Note for teachers using this lesson plan
Before the lesson, prepare picture cards showing children greeting at different times of the day (morning, afternoon, evening). Have a clear space for pupils to stand and practise greetings. The central idea is for pupils to understand that greetings are a polite way to acknowledge others and to correctly use “Good morning,” “Good afternoon,” and “Good evening.” Observe pupils actively demonstrating these greetings with appropriate gestures.
Class: Pre-School Level 3
Term: First Term
Week: 3
Age: 4 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Pupils may have learned about their names and identifying family members.
Topic: Meaning and Importance of Greetings and Proper Greetings During the Day
Subject Matter: Meaning and importance of greetings and proper greetings during the day.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- State the simple meaning of greeting.
- Identify the proper way to greet in the morning.
- Identify the proper way to greet in the afternoon.
- Identify the proper way to greet in the evening.
Affective Domain
- Appreciate the importance of greeting others politely.
- Show willingness to greet teachers and friends.
Psychomotor Domain
- Demonstrate appropriate gestures (e.g., waving, a polite nod) while greeting.
- Participate in greeting songs and role-play activities.
Social Domain
- Practise greeting peers and adults politely in different situations.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Relevant Early Childhood Care and Education resources.
- Picture cards showing greetings at different times.
Instructional Materials
- Picture cards depicting morning, afternoon, and evening scenes with people greeting.
- Charts showing “Good morning,” “Good afternoon,” “Good evening.”
- Song tapes and videos (digital resources).
- Puppets or dolls for role-play.
Rationale for the Lesson
This lesson is important for 4-year-olds as it introduces fundamental social skills and polite behaviour. Learning to greet correctly helps children show respect, build positive relationships, and feel comfortable interacting with others in their home, school, and community environments. It lays a foundation for good manners and social confidence.Prerequisite/Previous Knowledge
Pupils can say “hello” and “bye-bye” and may have observed adults greeting each other at home and in school. They can also identify different times of the day like morning and night.Lesson Content/Board Summary
Meaning and Importance of Greetings and Proper Greetings During the Day
What is a Greeting?
A greeting is a polite way to say “hello” or “hi” to someone when you see them. It shows you are friendly and happy to see them.
Why are Greetings Important?
- Greetings show respect to others.
- They make people feel happy and welcomed.
- They show you have good manners.
- They help you make friends.
Proper Greetings During the Day
- Morning: When the sun comes up and you wake up, you say “Good morning!” (Usually from sunrise until about 12 noon).
- Afternoon: After 12 noon, when the sun is high in the sky, you say “Good afternoon!” (Usually from 12 noon until about 5-6 pm).
- Evening: When the sun starts to go down and it gets dark, you say “Good evening!” (Usually from 5-6 pm until bedtime).
Greeting Time Song
Tune: “Twinkle, Twinkle Little Star”
Good morning, good morning, sun is bright,
Good morning, friends, with all my might.
Good afternoon, good afternoon, play and learn,
Good afternoon, until we turn.
Good evening, good evening, day is done,
Good evening, everyone!
Actions: For “Good morning,” stretch arms up like sun. For “Good afternoon,” wave hand. For “Good evening,” bring hands together like sleeping.
Watch and Practise Greetings
Key Words
- Greeting – Saying “hello” or “hi” politely.
- Morning – The first part of the day when the sun rises.
- Afternoon – The middle part of the day, after noon.
- Evening – The later part of the day, when the sun sets and it gets dark.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Explain what a greeting is using simple words and demonstrate with a wave or a smile. Show the picture cards for morning, afternoon, and evening, asking pupils to identify the time of day before introducing the correct greeting. Emphasize the importance of greetings by asking how they feel when someone greets them nicely.
What to show or demonstrate: Use the picture cards to illustrate each time of day. Demonstrate “Good morning” with a bright, cheerful voice, “Good afternoon” with a calm voice, and “Good evening” with a softer voice. Model the appropriate gesture for each greeting (e.g., a slight nod, a small wave).
How to use the rhyme/song: Introduce the “Greeting Time Song” by singing it slowly first, demonstrating the actions. Repeat the song several times, encouraging pupils to join in with both singing and actions. Use it as a transition or a fun way to reinforce the different greetings.
