Revision of Pre-School Level 3 Social Habits for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Pupils have completed Pre-School Level 3 and are familiar with basic classroom routines and social interactions.
Topic: Revision of Pre-School Level 3 Social Habits
Subject Matter: Revision. Weekly focus: Revision of Pre-School Level 3 Social Habits.

Specific Objectives

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

Cognitive Domain

• Recall and identify various good social habits learned in Pre-School Level 3.
• Name polite words like “please” and “thank you”.
• Recognise pictures depicting good social behaviours.

Affective Domain

• Show willingness to practise good social habits.
• Appreciate the importance of being polite and helpful.
• Listen attentively to instructions about good behaviour.

Psychomotor Domain

• Demonstrate appropriate greetings.
• Participate in role-play scenarios involving sharing and taking turns.
• Practise saying “please” and “thank you” in different contexts.

Social Domain

• Interact politely with the teacher and peers during activities.
• Take turns during guided practice.
• Share materials when prompted.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Relevant Early Childhood Care and Education resources on social skills.

Instructional Materials

• Picture cards showing children greeting, sharing, helping, and taking turns.
• Flashcards with polite words (e.g., “Please”, “Thank You”, “Sorry”).
• Small toys or blocks for sharing and turn-taking activities.
• A chart displaying good social habits.
• Notebooks (as stated in seed, for simple drawing if applicable).

Rationale for the Lesson

This revision lesson is crucial for reinforcing fundamental social habits that children learned in Pre-School Level 3. At age 5, solidifying these behaviours helps pupils build positive relationships, adapt smoothly to the Pre-School Level 4 environment, and prepares them for primary school by fostering respect, cooperation, and good manners.

Prerequisite/Previous Knowledge

Pupils have previously learned and practised basic social habits such as greeting, sharing, and saying “please” and “thank you” in Pre-School Level 3.

Lesson Content/Board Summary

REVISION OF PRE-SCHOOL LEVEL 3 SOCIAL HABITS

Good social habits are polite and kind ways we behave towards others. They help us make friends and live happily together.

Important Social Habits We Learned:

1. Greetings: Saying “Good morning,” “Good afternoon,” “Good evening” to people.
2. Polite Words: Saying “Please” when we ask for something, and “Thank You” when we receive something. Also, saying “Sorry” when we make a mistake.
3. Sharing: Letting our friends play with our toys or use our materials.
4. Taking Turns: Waiting for our chance to play a game or use an item.
5. Helping Others: Offering to help a friend or an adult.
6. Keeping Our Environment Clean: Throwing rubbish in the bin and tidying up.
7. Listening to Adults: Paying attention when teachers or parents speak.

Good Habits Song

Tune: “Twinkle, Twinkle Little Star”

Good habits, good habits, shine so bright,
Make our classroom full of light.
Say “Please” and “Thank You,” share and play,
Help our friends throughout the day.
Good habits, good habits, shine so bright,
Make our classroom full of light.

Actions: Pupils can clap along, point to themselves for “shine so bright,” make sharing gestures, and wave goodbye for “throughout the day.”

How to use the rhyme: Sing this song together to reinforce the idea of good habits after discussing each one. Encourage pupils to do the actions.

What the Teacher Should Show or Draw

• Display picture cards of children demonstrating good habits (e.g., a child saying “Good morning,” two children sharing a toy, a child putting rubbish in a bin).
• Write “Please” and “Thank You” on the board clearly.

Watch and Practise

Let’s watch a short video about good habits and see how other children show them.

https://www.youtube.com/watch?v=kYv_6v4Ff1A

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils warmly and asks them about their day. The teacher then reminds them that they are now in Pre-School Level 4 and will revise some important ways to behave that they learned last year.

Pupils’ Activity: Pupils respond to greetings and listen attentively to the teacher.

Learning Point: Pupils are engaged and ready to revise social habits.

Step 2: Revising Greetings

Time: 5 minutes

Teaching Skill: Demonstration/Repetition

Teacher’s Activity: The teacher shows picture cards of children greeting each other (e.g., “Good morning”). The teacher demonstrates how to greet politely (e.g., “Good morning, ma/sir”) and asks pupils to practise greeting the teacher and their friends.

