Teacher's Kit KSPK PDF

FOR TRAINING PURPOSES ONLY
KSPK
English Language
Teachers Kit
1
PRESCHOOL
ENGLISH LANGUAGE COMPONENT
3
ENGLISH LANGUAGE
The learning experience will enable pupils to:

1. listen and respond using appropriate verbal and non-verbal responses.
2. speak politely using simple words, phrases and sentences.
3. read and understand simple familiar words, phrases and sentences.
4. write simple familiar words and phrases.
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 1.0 LISTENING AND SPEAKING SKILLS
BI 1.1 Listen to and identify Pupils can: Pupils can:

sounds
BI 1.1.1 Listen to and identify common BI 1.1.2 Listen to and respond to stimulus
sounds in the environment given:
(i) environmental sounds
(ii) voice sounds
(iii) rhythm and rhyme
(iv) alliteration
BI 1.1.3 Listen to and identify rhymes in

nursery rhymes and songs
BI 1.2 Listen to and respond Pupils can: Pupils can:

appropriately
BI 1.2.1 Listen to and recite nursery BI 1.2.6 Listen to and recite poems and
rhymes rhymes
BI 1.2.2 Listen to and sing songs BI 1.2.7 Listen to, enjoy and respond to
stories
BI 1.2.3 Listen to and repeat greetings
3
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
BI 1.2.4 Listen to and follow simple

instructions
BI 1.2.5 Listen to and enjoy simple stories
BI 1.3 Listen, understand and Pupils can: Pupils can:

respond in a variety of
BI 1.3.1 Participate politely in daily BI 1.3.2 Name favourite things and
contexts
conversations to: activities
(i) exchange greetings
BI 1.3.3 Listen to and respond to oral texts
(ii) show appreciation
(iii) introduce oneself
BI 1.3.4 Participate in talk about familiar
(iv) express feelings
activities and experiences
(v) make simple requests
BI 1.3.5 Participate in talk about stories
heard
BI 1.3.6 Participate in role play about

familiar daily situations
BI 2.0 READING SKILLS

Pupils can:
BI 2.1 Show appropriate book
Children who start preschool at 5+ will develop
handling skills
BI 2.1.1 Handle books carefully book handling skills learning standards of
children who started preschool at 4+.
BI 2.1.2 Recognise the basic features of a
book Children who started preschool at 4+ will
continue to receive appropriate support and
BI 2.1.3 Read print in the correct manner: challenge in book handling skills.
(i) left to right
(ii) top to bottom
(iii) distance between eyes and
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LEARNING STANDARD
CONTENT STANDARD
4+ 5+
the book
BI 2.1.4 Show awareness that print

conveys meaning by doing
pretend reading
Pupils can: Pupils can:

BI 2.2 Apply sounds of letters to
recognise words
BI 2.2.1 Recognise letters of the alphabet BI 2.2.5 Recognise and sound out letters
by their: of the alphabet
(i) shape
(ii) name BI 2.2.6 Recognise and sound out initial,
medial and ending sounds in a
BI 2.2.2 Recognise small letters of the word
alphabet
BI 2.2.7 Blend phonemes (sounds) to form
BI 2.2.3 Recognise capital letters of the single syllable words
alphabet
BI 2.2.4 Name letters of the alphabet
BI 2.3 Demonstrate Pupils can: Pupils can:

understanding of a
BI 2.3.1 Recognise and read logos and BI 2.3.3 Recognise and read high
variety of texts in the
signs frequency/sight words
form of print and non-
print materials
BI 2.3.2 Read familiar words printed in the BI 2.3.4 Read simple phrases
surroundings
BI 2.3.5 Read simple sentences
BI 2.4 Develop interest in Pupils can: Pupils can:

reading independently for
BI 2.4.1 Recognise and name objects or BI 2.4.2 Read texts independently
information and
people in pictures
5
LEARNING STANDARD
CONTENT STANDARD
4+ 5+
enjoyment BI 2.4.3 Read and respond to texts read
BI 3.0 WRITING SKILLS
BI 3.1 Develop prewriting skills Pupils can:

Children who start preschool at 5+ will focus on
BI 3.1.1 Demonstrate fine motor control of prewriting skills learning standards of children
hands and fingers by using writing who started preschool at 4+.
tools correctly
Children who started preschool at 4+ will
BI 3.1.2 Demonstrate correct posture and continue to receive appropriate support and
pen hold grip challenge in prewriting skills.
BI 3.1.3 Develop hand-eye coordination

through scribbling, drawing lines
and patterns
BI 3.2 Develop writing skills Pupils can: Pupils can:

BI 3.2.1 Write recognisable letters BI 3.2.5 Copy simple phrases in legible
print
BI 3.2.2 Copy and write small letters
legibly BI 3.2.6 Copy familiar simple sentences in
legible print
BI 3.2.3 Copy and write capital letters
legibly BI 3.2.7 Communicate ideas and
information by using drawing,
BI 3.2.4 Copy familiar words in legible print marks, symbols and writing with
invented spelling
BI 3.2.8 Write familiar words and phrases

in legible print
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Suggested Word List According To Rimes (Basic Phonics)
Rime Word List Rime Word List
- at cat, mat, sat, pat, bat, fat, rat, hat - og dog, jog, log
- ap cap, lap, map, tap, nap - et jet, wet, net, pet
- an fan, man, can, pan, van - en hen, pen, ten, men
- am jam, yam, ram - ed bed, red
- in bin, fin, pin, tin, win - eg leg, peg
- ip dip, sip, lip, zip, hip - ut cut, hut, nut
- it hit, kit, pit, sit - un bun, fun, gun, run, sun
- ig big, dig, fig, wig - um gum, hum, mum
- ag bag, rag, tag, wag - ack back, pack, rack, sack
- ad mad, sad, pad, bad - ick tick, sick, lick, pick, quick
- ot cot, dot, hot, not, pot - ock sock, lock, rock
- op hop, mop, pop, top - ill fill, ill, pill, hill, bill
- od cod, god, nod, pod, rod - ell bell, tell, well, yell, sell
7
Suggested High Frequency Words
the of for my so your
and it at her go put
a was his out no too
to you that this do here
said they with have me an
in on we went very am
he she can be get yes
I is are like got did
*In frequency order reading down the columns from left to right
8
PRESCHOOL ENGLISH LANGUAGE
SYLLABUS
9
1. Overview
The syllabus for 4+ and 5+ has been devised around topics whichfall into three categories:
1. Topics considered appropriate for children of this age, e.g. about me, my family, my face, my body, my toys.
2. Topics considered useful and necessary for this age group, e.g. colours, weather, numbers.
3. Topics which allow for integration into the Malaysia Preschool Humanities curriculum which develops in the children an appreciation of self
and their surroundings, e.g. my friends, my school, my neighbourhood, my local environment.
The topics in 4+ are associated directly with the children, e.g. me, my classroom, my family, my body, my toys, whereas in 5+ the topics lead the
children further afield, e.g. my school, my neighbourhood, my country.
2. Lexical items
The lexical items listed in the syllabus support the preschool teacher to focus on a particular topic. However, the wordlists do not show all the words
the children will encounter in the preschool years. It showswords which children should be able to understand and produce confidently and
communicate with successfully. It is not expectedthat children can recognise all these words in their written form; neither will they be able to write
them all. The vocabulary listed represents a minimum standard for understanding and use. Children can and should encounter other words which are
meaningful to their particular contexts.
3. Productive and receptive language
The structures included in the syllabus are appropriate to the different topics, and also provide for repetition and recycling of simple structures that
can be used with a variety of topics, e.g. What is it? Its a
In 4+ there is a focus on the children understanding the question and responding to it. In 5+ the children will begin to ask simple questions of their
own. Children pick up language in chunks, which can be single words or two or three words brought together. It is therefore very natural for children to
respond using a single word response and only upon consistent exposure to contextualised language will they begin to use longer responses. It is the
role of the teacher to expand upon single word responses, providing a model for children to hear and eventually acquire. For example:
Teacher: How do you feel Sarah?

Sarah: Happy
Teacher: I feel happy! Thats good! Sarah feels happy.
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The use of songs and chants to support the acquisition of chunks of language will help children to quickly use sentences. Therefore songs and chants
should be used in addition to lots of other opportunities to hear language being used in context.
4. Contractions
Learning English in preschool begins with a solid foundation of listening and speaking activities. These activities provide a gradual build up towards
early reading and writing activities. As the focus in preschool is on listening and speaking, the syllabus presents spoken language in both its
contracted and full form. When children begin to write, they will likely reproduce the spoken form, which will include contractions. This should not be a
concern,because later, as they move through primary education and begin to take a more explicit stance towards language learning, they will decode
contractions. However, full forms have been included within the syllabus as teachers may wish to teach these as well.
5. Grammar
Grammar is not a focus with children of this age group, thus there is no grammatical analysis or explicit focus on grammar during these two years.
The aim of learning English in preschool is, above all, to give children positive and successful experiences with Englishin which meaning and
enjoyment are driving learning. A focus on using language for pleasure and for a purpose contributes to building a positive attitude towards English
and language learning generally, as well as developing confidence in speaking and using English for a purpose. Children will begin to focus more
explicitly on grammar as they move through primary.
6. Nursery rhymes
We have included suggested rhymes for each of the topics as these contribute to the natural development of phonological awareness due to the
rhythm and rhyme they inherently contain. These nursery rhymes are also a vehicle for exposure to culture and support the development of an
intercultural awareness if preschool teachers use rhymes or songs from the childrens own languages and compare the idiosyncrasies.
The lyrics for these rhymes will accompany the Scheme of Work together with suggestions for web links to enable the teachers to hear these rhymes
being said or sung.
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Suggestions for 4+ Syllabus
Topic Target lexical items Productive Language Receptive Language Nursery rhymes / chants / Suggested storybooks
songs
Introduction girl, boy Hello, my names Whats your name? Hello song I feel angry
Me Hello, my name is What is your name? Goodbye song (Brian Moses)
teacher, students Im a (girl). How are you? Ring a ring a roses
I am a (girl). How old are you?
happy, calm, sad, angry, Im fine thank you! How do you feel? Additional:
scared, surprised I am fine thank you! How many (girls) are there? If youre happy and you
Im (four). / Im (happy). Sit down! know it.
one, two, three, four, five I am (four). / I am (happy). Stand up! I am special
Five Line up!
1. My weather hot, warm, cool, cold Its (stormy) today. Whats the weather like? I hear thunder Tap, tap, boom, boom
It is (stormy) today. What is the weather like? One little, two little, three (Elisabeth Bluemle)
rainy, windy, cloudy, sunny, (Six) girls Is it (rainy)? little rain clouds
stormy, hazy I like sunny weather. How many (girls) are there? Rain
What weather do you like? (Linda Ashman)
six, seven, eight, nine, ten
2. My colours red, orange, yellow, green, Its (blue). What colour is it? I can sing a rainbow Brown bear, brown bear,
blue, purple, pink, black, It is (blue). Whats your favourite colour? Roses are red what do you see?
brown, white Here! What is your favourite colour? (Bill Martin Jr & Eric Carle)
Is it (blue)? Wheres the (blue) ?
Yes, it is. Where is the (blue) ? Pete the Cat: I love my
No, it isnt. white shoes
No, it is not. (Eric Litwin & James Dean)
3. My table, chair, board, window, A (pencil) Whats this? Wind the bobbin up Foxy
classroom door, bin, box, pencil, Its (my pencil). What is this? Bits of paper (Emma Dodd)
crayon It is (my pencil). Whose (pencil) is this?
Its a (blue pencil). What colour is it?
It is a (blue pencil). How many (crayons) are
There are (five crayons). there?
Is it a (pencil)?
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songs
4. My family mother, father, brother, This is my (family). Who is it? Father finger A mother for Choco
sister, grandmother, Its my (brother). Whose brother is it? Rain, rain, go away (Keiko Kasza)
grandfather, baby It is my (brother). Have you got any brothers and
Ive got (one brother). sisters?
I have got (one brother). Wheres your mother?
Here! Where is your mother?
I love my (mother).
Is it your (mother)?
5. My face hair, face, ears, nose, eyes, My (nose) Whats this? Two little ears My nose, your nose
mouth, lips, skin, hands Ive got (brown eyes). What is this? I like the me I see (Melanie Walsh)
I have got (brown eyes). What colour are (your / his /
long, short, dark, light Ive got (long hair). her) eyes? Additional:
I have got (long hair). Whos got (brown) eyes? One little finger
Shes got Who has got (brown) eyes?
She has got Who is it?
Hes got
He has got
6. My body head, body, arms, legs, My (body) Whats this? One finger, one thumb Hands are not for hitting
hands, feet, fingers, toes Ive got (two arms). What is this? Hokey Cokey / Hokey (Martine Agassi)
I have got (two arms). How many (legs) have you Pokey
jump, run, hop, clap, skip Yes, I can! got? From head to toe
No, I cant! Can you (jump)? Additional: (Eric Carle)
No, I cannot. What can you do? Head shoulders knees and
I can (jump). toes
I cant (skip).
I cannot (skip).
7. My toys car, train, doll, teddy, ball, A (car) What is it? Teddy bear, teddy bear Just like Jasper
puzzle, computer game, Its my (car). Whose car is this? Ive got a ball (Nick Butterworth and Mick
marbles, spinning top. It is my (car). How many (cars) have you Inkpen)
Ive got (one car). got?
I have got (one car). How many (cars) are there? Not a box
There are (five cars). (Antoinette Portis)
Can I play please?
Yes, you can!
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Suggestions for 5+ Syllabus
songs
Introduction Revisions: Hello, my names What is your name? Here we go round the (Revisit favourite stories
Me girl, boy, teacher, student Hello, my name is How are you? mulberry bush from 4+)
Im a (girl). How do you feel?
happy, calm, sad, angry, I am a (girl). How old are you? One for sorrow Seven Blind Mice
scared, surprised Im fine thank you. How many (girls) are there? (Ed Young)
I am fine thank you. Whats your favourite colour? 1, 2, 3 4, 5 once I caught a
one, two, three, four, five, Im (five). What is your favourite colour? fish alive
six, seven, eight, nine, ten I am (five). Whats the weather like?
I feel (happy). What is the weather like?
red, orange, yellow, green, Five What day is it today?
blue, purple, pink, black, Its (blue).
brown, white It is (blue).
Its (sunny).
hot, warm, cool, cold, rainy, It is (sunny).
windy, cloudy, sunny, Its (Monday).
stormy It is (Monday).
Is it (blue)?
New: Yes, it is.
Monday, Tuesday, No, it isnt.
Wednesday, Thursday, No, it is not.
Friday, Saturday, Sunday
1. My school playground, classroom, Its the (dining room). Where is it? Washing hands Pete the Cat: Rocking in his
field, dining room, toilet It is the (dining room). Wheres (Sarah)? school shoes
In the (classroom). Where is (Sarah)? Playing in the playground (Eric Litwin & James Dean)
playing, laughing, eating, Im (playing). What are you doing?
washing, jumping, writing, I am (playing). Whats (Sarah) doing?
reading Shes (playing). What is (Sarah) doing?
She is (playing).
Hes (playing).
He is (playing).
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songs
2. My world cat, dog, cow, rooster Its a (cat). What colour is it? Old Macdonald Bark George
Domestic chicken, goat, sheep, pig, It is a (cat). Whats it like? Hey diddle diddle (Jules Feiffer)
animals duck Its got (four legs and a tail). What is it like? Horsey horsey dont you
It has got (four legs and a stop
tail, beak, feathers, fur tail).
Its (black and white).
It is (black and white).
What is it?
3. My food rice, prawns, fish, chicken, Its (rice). Whats your favourite food? Muffin man The little red hen
beef, coconut, curry, It is (rice). What is your favourite food? Hot cross buns (traditional)
vegetables, fruit, bread, I like (rice). Do you like (rice)?
milk My favourite is (coconut).
Yes, I do./ No, I dont.
Yes, I do./ No, I do not.
I like (rice).
What is it?
4. My fruit apple, banana, orange, Its (a banana). Whats your favourite fruit? I walked through the jungle The very hungry caterpillar
papaya, watermelon, It is (a banana). What is your favourite fruit? (Eric Carle)
pineapple, mango, guava, I like (bananas). Do you like (mangoes)? Apples and bananas
starfruit My favourite is (starfruit). Whats it like? Handas surprise
Yes, I do./ No, I dont. What is it like? (Eileen Browne)
soft, hard, sweet, sour Yes, I do./ No, I do not.
It is (sour).
What is it?
5. My clothes headscarf, hat/cap, skirt, Its (a shirt). Whose (shirt) is this? Diddle, diddle dumpling Caps for sale
dress, t-shirt, shirt, It is (a shirt). What colour is it? 1, 2 buckle your shoe (Traditional)
trousers, shorts, sandals, This is my (shirt). What have you got? Bat, bat!
shoes, socks Its a (blue dress). Put on ! Blue hat, green hat
It is a (blue dress). Take off ! (Sandra Boynton)
Ive got a (red shirt).
I have got a (red shirt). Froggy gets dressed
What is it? (Jonathon London &Frank
Remkiewicz)
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songs
6. My world monkey, lizard, parrot, Its a (tiger). Whats it like? Five little monkeys Z is for Moose
Wild animals elephant, tiger, leopard, It is a (tiger). What is it like? An elephant walks like this (Kelly Bingham & Paul
anteater, whale, bear, What is it? What colour is it? and that Zelinsky)
crocodile Its got (claws and teeth). Is it (big)?
It has got (claws and teeth). Dear Zoo
claws, teeth, big, small Its (black and orange). (Rod Cambell)
It is (black and orange).
Good Night Gorilla
(Peggy Rathmann)
7. My world hill, mountain, lake, river, What is it? Where do we live? I like the flowers Were going on a bear hunt
Malaysia ocean, forest, tree, rock, Its a (mountain). Where do whales live? The bear went over the (Michael Rosen & Helen
sand, grass It is a (mountain). mountain Oxenbury)
(Near) the (mountain) Shell be coming round the
up, down, in, on, near (In) the (ocean) mountain when she comes
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Additional topics for 5+
songs
8. Transport car, taxi, bus, plane, boat, By (car) How did you come to school The wheels on the bus Freight train
ship, lorry, bike, trishaw, On land today? Row, row row your boat (Donald Crews)
motorbike, van In the (air) How can we get to(the The big ship sails
Its a slow bus. mountains) We all go travelling by
air, water, land It is a slow bus. How do you like travelling? (Sheena Roberts &
I like travelling by (boat). Siobhan Bell)
fast, slow
9. My town place of worship (church, Its a caf. Tell me about your town / city Heres the church Nana in the City
mosque, temple)shop, It is a caf. How many (shops) are there? The Grocers shop (Lauren Castillo)
garage, police station, post Theres a (park). Five currant buns
office, square, caf, park There is a (park).
There are three cafs.
Where is the (caf)?
Over there!
Where is (Sarah)?
In the (shop)
10.Occupations teacher, nurse, doctor, I want to be a (chef). What does your (father) do? Pat a cake, pat a cake Clothes line - clues to the
police officer, housewife, Hes a (doctor). What do you want to be when 5 little monkeys jumping on jobs people do
shopkeeper, dancer, He is a (doctor). you grow up? the bed! (Kathryn Leing& Andy R
soldier, chef/ baker Shes a (teacher). Davis)
She is a (teacher).
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SCHEME OF WORK
PRESCHOOL 4+
19
SCHEME OF WORK: INTRODUCTION (4+)
TOPIC Introduction LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS NOTES /

LEARNING OUTLINE
STANDARD(S) STANDARD (S) REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.2 Pre-lesson routines Differentiate by outcome allow

