Note for teachers using this lesson plan

Before the lesson, prepare picture cards showing various situations where “thank you” is appropriate, such as receiving a gift, someone helping, or a classmate finding a lost item. The central idea is for pupils to understand that “thank you” is a polite word said when someone does something kind for them or gives them something. Pupils will successfully learn if they can confidently say “thank you” in response to a kind action and use “Thank you Sir/Ma” when addressing adults.

Class: Pre-School Level 2
Term: First Term
Week: 3
Age: 3 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Simple greetings and polite words.
Topic: SIMPLE COURTESY: SAYING THANK YOU
Subject Matter: Simple courtesy and when to say thank you.

Specific Objectives

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

Cognitive Domain

Identify situations where they should say “thank you”.
Recall the polite phrase “thank you”.

Affective Domain

Show appreciation when someone is kind to them.
Feel grateful for help received.

Psychomotor Domain

Demonstrate saying “thank you” with appropriate gestures.
Use “Thank you Sir/Ma” when speaking to adults.

Interact politely with classmates and adults.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 2.
Relevant Early Childhood Care and Education resources.

Instructional Materials

Charts showing children saying “thank you”.
Posters with pictures of polite interactions.
Picture cards depicting various “thank you” situations (e.g., receiving a toy, getting help).
Small toys or classroom items for role-play.
Audio recording of a “thank you” song (optional).

Rationale for the Lesson

This lesson is important for 3-year-olds as it introduces a fundamental social habit: expressing gratitude. Learning to say “thank you” helps children develop good manners, show respect for others, and build positive social relationships within the school and at home. It teaches them to acknowledge kindness and fosters a sense of appreciation.

Prerequisite/Previous Knowledge

Pupils can already greet their teachers and classmates, and they may have heard adults use polite words in different situations.

Lesson Content/Board Summary

SIMPLE COURTESY: SAYING THANK YOU

“Thank you” is a polite word we say when someone does something kind for us or gives us something. It shows we appreciate their help or gift. When to say “Thank you”:

When someone gives you a gift or a snack.
When someone helps you, like picking up your crayon.
When someone shares their toy with you.
When someone compliments you (says something nice about you).
When a teacher or adult helps you.

Important: When an adult (like your teacher, mummy, or daddy) helps you or gives you something, it is polite to say: “Thank you, Sir” (for a man) or “Thank you, Ma” (for a woman).

Key Words

Thank you – a polite word to show appreciation.
Polite – showing good manners and respect.
Grateful – feeling thankful for something.
Sir – a respectful way to address an adult man.
Ma – a respectful way to address an adult woman.

Our “Thank You” Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Thank you, thank you, yes I say,
When someone helps me every day.
Thank you for the little treat,
Thank you, thank you, oh so sweet!
To Sir and Ma, I’ll always say,
“Thank you, thank you!” hip hip hooray!

Actions:

“Thank you, thank you, yes I say” – Clap hands gently.
“When someone helps me every day” – Point to self, then make a helping gesture.
“Thank you for the little treat” – Rub tummy.
“Thank you, thank you, oh so sweet!” – Smile and nod.
“To Sir and Ma, I’ll always say” – Bow head slightly.
“Thank you, thank you! hip hip hooray!” – Clap and cheer.

Watch and Practise

https://www.youtube.com/watch?v=k2o4Y_sQv48

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce “thank you” by asking pupils what they say when someone gives them something. Use the charts and posters to show examples. Explain simply that “thank you” makes people happy. Emphasize the difference between “thank you” for peers and “Thank you Sir/Ma” for adults, modelling the respectful tone and slight bow/nod for adults. Use clear, simple sentences and repeat key phrases.

What to show or demonstrate: Use picture cards to illustrate various scenarios. For example, show a picture of a child receiving a biscuit and ask, “What should this child say?” Demonstrate saying “thank you” with a smile and eye contact. Role-play giving a child a toy and receiving “thank you” in return, then role-play as a child saying “Thank you, Ma” to an adult.

How to use the rhyme/song: Introduce the “Thank You” rhyme after explaining the concept. Sing it together several times, encouraging pupils to join in with the words and actions. Use the actions to reinforce the meaning of being thankful.

