Proper Ways of Answering to Your Name for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 10
Age: 5 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Personal Development
Previous Lesson: School Rules and Regulations
Topic: Proper Ways of Answering to Your Name
Subject Matter: Proper Ways of Answering to Your Name

Specific Objectives

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

Cognitive Domain

• Identify the correct responses when called by their name.
• Differentiate between responses for peers and older people.

Affective Domain

• Show politeness and respect when answering to their name.
• Feel confident in responding appropriately in different situations.

Psychomotor Domain

• Demonstrate the correct verbal response when called by a classmate.
• Demonstrate the correct verbal response when called by an older person or teacher.

Social Domain

• Participate respectfully in classroom interactions.

Reference Materials

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

Instructional Materials

• Charts showing polite words
• Picture cards depicting children and adults
• Role-play props (e.g., toy phone, small chairs)

Rationale for the Lesson

Learning how to properly answer to one’s name is fundamental for a 5-year-old’s social development and communication skills. It teaches respect, politeness, and helps children understand appropriate social etiquette, fostering positive interactions at home and school.

Prerequisite/Previous Knowledge

Pupils know their own names and can recognise when someone is calling them. They have basic understanding of greetings and simple social interactions.

Lesson Content/Board Summary

Proper Ways of Answering to Your Name

It is important to answer politely when someone calls your name. This shows respect and good manners.

How to Answer Properly:

1. When a classmate or friend calls your name:
   • Say: “Yes, please.”
   • Example: If Ayo calls “Chidi!”, Chidi should say “Yes, please.”
2. When an older person, teacher, or parent calls your name:
   • Say: “Yes, Sir.” (for a male adult)
   • Say: “Yes, Ma.” (for a female adult)
   • Example: If Mrs. Ada calls “Funke!”, Funke should say “Yes, Ma.”

Always speak clearly and look at the person who is calling you.

Polite Responses Rhyme

Tune: “Twinkle, Twinkle Little Star”

When my name is called, you see,
I will answer politely.
If a friend calls, “Yes, please!” I’ll say,
Smiling brightly, every day.
If a grown-up calls, “Yes, Sir/Ma,”
Good manners, yes, that’s who we are!

Actions: Point to self when “my name is called,” clap hands when “politely,” point to a friend when “friend calls,” nod head when “Yes, please,” point to an adult when “grown-up calls,” salute when “Yes, Sir/Ma.”

How to use the rhyme: Sing the rhyme together, demonstrating the actions for each line. Repeat several times to help pupils remember the different responses.

Watch and Practise

Let’s watch a video about using polite words, which includes how to respond respectfully.

https://www.youtube.com/watch?v=Fj2F2-2j92o

Key Words

• Name – What someone calls you.
• Please – A polite word to use with friends.
• Sir – A respectful word for an older man.
• Ma – A respectful word for an older woman.
• Polite – Showing good manners.
• Respect – Treating others with kindness and honour.

What the Teacher Should Show or Draw

• Display charts with “Yes, please,” “Yes, Sir,” “Yes, Ma.”
• Draw simple stick figures: one child calling another, and an adult calling a child.
• Demonstrate the correct verbal responses with clear actions and eye contact.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Role-play, Question and Answer, Imitation, Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads them in a short “Hello Song.” The teacher then calls out a few pupils’ names and asks them to wave or say “I am here!”

Pupils’ Activity: Pupils sing along, wave, and respond to their names as instructed.

Learning Point: Pupils are engaged and recall their names.

Step 2: Presentation

Time: 5 minutes

Teaching Skill: Explanation/Introduction

Teacher’s Activity: The teacher explains that today they will learn the best ways to answer when someone calls their name. The teacher discusses why it is important to answer politely and clearly (e.g., “It shows you are listening and have good manners”).

Pupils’ Activity: Pupils listen attentively and answer simple questions like “Why should we answer nicely?”

Learning Point: Pupils understand the importance of polite responses.

