KPK

TOPIC My School LESSON 8

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice sounds Opening time Class
(iii) rhythm and  Greetings and a hello song Weath
BI 1.2 rhyme  Register Rhym
Listen and respond appropriately (iv) alliteration  Emotions routine hands
 Weather routine Time l
BI 1.1.3  Days of the week routine
 Say a rhyme 1) Son
BI 1.2.6  English today playgr
2) flas
BI 1.3 BI 1.3.2 Lesson development action
EXPLOIT 3) Wo
Listen, understand and respond in BI 1.3.3 Circle time
 Sing a song Time l
a variety of contexts BI 1.3.4  Exploit activity 2 Goodb
 Set up table time
BI 2.2 BI 2.2.5
Apply sounds of letters to Table time
recognise words  Transition chant
 Manual activity
BI 2.3 BI 2.3.3  Tidy up
Demonstrate understanding of a  Show and tell
variety of texts in the form of print
and digital materials

BI 3.1 (BI 3.1 Post-lesson routines
Develop prewriting skills +4 standards) Closing time
 Reflecting on learning
BI 3.2 BI 3.2.1  Goodbye and song
Develop early writing skills

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

7

MAIN SKILL(S) FOCUS: Reading and Writing

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song a) Offering options, e.g.
register Is it sunny or is it rainy?
her chart b) Say first letter sound, e.g. It’s
me: Wash, wash, wash your sss; It’s www
s c) Prompt with mime
line images
Differentiate by learning
preferences
a) What medium to use, e.g.
crayon, paint, collage

ng: Playing in the Differentiate by time
a) Allow child longer to finish
round b) Set up activities for fast
finishers
shcards (school places and

ns)
orksheets (In my school …)

line images
bye song

old are Complementary Skills

74

TOPIC My World: Domestic LESSONS SCHEME OF WORK: MY WOR
Animals PRESCHOOL TEACHERS TO CR

1-8

CONTENT LEARNING LEARNING OUTLINE MAT
STANDARD(S) STANDARD(S)

7

RLD DOMESTIC ANIMALS (5+)
REATE OWN LESSON CONTENT

MAIN SKILL(S) FOCUS:

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

75

TOPIC My food LESSONS SCHEME OF WOR
PRESCHOOL TEACHERS TO CR
CONTENT
STANDARD(S) 1-8

LEARNING LEARNING OUTLINE MAT
STANDARD(S)

7

RK: MY FOOD (5+)
REATE OWN LESSON CONTENT

MAIN SKILL(S) FOCUS:

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

76

TOPIC My fruit LESSON SCHEME OF WOR
1

CONTENT STANDARD (S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)

BI 1.1 BI 1.1.2 Pre-lesson routines (Pupp
Listen to and identify sounds (ii) voice Opening time Hello
sounds  Greetings and a hello song Class
BI 1.2 (iii) rhythm and  Register Song
Listen and respond rhyme  Emotions routine Time l
appropriately (iv) alliteration  Weather routine
 Days of the week routine 1) Fla
BI 1.3 BI 1.1.3  Sing / say a favourite song / 2) ASL
Listen, understand and 3) Rhy
respond in a variety of contexts BI 1.2.6 rhyme
 English today
BI 1.3.2
BI 1.3.3 Lesson development
BI 1.3.4 ENCOUNTER
Circle time
 Encounter activity 1
 Encounter activity 2
 Encounter activity 3 (use ASL

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

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

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

PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMEN
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR

7

RK: MY FRUIT (5+)
MAIN SKILL(S) FOCUS: Listening

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

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

ashcards (6 fruit only)
L signs
yme: Big green bananas

line images
bye song

old are Complementary Skills
NT (SECTION 4) FOR GUIDANCE
R GUIDANCE

77

TOPIC My fruit LESSON 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice Opening time Class
sounds  Greetings and a hello song Rhym
BI 1.2 (iii) rhythm and  Register Time
Listen and respond rhyme  Emotions routine
appropriately (iv) alliteration  Weather routine 1) Fla
BI 1.3  Days of the week routine 2) AS
Listen, understand and BI 1.1.3  Say a rhyme
respond in a variety of contexts  English today Time
BI 1.2.6 Good
Lesson development
BI 1.3.2 ENGAGE
BI 1.3.3 Circle time
BI 1.3.4  Remembering activity 1
 Encounter activity 3 (ASL

