TEACHER'S KIT KSPK · 2018. 7. 23. · KSPK English Language 7HDFKHU·V.LW FORTRAININGPURPOSESONLY. 3 PRESCHOOL ENGLISH LANGUAGE COMPONENT . 3 ENGLISH LANGUAGE The learning experience

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KSPK English Language

Teacher’s Kit

FOR TRAINING PURPOSES ONLY

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PRESCHOOL

ENGLISH LANGUAGE COMPONENT

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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.

CONTENT STANDARD LEARNING STANDARD

4+ 5+

BI 1.0 LISTENING AND SPEAKING SKILLS

BI 1.1 Listen to and identify sounds

Pupils can: Pupils can:

BI 1.1.1 Listen to and identify common sounds in the environment

BI 1.1.2 BI 1.1.3

Listen to and respond to stimulus given: (i) environmental sounds (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration

Listen to and identify rhymes in nursery rhymes and songs

BI 1.2 Listen to and respond appropriately


BI 1.2.1 BI 1.2.2 BI 1.2.3

Listen to and recite nursery rhymes Listen to and sing songs Listen to and repeat greetings

BI 1.2.6 BI 1.2.7

Listen to and recite poems and rhymes Listen to, enjoy and respond to stories

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4+ 5+

BI 1.2.4 BI 1.2.5

Listen to and follow simple instructions Listen to and enjoy simple stories

BI 1.3 Listen, understand and respond in a variety of contexts


BI 1.3.1

Participate politely in daily conversations to: (i) exchange greetings (ii) show appreciation (iii) introduce oneself (iv) express feelings (v) make simple requests

BI 1.3.2

BI 1.3.3 BI 1.3.4 BI 1.3.5 BI 1.3.6

Name favourite things and activities

Listen to and respond to oral texts Participate in talk about familiar activities and experiences Participate in talk about stories heard Participate in role play about familiar daily situations

BI 2.0 READING SKILLS

BI 2.1 Show appropriate book handling skills

Pupils can:

Children who start preschool at 5+ will develop book handling skills learning standards of children who started preschool at 4+. Children who started preschool at 4+ will continue to receive appropriate support and challenge in book handling skills.

BI 2.1.1 BI 2.1.2 BI 2.1.3

Handle books carefully Recognise the basic features of a book Read print in the correct manner: (i) left to right (ii) top to bottom (iii) distance between eyes and

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4+ 5+

BI 2.1.4

the book Show awareness that print conveys meaning by doing pretend reading

BI 2.2 Apply sounds of letters to recognise words

Pupils can:

Pupils can:

BI 2.2.1 BI 2.2.2 BI 2.2.3 BI 2.2.4

Recognise letters of the alphabet by their: (i) shape (ii) name

Recognise small letters of the alphabet Recognise capital letters of the alphabet Name letters of the alphabet

BI 2.2.5 BI 2.2.6 BI 2.2.7

Recognise and sound out letters of the alphabet Recognise and sound out initial, medial and ending sounds in a word Blend phonemes (sounds) to form single syllable words

BI 2.3 Demonstrate understanding of a variety of texts in the form of print and non-print materials


BI 2.3.1 BI 2.3.2

Recognise and read logos and signs Read familiar words printed in the surroundings

BI 2.3.3 BI 2.3.4 BI 2.3.5

Recognise and read high frequency/sight words Read simple phrases Read simple sentences

BI 2.4 Develop interest in reading independently for information and


BI 2.4.1 Recognise and name objects or people in pictures

BI 2.4.2

Read texts independently

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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 prewriting skills learning standards of children who started preschool at 4+. Children who started preschool at 4+ will continue to receive appropriate support and challenge in prewriting skills.

BI 3.1.1 BI 3.1.2 BI 3.1.3

Demonstrate fine motor control of hands and fingers by using writing tools correctly Demonstrate correct posture and pen hold grip Develop hand-eye coordination through scribbling, drawing lines and patterns

BI 3.2 Develop writing skills Pupils can: Pupils can:

BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4

Write recognisable letters Copy and write small letters legibly Copy and write capital letters legibly Copy familiar words in legible print

BI 3.2.5 BI 3.2.6 BI 3.2.7 BI 3.2.8

Copy simple phrases in legible print Copy familiar simple sentences in legible print Communicate ideas and information by using drawing, marks, symbols and writing with invented spelling 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

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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

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PRESCHOOL ENGLISH LANGUAGE

SYLLABUS

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1. Overview The syllabus for 4+ and 5+ has been devised around topics 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? It’s a … In 4+ there is a focus on the children understanding the question and responding to it. In 5+ the children will begin to ask simple questions of their own. Children pick up language in chunks, which can be single words or two or three words brought together. It is therefore very natural for children to respond using a single word response and only upon consistent exposure to contextualised language will they begin to use longer responses. It is the role of the teacher to expand upon single word responses, providing a model for children to hear and eventually acquire. For example:

Teacher: How do you feel Sarah? Sarah: Happy Teacher: I feel happy! That’s 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 children’s own languages and compare the idiosyncrasies. The lyrics for these rhymes will accompany the Scheme of Work together with suggestions for web links to enable the teachers to hear these rhymes being said or sung.

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Suggestions for 4+ Syllabus

Topic Target lexical items Productive Language Receptive Language Nursery rhymes / chants / songs

Suggested storybooks

Introduction Me

girl, boy teacher, students happy, calm, sad, angry, scared, surprised one, two, three, four, five

Hello, my name’s … Hello, my name is … I’m a (girl). I am a (girl). I’m fine thank you! I am fine thank you! I’m (four). / I’m (happy). I am (four). / I am (happy). Five

What’s your name? What is your name? How are you? How old are you? How do you feel? How many (girls) are there? Sit down! Stand up! Line up!

Hello song Goodbye song Ring a ring a roses Additional: If you’re happy and you know it. I am special

I feel angry (Brian Moses)

1. My weather hot, warm, cool, cold rainy, windy, cloudy, sunny, stormy, hazy six, seven, eight, nine, ten

It’s (stormy) today. It is (stormy) today. (Six) girls I like sunny weather.

What’s the weather like? What is the weather like? Is it (rainy)? How many (girls) are there? What weather do you like?

I hear thunder One little, two little, three little rain clouds

Tap, tap, boom, boom (Elisabeth Bluemle) Rain (Linda Ashman)

2. My colours

red, orange, yellow, green, blue, purple, pink, black, brown, white

It’s (blue). It is (blue). Here! Is it (blue)? Yes, it is. No, it isn’t. No, it is not.

What colour is it? What’s your favourite colour? What is your favourite colour? Where’s the (blue) …? Where is the (blue) …?

I can sing a rainbow Roses are red

Brown bear, brown bear, what do you see? (Bill Martin Jr & Eric Carle) Pete the Cat: I love my white shoes (Eric Litwin & James Dean)

3. My classroom

table, chair, board, window, door, bin, box, pencil, crayon

A (pencil) It’s (my pencil). It is (my pencil). It’s a (blue pencil). It is a (blue pencil). There are (five crayons). Is it a (pencil)?

What’s this? What is this? Whose (pencil) is this? What colour is it? How many (crayons) are there?

Wind the bobbin up Bits of paper

Foxy (Emma Dodd)

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4. My family mother, father, brother, sister, grandmother, grandfather, baby

This is my (family). It’s my (brother). It is my (brother). I’ve got (one brother). I have got (one brother). Here! I love my (mother). Is it your (mother)?

Who is it? Whose brother is it? Have you got any brothers and sisters? Where’s your mother? Where is your mother?

Father finger Rain, rain, go away…

A mother for Choco (Keiko Kasza)

5. My face hair, face, ears, nose, eyes, mouth, lips, skin, hands long, short, dark, light

My (nose) I’ve got (brown eyes). I have got (brown eyes). I’ve got (long hair). I have got (long hair). She’s got … She has got … He’s got … He has got …

What’s this? What is this? What colour are (your / his / her) eyes? Who’s got (brown) eyes? Who has got (brown) eyes? Who is it?

Two little ears I like the me I see Additional: One little finger

My nose, your nose (Melanie Walsh)

6. My body head, body, arms, legs, hands, feet, fingers, toes jump, run, hop, clap, skip

My (body) I’ve got (two arms). I have got (two arms). Yes, I can! No, I can’t! No, I cannot. I can (jump). I can’t (skip). I cannot (skip).

What’s this? What is this? How many (legs) have you got? Can you (jump)? What can you do?

One finger, one thumb Hokey Cokey / Hokey Pokey Additional: Head shoulders knees and toes

Hands are not for hitting (Martine Agassi) From head to toe (Eric Carle)

7. My toys car, train, doll, teddy, ball, puzzle, computer game, marbles, spinning top.

A (car) It’s my (car). It is my (car). I’ve got (one car). I have got (one car). There are (five cars). Can I play please? Yes, you can!

What is it? Whose car is this? How many (cars) have you got? How many (cars) are there?

Teddy bear, teddy bear I’ve got a ball

Just like Jasper (Nick Butterworth and Mick Inkpen) Not a box (Antoinette Portis)

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Suggestions for 5+ Syllabus



Introduction Me

Revisions: girl, boy, teacher, student happy, calm, sad, angry, scared, surprised one, two, three, four, five, six, seven, eight, nine, ten red, orange, yellow, green, blue, purple, pink, black, brown, white hot, warm, cool, cold, rainy, windy, cloudy, sunny, stormy New: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

Hello, my name’s … Hello, my name is … I’m a (girl). I am a (girl). I’m fine thank you. I am fine thank you. I’m (five). I am (five). I feel (happy). Five It’s (blue). It is (blue). It’s (sunny). It is (sunny). It’s (Monday). It is (Monday). Is it (blue)? Yes, it is. No, it isn’t. No, it is not.

