Teacher's Kit (Sow)
Teacher's Kit (Sow)
Teacher's Kit (Sow)
English Language
3
4
ENGLISH LANGUAGE
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 1.0 LISTENING AND SPEAKING SKILLS
BI 1.2.2 Listen to and sing songs Listen BI 1.2.7 Listen to, enjoy and respond to
stories
BI 1.2.3 to and repeat greetings
3
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
4
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
5
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 3.0 WRITING SKILLS
6
Suggested Word List According To Rimes (Basic Phonics)
- at cat, mat, sat, pat, bat, fat, rat, hat - og dog, jog, log
- ad mad, sad, pad, bad - ick tick, sick, lick, pick, quick
- op hop, mop, pop, top - ill fill, ill, pill, hill, bill
- od cod, god, nod, pod, rod - ell bell, tell, well, yell, sell
7
Suggested High Frequency Words
in on we went very am
*In frequency order reading down the columns from left to right
8
PRESCHOOL ENGLISH LANGUAGE
SYLLABUS
9
1
1. Overview
The syllabus for 4+ and 5+ has been devised around topics which fall into three categories:
1. Topics considered appropriate for children of this age, e.g. about me, my family, my face, my body, my toys.
2. Topics considered useful and necessary for this age group, e.g. colours, weather, numbers.
3. Topics which allow for integration into the Malaysia Preschool Humanities curriculum which develops in the children an appreciation of self and their
surroundings, e.g. my friends, my school, my neighbourhood, my local environment.
The topics in 4+ are associated directly with the children, e.g. me, my classroom, my family, my body, my toys, whereas in 5+ the topics lead the children further
afield, e.g. my school, my neighbourhood, my country.
2. Lexical items
The lexical items listed in the syllabus support the preschool teacher to focus on a particular topic. However, the word lists do not show all the words the children
will encounter in the preschool years. It showswords which children should be able to understand and produce confidently and communicate with successfully. It is
not expected that children can recognise all these words in their written form; neither will they be able to write them all. The vocabulary listed represents a minimum
standard for understanding and use. Children can and should encounter other words which are meaningful to their particular contexts.
The structures included in the syllabus are appropriate to the different topics, and also provide for repetition and recycling of simple structures that can be used with
a variety of topics, e.g. What is it? It’s a …
In 4+ there is a focus on the children understanding the question and responding to it. In 5+ the children will begin to ask simple questions of their own. Children
pick up language in chunks, which can be single words or two or three words brought together. It is therefore very natural for children to respond using a single word
response and only upon consistent exposure to contextualised language will they begin to use longer responses. It is the role of the teacher to expand upon single
word responses, providing a model for children to hear and eventually acquire. For example:
1
The use of songs and chants to support the acquisition of chunks of language will help children to quickly use sentences. Therefore songs and chants should be used
in addition to lots of other opportunities to hear language being used in context.
4. Contractions
Learning English in preschool begins with a solid foundation of listening and speaking activities. These activities provide a gradual build up towards early reading
and writing activities. As the focus in preschool is on listening and speaking, the syllabus presents spoken language in both its contracted and full form. When
children begin to write, they will likely reproduce the spoken form, which will include contractions. This should not be a concern,because later, as they move
through primary education and begin to take a more explicit stance towards language learning, they will decode contractions. However, full forms have been
included within the syllabus as teachers may wish to teach these as well.
5. Grammar
Grammar is not a focus with children of this age group, thus there is no grammatical analysis or explicit focus on grammar during these two years. The aim of
learning English in preschool is, above all, to give children positive and successful experiences with English in which meaning and enjoyment are driving learning.
A focus on using language for pleasure and for a purpose contributes to building a positive attitude towards English and language learning generally, as well as
developing confidence in speaking and using English for a purpose. Children will begin to focus more explicitly on grammar as they move through primary.
6. Nursery rhymes
We have included suggested rhymes for each of the topics as these contribute to the natural development of phonological awareness due to the rhythm and rhyme
they inherently contain. These nursery rhymes are also a vehicle for exposure to culture and support the development of an intercultural awareness if preschool
teachers use rhymes or songs from the children’s own languages and compare the idiosyncrasies.
The lyrics for these rhymes will accompany the Scheme of Work together with suggestions for web links to enable the teachers to hear these rhymes being said or
sung.
1
Suggestions for 4+ Syllabus
Topic Target lexical items Active Language Passive Language Nursery rhymes / chants Suggested storybooks
/ songs
Introduction girl, boy Hello, my name’s … What’s your name? Hello song Goodbye I feel angry
Me Hello, my name is … What is your name? song Ring a ring a (Brian Moses)
teacher, students I’m a (girl). How are you? roses
I am a (girl). How old are you?
happy, calm, sad, angry, I’m fine thank you! How do you feel? Additional:
scared, surprised I am fine thank you! How many (girls) are there? If you’re happy and you
I’m (four). / I’m (happy). Sit down! know it.
one, two, three, four, five I am (four). / I am (happy). Stand up! I am special
Five Line up!
1. My weather hot, warm, cool, cold It’s (stormy) today. What’s the weather like? I hear thunder Tap, tap, boom, boom
It is (stormy) today. What is the weather like? Is One little, two little, three (Elisabeth Bluemle)
rainy, windy, cloudy, sunny, (Six) girls it (rainy)? little rain clouds
stormy, hazy I like sunny weather. How many (girls) are there? Rain
What weather do you like? (Linda Ashman)
six, seven, eight, nine, ten
2. My colours red, orange, yellow, green, It’s (blue). What colour is it? I can sing a rainbow Brown bear, brown bear,
blue, purple, pink, black, It is (blue). What’s your favourite colour? Roses are red what do you see?
brown, white Here! What is your favourite colour? (Bill Martin Jr & Eric Carle)
Is it (blue)? Where’s the (blue) …?
Yes, it is. Where is the (blue) …? Pete the Cat: I love my
No, it isn’t. white shoes
No, it is not. (Eric Litwin & James Dean)
3. My table, chair, board, window, A (pencil) What’s this? Wind the bobbin up Foxy
classroom door, bin, box, pencil, crayon It’s (my pencil). What is this? Bits of paper (Emma Dodd)
It is (my pencil). Whose (pencil) is this?
It’s a (blue pencil). What colour is it?
It is a (blue pencil). How many (crayons) are
There are (five crayons). Is there?
it a (pencil)?
1
Topic Target lexical items Active Language Passive Language Nursery rhymes / chants Suggested storybooks
/ songs
4. My family mother, father, brother, This is my (family). Who is it? Father finger A mother for Choco
sister, grandmother, It’s my (brother). Whose brother is it? Rain, rain, go away… (Keiko Kasza)
grandfather, baby It is my (brother). Have you got any brothers and
I’ve got (one brother). sisters?
I have got (one brother). Where’s your mother?
Here! Where is your mother?
I love my (mother).
Is it your (mother)?
5. My face hair, face, ears, nose, eyes, My (nose) What’s this? Two little ears My nose, your nose
mouth, lips, skin, hands I’ve got (brown eyes). What is this? I like the me I see (Melanie Walsh)
I have got (brown eyes). What colour are (your / his /
long, short, dark, light I’ve got (long hair). her) eyes? Additional: One
I have got (long hair). Who’s got (brown) eyes? little finger
She’s got … Who has got (brown) eyes?
She has got … Who is it?
He’s got …
He has got …
6. My body head, body, arms, legs, hands, My (body) What’s this? One finger, one thumb Hands are not for hitting
feet, fingers, toes I’ve got (two arms). What is this? Hokey Cokey / Hokey (Martine Agassi)
I have got (two arms). How many (legs) have you Pokey
jump, run, hop, clap, skip Yes, I can! got? From head to toe
No, I can’t! Can you (jump)? Additional: (Eric Carle)
No, I cannot. What can you do? Head shoulders knees and
I can (jump). toes
I can’t (skip).
I cannot (skip).
7. My toys car, train, doll, teddy, ball, A (car) What is it? Teddy bear, teddy bear Just like Jasper
puzzle, computer game, It’s my (car). Whose car is this? I’ve got a ball (Nick Butterworth and Mick
marbles, spinning top. It is my (car). How many (cars) have you Inkpen)
I’ve got (one car). got?
I have got (one car). How many (cars) are there? Not a box
There are (five cars). (Antoinette Portis)
Can I play please?
Yes, you can!
1
Suggestions for 5+ Syllabus
Topic Target lexical items Active Language Passive Language Nursery rhymes / chants Suggested storybooks
/ songs
Introduction Revisions: Hello, my name’s … What is your name? Here we go round the (Revisit favourite stories
Me girl, boy, teacher, student Hello, my name is … How are you? mulberry bush from 4+)
I’m a (girl). How do you feel?
happy, calm, sad, angry, I am a (girl). How old are you? One for sorrow Seven Blind Mice
scared, surprised I’m fine thank you. How many (girls) are there? (Ed Young)
I am fine thank you. What’s your favourite colour? 1, 2, 3 4, 5 once I caught a
one, two, three, four, five, I’m (five). What is your favourite colour? fish alive
six, seven, eight, nine, ten I am (five). What’s the weather like?
I feel (happy). What is the weather like?
red, orange, yellow, green, Five What day is it today?
blue, purple, pink, black, It’s (blue).
brown, white It is (blue).
It’s (sunny).
hot, warm, cool, cold, rainy, It is (sunny).
windy, cloudy, sunny, stormy It’s (Monday).
It is (Monday).
New: Is it (blue)?
Monday, Tuesday, Yes, it is.
Wednesday, Thursday, No, it isn’t.
Friday, Saturday, Sunday No, it is not.
1. My school playground, classroom, It’s the (dining room). It Where is it? Washing hands Pete the Cat: Rocking in his
field, dining room, toilet is the (dining room). In Where’s (Sarah)? school shoes
the (classroom). Where is (Sarah)? Playing in the playground (Eric Litwin & James Dean)
playing, laughing, eating, I’m (playing). What are you doing?
washing, jumping, writing, I am (playing). What’s (Sarah) doing?
reading She’s (playing). What is (Sarah) doing?
She is (playing).
He’s (playing).
He is (playing).
1
Topic Target lexical items Active Language Passive Language Nursery rhymes / chants Suggested storybooks
/ songs
2. My world cat, dog, cow, rooster It’s a (cat). What colour is it? Old Macdonald Bark George
Domestic chicken, goat, sheep, pig, It is a (cat). What’s it like? Hey diddle diddle (Jules Feiffer)
animals duck It’s got (four legs and a tail). It What is it like? Horsey horsey don’t you
has got (four legs and a tail). stop
tail, beak, feathers, fur It’s (black and white).
