49 SCHEME OF WORK: MY TOYS (4+) TOPIC My toys 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 Encounter activity 3 Pre-rhyme activity Say a rhyme Encounter activity 5 1) Flashcards or realia (six toys) 2) Rhyme: Teddy bear, teddy bear 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
50 TOPIC My toys 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: Teddy bear, teddy bear 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 Encounter activity 3 Engage activity 1 Engage activity 2 Engage activity 3 Engage activity 4 1) Flashcards or realia (six toys) 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
51 TOPIC My toys 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: Teddy bear, teddy bear Time line images Differentiate with support a) Offering options, e.g. Is it a train or is it a car? b) Say first letter sound(s,) e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Remembering activity 2 Engage activity 3 Engage activity 4 Pre-song activity Sing a song Engage activity 5 1) Flashcards or realia (all toys) 2) Song: I’ve got a ball. 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
52 TOPIC My toys 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 Rhyme: Teddy bear, teddy bear Time line images Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Is it a train or is it a car? b) Say first letter sound(s,) e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers Lesson development ENGAGE Circle time Remembering activity 2 Sing a song Engage activity 4 Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Flashcards or realia (toys) 2) Song: I’ve got a ball. 3) Worksheets (My favourite toy) 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
53 TOPIC My toys 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 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: Teddy bear, teddy bear Time line images Differentiate with support a) Offering options, e.g. Is it a train or is it a car? b) Say first letter sound(s), e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Sing a song Post-song activity Story book pre-listening 1 Story book reading Story book post listening 1 Engage activity 3 Engage activity 5 1) Song: I’ve got a ball. 2) Story book (topic related / toys) 3) Flashcards or realia (toys) 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
54 TOPIC My toys 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: Teddy bear, teddy bear Time line images Differentiate with support a) Offering options, e.g. Is it a train or is it a car? b) Say first letter sound(s), e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime Lesson development ENGAGE/EXPLOIT Circle time Sing a song Story book pre-listening 2 Story book reading Story book post listening 2 Engage activity 3 (word and image) Exploit activity 4 1) Song; I’ve got a ball 2) Story book (topic related / toys) 3) Flashcards or realia (toys) 4) Word cards (toys) 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
55 TOPIC My toys 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: Teddy bear, teddy bear Time line images Differentiate with support a) Offering options, e.g. Is it a train or is it a car? b) Say first letter sound(s), e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime Lesson development EXPLOIT Circle time Sing a song Alphabet activity Exploit activity 4 (words and pictures) 1) Song: I’ve got a ball 2) Flashcards or realia (toys) 3) Alphabet visuals 4) Word cards (topic +) 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
56 TOPIC My toys 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 Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Teddy bear, teddy bear Time line images Differentiate with support a) Offering options, e.g. Is it a train or is it a car? b) Say first letter sound(s), e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime Differentiate by 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 Exploit activity 2 (words and pictures) Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Song: I’ve got a ball 2) Flashcards or realia 3) Word cards (topic +) 4) Worksheets (toys mini-book) 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
57 SCHEME OF WORK PRESCHOOL 5+
59 SCHEME OF WORK: INTRODUCTION (5+) TOPIC Introduction LESSON 1 MAIN SKILL(S) FOCUS: Listening CONTENT STANDARD (S) LEARNING 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 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 Weather chart Song / rhyme Time line images Differentiate by outcome – allow children to respond to the new topic in different ways: a) by miming only b) by mouthing*** the new language c) by repeating the new language after or with you Lesson development ENCOUNTER Circle time 1. Encounter activity 1 2. Encounter activity 2 3. Encounter activity 3 4. Pre-rhyme activity 5. Say a rhyme 6. Encounter activity 4 1) Flashcards (week days)** 2) ASL signs for week days 3) Rhyme: Days of the week 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 ** The days of the week flashcards should be different colours, so the children can refer to them by colour as well. You can also play different association games if you use different colours. *** Mouthing: imitating the movement of the mouth associated with a word or words which is/are being learned. This is often associated with accompanying a song or a rhyme which has recently been introduced. This may or may not always be accompanied by the production of the sound. PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
