Proper Ways of Answering Questions for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 8
Age: 5 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Personal Development
Previous Lesson: Learning to listen to instructions.
Topic: Proper Ways of Answering Questions
Subject Matter: Proper Way of Answering Questions. Weekly focus: Proper Ways of Answering Questions (using a raised hand/finger to get attention).

Specific Objectives

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

Cognitive Domain

• State why it is important to raise their hand or finger before answering a question.
• Identify the correct way to get the teacher’s attention when they want to answer.

Affective Domain

• Show willingness to wait for their turn to speak.
• Appreciate the importance of politeness in the classroom.

Psychomotor Domain

• Demonstrate raising their hand or finger to get attention.
• Practise waiting for the teacher to call on them before speaking.

Social Domain

• Participate in classroom discussions by taking turns.
• Interact respectfully with the teacher and classmates.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education resources

Instructional Materials

• Posters showing children raising hands in class
• Charts with rules for answering questions
• Pictures of polite children
• A small pointer stick (for teacher demonstration, if desired, to illustrate “pointing” for attention)

Rationale for the Lesson

This lesson is important for 5-year-olds as it teaches them essential social skills for effective communication and interaction in a classroom setting. Learning to raise their hand or finger to answer questions helps children develop patience, respect for others, and an understanding of turn-taking, which are foundational for their social and academic success.

Prerequisite/Previous Knowledge

Pupils can listen to simple instructions and understand that the teacher is the leader in the classroom.

Lesson Content/Board Summary

Proper Ways of Answering Questions

It is important to answer questions politely in class. When the teacher asks a question, we should not shout out the answer. We need to get the teacher’s attention first.

The proper way to get the teacher’s attention is to:

1. Raise your hand or finger (like a pointer) quietly.
2. Wait for the teacher to call your name.
3. Then, you can speak and give your answer.

This shows good manners and helps everyone hear and learn.

Key Words

• Attention – to make someone notice you.
• Pointer – a raised finger or hand used to show you want to speak.
• Question – something the teacher asks to find out what you know.
• Answer – what you say to a question.

What the Teacher Should Show or Draw

• A picture of a child sitting nicely with a raised hand or finger.
• Demonstrate the correct way to raise a hand or finger.

Raise Your Hand Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Teacher asks a question now,
What to do and show them how?
Raise your hand up to the sky,
Wait for teacher, by and by.
When she calls, then you can speak,
Polite manners, strong and meek!

Actions:

• “Teacher asks a question now”: Point to the teacher.
• “What to do and show them how?”: Shrug shoulders.
• “Raise your hand up to the sky”: Raise one hand high.
• “Wait for teacher, by and by”: Put finger to lips, then point to teacher.
• “When she calls, then you can speak”: Open mouth as if speaking.
• “Polite manners, strong and meek!”: Nod head and smile.

How to use the rhyme: Sing the rhyme together, encouraging pupils to do the actions. Repeat several times to reinforce the concept of raising hands.

Watch and Practise

Let’s watch a short video about why and how to raise our hands in class.

After watching, let’s practice raising our hands like the children in the video.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Role-play, Imitation, Repetition.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Greeting/Recalling

Teacher’s Activity: The teacher greets the pupils and asks them to recall what they learned about listening to instructions. The teacher then introduces the new topic: “Today, we will learn the proper way to answer questions in class.”

Pupils’ Activity: Pupils respond to greetings and recall previous lesson points. They listen attentively to the new topic.

Learning Point: Pupils are prepared for the new lesson and connect it to previous learning.

Step 2: Presentation – Why We Raise Our Hands

Time: 5 minutes

Teaching Skill: Explaining/Discussing

Teacher’s Activity: The teacher shows posters of children raising hands and discusses why it is important to raise a hand or finger before answering. “Why do you think we raise our hands? What happens if everyone shouts at once?” The teacher explains that it helps everyone hear and shows respect.

Pupils’ Activity: Pupils observe the posters and participate in the discussion, offering their ideas about why raising hands is good.

Learning Point: Pupils understand the reason behind raising hands for attention.

