TEACHER'S KIT (SOW)

KS

English

Teach1

SPK

Language

h1 er’s Kit

2

2

PRESC
ENGLISH LANGUA

3

CHOOL
AGE COMPONENT

3

4

4

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

4+

BI 1.0 LISTENING AND SPEAKING SKILLS

BI 1.1 Listen to and identify Pupils can:
sounds
BI 1.1.1 Listen to and iden
sounds in the envi

BI 1.2 Listen to and respond Pupils can:
appropriately
BI 1.2.1 Listen to and reci
rhymes

BI 1.2.2 Listen to and sing

BI 1.2.3 Listen to and rep
3

s.

LEARNING STANDARD

5+

Pupils can:

ntify common BI 1.1.2 Listen to and respond to stimulus
vironment given:
(i) environmental sounds
ite nursery (ii) voice sounds
g songs (iii) rhythm and rhyme
peat greetings (iv) alliteration
3
BI 1.1.3 Listen to and identify rhymes in
nursery rhymes and songs

Pupils can:

BI 1.2.6 Listen to and recite poems and
rhymes

BI 1.2.7 Listen to, enjoy and respond to
stories

CONTENT STANDARD

4+

BI 1.2.4 Listen to and follo
instructions

BI 1.2.5 Listen to and enjo

BI 1.3 Listen, understand and Pupils can:
respond in a variety of
contexts BI 1.3.1 Participate politel
conversations to:
(i) exchange g
(ii) show appre
(iii) introduce on
(iv) express fee
(v) make simple

BI 2.0 READING SKILLS Pupils can:
BI 2.1.1 Handle books ca
BI 2.1 Show appropriate book
handling skills

BI 2.1.2 Recognise the ba
book

BI 2.1.3 Read print in the
(i) left to right
(ii) top to bottom
(iii) distance be

the book

4

LEARNING STANDARD 5+
ow simple

oy simple stories

Pupils can:

ly in daily BI 1.3.2 Name favourite things and
: activities
greetings
eciation BI 1.3.3 Listen to and respond to oral texts
neself
elings BI 1.3.4 Participate in talk about familiar
e requests activities and experiences

BI 1.3.5 Participate in talk about stories
heard

BI 1.3.6 Participate in role play about
familiar daily situations

arefully Children who start preschool at 5+ will develop
asic features of a book handling skills learning standards of
children who started preschool at 4+.
correct manner:
Children who started preschool at 4+ will
continue to receive appropriate support and
challenge in book handling skills.

m
etween eyes and

4

CONTENT STANDARD

BI 2.1.4 4+

Show awareness
conveys meaning
pretend reading

BI 2.2 Apply sounds of letters to Pupils can:
recognise words
BI 2.2.1 Recognise letters
by their:
(i) shape
(ii) name

BI 2.2.2 Recognise small
alphabet

BI 2.2.3 Recognise capita
alphabet

BI 2.2.4 Name letters of th

BI 2.3 Demonstrate Pupils can:
understanding of a
variety of texts in the BI 2.3.1 Recognise and re
form of print and non- signs
print materials
BI 2.3.2 Read familiar wo
surroundings

BI 2.4 Develop interest in Pupils can:
reading independently for
information and BI 2.4.1 Recognise and n
enjoyment people in pictures

5

LEARNING STANDARD 5+

s that print
g by doing

Pupils can:

s of the alphabet BI 2.2.5 Recognise and sound out letters
of the alphabet

BI 2.2.6 Recognise and sound out initial,
medial and ending sounds in a
letters of the word

BI 2.2.7 Blend phonemes (sounds) to form
single syllable words
al letters of the

he alphabet

Pupils can:

ead logos and BI 2.3.3 Recognise and read high
frequency/sight words

ords printed in the BI 2.3.4 Read simple phrases

BI 2.3.5 Read simple sentences

name objects or Pupils can:
s BI 2.4.2 Read texts independently

BI 2.4.3 Read and respond to texts read

5

CONTENT STANDARD 4+
BI 3.0 WRITING SKILLS

BI 3.1 Develop prewriting skills Pupils can:

BI 3.1.1 Demonstrate fine
hands and finger
tools correctly

BI 3.1.2 Demonstrate cor
pen hold grip

BI 3.1.3 Develop hand-ey
through scribbling
and patterns

BI 3.2 Develop writing skills Pupils can:
BI 3.2.1 Write recognisab

BI 3.2.2 Copy and write s
legibly

BI 3.2.3 Copy and write c
legibly

BI 3.2.4 Copy familiar wo

6

LEARNING STANDARD

5+

Children who start preschool at 5+ will focus on
e motor control of prewriting skills learning standards of children
rs by using writing who started preschool at 4+.

rrect posture and Children who started preschool at 4+ will
continue to receive appropriate support and
challenge in prewriting skills.

ye coordination
g, drawing lines

Pupils can:

ble letters BI 3.2.5 Copy simple phrases in legible
print
small letters
Copy familiar simple sentences in
BI 3.2.6 legible print

capital letters Communicate ideas and
information by using drawing,
BI 3.2.7 marks, symbols and writing with
invented spelling
ords in legible print

BI 3.2.8 Write familiar words and phrases
in legible print

6

Suggested Word List According To Rimes (Basic Phonics)

Rime Word List
- at cat, mat, sat, pat, bat, fat, rat, hat
- ap cap, lap, map, tap, nap
- an fan, man, can, pan, van
- am jam, yam, ram
- in bin, fin, pin, tin, win
- ip dip, sip, lip, zip, hip
- it hit, kit, pit, sit
- ig big, dig, fig, wig
- ag bag, rag, tag, wag
- ad mad, sad, pad, bad
- ot cot, dot, hot, not, pot
- op hop, mop, pop, top
- od cod, god, nod, pod, rod

7

Rime Word List
- og
- et dog, jog, log
- en
- ed jet, wet, net, pet
- eg
- ut hen, pen, ten, men
- un
- um bed, red
- ack
- ick leg, peg
- ock
- ill cut, hut, nut
- ell
bun, fun, gun, run, sun

gum, hum, mum

back, pack, rack, sack

tick, sick, lick, pick, quick

sock, lock, rock

fill, ill, pill, hill, bill

bell, tell, well, yell, sell

7

Suggested High F

the of for
and it at
was his
a you that
to they with
said on we
in she can
he is are
I

*In frequency order reading down the columns from left to rig

8

Frequency Words

my so your
her go put
out no too
this do here
have me an
went very am
be get yes
like got did

ght

8

PRESCHOOL ENG
SYLLA

9

GLISH LANGUAGE
ABUS

9

1

10

1. Overview

The syllabus for 4+ and 5+ has been devised around topics which fall into th

1. Topics considered appropriate for children of this age, e.g. about me

2. Topics considered useful and necessary for this age group, e.g. colo

3. Topics which allow for integration into the Malaysia Preschool Huma
and their surroundings, e.g. my friends, my school, my neighbourhoo

The topics in 4+ are associated directly with the children, e.g. me, my cla
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 foc
the children will encounter in the preschool years. It showswords which childr
with successfully. It is not expected that children can recognise all these w
vocabulary listed represents a minimum standard for understanding and us
their particular contexts.

3. Productive and receptive language

The structures included in the syllabus are appropriate to the different topics
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 respon
Children pick up language in chunks, which can be single words or two o
respond using a single word response and only upon consistent exposure t
role of the teacher to expand upon single word responses, providing a mod

Teacher: How do you feel Sarah?
Sarah: Happy
Teacher: I feel happy! That’s good! Sarah feels happy.

1

hree categories:
e, my family, my face, my body, my toys.
ours, weather, numbers.
anities curriculum which develops in the children an appreciation of self
ood, my local environment.
assroom, my family, my body, my toys, whereas in 5+ the topics lead the

cus on a particular topic. However, the word lists do not show all the words
ren should be able to understand and produce confidently and communicate
words in their written form; neither will they be able to write them all. The
se. Children can and should encounter other words which are meaningful to

s, and also provide for repetition and recycling of simple structures that can

nding to it. In 5+ the children will begin to ask simple questions of their own.
or three words brought together. It is therefore very natural for children to
to contextualised language will they begin to use longer responses. It is the
del for children to hear and eventually acquire. For example:

11

The use of songs and chants to support the acquisition of chunks of langua
should be used in addition to lots of other opportunities to hear language be
4. Contractions
Learning English in preschool begins with a solid foundation of listening an
early reading and writing activities. As the focus in preschool is on listening
and full form. When children begin to write, they will likely reproduce t
concern,because later, as they move through primary education and begin
contractions. However, full forms have been included within the syllabus as
5. Grammar
Grammar is not a focus with children of this age group, thus there is no gram
aim of learning English in preschool is, above all, to give children positive a
are driving learning. A focus on using language for pleasure and for a purpo
learning generally, as well as developing confidence in speaking and using E
as they move through primary.
6. Nursery rhymes
We have included suggested rhymes for each of the topics as these contribu
and rhyme they inherently contain. These nursery rhymes are also a vehic
awareness if preschool teachers use rhymes or songs from the children’s o
The lyrics for these rhymes will accompany the Scheme of Work together w
being said or sung.

1

age will help children to quickly use sentences. Therefore songs and chants
eing used in context.

nd speaking activities. These activities provide a gradual build up towards
and speaking, the syllabus presents spoken language in both its contracted
the spoken form, which will include contractions. This should not be a
to take a more explicit stance towards language learning, they will decode
s teachers may wish to teach these as well.

mmatical analysis or explicit focus on grammar during these two years. The
and successful experiences with English in which meaning and enjoyment
ose contributes to building a positive attitude towards English and language
English for a purpose. Children will begin to focus more explicitly on grammar

ute to the natural development of phonological awareness due to the rhythm
cle for exposure to culture and support the development of an intercultural
own languages and compare the idiosyncrasies.
with suggestions for web links to enable the teachers to hear these rhymes

12

Topic Target lexical items Suggestions fo
Active Language

Introduction girl, boy Hello, my name’s … Wh
Me Hello, my name is … Wh
teacher, students I’m a (girl). How
1. My weather How
happy, calm, sad, angry, I am a (girl). How
2. My colours scared, surprised I’m fine thank you! How
Sit
3. My one, two, three, four, five I am fine thank you! Sta
classroom I’m (four). / I’m (happy). Lin

I am (four). / I am (happy). Wh
Wh
Five Is it
How
hot, warm, cool, cold It’s (stormy) today. Wh
It is (stormy) today.
rainy, windy, cloudy, sunny, (Six) girls
stormy, hazy I like sunny weather.

six, seven, eight, nine, ten

red, orange, yellow, green, It’s (blue). Wh
blue, purple, pink, black, It is (blue). Wh
brown, white Here!
Is it (blue)? Wh
Yes, it is. Wh
No, it isn’t. Wh
No, it is not.

table, chair, board, window, A (pencil) Wh
door, bin, box, pencil, It’s (my pencil). Wh
crayon Wh
It is (my pencil). Wh
It’s a (blue pencil). How
the
It is a (blue pencil).

There are (five crayons).

Is it a (pencil)?

1

or 4+ Syllabus Nursery rhymes / chants / Suggested storybooks
songs
Passive Language
Hello song I feel angry
hat’s your name? Goodbye song (Brian Moses)
hat is your name? Ring a ring a roses
w are you?
w old are you? Additional:
w do you feel? If you’re happy and you
w many (girls) are there?
down! know it.
and up!
ne up! I am special

hat’s the weather like? I hear thunder Tap, tap, boom, boom
hat is the weather like? One little, two little, three (Elisabeth Bluemle)
t (rainy)? little rain clouds
w many (girls) are there? Rain
hat weather do you like? (Linda Ashman)

hat colour is it? I can sing a rainbow Brown bear, brown bear,
hat’s your favourite colour? Roses are red what do you see?
(Bill Martin Jr & Eric Carle)
hat is your favourite colour?
here’s the (blue) …? Pete the Cat: I love my
here is the (blue) …? white shoes
(Eric Litwin & James Dean)
hat’s this? Wind the bobbin up
hat is this? Bits of paper Foxy
hose (pencil) is this? (Emma Dodd)
hat colour is it?
w many (crayons) are
ere?