It is (black and white).
What is it?
3. My food rice, prawns, fish, chicken, It’s (rice). What’s your favourite food? Muffin man The little red hen
beef, coconut, curry, It is (rice). What is your favourite food? Hot cross buns (traditional)
vegetables, fruit, bread, milk I like (rice). Do you like (rice)?
My favourite is (coconut).
Yes, I do./ No, I don’t.
Yes, I do./ No, I do not. I
like (rice).
What is it?
4. My fruit apple, banana, orange, It’s (a banana). It What’s your favourite fruit? I walked through the jungle The very hungry caterpillar
papaya, watermelon, is (a banana). I What is your favourite fruit? (Eric Carle)
pineapple, mango, guava, like (bananas). Do you like (mangoes)? Apples and bananas
starfruit My favourite is (starfruit). What’s it like? Handa’s surprise
Yes, I do./ No, I don’t. What is it like? (Eileen Browne)
soft, hard, sweet, sour Yes, I do./ No, I do not.
It is (sour).
What is it?
5. My clothes headscarf, hat/cap, skirt, It’s (a shirt). Whose (shirt) is this? Diddle, diddle dumpling Caps for sale
dress, t-shirt, shirt, trousers, It is (a shirt). What colour is it? 1, 2 buckle your shoe (Traditional)
shorts, sandals, shoes, This is my (shirt). What have you got?
socks It’s a (blue dress). Put on …! Blue hat, green hat
It is a (blue dress). Take off …! (Sandra Boynton)
I’ve got a (red shirt).
I have got a (red shirt). Froggy gets dressed
What is it? (Jonathon London & Frank
Remkiewicz)
1
Topic Target lexical items Active Language Passive Language Nursery rhymes / chants Suggested storybooks
/ songs
6. My world monkey, lizard, parrot, It’s a (tiger). What’s it like? Five little monkeys Z is for Moose
Wild animals elephant, tiger, leopard, It is a (tiger). What is it like? An elephant walks like this (Kelly Bingham & Paul
anteater, whale, bear, What is it? What colour is it? and that Zelinsky)
crocodile It’s got (claws and teeth). Is it (big)?
It has got (claws and teeth). Dear Zoo (Rod
claws, teeth, big, small It’s (black and orange). Cambell)
It is (black and orange).
Good Night Gorilla
(Peggy Rathmann)
7. My world hill, mountain, lake, river, What is it? Where do we live? I like the flowers We’re going on a bear hunt
Malaysia ocean, forest, tree, rock, It’s a (mountain). Where do whales live? The bear went over the (Michael Rosen & Helen
sand, grass It is a (mountain). mountain Oxenbury)
(Near) the (mountain) She’ll be coming round the
up, down, in, on, near (In) the (ocean) mountain when she comes
1
Additional topics for 5+
Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
songs
8. Transport car, taxi, bus, plane, boat, By (car) How did you come to school The wheels on the bus Freight train
ship, lorry, bike, trishaw, On land In today? Row, row row your boat (Donald Crews)
motorbike, van the (air) How can we get to(the The big ship sails…
It’s a slow bus. mountains) We all go travelling by
air, water, land It is a slow bus. How do you like travelling? (Sheena Roberts &
I like travelling by (boat). Siobhan Bell)
fast, slow
9. My town place of worship (church, It’s a café. Tell me about your town / city Here’s the church Nana in the City
mosque, temple)shop, It is a café. How many (shops) are there? The Grocer’s shop (Lauren Castillo)
garage, police station, post There’s a (park). There Five currant buns
office, square, café, park is a (park). There are
three cafés. Where is the
(café)? Over there!
Where is (Sarah)?
In the (shop)
10.Occupations teacher, nurse, doctor, I want to be a (chef). What does your (father) do? Pat a cake, pat a cake Clothes line - clues to the
police officer, housewife, He’s a (doctor). What do you want to be when 5 little monkeys jumping on jobs people do
shopkeeper, dancer, He is a (doctor). you grow up? the bed! (Kathryn Leing& Andy R
soldier, chef/ baker She’s a (teacher). Davis)
She is a (teacher).
1
SCHEME OF WORK
PRESCHOOL YEAR 4+
1
2
SCHEME OF WORK: INTRODUCTION (4+)
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Pre-song activity
Sing song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** Mouthing: imitating the movement of the mouth associated with a word or words which is/are being learned. This is often associated with accompanying a song or a rhyme which has recently been
introduced. This may or may not always be accompanied by the production of the sound.
PRE-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR
GUIDANCE
2
TOPIC Introduction LESSON 22 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Post-lesson routines
Closing time
Reflecting on learning Time line images
Goodbye and song Goodbye song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
2
TOPIC Introduction LESSON 23 MAIN SKILL(S) FOCUS: Listening and Speaking 2
Post-lesson routines
Closing time
Reflecting on learning Time line images
Goodbye and song Goodbye song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
2
TOPIC Introduction LESSON 24 MAIN SKILL(S) FOCUS: Listening and Speaking 3
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
2
TOPIC Introduction LESSON 25 MAIN SKILL(S) FOCUS: Listening and Speaking 4
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
2
TOPIC Introduction LESSON 26 MAIN SKILL(S) FOCUS: Reading 1
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
2
TOPIC Introduction LESSON 27 MAIN SKILL(S) FOCUS: Reading 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
2
TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
2
SCHEME OF WORK: THE WEATHER (4+)
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
PRE-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR
GUIDANCE
2
TOPIC My weather LESSON 30 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
3
TOPIC My weather LESSON 31 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
3
TOPIC My weather LESSON 32 MAIN SKILL(S) FOCUS: Listening and Speaking 3
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
3
TOPIC My weather LESSON 33 MAIN SKILL(S) FOCUS: Listening and Speaking 4
BI 2.4
Develop interest in BI 2.4.1
reading independently
for information and
enjoyment
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
3
TOPIC My weather LESSON 34 MAIN SKILL(S) FOCUS: Reading 1
BI 2.4 BI 2.4.1
Develop interest in
reading independently
for information and
enjoyment
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
3
TOPIC My weather LESSON 35 MAIN SKILL(S) FOCUS: Reading 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
3
TOPIC My weather LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
BI 3.2 BI 3.2.1
Develop early writing BI 3.2.2 Post-lesson routines Time line images
skills BI 3.2.3 Closing time Goodbye song
BI 3.2.4 Reflecting on learning
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
3
SCHEME OF WORK: MY COLOURS (4+)
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Hello Differentiate by outcome – allow
Opening time song Class children to respond to the new
identify sounds
Greetings and a hello song register topic in different ways:
BI 1.2 Listen and BI 1.2.1 Register Emotions flashcards
Time line images a) By miming only
respond appropriately BI 1.2.2 Emotions routine b) By mouthing the new
BI 1.2.3 English today language
BI 1.2.4 c) By repeating the new
Lesson development language after or with you
1) Song: A hello song
ENCOUNTER 2) Flashcards of colours
BI 1.3 BI 1.3.1 (i), (ii), (iv) Circle time
Listen, understand and (red, orange, yellow, green,
respond in a variety of Pre-song activity blue, pink, black, brown,
contexts Sing song white)
Encounter activity 1
Encounter activity 3
Encounter activity 4
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
PRE-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR
GUIDANCE
3
TOPIC My colours LESSONS 38 MAIN SKILL(S) FOCUS: Listening and Speaking 1
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Hello Differentiate by outcome – allow
identify sounds song Class children to respond to the new
Opening time
register topic in different ways:
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards
a) By miming only
respond appropriately BI 1.2.2 Register Time line images
b) By mouthing the new
BI 1.2.3 Emotions routine language
BI 1.2.4 English today c) By repeating the new
language after or with you
Lesson development 1) Flashcards of colours
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and ENGAGE (red, orange, yellow, green,
respond in a variety of blue, pink, black, brown,
contexts Circle time white)
Remembering activity 1 2) Song: I can sing a rainbow
Introduce weather routine
Engage activity 1
Pre-song activity
Acting out ‘I can sing a
rainbow’
Engage activity 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
3
TOPIC My colours LESSONS 39 MAIN SKILL(S) FOCUS: Listening and Speaking 2
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Hello Differentiate with support
identify sounds song Class
Opening time a) Offering options, e.g.
register
Is it blue or is it red?
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards
b) Say first letter sound, e.g.
respond appropriately BI 1.2.2 Register Time line images
Its’s bbb. It’s rrr.
BI 1.2.3 Emotions routine
BI 1.2.4 Weather routine
English today Differentiate by outcome – allow
children to respond to the new
BI 1.3 BI 1.3.1 (i), (ii), (iv) topic in different ways:
Listen, understand and Lesson development 1) Flashcards of colours
respond in a variety of ENGAGE (red, orange, yellow, green, a) By miming only
contexts blue, pink, black, brown, b) By mouthing the new
Circle time white) language
BI 3.1 BI 3.1.1 2) Song: I can sing a rainbow c) By repeating the new
Remembering activity 2
Develop prewriting skills BI 3.1.2 3) Dice language after or with you
Engage activity 3
BI 3.1.3
Sing a song (I can sing a
rainbow)
BI 3.2 Set up table time
Develop early writing BI 3.2.1
skills BI 3.2.2
BI 3.2.4 Table time
Transition chant
Manual activity
Tidy up
Show and tell
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
3
TOPIC My colours LESSONS 40 MAIN SKILL(S) FOCUS: Listening and Speaking 3
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Hello Differentiate by outcome – allow
identify sounds song Class children to respond to the new
Opening time
register topic in different ways:
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards
a) By miming only
respond appropriately BI 1.2.2 Register Time line images
b) By mouthing the new
BI 1.2.3 Emotions routine language
BI 1.2.4 Weather routine c) By repeating the new
English today language after or with you
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
4
TOPIC My colours LESSONS 41 MAIN SKILL(S) FOCUS: Listening and Speaking 4
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Hello Differentiate by outcome – allow
identify sounds song Class children to respond to the new
Opening time
register topic in different ways:
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards
a) By miming only
respond appropriately BI 1.2.2 Register Time line images
b) By mouthing the new
BI 1.2.3 Emotions routine language
BI 1.2.4 Weather routine c) By repeating the new
English today language after or with you
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
4
TOPIC My colours LESSONS 42 MAIN SKILL(S) FOCUS: Reading 1
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Hello Differentiate with support
identify sounds song Class
Opening time a) Offering options, e.g.
register
Is it blue or is it red?
