Note for teachers using this lesson plan
Before the lesson, prepare name tags for each child (if not already in use) and ensure you have pictures of children or a chart displaying different children. The central idea is for pupils to recognise their own name when spoken and respond appropriately. Observe if pupils turn towards you, make eye contact, and attempt to say “Yes” or raise a hand when their name is called, which indicates successful learning.
Class: Pre-School Level 1
Term: First Term
Week: 1
Age: 2 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Not separately stated in the scheme.
Topic: Knowing and Responding to Your Name
Subject Matter: Knowing and Responding to Your Name. Weekly focus: Knowing and Responding to Your Name.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify their own name when called by the teacher.
- Say a simple response like “Yes” or “I am here” when their name is called.
Affective Domain
- Show attentiveness when the teacher calls names.
- Express willingness to participate in name-calling activities.
Psychomotor Domain
- Turn their head towards the person calling their name.
- Raise their hand when their name is called.
Social Domain
- Practise calling a friend’s name and responding politely in a guided activity.
- Take turns in a name-calling game.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Video clips (e.g., songs about names)
- Charts displaying children’s names and pictures
- Individual name tags for pupils
- Picture cards of children showing different responses (e.g., raising hand, looking)
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it helps them develop a sense of self-identity and belonging. Knowing and responding to their name is a fundamental social skill that enables effective communication, fosters participation in classroom activities, and is important for safety and personal recognition within the school environment.
Prerequisite/Previous Knowledge
Pupils have heard their names called by family members at home and may respond instinctively in familiar settings.
Lesson Content/Board Summary
Knowing and Responding to Your Name
Every child has a special name! Your name helps people know who you are. When someone calls your name, it means they want to talk to you or get your attention.
It is important to know your name and how to respond when someone calls you. When your teacher or a friend calls your name, you can:
- Look at them.
- Say “Yes, Teacher!” or “I am here!”
- Raise your hand.
Always respond politely and clearly.
Key Words
- Name – The special word people use to call you.
- Respond – To answer or do something when someone calls you.
- Call – To say someone’s name to get their attention.
Name Response Song
Tune: “Are You Sleeping?”
Lyrics:
(Child’s Name), (Child’s Name),
Are you here? Are you here?
Yes, I’m here! Yes, I’m here!
I’m right here! I’m right here!
Actions: Point to self when saying name, then raise hand when saying “Yes, I’m here!”
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the concept of names by pointing to yourself and saying your name, then pointing to a child and asking “What is your name?”. Explain that knowing their name helps everyone at school. Emphasize looking at the person who calls them and making a simple verbal response or raising a hand.
What to show or demonstrate: Use name tags for each child, pointing to their name as you call it. Demonstrate clearly how to turn, make eye contact, and say “Yes, Teacher” or raise a hand. Use picture cards showing children responding correctly.
How to use the rhyme/song: Sing the “Name Response Song” slowly and clearly. Substitute a pupil’s name into the song each time you sing it, encouraging that child to perform the actions (point to self, raise hand) and say “Yes, I’m here!” Repeat several times, using different children’s names.
How to use the video: Introduce the video as a fun way to learn about names. Play the video “Hello, Hello, What’s Your Name?” by Super Simple Songs. Encourage pupils to sing along and mimic the actions, especially the “Hello, what’s your name?” part and the responses.
What to watch for: Observe if pupils make eye contact, turn towards the caller, and attempt a verbal or physical response. Gently guide those who are shy or unsure, providing individual attention and positive reinforcement.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Imitation, Repetition, Practical Activity.
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Greeting
Teacher’s Activity: The teacher greets pupils warmly and sings a simple “Hello” song. The teacher then introduces the idea of names by saying their own name and asking pupils, “Do you know your name? Your name is special!”
Pupils’ Activity: Pupils respond to greetings, listen to the teacher, and may point to themselves when asked about their name.
Learning Point: Pupils are introduced to the concept of names and the lesson topic.