Pupils’ Activity: Pupils observe the pictures, repeat the greetings, and practise greeting the teacher and their peers.

Learning Point: Pupils recall and practise appropriate greetings.

Step 3: Revising Polite Words (“Please” and “Thank You”)

Time: 5 minutes

Teaching Skill: Role-play/Guided Practice

Teacher’s Activity: The teacher discusses why “please” and “thank you” are important. The teacher then creates simple scenarios (e.g., “I want a crayon,” “Here is a book”) and guides pupils to use “please” when asking and “thank you” when receiving. The teacher also introduces “sorry” for mistakes.

Pupils’ Activity: Pupils participate in short role-play scenarios, practising saying “please,” “thank you,” and “sorry.”

Learning Point: Pupils understand and practise using polite words.

Step 4: Revising Sharing and Taking Turns

Time: 5 minutes

Teaching Skill: Practical Activity/Modelling

Teacher’s Activity: The teacher uses small toys or blocks. The teacher demonstrates sharing one toy between two pupils and taking turns to play with it. The teacher then allows pupils to practise sharing and taking turns with classroom materials or toys.

Pupils’ Activity: Pupils observe the demonstration and then practise sharing and taking turns with materials under the teacher’s guidance.

Learning Point: Pupils understand and demonstrate sharing and turn-taking.

Step 5: Revising Helping Others and Cleanliness

Time: 4 minutes

Teaching Skill: Discussion/Picture Talk

Teacher’s Activity: The teacher shows pictures of children helping each other (e.g., picking up a fallen pencil) and keeping the environment clean (e.g., putting rubbish in the bin). The teacher discusses why these actions are good and asks pupils for examples of how they can help in the classroom.

Pupils’ Activity: Pupils observe the pictures, contribute ideas on how to help, and discuss the importance of keeping the classroom clean.

Learning Point: Pupils identify ways to help others and keep their environment clean.

Step 6: Revising Listening to Adults

Time: 3 minutes

Teaching Skill: Instruction/Reinforcement

Teacher’s Activity: The teacher explains the importance of listening carefully when an adult (teacher or parent) is speaking. The teacher gives a simple instruction (e.g., “Clap your hands twice”) and observes if pupils listen and follow.

Pupils’ Activity: Pupils listen to the teacher’s explanation and follow the simple instruction given.

Learning Point: Pupils understand the importance of listening and follow simple 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. “Show me how you greet your teacher in the morning.”
2. “What do you say when you ask for something?”
3. “What do you say when someone gives you something?”
4. “Show me how you share a toy with your friend.”
5. “Why is it good to listen to your teacher?”

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/Encouraging

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to always practise good social habits at school and at home. The teacher sings the “Good Habits Song” one last time with the pupils.

Pupils’ Activity: Pupils sing along and promise to practise good habits.

Learning Point: Pupils are encouraged to continue practising good social habits.

Lesson Keywords

• Habits – things we do often.
• Social – about how we act with other people.
• Polite – showing good manners.
• Share – to let others use or have something with you.
• Turns – waiting for your chance.

Differentiation

• Support: For pupils who struggle, use larger picture cards, provide more one-on-one modelling, and offer simpler, guided role-play scenarios. Encourage peer support.
• Extension: For quicker learners, ask them to identify other examples of good habits they see at home or to create a short, simple sentence about a good habit. They can also lead a small group in a role-play.

Note for teachers using this lesson plan

Before the lesson, ensure you have all picture cards, flashcards, and small props (toys/blocks) ready for demonstration and practice. The main idea for pupils to grasp is that good social habits make everyone feel happy and help us get along. Emphasise positive reinforcement for every attempt at demonstrating a good habit. When conducting role-play, keep scenarios simple and relatable to the children’s daily lives. Repeat the “Good Habits Song” frequently throughout the lesson to reinforce learning. Observe children’s interactions during free play to see if they are applying the revised habits. Encourage shy pupils to participate by giving them simple, non-threatening roles in role-play or asking them to point to pictures. Understanding should be judged by their ability to demonstrate the habits, not just recall them verbally.