Note for teachers using this lesson plan
Before this lesson, ensure your classroom is set up to encourage participation, perhaps with pupils seated in a semi-circle. Prepare simple picture cards or objects for pupils to identify and discuss. The central idea is for pupils to understand the importance of speaking up appropriately and to practise raising their hands and speaking clearly. Observe if pupils are actively trying to raise their hands and voice their thoughts, even if shy at first.
Class: Pre-School Level 3
Term: First Term
Week: 8
Age: 4 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Personal Development
Previous Lesson: Basic classroom rules and listening skills.
Topic: SPEAKING UP AND ANSWERING QUESTIONS IN CLASS
Subject Matter: Speaking Up and Answering Questions in Class.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify when it is appropriate to speak in class.
- State simple reasons why it is good to speak up.
Affective Domain
- Show willingness to speak up and answer questions.
- Feel confident to share ideas and ask for help.
Psychomotor Domain
- Raise their hand correctly before speaking.
- Speak clearly and loudly enough for others to hear.
Social Domain
- Listen patiently when others are speaking.
- Take turns speaking in class.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Early Childhood Care and Education resources.
Instructional Materials
- Picture cards showing children raising hands and speaking.
- Chart with simple classroom rules (e.g., “Raise your hand”).
- Videos (as specified in the seed).
- Real objects for identification (e.g., a ball, a book, a fruit).
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it helps them develop essential communication skills and confidence in a classroom setting. Learning to speak up and answer questions appropriately enables children to participate actively in learning, express their needs, and build self-esteem, which are vital for their overall personal and academic development.
Prerequisite/Previous Knowledge
Pupils have some basic understanding of classroom rules and can listen to simple instructions.
Lesson Content/Board Summary
SPEAKING UP AND ANSWERING QUESTIONS IN CLASS
It is good to speak up in class because:
- You can ask questions if you don’t understand something.
- You can give answers to the teacher’s questions.
- You can share your ideas and thoughts with your friends and teacher.
How to speak up in class:
- Raise your hand up high.
- Wait for the teacher to call your name.
- Speak clearly and loudly enough so everyone can hear you.
It is NOT good to be shy all the time in class because you might miss out on learning new things or getting help when you need it.
Key Words
- Speak – To say words with your mouth.
- Answer – To say something back when someone asks a question.
- Question – Something you ask when you want to know more.
- Hand – What you raise when you want to speak.
- Clear – Easy to hear and understand.
- Confident – Feeling sure of yourself.
Raise Your Hand Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
When the teacher asks a question,
Raise your hand up high, so clear.
Wait for her to call your name,
Then speak out, let us hear!
Yes, it’s good to speak in class,
Share your thoughts, don’t be shy!
Actions: Raise hand up high, point to mouth when singing “speak out,” cup ear when singing “let us hear.”
Watch and Learn to Speak Up
💡 Teacher Guide for Using This Board Summary
How to teach the content: Explain the importance of speaking up using simple, relatable examples. Use the picture cards to show children raising their hands and speaking. Emphasize the three steps for speaking up clearly. Discuss why being too shy can sometimes make learning difficult.
What to show or demonstrate: Demonstrate clearly how to raise a hand and wait. Model speaking in a clear, audible voice. Use real objects or picture cards and ask simple questions for pupils to practise answering.
How to use the rhyme/song: Introduce the “Raise Your Hand Rhyme” after explaining the steps for speaking up. Sing it together with the pupils, demonstrating the actions. Repeat the rhyme several times to help pupils remember the steps in a fun way.
How to use the video: Introduce the video as a fun way to see how other children learn to speak up. Play the video and encourage pupils to watch for children raising their hands and speaking. After watching, discuss what they observed and reinforce the lesson points, asking pupils to demonstrate raising their hands like in the video.
What to watch for: Observe pupils who are hesitant or shy. Encourage them gently without forcing. Also, watch for pupils who might shout out answers without raising their hands and gently remind them of the correct procedure.
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/Engaging
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a short welcome song. The teacher then asks pupils what they do when they want to ask a question or give an answer in class.