What is your name? How are you? How do you feel? How old are you? How many (girls) are there? What’s your favourite colour? What is your favourite colour? What’s the weather like? What is the weather like? What day is it today?

Here we go round the mulberry bush One for sorrow 1, 2, 3 4, 5 once I caught a fish alive

(Revisit favourite stories from 4+) Seven Blind Mice (Ed Young)

1. My school playground, classroom, field, dining room, toilet playing, laughing, eating, washing, jumping, writing, reading

It’s the (dining room). It is the (dining room). In the (classroom). I’m (playing). I am (playing). She’s (playing). She is (playing). He’s (playing). He is (playing).

Where is it? Where’s (Sarah)? Where is (Sarah)? What are you doing? What’s (Sarah) doing? What is (Sarah) doing?

Washing hands Playing in the playground

Pete the Cat: Rocking in his school shoes (Eric Litwin & James Dean)

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2. My world Domestic animals

cat, dog, cow, rooster chicken, goat, sheep, pig, duck tail, beak, feathers, fur

It’s a (cat). It is a (cat). It’s got (four legs and a tail). It has got (four legs and a tail). It’s (black and white). It is (black and white). What is it?

What colour is it? What’s it like? What is it like?

Old Macdonald Hey diddle diddle Horsey horsey don’t you stop

Bark George (Jules Feiffer)

3. My food rice, prawns, fish, chicken, beef, coconut, curry, vegetables, fruit, bread, milk

It’s (rice). It is (rice). I like (rice). My favourite is (coconut). Yes, I do./ No, I don’t. Yes, I do./ No, I do not. I like (rice). What is it?

What’s your favourite food? What is your favourite food? Do you like (rice)?

Muffin man Hot cross buns

The little red hen (traditional)

4. My fruit apple, banana, orange, papaya, watermelon, pineapple, mango, guava, starfruit soft, hard, sweet, sour

It’s (a banana). It is (a banana). I like (bananas). My favourite is (starfruit). Yes, I do./ No, I don’t. Yes, I do./ No, I do not. It is (sour). What is it?

What’s your favourite fruit? What is your favourite fruit? Do you like (mangoes)? What’s it like? What is it like?

I walked through the jungle Apples and bananas

The very hungry caterpillar (Eric Carle) Handa’s surprise (Eileen Browne)

5. My clothes headscarf, hat/cap, skirt, dress, t-shirt, shirt, trousers, shorts, sandals, shoes, socks

It’s (a shirt). It is (a shirt). This is my (shirt). It’s a (blue dress). It is a (blue dress). I’ve got a (red shirt). I have got a (red shirt). What is it?

Whose (shirt) is this? What colour is it? What have you got? Put on …! Take off …!

Diddle, diddle dumpling 1, 2 buckle your shoe Bat, bat!

Caps for sale (Traditional) Blue hat, green hat (Sandra Boynton) Froggy gets dressed (Jonathon London &Frank Remkiewicz)

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6. My world Wild animals

monkey, lizard, parrot, elephant, tiger, leopard, anteater, whale, bear, crocodile claws, teeth, big, small

It’s a (tiger). It is a (tiger). What is it? It’s got (claws and teeth). It has got (claws and teeth). It’s (black and orange). It is (black and orange).

What’s it like? What is it like? What colour is it? Is it (big)?

Five little monkeys An elephant walks like this and that

Z is for Moose (Kelly Bingham & Paul Zelinsky) Dear Zoo (Rod Cambell) Good Night Gorilla (Peggy Rathmann)

7. My world Malaysia

hill, mountain, lake, river, ocean, forest, tree, rock, sand, grass up, down, in, on, near

What is it? It’s a (mountain). It is a (mountain). (Near) the (mountain) (In) the (ocean)

Where do we live? Where do whales live?

I like the flowers The bear went over the mountain She’ll be coming round the mountain when she comes

We’re going on a bear hunt (Michael Rosen & Helen Oxenbury)

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Additional topics for 5+



8. Transport

car, taxi, bus, plane, boat, ship, lorry, bike, trishaw, motorbike, van air, water, land fast, slow

By (car) On land In the (air) It’s a slow bus. It is a slow bus. I like travelling by (boat).

How did you come to school today? How can we get to(the mountains) How do you like travelling?

The wheels on the bus Row, row row your boat The big ship sails…

Freight train (Donald Crews) We all go travelling by (Sheena Roberts & Siobhan Bell)

9. My town

place of worship (church, mosque, temple)shop, garage, police station, post office, square, café, park

It’s a café. It is a café. There’s a (park). There is a (park). There are three cafés. Where is the (café)? Over there! Where is (Sarah)? In the (shop)

Tell me about your town / city How many (shops) are there?

Here’s the church The Grocer’s shop Five currant buns

Nana in the City (Lauren Castillo)

10.Occupations

teacher, nurse, doctor, police officer, housewife, shopkeeper, dancer, soldier, chef/ baker

I want to be a (chef). He’s a (doctor). He is a (doctor). She’s a (teacher). She is a (teacher).

What does your (father) do? What do you want to be when you grow up?

Pat a cake, pat a cake 5 little monkeys jumping on the bed!

Clothes line - clues to the jobs people do (Kathryn Leing& Andy R Davis)

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SCHEME OF WORK

PRESCHOOL 4+

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SCHEME OF WORK: INTRODUCTION (4+)

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

CONTENT STANDARD(S)

LEARNING

STANDARD (S) LEARNING OUTLINE

MATERIALS / REFERENCES

DIFFERENTIATION STRATEGIES

TEACHERS’ NOTES / REMARKS

BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts

BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings iii) introduce oneself

Pre-lesson routines Opening time

Greetings [Introduce puppet] Register English today

(Puppet) Class register Time line images

Differentiate by outcome – allow children to respond to the new topic in different ways: a) by miming only b) by mouthing** the new language c) by repeating the new language after or with you

Lesson development ENCOUNTER Circle time

Pre-song activity Sing song Encounter activity 1 Encounter activity 2 Encounter activity 4 Sing song (in groups boys, girls and

students)

1) Song: [a hello song] 2) Flashcards of boy, girl, teacher, students (instructions – stand up / sit down)

Post-lesson routines Closing time

Reflecting on learning Pre-song activity Sing song

Time line images Goodbye 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

CONTENT STANDARD(S)

LEARNING

STANDARD(S) LEARNING OUTLINE





BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4

BI 1.3.1 i) exchange greetings iii) introduce oneself


Greetings and a hello song Register English today

(Puppet) Hello song Class register Time line images

Differentiate by outcome – allow children to respond to the new topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you

Lesson development ENCOUNTER/ENGAGE Circle time

Remembering activity 1 Encounter activity 2 Pre-rhyme activity Sing / say rhyme Engage activity 1 Engage activity 2 Counting boys and girls

1) Flashcards (boy, girl, teacher, student) 2) Rhyme – Ring a ring o’ roses 3) Dice


Reflecting on learning Goodbye and song


* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

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CONTENT STANDARD(S)

LEARNING






BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions




Differentiate with support a) Offering options, e.g. Are you happy or surprised? b) Say first letter sound, e.g. It’s sss; It’s ccc c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you


Remembering activity 2 Sing / Say rhyme Encounter activity 1 (emotions) Encounter activity 2 (emotions) Encounter activity 3 (emotions) Encounter activity 4 (emotions)

1) Flashcards (boy, girl, teacher, students) 2) Rhyme – Ring a ring o’ roses 3) Flashcards (happy, sad, calm, angry, scared, surprised)





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CONTENT STANDARD(S)

LEARNING






BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4

BI 1.3.1 i) exchange greetings iii) introduce oneself iv) express feelings v) answer simple questions




Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Are you happy or surprised? b) Say first letter sound, e.g. It’s sss; It’s ccc c) Prompt with mime


Sing / Say rhyme Remembering activity 1 (emotions) Engage activity 1 (emotions) Engage activity 2 (emotions) Encounter activity 3 (emotions) Engage activity 4 (emotions)

1)Rhyme: Ring a ring o’ roses 2) Flashcards (emotions)





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CONTENT STANDARD(S)

LEARNING

STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES




BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills

BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4

BI 1.3.1 i) exchange greetings iii) introduce oneself iv) express feelings v) answer simple questions

BI 3.1.1 BI 3.1.2 BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4




Differentiate with support a) Offering options, e.g. Are you happy or surprised? b) Say first letter sound, e.g. It’s sss; It’s ccc c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers

Lesson development ENGAGE Circle time

Sing / Say rhyme Remembering activity 2

(emotions) Engage activity 1 (emotions) Engage activity 2 (emotions) Set up table time

Table time

Transition chant Manual activity Tidy up Show and tell

1) Rhyme: Ring a ring o’ roses 2) Flashcards (emotions) 3) Worksheets (How do you feel today?)