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards
b) Say first letter sound, e.g.
respond appropriately BI 1.2.2 Register Time line images
Its’s bbb. It’s rrr
BI 1.2.3 Emotions routine c) Prompt with mime
BI 1.2.4 Weather routine
English today
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
4
TOPIC My colours LESSONS 43 MAIN SKILL(S) FOCUS: Reading 2
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Hello Differentiate with support
identify sounds song Class
Opening time a) Offering options, e.g.
register
Is it blue or is it red?
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards
b) Say first letter sound, e.g.
respond appropriately BI 1.2.2 Register Time line images
Its’s bbb. It’s rrr
BI 1.2.3 Emotions routine c) Prompt with mime
BI 1.2.4 Weather routine
English today
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
4
TOPIC My colours LESSONS 8 MAIN SKILL(S) FOCUS: Reading and Writing
BI 1.2 Listen and BI 1.2.1 Pre-lesson routines (Puppet) Hello Differentiate with support
respond appropriately BI 1.2.2 song Class
Opening time a) Offering options, e.g.
BI 1.2.3 register
Is it blue or is it red colour?
BI 1.2.4 Greetings and a hello song Emotions flashcards
b) Say first letter sound, e.g.
Register Weather chart
Time line images Its’s bbb. It’s rrr.
Emotions routine c) Prompt with mime
BI 1.3 BI 1.3.1 (i), (ii), (iv) Weather routine
Listen, understand and English today
respond in a variety of Differentiate by learning
contexts preferences
Lesson development 1) Flashcards of colours a) What medium to use, (e.g.
EXPLOIT (red, orange, yellow, green, crayon, paint, collage)
BI 2.3 Demonstrate BI 2.3.1 blue, pink, black, brown, b) Which colour to use (red or
BI 2.3.2 Circle time white)
understanding of a blue)
variety of texts in the Exploit activity 2 2) Worksheets
form of print and digital Set up table time
materials Differentiate by time
BI 3.1.1 Table time
a) Allow pupil longer to finish
BI 3.1 Develop
BI 3.1.2 Transition chant b) Set up activities for fast
prewriting skills BI 3.1.3 Manual activity finishers
Tidy up
BI 3.2 Develop early Show and tell
BI 3.2.1
writing skills BI 3.2.2
BI 3.2.3 Post-lesson routines Time line images
BI 3.2.4 Goodbye song
Closing time
Reflecting on learning
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
4
SCHEME OF WORK: MY CLASSROOM (4+)
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
4
TOPIC My classroom LESSON 46 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Lesson development
ENGAGE
Circle time
Remembering activity 1 1) Realia
Engage activity 1 2) Flashcards
Engage activity 2 3) Song: Wind the Bobbin up
Engage activity 4
Engage activity 6
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
4
TOPIC My classroom LESSON 47 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
4
TOPIC My classroom LESSON 48 MAIN SKILL(S) FOCUS: Listening and Speaking 3
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
4
TOPIC My classroom LESSON 49 MAIN SKILL(S) FOCUS: Listening and Speaking 4
BI 2.4
Develop interest in reading BI 2.4.1 Post-lesson routines
independently for information Closing time Time line images
and enjoyment Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
4
TOPIC My classroom LESSON 50 MAIN SKILL(S) FOCUS: Reading 1
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
5
TOPIC My classroom LESSON 51 MAIN SKILL(S) FOCUS: Reading 2
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** Handa’s surprise board game would work well here. See resources documentation.
5
TOPIC My classroom LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
Table time
Transition chant
Manual activity
Tidy up
Show and tell
Post-lesson routines
Closing time
Reflecting on learning Time line images
Goodbye and song Goodbye song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
5
SCHEME OF WORK: MY FAMILY (4+)
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
5
TOPIC My family LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Lesson development
ENGAGE
Circle time
Remembering activity 1 1) Realia
Engage activity 1 2) Flashcards
Engage activity 2
Engage activity 3
Engage activity 4
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
5
TOPIC My family LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
5
TOPIC My family LESSON 56 MAIN SKILL(S) FOCUS: Listening and Speaking 3
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
5
TOPIC My family LESSON 57 MAIN SKILL(S) FOCUS: Listening and Speaking 4
BI 2.4
Develop interest in reading
independently for information and BI 2.4.1 Post-lesson routines
enjoyment Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
5
TOPIC My family LESSON 6 MAIN SKILL(S) FOCUS: Reading 1
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
5
TOPIC My family LESSON 7 MAIN SKILL(S) FOCUS: Reading 2
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** Handa’s surprise board game would work well here. See resources documentation.
5
TOPIC My family LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
Post-lesson routines
Closing time
Reflecting on learning Time line images
Goodbye and song Goodbye song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
6
SCHEME OF WORK: MY FACE (4+)
Lesson development
ENCOUNTER
Circle time
Encounter activity 1 1) Flashcards
Encounter activity 2 (in pairs) (Hair, face, ears, nose, eyes,
Encounter activity 3 mouth)
Pre-rhyme activity 2) Rhyme: Two little ears
Recite a rhyme
Encounter activity 5
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
PRE-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR
GUIDANCE
6
TOPIC My face LESSON 62 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
6
TOPIC My face LESSON 63 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
6
TOPIC My face LESSON 64 MAIN SKILL(S) FOCUS: Listening and Speaking 3
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
6
TOPIC My face LESSON 65 MAIN SKILL(S) FOCUS: Listening and Speaking 4
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
6
TOPIC My face LESSON 66 MAIN SKILL(S) FOCUS: Reading 1
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
6
TOPIC My face LESSON 67 MAIN SKILL(S) FOCUS: Reading 2
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
6
TOPIC My face LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
6
SCHEME OF WORK: MY BODY (4+)
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
6
TOPIC My body LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
7
TOPIC My body LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
7
TOPIC My body LESSON 72 MAIN SKILL(S) FOCUS: Listening and Speaking 3
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
7
TOPIC My body LESSON 73 MAIN SKILL(S) FOCUS: Listening and Speaking 4
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
7
TOPIC My body LESSON 74 MAIN SKILL(S) FOCUS: Reading 1
BI 2.1 BI 2.1.1
Show appropriate book BI 2.1.2 Lesson development
handling skills BI 2.1.3 ENGAGE/EXPLOIT
Circle time 1) Song: Hokey Pokey
BI 2.2 BI 2.2.5 Sing a song 2) Story book (related to the
Apply sounds of letters to topic)
Story book reading
recognise words 3) Flashcards
Story book post listening
Engage activity 8 4) Word cards
BI 2.3 BI 2.3.3
Demonstrate understanding of Exploit activity 4
a variety of texts in the form of
print and digital materials
Post-lesson routines
BI 2.4 Closing time Time line images
Develop interest in reading (BI 2.4 Reflecting on learning Goodbye song
independently for information +4 standards) Goodbye and song
and enjoyment
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
7
TOPIC My body LESSON 75 MAIN SKILL(S) FOCUS: Reading 2
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** Handa’s surprise board game would work well here. See resources documentation.
7
TOPIC My body LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
7
SCHEME OF WORK: MY TOYS (4+)
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
PRE-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR
GUIDANCE
7
TOPIC My toys LESSON 78 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
7
TOPIC My toys LESSON 79 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
7
TOPIC My toys LESSON 80 MAIN SKILL(S) FOCUS: Listening and Speaking 3
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
8
TOPIC My toys LESSON 81 MAIN SKILL(S) FOCUS: Listening and Speaking 4
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
8
TOPIC My toys LESSON 82 MAIN SKILL(S) FOCUS: Reading 1
BI 2.1 BI 2.1.2
Show appropriate book Lesson development
handling skills ENGAGE/EXPLOIT
Circle time 1) Song; I’ve got a ball
BI 2.2 BI 2.2.1 Sing a song 2) Story book (topic related /
Apply sounds of letters BI 2.2.2 toys)
Story book pre-listening 2
to recognise words BI 2.2.3 3) Flashcards or realia (toys)
Story book reading
BI 2.2.4 4) Word cards (toys)
Story book post listening 2
BI 2.3 BI 2.3.1 Engage activity 3 (word and
Demonstrate BI 2.3.2 image)
understanding of a Exploit activity 4
variety of texts in the
form of print and digital
materials Post-lesson routines Time line images
Closing time Goodbye song
BI 2.4 BI 2.4.1 Reflecting on learning
Develop interest in Goodbye and song
reading independently
for information and
enjoyment
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
8
TOPIC My toys LESSON 83 MAIN SKILL(S) FOCUS: Reading 2
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
8
TOPIC My toys LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
8
SCHEME OF WORK
PRESCHOOL YEAR 5+
8
8
SCHEME OF WORK: INTRODUCTION (5+)
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** The days of the week flashcards should be different colours, so the children can refer to them by colour as well. You can also play different association games if you use different colours.
*** Mouthing: imitating the movement of the mouth associated with a word or words which is/are being learned. This is often associated with accompanying a song or a rhyme which has recently been
introduced. This may or may not always be accompanied by the production of the sound.
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER
SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
8
TOPIC Introduction LESSON 88 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
8
TOPIC Introduction LESSON 89 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
8
TOPIC Introduction LESSON 90 MAIN SKILL(S) FOCUS: Listening and Speaking 3
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
9
TOPIC Introduction LESSON 91 MAIN SKILL(S) FOCUS: Listening and Speaking 4
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** A story that revises colours / numbers / emotions.
9
TOPIC Introduction LESSON 92 MAIN SKILL(S) FOCUS: Reading 1
BI 2.4
Develop interest in reading
independently for information
and enjoyment
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
9
TOPIC Introduction LESSON 93 MAIN SKILL(S) FOCUS: Reading 2
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
9
TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
Post-lesson routines
Closing time
Reflecting on learning Time line images
Goodbye and song Goodbye song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
9
SCHEME OF WORK: MY SCHOOL (5+)
Lesson development
ENCOUNTER
Circle time 1) Flashcards (school places)
Encounter activity 1 2) Rhyme: Wash, wash, wash
Encounter activity 2 your hands
Encounter activity 3**
Pre-rhyme activity
Say a rhyme
Encounter activity 5
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
**Associate actions like playing, reading and writing, eating, washing hands and jumping to aid the memorisation of the actions in this topic.
