Note for teachers using this lesson plan
Before this lesson, prepare clear picture cards showing simple instructions like “sit down,” “listen,” “share,” and pictures of school staff (teacher, head teacher). The central idea is for pupils to recognise and respond to very simple instructions given by adults at school. Ensure a safe, open space for movement activities. Successful learning will be observed when pupils can point to or demonstrate actions for common instructions and identify who gives them.
Class: Pre-School Level 1
Term: First Term
Week: 8
Age: 2 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Understanding simple greetings and polite words.
Topic: SIMPLE INSTRUCTIONS AT SCHOOL
Subject Matter: Simple Instructions at School: Examples and Who Gives Them.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify simple instructions given at school.
- Name one person who gives instructions at school.
Affective Domain
- Show willingness to listen to instructions.
- Express happiness when following instructions.
Psychomotor Domain
- Demonstrate obeying simple instructions like “sit down” or “stand up.”
- Point to the teacher as someone who gives instructions.
Social Domain
- Participate in group activities involving following instructions.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
- Relevant picture books on school rules and behaviour
Instructional Materials
- Charts with pictures of simple instructions (e.g., “Sit down,” “Listen,” “Share”)
- Picture cards of school staff (teacher, head teacher)
- Video clips showing children following simple instructions
- Posters illustrating good behaviour at school
- Puppets or dolls to act out scenarios
Rationale for the Lesson
Understanding and following simple instructions is fundamental for 2-year-olds to navigate their school environment safely and successfully. This lesson helps them develop early listening skills, learn classroom routines, and recognise authority figures, fostering a sense of order and cooperation from a young age.
Prerequisite/Previous Knowledge
Pupils can understand and respond to very simple commands like “come” or “no.” They are familiar with their teacher and some classmates.
Lesson Content/Board Summary
SIMPLE INSTRUCTIONS AT SCHOOL
What are instructions?
Instructions are short, clear words that tell us what to do or what not to do. They help us stay safe and learn.
Examples of Simple Instructions at School:
- “Sit down.”
- “Stand up.”
- “Listen.”
- “Share.”
- “Walk.” (Not run inside)
- “Don’t push.”
Who Gives Instructions at School?
- Our Teacher (Aunty/Uncle)
- The Head Teacher (Headmaster/Headmistress)
Why do we obey instructions?
- To be safe.
- To learn new things.
- To be good friends.
Key Words
- Instruction – a short word that tells us what to do.
- Teacher – the person who teaches us at school.
- Listen – to hear carefully with our ears.
- Share – to give some of what we have to a friend.
Listening Song
Tune: Twinkle, Twinkle Little Star
Lyrics:
Listen, listen, listen well,
To the words the teacher tells.
Sit down, stand up, quiet please,
Follow rules with so much ease!
Listen, listen, listen well,
To the words the teacher tells.
Actions: Point to ears, point to teacher, sit down, stand up, finger to lips, nod head.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce instructions as short, clear messages. Use gestures and actions for each example. For “who gives instructions,” show pictures of the teacher and head teacher, pointing to yourself as the teacher. Emphasise “why obey” with simple scenarios (e.g., “If we run, we might fall”).
What to show or demonstrate: Use picture cards for each instruction. Demonstrate “sit down,” “stand up,” “listen” (cup hand to ear), “share” (pretend to give something). Point to the picture of the teacher and then to yourself. Use puppets to act out following or not following an instruction.
How to use the rhyme/song: Sing the “Listening Song” slowly with clear actions. Repeat it several times, encouraging pupils to join in with the actions and simple words. Make it fun and engaging.
How to use the video: Introduce the video as a fun way to learn about following rules. Play the video and encourage pupils to watch the actions. After watching, ask pupils to demonstrate one action they saw in the video, such as sitting down or standing up.
What to watch for: Observe if pupils are making eye contact when you speak and attempting to follow the actions. Watch for any pupils who struggle with simple commands or seem distracted, offering individual prompts and support.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Imitation
- Role-play
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and sings a short “Good Morning” song. The teacher then asks pupils to “sit down” and “stand up” as a fun warm-up, observing their responses.