How to use the video: Introduce the video as a fun way to learn more about saying “thank you”. Play the video and encourage pupils to sing along and mimic the actions. After watching, ask pupils what new ways they saw to say “thank you” or what made the characters in the video happy.

What to watch for: Observe if pupils are able to correctly identify situations for saying “thank you” and if they use the appropriate phrase for peers versus adults. Look for genuine attempts to show appreciation rather than just rote repetition.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets pupils warmly and leads a quick greeting song. The teacher asks pupils what they say when they meet their friends or teachers.

Pupils’ Activity: Pupils respond to greetings and sing along. Pupils recall simple greetings.

Learning Point: Pupils are engaged and recall previous social habits.

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

Time: 5 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher introduces the topic of “saying thank you”. The teacher explains that “thank you” is a polite word we use when someone is kind to us or gives us something. The teacher shows a chart with children saying “thank you”.

Pupils’ Activity: Pupils listen attentively and observe the chart. They repeat “thank you” after the teacher.

Learning Point: Pupils understand the basic meaning of “thank you”.

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

Time: 5 minutes

Teaching Skill: Modelling/Scenario-based learning

Teacher’s Activity: The teacher uses picture cards to demonstrate different situations where “thank you” is said. For example, “When a friend gives you a crayon, you say ‘thank you’.” “When your mummy gives you food, you say ‘Thank you, Ma’.” The teacher models the phrases and appropriate gestures.

Pupils’ Activity: Pupils watch the demonstrations and repeat the phrases “thank you” and “Thank you Sir/Ma” after the teacher.

Learning Point: Pupils identify situations for saying “thank you” and practise the phrases.

Step 4: Guided Practice – Simple Role-Play

Time: 6 minutes

Teaching Skill: Guided Practice/Role-play

Teacher’s Activity: The teacher organises pupils into pairs or small groups for simple role-play. The teacher gives one pupil a toy and asks the other pupil to receive it and say “thank you”. The teacher guides pupils to say “Thank you Sir/Ma” when receiving something from the teacher.

Pupils’ Activity: Pupils participate in the role-play, taking turns to give and receive items, practising saying “thank you” and “Thank you Sir/Ma”.

Learning Point: Pupils actively practise saying “thank you” in simulated situations.

Step 5: Rhyme Reinforcement

Time: 3 minutes

Teaching Skill: Songs and Rhymes

Teacher’s Activity: The teacher leads pupils in singing the “Thank You” rhyme from the Board Summary with actions. The teacher sings slowly and encourages all pupils to join in.

Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing the concept of gratitude.

Learning Point: Pupils internalise the message of saying “thank you” through song and movement.

Step 6: Video Watch and Discuss

Time: 4 minutes

Teaching Skill: Audio-Visual Learning

Teacher’s Activity: The teacher plays the “Thank You Song” video. After the video, the teacher asks pupils what they saw in the video and what polite words were used.

Pupils’ Activity: Pupils watch the video, listen to the song, and participate in a brief discussion about the video’s message.

Learning Point: Pupils reinforce their understanding of saying “thank you” through an engaging video.

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.

What do you say when a classmate gives you a crayon?
What do you say when your teacher gives you a book? (Encourage “Thank you, Ma/Sir”)
If a friend finds your lost pencil, what polite words do you use?
Show me how you would say “thank you” to your mummy.

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: Summarisation/Encouragement

Teacher’s Activity: The teacher summarises the lesson by reminding pupils to always be polite and say “thank you” when someone is kind or gives them something. The teacher encourages them to practise at home and at school.

Pupils’ Activity: Pupils listen and promise to practise saying “thank you”.

Learning Point: Pupils are encouraged to apply the learned habit in their daily lives.

Lesson Keywords

Thank you – A polite phrase used to show appreciation when someone does something kind or gives something.
Polite – Showing good manners and respect for others.
Grateful – Feeling or showing thanks to someone for something good they have done.

Differentiation

Support: For pupils who find it difficult, the teacher will provide more one-on-one modelling, use larger picture cards, and encourage simple repetition. Hand-over-hand gestures can be used to guide their actions. Focus on just “thank you” before introducing “Sir/Ma”.
Extension: For pupils who grasp the concept quickly, the teacher can ask them to identify other situations where “thank you” is needed, or to explain why it is important to say “thank you”. They can also lead a small role-play with a slightly more complex scenario.