Note for teachers using this lesson plan
Before the lesson, prepare name tags for yourself and each pupil, and ensure you know the names of all pupils in your class. The central idea is for pupils to confidently say their own name, recognise their teacher’s and friends’ names, and respond appropriately when called. Observe pupils actively participating in name games and responding correctly to their names as a sign of successful learning.
Class: Pre-School Level 3
Term: First Term
Week: 5
Age: 4 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Personal Development
Previous Lesson: Learning about self and family members
Topic: MY NAME, TEACHER AND FRIEND’S NAME
Subject Matter: My Name, Teacher and Friend’s Name.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify their own name when called.
- State their own name clearly.
- Recognise the teacher’s name.
- Identify some friends’ names.
Affective Domain
- Show confidence when saying their name.
- Enjoy participating in name games and songs.
- Show respect by using appropriate responses when called.
Psychomotor Domain
- Point to themselves when saying “My name is…”.
- Point to friends when saying their names.
Social Domain
- Respond politely when their name is called.
- Interact with peers during name-related activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Relevant Early Childhood Care and Education resources.
- Picture cards showing children and teachers.
Instructional Materials
- Name tags for the teacher and each pupil.
- Pictures of children.
- Charts with “My name is…” written on them.
- Song tapes or videos related to names.
Rationale for the Lesson
This lesson is important for 4-year-olds as it helps them develop a strong sense of self-identity and belonging within the classroom. Knowing their own name, their teacher’s name, and their friends’ names fosters social skills, improves communication, and builds a supportive learning environment.Prerequisite/Previous Knowledge
Pupils can already recognise themselves in a mirror and may know their own first name. They can also identify familiar adults and children around them.Lesson Content/Board Summary
MY NAME, TEACHER AND FRIEND’S NAME
Knowing our names and the names of people around us is very important. It helps us talk to each other and be good friends. My Name: When someone asks, “What is your name?”, you should say, “My name is (your name).” For example: “My name is Bola.” or “My name is Emeka.” Teacher’s Name: It is important to know your teacher’s name. Our teacher’s name is (Teacher’s Name). When you want to talk to your teacher, you can say, “Teacher (Teacher’s Name), please…” Friend’s Name: We have many friends in our class. It is good to know their names so we can play together and call them. For example: “Hello, Aisha!” or “Good morning, Chike!” Responding When Called: When someone calls your name, you should respond politely. If your teacher calls your name, you can say: “Yes, Teacher!” or “I am here, Teacher!” If a friend calls your name, you can say: “Yes!” or “I am here!”Key Words
- Name – What we are called.
- Teacher – The person who teaches us in school.
- Friend – Someone we play with and like.
- Hello – A greeting when we meet someone.
- Yes – A polite way to answer when called.
What’s Your Name? Song
Tune: “Are You Sleeping, Brother John?”
Lyrics:
What’s your name? What’s your name?
I am (Pupil’s Name), I am (Pupil’s Name).
What’s your name? What’s your name?
My name is (Pupil’s Name).
What’s your name? What’s your name?
She is (Friend’s Name), she is (Friend’s Name).
What’s your name? What’s your name?
Her name is (Friend’s Name).
What’s your name? What’s your name?
He is (Friend’s Name), he is (Friend’s Name).
What’s your name? What’s your name?
His name is (Friend’s Name).
Actions: Point to self when saying “I am…”, point to a friend when saying “She is…” or “He is…”. Clap gently to the rhythm.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the concept by asking pupils their names. Write your name clearly on the board and say it. Then, write “My name is…” and guide pupils to complete it with their names orally. Emphasise polite responses when called.
What to show or demonstrate: Display your name tag and point to it while saying your name. Show pupils their own name tags. Demonstrate the proper response, “Yes, Teacher!” when you call a pupil’s name, then have them imitate.
How to use the rhyme/song: Sing the “What’s Your Name?” song together, first with your name, then with individual pupils’ names, and finally with friends’ names. Encourage pupils to use the actions of pointing to themselves and others. Repeat the song several times for reinforcement.
How to use the video: Introduce the video as a fun way to learn about names. Play the video, asking pupils to listen for how the children in the video say their names. After watching, encourage pupils to practise saying “My name is…” and asking “What’s your name?” to their neighbours, just like in the video.
