KS
English
Teach1
FOR TRAINING PURPOSES ONLY
SPK
Language
h1 er’s Kit
PRESC
ENGLISH LANGUA
3
CHOOL
AGE COMPONENT
3
ENGLISH LANGUAGE
The learning experience will enable pupils to:
1. listen and respond using appropriate verbal and non-verbal responses
2. speak politely using simple words, phrases and sentences.
3. read and understand simple familiar words, phrases and sentences.
4. write simple familiar words and phrases.
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 Show appropriate book BI 2.1.1 Handle books ca
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
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
4+
the book
BI 2.1.4 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 BI 2.4.1 Recognise and n
information and 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
5
CONTENT STANDARD 4+
enjoyment
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
BI 2.4.3 5+
Read and respond to texts read
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
Rime Suggested Word List Accordi
- at
- ap Word List
- an cat, mat, sat, pat, bat, fat, rat, hat
- am cap, lap, map, tap, nap
- in fan, man, can, pan, van
- ip jam, yam, ram
- it bin, fin, pin, tin, win
- ig dip, sip, lip, zip, hip
- ag hit, kit, pit, sit
- ad big, dig, fig, wig
- ot bag, rag, tag, wag
- op mad, sad, pad, bad
- od cot, dot, hot, not, pot
hop, mop, pop, top
cod, god, nod, pod, rod
7
ing To Rimes (Basic Phonics)
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. Overview
The syllabus for 4+ and 5+ has been devised around topics whichfall 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 whic
communicate with successfully. It is not expectedthat children can recogn
them all. The vocabulary listed represents a minimum standard for understa
meaningful to their particular contexts.
3. Productive and receptive language
The structures included in the syllabus are appropriate to the different top
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 resp
own. Children pick up language in chunks, which can be single words or tw
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
od, my local environment.
assroom, my family, my body, my toys, whereas in 5+ the topics lead the
cus on a particular topic. However, the wordlists do not show all the words
ch children should be able to understand and produce confidently and
nise all these words in their written form; neither will they be able to write
anding and use. Children can and should encounter other words which are
pics, and also provide for repetition and recycling of simple structures that
ponding to it. In 5+ the children will begin to ask simple questions of their
wo 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 liste
contracted and full form. When children begin to write, they will likely reprod
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 g
The aim of learning English in preschool is, above all, to give children
enjoyment are driving learning. A focus on using language for pleasure an
and language learning generally, as well as developing confidence in spe
explicitly on grammar as they move through primary.
6. Nursery rhymes
We have included suggested rhymes for each of the topics as these con
rhythm and rhyme they inherently contain. These nursery rhymes are al
intercultural awareness if preschool teachers use rhymes or songs from the
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
ening and speaking, the syllabus presents spoken language in both its
duce 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.
grammatical analysis or explicit focus on grammar during these two years.
positive and successful experiences with Englishin which meaning and
nd for a purpose contributes to building a positive attitude towards English
eaking and using English for a purpose. Children will begin to focus more
ntribute to the natural development of phonological awareness due to the
lso a vehicle for exposure to culture and support the development of an
e children’s own languages and compare the idiosyncrasies.
with suggestions for web links to enable the teachers to hear these rhymes
12
Suggestions fo
Topic Target lexical items Productive Language
Introduction
Me girl, boy Hello, my name’s … Wha
Hello, my name is … Wha
1. My weather teacher, students I’m a (girl). How
How
2. My colours happy, calm, sad, angry, I am a (girl). How
scared, surprised I’m fine thank you! How
3. My Sit d
classroom one, two, three, four, five I am fine thank you! Stan
I’m (four). / I’m (happy). Line
hot, warm, cool, cold Wha
I am (four). / I am (happy). Wha
rainy, windy, cloudy, sunny, Is it (
stormy, hazy Five How
It’s (stormy) today. Wha
It is (stormy) today. Wha
Wha
(Six) girls Wha
Whe
I like sunny weather. Whe
six, seven, eight, nine, ten Wha
Wha
red, orange, yellow, green, It’s (blue). Who
blue, purple, pink, black, It is (blue). Wha
brown, white Here! How
Is it (blue)? there
Yes, it is.
No, it isn’t.
No, it is not.
table, chair, board, window, A (pencil)
door, bin, box, pencil, It’s (my pencil).
crayon
It is (my pencil).
It’s a (blue pencil).
It is a (blue pencil).
There are (five crayons).
Is it a (pencil)?
