Activities at Home and in School for Pre-School Level 3

Class: Pre-School Level 3
Term: First Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Not separately stated in the scheme.
Topic: ACTIVITIES AT HOME AND IN SCHOOL
Subject Matter: ACTIVITIES AT HOME AND IN SCHOOL.

Specific Objectives

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

Cognitive Domain

• Identify at least two activities done at home.
• Mention at least two activities done in school.
• Describe simple differences between home and school activities.

Affective Domain

• Show willingness to discuss their daily routines.
• Appreciate the importance of listening to instructions.
• Participate actively in group discussions and demonstrations.

Psychomotor Domain

• Demonstrate how to listen attentively.
• Carry out simple instructions given by the teacher.
• Act out common activities done at home and in school.

Social Domain

• Take turns when discussing activities.
• Interact respectfully with peers and the teacher during discussions.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Relevant Early Childhood Care and Education resources
• Age-appropriate picture books on daily routines

Instructional Materials

• Chart showing pictures of children doing activities at home (e.g., eating, sleeping, playing, helping with chores).
• Chart showing pictures of children doing activities in school (e.g., learning, playing, eating, listening to teacher).
• Flashcards depicting various activities.
• Video player or projector for showing a relevant video.

Rationale for the Lesson

This lesson helps 4-year-olds understand their daily routines and the different places where these activities happen. It fosters an awareness of their roles and responsibilities at home and in school, while also developing crucial listening and instruction-following skills essential for social learning and safety.

Prerequisite/Previous Knowledge

Pupils can identify their home and school, and they know the names of some family members and teachers. They also engage in various simple activities daily.

Lesson Content/Board Summary

ACTIVITIES AT HOME AND IN SCHOOL

Activities are things we do every day.

Activities we do at home:

• Eating food
• Sleeping
• Playing with toys
• Helping Mummy/Daddy (e.g., packing toys, sweeping)
• Bathing
• Watching TV

Activities we do in school:

• Learning (e.g., reading, counting)
• Playing with friends
• Eating snacks/lunch
• Listening to the teacher
• Singing songs
• Drawing and colouring

It is important to listen carefully to instructions at home and in school so we can do things correctly and safely.

Key Words

• Home – The place where we live with our family.
• School – The place where we come to learn and play.
• Activities – Things we do.
• Listen – To hear carefully with our ears.
• Instructions – What someone tells us to do.

My Daily Activities Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Wake up, wake up, in my bed,
Brush my teeth and comb my head.
Eat my breakfast, yummy, yum,
Then to school I quickly come.

In the school, I learn and play,
Listen to my teacher every day.
Home again, I rest and eat,
Then I sleep, oh what a treat!

Actions: Stretch arms up for “wake up”, pretend to brush teeth, comb hair, rub tummy for “yummy”, march for “to school”, point to ears for “listen”, pretend to sleep.

Watch and Learn About Daily Routines

https://www.youtube.com/watch?v=Xz2fLpSgJ-U

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Question and Answer
• Role-play
• Repetition
• Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and asks them what they did before coming to school this morning. “Good morning, children! What did you do at home before you came to school today?”

Pupils’ Activity: Pupils respond by mentioning simple activities like “I ate,” “I bathed,” “I slept.”

Learning Point: Pupils recall and share personal experiences related to daily activities.

Step 2: Discussion of Activities at Home

Time: 5 minutes

Teaching Skill: Explaining/Illustrating

Teacher’s Activity: The teacher displays the chart of activities at home and discusses them with the pupils. “Look at these pictures! What are these children doing at home? Do you do these things too?”

Pupils’ Activity: Pupils identify and name activities like eating, sleeping, playing, helping. They share if they do similar activities.

Learning Point: Pupils identify and discuss common activities done at home.

Step 3: Discussion of Activities in School

Time: 5 minutes

Teaching Skill: Explaining/Comparing

Teacher’s Activity: The teacher displays the chart of activities in school and discusses them, comparing them to home activities. “Now look at these pictures. What do we do here in school? Is it the same as home?”

Pupils’ Activity: Pupils identify and name activities like learning, playing with friends, listening to the teacher. They note some differences.

Learning Point: Pupils identify and discuss common activities done in school and begin to differentiate them from home activities.

Step 4: Rhyme Reinforcement

Time: 4 minutes

Teaching Skill: Singing/Action

Teacher’s Activity: The teacher introduces and leads the pupils in singing “My Daily Activities Rhyme” with actions. “Let’s sing a song about all the things we do!”

Pupils’ Activity: Pupils sing along with the teacher and perform the actions for the rhyme.

Learning Point: Pupils reinforce their understanding of daily activities through a fun song and movement.

Step 5: Importance of Listening and Following Instructions

Time: 4 minutes

Teaching Skill: Emphasizing/Demonstrating

Teacher’s Activity: The teacher explains why listening is important and demonstrates good listening posture. The teacher then gives a simple instruction. “Why is it important to listen to Mummy, Daddy, and your teacher? Let’s all listen carefully.” (e.g., “Stand up.”)

Pupils’ Activity: Pupils discuss why listening is important and demonstrate good listening. They follow the simple instruction given by the teacher.

Learning Point: Pupils understand the importance of listening and practice following instructions.

Step 6: Video and Role-Play

Time: 5 minutes

Teaching Skill: Visual Learning/Practical Application

Teacher’s Activity: The teacher plays the video on daily routines and then guides pupils to role-play one activity from home and one from school. “Let’s watch this video to see more activities. Now, who can show us how they eat at home? Or how they listen to the teacher in school?”

Pupils’ Activity: Pupils watch the video, then take turns acting out simple activities like eating, sleeping, or sitting to learn.

Learning Point: Pupils observe and practically demonstrate activities from home and school.

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.

1. “Name one thing you do at home.”
2. “Name one thing you do in school.”
3. “Show me how you listen carefully.”
4. “What happens if you don’t listen to instructions?”

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/Encouraging

Teacher’s Activity: The teacher summarizes the lesson by reminding pupils that they do many different activities at home and in school, and that listening is important everywhere. “We do so many things every day! Remember to always listen well.”

Pupils’ Activity: Pupils listen and repeat the key message about listening.

Learning Point: Pupils consolidate their learning about daily activities and the importance of listening.

Lesson Keywords

• Activities – Things we do.
• Home – The place where we live with our family.
• School – The place where we go to learn and play.
• Listen – To hear and pay attention.
• Instructions – What someone tells us to do.

Differentiation

• Support: For pupils who struggle, provide larger, clearer picture cards for activities. Give fewer choices when asking them to name activities. Use hand-over-hand guidance for demonstrating listening posture or simple actions. Repeat instructions slowly and clearly, perhaps using gestures.
• Extension: Encourage advanced pupils to describe *why* they do certain activities (e.g., “I brush my teeth to make them clean”). Ask them to name an activity they do with a specific family member or friend. Challenge them to give a simple instruction to another pupil or the teacher.