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
9
TOPIC My School LESSON 96 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
9
TOPIC My School LESSON 97 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
9
TOPIC My School LESSON 98 MAIN SKILL(S) FOCUS: Listening and Speaking 3
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
9
TOPIC My School LESSON 99 MAIN SKILL(S) FOCUS: Listening and Speaking 4
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
9
TOPIC My School LESSON 100 MAIN SKILL(S) FOCUS: Reading 1
BI 2.1 BI 2.1.1
Show appropriate book BI 2.1.2 Lesson development
handling skills BI 2.1.3 ENGAGE/EXPLOIT
Circle time 1) Song; Playing in the
Sing a song playground
BI 2.2 BI 2.2.5 2) Story book (topic related /
Story book pre-listening
Apply sounds of letters to school)
Story book reading
recognise words
Story book post listening 3) Flashcards (school spaces
Engage activity 8 and actions)
BI 2.3 BI 2.3.3 4) Word cards
Demonstrate understanding of Exploit activity 5 (school
a variety of texts in the form of places)
print and digital materials
Post-lesson routines Time line images
BI 2.4 (BI 2.4 Closing time Goodbye song
Develop interest in reading +4 standards) Reflecting on learning
independently for information Goodbye and song
and enjoyment
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
10
TOPIC My School LESSON 101 MAIN SKILL(S) FOCUS: Reading 2
BI 2.2 BI 2.2.5
Apply sounds of letters to Lesson development
recognise words EXPLOIT
Circle time
BI 2.3 BI 2.3.3
Sing a song 1) Song: Playing in the
Demonstrate understanding of
Post song activity - expansion playground
a variety of texts in the form of
Sounds activity 2) Flashcards (school places
print and digital materials
Exploit activity 5 (words and and actions)
pictures) 3) Word cards
4) Word cards and letter cards
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
10
TOPIC My School LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
BI 3.2 BI 3.2.1
Develop early writing skills Post-lesson routines
Closing time
Reflecting on learning Time line images
Goodbye and song Goodbye song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
10
SCHEME OF WORK: MY WORLD DOMESTIC ANIMALS (4+)
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANC
10
TOPIC My world domestic animals LESSON 104 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
10
TOPIC My world domestic animals LESSON 105 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
10
TOPIC My world domestic animals LESSON 106 MAIN SKILL(S) FOCUS: Listening and Speaking 3
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
10
TOPIC My world domestic animals LESSON 107 MAIN SKILL(S) FOCUS: Listening and Speaking 4
BI 2.4 BI 2.4.1
Develop interest in reading Post-lesson routines
independently for information and Closing time Time line images
enjoyment Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
10
TOPIC My world domestic animals LESSON 108 MAIN SKILL(S) FOCUS: Reading 1
BI 2.1 BI 2.1.1
Show appropriate book BI 2.1.2
Lesson development
handling skills BI 2.1.3 ENGAGE/EXPLOIT
Circle time 1) Story book (related to topic)
BI 2.2 2) Flashcards
Engage activity 9
Apply sounds of letters to BI 2.2.5 3) Word cards
Story book pre-listening 2
recognise words
Story book reading
BI 2.3 BI 2.3.3 Story book post listening 2
Demonstrate understanding of BI 2.3.4 Exploit activity 1
a variety of texts in the form of
print and digital materials Post-lesson routines
Closing time Time line images
BI 2.4 Reflecting on learning Goodbye song
Develop interest in reading BI 2.4.1 Goodbye and song
independently for information
and enjoyment
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
10
TOPIC My world domestic animals LESSON 109 MAIN SKILL(S) FOCUS: Reading 2
BI 2.1 BI 2.1.1
Show appropriate book BI 2.1.2
Lesson development
handling skills BI 2.1.3 EXPLOIT
Circle time 1) Flashcards
BI 2.2
Exploit activity 1 2) Word cards & letter cards
Apply sounds of letters to BI 2.2.5
recognise words (words and pictures)
Exploit activity 2
BI 2.3 BI 2.3.3 Alphabet activity
Demonstrate understanding of Exploit activity 5
a variety of texts in the form of
print and digital materials
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** Handa’s surprise board game would work well here. See resources documentation.
10
TOPIC My world domestic animals LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
Post-lesson routines
Closing time
Reflecting on learning Time line images
Goodbye and song Goodbye song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
11
SCHEME OF WORK: MY FOOD (5+)
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
11
TOPIC My food LESSON 112 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
11
TOPIC My food LESSON 113 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
11
TOPIC My food LESSON 114 MAIN SKILL(S) FOCUS: Listening and Speaking 3
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
11
TOPIC My food LESSON 115 MAIN SKILL(S) FOCUS: Listening and Speaking 4
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
11
TOPIC My food LESSON 116 MAIN SKILL(S) FOCUS: Reading 1
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
11
TOPIC My food LESSON 117 MAIN SKILL(S) FOCUS: Reading 2
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** Handa’s surprise board game would work well here. See resources documentation.
11
TOPIC My food LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
11
SCHEME OF WORK: MY FRUIT (5+)
Lesson development
ENCOUNTER
Circle time 1) Flashcards (6 fruit only)
Encounter activity 1 2) ASL signs
Encounter activity 2 3) Rhyme: Big green bananas
Encounter activity 3 (use ASL
signs)
Pre-rhyme activity
Recite a rhyme
Encounter activity 5
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
11
TOPIC My fruit LESSON 120 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
12
TOPIC My fruit LESSON 121 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
12
TOPIC My fruit LESSON 122 MAIN SKILL(S) FOCUS: Listening and Speaking 3
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
12
TOPIC My fruit LESSON 123 MAIN SKILL(S) FOCUS: Listening and Speaking 4
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
12
TOPIC My fruit LESSON 124 MAIN SKILL(S) FOCUS: Reading 1
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
12
TOPIC My fruit LESSON 125 MAIN SKILL(S) FOCUS: Reading 2
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** Handa’s surprise board game would work well here. See resources documentation.
12
TOPIC My fruit LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
12
SCHEME OF WORK: MY CLOTHES (5+)
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
12
TOPIC My clothes LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Lesson development
ENGAGE
Circle time
Remembering activity 1 1) Flashcards (clothes)
Encounter activity 3 (ASL 2) ASL signs
signs)
Engage activity 1
Engage activity 2
Engage activity 3
Engage activity 4
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
12
TOPIC My clothes LESSON 129 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
12
TOPIC My clothes LESSON 130 MAIN SKILL(S) FOCUS: Listening and Speaking 3
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
13
TOPIC My clothes LESSON 131 MAIN SKILL(S) FOCUS: Listening and Speaking 4
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
13
TOPIC My clothes LESSON 132 MAIN SKILL(S) FOCUS: Reading 1
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
13
TOPIC My clothes LESSON 133 MAIN SKILL(S) FOCUS: Reading 2
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** Handa’s surprise board game would work well here. See resources documentation.
13
TOPIC My clothes LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
13
SCHEME OF WORK: MY WORLD WILD ANIMALS (5+)
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
**Associate actions like playing, reading and writing, eating, wash hands and jumping to aid the memorisation of the actions in this topic.
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
13
TOPIC My World Wild Animals LESSON 136 MAIN SKILL(S) FOCUS: Listening and Speaking 1
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
13
TOPIC My World Wild Animals LESSON 137 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
13
TOPIC My World Wild Animals LESSON 138 MAIN SKILL(S) FOCUS: Listening and Speaking 3
BI 1.3 BI 1.3.2
Listen, understand and BI 1.3.3 Lesson development Differentiate with support
respond in a variety of contexts BI 1.3.4 ENGAGE a) Offering options, e.g.
Circle time Is it an elephant or is it an
Remembering activity 2 1) Flashcards (wild animals) anteater?
BI 2.2 BI 2.2.5 Sing a song 2) Song: An elephant walks like b) Say first letter sound, e.g. It’s
Apply sounds of letters to BI 2.2.6 Engage activity 4 this and that eee; It’s aaa
recognise words Set up table time 3) Worksheets c) Prompt with mime
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
13
TOPIC My World Wild Animals LESSON 139 MAIN SKILL(S) FOCUS: Listening and Speaking 4
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
13
TOPIC My World Wild Animals LESSON 6 MAIN SKILL(S) FOCUS: Reading 1
Pre-lesson routines
BI 1.1 BI 1.1.2 (ii), (iii), Differentiate with support
Opening time
Listen to and identify sounds (iv) (Puppet) Hello a) Offering options, e.g.
BI 1.1.3 Greetings and a hello song song Class Is it an elephant or is it an
Register register anteater?
BI 1.2 BI 1.2.6 Emotions routine Weather chart b) Say first letter sound, e.g. It’s
Listen and respond appropriately BI 1.2.7 Weather routine Time line images eee; It’s aaa
Days of the week routine c) Prompt with mime
Recite a rhyme
BI 1.3 BI 1.3.2 English today
Listen, understand and respond in a BI 1.3.3
variety of contexts BI 1.3.4 Lesson development
BI 1.3.5 1) Story book (topic related )
ENGAGE/EXPLOIT
BI 1.3.6 2) Flashcards
Circle time
3) Word cards
Story book pre-listening 2
BI 2.1 BI 2.1 Story book reading
Show appropriate book (+4 standards)
Story book post listening 2
handling skills
Engage activity 8
BI 2.2.5 Exploit activity 5
BI 2.2
Apply sounds of letters to BI 2.2.6
recognise words BI 2.2.7 Post-lesson routines Time line images
Closing time Goodbye song
Reflecting on learning
BI 2.3 BI 2.3.3 Goodbye and song
Demonstrate understanding of BI 2.3.4
a variety of texts in the form of BI 2.3.5
print and digital materials
BI 2.4 BI 2.4.2
Develop interest in reading BI 2.4.3
independently for information
and enjoyment
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
14
TOPIC My World Wild Animals LESSON 7 MAIN SKILL(S) FOCUS: Reading 2
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
14
TOPIC My World Wild Animals LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
Pre-lesson routines
BI 1.2 BI 1.2.6 Differentiate with support
Opening time
Listen and respond appropriately (Puppet) Hello a) Offering options, e.g.
Greetings and a hello song Is it an elephant or is it an
song Class
BI 1.3 BI 1.3.2 Register anteater?
register
Listen, understand and respond in a BI 1.3.3 Emotions routine b) Say first letter sound, e.g.
Weather chart
variety of contexts BI 1.3.4 Weather routine Time line images It’s eee; It’s aaa
Days of the week routine c) Prompt with mime
English today
BI 2.2 BI 2.2.5
Apply sounds of letters to Lesson development Differentiate by learning
recognise words EXPLOIT preferences
Circle time a) What medium to use, e.g.