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TOPIC Introduction LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT STANDARD(S)

LEARNING




BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.1 Show appropriate book handling skills BI 2.4 Develop interest in reading independently for information and enjoyment

BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.2.5 BI 1.3.1 i) exchange greetings iii) introduce oneself iv) express feelings v) answer simple questions BI 2.1.2 BI 2.4.1


Greetings and a hello song Register English today Sing / Say rhyme

(Puppet) Hello song Class register Time line images Rhyme: Ring a ring o’ roses

Differentiate with support a) Offering options, e.g. Are you happy or surprised? b) Say first letter sound, e.g. It’s sss; It’s ccc c) Prompt with mime


Story book pre-listening 1 Story book reading Story book post listening 1 Engage activity 6 Calm breathing activity Engage activity 5

1) Story book (with a connection to emotions) 2) Flashcards (emotions) 3) Calm breathing activity





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CONTENT STANDARD(S)

LEARNING




BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials

BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.2.5 BI 1.3.1 i) exchange greetings iii) introduce oneself iv) express feelings v) answer simple questions BI 2.2.1 BI 2.2.2 BI 2.2.3

BI 2.3.2




Differentiate with support a) Offering options, e.g. Are you happy or surprised? b) Say first letter sound, e.g. It’s sss; It’s ccc c) Prompt with mime

Lesson development ENGAGE/EXPLOIT Circle time

Story book pre-listening Story book reading Story book post listening Exploit 1 Calm breathing activity Alphabet activity Engage activity 5

1) Story book (with a connection to emotions) 2) Flashcards (emotions) 3) Alphabet visuals 4) Word cards (topic +)





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TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

CONTENT STANDARD(S)

LEARNING




BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills

BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.2.5 BI 1.3.1 i) exchange greetings iii) introduce oneself iv) express feelings v) answer simple questions BI 2.3.2 BI 3.1.1 BI 3.1.2 BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4




Differentiate with support a) Offering options, e.g. Are you happy or surprised? b) Say first letter sound, e.g. It’s sss; It’s ccc c) Prompt with mime Differentiate by learning preferences a) What medium to use, (e.g. crayon, paint, collage) b) Which hand to draw around (left or right) Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers

Lesson development EXPLOIT Circle time

Exploit activity 2 Set up table time

Table time


1) Flashcards (happy, sad, calm, angry, scared, surprised) 2) Worksheets (Take 5 breathing activity – copy the emotion word they feel)





29

SCHEME OF WORK: THE WEATHER (4+)

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

CONTENT STANDARD(S)

LEARNING






BI 1.1.1 BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions


Greetings and a hello song Register Emotions routine Sing / say a favourite song /

rhyme English today

(Puppet) Hello song Class register Emotions flashcards Time line



Encounter activity 1 Encounter activity 2 Encounter activity 3 Listen! What can you hear?

(with weather sounds) Pre-song activity: Sing a Song (I hear thunder) Encounter activity 5

1) Flashcards of weather (Hot, rainy, windy, cloudy, sunny, stormy - additional images of thunder, lightning) 2) Sound files of rain, wind and thunder 3) Song: I hear thunder




* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills PRE-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE

30

TOPIC My weather LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1

CONTENT STANDARD(S)

LEARNING






BI 1.1.1 BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions


Greetings and a hello song Register Emotions routine Song (I hear thunder) English today

(Puppet) Hello song Class register Emotions flashcards Song: I hear thunder Time line



Remembering activity 1 Engage activity 1 Engage activity 2 Engage activity 3 Engage activity 5

1) Flashcards of weather (Hot, rainy, windy, cloudy, sunny, stormy, warm, cool, cold,)





31


CONTENT STANDARD(S)

LEARNING




BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts

BI 1.1.1 BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4

BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions


Greetings and a hello song Register Emotions routine Song (I hear thunder) English today

(Puppet) Hello song Class register Emotions flashcards Song: I hear thunder Time line

Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s rrr c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you


Remembering activity 2 Introduce weather routine Encounter activity 3 Acting out ‘I hear thunder’

with child made sounds Engage activity 5

1) Flashcards of weather (Hot, rainy, windy, cloudy, sunny, stormy, warm, cool, cold) 2) A weather chart for the weather routine 3) Objects to make sounds that represent rain and thunder e.g. rice in plastic containers, sheets of card 4) Song: I hear thunder





32


CONTENT STANDARD(S)

LEARNING






BI 1.1.1 BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4

BI 1.3.1. i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions

BI 3.1.1 BI 3.1.2 BI 3.1.3 BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4


Greetings and a hello song Register Emotions routine Weather routine English today

(Puppet) Hello song Class register Emotions flashcards Weather chart Time line

Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s rrr c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers


Remembering activity 2 Engage activity 3 Song (I hear thunder) Set up table time

Table time


1) Flashcards of weather (Hot, rainy, windy, cloudy, sunny, stormy, warm, cool, cold) 2) Objects to make sounds for song 3) Worksheets (sequencing ‘I hear thunder’ song)





33


CONTENT STANDARD(S)

LEARNING





BI 2.1 Show appropriate book handling skills BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 2.4 Develop interest in reading independently for information and enjoyment

BI 1.1.1 BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4

BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions

BI 2.1.2 BI 2.2.1 BI 2.2.2 BI 2.2.3 BI 2.2.4 BI 2.3.1 BI 2.3.2 BI 2.4.1


Greetings and a hello song Register Emotions routine Weather routine Song (I hear thunder) English today

(Puppet) Hello song Class register Emotions flashcards Weather chart Objects to make sounds for song Time line

Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s rrr c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you

Lesson development ENGAGE Circle time Story book pre-listening Story book reading Story book post listening Engage activity 6 Engage activity 5

1) Story book (with a connection to the weather) 2) Flashcards of weather (Hot, rainy, windy, cloudy, sunny, stormy, warm, cool, cold)





34

TOPIC My weather LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT STANDARD(S)

LEARNING




BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.1 Show appropriate book handling skills BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 2.4 Develop interest in reading independently for information and enjoyment

BI 1.1.1 BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions BI 2.1.2 BI 2.2.1 BI 2.2.2 BI 2.2.3 BI 2.2.4 BI 2.3.1 BI 2.3.2 BI 2.4.1




Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s rrr c) Prompt with mime


Pre- song activity Sing a song Story book pre-listening 2 Story book reading Story book post listening 2 Exploit 1

1) Song: Ten little rain clouds 2) Number flashcards 1-10 2) Story book (with a connection to the weather) 3) Weather flashcards (Hot, rainy, windy, cloudy, sunny, stormy, warm, cool, cold)





35

TOPIC My weather LESSON 7 MAIN SKILL(S) FOCUS: Reading 2

CONTENT STANDARD(S)

LEARNING




BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials

BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.2.5 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions BI 2.2.1 BI 2.2.2. BI 2.2.3 BI 2.2.4 BI 2.3.2




Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s rrr c) Prompt with mime


Sing a song Counting activity - clouds and

rain drops Alphabet activity Engage activity 5

1) Song: Ten little rain clouds 2) Flashcards of numbers 1 -10 3) 55 card rain drops 4) Flashcards (weather) 3) Alphabet visuals 4) Word cards (topic +)





36

TOPIC My weather LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

CONTENT STANDARD(S)

LEARNING




BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills

BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions BI 2.3.2 BI 3.1.1 BI 3.1.2 BI 3.1.3 BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4


Greetings and a hello song Register Emotions routine Weather routine One little rain cloud song English today

(Puppet) Hello song Class register Emotions flashcards Weather chart Ten rain clouds Time line

Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s rrr c) Prompt with mime Differentiate by learning preferences a) What medium to use, e.g. crayon, paint, collage Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers


Exploit activity 2 Set up table time

Table time


1) Flashcards of weather (Hot, rainy, windy, cloudy, sunny, stormy, warm, cool, cold) 2) Worksheets (My weather – children draw their favourite weather and copy the weather word)





37

SCHEME OF WORK: MY COLOURS (4+)

PRESCHOOL TEACHERS TO CREATE OWN LESSON CONTENT

TOPIC My colours LESSONS 1 - 8 MAIN SKILL(S) FOCUS:

CONTENT STANDARD(S)

LEARNING




38

LESSON: MY CLASSROOM (4+)


TOPIC My classroom LESSONS 1 - 8 MAIN SKILL(S) FOCUS:

CONTENT STANDARD(S)

LEARNING




39

SCHEME OF WORK: MY FAMILY (4+)


TOPIC My family LESSONS 1 - 8 MAIN SKILL(S) FOCUS:

CONTENT STANDARD(S)

LEARNING




40

SCHEME OF WORK: MY FACE (4+)

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

CONTENT STANDARD (S)

LEARNING

STANDARD (S) LEARNING OUTLINE MATERIALS / REFERENCES



BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and

respond in a variety of

contexts



Greetings and a hello song Register Emotions routine Weather routine Sing / say a favourite song /

rhyme English today

(Puppet) Hello song Class register Song / rhyme Time line images



Encounter activity 1 Encounter activity 2 (in pairs) Encounter activity 3 Pre-rhyme activity Say a rhyme Encounter activity 5

1) Flashcards (Hair, face, ears, nose, eyes, mouth) 2) Rhyme: Two little ears





41

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

CONTENT STANDARD(S)

LEARNING







Greetings and a hello song Register Emotions routine Weather routine Say a rhyme English today

(Puppet) Hello song Class register Rhyme: Two little ears Time line images



Remembering activity 1 Engage activity 1 Engage activity 2 Engage activity 3 Engage activity 4 (in pairs)

1) Flashcards (Hair, face, ears, nose, eyes, mouth) OR 1) for activity 1 and 2: Drawing of a face on the board with parts erased.