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

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 bo

7

MAIN SKILL(S) FOCUS: Listening and Speaking 1

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate by outcome – allow
o song children to respond to the new
s register topic in different ways:
me: Big green bananas a) by miming only
b) by mouthing the new
line images language
c) by repeating the new
language after or with you

ashcards (9 fruit)
SL signs

line images
dbye song
old are Complementary Skills

78

TOPIC My fruit LESSON 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice Opening time Class
sounds  Greetings and a hello song Rhym
BI 1.2 (iii) rhythm and  Register Time l
Listen and respond rhyme  Emotions routine
appropriately (iv) alliteration  Weather routine 1) Fla
BI 1.3  Days of the week routine 2) ASL
Listen, understand and BI 1.1.3  Say a rhyme 3) Son
respond in a variety of contexts  English today
BI 1.2.6
Lesson development
BI 1.3.2 ENGAGE
BI 1.3.3 Circle time
BI 1.3.4  Remembering activity 2
 Encounter 3 (ASL signs)
 Engage activity 3
 Engage activity 4
 Pre-song activity
 Sing a song
 Engage activity 5

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

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

7

MAIN SKILL(S) FOCUS: Listening and Speaking 2

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song a) Offering options e.g.
register Is it a mango or a papaya?
me: Big green bananas b) Say first letter sound e.g. It’s
line images a mmm; It’s a ppp
c) Prompt with mime
ashcards (9 fruit)
L Signs Differentiate by outcome – allow
ng: Apples and bananas 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

line images
bye song
old are Complementary Skills

79

TOPIC My fruit LESSON 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice Opening time Class
sounds  Greetings and a hello song Weath
BI 1.2 (iii) rhythm and  Register Rhym
Listen and respond rhyme  Emotions routine Time l
appropriately (iv) alliteration  Weather routine
BI 1.1.3  Days of the week routine 1) Fla
BI 1.3 BI 1.2.6  Say a rhyme 2) Son
Listen, understand and  English today 3) Wo
respond in a variety of contexts BI 1.3.2
BI 1.3.3 Lesson development Time l
BI 2.2 BI 1.3.4 ENGAGE Goodb
Apply sounds of letters to BI 2.2.5 Circle time
recognise words  Remembering activity 2
BI 2.3.3  Sing a song
BI 2.3  Engage activity 4
Demonstrate understanding of a  Set up table time
variety of texts in the form of print
and digital materials Table time
 Transition chant
 Manual activity
 Tidy up
 Show and tell

BI 3.1 (BI 3.1 Post-lesson routines
Develop prewriting skills +4 standards) Closing time
 Reflecting on learning
BI 3.2 BI 3.2.1  Goodbye and song
Develop early writing skills

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

8

MAIN SKILL(S) FOCUS: Listening and Speaking 3

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate by outcome – allow
song children to respond to the topic
register in different ways:
her chart a) by miming only
me: Big green bananas b) by mouthing the new
line images language
c) by repeating the new
language after or with you

ashcards (fruit) Differentiate with support
ng: Apples and bananas a) Offering options, e.g.
orksheets (I like fruit) 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

line images
bye song

old are Complementary Skills

80

TOPIC My fruit LESSON 5

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)

BI 1.1 BI 1.1.2 Pre-lesson routines (Pupp
Listen to and identify sounds (ii) voice Opening time Hello
sounds  Greetings and a hello song Class
BI 1.2 (iii) rhythm and  Register Weath
Listen and respond rhyme  Emotions routine Rhym
appropriately (iv) alliteration  Weather routine Time l
 Days of the week routine
BI 1.3 BI 1.1.3  Say a rhyme 1) Son
Listen, understand and  English today 2) Sto
respond in a variety of contexts BI 1.2.6 3) Fla
Lesson development
BI 2.1 BI 1.3.2 ENGAGE
Show appropriate book handling BI 1.3.3 Circle time
skills BI 1.3.4  Sing a song
 Post-song activity - expansion
BI 2.2 BI 2.1.1  Story book pre-listening
Apply sounds of letters to BI 2.1.2  Story book reading
recognise words BI 2.1.3  Story book post-listening
 Engage activity 5
BI 2.2.5