BI 2.3 BI 2.3.3 Remembering activity 3 crayon, paint, collage
Demonstrate understanding of a Role play 1) Song: An elephant walks like
variety of texts in the form of print Set up table time this and that
and digital materials Differentiate by time
2) Flashcards
Table time a) Allow child longer to finish
3) Word cards
BI 3.1 (BI 3.1 Transition chant b) Set up activities for fast
4) Worksheets
Develop prewriting skills +4 standards) Manual activity finishers
Tidy up
Show and tell
BI 3.2 BI 3.2.5
Develop early writing skills BI 3.2.6
BI 3.2.7 Post-lesson routines
Closing time Time line images
BI 3.2.8 Goodbye song
Reflecting on learning
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
14
SCHEME OF WORK: MY WORLD MALAYSIA (5+)
Lesson development
ENCOUNTER
Circle time 1) Flashcards (6 landscapes)
Encounter activity 1 2) ASL signs
Encounter activity 2 3) Rhyme: Rain on the green
Encounter activity 3 (use ASL grass
signs) **
Pre-rhyme activity
Say a rhyme
Encounter activity 5
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
**Associate actions like playing, reading and writing, eating, wash hands and jumping to aid the memorisation of the actions in this topic.
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
14
TOPIC My World Malaysia LESSON 144 MAIN SKILL(S) FOCUS: Listening and Speaking 1
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
14
TOPIC My World Malaysia LESSON 145 MAIN SKILL(S) FOCUS: Listening and Speaking 2
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
14
TOPIC My World Malaysia LESSON 146 MAIN SKILL(S) FOCUS: Listening and Speaking 3
BI 3.2 BI 3.2.1
Develop early writing skills Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
14
TOPIC My World Malaysia LESSON 147 MAIN SKILL(S) FOCUS: Listening and Speaking 4
BI 2.3 BI 2.3.3
Demonstrate understanding of a
variety of texts in the form of print Post-lesson routines
and digital materials Closing time Time line images
Reflecting on learning Goodbye song
BI 2.4 (BI 2.4 Goodbye and song
Develop interest in reading +4 standards)
independently for information and
enjoyment
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
14
TOPIC My World Malaysia LESSON 148 MAIN SKILL(S) FOCUS: Reading 1
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
14
TOPIC My World Malaysia LESSON 149 MAIN SKILL(S) FOCUS: Reading 2
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
14
TOPIC My world Malaysia LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
15
SCHEMES OF WORK
TEACHER SUPPORT
DOCUMENT
Contents
15
1. Overview of the Schemes of Work and Documentation List
The purpose of this Teacher Support Document is to provide teachers with the necessary information and guidance
to deliver lessons using the provided Schemes of Work and syllabus. This document will not only give teachers
detailed information on the specific lesson procedures to be followed within the Schemes of Work (see Sections 2 –
6), but also offer teachers more general pedagogical support and hopefully contribute to on-going professional
development (see Sections 7 – 10).
The Schemes of Work have been divided into eight topic areas for 4+,(e.g. my weather, my classroom, my body)
and eight topic areas for 5+, (e.g. my school, my world, my clothes).Full details of the selected topics and the
accompanying target lexical items and language structures (both productive and receptive) can be found within the
4+ and 5+ syllabus document. The 5+ syllabus document also provides three additional topic areas (i.e. transport,
my town and occupations) that teachers may wish to use.
Each topic consists of eight lessons with each lesson lasting a total of 30 minutes. Each topic therefore will cover a
total of 4 hours (8 lessons x 30 minutes). The eight topic lessons are broken down into the following lesson types:
Lesson 1: Listening
Lesson 2: Listening and Speaking 1
Lesson 3: Listening and Speaking 2
Lesson 4: Listening and Speaking 3
Lesson 5: Listening and Speaking 4
Lesson 6: Reading 1
Lesson 7: Reading 2
Lesson 8: Reading and Writing
The Scheme of Work provides teachers with lesson outlines for four of the eight topic areas. Each of these four
topic areas are accompanied by a set of support materials which teachers can use or adapt according to their local
context.
Teachers will be required to create lesson outlines/lesson plans for the remaining four topic areas. The lesson
outlines are based on the ‘EEE model’ of Encounter, Engage and Exploit. Full details of this EEE model can be
found below in Section 2 of this document (see p.6 – p.20).
15
It is anticipated that the Pre-lesson and Post-lesson stages within a lesson will each last approximately 5 minutes in
total, with the Lesson development stage taking around 18 – 20 minutes. Further details of Pre-lesson and Post-
lesson routines can be found in Section 4 of this document.
Each of the provided lesson outlines will also list the Content and Learning Standards to be covered within each
lesson. As each lesson will involve a number of different activities, there will be a number of Content and Learning
Standards for each lesson. These Content and Learning Standards have been organised into Main Skills and
Complementary Skills, with the Main Skills being bolded within the Schemes of Work for ease of reference. The
Main Skills should be the primary focus of the lesson, though it should be noted that the Complementary Skills
should also be covered. Though there are sometimes a significant number of Content and Learning Standards to
cover in each lesson, teachers should be aware that children will have opportunities to cover each of these Content
and Learning Standards throughout the year as standards will be recycled both within the topic (i.e. from Lesson 1
– 8) and across topics.
4. Support materials – teachers have also been provided with a range of materials and links to additional resources
for those topics where lesson outlines have been provided. These topics areas follows:
Year 4+
Introduction 4+
My weather 4+
My Face 4+
My toys 4+
Year 5+
Introduction 5+
My school 5+
My fruit 5+
My world 5+
It should be noted that the provided materials may need to be adapted to better suit the local context. For those
topics where teachers will be developing their own lesson outlines/lesson plans, teachers will need to create and
source their own materials. However, it is intended that the provided materials will be a useful initial point of
reference.
15
2. Games and game-like activities and the EEE (Encounter, Engage and Exploit) Model
Games and game-like activities play an important role in any Preschool language programme, mainly because they
provide a natural context for communication between adult and child / children and between the children
themselves.
fun and enjoyable and children associate this pleasure and enjoyment with English
often familiar to a group of children. They may know a similar game with the same rules in their own
language
activities that naturally provide an opportunity for relevant and enjoyable repetition
a meaningful context for using English - real intentions, real plans and real strategies. English becomes
a necessary resource to be used for a real purpose
motivating. They involve luck not just proficiency in English and so generate hopes, fears and
excitement
are social activities - they can involve group and pair work thus often involve collaboration, they also
help children understand the concept of winning and losing
a way to develop a child’s cognitive skills, e.g. concentration, memorising, sequencing, eliminating,
comparing, counting, number recognition
excellent as an observation mechanism to expose areas in need of remedial work
are useful for developing fine and gross motor skills.
To use games properly we need to know which to use and when to use them according to the opportunities and
challenges they present preschool children. Thinking about what children are doing during these game-like
activities helps us better understand which activities to select and when to use them. Figure 1 helps us see how the
EEE model can be used to guide our selection of activities, moving from listening through to speaking.
The exploit stage is particularly important as we can see the children are using English autonomously, which is the
objective of any language education. If children are provided with opportunities to access English resources outside
of the 30-minute English sessions, during their free play activities, they are very likely to exploit the English they
know and use it to communicate with each other. Notes on how to do this are included below.
15
1. Encounter
A group physical response (teacher-led)
Listening comes before speaking so game-like activities, which allow a physical response will be those to
begin with.
Ensure these early activities involve the whole group, not individual children, as confidence will
develop at a greater pace if they begin in the safety of the group.
2. Engage
A group choral response (teacher-led)
Group choral responses allow individual children to respond in the comfort of the group.
Children may just use the mime, mouth the lexical items, or say the last syllables or words, but
remember they are actively listening and gaining in confidence.
Let each child go at their own pace, as insisting they respond orally as individuals can be hugely
detrimental for some children.
3. Exploit
Child to children - An individual oral response (child-led during English lessons)
Some children will begin using English autonomously and spontaneously very quickly by calling out
words, greeting you when you arrive and even using English with other children.
As teachers we need to be sensitive, but if certain children are confident about using English they may also
be confident about taking the lead and asking the other children questions or giving instructions in certain
games. Build on this.
Set up a supportive environment to enable children to lead certain activities and to exploit English for real
purposes, e.g. leading a routine, leading a game, setting up an English learning area for free play in
English.
Puppets can also be very useful here to encourage children to use English.
Alongside the other learning areas, (e.g. a home area, a construction area) an additional learning area can be set
up, which encourages the use of English during free play - an English Learning Area (ELA). For this to
succeed the ELA needs:
1. Space: this could be a corner where two walls meet, or a space on a wall with a shelf, or a box of
resources for learning English kept on a shelf. An ELA can be permanent or portable.
2. Resources: these should replicate those used during English sessions, e.g. flashcards, a puppet, a picture
book or story cards, props to role-play a story, games.
3. Familiarity: children need to have experienced the resources during teacher-led activities in English.
15
The following section presents game-like activities which support the three different stages in the EEE model.
1. Encounter Activities
Extension:
As you introduce the new words and the children repeat them, have them repeat like an echo, going
from loud to quiet (e.g. dragon!!!, dragon!!, dragon!, dragon)
Show the four echoes by holding up four fingers.
Progression notes: Observe which children confidently imitate the mime and repeat the target language.
Extension:
Put children around the room in small groups, allocate one of the target words to each group,
e.g. This group is sunny. Place the visual nearby to help them remember. Have the children listen for their word an
You can call out several words, e.g. It’s sunny and hot.
If the topic is related to the parts of the body, have children get together in pairs and join themselves at the part of th
Progression notes: Observe which children are miming immediately and which are taking more time.
15
CIRCLE TIME ENCOUNTER 3: GAME – STOP!
MATERIALS:
None STEPS:
Announce the game, e.g. Let’s play STOP!
Say one of the target words in a sentence, e.g. It’s sunny today.
Have the children mime in response.
Call out ‘STOP!’ for the children to freeze into a statue.
Praise children who manage to freeze, e.g. Good statue! If a child moves, ask them to sit out for a
round, e.g. Oh dear, you moved! Sit down a bit!
Progression notes: Observe which children are becoming confident and using the target language
spontaneously.
15
CIRCLE TIME ENCOUNTER 5: GAME – Help the teacher!
MATERIALS: Flashcards or realia
STEPS:
Announce the game, e.g. Let’s play help the teacher!
Hold the visuals so you can’t see them, but the children can, e.g. flashcards facing the
children.
Ask about each visual one at a time, e.g. Is it sunny?
Have the children say Yes! or No!
Keep asking until you discover what the visual is.
This can also be called ‘Help the puppet!’ and it is the puppet who can’t see the visuals. Extension: As
Progression notes: Observe which children are becoming confident and immediately recognise the target
language.
16
2. Engage Activities: Choral Repetition
Progression notes: Observe which children are becoming confident and easily chanting the target language, or
calling out the new words. Are children saying just the word, or using sentences or questions?
Progression notes: Observe which children are becoming confident and call out the target language. Are
children saying just the word, or using sentences or questions?
