read simple words and short sentences in English.

Lesson Content/Board Summary

Reading: Naming and Introducing People in Simple Passages

Naming People

When we read a passage, we can find out who someone is by looking for their name or by asking “Who is he?” or “Who is she?”.

Example 1:

1. Passage: “This is my friend. He is Eze. Eze likes to play football.”

   Question: Who is he?

   Answer: He is Eze.

Example 2:

1. Passage: “Meet my sister. She is Ada. Ada loves to sing.”

   Question: Who is she?

   Answer: She is Ada.

Introducing People

We introduce ourselves by saying “I am…” and introduce others by saying “He is…” or “She is…”.

Example 1: Introducing yourself

1. Question: Who are you?

   Answer: I am Olu.

Example 2: Introducing a friend

1. Teacher: Who is this boy?

   Pupil: He is Emeka.

Example 3: Introducing a girl

1. Teacher: Who is this girl?

   Pupil: She is Fatima.

Teaching Methods/Instructional Techniques

Discussion, Guided Practice, Question and Answer, Explanation, Reading Aloud, Role-play.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and asks them to recall some simple sentences they read in the previous lesson. The teacher then introduces the topic of reading about people.

Pupils’ Activity: Pupils respond to greetings and recall previous reading. They listen attentively to the new topic.

Learning Point: Recalling simple sentences

Step 2: Presentation of Naming People

Time: 8 minutes

Teaching Skill: Explaining/Modelling

Teacher’s Activity: The teacher presents a simple passage on a chart or board, like “This is my friend. He is Eze. Eze likes to play football.” The teacher reads it aloud and asks, “Who is he?” demonstrating how to find the name.

Pupils’ Activity: Pupils listen as the teacher reads and observes how the name is identified.

Learning Point: Identifying names in passages

Step 3: Guided Reading for Naming

Time: 7 minutes

Teaching Skill: Guiding/Reading

Teacher’s Activity: The teacher provides another simple passage, e.g., “Meet my sister. She is Ada. Ada loves to sing.” The teacher guides pupils to read it together and asks “Who is she?”, helping them to answer.

Pupils’ Activity: Pupils read the passage with the teacher and practice answering “Who is she?”.

Learning Point: Answering “Who is she?”

Step 4: Presentation of Introducing People

Time: 5 minutes

Teaching Skill: Explaining/Demonstrating

Teacher’s Activity: The teacher introduces the concept of introducing oneself and others. The teacher says, “Who are you?” and answers, “I am (teacher’s name).” Then points to a pupil and asks, “Who is he/she?”

Pupils’ Activity: Pupils listen and observe the teacher’s demonstration.

Learning Point: Understanding introductions

Step 5: Practice Introducing Self

Time: 5 minutes

Teaching Skill: Facilitating/Practicing

Teacher’s Activity: The teacher asks individual pupils, “Who are you?” and encourages them to respond, “I am (their name).”

Pupils’ Activity: Pupils take turns practicing introducing themselves.

Learning Point: Introducing oneself correctly

Step 6: Practice Introducing Others

Time: 5 minutes

Teaching Skill: Guiding/Reinforcing

Teacher’s Activity: The teacher points to different pupils and asks others, “Who is he?” or “Who is she?”, guiding them to use “He is…” or “She is…” with the correct name.

Pupils’ Activity: Pupils practice introducing their classmates.

Learning Point: Introducing others using phrases

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 this passage: “My name is Amina. I like to draw.” Who is she?
2. Read this passage: “This is John. He is my brother.” Who is he?
3. If someone asks you, “Who are you?”, what will you say?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessing naming, introducing 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 on naming and introducing people into their notebooks.

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

Learning Point: Recording lesson information

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Summarizing/Consolidating

Teacher’s Activity: The teacher briefly reminds pupils that they have learned to name and introduce people using simple sentences and encourages them to practice outside the classroom.

Pupils’ Activity: Pupils listen and acknowledge the conclusion of the lesson.

Learning Point: Consolidating naming, introducing

Continuous Assessment/Further Study

Type: Homework

Instruction: Read the following passages and answer the questions in your notebook.

1. Passage: “My teacher is Mrs. Obi. She teaches us English.”

   Question: Who is she?

2. Passage: “My father is Mr. Musa. He drives a car.”

   Question: Who is he?

3. Write down what you would say if someone asks you, “Who are you?”

Lesson Keywords

• Name – A word or set of words by which a person, animal, place, or thing is known, addressed, or referred to.
• Introduce – To present (someone) by name to another in order to establish an acquaintance.
• Passage – A short section of a book, story, or article.
• He – A pronoun used for a male person.
• She – A pronoun used for a female person.
• You – A pronoun used for the person or people being addressed.
• I – A pronoun used by a speaker to refer to himself or herself.

Differentiation

For pupils who are struggling, the teacher can provide simpler, shorter passages and focus on one question at a time. Visual aids with pictures of people and their names can also be used. For advanced learners, the teacher can encourage them to create their own simple sentences to introduce people or ask questions about characters in longer passages.

Suggested Lesson Videos

Search on YouTube for: “Primary 2 English introducing people” or “Primary 2 reading names in passages”