BI 2.3 BI 2.3.3 Post-lesson routines
Demonstrate understanding of a Closing time
variety of texts in the form of print  Reflecting on learning Time l
and digital materials  Goodbye and song Goodb

BI 2.4 (BI 2.4
Develop interest in reading +4 standards)
independently for information and
enjoyment

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

8

MAIN SKILL(S) FOCUS: Listening and Speaking 4

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song a) Offering options, e.g.
register Is it a mango or a papaya?
her chart b) Say first letter sound, e.g. It’s
me: Big green bananas a mmm; It’s a ppp
line images c) Prompt with mime

ng: Apples and bananas Differentiate by outcome – allow
ory book (topic-related fruit) children to respond to the topic
ashcards (fruit) in different ways:
a) by miming only
b) by mouthing the new
language
c) by repeating the new
language after or with you

line images
bye song

old are Complementary Skills

81

TOPIC My fruit LESSON 6

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice sounds Opening time Class
(iii) rhythm and  Greetings and a hello song Weath
BI 1.2 rhyme  Register Rhym
Listen and respond appropriately (iv) alliteration  Emotions routine Time l
 Weather routine
BI 1.1.3  Days of the week routine 1) Son
 Say a rhyme new v
BI 1.2.6  English today 2) Sto
fruit)
BI 1.3 BI 1.3.2 3) Fla
4) Wo
Listen, understand and respond in BI 1.3.3 Lesson development
ENGAGE/EXPLOIT Time l
a variety of contexts BI 1.3.4 Circle time Goodb
 Sing a song
BI 2.1 BI 2.1.1  Story book pre-listening
Show appropriate book BI 2.1.2  Story book reading
handling skills BI 2.1.3  Story book post listening
 Engage activity 8
BI 2.2 BI 2.2.5  Exploit activity 4 (fruit+
Apply sounds of letters to
recognise words adjectives)

BI 2.3 BI 2.3.3 Post-lesson routines
Demonstrate understanding of Closing time
a variety of texts in the form of  Reflecting on learning
print and digital materials  Goodbye and song

BI 2.4 (BI 2.4
Develop interest in reading +4 standards)
independently for information
and enjoyment

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

8

MAIN SKILL(S) FOCUS: Reading 1

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song
register a) Offering options, e.g.
her chart
me: Big green bananas Is it a mango or a papaya?
line images b) Say first letter sound, e.g. It’s
a mmm; It’s a ppp

c) Prompt with mime

ng: Apples and bananas (+
version!)
ory book (topic-related -
ashcards (fruit)
ord cards

line images
bye song

old are Complementary Skills

82

TOPIC My fruit LESSON 7

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice sounds Opening time Class
(iii) rhythm and  Greetings and a hello song Weath
BI 1.2 rhyme  Register Rhym
Listen and respond appropriately (iv) alliteration  Emotions routine Time l
 Weather routine
BI 1.1.3  Days of the week routine 1) Son
 Say a rhyme new v
BI 1.2.6  English today 2) Fla
3) Wo
BI 1.3 BI 1.3.2 4) Dic
game
Listen, understand and respond in BI 1.3.3 Lesson development board
EXPLOIT
a variety of contexts BI 1.3.4 Circle time Time l
 Sing a song Goodb
BI 2.2 BI 2.2.5  Sounds activity
Apply sounds of letters to  Exploit activity 6*
recognise words

BI 2.3 BI 2.3.3
Demonstrate understanding of
a variety of texts in the form of
print and digital materials

Post-lesson routines
Closing time

 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo
** Handa’s surprise board game would work well here. See resources documentation.

