1 KSPK English Language Teacher’s Kit FOR TRAINING PURPOSES ONLY
3 PRESCHOOL ENGLISH LANGUAGE COMPONENT
3 ENGLISH LANGUAGE The learning experience will enable pupils to: 1. listen and respond using appropriate verbal and non-verbal responses. 2. speak politely using simple words, phrases and sentences. 3. read and understand simple familiar words, phrases and sentences. 4. write simple familiar words and phrases. CONTENT STANDARD LEARNING STANDARD 4+ 5+ BI 1.0 LISTENING AND SPEAKING SKILLS BI 1.1 Listen to and identify sounds Pupils can: Pupils can: BI 1.1.1 Listen to and identify common sounds in the environment BI 1.1.2 BI 1.1.3 Listen to and respond to stimulus given: (i) environmental sounds (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration Listen to and identify rhymes in nursery rhymes and songs BI 1.2 Listen to and respond appropriately Pupils can: Pupils can: BI 1.2.1 BI 1.2.2 BI 1.2.3 Listen to and recite nursery rhymes Listen to and sing songs Listen to and repeat greetings BI 1.2.6 BI 1.2.7 Listen to and recite poems and rhymes Listen to, enjoy and respond to stories
4 CONTENT STANDARD LEARNING STANDARD 4+ 5+ BI 1.2.4 BI 1.2.5 Listen to and follow simple instructions Listen to and enjoy simple stories BI 1.3 Listen, understand and respond in a variety of contexts Pupils can: Pupils can: BI 1.3.1 Participate politely in daily conversations to: (i) exchange greetings (ii) show appreciation (iii) introduce oneself (iv) express feelings (v) make simple requests BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 1.3.5 BI 1.3.6 Name favourite things and activities Listen to and respond to oral texts Participate in talk about familiar activities and experiences Participate in talk about stories heard Participate in role play about familiar daily situations BI 2.0 READING SKILLS BI 2.1 Show appropriate book handling skills Pupils can: Children who start preschool at 5+ will develop book handling skills learning standards of children who started preschool at 4+. Children who started preschool at 4+ will continue to receive appropriate support and challenge in book handling skills. BI 2.1.1 BI 2.1.2 BI 2.1.3 Handle books carefully Recognise the basic features of a book Read print in the correct manner: (i) left to right (ii) top to bottom (iii) distance between eyes and
5 CONTENT STANDARD LEARNING STANDARD 4+ 5+ BI 2.1.4 the book Show awareness that print conveys meaning by doing pretend reading BI 2.2 Apply sounds of letters to recognise words Pupils can: Pupils can: BI 2.2.1 BI 2.2.2 BI 2.2.3 BI 2.2.4 Recognise letters of the alphabet by their: (i) shape (ii) name Recognise small letters of the alphabet Recognise capital letters of the alphabet Name letters of the alphabet BI 2.2.5 BI 2.2.6 BI 2.2.7 Recognise and sound out letters of the alphabet Recognise and sound out initial, medial and ending sounds in a word Blend phonemes (sounds) to form single syllable words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and nonprint materials Pupils can: Pupils can: BI 2.3.1 BI 2.3.2 Recognise and read logos and signs Read familiar words printed in the surroundings BI 2.3.3 BI 2.3.4 BI 2.3.5 Recognise and read high frequency/sight words Read simple phrases Read simple sentences BI 2.4 Develop interest in reading independently for information and Pupils can: Pupils can: BI 2.4.1 Recognise and name objects or people in pictures BI 2.4.2 Read texts independently
6 CONTENT STANDARD LEARNING STANDARD 4+ 5+ enjoyment BI 2.4.3 Read and respond to texts read BI 3.0 WRITING SKILLS BI 3.1 Develop prewriting skills Pupils can: Children who start preschool at 5+ will focus on prewriting skills learning standards of children who started preschool at 4+. Children who started preschool at 4+ will continue to receive appropriate support and challenge in prewriting skills. BI 3.1.1 BI 3.1.2 BI 3.1.3 Demonstrate fine motor control of hands and fingers by using writing tools correctly Demonstrate correct posture and pen hold grip Develop hand-eye coordination through scribbling, drawing lines and patterns BI 3.2 Develop writing skills Pupils can: Pupils can: BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4 Write recognisable letters Copy and write small letters legibly Copy and write capital letters legibly Copy familiar words in legible print BI 3.2.5 BI 3.2.6 BI 3.2.7 BI 3.2.8 Copy simple phrases in legible print Copy familiar simple sentences in legible print Communicate ideas and information by using drawing, marks, symbols and writing with invented spelling Write familiar words and phrases in legible print
7 Suggested Word List According To Rimes (Basic Phonics) Rime Word List Rime Word List - at cat, mat, sat, pat, bat, fat, rat, hat - og dog, jog, log - ap cap, lap, map, tap, nap - et jet, wet, net, pet - an fan, man, can, pan, van - en hen, pen, ten, men - am jam, yam, ram - ed bed, red - in bin, fin, pin, tin, win - eg leg, peg - ip dip, sip, lip, zip, hip - ut cut, hut, nut - it hit, kit, pit, sit - un bun, fun, gun, run, sun - ig big, dig, fig, wig - um gum, hum, mum - ag bag, rag, tag, wag - ack back, pack, rack, sack - ad mad, sad, pad, bad - ick tick, sick, lick, pick, quick - ot cot, dot, hot, not, pot - ock sock, lock, rock - op hop, mop, pop, top - ill fill, ill, pill, hill, bill - od cod, god, nod, pod, rod - ell bell, tell, well, yell, sell
