Proper Morning and Afternoon Greetings for Pre-School Level 4

Class: Pre-School Level 4

Term: Second Term

Week: 3

Age: 5 years

Duration: 30 minutes

Subject: Personal Development

Curriculum Theme: Personal Development

Previous Lesson: Bullying and Fighting, Why They Are Bad

Topic: Morning and Afternoon Greetings

Subject Matter: Proper morning and afternoon greetings.

Specific Objectives

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

Cognitive Domain

• Identify appropriate morning and afternoon greetings.
• State the correct responses to morning and afternoon greetings.

Affective Domain

• Show respect when greeting elders and peers.
• Appreciate the importance of using proper greetings.

Psychomotor Domain

• Demonstrate how to greet politely in the morning.
• Demonstrate how to greet politely in the afternoon.

Social Domain

• Participate in role-play scenarios involving greetings.
• Interact politely with others using learned greetings.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education resources

Instructional Materials

• Charts showing people greeting (e.g., child greeting an adult, children greeting each other)
• Posters with “Good Morning” and “Good Afternoon” written on them
• Pictures depicting morning and afternoon scenes

Rationale for the Lesson

This lesson is essential for 5-year-olds as it introduces fundamental social etiquette and respect. Learning proper greetings helps children develop good manners, build positive relationships, and understand cultural norms for polite interaction in their homes, schools, and communities.

Prerequisite/Previous Knowledge

Pupils can identify basic times of the day (morning, afternoon) and have some experience with simple social interactions like saying “hello” or “bye-bye.”

Lesson Content/Board Summary

Proper Morning and Afternoon Greetings

Greetings are polite words or actions we use when we meet someone or when we arrive somewhere. They show respect and good manners.

Morning Greetings

• When the sun comes up and it is a new day, we say “Good Morning.”
• We say “Good Morning” to our parents, teachers, and friends.
• When someone says “Good Morning” to us, we reply “Good Morning, ma” (for a woman) or “Good Morning, sir” (for a man).
• We can also add “How are you?”

Afternoon Greetings

• When the sun is high in the sky and it is after midday, we say “Good Afternoon.”
• We say “Good Afternoon” to people we meet in the afternoon.
• When someone says “Good Afternoon” to us, we reply “Good Afternoon, ma” or “Good Afternoon, sir.”

How to Greet Properly

• Stand nicely.
• Look at the person you are greeting.
• Speak clearly and politely.
• You can bow slightly or curtsy, or shake hands if appropriate.

Key Words

• Greet – To say “hello” or welcome someone politely.
• Morning – The early part of the day when the sun rises.
• Afternoon – The part of the day between midday and evening.
• Ma – A respectful way to address a woman.
• Sir – A respectful way to address a man.
• Respect – Showing that you value someone and their feelings.

What the Teacher Should Show or Draw

• Display charts and posters showing “Good Morning” and “Good Afternoon.”
• Point to pictures of children greeting adults respectfully.
• Demonstrate bowing, curtsying, and a polite handshake (if culturally appropriate).

Greetings Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Good Morning, Good Morning, it’s a brand new day,
Let’s greet our teachers, let’s all say,
“Good Morning, ma! Good Morning, sir!”
With happy smiles, we greet them here.

Good Afternoon, Good Afternoon, sun is shining bright,
Let’s greet our friends with all our might,
“Good Afternoon, ma! Good Afternoon, sir!”
Good manners always, we prefer!

Actions:

• For “Good Morning,” pretend to stretch and yawn, then wave.
• For “Good Afternoon,” point to the sky, then make a polite bow/curtsy.
• For “ma” and “sir,” point to an imaginary teacher.
• For “happy smiles,” make a big smile.

How to use the rhyme: The teacher leads pupils in singing the rhyme, performing the actions. Repeat several times to reinforce the words and actions for morning and afternoon greetings.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Storytelling, Picture Talk, Question and Answer, Role-play, Imitation, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly, “Good Morning, children!” and asks them how they greeted their parents or guardians this morning. The teacher shows a picture of a sunrise.

Pupils’ Activity: Pupils respond to the teacher’s greeting and share how they greeted people at home.

Learning Point: Pupils are introduced to the idea of greetings and the concept of morning.

Step 2: Presentation of Morning Greetings

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher explains that when we see people in the morning, we say “Good Morning.” The teacher demonstrates how to say “Good Morning” politely to an imaginary person, including the respectful response “Good Morning, ma/sir.” The teacher uses a chart showing a morning greeting.