1
or 4+ Syllabus Nursery rhymes / chants / Suggested storybooks
songs
Receptive Language I feel angry
Hello song (Brian Moses)
at’s your name? Goodbye song
at 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.
nd up!
e up! I am special
at’s the weather like?
at is the weather like? I hear thunder Tap, tap, boom, boom
(rainy)? One little, two little, three (Elisabeth Bluemle)
w many (girls) are there? little rain clouds
at weather do you like? Rain
(Linda Ashman)
at colour is it? I can sing a rainbow Brown bear, brown bear,
at’s your favourite colour? Roses are red what do you see?
(Bill Martin Jr & Eric Carle)
at is your favourite colour?
ere’s the (blue) …? Pete the Cat: I love my
ere is the (blue) …? white shoes
(Eric Litwin & James Dean)
at’s this? Wind the bobbin up
at is this? Bits of paper Foxy
ose (pencil) is this? (Emma Dodd)
at colour is it?
w many (crayons) are
e?
13
Topic Target lexical items Productive Language
4. My family
mother, father, brother, This is my (family). Who
5. My face sister, grandmother, It’s my (brother). Who
grandfather, baby Have
6. My body It is my (brother). siste
I’ve got (one brother). Whe
7. My toys Whe
I have got (one brother).
Wha
Here! Wha
Wha
I love my (mother). her)
Who
Is it your (mother)? Who
Who
hair, face, ears, nose, eyes, My (nose)
mouth, lips, skin, hands I’ve got (brown eyes). Wha
long, short, dark, light Wha
I have got (brown eyes). How
head, body, arms, legs, I’ve got (long hair). got?
hands, feet, fingers, toes Can
jump, run, hop, clap, skip I have got (long hair). Wha
She’s got …
car, train, doll, teddy, ball, She has got … Wha
puzzle, computer game, He’s got … Who
marbles, spinning top. He has got … How
got?
My (body) How
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).
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!
1
Receptive Language Nursery rhymes / chants / Suggested storybooks
songs
o is it? A mother for Choco
ose brother is it? Father finger (Keiko Kasza)
e you got any brothers and Rain, rain, go away…
ers?
ere’s your mother?
ere is your mother?
at’s this? Two little ears My nose, your nose
at is this? I like the me I see (Melanie Walsh)
at colour are (your / his /
Additional:
eyes? One little finger
o’s got (brown) eyes?
o has got (brown) eyes?
o is it?
at’s this? One finger, one thumb Hands are not for hitting
at is this? Hokey Cokey / Hokey (Martine Agassi)
w many (legs) have you Pokey
? From head to toe
Additional: (Eric Carle)
you (jump)? Head shoulders knees and
at can you do? toes
at is it? Teddy bear, teddy bear Just like Jasper
ose car is this? I’ve got a ball (Nick Butterworth and Mick
w many (cars) have you Inkpen)
?
w many (cars) are there? Not a box
(Antoinette Portis)
14
Suggestions fo
Topic Target lexical items Productive Language
Introduction
Me Revisions: Hello, my name’s … Wha
girl, boy, teacher, student Hello, my name is … How
1. My school I’m a (girl). How
happy, calm, sad, angry, I am a (girl). How
scared, surprised I’m fine thank you. How
I am fine thank you. Wha
one, two, three, four, five, I’m (five). Wha
six, seven, eight, nine, ten Wha
I am (five). Wha
red, orange, yellow, green, Wha
blue, purple, pink, black, I feel (happy).
brown, white Whe
Five Whe
hot, warm, cool, cold, rainy, It’s (blue). Whe
windy, cloudy, sunny, It is (blue). Wha
stormy It’s (sunny). Wha
It is (sunny). Wha
New: It’s (Monday).
Monday, Tuesday, It is (Monday).
Wednesday, Thursday, Is it (blue)?
Friday, Saturday, Sunday
playground, classroom, Yes, it is.
field, dining room, toilet No, it isn’t.
No, it is not.
playing, laughing, eating,
washing, jumping, writing, It’s the (dining room).
reading 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).
1
or 5+ Syllabus
Receptive Language Nursery rhymes / chants / Suggested storybooks
songs
at is your name? (Revisit favourite stories
w are you? Here we go round the from 4+)
w do you feel? mulberry bush
w old are you?
w many (girls) are there? One for sorrow Seven Blind Mice
at’s your favourite colour? (Ed Young)
at is your favourite colour? 1, 2, 3 4, 5 once I caught a
at’s the weather like? fish alive
at is the weather like?
at day is it today?
ere is it? Washing hands Pete the Cat: Rocking in his
ere’s (Sarah)? Playing in the playground school shoes
(Eric Litwin & James Dean)
ere is (Sarah)?
at are you doing?
at’s (Sarah) doing?
at is (Sarah) doing?