42


CONTENT STANDARD(S)

LEARNING








(Puppet) Hello song Class register Rhyme: Two little ears Time line images

Differentiate with support a) Offering options, e.g. Is her hair long or short? b) Say first letter sound, e.g. It’s lll; It’s sss c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you


Remembering activity 2 Engage activity 4 (in pairs) Who is it? Engage activity 8 Engage activity 5

1) Flashcards (Hair, face, ears, nose, eyes, mouth) 2) Flashcards (long hair, short hair, blue, green, brown, black) 3) Chalk or hoops for making sets





43


CONTENT STANDARD(S)

LEARNING






BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4

BI 1.3.1 i) exchange greetings ii) introduce oneself iii) show appreciation iv) express feelings v) answer simple questions

BI 3.1.1 BI 3.1.2 BI 3.1.3 BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4



(Puppet) Hello song Class register Weather chart Time line images Rhyme: Two little eyes

Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Is it a nose or is it a mouth? b) Say first letter sound, e.g. It’s nnn; It’s mmm c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers


Remembering activity 2 Engage activity 4 (in pairs) Engage activity 8 Set up table time Table time


1) Flashcards (Hair, face, ears, nose, eyes, mouth, long, short) 2) Chalk or hoops for making sets 3) Worksheets (My face)





44


CONTENT STANDARD(S)

LEARNING






BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 2.4 Develop interest in reading independently for information and enjoyment

BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iii) show appreciation iv) express feelings v) answer simple questions




(Puppet) Hello song Class register Weather chart Rhyme: Two little eyes Time line images

Differentiate with support a) Offering options, e.g. Is it a nose or is it a mouth? b) Say first letter sound, e.g. It’s nnn; It’s mmm c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you


Story book pre-listening 1 Story book reading Story book post listening 1 Engage activity 3 Engage activity 5

1) Story book (topic related / diversity) 2) Flashcards (children from different countries)





45

TOPIC My face LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT STANDARD(S)

LEARNING






BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iii) show appreciation iv) express feelings v) answer simple questions BI 2.1.2 BI 2.2.1 BI 2.2.2 BI 2.2.3 BI 2.2.4 BI 2.3.1 BI 2.3.2 BI 2.4.1



(Puppet) Hello song Class register Weather chart Rhyme: Two little eyes Time line images

Differentiate with support a) Offering options, e.g. Is it a nose or is it a mouth? b) Say first letter sound, e.g. It’s nnn; It’s mmm c) Prompt with mime


Pre-song activity Sing a song Story book pre-listening 2 Story book reading Story book post listening 2 Exploit 1

1) Song; I like the me I see 2) Story book (topic related / diversity) 3) Flashcards (children from different countries)





46

TOPIC My face LESSON 7 MAIN SKILL(S) FOCUS: Reading 2

CONTENT STANDARD(S)

LEARNING





BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials

BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iii) show appreciation iv) express feelings v) answer simple questions BI 2.3.2



(Puppet) Hello song Class register Weather chart Rhyme: two little eyes Time line images

Differentiate with support a) Offering options, e.g. Is it a nose or is it a mouth? b) Say first letter sound, e.g. It’s nnn; It’s mmm c) Prompt with mime


Sing a song Engage activity 3 Alphabet activity Exploit activity 2

1) Song: I like the me I see 2) Flashcards (children from different countries) 3) Flashcards (Face) 3) Alphabet visuals 4) Word cards (topic +)





47

TOPIC My face LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

CONTENT STANDARD(S)

LEARNING





BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills



Greetings and a hello song Register Emotions routine Weather routine English today

(Puppet) Hello song Class register Weather chart Song: The five senses Time line images

Differentiate with support a) Offering options, e.g. Is it a nose or is it a mouth? b) Say first letter sound, e.g. It’s nnn; It’s mmm c) Prompt with mime Differentiate by learning preferences a) What medium to use, e.g. crayon, paint, collage Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers


Sing a song Post-song activity Set up table time Table time


1) Song: I like the me I see 2) Worksheets (I like the me I see)





48

SCHEME OF WORK: MY BODY (4+)


TOPIC My colours LESSONS 1 - 8 MAIN SKILL(S) FOCUS:

CONTENT STANDARD(S)

LEARNING




49

SCHEME OF WORK: MY TOYS (4+)

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

CONTENT STANDARD(S)

LEARNING




BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and


contexts




rhyme English today




Encounter activity 1 Encounter activity 2 Encounter activity 3 Pre-rhyme activity Say a rhyme Encounter activity 5

1) Flashcards or realia (six toys) 2) Rhyme: Teddy bear, teddy bear





50

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

CONTENT STANDARD(S)

LEARNING








(Puppet) Hello song Class register Rhyme: Teddy bear, teddy bear Time line images



Remembering activity 1 Encounter activity 3 Engage activity 1 Engage activity 2 Engage activity 3 Engage activity 4

1) Flashcards or realia (six toys)





51


CONTENT STANDARD(S)

LEARNING








(Puppet) Hello song Class register Rhyme: Teddy bear, teddy bear Time line images

Differentiate with support a) Offering options, e.g. Is it a train or is it a car? b) Say first letter sound(s,) e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you


Remembering activity 2 Engage activity 3 Engage activity 4 Pre-song activity Sing a song Engage activity 5

1) Flashcards or realia (all toys) 2) Song: I’ve got a ball.





52


CONTENT STANDARD(S)

LEARNING






BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iii) show appreciation iv) express feelings v) answer simple questions

BI 3.1.1 BI 3.1.2 BI 3.1.3 BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4



(Puppet) Hello song Class register Weather chart Rhyme: Teddy bear, teddy bear Time line images

Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Is it a train or is it a car? b) Say first letter sound(s,) e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers


Remembering activity 2 Sing a song Engage activity 4 Set up table time Table time


1) Flashcards or realia (toys) 2) Song: I’ve got a ball. 3) Worksheets (My favourite toy)





53


CONTENT STANDARD(S)

LEARNING












Differentiate with support a) Offering options, e.g. Is it a train or is it a car? b) Say first letter sound(s), e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you


Sing a song Post-song activity Story book pre-listening 1 Story book reading Story book post listening 1 Engage activity 3 Engage activity 5

1) Song: I’ve got a ball. 2) Story book (topic related / toys) 3) Flashcards or realia (toys)





54

TOPIC My toys LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT STANDARD(S)

LEARNING







BI 2.2.1 BI 2.2.2 BI 2.2.3 BI 2.2.4 BI 2.3.1 BI 2.3.2 BI 2.4.1




Differentiate with support a) Offering options, e.g. Is it a train or is it a car? b) Say first letter sound(s), e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime


Sing a song Story book pre-listening 2 Story book reading Story book post listening 2 Engage activity 3 (word and

image) Exploit activity 4

1) Song; I’ve got a ball 2) Story book (topic related / toys) 3) Flashcards or realia (toys) 4) Word cards (toys)





55

TOPIC My toys LESSON 7 MAIN SKILL(S) FOCUS: Reading 2

CONTENT STANDARD(S)

LEARNING





BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials





Differentiate with support a) Offering options, e.g. Is it a train or is it a car? b) Say first letter sound(s), e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime


Sing a song Alphabet activity Exploit activity 4 (words and

pictures)

1) Song: I’ve got a ball 2) Flashcards or realia (toys) 3) Alphabet visuals 4) Word cards (topic +)





56

TOPIC My toys LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

CONTENT STANDARD(S)

LEARNING










Differentiate with support a) Offering options, e.g. Is it a train or is it a car? b) Say first letter sound(s), e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime Differentiate by learning preferences a) What medium to use, e.g. crayon, paint, collage Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers


Sing a song Exploit activity 2 (words and

pictures) Set up table time Table time


1) Song: I’ve got a ball 2) Flashcards or realia 3) Word cards (topic +) 4) Worksheets (toys mini-book)





57

SCHEME OF WORK

PRESCHOOL 5+

59

SCHEME OF WORK: INTRODUCTION (5+)

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

CONTENT STANDARD (S) LEARNING




BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and

respond in a variety of contexts

BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4



rhyme English today

(Puppet) Hello song Class register Weather chart Song / rhyme Time line images

Differentiate by outcome – allow children to respond to the new topic in different ways: a) by miming only b) by mouthing*** the new language c) by repeating the new language after or with you


1. Encounter activity 1 2. Encounter activity 2 3. Encounter activity 3 4. Pre-rhyme activity 5. Say a rhyme 6. Encounter activity 4

1) Flashcards (week days)** 2) ASL signs for week days 3) Rhyme: Days of the week




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

60


CONTENT STANDARD(S) LEARNING









rhyme English today

(Puppet) Hello song Class register Weather chart Song / rhyme Time line images



Remembering activity 1 Encounter activity 3 Engage activity 1 Engage activity 4 Pre-song activity Sing a song Engage activity 5

1) Flashcards (week days)* 2) ASL signs for week days 3) Rhyme: Days of the week 4) Song: One for sorrow 5) Flashcards (One for sorrow images)





61










Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today

(Puppet) Hello song Class register Weather chart Rhyme: Days of the week Time line images

Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you


Remembering activity 2 Encounter 3 Engage activity 3 (colour

flashcards + week days) Sing a song Sequence song images Engage activity 8 (numbers,

colours, emotions)

1) Flashcards (week days / colours) 2) Song: One for sorrow 3) Flashcards (One for sorrow images) 4) Flashcards (colours / number / emotions)





62











BI 2.2.5 BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.1




Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate with support a) Offering options e.g. Is it a train or is it a car? b) Say first letter sound(s) e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers


Remembering activity 2 Sing a song images Sequence song Set up table time Table time


1) Flashcards (days of the week) 2) Song: One for sorrow 3) Flashcards (One for sorrow images) 3) Worksheets (One for sorrow)





63










BI 2.1.1 BI 2.1.2 BI 2.1.3 BI 2.2.5 BI 2.3.3 (BI 2.4 +4 standards)






Sing a song Sequence song images Story book pre-listening Story book reading Story book post listening Engage activity 7 (colours)

1) Song: One for sorrow 2) Flashcards (One for sorrow images) 3) Story book (Seven Blind Mice)** 4) Flashcards (colours)




* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills ** A story that revises colours / numbers / emotions.

