Greetings: Greetings at home and school at appropriate times for Primary 1

Class: Primary 1
Term: First Term
Week: 2
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: Communication; ICT and Digital Competencies; Collaboration; Respect
Skills:

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

Previous Lesson: Concept of Print: Title, author, text and images in a book
Topic: Common Greetings
Subject Matter: Greetings at home, school at appropriate times

Specific Objectives

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

Cognitive Domain

• Identify appropriate greetings for different times of day.
• State suitable responses to common greetings.
• Use appropriate greetings in various situations at home and school.

Affective Domain

• Appreciate the importance of greeting others respectfully.
• Show willingness to greet and respond to greetings politely.

Psychomotor Domain

• Demonstrate greetings through simple role-play.
• Practise greeting and responding orally with appropriate tones.

Social Domain

• Interact with peers and teachers using appropriate 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
• A suitable English Studies textbook for Primary 1
• 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, night)
• Picture cards showing people greeting each other (at home, at school)
• Word cards with greetings (e.g., Good morning, Hello, How are you?)
• Approved publisher-neutral text
• Exercise books and pencils

Rationale for the Lesson

This lesson is important because it teaches pupils fundamental social skills necessary for daily interaction. Learning appropriate greetings helps pupils communicate effectively and show respect to others, fostering positive relationships at home and school. It also lays a foundation for proper social etiquette and language use.

Prerequisite/Previous Knowledge

Pupils can identify basic objects and understand simple instructions in English.

Lesson Content/Board Summary

Common Greetings

What are Greetings?

Greetings are words or actions we use to show that we are happy to see or meet someone. They help us start conversations and show respect.

Greetings for Different Times of the Day

We use different greetings depending on the time of day:

1. Good morning: Used from sunrise until noon (12:00 PM).
2. Good afternoon: Used from noon until evening (around 6:00 PM).
3. Good evening: Used from evening until bedtime.
4. Good night: Used when leaving someone in the evening or when going to bed.

Other Common Greetings and Responses

Here are some common greetings and their suitable responses:

1. Greeting: Hello! / Hi!
2. Response: Hello! / Hi!

1. Greeting: How are you?
2. Response: I am fine, thank you.

1. Greeting: Goodbye! / Bye!
2. Response: Goodbye! / Bye!

Greetings at Home and School

We use greetings to show respect and friendliness to everyone, whether at home or at school.

1. At Home:
   1. When you wake up, you say “Good morning, Mummy/Daddy/Grandma.”
   2. When you come back from school in the afternoon, you say “Good afternoon, Mummy/Daddy.”
   3. When you are going to bed, you say “Good night, Mummy/Daddy.”
2. At School:
   1. When you see your teacher in the morning, you say “Good morning, Teacher.”
   2. When you see your friends, you say “Hello!” or “Hi!”
   3. When you are leaving school, you say “Goodbye, Teacher/friends.”

Short Greeting Dialogues

Here are examples of how to greet and respond:

1. Dialogue 1 (Morning):
   1. Pupil A: Good morning, Teacher.
   2. Pupil B: Good morning, Pupil A. How are you?
   3. Pupil A: I am fine, thank you.
2. Dialogue 2 (Friends):
   1. Pupil A: Hello, Chike!
   2. Pupil B: Hi, Amaka! How are you?
   3. Pupil A: I am fine, thank you.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the pupils warmly, “Good morning, children!” and asks them how they greet their parents or friends when they see them in the morning. The teacher then tells them that today’s lesson is about common greetings.

Pupils’ Activity: Pupils respond to the teacher’s greeting and share how they greet people at home. They listen attentively to the lesson introduction.

Learning Point: Prior greeting knowledge

Step 2: Introducing Morning Greetings

Time: 7 minutes

Teaching Skill: Modelling/Explanation

Teacher’s Activity: The teacher displays a picture card showing the morning time and says, “When we wake up in the morning, we say ‘Good morning’.” The teacher models the greeting and its response (“Good morning” and “Good morning, how are you? I am fine, thank you.”). Pupils repeat after the teacher.

