Professional Documents
Culture Documents
The notes now address you, the Master Trainers, rather than Cambridge English trainers.
Handout numbers have been added to the slides to make cross-referencing easier. In some cases, where relevant, they have been
added in the notes section (soft copy), not on the slides themselves.
The notes have been proofread again and the content has been slightly modified.
Day 3 Day 5
TR 3.2.1 Time line images (6 copies) TR 5.1.1 Lesson planning slips (4 copies)
TR 3.3.1 Assessment principle cards (6 copies)
TR 3.4.1 Differentiation puzzle part 1
TR 3.4.1 Differentiation puzzle part 2
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The material is intended to be used as a rather than a presentation. Some trainer-talking time is unavoidable, but aim for
maximum audience participation.
If you foresee any difficulties because some of your trainees may have low levels of English, please be prepared to support your groups in
a variety of ways. Here are some suggestions:
For activities, create groups with mixed English-language ability. Encourage stronger members of the group to explain what weaker
members may not fully understand.
Do the activity together at the beginning.
Do the first few questions together.
Go through the handouts for things that are not clear.
Provide simple definitions to difficult vocabulary.
Split the task up and ask different groups to do different parts of the task.
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Stationery, flip chart paper, projector/laptops, handouts
Slides 0 - 19 Discuss the relevance of an early exposure to English in preschool D1.S1.1 70 minutes
Review the theories of foreign/second language development in small children
Slides 20 - 23 Reflect upon foreign/second language development needs within the Malaysian preschool 20 minutes
context
andie!
I like wimming and weet things!
I peak at conferences and hare my passion for education.
I feel plendid today!
Ask participants if they can guess what the rules of the game are!
Show the second slide that shows the rules of the game.
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Suggest that individual participants have a go! They can ask their neighbour for help if
they need it.
Call out letters of the alphabet according to the participant names and ask them to
present themselves. Show as much appreciation as possible about what they are able
to say!
Finish by saying how happy you are to meet everyone and to be able to spend a week
in their company. If they would like to ask you any questions before you start now is
the time.
Slide 1.1.4 Popular opinions Handout 10 minutes
There are many popular opinions about languages and the experience of language
learning. This next activity looks at 10 different statements about language education
with a view to preparing participants for the next week of activities.
Ensure the participants are sitting next to someone or are able to eventually talk in a
group of three.
Give participants the handout and explain that they should read the statements and
decide if they agree with them or not. They can chose one of the four options: Strongly
disagree; Disagree; Agree; Strongly agree.
They have ten minutes to do the task.
Once they finish they can discuss their ideas with a neighbour.
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The idea behind this activity is to clarify some of the preconceptions about language
learning and also prepare participants for some of the activities during the rest of the
week.
Slide 1.1.20 Reflecting on opinions 12 minutes
Ask them to think about these and talk to their neighbour(s) about them.
They have three minutes move around and pick up some of the comments to
support feedback
Bring them back into plenary and ask for some feedback or start with a comment
related to what you heard as you moved around.
Bring the discussion to a close, summarising their thoughts.
Slide 1.1.21 CEFR and preschool. 10 minutes
This slide summarises the CEFR and its relevance for preschool.
Working towards A1 (preschool level is pre-CEFR CEFR A1 will be developed in
Grade 1)
Listening and Speaking to later develop Reading and Writing (CEFR focuses on
FOUR skills, and in preschool Listening and Speaking are relevant to support later
development of Reading and Writing)
Reception, production, interaction to later develop mediation. This involves:
understanding language produced by others RECEPTION;
producing language PRODUCTION;
engaging in exchanges with others, either teacher or pupils INTERACTION;
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the ability to interpret or translate for others with others MEDIATION
Meaningful communication in context (focusing on language suitable
to the needs of a group of learners or individuals in preschool this implies
practices)
Action oriented (a focus on language rather than analysing language)
Can do statements (Focusing on what pupils can do)
1. Curriculum
2. Syllabus
3. Scheme of work: 4+
4. Scheme of work: 5+
5. Schemes of work: teacher support documents (these summarise the approaches
covered during the week)
6. Resources (these are available online for the teachers to use)
REMEMBER to refer to these documents, especially the teacher support documents as you go
through the sessions.
Slide 1.1.23 Show the summary of the session and thank the participants for all their contributions 1 min
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Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, TR 1.2.1 and
TR 1.2.2 Numbers
Slides 1-4 Identify the reasons for incorporating routines into a preschool setting TR 1.2.1 15 minutes
chart
TR 1.2.2
Numbers
Slides 5-21 D1.S2.1, 63 minutes
development a D1.S2.2
Slides 22-23 Reflect on the implications of routines in English within the Malaysian preschool context 12 minutes
Hello, everyone!
Use the puppet to model how to proceed with the next verse.
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(Morgan stands up and turns around!)
Hello, everyone! ([Morgan] says this)
Highlight how the puppet has been used, and explain that puppets are very useful in the
classroom.
Then proceed with another routine counting the participants using a chart and
numbers (in Trainer resources) Use the following script|:
How many participants are here today? Shall we count together? 1, 2, 3…
There are 25 participants. We need a 2 and a 5. Can you show me the 2? Can you
show me the 5?
Repeat with How many girls are there? How many boys are there?
Now share the aims of the session (first slide in this session).
Slides Routines in English 10 minutes
1.2.3-5
Ask participants if they sing a hello song when they start their English lessons.
Ask them if they count the pupils as well and take a register.
If this happens in every English session it is called a routine.
Change slide:
Show the definition of a routine. Read it out and clarify any doubts.
Change slide :
Ask participants to brainstorm reasons why they think routines are important for learning
English in preschool. They have 5 minutes.
Share their ideas in plenary.
Change slide:
s on this slide. Bring
this to their attention.
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1. builds a sense of security for children in particular, knowing what will
happen next is extremely important. It results in pupils being relaxed and confident.
2. provides boundaries for regulating behaviour again, if pupils know what is
going to happen they can prepare themselves for this and focus on the procedure
instead of waiting to find out and maybe getting distracted, which may lead to
misbehaviour.
3. Pupils become more and if pupils know what is
going to happen they often take initiatives e.g. announcing whose turn it is to do
something, collecting the prop which enables them to do something successfully.
4. Pupils can through language if pupils know what is going to be said they can
prepare a response and be ready with something they know they can say.
5. Routines and the next slides explain this in detail.
Slide 1.2.6 Formats 3 minutes
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1. Mummy looks at baby
2. Mummy covers her face
3. Mummy uncovers her face
4. Baby reacts
The .
Parent: Peek a boo!
Parent and baby: Laugh
We can take laughter to be communication here as it is a response to a verbal exclamation
(Peek a boo!).
Slide 1.2.8 A definition 5 minutes
It begins at a very early age between parents and their child, but formats exist in many
repeated interactions, including in the classroom.
Slide Routines in English 10 minutes
1.2.9-15
and children] do
Ask the participants: What are the three components of this format?
Slide change:
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1. Teacher greets class
2. Pupils respond
3. Teacher questions class
4. Pupils respond and return question
5. Teacher responds
Slide change:
Slide change:
is also quite clear.
Slide change:
Objective
Discuss with the participants how pupils are able to do this by themselves:
Over time pupils acquire the format and can interact by themselves. This is because the
teacher has encouraged them to take control. She has followed the handover principle .
Slide change:
Handover principle
1. Teacher sets up a routine / an activity
2.
3. Pupils gradually take control of routine / activity
4. Teacher removes scaffolding little by little as pupils demonstrate an ability to proceed
alone.
term which Jerome Bruner and colleagues used to refer to the way a teacher or parent
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supports a child / pupil to succeed in a task. It involves slowly removing support so that
a child / pupil eventually becomes independent in that particular task.
Slide change:
It is like the scaffolding we put up around a building while in construction. Once it is removed
the building remains standing. Show participants an actual example of scaffolding to remind
them of the intended meaning in teaching learning.
