Greetings: Greeting and responding with appropriate tone and gesture for Primary 1

Class: Primary One
Term: First Term
Week: 8
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Listening and Speaking
Focal competence: Greet and respond to greetings appropriately
Key competencies/values: Collaboration; Respect; Communication; Creativity and Innovation; ICT and Digital Competencies
Skills:

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

Previous Lesson: Identification Of Common Objects: Names, colours, shapes and sizes of familiar objects
Topic: Common Greetings
Subject Matter: Greeting and responding with appropriate tone and gesture

Specific Objectives

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

Cognitive Domain

• Identify common greetings for different times of the day.
• State suitable responses to various greetings.

Affective Domain

• Show respect when greeting elders and peers.
• Appreciate the importance of using appropriate tone and gesture.

Psychomotor Domain

• Demonstrate appropriate gestures while greeting.
• Use correct tone when greeting and responding.

Social Domain

• Participate in short greeting dialogues with peers.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Primary 1 English Studies Textbook
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Picture cards showing different times of day (morning, afternoon, evening)
• Picture cards showing people greeting each other
• Flashcards with greeting words (Good morning, Good afternoon, Good evening, Good night, Hello, Hi)
• Exercise books and pencils

Rationale for the Lesson

This lesson is important because it teaches pupils fundamental social skills necessary for daily interactions. Learning appropriate greetings helps pupils communicate effectively and show respect to others. It also builds their confidence in speaking English in various social settings.

Prerequisite/Previous Knowledge

Pupils can recognise simple English words and have basic listening and speaking abilities.

Lesson Content/Board Summary

Common Greetings

Meaning of Greetings

Greetings are words or actions used to show that we are happy to see or meet someone. They are a way of being polite and friendly.

Types of Greetings and Responses

Greetings change depending on the time of day, who we are greeting, and the situation. We must always use a friendly and respectful tone of voice.

1. Morning Greetings:
   • Greeting: Good morning!
   • Response: Good morning! / Morning!
   • Gesture: A smile, a nod, or a slight bow (for elders).
2. Afternoon Greetings:
   • Greeting: Good afternoon!
   • Response: Good afternoon! / Afternoon!
   • Gesture: A smile, a nod.
3. Evening Greetings:
   • Greeting: Good evening!
   • Response: Good evening! / Evening!
   • Gesture: A smile, a nod.
4. Night Greetings (when going to bed):
   • Greeting: Good night!
   • Response: Good night!
   • Gesture: A gentle wave or nod.
5. General Greetings:
   • Greeting: Hello! / Hi!
   • Response: Hello! / Hi!
   • Gesture: A smile, a wave.
6. Asking How Someone Is:
   • Greeting: How are you?
   • Response: I am fine, thank you. / I’m well, thank you.
   • Gesture: A smile.

Appropriate Tone and Gesture

When we greet someone, our voice should be clear and friendly. Our body language, like smiling or nodding, should show respect and warmth. For example, when greeting an elder, we can nod our head slightly or curtsy.

Short Greeting Dialogue Examples

1. Dialogue 1 (Morning):
   • Pupil A: Good morning, Teacher!
   • Pupil B: Good morning, Pupil A!
2. Dialogue 2 (General):
   • Pupil A: Hello, Emeka!
   • Pupil B: Hi, Ada! How are you?
   • Pupil A: I am fine, thank you.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Storytelling/Engagement

Teacher’s Activity: The teacher starts by telling a short story about two friends meeting and greeting each other. The teacher then asks pupils how they greet their parents, teachers, and friends. The teacher introduces the topic “Common Greetings.”

Pupils’ Activity: Pupils listen to the story and share how they greet people at home and school.

Learning Point: Importance of greetings

Step 2: Identifying Greetings for Different Times

Time: 8 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher displays picture cards showing morning, afternoon, and evening scenes. The teacher then introduces “Good morning,” “Good afternoon,” and “Good evening,” explaining when to use each with clear examples.

Pupils’ Activity: Pupils observe the pictures and repeat the greetings after the teacher.