Listen and respond BI 1.2.3 Opening time (Puppet) children to respond to the new
appropriately BI 1.2.4 Greetings Class register topic in different ways:
[Introduce puppet] Time line images a) by miming only
Register b) by mouthing** the new
BI 1.3 BI 1.3.1 English today language
Listen, understand and i) exchange greetings c) by repeating the new
respond in a variety of iii) introduce oneself language after or with you
contexts
Lesson development
ENCOUNTER
Circle time 1) Song: [a hello song]
Pre-song activity 2) Flashcards of boy, girl,
Sing song teacher, students
Encounter activity 1 (instructions stand up /
Encounter activity 2 sit down)
Encounter activity 4
Sing song (in groups boys, girls and
students)
Post-lesson routines
Closing time Time line images
Reflecting on learning Goodbye song
Pre-song activity
Sing song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** Mouthing: imitating the movement of the mouth associated with a word or words which is/are being learned. This is often associated with accompanying a song or a rhyme which has
recently been introduced. This may or may not always be accompanied by the production of the sound.
PRE-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
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TOPIC Introduction LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1

LEARNING OUTLINE
STANDARD(S) STANDARD(S) REFERENCES STRATEGIES REMARKS

Listen and respond BI 1.2.2 Opening time (Puppet) children to respond to the new
appropriately BI 1.2.3 Greetings and a hello song Hello song topic in different ways:
BI 1.2.4 Register Class register a) by miming only
English today Time line images b) by mouthing the new
language
BI 1.3 BI 1.3.1 c) by repeating the new
Listen, understand and i) exchange greetings language after or with you
respond in a variety of iii) introduce oneself Lesson development
contexts ENCOUNTER/ENGAGE 1) Flashcards (boy, girl,
Circle time teacher, student)
Remembering activity 1 2) Rhyme Ring a ring o
Encounter activity 2 roses
Pre-rhyme activity 3) Dice
Sing / say rhyme
Engage activity 1
Engage activity 2
Counting boys and girls
Closing time
Reflecting on learning Time line images
Goodbye and song Goodbye song
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LEARNING OUTLINE
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support

Listen and respond BI 1.2.2 Opening time (Puppet) a) Offering options, e.g.
appropriately BI 1.2.3 Greetings and a hello song Hello song Are you happy or surprised?
BI 1.2.4 Register Class register b) Say first letter sound, e.g. Its
English today Time line images sss; Its ccc
c) Prompt with mime
BI 1.3 BI 1.3.1
Listen, understand and i) exchange greetings Differentiate by outcome allow
respond in a variety of ii) introduce oneself Lesson development children to respond to the topic
contexts iv) express feelings ENCOUNTER/ENGAGE 1) Flashcards (boy, girl, in different ways:
v) answer simple Circle time teacher, students) a) by miming only
questions Remembering activity 2 2) Rhyme Ring a ring o b) by mouthing the new
Sing / Say rhyme roses language
Encounter activity 1 (emotions) 3) Flashcards (happy, c) by repeating the new
Encounter activity 2 (emotions) sad, calm, angry, scared, language after or with you
Encounter activity 3 (emotions) surprised)
Encounter activity 4 (emotions)
Closing time
23

LEARNING OUTLINE

Listen and respond BI 1.2.2 Opening time (Puppet) children to respond to the topic
appropriately BI 1.2.3 Greetings and a hello song Hello song in different ways:
English today Time line images b) by mouthing the new
language
Listen, understand and i) exchange greetings language after or with you
respond in a variety of iii) introduce oneself
contexts iv) express feelings Lesson development
v) answer simple ENCOUNTER/ENGAGE Differentiate with support
questions Circle time a) Offering options, e.g.
Sing / Say rhyme 1)Rhyme: Ring a ring o Are you happy or surprised?
Remembering activity 1 (emotions) roses b) Say first letter sound, e.g. Its
Engage activity 1 (emotions) 2) Flashcards (emotions) sss; Its ccc
Engage activity 2 (emotions) c) Prompt with mime
Encounter activity 3 (emotions)
Engage activity 4 (emotions)
Goodbye and song
24
CONTENT LEARNING DIFFERENTIATION TEACHERS NOTES /

LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STANDARD(S) STRATEGIES REMARKS

English today Time line images sss; Its ccc
c) Prompt with mime
BI 1.3 BI 1.3.1
Listen, understand and i) exchange greetings Lesson development Differentiate by outcome allow
respond in a variety of iii) introduce oneself ENGAGE children to respond to the topic
contexts iv) express feelings Circle time in different ways:
v) answer simple Sing / Say rhyme 1) Rhyme: Ring a ring o roses a) by miming only
questions Remembering activity 2 2) Flashcards (emotions) b) by mouthing the new
(emotions) 3) Worksheets (How do you feel language
BI 3.1 BI 3.1.1 Engage activity 1 (emotions) today?) c) by repeating the new
Develop prewriting skills BI 3.1.2 Engage activity 2 (emotions) language after or with you
Set up table time
BI 3.2 BI 3.2.1 Differentiate by time
Develop early writing BI 3.2.2 Table time a) Allow child longer to finish
skills BI 3.2.3 Transition chant b) Set up activities for fast
BI 3.2.4 Manual activity finishers
Tidy up
Show and tell
Goodbye and song
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TOPIC Introduction LESSON 6 MAIN SKILL(S) FOCUS: Reading 1


BI 1.2.5 English today Time line images sss; Its ccc
Sing / Say rhyme Rhyme: Ring a ring o roses c) Prompt with mime
BI 1.3 BI 1.3.1
Listen, understand and i) exchange greetings
contexts iv) express feelings
v) answer simple Lesson development
questions ENGAGE
Circle time
BI 2.1 BI 2.1.2 Story book pre-listening 1 1) Story book (with a connection
Show appropriate book Story book reading to emotions)
handling skills Story book post listening 1 2) Flashcards (emotions)
Engage activity 6 3) Calm breathing activity
BI 2.4 BI 2.4.1 Calm breathing activity
Develop interest in Engage activity 5
reading independently
for information and
enjoyment Post-lesson routines
Goodbye and song
26


BI 1.2.5 English today Time line images sss; Its ccc
Sing / Say rhyme Rhyme: Ring a ring o roses c) Prompt with mime
BI 1.3 BI 1.3.1
questions ENGAGE/EXPLOIT
Circle time
Story book pre-listening 1) Story book (with a connection
BI 2.2 BI 2.2.1 Story book reading to emotions)
Apply sounds of letters BI 2.2.2 Story book post listening 2) Flashcards (emotions)
to recognise words BI 2.2.3 Exploit 1 3) Alphabet visuals
Calm breathing activity 4) Word cards (topic +)
BI 2.3 BI 2.3.2 Alphabet activity
Demonstrate Engage activity 5
understanding of a
form of print and digital Post-lesson routines
materials Closing time Time line images
Goodbye and song
27
TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


Listen and respond BI 1.2.2 Opening time a) Offering options, e.g.
appropriately BI 1.2.3 Greetings and a hello song (Puppet) Are you happy or surprised?
BI 1.2.4 Register Hello song b) Say first letter sound, e.g. Its
BI 1.2.5 English today Class register sss; Its ccc
Sing / Say rhyme Time line images c) Prompt with mime
Rhyme: Ring a ring o roses
BI 1.3 BI 1.3.1 Differentiate by learning
Listen, understand and i) exchange greetings preferences
respond in a variety of iii) introduce oneself Lesson development a) What medium to use, (e.g.
contexts iv) express feelings EXPLOIT 1) Flashcards (happy, sad, crayon, paint, collage)
v) answer simple Circle time calm, angry, scared, surprised) b) Which hand to draw around
questions Exploit activity 2 2) Worksheets (Take 5 (left or right)
Set up table time breathing activity copy the
BI 2.3 BI 2.3.2 emotion word they feel) Differentiate by time
Demonstrate Table time a) Allow child longer to finish
understanding of a Transition chant b) Set up activities for fast
variety of texts in the Manual activity finishers
form of print and digital Tidy up
materials Show and tell
BI 3.1 BI 3.1.1
Develop prewriting BI 3.1.2
skills
BI 3.2 BI 3.2.1
Develop early writing BI 3.2.2 Goodbye and song
skills BI 3.2.3
BI 3.2.4
28
SCHEME OF WORK: THE WEATHER (4+)
TOPIC My weather LESSON 1 MAIN SKILL(S) FOCUS: Listening


Listen to and identify Opening time (Puppet) children to respond to the new
sounds Greetings and a hello song Hello song topic in different ways:
Register Class register a) by miming only
BI 1.2 BI 1.2.1 Emotions routine Emotions flashcards b) by mouthing the new
Listen and respond BI 1.2.2 Sing / say a favourite song / Time line language
appropriately BI 1.2.3 rhyme c) by repeating the new
BI 1.2.4 English today language after or with you
BI 1.3 BI 1.3.1 Lesson development 1) Flashcards of weather

Listen, understand and i) exchange greetings ENCOUNTER (Hot, rainy, windy, cloudy,
respond in a variety of ii) introduce oneself Circle time sunny, stormy - additional
contexts iv) express feelings Encounter activity 1 images of thunder, lightning)
v) answer simple
Encounter activity 2 2) Sound files of rain, wind and
questions
Encounter activity 3 thunder
Listen! What can you hear? 3) Song: I hear thunder
(with weather sounds)
Pre-song activity:
Sing a Song (I hear thunder)
Post-lesson routines Time line images

Closing time Goodbye song
Reflecting on learning
Goodbye and song
29
TOPIC My weather LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1


Listen to and identify Opening time (Puppet) children to respond to the new
sounds Greetings and a hello song Hello song topic in different ways:
Emotions routine Emotions flashcards b) by mouthing the new
BI 1.2 BI 1.2.1 Song (I hear thunder) Song: I hear thunder language
Listen and respond BI 1.2.2 English today Time line c) by repeating the new
appropriately BI 1.2.3 language after or with you
BI 1.2.4
Lesson development
ENGAGE 1) Flashcards of weather
BI 1.3 BI 1.3.1 Circle time (Hot, rainy, windy, cloudy,
Listen, understand and i) exchange greetings Remembering activity 1 sunny, stormy, warm, cool,
respond in a variety of ii) introduce oneself
Engage activity 1 cold,)
Engage activity 2
v) answer simple
questions Engage activity 3
Engage activity 5
Goodbye and song
30


Listen to and identify Opening time (Puppet) a) Offering options, e.g.
sounds Greetings and a hello song Hello song Is it sunny or is it rainy?
Register Class register b) Say first letter sound, e.g. Its
Emotions routine Emotions flashcards sss; Its rrr
BI 1.2 BI 1.2.1 Song (I hear thunder) Song: I hear thunder Time line c) Prompt with mime
Listen and respond BI 1.2.2 English today
appropriately BI 1.2.3 Differentiate by outcome allow
BI 1.2.4 children to respond to the topic
Lesson development in different ways:
ENGAGE 1) Flashcards of weather a) by miming only
BI 1.3 BI 1.3.1 Circle time (Hot, rainy, windy, cloudy, b) by mouthing the new
Listen, understand and i) exchange greetings Remembering activity 2 sunny, stormy, warm, cool, cold) language
respond in a variety of ii) introduce oneself c) by repeating the new
Introduce weather routine 2) A weather chart for the
contexts iv) express feelings language after or with you
Encounter activity 3 weather routine
v) answer simple
questions Acting out I hear thunder 3) Objects to make sounds that
with child made sounds represent rain and thunder e.g.
Engage activity 5 rice in plastic containers, sheets
of card
4) Song: I hear thunder

Goodbye and song
31


Listen to and identify Opening time (Puppet) children to respond to the topic
sounds Greetings and a hello song Hello song in different ways:
BI 1.2 BI 1.2.1 Emotions routine Emotions flashcards b) by mouthing the new
Listen and respond BI 1.2.2 Weather routine Weather chart language
appropriately BI 1.2.3 English today Time line c) by repeating the new
BI 1.2.4 language after or with you
BI 1.3 BI 1.3.1.
Listen, understand and i) exchange greetings Lesson development Differentiate with support
respond in a variety of ii) introduce oneself ENGAGE 1) Flashcards of weather a) Offering options, e.g.
contexts iv) express feelings Circle time (Hot, rainy, windy, cloudy, Is it sunny or is it rainy?
v) answer simple Remembering activity 2 sunny, stormy, warm, cool, cold) b) Say first letter sound, e.g. Its
questions sss; Its rrr
Engage activity 3 2) Objects to make sounds for
c) Prompt with mime
Song (I hear thunder) song
BI 3.1 BI 3.1.1 3) Worksheets (sequencing I
Develop prewriting skills BI 3.1.2 Set up table time
hear thunder song)
BI 3.1.3 Differentiate by time
Table time
a) Allow child longer to finish
BI 3.2 BI 3.2.1 Transition chant b) Set up activities for fast
Develop early writing BI 3.2.2 Manual activity finishers
skills BI 3.2.3 Tidy up
BI 3.2.4 Show and tell
Goodbye and song
32


BI 1.2 BI 1.2.1 Emotions routine Emotions flashcards sss; Its rrr
Listen and respond BI 1.2.2 Weather routine Weather chart c) Prompt with mime
appropriately BI 1.2.3 Song (I hear thunder) Objects to make sounds for
BI 1.2.4 English today song Differentiate by outcome allow
Time line children to respond to the topic
BI 1.3 BI 1.3.1 in different ways:
Listen, understand and i) exchange greetings a) by miming only
respond in a variety of ii) introduce oneself Lesson development b) by mouthing the new
contexts iv) express feelings ENGAGE 1) Story book (with a connection language
v) answer simple Circle time to the weather) c) by repeating the new
questions language after or with you
Story book pre-listening 2) Flashcards of weather
Story book reading (Hot, rainy, windy, cloudy,
BI 2.1 BI 2.1.2
Show appropriate book Story book post listening sunny, stormy, warm, cool, cold)
handling skills Engage activity 6
Engage activity 5
BI 2.2 BI 2.2.1
Apply sounds of letters to BI 2.2.2
recognise words BI 2.2.3 Post-lesson routines
BI 2.2.4 Closing time Time line images
BI 2.3 BI 2.3.1 Goodbye and song
Demonstrate BI 2.3.2
understanding of a
form of print and digital
materials
BI 2.4 BI 2.4.1
Develop interest in
for information and
enjoyment
33
TOPIC My weather LESSON 6 MAIN SKILL(S) FOCUS: Reading 1


BI 1.2 BI 1.2.1 Emotions routine Emotions flashcards sss; Its rrr
Listen and respond BI 1.2.2 Weather routine Weather chart c) Prompt with mime
appropriately BI 1.2.3 Song (I hear thunder) Objects to make sounds for
BI 1.2.4 English today song
Time line
BI 1.3 BI 1.3.1
respond in a variety of ii) introduce oneself Lesson development
contexts iv) express feelings ENGAGE/EXPLOIT
v) answer simple Circle time 1) Song: Ten little rain clouds
questions
Pre- song activity 2) Number flashcards 1-10
Sing a song 2) Story book (with a connection
BI 2.1 BI 2.1.2 Story book pre-listening 2 to the weather)
Show appropriate book Story book reading 3) Weather flashcards
Story book post listening 2 (Hot, rainy, windy, cloudy,
handling skills sunny, stormy, warm, cool, cold)
Exploit 1
BI 2.2 BI 2.2.1
Apply sounds of letters BI 2.2.2
to recognise words BI 2.2.3 Post-lesson routines Time line images
BI 2.2.4 Closing time Goodbye song
understanding of a
materials
BI 2.4 BI 2.4.1
Develop interest in
for information and
enjoyment
34
TOPIC My weather LESSON 7 MAIN SKILL(S) FOCUS: Reading 2


appropriately BI 1.2.4 Greetings and a hello song Hello song Is it sunny or is it rainy?
Emotions routine Emotions flashcards sss; Its rrr
BI 1.3 BI 1.3.1 Weather routine Weather chart c) Prompt with mime
Listen, understand and i) exchange greetings Song (I hear thunder) Objects to make sounds for
respond in a variety of ii) introduce oneself English today song
contexts iv) express feelings Time line
v) answer simple
questions
Lesson development
BI 2.2 BI 2.2.1 EXPLOIT 1) Song: Ten little rain clouds
Apply sounds of letters BI 2.2.2. Circle time 2) Flashcards of numbers 1 -10
to recognise words BI 2.2.3
Sing a song 3) 55 card rain drops
BI 2.2.4
Counting activity - clouds and 4) Flashcards (weather)
rain drops 3) Alphabet visuals
Alphabet activity 4) Word cards (topic +)
BI 2.3 BI 2.3.2 Engage activity 5
Demonstrate
understanding of a
variety of texts in the Post-lesson routines
form of print and digital Closing time Time line images
materials Reflecting on learning Goodbye song
Goodbye and song
35
TOPIC My weather LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


appropriately BI 1.2.3 Greetings and a hello song (Puppet) Is it sunny or is it rainy?
Emotions routine Class register sss; Its rrr
BI 1.3 BI 1.3.1 Weather routine Emotions flashcards c) Prompt with mime
Listen, understand and i) exchange greetings One little rain cloud song Weather chart
respond in a variety of ii) introduce oneself English today Ten rain clouds Differentiate by learning
contexts iv) express feelings Time line preferences
v) answer simple a) What medium to use, e.g.
questions crayon, paint, collage
Lesson development
BI 2.3 BI 2.3.2 EXPLOIT 1) Flashcards of weather Differentiate by time
Demonstrate Circle time (Hot, rainy, windy, cloudy, a) Allow child longer to finish
understanding of a Exploit activity 2 sunny, stormy, warm, cool, cold) b) Set up activities for fast
variety of texts in the Set up table time 2) Worksheets (My weather finishers
form of print and digital children draw their favourite
materials Table time weather and copy the weather
Transition chant word)
BI 3.1 BI 3.1.1 Manual activity
Develop prewriting BI 3.1.2 Tidy up
skills BI 3.1.3 Show and tell
BI 3.2.1
BI 3.2 BI 3.2.2
Develop early writing BI 3.2.3
skills BI 3.2.4
Goodbye and song
36
SCHEME OF WORK: MY COLOURS (4+)
PRESCHOOL TEACHERS TO CREATE OWN LESSON CONTENT
TOPIC My colours LESSONS 1-8 MAIN SKILL(S) FOCUS:

37
LESSON: MY CLASSROOM (4+)
TOPIC My classroom LESSONS 1-8 MAIN SKILL(S) FOCUS:

38
SCHEME OF WORK: MY FAMILY (4+)
TOPIC My family LESSONS 1-8 MAIN SKILL(S) FOCUS:

39
SCHEME OF WORK: MY FACE (4+)
TOPIC My face LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT STANDARD LEARNING DIFFERENTIATION TEACHERS NOTES /

(S) STANDARD (S) STRATEGIES REMARKS

Listen and respond BI 1.2.2 Opening time children to respond to the new
appropriately BI 1.2.3 Greetings and a hello song (Puppet) topic in different ways:
BI 1.2.4 Register Hello song a) by miming only
Emotions routine Class register b) by mouthing the new
BI 1.3 BI 1.3.1 Weather routine Song / rhyme language
Listen, understand and i) exchange greetings Sing / say a favourite song / Time line images c) by repeating the new
respond in a variety of ii) introduce oneself rhyme language after or with you
contexts iv) express feelings English today
v) answer simple
questions
Lesson development
ENCOUNTER
Circle time
Encounter activity 1 1) Flashcards
Encounter activity 2 (in pairs) (Hair, face, ears, nose, eyes,
Encounter activity 3 mouth)
Pre-rhyme activity 2) Rhyme: Two little ears
Say a rhyme

Goodbye and song
40
TOPIC My face LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1


