Professional Documents
Culture Documents
English Language: Teacher's Kit
English Language: Teacher's Kit
English Language
Teacher’s Kit
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PRESCHOOL
ENGLISH LANGUAGE COMPONENT
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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 BI 1.2.7 Listen to, enjoy and respond to
stories
BI 1.2.3 Listen to and repeat greetings
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 3.0 WRITING SKILLS
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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
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Suggested High Frequency Words
in on we went very am
*In frequency order reading down the columns from left to right
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PRESCHOOL ENGLISH LANGUAGE
SYLLABUS
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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:
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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.
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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 I feel angry
Me Hello, my name is … What is your name? Goodbye song (Brian Moses)
teacher, students I’m a (girl). How are you? Ring a ring a 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? One little, two little, three (Elisabeth Bluemle)
rainy, windy, cloudy, sunny, (Six) girls Is 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, It’s (my pencil). What is this? Bits of paper (Emma Dodd)
crayon 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). there?
Is it a (pencil)?
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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:
I have got (long hair). Who’s got (brown) eyes? One 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, My (body) What’s this? One finger, one thumb Hands are not for hitting
hands, 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!
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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, It’s (Monday).
stormy It is (Monday).
Is it (blue)?
New: Yes, it is.
Monday, Tuesday, No, it isn’t.
Wednesday, Thursday, No, it is not.
Friday, Saturday, Sunday
1. My school playground, classroom, It’s the (dining room). Where is it? Washing hands Pete the Cat: Rocking in his
field, dining room, toilet It is the (dining room). Where’s (Sarah)? school shoes
In 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).
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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). What is it like? Horsey horsey don’t you
It has got (four legs and a stop
tail, beak, feathers, fur tail).
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, I like (rice). Do you like (rice)?
milk 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). What’s your favourite fruit? I walked through the jungle The very hungry caterpillar
papaya, watermelon, It is (a banana). What is your favourite fruit? (Eric Carle)
pineapple, mango, guava, I 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, It is (a shirt). What colour is it? 1, 2 buckle your shoe (Traditional)
trousers, shorts, sandals, This is my (shirt). What have you got?
shoes, 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)
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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
claws, teeth, big, small It’s (black and orange). (Rod 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
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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 today? Row, row row your boat (Donald Crews)
motorbike, van In 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). Five currant buns
office, square, café, park There 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).
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SCHEME OF WORK
PRESCHOOL YEAR 4+
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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
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TOPIC Introduction LESSON 2 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
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TOPIC Introduction LESSON 3 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
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TOPIC Introduction LESSON 4 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
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TOPIC Introduction LESSON 5 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
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TOPIC Introduction 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
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TOPIC Introduction LESSON 7 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
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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
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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
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TOPIC My weather 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
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TOPIC My weather 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
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TOPIC My weather LESSON 4 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
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TOPIC My weather LESSON 5 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
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TOPIC My weather LESSON 6 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
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TOPIC My weather LESSON 7 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
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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
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SCHEME OF WORK: MY COLOURS (4+)
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
identify sounds Opening time Hello song children to respond to the new
Greetings and a hello song Class register topic in different ways:
BI 1.2 Listen and BI 1.2.1 Register Emotions flashcards
a) By miming only
respond appropriately BI 1.2.2 Emotions routine Time line images
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
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TOPIC My colours LESSONS 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
identify sounds Hello song children to respond to the new
Opening time
Class 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
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
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TOPIC My colours LESSONS 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate with support
identify sounds Hello song
Opening time a) Offering options, e.g.
Class 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 3.1.1 c) By repeating the new
BI 3.1 Remembering activity 2 2) Song: I can sing a rainbow
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
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TOPIC My colours LESSONS 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
identify sounds Hello song children to respond to the new
Opening time
Class 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
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TOPIC My colours LESSONS 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
identify sounds Hello song children to respond to the new
Opening time
Class 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
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TOPIC My colours LESSONS 6 MAIN SKILL(S) FOCUS: Reading 1
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate with support
identify sounds Hello song
Opening time a) Offering options, e.g.
Class 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.
Register Time line images
respond appropriately BI 1.2.2 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
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TOPIC My colours LESSONS 7 MAIN SKILL(S) FOCUS: Reading 2
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate with support
identify sounds Hello song
Opening time a) Offering options, e.g.
