Common Greetings, Appropriate Responses and Situational Use for Primary 1

Class: Primary 1
Term: Second Term
Week: 1
Age: Approximately 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Listening and Speaking
Focal competence: Greet and respond to greetings appropriately
Key competencies/values: Communication; ICT and Digital Competencies; Collaboration
Skills:

• Greeting and responding to simple greetings with appropriate tones;
• Using appropriate greetings in different situations

Previous Lesson: Reading direction, tracking and a short familiar text
Topic: Common Greetings: Situational Use
Subject Matter: Familiar greetings, responses needed for the term

Specific Objectives

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

Cognitive Domain

• Identify common greetings used in English.
• State appropriate responses to common greetings.

Affective Domain

• Appreciate the importance of greeting people politely.
• Show willingness to use appropriate greetings in daily interactions.

Psychomotor Domain

• Demonstrate the use of greetings and responses in short dialogues.
• Pronounce greetings and responses with appropriate tones.

Social Domain

• Interact politely with others using learned greetings.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• New Oxford Primary English for Primary 1 by Ayoade and Eze
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Word building materials (e.g. magnetic letters, letter tiles)
• Approved publisher-neutral English textbook for Primary 1
• Letter, word and picture cards showing different greetings and situations
• Charts displaying common greetings and their responses
• Exercise books and pencils

Rationale for the Lesson

This lesson is important because it equips pupils with essential communication skills for daily social interactions. Learning common greetings and responses helps pupils build confidence, show respect, and engage politely with others. It forms a fundamental part of their English language development and social etiquette.

Prerequisite/Previous Knowledge

Pupils can speak and understand some simple English words and phrases.

Lesson Content/Board Summary

Common Greetings: Situational Use

Understanding Greetings

Greetings are polite words or actions used when meeting or seeing someone. They help us show respect and start conversations.

Common Greetings and Their Situational Use

1. Good morning: Used from sunrise until noon (12:00 PM).
2. Good afternoon: Used from noon (12:00 PM) until evening (around 6:00 PM).
3. Good evening: Used from evening (around 6:00 PM) until night.
4. Good night: Used when leaving someone in the evening or going to bed.
5. Hello/Hi: Used at any time of the day when meeting someone.
6. How are you?: Used to ask about someone’s well-being.

Appropriate Responses to Greetings

1. Response to Good morning: Good morning.
2. Response to Good afternoon: Good afternoon.
3. Response to Good evening: Good evening.
4. Response to Good night: Good night.
5. Response to Hello/Hi: Hello/Hi.
6. Response to How are you?: I am fine, thank you.

Short Paired Greeting Dialogue Examples

1. Dialogue 1 (Morning)

   Pupil A: Good morning, Teacher.
   Pupil B: Good morning, Pupil A.

2. Dialogue 2 (Afternoon)

   Pupil A: Good afternoon, John.
   Pupil B: Good afternoon, Mary.

3. Dialogue 3 (General)

   Pupil A: Hello, How are you?
   Pupil B: I am fine, thank you.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Role-play, Repetition.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Eliciting/Questioning

Teacher’s Activity: The teacher greets the pupils and asks them how they greet their parents, friends, and teachers at different times of the day. The teacher explains that greetings are important for being polite.

Pupils’ Activity: Pupils respond by sharing how they greet people and listen to the teacher’s explanation.

Learning Point: Importance of greetings.

Step 2: Identifying Common Greetings

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces common greetings such as “Good morning,” “Good afternoon,” “Good evening,” “Good night,” “Hello,” and “How are you?” using picture cards to show different times of the day and situations. The teacher explains when each greeting is used.

Pupils’ Activity: Pupils observe the picture cards, listen to the greetings, and repeat after the teacher.

Learning Point: Common English greetings.

Step 3: Demonstrating Greeting Pronunciation

Time: 5 minutes

Teaching Skill: Modelling/Repetition

Teacher’s Activity: The teacher demonstrates the correct pronunciation and tone for each greeting. The teacher leads the pupils in a repetition drill for each greeting.

Pupils’ Activity: Pupils listen carefully and repeat each greeting several times, focusing on pronunciation and tone.

Learning Point: Correct greeting pronunciation.

Step 4: Identifying Appropriate Responses

Time: 8 minutes

Teaching Skill: Explanation/Guidance

Teacher’s Activity: The teacher introduces the appropriate responses for each greeting, such as “Good morning,” “Good afternoon,” “Good evening,” “Good night,” “Hello,” and “I am fine, thank you.” The teacher explains which response goes with which greeting.

Pupils’ Activity: Pupils listen to the responses and try to match them with the greetings.

Learning Point: Appropriate greeting responses.

Step 5: Demonstrating Response Pronunciation

Time: 5 minutes

Teaching Skill: Modelling/Repetition

Teacher’s Activity: The teacher demonstrates the correct pronunciation and tone for each response. The teacher leads the pupils in a repetition drill for each response.

Pupils’ Activity: Pupils listen carefully and repeat each response several times, focusing on pronunciation and tone.

Learning Point: Correct response pronunciation.

Step 6: Paired Practice and Dialogue

Time: 5 minutes

Teaching Skill: Guided Practice/Collaboration

Teacher’s Activity: The teacher guides pupils to practice short greeting dialogues in pairs, using different greetings and responses. The teacher walks around, providing support and correcting errors.

Pupils’ Activity: Pupils practice greeting each other and responding in pairs, taking turns.

Learning Point: Greeting dialogue practice.

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 do you say when you meet someone in the morning?
2. What is the response to “How are you?”
3. When do you say “Good evening”?
4. Practice a short greeting dialogue with your partner.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Greeting and response usage.

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 common greetings and responses 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: Reinforcement

Teacher’s Activity: The teacher reminds pupils to always use appropriate greetings when talking to people and praises them for their participation. The teacher encourages them to practice at home.

Pupils’ Activity: Pupils listen and acknowledge the teacher’s advice.

Learning Point: Greeting importance reinforced.

Continuous Assessment/Further Study

Type: Homework

Instruction: Practice using greetings and responses at home. Write down the following in your notebook:

1. Write “Good morning” and its response.
2. Write “Good afternoon” and its response.
3. Write “Hello” and its response.
4. Ask your parents “How are you?” and write down their response.

Lesson Keywords

• Greetings – Polite words used when meeting someone.
• Responses – What you say back after someone greets you.
• Morning – The early part of the day.
• Afternoon – The time between noon and evening.
• Evening – The latter part of the day, before night.
• Night – The time of darkness after sunset.
• Hello – A common greeting at any time.
• How are you – A question asking about someone’s health.
• Fine – Feeling well or good.

Differentiation

For pupils who are struggling, the teacher will provide more one-on-one repetition using picture cards and simple gestures. They can also be paired with stronger pupils for guided practice. For pupils who grasp the concept quickly, the teacher can challenge them to create longer dialogues or identify other greetings not covered in the lesson, such as “Good to see you.”

Suggested Lesson Videos

Search on YouTube: Primary 1 Common Greetings English for kids

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have clear picture cards for different times of the day (morning, afternoon, evening, night) and simple word cards for each greeting and response. During the lesson, emphasize the importance of appropriate tone and body language when greeting. Encourage pupils to actively participate in role-playing and repetition drills. Pay close attention to their pronunciation and provide gentle corrections. For Step 6, manage the classroom effectively to ensure all pairs are practicing. Pupils should copy the Board Summary notes during Step 8. Regularly check for understanding by asking questions and observing their interactions. Support weaker learners with extra practice and visual aids, while encouraging faster learners to expand their vocabulary and dialogue creation.