Introduction to this Lesson Note Primary 1 First Term Spoken English Language Week 1
I wrote this Lesson Note Primary 1 First Term Spoken English Language Week 1 based on the new Nigerian National Curriculum. Particularly, I used the Primary Teaching Schemes that the Education Resource Centre, Abuja developed in 2017 – contact me if you want this scheme. This scheme is the same as those of the other 36 states’ education resource development centre. This is because all the states developed their schemes from the National Curriculum. Nonetheless, I only crosschecked this topic in that of Lagos, Kano and the FCT. Regardless, this lesson note is suitable for use in any Nigerian school that adopts the National Curriculum.
Click here to get the scheme of work that I used and which we also use for other lesson notes.
Guides to Adapting this Lesson Note
I wrote this lesson note in outline of standard lesson plans. However, new teachers must know that this note is too long/detailed for a lesson plan. Hence, you cannot submit this lesson note directly to your head teacher or supervisor. If you intend to use this note for your lesson plan – which many do; I advise you to get my Lesson Plan Template. I designed the template professionally in a way that makes it easy for teachers to create clean lesson plans by simply filling it. Click here to check the template.
Lesson Note Primary 1 First Term Spoken English Language Week 1
Class: Primary One
Term: First
Week: 1
Subject: English Language
Theme: Listening/Speaking
Topic: Simple Greetings and Commands – sit/stand, come/go, clap, start/stop, touch/pointing at something, smile/laugh/cry.
1. OBJECTIVES
At the end of the lesson, the pupils should have attained the following:
- Cognitive:
- Define greeting
- Mention correct time for given verbal greeting
- State the names or words for the common actions – stand, sit, kneel, come, go, clap, smile, laugh, cry, point at.
- Psychomotor:
- Greet appropriately
- Demonstrate the common actions – stand, sit, kneel, come, go, clap, smile, laugh, cry, point at.
- Correctly report the occurrence of each action
- Affective
- Give adequate values to greeting
- Demonstrate how to speak politely using requests instead of commands
2. Previous Knowledge
The pupils are conversant with the common actions and probably are able to tell each in local dialect.
3. PRESENTATION
The teacher delivers the lesson as in the following steps:
Introduction
To introduce the lesson, the teacher makes the pupils to realize the need for them to speak English Language. Or if there is any rule such that prohibits speaking of vernacular in the school, the teacher reminds the pupils such rule. Thence, s/he explains that since they are not permitted to speak vernacular, they have to be able to say – in English – what other people do should they need to report; or in case they want to ask permission to do the things. Also, they need to be able to say and understand so as to perform the action when a trusted adult – like their parents, teacher, etc. – require them to do so.
For further illustration, the teacher reads and narrates the accompanying classroom story to the pupils. Succeeding the narration, the teacher asks the pupils’ opinion on the story:
- Do they think the twins were truly stubborn? The answer is no. Because being stubborn shouldn’t have stopped them from collecting the biscuit
- Why then did they not do the things Mrs. Ochanya asked them to do? That is because the twins did not understand what she said.
Subsequent to the discussion, the teacher tells the pupils that in order not for them to be like the twins; they have to learn to greet and the simple things people would tell them to do. Then s/he tells them that they are going to start the learning thence. In conclusion, the teacher explains the objectives to the pupils.
Greeting
The teacher continues the lesson with greeting. S/he does this by giving the pupils short moral talk on greeting as an act of respect; and then s/he teaches them how to greet. The teacher makes the discussion on greeting with regard to the various Nigerian cultures. S/he contrasts the traditional values of greeting in yesteryears with it in contemporary times – a short story here will further drive home the points. Afterwards, the teacher encourages the pupils to greet and do so properly.
Consequently, s/he teaches the pupils that the first right thing to do/say to someone on meeting is greeting. In succession, the teacher teaches the pupils the meaning of greeting thus:
Greeting is saying something polite to someone when we meet them for the first time or after separation for some time. The teacher expatiates this thoroughly.