Class 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
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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) Differentiate with support
respond appropriately BI 1.2.2 Hello song
Opening time a) Offering options, e.g.
BI 1.2.3 Class 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
BI 3.1 Develop a) Allow pupil longer to finish
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
44
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
45
TOPIC My classroom 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 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
46
TOPIC My classroom 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
47
TOPIC My classroom LESSON 4 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
48
TOPIC My classroom LESSON 5 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
49
TOPIC My classroom LESSON 6 MAIN SKILL(S) FOCUS: Reading 1
BI 2.2 BI 2.2.1
Lesson development
Apply sounds of letters to BI 2.2.2
ENGAGE/EXPLOIT
recognise words BI 2.2.3
Circle time 1) Realia
BI 2.2.4
Sing a song 2) Flashcards
BI 2.3 Story book pre-listening 3) Story book (related to topic)
Demonstrate understanding of BI 2.3.1 Story book reading
a variety of texts in the form of BI 2.3.2 Story book post listening
print and digital materials Engage activity 8
Exploit activity 4 (objects+
BI 2.4 adjectives)
Develop interest in reading BI 2.4.1
independently for information Post-lesson routines
and 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
50
TOPIC My classroom 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.
51
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
52
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
53
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
54
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
55
TOPIC My family LESSON 4 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
56
TOPIC My family LESSON 5 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
57
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
58
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.
59
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
60
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
61
TOPIC My face 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
62
TOPIC My face 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
63
TOPIC My face LESSON 4 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
64
TOPIC My face LESSON 5 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
65
TOPIC My face 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
66
TOPIC My face 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
67
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
68
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
69
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
70
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
71
TOPIC My body LESSON 4 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
72
TOPIC My body LESSON 5 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
73
TOPIC My body LESSON 6 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
Story book reading topic)
recognise words
Story book post listening 3) Flashcards
BI 2.3 BI 2.3.3 Engage activity 8 4) Word cards
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
74
TOPIC My body 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.
75
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
76
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
77
TOPIC My toys 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
78
TOPIC My toys 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
79
TOPIC My toys LESSON 4 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
80
TOPIC My toys LESSON 5 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
81
TOPIC My toys LESSON 6 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
Story book pre-listening 2 toys)
to recognise words BI 2.2.3
BI 2.2.4 Story book reading 3) Flashcards or realia (toys)
Story book post listening 2 4) Word cards (toys)
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
82
TOPIC My toys 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
83
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
84
SCHEME OF WORK
PRESCHOOL YEAR 5+
85
86
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
87
TOPIC Introduction 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
88
TOPIC Introduction 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
89
TOPIC Introduction LESSON 4 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
90
TOPIC Introduction LESSON 5 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.
91
TOPIC Introduction LESSON 6 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
92
TOPIC Introduction LESSON 7 MAIN SKILL(S) FOCUS: Reading 2
BI 2.2
Lesson development
Apply sounds of letters to BI 2.2.5
EXPLOIT
recognise words
Circle time
Sing a song 1) Song: One for sorrow
BI 2.3
Demonstrate understanding of BI 2.3.3 Alphabet activity 2) Alphabet visuals
a variety of texts in the form of Sing a song 3) Song: Alphabet song
print and digital materials Sounds activity (topic related 4) Flashcards (intro topics)
or story related) 5) Word cards (intro topics)
6) 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
93
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
94
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
95
TOPIC My School 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
96
TOPIC My School 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
97
TOPIC My School LESSON 4 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
98
TOPIC My School LESSON 5 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
99
TOPIC My School LESSON 6 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
Apply sounds of letters to Story book pre-listening 2) Story book (topic related /
recognise words Story book reading school)
Story book post listening 3) Flashcards (school spaces
Engage activity 8 and actions)
BI 2.3 BI 2.3.3
Exploit activity 5 (school 4) Word cards
Demonstrate understanding of
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
100
TOPIC My School LESSON 7 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
a variety of texts in the form of Post song activity - expansion playground
print and digital materials Sounds activity 2) Flashcards (school places
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
101
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
102
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
103
TOPIC My world domestic animals 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
104
TOPIC My world domestic animals 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
105
TOPIC My world domestic animals LESSON 4 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
106
TOPIC My world domestic animals LESSON 5 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
107
TOPIC My world domestic animals LESSON 6 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
Engage activity 9 2) Flashcards
Apply sounds of letters to BI 2.2.5
recognise words Story book pre-listening 2 3) Word cards
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
108
TOPIC My world domestic animals LESSON 7 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
(words and pictures)
recognise words
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.
