Note for teachers using this lesson plan

Before this lesson, prepare a small table and chairs, along with child-safe spoons, forks, and plates (or play food) for demonstration and guided practice. The central idea is for pupils to understand and begin to practise sitting properly and using eating tools or their hands politely during meal times. Observe pupils actively demonstrating correct sitting posture and how they hold and use their utensils or hands for eating.

Class: Pre-School Level 2
Term: Third Term
Week: 2
Age: 3 years
Duration: 30 minutes
Subject: Health Habits
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Second-Term Health Habits Revision
Topic: GOOD TABLE MANNERS: SITTING AND USING SPOON, FORK OR HAND
Subject Matter: Good Table Manners: Sitting and Using Spoon, Fork or Hand.

Specific Objectives

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

Cognitive Domain

Identify good table manners.
State how to sit properly at the table.
Name the correct way to use a spoon, fork, or hand for eating.

Affective Domain

Show willingness to practise good table manners.
Listen attentively to instructions on mealtime etiquette.

Psychomotor Domain

Demonstrate how to sit correctly at a table.
Practise holding a spoon and fork properly.
Show how to eat neatly with their hand.

Participate in role-play activities about mealtime.
Take turns during guided practice with utensils.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 2
Relevant Early Childhood Care and Education resources
Age-appropriate storybooks on manners

Instructional Materials

Small table and chairs (or designated mat area)
Child-safe spoons and forks
Plates or bowls (empty or with play food)
Picture cards showing good and bad table manners
Chart posters illustrating proper sitting and utensil use
Storybook about mealtime etiquette
Video on table manners for children

Rationale for the Lesson

Learning good table manners at this age helps children develop essential social skills and promotes a pleasant mealtime experience. It teaches them respect for themselves and others, fostering habits of hygiene and courtesy that are important for their overall development and interactions within the family and community.

Prerequisite/Previous Knowledge

Pupils can identify different types of food and understand basic instructions like “sit down” and “eat.”

Lesson Content/Board Summary

GOOD TABLE MANNERS: SITTING AND USING SPOON, FORK OR HAND

Good table manners mean eating politely and neatly when you are at the table. It makes mealtime enjoyable for everyone.

How to Sit Properly at the Table

Sit straight on your chair.
Keep your feet on the floor.
Don’t lean on the table too much.
Wait for everyone to be ready before you start eating.

How to Use a Spoon

Hold the spoon gently in your hand.
Scoop a small amount of food.
Bring the spoon carefully to your mouth.
Don’t play with the spoon.

How to Use a Fork

Hold the fork gently in your hand.
Use the fork to pick up food.
Bring the fork carefully to your mouth.
Don’t point the fork at others or play with it.

How to Eat with Your Hand (for certain foods)

Always wash your hands very well before eating.
Use your clean hand to pick up food neatly.
Eat slowly and don’t make a mess.
Don’t talk with food in your mouth.

Table Manners Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Sit up straight, don’t slouch or lean,
Table manners, nice and clean.
Spoon and fork, we hold them right,
Eat our food with all our might.
Wash our hands, if we use them,
Good manners, every gem!

Actions: Sit up straight, pretend to hold a spoon/fork, wash hands, clap on “good manners.”

Watch and Practise

https://www.youtube.com/watch?v=3-M9o2rYjL4

Key Words

Manners – how we behave politely.
Table – where we eat our food.
Spoon – a tool for scooping food.
Fork – a tool for picking up food.
Neatly – doing things in a clean and tidy way.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce “good table manners” by asking pupils what they do when they eat. Explain each point simply, using clear, short sentences. Emphasize that these actions make mealtime pleasant. Use simple language that 3-year-olds can understand.

What to show or demonstrate: Use a small table and chairs to physically demonstrate how to sit properly. Show how to hold a spoon and fork using actual utensils and a plate. Demonstrate how to eat neatly with a clean hand for appropriate foods (e.g., pretending to eat a piece of yam). Model the actions clearly and slowly.

How to use the rhyme/song: Sing the “Table Manners Rhyme” several times, encouraging pupils to join in with the actions. Use it to reinforce the key behaviours of sitting straight, using utensils, and eating neatly. Repeat it at different points during the lesson.