8 Suggested High Frequency Words the of for my so your and it at her go put a was his out no too to you that this do here said they with have me an in on we went very am he she can be get yes I is are like got did *In frequency order reading down the columns from left to right
9 PRESCHOOL ENGLISH LANGUAGE SYLLABUS
11 1. Overview The syllabus for 4+ and 5+ has been devised around topics whichfall into three categories: 1. Topics considered appropriate for children of this age, e.g. about me, my family, my face, my body, my toys. 2. Topics considered useful and necessary for this age group, e.g. colours, weather, numbers. 3. Topics which allow for integration into the Malaysia Preschool Humanities curriculum which develops in the children an appreciation of self and their surroundings, e.g. my friends, my school, my neighbourhood, my local environment. The topics in 4+ are associated directly with the children, e.g. me, my classroom, my family, my body, my toys, whereas in 5+ the topics lead the children further afield, e.g. my school, my neighbourhood, my country. 2. Lexical items The lexical items listed in the syllabus support the preschool teacher to focus on a particular topic. However, the wordlists do not show all the words the children will encounter in the preschool years. It showswords which children should be able to understand and produce confidently and communicate with successfully. It is not expectedthat children can recognise all these words in their written form; neither will they be able to write them all. The vocabulary listed represents a minimum standard for understanding and use. Children can and should encounter other words which are meaningful to their particular contexts. 3. Productive and receptive language The structures included in the syllabus are appropriate to the different topics, and also provide for repetition and recycling of simple structures that can be used with a variety of topics, e.g. What is it? It’s a … In 4+ there is a focus on the children understanding the question and responding to it. In 5+ the children will begin to ask simple questions of their own. Children pick up language in chunks, which can be single words or two or three words brought together. It is therefore very natural for children to respond using a single word response and only upon consistent exposure to contextualised language will they begin to use longer responses. It is the role of the teacher to expand upon single word responses, providing a model for children to hear and eventually acquire. For example: Teacher: How do you feel Sarah? Sarah: Happy Teacher: I feel happy! That’s good! Sarah feels happy.
12 The use of songs and chants to support the acquisition of chunks of language will help children to quickly use sentences. Therefore songs and chants should be used in addition to lots of other opportunities to hear language being used in context. 4. Contractions Learning English in preschool begins with a solid foundation of listening and speaking activities. These activities provide a gradual build up towards early reading and writing activities. As the focus in preschool is on listening and speaking, the syllabus presents spoken language in both its contracted and full form. When children begin to write, they will likely reproduce the spoken form, which will include contractions. This should not be a concern,because later, as they move through primary education and begin to take a more explicit stance towards language learning, they will decode contractions. However, full forms have been included within the syllabus as teachers may wish to teach these as well. 5. Grammar Grammar is not a focus with children of this age group, thus there is no grammatical analysis or explicit focus on grammar during these two years. The aim of learning English in preschool is, above all, to give children positive and successful experiences with Englishin which meaning and enjoyment are driving learning. A focus on using language for pleasure and for a purpose contributes to building a positive attitude towards English and language learning generally, as well as developing confidence in speaking and using English for a purpose. Children will begin to focus more explicitly on grammar as they move through primary. 6. Nursery rhymes We have included suggested rhymes for each of the topics as these contribute to the natural development of phonological awareness due to the rhythm and rhyme they inherently contain. These nursery rhymes are also a vehicle for exposure to culture and support the development of an intercultural awareness if preschool teachers use rhymes or songs from the children’s own languages and compare the idiosyncrasies. The lyrics for these rhymes will accompany the Scheme of Work together with suggestions for web links to enable the teachers to hear these rhymes being said or sung.