Weather routine Rhyme: Two little ears language
BI 1.3 BI 1.3.1 Say a rhyme Time line images c) by repeating the new
Listen, understand and i) exchange greetings English today language after or with you
questions ENGAGE
Circle time
Remembering activity 1 1) Flashcards
Engage activity 1 (Hair, face, ears, nose, eyes,
Engage activity 2 mouth) OR
Engage activity 3 1) for activity 1 and 2: Drawing
Engage activity 4 (in pairs) of a face on the board with parts
erased.
Goodbye and song
41


appropriately BI 1.2.3 Greetings and a hello song Hello song Is her hair long or short?
Emotions routine Rhyme: Two little ears lll; Its sss
Weather routine Time line images c) Prompt with mime
BI 1.3 BI 1.3.1 Say a rhyme
Listen, understand and i) exchange greetings English today Differentiate by outcome allow
respond in a variety of ii) introduce oneself children to respond to the topic
contexts iv) express feelings in different ways:
v) answer simple Lesson development a) by miming only
questions ENGAGE 1) Flashcards (Hair, face, ears, b) by mouthing the new
Circle time nose, eyes, mouth) language
c) by repeating the new
Remembering activity 2 2) Flashcards (long hair, short
language after or with you
Engage activity 4 (in pairs) hair, blue, green, brown, black)
Who is it? 3) Chalk or hoops for making
Engage activity 8 sets
Engage activity 5

Goodbye and song
42


Emotions routine Weather chart b) by mouthing the new
BI 1.3 BI 1.3.1 Weather routine Time line images language
Listen, understand and i) exchange greetings Say a rhyme Rhyme: Two little eyes c) by repeating the new
respond in a variety of ii) introduce oneself English today language after or with you
contexts iii) show appreciation
iv) express feelings
v) answer simple Differentiate with support
questions Lesson development a) Offering options, e.g.
ENGAGE 1) Flashcards (Hair, face, ears, Is it a nose or is it a mouth?
BI 3.1 BI 3.1.1 Circle time nose, eyes, mouth, long, short) b) Say first letter sound, e.g. Its
Develop prewriting skills BI 3.1.2 nnn; Its mmm
Remembering activity 2 2) Chalk or hoops for making
BI 3.1.3 c) Prompt with mime
Engage activity 4 (in pairs) sets
BI 3.2 BI 3.2.1 Engage activity 8 3) Worksheets (My face)
Develop early writing BI 3.2.2 Set up table time Differentiate by time
skills BI 3.2.3 a) Allow child longer to finish
BI 3.2.4 Table time b) Set up activities for fast
Transition chant finishers
Manual activity
Tidy up
Show and tell
Goodbye and song
43


appropriately BI 1.2.3 Greetings and a hello song Hello song Is it a nose or is it a mouth?
Emotions routine Weather chart nnn; Its mmm
BI 1.3 BI 1.3.1 Weather routine Rhyme: Two little eyes c) Prompt with mime
Listen, understand and i) exchange greetings Say a rhyme Time line images
respond in a variety of ii) introduce oneself English today Differentiate by outcome allow
contexts iii) show appreciation children to respond to the topic
iv) express feelings in different ways:
v) answer simple a) by miming only
questions Lesson development b) by mouthing the new
ENGAGE 1) Story book (topic related / language
BI 2.1 BI 2.1.2 Circle time diversity) c) by repeating the new
Show appropriate book language after or with you
Story book pre-listening 1 2) Flashcards (children from
handling skills
Story book reading different countries)
BI 2.2 BI 2.2.1 Story book post listening 1
Apply sounds of letters to BI 2.2.2 Engage activity 3
recognise words BI 2.2.3 Engage activity 5
BI 2.2.4
BI 2.3 BI 2.3.1
Demonstrate BI 2.3.2 Post-lesson routines
understanding of a Closing time Time line images
variety of texts in the Reflecting on learning Goodbye song
form of print and digital Goodbye and song
materials
BI 2.4 BI 2.4.1
Develop interest in
for information and
enjoyment
44
TOPIC My face LESSON 6 MAIN SKILL(S) FOCUS: Reading 1


BI 1.3 BI 1.3.1 Weather routine Rhyme: Two little eyes c) Prompt with mime
respond in a variety of ii) introduce oneself English today
v) answer simple
questions Lesson development
ENGAGE/EXPLOIT
Circle time
BI 2.1 BI 2.1.2
Pre-song activity 1) Song; I like the me I see
Show appropriate book
Sing a song 2) Story book (topic related /
handling skills
Story book pre-listening 2 diversity)
BI 2.2 BI 2.2.1 Story book reading 3) Flashcards (children from
Story book post listening 2 different countries)
Apply sounds of letters BI 2.2.2
to recognise words BI 2.2.3 Exploit 1
BI 2.2.4
BI 2.3 BI 2.3.1 Post-lesson routines Time line images

Demonstrate BI 2.3.2 Closing time Goodbye song
understanding of a Reflecting on learning
variety of texts in the Goodbye and song
materials
BI 2.4 BI 2.4.1
Develop interest in
for information and
enjoyment
45
TOPIC My face LESSON 7 MAIN SKILL(S) FOCUS: Reading 2


BI 1.3 BI 1.3.1 Weather routine Rhyme: two little eyes c) Prompt with mime
v) answer simple
EXPLOIT
BI 2.3 BI 2.3.2 Circle time 1) Song: I like the me I see
Demonstrate
Sing a song 2) Flashcards (children from
understanding of a
Engage activity 3 different countries)
form of print and digital Alphabet activity 3) Flashcards (Face)
materials Exploit activity 2 3) Alphabet visuals
4) Word cards (topic +)
Goodbye and song
46
TOPIC My face LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


appropriately BI 1.2.3 Greetings and a hello song (Puppet) Is it a nose or is it a mouth?
Emotions routine Class register nnn; Its mmm
Listen, understand and i) exchange greetings English today Song: The five senses
respond in a variety of ii) introduce oneself Time line images Differentiate by learning
contexts iii) show appreciation preferences
iv) express feelings a) What medium to use, e.g.
v) answer simple Lesson development crayon, paint, collage
questions EXPLOIT
Circle time Differentiate by time
Sing a song 1) Song: I like the me I see a) Allow child longer to finish
BI 2.3 BI 2.3.2 Post-song activity 2) Worksheets (I like the me I b) Set up activities for fast
Demonstrate Set up table time see) finishers
understanding of a
variety of texts in the Table time
form of print and digital Transition chant
materials Manual activity
Tidy up
BI 3.1 BI 3.1.1
Show and tell
Develop prewriting BI 3.1.2
skills BI 3.1.3
BI 3.2 BI 3.2.1
Develop early writing BI 3.2.2 Reflecting on learning Goodbye song
skills BI 3.2.3 Goodbye and song
BI 3.2.4
47
SCHEME OF WORK: MY BODY (4+)
TOPIC My colours LESSONS 1-8 MAIN SKILL(S) FOCUS:

48
SCHEME OF WORK: MY TOYS (4+)
TOPIC My toys LESSON 1 MAIN SKILL(S) FOCUS: Listening


Weather routine Song / rhyme language
BI 1.3 BI 1.3.1 Sing / say a favourite song / Time line images c) by repeating the new
Listen, understand and i) exchange greetings rhyme language after or with you
v) answer simple
ENCOUNTER
Circle time
Encounter activity 1 1) Flashcards or realia (six toys)
Encounter activity 2 2) Rhyme: Teddy bear, teddy
Encounter activity 3 bear
Pre-rhyme activity
Say a rhyme

Goodbye and song
49
TOPIC My toys LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1


Weather routine Rhyme: Teddy bear, teddy bear language
questions ENGAGE
Circle time
Remembering activity 1 1) Flashcards or realia (six toys)
Engage activity 1
Engage activity 2
Engage activity 3
Engage activity 4
Goodbye and song
50


appropriately BI 1.2.3 Greetings and a hello song Hello song Is it a train or is it a car?
BI 1.2.4 Register Class register b) Say first letter sound(s,) e.g.
Emotions routine Rhyme: Teddy bear, teddy bear Its a ccc; Its a trtrtr
Weather routine Time line images c) Prompt with mime
BI 1.3 BI 1.3.1 Say a rhyme
Listen, understand and i) exchange greetings English today Differentiate by outcome allow
respond in a variety of ii) introduce oneself children to respond to the topic
contexts iv) express feelings in different ways:
v) answer simple Lesson development a) by miming only
questions ENGAGE 1) Flashcards or realia (all toys) b) by mouthing the new
Circle time 2) Song: Ive got a ball. language
c) by repeating the new
Remembering activity 2
language after or with you
Engage activity 3
Engage activity 4
Pre-song activity
Sing a song
Engage activity 5

Goodbye and song
51


Emotions routine Weather chart b) by mouthing the new
Weather routine Rhyme: Teddy bear, teddy bear language
iv) express feelings Differentiate with support
v) answer simple Lesson development a) Offering options, e.g.
questions ENGAGE Is it a train or is it a car?
Circle time b) Say first letter sound(s,) e.g.
Its a ccc; Its a trtrtr
Remembering activity 2 1) Flashcards or realia (toys)
BI 3.1 BI 3.1.1 2) Song: Ive got a ball. c) Prompt with mime
Sing a song
Develop prewriting skills BI 3.1.2
BI 3.1.3 Engage activity 4 3) Worksheets (My favourite
Set up table time toy)
Differentiate by time
BI 3.2 BI 3.2.1 a) Allow child longer to finish
Develop early writing BI 3.2.2 Table time b) Set up activities for fast
skills BI 3.2.3 Transition chant finishers
BI 3.2.4 Manual activity
Tidy up
Show and tell
Goodbye and song
52


BI 1.2.4 Register Class register b) Say first letter sound(s), e.g.
Emotions routine Weather chart Its a ccc; Its a trtrtr
BI 1.3 BI 1.3.1 Weather routine Rhyme: Teddy bear, teddy bear c) Prompt with mime
respond in a variety of ii) introduce oneself English today Differentiate by outcome allow
contexts iv) express feelings children to respond to the topic
v) answer simple in different ways:
questions a) by miming only
Lesson development b) by mouthing the new
BI 2.1 BI 2.1.2 ENGAGE language
Show appropriate book Circle time c) by repeating the new
handling skills language after or with you
Sing a song 1) Song: Ive got a ball.
Post-song activity 2) Story book (topic related /
BI 2.2 BI 2.2.1
Apply sounds of letters to BI 2.2.2 Story book pre-listening 1 toys)
recognise words BI 2.2.3 Story book reading 3) Flashcards or realia (toys)
BI 2.2.4 Story book post listening 1
Engage activity 3
understanding of a
form of print and digital Post-lesson routines
materials Closing time Time line images
Develop interest in
for information and
enjoyment
53
TOPIC My toys LESSON 6 MAIN SKILL(S) FOCUS: Reading 1


Emotions routine Weather chart Its a ccc; Its a trtrtr
BI 1.3 BI 1.3.1 Weather routine Rhyme: Teddy bear, teddy bear c) Prompt with mime
v) answer simple
ENGAGE/EXPLOIT
BI 2.1 BI 2.1.2 Circle time 1) Song; Ive got a ball
Show appropriate book
Sing a song 2) Story book (topic related /
handling skills
Story book pre-listening 2 toys)
BI 2.2 BI 2.2.1 Story book reading 3) Flashcards or realia (toys)
Apply sounds of letters BI 2.2.2 Story book post listening 2 4) Word cards (toys)
to recognise words BI 2.2.3 Engage activity 3 (word and
BI 2.2.4 image)
Exploit activity 4
BI 2.3 BI 2.3.1
Demonstrate BI 2.3.2 Post-lesson routines Time line images
understanding of a Closing time Goodbye song
variety of texts in the Reflecting on learning
form of print and digital Goodbye and song
materials
BI 2.4 BI 2.4.1
Develop interest in
for information and
enjoyment
54
TOPIC My toys LESSON 7 MAIN SKILL(S) FOCUS: Reading 2


BI 1.3 Emotions routine Weather chart Its a ccc; Its a trtrtr
Listen, understand and BI 1.3.1 Weather routine Rhyme: Teddy bear, teddy bear c) Prompt with mime
respond in a variety of i) exchange greetings Say a rhyme Time line images
contexts ii) introduce oneself English today
iii) show appreciation
v) answer simple
EXPLOIT
BI 2.3 BI 2.3.2 Circle time
Demonstrate
Sing a song 1) Song: Ive got a ball
understanding of a
Alphabet activity 2) Flashcards or realia (toys)
form of print and digital Exploit activity 4 (words and 3) Alphabet visuals
pictures) 4) Word cards (topic +)
materials
Goodbye and song
55
TOPIC My toys LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


appropriately BI 1.2.3 Greetings and a hello song (Puppet) Is it a train or is it a car?
BI 1.2.4 Register Hello song b) Say first letter sound(s), e.g.
Emotions routine Class register Its a ccc; Its a trtrtr
Listen, understand and i) exchange greetings Say a rhyme Rhyme: Teddy bear, teddy bear
respond in a variety of ii) introduce oneself English today Time line images Differentiate by learning
contexts iii) show appreciation preferences
iv) express feelings a) What medium to use, e.g.
v) answer simple Lesson development crayon, paint, collage
questions EXPLOIT
Circle time Differentiate by time
Sing a song 1) Song: Ive got a ball
BI 2.3 BI 2.3.2 b) Set up activities for fast
Exploit activity 2 (words and 2) Flashcards or realia
Demonstrate 3) Word cards (topic +) finishers
pictures)
understanding of a
variety of texts in the Set up table time 4) Worksheets (toys mini-book)
Table time
materials
Transition chant
Develop prewriting BI 3.1.2 Tidy up
skills BI 3.1.3 Show and tell
BI 3.2.1
BI 3.2 BI 3.2.2 Post-lesson routines
Develop early writing BI 3.2.3 Closing time
skills BI 3.2.4 Reflecting on learning Time line images
56
SCHEME OF WORK
PRESCHOOL 5+
57
SCHEME OF WORK: INTRODUCTION (5+)
TOPIC Introduction LESSON 1 MAIN SKILL(S) FOCUS: Listening
LEARNING DIFFERENTIATION TEACHERS NOTES /

CONTENT STANDARD (S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD (S) STRATEGIES REMARKS

Listen to and identify sounds (ii) voice Opening time children to respond to the new
sounds Greetings and a hello song (Puppet) topic in different ways:
(iii) rhythm and Register Hello song a) by miming only
rhyme Emotions routine Class register b) by mouthing*** the new
(iv) alliteration Weather routine Weather chart language
Sing / say a favourite song / Song / rhyme c) by repeating the new
BI 1.1.3 rhyme Time line images language after or with you
English today
BI 1.2 BI 1.2.6
Listen and respond
appropriately Lesson development
ENCOUNTER
BI 1.3 BI 1.3.2 Circle time 1) Flashcards (week days)**
Listen, understand and BI 1.3.3 1. Encounter activity 1 2) ASL signs for week days
respond in a variety of contexts BI 1.3.4 2. Encounter activity 2 3) Rhyme: Days of the week
3. Encounter activity 3
4. Pre-rhyme activity
5. Say a rhyme
6. Encounter activity 4

Goodbye and song
** The days of the week flashcards should be different colours, so the children can refer to them by colour as well. You can also play different association games if you use different colours.
*** Mouthing: imitating the movement of the mouth associated with a word or words which is/are being learned. This is often associated with accompanying a song or a rhyme which has
recently been introduced. This may or may not always be accompanied by the production of the sound.
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER
SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
59

CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS

rhyme Emotions routine Class register b) by mouthing the new
(iv) alliteration Weather routine Weather chart language
Sing / say a favourite song / Song / rhyme c) by repeating the new
BI 1.1.3 rhyme Time line images language after or with you
English today
BI 1.2 BI 1.2.6
Listen and respond
appropriately Lesson development
ENGAGE
Listen, understand and BI 1.3.3
Remembering activity 1 1) Flashcards (week days)*
respond in a variety of contexts BI 1.3.4
Encounter activity 3 2) ASL signs for week days
Engage activity 1 3) Rhyme: Days of the week
Engage activity 4 4) Song: One for sorrow
Pre-song activity 5) Flashcards (One for sorrow
Sing a song images)
Engage activity 5
Goodbye and song
60


Listen to and identify sounds (ii) voice Opening time (Puppet) a) Offering options, e.g.
(iii) rhythm and Register Class register b) Say first letter sound, e.g. Its
rhyme Emotions routine Weather chart sss; Its www
(iv) alliteration Weather routine Rhyme: Days of the week c) Prompt with mime
Days of the week routine Time line images
BI 1.1.3 Say a rhyme Differentiate by outcome allow
English today children to respond to the topic
Listen and respond a) by miming only
appropriately b) by mouthing the new
Lesson development
language
ENGAGE 1) Flashcards (week days /
Circle time colours)
Listen, understand and BI 1.3.3 language after or with you
Remembering activity 2 2) Song: One for sorrow
Encounter 3 3) Flashcards (One for sorrow
Engage activity 3 (colour images)
flashcards + week days) 4) Flashcards (colours / number
Sing a song / emotions)
Sequence song images
Engage activity 8 (numbers,
colours, emotions)

Goodbye and song
61

BI 1.1 BI 1.1.2 Pre-lesson routines

Listen to and identify sounds (ii) voice Opening time (Puppet) Differentiate with support
sounds Greetings and a hello song Hello song a) Offering options, e.g.
(iii) rhythm and Register Class register Is it sunny or is it rainy?
rhyme Emotions routine Weather chart b) Say first letter sound, e.g. Its
(iv) alliteration Weather routine Rhyme: Days of the week sss; Its www
Say a rhyme Time line images c) Prompt with mime
BI 1.1.3 English today
Differentiate with support
BI 1.2 BI 1.2.6 a) Offering options e.g.
Listen and respond Is it a train or is it a car?
appropriately Lesson development b) Say first letter sound(s) e.g.
ENGAGE Its a ccc; Its a trtrtr
BI 1.3 BI 1.3.2 Circle time c) Prompt with mime
Remembering activity 2 1) Flashcards (days of the
Sing a song images week)
BI 2.2.5 Sequence song 2) Song: One for sorrow
BI 2.2
Set up table time 3) Flashcards (One for sorrow
b) Set up activities for fast
Apply sounds of letters to images)
recognise words 3) Worksheets (One for sorrow) finishers
Table time
Transition chant
Demonstrate understanding of a Tidy up
variety of texts in the form of print Show and tell
and digital materials
BI 3.1 (BI 3.1 Post-lesson routines

Develop prewriting skills +4 standards) Closing time Time line images
Develop early writing skills
62


(iv) alliteration Weather routine Rhyme: Days of the week c) Prompt with mime
BI 1.3.2 language
Lesson development
ENGAGE
Circle time
respond in a variety of contexts
Sing a song 1) Song: One for sorrow
BI 2.1 BI 2.1.1 Sequence song images 2) Flashcards (One for sorrow
Show appropriate book handling BI 2.1.2 Story book pre-listening images)
skills BI 2.1.3 Story book reading 3) Story book (Seven Blind
Story book post listening Mice)**
Engage activity 7 (colours) 4) Flashcards (colours)
BI 2.2 BI 2.2.5
Apply sounds of letters to
recognise words

Demonstrate understanding of a Closing time Time line images
variety of texts in the form of print Reflecting on learning Goodbye song
and digital materials Goodbye and song
BI 2.4 (BI 2.4

Develop interest in reading +4 standards)
independently for information and
enjoyment
** A story that revises colours / numbers / emotions.
63