60 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 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 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 Weather chart Song / rhyme Time line images Differentiate by outcome – allow children to respond to the new topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Remembering activity 1 Encounter activity 3 Engage activity 1 Engage activity 4 Pre-song activity Sing a song Engage activity 5 1) Flashcards (week days)* 2) ASL signs for week days 3) Rhyme: Days of the week 4) Song: One for sorrow 5) Flashcards (One for sorrow images) 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
61 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 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Days of the week Time line images Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Remembering activity 2 Encounter 3 Engage activity 3 (colour flashcards + week days) Sing a song Sequence song images Engage activity 8 (numbers, colours, emotions) 1) Flashcards (week days / colours) 2) Song: One for sorrow 3) Flashcards (One for sorrow images) 4) Flashcards (colours / number / emotions) 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
62 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 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.1 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: Days of the week Time line images Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate with support a) Offering options e.g. Is it a train or is it a car? b) Say first letter sound(s) e.g. It’s a ccc; It’s a trtrtr c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers Lesson development ENGAGE Circle time Remembering activity 2 Sing a song images Sequence song Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Flashcards (days of the week) 2) Song: One for sorrow 3) Flashcards (One for sorrow images) 3) Worksheets (One for sorrow) 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
63 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 1.1 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.1.1 BI 2.1.2 BI 2.1.3 BI 2.2.5 BI 2.3.3 (BI 2.4 +4 standards) Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Days of the week Time line images Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Sing a song Sequence song images Story book pre-listening Story book reading Story book post listening Engage activity 7 (colours) 1) Song: One for sorrow 2) Flashcards (One for sorrow images) 3) Story book (Seven Blind Mice)** 4) Flashcards (colours) 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 ** A story that revises colours / numbers / emotions.
64 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 1.1 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.1.1 BI 2.1.2 BI 2.1.3 BI 2.2.5 BI 2.3.3 (BI 2.4 +4 standards) Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Days of the week Time line images Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Lesson development ENGAGE/EXPLOIT Circle time Sing a song Story book pre-listening Story book reading Story book post listening Engage / exploit activities (related or not to the story) 1) Song: One for sorrow 2) Story book (Seven Blind Mice)* 3) Flashcards OR Story book resources 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
65 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 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Days of the week Time line images Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Lesson development EXPLOIT Circle time Sing a song Alphabet activity Sing a song Sounds activity (topic related or story related) 1) Song: One for sorrow 2) Alphabet visuals 3) Song: Alphabet song 4) Flashcards (intro topics) 5) Word cards (intro topics) 6) Letter cards 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
66 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 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.1 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Days of the week Time line images Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate by 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 Exploit activity 5 Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Song: One for sorrow / Alphabet song 2) Flashcards (intro topics) 3) Worksheets (My favourite things OR something related to the story) 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
67 SCHEME OF WORK: MY SCHOOL (5+) TOPIC My School 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week 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 Encounter activity 3** Pre-rhyme activity Say a rhyme Encounter activity 5 1) Flashcards (school places) 2) Rhyme: Wash, wash, wash your hands 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 **Associate actions like playing, reading and writing, eating, washing hands and jumping to aid the memorisation of the actions in this topic. PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
68 TOPIC My School 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Rhyme: Wash, wash, wash your hands 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 Encounter activity 3 Engage activity 1 Engage activity 2 Engage activity 3 Engage activity 4 (use Where is ...) 1) Flashcards (school places) 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
