Simple Commands: Giving commands with appropriate tone and responding correctly for Primary 1

Class: Primary One
Term: First Term
Week: 7
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 short class-appropriate texts with increased fluency
Topic: Simple Commands
Subject Matter: Giving commands with appropriate tone, responding correctly

Specific Objectives

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

Cognitive Domain

• Identify simple commands given orally.
• State the importance of using an appropriate tone when giving commands.

Affective Domain

• Show respect by listening attentively to commands.
• Demonstrate a polite tone when giving commands to others.

Psychomotor Domain

• Carry out selected simple commands or directions correctly.
• Practise giving simple commands to peers.

Social Domain

• Collaborate with classmates in role-playing command scenarios.

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:

• Syllables sorting cards
• Letter, word and picture cards
• Exercise books and pencils
• Flashcards with simple command words (e.g., “stand,” “sit,” “open,” “close”)
• Charts showing pictures of children performing actions

Rationale for the Lesson

Understanding and using 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 and interact politely with others. It also builds a foundation for more complex language structures.

Prerequisite/Previous Knowledge

Pupils can identify basic action words and understand simple instructions in English.

Lesson Content/Board Summary

Simple Commands

What are Simple Commands?

Simple commands are short sentences that tell someone to do something. They usually start with an action word.

Examples of Simple Commands

Here are some examples of simple commands:

1. Stand up.
2. Sit down.
3. Open your book.
4. Close your bag.
5. Come here.
6. Go there.
7. Listen carefully.
8. Write your name.

Appropriate Tone for Commands

When giving commands, it is important to use a kind and polite tone. We should not shout or be rude. A good tone shows respect.

1. Speak clearly.
2. Use a gentle voice.
3. Do not shout.
4. Be polite.

Responding to Commands Correctly

When you hear a command, you should listen carefully and do what you are told quickly and correctly. This shows you understand and are respectful.

1. Listen carefully to the command.
2. Understand what to do.
3. Carry out the action quickly.
4. Do it correctly.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the pupils and asks them to follow a very simple instruction like, “Clap your hands” or “Touch your nose.” The teacher then asks what they just did and introduces the idea of telling people what to do.

Pupils’ Activity: Pupils respond to the greeting and follow the simple instructions given by the teacher. They share what they did.

Learning Point: Following simple instructions

Step 2: Introduction to Simple Commands

Time: 8 minutes

Teaching Skill: Explanation/Modelling

Teacher’s Activity: The teacher explains that sentences that tell us to do something are called “commands.” The teacher gives several examples of simple commands like “Stand up,” “Sit down,” “Open your book,” using word cards and actions.

Pupils’ Activity: Pupils listen attentively to the explanation and observe the teacher’s actions. They repeat the commands after the teacher.

Learning Point: Identifying simple commands

Step 3: Discussing Appropriate Tone

Time: 7 minutes

Teaching Skill: Discussion/Questioning

Teacher’s Activity: The teacher discusses with pupils the importance of using a polite and kind tone when giving commands. The teacher demonstrates giving a command in a rude tone and then in a polite tone, asking pupils which one sounds better and why.

Pupils’ Activity: Pupils participate in the discussion, identifying the difference between rude and polite tones. They explain why a polite tone is better.

Learning Point: Appropriate command tone

Step 4: Teacher Models Giving Commands

Time: 5 minutes

Teaching Skill: Demonstration

Teacher’s Activity: The teacher models giving various simple commands to individual pupils or the class, ensuring to use an appropriate, clear, and polite tone. For example, “Please stand up, John,” or “Class, open your books.”

Pupils’ Activity: Pupils listen to the commands and observe the teacher’s tone and actions. They follow the commands given to them.

Learning Point: Polite command delivery

Step 5: Pupils Practise Giving Commands

Time: 6 minutes

Teaching Skill: Guided Practice/Pair Work

Teacher’s Activity: The teacher divides pupils into pairs and instructs them to take turns giving simple commands to each other, emphasizing the use of a polite tone. The teacher moves around to supervise and provide assistance.

Pupils’ Activity: Pupils practise giving simple commands to their partners, focusing on using a polite and clear tone.

Learning Point: Practising giving commands

Step 6: Pupils Practise Responding to Commands

Time: 5 minutes

Teaching Skill: Application/Role-play

Teacher’s Activity: The teacher gives commands to the whole class and individual pupils, asking them to respond by carrying out the action quickly and correctly. The teacher praises correct responses.

Pupils’ Activity: Pupils listen carefully and carry out the commands given by the teacher, demonstrating correct and prompt responses.

Learning Point: Correct command response

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 simple commands.
3. How should you give a command (what tone)?
4. What should you do when you hear a command?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding commands and responses

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, appropriate tone, and responding correctly 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: Consolidation

Teacher’s Activity: The teacher briefly reminds pupils that using polite commands and responding correctly helps everyone communicate better and makes the classroom a happy place. The teacher praises them for their participation.

Pupils’ Activity: Pupils listen and acknowledge the summary.

Learning Point: Value of polite communication

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Practise giving and following simple commands at home. Ask a family member to give you two commands and you give them two commands. Also, write down three simple commands you use every day.

1. Ask your mum or dad to say “Come here” and you go to them.
2. Ask your brother or sister to say “Sit down” and you sit.
3. You say “Open the door” to someone.
4. You say “Close the window” to someone.
5. Write three simple commands you heard or used today.

Lesson Keywords

• Command – a sentence that tells someone to do something.
• Tone – the sound of your voice, showing how you feel or speak.
• Polite – showing good manners and respect.
• Respond – to do something in return; to answer or react.
• Action word – a word that describes an action (e.g., run, jump, sit).

Differentiation

For weaker learners, provide more direct modelling and one-on-one practice with a few very simple commands. Use picture cards to reinforce understanding. For faster learners, encourage them to create short command sequences (e.g., “Stand up, then turn around”) or to give commands to the teacher.

Suggested Lesson Videos

For further understanding, search on YouTube for: simple commands primary 1 english

Teacher Guide for Using This Lesson Plan

Before the lesson, prepare flashcards with simple action words and pictures representing commands. Ensure you have a clear space for pupils to demonstrate actions. Begin by engaging pupils with simple instructions they already understand to build confidence. Emphasise the difference between polite and rude tones through clear demonstrations and role-play. Encourage pair work to allow ample practice in both giving and responding to commands. During the note-taking step (Step 8), ensure pupils copy the Board Summary accurately. Pay attention to pupils who might struggle with understanding or speaking clearly, offering individual support. Encourage faster learners to expand on the commands or create short dialogues. Always check for understanding through observation and direct questioning.