Slide 1.2.16 Your classroom routines! Handout 5 minutes
D1.S2.1
Ask participants in groups of five to brainstorm the routines they use in English lessons
(2 X 30 mins a week). They might want to think about three different moments for
routines. But encourage them to see other routine activities outside these times e.g.
help them see that their morning breakfast routines, tea time routines, and prayer
routines are also very relevant.
1. Welcome time
2. Closing time
3. Transition time
They have five minutes!
Slide 1.2.17- You are going to look at these routines and see if they are the same as theirs. 10 minutes
19
1. The welcome time
The welcome time is exactly that, a moment of salutation and an intimate time that
helps ease pupils into the English session. It normally takes place at the beginning of
circle time and can include sub-routines: saying hello; taking attendance; asking about
the weather, day, date; sharing personal stories/asking about feelings.
Are these typical routines in their lists?
Ask if they have included any others.
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ensures English ends on a calm note. The closing routine can be as simple as saying
goodbye. But it can also include the following:
A reflection time.
A goodbye song.
Preparing to leave the room (if the pupils need to be somewhere else!).
3. Transition times
These are very important when pupils move from one scheduled activity to another and
when it involves a change of space. Examples:
From carpet to table.
From table to carpet.
From classroom to bathroom.
From playground to class
Note that these examples of scripted language are very complete but pupils will not
speak like this immediately. They will respond using significant chunks. Each time the
teacher rephrases the response to provide exposure to the whole sentence., e,g.
Pupils: At home
Teacher: Yes, maybe Mira is at home. How many pupils are at school?
Pupils: Fifteen
Teacher: There are 15 pupils at school. How many pupils are at home?
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Pupils: Five at home.
Teacher: Yes! There are five pupils at home.
Remind the participants these are examples of instructional language.
Slide 1.2.21 Routines in practice a poster Handout 20 minutes
D1.S2.2
Ask participants to work in groups of five.
They should consider a routine one of them uses and analyse its format
1. Its sequential structure
2. The roles
3. The script to support communication (this is the most important as it includes
instructional language)
They should create a poster to present their ideas
Slide 1.2.22 Discussion and implications for practice 10 minutes
Look at the posters and discuss the implications of routines for English in the Malaysian
preschool classroom
Slide 1.2.23 Show the summary of the session 2 minutes
Thank the participants for a very productive session, and explain that they will be
revisiting these ideas throughout the week.
Remind the participants that there is a section on routines in the Preschool Scheme of
Work Support Document.
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Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, TR 1.3.1 cloud image flashcards; TR 1.3.2
flashcards of a hat, trousers and shoes
Slides 1-8 Identify the benefits of incorporating songs and rhymes in English TR 1.3.1 Cloud 35 minutes
images
Slides 9-13 Understand the reasons for, and the steps involved in: setting up, singing and repeating songs 10 minutes
and rhymes
Slides 14 -17 Highlight the instructional language required for incorporating songs and rhymes into English TR 1.3.2 35 minutes
sessions Flashcards of
hat, trousers
and shoes
D1.S3.1,
D1.S3.2
Slides 18-20 Reflect upon the implications of using songs and rhymes in English within the Malaysian 10 minutes
preschool context
In groups of 5 ask the participants to brainstorm reasons for using songs and rhymes in
English. They can write their ideas on the handout.
Slide 1.3.3 Cover all developmental areas 10 minutes
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Ask the participants to share their ideas. Go round one idea each per table, until there
are no more.
They should tick their ideas if they hear them, so as not to repeat.
As they call out, help them see where the benefit fits according to the different
developmental areas.
Use the resource sheet in the Preschool Scheme of Work Support Document to help you do
this.
Slide 1.3.4 If you are happy 5 minutes
Ask participants if they know this song? It is slightly adapted from the original, and
simplified.
Sing the first line, so everyone can hear the difference.
Ask them to stand up and sing with all their heart.
Ask if they use this song with any other movements. Collect suggestions and sing two
or three verses; bring them together like this:
do all three! [(Clap your hands, stamp your feet, say we are!)]!
do all three! [(Clap your hands, stamp your feet, say we are!)]!
If y If y
Once you have finished ask them how they feel? They should all feel united and happy!
This is how wonderful children feel when they sing a song together!
Ask participants what developmental area they have worked with. (Socio-emotional
development / physical development and linguistic in particular!)
Slide 1.3.5 For the teacher: 5 minutes
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goodbye / the days of the week, the weather etc. If you wish you can ask participants to
share some of their routine rhymes / songs.
Introduce new language (integrated into a topic) there are lots of songs and rhymes
that can be used to introduce new language an example is W
This is an example of using a rhyme to help pupils get ready for circle time English.
Say the rhyme with the participants and demonstrate how you would go quiet as you
say the numbers 1, 2, 3, 4. This way the pupils are all quiet and you can begin the
session.
Slide 1.3.7 A Transition song
Sing this and demonstrate how the puppet can help you set up this song.
Again get quiet as you say the last line!
Slide 1.3.8 Ten little rain clouds TR 1.3.1 Cloud 5 minutes
images
Here is an example of a song to support numeracy, in this case counting. It is an
adaptation of Ten Little Indians. The materials (rain cloud cards)
resources, and it is a song that is suggested in the Scheme of Work for the weather in
4+.
1. Print out the ten rain clouds with numbers in them
2. Give the ten clouds to ten participants
3. Ask them to get into order (an activity we often do with preschool pupils!)
4. Say the song lyrics, and ask the other participants to point to each cloud as you do this.
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5. Sing the song and get them to point again. You can ask the participants with clouds to
move their cloud when they hear their number.
6. A fun way to end is to get the ten participants with rain clouds to rain over the other
participants at the end.
Discuss with the participants any other ideas for using this song with pupils in 4+.
There is also a version counting from 10 to 1, which can be introduced once pupils are
confident at singing 1 to 10.
Slides Songs and rhymes in practice 10 minutes
1.3.9 13
The next set of slides provides a framework for setting up and using songs and rhymes
Set up
Explain that when introducing a new song or rhyme it is very important to set it up by
the song or rhyme. The pupils need to create bridges between their
previous and new learning.
Ask participants if they can remember how you set up the ten little rain clouds song
(You showed them some rainclouds, they ordered them according to the numbers and
they counted them together.)
Production
Go through the slide
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What could we do for the cloud song?
Expansion
Can the cloud song be changed? Ask the participants for suggestions (E.g. One little,
two little, three little rain drops!)
What other suggestions do the participants have to expand this song?
Do they know other songs or rhymes which are easy to expand?
E.g If you are happy happy happy change actions / Change emotions and actions if
you have time you could try doing this with the participants. Return to Slide 1.3.4 and
o!
Slides Nursery rhymes TR 1.3.2 15 minutes
1.3.14 - 16 Flashcards of a
Ask if the participants know any nursery rhymes. shoe, a pair of
Nursery rhymes are key in the development of phonological awareness understanding trousers and a
the sounds of a language. hat
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Ask the participants what clothes they heard.
Show the picture on the slide to confirm what they heard.
Say the rhyme a second time, go slowly, pausing and giving instructions for the actions.
Say the rhyme a third time and ask the participants to join in the actions.
Show the words for them to see if they wish.
Instructional language
Show the slide with the actions for the participants to see the kind of language you can
use to instruct pupils to copy you.
Go through the instructional language.
Slide 1.3.17 Learning nursery rhymes Handout 20 minutes
D1.S3.1,
For this task divide the participants in small groups of five D1.S3.2
Give each group a nursery rhyme (Handout 2)
Explain that they should:
1. Consider how to set up the rhyme
2. Think of some actions to help memorisation of the rhyme
3. Think about instructional language for the actions
Explain they have 15 minutes to prepare, then will be asked to share ideas and the
rhyme with the rest of the group
When everyone is ready get them to present their rhymes to the group.
Discuss when the rhymes could be used (if associated with different topics)
Mention that a rhyme per topic works well and pupils could make a rhyme book which
they take home at the end of the year. This could be a page with the lyrics and
drawing of the rhyme.
Slide 1.3.18- What makes a good rhyme 8 minutes
19
Go through this slide as it highlights what makes a good rhyme.