Step 3: Teacher Demonstration

Time: 5 minutes

Teaching Skill: Modelling/Demonstration

Teacher’s Activity: The teacher demonstrates the two main ways to answer:

1. Teacher calls a pupil’s name (pretending to be a peer), and the teacher models saying “Yes, please.”
2. Teacher calls another pupil’s name (as the teacher), and the teacher models saying “Yes, Sir/Ma.”

The teacher uses clear voice and eye contact, pointing to the charts with the polite words.

Pupils’ Activity: Pupils observe the teacher’s demonstrations carefully and listen to the responses.

Learning Point: Pupils see clear examples of correct responses.

Step 4: Guided Practice (Teacher-Pupil)

Time: 5 minutes

Teaching Skill: Guided Practice/Correction

Teacher’s Activity: The teacher calls out individual pupils’ names and guides them to respond correctly. For example, “Chiamaka, can you please answer ‘Yes, please’?” (as if a friend called) or “David, how would you answer me, your teacher?” The teacher provides immediate feedback and encourages correct responses.

Pupils’ Activity: Pupils take turns responding to their names, practising “Yes, please” or “Yes, Sir/Ma” with the teacher’s guidance.

Learning Point: Pupils begin to practise the correct responses with support.

Step 5: Role-play and Rhyme Integration

Time: 5 minutes

Teaching Skill: Role-play/Reinforcement

Teacher’s Activity: The teacher organises pupils into pairs or small groups for a quick role-play where they call each other’s names and practice “Yes, please.” The teacher then leads the class in singing the “Polite Responses Rhyme” from the Board Summary, encouraging actions.

Pupils’ Activity: Pupils engage in short role-play, calling each other’s names and responding. They sing the rhyme with actions.

Learning Point: Pupils apply the learned responses in a playful context and reinforce learning through song.

Step 6: Video Reinforcement

Time: 2 minutes

Teaching Skill: Visual Reinforcement

Teacher’s Activity: The teacher plays the short video on polite words, encouraging pupils to identify the polite responses they have learned.

Pupils’ Activity: Pupils watch the video and point out or repeat the polite words they hear.

Learning Point: Pupils reinforce their understanding through visual and auditory aids.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

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

1. The teacher calls a few pupils’ names and asks them to respond as if a friend called.
2. The teacher calls a few other pupils’ names and asks them to respond as if the teacher called.
3. “What do you say if your classmate, Tunde, calls your name?”
4. “What do you say if Mummy calls your 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: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their good listening and participation. The teacher reminds them to always use “Yes, please” or “Yes, Sir/Ma” when called. The teacher encourages them to practice at home.

Pupils’ Activity: Pupils listen, say “Thank you,” and prepare for the next activity.

Learning Point: Pupils consolidate their learning and are encouraged to apply it outside the classroom.

Lesson Keywords

• Name – What someone calls you.
• Please – A polite word to use with friends.
• Sir – A respectful word for an older man.
• Ma – A respectful word for an older woman.
• Polite – Showing good manners.
• Respect – Treating others with kindness and honour.

Differentiation

• Support: For pupils who struggle, provide more one-on-one practice, use hand gestures to prompt the correct response, and allow them to respond with a peer’s help.
• Extension: Encourage quicker learners to explain *why* it’s important to use different responses for peers versus adults, or to role-play a scenario where someone doesn’t answer politely and discuss the outcome.

Note for teachers using this lesson plan

Prepare the charts with “Yes, please,” “Yes, Sir,” and “Yes, Ma” clearly written and illustrated. Practice the rhyme and its actions beforehand. When demonstrating, exaggerate your voice and actions slightly to make it clear. Pay close attention during guided practice and role-play to correct pupils gently and reinforce positive behaviour. Emphasise that using these polite responses is a way of showing respect, which is a key aspect of personal development. Observe if pupils make eye contact when responding, as this is also part of polite communication. Encourage them to practice these responses not just in class, but also at home with family members.