13 Suggestions for 4+ Syllabus Topic Target lexical items Productive Language Receptive Language Nursery rhymes / chants / songs Suggested storybooks Introduction Me girl, boy teacher, students happy, calm, sad, angry, scared, surprised one, two, three, four, five Hello, my name’s … Hello, my name is … I’m a (girl). I am a (girl). I’m fine thank you! I am fine thank you! I’m (four). / I’m (happy). I am (four). / I am (happy). Five What’s your name? What is your name? How are you? How old are you? How do you feel? How many (girls) are there? Sit down! Stand up! Line up! Hello song Goodbye song Ring a ring a roses Additional: If you’re happy and you know it. I am special I feel angry (Brian Moses) 1. My weather hot, warm, cool, cold rainy, windy, cloudy, sunny, stormy, hazy six, seven, eight, nine, ten It’s (stormy) today. It is (stormy) today. (Six) girls I like sunny weather. What’s the weather like? What is the weather like? Is it (rainy)? How many (girls) are there? What weather do you like? I hear thunder One little, two little, three little rain clouds Tap, tap, boom, boom (Elisabeth Bluemle) Rain (Linda Ashman) 2. My colours red, orange, yellow, green, blue, purple, pink, black, brown, white It’s (blue). It is (blue). Here! Is it (blue)? Yes, it is. No, it isn’t. No, it is not. What colour is it? What’s your favourite colour? What is your favourite colour? Where’s the (blue) …? Where is the (blue) …? I can sing a rainbow Roses are red Brown bear, brown bear, what do you see? (Bill Martin Jr & Eric Carle) Pete the Cat: I love my white shoes (Eric Litwin & James Dean) 3. My classroom table, chair, board, window, door, bin, box, pencil, crayon A (pencil) It’s (my pencil). It is (my pencil). It’s a (blue pencil). It is a (blue pencil). There are (five crayons). Is it a (pencil)? What’s this? What is this? Whose (pencil) is this? What colour is it? How many (crayons) are there? Wind the bobbin up Bits of paper Foxy (Emma Dodd)
14 Topic Target lexical items Productive Language Receptive Language Nursery rhymes / chants / songs Suggested storybooks 4. My family mother, father, brother, sister, grandmother, grandfather, baby This is my (family). It’s my (brother). It is my (brother). I’ve got (one brother). I have got (one brother). Here! I love my (mother). Is it your (mother)? Who is it? Whose brother is it? Have you got any brothers and sisters? Where’s your mother? Where is your mother? Father finger Rain, rain, go away… A mother for Choco (Keiko Kasza) 5. My face hair, face, ears, nose, eyes, mouth, lips, skin, hands long, short, dark, light My (nose) I’ve got (brown eyes). I have got (brown eyes). I’ve got (long hair). I have got (long hair). She’s got … She has got … He’s got … He has got … What’s this? What is this? What colour are (your / his / her) eyes? Who’s got (brown) eyes? Who has got (brown) eyes? Who is it? Two little ears I like the me I see Additional: One little finger My nose, your nose (Melanie Walsh) 6. My body head, body, arms, legs, hands, feet, fingers, toes jump, run, hop, clap, skip My (body) I’ve got (two arms). I have got (two arms). Yes, I can! No, I can’t! No, I cannot. I can (jump). I can’t (skip). I cannot (skip). What’s this? What is this? How many (legs) have you got? Can you (jump)? What can you do? One finger, one thumb Hokey Cokey / Hokey Pokey Additional: Head shoulders knees and toes Hands are not for hitting (Martine Agassi) From head to toe (Eric Carle) 7. My toys car, train, doll, teddy, ball, puzzle, computer game, marbles, spinning top. A (car) It’s my (car). It is my (car). I’ve got (one car). I have got (one car). There are (five cars). Can I play please? Yes, you can! What is it? Whose car is this? How many (cars) have you got? How many (cars) are there? Teddy bear, teddy bear I’ve got a ball Just like Jasper (Nick Butterworth and Mick Inkpen) Not a box (Antoinette Portis)
15 Suggestions for 5+ Syllabus Topic Target lexical items Productive Language Receptive Language Nursery rhymes / chants / songs Suggested storybooks Introduction Me Revisions: girl, boy, teacher, student happy, calm, sad, angry, scared, surprised one, two, three, four, five, six, seven, eight, nine, ten red, orange, yellow, green, blue, purple, pink, black, brown, white hot, warm, cool, cold, rainy, windy, cloudy, sunny, stormy New: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Hello, my name’s … Hello, my name is … I’m a (girl). I am a (girl). I’m fine thank you. I am fine thank you. I’m (five). I am (five). I feel (happy). Five It’s (blue). It is (blue). It’s (sunny). It is (sunny). It’s (Monday). It is (Monday). Is it (blue)? Yes, it is. No, it isn’t. No, it is not. What is your name? How are you? How do you feel? How old are you? How many (girls) are there? What’s your favourite colour? What is your favourite colour? What’s the weather like? What is the weather like? What day is it today? Here we go round the mulberry bush One for sorrow 1, 2, 3 4, 5 once I caught a fish alive (Revisit favourite stories from 4+) Seven Blind Mice (Ed Young) 1. My school playground, classroom, field, dining room, toilet playing, laughing, eating, washing, jumping, writing, reading It’s the (dining room). It is the (dining room). In the (classroom). I’m (playing). I am (playing). She’s (playing). She is (playing). He’s (playing). He is (playing). Where is it? Where’s (Sarah)? Where is (Sarah)? What are you doing? What’s (Sarah) doing? What is (Sarah) doing? Washing hands Playing in the playground Pete the Cat: Rocking in his school shoes (Eric Litwin & James Dean)