Step 3: Demonstration – How to Use a Pointer (Hand/Finger)

Time: 5 minutes

Teaching Skill: Demonstrating/Modelling

Teacher’s Activity: The teacher clearly demonstrates the proper way to raise a hand or a single finger (like a pointer) to get attention. “Watch me! When I want to answer, I raise my hand quietly like this.” The teacher models the action several times, emphasizing being quiet and waiting.

Pupils’ Activity: Pupils watch the teacher’s demonstration carefully, observing the quiet and patient action.

Learning Point: Pupils visually learn the correct physical action for getting attention.

Step 4: Guided Practice – Raising Hands

Time: 5 minutes

Teaching Skill: Guiding/Practising

Teacher’s Activity: The teacher asks simple questions (e.g., “What colour is my shirt?”, “What is your name?”) and instructs pupils to raise their hands or fingers to answer. The teacher guides them to wait to be called upon before speaking. The teacher praises correct attempts.

Pupils’ Activity: Pupils practice raising their hands or fingers to answer questions and wait for the teacher to call their name before speaking.

Learning Point: Pupils physically practise the skill of raising hands and waiting.

Step 5: Reinforcement – Rhyme and Game

Time: 4 minutes

Teaching Skill: Engaging/Reinforcing

Teacher’s Activity: The teacher leads the pupils in singing the “Raise Your Hand Rhyme” with actions. The teacher then plays a quick game: “Teacher Says, Raise Your Hand.” The teacher gives instructions, and pupils only raise their hands when “Teacher Says” is used.

Pupils’ Activity: Pupils sing the rhyme with actions and participate actively in the “Teacher Says” game, practicing raising their hands.

Learning Point: Pupils reinforce the concept and action through a fun, interactive activity.

Step 6: Application – Classroom Q&A

Time: 4 minutes

Teaching Skill: Facilitating/Applying

Teacher’s Activity: The teacher asks a few questions related to familiar classroom objects or daily routines. The teacher reminds pupils to use their “pointer” (raised hand/finger) to get attention before answering. The teacher calls on pupils who raise their hands correctly.

Pupils’ Activity: Pupils apply the learned skill by raising their hands or fingers to answer questions during a mini Q&A session.

Learning Point: Pupils demonstrate the ability to apply the proper way of answering questions in a real classroom scenario.

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. “What should you do when I ask a question and you know the answer?” (Pupils demonstrate raising hand/finger).
2. “Should you shout out the answer or wait for me to call you?”
3. “Why is it good to raise your hand?”

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: Summarizing/Praising

Teacher’s Activity: The teacher praises the pupils for their good behaviour and for learning the proper way to answer questions. The teacher reminds them to always remember to raise their hands. “Well done, children! Always remember to raise your hand or finger when you want to answer a question.”

Pupils’ Activity: Pupils listen to the teacher’s summary and praise, feeling encouraged.

Learning Point: Pupils leave with a positive reinforcement of the lesson.

Lesson Keywords

• Attention – to make someone notice you.
• Pointer – a raised finger or hand used to show you want to speak.
• Question – something the teacher asks to find out what you know.
• Answer – what you say to a question.
• Polite – showing good manners and respect.

Differentiation

• Support: For pupils who struggle, the teacher can provide more one-on-one modelling, use hand-over-hand guidance to help them raise their hand, and give simpler questions that require a quick, easy answer. Visual cues like pointing to a poster of a child raising a hand can also help.
• Extension: For pupils who quickly grasp the concept, the teacher can ask them to explain *why* it is important to raise their hand or ask them to demonstrate the proper way to a peer. They could also be asked to identify other situations where waiting for a turn is important (e.g., waiting for a swing, waiting in line).

Note for teachers using this lesson plan

Prepare the posters and charts beforehand. The key concept for pupils to grasp is that raising a hand or finger (acting as a “pointer” to signal “I want to speak”) is the polite and orderly way to get the teacher’s attention. Emphasize quietness and patience while waiting to be called upon. Demonstrate clearly and have pupils practice repeatedly in a fun, low-pressure environment. Reinforce this behaviour consistently throughout the day, not just during this lesson. Praise pupils who correctly raise their hands and gently remind those who shout out. Observable understanding will be pupils consistently raising a hand or finger and waiting for their turn when a question is asked.