Step 2: Teacher Demonstration
Time: 5 minutes
Teaching Skill: Modelling/Instruction
Teacher’s Activity: The teacher calls their own name (e.g., “Teacher Bola!”) and clearly demonstrates how to respond: turning, making eye contact, raising a hand, and saying “Yes, I am here!” The teacher then calls a few individual pupils’ names, modelling the expected response for them.
Pupils’ Activity: Pupils observe the teacher’s demonstration and listen as their names are called. Some may attempt to imitate the teacher’s response.
Learning Point: Pupils observe the correct way to respond when their name is called.
Step 3: Guided Practice – Responding to Name
Time: 5 minutes
Teaching Skill: Guided Practice/Reinforcement
Teacher’s Activity: The teacher calls each pupil’s name one by one, providing gentle guidance for them to respond. The teacher encourages them to look, raise a hand, and say “Yes, Teacher” or “I am here.” The teacher uses name tags and points to the child’s name as it is called.
Pupils’ Activity: Pupils listen for their names and, with teacher’s help, practise responding by looking, raising a hand, and attempting a verbal response.
Learning Point: Pupils begin to actively practise knowing and responding to their own names.
Step 4: Rhyme Reinforcement
Time: 4 minutes
Teaching Skill: Song/Rhyme Integration
Teacher’s Activity: The teacher leads the pupils in singing the “Name Response Song.” The teacher substitutes different pupils’ names into the song, encouraging the named child to perform the actions and say “Yes, I’m here!”
Pupils’ Activity: Pupils sing along, listen for their names, and perform the actions when their name is called.
Learning Point: Pupils reinforce name recognition and response through a fun, repetitive song.
Step 5: Video Reinforcement
Time: 4 minutes
Teaching Skill: Visual Aid/Engagement
Teacher’s Activity: The teacher introduces a short, engaging video about names and responses. After the video, the teacher asks simple questions like “What did the children do when their names were called?” and encourages pupils to briefly discuss.
Pupils’ Activity: Pupils watch the video, listen, and may try to mimic actions or sounds from the video. They respond to simple questions.
Learning Point: Pupils observe and learn about names and responses from a different visual medium.
Step 6: Paired Practice/Name Game
Time: 4 minutes
Teaching Skill: Collaborative Learning/Supervision
Teacher’s Activity: The teacher guides pupils to pair up (or in small groups). The teacher models how one child can gently call a friend’s name, and the friend responds. The teacher closely supervises, offering support and encouragement, ensuring politeness and turn-taking.
Pupils’ Activity: Pupils, with teacher’s guidance, practise calling a friend’s name and responding when their name is called by a friend.
Learning Point: Pupils practise social interaction by calling and responding to peers’ names.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Who can tell me their name?” (Teacher points to individual pupils)
- “What do you do when I call your name?” (Teacher calls a few names, observing responses)
- “Show me how you respond when I call you.” (Teacher calls names, pupils demonstrate actions)
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 2 minutes
Teaching Skill: Summarising/Praise
Teacher’s Activity: The teacher praises pupils for their participation and effort. The teacher reminds them that knowing their name and responding is a good habit. The teacher dismisses the class with a cheerful goodbye.
Pupils’ Activity: Pupils listen to the teacher, receive praise, and respond to the goodbye.
Learning Point: Pupils feel a sense of accomplishment and are reminded of the lesson’s importance.
Lesson Keywords
- Name – The word used to identify a person.
- Respond – To answer or react to something.
- Call – To speak loudly to get someone’s attention.
Differentiation
- Support: For pupils who struggle, use larger name tags, repeat their name more frequently, provide hand-over-hand guidance for raising their hand, and offer more one-on-one prompts. Focus on consistent eye contact and a simple physical response before expecting a verbal one.
- Extension: For pupils who quickly grasp the concept, encourage them to identify the names of other friends in pictures or on name tags. They could also be asked to call the names of familiar objects or toys and pretend they are responding.
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