Greetings: kind words and clear sentences · Learner pages

Lesson 1 · Choose a greeting for the situation

Use morning, afternoon and evening greetings and a bedtime farewell.

Name or initials: ____________   Date: ____________

Adult-supported lesson: read the linked source selection together when available. Greetings can show that we notice another person kindly.

1. Greet in the morning. When meeting someone in the morning, a suitable greeting is “Good morning”.
2. Greet later in the day. “Good afternoon” fits an afternoon meeting. Ask an adult to explain your local day routine.
3. Notice evening. “Good evening” can greet someone during the evening. The situation matters, not just a dark picture.
4. Say a bedtime farewell. “Good night” is commonly used when leaving for sleep or ending the night. It is not the usual greeting when first meeting someone in the evening.

Worked example: Original example: Amu meets a neighbour during the afternoon and says “Good afternoon”. At bedtime, she says “Good night” to her carer.

1. You meet a teacher in the morning. Choose a suitable greeting.

   1. Good morning. · 2. Good night. · 3. Goodbye forever.

2. You are going to sleep. Choose the usual bedtime wish.

   1. Good morning. · 2. Good night. · 3. Good afternoon.

3. You first meet a friend in the evening. Choose a suitable greeting.

   1. Good night is always the only greeting. · 2. Good morning. · 3. Good evening.

Discuss: Role-play meeting a friend at three different parts of the day. Then role-play saying goodbye at bedtime.

Adult observation

Ask the learner to explain and show the goal using a fresh example.

• Uses the target word appropriately
• Explains or demonstrates with support as needed

Adult observation; multiple-choice scores alone do not establish speaking or writing mastery

Lesson 2 · Make room for both voices

Introduce yourself, listen and respond politely.

Name or initials: ____________   Date: ____________

Adult-supported lesson: read the linked source selection together when available. Conversation includes speaking and listening. Use fictional names in practice.

1. Begin kindly. A puppet says “Hello, I am Dev.” Use a fictional name if you prefer.
2. Listen for the name. The other puppet waits and listens. It can reply “Hello, Dev. I am Ali.”
3. Ask one relevant question. Try “How are you?” or “Would you like to play?” Keep questions connected with the conversation.
4. Share the turns. Wait for the reply. Use a clear, comfortable voice, a sign, a communication aid or another way that works.

Worked example: Original exchange: “Hello, I am Dev.” “Hello, Dev. I am Ali.” “Would you like to draw?” “Yes, please.” Both speakers contribute.

1. Dev says “Hello, I am Dev.” Which reply fits?

   1. Three triangles. · 2. Close every book. · 3. Hello, Dev.

2. What helps both people have a turn?

   1. Listen while the other speaks. · 2. Always interrupt. · 3. Ignore the reply.

3. Which sentence introduces a speaker?

   1. The bag is green. · 2. I am Ali. · 3. It is raining.

Discuss: Use two paper puppets for a greeting and a reply. An adult records one example of listening and one example of speaking.

Adult observation

Ask the learner to explain and show the goal using a fresh example.

• Uses the target word appropriately
• Explains or demonstrates with support as needed

Adult observation; multiple-choice scores alone do not establish speaking or writing mastery

Lesson 3 · Build a small action sentence

Connect a person with an action using a clear sentence.

Name or initials: ____________   Date: ____________

Adult-supported lesson: read the linked source selection together when available. An action tells what someone does.

1. Choose who. Start with a person name, such as “Lina”.
2. Choose an action. Add what the person does: “Lina reads.”
3. Add a useful detail. “Lina reads a book” tells us more. Use a capital at the start and a full stop at the end when writing.
4. Read and check. Read the sentence aloud with an adult. Check that it says who does what, and that the words match the scene.

Worked example: Original example: The drawing shows Tara eating a pear. “Tara eats a pear.” names the person, gives the action, starts with a capital and ends with a full stop.

1. Which word is the action in “Lina reads”?

   1. both are names · 2. reads · 3. Lina

2. Who acts in “Asha sings”?

   1. sings · 2. a full stop · 3. Asha

3. Choose the correctly written practice sentence.

   1. Lina reads. · 2. lina reads · 3. Reads lina no stop

Discuss: Tell an adult one true sentence about a safe activity. Copy the sentence or use letter cards with support.

Adult observation

Ask the learner to explain and show the goal using a fresh example.

• Uses the target word appropriately
• Explains or demonstrates with support as needed

Adult observation; multiple-choice scores alone do not establish speaking or writing mastery

Final check · Set 1

Try one set after the lessons. Use the other set after reviewing any errors.

1. You meet a visitor in the afternoon. What fits?

   I am asleep. / Good afternoon. / Good morning.

2. Which clue helps choose the greeting?

   the person’s shoe size / the number of pencils / the time and situation

3. Choose a polite acceptance: “Would you like to draw?”

   Yes, please. / Your name is a clock. / Morning is a number.

4. Which question fits meeting a new puppet friend?

   How many corners has a sound? / What is your name? / What colour is tomorrow?

5. Which detail completes “Tara eats ___”?

   yesterday blue / and the but / a pear

6. The scene shows Sam drawing. Which sentence fits?

   Sam draws. / Sam sleeps. / Sam runs.

Final check · Set 2

Try one set after the lessons. Use the other set after reviewing any errors.

1. Which pair matches our examples?

   morning — Good morning / afternoon — Good night / bedtime — Good afternoon

2. Good night is usually a ___ in our bedtime role-play.

   counting word / farewell wish / morning greeting

3. A learner uses a communication aid to reply. Is that still participation?

   No, only loud speech counts / Only if no one listens / Yes

4. When a partner is giving a reply, what helps you understand it?

   Pay attention. / Say unrelated words loudly. / Turn away every time.

5. What belongs at the end of “Ali waves” in this practice?

   a random number / a full stop / an extra capital A

6. Which changes the meaning of “Lina reads”?

   Lina reads. / The same sentence again / Lina sings.