Note for teachers using this lesson plan
Before this lesson, prepare picture cards showing various daily activities at home (e.g., brushing teeth, eating, bathing, playing) and at school (e.g., greeting, singing, playing, learning). The central idea for pupils is to identify these activities and practice listening carefully to and following simple instructions. Observe if pupils can name activities and demonstrate following one or two-step commands accurately.
Class: Pre-School Level 2
Term: First Term
Week: 9
Age: 3 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Not separately stated in the scheme.
Topic: ACTIVITIES AT HOME AND SCHOOL
Subject Matter: Daily activities at home and school and following instructions.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify at least three daily activities carried out at home.
- Name at least three daily activities carried out in school.
Affective Domain
- Show willingness to discuss their daily routines.
- Participate actively in games involving following instructions.
Psychomotor Domain
- Demonstrate how to listen carefully to instructions.
- Carry out simple one-step and two-step instructions accurately.
Social Domain
- Share ideas about activities with their classmates.
- Take turns when demonstrating activities or following instructions.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Early Childhood Care and Education resources
Instructional Materials
- Charts and posters showing children performing daily activities (e.g., brushing teeth, eating, playing, learning)
- Picture cards of various home and school activities
- Audio device for songs
Rationale for the Lesson
This lesson helps 3-year-olds understand the structure of their day, both at home and at school, which builds a sense of routine and security. Learning to follow instructions is crucial for their safety, learning, and social development, enabling them to participate effectively in classroom activities and daily life.
Prerequisite/Previous Knowledge
Pupils can already recognise familiar objects and people around them and understand simple spoken words.
Lesson Content/Board Summary
Daily Activities at Home and School and Following Instructions
What are daily activities?
Daily activities are things we do every day. Some things we do at home, and some we do at school.
Activities at Home
- Waking up
- Brushing our teeth
- Bathing
- Eating food
- Playing with toys
- Helping to tidy up (e.g., putting toys away)
- Sleeping
Activities at School
- Greeting our teachers and friends
- Singing songs
- Learning (e.g., numbers, letters)
- Playing with friends
- Eating snacks/lunch
- Using the toilet
- Tidying up the classroom
Following Instructions
Following instructions means listening carefully to what someone tells you to do and then doing it. It is important to listen with our ears and watch with our eyes.
- One-step instructions: “Clap your hands.” “Stand up.” “Touch your nose.”
- Two-step instructions: “Stand up and clap your hands.” “Touch your head and then sit down.”
Daily Routine and Instruction Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Morning time, I wake up bright,
Brush my teeth with all my might.
Eat my food and go to school,
Learning lessons, oh so cool!
At school we listen, clear and true,
“Clap your hands!” or “Touch your shoe!”
Follow rules and play with friends,
Happy learning never ends!
Actions:
- Wake up bright: Stretch arms up.
- Brush my teeth: Pretend to brush teeth.
- Eat my food: Pretend to eat.
- Go to school: March in place.
- Listen, clear and true: Cup hand to ear.
- Clap your hands: Clap hands.
- Touch your shoe: Bend down and touch shoe.
- Follow rules: Nod head.
- Play with friends: Wave hands.
Watch and Practise
Key Words
- Activities – things we do.
- Home – where we live with our family.
- School – where we come to learn and play.
- Instructions – what someone tells us to do.
- Listen – to hear carefully.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by asking pupils about things they do every day. Use the picture cards to introduce and discuss various activities at home and school. Point to each picture and ask, “What is this child doing?” or “Do you do this at home/school?” Emphasize the importance of listening when giving instructions. Start with simple one-step instructions, then progress to two-step instructions.
What to show or demonstrate: Show the charts and picture cards of daily activities. Demonstrate how to perform simple actions like clapping, standing, sitting, touching parts of the body, and tidying up. Model good listening behaviour by cupping your ear.
How to use the rhyme/song: Introduce the “Daily Routine and Instruction Rhyme” by singing it slowly with actions. Repeat it several times, encouraging pupils to join in with the words and actions. Use the rhyme as a transition or energy break.