Ask the participants to think about the rhymes they said were they suitable?
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Nursery rhymes should
1. have a short and snappy rhythm
2. contain repetition / refrain
3. be easy to pick up
4. include useful language for transfer
5. contain a complete story with a beginning, middle and end
6. be culturally acceptable
(Next slide) Ask participants how effective they think the use of songs and rhymes is for
preschool and how often do they think they will apply their use.
Slide 1.3.20 Show the summary of the session 2 minutes
Highlight that the lyrics for all the songs and rhymes in the session are in Handout
D1.S3.2
Remind the participants that there is a section on song, rhymes and chants in the
Preschool Scheme of Work Support Document. Thank the participants for a very
productive session, and explain that they will be revisiting these ideas throughout the
week.
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: Stationery, flip chart paper, projector/laptops, handouts, TR1.4.1 a set of flashcards of My world Malaysia visuals, a box for the
flashcards; TR 1.4.2 sheet of American Sign Language signs; TR 1.4.3 EEE model sequencing; TR 1.4.4 Five sets of My
world Malaysia visuals.
Slides 1-6 Consider relevance of game-like activities for developing the whole child through TR1.4.1 a set of flashcards 40 minutes
English of My world Malaysia
Recognise a variety of games and their learning objectives visuals, a box for the
flashcards;
TR 1.4.2 sheet of American
Sign Language signs
D1.S4.1, D1.S4.2
Slides 7 Understand the EEE model and highlight the instructional language required for TR 1.4.3 EEE model 10 minutes
setting up game-like activities sequencing;
TR 1.4.4 Five sets of My
world Malaysia visuals.
D1.S4.3
Ask participants to think in their groups about the reasons for playing games
in English.
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They can note down their ideas in the handout
Slide 1.4.3 Show the reasons on the slide 6 minutes
Ask participants to tick the reasons they have which are the same.
Once you have explained everything ask if there are any other reasons they
have thought of and discuss these.
Slide 1.4.4 Visual, auditory and kinaesthetic (VAK) 5 minutes
Visual input:
Pupils 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.
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 the visual support but also enable associated games and
game-
if you use realia.
Auditory input:
Pupils need to hear the words and expressions they are learning.
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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. Pupils not only hear the words and expressions, but begin to say
them too.
The more pupils hear words and expressions, the more likely they will be
able to pick them up and use them.
, listening to and
learning from each other.
Kinaesthetic input:
Children love touching and moving around, and learn best when actively
involved.
Associating an action to a new word or expression provides an opportunity to
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5.
Ask the participants to sit in a circle as though during circle time / carpet time this
may not be possible, if not then they can sit at their tables, but emphasise that this
would usually happen with pupils sitting on a carpet during circle time.
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11. Stop! Ask which skill you had been developing (Listening)
***
12. Now place the flashcards on the wall or board in a line and play the Chant a
chain game (see the notes on games engage 1 for how to play this game).
13. Then p the notes on games engage 2 for how
to play this game).
14. Stop here and ask which skill had been developed this time (Speaking but mostly
repetition in a supportive environment).
15. Ask, Can everything be a game? Discuss this with participants.
similar structures e.g. It’s a …; Can you do the mime? Can you say? Etc.)
Slide 1.4.6 Sequencing skills 10 minutes
Introduce the learning blocks
Reinforce the importance of oral language being the base of literacy
development.
Click again and show the Listening and Speaking arrows. Explain that oral
language begins with listening and pupils need lots of opportunity to listen
before becoming confident in speaking.
Slide 1.4.7 This slide presents the EEE model. Handout D1.S4.3 10 minutes
Explain that the EEE model helps us understand how to sequence activities to
reinforce skills. It focuses on the pupil and what they are doing during game-like
activities.
What words do they think the Es represent? Ask for suggestions: you can say
something like, Yes ‘Enjoy’ is a good E word, but it isn’t in the EEE model.
Allow for some guesses, then click so that the EEE model appears.
Announce that the EEEs represent Encounter (to meet for the first time), Engage
(to get to grips with and feel comfortable with) and Exploit (to make the most of
for one s own pleasure).
Go through the three Es, highlighting the move from controlled to freer activities.
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Slide 1.4.8 Playing games TR 1.4.3 EEE model 15 minutes
sequencing
Divide participants into groups of five. Give each group a set of three activities [a
circle, a triangle and a square]. TR 1.4.4 Five sets of A6
1. Explain that we are going to play some games. flashcards (one for each
2. The games are taken from a resource which is available in the Preschool group of five participants)
SoW Support Document to support use of the schemes of work
(TR 1.4.3) Handout D1.S4.3
3. Read through the slide, clarifying any doubts the participants may have.
4. In your groups look at the games you have been given.
5. What are the pupils expected to do with language?
6. Where do they fit in the EEE model?
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Make sure you ensure that teachers realise that they need to recast and
rephrase responses, and that they use language meaningfully
accompanied by actions e.g.
Turn over a card (accompanied by turning over a card)
Whisper a word
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Stationery, flip chart paper, projector/laptops, handouts, TR1.4.1 a set of flashcards of My world Malaysia visuals TR 2.1.1
Bingo game templates plus covers (e.g. bottle tops, legos): TR 2.1.2 Beetle game templates plus dice; Board game sheet
and 24 flashcards (including My world Malaysia flashcards) plus large dice and counters.
Autonomy: t ability to do things independently without the need for anyone else.
Scaffolding: providing successive levels of temporary support that help pupils reach higher levels of understanding and skill acquisition that
they would not be able to achieve without assistance.
Slides Recognise the format of games to support pupils autonomous language use TR 2.1.1 Bingo 90 minutes
D2.S1.1-6 game templates
Consider possibilities for reusing resources
plus covers (e.g.
Reflect upon the implications of reusing resources within the Malaysian preschool context bottle tops,
legos).
TR 2.1.2 Beetle
game templates
plus dice.
Board game
sheet and 24
flashcards
(including My
world Malaysia
flashcards) plus
large dice and
counters.
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Slide 2.1.1 Share the aims of the session. 2 minute
Explain that the participants will be playing some more games to consider a) game
formats b) pupil autonomy c) teacher s roles d) reusing resources
Slide 2.1.2 A song TR1.4.1 a set of 10 minutes
Introduce the song. Ask participants to listen for the different My World words. Which flashcards of My
words are not included in the song? (beach, tree, fields, jungle) world Malaysia
visuals
I love the mountains
I love the deep blue lake
I love the river
I love
I love the rocks and sand
When the tide is low
Boom de-ahh-da x8
Sing the song accompanied by the ASL actions they learned yesterday.
Sing and mime each line in groups.
Explain that this is a song included in the resources for the
The games they are going to play are also from this topic.
Slide 2.1.3 - What about the teacher? Handout D2.S1.1 5 minutes
4
Ask participants if they can remember what the EEE model stands for.
Ask what they think the teacher does in each of the EEE stages. Write their
suggestions on the board.
Ask them to look at Handout D2.S1.1 and fill in the gaps with the words.
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Slide 2.1.5 Game formats for autonomy Handout D2.S1.2 50 minutes
Divide the participants into three groups of around eight. TR 2.1.1 Bingo
Explain that there are three different games for them to play: a Beetle game, a Board game templates
game and a Bingo game. plus covers (e.g.
In groups they are to read how to play the game (in the handout) and then play the bottle tops, lego).
game. They are to imagine they are together at circle time. One participant is the TR 2.1.2 Beetle
teacher, the others are the pupils. game templates
After the game, they should fill in the format table (also in handouts) considering the plus dice.
Board game
They have 15 minutes for each game sheet and 24
As they are playing they should consider how the games support autonomous language flashcards
use (or not) and how they might help collect evidence of progression. (including 8 My
They should also consider the implications of reusing resources. world Malaysia
flashcards) plus
Move around the groups, helping them see the relevance of:
large dice and
1. Action-accompanied teacher instructions.
counters.
2. When using a dice, counting the dots
3. Limiting their praise, so it becomes meaningful.
4. Not getting over-excited. Remember these games are for the whole group of 25
pupils! They need to be able to manage the pupils.
