Reading Eye Movement Reading from Left to Right and Simple Greetings and Commands for Primary 1

Class: Primary 1
Term: First Term
Week: 1
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: English Studies
Previous Lesson: .
Topic: Reading (Reading Habit), Listening and Speaking, Grammatical Accuracy (Structure), Writing
Subject Matter: Reading (Reading Habit): Eye movement reading from left to right, top to bottom; Listening and Speaking: Simple greetings and commands, Greetings at home and appropriate times for particular greetings, “How do you do?” Greetings at school, “Good morning, Amaka.” Greeting in the community; to neighbours, elders/clan heads, nurse, doctor; Grammatical Accuracy (Structure): Identification of persons. Introduction; Writing: Writing three-letter words. Write four-letter words. Write simple sentences.

Specific Objectives

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

Cognitive Domain:

• Identify the first and last word on a page.
• Identify where to begin reading printed words on a page.
• Recognize familiar words on the board.
• Understand appropriate greetings for different situations.
• Identify persons when introducing themselves or others.
• Recognize simple words for writing.

Affective Domain:

• Show respect through appropriate greetings.
• Participate actively in role-play activities.
• Develop a positive attitude towards reading and writing.

Psychomotor Domain:

• Read words from left to right and top to bottom.
• Point at words as they read.
• Use appropriate gestures while greeting.
• Introduce themselves and others clearly.
• Write three-letter words correctly.
• Write four-letter words correctly.
• Write simple sentences using correct upper and lower cases.

Social Domain:

• Greet family members, teachers, and community members politely.
• Engage in simple conversational greetings.
• Introduce themselves to new people.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for Primary 1.
• State Unified Scheme of Work.
• New Oxford English for Primary Schools 1.
• Pupils’ English textbooks.

Instructional Materials

The teacher will teach this lesson with the aid of:

• Storybooks
• Flashcards with familiar words
• Pictures showing different greetings
• Chalkboard/Whiteboard and markers/chalk
• Pupils’ notebooks and pencils

Rationale for the Lesson

This lesson helps pupils develop fundamental English language skills. It enables them to read basic words, greet people politely in various settings, introduce themselves, and write simple words and sentences. These skills are important for daily communication and future academic success.

Prerequisite/Previous Knowledge

Pupils can recognize some letters of the alphabet and understand simple instructions in English.

Lesson Content/Board Summary

Reading (Reading Habit)

Eye Movement for Reading

When we read, our eyes move:

• From left to right across a line.
• From the top of the page to the bottom.

We start reading printed words from the first word on the left, then move to the right.

The first word on a page is usually at the top left.

The last word on a page is usually at the bottom right.

Listening and Speaking (Greetings and Commands)

Simple Greetings

Greetings show politeness and respect.

Examples of greetings:

• Good morning.
• Good afternoon.
• Good evening.
• Good night.
• How do you do? (Response: I am fine, thank you.)
• Hello.
• Hi.

Greetings at Home, School, and Community

• At home: “Good morning, Papa.” “Good evening, Mama.”
• At school: “Good morning, Madam/Sir.” “Good morning, Mr. Olu.”
• In the community (to neighbours, elders, doctor, nurse): “Good afternoon, Ma/Sir.”
• Always use appropriate gestures (e.g., a slight bow, a handshake for adults if appropriate).

Grammatical Accuracy (Introduction of Persons)

Introducing Yourself and Others

• To ask someone’s name: “What is your name?”
• To tell your name: “My name is [Your Name].”
• To ask about family members: “What is your father’s name?” “What is your mother’s name?”
• Practice: “My name is Etim.”

Writing (Three-letter words, Four-letter words, Simple Sentences)

Writing Words and Sentences

• We write from left to right.
• Use capital letters (upper case) at the beginning of a sentence and for proper names.
• Use small letters (lower case) for other words.

Examples of three-letter words: cat, dog, sun, pen, mat.

Examples of four-letter words: book, door, hand, play, nest.

Examples of simple sentences:

• I am a boy.
• She is a girl.
• This is a pen.
• The cat ran.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Role-play, Visual Aids, Practical Activity

Instructional Procedures

Lesson 1: Reading and Grammatical Accuracy

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson briefly. The teacher then introduces the topics for the day: Reading (Eye Movement) and Grammatical Accuracy (Introduction of Persons).
Pupils’ Activity: Pupils respond to greetings and recall previous learning. They listen attentively to the new topics.
Learning Point: Pupils are prepared for the new lesson.

