Grace and Courtesy, Saying Thank You for Pre-School Level 1

Class: Pre-School Level 1
Term: First Term
Week: 3
Age: 2 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Objects in the Environment and Their Uses
Topic: Grace and Courtesy
Subject Matter: Grace and Courtesy: Learning to say “Thank you.”

Specific Objectives

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

Cognitive Domain

• Recognise when someone says “thank you”.
• Identify situations where “thank you” should be said.

Affective Domain

• Show willingness to say “thank you” when prompted.
• Express gratitude by smiling when saying “thank you”.

Psychomotor Domain

• Repeat the words “thank you” clearly.
• Demonstrate saying “thank you” when receiving an object.

Social Domain

• Participate in simple role-play activities involving giving and receiving.
• Say “thank you” to classmates politely during guided practice.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1
• Early Childhood Care and Education curriculum resources
• Relevant early-years social habits workbook/textbook

Instructional Materials

• Small, appealing objects (e.g., toy cars, building blocks, picture cards of fruits)
• Charts and posters showing children saying “thank you”
• Video clips (e.g., from a tablet or TV)
• Puppets (optional, for role-play)

Rationale for the Lesson

Learning to say “thank you” is a foundational social skill for young children. At age two, pupils are beginning to understand social interactions and how their words affect others. This lesson helps them develop courtesy, express gratitude, and build positive relationships with peers and adults, contributing to a harmonious classroom and home environment.

Prerequisite/Previous Knowledge

Pupils can greet others, follow simple instructions, and recognise familiar objects and people.

Lesson Content/Board Summary

Grace and Courtesy: Saying “Thank You”

When someone gives you something nice, or helps you, it is good to say “Thank you.”

Saying “Thank you” shows that you are happy and polite.

When to Say “Thank You”

• When a friend shares a toy with you.
• When someone gives you a biscuit or a fruit.
• When your teacher helps you pick up a crayon.
• When Mummy or Daddy gives you food.

Always say “Thank you” with a happy voice and a smile!

“Thank You” Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Thank you, thank you, yes I say,
When I get something today.
Thank you, thank you, big and small,
Polite words for one and all.
Thank you, thank you, yes I say,
Happy words for every day!

Actions: Clap hands gently, point to self, then to others, make a happy face, wave hands gently.

Watch and Practise

https://www.youtube.com/watch?v=S014bL_yY6k

Key Words

• Thank you – a polite word we say when we get something or someone helps us.
• Polite – showing good manners.
• Share – to let others use or have something with you.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Greeting

Teacher’s Activity: The teacher greets the pupils warmly and sings a simple greeting song. “Good morning, children, how are you?” The teacher then asks pupils to show a happy face.

Pupils’ Activity: Pupils respond to the greeting, sing along, and show happy faces.

Learning Point: Pupils are settled and ready to learn in a positive atmosphere.

Step 2: Presentation – What is “Thank You”?

Time: 5 minutes

Teaching Skill: Explanation/Modelling

Teacher’s Activity: The teacher holds up a small toy. “Look, I have a toy! If I give this toy to you, what kind word should you say?” The teacher models giving the toy to a pupil and saying “Thank you” as if receiving it. “We say ‘Thank you’!” The teacher shows a chart with children saying “thank you”.

Pupils’ Activity: Pupils observe the teacher, listen, and point to the chart.

Learning Point: Pupils begin to understand that “thank you” is a polite word said when receiving something.

Step 3: Demonstration – When to Say “Thank You”

Time: 4 minutes

Teaching Skill: Demonstration/Visual Aid

Teacher’s Activity: The teacher demonstrates two scenarios:

1. Teacher gives a block to a pupil and says, “Here is a block for you.” The teacher then guides the pupil to say “Thank you.”
2. Teacher pretends to help a pupil pick up a crayon and says, “I helped you! What do you say?” The teacher models “Thank you.”

The teacher uses clear, simple language and a happy tone.

Pupils’ Activity: Pupils watch the demonstrations and listen to the teacher’s words. Some pupils may attempt to repeat “thank you” when prompted.

Learning Point: Pupils see practical examples of when to use “thank you.”

Step 4: Guided Practice – Saying “Thank You” Together (Rhyme)

Time: 5 minutes

Teaching Skill: Repetition/Song Integration

Teacher’s Activity: The teacher introduces the “Thank You” rhyme. The teacher sings the rhyme slowly, demonstrating the actions. The teacher encourages pupils to sing along and do the actions with her. The rhyme is repeated several times.

Pupils’ Activity: Pupils listen, try to sing along, and imitate the actions of the rhyme.

Learning Point: Pupils practise saying “thank you” through a fun, repetitive song and actions.

Step 5: Activity – Simple Role-Play

Time: 4 minutes

Teaching Skill: Practical Application/Interaction

Teacher’s Activity: The teacher guides pupils in a simple giving and receiving activity. The teacher gives a small object (e.g., a picture card) to a pupil and prompts, “What do we say?” The teacher helps the pupil say “Thank you.” Then the teacher encourages pupils to give an object to a peer and practise saying “thank you” with gentle guidance.

Pupils’ Activity: Pupils take turns receiving objects and saying “thank you” with teacher’s help. Some may try to give objects to peers.

Learning Point: Pupils actively practise saying “thank you” in a social context.

Step 6: Reinforcement – Video and Discussion

Time: 4 minutes

Teaching Skill: Media Integration/Discussion

Teacher’s Activity: The teacher introduces the “Thank You” video. After playing the video, the teacher asks simple questions like, “What did the children say?” and “When did they say ‘thank you’?” The teacher encourages pupils to repeat “thank you” as heard in the video.

Pupils’ Activity: Pupils watch the video, listen to the teacher’s questions, and repeat “thank you” when prompted.

Learning Point: Pupils reinforce their understanding of “thank you” through visual and auditory stimulation.

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. Teacher gives a toy to a pupil and asks, “What do we say?”
2. Teacher asks pupils to show a happy face when they say “thank you.”
3. Teacher asks pupils to repeat “thank you” after her.
4. Teacher points to a picture of someone receiving a gift and asks, “What word should they say?”

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/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and for learning to say “thank you.” The teacher reminds them to always use this polite word. A short closing song is sung.

Pupils’ Activity: Pupils respond to praise and sing the closing song.

Learning Point: Pupils feel encouraged and remember the importance of saying “thank you.”

Lesson Keywords

• Thank you – a polite word we say when we get something or someone helps us.
• Polite – showing good manners.
• Share – to let others use or have something with you.

Differentiation

• Support: For pupils who find it difficult, the teacher will use hand-over-hand guidance to help them say “thank you” when receiving an object. Provide more individual prompts and repetition. Use larger picture cards for clearer visual cues.
• Extension: For pupils who quickly grasp the concept, encourage them to say “thank you” to a wider range of peers during the activity or ask them to point to different pictures and identify when “thank you” should be said.