8

MAIN SKILL(S) FOCUS: Reading 2

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song
register a) Offering options, e.g.
her chart
me: Big green bananas Is it a mango or a papaya?
line images b) Say first letter sound, e.g. It’s
a mmm; It’s a ppp

c) Prompt with mime

ng: Apples and bananas (+
version!)
ashcards (fruit)
ord cards and letter cards
ce / counters for glory

OR Handa’s surprise
d game**

line images
bye song

old are Complementary Skills

83

TOPIC My fruit LESSON 8

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice sounds Opening time Class
(iii) rhythm and  Greetings and a hello song Weath
BI 1.2 rhyme  Register Rhym
Listen and respond appropriately (iv) alliteration  Emotions routine Time l
 Weather routine
BI 1.1.3  Days of the week routine 1) Son
 Say a rhyme new v
BI 1.2.6  English today 2) flas
3) Wo
BI 1.3 BI 1.3.2 Lesson development minibo
EXPLOIT surpris
Listen, understand and respond in BI 1.3.3 Circle time
 Sing a song Time l
a variety of contexts BI 1.3.4  Exploit activity 5 Goodb
 Set up table time
BI 2.2 BI 2.2.5
Apply sounds of letters to Table time
recognise words  Transition chant
 Manual activity
BI 2.3 BI 2.3.3  Tidy up
Demonstrate understanding of a  Show and tell
variety of texts in the form of print
and digital materials

BI 3.1 (BI 3.1 Post-lesson routines
Develop prewriting skills +4 standards) Closing time
 Reflecting on learning
BI 3.2 BI 3.2.1  Goodbye and song
Develop early writing skills

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

8

MAIN SKILL(S) FOCUS: Reading and Writing

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song a) Offering options, e.g.
register Is it a mango or a papaya?
her chart b) Say first letter sound, e.g. It’s
me: Big green bananas a mmm; It’s a ppp
line images c) Prompt with mime

Differentiate by learning
preferences
a) What medium to use (e.g.
crayon, paint, collage)

ng: Apples and bananas (+ Differentiate by time
version!) a) Allow child longer to finish
shcards (fruit) b) Set up activities for fast
orksheets (My fruit finishers
ook OR a Handa’s
se worksheet)

line images
bye song

old are Complementary Skills

84

TOPIC My clothes LESSONS SCHEME OF WORK
PRESCHOOL TEACHERS TO CR
CONTENT
STANDARD(S) 1-8

LEARNING LEARNING OUTLINE MAT
STANDARD(S)

8

K: MY CLOTHES(5+)
REATE OWN LESSON CONTENT

MAIN SKILL(S) FOCUS:

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

85

TOPIC My clothes LESSONS SCHEME OF WORK: MY W
PRESCHOOL TEACHERS TO CR
CONTENT
STANDARD(S) 1-8

LEARNING LEARNING OUTLINE MAT
STANDARD(S)

8

WORLD WILD ANIMALS (5+)
REATE OWN LESSON CONTENT

MAIN SKILL(S) FOCUS:

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

86

TOPIC My World Malaysia LESSON SCHEME OF WORK: MY
1

CONTENT STANDARD (S) LEARNING LEARNING OUTLINE MAT
STANDARD (S)

BI 1.1 BI 1.1.2 Pre-lesson routines (Pupp
Listen to and identify sounds (ii) voice Opening time Hello
sounds  Greetings and a hello song Class
BI 1.2 (iii) rhythm and  Register Song
Listen and respond rhyme  Emotions routine Time l
appropriately (iv) alliteration  Weather routine
BI 1.3  Days of the week routine 1) Fla
Listen, understand and BI 1.1.3  Sing / say a favourite song / 2) ASL
respond in a variety of contexts 3) Rhy
BI 1.2.6 rhyme grass
 English today
BI 1.3.2
BI 1.3.3 Lesson development
BI 1.3.4 ENCOUNTER
Circle time
 Encounter activity 1
 Encounter activity 2
 Encounter activity 3 (use ASL

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

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

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

8

WORLD MALAYSIA (5+)
MAIN SKILL(S) FOCUS: Listening

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

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

ashcards (6 landscapes)
L signs
yme: Rain on the green

line images
bye song

old are Complementary Skills
emorisation of the actions in this topic.