Listen to and identify sounds (ii) voice sounds Opening time (Puppet) a) Offering options, e.g.
(iii) rhythm and Greetings and a hello song Hello song Is it sunny or is it rainy?
rhyme Register Class register b) Say first letter sound, e.g. Its
(iv) alliteration Emotions routine Weather chart sss; Its www
Weather routine Rhyme: Days of the week c) Prompt with mime
BI 1.1.3 Days of the week routine Time line images
Say a rhyme
BI 1.2 BI 1.2.6 English today
Listen and respond appropriately
BI 1.3 BI 1.3.2
Listen, understand and respond in BI 1.3.3
Lesson development
a variety of contexts BI 1.3.4
ENGAGE/EXPLOIT
Circle time 1) Song: One for sorrow
Sing a song 2) Story book (Seven Blind
BI 2.1 BI 2.1.1
Show appropriate book BI 2.1.2 Story book pre-listening Mice)*
handling skills BI 2.1.3 Story book reading 3) Flashcards OR Story book
Story book post listening resources
BI 2.2 BI 2.2.5 Engage / exploit activities
Apply sounds of letters to (related or not to the story)
recognise words
BI 2.3 BI 2.3.3 Closing time Goodbye song
Demonstrate understanding of Reflecting on learning
a variety of texts in the form of Goodbye and song
print and digital materials
BI 2.4 (BI 2.4

independently for information
and enjoyment
64


Weather routine Rhyme: Days of the week c) Prompt with mime
Say a rhyme
English today
BI 1.2 BI 1.2.6
Lesson development
EXPLOIT
Sing a song 1) Song: One for sorrow
Alphabet activity 2) Alphabet visuals
Sing a song 3) Song: Alphabet song
BI 2.2 BI 2.2.5 Sounds activity (topic related 4) Flashcards (intro topics)
or story related) 5) Word cards (intro topics)
6) Letter cards
recognise words
BI 2.3 BI 2.3.3
Demonstrate understanding of Post-lesson routines
a variety of texts in the form of Closing time Time line images
print and digital materials Reflecting on learning Goodbye song
Goodbye and song
65
TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


Listen to and identify sounds (ii) voice sounds Opening time a) Offering options, e.g.
(iii) rhythm and Greetings and a hello song (Puppet) Is it sunny or is it rainy?
rhyme Register Hello song b) Say first letter sound, e.g. Its
(iv) alliteration Emotions routine Class register sss; Its www
Weather routine Weather chart c) Prompt with mime
BI 1.1.3 Days of the week routine Rhyme: Days of the week
Say a rhyme Time line images Differentiate by learning
BI 1.2 BI 1.2.6 English today preferences
Listen and respond appropriately a) What medium to use, (e.g.
crayon, paint, collage)
BI 1.3 BI 1.3.2
Lesson development
Listen, understand and respond in BI 1.3.3 Differentiate by time
EXPLOIT
a variety of contexts BI 1.3.4 Circle time a) Allow child longer to finish
Sing a song 1) Song: One for sorrow /
BI 2.2 BI 2.2.5 finishers
Apply sounds of letters to Exploit activity 5 Alphabet song
recognise words Set up table time 2) Flashcards (intro topics)
3) Worksheets (My favourite
Table time things OR something related to
BI 2.3 BI 2.3.3
Demonstrate understanding of a Transition chant the story)
variety of texts in the form of print Manual activity
and digital materials Tidy up
Show and tell
BI 3.1 (BI 3.1
Develop prewriting skills +4 standards)
BI 3.2 BI 3.2.1 Closing time
Develop early writing skills Reflecting on learning Time line images
66
SCHEME OF WORK: MY SCHOOL (5+)
TOPIC My School LESSON 1 MAIN SKILL(S) FOCUS: Listening


(iv) alliteration Weather routine Song / rhyme language
Days of the week routine Time line images c) by repeating the new
BI 1.1.3 Sing / say a favourite song / language after or with you
rhyme
BI 1.2 BI 1.2.6
English today
Listen and respond
appropriately
Lesson development
BI 1.3 BI 1.3.2
ENCOUNTER
Circle time 1) Flashcards (school places)
Encounter activity 1 2) Rhyme: Wash, wash, wash
Encounter activity 2 your hands
Encounter activity 3**
Pre-rhyme activity
Say a rhyme

Goodbye and song
**Associate actions like playing, reading and writing, eating, washing hands and jumping to aid the memorisation of the actions in this topic.
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
67
TOPIC My School LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1


(iv) alliteration Weather routine Rhyme: Wash, wash, wash your language
Days of the week routine hands c) by repeating the new
BI 1.1.3 Say a rhyme Time line images language after or with you
English today
BI 1.2 BI 1.2.6
Listen and respond
Lesson development
appropriately
ENGAGE
Circle time
BI 1.3 BI 1.3.2
Remembering activity 1 1) Flashcards (school places)
BI 1.3.4 Encounter activity 3
respond in a variety of contexts
Engage activity 1
Engage activity 2
Engage activity 3
Engage activity 4 (use Where
is ...)
Goodbye and song
68


Listen to and identify (ii) voice sounds Opening time (Puppet) a) Offering options, e.g.
sounds (iii) rhythm and Greetings and a hello song Hello song Is it sunny or is it rainy?
(iv) alliteration Emotions routine Rhyme: Wash, wash, wash your sss; Its www
Weather routine hands c) Prompt with mime
Say a rhyme Differentiate by outcome allow
Lesson development
BI 1.3.2 language
ENGAGE 1) Flashcards (school spaces
Circle time and actions)
Remembering activity 2 2) Song: Playing in the
respond in a variety of
Encounter 3 playground
contexts
Engage activity 3 (room +
action)
Engage activity 4
Pre-song activity
Sing a song
Engage activity 5

Goodbye and song
69


Listen to and identify (ii) voice sounds Opening time (Puppet) children to respond to the topic
sounds (iii) rhythm and Greetings and a hello song Hello song in different ways:
rhyme Register Class register a) by miming only
(iv) alliteration Emotions routine Weather chart b) by mouthing the new
Weather routine Rhyme: Wash, wash, wash your language
BI 1.1.3 Days of the week routine hands c) by repeating the new
Say a rhyme Time line images language after or with you
English today
BI 1.2 BI 1.2.6
Listen and respond Differentiate with support
appropriately a) Offering options, e.g.
Is it sunny or is it rainy?
Lesson development
BI 1.3 BI 1.3.2 b) Say first letter sound, e.g. Its
ENGAGE
Listen, understand and BI 1.3.3 sss; Its www
Circle time
respond in a variety of BI 1.3.4 c) Prompt with mime
Remembering activity 2 1) Flashcards (school spaces)
contexts
Sing a song 2) Song: Playing in the
BI 2.2.5 Engage activity 4 playground
BI 2.2
Set up table time 3) Worksheets (My school)
recognise words b) Set up activities for fast
Table time finishers
Transition chant
Demonstrate understanding of Tidy up
a variety of texts in the form of Show and tell
BI 3.1 Post-lesson routines

Develop prewriting skills (BI 3.1 Closing time Time line images
+4 standards) Reflecting on learning Goodbye song
BI 3.2 Goodbye and song
Develop early writing skills BI 3.2.1
70


(iv) alliteration Weather routine Rhyme: Wash, wash, wash your c) Prompt with mime
Days of the week routine hands
BI 1.1.3 Say a rhyme Time line images Differentiate by outcome allow
BI 1.2 English today children to respond to thetopic
Listen and respond BI 1.2.6 in different ways:
appropriately a) by miming only
b) by mouthing the new
BI 1.3 BI 1.3.2 language
Lesson development
Listen, understand and BI 1.3.3 c) by repeating the new
ENGAGE
respond in a variety of contexts BI 1.3.4 language after or with you
Circle time
BI 2.1 BI 2.1.1
Show appropriate book handling BI 2.1.2 Post-song activity playground
skills BI 2.1.3 Story book pre-listening 2) Story book (topic related /
Story book reading school / actions)
Story book post listening 3) Flashcards (school space
BI 2.2 BI 2.2.5
Engage activity 3 and actions)
recognise words Engage activity 6 (school
spaces / actions)
BI 2.3 BI 2.3.3
Demonstrate understanding of a
variety of texts in the form of print
and digital materials Post-lesson routines
BI 2.4 (BI 2.4 Reflecting on learning Goodbye song
Develop interest in reading +4 standards) Goodbye and song
enjoyment
71
TOPIC My School LESSON 6 MAIN SKILL(S) FOCUS: Reading 1


Weather routine Rhyme: Wash, wash, wash your c) Prompt with mime
BI 1.1.3 Days of the week routine hands
Say a rhyme Time line images
BI 1.3 BI 1.3.2
Lesson development
ENGAGE/EXPLOIT
Circle time 1) Song; Playing in the
BI 2.1 BI 2.1.1
Sing a song playground
Show appropriate book BI 2.1.2
handling skills BI 2.1.3 Story book pre-listening 2) Story book (topic related /
Story book reading school)
Story book post listening 3) Flashcards (school spaces
Engage activity 8 and actions)
BI 2.2 BI 2.2.5
Exploit activity 5 (school 4) Word cards
recognise words places)
BI 2.3 BI 2.3.3 Post-lesson routines Time line images

Demonstrate understanding of Closing time Goodbye song
a variety of texts in the form of Reflecting on learning
print and digital materials Goodbye and song
BI 2.4 (BI 2.4

and enjoyment
72
TOPIC My School LESSON 7 MAIN SKILL(S) FOCUS: Reading 2


Weather routine Rhyme: Wash, wash, wash your c) Prompt with mime
BI 1.1.3 Days of the week routine hands
BI 1.3 BI 1.3.2
Lesson development
EXPLOIT
Circle time
BI 2.2 BI 2.2.5
recognise words Post song activity - expansion playground
Sounds activity 2) Flashcards (school places
BI 2.3 BI 2.3.3 Exploit activity 5 (words and and actions)
pictures) 3) Word cards
Demonstrate understanding of
4) Word cards and letter cards
a variety of texts in the form of
Goodbye and song
73
TOPIC My School LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


(iii) rhythm and Greetings and a hello song (Puppet) Is it sunny or is it rainy?
(iv) alliteration Emotions routine Class register sss; Its www
BI 1.1.3 Days of the week routine Rhyme: Wash, wash, wash your
Say a rhyme hands Differentiate by learning
BI 1.2 BI 1.2.6 English today Time line images preferences
Listen and respond appropriately a) What medium to use, e.g.
crayon, paint, collage
BI 1.3 BI 1.3.2
Lesson development
EXPLOIT
finishers
BI 2.2 BI 2.2.5 Exploit activity 2 playground
Apply sounds of letters to Set up table time 2) flashcards (school places and
actions)
recognise words
Table time 3) Worksheets (In my school )
Transition chant

Develop prewriting skills +4 standards) Closing time
BI 3.2 BI 3.2.1 Goodbye and song Goodbye song
74
SCHEME OF WORK: MY WORLD DOMESTIC ANIMALS (5+)
TOPIC My World: Domestic LESSONS 1-8 MAIN SKILL(S) FOCUS:

Animals

75
SCHEME OF WORK: MY FOOD (5+)
TOPIC My food LESSONS 1-8 MAIN SKILL(S) FOCUS:

76
SCHEME OF WORK: MY FRUIT (5+)
TOPIC My fruit LESSON 1 MAIN SKILL(S) FOCUS: Listening


rhyme
BI 1.2 BI 1.2.6
English today
Listen and respond
appropriately
Lesson development
ENCOUNTER
BI 1.3 BI 1.3.2
Circle time 1) Flashcards (6 fruit only)
Encounter activity 1 2) ASL signs
Encounter activity 2 3) Rhyme: Big green bananas
Encounter activity 3 (use ASL
signs)
Pre-rhyme activity
Say a rhyme

Goodbye and song
77
TOPIC My fruit LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1


(iv) alliteration Weather routine Rhyme: Big green bananas language
BI 1.1.3 Say a rhyme language after or with you
English today
BI 1.2 BI 1.2.6
Listen and respond
appropriately
Lesson development
ENGAGE
BI 1.3 BI 1.3.2
Circle time
Remembering activity 1 1) Flashcards (9 fruit)
Encounter activity 3 (ASL 2) ASL signs
signs)
Engage activity 1
Engage activity 2
Engage activity 3
Engage activity 4
Goodbye and song
78


Listen to and identify sounds (ii) voice Opening time (Puppet) a) Offering options e.g.
sounds Greetings and a hello song Hello song Is it a mango or a papaya?
(iii) rhythm and Register Class register b) Say first letter sound e.g. Its
rhyme Emotions routine Rhyme: Big green bananas a mmm; Its a ppp
(iv) alliteration Weather routine Time line images c) Prompt with mime
Days of the week routine
Lesson development
language
ENGAGE 1) Flashcards (9 fruit)
Circle time 2) ASL Signs
Remembering activity 2 3) Song: Apples and bananas
Encounter 3 (ASL signs)
Engage activity 3
Engage activity 4
Pre-song activity
Sing a song
Engage activity 5

Goodbye and song
79


Listen to and identify sounds (ii) voice Opening time (Puppet) children to respond to the topic
(iii) rhythm and Register Class register a) by miming only
rhyme Emotions routine Weather chart b) by mouthing the new
(iv) alliteration Weather routine Rhyme: Big green bananas language
BI 1.1.3 Say a rhyme language after or with you
English today
BI 1.2 BI 1.2.6
Is it a mango or a papaya?
Lesson development
ENGAGE
Listen, understand and BI 1.3.3 a mmm; Its a ppp
Circle time
respond in a variety of contexts BI 1.3.4 c) Prompt with mime
Remembering activity 2 1) Flashcards (fruit)
BI 2.2.5 Sing a song 2) Song: Apples and bananas
BI 2.2
Engage activity 4 3) Worksheets (I like fruit)
recognise words Set up table time a) Allow child longer to finish
BI 2.3 BI 2.3.3 Transition chant
Demonstrate understanding of a Manual activity
variety of texts in the form of print Tidy up
and digital materials Show and tell
BI 3.1 (BI 3.1

Develop prewriting skills +4 standards) Post-lesson routines
BI 3.2 BI 3.2.1 Reflecting on learning Goodbye song
Develop early writing skills Goodbye and song
80


sounds Greetings and a hello song Hello song Is it a mango or a papaya?
rhyme Emotions routine Weather chart a mmm; Its a ppp
(iv) alliteration Weather routine Rhyme: Big green bananas c) Prompt with mime
language
Lesson development
ENGAGE
Circle time
Sing a song 1) Song: Apples and bananas
BI 2.1 BI 2.1.1 Post-song activity - expansion 2) Story book (topic-related fruit)
Show appropriate book handling BI 2.1.2 Story book pre-listening 3) Flashcards (fruit)
skills BI 2.1.3 Story book reading
Story book post-listening
recognise words

Demonstrate understanding of a Closing time Time line images
variety of texts in the form of print Reflecting on learning Goodbye song
and digital materials Goodbye and song
BI 2.4 (BI 2.4

enjoyment
81
TOPIC My fruit LESSON 6 MAIN SKILL(S) FOCUS: Reading 1


(iii) rhythm and Greetings and a hello song Hello song Is it a mango or a papaya?
(iv) alliteration Emotions routine Weather chart a mmm; Its a ppp
Weather routine Rhyme: Big green bananas c) Prompt with mime
Say a rhyme
BI 1.3 BI 1.3.2
Lesson development
ENGAGE/EXPLOIT
Circle time
BI 2.1 BI 2.1.1
Sing a song 1) Song: Apples and bananas (+
Show appropriate book BI 2.1.2
handling skills BI 2.1.3 Story book pre-listening new version!)
Story book reading 2) Story book (topic-related -
BI 2.2 BI 2.2.5 Story book post listening fruit)
Engage activity 8 3) Flashcards (fruit)
Exploit activity 4 (fruit+ 4) Word cards
recognise words
adjectives)
BI 2.3 BI 2.3.3
Demonstrate understanding of Post-lesson routines
a variety of texts in the form of Closing time Time line images
print and digital materials Reflecting on learning Goodbye song
Goodbye and song
BI 2.4
Develop interest in reading (BI 2.4
independently for information +4 standards)
and enjoyment
82
TOPIC My fruit LESSON 7 MAIN SKILL(S) FOCUS: Reading 2


(iii) rhythm and Greetings and a hello song Hello song Is it a mango or a papaya?
(iv) alliteration Emotions routine Weather chart a mmm; Its a ppp
Weather routine Rhyme: Big green bananas c) Prompt with mime
Say a rhyme
BI 1.3 BI 1.3.2
Lesson development
EXPLOIT
Circle time
BI 2.2 BI 2.2.5
Apply sounds of letters to Sounds activity new version!)
recognise words Exploit activity 6* 2) Flashcards (fruit)
3) Word cards and letter cards
4) Dice / counters for glory
BI 2.3 BI 2.3.3
game OR Handas surprise
Demonstrate understanding of
board game**
a variety of texts in the form of
Goodbye and song
** Handas surprise board game would work well here. See resources documentation.
83
TOPIC My fruit LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


(iii) rhythm and Greetings and a hello song (Puppet) Is it a mango or a papaya?
(iv) alliteration Emotions routine Class register a mmm; Its a ppp
BI 1.1.3 Days of the week routine Rhyme: Big green bananas
Say a rhyme Time line images Differentiate by learning
Listen and respond appropriately a) What medium to use (e.g.
crayon, paint, collage)
BI 1.3 BI 1.3.2
Lesson development
EXPLOIT
finishers
BI 2.2 BI 2.2.5 Exploit activity 5 new version!)
Apply sounds of letters to Set up table time 2) flashcards (fruit)
3) Worksheets (My fruit
recognise words
Table time minibook OR a Handas
BI 2.3 BI 2.3.3 Transition chant surprise worksheet)
BI 3.1 (BI 3.1

Closing time
BI 3.2 BI 3.2.1 Reflecting on learning Time line images
Develop early writing skills Goodbye and song Goodbye song
84
SCHEME OF WORK: MY CLOTHES(5+)
TOPIC My clothes LESSONS 1-8 MAIN SKILL(S) FOCUS:

85
SCHEME OF WORK: MY WORLD WILD ANIMALS (5+)
TOPIC My clothes LESSONS 1-8 MAIN SKILL(S) FOCUS:

86
SCHEME OF WORK: MY WORLD MALAYSIA (5+)
TOPIC My World Malaysia LESSON 1 MAIN SKILL(S) FOCUS: Listening


rhyme
Listen and respond
appropriately
Lesson development
BI 1.3 BI 1.3.2
ENCOUNTER
Circle time 1) Flashcards (6 landscapes)
Encounter activity 1 2) ASL signs
Encounter activity 2 3) Rhyme: Rain on the green
Encounter activity 3 (use ASL grass
signs) **
Pre-rhyme activity
Say a rhyme

Goodbye and song
**Associate actions like playing, reading and writing, eating, wash hands and jumping to aid the memorisation of the actions in this topic.
87
TOPIC My World Malaysia LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1


(iv) alliteration Weather routine Rhyme: Rain on the green language
Days of the week routine grass c) by repeating the new
English today
BI 1.2 BI 1.2.6
Listen and respond
appropriately
Lesson development
ENGAGE
BI 1.3 BI 1.3.2
Circle time
Remembering activity 1 1) Flashcards (7 landscapes)
Encounter activity 3 (ASL 2) ASL signs
signs)
Engage activity 1
Engage activity 2
Engage activity 3
Engage activity 4
Goodbye and song
88


sounds Greetings and a hello song Hello song Is it a mountain or is it a hill?
rhyme Emotions routine Rhyme: Rain on the green a mmm; Its a hhh
(iv) alliteration Weather routine grass c) Prompt with mime
Lesson development
language
ENGAGE 1) Flashcards (8 landscapes)
Circle time 2) ASL Signs
Remembering activity 2 3) Song: I love the mountains
BI 1.3.6 Encounter 3 (ASL signs)
Engage activity 3
Engage activity 4
Pre-song activity
Sing a song
Engage activity 5

