Objects and Their Names with Simple Instructions and Commands for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 10
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Identifying and naming familiar objects in the classroom.
Topic: Objects and Their Names with Simple Instructions and Commands
Subject Matter: SPEECH AND WRITING Objects and their names. Simple instructions and commands. Matching objects and their names.

Specific Objectives

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

Cognitive Domain

• Identify and name at least five common objects.
• Understand and respond to simple instructions and commands.
• Match pictures of objects to their written names.

Affective Domain

• Listen attentively when instructions are given.
• Participate actively in following commands and naming objects.

Psychomotor Domain

• Follow simple actions like “stand up,” “sit down,” “point,” and “clap.”
• Colour specified objects accurately.

Social Domain

• Take turns giving simple instructions to peers.
• Respond respectfully to instructions given by the teacher and peers.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3.
• Relevant Early Childhood Care and Education resources.

Instructional Materials

• Real objects: a ball, a book, a crayon, a cup, a bag, a chair.
• Picture cards of various common objects.
• Flashcards with the written names of the objects (e.g., BALL, BOOK, CRAYON).
• Charts showing objects and their names.
• Writing books or activity sheets with outlines of objects to colour.
• Pencils, erasers, and crayons.

Rationale for the Lesson

This lesson is important for 4-year-olds as it builds foundational language skills necessary for daily communication and classroom learning. Understanding object names helps children describe their world, while following instructions is crucial for safety, social interaction, and academic success. This lesson also develops early literacy by connecting spoken words to written forms through matching activities.

Prerequisite/Previous Knowledge

Pupils are familiar with some common objects in their environment and can listen to short sentences.

Lesson Content/Board Summary

Objects and Their Names with Simple Instructions and Commands

What are Objects?

Objects are things we can see and touch all around us. For example, a ball, a book, a chair, a cup, a pencil.

Naming Objects:

• Ball: (Show a ball or picture) We play with a ball.
• Book: (Show a book or picture) We read a book.
• Chair: (Show a chair or picture) We sit on a chair.
• Crayon: (Show a crayon or picture) We use crayons to colour.
• Bag: (Show a bag or picture) We carry our things in a bag.

Simple Instructions and Commands:

These are short sentences that tell us what to do. We need to listen carefully and do what they say.

• Stand up! (Pupils stand)
• Sit down! (Pupils sit)
• Clap your hands! (Pupils clap)
• Touch your nose! (Pupils touch their nose)
• Point to the door! (Pupils point to the door)
• Pick up the crayon! (Pupils pick up a crayon)
• Colour the apple red! (Pupils colour an apple drawing red)

Matching Objects to Their Names

This means finding the correct name for each object. We look at the picture of an object and find the word that says its name.

• (Picture of a BALL) → BALL
• (Picture of a BOOK) → BOOK
• (Picture of a CHAIR) → CHAIR

Listen and Do Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Look around, what do you see?
Many objects, just for me!
A book, a pencil, a chair so tall,
A big round brightly coloured ball.
Listen closely, what to do?
Follow instructions, me and you!

Actions: Look around and point; spread hands; point to book, pencil, chair, then make a circle with hands; cup ear; nod and point to self and others.

Watch and Practise

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Question and Answer
• Repetition
• Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly and asks them to look around the classroom, asking, “What objects do you see around you?” The teacher then introduces the topic: “Today, we will learn about objects and how to follow simple instructions.”

Pupils’ Activity: Pupils respond to greetings, point to and name a few objects they see (e.g., “chair,” “table,” “bag”), and listen attentively to the introduction.

Learning Point: Pupils are engaged and recall familiar objects.

Step 2: Presentation of Objects and Their Names

Time: 5 minutes

Teaching Skill: Naming/Identification

Teacher’s Activity: The teacher shows real objects (e.g., a ball, a book, a crayon, a cup, a bag) one by one. For each object, the teacher clearly states its name and asks pupils to repeat the name. The teacher also shows picture cards of these objects.

Pupils’ Activity: Pupils look at the objects and pictures, listen to their names, and repeat the names after the teacher.

Learning Point: Pupils identify and name common objects.

Step 3: Introduction to Simple Instructions and Commands

Time: 4 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher explains that instructions tell us what to do. The teacher demonstrates simple commands like “Stand up,” “Sit down,” “Clap your hands,” and “Touch your nose,” explaining what each means.

Pupils’ Activity: Pupils observe the teacher’s demonstrations and listen to the explanations of the commands.

Learning Point: Pupils understand what simple instructions are.

Step 4: Guided Practice with Instructions

Time: 5 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher gives a series of simple instructions one at a time (e.g., “Stand up,” “Sit down,” “Point to the door,” “Pick up your crayon”). The teacher ensures all pupils are following the commands correctly, providing gentle correction or re-demonstration if needed.

Pupils’ Activity: Pupils actively follow each instruction given by the teacher.

Learning Point: Pupils practise following simple commands accurately.

Step 5: Reinforcement through Rhyme and Video

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Listen and Do Rhyme” with actions. Then, the teacher plays the verified YouTube video “Follow Simple Instructions | Early Learning | Twinkl” and encourages pupils to participate in the actions shown.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, actively performing the instructions demonstrated in the video.

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

Step 6: Application – Matching and Pupil-led Commands

Time: 5 minutes

Teaching Skill: Application/Peer Interaction

Teacher’s Activity: The teacher distributes activity sheets with pictures of objects and their names. Pupils are guided to draw lines matching each object to its correct name. The teacher then pairs pupils and encourages them to give simple commands to each other (e.g., “Point to the window,” “Touch your head”).

Pupils’ Activity: Pupils complete the matching activity by drawing lines. In pairs, pupils take turns giving and following simple commands to their partners.

Learning Point: Pupils apply their knowledge by matching objects to names and practising giving/following peer instructions.

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. “What is this object?” (Teacher holds up a book).
2. “Show me how to ‘Clap your hands!'”
3. “Point to the picture of the ‘BALL’.”
4. “Can you give your friend a simple 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: Summarization/Closure

Teacher’s Activity: The teacher praises pupils for their active participation and good listening. The teacher reiterates the importance of listening to instructions at home and in school. “Well done, children! Always listen carefully to instructions from Mummy, Daddy, and your teachers.”

Pupils’ Activity: Pupils respond to praise and listen to the concluding remarks.

Learning Point: Pupils receive positive reinforcement and understand the real-world application of the lesson.

Lesson Keywords

• Object – A thing we can see and touch.
• Name – The word we use for an object.
• Instruction – A sentence that tells us what to do.
• Command – Another word for an instruction.
• Follow – To do what an instruction says.
• Match – To find two things that belong together (like an object and its name).

Differentiation

• Support: For pupils struggling to follow instructions, use fewer, simpler commands and demonstrate them more slowly. Provide hand-over-hand guidance for matching activities. Pair them with a more confident peer for peer-led commands.
• Extension: Encourage advanced pupils to identify more objects in the classroom and state their names. Ask them to give two-step instructions (e.g., “Stand up and clap your hands”). Challenge them to write the names of objects they can identify.