16 Topic Target lexical items Productive Language Receptive Language Nursery rhymes / chants / songs Suggested storybooks 2. My world Domestic animals cat, dog, cow, rooster chicken, goat, sheep, pig, duck tail, beak, feathers, fur It’s a (cat). It is a (cat). It’s got (four legs and a tail). It has got (four legs and a tail). It’s (black and white). It is (black and white). What is it? What colour is it? What’s it like? What is it like? Old Macdonald Hey diddle diddle Horsey horsey don’t you stop Bark George (Jules Feiffer) 3. My food rice, prawns, fish, chicken, beef, coconut, curry, vegetables, fruit, bread, milk It’s (rice). It is (rice). I like (rice). My favourite is (coconut). Yes, I do./ No, I don’t. Yes, I do./ No, I do not. I like (rice). What is it? What’s your favourite food? What is your favourite food? Do you like (rice)? Muffin man Hot cross buns The little red hen (traditional) 4. My fruit apple, banana, orange, papaya, watermelon, pineapple, mango, guava, starfruit soft, hard, sweet, sour It’s (a banana). It is (a banana). I like (bananas). My favourite is (starfruit). Yes, I do./ No, I don’t. Yes, I do./ No, I do not. It is (sour). What is it? What’s your favourite fruit? What is your favourite fruit? Do you like (mangoes)? What’s it like? What is it like? I walked through the jungle Apples and bananas The very hungry caterpillar (Eric Carle) Handa’s surprise (Eileen Browne) 5. My clothes headscarf, hat/cap, skirt, dress, t-shirt, shirt, trousers, shorts, sandals, shoes, socks It’s (a shirt). It is (a shirt). This is my (shirt). It’s a (blue dress). It is a (blue dress). I’ve got a (red shirt). I have got a (red shirt). What is it? Whose (shirt) is this? What colour is it? What have you got? Put on …! Take off …! Diddle, diddle dumpling 1, 2 buckle your shoe Bat, bat! Caps for sale (Traditional) Blue hat, green hat (Sandra Boynton) Froggy gets dressed (Jonathon London &Frank Remkiewicz)
17 Topic Target lexical items Productive Language Receptive Language Nursery rhymes / chants / songs Suggested storybooks 6. My world Wild animals monkey, lizard, parrot, elephant, tiger, leopard, anteater, whale, bear, crocodile claws, teeth, big, small It’s a (tiger). It is a (tiger). What is it? It’s got (claws and teeth). It has got (claws and teeth). It’s (black and orange). It is (black and orange). What’s it like? What is it like? What colour is it? Is it (big)? Five little monkeys An elephant walks like this and that Z is for Moose (Kelly Bingham & Paul Zelinsky) Dear Zoo (Rod Cambell) Good Night Gorilla (Peggy Rathmann) 7. My world Malaysia hill, mountain, lake, river, ocean, forest, tree, rock, sand, grass up, down, in, on, near What is it? It’s a (mountain). It is a (mountain). (Near) the (mountain) (In) the (ocean) Where do we live? Where do whales live? I like the flowers The bear went over the mountain She’ll be coming round the mountain when she comes We’re going on a bear hunt (Michael Rosen & Helen Oxenbury)
18 Additional topics for 5+ Topic Target lexical items Productive Language Receptive Language Nursery rhymes / chants / songs Suggested storybooks 8. Transport car, taxi, bus, plane, boat, ship, lorry, bike, trishaw, motorbike, van air, water, land fast, slow By (car) On land In the (air) It’s a slow bus. It is a slow bus. I like travelling by (boat). How did you come to school today? How can we get to(the mountains) How do you like travelling? The wheels on the bus Row, row row your boat The big ship sails… Freight train (Donald Crews) We all go travelling by (Sheena Roberts & Siobhan Bell) 9. My town place of worship (church, mosque, temple)shop, garage, police station, post office, square, café, park It’s a café. It is a café. There’s a (park). There is a (park). There are three cafés. Where is the (café)? Over there! Where is (Sarah)? In the (shop) Tell me about your town / city How many (shops) are there? Here’s the church The Grocer’s shop Five currant buns Nana in the City (Lauren Castillo) 10.Occupations teacher, nurse, doctor, police officer, housewife, shopkeeper, dancer, soldier, chef/ baker I want to be a (chef). He’s a (doctor). He is a (doctor). She’s a (teacher). She is a (teacher). What does your (father) do? What do you want to be when you grow up? Pat a cake, pat a cake 5 little monkeys jumping on the bed! Clothes line - clues to the jobs people do (Kathryn Leing& Andy R Davis)
19 SCHEME OF WORK PRESCHOOL 4+
21 SCHEME OF WORK: INTRODUCTION (4+) TOPIC Introduction LESSON 1 MAIN SKILL(S) FOCUS: Listening CONTENT STANDARD(S) LEARNING STANDARD (S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings iii) introduce oneself Pre-lesson routines Opening time Greetings [Introduce puppet] Register English today (Puppet) Class register Time line images Differentiate by outcome – allow children to respond to the new topic in different ways: a) by miming only b) by mouthing** the new language c) by repeating the new language after or with you Lesson development ENCOUNTER Circle time Pre-song activity Sing song Encounter activity 1 Encounter activity 2 Encounter activity 4 Sing song (in groups boys, girls and students) 1) Song: [a hello song] 2) Flashcards of boy, girl, teacher, students (instructions – stand up / sit down) Post-lesson routines Closing time Reflecting on learning Pre-song activity Sing song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills ** Mouthing: imitating the movement of the mouth associated with a word or words which is/are being learned. This is often associated with accompanying a song or a rhyme which has recently been introduced. This may or may not always be accompanied by the production of the sound. PRE-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