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All games allow a teacher to observe and collect evidence.
Bingo game: How confident are pupils at identifying the topic language? Do they help their
peers? Do they want to be leaders and call out the words?
Board game and beetle game: Can pupils label and use the topic language in a sentence or
as a word only? Do they ask for help / offer help? Do they wait their turn? Are they able to
say the numbers on the dice?
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: Stationery, flip chart paper, projector/laptops, handouts
Props: are a way of setting the stage for meaningful, purposeful play in preschool.
Miming: using expressions on the face and body movements without speech to communicate emotions or actions or to tell a story.
Sequencing: combining things in a particular order.
Recycling: collecting old paper, glass or plastic so that they can be used again.
They can write down their ideas on a piece of paper. After 3 minutes ask them to share
their ideas.
Show the definition on the slide. Susana Isaacs was a British education specialist /
pedagogue who worked in London. She corresponded with Jean Piaget and influenced
his ideas on play. Play is described as an approach to action, not an activity in itself.
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Slide 2.2.3 Play and other activities 3 minutes
Vygotsky was a Russian pedagogue who described real play consisting of three
components. As you read this slide out, give the following example:
The creation of an imaginary situation (e.g. a mother and baby in a kitchen)
The taking on and acting out of roles (one pupil is the baby, one is the mother)
A set of rules determined by the specific roles (mothers feed babies, not the other way
round)
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An effective preschool programme should combine teacher-led practices with child-initiated
activity. There should be a balance of teacher-led and child-initiated activities.
Ask participants if pupils play in English emphasise the importance of play in English.
What are the typical learning centres present in Malaysian preschools? Ask the
participants to share the different centres they have in their classrooms.
Show the second part of the slide and discuss some of the different centres that could exist
in preschool. It is divided into centres which are thematic, and may follow a topic or project
pupils are involved in, and general content centres.
Explain that this is very much based on a cultural approach to education and childhood
e.g. in the UK pupils play in sand and water centres, in many southern European
countries this is not considered appropriate, as pupils should not get wet or dirty. In
South American countries preschool classrooms include a science and a music centre.
Again these are not common in many southern European countries.
Discuss any differences or surprises.
Ask if any of them have an English learning centre
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Slide 2.2.7 English learning centres - True or False? Handout D2.S2.1 5 minutes
Ask the participants to look at the handout. Remind them that they know about play and
learning centres. This is an activity to get them thinking about an English learning centre
(ELC). They will be listening to some information about an ELC, after doing the activity.
If they have an ELC they should think about the pupils in their setting.
The ELC in Portugal is a corner of a room, and is a small shelf, with some posters on the
walls. The resources are kept on the shelf: a puppet, masks, flashcards, games and child
made resources. If pupils want to play with something from English they take it and play
elsewhere in the room often in the circle time space.
Slide 2.2.10- Allow participants to use their experiences to guess the games before giving them the 5 minutes
11 details.
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What are the pupils doing?
They play games:
1. This pupil is playing tic tac toe with a friend. He can place his cross if he can say the word
or expression on a flashcard.
2. These pupils are playing a board game - they throw the dice and say the name of the
picture or an expression. This is actually in a French learning area (2001)
3. This pupil is playing alone. He is placing the flashcards in sets and saying the English
words and expressions to himself.
4. These Italian pupils are playing bingo, the pupil at the far end of the table is the caller.
The others have a bingo card and are covering the images with rain drops. The topic of the
bingo game is the weather!
Slide 2.2.12 Allow participants to use their experiences to guess the imitating games before giving them 5 minutes
the details.
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2. The Italian pupils are re-telling a rhyme together, they have a spider puppet which helps
them. The rhyme is illustrated in sequence and helps them say the rhyme.
3. These Portuguese boys are re-telling a story together in English.
4. These Portuguese girls are playing a teacher and pupil, and the teacher is reading a
story about shapes. She is pointing to the shapes and saying their names in English.
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They use English, but also the classroom language, especially to organise themselves
when or during disputes.
They help each other to remember words and expressions and they correct each other.
The ELC is a popular centre and chosen as often if not more than the house corner and
the computer corner.
Slide 2.2.17 Ask participants to return to the True / False statements in their handout. Handout D2.S2.1 8 minutes
Did they guess correctly?
Does anything surprise them?
Manage discussion around these issues and summarise, highlighting the role a preschool
teacher has in managing and promoting play in English.
For example:
Planning for games and activities during circle time with resources that can be used in
the ELC
Including an ELC in a variety of learning centres
Encouraging pupils to follow the ELC rules, which they co-create with the preschool
teacher, e.g. speak in English, tidy up when finished, only 4 pupils at a time.
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Stationery, flip chart paper, projector/laptops, handouts, Story book: We’re going on a bear hunt, TR 2.3.1 Sequencing cards + Video link of
Michael Rosen: https://www.youtube.com/watch?v=ytc0U2WAz4s
TR 2.3.2 Bears around the world; TR 2.3.3 activity sheet copies and magnifying glass
Onomatopoeic words: include sounds that are similar to the noises the words refer to, like meow or boom.
Slides 1-3 Understand the importance of listening and speaking in the development of literacy D2.S3.1 19 minutes
Slides 4 Identify a wide range of opportunities for developing emergent literacy skills in English Story book: We’re 18 minutes
going on a bear
hunt
D2.S3.2
Slides 5-8 Recognise the contributions books and stories make to developing literacy TR 2.3.1 2.3.3 53 minutes
D2.S3.3
Reflect upon the implications of emergent literacy in English within the Malaysian preschool
context
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o Helps pupils make connections between the spoken word (phonemes) and the
written word (graphemes)
You may need to go over the following questions and answers slowly and check
There is much research into L1 learners of English that suggests when phonological
awareness is developed, they are better prepared to begin reading. It would make sense to
assume this is the case with learners of English as a second language too.
Providing access to the written word helps pupils begin to recognise what a word looks like
and how it is represented in letters. This in turn alerts pupils 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
shopping lists, names on badges or birthday posters etc). 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 attention to the print in English around them.
Slide 2.3.3 Supporting literacy development Handout D2.S3.1 10 minutes
(Before showing slide): There are five different activities we can include in our planning
to develop emergent literacy in English. Do participants know what these are? Give them
a minute to think then show the slide:
1. Using rhymes and chants
2. Sharing stories
3. Promoting dramatic play
4. Providing environmental print
5. Encouraging group talk
To understand exactly why, the participants have to match the activities with the
descriptions of how they support literacy development.
First they should try as individuals and then in pairs.
Check the answers in plenary (The key: A3, B4, C1, D5, E2)
Are they surprised by anything? (Maybe the relevance of environmental print? Access to
different scripts from discussion?)
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o
emergent literacy in English
o Consider why this book is particularly suited to sharing with pupils learning English in
preschool
Tell the story using your best storytelling skills! Be explicit about the pre- during and
post-storytelling. Indicate that you are doing this.
:
Do not show the front cover immediately. Start by saying it is a story about a family who
a bear hunt!
Where can they look for a bear? Where do they have to go? This story is part of the
scheme of work for My world Malaysia. Pupils know different landmarks in English, e.g.
participants think?
Show the front cover, Mention the author and illustrator.
Show the end papers (a beach, the ocean, rocks, sand)
Show the title page and ask pupils (participants) who is who in the family.
Before you start reading the story ask pupils to listen for the landscape words they know.
The illustrations alternate between black and white and colour and they are very
beautiful. You can talk about this. Pupils may comment also.
to catch
Also make the most of the wonderful onomatopoeic sounds used to describe the
different landmarks.
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Did you like the story?
What was your favourite part?
Did the family go anywhere you guessed they might go?
Did you hear any new words related to the topic (mud, snowstorm, cave).
Did you see anything in the illustrations that you also knew how to say? (sand, ocean,
rocks on the endpapers)
There were some nice sounding words, can they remember what they were? (Swishy
swashy, splish splash, squelch squerch, stumble tip, whoo, whoo. Tip toe.
