Greetings for people and occasions in the immediate environment for Primary 1

Class: Primary One
Term: Second 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
Skills:

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

Previous Lesson: Re-reading a short familiar text for accuracy and fluency
Topic: Common Greetings
Subject Matter: Greetings for people, occasions in the immediate environment

Specific Objectives

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

Cognitive Domain

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

Affective Domain

• Show enthusiasm in practising greetings with classmates.
• Appreciate the importance of using polite greetings.

Psychomotor Domain

• Use an appropriate greeting in a given situation.
• Perform short greeting dialogues with a partner.

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
• Macmillan Primary English for Primary 1
• 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)
• Letter, word and picture cards (showing morning, afternoon, evening, people meeting)
• Exercise books and pencils
• Flashcards with greetings and responses

Rationale for the Lesson

This lesson is important because greetings are fundamental to effective communication and social interaction. Learning common greetings helps pupils develop politeness and confidence in engaging with others. It also lays a foundation for strong interpersonal skills in their daily lives.

Prerequisite/Previous Knowledge

Pupils can recognise and name some common objects and have basic listening skills.

Lesson Content/Board Summary

Common Greetings

Greetings for Different Times of 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 night (after 6:00 PM).
4. Good night: Used when going to bed or saying goodbye late at night.

Greetings for Different Occasions

We also use greetings for specific situations or when meeting people:

1. Hello/Hi: A general greeting used any time of the day.
2. How are you?: Used to ask about someone’s well-being.
3. Welcome: Used to show pleasure at someone’s arrival.
4. Goodbye/Bye: Used when leaving someone.
5. See you later: Used when expecting to meet someone again soon.

Responding to Greetings

It is important to respond politely when someone greets you:

1. If someone says “Good morning,” you can reply “Good morning, too” or “Good morning.”
2. If someone asks “How are you?”, you can reply “I am fine, thank you” or “I am well.”
3. If someone says “Welcome,” you can reply “Thank you.”
4. If someone says “Goodbye,” you can reply “Goodbye” or “Bye-bye.”

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 (Afternoon)
   1. Pupil A: Good afternoon, Mary.
   2. Pupil B: Good afternoon, John.
3. Dialogue 3 (General)
   1. Pupil A: Hello, Mama.
   2. Pupil B: Hello, my child.

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: Elicitation/Engagement

Teacher’s Activity: The teacher greets the pupils as they enter the class and asks them to greet the person sitting next to them. The teacher then asks pupils what they say when they meet someone in the morning.

Pupils’ Activity: Pupils greet each other and respond to the teacher’s question, sharing their prior knowledge of greetings.

Learning Point: Prior knowledge of greetings

Step 2: Identifying Morning Greetings

Time: 7 minutes

Teaching Skill: Modelling/Explanation

Teacher’s Activity: The teacher displays a picture of a sunrise and says “Good morning.” The teacher explains that “Good morning” is used from sunrise until noon. The teacher models the greeting with appropriate tone and encourages pupils to repeat.

Pupils’ Activity: Pupils observe the picture, listen to the teacher, repeat “Good morning,” and practice with a partner.

Learning Point: Identifying morning greetings

Step 3: Identifying Afternoon Greetings

Time: 7 minutes

Teaching Skill: Visual Aid/Demonstration

Teacher’s Activity: The teacher displays a picture of the sun high in the sky (mid-day) and says “Good afternoon.” The teacher explains that “Good afternoon” is used from noon until evening. The teacher models the greeting and has pupils repeat it.

Pupils’ Activity: Pupils observe the picture, listen, repeat “Good afternoon,” and practice saying it.

Learning Point: Identifying afternoon greetings

Step 4: Identifying Evening Greetings

Time: 7 minutes

Teaching Skill: Storytelling/Contextualisation

Teacher’s Activity: The teacher displays a picture of a sunset or night scene and says “Good evening” and “Good night.” The teacher explains when each is used and models the greetings. Pupils listen and repeat.

Pupils’ Activity: Pupils observe the pictures, listen to the explanations, and repeat “Good evening” and “Good night.”

Learning Point: Identifying evening greetings

Step 5: Responding to Greetings

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher demonstrates how to respond to each greeting (e.g., “Good morning, too,” “I am fine, thank you”). The teacher asks pupils to practice responding to the greetings previously learned in pairs.

Pupils’ Activity: Pupils listen to the teacher’s demonstration and practice responding to greetings with their partners.

Learning Point: Responding to greetings

Step 6: Practising Greeting Dialogues

Time: 5 minutes

Teaching Skill: Role-play/Application

Teacher’s Activity: The teacher writes simple greeting dialogues on the board (e.g., “Hello, how are you?” “I am fine, thank you.”) and models them. The teacher then asks pupils to perform short role-plays using different greetings for various times and occasions.

Pupils’ Activity: Pupils read the dialogues, observe the teacher, and then perform their own short greeting role-plays in pairs.

Learning Point: Practising greeting dialogues

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 do you say when you meet someone in the afternoon?
3. How do you respond when someone asks, “How are you?”
4. Say “Hello” to your partner.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Appropriate greeting 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 common greetings

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the lesson by reminding pupils about the importance of using appropriate greetings at all times. The teacher encourages them to practice these greetings daily at home and in school.

Pupils’ Activity: Pupils listen attentively and promise to practice the greetings.

Learning Point: Importance of greetings

Continuous Assessment/Further Study

Type: Homework

Instruction: Write down the correct greeting for each situation:

1. When you wake up in the morning.
2. When you meet your friend at 2:00 PM.
3. When you meet your teacher in the evening.
4. When you are going to bed.
5. Write a short dialogue where you greet your mum.

Lesson Keywords

• Greetings – Words used to welcome or acknowledge someone.
• Morning – The early part of the day, from sunrise to noon.
• Afternoon – The time from noon until evening.
• Evening – The latter part of the day, from sunset until night.
• Respond – To reply or answer.

Differentiation

For weaker learners: Provide flashcards with pictures and words for each greeting. Focus on repetition and simple call-and-response activities. Pair them with stronger learners for role-play.

For stronger learners: Encourage them to create longer dialogues or think of more diverse situations where different greetings might be used. Ask them to identify when to use “Hello” versus “Good morning.”

Suggested Lesson Videos

For further visual learning, teachers and pupils can search on YouTube for:

• primary 1 greetings english lesson
• greetings for kids english

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have all the necessary instructional materials, especially picture cards depicting different times of the day (morning, afternoon, evening) and simple scenarios for greetings. Begin by engaging pupils with a warm greeting and encourage them to greet each other. Model each greeting clearly with appropriate tone and gestures, then guide pupils through repetition and pair practice. Pay close attention to their pronunciation and help them understand when to use each greeting. During Step 6, facilitate short role-plays, providing simple dialogue examples on the board. Allow pupils to copy the Board Summary notes during Step 8. Continuously check for understanding throughout the lesson by asking questions and observing their interactions. Support weaker learners with more direct guidance and visual aids, while challenging stronger learners with more complex scenarios for role-play.