Goodbye and song
89


Listen to and identify sounds (ii) voice Opening time (Puppet) children to respond to the topic
(iii) rhythm and Register Class register a) by miming only
rhyme Emotions routine Weather chart b) by mouthing the new
(iv) alliteration Weather routine Rhyme: Rain on the green language
Days of the week routine grass c) by repeating the new
English today
BI 1.2 BI 1.2.6
Is it a mountain or is it a hill?
Lesson development
ENGAGE
Listen, understand and BI 1.3.3 a mmm; Its a hhh
Circle time
respond in a variety of contexts BI 1.3.4 c) Prompt with mime
Remembering activity 2 1) Flashcards (9 landscape)
Sing a song 2) Song: I love the mountains
BI 2.2.5 Engage activity 4 3) Worksheets (My favourite
BI 2.2
Apply sounds of letters to BI 2.2.6 Set up table time part of Malaysia)
recognise words b) Set up activities for fast
Transition chant

Develop prewriting skills +4 standards) Closing time Time line images
90


sounds Greetings and a hello song Hello song Is it a mountain or is it a hill?
rhyme Emotions routine Weather chart a mmm; Its a hhh
(iv) alliteration Weather routine Rhyme: Rain on the green c) Prompt with mime
Days of the week routine grass
BI 1.1.3 Say a rhyme Time line images Differentiate by outcome allow
Listen and respond BI 1.2.7 a) by miming only
language
Lesson development
ENGAGE
Circle time
Sing a song 1) Song: I love the mountains
BI 1.3.5
Post song activity - expansion 2) Story book (topic related -
Story book pre-listening 1 landscape)
BI 2.1 BI 2.1.1 Story book reading 3) Flashcards (landscape)
Show appropriate book handling BI 2.1.2 Story book post listening 1
skills BI 2.1.3 Engage activity 5
BI 2.2 BI 2.2.5
recognise words Post-lesson routines
BI 2.3 BI 2.3.3 Reflecting on learning Goodbye song
Demonstrate understanding of a Goodbye and song
variety of texts in the form of print
BI 2.4 (BI 2.4

enjoyment
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TOPIC My World Malaysia LESSON 6 MAIN SKILL(S) FOCUS: Reading 1


(iii) rhythm and Greetings and a hello song Hello song Is it a mountain or is it a hill?
(iv) alliteration Emotions routine Weather chart a mmm; Its a hhh
Weather routine Rhyme: Rain on the green c) Prompt with mime
BI 1.1.3 Days of the week routine grass
Listen and respond appropriately BI 1.2.7
BI 1.3 BI 1.3.2
Lesson development
ENGAGE/EXPLOIT
BI 1.3.5
Circle time
BI 1.3.6
Sing a song 1) Song: I love the mountains (+
BI 2.1 BI 2.1 Story book pre-listening 2 new version)
Show appropriate book (+4 standards) Story book reading 2) Story book (topic related -
handling skills Story book post listening 2 landscape)
Engage activity 8 3) Flashcards (landscape)
Exploit activity 5 4) Word cards
BI 2.2 BI 2.2.5
Apply sounds of letters to BI 2.2.6
recognise words BI 2.2.7
BI 2.3 BI 2.3.3
Demonstrate understanding of BI 2.3.4 Reflecting on learning Goodbye song
a variety of texts in the form of BI 2.3.5 Goodbye and song
BI 2.4 BI 2.4.2
Develop interest in reading BI 2.4.3
and enjoyment
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TOPIC My World Malaysia LESSON 7 MAIN SKILL(S) FOCUS: Reading 2


(iii) rhythm and Greetings and a hello song Hello song Is it a mountain or is it a hill?
(iv) alliteration Emotions routine Weather chart a mmm; Its a hhh
Weather routine Rhyme: Rain on the green c) Prompt with mime
BI 1.1.3 Days of the week routine grass
BI 1.3 BI 1.3.2
Lesson development
EXPLOIT 1) Song: I love the mountains (+
BI 1.3.6
Circle time new version!)
Sing a song 2) Flashcards (landscape)
BI 2.2
Apply sounds of letters to BI 2.2.5 Role play the story OR 3) Word cards and letter cards
recognise words Role play Were going to the
beach
BI 2.3 BI 2.3.3 Sounds activity
Demonstrate understanding of BI 2.3.4
a variety of texts in the form of BI 2.3.5
Goodbye and song
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TOPIC My world Malaysia LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

BI 1.1.2 Pre-lesson routines Differentiate with support

(ii) voice sounds Opening time a) Offering options, e.g.
(iii) rhythm and Greetings and a hello song (Puppet) Is it a mountain or is it a hill?
(iv) alliteration Emotions routine Class register a mmm; Its a hhh
BI 1.1.3 Days of the week routine Rhyme: Rain on the green
Say a rhyme grass Time line images Differentiate by learning
Listen and respond appropriately a) What medium to use, e.g.
crayon, paint, collage
BI 1.3 BI 1.3.2
Lesson development
EXPLOIT
Sing a song 1) Song: I love the mountains (+
finishers
BI 2.2 BI 2.2.5 Role play new version)
Apply sounds of letters to Set up table time 2) Flashcards (landscape)
3) Word cards
recognise words
Table time 4) Worksheets (my journey)
BI 2.3 BI 2.3.3 Transition chant
BI 3.1 (BI 3.1

Closing time
BI 3.2 BI 3.2.5 Reflecting on learning Time line images
Develop early writing skills BI 3.2.6 Goodbye and song Goodbye song
BI 3.2.7
BI 3.2.8
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SCHEMES OF WORK
TEACHER SUPPORT
DOCUMENT
Contents
1. Overview of the Schemes of Work and Documentation List ........................................................................98

2. Games and game-like activities and the EEE (Encounter, Engage and Exploit) Model ....................... 100
1. Encounter Activities.......................................................................................................................................102
2. Engage Activities: Choral Repetition ..........................................................................................................105
3. Engage Activities: Individual Response .....................................................................................................107
4. Exploit Activities .............................................................................................................................................112
3. Remembering activities ....................................................................................................................................116
4. Routines ..............................................................................................................................................................118
5. Songs, rhymes and chants ..............................................................................................................................121
6. Stories and storytelling .....................................................................................................................................123
7. Early literacy development ...............................................................................................................................126
8. Visual, auditory and kinaesthetic learning .....................................................................................................130
9. English today time line and reflections ...........................................................................................................133
10. Differentiation activities ..................................................................................................................................135
11. Appendix: Time Line Images (Examples) ....................................................................................................137
97
1. Overview of the Schemes of Work and Documentation List
The purpose of this Teacher Support Document is to provide teachers with the necessary information
and guidance to deliver lessons using the provided Schemes of Work and syllabus. This document will
not only give teachers detailed information on the specific lesson procedures to be followed within the
Schemes of Work (see Sections 2 6), but also offer teachers more general pedagogical support and
hopefully contribute to on-going professional development (see Sections 7 10).
In conjunction with this Teacher Development Document, there are:
Schemes of Work for Preschool 4+ and Preschool 5+

various support materials for teachers
syllabus document.
TheSchemes of Work have been divided into eight topic areas for 4+,(e.g. my weather, my classroom,
my body) and eight topic areas for 5+, (e.g. my school, my world, my clothes).Full details of the selected
topics and the accompanyingtarget lexical items and language structures (both productive and receptive)
can be found within the 4+ and 5+ syllabus document. The 5+ syllabus document also provides three
additional topic areas (i.e. transport, my town and occupations) that teachers may wish to use.
Each topic consists of eight lessons with each lesson lasting a total of 30 minutes. Each topic therefore
will cover a total of 4 hours (8 lessons x 30 minutes). The eight topic lessons are broken down into the
following lesson types:
Lesson 1: Listening
Lesson 2: Listening and Speaking 1
Lesson 6: Reading 1
Lesson 7: Reading 2
Lesson 8: Reading and Writing
The Scheme of Work provides teachers with lesson outlines for four of the eight topic areas. Each of
these four topic areas are accompanied by a set of support materials which teachers can use or adapt
according to their local context.
Teachers will be required to create lesson outlines/lesson plans for the remaining four topic areas. The
lesson outlines are based on the EEE model of Encounter, Engage and Exploit. Full details of this EEE
model can be found belowin Section 2 of this document (see p.6 p.20).
Each lesson is divided into 3 stages:
Pre-lesson routines (see Section 4)

Lesson development (see Section 2)
Post-lesson routines (see Section 4)
Each of the lesson outlines will show teachers which activities are to be used for each stage of the
lesson. For example, the Lesson development stage will include a number of Encounter, Engage and
Exploit activities. Full details of these activities can be found in Section 2 of this document. Also included
within each of the lesson outlines are suggested materials and additional resources that teachers may
wish to use and/or adapt.
98
It is anticipated that the Pre-lesson and Post-lessonstages within a lesson will each last approximately 5
minutes in total, with the Lesson development stage taking around 18 - 20minutes. Further details of
Pre-lesson and Post-lesson routines can be found in Section 4 of this document.
Each of the provided lesson outlines will also list the Content and Learning Standards to be covered
within each lesson. As each lesson will involve a number of different activities, there will be a number of
Content and Learning Standards for each lesson. These Content and Learning Standards have been
organised into Main Skills and Complementary Skills, with the Main Skills being bolded within the
Schemes of Work for ease of reference. The Main Skills should be the primary focus of the lesson,
though it should be noted that the Complementary Skills should also be covered. Though there are
sometimes a significant number of Content and Learning Standards to cover in each lesson, teachers
should be aware that children will have opportunities to cover each of these Content and Learning
Standards throughout the year as standards will be recycled both within the topic (i.e. from Lesson 1 8)
and across topics.
In summary, teachers will need the following documentation:
1. Schemes of Work Teacher Support Document (this document)
2. Syllabus Documentcontaining the syllabus details for both 4+ and 5+
3. Schemes of Work 4+ and/or Schemes of Work 5+
4,Support materials - teachershave also been provided with a range of materials and links to additional
resources for those topics where lesson outlines have been provided. These topics areas follows:
Year 4+
Introduction 4+
My weather 4+
My Face 4+
My toys 4+
Year 5+
Introduction 5+
My school 5+
My fruit 5+
My world 5+
It should be noted that the provided materials may need to be adapted to better suit the local context.
For those topics where teachers will be developing their own lesson outlines/lesson plans, teachers will
need to create and source their own materials. However, it is intended that the provided materials will be
a useful initial point of reference.
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2. Games and game-like activities and the EEE (Encounter, Engage and Exploit) Model
Games and game-like activities play an important role in any Preschool language programme, mainly
because they provide a natural context for communication between adult and child / children and
between the children themselves.
Games are also:
fun and enjoyable and children associate this pleasure and enjoyment with English
often familiar to a group of children. They may know a similar game with the same rules in their
own language
activities that naturally provide an opportunity for relevant and enjoyable repetition
a meaningful context for using English - real intentions, real plans and real strategies. English
becomes a necessary resource to be used for a real purpose
are motivating. They involve luck not just proficiency in English and so generate hopes, fears and
excitement
are social activities - they can involve group and pair work thus often involve collaboration, they
also help children understand the concept of winning and losing
a way to develop a childs cognitive skills, e.g. concentration, memorising, sequencing,
eliminating, comparing, counting, number recognition
excellent as an observation mechanism to expose areas in need of remedial work
are useful for developing fine and gross motor skills.
Categorising games and game-like activities
To use games properly we need to know which to use and when to use them according to the
opportunities and challenges they present preschool children. Thinking about what children are doing
during these game-like activities helps us better understand which activities to select and when to use
them. Figure 1 helps us see how the EEE model can be used to guide our selection of activities, moving
from listening through to speaking.
Figure 1: The EEE Model
The exploit stage is particularly important as we can see the children are using English autonomously,
which is the objective of any language education. If children are provided with opportunities to access
English resources outside of the 30-minute English sessions, during their free play activities, they are
very likely to exploit the English they know and use it to communicate with each other. Notes on how to
do this are included below.
100
1. Encounter
A group physical response (teacher-led)
Listening comes before speaking so game-like activities which allow a physical response will be
those to begin with.
Ensure these early activities involve the whole group, not individual children, as confidence will
develop at a greater pace if they begin in the safety of the group.
2. Engage
A group choral response (teacher-led)
Group choral responses allow individual children to respond in the comfort of the group.
Children may just use the mime, mouth the lexical items, or say the last syllables or words, but
remember they are actively listening and gaining in confidence.
Let each child go at their own pace, as insisting they respond orally as individuals can be hugely
detrimental for some children.
An individual physical response and or oral response (teacher-led)

Gradually move to requesting individual children to respond physically and later orally to
instructions. They will have first gained confidence by responding as a group.
Even though these activities are still led by the teacher, a child is becoming more confident as an
individual and beginning to take responsibility for remembering the new language.
Be sensitive to childrens feelings and abilities, not all children will want to speak immediately or
be placed in the limelight to say something in English.
Asking children to respond to a puppet will help some less confident children use English.
Make sure you praise any attempt to speak in English.
3. Exploit
Child to children - An individual oral response (child-led during English lessons)
Some children will begin using English autonomously and spontaneously very quickly by calling
out words, greeting you when you arrive and even using English with other children.
As teachers we need to be sensitive, but if certain children are confident about using English they
may also be confident about taking the lead and asking the other children questions or giving
instructions in certain games. Build on this.
Set up a supportive environment to enable children to lead certain activities and to exploit English
for real purposes, e.g. leading a routine, leading a game, setting up an English learning area for
free play in English.
Puppets can also be very useful here to encourage children to use English.
Child to children - An individual oral response (child-led during free play)

English Learning Areas (ELAs)
Considering how significant play is to learning and the importance of respecting the whole child when
teaching English, including opportunities for free play in English is relevant. In short 30-minute sessions
twice weekly the focus is on teacher-led activities. However there are ways to include child-initiated free
play.
Alongside the other learning areas, (e.g. a home area, a construction area) an additional learning area
can be set up, which encourages the use of English during free play - an English Learning Area (ELA).
For this to succeed the ELA needs:
1. Space: this could be a corner where two walls meet, or a space on a wall with a shelf, or a box of
resources for learning English kept on a shelf. An ELA can be permanent or portable.
2. Resources: these should replicate those used during English sessions, e.g. flashcards, a
puppet, a picture book or story cards, props to role-play a story, games.
3. Familiarity: children need to have experienced the resources during teacher-led activities in
English.
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The following section presents game-like activities which support the three different stages in the EEE
model.
1. Encounter Activities
Focus on the children responding physically as a group to teacher-led activities.
CIRCLE TIME ENCOUNTER 1: AN EXCITING BEGINNING!

MATERIALS: Flashcards or realia (max 6 to 8 new words)
STEPS:
Create an exciting context for the introduction of a topic, e.g. you could bring a picture
which represents the topic or a special box or bag, with the topic target language
inside (as flashcards or realia) or maybe the puppet has discovered something new
and wants to share it with the children.
Create suspense as you introduce the topic and ask the children what they already
know. This can be in the first language (L1) if necessary. Make connections to
previous learning.
Show each visual, one at a time. Say the word clearly, e.g. Sunny. Also introduce it in
a sentence, e.g. Its sunny. Have children repeat after you.
Talk a little about the visuals to provide more language exposure, e.g. Is it hot or cold?
Is it big or small? Make connections to previous learning.
Make a gesture or a mime to represent the new word. Have children mime and repeat
the word at the same time.
As you introduce the visuals, place them where all children can see.
When all visuals have been introduced, count them together, e.g. Six new words! Lets
play a game.
Extension:
As you introduce the new words and the children repeat them, have them repeat like
an echo, going from loud to quiet (e.g. dragon!!!, dragon!!, dragon!, dragon)
Show the four echoes by holding up four fingers.
Progression notes: Observe which children confidently imitate the mime and repeat the target
language.
CIRCLE TIME ENCOUNTER 2: GAME Listen and do!

MATERIALS: Flashcards or realia
STEPS:
Announce the game, e.g. Lets play listen and do!
Hold the visuals so children cant see. Say one of the new words in a sentence, e.g.Its sunny.
Have the children mime in response.
Show the visual and praise the children, e.g. Yes! Its sunny.
Extension:
Put children around the room in small groups, allocate one of the target words to each
group, e.g. This group is sunny. Place the visual nearby to help them remember.
Have the children listen for their word and mime when they hear it.
You can call out several words, e.g. Its sunny and hot.
If the topic is related to the parts of the body, have children get together in pairs and join
themselves at the part of the body when you call it out, e.g. arm along arm, tummy along
tummy. Careful with mouth and eyes. Mouth, get children to blow kisses / air kiss towards each
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other; Eyes, get children to stare at each other.
Progression notes: Observe which children are miming immediately and which are taking more time.
CIRCLE TIME ENCOUNTER 3: GAME STOP!

MATERIALS: None
STEPS:
Announce the game, e.g. Lets play STOP!
Say one of the target words in a sentence, e.g.Its sunny today.
Have the children mime in response.
Call out STOP! for the children to freeze into a statue.
Praise children who manage to freeze, e.g. Good statue! If a child moves, ask them to sit out
for a round, e.g. Oh dear, you moved! Sit down a bit!
Extension to lead to engage and exploit situations

A child who is out can call out STOP! They can also help see who moved.
Eventually when children are all more confident with the target language, they can
take turns to be the leader and give instructions (no longer an encounter game).
Progression notes: Observe which children are miming confidently.
CIRCLE TIME ENCOUNTER 4: GAME Listen and point!

STEPS:
Announce the game, e.g. Lets play listen and point!
Place the visuals around the room.
Ask about each of the new words, e.g. Wheres sunny?
Have the children point and say There!
Extension: As children get confident:

You can ask them to say the target language too, e.g. Theres sunny!
You can ask individual children to point and say There!
You can ask individual children to point and say Theres sunny!
Progression notes: Observe which children are becoming confident and using the target language
spontaneously.
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CIRCLE TIME ENCOUNTER 5: GAME Help the teacher!
STEPS:
Announce the game, e.g. Lets play help the teacher!
Hold the visuals so you cant see them, but the children can, e.g. flashcards facing the
children.
Ask about each visual one at a time, e.g. Is it sunny?
Have the children say Yes! or No!
Keep asking until you discover what the visual is.
This can also be called Help the puppet! and it is the puppet who cant see the visuals.