87

PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMEN
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR

TOPIC My World Malaysia LESSON 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice Opening time Class
sounds  Greetings and a hello song Rhym
BI 1.2 (iii) rhythm and  Register grass
Listen and respond rhyme  Emotions routine Time
appropriately (iv) alliteration  Weather routine
BI 1.3  Days of the week routine 1) Fla
Listen, understand and BI 1.1.3  Say a rhyme 2) AS
respond in a variety of contexts  English today
BI 1.2.6 Time
Lesson development Good
BI 1.3.2 ENGAGE
BI 1.3.3 Circle time
BI 1.3.4  Remembering activity 1
 Encounter activity 3 (ASL

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

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 bo

8

NT (SECTION 4) FOR GUIDANCE
R GUIDANCE

MAIN SKILL(S) FOCUS: Listening and Speaking 1

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate by outcome – allow
o song children to respond to the new
s register topic in different ways:
me: Rain on the green a) by miming only
s b) by mouthing the new
language
line images c) by repeating the new
language after or with you

ashcards (7 landscapes)
SL signs

line images
dbye song

old are Complementary Skills

88

TOPIC My World Malaysia LESSON 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice Opening time Class
sounds  Greetings and a hello song Rhym
BI 1.2 (iii) rhythm and  Register grass
Listen and respond rhyme  Emotions routine Time l
appropriately (iv) alliteration  Weather routine
BI 1.3  Days of the week routine 1) Fla
Listen, understand and BI 1.1.3  Say a rhyme 2) ASL
respond in a variety of contexts  English today 3) Son
BI 1.2.6
Lesson development
BI 1.3.2 ENGAGE
BI 1.3.3 Circle time
BI 1.3.4  Remembering activity 2
BI 1.3.6  Encounter 3 (ASL signs)
 Engage activity 3
 Engage activity 4
 Pre-song activity
 Sing a song
 Engage activity 5

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

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

8

MAIN SKILL(S) FOCUS: Listening and Speaking 2

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song a) Offering options, e.g.
register Is it a mountain or is it a hill?
me: Rain on the green b) Say first letter sound, e.g. It’s
line images a mmm; It’s a hhh
c) Prompt with mime
ashcards (8 landscapes)
L Signs Differentiate by outcome – allow
ng: I love the mountains 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

line images
bye song
old are Complementary Skills

89

TOPIC My World Malaysia LESSON 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice Opening time Class
sounds  Greetings and a hello song Weath
BI 1.2 (iii) rhythm and  Register Rhym
Listen and respond rhyme  Emotions routine grass
appropriately (iv) alliteration  Weather routine Time l
BI 1.3  Days of the week routine
Listen, understand and BI 1.1.3  Say a rhyme 1) Fla
respond in a variety of contexts  English today 2) Son
BI 1.2.6 3) Wo
BI 2.2 Lesson development part o
Apply sounds of letters to BI 1.3.2 ENGAGE
recognise words BI 1.3.3 Circle time Time l
BI 1.3.4  Remembering activity 2 Goodb
BI 2.3  Sing a song
Demonstrate understanding of a BI 2.2.5  Engage activity 4
variety of texts in the form of print BI 2.2.6  Set up table time
and digital materials
BI 2.3.3 Table time
 Transition chant
 Manual activity
 Tidy up
 Show and tell

BI 3.1 (BI 3.1 Post-lesson routines
Develop prewriting skills +4 standards) Closing time
 Reflecting on learning
BI 3.2 BI 3.2.1  Goodbye and song
Develop early writing skills

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

9

MAIN SKILL(S) FOCUS: Listening and Speaking 3

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate by outcome – allow
song children to respond to the topic
register in different ways:
her chart a) by miming only
me: Rain on the green b) by mouthing the new
language
line images c) by repeating the new
language after or with you

ashcards (9 landscape) Differentiate with support
ng: I love the mountains a) Offering options, e.g.
orksheets (My favourite Is it a mountain or is it a hill?
of Malaysia) 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

line images
bye song

old are Complementary Skills

90

TOPIC My World Malaysia LESSON 5

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)