22 TOPIC Introduction LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings iii) introduce oneself Pre-lesson routines Opening time Greetings and a hello song Register English today (Puppet) Hello song Class register Time line images Differentiate by outcome – allow children to respond to the new topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENCOUNTER/ENGAGE Circle time Remembering activity 1 Encounter activity 2 Pre-rhyme activity Sing / say rhyme Engage activity 1 Engage activity 2 Counting boys and girls 1) Flashcards (boy, girl, teacher, student) 2) Rhyme – Ring a ring o’ roses 3) Dice Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
23 TOPIC Introduction LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions Pre-lesson routines Opening time Greetings and a hello song Register English today (Puppet) Hello song Class register Time line images Differentiate with support a) Offering options, e.g. Are you happy or surprised? b) Say first letter sound, e.g. It’s sss; It’s ccc c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENCOUNTER/ENGAGE Circle time Remembering activity 2 Sing / Say rhyme Encounter activity 1 (emotions) Encounter activity 2 (emotions) Encounter activity 3 (emotions) Encounter activity 4 (emotions) 1) Flashcards (boy, girl, teacher, students) 2) Rhyme – Ring a ring o’ roses 3) Flashcards (happy, sad, calm, angry, scared, surprised) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
24 TOPIC Introduction LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings iii) introduce oneself iv) express feelings v) answer simple questions Pre-lesson routines Opening time Greetings and a hello song Register English today (Puppet) Hello song Class register Time line images Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Are you happy or surprised? b) Say first letter sound, e.g. It’s sss; It’s ccc c) Prompt with mime Lesson development ENCOUNTER/ENGAGE Circle time Sing / Say rhyme Remembering activity 1 (emotions) Engage activity 1 (emotions) Engage activity 2 (emotions) Encounter activity 3 (emotions) Engage activity 4 (emotions) 1)Rhyme: Ring a ring o’ roses 2) Flashcards (emotions) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
25 TOPIC Introduction LESSON 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings iii) introduce oneself iv) express feelings v) answer simple questions BI 3.1.1 BI 3.1.2 BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4 Pre-lesson routines Opening time Greetings and a hello song Register English today (Puppet) Hello song Class register Time line images Differentiate with support a) Offering options, e.g. Are you happy or surprised? b) Say first letter sound, e.g. It’s sss; It’s ccc c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers Lesson development ENGAGE Circle time Sing / Say rhyme Remembering activity 2 (emotions) Engage activity 1 (emotions) Engage activity 2 (emotions) Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Rhyme: Ring a ring o’ roses 2) Flashcards (emotions) 3) Worksheets (How do you feel today?) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
26 TOPIC Introduction LESSON 6 MAIN SKILL(S) FOCUS: Reading 1 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.1 Show appropriate book handling skills BI 2.4 Develop interest in reading independently for information and enjoyment BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.2.5 BI 1.3.1 i) exchange greetings iii) introduce oneself iv) express feelings v) answer simple questions BI 2.1.2 BI 2.4.1 Pre-lesson routines Opening time Greetings and a hello song Register English today Sing / Say rhyme (Puppet) Hello song Class register Time line images Rhyme: Ring a ring o’ roses Differentiate with support a) Offering options, e.g. Are you happy or surprised? b) Say first letter sound, e.g. It’s sss; It’s ccc c) Prompt with mime Lesson development ENGAGE Circle time Story book pre-listening 1 Story book reading Story book post listening 1 Engage activity 6 Calm breathing activity Engage activity 5 1) Story book (with a connection to emotions) 2) Flashcards (emotions) 3) Calm breathing activity Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
27 TOPIC Introduction LESSON 7 MAIN SKILL(S) FOCUS: Reading 2 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.2.5 BI 1.3.1 i) exchange greetings iii) introduce oneself iv) express feelings v) answer simple questions BI 2.2.1 BI 2.2.2 BI 2.2.3 BI 2.3.2 Pre-lesson routines Opening time Greetings and a hello song Register English today Sing / Say rhyme (Puppet) Hello song Class register Time line images Rhyme: Ring a ring o’ roses Differentiate with support a) Offering options, e.g. Are you happy or surprised? b) Say first letter sound, e.g. It’s sss; It’s ccc c) Prompt with mime Lesson development ENGAGE/EXPLOIT Circle time Story book pre-listening Story book reading Story book post listening Exploit 1 Calm breathing activity Alphabet activity Engage activity 5 1) Story book (with a connection to emotions) 2) Flashcards (emotions) 3) Alphabet visuals 4) Word cards (topic +) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