You can ask a child to guess the visual and the class to help them, so the game
becomes, Help Farah! or Help Amir! If the guessing child cant say the word, help
them do the mime, then say the word for them or ask the class to help them say the
word (no longer an encounter game).
Progression notes: Observe which children are becoming confident and immediately recognise the
target language.
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2. Engage Activities: Choral Repetition
Focus on the children responding in choral repetition to teacher-led activities.
CIRCLE TIME ENGAGE 1: GAME Chant a chain
MATERIALS: Flashcards (six maximum)

STEPS:
Announce the game, e.g. Lets play chant a chain!
Place the visuals in a line so all children can see them.
Point to each visual and have children chant the words as you point, e.g. a dragon, a rat, a
horse, a tiger, a dog, a snake. Use a chanty, singsong voice, instead of just saying the words,
the children will enjoy it more!
Turn over one of the flashcards. Point to each flashcard again and the children say the words,
including the one that is turned over!
Take another card away, and point again with children chanting. Continue taking cards and
pointing, until all flashcards are turned over and the children are able to say all the names of the
objects without the visual support. The children get very excited when they are saying six words,
with no visuals to see.
Point to one of the turned over flashcards and ask What is it?
Accept the childrens suggestions and then check, Is it sunny? Lets see! Yes it is! Its sunny.
Continue to have the children remember until you have turned over all the flashcards

You can ask a child to come to the flashcards and say what is hidden, e.g. Its sunny. If
the child cant say the word help them do the mime, then say the word for them or ask
the class to help them say the word. Turn over the flashcard and confirm the child is
right. Praise them for remembering!
Progression notes: Observe which children are becoming confident and easily chanting the target
language, or calling out the new words. Are children saying just the word, or using sentences or
questions?
CIRCLE TIME ENGAGE 2: GAME Whats missing?
MATERIALS: Flashcards (six maximum)

STEPS:
Announce the game, e.g. Lets play Whats missing?!
Place the flashcards on the floor, board or wall, face up. Say the English words as you do this.
Ask children to look at them carefully for one minute.
Mime and say, Close your eyes.
Take a flashcard away and say, Open your eyes.
Show mock surprise! Whats missing?
Allow the whole group to chorus which flashcard is missing this is useful early on in a teaching
sequence. Or later in the learning sequence, ensure children know they should put their hand up
if they know and select one child to respond.
Extension to lead to engage and exploit situations

Ask children to lead the activity. They should give instructions and remove a flashcard. Ensure
you help them say, Close your eyes, Open your eyes, Whats missing? They can also be
encouraged to respond with Yes it is! Or No it isnt!
Progression notes: Observe which children are becoming confident and call out the target
language. Are children saying just the word, or using sentences or questions?
105
CIRCLE TIME ENGAGE 3: GAME The pair game
MATERIALS: Two of each flashcard (max 16 in all)

STEPS:
Announce the game, e.g. Lets play the pair game!
Shuffle a set of two flashcards of each image and then place them in an orderly fashion on the
floor or on the board, picture side down.
Model how to play: Lets find a pair, two the same! Turn over one flashcard and say what it is,
e.g. Its sunny! Turn over another and say what it is. This can go two ways, they are the same or
they are different. If they are the same - Its sunny. Hooray! They are the same. Leave the
flashcards face up. If they are different - Its windy! Oh, they are different! Turn the flashcards
face down again.
Ask each child to turn over two flashcards to find a matching pair.
As each card is turned over, the class should chorus the word in English. This is very important,
as it is giving the children an opportunity for continued language reinforcement and exposure.
If the child succeeds in finding a matching pair, help them say, They are the same! and the
flashcards remain in place, with the images showing. If they dont, they can be helped to say,
They are different and then turn them face down.
Extension to lead to engage with an individual response

Once the children have become more confident with a set of target words and expressions,
instead of chorusing together, each individual child should say the word as they turn over the
card. If they cant remember they should be encouraged to ask for help, e.g. Help, please!
Progression notes: Observe which children are confidently and calling out the target
language. Are children still using the mimes?
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3. Engage Activities: Individual Response
Focus on the children responding as individuals to teacher-led activities.
This stage also includes the other games when they encourage children to respond as individuals, e.g.
Whats missing? and The pair game.
CIRCLE TIME ENGAGE 4: GAME The mime game
MATERIALS: Flashcards
STEPS:
Announce the game, e.g. Lets play the mime game!
Model the game: do a mime and then ask the topic question, e.g. [Mime its rainy], Whats the
weather like? Or [mime a colour] What colour is it? Or [mime a daddy] Who is it? Or [mime a
teddy] What is it?
Ask children to put their hands up to show they know the answer and select a child. If they
guess correctly, say Yes it is! and ask them to come forward as a volunteer.
Show them a flashcard and ask them to mime it for the class to guess. Help them ask the topic
question.
Repeat until all or a number of children have volunteered.
Extension
Instead of showing a flashcard, whisper a topic word / phrase into the childs ear. This will be
quite challenging as the child will have to understand what they heard to be able to mime
correctly.
If the topic is related to the parts of the body, have children come up in pairs and join
themselves at the part of the body they want their peers to say, e.g. arm along arm, tummy
along tummy. Careful with mouth and eyes. Mouth, get children to blow kisses / air kiss
towards each other; Eyes, get children to stare at each other.
Progression notes: Observe which children are able to remember the mime and which are
able to answer correctly in English. If you whisper the target language, is the child able to
understand?
107
CIRCLE TIME ENGAGE 5: GAME The telephone game
STEPS:
Announce the game, e.g. Lets play the telephone game!
Begin by helping children whisper. Say or chant the target language in a whisper together.
Look at a flashcard without showing it to the children. Place it on the floor, board or wall face
down.
Whisper the flashcard word into a nearby childs ear. Put your hand in front of your mouth and
emphasise that it is a whisper for the child only.
Encourage the child to pass on the word they have heard you whisper. Help them cover their
mouth with their cupped hand.
Help the children pass on the whisper. If they have problems hearing, get them to say Pardon,
please repeat! Follow the whisper around the circle.
When it reaches the last child, ask them to say it out loud. Turn over the original flashcard and
ask them if it is the same. If it is, praise the children for being such a great telephone. If it is
different, say Oh no! The telephone is broken!
Play another time, this time going in a different direction around the circle.
Extension
Ask a child to begin the game and to be in charge of the flashcard to compare the word that
gets passed around at the end.
Instead of using a single word, use a question or a sentence, e.g. Its hot and sunny.
Progression notes: Observe which children are able to ask for repetitions and who
successfully whispers the word.
CIRCLE TIME ENGAGE 6: GAME The head and toes game

STEPS:
Announce the game, e.g. Lets play the head and toes game!
Begin by dividing the topic flashcards into two halves. Place one half towards the top of
the wall or board space. Place the other half towards the bottom. If you wish, draw a
line separating them.
Explain that when you say something with a word in the top set they touch their head,
if you say something with a word in the bottom set they touch their toes.
Demonstrate what you mean.
When you begin to play with the children explain that if they make a mistake they have
to sit down for two calls.
Call out full sentences, e.g. Its sunny today. Alternate and repeat so children are
caught out. They will enjoy being challenged.
Praise children who dont make mistakes.
Extension to lead to an exploit situations

Ask a confident child who is not making mistakes to come to the front to call out the
target language.
Use different topic sets, e.g. colours at the top and weather at the bottom. Children
respond according to the topic you call out, e.g. I like blue or Its rainy today.
Progression notes: Observe which children are able to quickly respond by touching their
head or toes.
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CIRCLE TIME ENGAGE 7: GAME The run and collect game
MATERIALS: Two of each flashcard (maximum of 16 in total)

STEPS:
Announce the game, e.g. Lets play the run and collect game!
Begin by placing a set of flashcards in two sets on the floor at the end of the room.
Divide the children into two teams and decide upon a name for each team, e.g. a colour, a
favourite cartoon character. Nominate a set of flashcards for each team.
You will need to collect team points, so arrange either to write tallies on the board or use
blocks, Lego, plastic coins, beads etc. as representative of each team point.
Two children begin, one child from each team. Explain that you will call out a word and
they should run to their teams flashcards, pick up the flashcard and bring it back to
you. The first child to return gets a point for their team if they can say the word
correctly.
Call out the target language in a sentence, e.g. Its rainy today!
When the children return with the flashcards, ask them what they have brought you:
Whats the weather like Sarah?
Award a point to the child who arrived first and can successfully say what is on the
flashcard. Either mark a tally on the board or place an object to represent the point.
Keep going until all children have had a go at running.
Count the points. Start with the team with the fewer points. Count them with the
children. Write the number for the children to see. Clap the team. Do the same with the
winning team. Ask the children who has the most points and clap the winning team.

Ask a confident child to be the caller.
Progression notes: Observe which children are able to pick up the correct flashcard and
name it confidently.
109
CIRCLE TIME ENGAGE 8: GAME The making sets game
This activity not only develops childrens listening and speaking skills but also fosters early maths
concepts.
Version 1: MATERIALS: Three or four flashcards from three different topics (no more than 12
in total)
STEPS:
Announce the game, e.g. Lets play the making sets game!
Mix up the flashcards and place them in a bag, a box or in a pile on the floor.
Invite confident children to come up and take out or turn over a card.
Ask them to name the picture, if suitable help them make a sentence using Its / Theyre
Check with the class that the image has been correctly labelled.
Ask the children, What set is it? Is it the colour set, the family set or the number set?
Elicit what they think and start making sets.
Once all the flashcards have been put into a set, count how many there are in each set, are
there any missing? Help the children remember what else belongs in the set.
``
Version 2: Using the children (for topics like the face, the body, family, clothes, pets)
Announce the game, e.g. Lets play the making sets game!
Call out questions like: Whos got black hair? Get all children with black hair to make a group
together (all or most of the group). They can chant loudly Ive got black hair! Any remaining
children can make a circle around them.
Ask, Whos got long black hair? Get these children to separate and form a separate group.
They can chant loudly Ive got long black hair! Count the children in this set.
Ask, Whos got short black hair? Get these children to separate and form a separate group.
They can chant loudly Ive got long black hair! Count the children in this set.
This can be done with lots of different topics: You can make Human Venn Diagrams: Whos
got a pet? Whos got a cat? Whos got a bird? Whos got a cat and a bird? Whos about
brothers and sisters: Whos got a brother? Whos got a sister? Whos got a brother and a
sister? Dont forget to have children chant when they create a set, e.g. Ive got a cat!
Extension
Mix word cards and flashcards.
Or once the sets have been created, ask children to find the matching word cards.
name it confidently; or children who are able to confidently listen for a descriptor and respond.
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CIRCLE TIME ENGAGE 9: GAME The touchy-feely game
MATERIALS: Realia (e.g. toys, clothes, fruit, toy animals)

STEPS:
Announce the game, e.g. Lets play the touchy-feely game!
Begin by placing an object in a bag or box, hidden from the children.
Ask individual children to come and feel whats in the bag. First feel outside, then put their
hand inside. Say, Whats in the box/bag? What do you think it is? Can you guess?
Help them to use a sentence when they finally name it, Its a

Get children to describe it as they are touching, e.g. Its big, its small, Its soft, Its
hard. The children will need to have encountered this language before they can use it,
however.
Children can also be asked to find the correct word card for the object theyve
guessed.
name it confidently.
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4. Exploit Activities
Children using Englishand taking control in activities as well as requiring less teacher support
CIRCLE TIME EXPLOIT 1: GAME The guessing game
MATERIALS: Two of each flashcard (maximum of 16 in total)

STEPS:
Announce the game, e.g. Lets play the guessing game!
Begin by placing a set of flashcards on the floor, board or wall, face up.
Using the other set of flashcards, select one and keep it hidden.
Invite individual children to guess what it is, e.g. depending on the topic: What is it?
What colour is it? Whats the weather like? Who is it? Depending on ability, they can
use different questions
a) Sunny?
b) Is it sunny?
If the guess is incorrect, say No, it isnt. Ask the child to turn over the named flashcard
which is on the floor, board or wall. This helps small children eliminate and avoid asking
the same thing multiple times.
If the guess is correct, say Yes, it is! and the child who guessed correctly can come to
the front and lead the game.
Help them ask the topic question and respond using Yes it is, or No it isnt. Encourage
the class to ask full questions too, e.g. Is it sunny?
Extension
As children get more confident, instead of using the picture cards use the word cards on the
floor, wall or board.
Progression notes: Observe which children are able to ask full questions and remember the
target language. How easily do children respond to questions when they are leading?
CIRCLE TIME EXPLOIT 2: GAME The stepping stones game
STEPS:
Announce the game, e.g. Lets play the stepping stones game!
Point to the space in the middle of circle time. Explain it is a deep river and that they can only
cross it using magic stepping stones the topic flashcards.
Place the flashcards across the space, reaching from one side to the other, and demonstrate
what to do. Jump on each flashcard and say what it is.
Invite a confident child to jump across the river. Encourage them to name each
flashcard they jump onto. If they cant remember a word get them to ask the class for
help, Help please!
Praise children who cross the river successfully, with help or not. Everyone should clap
and say Bravo! Introduce and use positive language like, Bravo! Sarah can do it!
Expansion
As children progress through 4+ and 5+ they should be using phrases / sentences as they
jump across the river, e.g. Ive got brown eyes; A red car; Im in the classroom; I like curry.
Progression notes: Observe which words or expressions children have more difficulty with
and plan to focus on these in following lessons.
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CIRCLE TIME EXPLOIT 3: GAME The glory game
MATERIALS: Flashcards and large dice

STEPS:
Announce the game, e.g. Lets play the glory game!
Place the topic flashcards in the form of a snake across the floor.
Divide the children into four teams. Ask each team to choose a mascot, e.g. a teddy, a
doll, a car.
Place the mascots at one end of the flashcard snake. The objective is for them to get to
the other end of the flashcard snake, but landing on the flashcards and naming them.
One child at a time represents their team, throws the dice, counts that number of
flashcards and places their teams mascot on the flashcard they landed on. They should
say what it is they have landed on. Encourage them to use Its a or I can .
If they have difficulty, remind them to ask their team for help, Help please! If their team
can help, their mascot stays on the flashcard, if it cant, the mascot returns to where it
was.
Progression notes: Observe which children can confidently count and use the topic language.
CIRCLE TIME EXPLOIT 4: GAME The describing game
MATERIALS: Topic flashcards or realia (e.g. toys, clothes, fruit, toy animals)
STEPS:
Announce the game, e.g. Lets play the describing game!
Begin by modelling how to play. Select one of the target language objects. According to what it
looks like, begin to describe it, e.g. Its small and green. What is it?
Invite individual children to guess what it is. Depending on ability they can use different
questions
a) Car?
b) Is it a car?
If the guess is incorrect, say No, it isnt
If the guess is correct, say Yes, it is! and the child who guessed correctly can come to
the front and lead the game.
Help them describe the object and respond using Yes it is, or No it isnt. Encourage the
class to ask full questions too, e.g. Is it a teddy?
Progression notes: Observe which children are able to describe the objects using full
sentences, and ask full questions.
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CIRCLE TIME EXPLOIT 5: GAME The thinking game
MATERIALS: Topic flashcards or realia (e.g. toys, clothes, fruit, toy animals)
STEPS:
Announce the game, e.g. Lets play the thinking game!
Place a maximum of five flashcards or objects on the floor, the wall or board for the children to
see.
Begin by modelling how to play. Select one, but keep it secret. Say, Im thinking of a toy. It isnt
the car, it isnt the doll, it isnt a computer game and it isnt a spinning top. What is it?
Invite individual children to guess what it is, e.g. Is it a puzzle?
If the guess is incorrect, say No, it isnt. If the guess is correct, say Yes, it is! and the
child who guessed correctly can come to the front and lead the game.
Help them to select an object they should whisper it to you first. Then help them say
which toys it is not and to respond to questions from the class, using Yes it is, or No it
isnt. Encourage the class to ask full questions too, e.g. Is it a teddy?
Extension
Playing with multiple topics works especially well if the children have been playing with the
topic sets of words and expressions.
Instead of using a set of flashcards or realia from one topic, use target words from four
topics, e.g. a teddy bear, a nose, a baby, a pencil.
Model how to play: Im thinking of a word. It isnt a family word, it isnt a toy word, it isnt
a face word, what is it?
Encourage children to ask you using sentences: e.g. Is it a pencil?
Respond and ask children to tell you which set it belongs to: Yes, it is! What set is it?
Its a classroom word.
Progression notes: Observe which children are able to successfully use whole sentences to
play the game.
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CIRCLE TIME EXPLOIT 6: GAME The alphabet game
MATERIALS: Topic flashcards and word cards

STEPS:
Announce the game, e.g. Lets play the alphabet game!
Place the flashcards on the floor, wall or board.
Hold one of the topic word cards hidden from the children.
Say, Im thinking of a colour word beginning with
If a child guesses correctly say, Yes it is and show the word card. Point to the first letter and say
it with the children. If it is easily sounded out, do this too.
Invite the child to come to the front and select a word card for the topic. Help them say Im
thinking of a colour word beginning with , and Yes it is, or No it isnt.
Notes:
Using the word cards helps reinforce the childrens word recognition skills.
When you show the word card you can ask children what other words they know that begin with the
same letter in different topics.
Extension
Play with multiple topics
Place the flashcards on the floor, wall or board.
Select a word card and hide it from the children.
Say, Im thinking of a word beginning with
When children have guessed correctly ask them if they can see any other words that begin with
the same letter in the flashcard collection. Look for the matching word cards together and
compare the letters. If the words are easily sounded out, do this too.
Progression notes: Observe which children are able to recognise letters and think of different
words that start with similar letters.
ENGLISH LEARNING AREA (ELA) - EXPLOIT
MATERIALS: all resources used in English lessons, e.g. puppet, flashcards, realia, storybooks,
games, rhyme and song sheets, props for role play
STEPS:
Suggest to the children that they have an area for English. Ask them what they think it
should include. It can be decorated with their table work, or images of words and
expressions they know in English.
Together with the children agree upon rules of use, e.g. Use English as much as
possible, four children at a time, tidy up the resources after using them.
At the end of an English lesson, place the resources you used in that lesson into the
ELA.
When children select a learning area encourage them to include the ELA in their
selection.
As you observe children playing during free play, include the ELA in your observations.
Who is using it? Are they able to use the language they have learned to interact with the
resources? Which resources are most popular?
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3. Remembering activities
Helping children remember previous activities
To be incorporated into Lesson 2 of the Lesson 1 8 series.
REMEMBERING 1: Who can remember how to mime?

MATERIALS: Flashcards or realia from last lesson and one from the previous topic
As the focus of the first lesson is on listening, expecting all children to say the language
they encountered in lesson 2 would be unfair. So the focus is on getting the children to
remember the topic and the mimes they associate with the new language. Children may
call out the words and expressions in the common classroom language, so teachers may
need to recast what they say into English, e.g.
Teacher: [Shows a sunny flashcard]
Children: Cerah. Ia adalah cerah.
Teacher: Yes, its sunny! Can you say? Its sunny! Show me the mime.
Show a flashcard card from the last lesson and one from the previous topic, e.g.
weather and colours. Ask the children: In the last lesson did we look at the
weather or colours?
Ask if they can remember any of the mines they learned. Show each flashcard and
say the words clearly. Have children repeat after you and remember the mime. Its
sunny! Can you say? Its sunny! Show me the mime.
As you introduce the visuals, place them where all children can see
When all visuals have been introduced, count them together, e.g. Six words! Lets
see some more!
Introduce a few more of the topic words, using the Circle Time 2 strategies.
Progression notes: Observe which children confidently imitate the mime, which repeat the target
language easily and which were able to remember and say the new topic words with little prompt.
To be incorporated into Lessons 3 and onwards
REMEMBERING 2: GAME Who can remember how to say?

