Reading (Reading Habit) (Primary 1- English Language Lesson Note: First Term, Week One)

Week one

Subject: English Language
Class: Primary 1
Week of the First Term: 1st Week
Topic: One – Reading (Reading Habit)
Sub-Topic: Eye movement reading from left to right, top to bottom

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Objectives

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

1. Identify the direction in which they should move their eyes when reading (left to right, top to bottom).
2. Demonstrate how to follow text from left to right and top to bottom using a simple sentence or phrase.
3. Read and point to words in a sentence, showing correct eye movement while reading simple sentences on the board.

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Entry Behaviour

Pupils should already recognize letters of the alphabet and be able to identify words in familiar contexts. They should have basic exposure to handling books and reading simple words like “cat” or “dog.”

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Instructional Materials

1. English textbook
2. Flashcards with simple sentences
3. Charts showing the correct reading direction (left to right, top to bottom)

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Reference Materials 

Chukwudifu, C. U., Abiona, K., & Adebanwi, O. C. (2012). Learn English Primary Book 1. West African Book. Lagos.
Banjo, A., Adeniran, A., Akano, A., & Onaga, U. (2013). English Studies for Primary Schools. University Press Plc. Lagos.

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Topic: READING (READING HABIT)

Sub-topic: Eye Movement in Reading

1. Introduction:
   • Explain to the pupils that when we read, our eyes follow the words from left to right and from the top of the page to the bottom.
   • Use simple language and gestures to demonstrate how the eyes move while reading.
2. Guided Practice:
   • Show a large book or chart with simple text. Point to each word and slowly move your finger from left to right and top to bottom.
   • Let pupils watch how your eyes follow the text as you read aloud.
3. Activity:
   • Give pupils large, easy-to-read books or sheets with simple sentences. Ask them to follow along with their fingers as they read aloud with you.
   • Encourage them to track the words with their fingers, mimicking the left-to-right and top-to-bottom movement.
4. Practice:
   • Provide pupils with worksheets featuring simple sentences or words arranged in lines. Ask them to trace the lines with their fingers while reading the words.
   • Use a pointer or their fingers to guide their eyes as they practice moving from left to right and top to bottom.

LISTENING AND SPEAKING

Pupils will learn and practice using appropriate greetings and commands in various settings, including at home, school, and in the community.

Activities:

1. Introduction:
   • Explain the importance of greetings and how they help us show respect and friendliness. Discuss different places where we use greetings, such as at home, school, and in the community.
2. Guided Practice:
   • Greetings at Home: Demonstrate a simple greeting between family members. For example:
     • Pupil: “Good morning, Papa. How do you do?”
     • Papa: “Good morning, Tunde. How do you do?”
   • Greetings at School: Show how to greet teachers and classmates:
     • Pupil: “Good morning, Madam/Sir/Mr. Olu.”
     • Teacher: “Good morning, Amaka.”
   • Greetings in the Community: Discuss appropriate greetings for neighbors, elders, or professionals:
     • Pupil: “Good morning, Mrs. Smith. How are you today?”
     • Neighbor: “Good morning, Tunde. I’m well, thank you.”
3. Activity:
   • Role-Playing: Have pupils practice greetings with each other in various scenarios. Assign different roles (family member, teacher, neighbor) and let them take turns greeting each other according to the setting.
   • Greeting Match: Create cards with different greeting scenarios and ask pupils to match the correct greeting with each scenario. For example, match “Good morning, Papa” with a picture of a family setting.
4. Practice:
   • Greeting Practice: Allow pupils to practice greeting in different settings around the classroom. They can use greetings in role-play situations and during interactions with their peers.
   • Community Greetings: Encourage pupils to think of other people they might greet in their community and practice how to do so politely and respectfully.

GRAMMATICAL ACCURACY (STRUCTURE)

Pupils will practice identifying and introducing themselves and their family members using simple sentences.

Activities:

1. Introduction:
   • Explain how to introduce oneself and ask about others. Use examples to show how to structure these introductions and questions.
   • Example introduction: “What is your name?” “My name is Aisha.”
   • Example family questions: “What is your father’s name?” “What is your mother’s name?” “What is your brother’s name?” “What is your sister’s name?”
2. Guided Practice:
   • Modeling: Demonstrate how to introduce yourself and ask about someone’s family. For example:
     • Pupil: “What is your name?”
     • Response: “My name is Aisha.”
     • Pupil: “What is your father’s name?”
     • Response: “My father’s name is Mr. John.”
   • Family Members: Show how to ask and answer questions about family members. Use a family tree chart or pictures to illustrate.
3. Activity:
   • Role-Playing: Have pupils practice introducing themselves and asking about family members in pairs. One pupil introduces themselves and the other asks about their family.
   • Family Introduction Cards: Provide pupils with cards that have different family members’ names. Pupils can practice asking and answering questions about these family members.
4. Practice:
   • Self-Introduction: Encourage pupils to introduce themselves and their family members to the class using the phrases they’ve learned.
   • Family Q&A: Organize a class activity where pupils ask and answer questions about each other’s families.

WRITING

Pupils will practice writing three-letter and four-letter words and form simple sentences.

Activities:

1. Introduction:
   • Explain that today, pupils will practice writing short words and simple sentences. Show examples of three-letter words (e.g., cat, dog) and four-letter words (e.g., fish, bird). Demonstrate how to write simple sentences (e.g., “I am a boy”).
2. Guided Practice:
   • Writing Words: Write several three-letter and four-letter words on the board. Ask pupils to copy these words in their notebooks, focusing on correct letter formation.
   • Writing Sentences: Demonstrate how to write a simple sentence, such as “I am a boy.” Write a few more examples on the board, like “She is my friend” or “We see a cat.”
3. Activity:
   • Word Writing Practice: Provide pupils with worksheets that have spaces for writing three-letter and four-letter words. Ask them to fill in the blanks with the words given.
   • Sentence Writing Practice: Give pupils worksheets where they can complete or write their own simple sentences. Encourage them to use the words they’ve practiced.
4. Practice:
   • Sentence Creation: Ask pupils to create their own sentences using three-letter and four-letter words. Have them share their sentences with the class or write them on a bulletin board.
   • Peer Review: Let pupils exchange their sentences with a partner to read and provide feedback.

Lesson Presentation (Step-by-Step Procedure)

Step 1: Introduction

Lesson Presentation (Step-by-Step Procedure)

Others removed.