Get together in groups of 5 and think about the two questions (on handout):
Consider why this book is particularly suited to sharing with pupils learning English in
preschool (Some example answers follow)
It is an exciting story and keeps pupils engaged
Illustrations support understanding of words
Is repetitive so pupils can pick up chunks and help retell
Affords lots of opportunities for post-storytelling activities
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Expands on the topic they are looking at (My World Malaysia)
Also highlight how you set up the activity, contextualising the story, and asking them to listen
for something (landscape words they know). These were then referred to after telling the
story.
Slide 2.3.5 Group work Handout: D2.S3.3 30 minutes
The activities have been chosen to allow participants to consider the different ways the story Video of
could be used to develop emergent literacy in English. storytelling
Ensure they are in groups of 6 or 7. activity by
Read the instructions on the slide. Michael Rosen
In your groups, look at the resources
TR 2.3.1
1. How do they work? Do you understand them?
Pack of
2. Would you use them in your classrooms?
sequencing cards
3. What changes would you make? Why?
4. What would you expect pupils to be able to do?
TR 2.3.2
5. Nominate a spokesperson to share your ideas.
Pack of bears of
the world word
Remind them they have 30 mins.
cards
TR 2.3.3 Bear
images with
letters
Magnifying glass
Slide 2.3.6-7 Sharing and discussion 22 minutes
Ask the spokesperson from each group to share their thoughts and ideas.
Do you include activities like this in your planning?
What are the implications for your practice?
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Help participants make connections between the five different activities they looked at in
their first handout, and the different group work tasks.
1. Using rhymes and chants (Re-telling story as a chant with Michael Rosen)
2. Sharing stories (the whole activity!)
3. Promoting dramatic play (acting out and sequencing the story)
4. Providing environmental print (Bears in the world / magnifying glass activity)
5. Encouraging group talk (Group story writing)
Slide 2.3.8 Closing slide 1 minute
Remind the participants that there is a section on literacy in the Preschool Scheme
of Work Support Document.
Thank participants for being reflective and explain they will be looking more closely
at teaching literacy after the break.
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: Stationery, flip chart paper, projector/laptops, handouts, TR 2.4.1 (Phonological awareness puzzle)
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Help participants see that Phonological awareness is like an umbrella it covers
everything. Show the umbrella image on slide 3 to help them see this.
Phonemic awareness is a part of phonological awareness and this is where there is
a focus on phonics and phonemes.
Phonics and phonemes also support pupils understanding of onset and rime.
2.4.4 Phonological awareness a sequence Handouts 10 minutes
Phonological awareness is essential in future reading and writing, and research suggests
D2.S4.1
later reading and writing.
Research has also shown that we can better support pupils if we follow a sequence
of activities during preschool. This sequence starts with listening and involves a lot of
playing with sounds and words.
The sequence ends with a series of activities which develop phonemic awareness
more specifically this is more relevant for 5+ as it builds on the sound play in 4+.
Explain that the handout shows the sequence. The participants are going to
experience some activities and they should decide what the activity supports
according to the sequence.
These might be activities they already do, if so then fantastic, they are doing things
right! Keep going and please share experiences or success!
Allow for questions and answers as this may be a new area for participants.
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syllables are heard and felt, but alone are meaningless. Recognising the
syllables in words helps pupils see that words can be divided into smaller bits. It also helps
pupils pick up the rhythm of the language as pupils are tuning into the language.
onset and rime are divisions within the syllable. The "onset" is the initial
phonological unit of any word (e.g. c in cat) and the term "rime" refers to the string of letters
that follow, usually a vowel and final consonants (e.g. at in cat). Not all words have onsets.
Similar to teaching beginning readers about rhyme, teaching pupils about onset and rime
helps them recognise common chunks within words. This can help pupils decode new words
when reading and to spell words when writing.
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Say the rhyme, but change some words, e.g.
I hear thunder!
I hear rain drops
O
Oh! Be quiet!
You can give other examples if you wish.
Discuss the activity. Where is it in the sequence?
(First stage - Listening)
Give the participants time to write down their ideas on the handout.
2.4.6 Group work 1 Handouts 15 minutes
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Ask all the 1s to move to table 1, all the 2s to table 2 etc.
Each person at the table will have experienced a different set of activities. They are
to share what they have discovered and discussed.
They can ask each other questions for clarification and comment as well.
They should try to speak for about 6 minutes each.
2.4.8 Round up! 8 minutes
Bring the groups together and summarise any ideas / difficulties which emerged
2.4.9 Remind the participants that there is a section on phonological awareness in the 1 minute
Preschool Scheme of Work Support Document.
Thank participants for being so reflective and explain they will be looking more
closely at the scheme of work tomorrow.
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: Schemes of work documents, Handouts, The English Language section of The Preschool Standards Based Curriculum
document.
Slides 1-3 Identify the sequential stages within the Preschool Schemes of Work D3.S1.1 17 minutes
Slide 4-6 Relate the structure of the Preschool Schemes of Work to the Learning Standards D3.S1.2, D3.S1.3 60 minutes
Preschool
Standards Based
Curriculum
document for
English
Slide 7-8 Clarify any misunderstandings or doubts in relation to the Preschool Schemes of Work 13 minutes
Reflect upon the implications of using the Preschool Schemes of Work within the Malaysian
preschool context
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Slide 3.1.3 Schemes of work a good look Handout D3.S1.1 10 minutes
Ask participants to look at the SoW for My world Malaysia Scheme of work
Explain that the SoWs are for the hour of English a week. They can last an hour or 5+ My world
be divided into two 30-minute lessons Malaysia
Explain that all that has been discussed in sessions so far will be evident in these
SoWs.
Ask them to look at the SoW and answer the first three questions on the handout.
1. 8
2. 30 mins
3. Phase 1: Opening time (pre-lesson)
Phase 2: Circle time (lesson engagement)
Phase 3: Closing time (post-lesson)
Remind them that they looked closely at routines in Day 1 Session 2, which supports
the relevance of the consistent routine found in the opening and closing times.
Ask them now to look at the next handout (Lesson content). Explain that Lesson 3
has been done for them.
They should remember that the EEE activities are very much game-based and focus
on developing listening and speaking skills.
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Slide 3.1.5 Answers (lesson content) 10 minutes
Show the slide and highlight the following:
a) The amount of listening and speaking that is the focus of the lesson engagement time.
b) Even though reading and writing are the focus of lessons 6 to 8, there is still lots of
listening and speaking in these lessons.
c) The first story lesson is to develop listening and speaking and the second, to include
some fun activities which focus on reading e.g. discovering different alphabet letters in 4+
and discovering different sounds in 5+
d) Lesson 8 writing is to be age appropriate and as child-led as possible, so it does not
involve pupils copying letters and words, but drawing, labelling and writing about themselves
Ask participants to work through these questions in their groups. They will need to refer
to the PSB document, as the Learning Standards are only numbered in the SoW.
They have ten minutes for this.
Once the ten minutes is up, bring the groups into plenary and discuss the answers.
1. Which Learning Standards appear in all SoWs? Can you think why? (those that focus on
listening and speaking because these skills are most important for preschool children
to develop.
2. Which Learning Standards are less evident? Can you think why? Those related to
writing, because this is a skill which is less age appropriate and which requires a solid
base in the other three skills.
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3. How does this relate to the skills development sequence we have discussed? It mirrors
emergent literacy theories.
Slide 3.1.7 Round up! 10 minutes
Discuss any questions or queries the participants have about the documents and the
implications for their contexts.
Slide 3.1.8 Closing slide 3 minutes
Thank participants for their participation!
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: Stationery, flip chart paper, projector/laptops, handouts, TR 3.2.1(reflection images) for trainer, set of TR 3.2.1 (reflection
images) per group (5 or 6), SoWs
Slides 1-3 Recognise the relevance of reflecting on learning in English in preschool TR 3.2.1 Timeline 15 minutes
images (1 set)
Slide 4-7 Identify the instructional language needed to support reflection and self-assessment D3.S2.1, D3.S2.2 60 minutes
Slides 8-10 Deliberate any foreseen difficulties in planning for and implementing reflection activities 15 minutes
Reflect upon the implications of reflecting and self-assessment in English within the
Malaysian preschool context
think about reflection and what we might reflect about and come to a definition of
what reflection is!