MATERIALS: Flashcards or realia from last lesson
As the focus of lessons 2 onwards will be on speaking, remembering time should focus
more and more on encouraging children to tell you what they remember.
Hold the flashcards and encourage children to tell you what they remembered: Who can
remember the (weather) words?
As they call out what they remember in English, show the associated flashcard and place
it where children can see it.
When there is one flashcard left, ask children to look at the flashcards they have already
remembered. Whats missing?
Once it has been remembered, praise the children for remembering all the language from
the last lesson.
From here you can move into playing a game, e.g. Whats missing (see Circle Time 2)
Progression notes: Observe which children are able to remember language from a previous
session.
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REMEMBERING 3: GAME Pick up a card
MATERIALS: Flashcards or realia from the topic
Place the flashcards in a pile in the centre of the circle, or in a bag or a box.
Announce the game, e.g. Lets play pick up a card!
Have the children come up individually and take a flashcard and name it in English.
Praise children who label it correctly, expanding if necessary, e.g.
Child: Sunny
Teacher: Yes, Its sunny. Very good, Sarah
If a child is unsure:
a) Provide options for the child to choose from, e.g. Is it sunny or is it rainy?
b) Help the child recognise that they need help and show them that there is nothing wrong
in asking for help. Teach the question, Help please! and encourage them to ask their
peers to help them say the word; e.g.
Sarah: [Looks at flashcard silently]
Teacher: Do you need help Sarah?
Sarah: Help please!
Children: Its windy
Teacher: Thank you children. Sarah can you say it?
Sarah: Its windy.
Teacher: Very good.
Progression notes: Observe which children are able to remember the topic language and those
which are able to accept they do not know yet but can ask for help.
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4. Routines
Routines help build a childs sense of security and confidence and also support language
development. A routine is a familiar series of actions related to an established schedule. For
example, the scheduled activity of lunch time involves a series of responses which comprise
a routine:
going to the toilet
washing hands
lining up by the door
walking down the corridor
going into the dining room and calmly sitting at a table.
Having clearly marked routines in English is very important.

It results in children feeling safe and relaxed as they know what to expect;
It reduced instances when children feel out of control or at a loss;
It provides the boundaries children need to regulate their behaviour;
It helps children become more responsible, independent and confident;
It helps children predict and pick up language.
Routines in English
English sessions have their own schedule and related routines. Three routines within an
English session should remain a constant, not matter what the schedule is: the welcome
routine, the closing routine and transition routines.
The welcome routine

The welcome routine is exactly that, a moment of salutation and an intimate time that helps
ease children into the English session. It normally takes place at the beginning of circle time
and can include: saying hello; taking attendance; asking about the weather, day, date; sharing
personal stories/asking about feelings.
1. The Whos here today? routine

This routine may be something the children have done already in Malay, however repeating
this routine will help reinforce certain concepts, e.g. number. There may be a visual on the wall
showing who is at school and who is not. You can refer to this too.
You can:
Take the register, but use it for an opportunity to develop language (greetings and
responses)
Count the children
Talk about whos missing
Its important to use the same question and follow-up responses so the children, over time, will
pick up the question and answer and say it with you.
2. The Whats the weather like? routine

Many classroom walls may already have a weather chart or weather wheel to be used in
Malay.
If this is the case, use it to support this routine.
If there is none, make one for English.
Weather picture cards are also useful for this routine.
3. The days, months and seasons routine

This can be included in English if the 5-year old children are including references in Malay to
these concepts too:
days of the week
the month
days of the month
seasons.
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When talking about days of the week, use a visual support (e.g. a days of the week chart using
words and colours to show the days.
Notes
Take care to use gestures for today, yesterday and tomorrow which indicate moving from
now to the past and to the future.
Point to the days on the visual support. If appropriate, associate the name of the day with a
colour or a symbol.
Dont expect children to pick this up immediately. Not only are they coming to terms with the
new labels in English, but they are also grappling with the concept of time.
In some cases you may be able to include the date and month along with the day of the week.
Your objective is to expose children to a concept through language: they are unlikely to be
able to say the date by themselves.
Use visuals (e.g. a calendar with large numbers is good). Point as you say the date.
Keep the language simple, e.g. Today is Wednesday, the eleventh of March.
Use visuals to include the season too, e.g. We are in the rainy season - show the season
visual too.
Associate months with childrens birthday. At the beginning of each month comment on who
will be having a birthday, e.g. Look! One, two, three children have a birthday in March.
4. The How are you feeling? routine

As children become familiar with the emotion words, you can begin including a routine that
refers to emotions. Using emotion words during a circle time routine is useful because:
the focus is not on the emotion words, but on using them to question and describe emotions
on a daily basis, for a real purpose.
it is child-led, because, once set in place, these activities and routines are dependent upon
what the children do and say in class.
How can we set this up?

1. Begin by commenting on your own feelings. Use your face and body to show how you are
feeling, and verbalise your emotion along with a reason for why you feel this way: Im
happy today. The sun is shining.
2. Include the English puppet in these exchanges. Make the puppet look sad by dropping his
head, for example. Demonstrate concern and begin a short dialogue:
Hey! [puppets name], you look sad. Whats the matter?
I hurt my tail.
Ahh. Dont be sad. It will get better.
3. Initiate similar exchanges with individual children:

Hey! Julio, you look happy today. You are smiling!
Oh dear, Ana. You look sad today. Whats the matter?
4. Incorporate talking about emotions on a regular basis, and gradually the children will:
a) pick up the language they hear you using;
b) begin using it to describe themselves and others around them;
c) become more aware of those around them, which is another of the emotional intelligence
competencies.
The closing routine

The closing routine signals that English is over and that its been an enjoyable experience. It is
just as important as any other routine in your English schedule, as it 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 children need to be somewhere else).
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1. Reflection time
Reflecting on learning supports the development of an autonomous learner. It also reinforces
some of the language and concepts for children who need a little more time than others. See
the Using time lines and reflections for more information on this routine.
2. Goodbye routine
Closing a session positively is very important!
Last impressions stick and a rushed goodbye or a stressful clear up time means children
dont always remember the fun they had in English.
Rushed goodbyes can also lead to misbehaviour as children arent quite sure whats
happening and behaviour boundaries slide.
You can:
Sing a goodbye song or say a chant.
Use the puppet to say goodbye to the children.
Say Thank you!,especially if children have had a good session, e.g. What a great lesson
today! Thank you!
Include reference to the next lesson, e.g. See you on Friday! See you next week!
Consider a Get your hat routine and a Line up routine.
Have fun with Goodbye instructions, e.g. Ahmad and Mira line up! Khairul, hop out of
class! Goodbye!
Transition routines
Transition routines are very important when children move from one scheduled activity to
another and when it involves a change of space. For example:
From carpet to table.
From table to carpet.
From classroom to bathroom.
From playground to classroom.
Moving from circle time to table time

The most obvious transition time in an English schedule will be between circle time and table
time:
1. Make it clear to the children what the objective of the transition is, e.g. to move to the tables
and sit down. Use an oral marker, e.g. Ok, its table time.
2. Demonstrate what it is you want the children to do. Use the puppet. Go through the routine
steps and reinforce the actions using simple phrases. For example:
Stand up! Walk quietly. Pull out your chair quietly. Sit down.
3. If you wish to use a chant or a song, this can be really useful to help the children
concentrate and move to a rhythm. You can find them on the internet or invent one. Here is
an example of a table time transition chant:
I, 2, 3, 4
Up we get, off the floor
5, 6, 7, 8
To the table, then we wait
4. Repeat with two or three children, and praise their demonstration.

5. To continue, you can either get all children to follow the procedure, or select small groups to
proceed. Praise children who follow the instructions and show acceptable behaviour. If a
child has difficulties, hold their hand and repeat the steps with them.
6. Ensure that this transition is followed in every lesson using this same routine.
Notes
Spend time repeating the instructions at the beginning of the year, until the children begin to
autonomously complete the transition as they have been asked to.
Ensure the children know what is acceptable during these transition times.
And what is unacceptable.
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5. Songs, rhymes and chants
Song, rhymes and chants are important inclusions in the preschool English lesson.
A song is sung to music, it may or may not contain rhyming lyrics.
A chant does not need music to accompany it, but instead follows a strong rhythm or beat. It will
also be quite repetitive.
A rhyme, or a nursery rhyme in most cases, can be spoken or sung, as many nursery rhymes are
now accompanied by music. A rhyme contains a strong rhythm and rhyming words and plays and
important role in developing childrens phonological awareness.
Singing, and saying rhymes and chants in the classroom contributes to a childs whole development in a
variety of ways:
Socio-emotional development
Singing, chanting and rhyming together is a truly social act.
It allows for non-verbal and verbal participation, so everyone can join in.
Singing, chanting and rhyming in groups involves co-operation.
Cognitive development
It repeatedly supports automatised language use.
It is an enjoyable way to develop memory.
It reinforces basic skills in numeracy and literacy.
Creative development
It involves listening and responding, co-operating and self-expression.
It can develop children's imaginations and their ability to express ideas in dance and
gesture.
Physical development
It helps develop sequencing and co-ordination.
Songs, chants and rhymes with actions develop gross and fine motor control.
Linguistic development
It stimulates auditory discrimination.
It supports development of phonemic awareness.
It reinforces the stress, intonation and rhythm of words and phrases.
It provides good language models.
It is a good way of learning to construct phrases and sentences.
Introducing a song, chant or rhyme
When introducing a song, chant or rhyme follow these steps:
1) Pre-song, chant or rhyme activityFocuson making connections

Contextualise the song, chant or rhyme.
What is it about? Why are we singing / saying it? Can we use visuals to support their
understanding?
Provide exposure
Before sharing the song, chant or rhyme, ask children to listen for something, either a particular
word, or set of words use flashcards for children to point to.
Play or say the song, chant or rhyme lyrics. Give feedback about what they were listening for.
Play or say the song, chant or rhyme and pause, so children can imitate the lyrics and copy the
mimes.
Play the song, chant or rhyme again and encourage children to join in where they can and mime
2) Song, chant or rhyme activity Focus on accuracy and understanding

Encourage production
Play the song, chant or rhyme over a number of lessons, giving children lots of opportunity to pick
up the lyrics and join in successfully. Do this in different ways, e.g.
i) Sing louder and softer.
ii) Sing in groups, e.g. boys and girls, or verse groups.
iii) Prepare table activities to reinforce the sequence or concept within the song, chant or rhyme.
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3) After-song, chant or rhyme activity focus on understanding and creativity
Encourage expansion
If suitable, help children substitute words and create a new song, chant or rhyme.
Present the song, chant or rhyme to an audience.
Record the song, chant or rhyme and make it available on the school website or on a class blog.
Nursery rhymes in particular
Most nursery rhymes are mini-stories, containing a beginning, middle and end. After-rhyme activities can
support the childrens understanding of this narrative sequence, so activities like sequencing a set of
pictures according to the rhyme work well. For example:
Beginning Middle End

I hear thunder Pitter, patter, rain drops Im wet through!
I hear thunder Pitter, patter, rain drops So are you!
Oh can you?
Oh can you?
Incy Wincy spider climbed Down came the rain and Out came the sun and
up the waterspout. washed the spider out dried up all the rain
And Incy Wincy spider
climbed the spout again!
Nursery rhymes in the L1

The preschool syllabus suggests a rhyme (or two) for each topic. Nursery rhymes play a very important
role in the lives of children in English speaking countries as they provide natural access to rhythm and
rhyme. They are also very much part of an English speaking culture. Research has shown that children
who know lots of rhymes are better at distinguishing phoneme sounds and at reading when they move
into primary education.
Nursery rhymes in the foreign language

In foreign language learning contexts, rhymes can have similar effects on language acquisition and
reading abilities, for they develop childrens phonological skills by enhancing sensitivity to rhyme,
phoneme awareness, and recognition of consonant sounds in stressed parts of groups of words. It is for
this reason that saying nursery rhymes is more effective than singing them.
Nursery rhymes in their written form

If children are also exposed to the written form of the rhyme, this will enhance alphabet knowledge and
awareness of letter sounds. So placing enlarged copies of the rhymes in the classroom, decorated with
childrens drawings, will help them begin to associate sounds with certain letters and words. The written
versions are available in many versions online and are easily downloaded.
Nursery rhymes for intercultural awareness

Nursery rhymes are very much part of English speaking cultures and may not exist in other languages.
However rhymes or chants are part of most childhoods, no matter what the language. When children are
exposed to English rhymes and get to know them, it is useful to help them look into their own language
for rhymes and chants. Are there any that look at the same topic or concept? When do the children say
these rhymes?
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6. Stories and storytelling
The benefits story and storytelling are many and they include:
Children love stories!

Children are familiar with narrative conventions and listening to stories is something they are used to
doing.
Stories help children understand their world and share it with others, as such developing emotional
intelligence.
Stories provide for shared social experiences. Children laugh together, are happy and sad together,
shout and sing together. This helps build childrens confidence.
Storytelling has predictable routines with predictable formats providing children with pointers,which
encourage participation. This promotes a positive attitude towards the language that they are
learning and enhances their motivation.
Stories support the development of childrens listening and concentration skills, especially when
supported by the story visuals, the storytellers voice, mime and gesture.
Stories provide a natural and relevant context for exposure to language.
Listening to stories helps children become aware of the rhythm, intonation and pronunciation of the
language.
Many stories naturally provide for repetition, allowing children the added opportunity to participate
using the chunks of language which are repeated as a reinforcement.
Children enjoy listening and re-listening to stories. This recurring activity allows for children to
participate in the storytelling activity by repeating large sections of narrative. This in itself is a kind of
drill / pattern practice but in a meaningful context.
Stories exercise the imagination! Children become involved in the story, identifying with the
characters, interpreting the narrative and illustrations.
Stories develop childrens learning strategies: listening for general meaning; predicting; guessing
meaning; hypothesising.
Language input in stories is slightly above the level of normal production which allows for children to
feel confident using what they know to understand the story, but also learning a little more.
Stories often address universal themes, which allow children to think about issues that are important
to them, e.g. sharing, respecting others, being ill, wearing glasses.
Stories can link with other curriculum areas, providing for continuity in learning. This also includes the
social and cultural aspects of language learning.
Stories add variety to a language course.
How to use a story in a preschool English class
Pre-story activities
In the Schemes of Work it is suggested that a story is selected that has some relationship with the topic.
This means it provides an opportunity for further exposure to the topic language, but also enables
children to use what they know to understand the story. Pre-story activities should help children make
connections to their learning.
If using a book:
Show the cover and ask the children what they think the story is about. Encourage prediction.
What can they see on the front cover? Can they label anything?
Read out the title and explain it if necessary.
Also read out who wrote it and who illustrated it, if this is relevant.
If appropriate ask the children to listen out for something, e.g. language related to the topic.
If using another type of story with realia or pictures as a support

Show the realia or pictures and ask children to make predictions about the story.
If appropriate, ask the children to listen out for something, e.g. language related to the topic.
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During story activities
If using a book:
Encourage children to look at the illustrations.
Ask questions to help understanding, e.g. What happened? Why is Elmer sad?
Encourage prediction, e.g. Ask: Whats going to happen next?
If the story has repetition, encourage children to join in the telling.
If you are certain children know some of the story language, pause so they can say words or
expressions they know, or point to pictures of objects they know.
If using another type of story with realia or pictures as a support:

Ask questions to help understanding, e.g. What did he say? What did he do? Why did he do it?
Encourage prediction, e.g. Ask Whats going to happen next?
If the story has repetition, encourage children to join in the telling.
After-story activities
These are varied and depend very much on the story itself:
Ask children their opinions. Did they like the story? What did they like best? Who is their favourite
character?
Ask children to draw their favourite bit.
Ask children to re-tell the story together in their own words then illustrate it, so they create a book
of their own. Leave this in the classroom / English Learning Area.
If the story has a value, e.g. helping others, or looking after the environment, ensure you talk to
the children about this and consider follow-up activities.
If suitable, dramatise the story in small groups. Leave story props / realia in the English Learning
Area so children can do this during free play.
Important!
Always re-read / re-tell a story!

Not necessarily in the same lesson, but over several lessons. Children will enjoy recognising words and
expressions and repeating parts of the story with you. They will also enjoy revisiting illustrations if there
are any. Finally, they first predict what will happen, and then tell you what happens because they have
heard it before! This gives them lots of confidence.
Book browsing
If using a book, leave it in the classroom, so children can browse through it and take a good look at the
illustrations.
A relaxed, enjoyable time!

Storytelling should be a relaxed time in the classroom. Tell the stories at different times in a lesson at
the end of a lesson when you have some spare time, if you want to calm the children after an energetic
activity and especially if the children request a particular story. Remember! Enjoy the story and the
children will too!
Tips for storytelling
Telling a story is the combination of a little bit of acting and the use of your body, but particularly the use
of your eyes and voice to good effect. It is important to get as involved in the story as you can, and to be
enthusiastic. In addition, dont forget you have an audience, so your storytelling needs to include a
response to that audience.
Before the lesson:

Get to know the story not just the words, but the illustrations too if it has any.
Think about questions you could ask during the story.
Practise the story at home - especially if you are going to try telling it from memory.
124
In the classroom
Use a story time chant to announce storytime.
Help the children to sit comfortably and quietly and to follow the storytime / circle time rules.
Make sure all the children can see the book or story visuals if you use any.
During the telling

Give the children time to look at the illustrations if there are any.
Speak clearly and slowly and repeat if you think it helps.
Be dramatic! Use different voices and vary your tone and voice pitch.
Use your face and body to help tell the story.
Look at the children and maintain eye contact to keep children engaged.
How to encourage childrens participation:

Ask pre-story questions like, What can you see? Whos this?
Use the childrens responses, both physical and verbal, as clues to stop, pause, or repeat a
phrase or word.
Let children comment about the story, its illustrations and the characters actions.
When appropriate rephrase the childrens comments into English in particular if it is related to the
unit topic and concepts.
When re-telling, pause before words they are familiar with, e.g. She sat on the [pause] big
chair!
Encourage prediction and ask questions like, Whats going to happen next?
When possible, make links with the story to their personal experiences. Talk about a story value
together, if one exists.
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7. Early literacy development
In preschool, children show emergent literacy behaviours that is they demonstrate that they are in the
process of becoming literate. Children imitate what they see others do in their world around them and as
such, begin to understand the nature of the literacy-related behaviours they are emulating. These include
such activities as:
holding a book in a certain way
demonstrating certain body postures and eye movements
turning the page often together with verbal story-like announcements
holding a pencil correctly
making marks which represent writing.
These activities are very important for preschool children and occur when the environment is favourable
to such action, i.e. include the sharing of books and the use for writing for a purpose by the adult,
together with opportunities for children to the browse through books, hold pencils and pens and engage
in mark making. This is not a formal approach to teaching reading and writing, but it is recognised as
essential in developing the skills children need to later become successful readers and writers. When the
childrens first language (L1) uses another script from English (e.g. Arabic), these skills will need a little
more explicit nurturing, however children are skilful at re-using strategies they have learned in their L1
and can transfer successfully between the L1 and the L2.
Preparing for literacy

In most countries, learning to read in a formal sense begins in primary school, and preschool education
contributes to preparing children for learning to read and write by:
expanding the number of words in childrens active vocabulary
developing childrens phonological awareness
helping children to make connections between the spoken word (phonemes) and the written word
(graphemes).
Notice there is a focus on listening and speaking in this preparation: this is because oral language skills
are the basis for the development of written language skills in children. The role of English teachers is
similar to develop childrens listening and speaking skills in English so that they can be successful at
reading and writing in English later on.
Why is it important that children have a large active vocabulary?

Oral knowledge of a word supports reading in two ways:
1. If the target sound of a word is already known, it is easier to sound out a written word.
2. If a word is already known, it is easier to predict where it might appear in a text.
So the more words a child knows, the easier it should be to read them.
Why is it important to develop childrens phonological awareness?