Pupils’ Activity: Pupils observe the picture card, listen to the teacher, and repeat “Good morning” and its response several times.

Learning Point: Morning greetings

Step 3: Introducing Afternoon and Evening Greetings

Time: 7 minutes

Teaching Skill: Visual Demonstration/Repetition

Teacher’s Activity: The teacher shows picture cards for afternoon and evening, explaining when to use “Good afternoon” and “Good evening.” The teacher models each greeting and its appropriate response. Pupils practise orally.

Pupils’ Activity: Pupils look at the picture cards, listen to the teacher, and repeat “Good afternoon” and “Good evening” with their responses.

Learning Point: Afternoon/evening greetings

Step 4: Other Common Greetings

Time: 6 minutes

Teaching Skill: Direct Instruction

Teacher’s Activity: The teacher introduces “Hello,” “Hi,” “How are you?” and “Goodbye.” The teacher explains when to use each and provides simple responses. The teacher writes these on the board.

Pupils’ Activity: Pupils listen, repeat the greetings and responses, and observe the words written on the board.

Learning Point: Informal greetings

Step 5: Practising Greetings at Home

Time: 6 minutes

Teaching Skill: Guided Practice/Role-play

Teacher’s Activity: The teacher guides pupils to practise greetings they would use at home. For example, “Good morning, Mummy,” “Good afternoon, Daddy,” “Good night, Grandma.” The teacher encourages short role-plays in pairs.

Pupils’ Activity: Pupils practise greeting family members in pairs, using the learned greetings and responses.

Learning Point: Home greeting practice

Step 6: Practising Greetings at School

Time: 6 minutes

Teaching Skill: Collaborative Practice

Teacher’s Activity: The teacher guides pupils to practise greetings they would use at school. For example, “Good morning, Teacher,” “Hello, friend,” “Goodbye, Teacher.” The teacher encourages pupils to greet each other.

Pupils’ Activity: Pupils greet their classmates and the teacher using the appropriate greetings for school settings.

Learning Point: School greeting 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 see your teacher in the morning?
2. What do you say when you come home from school in the afternoon?
3. How do you respond when someone says “How are you?”
4. Say “Goodbye” to your friend.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Greeting usage assessment

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 greetings and responses into their notebooks.

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

Learning Point: Greetings note-taking

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher reminds pupils that using greetings makes them polite and friendly. The teacher encourages them to always use appropriate greetings at home and school. The teacher ends the lesson with a “Goodbye, children!”

Pupils’ Activity: Pupils listen and respond to the teacher’s “Goodbye.”

Learning Point: Importance of greetings

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Practise using greetings at home and complete the following:

1. Write “Good morning” and its response.
2. Write “Good afternoon” and its response.
3. Write “Good evening” and its response.
4. Write “Hello” and its response.
5. Practise saying “Good night” to your parents before you sleep.

Lesson Keywords

• Greetings – words or actions used to welcome someone or show friendliness.
• Morning – the early part of the day, from sunrise to noon.
• Afternoon – the part of the day between noon and evening.
• Evening – the part of the day between afternoon and night.
• Hello – a common greeting.
• Goodbye – a word used when leaving someone.

Differentiation

For learners needing support: Provide more one-on-one repetition and use simpler, repetitive dialogues. Use flashcards with pictures and words to reinforce understanding. Pair them with faster learners during practice.
For fast learners: Encourage them to create longer greeting dialogues or act out different greeting scenarios. Ask them to identify other greetings they know.

Suggested Lesson Videos

For further visual learning, search on YouTube for: Primary 1 English greetings for kids

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have all picture cards and word cards ready. Arrange the classroom for easy pair work and role-play. Begin by modelling each greeting clearly, paying attention to pronunciation and tone. Encourage all pupils to participate actively in the oral practice and short role-plays. Observe pupils closely during activities to identify those struggling and offer immediate support. Remind pupils to copy the Board Summary notes neatly into their exercise books during the note-taking step. Emphasise that using greetings is a sign of good manners and respect.