Pupils’ Activity: Pupils respond to greetings, sing along, and follow the teacher’s simple “sit down” and “stand up” instructions.
Learning Point: Pupils are settled and ready to learn, practising following simple commands.
Step 2: Presentation – What are Instructions?
Time: 4 minutes
Teaching Skill: Explaining/Demonstrating
Teacher’s Activity: The teacher explains that instructions are short words that tell us what to do. The teacher gives a simple instruction like “Clap your hands” and demonstrates, asking pupils to copy.
Pupils’ Activity: Pupils listen to the teacher’s explanation and clap their hands when instructed.
Learning Point: Pupils understand that instructions are words that tell them what to do.
Step 3: Examples of Instructions
Time: 5 minutes
Teaching Skill: Modelling/Visualisation
Teacher’s Activity: The teacher shows picture cards of simple instructions like “Sit down,” “Listen,” “Share,” and “Don’t push.” For each card, the teacher says the instruction clearly and demonstrates the action. Pupils are encouraged to imitate.
Pupils’ Activity: Pupils look at the picture cards, listen to the instructions, and imitate the actions shown by the teacher.
Learning Point: Pupils recognise and can demonstrate common simple instructions at school.
Step 4: Who Gives Instructions?
Time: 4 minutes
Teaching Skill: Identification/Association
Teacher’s Activity: The teacher shows pictures of school staff (teacher, head teacher). The teacher points to the picture of the teacher and says, “Our teacher gives us instructions.” The teacher then points to herself/himself and says, “I am your teacher, I give you instructions.”
Pupils’ Activity: Pupils look at the pictures, listen to the teacher, and point to the teacher in the picture and then to their own teacher.
Learning Point: Pupils identify the teacher as someone who gives instructions at school.
Step 5: Rhyme and Video Reinforcement
Time: 5 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads pupils in singing the “Listening Song” with actions. Afterwards, the teacher introduces and plays the short video on following rules, asking pupils to watch carefully.
Pupils’ Activity: Pupils sing the song with actions and watch the video attentively.
Learning Point: Pupils reinforce their understanding of listening and following instructions through song and visual examples.
Step 6: Guided Practice/Role-play
Time: 4 minutes
Teaching Skill: Practical Application
Teacher’s Activity: The teacher gives a series of simple instructions (e.g., “Touch your nose,” “Point to the door,” “Give me five”) and encourages pupils to follow them. The teacher uses puppets to act out a scenario where one puppet follows an instruction and another does not, asking pupils to identify the good behaviour.
Pupils’ Activity: Pupils follow the teacher’s instructions and identify good behaviour in the puppet show.
Learning Point: Pupils practise actively responding to instructions and identifying appropriate behaviour.
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.
- “Clap your hands if you know what ‘listen’ means.”
- “Point to the person who gives you instructions in school.” (Teacher)
- “Show me how you sit down quietly.”
- “What happens if we don’t listen to instructions?” (Guide to “we might get hurt” or “we won’t learn”).
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: Summarising/Praising
Teacher’s Activity: The teacher praises pupils for listening and following instructions. The teacher reminds them that obeying instructions keeps them safe and helps them learn. The teacher leads a “Goodbye” song.
Pupils’ Activity: Pupils respond to praise and sing the “Goodbye” song.
Learning Point: Pupils feel encouraged and understand the importance of following instructions.
Lesson Keywords
- Instruction – a short word that tells us what to do.
- Teacher – the person who teaches us at school.
- Listen – to hear carefully with our ears.
- Share – to give some of what we have to a friend.
Differentiation
- Support: For pupils who struggle, use more one-on-one demonstrations, hand-over-hand guidance for actions, and repeat instructions slowly and clearly. Use larger, more distinct picture cards.
- Extension: For pupils who grasp the concept quickly, ask them to identify another simple instruction they hear at home or to demonstrate two instructions in a sequence (e.g., “Stand up, then sit down”).
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