Etiquette and Good Behaviour in Public Places for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 10
Age: 5 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Personal Development
Previous Lesson: Good manners at home and school
Topic: Etiquette and Good Behaviour in Public Places
Subject Matter: Etiquette and good behaviour in public places.

Specific Objectives

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

Cognitive Domain

• Identify at least three public places.
• State at least two good behaviours for specific public places.

Affective Domain

• Appreciate the importance of behaving well in public.
• Listen attentively to instructions and demonstrations.

Psychomotor Domain

• Demonstrate appropriate behaviour for a given public place.
• Participate in role-play scenarios showing good etiquette.

Social Domain

• Take turns and share during group activities.
• Interact politely with peers and the teacher during demonstrations.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Relevant Early Childhood Care and Education resources.
• Pictures and charts showing different public places and behaviours.

Instructional Materials

• Charts showing various public places (market, park, hospital, church/mosque, bus stop, library).
• Pictures of children exhibiting good and bad behaviours in public.
• Posters illustrating etiquette rules.
• Video clips on good manners in public places.
• Simple props for role-play (e.g., toy market items, pretend books, chairs for a bus stop).

Rationale for the Lesson

This lesson is important for 5-year-olds as it teaches them how to interact appropriately and respectfully in different community settings. Understanding etiquette helps children become polite and considerate members of society, ensuring their safety and comfort, and that of others, when outside the home or school environment.

Prerequisite/Previous Knowledge

Pupils have a basic understanding of good manners and polite words like “please,” “thank you,” and “excuse me” from previous lessons on manners at home and school.

Lesson Content/Board Summary

Etiquette and Good Behaviour in Public Places

What is Etiquette?

Etiquette means knowing the right way to behave in different places. It’s about being polite and respectful to others.

What are Public Places?

Public places are areas where many people go and share. They are not just for one family but for everyone.

Examples of Public Places and Good Behaviours:

• Market:
  • Stay close to your adult.
  • Do not run around.
  • Do not touch things without asking.
  • Speak softly.
• Park/Playground:
  • Share toys and equipment.
  • Wait for your turn on swings or slides.
  • Do not push or fight.
  • Throw rubbish in the bin.
• Church/Mosque:
  • Be very quiet.
  • Sit still and listen.
  • Do not run or play inside.
• Bus Stop/Transport:
  • Stand in a line (queue) and wait for your turn.
  • Do not run into the road.
  • Speak quietly on the bus.
  • Offer your seat to older people if possible.
• Hospital:
  • Be quiet, people are resting or not feeling well.
  • Do not run in the corridors.
  • Do not touch medical equipment.
• Library:
  • Speak in a whisper.
  • Handle books carefully.
  • Put books back where you found them or in the return area.

Key Words

• Etiquette – The right way to behave.
• Public Places – Places where many people go.
• Polite – Showing good manners.
• Respectful – Showing care and consideration for others.

What the Teacher Should Show or Draw

• Display charts and pictures of different public places.
• Show pictures of children behaving well and poorly in public.
• Demonstrate quiet walking, queuing, and sharing.

Good Manners Everywhere Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

When we go to public places,
We should show our happy faces.
Quiet voices, walking slow,
Good behaviour, watch it grow.
Share and wait and take a turn,
Many good things we can learn.

Actions:

• “Happy faces”: Smile and point to face.
• “Quiet voices”: Finger to lips.
• “Walking slow”: Walk slowly on the spot.
• “Share and wait”: Hand gestures for sharing and waiting.
• “Take a turn”: Point to self and then to a friend.

How to use the rhyme: Sing the rhyme together with actions after discussing each public place to reinforce the general idea of good behaviour.

Watch and Learn About Good Manners

The teacher will show a short video clip demonstrating good manners in various public settings, asking pupils to observe and identify the behaviours.

https://www.youtube.com/watch?v=0h6Q5rXqJ2Q

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Storytelling, Picture Talk, Question and Answer, Role-play, Imitation, 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 to recall some good manners they practice at home or school (e.g., saying “please,” sharing toys). The teacher then introduces the idea that good manners are also important when they go outside to public places.

Pupils’ Activity: Pupils greet the teacher and share examples of good manners they know.

Learning Point: Pupils recall previous knowledge and are introduced to the lesson topic.