How to use the video: Introduce the video as a fun way to see other children doing their daily activities. Play the “Daily Routines Song for Kids” video. After watching, discuss some of the activities seen in the video and ask pupils to name one thing they saw. Encourage them to imitate some of the actions.
What to watch for: Observe if pupils can correctly identify the activities in the pictures. Pay attention to their ability to listen and follow instructions without repeated prompting. Ensure they understand that listening means doing what is asked.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Role-play
- Imitation
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and asks them, “What did you do this morning before coming to school?” The teacher listens to their responses and praises them.
Pupils’ Activity: Pupils greet the teacher and share one or two things they did in the morning (e.g., “I ate food,” “I brushed my teeth”).
Learning Point: Pupils recall and share familiar morning activities.
Step 2: Discussing Activities at Home
Time: 5 minutes
Teaching Skill: Discussion/Visual Aid Use
Teacher’s Activity: The teacher shows picture cards of various activities done at home (e.g., bathing, eating, playing with toys, sleeping). The teacher asks, “What is happening in this picture?” and “Do you do this at home?”
Pupils’ Activity: Pupils identify the activities in the pictures and confirm if they do them at home. They may name activities like “eating,” “playing,” “sleeping.”
Learning Point: Pupils identify and name common daily activities at home.
Step 3: Discussing Activities at School
Time: 5 minutes
Teaching Skill: Discussion/Observation
Teacher’s Activity: The teacher shows picture cards of activities done at school (e.g., greeting, singing, learning, playing with friends, tidying up). The teacher asks, “What do we do when we come to school?” and “What is happening here?”
Pupils’ Activity: Pupils identify activities they do at school, such as “singing,” “playing,” “learning,” and “eating snack.”
Learning Point: Pupils identify and name common daily activities at school.
Step 4: Introducing Following Instructions
Time: 4 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher explains that listening carefully helps us follow instructions. The teacher gives simple one-step instructions and demonstrates the action (e.g., “Clap your hands,” “Stand up,” “Touch your head”).
Pupils’ Activity: Pupils listen and watch the teacher’s demonstration, then imitate the actions for one-step instructions.
Learning Point: Pupils understand the concept of following instructions and practise simple actions.
Step 5: Practising One-Step and Two-Step Instructions
Time: 4 minutes
Teaching Skill: Guided Practice/Game
Teacher’s Activity: The teacher gives more one-step instructions and then introduces simple two-step instructions (e.g., “Stand up and clap your hands,” “Touch your nose and then sit down”). The teacher ensures pupils listen before acting.
Pupils’ Activity: Pupils listen carefully and try to carry out the one-step and two-step instructions given by the teacher.
Learning Point: Pupils develop their ability to follow multiple instructions in sequence.
Step 6: Rhyme and Video Reinforcement
Time: 5 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads the pupils in singing the “Daily Routine and Instruction Rhyme” with actions. The teacher then plays the video “Daily Routines Song for Kids” and encourages pupils to watch and sing along.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, participating in any actions shown.
Learning Point: Pupils reinforce their understanding of daily activities and the importance of actions through song and video.
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.
- Name one thing you do at home.
- Name one thing you do at school.
- “Clap your hands!” (Teacher gives instruction)
- “Stand up and touch your toes!” (Teacher gives instruction)
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
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to always listen carefully to instructions at home and at school. The teacher leads a final round of the daily routine rhyme.
Pupils’ Activity: Pupils listen, respond to praise, and participate in the final rhyme.
Learning Point: Pupils understand the importance of listening and following instructions in their daily lives.
Lesson Keywords
- Activities – Things we do every day.
- Home – The place where we live with our family.
- School – The place where we learn and play with our teachers and friends.
- Listen – To hear carefully with our ears.
- Instructions – What someone tells us to do.
Differentiation
- Support: For pupils who struggle to follow instructions, the teacher will use very simple, single-step commands with strong visual cues and hand-over-hand guidance if needed. Repeat instructions slowly and clearly.
- Extension: For pupils who quickly grasp the concept, the teacher can give slightly more complex two-step instructions (e.g., “Turn around, then jump twice”) or ask them to name more activities they do at home or school.
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