Learning Point: Greetings for different times

Step 3: Demonstrating Responses

Time: 7 minutes

Teaching Skill: Modelling/Demonstration

Teacher’s Activity: The teacher models appropriate responses to each greeting. For example, “Good morning!” (teacher) followed by “Good morning!” (teacher). The teacher also demonstrates friendly and respectful tones and gestures (smile, nod).

Pupils’ Activity: Pupils observe the teacher’s demonstration and practise repeating the responses with the correct tone and gesture.

Learning Point: Appropriate responses and tone

Step 4: Practising Greetings and Responses

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher leads the class in a call-and-response activity. The teacher says a greeting, and the pupils respond. The teacher corrects pronunciation and encourages appropriate gestures.

Pupils’ Activity: Pupils actively participate in the call-and-response, practising greetings and responses as a class.

Learning Point: Class greeting practice

Step 5: Paired Practice/Role-play

Time: 6 minutes

Teaching Skill: Collaborative Learning

Teacher’s Activity: The teacher divides pupils into pairs and instructs them to practise greeting each other using different greetings and responses. The teacher walks around, observes, and provides individual feedback.

Pupils’ Activity: Pupils engage in paired practice, taking turns to greet and respond to their partners using appropriate tone and gesture.

Learning Point: Paired greeting dialogue

Step 6: General Greetings and Asking How Someone Is

Time: 4 minutes

Teaching Skill: Expansion/Reinforcement

Teacher’s Activity: The teacher introduces general greetings like “Hello” and “Hi,” and the phrase “How are you?” with its response “I am fine, thank you.” The teacher models these.

Pupils’ Activity: Pupils listen and practise these new greetings and responses individually and in pairs.

Learning Point: General greetings and inquiry

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. How do you greet your teacher in the morning?
2. What do you say when you see your friend in the afternoon?
3. What is a good response when someone says “How are you?”
4. Show me how you would greet an elder with a polite gesture.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Greeting and response assessment

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on common greetings and responses into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Summarisation

Teacher’s Activity: The teacher briefly reminds pupils about the importance of using polite greetings with appropriate tone and gestures in their daily lives. The teacher encourages them to practise these greetings regularly.

Pupils’ Activity: Pupils listen and acknowledge the importance of greetings.

Learning Point: Importance of polite greetings

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Practise greeting different people at home and write down two greetings you used.

1. Greet your parents when you wake up in the morning.
2. Greet an adult neighbour in the afternoon.
3. Ask a family member, “How are you?”
4. Write down the greeting you used in the morning.
5. Write down the response you gave when asked “How are you?”

Lesson Keywords

• Greetings – Words or actions used to welcome someone.
• Tone – The sound of your voice, showing how you feel.
• Gesture – A movement of your hand, head, or body to express something.
• Good morning – A greeting used in the morning.
• Good afternoon – A greeting used in the afternoon.
• Good evening – A greeting used in the evening.
• Good night – A greeting used when going to bed.
• Hello – A general greeting.

Differentiation

For slower learners: Provide flashcards with pictures and words for each greeting. Allow them to practise with a peer who can offer more support. Focus on mastering “Good morning” and “Hello” first.

For faster learners: Encourage them to create longer greeting dialogues or role-play more complex scenarios, like greeting a visitor or a new person in class. They can also identify other greetings not covered in the lesson.

Suggested Lesson Videos

For videos on common greetings for primary school children, search on YouTube for: primary 1 english greetings and responses

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have clear picture cards for different times of the day and flashcards with greeting words. Begin by engaging pupils with a relatable story or question about greetings to activate prior knowledge. Model each greeting and response clearly, paying close attention to tone and accompanying gestures. Encourage pupils to mimic your actions and words. During pair work, circulate to observe and correct pupils’ pronunciation and gestures individually. Emphasise that the Board Summary notes should be copied neatly into their exercise books during the note-taking step. Conclude by reinforcing the practical application of greetings in their daily lives. Pay attention to pupils who might be shy; encourage them gently. For those who quickly grasp the concept, challenge them to create short skits or more elaborate greeting scenarios.