First each participant should have a little think about the three questions:
1) What do you reflect about?
2) When do you reflect?
3) What helps you reflect?
They should try to come up with a definition.
Bring the participants together into plenary and get them to share some of their
ideas. Writing ideas and words on the board.
Show the definition of reflection on the next slide.
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Slide 3.2.4 Timeline images 10 minutes
there is an English
time routine and a reflection activity.
Explain that the timeline is used to tell pupils what they are going to do and then to
help them reflect at the end of the lesson.
Show the timeline images on the slide. What do they think they represent?
Ask them to guess which image matches the four skills, the five activities and explain
that the remaining two images represent learning new language and remembering
language.
Slide 3.2.5 Modelling the English time routine Scheme of work 10 minutes
for a topic.
This begins with the trainer modelling an opening time English today routine. TR 3.2.1 Timeline
Explain you are going to use the SoW from Lesson 1 of My World Malaysia, the images (1 set)
participants know that this involves encounter games and a rhyme. .
Look at the SoW
the English today routine is at the end of the opening time. So it presents the lesson
development part of the lesson.
Have blu tac to hand and as you say each activity or skill, stick the image on the wall
/ board in a line:
Use the following guide:
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Show the slide and summarise what happens during this routine and clarify any
doubts.
Slide 3.2.6 Closing time - A game! TR 3.2.1 Timeline 10 minutes
Give a set of timeline images to each group of 5 or 6 participants. images 5 sets
Ask them to spread them out on their table.
They are to stand up and listen carefully to you say a prompt which is associated Handout D3.S2.1
with one of the pictures. The first person to pick up the picture wins a point.
Say some of the prompts:
Ask who was able to pick up the most timeline images and clap the winners!
Ask participants to look at handout D3.S2.1, and read through the suggested
prompts. Is there anything they are surprised at?
Show the slide and summarise what happens during this routine and clarify any
doubts.
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Slide 3.2.7 TR 3.2.1 Timeline 30 minutes
images 5 sets
The objective of this activity is for participants to have a go at setting up an English
Today routine and a reflection routine. Handout D3.S2.2
In their groups they should select a lesson from the topic My world Malaysia and
decide which timeline images they need, to practise the opening and closing routines
which involve English time and reflecting on learning.
They should take it in turns to be the teacher and pupils
Pupils could respond in Malay and teachers can try to rephrase during the reflection
time.
They should write out the instructional language they find useful on their worksheet.
Explain they will be asked to share some useful language at the end.
Go around helping and giving ideas and language.
Slide 3.2.9 This slide emphasises the relevance of reflecting. Go through the points and ask if 3 minutes
participants have anything to add.
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Day 3
: Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, 5 or 6 sets of assessment principle cards
4-9 Identify principles for monitoring and recording progress Assessment 35 minutes
principle cards
10-11 Consider the different tools to monitor and record progression D3.S3.1 35 minutes
D3.S3.2
12 Reflect on the implications of collecting evidence of progression in English for the Malaysian 10 minutes
preschool context
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Slide 3.3.4 True or false game. TR3.3.1 - 10 minutes
Assessment
Give each group a set of assessment principle cards. principle cards (5
Show the slide and explain the game: or 6 sets)
1. Take turns to turn over a card
2. Read out the statement.
3. Decide if it is True or False.
4. If it is True keep it! If it is False lose it!
5. The winner is the participant with the most cards.
Stop the game when all groups have finished. For those who finish quickly ask them
to think of how to change the False statements into True ones.
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Slide 3.3.10 The evidence cycle gathering information. Handout D3.S3.1 20 minutes
Ask them to think about this and then share with a partner.
Ask for some suggestions.
Give participants 15 minutes to do this. Move around the group and clarify any
doubts
Call them into plenary and discuss their results. Use the following prompts:
1. Which of these activities is most frequent?
2. Which is least frequent?
3. Can they think why?
Slide 3.3.11 The evidence cycle reviewing and using information Handout D3.S3.2 15 minutes
Certain tools are required to be able to put these documentation activities into
practice. What are they?
Ask participants to indicate which tools they would need and how easy they are to
get hold of or elaborate.
(The kind of tools you would expect participants to suggest are: checklists,
observation guides, the Preschool Standards Based Curriculum document,
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Ask them to list the different activities which support the four uses for documentation
and discuss them in their groups.
Once the participants have finished, bring everyone into plenary and discuss the
implications for practice. (next slide)
Slide 3.3.12 Round up! Implications for practice. Consider the following where appropriate: 8 minutes
Teachers should view documentation as an important part of their work with pupils
and families.
and ideas should be included in documentation and assessment to
support planning.
Try different documentation activities to find what is realistic, achievable and relevant
for each setting
Be selective in choosing what to document - it is not possible to capture everything.
Share documentation efforts and experiences with colleagues and continue to learn,
grow and develop.
Be open to change as the dynamics of the group of pupils or teaching team changes.
Regularly review and reconsider what is being documented, why and for whom.
Ensure monitoring and documentation is relevant for each setting no one setting is
the same.
Know the Preschool Standards Based Curriculum document.
Slide 3.3.13 Closing slide 2 minutes
Thank participants for their comments and considerations!
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: Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, TR 3.4.1, TR 3.4.2 (5 or 6 sets of the
differentiation puzzle)
Slides 1-4 Discuss the relevance of differentiated instruction in preschool D3.S4.1 17 minutes
Slides 5-10 Identify suitable differentiation strategies for preschool language pupils TR 3.4.1, TR 3.4.2 63 minutes
Determine instructional language for differentiation Differentiation
puzzles
D3.S4.2, D3.S4.3
11-12 Reflect on the implications of using differentiation strategies in English for the Malaysian 10 minutes
preschool context
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They have five minutes
Monitor and help with any language difficulties
Show the definition sentences on the next slide and read it out to them.
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Put the participants into groups of 5 and give each group the differentiation puzzle.
They have six minutes to do this.
Again ask if these are approaches they are used to and whether they use any
others encourage them to share their practices in plenary.
topic. They should write their questions on half a piece of flip chart paper nice and
big (write topic then questions)
They have ten minutes to do this.
Once they have finished, put their flip chart sheets on the walls and ask participants
to move around and read the different questions. Encourage them to make further
suggestions.
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more able to do something than others.
Show the example on the next slide and explain that when introducing a rhyme
these are the objectives by criteria for the first time the pupils experience a rhyme.
Over a topic these objectives will change and hopefully all pupils will be able to
complete the rhyming words at the end of the lines, while the more able pupils will
be confidently saying the whole rhyme (this is exemplified on the next slide)
(Slide 10, Handout 3) Explain that each group will be given a different activity and
they should come up with a set of objectives by criteria for the activity. Some
activities indicate specifically when in the year and at what age the pupils are,
Give out the different activity descriptions and the remaining half of flip chart paper
for participants to write their three objectives.
Participants have 10 minutes to do this.
Once they have finished, put their flip chart sheets on the walls and ask everyone
to move around and read the different objectives. Encourage them to make
comments and ask questions.
Slide 3.4.11 Round up! Implications for practice. 9 minutes
Bring the participants back together and discuss the implications of the session
content for the different settings in Malaysia.
Slide 3.4.12 Closing slide 1 minute
Remind the participants that there is a section on differentiation in the Preschool
Scheme of Work Support Document.
Thank participants for their comments and considerations!
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: Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, story book like My nose, your nose or similar
Slide 1 - 5 Interpret the preschool curriculum document in relation to theme-based planning 20 minutes
Slides 6 - 14 Identify learning objectives and intended outcomes for: a theme; a scheme of work; a D4.S1.1, D4.S1.2 60 minutes
lesson Story book
Analyse activities and resources within a scheme of work to support progression of skills
Slide 15-16 Reflect upon the implications of medium-term planning around sequences of work within 10 minutes
the Malaysian preschool context
Some themes
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Bring them together to discuss whether their themes were similar or different. Show
the next slide and ask if they were anything like this.