16
3. Engage Activities: Individual Response
This stage also includes the other games when they encourage children to respond as individuals, e.g. ‘What’s
missing?’ and ‘The pair game’.
MATERIALS: Flashcards
STEPS:
Announce the game, e.g. Let’s play the mime game!
Model the game: do a mime and then ask the topic question, e.g. [Mime it’s rainy], What’s the weather
like? Or [mime a colour] What colour is it? Or [mime a daddy] Who is it? Or [mime a
teddy] What is it?
Ask children to put their hands up to show they know the answer and select a child. If they guess
correctly, say Yes it is! and ask them to come forward as a volunteer.
Show them a flashcard and ask them to mime it for the class to guess. Help them ask the topic question.
Repeat until all or a number of children have volunteered.
Extension
Instead of showing a flashcard, whisper a topic word / phrase into the child’s ear. This will be quite
challenging as the child will have to understand what they heard to be able to mime correctly.
If the topic is related to the parts of the body, have children come up in pairs and join themselves at the
part of the body they want their peers to say, e.g. arm along arm, tummy along tummy. Careful with
mouth and eyes. Mouth, get children to blow kisses / air kiss towards each other; Eyes, get children to
stare at each other.
Progression notes: Observe which children are able to remember the mime and which are able to answer
correctly in English. If you whisper the target language, is the child able to understand?
16
CIRCLE TIME ENGAGE 5: GAME – The telephone game
MATERIALS: Flashcards
STEPS:
Announce the game, e.g. Let’s play the telephone game!
Begin by helping children whisper. Say or chant the target language in a whisper together.
Look at a flashcard without showing it to the children. Place it on the floor, board or wall face down.
Whisper the flashcard word into a nearby child’s ear. Put your hand in front of your mouth and
emphasise that it is a whisper for the child only.
Encourage the child to pass on the word they have heard you whisper. Help them cover their mouth with
their cupped hand.
Help the children pass on the whisper. If they have problems hearing, get them to say Pardon, please
repeat! Follow the whisper around the circle.
When it reaches the last child, ask them to say it out loud. Turn over the original flashcard and ask them
if it is the same. If it is, praise the children for being such a great telephone. If it is different, say Oh no!
The telephone is broken!
Play another time, this time going in a different direction around the circle.
Extension
Ask a child to begin the game and to be in charge of the flashcard to compare the word that gets passed
around at the end.
Instead of using a single word, use a question or a sentence, e.g. It’s hot and sunny.
Progression notes: Observe which children are able to ask for repetitions and who successfully whispers
the word.
Progression notes: Observe which children are able to quickly respond by touching their head or toes.
16
CIRCLE TIME ENGAGE 7: GAME – The run and collect game
Progression notes: Observe which children are able to pick up the correct flashcard and name it
confidently.
16
CIRCLE TIME ENGAGE 8: GAME – The making sets game
This activity not only develops children’s listening and speaking skills but also fosters early maths
concepts.
Version 1: MATERIALS: Three or four flashcards from three different topics (no more than 12 in
total)
STEPS:
Announce the game, e.g. Let’s play the making sets game!
Mix up the flashcards and place them in a bag, a box or in a pile on the floor.
Invite confident children to come up and take out or turn over a card.
Ask them to name the picture, if suitable help them make a sentence using It’s … / They’re …
Check with the class that the image has been correctly labelled.
Ask the children, What set is it? Is it the colour set, the family set or the number set?
Elicit what they think and start making sets.
Once all the flashcards have been put into a set, count how many there are in each set, are there any
missing? Help the children remember what else belongs in the set.
Version 2: Using the children (for topics like the face, the body, family, clothes, pets)
Announce the game, e.g. Let’s play the making sets game!
Call out questions like: Who’s got black hair? Get all children with black hair to make a group
together (all or most of the group). They can chant loudly I’ve got black hair! Any remaining children
can make a circle around them.
Ask, Who’s got long black hair? Get these children to separate and form a separate group. They can
chant loudly I’ve got long black hair! Count the children in this set.
Ask, Who’s got short black hair? Get these children to separate and form a separate group. They can
chant loudly I’ve got long black hair! Count the children in this set.
This can be done with lots of different topics: You can make Human Venn Diagrams: Who’s got a pet?
– Who’s got a cat? Who’s got a bird? Who’s got a cat and a bird? Who’s about brothers and sisters:
Who’s got a brother? Who’s got a sister? Who’s got a brother and a sister? Don’t forget to have children
chant when they create a set, e.g. I’ve got a cat!
Extension
Mix word cards and flashcards.
Or once the sets have been created, ask children to find the matching word cards.
Progression notes: Observe which children are able to pick up the correct flashcard and name it
confidently; or children who are able to confidently listen for a descriptor and respond.
16
CIRCLE TIME ENGAGE 9: GAME – The touchy-feely game
Progression notes: Observe which children are able to pick up the correct flashcard and name it
confidently.
16
4. Exploit Activities
Children using Englishand taking control in activities as well as requiring less teacher support
Extension
As children get more confident, instead of using the picture cards use the word cards on the floor, wall or board.
Progression notes: Observe which children are able to ask full questions and remember the target language.
How easily do children respond to questions when they are leading?
MATERIALS: Flashcards
STEPS:
Announce the game, e.g. Let’s play the stepping stones game!
Point to the space in the middle of circle time. Explain it is a deep river and that they can only cross
it using magic stepping stones – the topic flashcards.
Place the flashcards across the space, reaching from one side to the other, and demonstrate what to
do. Jump on each flashcard and say what it is.
Invite a confident child to jump across the river. Encourage them to name each flashcard they jump
onto. If they can’t remember a word get them to ask the class for help, Help please!
Praise children who cross the river successfully, with help or not. Everyone should clap and say
Bravo! Introduce and use positive language like, Bravo! Sarah can do it!
Expansion
As children progress through 4+ and 5+ they should be using phrases / sentences as they jump across the river,
e.g. I’ve got brown eyes; A red car; I’m in the classroom; I like curry.
Progression notes: Observe which words or expressions children have more difficulty with and plan to
focus on these in following lessons.
16
CIRCLE TIME EXPLOIT 3: GAME – The glory game
Progression notes: Observe which children can confidently count and use the topic language.
MATERIALS: Topic flashcards or realia (e.g. toys, clothes, fruit, toy animals)
STEPS:
Announce the game, e.g. Let’s play the describing game!
Begin by modelling how to play. Select one of the target language objects. According to what it looks like, begin to
Invite individual children to guess what it is. Depending on ability they can use different questions
Car?
Is it a car?
If the guess is incorrect, say No, it isn’t
If the guess is correct, say Yes, it is! and the child who guessed correctly can come to the front and lead the game.
Help them describe the object and respond using Yes it is, or No it isn’t. Encourage the class to ask full questions to
Progression notes: Observe which children are able to describe the objects using full sentences, and ask full questions.
16
CIRCLE TIME EXPLOIT 5: GAME – The thinking game
MATERIALS: Topic flashcards or realia (e.g. toys, clothes, fruit, toy animals)
STEPS:
Announce the game, e.g. Let’s play the thinking game!
Place a maximum of five flashcards or objects on the floor, the wall or board for the children to see.
Begin by modelling how to play. Select one, but keep it secret. Say, I’m thinking of a toy. It isn’t the
car, it isn’t the doll, it isn’t a computer game and it isn’t a spinning top. What is it?
Invite individual children to guess what it is, e.g. Is it a puzzle?
If the guess is incorrect, say No, it isn’t. If the guess is correct, say Yes, it is! and the child who guessed
correctly can come to the front and lead the game.
Help them to select an object – they should whisper it to you first. Then help them say which toys it is
not and to respond to questions from the class, using Yes it is, or No it isn’t. Encourage the class to ask
full questions too, e.g. Is it a teddy?
Extension
Playing with multiple topics works especially well if the children have been playing with the topic sets of words
and expressions.
Instead of using a set of flashcards or realia from one topic, use target words from four topics,
e.g. a teddy bear, a nose, a baby, a pencil.
Model how to play: I’m thinking of a word. It isn’t a family word, it isn’t a toy word, it isn’t a face
word, what is it?
Encourage children to ask you using sentences: e.g. Is it a pencil?
Respond and ask children to tell you which set it belongs to: Yes, it is! What set is it?
It’s a classroom word.
Progression notes: Observe which children are able to successfully use whole sentences to play the game.
16
CIRCLE TIME EXPLOIT 6: GAME – The alphabet game
Notes:
Using the word cards helps reinforce the children’s word recognition skills.
When you show the word card you can ask children what other words they know that begin with the same letter
in different topics.
Extension
Play with multiple topics
Place the flashcards on the floor, wall or board.
Select a word card and hide it from the children.
Say, I’m thinking of a word beginning with …
When children have guessed correctly ask them if they can see any other words that begin with the same
letter in the flashcard collection. Look for the matching word cards together and compare the letters. If
the words are easily sounded out, do this too.
Progression notes: Observe which children are able to recognise letters and think of different words that start
with similar letters.
MATERIALS: all resources used in English lessons, e.g. puppet, flashcards, realia, storybooks,
games, rhyme and song sheets, props for role play
STEPS:
Suggest to the children that they have an area for English. Ask them what they think it should include.
It can be decorated with their table work, or images of words and expressions they know in English.
Together with the children agree upon rules of use, e.g. Use English as much as possible, four children
at a time, tidy up the resources after using them.
At the end of an English lesson, place the resources you used in that lesson into the ELA.
When children select a learning area encourage them to include the ELA in their selection.
As you observe children playing during free play, include the ELA in your observations. Who is using
it? Are they able to use the language they have learned to interact with the resources? Which resources
are most popular?
17
3. Remembering activities
As the focus of the first lesson is on listening, expecting all children to say the language they encountered in
lesson 2 would be unfair. So the focus is on getting the children to remember the topic and the mimes they
associate with the new language. Children may call out the words and expressions in the common
classroom language, so teachers may need to recast what they say into English, e.g.
Teacher: [Shows a sunny flashcard]
Children: Cerah. Ia adalah cerah.
Teacher: Yes, it’s sunny! Can you say? It’s sunny! Show me the mime.
Show a flashcard card from the last lesson and one from the previous topic, e.g. weather and
colours. Ask the children: In the last lesson did we look at the weather or colours?
Ask if they can remember any of the mines they learned. Show each flashcard and say the words
clearly. Have children repeat after you and remember the mime. It’s sunny! Can you say? It’s
sunny! Show me the mime.
As you introduce the visuals, place them where all children can see
When all visuals have been introduced, count them together, e.g. Six words! Let’s see some
more!
