Simple Commands: Giving and carrying out classroom commands for Primary 1

Class: Primary 1
Term: First Term
Week: 3
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; Communication; ICT and Digital Competencies

Skills:

• Listening
• Speaking

Previous Lesson: Guided Reading: Reading high-frequency words and short phrases with teacher support
Topic: Simple Commands
Subject Matter: Giving, carrying out classroom commands

Specific Objectives

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

Cognitive Domain

• Recognize simple commands.
• Identify examples of simple commands used at home and school.

Psychomotor Domain

• Carry out selected simple commands or directions correctly.

Affective Domain

• Demonstrate an appropriate tone when giving commands.
• Show respect by listening attentively to commands.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable English Studies textbook 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
• Exercise books and pencils
• Real objects or charts (e.g., a book, a pen, a chair)

Rationale for the Lesson

This lesson is important because it teaches pupils how to understand and respond to instructions, which is fundamental for effective communication and classroom management. Mastering simple commands helps pupils participate actively in school activities and follow directions safely, fostering a disciplined learning environment.

Prerequisite/Previous Knowledge

Pupils can listen to simple spoken words and understand basic instructions in English.

Lesson Content/Board Summary

Simple Commands

Simple commands are short instructions given to someone to do something. They tell us what action to take.

Examples of Simple Classroom Commands

In the classroom, we use many simple commands to help us learn and stay organised. Some examples are:

1. Stand up.
2. Sit down.
3. Open your book.
4. Close your book.
5. Pick up your pen.
6. Put down your pencil.
7. Come here.
8. Go there.
9. Look at the board.
10. Listen carefully.

Giving Commands Politely

When we give commands, it is important to use a clear voice and a polite tone. We should not shout or be rude. For example, instead of just “Sit down!”, we can say “Please sit down.” or “Sit down, please.”

Carrying Out Commands

To carry out a command correctly, we must:

1. Listen carefully to what is said.
2. Understand the instruction.
3. Perform the action quickly and 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: Review/Engagement

Teacher’s Activity: The teacher greets the pupils and asks them to recall some simple instructions they follow at home or in school (e.g., “Brush your teeth,” “Wash your hands”). The teacher then introduces the topic: Simple Commands.

Pupils’ Activity: Pupils respond to greetings and share examples of instructions they follow. They listen attentively to the new topic.

Learning Point: Recalling simple instructions

Step 2: Explanation of Simple Commands

Time: 7 minutes

Teaching Skill: Explanation/Definition

Teacher’s Activity: The teacher explains that simple commands are short instructions that tell us to do something. The teacher gives a few basic examples like “Stand up,” “Sit down,” and demonstrates them.

Pupils’ Activity: Pupils listen to the explanation and observe the teacher’s demonstrations. They may try to follow the simple commands given by the teacher.

Learning Point: Meaning of commands

Step 3: Examples of Classroom Commands

Time: 8 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher writes some common classroom commands on the board or uses word cards (e.g., “Open your book,” “Close your book,” “Pick up your pen,” “Look at the board”). The teacher models each command and demonstrates the action.

Pupils’ Activity: Pupils observe the commands written and demonstrated. They repeat the commands after the teacher and try to perform the actions.

Learning Point: Common classroom commands

Step 4: Practising Carrying Out Commands

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher gives various simple commands one by one and observes pupils carrying them out. The teacher corrects any mistakes and praises correct actions. For example, “Stand up,” “Sit down,” “Touch your head,” “Point to the door.”

Pupils’ Activity: Pupils listen carefully to each command and carry out the actions as instructed by the teacher.

Learning Point: Correct command execution

Step 5: Practising Giving Commands

Time: 7 minutes

Teaching Skill: Role-play/Pair Work

Teacher’s Activity: The teacher pairs pupils up and instructs them to take turns giving simple commands to their partners, just like the teacher did. The teacher moves around to supervise and guide them, ensuring they use appropriate commands.

Pupils’ Activity: Pupils work in pairs, giving and carrying out simple commands to each other. They practise using the commands they have learned.

Learning Point: Giving simple commands

Step 6: Tone and Politeness

Time: 4 minutes

Teaching Skill: Instruction/Correction

Teacher’s Activity: The teacher reminds pupils about using a polite and clear tone when giving commands, without shouting or rudeness. The teacher demonstrates the difference between a polite tone and a rude tone for the same command.

Pupils’ Activity: Pupils listen and identify the difference between polite and rude tones. They practise giving commands using a polite voice.

Learning Point: Polite command tone

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 simple command?
2. Give two examples of commands you use at home.
3. Give two examples of commands we use in the classroom.
4. If I say “Close your book,” what should you do?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding simple commands

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 simple commands and examples 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: Reinforcement

Teacher’s Activity: The teacher summarises the lesson by reiterating the importance of listening to and carrying out commands correctly, and giving commands politely. The teacher praises the pupils for their participation.

Pupils’ Activity: Pupils listen to the summary and respond to the teacher’s praise.

Learning Point: Command usage importance

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Ask your parents or guardians for three simple commands they give you at home. Write them down in your notebook and be ready to share them in class tomorrow.

1. ____________________________________
2. ____________________________________
3. ____________________________________
4. Practise giving these commands to a family member using a polite voice.
5. Draw a picture of yourself carrying out one command from the lesson.

Lesson Keywords

• Command – an instruction to do something
• Simple – easy to understand or do
• Classroom – the room where lessons are taught
• Polite – showing good manners and respect
• Carry out – to do what is asked

Differentiation

For weaker learners: The teacher will provide extra modelling and repetition of commands, using gestures and picture cards to aid understanding. They will be given simpler commands to practise carrying out individually.
For faster learners: These pupils can be encouraged to create short sentences using commands or to give commands to the teacher or other pupils during activities, ensuring they maintain a polite tone.

Suggested Lesson Videos

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

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a clear space to demonstrate commands and that any real objects or picture cards are ready. Begin by engaging pupils with familiar instructions to connect to their prior knowledge. During the lesson, model each command clearly and slowly, using gestures where appropriate. Emphasise the importance of listening and responding promptly. When pupils practise giving commands, guide them on using a polite and clear tone, correcting any instances of shouting or rudeness immediately. Ensure pupils copy the Board Summary notes accurately during the note-taking step. Check for understanding throughout the lesson by asking pupils to demonstrate commands or provide examples. Encourage peer-to-peer interaction during command practice. Remind pupils to complete their homework to reinforce learning at home.