69 TOPIC My School 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Rhyme: Wash, wash, wash your hands Time line images Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Remembering activity 2 Encounter 3 Engage activity 3 (room + action) Engage activity 4 Pre-song activity Sing a song Engage activity 5 1) Flashcards (school spaces and actions) 2) Song: Playing in the playground 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
70 TOPIC My School 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 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.1 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Wash, wash, wash your hands Time line images Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers Lesson development ENGAGE Circle time Remembering activity 2 Sing a song Engage activity 4 Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Flashcards (school spaces) 2) Song: Playing in the playground 3) Worksheets (My school) 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
71 TOPIC My School 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.1.1 BI 2.1.2 BI 2.1.3 BI 2.2.5 BI 2.3.3 (BI 2.4 +4 standards) Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Wash, wash, wash your hands Time line images Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate by outcome – allow children to respond to thetopic 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 Sing a song Post-song activity Story book pre-listening Story book reading Story book post listening Engage activity 3 Engage activity 6 (school spaces / actions) 1) Song: Playing in the playground 2) Story book (topic related / school / actions) 3) Flashcards (school space and actions) 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
72 TOPIC My School 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.1.1 BI 2.1.2 BI 2.1.3 BI 2.2.5 BI 2.3.3 (BI 2.4 +4 standards) Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Wash, wash, wash your hands Time line images Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Lesson development ENGAGE/EXPLOIT Circle time Sing a song Story book pre-listening Story book reading Story book post listening Engage activity 8 Exploit activity 5 (school places) 1) Song; Playing in the playground 2) Story book (topic related / school) 3) Flashcards (school spaces and actions) 4) Word cards 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
73 TOPIC My School LESSON 7 MAIN SKILL(S) FOCUS: Reading 2 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Wash, wash, wash your hands Time line images Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Lesson development EXPLOIT Circle time Sing a song Post song activity - expansion Sounds activity Exploit activity 5 (words and pictures) 1) Song: Playing in the playground 2) Flashcards (school places and actions) 3) Word cards 4) Word cards and letter cards 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
74 TOPIC My School 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 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.1 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Wash, wash, wash your hands Time line images Differentiate with support a) Offering options, e.g. Is it sunny or is it rainy? b) Say first letter sound, e.g. It’s sss; It’s www c) Prompt with mime Differentiate by 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 Exploit activity 2 Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Song: Playing in the playground 2) flashcards (school places and actions) 3) Worksheets (In my school …) 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
75 SCHEME OF WORK: MY WORLD DOMESTIC ANIMALS (5+) PRESCHOOL TEACHERS TO CREATE OWN LESSON CONTENT TOPIC My World: Domestic Animals LESSONS 1 - 8 MAIN SKILL(S) FOCUS: CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS
76 SCHEME OF WORK: MY FOOD (5+) PRESCHOOL TEACHERS TO CREATE OWN LESSON CONTENT TOPIC My food LESSONS 1 - 8 MAIN SKILL(S) FOCUS: CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS
77 SCHEME OF WORK: MY FRUIT (5+) TOPIC My fruit 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week 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 Encounter activity 3 (use ASL signs) Pre-rhyme activity Say a rhyme Encounter activity 5 1) Flashcards (6 fruit only) 2) ASL signs 3) Rhyme: Big green bananas 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 AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
78 TOPIC My fruit 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Rhyme: Big green bananas 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 Encounter activity 3 (ASL signs) Engage activity 1 Engage activity 2 Engage activity 3 Engage activity 4 1) Flashcards (9 fruit) 2) ASL signs 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
79 TOPIC My fruit 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Rhyme: Big green bananas Time line images Differentiate with support a) Offering options e.g. Is it a mango or a papaya? b) Say first letter sound e.g. It’s a mmm; It’s a ppp c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Remembering activity 2 Encounter 3 (ASL signs) Engage activity 3 Engage activity 4 Pre-song activity Sing a song Engage activity 5 1) Flashcards (9 fruit) 2) ASL Signs 3) Song: Apples and bananas 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