What others did they include?
Categories of themes
Show the next slide. Explain that the syllabus document has been created as
suggestions for different themes / topics around three categories:
1. Topics considered appropriate for pupils of this age, e.g. about me, my family, my
face, my body, my toys etc.
2. Topics considered useful and necessary for this age group, e.g. colours, weather,
numbers etc.
3. Topics which allow for integration into the Malaysia pre-primary Humanities
curriculum which develops in pupils an appreciation of self and their surroundings e.g.
my friends, my school, my neighbourhood, my local environment.
Conclude that themes included in preschool can be wide ranging and include a
topic which is: close to pupils and their world; related to a story (see Mouse, deer
and the crocodile or Goldilocks); or follow a particular interest they have at a
particular time.
Slide 4.1.5 Why themes? 10 minutes
(Activity before showing the slide): Preschool teachers may not be familiar with the
reasons for using themes, especially in English and especially when English is just
for 60 minutes a week.
In their groups of six, ask them to think of at least four reasons for planning around
themes in preschool English.
Give them 3 minutes only.
Bring them back to discuss and ask each table to say one of the reasons they
have listed, then any others they have which they consider relevant.
Show the list on the slide and discuss similarities and differences to the reasons
they came up with.
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1. Themes provide a purpose for learning and communicating (this is especially the
case when pupils share a classroom language and so require a reason to use
English to do something)
2. Themes can make connections between learning (all learning in preschool should
be integrated, and through themes this learning enables connections to be made
between different activities and different areas of the curriculum)
3. Themes make language relevant (themes naturally contain lexical sets and
structures which are necessary for communication around the theme and so
language becomes relevant within and across themes)
4. Themes create a context for different activities (e.g. games, songs, rhymes, stories,
1. :S
previous experiences and capacities.
2. : Find out what you can about the theme in relation to content and any
specific language. Begin to think about the different activities you will include.
3. : Place ideas in accordance to curriculum guidelines and attainment
targets as well as any cross curricular activities which seem appropriate.
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4. : Place activities together with a view to sequencing them. Where do you
start, where do you finish?
Explain that these will be supported by the syllabus and the schemes of work.
Once you have these ideas together you can begin Stage 2
Aims What are the key concepts you want to look at? consider two or three
broad aims. What information, knowledge and understanding do you want pupils to
acquire?
Learning processes Here you need to consider what learning process pupils will
be engaged in. Will they be observing, describing, hypothesising, decision making,
reflecting, ?
Skills development What skills are you particularly interested in developing? Are
they sequenced correctly? Are you accounting for increasingly complex tasks and
learning situations? Will pupils be able to transfer knowledge?
Differentiation how will you go about providing an appropriate learning
environment for all pupils?
Teaching / learning approaches what approach will you use during the formal
sessions? Mostly circle time and table time, will you only be using whole group
work, or will pupils be in pairs or small groups? What resources will you need?
Opportunities for assessment it is important to be clear about how pupils will be
assessed (at what moments and with what tools).
Slides An example: My face (4+) stage 1 Handout D4.S1.1 20 minutes
4.1.8 4.1.9
Story book like
syllabus. My nose, your
The objective here is to show how decisions can be made, which may influence nose
content and activities. There is no right way to do this as long as the curriculum is
followed and pupils learn through meaningful engagement. Syllabus
The handout shows Stage 1 of the planning stage. According to the four steps:
1. Select: Face
2. Inform: Lexical set and structures (also referred
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to as active) refers to language pupils are expected to produce and use.
(also referred to as passive) is language pupils are expected to
understand.
3, 4. Organise and Sequence: there is a suggested sequence of and
the lyrics for the rhyme and song.
If you do not have the book at hand you can replace it with a suitable alternative
story.
It is important to share the story so that participants can see how it supports later
decisions in relation to the development of respect for difference, and the selection
of further activities and the song.
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(This song helps pupils feel good about themselves and also recycles lots of language as
(Here pupils are using the language they have been learning to replicate the story concept)
8) Worksheet: I like the me I see: drawing more accurately and being aware of colour and
shape (copying adjectives)
(This is one suggestion which allows pupils to focus on themselves again and this time
look at specific features. Can participants think of a different end product e.g. draw
themselves with their friend and try to draw the similarities and differences?)
Ask participants if they know of any other stories about the face which may lead the
theme in this unit towards something other than accepting difference? Maybe
something about using their different senses?
Slides An example: My face (4+) Stage 2 D4.S1.2 20
4.1.10 Ask participants to look at the handout.
4.1.14 There are three sections of stage 2 which need completing. How they have seen the
activity ideas, can they complete these sections?
They should do this in their groups of six. Explain they have 10 minutes and ask different
groups to start with different sections e.g. Groups 1 and 2 start with Aims; Groups 3 and 4
start with different Resources; Groups 5 and 6 with Assessment. That way in the ten
minutes each section will be complete, although they should all try to complete each
section.
Bring them together and go through the possible answers and how the lessons fit into the
EEE model sequence (slides 11-14).
Slide 4.1.15 Round up! Implications for practice. 9 minutes
Explain that the next session will see them creating their own medium term plan based on
a theme in preschool. What do they feel are the implications of the session content for the
different settings in Malaysia?
Slide 4.1.16 Closing slide 1 minute
Thank participants!
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: Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, variety of materials to support planning
(example documents from previous sessions, storybooks)
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They can use the curriculum document, the syllabus, the internet, storybooks and
traditional stories and whatever else you feel is useful, including their creativity!
Slide 4.2.3 Selecting a theme 4 minutes
It is important to give participants a choice in relation to the theme they work with.
Encourage them to develop themes they have not worked on before if possible.
There are two options:
A) They can select any theme from the syllabus list. Ask the group to choose a number
from 1 to 12 - give them the theme that matches the number they have chosen.
1. My body
2. My classroom
3. My clothes
4. My colours
5. My family
6. My food
7. My school
8. My town
9. My world domestic animals
10. My world occupations
11. My world transport
12. My world wild animals
B) They can suggest a theme and devise it from the start (as they will need to decide what
lexical set and active and passive language should be considered)
Slides Stages 1 and 2 D4.S2.1, D4.S2.2 65 minutes
4.2.4 4.2.5 Remind them what the two stages consist of example
They have a theme, so the rest of the morning should be spent documents from
developing the plan and considering the two stages. There is a checklist in their previous
handout to help them do this. sessions,
Remind them that this checklist is also under evaluation and as they use it they storybooks
should consider how useful it was in helping them plan their scheme of work.
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Show the next slide and explain at the end of the day they will be expected to
produce:
1. A completed Stage 1 document
2. A completed Stage 2 document
3. Clear ideas for resources e.g. a selection of images, rhyme and song lyrics,
ideas for opportunities and literacy development.
These can be presented using a poster and or a PPT
Explain they have one hour and then will be asked to stop and give an update of
where they are and how they are progressing. They can then continue after lunch.
There is a planning outline in the handout they can use to help them do this.
Slide 4.2.6 How are you doing? 13 minutes
Ten minutes before the end of the session stop the participants and ask them to
take a check of where they are in their planning. Use the prompts to help them
consider. Ask for oral feedback
Slide 4.2.7 Closing slide. 2 minutes
Thank participants and let them know they can return whenever they like to
continue after lunch.
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Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, laptops if possible
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: Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents
Slides 1-2 Present the theme-based scheme of work and justify decisions D4.S4.1 75 minutes
Evaluate plans with a view to: alternative content; evidence of differentiation; allowing for
progression
Comment on and adjust a checklist for planning
Slides 2-3 Reflect on the implications of peer assessment around schemes of work for the Malaysian 15 minutes
preschool context
Slide 4.4.2 Present and evaluate plans for schemes of work Handout D4.S4.1 60 minutes
Give each group 10 to 15 minutes to share their plan and ideas. Participants use
the planning checklist to evaluate their peer scheme of work and then provide
feedback and alternative ideas.