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Topic Target lexical items Active Language
4. My family
5. My face mother, father, brother, This is my (family). Wh
sister, grandmother, It’s my (brother). Wh
6. My body grandfather, baby Hav
It is my (brother). sist
7. My toys I’ve got (one brother). Wh
Wh
I have got (one brother).
Wh
Here! Wh
Wh
I love my (mother). her
Wh
Is it your (mother)? Wh
Wh
hair, face, ears, nose, eyes, My (nose)
mouth, lips, skin, hands I’ve got (brown eyes). Wh
Wh
long, short, dark, light I have got (brown eyes). How
I’ve got (long hair). got
Can
I have got (long hair). Wh
She’s got …
She has got … Wh
He’s got … Wh
He has got … How
got
head, body, arms, legs, My (body) How
hands, feet, fingers, toes I’ve got (two arms).
1
jump, run, hop, clap, skip 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).

car, train, doll, teddy, ball, A (car)
puzzle, computer game, It’s my (car).
marbles, spinning top.
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!

Passive Language Nursery rhymes / chants / Suggested storybooks
songs

ho is it? Father finger A mother for Choco
Rain, rain, go away… (Keiko Kasza)
hose brother is it?

ve you got any brothers and

ters?
here’s your mother?
here is your mother?

hat’s this? Two little ears My nose, your nose
hat is this? I like the me I see (Melanie Walsh)
hat colour are (your / his /
r) eyes? Additional:
ho’s got (brown) eyes? One little finger
ho has got (brown) eyes?
ho is it?

hat’s this? One finger, one thumb Hands are not for hitting
hat is this? Hokey Cokey / Hokey (Martine Agassi)
w many (legs) have you Pokey
t? From head to toe
n you (jump)? Additional: (Eric Carle)
hat can you do? Head shoulders knees and
toes

hat is it? Teddy bear, teddy bear Just like Jasper
hose car is this? I’ve got a ball (Nick Butterworth and Mick
w many (cars) have you Inkpen)
t?
w many (cars) are there? Not a box
(Antoinette Portis)

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Suggestions for 5+ Syllabus

Topic Target lexical items Active Language
Introduction
Me Revisions: Hello, my name’s … Wh
girl, boy, teacher, student Hello, my name is … How
1. My school I’m a (girl). How
happy, calm, sad, angry, How
scared, surprised I am a (girl). How
I’m fine thank you. Wh
one, two, three, four, five, Wh
six, seven, eight, nine, ten I am fine thank you. Wh
I’m (five). Wh
red, orange, yellow, green, Wh
blue, purple, pink, black, I am (five).
brown, white Wh
I feel (happy). Wh
hot, warm, cool, cold, rainy, Wh
windy, cloudy, sunny, Five Wh
stormy It’s (blue). Wh
Wh
New: It is (blue).
Monday, Tuesday, It’s (sunny).
Wednesday, Thursday,
Friday, Saturday, Sunday It is (sunny).
It’s (Monday).

It is (Monday).

Is it (blue)?

Yes, it is.
No, it isn’t.

No, it is not.

playground, classroom, It’s the (dining room).
field, dining room, toilet
It is the (dining room).
playing, laughing, eating,
washing, jumping, writing, In the (classroom).
reading I’m (playing).

I am (playing).
She’s (playing).

She is (playing).
He’s (playing).

He is (playing).

1

Passive Language Nursery rhymes / chants / Suggested storybooks
songs
hat is your name?
w are you? Here we go round the (Revisit favourite stories
w do you feel? mulberry bush from 4+)
w old are you?
w many (girls) are there? One for sorrow Seven Blind Mice
hat’s your favourite colour? (Ed Young)
hat is your favourite colour? 1, 2, 3 4, 5 once I caught a
hat’s the weather like? fish alive
hat is the weather like?
hat day is it today?

here is it? Washing hands Pete the Cat: Rocking in his
here’s (Sarah)? Playing in the playground school shoes
(Eric Litwin & James Dean)
here is (Sarah)?

hat are you doing?
hat’s (Sarah) doing?

hat is (Sarah) doing?

15

Topic Target lexical items Active Language
2. My world
Domestic cat, dog, cow, rooster It’s a (cat). Wh
animals chicken, goat, sheep, pig, Wh
duck It is a (cat).
3. My food It’s got (four legs and a tail). Wh
tail, beak, feathers, fur
4. My fruit It has got (four legs and a

5. My clothes tail).
It’s (black and white).

It is (black and white).