109
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
110
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
111
TOPIC My food 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
112
TOPIC My food 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
113
TOPIC My food LESSON 4 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
114
TOPIC My food LESSON 5 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
115
TOPIC My food 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
116
TOPIC My food LESSON 7 MAIN SKILL(S) FOCUS: Reading 2
BI 2.2 BI 2.2.5
Lesson development
Apply sounds of letters to
EXPLOIT 1) Song: Hot cross buns (+ new
recognise words
Circle time version!)
Sing a song 2) Flashcards (food)
BI 2.3 BI 2.3.3
Demonstrate understanding of Sounds activity 3) Word cards and letter cards
a variety of texts in the form of Exploit activity 6 4) Dice / counters for glory
game OR Handa’s surprise
print and digital materials
board game**
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.
117
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
118
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
119
TOPIC My fruit 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
120
TOPIC My fruit 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
121
TOPIC My fruit LESSON 4 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
122
TOPIC My fruit LESSON 5 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
123
TOPIC My fruit 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
124
TOPIC My fruit 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.
125
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
126
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
127
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
128
TOPIC My clothes 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
129
TOPIC My clothes LESSON 4 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
130
TOPIC My clothes LESSON 5 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
131
TOPIC My clothes 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
132
TOPIC My clothes LESSON 7 MAIN SKILL(S) FOCUS: Reading 2
BI 2.2 BI 2.2.5
Lesson development
Apply sounds of letters to
EXPLOIT 1) Song: The Clothing Song
recognise words
Circle time 2) Flashcards (clothes)
Sing a song 3) Word cards and letter cards
BI 2.3 BI 2.3.3
Demonstrate understanding of Sounds activity 4) Dice / counters for glory
Exploit activity 6* game OR Handa’s surprise
a variety of texts in the form of
board game**
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.
133
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
134
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
135
TOPIC My World Wild Animals LESSON 2 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
136
TOPIC My World Wild Animals 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
137
TOPIC My World Wild Animals LESSON 4 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
138
TOPIC My World Wild Animals LESSON 5 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
139
TOPIC My World Wild Animals LESSON 6 MAIN SKILL(S) FOCUS: Reading 1
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
140
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
141
TOPIC My World Wild Animals 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
142
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
143
TOPIC My World Malaysia 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
144
TOPIC My World Malaysia 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
145
TOPIC My World Malaysia LESSON 4 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
146
TOPIC My World Malaysia LESSON 5 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
147
TOPIC My World Malaysia 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
148
TOPIC My World Malaysia LESSON 7 MAIN SKILL(S) FOCUS: Reading 2
BI 2.2
Lesson development
Apply sounds of letters to BI 2.2.5
EXPLOIT 1) Song: I love the mountains (+
recognise words
Circle time new version!)
Sing a song 2) Flashcards (landscape)
BI 2.3 BI 2.3.3
Demonstrate understanding of BI 2.3.4 Role play the story OR 3) Word cards and letter cards
a variety of texts in the form of BI 2.3.5 Role play ‘We´re going to the
print and digital materials beach’
Sounds activity
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
149
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
150
SCHEMES OF WORK
TEACHER SUPPORT
DOCUMENT
Contents
153
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).
154
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.
155
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.
156
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.
157
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 and mime when they hear it.
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 the body when you call it out, 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 miming immediately and which are taking more time.
158
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.
159
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.
Progression notes: Observe which children are becoming confident and immediately recognise the
target language.
160
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?
161
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?
162
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.
163
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.
164
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.
165
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.
166
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.
167
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 describe it, e.g. It’s small and green. What is it?
Invite individual children to guess what it is. Depending on ability they can use different questions
a) Car?
b) 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 too, e.g. Is it a teddy?
Progression notes: Observe which children are able to describe the objects using full sentences, and
ask full questions.
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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.
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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?
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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.
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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.
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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.
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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.
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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.
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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
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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
the waterspout. washed the spider out up all the rain
And Incy Wincy spider
climbed the spout again!
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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.
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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.
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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.
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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.
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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).
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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.
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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.
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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
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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.
This contributes to raising awareness of difference and respect for this difference.
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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.
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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.
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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.
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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.
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11. Appendix: Time Line Images (Examples)
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