64







BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.1.1 BI 2.1.2 BI 2.1.3 BI 2.2.5 BI 2.3.3 (BI 2.4 +4 standards)




Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime


Sing a song Story book pre-listening Story book reading Story book post listening Engage / exploit activities

(related or not to the story)

1) Song: One for sorrow 2) Story book (Seven Blind Mice)* 3) Flashcards OR Story book resources





65






BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials

BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3






Sing a song Alphabet activity Sing a song Sounds activity (topic related

or story related)

1) Song: One for sorrow 2) Alphabet visuals 3) Song: Alphabet song 4) Flashcards (intro topics) 5) Word cards (intro topics) 6) Letter cards





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TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing





BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills

BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.1




Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate by learning preferences a) What medium to use, (e.g. crayon, paint, collage) Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers


Sing a song Exploit activity 5 Set up table time Table time


1) Song: One for sorrow / Alphabet song 2) Flashcards (intro topics) 3) Worksheets (My favourite things OR something related to the story)





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SCHEME OF WORK: MY SCHOOL (5+)

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









Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Sing / say a favourite song /

rhyme English today




Encounter activity 1 Encounter activity 2 Encounter activity 3** Pre-rhyme activity Say a rhyme Encounter activity 5

1) Flashcards (school places) 2) Rhyme: Wash, wash, wash your hands




* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills **Associate actions like playing, reading and writing, eating, washing hands and jumping to aid the memorisation of the actions in this topic. PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE

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TOPIC My School LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1










(Puppet) Hello song Class register Rhyme: Wash, wash, wash your hands Time line images



Remembering activity 1 Encounter activity 3 Engage activity 1 Engage activity 2 Engage activity 3 Engage activity 4 (use Where

is ...)

1) Flashcards (school places)





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contexts




(Puppet) Hello song Class register Rhyme: Wash, wash, wash your hands Time line images



Remembering activity 2 Encounter 3 Engage activity 3 (room +

action) Engage activity 4 Pre-song activity Sing a song Engage activity 5

1) Flashcards (school spaces and actions) 2) Song: Playing in the playground





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contexts

BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills

BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5

BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.1



(Puppet) Hello song Class register Weather chart Rhyme: Wash, wash, wash your hands Time line images

Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers




1) Flashcards (school spaces) 2) Song: Playing in the playground 3) Worksheets (My school)





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Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate by outcome – allow children to respond to thetopic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you


Sing a song Post-song activity Story book pre-listening Story book reading Story book post listening Engage activity 3 Engage activity 6 (school

spaces / actions)

1) Song: Playing in the playground 2) Story book (topic related / school / actions) 3) Flashcards (school space and actions)





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TOPIC My School LESSON 6 MAIN SKILL(S) FOCUS: Reading 1












Sing a song Story book pre-listening Story book reading Story book post listening Engage activity 8 Exploit activity 5 (school

places)

1) Song; Playing in the playground 2) Story book (topic related / school) 3) Flashcards (school spaces and actions) 4) Word cards





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












Sing a song Post song activity - expansion Sounds activity Exploit activity 5 (words and

pictures)

1) Song: Playing in the playground 2) Flashcards (school places and actions) 3) Word cards 4) Word cards and letter cards





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TOPIC My School LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing






BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills

BI 3.2 Develop early writing skills

BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 (BI 3.1 +4 standards)

BI 3.2.1




Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate by learning preferences a) What medium to use, e.g. crayon, paint, collage Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers




1) Song: Playing in the playground 2) flashcards (school places and actions) 3) Worksheets (In my school …)





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SCHEME OF WORK: MY WORLD DOMESTIC ANIMALS (5+)


TOPIC My World: Domestic Animals

LESSONS 1 - 8 MAIN SKILL(S) FOCUS:

CONTENT STANDARD(S)

LEARNING




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SCHEME OF WORK: MY FOOD (5+)


TOPIC My food LESSONS 1 - 8 MAIN SKILL(S) FOCUS:

CONTENT STANDARD(S)

LEARNING




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SCHEME OF WORK: MY FRUIT (5+)

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










rhyme English today




Encounter activity 1 Encounter activity 2 Encounter activity 3 (use ASL

signs) Pre-rhyme activity Say a rhyme Encounter activity 5

1) Flashcards (6 fruit only) 2) ASL signs 3) Rhyme: Big green bananas




* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE

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










(Puppet) Hello song Class register Rhyme: Big green bananas Time line images



Remembering activity 1 Encounter activity 3 (ASL

signs) Engage activity 1 Engage activity 2 Engage activity 3 Engage activity 4

1) Flashcards (9 fruit) 2) ASL signs





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(Puppet) Hello song Class register Rhyme: Big green bananas Time line images

Differentiate with support a) Offering options e.g. Is it a mango or a papaya? b) Say first letter sound e.g. It’s a mmm; It’s a ppp c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you


Remembering activity 2 Encounter 3 (ASL signs) Engage activity 3 Engage activity 4 Pre-song activity Sing a song Engage activity 5

1) Flashcards (9 fruit) 2) ASL Signs 3) Song: Apples and bananas





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BI 2.2.5 BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.1



(Puppet) Hello song Class register Weather chart Rhyme: Big green bananas Time line images

Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Is it a mango or a papaya? b) Say first letter sound, e.g. It’s a mmm; It’s a ppp c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers




1) Flashcards (fruit) 2) Song: Apples and bananas 3) Worksheets (I like fruit)





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Differentiate with support a) Offering options, e.g. Is it a mango or a papaya? b) Say first letter sound, e.g. It’s a mmm; It’s a ppp c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you


Sing a song Post-song activity - expansion Story book pre-listening Story book reading Story book post-listening Engage activity 5

1) Song: Apples and bananas 2) Story book (topic-related fruit) 3) Flashcards (fruit)





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










Differentiate with support a) Offering options, e.g. Is it a mango or a papaya? b) Say first letter sound, e.g. It’s a mmm; It’s a ppp c) Prompt with mime


Sing a song Story book pre-listening Story book reading Story book post listening Engage activity 8 Exploit activity 4 (fruit+

adjectives)

1) Song: Apples and bananas (+ new version!) 2) Story book (topic-related - fruit) 3) Flashcards (fruit) 4) Word cards





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TOPIC My fruit LESSON 7 MAIN SKILL(S) FOCUS: Reading 2










Differentiate with support a) Offering options, e.g. Is it a mango or a papaya? b) Say first letter sound, e.g. It’s a mmm; It’s a ppp c) Prompt with mime


Sing a song Sounds activity Exploit activity 6*

1) Song: Apples and bananas (+ new version!) 2) Flashcards (fruit) 3) Word cards and letter cards 4) Dice / counters for glory game OR Handa’s surprise board game**





** Handa’s surprise board game would work well here. See resources documentation.

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TOPIC My fruit LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing







BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 (BI 3.1 +4 standards)

BI 3.2.1




Differentiate with support a) Offering options, e.g. Is it a mango or a papaya? b) Say first letter sound, e.g. It’s a mmm; It’s a ppp c) Prompt with mime Differentiate by learning preferences a) What medium to use (e.g. crayon, paint, collage) Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers




1) Song: Apples and bananas (+ new version!) 2) flashcards (fruit) 3) Worksheets (My fruit minibook OR a Handa’s surprise worksheet)





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SCHEME OF WORK: MY CLOTHES(5+)


TOPIC My clothes LESSONS 1 - 8 MAIN SKILL(S) FOCUS:

CONTENT STANDARD(S)

LEARNING




86

SCHEME OF WORK: MY WORLD WILD ANIMALS (5+)


TOPIC My clothes LESSONS 1 - 8 MAIN SKILL(S) FOCUS:

CONTENT STANDARD(S)

LEARNING




87

SCHEME OF WORK: MY WORLD MALAYSIA (5+)

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










rhyme English today




Encounter activity 1 Encounter activity 2 Encounter activity 3 (use ASL

signs) ** Pre-rhyme activity Say a rhyme Encounter activity 5

1) Flashcards (6 landscapes) 2) ASL signs 3) Rhyme: Rain on the green grass




* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills **Associate actions like playing, reading and writing, eating, wash hands and jumping to aid the memorisation of the actions in this topic.

88

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

TOPIC My World Malaysia LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1










(Puppet) Hello song Class register Rhyme: Rain on the green grass Time line images



Remembering activity 1 Encounter activity 3 (ASL

signs) Engage activity 1 Engage activity 2 Engage activity 3 Engage activity 4

1) Flashcards (7 landscapes) 2) ASL signs





89








BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 1.3.6



(Puppet) Hello song Class register Rhyme: Rain on the green grass Time line images

Differentiate with support a) Offering options, e.g. Is it a mountain or is it a hill? b) Say first letter sound, e.g. It’s a mmm; It’s a hhh c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you


Remembering activity 2 Encounter 3 (ASL signs) Engage activity 3 Engage activity 4 Pre-song activity Sing a song Engage activity 5

1) Flashcards (8 landscapes) 2) ASL Signs 3) Song: I love the mountains





90











BI 2.2.5 BI 2.2.6 BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.1



(Puppet) Hello song Class register Weather chart Rhyme: Rain on the green grass Time line images

Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Is it a mountain or is it a hill? b) Say first letter sound, e.g. It’s a mmm; It’s a hhh c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers




1) Flashcards (9 landscape) 2) Song: I love the mountains 3) Worksheets (My favourite part of Malaysia)





91














Differentiate with support a) Offering options, e.g. Is it a mountain or is it a hill? b) Say first letter sound, e.g. It’s a mmm; It’s a hhh c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you


Sing a song Post song activity - expansion Story book pre-listening 1 Story book reading Story book post listening 1 Engage activity 5

1) Song: I love the mountains 2) Story book (topic related - landscape) 3) Flashcards (landscape)