Phonological awareness is about understanding the sounds of a language, i.e. that language is made up
of words, syllables, rhymes and sounds (phonemes). Phonemic awareness is a part of phonological
awareness, and refers to the knowledge of words at the level of individual sounds, e.g. how they can be
segmented (separated), blended (brought together) and manipulated (changed). For example, CAT is
segmented into C + AT; it is blended by bringing C and AT together; and it can be manipulated by
changing the onset C to M, so we get MAT, or the rime from AT to AP, so we get MAP.
There is much research into L1 learners of English that suggests when childrens phonological
awareness is developed they are better prepared to begin reading. It would make sense to assume this
is the case with L2 learners of English too.
Why is it important to foster an awareness of the connections between the spoken and the
written word?
Providing access to the written word helps children begin to recognise what a word looks like and how it
is represented in letters. This in turn alerts children to the different sound(s) that letters can represent
within the word.
126
Environmental print is the print we see in signs and labels in our everyday lives. There is commercial
environmental print (e.g. road signs, logos and food and clothes labels) and home-made environmental
print (e.g. labels around the classroom, daily schedules, shopping lists, names on badges or birthday
posters) Environmental print is especially useful for learning English if teachers:
label objects and visuals in English
use the written word in posters, displays and charts
bring childrens attention to the print in English around them.
Supporting childrens literacy development
There are a number of ways teachers can support childrens literacy development in English, without
actually teaching the children to read formally.
By using rhymes and chants:this supports childrens literacy development by:

building their English vocabulary
providing natural exposure to a variety of rhyming words
highlighting the syllables in words through the musical beat
exposing children to authentic culturally-bound texts.
By sharing storybooks:this supports childrens literacy development by:

building their English vocabulary
developing their phonological awareness, through exposure to the different words and their rhyming
characteristics
exposing children to chunks of language which they can imitate
expanding their familiarity with forms of literature, for example narrative, non-fiction or poetry.
By promoting dramatic play: this supports childrens literacy development by:

aiding the memorisation of a variety of scripts, e.g. a narrative script based on a story; an imitative
script based on shared experiences
tapping into the childrens enjoyment of and need for make-believe.
By providing environmental print: this supports childrens literacy development by:

bridging between the known and the unknown, e.g. using child-familiar logos from toys, films and TV
shows
helping children associate print with meaning
showing what a word looks like and how it is represented in letters
giving children confidence in their ability to read in English
supporting early writing experiments if and when children begin to copy the print around them.
By encouraging group talk and discussion: this supports childrens literacy development by:
exposing children to extended contextualised discourse
ensuring children see English as a language used for a real purpose.
Implications for preschool English sessions and the classroom
Try to use as much English as possible when interacting with the children.
Include songs and rhymes in planning (see above section on songs, rhymes and chants).
Play with different rhyming sounds.
Share storybooks and stories in English with children (see section on storybooks and storytelling).
Carefully model how to read a book (left to right, top to bottom).
Include drama and role-play in planning.
Introduce and refer to environmental print in English (e.g. make written labels for key classroom
objects, use written words in routine posters).
Demonstrate reading and writing in English for real (e.g. finding a name on a register, reading a
book, making a list, writing notes for a story, leaving a message).
127
The alphabet
Children need to interact with and be exposed to the alphabet letters as much as possible to pick up the
alphabet. Their understanding of the alphabet will develop in both Malay and English, as both languages
use the Latin alphabet. What children need to pick up is the naming of the letters in English and later the
way they sound when used in reading. Within the topic-based hour of English a week, integrating work
on the alphabet will take time which should be devoted to developing listening and speaking activities.
Our suggestion is therefore that teachers include alphabet songs and fun activities related to the
alphabet during the sixty minutes a week.
Here are some ideas:
Alphabet songs help children get a feel for the sequence of the letters and some of the letter
names. Beware the letter names are not how they sound when used to spell words!
1. https://www.youtube.com/watch?v=gd50rWC_Fko
An alphabet song which also uses American Sign Language gestures. This will be both
memorable and meaningful for children and can be sung in the goodbye routine.
2. https://www.youtube.com/watch?v=zAlX1V3lK5s
The well known A B C song using the melody of Twinkle twinkle little star. This gives you some
ideas of how you can use it interactively with children.
3. https://www.youtube.com/watch?v=75p-N9YKqNo
with a nice little ending 26 letters from A to Z.
4. http://www.nurseryrhymes.org/abc-song.html
The A is for apple song
5. http://www.nurseryrhymes.org/animal-alphabet-song.html
The animal alphabet song
Alphabet chanting can also give children support. The volume can get louder and quieter, or the
speed quicker or slower.
Alphabet fingers get children to write the letters in the air with their fingers. This can also be
done in sand trays, so they can see the letter shape as they move their finger through the sand.
Alphabet bodies get children to pretend to be the letters with their bodies.
Alphabet modelling is another way of helping children make the letter shapes. Use modelling clay
and have the children roll out thin snakes, which can be turned into the different letters of the
alphabet.
The alphabet and our names focuses on the childrens own names and the letters they begin with
and contain. Children love learning how to spell, and later write their names, and take pride in
recognising other childrens names according to first letters or word shapes.
Alphabet wall display is useful to refer to when talking about letters and words. Children need to
learn the alphabet, as it will help them later when learning to read.
Alphabet puzzles are another way of helping children get the hang of sequencing the letters and
can be bought commercially.
Alphabet washing lines: Pages with objects that share the same first letter, hung on a washing
line.
Alphabet cards created by the children. Cards with words that begin with the same letter. Its a
simple activity, and children enjoy pointing to and saying the words they remember.
Alphabet mobiles are the different letters with images of words thatstart with these letters hanging
from them.
Alphabet letter magnets are great fun on a white board, and can be moved around and
sequenced or used to spell words.
Alphabet letters in plastic, sponge, etc. These can be used to print letters and make pictures.
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Words and pictures in the environment
When possible, make word cards, which can be placed alongside the picture flashcards used to
introduce the topic target language. These can be placed together on a wall as a display, or used
in matching games to match the picture and the word.
Label as many objects the children can say in the classroom as possible, e.g. chairs, doors,
windows, tables. Children will begin to see a relationship between the word they can say and the
word they can see.
Playing with different sounds
In Lesson 7 of the Scheme of Work (5+)a sounds activity is suggested.This is simply an awareness
raising activity built around the most common sounds in some of the topic words that are being taught.
We begin by looking at first letter sounds, to support childrens understanding and learning of the
alphabet and associating words which start with the same letters or combination of letters.
Please be aware of the following:

1) One hour a week of teaching and learning' Englishis not a sufficient amount of time to develop a firm
understanding of phonics.
2) The list of words selected to promote a topic approach to the teaching and learning' of Englishdoes
not follow a phonics-based approach to learning to read. The word list is varied and does not explicitly
introduce words that are easily learned through a phonics approach.
Use word cards to support the sounds activity:

1) Read a word out loud, e.g. Sunny.
2) Focus on the first letter and sound it out, e.g. sss (not suh)
3) Ask children if there are any words that begin with the sss sound in the topic. If there are, put the word
cards together so children can see them and recognise the letter s.
4) Look at other topic sets, are there any other words they know which begin with the sss sound?Or do
any children in the class have a name that begins with this sound?
5) Collect as many words as possible and then say them all together. This can be the beginning of
creating an alphabet washing line, an alphabet mobile, alphabet cards or even a sound table.
Tip!
It is best to start with sounds made by single letters, e.g. s. Careful with words that start with digraphs,
two letters that together make a sound, e.g. st, th or cl. Treat these separately.
129
8. Visual, auditory and kinaesthetic learning
Children naturally look, listen to and touch or move around to make sense of the world around
them so, the three main sensory receivers used by children when encountering anything new
are visual, auditory and kinaesthetic. When learning a language, children begin with words that
represent concepts. To ensure a multisensory experience these concepts should be
represented by visuals, by the spoken word or a sound (e.g. a dog barking) and by a
movement that symbolises the concept. As such, children can use their visual, auditory and
kinaesthetic senses to help them learn English.
A. Visual
Children need to be able to see what it is they are learning, and this can be a visual
representation of the word using a flashcard, or realia (the object itself or a toy representation
of the object). Some topics are easier to represent as visuals, e.g. colours, the weather, jobs,
wild animals. Others are more fun when they are the real things, e.g. fruits, clothes, toys.
Flashcards provide a good visual support but also enable associated games and game-like
activities and so its always useful to make a set of flashcards even if you use realia.
B. Auditory
Children need to hear the words and expressions they are learning.These words and
expressions can be heard in natural speech, during classroom instructions and routines, in
songs and rhymes and in stories.
Repetition is very important so activities that play with language are also useful, e.g. imitating
an echo (going from loud to quiet), using different voices (a loud voice, a quiet voice, or a
happy voice). The more children hear words and expressions, the more likely they will be to
pick them up and use them.
C. Kinaesthetic
Children learn best when actively involved and so by simply associating an action to a new
word or expression enables children to be involved, e.g. waving when saying Hello. You can
suggest an action or ask the children to come up with one.Signing or using a movement can
become a bridge to English, as a child can make the movement before speaking in English.
This helps dissipate frustration or fear and gives children confidence to have a go.
D. Using flashcards
Flashcards are a teachers best friend:

they provide a visual support for the child to see a concept
they can be used for games and game-like activities
they become a resource for the English learning area
they are easy to make.
Making your own?

Collect a set of images (self-drawn or available online) related to a topic.
Keep a digital version on your computer.
Make sure the images are good quality when enlarged to around 15 X 20 cm.
Print out the images.
Make them durable and long-lasting:
cut them out and stick them on card
laminate, cover in sticky-backed plastic or place them in transparent sleeves.
130
Tips
Use one image per flashcard, so the back of your flashcard is blank this allows for
different guessing games.
Make a double set of flashcards this allows for more games, e.g. pair game, guessing
game.
E. Using sign language
One way to make mimes meaningful is to use sign language it is a useful support for a
meaningful movement or action to help children understand concepts. Sign language is a
language of its own, and consists of hand signs to communicate. As we focus on using words
related to a topic with small children, using sign language can be a solution to providing
children with a gesture to represent a new English word or expression. Information about
words and expressions in American Sign Language (ASL) is easily accessible online, and so
this is thought to be the easiest sign language to use, but if you know any other sign language
(e.g. Malaysian sign language) you can use that. What is important is that it is a meaningful
gesture to help children remember a word or expression.
1. Find the signs

There are sites that help you learn ASL and even YouTube channels. Google (the topic) in
ASL and you are likely to find lots of resources. Sign language is being used with babies and
so sites that help parents use Baby signing are also available.
2. Learn the signs

This is not as difficult as it seems. We usually introduce five or six new lexical items at any one
time, so thats easy to remember. Signs are made up of a hand shape, a location, a movement
and a palm orientation, e.g. Mummy: an open palm (hand shape), facing side ways
(orientation) with your thumb pointing to your chin (location), tap it a few times (movement).
Female signs are often similar to male signs, just the location is different female on the lower
part of the face and male on the upper so daddy is the same as mummy, but the location
changes to the forehead.
The sign for mummy, mother or mom

From: http://www.babysignlanguage.com/dictionary/m/mommy/
If a child asks you for a word and you dont know the sign admit to this and assure them youll
find out for next time. We are all learning together and its important that children see this too.
3. Use the signs

When you introduce a new word or expression go through the following steps:
1. Show the picture, say the word and do the sign.
2. Repeat the word and the sign and ask children to copy you.
3. Allow children to use the sign if they cant remember the word in English.
4. Encourage the sign when you and the children use the words during games and game-
like activities, when saying rhymes, singing songs and during story telling.
131
4. Talking about sign language
If you consider it suitable (and many teachers do!) talk to the children about the signs and
explain they are actually another way of communicating and used by children and adults who
are hearing impaired.
This contributes to raising awareness of difference and respect for this difference.
132
9. English today time line and reflections
The English today time line

The English today time line supports the idea that children need a routinized and supportive environment
to learn successfully. The English today time line gives children a visual representation of the activities
they will be doing in English. It comes after the routine opening and will involve the teacher talking to the
children about the activities she has planned for them that day. The English today time line will include
any of the following visual representations:
Learn something new

Remember something
Listen in English
Speak in English
Sing a song
Say a rhyme
Listen to a story
Play a game
Table work
Read in English
Write in English
(some examples of TimeLine Images can be seen in Appendix below)
This is the kind of language the teacher will use as she places the images in a line on the board or on
the wall.
Look! What are we doing in English today?

We are going to learn something new.
We are going to listen in English and play some games.
We are going to sing a song.
We are going to reflect then say goodbye.
Overtime the children can be encouraged to join in the conversation:
Teacher: Look! What are we doing in English today?

Children: Belajar sesuatu yang baru
Teacher: Yes, learn something new!
Children: Listen!
Teacher: Yes, listen in English and [pause]
Children: Games
Teacher: and play some games
Children: Sing a song
Teacher: Thats right! We are going to sing a song, a new song! We are going to have fun today!
Notice that children may speak in Malay or any other classroom language. Teachers should re-phrase
what they say into English. They will also call out single nouns or verbs, which they have picked up.
Teachers should expand on these so they hear the full sentence or phrase. Notice the use of a verb form
to express the future, but this is not a problem. By the end of 5+ children should be quite confident about
these planning expressions and will use them happily. Later in primary they will begin to understand
what tense they are using.
During the English lesson

The English today time line will be on the board or the wall, so the children will see it as the lesson
progresses. They may comment on what is coming next, or remind the teacher about something.
Teachers can also point to the different images and say things like: What are we going to do next? Lets
see. Oh yes, sing a song!
133
Reflection
The Malaysian curriculum encourages the inclusion of reflection on learning and so this moment at the
end of the English lessons sits nicely with this idea. The English today time line supports reflection, as it
helps children see what was planned and whether everything was completed successfully. The idea is to
help the children remember what they did, how they did it and to begin to talk about why they did it.
Research suggests that children should reflect in the classroom language. So to begin with it is important
to let the children talk in their classroom languages about their reflection ideas. Teachers can ask in
English or emphasise what was learned in English but how and why it was learned should be in the
classroom language.
This is the kind of language the teacher can use as she helps the children reflect:
So what did we do today? Can you remember?

Did we learn something new? What did we learn? Can you do the mime?
Did we listen in English?
Did we play any games? Yes, the games help us remember lots of words and they are fun (In the
classroom language)
Did we sing a song? What was the song? Who can remember?
What did you like best?
It was a good lesson, thank you! Lets sing the goodbye song!
Depending on the childrens responses the teacher can speak in English or the classroom language, but
where possible, teachers should encourage children to use English for things which have been included
in the English lesson. When helping children see the reasons for certain activities it is best to use the
classroom language.
Notice the use of the past tense, but this is not a problem. By the end of 5+ children should be quite
confident about these expressions and will use them happily to reflect. Later in primary they will begin to
understand what tenses they are using.
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10. Differentiation activities
Strategy 1: Differentiate by the type and amount of support you provide

a) Offering options, e.g. Is it sunny or is it rainy?
b) Saying first letter sound, e.g. Its sss; Its www.
c) Prompting with a mime.
d) Allowing a child to ask for help using Help please!
Use different types and amount of support for different children, depending on their needs, and
provide extra challenge for children who find tasks too easy.
Strategy 2: Differentiate by the outcome you expect from children

You may expect more language from some children, and less from others. The main principle here is
that you want every child to do or say something eventually, so that they feel successful.
Differentiate by outcome allows children to respond to the new topic in different ways
a) By miming / pointing only.
b) By mouthing the new language (mouthing is imitating the movement of the mouth
associated with a word or words which is/are being learned).
c) By repeating the new language after or with you.
d) By using known language spontaneously.
e) By showing an interest in wanting to know more.
As you move through a topic expect children to use more English and to become more autonomous
in their use of English.
Strategy 3: Differentiate by the time you allow children to complete a task

Some children need longer than others to complete tasks, especially when table work is involved.
When its appropriate, give these children a little more time to finish, and provide extra tasks for fast
finishers.
a) Additional table work, e.g. embellishing their work or a different table activity.
b) Set up activity centres with different resources children associate with English, e.g.
flashcards, storybooks, puppets, games. Allow children to select an activity centre and
play for a while.
Strategy 4: Differentiate by supporting individual learning preferences and needs

When appropriate, you can support preferences by letting children make choices about what they do
and how they do it.
a) Provide two different table activities and children select which they want to do.
b) Provide choice in relation to which craft resources the child can use to complete an
activity, e.g. crayons, paint, collage.
c) Provide choice in relation to which song to sing or game to play during a lesson.
d) Provide choice in how children suggest mimes for new words or mimes to accompany
songs and rhymes.
Strategy 5: Differentiate by the types of question you ask

a) Weaker learners: Ask closed questions, (e.g. Is it sunny?) or limit their options (e.g. Is it
sunny or rainy?). This gives them a chance to produce accurate answers. As weaker
children grow in confidence and competence, you can ask them more open questions.
b) Stronger learners: Ask more open questions (e.g. Whats the weather like? Or Whats your
favourite weather?). This provides extra challenge.
135
Strategy 6: Differentiate by the feedback you give
Vary the feedback you give to children according to their ability to act on the feedback.
a) A weaker child may be slower at picking up new language. If they successfully label a
picture or use a word in context give feedback that you are pleased with them.
b) A stronger child might be quicker to pick up language and can use it in a simple sentence
very early on. Expect this from the child always, and show them you appreciate their skill.
The child should be able to respond to the extra challenge built in to this feedback.
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11. Appendix: Time Line Images (Examples)
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FOR TRAINING PURPOSES ONLY

The learning experience will enable pupils to:

BI 1.0 LISTENING AND SPEAKING SKILLS

BI 1.1 Listen to and identify Pupils can: Pupils can:

BI 1.1.3 Listen to and identify rhymes in

BI 1.2 Listen to and respond Pupils can: Pupils can:

BI 1.2.4 Listen to and follow simple

BI 1.2.5 Listen to and enjoy simple stories

BI 1.3 Listen, understand and Pupils can: Pupils can:

BI 1.3.6 Participate in role play about

BI 2.0 READING SKILLS

BI 2.1.4 Show awareness that print

Pupils can: Pupils can:

BI 2.2.4 Name letters of the alphabet

BI 2.3 Demonstrate Pupils can: Pupils can:

BI 2.4 Develop interest in Pupils can: Pupils can:

BI 3.0 WRITING SKILLS

BI 3.1 Develop prewriting skills Pupils can:

BI 3.1.3 Develop hand-eye coordination

BI 3.2 Develop writing skills Pupils can: Pupils can:

BI 3.2.8 Write familiar words and phrases

Rime Word List Rime Word List

- ap cap, lap, map, tap, nap - et jet, wet, net, pet

- an fan, man, can, pan, van - en hen, pen, ten, men

- am jam, yam, ram - ed bed, red

- in bin, fin, pin, tin, win - eg leg, peg

- ip dip, sip, lip, zip, hip - ut cut, hut, nut

- it hit, kit, pit, sit - un bun, fun, gun, run, sun

- ig big, dig, fig, wig - um gum, hum, mum

- ag bag, rag, tag, wag - ack back, pack, rack, sack

- ot cot, dot, hot, not, pot - ock sock, lock, rock

the of for my so your

and it at her go put

a was his out no too

to you that this do here

said they with have me an

he she can be get yes

I is are like got did

3. Productive and receptive language

Teacher: How do you feel Sarah?

TOPIC Introduction LESSON 1 MAIN SKILL(S) FOCUS: Listening

CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS NOTES /

BI 1.2 BI 1.2.2 Pre-lesson routines Differentiate by outcome allow

CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate by outcome allow

CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support

CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate by outcome allow

CONTENT LEARNING DIFFERENTIATION TEACHERS NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support

CONTENT LEARNING DIFFERENTIATION TEACHERS NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support

CONTENT LEARNING DIFFERENTIATION TEACHERS NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support

CONTENT LEARNING DIFFERENTIATION TEACHERS NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support

TOPIC My weather LESSON 1 MAIN SKILL(S) FOCUS: Listening

CONTENT LEARNING DIFFERENTIATION TEACHERS NOTES /

BI 1.1 BI 1.1.1 Pre-lesson routines Differentiate by outcome allow

BI 1.3 BI 1.3.1 Lesson development 1) Flashcards of weather

Post-lesson routines Time line images

CONTENT LEARNING DIFFERENTIATION TEACHERS NOTES /