How to use the video: Introduce the video as a fun way to learn more about greetings. Play the video, encouraging pupils to watch and listen carefully. After watching, discuss what they saw and heard, and have them practise saying the greetings along with the video’s examples. Ask them to identify the different times of day shown.
What to watch for: Observe if pupils are able to correctly identify the greeting for each time of day and if they can demonstrate a polite gesture. Correct any mispronunciations gently and encourage all pupils to participate.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Role-play
- Imitation
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Motivation
Teacher’s Activity: The teacher greets the pupils cheerfully as they enter the class, “Good morning, everyone!” and asks them how they feel when someone greets them. The teacher then tells them they will learn about greetings.
Pupils’ Activity: Pupils respond to the teacher’s greeting and share their feelings about being greeted. They listen attentively.
Learning Point: Pupils are introduced to the concept of greeting and its positive impact.
Step 2: Meaning and Importance of Greetings
Time: 5 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher explains in simple terms what a greeting is (saying “hello” politely) and why it’s important (shows respect, makes people happy). The teacher uses examples of greeting friends and family.
Pupils’ Activity: Pupils listen to the explanation and share examples of when they greet people.
Learning Point: Pupils understand the basic meaning and importance of greetings.
Step 3: Proper Greetings: Morning
Time: 4 minutes
Teaching Skill: Demonstration/Repetition
Teacher’s Activity: The teacher shows a picture of a morning scene (sun rising, children going to school) and introduces “Good morning!” The teacher models saying it with a cheerful voice and a wave, then has pupils repeat after her several times.
Pupils’ Activity: Pupils look at the picture, listen, and repeat “Good morning!” with the teacher, practising the gesture.
Learning Point: Pupils learn and practise the “Good morning” greeting.
Step 4: Proper Greetings: Afternoon
Time: 4 minutes
Teaching Skill: Demonstration/Practice
Teacher’s Activity: The teacher shows a picture of an afternoon scene (sun high, children playing) and introduces “Good afternoon!” The teacher models the greeting and asks pupils to repeat and practise.
Pupils’ Activity: Pupils observe the picture, listen, and repeat “Good afternoon!” practising the gesture.
Learning Point: Pupils learn and practise the “Good afternoon” greeting.
Step 5: Proper Greetings: Evening
Time: 4 minutes
Teaching Skill: Visual Aid/Application
Teacher’s Activity: The teacher shows a picture of an evening scene (sun setting, moon appearing) and introduces “Good evening!” The teacher models the greeting and encourages pupils to say it and try the gesture.
Pupils’ Activity: Pupils look at the picture, listen, and repeat “Good evening!” trying out the gesture.
Learning Point: Pupils learn and practise the “Good evening” greeting.
Step 6: Song and Role-play Reinforcement
Time: 5 minutes
Teaching Skill: Activity/Engagement
Teacher’s Activity: The teacher leads the pupils in singing the “Greeting Time Song” with actions. Then, the teacher uses puppets or asks pupils to role-play greeting each other at different times of the day.
Pupils’ Activity: Pupils sing the song with actions and participate in short role-play scenarios, greeting their peers or puppets.
Learning Point: Pupils reinforce their understanding of greetings through song and practical application.
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.
- What do we say when we see someone in the morning?
- What do we say when we see someone in the afternoon?
- What do we say when it is evening?
- Show me how you would greet your friend in the morning.
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarizing/Encouragement
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to always use polite greetings. The teacher plays the greeting video one more time as a fun closing.
Pupils’ Activity: Pupils listen to the teacher’s encouragement and watch the video.
Learning Point: Pupils are encouraged to apply what they have learned in daily life.
Lesson Keywords
- Greeting – Saying “hello” or “hi” politely.
- Morning – The start of the day.
- Afternoon – The middle part of the day.
- Evening – The end of the day.
- Polite – Having good manners.
Differentiation
- Support: For pupils who struggle, the teacher can provide more one-on-one repetition, use larger picture cards, or guide them through the gestures hand-over-hand. Peer support can also be encouraged.
- Extension: For pupils who quickly grasp the concept, the teacher can challenge them to greet different people (e.g., “Good morning, Mummy,” “Good afternoon, Teacher”) or ask them to identify other times of the day when greetings are used (e.g., “Good night”).
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