28 TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.2.5 BI 1.3.1 i) exchange greetings iii) introduce oneself iv) express feelings v) answer simple questions BI 2.3.2 BI 3.1.1 BI 3.1.2 BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4 Pre-lesson routines Opening time Greetings and a hello song Register English today Sing / Say rhyme (Puppet) Hello song Class register Time line images Rhyme: Ring a ring o’ roses Differentiate with support a) Offering options, e.g. Are you happy or surprised? b) Say first letter sound, e.g. It’s sss; It’s ccc c) Prompt with mime Differentiate by learning preferences a) What medium to use, (e.g. crayon, paint, collage) b) Which hand to draw around (left or right) Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers Lesson development EXPLOIT Circle time Exploit activity 2 Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Flashcards (happy, sad, calm, angry, scared, surprised) 2) Worksheets (Take 5 breathing activity – copy the emotion word they feel) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
29 SCHEME OF WORK: THE WEATHER (4+) TOPIC My weather LESSON 1 MAIN SKILL(S) FOCUS: Listening CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 1.1.1 BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Sing / say a favourite song / rhyme English today (Puppet) Hello song Class register Emotions flashcards Time line Differentiate by outcome – allow children to respond to the new topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENCOUNTER Circle time Encounter activity 1 Encounter activity 2 Encounter activity 3 Listen! What can you hear? (with weather sounds) Pre-song activity: Sing a Song (I hear thunder) Encounter activity 5 1) Flashcards of weather (Hot, rainy, windy, cloudy, sunny, stormy - additional images of thunder, lightning) 2) Sound files of rain, wind and thunder 3) Song: I hear thunder Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills PRE-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
30 TOPIC My weather LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 1.1.1 BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Song (I hear thunder) English today (Puppet) Hello song Class register Emotions flashcards Song: I hear thunder Time line Differentiate by outcome – allow children to respond to the new topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Remembering activity 1 Engage activity 1 Engage activity 2 Engage activity 3 Engage activity 5 1) Flashcards of weather (Hot, rainy, windy, cloudy, sunny, stormy, warm, cool, cold,) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
31 TOPIC My weather LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 1.1.1 BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Song (I hear thunder) English today (Puppet) Hello song Class register Emotions flashcards Song: I hear thunder Time line Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s rrr c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Remembering activity 2 Introduce weather routine Encounter activity 3 Acting out ‘I hear thunder’ with child made sounds Engage activity 5 1) Flashcards of weather (Hot, rainy, windy, cloudy, sunny, stormy, warm, cool, cold) 2) A weather chart for the weather routine 3) Objects to make sounds that represent rain and thunder e.g. rice in plastic containers, sheets of card 4) Song: I hear thunder Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
32 TOPIC My weather LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.1.1 BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1. i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions BI 3.1.1 BI 3.1.2 BI 3.1.3 BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine English today (Puppet) Hello song Class register Emotions flashcards Weather chart Time line Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s rrr c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers Lesson development ENGAGE Circle time Remembering activity 2 Engage activity 3 Song (I hear thunder) Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Flashcards of weather (Hot, rainy, windy, cloudy, sunny, stormy, warm, cool, cold) 2) Objects to make sounds for song 3) Worksheets (sequencing ‘I hear thunder’ song) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
33 TOPIC My weather LESSON 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.1 Show appropriate book handling skills BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 2.4 Develop interest in reading independently for information and enjoyment BI 1.1.1 BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions BI 2.1.2 BI 2.2.1 BI 2.2.2 BI 2.2.3 BI 2.2.4 BI 2.3.1 BI 2.3.2 BI 2.4.1 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Song (I hear thunder) English today (Puppet) Hello song Class register Emotions flashcards Weather chart Objects to make sounds for song Time line Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s rrr c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Story book pre-listening Story book reading Story book post listening Engage activity 6 Engage activity 5 1) Story book (with a connection to the weather) 2) Flashcards of weather (Hot, rainy, windy, cloudy, sunny, stormy, warm, cool, cold) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