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Slide 4.4.4 Ask participants to reflect on the implications of sharing materials and preparing 12 minutes
thematic schemes of work in their context.
Encourage them to consider setting up online spaces to share materials and ideas.
Slide 4.4.5 Thank participants and congratulate them on being so creative and innovative in 3 minutes
their ideas.
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: Planning question slips (in trainer resources), handouts, Stationery, curriculum documents, TR 5.1.1 Lesson planning slips
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Slide 5.1.3 Principles of lesson planning: Why plan? 8 minutes
Ask why they think they need to plan their English lessons. Say they have one
minute to brainstorm the reasons in their group.
Once the minute is up, ask for one suggestion from each group and then any
others which were not mentioned.
Show the list on the slide and discuss any which were not mentioned.
Slides Principles of lesson planning: a lesson planning cycle TR 5.1.1 Lesson 10 minutes
5.1.4 5.1.9 Lesson planning requires that teachers move through a cycle which involves planning slips
planning, monitoring and reflecting. This way plans will more likely suit the pupils as
well as to ensure the learning standards in the curriculum are met.
Ask participants to work in their groups again and put the questions into these three
stages.
Warn them that some can fit into more than one stage of the cycle.
They have five minutes for this.
Bring them together and show the slides with the answers clarify any doubts
Summarise by showing the next slide
Slides Planning: Task 1 Handout D5.S1.1 10 minutes
5.1.10-11 Remind participants of the EEE model from earlier in the week and how the
schemes of work are structured around these three stages.
Can they match the activities / skills in the scheme of work with their lesson number
to correct the sequence?
Show the slide in order for them to confirm the sequence.
Slides Planning: Task 2 Handout D5.S1.1- 45 minutes
5.1.12-13 Ask participants to look again at their thematic scheme of work from day 4. 2
They should consider where the different activities fit in the sequence of lessons.
The task is for them to each plan a lesson which they will use to help them do their
micro-teaching. E.g. Participant 1 selects the story: they can plan lesson 5 (with a
focus on developing listening ad speaking) or lesson 6 (with a focus on developing
literacy); participant 2 selects the flashcard resource: they can plan lesson 1 (with a
focus on developing listening) or lesson 2 (with a focus on developing speaking);
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participant 3 selects the rhyme: They can plan lesson 1 (with a focus on listening)
or another lesson (where the rhyme is repeated and they might focus on
recognizing rhyming words).
Explain that there is a lesson plan template on the second page of the handout,
which includes everything they are expected to include by the Ministry (Time &
Learning Activity, Learning Standards, Objectives, Activities, and Impact) and a
little bit more. Suggest it might need further information. They will decide after.
Highlight the fact that they will need to make reference to the learning standards
and specific objectives; complete the EEE stage and required resources. They
should consider where possible tips on instructional language and opportunities for
formative assessment.
The opening and closing sections of the lesson are similar, so as a group they need
to decide which routines they would use and complete these.
They have 30 minutes to do this.
Once they have completed their lessons, they should look at the lesson plan
consideration table in handout 2 and discuss their plan with a partner.
Slide 5.1.14 Round up! Implications for practice. 8 minutes
Ask participants to share any difficulties they encountered and thoughts on their
lesson plan considerations.
They may suggest that the lesson plan be adjusted to include spaces for
instructional language or indications for where assessment may take place.
Slide 5.1.15 Closing slide 2 minutes
Thank participants and let them know that they are now ready to begin preparing
for their micro-teaching activity.
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Lesson plans + teaching resources (according to teaching activities), Projector/laptops if necessary
Slides 1-4 Organise planning and responsibilities during the micro-sessions D5.S2.1 20
Slides 5 Prepare teaching activities for the micro-sessions D5.S2.2 40
Slides 6 Rehearse before delivery 30
Slide 1 Show the aims of the session. Explain that this session is for planning to deliver a short 5 minutes
session in a classroom environment and that the rest of the participants will act as
teachers/pupils during the demonstration. This will help maximise the benefit for the
presenters and emphasises good practice for the observers to help them think about how
teaching practice can be improved or what pupils have learned from the session or still need.
Make sure to create the link between this practice and the cascade. Explain that, for Master
Trainers, delivering a micro-session will be a demonstration that they can model good
teaching practice to the teachers later during the cascade. It will also be a good experience
micro-teaching sessions.
Slide 2, 3 Managing the session: 10 minutes
Split participants into four groups of 6 or 7. Ask the participants to move to different areas of
the room where they are going to deliver their sessions. Participants may have to move the
furniture around the room. If space is an issue, ask the participants to be considerate and
speak softly during their presentations and feedback. (2 minutes)
Groups may have to change their positions in the room if they have to alternate using the
projector. Ensure they swap quickly.
Each micro-session is for .
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Explain that when one Master Trainer is delivering their micro-session the others will either
act as observing teachers (2 teachers) or pupils (2 or 3 if the group has 7 participants) and
one time-keeper who could also record the sessions if this was pre-agreed.
Explain that recording the session (using a mobile phone) can be useful for the presenter to
help them see themselves in action and self-evaluate. The recordings will not be collected at
the end of the workshops as they are for the benefit of the presenters and they are optional.
Every participant should have a go at delivering a micro-session. For the bigger group (7
participants), consider co-delivering. It may be useful to group two confident participants or
one confident and one quiet for co-delivering.
their session. Time keepers must stick to the timings and stop the presenter or the feedback
time if they go over their allocated times.
Remind the participants that by the end of allocated time for delivering the micro-sessions, all
groups will have finished as planned.
Check that all participants have understood and respond to questions if any.
Slide 4 Introduce the evaluation form which the audience (teachers and pupils) will use to give Handout 5 minutes
feedback. Discuss the criteria and explain the difference between giving feedback as a D5.S2.1-2
observing teacher or as a pupil. Allow everyone to go through the feedback form and answer
their questions, if any.
Encourage the participants to use the space or a separate sheet to write if they have further
feedback.
Ask the participants to complete the forms, one form for each presenter. Explain that they
need to decide their role (teacher/pupil) and complete only one section per participant. Tell
the participants to give the evaluation forms to the presenters after all micro-sessions are
delivered.
Slide 5 Ask the participants to go through their lesson plans which were developed during the Complete 40
workshops and select an activity they would like to deliver. Remind everyone that selected lesson
activities should be timed to be 5 minutes long, then followed by 2 minutes feedback. plans
Planning can be done individually or in pairs. Participants may require to access the internet
or show info on the screen. Arrange for them to share a laptop if available, otherwise it is best
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to choose activities which do not require a laptop/screen. Go round the groups and check if
anyone has any questions or requires materials/support. (35 min)
If any participants finish preparing before the end of 35 minutes, they can start to practise
(see next section).
Make sure the participants complete the checklist at the end of planning (before lesson
section).
Ask the participants to agree who will go first and then who is next, etc. It may be useful to
write the names in order so everyone can see how it is organised.
Slide 6, 7 Ask the participants to start practising their plans individually or with other participants. D5.S2.1-2 30 minutes
Encourage everyone to have a go at practising before their delivery.
(they can use a pencil or a separate piece of paper but no formal feedback to be given to
other and give verbal feedback or demonstrate to each other what they would do differently.
Make sure at the end that before the end of the session that participants tidy up their areas
again will leave their plans and materials where they sit.
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Lesson plans + teaching resources, Projector/laptops if necessary, A4 minute sheets (5 minutes and 1 minute), Participant
mobile phone for filming
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on how
Ask - much
what went well. They can use the space at the end to write further thoughts. contingency
You will go on to session 4 without a break. time is used
in previous
activity)
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: marker pens, pens, flip chart paper, projector, blue tack (to hang flip chart paper on the walls), post course surveys
Slides 1-3 Reflect on the role of the trainer in a micro-teaching session 20 minutes
Discuss their plans for delivering the sessions
Slides 4-5 Complete post-workshops survey 10 minutes
Slide 1 Ask the participants to give their immediate reflections on the micro-teaching session in 4
one word if possible.
Write their words on flipchart paper.
Thank the participants and wish them good luck in the cascade!
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