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







BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.2.7 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 1.3.5 BI 1.3.6 BI 2.1 (+4 standards)





Differentiate with support a) Offering options, e.g. Is it a mountain or is it a hill? b) Say first letter sound, e.g. It’s a mmm; It’s a hhh c) Prompt with mime


Sing a song Story book pre-listening 2 Story book reading Story book post listening 2 Engage activity 8 Exploit activity 5

1) Song: I love the mountains (+ new version) 2) Story book (topic related - landscape) 3) Flashcards (landscape) 4) Word cards





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TOPIC My World Malaysia LESSON 7 MAIN SKILL(S) FOCUS: Reading 2






BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 1.3.6 BI 2.2.5 BI 2.3.3 BI 2.3.4 BI 2.3.5




Differentiate with support a) Offering options, e.g. Is it a mountain or is it a hill? b) Say first letter sound, e.g. It’s a mmm; It’s a hhh c) Prompt with mime


Sing a song Role play the story OR Role play ‘We´re going to the

beach’ Sounds activity

1) Song: I love the mountains (+ new version!) 2) Flashcards (landscape) 3) Word cards and letter cards





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TOPIC My world Malaysia LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing







BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.5 BI 3.2.6 BI 3.2.7 BI 3.2.8




Differentiate with support a) Offering options, e.g. Is it a mountain or is it a hill? b) Say first letter sound, e.g. It’s a mmm; It’s a hhh c) Prompt with mime Differentiate by learning preferences a) What medium to use, e.g. crayon, paint, collage Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers


Sing a song Role play Set up table time Table time


1) Song: I love the mountains (+ new version) 2) Flashcards (landscape) 3) Word cards 4) Worksheets (my journey)





SCHEMES OF WORK

TEACHER SUPPORT

DOCUMENT

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Contents

.......................................................................................................................................

.....................................................................................................

...............................................................................................................................

...........................................................................................................

....................................................................................................

1. Overview of the Schemes of Work and Documentation List ........................................................................

1. Encounter Activities

98

2. Games and game-like activities and the EEE (Encounter, Engage and Exploit) Model ....................... 100

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

102

2. Engage Activities: Choral Repetition ..........................................................................................................

98

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 3: Listening and Speaking 2 Lesson 4: Listening and Speaking 3 Lesson 5: Listening and Speaking 4 Lesson 6: Reading 1 Lesson 7: Reading 2 Lesson 8: Reading and Writing

The Scheme of Work provides teachers with lesson outlines for four of the eight topic areas. Each of these four topic areas are accompanied by a set of support materials which teachers can use or adapt according to their local context.

Teachers will be required to create lesson outlines/lesson plans for the remaining four topic areas. The lesson outlines are based on the ‘EEE model’ of Encounter, Engage and Exploit. Full details of this EEE model can be found 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.

99

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 child’s cognitive skills, e.g. concentration, memorising, sequencing,

eliminating, comparing, counting, number recognition excellent as an observation mechanism to expose areas in need of remedial work are useful for developing fine and gross motor skills.

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.

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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 children’s 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. It’s 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! Let’s

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. Let’s play listen and do! Hold the visuals so children can’t see. Say one of the new words in a sentence, e.g.It’s sunny. Have the children mime in response. Show the visual and praise the children, e.g. Yes! It’s 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. It’s sunny and hot. If the topic is related to the parts of the body, have children get together in pairs and join

themselves at the part of the body when you call it out, e.g. arm along arm, tummy along tummy. Careful with mouth and eyes. Mouth, get children to blow kisses / air kiss towards each

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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. Let’s play STOP! Say one of the target words in a sentence, e.g.It’s sunny today. Have the children mime in response. Call out ‘STOP!’ for the children to freeze into a statue. Praise children who manage to freeze, e.g. Good statue! If a child moves, ask them to sit out

for a round, e.g. Oh dear, you moved! Sit down a bit!

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! MATERIALS: Flashcards or realia STEPS:

Announce the game, e.g. Let’s play listen and point! Place the visuals around the room. Ask about each of the new words, e.g. Where’s 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. There’s sunny! You can ask individual children to point and say There! You can ask individual children to point and say There’s 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! MATERIALS: Flashcards or realia STEPS:

Announce the game, e.g. Let’s play help the teacher! Hold the visuals so you can’t see them, but the children can, e.g. flashcards facing the

children. Ask about each visual one at a time, e.g. Is it sunny? Have the children say Yes! or No! Keep asking until you discover what the visual is.

This can also be called ‘Help the puppet!’ and it is the puppet who can’t see the visuals. Extension: As children get confident:

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 can’t 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. Let’s 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 children’s suggestions and then check, Is it sunny? Let’s see! Yes it is! It’s sunny. Continue to have the children remember until you have turned over all the flashcards

Extension: As children get confident:

You can ask a child to come to the flashcards and say what is hidden, e.g. It’s sunny. If the child can’t 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 – What’s missing? MATERIALS: Flashcards (six maximum) STEPS:

Announce the game, e.g. Let’s play What’s 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! What’s 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, What’s missing? They can also be encouraged to respond with Yes it is! Or No it isn’t!

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?

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CIRCLE TIME ENGAGE 3: GAME – The pair game MATERIALS: Two of each flashcard (max 16 in all) STEPS:

Announce the game, e.g. Let’s 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: Let’s find a pair, two the same! Turn over one flashcard and say what it is,

e.g. It’s 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 - It’s sunny. Hooray! They are the same. Leave the flashcards face up. If they are different - It’s 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 don’t, 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 can’t 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. ‘What’s missing?’ and ‘The pair game’. CIRCLE TIME ENGAGE 4: GAME – The mime game MATERIALS: Flashcards STEPS:

Announce the game, e.g. Let’s play the mime game! Model the game: do a mime and then ask the topic question, e.g. [Mime it’s rainy], What’s the

weather like? Or [mime a colour] What colour is it? Or [mime a daddy] Who is it? Or [mime a teddy] What is it?

Ask children to put their hands up to show they know the answer and select a child. If they guess correctly, say Yes it is! and ask them to come forward as a volunteer.

Show them a flashcard and ask them to mime it for the class to guess. Help them ask the topic question.

Repeat until all or a number of children have volunteered.

Extension

Instead of showing a flashcard, whisper a topic word / phrase into the child’s ear. This will be quite challenging as the child will have to understand what they heard to be able to mime correctly.

If the topic is related to the parts of the body, have children come up in pairs and join themselves at the part of the body they want their peers to say, e.g. arm along arm, tummy along tummy. Careful with mouth and eyes. Mouth, get children to blow kisses / air kiss towards each other; Eyes, get children to stare at each other.

Progression notes: Observe which children are able to remember the mime and which are able to answer correctly in English. If you whisper the target language, is the child able to understand?

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CIRCLE TIME ENGAGE 5: GAME – The telephone game MATERIALS: Flashcards STEPS:

Announce the game, e.g. Let’s play the telephone game! Begin by helping children whisper. Say or chant the target language in a whisper together. Look at a flashcard without showing it to the children. Place it on the floor, board or wall face

down. Whisper the flashcard word into a nearby child’s ear. Put your hand in front of your mouth and

emphasise that it is a whisper for the child only. Encourage the child to pass on the word they have heard you whisper. Help them cover their

mouth with their cupped hand. Help the children pass on the whisper. If they have problems hearing, get them to say Pardon,

please repeat! Follow the whisper around the circle. When it reaches the last child, ask them to say it out loud. Turn over the original flashcard and

ask them if it is the same. If it is, praise the children for being such a great telephone. If it is different, say Oh no! The telephone is broken!

Play another time, this time going in a different direction around the circle. Extension

Ask a child to begin the game and to be in charge of the flashcard to compare the word that gets passed around at the end.

Instead of using a single word, use a question or a sentence, e.g. It’s hot and sunny. Progression notes: Observe which children are able to ask for repetitions and who successfully whispers the word.

CIRCLE TIME ENGAGE 6: GAME – The head and toes game

MATERIALS: Flashcards STEPS:

Announce the game, e.g. Let’s 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. It’s sunny today. Alternate and repeat so children are

caught out. They will enjoy being challenged. Praise children who don’t 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 It’s 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. Let’s 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 team’s 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. It’s rainy today! When the children return with the flashcards, ask them what they have brought you:

What’s 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.

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CIRCLE TIME ENGAGE 8: GAME – The making sets game This activity not only develops children’s listening and speaking skills but also fosters early maths concepts. Version 1: MATERIALS: Three or four flashcards from three different topics (no more than 12 in total) STEPS:

Announce the game, e.g. Let’s play the making sets game! Mix up the flashcards and place them in a bag, a box or in a pile on the floor. Invite confident children to come up and take out or turn over a card. Ask them to name the picture, if suitable help them make a sentence using It’s … / They’re … Check with the class that the image has been correctly labelled. Ask the children, What set is it? Is it the colour set, the family set or the number set? Elicit what they think and start making sets. Once all the flashcards have been put into a set, count how many there are in each set, are

there any missing? Help the children remember what else belongs in the set. ``

Version 2: Using the children (for topics like the face, the body, family, clothes, pets) Announce the game, e.g. Let’s play the making sets game! Call out questions like: Who’s got black hair? Get all children with black hair to make a group

together (all or most of the group). They can chant loudly I’ve got black hair! Any remaining children can make a circle around them.

Ask, Who’s got long black hair? Get these children to separate and form a separate group. They can chant loudly I’ve got long black hair! Count the children in this set.

Ask, Who’s got short black hair? Get these children to separate and form a separate group. They can chant loudly I’ve got long black hair! Count the children in this set.