34 TOPIC My weather LESSON 6 MAIN SKILL(S) FOCUS: Reading 1 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.1 Show appropriate book handling skills BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 2.4 Develop interest in reading independently for information and enjoyment BI 1.1.1 BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions BI 2.1.2 BI 2.2.1 BI 2.2.2 BI 2.2.3 BI 2.2.4 BI 2.3.1 BI 2.3.2 BI 2.4.1 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Song (I hear thunder) English today (Puppet) Hello song Class register Emotions flashcards Weather chart Objects to make sounds for song Time line Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s rrr c) Prompt with mime Lesson development ENGAGE/EXPLOIT Circle time Pre- song activity Sing a song Story book pre-listening 2 Story book reading Story book post listening 2 Exploit 1 1) Song: Ten little rain clouds 2) Number flashcards 1-10 2) Story book (with a connection to the weather) 3) Weather flashcards (Hot, rainy, windy, cloudy, sunny, stormy, warm, cool, cold) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
35 TOPIC My weather LESSON 7 MAIN SKILL(S) FOCUS: Reading 2 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.2.5 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions BI 2.2.1 BI 2.2.2. BI 2.2.3 BI 2.2.4 BI 2.3.2 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Song (I hear thunder) English today (Puppet) Hello song Class register Emotions flashcards Weather chart Objects to make sounds for song Time line Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s rrr c) Prompt with mime Lesson development EXPLOIT Circle time Sing a song Counting activity - clouds and rain drops Alphabet activity Engage activity 5 1) Song: Ten little rain clouds 2) Flashcards of numbers 1 -10 3) 55 card rain drops 4) Flashcards (weather) 3) Alphabet visuals 4) Word cards (topic +) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
36 TOPIC My weather LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions BI 2.3.2 BI 3.1.1 BI 3.1.2 BI 3.1.3 BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine One little rain cloud song English today (Puppet) Hello song Class register Emotions flashcards Weather chart Ten rain clouds Time line Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s rrr c) Prompt with mime Differentiate by learning preferences a) What medium to use, e.g. crayon, paint, collage Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers Lesson development EXPLOIT Circle time Exploit activity 2 Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Flashcards of weather (Hot, rainy, windy, cloudy, sunny, stormy, warm, cool, cold) 2) Worksheets (My weather – children draw their favourite weather and copy the weather word) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
37 SCHEME OF WORK: MY COLOURS (4+) PRESCHOOL TEACHERS TO CREATE OWN LESSON CONTENT TOPIC My colours LESSONS 1 - 8 MAIN SKILL(S) FOCUS: CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS
38 LESSON: MY CLASSROOM (4+) PRESCHOOL TEACHERS TO CREATE OWN LESSON CONTENT TOPIC My classroom LESSONS 1 - 8 MAIN SKILL(S) FOCUS: CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS
39 SCHEME OF WORK: MY FAMILY (4+) PRESCHOOL TEACHERS TO CREATE OWN LESSON CONTENT TOPIC My family LESSONS 1 - 8 MAIN SKILL(S) FOCUS: CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS
40 SCHEME OF WORK: MY FACE (4+) TOPIC My face LESSON 1 MAIN SKILL(S) FOCUS: Listening CONTENT STANDARD (S) LEARNING STANDARD (S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Sing / say a favourite song / rhyme English today (Puppet) Hello song Class register Song / rhyme Time line images Differentiate by outcome – allow children to respond to the new topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENCOUNTER Circle time Encounter activity 1 Encounter activity 2 (in pairs) Encounter activity 3 Pre-rhyme activity Say a rhyme Encounter activity 5 1) Flashcards (Hair, face, ears, nose, eyes, mouth) 2) Rhyme: Two little ears Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills PRE-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
41 TOPIC My face LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Say a rhyme English today (Puppet) Hello song Class register Rhyme: Two little ears Time line images Differentiate by outcome – allow children to respond to the new topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Remembering activity 1 Engage activity 1 Engage activity 2 Engage activity 3 Engage activity 4 (in pairs) 1) Flashcards (Hair, face, ears, nose, eyes, mouth) OR 1) for activity 1 and 2: Drawing of a face on the board with parts erased. Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