Introduce a few more of the topic words, using the Circle Time 2 strategies.
Progression notes: Observe which children confidently imitate the mime, which repeat the target
language easily and which were able to remember and say the new topic words with little prompt.
As the focus of lessons 2 onwards will be on speaking, remembering time should focus more and more on
encouraging children to tell you what they remember.
Hold the flashcards and encourage children to tell you what they remembered: Who can
remember the (weather) words?
As they call out what they remember in English, show the associated flashcard and place it where
children can see it.
When there is one flashcard left, ask children to look at the flashcards they have already
remembered. What’s missing?
Once it has been remembered, praise the children for remembering all the language from the last
lesson.
From here you can move into playing a game, e.g. What’s missing (see Circle Time 2)
Progression notes: Observe which children are able to remember language from a previous session.
17
REMEMBERING 3: GAME – Pick up a card
MATERIALS: Flashcards or realia from the topic
Place the flashcards in a pile in the centre of the circle, or in a bag or a box.
Announce the game, e.g. Let’s play pick up a card!
Have the children come up individually and take a flashcard and name it in English.
Praise children who label it correctly, expanding if necessary, e.g.
Child: Sunny
Teacher: Yes, It’s sunny. Very good, Sarah
If a child is unsure:
a) Provide options for the child to choose from, e.g. Is it sunny or is it rainy?
b) Help the child recognise that they need help and show them that there is nothing wrong in
asking for help. Teach the question, Help please! and encourage them to ask their peers to
help them say the word; e.g.
Sarah: [Looks at flashcard silently]
Teacher: Do you need help Sarah?
Sarah: Help please!
Children: It’s windy
Teacher: Thank you children. Sarah can you say it?
Sarah: It’s windy.
Teacher: Very good.
Progression notes: Observe which children are able to remember the topic language and those which are
able to accept they do not know yet but can ask for help.
17
4. Routines
Routines help build a child’s sense of security and confidence and also support language development.
A routine is a familiar series of actions related to an established schedule. For example, the scheduled
activity of ‘lunch time’ involves a series of responses which comprise a routine:
going to the toilet
washing hands
lining up by the door
walking down the corridor
going into the dining room and calmly sitting at a table.
Routines in English
English sessions have their own schedule and related routines. Three routines within an English session
should remain a constant, not matter what the schedule is: the welcome routine, the closing routine and
transition routines.
17
Notes
Take care to use gestures for today, yesterday and tomorrow which indicate moving from now to
the past and to the future.
Point to the days on the visual support. If appropriate, associate the name of the day with a colour or
a symbol.
Don’t expect children to pick this up immediately. Not only are they coming to terms with the new
labels in English, but they are also grappling with the concept of time.
In some cases you may be able to include the date and month along with the day of the week.
Your objective is to expose children to a concept through language: they are unlikely to be able to
say the date by themselves.
Use visuals (e.g. a calendar with large numbers is good). Point as you say the date.
Keep the language simple, e.g. Today is Wednesday, the eleventh of March.
Use visuals to include the season too, e.g. We are in the rainy season - show the season visual
too.
Associate months with children’s birthday. At the beginning of each month comment on who will be
having a birthday, e.g. Look! One, two, three children have a birthday in March.
2. Include the English puppet in these exchanges. Make the puppet look sad by dropping his head, for
example. Demonstrate concern and begin a short dialogue:
Hey! [puppet’s name], you look sad. What’s the matter?
I hurt my tail.
Ahh. Don’t be sad. It will get better.
4. Incorporate talking about emotions on a regular basis, and gradually the children will:
a) pick up the language they hear you using;
b) begin using it to describe themselves and others around them;
c) become more aware of those around them, which is another of the emotional intelligence
competencies.
17
1. Reflection time
Reflecting on learning supports the development of an autonomous learner. It also reinforces some of
the language and concepts for children who need a little more time than others. See the ‘Using time lines
and reflections’ for more information on this routine.
2. Goodbye routine
Closing a session positively is very important!
Last impressions stick and a rushed goodbye or a stressful clear up time means children don’t
always remember the fun they had in English.
Rushed goodbyes can also lead to misbehaviour as children aren’t quite sure what’s happening and
behaviour boundaries slide.
You can:
Sing a goodbye song or say a chant.
Use the puppet to say goodbye to the children.
Say ‘Thank you!’,especially if children have had a good session, e.g. What a great lesson today!
Thank you!
Include reference to the next lesson, e.g. See you on Friday! See you next week!
Consider a ‘Get your hat routine’ and a ‘Line up routine’.
Have fun with ‘Goodbye instructions’, e.g. Ahmad and Mira line up! Khairul, hop out of class!
Goodbye!
Transition routines
Transition routines are very important when children move from one scheduled activity to another and
when it involves a change of space. For example:
From carpet to table.
From table to carpet.
From classroom to bathroom.
From playground to classroom.
Notes
Spend time repeating the instructions at the beginning of the year, until the children begin to autonomously
complete the transition as they have been asked to.
Ensure the children know what is acceptable during these transition times.
And what is unacceptable.
17
5. Songs, rhymes and chants
Song, rhymes and chants are important inclusions in the preschool English lesson.
A song is sung to music, it may or may not contain rhyming lyrics.
A chant does not need music to accompany it, but instead follows a strong rhythm or beat. It will also be
quite repetitive.
A rhyme, or a nursery rhyme in most cases, can be spoken or sung, as many nursery rhymes are now
accompanied by music. A rhyme contains a strong rhythm and rhyming words and plays and important role
in developing children’s phonological awareness.
Singing, and saying rhymes and chants in the classroom contributes to a child’s whole development in a variety of
ways:
Socio-emotional development
Singing, chanting and rhyming together is a truly social act.
It allows for non-verbal and verbal participation, so everyone can join in.
Singing, chanting and rhyming in groups involves co-operation.
Cognitive development
It repeatedly supports automatised language use.
It is an enjoyable way to develop memory.
It reinforces basic skills in numeracy and literacy.
Creative development
It involves listening and responding, co-operating and self-expression.
It can develop children's imaginations and their ability to express ideas in dance and gesture.
Physical development
It helps develop sequencing and co-ordination.
Songs, chants and rhymes with actions develop gross and fine motor control.
Linguistic development
It stimulates auditory discrimination.
It supports development of phonemic awareness.
It reinforces the stress, intonation and rhythm of words and phrases.
It provides good language models.
It is a good way of learning to construct phrases and sentences.
Provide exposure
Before sharing the song, chant or rhyme, ask children to listen for something, either a particular word, or
set of words – use flashcards for children to point to.
Play or say the song, chant or rhyme lyrics. Give feedback about what they were listening for.
Play or say the song, chant or rhyme and pause, so children can imitate the lyrics and copy the mimes.
Play the song, chant or rhyme again and encourage children to join in where they can and mime
17
3) After-song, chant or rhyme activity– focus on understanding and creativity
Encourage expansion
If suitable, help children substitute words and create a new song, chant or rhyme.
Present the song, chant or rhyme to an audience.
Record the song, chant or rhyme and make it available on the school website or on a class blog.
Most nursery rhymes are mini-stories, containing a beginning, middle and end. After-rhyme activities can support
the children’s understanding of this narrative sequence, so activities like sequencing a set of pictures according to
the rhyme work well. For example:
Incy Wincy spider climbed up Down came the rain and Out came the sun and dried up
the waterspout. washed the spider out all the rain
And Incy Wincy spider
climbed the spout again!
17
6. Stories and storytelling
The benefits story and storytelling are many and they include:
Pre-story activities
In the Schemes of Work it is suggested that a story is selected that has some relationship with the topic. This means
it provides an opportunity for further exposure to the topic language, but also enables children to use what they
know to understand the story. Pre-story activities should help children make connections to their learning.
If using a book:
Show the cover and ask the children what they think the story is about. Encourage prediction.
What can they see on the front cover? Can they label anything?
Read out the title and explain it if necessary.
Also read out who wrote it and who illustrated it, if this is relevant.
If appropriate ask the children to listen out for something, e.g. language related to the topic.
17
During story activities
If using a book:
Encourage children to look at the illustrations.
Ask questions to help understanding, e.g. What happened? Why is Elmer sad?
Encourage prediction, e.g. Ask: What’s going to happen next?
If the story has repetition, encourage children to join in the telling.
If you are certain children know some of the story language, pause so they can say words or
expressions they know, or point to pictures of objects they know.
After-story activities
These are varied and depend very much on the story itself:
Ask children their opinions. Did they like the story? What did they like best? Who is their favourite
character?
Ask children to draw their favourite bit.
Ask children to re-tell the story together in their own words then illustrate it, so they create a book of their
own. Leave this in the classroom / English Learning Area.
If the story has a value, e.g. helping others, or looking after the environment, ensure you talk to the children
about this and consider follow-up activities.
If suitable, dramatise the story in small groups. Leave story props / realia in the English Learning Area so
children can do this during free play.
Important!
Book browsing
If using a book, leave it in the classroom, so children can browse through it and take a good look at the illustrations.
Telling a story is the combination of a little bit of acting and the use of your body, but particularly the use of your
eyes and voice to good effect. It is important to get as involved in the story as you can, and to be enthusiastic. In
addition, don’t forget you have an audience, so your storytelling needs to include a response to that audience.
17
In the classroom
Use a story time chant to announce storytime.
Help the children to sit comfortably and quietly and to follow the storytime / circle time rules.
Make sure all the children can see the book or story visuals if you use any.
18
7. Early literacy development
In preschool, children show emergent literacy behaviours – that is they demonstrate that they are in the process of
becoming literate. Children imitate what they see others do in their world around them and as such, begin to
understand the nature of the literacy-related behaviours they are emulating. These include such activities as:
holding a book in a certain way
demonstrating certain body postures and eye movements
turning the page often together with verbal story-like announcements
holding a pencil correctly
making marks which represent writing.
These activities are very important for preschool children and occur when the environment is favourable to such
action, i.e. include the sharing of books and the use for writing for a purpose by the adult, together with
opportunities for children to the browse through books, hold pencils and pens and engage in mark making. This is
not a formal approach to teaching reading and writing, but it is recognised as essential in developing the skills
children need to later become successful readers and writers. When the children’s first language (L1) uses another
script from English (e.g. Arabic), these skills will need a little more explicit nurturing, however children are skilful
at re-using strategies they have learned in their L1 and can transfer successfully between the L1 and the L2.
Notice there is a focus on listening and speaking in this preparation: this is because oral language skills are the basis
for the development of written language skills in children. The role of English teachers is similar – to develop
children’s listening and speaking skills in English so that they can be successful at reading and writing in English
later on.
