Commands used during classroom and play activities for Primary 1

Class: Primary One
Term: Second Term
Week: 4
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Listening and Speaking
Focal competence: Giving and carrying out simple commands
Key competencies/values: Collaboration; Respect; Tolerance; Communication; ICT and Digital Competencies
Skills:

• Listening
• Speaking

Previous Lesson: Decoding Cluster Words in a Short Guided Reading Passage
Topic: Simple Commands
Subject Matter: Commands used during classroom, play activities

Specific Objectives

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

Cognitive Domain

• Identify simple commands used in the classroom and during play.
• State the importance of using an appropriate tone when giving commands.

Affective Domain

• Respond respectfully when given a command.
• Appreciate the need for clear communication in giving and receiving commands.

Psychomotor Domain

• Carry out selected simple commands or directions correctly.
• Demonstrate appropriate tone when giving simple commands.

Social Domain

• Collaborate with peers in practicing simple commands through role-play.

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:

• Approved publisher-neutral text
• Letter, word and picture cards (e.g., showing children sitting, standing, playing)
• Exercise books and pencils
• Interactive activities (e.g., “Simon Says”)

Rationale for the Lesson

Understanding and responding to simple commands is fundamental for effective communication and classroom management. This lesson helps pupils develop essential listening and speaking skills, enabling them to follow instructions, participate in group activities, and interact politely with others. It lays a foundation for orderly learning and social interaction.

Prerequisite/Previous Knowledge

Pupils have basic listening skills and can understand simple instructions in their everyday lives.

Lesson Content/Board Summary

Simple Commands

What are Commands?

Commands are words or sentences that tell someone to do something. They are instructions or orders.

Examples:

1. “Sit down.”
2. “Open your book.”
3. “Come here.”

Commands Used in the Classroom

These are instructions given by the teacher or pupils to help with learning and keeping order.

Examples of classroom commands:

1. Stand up.
2. Sit down.
3. Open your book.
4. Close your book.
5. Listen carefully.
6. Write in your notebook.
7. Be quiet.
8. Raise your hand.

Commands Used During Play Activities

These are instructions given during games or when playing with friends.

Examples of play activity commands:

1. Run fast!
2. Jump up!
3. Catch the ball.
4. Throw it here.
5. Pass the rope.
6. Line up.
7. Share your toys.

Appropriate Tone for Commands

When giving commands, it is important to use a clear and polite tone. We should not shout or be rude.

A good tone helps people understand and follow the command willingly.

Examples of good tone:

1. “Please, sit down.”
2. “Could you please pass the chalk?”

Carrying Out Commands Correctly

To carry out a command correctly, you need to:

1. Listen carefully to what is said.
2. Understand the instruction.
3. Do exactly what the command asks.

It shows good manners and respect to follow commands correctly.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Role-play, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and asks them to stand up, then sit down. The teacher asks, “What did I just tell you to do?” and explains that these are simple instructions or commands.

Pupils’ Activity: Pupils respond to the teacher’s commands and answer the question.

Learning Point: Introduction to commands

Step 2: Explanation of Commands

Time: 8 minutes

Teaching Skill: Explaining/Defining

Teacher’s Activity: The teacher explains what commands are using simple language and gives a few more examples like “Come here,” “Look at the board.” The teacher uses picture cards to illustrate actions.

Pupils’ Activity: Pupils listen attentively and repeat the commands after the teacher.

Learning Point: Meaning of commands

Step 3: Classroom Commands

Time: 7 minutes

Teaching Skill: Demonstrating/Modelling

Teacher’s Activity: The teacher models various commands used in the classroom such as “Open your book,” “Close your book,” “Write your name,” “Listen carefully.” Pupils practise these commands orally and by performing the actions.

Pupils’ Activity: Pupils repeat the commands and carry out the actions as instructed.

Learning Point: Classroom command examples

Step 4: Play Activity Commands

Time: 7 minutes

Teaching Skill: Illustrating/Practicing

Teacher’s Activity: The teacher introduces commands used during play activities like “Run,” “Jump,” “Catch the ball,” “Share your toys.” The teacher can use a simple game like “Simon Says” to reinforce these.

Pupils’ Activity: Pupils participate in the game and practise giving and carrying out play commands.

Learning Point: Playtime command examples

Step 5: Appropriate Tone

Time: 6 minutes

Teaching Skill: Guiding/Correcting

Teacher’s Activity: The teacher discusses the importance of using a polite and clear tone when giving commands, demonstrating both good and bad tones. Pupils practise giving commands to each other in pairs, focusing on tone.

Pupils’ Activity: Pupils identify appropriate tones and practise giving commands politely to their partners.

Learning Point: Appropriate command tone

Step 6: Carrying Out Commands Correctly

Time: 4 minutes

Teaching Skill: Reinforcing/Emphasising

Teacher’s Activity: The teacher reminds pupils to listen carefully and carry out commands correctly, explaining that it shows respect. The teacher gives a series of commands for pupils to follow.

Pupils’ Activity: Pupils listen and carry out the commands accurately.

Learning Point: Correct command execution

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 command?
2. Give two commands you hear in the classroom.
3. Give two commands you hear during play.
4. Show me how you would “touch your nose.”

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Command recognition and action

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 about simple commands into their notebooks.

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

Learning Point: Notes on simple commands

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Summarising/Consolidating

Teacher’s Activity: The teacher briefly reminds pupils that commands help us know what to do and how to play safely and politely. The teacher encourages them to use polite tones when giving commands.

Pupils’ Activity: Pupils listen and acknowledge the importance of commands.

Learning Point: Importance of clear commands

Continuous Assessment/Further Study

Type: Homework

Instruction: Ask your parents or guardians to give you three simple commands at home. Write down the commands and what you did.

1. Command 1: _________________________ Action: _________________________
2. Command 2: _________________________ Action: _________________________
3. Command 3: _________________________ Action: _________________________

Lesson Keywords

• Command – an instruction or order telling someone to do something.
• Tone – the sound of your voice, showing how you feel or what you mean.
• Listen – to pay attention to hear something.
• Carry out – to do or perform something as instructed.

Differentiation

For weaker learners, the teacher will provide more one-on-one modelling and repetition of commands with visual aids. Faster learners can be challenged to create short command sequences or act as “teachers” to give commands to their peers, focusing on clear tone and correct actions.

Suggested Lesson Videos

For further understanding, search on YouTube for: “Simple commands for kids Primary 1 English” or “Classroom commands for young learners”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have relevant picture cards or realia to demonstrate commands visually. Practice the various commands to ensure clear pronunciation and appropriate tone. Begin by engaging pupils with familiar actions to introduce the concept of commands. Throughout the lesson, model each command clearly and have pupils repeat and act them out. Pay close attention to pupils’ tone when they practise giving commands, gently correcting any shouting or rudeness. Encourage pair work and role-play to build confidence in both listening and speaking. Allow pupils to copy the Board Summary notes into their notebooks after the main teaching and practice activities. Ensure all pupils can carry out at least one simple command correctly by the end of the lesson.