Step 2: Presentation of Reading (Eye Movement)

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher displays a simple storybook or chart with words. The teacher demonstrates how to read from left to right and top to bottom, identifying the first and last words on a page.
Pupils’ Activity: Pupils observe the teacher’s demonstration. They identify the first and last words on a page and practice eye movement as guided.
Learning Point: Pupils understand the basic rules of eye movement for reading.

Step 3: Presentation of Grammatical Accuracy (Introduction of Persons)

Time: 10 minutes
Teaching Skill: Explanation/Role-play
Teacher’s Activity: The teacher instructs and demonstrates how pupils can introduce themselves by asking, “What is your name?” and responding, “My name is [name].” The teacher also models asking about family members’ names.
Pupils’ Activity: Pupils listen and observe the teacher’s demonstration. They practice asking and answering “What is your name?” with their peers.
Learning Point: Pupils learn how to introduce themselves and ask about others’ names.

Step 4: Class Activity/Practice

Time: 10 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher provides flashcards with familiar words and guides pupils to read them from left to right, pointing at each word. The teacher also pairs pupils to practice introducing themselves.
Pupils’ Activity: Pupils read familiar words on flashcards, pointing correctly. They practice introducing themselves to their partners.
Learning Point: Pupils apply reading and introduction skills.

Step 5: Evaluation/Review

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

1. How do your eyes move when you read a book?
2. Where do you start reading printed words on a page?
3. What question do you ask to know someone’s name?
4. How do you introduce yourself to someone?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 6: Conclusion

Time: 5 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key points of the lesson on reading habits and introductions. The teacher assigns simple homework like practicing reading a short sentence and introducing themselves to family members.
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: Pupils consolidate their learning and prepare for home practice.

Lesson 2: Listening & Speaking and Writing

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and briefly reviews the previous lesson. The teacher then introduces the topics for this period: Listening & Speaking (Greetings and Commands) and Writing (Words and Sentences).
Pupils’ Activity: Pupils respond to greetings and recall previous learning. They listen attentively to the new topics.
Learning Point: Pupils are prepared for the new lesson.

Step 2: Presentation of Listening & Speaking (Greetings and Commands)

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher demonstrates various greetings for different times of the day (morning, afternoon, evening) and for different people (parents, teachers, neighbours). The teacher uses role-play to show appropriate gestures.
Pupils’ Activity: Pupils listen and observe the teacher’s demonstrations. They practice repeating the greetings and mimicking the gestures.
Learning Point: Pupils learn appropriate greetings and commands.

Step 3: Presentation of Writing (Words and Simple Sentences)

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher writes three-letter words (e.g., ‘cat’, ‘sun’), four-letter words (e.g., ‘book’, ‘hand’), and simple sentences (e.g., ‘I am a boy.’) on the board. The teacher emphasizes writing from left to right and the correct use of upper and lower cases.
Pupils’ Activity: Pupils observe how words and sentences are written. They identify upper and lower cases and the direction of writing.
Learning Point: Pupils understand the basics of writing words and simple sentences.

Step 4: Class Activity/Practice

Time: 10 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher guides pupils in a role-play activity where they greet each other as family members or at school. The teacher then asks pupils to copy the words and sentences from the board into their notebooks, paying attention to correct cases and direction.
Pupils’ Activity: Pupils participate in role-play, greeting each other. They then write words and sentences in their notebooks, practicing correct writing habits.
Learning Point: Pupils apply speaking and writing skills.

Step 5: Evaluation/Review

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

1. Give an example of a greeting you use in the morning.
2. How do you greet your teacher at school?
3. Write two three-letter words.
4. Write the sentence: “I am a girl.”

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 6: Conclusion

Time: 5 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key points of the lesson on greetings, commands, and writing simple words and sentences. The teacher assigns homework to practice writing more words and sentences and to greet family members every day.
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: Pupils consolidate their learning and prepare for home practice.

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

Lesson Keywords

• Reading – Looking at written words and understanding them.
• Greeting – Saying hello or welcoming someone.
• Command – An instruction given to someone.
• Introduce – To tell someone your name or someone else’s name.
• Sentence – A group of words that makes complete sense.
• Upper case – Capital letters (e.g., A, B, C).
• Lower case – Small letters (e.g., a, b, c).

Differentiation

For fast learners: Provide more challenging words to read and write, encourage them to create longer sentences, or act out more complex greeting scenarios.
For slow learners: Provide extra support with flashcards, trace words, offer one-on-