What is it?

rice, prawns, fish, chicken, It’s (rice). Wh
beef, coconut, curry, It is (rice). Wh
vegetables, fruit, bread, I like (rice). Do
milk My favourite is (coconut).
Yes, I do./ No, I don’t. Wh
apple, banana, orange, Yes, I do./ No, I do not. Wh
papaya, watermelon, I like (rice). Do
pineapple, mango, guava, What is it? Wh
starfruit Wh
It’s (a banana).
soft, hard, sweet, sour It is (a banana). Wh
I like (bananas). Wh
headscarf, hat/cap, skirt, My favourite is (starfruit). Wh
dress, t-shirt, shirt, Yes, I do./ No, I don’t. Put
trousers, shorts, sandals, Yes, I do./ No, I do not. Tak
shoes, socks It is (sour).
What is it?

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?

1

Passive Language Nursery rhymes / chants / Suggested storybooks
songs
hat colour is it?
hat’s it like? Old Macdonald Bark George
hat is it like? (Jules Feiffer)
Hey diddle diddle
Horsey horsey don’t you

stop

hat’s your favourite food? Muffin man The little red hen
hat is your favourite food? Hot cross buns (traditional)

you like (rice)?

hat’s your favourite fruit? I walked through the jungle The very hungry caterpillar
Apples and bananas (Eric Carle)
hat is your favourite fruit?
Handa’s surprise
you like (mangoes)? (Eileen Browne)
hat’s it like?

hat is it like?

hose (shirt) is this? Diddle, diddle dumpling Caps for sale
hat colour is it? 1, 2 buckle your shoe (Traditional)
hat have you got?
t on …! Blue hat, green hat
ke off …! (Sandra Boynton)

16 Froggy gets dressed
(Jonathon London & Frank
Remkiewicz)

Topic Target lexical items Active Language

6. My world monkey, lizard, parrot, It’s a (tiger). Wh
Wild animals elephant, tiger, leopard, Wh
anteater, whale, bear, It is a (tiger). Wh
crocodile Is it
What is it?
claws, teeth, big, small It’s got (claws and teeth).

It has got (claws and teeth).
It’s (black and orange).

It is (black and orange).

7. My world hill, mountain, lake, river, What is it? Wh
Malaysia ocean, forest, tree, rock, It’s a (mountain). Wh
sand, grass It is a (mountain).

up, down, in, on, near (Near) the (mountain)

(In) the (ocean)

1

Passive Language Nursery rhymes / chants / Suggested storybooks
hat’s it like? songs
hat is it like?
hat colour is it? Five little monkeys Z is for Moose
t (big)? An elephant walks like this (Kelly Bingham & Paul
and that Zelinsky)
here do we live?
here do whales live? Dear Zoo
(Rod Cambell)

Good Night Gorilla
(Peggy Rathmann)

I like the flowers We’re going on a bear hunt
(Michael Rosen & Helen
The bear went over the Oxenbury)

mountain
She’ll be coming round the

mountain when she comes

17

Topic Target lexical items Additional to
Active Language

8. Transport car, taxi, bus, plane, boat, By (car) How
ship, lorry, bike, trishaw, tod
motorbike, van On land How
mo
air, water, land In the (air) How
It’s a slow bus.
fast, slow It is a slow bus. Tel
How
I like travelling by (boat).
Wh
9. My town place of worship (church, It’s a café. Wh
mosque, temple)shop, It is a café. you
garage, police station, post There’s a (park).
office, square, café, park There is a (park).
There are three cafés.
Where is the (café)?
Over there!
Where is (Sarah)?
In the (shop)

10.Occupations teacher, nurse, doctor, I want to be a (chef).
police officer, housewife, He’s a (doctor).
shopkeeper, dancer,
soldier, chef/ baker He is a (doctor).
She’s a (teacher).

She is a (teacher).

1

opics for 5+ Nursery rhymes / chants / Suggested storybooks
songs
Passive Language
The wheels on the bus Freight train
w did you come to school (Donald Crews)
day? Row, row row your boat
w can we get to(the The big ship sails… We all go travelling by
ountains) (Sheena Roberts &
w do you like travelling? Siobhan Bell)

ll me about your town / city Here’s the church Nana in the City
w many (shops) are there? The Grocer’s shop (Lauren Castillo)

Five currant buns

hat does your (father) do? Pat a cake, pat a cake Clothes line - clues to the
hat do you want to be when 5 little monkeys jumping on jobs people do
u grow up? the bed! (Kathryn Leing& Andy R
Davis)