BI 1.1 BI 1.1.2 Pre-lesson routines (Pupp
Listen to and identify sounds (ii) voice Opening time Hello
sounds  Greetings and a hello song Class
BI 1.2 (iii) rhythm and  Register Weath
Listen and respond rhyme  Emotions routine Rhym
appropriately (iv) alliteration  Weather routine grass
BI 1.3  Days of the week routine Time l
Listen, understand and BI 1.1.3  Say a rhyme
respond in a variety of contexts  English today 1) Son
BI 1.2.6 2) Sto
BI 2.1 BI 1.2.7 Lesson development landsc
Show appropriate book handling ENGAGE 3) Fla
skills BI 1.3.2 Circle time
BI 1.3.3  Sing a song
BI 1.3.4  Post song activity - expansion
BI 1.3.5  Story book pre-listening 1
 Story book reading
BI 2.1.1  Story book post listening 1
BI 2.1.2  Engage activity 5
BI 2.1.3

BI 2.2 BI 2.2.5
Apply sounds of letters to
recognise words Post-lesson routines
Closing time
BI 2.3 BI 2.3.3  Reflecting on learning Time l
Demonstrate understanding of a  Goodbye and song Goodb
variety of texts in the form of print
and digital materials

BI 2.4 (BI 2.4
Develop interest in reading +4 standards)
independently for information and
enjoyment

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

9

MAIN SKILL(S) FOCUS: Listening and Speaking 4

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song a) Offering options, e.g.
register Is it a mountain or is it a hill?
her chart b) Say first letter sound, e.g. It’s
me: Rain on the green a mmm; It’s a hhh
line images c) Prompt with mime

ng: I love the mountains Differentiate by outcome – allow
ory book (topic related - children to respond to the topic
cape) in different ways:
ashcards (landscape) a) by miming only
b) by mouthing the new
language
c) by repeating the new
language after or with you

line images
bye song

old are Complementary Skills

91

TOPIC My World Malaysia LESSON 6

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice sounds Opening time Class
(iii) rhythm and  Greetings and a hello song Weath
BI 1.2 rhyme  Register Rhym
Listen and respond appropriately (iv) alliteration  Emotions routine grass
 Weather routine Time l
BI 1.1.3  Days of the week routine
 Say a rhyme 1) Son
BI 1.2.6  English today new v
BI 1.2.7 2) Sto
landsc
BI 1.3 BI 1.3.2 Lesson development 3) Fla
Listen, understand and respond in BI 1.3.3 ENGAGE/EXPLOIT 4) Wo
a variety of contexts BI 1.3.4 Circle time
BI 1.3.5  Sing a song Time l
BI 1.3.6  Story book pre-listening 2 Goodb
 Story book reading
BI 2.1 BI 2.1  Story book post listening 2
Show appropriate book (+4 standards)  Engage activity 8
handling skills  Exploit activity 5

BI 2.2 BI 2.2.5 Post-lesson routines
Apply sounds of letters to BI 2.2.6 Closing time
recognise words BI 2.2.7  Reflecting on learning
 Goodbye and song
BI 2.3 BI 2.3.3
Demonstrate understanding of BI 2.3.4
a variety of texts in the form of BI 2.3.5
print and digital materials

BI 2.4 BI 2.4.2
Develop interest in reading BI 2.4.3
independently for information
and enjoyment

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

9

MAIN SKILL(S) FOCUS: Reading 1

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song
register a) Offering options, e.g.
her chart
me: Rain on the green Is it a mountain or is it a hill?
b) Say first letter sound, e.g. It’s
line images a mmm; It’s a hhh

c) Prompt with mime

ng: I love the mountains (+
version)
ory book (topic related -
cape)
ashcards (landscape)
ord cards

line images
bye song

old are Complementary Skills

92

TOPIC My World Malaysia LESSON 7

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)

BI 1.1 BI 1.1.2 Pre-lesson routines (Pupp
Listen to and identify sounds (ii) voice sounds Opening time Hello
(iii) rhythm and  Greetings and a hello song Class
BI 1.2 rhyme  Register Weath
Listen and respond appropriately (iv) alliteration  Emotions routine Rhym
 Weather routine grass
BI 1.1.3  Days of the week routine Time l
 Say a rhyme
BI 1.2.6  English today