Step 2: Presentation of Public Places

Time: 5 minutes

Teaching Skill: Explaining/Visual Aids

Teacher’s Activity: The teacher displays charts and pictures of various public places (market, park, hospital, church/mosque, bus stop, library). The teacher names each place and asks pupils if they have visited them. The teacher explains that these are places for everyone to share.

Pupils’ Activity: Pupils identify and name the public places shown in the pictures and share if they have visited them.

Learning Point: Pupils identify and understand what public places are.

Step 3: Discussing Good Behaviours

Time: 5 minutes

Teaching Skill: Guiding Discussion/Questioning

Teacher’s Activity: For each public place, the teacher asks pupils, “How should we behave here?” and guides them to suggest appropriate behaviours. The teacher then explains and reinforces the correct etiquette for each place, using simple language and examples.

Pupils’ Activity: Pupils suggest behaviours and listen to the teacher’s explanations, repeating key rules.

Learning Point: Pupils learn specific good behaviours for different public places.

Step 4: Teacher Demonstration

Time: 5 minutes

Teaching Skill: Modelling/Demonstration

Teacher’s Activity: The teacher demonstrates specific good behaviours, such as walking quietly, waiting in a line, sharing a toy (using a prop), or speaking in a whisper. The teacher can use simple role-play scenarios with props to make it clear.

Pupils’ Activity: Pupils observe the teacher’s demonstrations and imitate simple actions like quiet walking or sitting still.

Learning Point: Pupils visually learn how to perform good behaviours.

Step 5: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcement/Media Integration

Teacher’s Activity: The teacher leads the pupils in singing the “Good Manners Everywhere Rhyme” with actions. Afterwards, the teacher plays the short video clip on good manners in public places and asks pupils to point out good behaviours they see.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, identifying good behaviours shown.

Learning Point: Pupils reinforce their understanding through song and visual media.

Step 6: Pupil Application (Role-Play)

Time: 4 minutes

Teaching Skill: Guided Practice/Role-play

Teacher’s Activity: The teacher sets up simple role-play scenarios for different public places (e.g., a “market” corner, a “bus stop” with chairs). The teacher assigns roles and guides pupils to demonstrate appropriate behaviours. For example, “You are at the park, show me how you share the swing.”

Pupils’ Activity: Pupils participate in role-play, demonstrating good etiquette in the given scenarios.

Learning Point: Pupils actively practice and apply good behaviours in a simulated environment.

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. “Name one public place.”
2. “Show me how you would walk in a hospital.”
3. “What should you do if you want to play with a toy someone else has at the park?”
4. “Why is it good to be quiet in the library?”

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 praises the pupils for their participation and good behaviour. The teacher reminds them to always remember their good manners when they go out with their families. The teacher encourages them to practice at home.

Pupils’ Activity: Pupils listen and acknowledge the teacher’s encouragement.

Learning Point: Pupils are encouraged to apply what they have learned in real-life situations.

Lesson Keywords

• Etiquette – The right way to behave in different places.
• Public Places – Places like markets, parks, or hospitals where many people go.
• Polite – Showing good manners and respect to others.
• Share – To let others use or have something with you.
• Quiet – Making little or no noise.

Differentiation

• Support: For pupils who are struggling, the teacher can use larger pictures, provide fewer choices, offer more direct modelling, and give one-on-one guidance during role-play. Repeating the rhyme and key phrases often will also help.
• Extension: For quicker learners, the teacher can ask them to name more public places, explain *why* certain behaviours are important (e.g., “Why shouldn’t we run in the market?”), or create a short, simple sentence about good behaviour for a specific place. They can also lead a small group in a role-play activity.

Note for teachers using this lesson plan

Before the lesson, ensure you have clear, colourful charts or pictures of various public places and examples of good/bad behaviours. Prepare simple props for role-play to make the activities more concrete and engaging for the children. The main idea children must grasp is that different places require different ways of behaving, and being polite and respectful makes everyone comfortable. When demonstrating, exaggerate the actions for clarity (e.g., quiet walking vs. noisy running). Repeat the rhyme several times throughout the lesson to aid memorisation. Observe pupils during role-play to gauge their understanding; their actions will show what they have learned. Encourage shy pupils by pairing them with more confident ones or giving them simple, non-threatening roles. Emphasise that good manners are about caring for others and keeping everyone safe and happy.