42 TOPIC My face LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iv) express feelings v) answer simple questions Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Say a rhyme English today (Puppet) Hello song Class register Rhyme: Two little ears Time line images Differentiate with support a) Offering options, e.g. Is her hair long or short? b) Say first letter sound, e.g. It’s lll; It’s sss c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Remembering activity 2 Engage activity 4 (in pairs) Who is it? Engage activity 8 Engage activity 5 1) Flashcards (Hair, face, ears, nose, eyes, mouth) 2) Flashcards (long hair, short hair, blue, green, brown, black) 3) Chalk or hoops for making sets Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
43 TOPIC My face LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iii) show appreciation iv) express feelings v) answer simple questions BI 3.1.1 BI 3.1.2 BI 3.1.3 BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Time line images Rhyme: Two little eyes Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Is it a nose or is it a mouth? b) Say first letter sound, e.g. It’s nnn; It’s mmm c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers Lesson development ENGAGE Circle time Remembering activity 2 Engage activity 4 (in pairs) Engage activity 8 Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Flashcards (Hair, face, ears, nose, eyes, mouth, long, short) 2) Chalk or hoops for making sets 3) Worksheets (My face) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
44 TOPIC My face LESSON 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.1 Show appropriate book handling skills BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 2.4 Develop interest in reading independently for information and enjoyment BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iii) show appreciation iv) express feelings v) answer simple questions BI 2.1.2 BI 2.2.1 BI 2.2.2 BI 2.2.3 BI 2.2.4 BI 2.3.1 BI 2.3.2 BI 2.4.1 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Two little eyes Time line images Differentiate with support a) Offering options, e.g. Is it a nose or is it a mouth? b) Say first letter sound, e.g. It’s nnn; It’s mmm c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Story book pre-listening 1 Story book reading Story book post listening 1 Engage activity 3 Engage activity 5 1) Story book (topic related / diversity) 2) Flashcards (children from different countries) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
45 TOPIC My face LESSON 6 MAIN SKILL(S) FOCUS: Reading 1 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.1 Show appropriate book handling skills BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 2.4 Develop interest in reading independently for information and enjoyment BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iii) show appreciation iv) express feelings v) answer simple questions BI 2.1.2 BI 2.2.1 BI 2.2.2 BI 2.2.3 BI 2.2.4 BI 2.3.1 BI 2.3.2 BI 2.4.1 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Two little eyes Time line images Differentiate with support a) Offering options, e.g. Is it a nose or is it a mouth? b) Say first letter sound, e.g. It’s nnn; It’s mmm c) Prompt with mime Lesson development ENGAGE/EXPLOIT Circle time Pre-song activity Sing a song Story book pre-listening 2 Story book reading Story book post listening 2 Exploit 1 1) Song; I like the me I see 2) Story book (topic related / diversity) 3) Flashcards (children from different countries) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
46 TOPIC My face LESSON 7 MAIN SKILL(S) FOCUS: Reading 2 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iii) show appreciation iv) express feelings v) answer simple questions BI 2.3.2 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: two little eyes Time line images Differentiate with support a) Offering options, e.g. Is it a nose or is it a mouth? b) Say first letter sound, e.g. It’s nnn; It’s mmm c) Prompt with mime Lesson development EXPLOIT Circle time Sing a song Engage activity 3 Alphabet activity Exploit activity 2 1) Song: I like the me I see 2) Flashcards (children from different countries) 3) Flashcards (Face) 3) Alphabet visuals 4) Word cards (topic +) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
47 TOPIC My face LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.2.1 BI 1.2.2 BI 1.2.3 BI 1.2.4 BI 1.3.1 i) exchange greetings ii) introduce oneself iii) show appreciation iv) express feelings v) answer simple questions BI 2.3.2 BI 3.1.1 BI 3.1.2 BI 3.1.3 BI 3.2.1 BI 3.2.2 BI 3.2.3 BI 3.2.4 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine English today (Puppet) Hello song Class register Weather chart Song: The five senses Time line images Differentiate with support a) Offering options, e.g. Is it a nose or is it a mouth? b) Say first letter sound, e.g. It’s nnn; It’s mmm c) Prompt with mime Differentiate by learning preferences a) What medium to use, e.g. crayon, paint, collage Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers Lesson development EXPLOIT Circle time Sing a song Post-song activity Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Song: I like the me I see 2) Worksheets (I like the me I see) Post-lesson routines Closing time Reflecting on learning Goodbye and song Time line images Goodbye song * Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
48 SCHEME OF WORK: MY BODY (4+) PRESCHOOL TEACHERS TO CREATE OWN LESSON CONTENT TOPIC My colours LESSONS 1 - 8 MAIN SKILL(S) FOCUS: CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS