Year 1 Unit 1 – Myself and my school

Vocabulary to be learned and revised (new words in bold italic type)

Nouns Nouns Nouns Nouns Verbs Verbs Other Other
Myself My home teacher paintbrush wash draw high(er) mine
finger ceiling children whiteboard brush rub out low(er) yours
nose floor mat homework like sharpen fat(ter) his
head box pencil case assembly can underline thin(ner) hers
arm bag pen break jump paint more -------------
knee towel sharpener ---------------------- play dance many nothing left
hand shampoo pencil 1-50 go sing long(er) as many as
ears toothpaste ruler 1st – 31st show sit short(er) ----------------
leg soap rubber colours walk stand tall(er)
hair comb crayon time tiptoe see big(ger) up
toe friend book morning run pray little down
feet bike colour noon do eat small(er/est) to
mouth television song afternoon hop make few (er/est) across
face football cupboard evening point watch soft(er) in
teeth clock table night went loud(er) on
eye lights wall breakfast cut softly under
shoulder duster shelf lunch start loudly with
girl home chair dinner use old around
boy cloth door days get up young ---------------
name My school window months of year first different
tooth school desk birthday next same
cheek classroom bin --------------- then like
chin toilet shoe prayers before empty
tummy canteen shape Maghrib after altogether
elbow staffroom fan Isyak at which
tongue library field Subuh o’clock most
eyebrow office glue Zohor half past last
foot hall scissors Asar ------------- from

Day and weather Myself - Description cube

Make a child ‘day/weather monitor’ for a
week. It is their job to ask each day,
 ‘What day is it today?’ Expect the
children to respond, ‘Today is
Monday.’
 ‘What is the weather today?’ Expect
the children to say ‘It is raining’.
Preparation: stick 6 pictorial clues onto the 6 faces of a cube to
elicit a question/statement: two eyes (name), house (where live),
number (age), smiley face (likes), sad face (dislikes), hat (wearing)
Using the description cube
 Start each lesson with about four rolls of the description cube.
When the cube stops, the whole class asks the question, e .g.
What is your name? Each child then answers the question for
themselves in unison.
 Then show a face of the cube to one child and ask him, ‘Tell us
about yourself’, then another face and finally a third face so he
says three things about himself. Using the cube, ask three
children each day to talk about themselves.

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 Sentence structures
Instructions
 First/then put the green pen in the bag.
 Draw a yellow triangle on the arm.
 Count back from 20.
 Start/stop when the music starts/stops.
 Hop like this etc.
 Draw a red square on one foot.
Descriptive questions and statements
 What’s your name?
 My name is Siti.
 How old are you?
 I am six.
 I can jump.
 I (don’t) like playing.
 My friend’s name is Amri.
 What does Lina have in her bag?
 This bag is empty.
 There is nothing left in the bag.
 I have more leaves than puppet.
 Who has fewer leaves than puppet?
 Which one is yours?
 That one is mine.
 What can you see?
 I can see . . . .
 Which part of Jamil’s body is this?
 This is Jamil’s chin
 The rubber is shorter than the pencil.
 Who has fewer pencils than puppet?
 Who has the fewest pencils?
 How many pens and pencils are there altogether?
 There are 7 pens and pencils altogether.
 Who has the most?
 Who is before Mahadi.
 It is longer than the rubber and thinner than the
marker pen. Which one is it?
 How is Mimi the same as Fifi?
 Mimi’s arms are the same as Fifi’s arms.
 Their arms are the same.
 How are their arms the same?
Routine questions and statements
 What time is it?
 It is six o’clock.
 When do you get up/go to school/have snack?
 I get up at 6 o’clock in the morning.
 Whose birthday is in March?
 When is your birthday?
 Is your birthday in May?
 My birthday is on March 29th.
 Can you make a triangle?
 I can make a triangle.
 When do you pray the Subuh prayer?
 In the morning we pray the Subuh prayer.
 How do you draw?
 I draw with my pencil like this.
 What can you do with your pen?
 I can(‘t) write with my pen.
 We (don’t) use our pens to write.
Past tense questions and statements
Using action verbs
 I went to school one morning
 I hopped like this
 I went to school one morning.
 I hopped like this.
 First he jumped to the door. Then he tiptoed to
the window.
(Words in bold italics can be substituted with other
words from the children’s known vocabulary from
PRA and Year 1.)
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 Week by Week Overview

KEY: - Role play Songs Games Books

Week 1 Week 2 Week 3 Week 4 Week 5

Maths: Recognise Maths: Recognise Maths: Compare and Maths: Number bonds Maths: Comparatives
numbers 0-10 numbers 0-20 order numbers 0-20 Science: Five senses and Science: Five senses and
Science: Body parts Science: Body parts Science: Body parts functions functions
Teacher puppet: Teacher puppet- Teacher puppet-New Teacher puppet- Teacher puppet-
Lina’s bag Coloured pencils body vocab Coloured pencils Discussing birthdays
 Lina’s bag is empty.  How many pens and  This is my chin.  How many pens and  Whose birthday is
 There is nothing pencils are there  Which part of pencils are there in March?
(left) in her bag. altogether? Jamil’s body is altogether?
 Who has the most? this?  Who has the most?
Teacher puppet – Teacher puppet – Teacher puppet – Teacher puppet – Teacher puppet -
More and fewer More and fewer Prayers Report action More and most
 I have more rulers  I have more rulers  When do we pray  Reporting: first,  Does Jumat have
than puppet. than puppet. the Subuh prayer? then more rulers than
 Who has fewer  Who has fewer  In the morning we puppet?
rulers than puppet? rulers than puppet? pray the Subuh  Who has the most
prayer. rulers?
Teacher puppet: Teacher puppet- New Teacher puppet – Teacher puppet - Teacher puppet -
Which bag is yours? body vocab (*) With Show us how you Show us how you
ACTIVITIES: VOCABULARY and SENTENCE STRUCTURES

 Which bag is yours?  This is my chin.  What can you do draw draw
 That one is mine.  Which part of Jamil’s with your pen?  How do you draw?  How do you draw?
body is this?  I can write with my  I draw with my  I draw with my
pen. pencil like this. pencil like this.
Heads, shoulders Teacher puppet – Teacher puppet – Teacher puppet – Teacher puppet –
 Hair, eyebrows With Yes/no game Yes/no game Prayers
 What can you do  Can/Do we use our  Can/Do we use our  When do we pray
with your pen? rubbers to draw? rubbers to draw? the Subuh prayer?
 I can write with my  We can’t/don’t use  We can’t/don’t use  In the morning we
pen. our rubbers to draw. our rubbers to pray the Subuh
draw. prayer.
I went to school one Crocodile, crocodile Days of the week Heads, shoulders I went to school one
morning  Turn around  Hair, eyebrows morning
 I hopped like this.  I hopped like this
Ten green bottles Heads, shoulders Ten green bottles Months of year Months of year
 Numbers back from  Hair, eyebrows etc  Numbers back from
10 10
Colouring shapes I went to school one Walking through the This is the way Walking through the
 Colour the first morning jungle We wash our hands jungle
square yellow.  I hopped like this.  What can you see?  What can you see?
Exercise time First and then game Exercise time (*) Birthday balloons Order game 1 (*)

 Hop like this.  First/then put the  Hop like this Whose birthday is in  1st – 31st
green pen in the March?
bag.
First and then game Numbered box search Numbered box search Comparing Same as/different
 First/then put the  Numbers to 50  Numbers to 50  Which pencil is the  How is Mimi the
green pen in the longest? same as Fifi?
bag.
Pass the ball 1 Pass the ball 1 Pass the ball 2 Numbered box search What time is it Mr
 Start/stop when the  Start/stop when the  My name is Amri. (*) Crocodile?
music starts/stops. music starts/stops.  I am 6 years old.  Numbers to 50  One o’clock/
 What is this? (body  What is this? (body  My friend’s name is Dinner time.
part) part) Amri.

Note: This overview applies if the mathematics and science topics above are covered in the same weeks. Please
communicate with the content teachers on a regular basis as some activities may have to be reorganised to suit the learning
needs of the students.
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 Week 6 Week 7 Week 8 - SBA Week 9 Week 10
Maths: Skip count in 2s Maths: Ordinal numbers Maths: Addition 0-20 Maths: Addition 0-20 Maths: Addition 0-20
Science: Five senses and 1st -10th Science: Five senses and Science: Ways we are Science: Ways we are
functions Science: Five senses and functions similar different
functions
Puppet to puppet – Puppet to puppet – SBA assessment – Teacher puppet- Teacher puppet –
My birthday My birthday listening task Coloured pencils Report action
 
Is your birthday in  Is your birthday in 1st -10th  How many pens and  Reporting: first, then
May? May? 
shapes pencils are there

When is your  When is your 
colours altogether?
birthday? birthday?  Who has the most?

My birthday is on  My birthday is on
March 2nd. March 2nd.
Teacher puppet: Teacher puppet - SBA assessment – Teacher puppet - Teacher puppet -
Which bag is yours? Telling the time 1 speaking task Telling the time 2 More and most
 
 Which bag is yours? What time is it?  What can you do What time is it?  Does Jumat have
 That one is mine. 
It is one o’clock. with your pen? 
It is half past/ one more rulers than
 I can write with my o’clock. puppet?
pen.  Who has the most
rulers?
Teacher puppet: Months of year SBA assessment– Days of the week Teacher puppet -
Lina’s bag (*) writing task Telling the time 2
ACTIVITIES: VOCABULARY and SENTENCE STRUCTURES

 
 Lina’s bag is empty. What time is it? What time is it?
 
 There is nothing It is one o’clock. It is half past/ one
(left) in her bag. o’clock.
Days of the week Shapes SBA assessment – Ten green bottles Teacher puppet –

This is a square reading task 
Numbers back from With

This is my chin 10  What can you do

This is my neck with your pen?

This is my hand  I can write with my

This is my leg pen.
Square shape song This is a triangle Teacher puppet - Walking through the What shape is this?
Telling the time 1 jungle
 
What time is it? What can you see?

It is one o’clock.

This is a triangle Comparing Months of year Order game 1 Months of year

 Which pencil is the  1st – 31st
longest?

Before and after First and then game Shapes Quiet time Crocodile, crocodile

 Aiman is  First/then put the  This is a square  Draw a red square Turn around.
before/after Mizan. green pen in the on one foot.
bag.
Colouring shapes Quiet time Square shape song Routines (*) Order game 2 (*)
 Colour the first  Draw a red square  When do you get  1st – 31st
square yellow on one foot. up?
 I get up at 6 o’clock.
Order game 2 Order game 1 Routines Same as…different Same as…different
 1st – 31st  1st – 31st  When do you get  How is Mimi the  How is Mimi the
up? same as Fifi? same as Fifi?
 I get up at 6 o’clock.  How is Mimi  How is Mimi
different from Fifi? different from Fifi?
What time is it Mr Routines (*) Same as…different Which one String shapes
Crocodile?  When do you get  How is Mimi the  Adjectives to  Can you make a
 One o’clock/ Dinner up? same as Fifi? describe objects triangle?
time  I get up at 6 o’clock  How is Mimi
different from Fifi?

Note: - Activities that have an asterisk (*) denote an optional written language activity.
- Instructions for Week 8 SBA project work can be located on page 15.

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 Instructions for activities

Role play

Teacher puppet – Coloured pencils Teacher puppet: Discussing birthdays

Curriculum link: mathematics Curriculum link: mathematics

Purpose: to use the words altogether, most and fewest.
1. Have different numbers of coloured pencils sorted into
colours, 3 blue, 5 red, 2 yellow, 4 black etc.
2. Give the red pencils to one child, the blue to another and
so on.
3. Ask the children to count their pencils – rest of class
helping.
4. Ask the children with the red and yellow pencils to stand
together
5. Ask ‘How many red and yellow pencils are there
altogether?’
6. Pair up other colours and ask the same question.
7. Now ask the child with 2 pencils to stand out, the child
with three pencils to stand next to him and so on.
8. Ask ‘Who has the most pencils?’
9. Ask ‘Who has the fewest pencils?’
10. Take the pencils in and then hand them out to different
children and repeat.
Purpose: to allow children to discuss the graph within the
structures: Is your birthday in May? When is your birthday?
My birthday is in April.
1. Teacher asks puppet, ‘Hi puppet, is your birthday in May?’
2. Puppet pretends to think and answers, ‘No.’
3. Teacher asks, ‘When is your birthday?’
4. Puppet answers, ‘My birthday is in March.’
5. Teacher asks the children, ‘Is your birthday in May?’
6. Expect children to answer ‘Yes’ and ‘No’.
7. Teacher asks a child with a ‘no’ answer, ‘When is your
birthday?’
8. Expect the child to answer, ‘My birthday is in _______’
(his/her own birthday).
9. Repeat No. 5 to 8 with a few more children.
10.Ask the children to do the activity with their partner.

Teacher puppet – Lina’s bag

Curriculum link: mathematics

Purpose: to practise the classroom vocabulary within structures ‘What does Lina have in her bag. She has a big book’ and learn
‘Lina’s bag is empty. There is nothing in her bag. There is nothing left.’

1. Children sitting at desks.

2. Ask a child to come to the front with their school bag and put it on teacher’s table.
3. Ask puppet ‘What does Lina have in her bag?
4. Ask child to take one item from bag.
5. Puppet says ‘She has a big book.’
6. Ask children ‘What does Lina have in her bag?
7. Expect the answer ‘She has a big book.’
8. Ask the child to continue taking out items from the bag and each time ask the children ‘What does Lina have in her bag?’
until the bag is empty.
9. Puppet says ‘Lina’s bag is empty.’
10. Teacher holds up the child’s bag and says ‘Is Lina’s bag empty?’
11. Expect children to say ‘Yes, Lina’s bag is empty.’
12. Teacher says ‘There is nothing in her bag. There is nothing left.’
13. Puppet says ‘There is nothing in her bag. There is nothing left.’
14. Teacher asks the children to repeat this softly, then loudly.

* Extended writing activity

Get the children to write a sentence about what Lina has in her bag. Use CVC words e.g. She has a
pen/cat/duck/pot/cup/bus/van/hen/brush/fish/hat/cap. This could form part of a wall display/book with pictures of all the
things that were in Lina’s bag.

Teacher puppet – More and fewer Teacher puppet- New body vocabulary

6
Curriculum link: mathematics Curriculum link: science

Purpose: to practise comparative structures, ‘Who has fewer Purpose: to learn new parts of the body; chin, elbow, foot,
rulers than puppet? I have more rulers than puppet. tooth, eyebrow, cheek, tummy, tongue, using structures
‘Which part of Jamil’s body is this? This is Jamil’s chin.’
1. Place multiple copies of stationery items on the floor e.g.
pencils, pens, crayons, rubbers, sharpeners, rulers etc. 1. Ask one child to stand up at front.
Children and teacher collect up the rulers, taking a few 2. Point to a part of the body (see above) and ask puppet
each. (Teacher only has three, puppet has six) ‘Which part of Jamil’s body is this?’
2. Puppet holds up his handful of rulers. 3. Puppet says ‘This is Jamil’s chin.’
3. Ask ‘Who has more rulers than puppet?’ 4. Ask the children ‘Which part of Jamil’s body is this?’
4. If they have, the children will say, ‘I have more rulers than 5. Expect the children to say ‘This is Jamil’s chin.’
puppet.’ 6. Repeat with another new part of the body.
5. Teacher holds up her rulers and says ‘I have fewer rulers 7. Now ask a part the children already know and puppet gets
than puppet’. it wrong!
6. Teacher points to a child with a lot of rulers and says 8. Expect the children to correct the puppet
‘Syasya has more leaves than puppet. I have fewer rulers 9. Continue teaching new parts of the body, occasionally ask
than puppet. about a part already known.
7. Ask ‘Who has fewer rulers than puppet?’ 10. In the same way, teach the rest of the parts the following
8. If they have, the children will say, ‘I have fewer rulers than day.
puppet.’
9. Put the rulers back on the floor and play again *Extended writing activity
Instruct the children to do a quick drawing of themselves.
Puppet to puppet – My birthday Then get them to write a simple sentence underneath about a
part of their body e.g. This is my chin/neck/leg/hand. The
1. Each child has a finger puppet. words the children will be able to write will be limited to their
2. Children in pairs ask each other, ‘When is your birthday?’ phonic knowledge for Unit 1.
and respond ‘My birthday is on March 29th.
3. Move round the room so each child practises it with five
other children.

Teacher puppet – Prayers Teacher puppet – Report action

Curriculum link: mathematics Curriculum link: English

Purpose: to practise time of the day and the five prayers; Purpose: to start to use the past tense to report events.
Subuh/morning, Zohor/noon, Asar/afternoon,
Maghrib/evening, Isyak/night). When do we pray the Subuh 1. Ask a child to jump to the door.
2. Ask puppet what the child did.
prayer? We pray the Subuh prayer in the morning.
3. Puppet says, ‘Yusef jumped to the door’.
4. Ask children what Yusef did and expect the same answer.
1. Children sit on the floor.
5. Ask the child to tiptoe to the window.
2. Ask puppet ‘Puppet, when do we pray the Subuh prayer?’
6. Ask puppet what the child did.
3. Puppet answers ‘We pray the Subuh prayer in the
7. Puppet says, ‘Yusef tiptoed to the window.
morning.’
8. Ask children what Josef did and expect the same answer.
4. Ask the children ‘When do we pray the Subuh prayer?’
9. Puppet says, ‘First he jumped to the door. Then he tiptoed
5. Expect children to answer ‘We pray the Subuh prayer in
to the window.’
the morning.’
10. Repeat with another child and different instructions.
6. Repeat steps 2 to 5 with the other prayers.

Teacher puppet -Show us how you draw Teacher puppet - Telling the time 1

7
Curriculum link: science Curriculum link: mathematics

Purpose: to practise the structures, Show us how you draw. I Purpose: to tell the time using o’clock and half past.
draw with my pencil like this.
1. Using a clock face with movable hands, put the time to
1. Lay out the following: pencil, pen, crayon, cloth, nine o’clock.
paintbrush, ruler, rubber, sharpener, scissors, glue, paper. 2. Puppet asks the teacher ‘What time is it?’
2. Ask puppet ‘Show us how you draw. 3. Look, it’s nine o’clock. The short hand is on nine and the
3. Puppet picks up a pen and draws on the whiteboard and long hand is at the top. It’s nine o’clock.
says, ‘ I draw with a pen like this’. 4. Repeat with other times and gradually expect the children
4. Ask puppet ‘Show us how you rub out.’ to tell you the time.
5. Puppet picks up the cloth and rubs out saying ‘I rub out
with a cloth like this’. Teacher puppet -Telling the time 2
6. Ask a child to do the same.
7. Ask other children – possible action are: write, draw, 1. Repeat for half past.
paint, cut, stick, sharpen, rub out, underline Look, it’s half past nine. The short hand is on nine and the
long hand is at the bottom. It’s half past nine.

Teacher puppet – With Teacher puppet – Which one is yours?

Curriculum link: science Curriculum link: mathematics

Purpose: to learn how to talk about using tools (pencil, pen, Purpose: to introduce ‘mine/yours, that’ within ‘Which bag is
crayon, cloth, paintbrush, ruler, rubber, sharpener, scissors, yours? That one is mine.
glue, write, draw, paint, cut, stick, sharpen, rub out, underline)
in structures: ‘What can you do with the pen? You can write 1. Children sit in a circle
2. Ask four children to put their school bags in front of you.
with the pen.’
3. Put the puppet’s bag with these bags.
4. Ask puppet ’Which bag is yours?’
1. Sit in a circle.
5. Puppet points to his bag and says ‘That one is mine.’
2. Lay out some of the tools that you have in the classroom
6. Ask each of the four children in turn, ‘Which bag is yours?
on the floor in front of you.
7. Expect each child to point and answer, That one is mine.’
3. Pick up an item and ask puppet, ‘What can you do with
8. Repeat with different children.
the pen?
4. Puppet answers, ‘You can write with the pen’.
5. Ask the children ‘What can you do with the pen?’
6. Expect the answer, ‘You can write with the pen’.
7. Continue in the same way with other objects.
8. Now ask a child to pick an object and ask puppet ‘What
can you do with the scissors?’
9. Puppet answers, child asks class, children answer and so it
continues.

Teacher puppet: Yes/no game

Curriculum link: science

Purpose: to practise structures, ‘Do we use our rubbers to draw? We don’t use our rubbers to draw. Can she underline with
her scissors? She can‘t underline with her scissors.’

1. Puppet asks the teacher, ‘Do we use our rubbers to draw?’ Teacher says ‘No, Lion, we don’t use our rubbers to draw. We
use our rubbers to rub out.
2. Puppet asks children ‘Do we use our sharpeners to draw?’
3. Expect children to say ‘No Lion, we don’t use our sharpeners to draw. We use our sharpeners to sharpen our pencils’.
4. Puppet keeps on asking questions till he eventually gets it right and the children say ‘Yes, Lion, we use our pencils to draw.’
5. Repeat with ‘Can she (or a name) underline with her scissors?’

Songs
8
 Crocodile, Crocodile Days of the Week
Action chant Chant
Stand up to begin

Crocodile, crocodile turn around
Crocodile, crocodile touch the ground
Crocodile, crocodile dance on your toes
Crocodile, crocodile touch your nose
Crocodile, crocodile give a little clap
Crocodile, crocodile take a nap
Sunday, Sunday clap, clap, clap (clap hands)
Monday, Monday, tap, tap, tap (tap foot)
Tuesday, Tuesday, hop, hop, hop (hop)
Wednesday, Wednesday, stop, stop, stop (Hold up hand)
Thursday, Thursday, jump, jump, jump (jump)
Friday, Friday, thump, thump, thump (pound fists together)
Saturday, Saturday, turn around (turn around)
Now smile nicely and sit down.

Heads, shoulders. . . I went to school one morning

Action song Action song

Heads, shoulders, knees and toes, I went to school one morning and I walked like this
Heads, shoulders, knees and toes, Walked like this, walked like this
And eyes, and ears and mouth and nose, I went to school one morning and I walked like this
Heads, shoulders, knees and toes. All on my way to school.

Hair, eyebrows, cheek and chin, I saw a little birdie and he hopped like this
Hair, eyebrows, cheek and chin, I saw a naughty monkey and he jumped like this.
And feet and arms and tummy too, I saw a tall policeman and he stood like this.
Hair, eyebrows, cheek and chin, I went to school one morning and I walked like this

Months of the year Shapes

(Tune: Frere Jacques)
January, February, March and April
June, July, August and September This is a square 2X
October, November and December How can you tell? 2X
That’s the months of the year! It has four sides
All the same size
It is a square 2X
This is a triangle 2X
How can you tell? 2X
It only has three sides
That join to make three
points
It is a triangle 2X

This is a circle 2X This is a rectangle2X

How can you tell? 2X How can you tell? 2X
It goes round and round It has two short sides
No end can be found And it has two long sides
It is a circle 2X It is a rectangle 2X

Square shape song Ten green bottles

(Tune: Twinkle, twinkle )
Ten green bottles sitting on the wall
9
Children start sitting on the floor and carry out the actions as Ten green bottles sitting on the wall
they sing. And if one green bottle should accidentally fall
There’ll be nine green bottles sitting on the wall
Put your square shape in the air
Hold it high and keep it there
Put you square shape on your back
Now please lay it on your lap One green bottle sitting on the wall
Put your square shape on your toes One green bottle sitting on the wall
Now please hold it by your nose And if one green bottle should accidentally fall
Hold your square shape in your hand There’ll be no green bottles sitting on the wall.
Now will everyone please stand
Wave your square shape at the door
Now please lay it on the floor
Hold your square shape and jump, jump, jump
Now throw your square shape way, way up!

This is a triangle Walking through the jungle

Chant Chant

This is a triangle Walking through the jungle, (loud)

This is a square Walking through the jungle, (softer)
This is a rectangle What can I see? What can I see?
What is over there? . . . . a circle I can see a tiger looking at me (soft)
Raaah....
Draw shapes in the air with two fingers.
This is a triangle: start at the top trace down both side and (Repeat for other animals e.g. crocodile, monkey, using
then bring fingers together to draw the bottom. sounds/actions). Use the words, loud, louder, soft, softer to
This is a square: both fingers start in the middle at the top indicate how the children should speak.
This is a rectangle: start in the middle at the top and make the
top line very long and short sides coming down.
What is over there? Point to one side.
Circle: one hand over to one side, start at top and go all the
way round – ANTI-CLOCKWISE (at this point you need to have
your back to the children and arm to one side, so they can
follow your movement)

What shape is this?

(Tune: Do you know the Muffin man)

Do you know what shape this is,

What shape this is, what shape this is?
Do you know what shape this is?
I am holding in my hand? (Teacher holds a shape and the children say what it is).

Can you guess what shape this is,

What shape this is, what shape this is?
Can you guess what shape this is?
I am holding in my hand? (Teacher holds a shape hidden behind back and the children guess what it is.)
Games

Before and after Birthdays balloons

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Curriculum link: mathematics

Purpose: to practise ‘before’ and ‘after’ using the structures, Curriculum link: mathematics
‘Aiman is before/ after Mizan.’
Purpose: to practise months of the year and introduce
1. Ask a child to come to the front and let him stand with his ‘birthday’ using ‘Whose birthday is in March?’
side facing the children.
2. Ask another child to stand behind the first child. 1. Prepare a ‘months of the year’ balloon chart with a space
3. Say Aiman is before Mizan and children repeat. Say Mizan for children’s names by each month.
is after Aiman and children repeat. 2. Ask, ‘Whose birthday is in January?’
4. Call another 4 children and ask them to line up behind. 3. Puppet answers ‘My birthday is in January.’
5. Ask ‘Who is before/after Rina?’ 4. Ask the children; it may be necessary to have a list of
6. Expect ‘Muqri is before Rina’ and ‘Aliah is after Rina.’ names and birth months, in case the children are not sure.
7. Continue asking a few more, ‘Who is before…’, ‘Who is 5. Write the children’s names in the correct months.
after …’questions. 6. Spread this activity over two or three days.
8. Choose another child and say, ‘Please stand between 7. Extend this activity to ask the children about when their
Asmah and Noraipah.’ peer’s birthdays are.
9. Ask that child to say “I am before …. and after…’

Colouring shapes Comparing

Curriculum link: mathematics Curriculum link: mathematics

Purpose: to practise the vocabulary of shapes and ordinal Purpose: to introduce the superlative ‘est’ in ‘Which pencil is
numbers, e.g. Colour the first square yellow. the longest?’

1. Draw 4 horizontal lines of 10 very small shapes on a piece 1. Draw 4 coloured lines on the board.
of paper (squares, circles, triangles, rectangles) and give a 2. Ask, ‘Which one is the longest?
copy to each child 3. Expect the children to say, ‘The red one’.
2. Ask the children to point to the first, second, third circle 4. Ask ‘Which one is the shortest?’
etc. 5. Repeat with other objects and biggest, smallest, fattest
3. Ask the class to ‘Colour the first square yellow; colour the and thinnest, etc.
eighth triangle blue’ etc. 6. Ask five children to bring their pencils to the front.
4. Give them just 15-20 seconds to colour. 7. Place them side-by-side and ask the children ‘Whose
5. Colour about eight shapes in total. pencil in the longest? Whose is the shortest?’

Exercise time

Curriculum link: science

Purpose: to practise the following instructions using new vocabulary, ‘like this, lie, around’.

1. Give following instructions (when the instruction includes, ‘like this’, teacher demonstrates what to do, otherwise teacher
stands still).
 Stand up.
 Hop like this…..stop.
 Turn around like this.
 Lie on the floor like this.
 Stand up like this.
 Turn around.
 Tiptoe to the window.

*Extended writing activity

Get children to write a sentence related to one of the actions that they did e.g. I can hop/run/jump/skip//sit/stand up.
First and then game Numbered box search

Curriculum link: mathematics Curriculum link: mathematics

Purpose: to follow two consecutive instructions using ‘first’ Purpose: to practise numbers 20-50; adjectives and plant
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and ‘then’ and practising new vocabulary: scissors, glue, vocabulary and the sentence structures, ‘Where is the big, red
paintbrush, duster, cloth. flower?’

1. Children sit in a circle. 1. Draw four boxes and number them 31, 32, 33, 34
2. Put a number of classroom items in the middle of the 2. In box 31 draw:- a little red flower, a fat brown tree, a long
circle yellow leaf.
3. Ask a child to listen very carefully and say to him ‘First put 3. In box 32 draw:- a big red flower, a thin brown tree, a
the (green) scissors in the bag, then put the (blue) short yellow leaf
paintbrush on the book.’ 4. In box 33 draw:- a little blue flower, a fat green tree, a
4. Expect the child to follow the instruction. When the long orange leaf
children can follow the simple two-action instruction, add 5. In box 34 draw:- a big blue flower, a thin green tree, a
in the adjectives. short orange leaf
6. Ask the question, ‘Where is the big red flower?’
7. The children tell you the box number.
8. Renumber the boxes 33, 34, 35, 36 and play again.

* Extended writing activity

Get the children to write a sentence about an item in one of
the boxes e.g. The (red) pen is in box 34/ The (fat) cat is in box
36

Order game 1 Pass the ball 1

Curriculum link: mathematics Curriculum link: science

Purpose: to practise ordinal numbers 1st –10th using the Purpose: to practise new body parts; chin, elbow, foot, tooth,
structure ‘Who is first?’ eyebrow, cheek, tummy, tongue and familiarity with
instruction ‘starts when the music starts, stop when the music
1. Line 10 children up one behind the other with the stops’.
instructions, e.g.
 Jamal, you can be first. Stand here. 1. Children sit in the circle.
 Second, Siti, Third, Ahmad etc 2. Give one child a ball and say ‘start when the music starts
2. When in a line, point to each child in turn and say, ‘First, and stop when the music stops’.
second, third, fourth, fifth etc…’ 3. Start the music.
3. Repeat with the children joining in. 4. Expect the children to pass the ball round the circle.
4. Now ask, ‘Who is first? Who is second?’ and so on. 5. Stop the music.
5. Now ask, ‘Who is first? Who is last?’ 6. The child holding the ball when the music stops, points to
6. Ask these children to sit down and repeat with another set a part of his body (see above) and says ‘What is this?’
of ten children. 7. Expect children to say ‘That is your chin.’
8. Continue game, repeating each time ‘start when the music
* Extended writing activity starts and stop when the music stops’.
1. Have a range of 10 items (CVC words) in a line.
2. Get the children to write a sentence about the placement Pass the ball 2
of one of the items e.g. The bus is 1st.
Curriculum link: English
Order game 2
Purpose: children practising giving a three sentence
Purpose: to practise ordinal numbers 1st –31st
description of themselves.
When children are lining up to leave the classroom, point to
As for Pass the ball 1, but children should say ‘My name is
each child in turn and all count – first, second and so on.
Azwan. I am 6 years old. My friend’s name is Amri.’

* Extended writing activity

Repeat above extended writing activity with 1st – 31st.

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 Quiet time
Curriculum link: science
Purpose: to identify which children know the parts of the
body.
1. Draw a small simple outline of a person and copy enough
for each child
2. Children sit at their desks with their coloured pencils.
3. Ask the children to show they know the parts of the body
by following your instructions, e.g. ‘Draw a red square on
one foot’
Routines
Curriculum link: mathematics
Purpose: to be able to say the times for various daily routines
in response to the question, ‘When do you get up?’
Preparation: make clock faces showing the times of routines,
e.g. 6.30, 7.00, 7.30, 10.00
Draw simple pictures indicating routines e.g. bed, typical
breakfast food, school, etc.
Play a game asking the children to read the times on the clock
faces.
1. Using the pictures talk about the various routines of the
day (breakfast, going to school, break/snack, lunch,
playing with friends, doing homework, watching
television, dinner).
2. Ask the children what they do first, second and place the
pictures in order down the left hand side of the board.
Now ask, ‘When do you get up?’ As the children may not
know the times, discuss the time of the day for each
routine and place the times next to each picture. The
children are learning to say ‘I get up at half past six in the
morning.’ (other responses might be ‘I watch television at
four o’clock in the afternoon. I have dinner at half past six
in the evening.
3. When the children know the times well, you could play a
game where the puppet puts them up wrong and the
children help him.
* Extended writing activity
Get the children to write a response to the question: When do
you get up? e.g. I get up at 6 o’clock. Get the children to write
a response to the question: When do you go to bed? e.g. I go
to bed at 7 o’clock
String shapes
Same as. . . different
Curriculum link: science
Purpose: to practise using ‘different from’ and ‘the same as’
and ‘their’.
Materials: Two identical pictures of dolls with some parts of
the body shaped or coloured the same and some different.
The dialogues here give you an idea of the sorts of questions
and answers that use ‘different from’ and ‘the same as’. You
could start to do some of the dialogues with a puppet
discussing the picture of the two dolls. Then move on to asking
the children the questions. They will be able to notice the
similarities and differences between the two dolls but may
need help putting this into language.
the same as . . .
 How is Mimi the same as Fifi?
 Mimi’s arms are the same as Fifi’s arms.
 Their arms are the same.
 How are their arms the same?.
 They are red.
 How else is Mimi the same as Fifi?
 Mimi’s feet are the same as Fifi’s feet.
 Their feet are the same.
 How are their feet the same?
 They are pink.
 How else is Mimi the same as Fifi?
 Mimi’s cheeks are the same as Fifi’s cheeks.
 Their cheeks are the same.
 How are their cheeks the same?
 They have round cheeks.
 How else is Mimi the same as Fifi?
different from . . . .
1. How is Mimi different from Fifi?
 Mimi’s eyes are different from Fifi’s eyes.
 Their eyes are different.
 How are their eyes different?.
 Mimi’s eyes are brown. Fifi’s eyes are blue.
2. How else is Mimi different from Fifi?
 Mimi’s teeth are different from Fifi’s teeth.
 Their teeth are different.
 How are Mimi’s teeth different from Fifi’s teeth?
 Mimi has six teeth and Fifi has four teeth.
 Mimi has more teeth than Fifi.
3. How else is Mimi different from Fifi?
 Mimi’s legs are different from Fifi’s.
 Their legs are different.
 How are their legs different?
 Mimi has short legs, Fifi has long legs.
 Mimi has shorter legs than Fifi.
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Curriculum link: science

Purpose: a quiet activity for practising shapes and the word ‘make’, e.g. Can you make a triangle?

Give each child a piece of string and ask them to make shapes, e.g. ‘Can you make a triangle’?

What time is it Mr Crocodile? Which one

Curriculum link: mathematics Curriculum link: mathematics

Purpose: to introduce o’clock and question, ‘What time is it.’ Purpose: to show understanding of a short description.

1. This game needs a space. 1. Place a few objects on a table (e.g. book, newspaper,
2. Stand at one end of the room with your back to the scissors, rubber, pencil, ruler, marker pen).
children. You are the Crocodile. 2. Describe object and ask children ‘Which one is it?’
3. Tell the children. ‘I am a crocodile. I am going to catch Possible clues:
someone for my dinner’.  Object 1 – it is longer than the rubber but thinner than
4. Children take one small step towards you and ask, ’What the marker pen. Which one is it? (pencil)
time is it, Mr Crocodile?’  Object 2 – It is white and smaller than the book. Which
5. You answer with any hour from one o’clock to eleven one is it? (rubber)
o’clock.  Object 3 – You can read it and it is blue. Which one is it?
6. The children take another step with the same question. (book)
7. You answer with a different hour.
8. At about the fifth time the children ask the question, you
turn round suddenly and say ‘Dinner time’ and pretend to
catch a child for your dinner.
9. Game starts again. A child could be the Crocodile.

Books

Pictures from the following books would stimulate good discussion with the children using the given structures and vocabulary:-
 Walking through the jungle
- What can you see?
- I can see . . . .
 Andrew’s bath
- What can you see?
- I can see . . . .
 Oh Boris

SBA project instructions

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SBA project assessment has been scheduled for week 8 with four tasks that need to be completed. Each task relates
to one of the four main skill areas – listening, speaking, reading and writing. Distribute the tasks across the week so
there is one per day. If time remains after the assessment, choose any of the suggested activities stated in the week
by week overview for consolidation.

Unit 1 Listening Assessment

Purpose: to assess ordinal numbers (1st – 10th), shapes and colours.

1) Give each child a copy of one of the versions of SBA listening task sheet (A, B, C or D).
2) Try to make sure that children sitting beside each other have different versions (A-D) to avoid copying.
3) Ask them to colour/draw from the instructions you give:
a) Colour the second triangle yellow.
b) Colour the fifth rectangle red.
c) Draw a blue flower in the tenth circle.
d) Draw a green door in the fourth square.
4) Record how many of the four instructions are correctly performed. If the child has carried out the
instruction exactly as you have asked they will be awarded 2%. If the instruction is carried out partially e.g.
the colour is correct but not the shape, award 1%. The children can therefore score a possible 8% from the
four instructions.

Unit 1 Speaking Assessment

Purpose: to assess the response structure to: ‘What can you do with the pen?’ (You can write with the pen).

1) Decide on how to arrange the class according to the class size and whether this activity is being carried out
as a whole class or in smaller groups whilst a quiet activity is being undertaken by the other children.
2) Have a range of classroom tools for the children to choose from - pencil, pen, crayon, cloth, paintbrush,
ruler, rubber, sharpener, scissors or glue.
3) Pick up one of the tools, e.g. pen and ask each child in turn the question: “What can you do with a pen?”
4) Expect the response to relate to what the tool can do e.g. “You can write with a pen”.
5) Listen to each child and record a percentage out of 8% for each child in terms of the language they produce.
Make a professional judgement about whether the child should be awarded the higher or lower percentage
in each category.
7-8% - producing sentence with accuracy
5-6% - produce the sentence with general accuracy
3-4% - producing the sentence with the need of support
1-2% - requiring support to be able to initiate sentences

Unit 1 Writing Assessment

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Purpose: to assess holding a sentence in memory and writing it.

1) Give each child a sheet of paper with a blank clock.

2) Instruct the children to draw the hands on the clock to show any o ‘clock time e.g. 2 o’ clock. You can choose
to have the whole class do the same or give the children the option to draw their own time.
3) Teacher models constructing the sentence using the hold a sentence methodology:
a) Say the sentence: It is 2 o’clock.
b) Ask the children to repeat the sentence a few times so that they memorise it, asking different groupings,
e.g. boys, girls, front row.
c) Say the sentence again and write a tally (/ = one word) on the board to show how many words there are
in the sentence.
d) Ask the children to say the sentence again and do the tallies on their sheet of paper.
e) Say the first word again twice: ‘It’.
f) Fingerspell ‘It’.
g) Ask the children to tell you the first sound.
h) Write I on the board. (Point out why you use a capital letter).
i) Repeat steps g) to h) with the other sound.
j) Put your hand under the word ‘It’ and encourage the children to read ‘It’.
k) Ask the children to read the sentence again.
l) Fingerspell and write the next word (is), reminding the children to leave a space between each word.
m) Write the number as a digit (2) and continue to finger spell and then write the remaining word in the
sentence.
n) Finally ask the children to read the completed sentence
o) Repeat the process but instead of the teacher doing the writing, the children write on their own paper
with reference to the time that has been drawn on their clock.
4) There is no problem in dictating the sentence to them as much as needed as it is the accuracy of their
spelling that is being assessed.
5) The writing will be marked in terms of spelling and punctuation. The sentence has a potential of 10 marks (4
tallies, 3 correctly spelt words (It, is, o’clock), correct digit (2), a capital letter and a full stop)
8% - is given for 10 marks
7% - is given for 9 marks
6% - is given for 8 marks
5% - is given for 7 marks
4% - is given for 6 marks
3% - is given for 4-5 marks
2% - is given for 2-3 marks
1% - is given for 0-1 mark

Unit 1 Reading Assessment

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Purpose: to assess decoding skills and reading comprehension

1) Give each child a copy of one version of the reading assessment (A-D), boys can have A or B, and girls can
have C or D. Try to make sure that children sitting beside each other have different versions (A-D) to
avoid copying.
2) Talk to the children about the task and explain it without reading from the assessment
3) Children are to read the 4 sentences and draw a line to match the description to the body part on the
picture in the centre.
4) 2% is given for each correctly matched sentence.
5) If the line drawn is unclear, ask the child to point to exactly where they mean, or ask them orally.

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Unit 1 SBA week resources

Listening task version A Name: ______________________________

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Unit 1 SBA week resources Name: ______________________________

Listening task version B

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Unit 1 SBA week resources Name: ______________________________

Listening task version C

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Unit 1 SBA week resources Name:
______________________________

Listening task version D

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Unit 1 Writing task Name: ______________________________

- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - -- - - - - - -- - - - -

- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - -- - - - - - -- - - - -

- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - -- - - - - - -- - - - -

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Unit 1 Reading task version A Name: ______________________________

This is my chin.

This is my neck.

This is my leg.

This is my hand.

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Unit 1 Reading task version B Name: ______________________________

This is my neck.

This is my chin.

This is my hand.

This is my leg.

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Unit 1 Reading task version C Name: ______________________________

This is my hand.

This is my neck.

This is my leg.

This is my chin.

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Unit 1 Reading task version D Name: _____________________________

This is my neck.

This is my hand.

This is my chin.

This is my leg.

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 SBA project assessment 32%
Child’s name: Class:

Project theme: Unit 1 – Myself and School

Listening assessment
Item and specific information 1% 2%
1. Colour the second triangle yellow.

2. Colour the fifth rectangle red.

3. Colour the tenth circle blue.

4. Colour the fourth square green.

Total awarded % out of 8:

Speaking assessment
Band descriptors Percentage awarded and any comments
7-8% - producing sentence with accuracy

5-6% - producing the sentence with general accuracy

3-4% - producing the sentence with the need of support

1-2% - requiring support to be able to initiate sentence

Writing assessment
Sentence to write Mark out of 10 for this sentence
It is 2 o’clock.
The writing will be marked in terms of spelling and punctuation. 8% is given for 10 marks
The sentence has a potential of 10 marks 7% is given for 9 marks
 Tallies/4 6% is given for 8 marks
 Correctly spelt words/3 5% is given for 7 marks
4% is given for 6 marks
 Correct digit/1
3% is given for 4-5marks
 Capital letter/1 2% is given for 3-2 marks
 Full stop/1 1% is given for 0-1 marks
Reading assessment
Number of correctly matched sentences (out of 4) % awarded (2% per correctly matched sentence)

Listening assessment % Speaking assessment % Writing assessment % Reading assessment %

Total % out of 32%:

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