18

SCHEME O
PRESCHOO

1

OF WORK
OL YEAR 4+

19

2

20

TOPIC Introduction LESSON SCHEME OF WORK:
1

CONTENT LEARNING LEARNING OUTLINE
STANDARD(S) STANDARD (S)
Pre-lesson routines
BI 1.2 BI 1.2.2 Opening time
Listen and respond BI 1.2.3  Greetings
appropriately BI 1.2.4  [Introduce puppet]
 Register
BI 1.3 BI 1.3.1  English today
Listen, understand and i) exchange greetings
respond in a variety of iii) introduce oneself Lesson development
contexts 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)

Post-lesson routines
Closing time
 Reflecting on learning
 Pre-song activity
 Sing song

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

** Mouthing: imitating the movement of the mouth associated with a word or words which is/are be
recently been introduced. This may or may not always be accompanied by the production of the s

PRE-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FO
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FO
POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) F

2

INTRODUCTION (4+)
MAIN SKILL(S) FOCUS: Listening

MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /
REFERENCES STRATEGIES REMARKS

(Puppet) Differentiate by outcome – allow
Class register children to respond to the new
Time line images 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) Song: [a hello song]
2) Flashcards of boy, girl,
teacher, students
(instructions – stand up /
sit down)

d

Time line images
Goodbye song

bold are Complementary Skills

eing learned. This is often associated with accompanying a song or a rhyme which has
sound.

OR GUIDANCE
OR GUIDANCE
FOR GUIDANCE

21

TOPIC Introduction LESSON 2

CONTENT LEARNING LEARNING OUTLINE
STANDARD(S) STANDARD(S)
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time
Listen and respond BI 1.2.2  Greetings and a hello song
appropriately BI 1.2.3  Register
BI 1.2.4  English today

BI 1.3 BI 1.3.1 (i), (iii) Lesson development
Listen, understand and ENCOUNTER/ENGAGE
respond in a variety of Circle time
contexts  Remembering activity 1
 Encounter activity 2
 Pre-rhyme activity
 Sing / Recite rhyme
 Engage activity 1
 Engage activity 2
 Counting boys and girls

Post-lesson routines
Closing time
 Reflecting on learning
 Goodbye and song

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

2

MAIN SKILL(S) FOCUS: Listening and Speaking 1

MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /
REFERENCES STRATEGIES REMARKS

(Puppet) Differentiate by outcome – allow
Hello song children to respond to the new
Class register topic in different ways:
Time line images a) by miming only
b) by mouthing the new

language
c) by repeating the new

language after or with you

1) Flashcards (boy, girl,

teacher, student)
2) Rhyme – Ring a ring o’

roses

3) Dice

Time line images
Goodbye song

bold are Complementary Skills

22

TOPIC Introduction LESSON 3

CONTENT LEARNING LEARNING OUTLINE
STANDARD(S) STANDARD(S)
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time
Listen and respond BI 1.2.2  Greetings and a hello song
appropriately BI 1.2.3  Register
BI 1.2.4  English today

BI 1.3 BI 1.3.1 Lesson development
Listen, understand and i) exchange greetings ENCOUNTER/ENGAGE
respond in a variety of ii) introduce oneself Circle time
contexts iv) express feelings  Remembering activity 2
 Sing / Recite rhyme
 Encounter activity 1 (emotions)
 Encounter activity 2 (emotions)
 Encounter activity 3 (emotions)
 Encounter activity 4 (emotions)

Post-lesson routines
Closing time

 Reflecting on learning
 Goodbye and song

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

2

MAIN SKILL(S) FOCUS: Listening and Speaking 2

MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /
REFERENCES STRATEGIES REMARKS

(Puppet) Differentiate with support
Hello song a) Offering options, e.g.
Class register
Time line images Are you happy or
surprised?
1) Flashcards (boy, girl, b) Say first letter sound, e.g.
teacher, students) It’s sss; It’s ccc
2) Rhyme – Ring a ring o’ c) Prompt with mime
roses
3) Flashcards (happy, Differentiate by outcome – allow
sad, calm, angry, scared, children to respond to the topic
surprised) in different ways:
a) by miming only
b) by mouthing the new

language
c) by repeating the new

language after or with you

Time line images
Goodbye song

bold are Complementary Skills

23