BI 1.3 BI 1.3.2 Lesson development 1) Son
Listen, understand and respond in BI 1.3.3 EXPLOIT new v
a variety of contexts BI 1.3.4 Circle time 2) Fla
BI 1.3.6 3) Wo
 Sing a song
BI 2.2 BI 2.2.5  Role play the story OR
Apply sounds of letters to  Role play ‘We´re going to the
recognise words
beach’
BI 2.3 BI 2.3.3
Demonstrate understanding of BI 2.3.4  Sounds activity
a variety of texts in the form of BI 2.3.5
print and digital materials
Post-lesson routines
Closing time Time l
Goodb
 Reflecting on learning
 Goodbye and song

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

9

MAIN SKILL(S) FOCUS: Reading 2

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song
register a) Offering options, e.g.
her chart
me: Rain on the green Is it a mountain or is it a hill?
b) Say first letter sound, e.g. It’s
line images a mmm; It’s a hhh

c) Prompt with mime

ng: I love the mountains (+
version!)
ashcards (landscape)
ord cards and letter cards

line images
bye song

old are Complementary Skills

93

TOPIC My world Malaysia LESSON 8

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
(Pup
BI 1.2 BI 1.1.2 Pre-lesson routines Hello
Listen and respond appropriately (ii) voice sounds Opening time Clas
(iii) rhythm and  Greetings and a hello song Wea
rhyme  Register Rhy
(iv) alliteration  Emotions routine gras
 Weather routine
BI 1.1.3  Days of the week routine 1) S
 Say a rhyme new
BI 1.2.6  English today 2) F
3) W
BI 1.3 BI 1.3.2 Lesson development 4) W
EXPLOIT
Listen, understand and respond in BI 1.3.3 Circle time Time
 Sing a song Goo
a variety of contexts BI 1.3.4  Role play
 Set up table time
BI 2.2 BI 2.2.5
Apply sounds of letters to Table time
recognise words  Transition chant
 Manual activity
BI 2.3 BI 2.3.3  Tidy up
Demonstrate understanding of a  Show and tell
variety of texts in the form of print
and digital materials

BI 3.1 (BI 3.1 Post-lesson routines
Develop prewriting skills +4 standards) Closing time
 Reflecting on learning
BI 3.2 BI 3.2.5  Goodbye and song
Develop early writing skills BI 3.2.6
BI 3.2.7
BI 3.2.8

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

9

MAIN SKILL(S) FOCUS: Reading and Writing

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song a) Offering options, e.g.
ss register Is it a mountain or is it a hill?
ather chart b) Say first letter sound, e.g. It’s
yme: Rain on the green a mmm; It’s a hhh
ss Time line images c) Prompt with mime

Differentiate by learning
preferences
a) What medium to use, e.g.
crayon, paint, collage

Song: I love the mountains (+ Differentiate by time
w version) a) Allow child longer to finish
Flashcards (landscape) b) Set up activities for fast
Word cards finishers
Worksheets (my journey)

e line images
odbye song

bold are Complementary Skills

94

SCHEMES OF WORK

TEACHER SUPPORT
DOCUMENT



Contents
1. Overview of the Schemes of Work and Documentation List ........................................................................98
2. Games and game-like activities and the EEE (Encounter, Engage and Exploit) Model ....................... 100

1. Encounter Activities.......................................................................................................................................102
2. Engage Activities: Choral Repetition ..........................................................................................................105
3. Engage Activities: Individual Response .....................................................................................................107
4. Exploit Activities.............................................................................................................................................112
3. Remembering activities ....................................................................................................................................116
4. Routines..............................................................................................................................................................118
5. Songs, rhymes and chants ..............................................................................................................................121
6. Stories and storytelling .....................................................................................................................................123
7. Early literacy development...............................................................................................................................126
8. Visual, auditory and kinaesthetic learning .....................................................................................................130
9. English today time line and reflections...........................................................................................................133
10. Differentiation activities ..................................................................................................................................135
11. Appendix: Time Line Images (Examples)....................................................................................................137

97

1. Overview of the Schemes of Work and Documentation List

The purpose of this Teacher Support Document is to provide teachers with the necessary information
and guidance to deliver lessons using the provided Schemes of Work and syllabus. This document will
not only give teachers detailed information on the specific lesson procedures to be followed within the
Schemes of Work (see Sections 2 – 6), but also offer teachers more general pedagogical support and
hopefully contribute to on-going professional development (see Sections 7 – 10).