Pupils’ Activity: Pupils observe the teacher’s demonstration and listen attentively.

Learning Point: Pupils learn the correct phrase and manner for morning greetings.

Step 3: Guided Practice (Morning Greetings)

Time: 5 minutes

Teaching Skill: Guided Practice/Imitation

Teacher’s Activity: The teacher asks pupils to practise saying “Good Morning” to the teacher and to each other. The teacher guides them to use polite tones and actions (e.g., bowing slightly). The teacher uses the “Greetings Rhyme” for the morning part.

Pupils’ Activity: Pupils imitate the teacher, practising “Good Morning” and the appropriate responses and actions.

Learning Point: Pupils gain confidence in performing morning greetings.

Step 4: Presentation of Afternoon Greetings

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher shows a picture of an afternoon scene (e.g., sun high in the sky) and explains that later in the day, we say “Good Afternoon.” The teacher demonstrates how to say “Good Afternoon” and the respectful response “Good Afternoon, ma/sir.”

Pupils’ Activity: Pupils observe the teacher’s demonstration and listen to the explanation.

Learning Point: Pupils learn the correct phrase and manner for afternoon greetings.

Step 5: Guided Practice (Afternoon Greetings)

Time: 5 minutes

Teaching Skill: Guided Practice/Imitation

Teacher’s Activity: The teacher asks pupils to practise saying “Good Afternoon” to the teacher and to their classmates. The teacher reinforces polite actions and clear speech. The teacher uses the “Greetings Rhyme” for the afternoon part.

Pupils’ Activity: Pupils imitate the teacher, practising “Good Afternoon” and the appropriate responses and actions.

Learning Point: Pupils gain confidence in performing afternoon greetings.

Step 6: Reinforcement through Role-play

Time: 4 minutes

Teaching Skill: Role-play/Application

Teacher’s Activity: The teacher organises simple role-play scenarios. For example, one pupil pretends to be a parent entering the class in the morning, and another pupil greets them. The teacher guides pupils to take turns greeting each other in morning and afternoon scenarios.

Pupils’ Activity: Pupils participate in the role-play, demonstrating morning and afternoon greetings to their peers and the teacher.

Learning Point: Pupils apply their knowledge of greetings in practical, simulated situations.

Step 7: Evaluation/Review

Time: 2 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “What do we say when we first come to school in the morning?”
2. “Show me how you would greet your mummy or daddy in the morning.”
3. “What do we say when it is later in the day, after lunch?”
4. “Show me how you would greet your teacher in the afternoon.”

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/Encouragement

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to always use proper morning and afternoon greetings at home and at school. The teacher leads a final round of the “Greetings Rhyme.”

Pupils’ Activity: Pupils listen, respond to the praise, and sing the rhyme one last time.

Learning Point: Pupils are encouraged to practise good manners daily.

Lesson Keywords

• Good Morning – A greeting used in the early part of the day.
• Good Afternoon – A greeting used in the middle part of the day.
• Ma – A respectful title for a woman.
• Sir – A respectful title for a man.
• Greet – To say polite words or make a polite gesture when meeting someone.

Differentiation

• Support: For pupils who are struggling, the teacher can provide more one-on-one modelling and repetition. Use hand-over-hand guidance for actions like bowing. Allow them to simply repeat the greeting after the teacher or a peer. Use larger picture cards for visual cues.
• Extension: For pupils who grasp the concept quickly, encourage them to initiate greetings with different classmates or to explain *why* it is important to greet politely. They can also be asked to demonstrate greetings to different people (e.g., a visitor, a younger child).

Note for teachers using this lesson plan

Prepare the charts and pictures beforehand. The key to this lesson is repeated demonstration and practice. Ensure you model the greetings clearly, including the appropriate tone of voice, eye contact, and respectful gestures (like a slight bow or curtsy, if culturally appropriate). Encourage pupils to look at the person they are greeting. Emphasize that greetings show respect. Use the rhyme frequently throughout the lesson to reinforce the phrases. Observe pupils during role-play to see if they are genuinely demonstrating the greetings or just reciting words. Praise effort and correct mistakes gently. The observable action showing understanding is when a child can confidently and politely say “Good Morning” or “Good Afternoon” and respond appropriately when prompted.