15
Topic Target lexical items Productive Language
2. My world
Domestic cat, dog, cow, rooster It’s a (cat). Wha
animals chicken, goat, sheep, pig, Wha
duck It is a (cat).
3. My food It’s got (four legs and a tail). Wha
tail, beak, feathers, fur
4. My fruit It has got (four legs and a
rice, prawns, fish, chicken,
5. My clothes beef, coconut, curry, tail).
vegetables, fruit, bread, It’s (black and white).
milk
It is (black and white).
apple, banana, orange,
papaya, watermelon, What is it?
pineapple, mango, guava,
starfruit It’s (rice). Wha
Wha
soft, hard, sweet, sour It is (rice). Do y
headscarf, hat/cap, skirt, I like (rice). Wha
dress, t-shirt, shirt, Wha
trousers, shorts, sandals, My favourite is (coconut). Do y
shoes, socks Yes, I do./ No, I don’t. Wha
Wha
Yes, I do./ No, I do not.
Who
I like (rice). Wha
Wha
What is it? Put o
It’s (a banana). Take
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?
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
Receptive Language Nursery rhymes / chants / Suggested storybooks
songs
at colour is it? Bark George
at’s it like? Old Macdonald (Jules Feiffer)
at is it like? Hey diddle diddle
Horsey horsey don’t you
stop
at’s your favourite food? Muffin man The little red hen
at is your favourite food? Hot cross buns (traditional)
you like (rice)?
at’s your favourite fruit? I walked through the jungle The very hungry caterpillar
Apples and bananas (Eric Carle)
at is your favourite fruit?
Handa’s surprise
you like (mangoes)? (Eileen Browne)
at’s it like?
at is it like?
ose (shirt) is this? Diddle, diddle dumpling Caps for sale
1, 2 buckle your shoe (Traditional)
at colour is it? Bat, bat!
Blue hat, green hat
at have you got? (Sandra Boynton)
on …!
e off …! Froggy gets dressed
(Jonathon London &Frank
Remkiewicz)
16
Topic Target lexical items Productive Language
6. My world monkey, lizard, parrot, It’s a (tiger). Wha
Wild animals elephant, tiger, leopard, Wha
anteater, whale, bear, It is a (tiger). Wha
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? Whe
Malaysia ocean, forest, tree, rock, It’s a (mountain). Whe
sand, grass
It is a (mountain).
up, down, in, on, near
(Near) the (mountain)
(In) the (ocean)
1
Receptive Language Nursery rhymes / chants / Suggested storybooks
at’s it like? songs
at is it like? Z is for Moose
at colour is it? Five little monkeys (Kelly Bingham & Paul
(big)? An elephant walks like this Zelinsky)
and that
ere do we live?
ere 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
Additional to
Topic Target lexical items Productive Language
8. Transport car, taxi, bus, plane, boat, By (car) How
9. My town ship, lorry, bike, trishaw, toda
motorbike, van On land How
mou
air, water, land In the (air) How
It’s a slow bus.
fast, slow It is a slow bus. Tell
How
I like travelling by (boat).
place of worship (church, It’s a café.
mosque, temple)shop, It is a café.
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). Wha
police officer, housewife, He’s a (doctor). Wha
shopkeeper, dancer, you
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
Receptive Language Freight train
The wheels on the bus (Donald Crews)
w did you come to school Row, row row your boat
ay? The big ship sails… We all go travelling by
w can we get to(the (Sheena Roberts &
untains) Siobhan Bell)
w do you like travelling?
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
at does your (father) do? Pat a cake, pat a cake Clothes line - clues to the
at do you want to be when 5 little monkeys jumping on jobs people do
grow up? the bed! (Kathryn Leing& Andy R
Davis)
18
SCHEME O
PRESCH
1
OF WORK
HOOL 4+
19
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)
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 Lesson development
Listen, understand and i) exchange greetings ENCOUNTER/ENGAGE
respond in a variety of iii) introduce oneself Circle time
contexts Remembering activity 1
Encounter activity 2
Pre-rhyme activity
Sing / say 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
v) answer simple Sing / Say rhyme
questions 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 Are you happy or surprised?
Time line images b) Say first letter sound, e.g. It’s
sss; It’s ccc
1) Flashcards (boy, girl, c) Prompt with mime
teacher, students)
2) Rhyme – Ring a ring o’ Differentiate by outcome – allow
roses children to respond to the topic
3) Flashcards (happy, in different ways:
sad, calm, angry, scared, a) by miming only
surprised) 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