In conjunction with this Teacher Development Document, there are:

 Schemes of Work for Preschool 4+ and Preschool 5+
 various support materials for teachers
 syllabus document.

TheSchemes of Work have been divided into eight topic areas for 4+,(e.g. my weather, my classroom,
my body) and eight topic areas for 5+, (e.g. my school, my world, my clothes).Full details of the selected
topics and the accompanyingtarget lexical items and language structures (both productive and receptive)
can be found within the 4+ and 5+ syllabus document. The 5+ syllabus document also provides three
additional topic areas (i.e. transport, my town and occupations) that teachers may wish to use.

Each topic consists of eight lessons with each lesson lasting a total of 30 minutes. Each topic therefore
will cover a total of 4 hours (8 lessons x 30 minutes). The eight topic lessons are broken down into the
following lesson types:

 Lesson 1: Listening
 Lesson 2: Listening and Speaking 1
 Lesson 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.

98

It is anticipated that the Pre-lesson and Post-lessonstages within a lesson will each last approximately 5
minutes in total, with the Lesson development stage taking around 18 - 20minutes. Further details of
Pre-lesson and Post-lesson routines can be found in Section 4 of this document.
Each of the provided lesson outlines will also list the Content and Learning Standards to be covered
within each lesson. As each lesson will involve a number of different activities, there will be a number of
Content and Learning Standards for each lesson. These Content and Learning Standards have been
organised into Main Skills and Complementary Skills, with the Main Skills being bolded within the
Schemes of Work for ease of reference. The Main Skills should be the primary focus of the lesson,
though it should be noted that the Complementary Skills should also be covered. Though there are
sometimes a significant number of Content and Learning Standards to cover in each lesson, teachers
should be aware that children will have opportunities to cover each of these Content and Learning
Standards throughout the year as standards will be recycled both within the topic (i.e. from Lesson 1 – 8)
and across topics.
In summary, teachers will need the following documentation:
1. Schemes of Work Teacher Support Document (this document)
2. Syllabus Documentcontaining the syllabus details for both 4+ and 5+
3. Schemes of Work 4+ and/or Schemes of Work 5+
4,Support materials - teachershave also been provided with a range of materials and links to additional
resources for those topics where lesson outlines have been provided. These topics areas follows:

Year 4+
 Introduction 4+
 My weather 4+
 My Face 4+
 My toys 4+

Year 5+
 Introduction 5+
 My school 5+
 My fruit 5+
 My world 5+

It should be noted that the provided materials may need to be adapted to better suit the local context.
For those topics where teachers will be developing their own lesson outlines/lesson plans, teachers will
need to create and source their own materials. However, it is intended that the provided materials will be
a useful initial point of reference.

99

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.

100

1. Encounter
A group physical response (teacher-led)

 Listening comes before speaking so game-like activities which allow a physical response will be
those to begin with.

 Ensure these early activities involve the whole group, not individual children, as confidence will
develop at a greater pace if they begin in the safety of the group.

2. Engage
A group choral response (teacher-led)

 Group choral responses allow individual children to respond in the comfort of the group.
 Children may just use the mime, mouth the lexical items, or say the last syllables or words, but

remember they are actively listening and gaining in confidence.
 Let each child go at their own pace, as insisting they respond orally as individuals can be hugely

detrimental for some children.

An individual physical response and or oral response (teacher-led)
 Gradually move to requesting individual children to respond physically and later orally to
instructions. They will have first gained confidence by responding as a group.
 Even though these activities are still led by the teacher, a child is becoming more confident as an
individual and beginning to take responsibility for remembering the new language.
 Be sensitive to 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.

101

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

102