This can be done with lots of different topics: You can make Human Venn Diagrams: Who’s got a pet? – Who’s got a cat? Who’s got a bird? Who’s got a cat and a bird? Who’s about brothers and sisters: Who’s got a brother? Who’s got a sister? Who’s got a brother and a sister? Don’t forget to have children chant when they create a set, e.g. I’ve got a cat!

Extension Mix word cards and flashcards. Or once the sets have been created, ask children to find the matching word cards. Progression notes: Observe which children are able to pick up the correct flashcard and name it confidently; or children who are able to confidently listen for a descriptor and respond.

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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. Let’s 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 what’s in the bag. First feel outside, then put their

hand inside. Say, What’s in the box/bag? What do you think it is? Can you guess? Help them to use a sentence when they finally name it, It’s a …


Get children to describe it as they are touching, e.g. It’s big, it’s small, It’s soft, It’s 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 they’ve guessed.

Progression notes: Observe which children are able to pick up the correct flashcard and 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. Let’s 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? What’s 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 isn’t. 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 isn’t. 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 MATERIALS: Flashcards STEPS:

Announce the game, e.g. Let’s play the stepping stones game! Point to the space in the middle of circle time. Explain it is a deep river and that they can only

cross it using magic stepping stones – the topic flashcards. Place the flashcards across the space, reaching from one side to the other, and demonstrate

what to do. Jump on each flashcard and say what it is. Invite a confident child to jump across the river. Encourage them to name each

flashcard they jump onto. If they can’t remember a word get them to ask the class for help, Help please!

Praise children who cross the river successfully, with help or not. Everyone should clap and say Bravo! Introduce and use positive language like, Bravo! Sarah can do it!

Expansion As children progress through 4+ and 5+ they should be using phrases / sentences as they jump across the river, e.g. I’ve got brown eyes; A red car; I’m in the classroom; I like curry. Progression notes: Observe which words or expressions children have more difficulty with and plan to focus on these in following lessons.

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CIRCLE TIME EXPLOIT 3: GAME – The glory game MATERIALS: Flashcards and large dice STEPS:

Announce the game, e.g. Let’s 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 team’s mascot on the flashcard they landed on. They should say what it is they have landed on. Encourage them to use It’s 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 can’t, 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. Let’s play the describing game! Begin by modelling how to play. Select one of the target language objects. According to what it

looks like, begin to describe it, e.g. It’s small and green. What is it? Invite individual children to guess what it is. Depending on ability they can use different

questions a) Car? b) Is it a car?

If the guess is incorrect, say No, it isn’t If the guess is correct, say Yes, it is! and the child who guessed correctly can come to

the front and lead the game. Help them describe the object and respond using Yes it is, or No it isn’t. Encourage the

class to ask full questions too, e.g. Is it a teddy? Progression notes: Observe which children are able to describe the objects using full sentences, and ask full questions.

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CIRCLE TIME EXPLOIT 5: GAME – The thinking game MATERIALS: Topic flashcards or realia (e.g. toys, clothes, fruit, toy animals) STEPS:

Announce the game, e.g. Let’s play the thinking game! Place a maximum of five flashcards or objects on the floor, the wall or board for the children to

see. Begin by modelling how to play. Select one, but keep it secret. Say, I’m thinking of a toy. It isn’t

the car, it isn’t the doll, it isn’t a computer game and it isn’t a spinning top. What is it? Invite individual children to guess what it is, e.g. Is it a puzzle? If the guess is incorrect, say No, it isn’t. If the guess is correct, say Yes, it is! and the

child who guessed correctly can come to the front and lead the game. Help them to select an object – they should whisper it to you first. Then help them say

which toys it is not and to respond to questions from the class, using Yes it is, or No it isn’t. Encourage the class to ask full questions too, e.g. Is it a teddy?

Extension Playing with multiple topics works especially well if the children have been playing with the topic sets of words and expressions.

Instead of using a set of flashcards or realia from one topic, use target words from four topics, e.g. a teddy bear, a nose, a baby, a pencil.

Model how to play: I’m thinking of a word. It isn’t a family word, it isn’t a toy word, it isn’t a face word, what is it?

Encourage children to ask you using sentences: e.g. Is it a pencil? Respond and ask children to tell you which set it belongs to: Yes, it is! What set is it? It’s a classroom word.

Progression notes: Observe which children are able to successfully use whole sentences to play the game.

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CIRCLE TIME EXPLOIT 6: GAME – The alphabet game MATERIALS: Topic flashcards and word cards STEPS:

Announce the game, e.g. Let’s 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, I’m 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 I’m

thinking of a colour word beginning with …, and Yes it is, or No it isn’t. Notes: Using the word cards helps reinforce the children’s word recognition skills. When you show the word card you can ask children what other words they know that begin with the same letter in different topics. Extension Play with multiple topics

Place the flashcards on the floor, wall or board. Select a word card and hide it from the children. Say, I’m thinking of a word beginning with … When children have guessed correctly ask them if they can see any other words that begin with

the same letter in the flashcard collection. Look for the matching word cards together and compare the letters. If the words are easily sounded out, do this too.

Progression notes: Observe which children are able to recognise letters and think of different words that start with similar letters. 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, it’s sunny! Can you say? It’s sunny! Show me the mime.

Show a flashcard card from the last lesson and one from the previous topic, e.g. weather and colours. Ask the children: In the last lesson did we look at the weather or colours?

Ask if they can remember any of the mines they learned. Show each flashcard and say the words clearly. Have children repeat after you and remember the mime. It’s sunny! Can you say? It’s sunny! Show me the mime.

As you introduce the visuals, place them where all children can see When all visuals have been introduced, count them together, e.g. Six words! Let’s

see some more! Introduce a few more of the topic words, using the Circle Time 2 strategies.

Progression notes: Observe which children confidently imitate the mime, which repeat the target language easily and which were able to remember and say the new topic words with little prompt.

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. What’s missing?

Once it has been remembered, praise the children for remembering all the language from the last lesson.

From here you can move into playing a game, e.g. What’s missing (see Circle Time 2) Progression notes: Observe which children are able to remember language from a previous session.

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REMEMBERING 3: GAME – Pick up a card MATERIALS: Flashcards or realia from the topic

Place the flashcards in a pile in the centre of the circle, or in a bag or a box. Announce the game, e.g. Let’s play pick up a card! Have the children come up individually and take a flashcard and name it in English. Praise children who label it correctly, expanding if necessary, e.g.

Child: Sunny Teacher: Yes, It’s sunny. Very good, Sarah

If a child is unsure:

a) Provide options for the child to choose from, e.g. Is it sunny or is it rainy? b) Help the child recognise that they need help and show them that there is nothing wrong in asking for help. Teach the question, Help please! and encourage them to ask their peers to help them say the word; e.g. Sarah: [Looks at flashcard silently] Teacher: Do you need help Sarah? Sarah: Help please! Children: It’s windy Teacher: Thank you children. Sarah can you say it? Sarah: It’s windy. Teacher: Very good.

Progression notes: Observe which children are able to remember the topic language and those which are able to accept they do not know yet but can ask for help.

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4. Routines

Routines help build a child’s sense of security and confidence and also support language development. A routine is a familiar series of actions related to an established schedule. For example, the scheduled activity of ‘lunch time’ involves a series of responses which comprise a routine: going to the toilet washing hands lining up by the door walking down the corridor going into the dining room and calmly sitting at a table. 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 ‘Who’s 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 who’s missing It’s 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 ‘What’s 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.

Don’t expect children to pick this up immediately. Not only are they coming to terms with the new labels in English, but they are also grappling with the concept of time.

In some cases you may be able to include the date and month along with the day of the week. Your objective is to expose children to a concept through language: they are unlikely to be

able to say the date by themselves. Use visuals (e.g. a calendar with large numbers is good). Point as you say the date. Keep the language simple, e.g. Today is Wednesday, the eleventh of March. Use visuals to include the season too, e.g. We are in the rainy season - show the season

visual too. Associate months with children’s birthday. At the beginning of each month comment on who

will be having a birthday, e.g. Look! One, two, three children have a birthday in March. 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: I’m 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! [puppet’s name], you look sad. What’s the matter? I hurt my tail. Ahh. Don’t 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. What’s 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 it’s 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

don’t always remember the fun they had in English. Rushed goodbyes can also lead to misbehaviour as children aren’t quite sure what’s

happening and behaviour boundaries slide. You can: Sing a goodbye song or say a chant. Use the puppet to say goodbye to the children. Say ‘Thank you!’,especially if children have had a good session, e.g. What a great lesson

today! Thank you! Include reference to the next lesson, e.g. See you on Friday! See you next week! Consider a ‘Get your hat routine’ and a ‘Line up routine’. Have fun with ‘Goodbye instructions’, e.g. Ahmad and Mira line up! Khairul, hop out of

class! Goodbye! Transition routines Transition routines are very important when children move from one scheduled activity to another and when it involves a change of space. For example: From carpet to table. From table to carpet. From classroom to bathroom. From playground to classroom. 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, it’s 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 children’s phonological awareness.

Singing, and saying rhymes and chants in the classroom contributes to a child’s whole development in a variety of ways:

Socio-emotional development Singing, chanting and rhyming together is a truly social act. It allows for non-verbal and verbal participation, so everyone can join in. Singing, chanting and rhyming in groups involves co-operation.

Cognitive development It repeatedly supports automatised language use. It is an enjoyable way to develop memory. It reinforces basic skills in numeracy and literacy.

Creative development It involves listening and responding, co-operating and self-expression. It can develop children's imaginations and their ability to express ideas in dance and

gesture. Physical development

It helps develop sequencing and co-ordination. Songs, chants and rhymes with actions develop gross and fine motor control.

