You will learn
- Name common objects at home.
- Name common objects at school.
- Name common objects outside.
- Use a naming word in a sentence.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Every thing has a name.
- We learn names for things around us.
- Names help us talk about things.
- We can use names in sentences.
Words to know
a thing you can see or touch
what something is called
where we live
where we learn
1. Discover: What is it called?
Ama points to things in the classroom. “This is a desk. That is a chair. This is a book.” Kofi points outside. “That is a tree. That is a bird.” They learn the name of everything they see.
Think: What can you see right now? What is it called?
2. Understand: Names of things
Idea 1: Things at home
At home we have a bed, table, chair, cup, plate and door.
Idea 2: Things at school
At school we have a desk, book, pencil, bag, board and teacher.
Idea 3: Things outside
Outside we see a tree, bird, road, car, house and sun.
3. Worked examples
Example 1 (I show you): Name it
You drink from it. It is a ___.
- Think of drinking.
- Find the name.
Answer: cup
Example 2 (We do it together): Name it
You write with it. It is a ___.
- Think of writing.
- Find the name.
Answer: pencil
Example 3 (You try): Name it
You sleep on it. It is a ___.
Show the steps and answer
- Think of sleeping.
- Find the name.
Answer: bed
Did you know?
A baby learns about a thousand words before the age of two.
Why this matters
Knowing the names of things helps you speak clearly, read and write.
4. Explore: Name hunt
Hunt for names.
- Look around the room.
- Point to five objects.
- Say the name of each.
- Use one in a sentence.
Think about it: what did you notice?
Everything around you has a name.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- This is a ___.
- I can see a ___.
- You use a ___ to ___.
- The ___ is on the ___.
Guided practice
Question 1. You drink from it. What is it?
a cup
Question 2. You write with it. What is it?
a pencil
Question 3. You sleep on it. What is it?
a bed
Independent practice
Level 1: Start
- You read it. What is it?
- You sit on it. What is it?
- You eat from it. What is it?
- You see it in the sky by day. What is it?
- A word for a thing is its ___.
Level 2: Grow
- Name two things in a classroom.
- Name two things in a kitchen.
- Name two things outside.
Level 3: Stretch
- Write a sentence using the name of an object.
- Why is it good to know names of things?
- Ayo calls a cup a plate. Is he right?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Name five things in your kitchen to a family member.
Show a sample answer
pot, spoon, cup, plate, table.
Another one. Draw and label three objects.
Show a sample answer
A drawing of a cup, a book and a chair.
7. Common mistakes
Fix: Check what the thing is.
Fix: Use the right name.
8. Lesson summary and revision card
- I can name things at home.
- I can name things at school.
- I can name things outside.
- I can use names in sentences.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Every object has a name.
- We learn names for things.
- Names help us speak and write.
- Use names in sentences.
11. Next lesson
Next lesson: Action words. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Name two things you can find at home. [2 marks]
- Name two things you can find at school. [2 marks]
- What do you write with? [1 mark]
- Write a sentence using the word book. [2 marks]
- Explain why it is good to know the names of things. [3 marks]
Total: 10 marks.
Marking guide and model answers
- one valid item [1]; another valid item [1]
- one valid item [1]; another valid item [1]
- a pencil [1]
- uses book [1]; is a full sentence [1]
- we can talk about things [1]; we can read and write them [1]; we can ask for things [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- You drink from a ___.
- You write with a ___.
- You sleep on a ___.
- You sit on a ___.
- You read a ___.
- You eat from a ___.
- Name an object outside.
- Name an object at school.
- True or false: every object has a name.
- Draw and label an object.
Homework
Point to ten objects at home and say their names to a family member.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. You drink from a ___. | cup | 1 |
| 2. You write with a ___. | pencil | 1 |
| 3. You sleep on a ___. | bed | 1 |
| 4. You sit on a ___. | chair | 1 |
| 5. You read a ___. | book | 1 |
| 6. You eat from a ___. | plate | 1 |
| 7. Name an object outside. | any valid item | 1 |
| 8. Name an object at school. | any valid item | 1 |
| 9. True or false: every object has a name. | true | 1 |
| 10. Draw and label an object. | a labelled drawing | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 a book; 2 a chair; 3 a plate; 4 the sun; 5 name. Level 2: 1 any two valid items; 2 any two valid items; 3 any two valid items. Level 3: 1 a valid sentence; 2 we can talk and write about them; 3 no, they are different things.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Name common objects at home | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Name common objects at school | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Name common objects outside | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Use a naming word in a sentence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Using the wrong name. Check what the thing is.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use real objects and picture cards.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns names of everyday things. You do not need to be an expert to help.
- Name things around you.
- Ask: what is this called?
- Label objects at home.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: name common objects at home; name common objects at school; name common objects outside; use a naming word in a sentence.
Prerequisite knowledge. Reading familiar stories.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Show real objects and ask for names.
Explanation (10 min). Teach home, school and outside objects.
Guided activity (10 min). Practise name hunts.
Independent activity (10 min). Learners share their words.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is it called? What do we use it for?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects. Extension. Write labels for a room.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Using the wrong name. Check what the thing is.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use real objects and picture cards. Enrichment. Label ten things at home in writing. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.1.5 (with guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings; sort words into categories) and L.1.6 (use words and phrases acquired through conversations and reading); Education Endowment Foundation Improving Literacy in Key Stage 1 guidance (vocabulary and spoken language); Cambridge Primary English Stage 1 (vocabulary). These sources informed the lesson.