Pupils’ Activity: Pupils respond to greetings, sing along, and share their ideas about speaking in class.
Learning Point: Pupils are engaged and introduced to the idea of speaking in class.
Step 2: Presentation – Why Speak Up?
Time: 5 minutes
Teaching Skill: Explaining/Illustrating
Teacher’s Activity: The teacher explains to the pupils why it is good to speak up in class (to ask questions, give answers, share ideas). The teacher uses simple language and shows picture cards of children participating.
Pupils’ Activity: Pupils listen attentively and look at the picture cards, nodding when they understand.
Learning Point: Pupils understand the benefits of speaking up in class.
Step 3: Demonstration – How to Speak Up
Time: 5 minutes
Teaching Skill: Modelling/Demonstrating
Teacher’s Activity: The teacher clearly demonstrates the steps for speaking up: raising a hand, waiting to be called, and speaking clearly. The teacher asks a simple question and models the correct way to answer.
Pupils’ Activity: Pupils observe the teacher’s demonstration carefully.
Learning Point: Pupils see a clear model of how to speak up appropriately.
Step 4: Guided Practice and Rhyme
Time: 6 minutes
Teaching Skill: Guiding/Reinforcing
Teacher’s Activity: The teacher asks simple questions (e.g., “What is your name?”, “What colour is this ball?”) and guides pupils to practice raising their hands and answering. The teacher introduces and leads the pupils in singing the “Raise Your Hand Rhyme” with actions.
Pupils’ Activity: Pupils practice raising their hands and giving short answers. They sing the rhyme and perform the actions.
Learning Point: Pupils begin to practice the skill of raising hands and speaking, reinforced by the rhyme.
Step 5: Application and Video
Time: 5 minutes
Teaching Skill: Facilitating/Applying
Teacher’s Activity: The teacher creates simple scenarios (e.g., “I need a pencil,” “I have a question about the story”) and encourages pupils to role-play raising their hands and speaking. The teacher then plays the video “Raising Your Hand” and discusses what they saw.
Pupils’ Activity: Pupils participate in role-play scenarios and watch the video, discussing what they learned about speaking up.
Learning Point: Pupils apply the speaking-up skill in different contexts and learn from the video.
Step 6: Reinforcement – Shyness
Time: 2 minutes
Teaching Skill: Discussing/Encouraging
Teacher’s Activity: The teacher asks the assessment question from the seed: “Is it good to be shy in class?” and discusses with pupils why it’s sometimes okay to feel shy but important to try to speak up to learn and ask for help.
Pupils’ Activity: Pupils share their thoughts and understand the importance of overcoming shyness to participate.
Learning Point: Pupils understand that while shyness is natural, active participation is beneficial.
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.
- Show me how you raise your hand when you want to speak.
- What should you do after raising your hand? (Wait for teacher to call your name).
- Why is it good to speak up in class? (To ask questions, give answers, share ideas).
- Is it good to be shy all the time in class? Why or why not? (No, because you might not learn or get help).
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: Summarizing/Encouraging
Teacher’s Activity: The teacher praises pupils for their participation and encourages them to continue practising speaking up and answering questions politely in class every day.
Pupils’ Activity: Pupils acknowledge the teacher’s encouragement and prepare for the next activity.
Learning Point: Pupils are motivated to apply what they have learned.
Lesson Keywords
- Speak – To use your voice to say words.
- Answer – What you say when someone asks you something.
- Question – When you ask for information.
- Hand – The part of your body you raise to show you want to talk.
- Shy – Feeling nervous or not wanting to talk to people.
- Confident – Feeling good and sure about yourself.
Differentiation
- Support: For very shy pupils, the teacher can ask questions that require a simple “yes” or “no” answer, or allow them to point to a picture. Encourage peer support where a confident pupil can model for a shy one. Provide extra opportunities for one-on-one practice.
- Extension: For more confident pupils, the teacher can ask open-ended questions that require slightly longer sentences or encourage them to explain “why” they think something. They can also be encouraged to help remind other pupils to raise their hands.
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