Linguistic development It stimulates auditory discrimination. It supports development of phonemic awareness. It reinforces the stress, intonation and rhythm of words and phrases. It provides good language models. It is a good way of learning to construct phrases and sentences.

Introducing a song, chant or rhyme

When introducing a song, chant or rhyme follow these steps: 1) Pre-song, chant or rhyme activity–Focuson 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 children’s 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 I hear thunder Oh can you? Oh can you?

Pitter, patter, rain drops Pitter, patter, rain drops

I’m wet through! So are you!

Incy Wincy spider climbed up the waterspout.

Down came the rain and washed the spider out

Out came the sun and 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 children’s 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 children’s 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 children’s 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 children’s listening and concentration skills, especially when supported by the story visuals, the storyteller’s 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 children’s 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: What’s going to happen next? If the story has repetition, encourage children to join in the telling. If you are certain children know some of the story language, pause so they can say words or

expressions they know, or point to pictures of objects they know. 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 What’s 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, don’t 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.

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In the classroom

Use a story time chant to announce storytime. Help the children to sit comfortably and quietly and to follow the storytime / circle time rules. Make sure all the children can see the book or story visuals if you use any.

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 children’s participation:

Ask pre-story questions like, What can you see? Who’s this? Use the children’s 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 children’s 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, What’s 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 children’s first language (L1) uses another script from English (e.g. Arabic), these skills will need a little more explicit nurturing, however children are skilful at re-using strategies they have learned in their L1 and can transfer successfully between the L1 and the L2. 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 children’s active vocabulary developing children’s 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 children’s 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 children’s 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 children’s phonological awareness is developed they are better prepared to begin reading. It would make sense to assume this is the case with L2 learners of English too. Why is it important to foster an awareness of the connections between the spoken and the written word? Providing access to the written word helps children begin to recognise what a word looks like and how it is represented in letters. This in turn alerts children to the different sound(s) that letters can represent within the word.

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Environmental print is the print we see in signs and labels in our everyday lives. There is ‘commercial environmental print’ (e.g. road signs, logos and food and clothes labels) and ‘home-made environmental print’ (e.g. labels around the classroom, daily schedules, shopping lists, names on badges or birthday posters) Environmental print is especially useful for learning English if teachers: label objects and visuals in English use the written word in posters, displays and charts bring children’s attention to the print in English around them.

Supporting children’s literacy development There are a number of ways teachers can support children’s literacy development in English, without actually teaching the children to read formally. By using rhymes and chants:this supports children’s literacy development by:

building their English vocabulary providing natural exposure to a variety of rhyming words highlighting the syllables in words through the musical beat exposing children to authentic culturally-bound texts. By sharing storybooks:this supports children’s 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 children’s 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 children’s enjoyment of and need for make-believe. By providing environmental print: this supports children’s 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 children’s 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).

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The alphabet Children need to interact with and be exposed to the alphabet letters as much as possible to pick up the alphabet. Their understanding of the alphabet will develop in both Malay and English, as both languages use the Latin alphabet. What children need to pick up is the naming of the letters in English and later the way they sound when used in reading. Within the topic-based hour of English a week, integrating work on the alphabet will take time which should be devoted to developing listening and speaking activities. Our suggestion is therefore that teachers include alphabet songs and fun activities related to the alphabet during the sixty minutes a week. Here are some ideas:

Alphabet songs help children get a feel for the sequence of the letters and some of the letter names. Beware the letter names are not how they sound when used to spell words!

1. https://www.youtube.com/watch?v=gd50rWC_Fko An alphabet song which also uses American Sign Language gestures. This will be both memorable and meaningful for children and can be sung in the goodbye routine. 2. https://www.youtube.com/watch?v=zAlX1V3lK5s The well known A B C song using the melody of ‘Twinkle twinkle little star’. This gives you some ideas of how you can use it interactively with children. 3. https://www.youtube.com/watch?v=75p-N9YKqNo … with a nice little ending ‘26 letters from A to Z’. 4. http://www.nurseryrhymes.org/abc-song.html The A is for apple song 5. http://www.nurseryrhymes.org/animal-alphabet-song.html The animal alphabet song

Alphabet chanting can also give children support. The volume can get louder and quieter, or the

speed quicker or slower. Alphabet fingers– get children to write the letters in the air with their fingers. This can also be

done in sand trays, so they can see the letter shape as they move their finger through the sand. Alphabet bodies – get children to pretend to be the letters with their bodies. Alphabet modelling is another way of helping children make the letter shapes. Use modelling clay

and have the children roll out thin snakes, which can be turned into the different letters of the alphabet.

The alphabet and our names focuses on the children’s own names and the letters they begin with and contain. Children love learning how to spell, and later write their names, and take pride in recognising other children’s names according to first letters or word shapes.

Alphabet wall display is useful to refer to when talking about letters and words. Children need to learn the alphabet, as it will help them later when learning to read.

Alphabet puzzles are another way of helping children get the hang of sequencing the letters and can be bought commercially.

Alphabet washing lines: Pages with objects that share the same first letter, hung on a washing line.

Alphabet cards created by the children. Cards with words that begin with the same letter. It’s a simple activity, and children enjoy pointing to and saying the words they remember.

Alphabet mobiles are the different letters with images of words thatstart with these letters hanging from them.

Alphabet letter magnets are great fun on a white board, and can be moved around and sequenced or used to spell words.

Alphabet letters in plastic, sponge, etc. These can be used to print letters and make pictures.

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Words and pictures in the environment

When possible, make word cards, which can be placed alongside the picture flashcards used to introduce the topic target language. These can be placed together on a wall as a display, or used in matching games to match the picture and the word.

Label as many objects the children can say in the classroom as possible, e.g. chairs, doors, windows, tables. Children will begin to see a relationship between the word they can say and the word they can see.

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 children’s 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.

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8. Visual, auditory and kinaesthetic learning Children naturally look, listen to and touch or move around to make sense of the world around them so, the three main sensory receivers used by children when encountering anything new are visual, auditory and kinaesthetic. When learning a language, children begin with words that represent concepts. To ensure a multisensory experience these concepts should be represented by visuals, by the spoken word or a sound (e.g. a dog barking) and by a movement that symbolises the concept. As such, children can use their visual, auditory and kinaesthetic senses to help them learn English. A. Visual Children need to be able to see what it is they are learning, and this can be a visual representation of the word using a flashcard, or realia (the object itself or a toy representation of the object). Some topics are easier to represent as visuals, e.g. colours, the weather, jobs, wild animals. Others are more fun when they are the real things, e.g. fruits, clothes, toys. Flashcards provide a good visual support but also enable associated games and game-like activities and so it’s always useful to make a set of flashcards even if you use realia. B. Auditory Children need to hear the words and expressions they are learning.These words and expressions can be heard in natural speech, during classroom instructions and routines, in songs and rhymes and in stories. Repetition is very important so activities that play with language are also useful, e.g. imitating an echo (going from loud to quiet), using different voices (a loud voice, a quiet voice, or a happy voice). The more children hear words and expressions, the more likely they will be to pick them up and use them. C. Kinaesthetic Children learn best when actively involved and so by simply associating an action to a new word or expression enables children to be involved, e.g. waving when saying ‘Hello’. You can suggest an action or ask the children to come up with one.Signing or using a movement can become a bridge to English, as a child can make the movement before speaking in English. This helps dissipate frustration or fear and gives children confidence to have a go. D. Using flashcards Flashcards are a teacher’s 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.

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Tips

Use one image per flashcard, so the back of your flashcard is blank – this allows for different guessing games.

Make a double set of flashcards – this allows for more games, e.g. pair game, guessing game.

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 that’s 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 don’t know the sign admit to this and assure them you’ll find out for next time. We are all learning together and it’s important that children see this too. 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 can’t 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.

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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.

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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: That’s 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? Let’s see. Oh yes, sing a song!

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Reflection The Malaysian curriculum encourages the inclusion of reflection on learning and so this moment at the end of the English lessons sits nicely with this idea. The English today time line supports reflection, as it helps children see what was planned and whether everything was completed successfully. The idea is to help the children remember what they did, how they did it and to begin to talk about why they did it. Research suggests that children should reflect in the classroom language. So to begin with it is important to let the children talk in their classroom languages about their reflection ideas. Teachers can ask in English or emphasise what was learned in English but how and why it was learned should be in the classroom language. This is the kind of language the teacher can use as she helps the children reflect: 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! Let’s sing the goodbye song! Depending on the children’s responses the teacher can speak in English or the classroom language, but where possible, teachers should encourage children to use English for things which have been included in the English lesson. When helping children see the reasons for certain activities it is best to use the classroom language. Notice the use of the past tense, but this is not a problem. By the end of 5+ children should be quite confident about these expressions and will use them happily to reflect. Later in primary they will begin to understand what tenses they are using.

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10. Differentiation activities 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. It’s sss; It’s 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 it’s 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. What’s the weather like? Or What’s your favourite weather?). This provides extra challenge.

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Strategy 6: Differentiate by the feedback you give

Vary the feedback you give to children according to their ability to act on the feedback. a) A weaker child may be slower at picking up new language. If they successfully label a

picture or use a word in context give feedback that you are pleased with them. b) A stronger child might be quicker to pick up language and can use it in a simple sentence

very early on. Expect this from the child always, and show them you appreciate their skill. The child should be able to respond to the extra challenge built in to this feedback.

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11. Appendix: Time Line Images (Examples)

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Documents

TEACHER'S KIT KSPK · 2018. 7. 23. · KSPK English Language 7HDFKHU·V.LW FORTRAININGPURPOSESONLY. 3 PRESCHOOL ENGLISH LANGUAGE COMPONENT . 3 ENGLISH LANGUAGE The learning experience