What to watch for: Observe if pupils can confidently say their names and if they respond appropriately when called. Watch for shy pupils and encourage them gently.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Question and Answer, Role-play, Imitation, Repetition.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Greeting
Teacher’s Activity: The teacher greets the pupils and asks, “Good morning, children! How are you all today?” The teacher then introduces herself by saying, “My name is (Teacher’s Name). What is my name?”
Pupils’ Activity: Pupils respond to the greeting and try to say the teacher’s name.
Learning Point: Pupils recall and say the teacher’s name.
Step 2: Identifying Our Names
Time: 5 minutes
Teaching Skill: Naming/Recognition
Teacher’s Activity: The teacher holds up a name tag with her name and says, “This is my name, (Teacher’s Name).” She then holds up individual pupil name tags and asks, “Whose name is this?” or “Can you tell me your name?”
Pupils’ Activity: Pupils identify their own name tags and say, “My name is (their name).”
Learning Point: Pupils recognise and state their own names.
Step 3: Responding When Called
Time: 5 minutes
Teaching Skill: Modelling/Practice
Teacher’s Activity: The teacher explains that it’s good manners to respond when someone calls your name. She demonstrates by calling a pupil’s name and saying, “When I call your name, you can say ‘Yes, Teacher!’ or ‘I am here, Teacher!'” She then calls a few pupils’ names and guides them to respond.
Pupils’ Activity: Pupils listen and practise responding politely when their names are called by the teacher.
Learning Point: Pupils learn and practise appropriate responses when called.
Step 4: Learning Friends’ Names (Game)
Time: 5 minutes
Teaching Skill: Interactive Learning/Socialisation
Teacher’s Activity: The teacher initiates a simple “Hello, My Friend” game. She calls out a pupil’s name, and that pupil stands up. The teacher then says, “Hello (Pupil’s Name)!” and guides the class to repeat. The pupil then points to another friend and says, “Hello (Friend’s Name)!”
Pupils’ Activity: Pupils participate by standing up, greeting their teacher and friends, and identifying a friend’s name.
Learning Point: Pupils learn to recognise and say some of their friends’ names.
Step 5: Name Song Reinforcement
Time: 4 minutes
Teaching Skill: Musical Learning/Repetition
Teacher’s Activity: The teacher leads the class in singing the “What’s Your Name?” song from the Board Summary. She encourages pupils to use the actions (pointing to self, pointing to friends) as they sing.
Pupils’ Activity: Pupils sing the song with enthusiasm, using the appropriate actions.
Learning Point: Pupils reinforce name recognition and social interaction through song.
Step 6: Video Watch and Practice
Time: 4 minutes
Teaching Skill: Visual Learning/Imitation
Teacher’s Activity: The teacher introduces the video about names and plays it for the class. After the video, she encourages pupils to practice asking “What’s your name?” and responding “My name is…” with a partner, just like in the video.
Pupils’ Activity: Pupils watch the video and then practise asking and stating names with a partner.
Learning Point: Pupils gain confidence in asking and stating names through visual and interactive practice.
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 is your name?” (Ask individual pupils).
- “Who can tell me my name?”
- Call a pupil’s name and ask, “How do you answer when your name is called?”
- “Point to a friend and tell me their name.”
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: Summarisation/Closure
Teacher’s Activity: The teacher praises the pupils for learning their names and the names of others. She reminds them that knowing names helps them to be good friends and to talk to each other. She leads a final “Goodbye” song.
Pupils’ Activity: Pupils participate in the goodbye song and understand the importance of names.
Learning Point: Pupils appreciate the value of knowing names.
Lesson Keywords
- Name – The word we use to call a person.
- Teacher – The adult who teaches us in school.
- Friend – A person we like and play with.
- Respond – To answer or react when someone calls you.
Differentiation
- Support: For pupils who are shy or struggling to remember names, use larger name tags, repeat names more frequently, and provide hand-over-hand guidance to point to themselves or friends. Pair them with a more confident peer during partner activities.
- Extension: For pupils who quickly grasp the concept, encourage them to identify more friends’ names. Ask them to say their full name (first and last name, if appropriate for the child’s development).
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