There is much research into L1 learners of English that suggests when children’s phonological awareness is
developed they are better prepared to begin reading. It would make sense to assume this is the case with L2 learners
of English too.
Why is it important to foster an awareness of the connections between the spoken and the written
word?
Providing access to the written word helps children begin to recognise what a word looks like and how it is
represented in letters. This in turn alerts children to the different sound(s) that letters can represent within the word.
18
Environmental print is the print we see in signs and labels in our everyday lives. There is ‘commercial
environmental print’ (e.g. road signs, logos and food and clothes labels) and ‘home-made environmental print’ (e.g.
labels around the classroom, daily schedules, shopping lists, names on badges or birthday posters) Environmental
print is especially useful for learning English if teachers:
label objects and visuals in English
use the written word in posters, displays and charts
bring children’s attention to the print in English around them.
There are a number of ways teachers can support children’s literacy development in English, without actually
teaching the children to read formally.
By using rhymes and chants: this supports children’s literacy development by:
building their English vocabulary
providing natural exposure to a variety of rhyming words
highlighting the syllables in words through the musical beat
exposing children to authentic culturally-bound texts.
By encouraging group talk and discussion: this supports children’s literacy development by:
exposing children to extended contextualised discourse
ensuring children see English as a language used for a real purpose.
Try to use as much English as possible when interacting with the children.
Include songs and rhymes in planning (see above section on songs, rhymes and chants).
Play with different rhyming sounds.
Share storybooks and stories in English with children (see section on storybooks and storytelling).
Carefully model how to read a book (left to right, top to bottom).
Include drama and role-play in planning.
Introduce and refer to environmental print in English (e.g. make written labels for key classroom objects,
use written words in routine posters).
Demonstrate reading and writing in English for real (e.g. finding a name on a register, reading a book, making
a list, writing notes for a story, leaving a message).
18
The alphabet
Children need to interact with and be exposed to the alphabet letters as much as possible to pick up the alphabet.
Their understanding of the alphabet will develop in both Malay and English, as both languages use the Latin
alphabet. What children need to pick up is the naming of the letters in English and later the way they sound when
used in reading. Within the topic-based hour of English a week, integrating work on the alphabet will take time
which should be devoted to developing listening and speaking activities. Our suggestion is therefore that teachers
include alphabet songs and fun activities related to the alphabet during the sixty minutes a week.
Here are some ideas:
Alphabet songs help children get a feel for the sequence of the letters and some of the letter names. Beware
the letter names are not how they sound when used to spell words!
1. https://www.youtube.com/watch?v=gd50rWC_Fko
An alphabet song which also uses American Sign Language gestures. This will be both memorable and
meaningful for children and can be sung in the goodbye routine.
2. https://www.youtube.com/watch?v=zAlX1V3lK5s
The well known A B C song using the melody of ‘Twinkle twinkle little star’. This gives you some ideas of
how you can use it interactively with children.
3. https://www.youtube.com/watch?v=75p-N9YKqNo
… with a nice little ending ‘26 letters from A to Z’.
4. http://www.nurseryrhymes.org/abc-song.html
The A is for apple song
5. http://www.nurseryrhymes.org/animal-alphabet-song.html
The animal alphabet song
Alphabet chanting can also give children support. The volume can get louder and quieter, or the speed
quicker or slower.
Alphabet fingers– get children to write the letters in the air with their fingers. This can also be done in sand
trays, so they can see the letter shape as they move their finger through the sand.
Alphabet bodies – get children to pretend to be the letters with their bodies.
Alphabet modelling is another way of helping children make the letter shapes. Use modelling clay and have
the children roll out thin snakes, which can be turned into the different letters of the alphabet.
The alphabet and our names focuses on the children’s own names and the letters they begin with and
contain. Children love learning how to spell, and later write their names, and take pride in recognising
other children’s names according to first letters or word shapes.
Alphabet wall display is useful to refer to when talking about letters and words. Children need to learn the
alphabet, as it will help them later when learning to read.
Alphabet puzzles are another way of helping children get the hang of sequencing the letters and can be
bought commercially.
Alphabet washing lines: Pages with objects that share the same first letter, hung on a washing line.
Alphabet cards created by the children. Cards with words that begin with the same letter. It’s a simple
activity, and children enjoy pointing to and saying the words they remember.
Alphabet mobiles are the different letters with images of words thatstart with these letters hanging from
them.
Alphabet letter magnets are great fun on a white board, and can be moved around and sequenced or used to
spell words.
Alphabet letters in plastic, sponge, etc. These can be used to print letters and make pictures.
18
Words and pictures in the environment
When possible, make word cards, which can be placed alongside the picture flashcards used to introduce
the topic target language. These can be placed together on a wall as a display, or used in matching games to
match the picture and the word.
Label as many objects the children can say in the classroom as possible, e.g. chairs, doors, windows, tables.
Children will begin to see a relationship between the word they can say and the word they can see.
In Lesson 7 of the Scheme of Work (5+)a sounds activity is suggested.This is simply an awareness raising
activity built around the most common sounds in some of the topic words that are being taught. We begin by
looking at first letter sounds, to support children’s understanding and learning of the alphabet and associating
words which start with the same letters or combination of letters.
Tip!
It is best to start with sounds made by single letters, e.g. s. Careful with words that start with digraphs, two letters
that together make a sound, e.g. st, th or cl. Treat these separately.
18
8. Visual, auditory and kinaesthetic learning
Children naturally look, listen to and touch or move around to make sense of the world around them so,
the three main sensory receivers used by children when encountering anything new are visual, auditory
and kinaesthetic. When learning a language, children begin with words that represent concepts. To
ensure a multisensory experience these concepts should be represented by visuals, by the spoken word
or a sound (e.g. a dog barking) and by a movement that symbolises the concept. As such, children can
use their visual, auditory and kinaesthetic senses to help them learn English.
A. Visual
Children need to be able to see what it is they are learning, and this can be a visual representation of the
word using a flashcard, or realia (the object itself or a toy representation of the object). Some topics are
easier to represent as visuals, e.g. colours, the weather, jobs, wild animals. Others are more fun when
they are the real things, e.g. fruits, clothes, toys. Flashcards provide a good visual support but also
enable associated games and game-like activities and so it’s always useful to make a set of flashcards
even if you use realia.
B. Auditory
Children need to hear the words and expressions they are learning.These words and expressions can be
heard in natural speech, during classroom instructions and routines, in songs and rhymes and in stories.
Repetition is very important so activities that play with language are also useful, e.g. imitating an echo
(going from loud to quiet), using different voices (a loud voice, a quiet voice, or a happy voice). The
more children hear words and expressions, the more likely they will be to pick them up and use them.
C. Kinaesthetic
Children learn best when actively involved and so by simply associating an action to a new word or
expression enables children to be involved, e.g. waving when saying ‘Hello’. You can suggest an action
or ask the children to come up with one.Signing or using a movement can become a bridge to English,
as a child can make the movement before speaking in English. This helps dissipate frustration or fear
and gives children confidence to have a go.
D. Using flashcards
18
Tips
Use one image per flashcard, so the back of your flashcard is blank – this allows for different
guessing games.
Make a double set of flashcards – this allows for more games, e.g. pair game, guessing game.
One way to make mimes meaningful is to use sign language – it is a useful support for a meaningful
movement or action to help children understand concepts. Sign language is a language of its own, and
consists of hand signs to communicate. As we focus on using words related to a topic with small
children, using sign language can be a solution to providing children with a gesture to represent a new
English word or expression. Information about words and expressions in American Sign Language
(ASL) is easily accessible online, and so this is thought to be the easiest sign language to use, but if you
know any other sign language (e.g. Malaysian sign language) you can use that. What is important is that
it is a meaningful gesture to help children remember a word or expression.
If a child asks you for a word and you don’t know the sign admit to this and assure them you’ll find out
for next time. We are all learning together and it’s important that children see this too.
18
4. Talking about sign language
If you consider it suitable (and many teachers do!) talk to the children about the signs and explain they
are actually another way of communicating and used by children and adults who are hearing impaired.
This contributes to raising awareness of difference and respect for this difference.
18
9. English today time line and reflections
This is the kind of language the teacher will use as she places the images in a line on the board or on the wall.
Notice that children may speak in Malay or any other classroom language. Teachers should re-phrase what they say
into English. They will also call out single nouns or verbs, which they have picked up. Teachers should expand on
these so they hear the full sentence or phrase. Notice the use of a verb form to express the future, but this is not a
problem. By the end of 5+ children should be quite confident about these planning expressions and will use them
happily. Later in primary they will begin to understand what tense they are using.
18
Reflection
The Malaysian curriculum encourages the inclusion of reflection on learning and so this moment at the end of the
English lessons sits nicely with this idea. The English today time line supports reflection, as it helps children see
what was planned and whether everything was completed successfully. The idea is to help the children remember
what they did, how they did it and to begin to talk about why they did it.
Research suggests that children should reflect in the classroom language. So to begin with it is important to let the
children talk in their classroom languages about their reflection ideas. Teachers can ask in English or emphasise
what was learned in English but how and why it was learned should be in the classroom language.
This is the kind of language the teacher can use as she helps the children reflect:
Depending on the children’s responses the teacher can speak in English or the classroom language, but where
possible, teachers should encourage children to use English for things which have been included in the English
lesson. When helping children see the reasons for certain activities it is best to use the classroom language.
Notice the use of the past tense, but this is not a problem. By the end of 5+ children should be quite confident about
these expressions and will use them happily to reflect. Later in primary they will begin to understand what tenses
they are using.
18
10. Differentiation activities
Use different types and amount of support for different children, depending on their needs, and provide extra
challenge for children who find tasks too easy.
Differentiate by outcome – allows children to respond to the new topic in different ways
a) By miming / pointing only.
b) By mouthing the new language (mouthing is imitating the movement of the mouth associated with a
word or words which is/are being learned).
c) By repeating the new language after or with you.
d) By using known language spontaneously.
e) By showing an interest in wanting to know more.
As you move through a topic expect children to use more English and to become more autonomous in their use
of English.
19
Strategy 6: Differentiate by the feedback you give
Vary the feedback you give to children according to their ability to act on the feedback.
a) A weaker child may be slower at picking up new language. If they successfully label a picture or
use a word in context give feedback that you are pleased with them.
b) A stronger child might be quicker to pick up language and can use it in a simple sentence very early
on. Expect this from the child always, and show them you appreciate their skill. The child should
be able to respond to the extra challenge built in to this feedback.
19
11. Appendix: Time Line Images (Examples)
19
19
19
19
19
19