How to use the video: Introduce the video as a fun way to see more about good table manners. Play the video “Good Table Manners for Kids | Learn with Little Treehouse” (https://www.youtube.com/watch?v=3-M9o2rYjL4). After watching, ask pupils what they saw the children doing in the video and encourage them to mimic some of the good manners shown.

What to watch for: Observe if pupils are able to mimic the sitting posture, hold the utensils correctly, and understand the concept of eating neatly. Correct gently and provide positive reinforcement for attempts.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Questioning

Teacher’s Activity: The teacher greets the pupils and asks them what they do when it’s time to eat. “What do we do when mummy or daddy calls us to eat? How do we sit?”

Pupils’ Activity: Pupils respond by saying “eat” or “sit down,” and may show how they sit.

Learning Point: Pupils recall their experiences with mealtime.

Step 2: Introducing Good Table Manners

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that today they will learn about “good table manners.” The teacher shows pictures of children sitting nicely and eating neatly, contrasting with pictures of messy or impolite eating. “Good table manners mean eating politely and neatly.”

Pupils’ Activity: Pupils observe the pictures and listen to the teacher’s explanation. They identify good and bad examples.

Learning Point: Pupils understand the concept of good table manners.

Step 3: Practising Proper Sitting

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates how to sit properly at a small table or on the mat. “Sit straight, feet on the floor, don’t lean.” The teacher asks pupils to practise sitting properly.

Pupils’ Activity: Pupils imitate the teacher, sitting straight with their feet on the floor. They try to sit without leaning.

Learning Point: Pupils learn and practise correct sitting posture for mealtime.

Step 4: Using a Spoon and Fork

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher brings out child-safe spoons and forks. The teacher demonstrates how to hold a spoon and fork correctly and how to scoop/pick up imaginary food, bringing it to the mouth. “Hold it gently, scoop/pick, bring to mouth.” Pupils are given spoons and forks to practise.

Pupils’ Activity: Pupils watch the teacher, then hold their own spoons and forks, practising the actions of scooping/picking and bringing to the mouth.

Learning Point: Pupils learn and practise the correct way to hold and use a spoon and fork.

Step 5: Eating with Hands Neatly

Time: 4 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that sometimes we eat with our hands, but we must first wash them very well. The teacher demonstrates how to use a clean hand to pick up food neatly and eat slowly without making a mess. “Wash hands, use clean hand, eat neatly.”

Pupils’ Activity: Pupils pretend to wash their hands and practise picking up imaginary food neatly with their hands.

Learning Point: Pupils understand the importance of hand hygiene and neatness when eating with hands.

Step 6: Rhyme and Video Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Visual Learning

Teacher’s Activity: The teacher leads pupils in singing the “Table Manners Rhyme” with actions. The teacher then plays the short video on good table manners for children to reinforce the concepts.

Pupils’ Activity: Pupils sing along with the rhyme and perform the actions. They watch the video and observe the good manners shown.

Learning Point: Pupils reinforce their understanding of table manners through song and visual examples.

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.

“Show me how you sit nicely at the table.”
“Show me how you hold a spoon to eat.”
“What should we do before we eat with our hands?”
“Can you show me a good table manner you learned today?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarization/Encouragement

Teacher’s Activity: The teacher praises the pupils for participating and reminds them to always practise good table manners at home and at school. “Remember to always use your good manners when you eat!”

Pupils’ Activity: Pupils listen and repeat the importance of good manners.

Learning Point: Pupils are encouraged to apply what they have learned.

Lesson Keywords

Manners – how we behave politely.
Table – where we eat our food.
Spoon – a tool for scooping food.
Fork – a tool for picking up food.
Neatly – doing things in a clean and tidy way.

Differentiation

Support: For pupils who struggle, provide more one-on-one demonstration and hand-over-hand guidance for holding utensils. Use larger picture cards for easier identification of good/bad manners. Repeat the rhyme and actions more frequently.
Extension: Encourage pupils who grasp the concepts quickly to demonstrate the manners to their peers. Ask them to identify other good manners they know (e.g., “please” and “thank you” at mealtime) or to help tidy up after a pretend meal.