80 TOPIC My fruit 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 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.1 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Big green bananas Time line images Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Is it a mango or a papaya? b) Say first letter sound, e.g. It’s a mmm; It’s a ppp c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers Lesson development ENGAGE Circle time Remembering activity 2 Sing a song Engage activity 4 Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Flashcards (fruit) 2) Song: Apples and bananas 3) Worksheets (I like fruit) 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
81 TOPIC My fruit 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.1.1 BI 2.1.2 BI 2.1.3 BI 2.2.5 BI 2.3.3 (BI 2.4 +4 standards) Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Big green bananas Time line images Differentiate with support a) Offering options, e.g. Is it a mango or a papaya? b) Say first letter sound, e.g. It’s a mmm; It’s a ppp c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Sing a song Post-song activity - expansion Story book pre-listening Story book reading Story book post-listening Engage activity 5 1) Song: Apples and bananas 2) Story book (topic-related fruit) 3) Flashcards (fruit) 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
82 TOPIC My fruit 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.1.1 BI 2.1.2 BI 2.1.3 BI 2.2.5 BI 2.3.3 (BI 2.4 +4 standards) Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Big green bananas Time line images Differentiate with support a) Offering options, e.g. Is it a mango or a papaya? b) Say first letter sound, e.g. It’s a mmm; It’s a ppp c) Prompt with mime Lesson development ENGAGE/EXPLOIT Circle time Sing a song Story book pre-listening Story book reading Story book post listening Engage activity 8 Exploit activity 4 (fruit+ adjectives) 1) Song: Apples and bananas (+ new version!) 2) Story book (topic-related - fruit) 3) Flashcards (fruit) 4) Word cards 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
83 TOPIC My fruit LESSON 7 MAIN SKILL(S) FOCUS: Reading 2 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Big green bananas Time line images Differentiate with support a) Offering options, e.g. Is it a mango or a papaya? b) Say first letter sound, e.g. It’s a mmm; It’s a ppp c) Prompt with mime Lesson development EXPLOIT Circle time Sing a song Sounds activity Exploit activity 6* 1) Song: Apples and bananas (+ new version!) 2) Flashcards (fruit) 3) Word cards and letter cards 4) Dice / counters for glory game OR Handa’s surprise board game** 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 ** Handa’s surprise board game would work well here. See resources documentation.
84 TOPIC My fruit 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 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.1 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Big green bananas Time line images Differentiate with support a) Offering options, e.g. Is it a mango or a papaya? b) Say first letter sound, e.g. It’s a mmm; It’s a ppp c) Prompt with mime Differentiate by 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 Exploit activity 5 Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Song: Apples and bananas (+ new version!) 2) flashcards (fruit) 3) Worksheets (My fruit minibook OR a Handa’s surprise worksheet) 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
85 SCHEME OF WORK: MY CLOTHES(5+) PRESCHOOL TEACHERS TO CREATE OWN LESSON CONTENT TOPIC My clothes LESSONS 1 - 8 MAIN SKILL(S) FOCUS: CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS
86 SCHEME OF WORK: MY WORLD WILD ANIMALS (5+) PRESCHOOL TEACHERS TO CREATE OWN LESSON CONTENT TOPIC My clothes LESSONS 1 - 8 MAIN SKILL(S) FOCUS: CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS
87 SCHEME OF WORK: MY WORLD MALAYSIA (5+) TOPIC My World Malaysia 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week 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 Encounter activity 3 (use ASL signs) ** Pre-rhyme activity Say a rhyme Encounter activity 5 1) Flashcards (6 landscapes) 2) ASL signs 3) Rhyme: Rain on the green grass 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 **Associate actions like playing, reading and writing, eating, wash hands and jumping to aid the memorisation of the actions in this topic.
88 PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE TOPIC My World Malaysia LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Rhyme: Rain on the green grass 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 Encounter activity 3 (ASL signs) Engage activity 1 Engage activity 2 Engage activity 3 Engage activity 4 1) Flashcards (7 landscapes) 2) ASL signs 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
89 TOPIC My World Malaysia 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 1.3.6 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Rhyme: Rain on the green grass Time line images Differentiate with support a) Offering options, e.g. Is it a mountain or is it a hill? b) Say first letter sound, e.g. It’s a mmm; It’s a hhh c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Remembering activity 2 Encounter 3 (ASL signs) Engage activity 3 Engage activity 4 Pre-song activity Sing a song Engage activity 5 1) Flashcards (8 landscapes) 2) ASL Signs 3) Song: I love the mountains 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
90 TOPIC My World Malaysia 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 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.2.6 BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.1 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Rain on the green grass Time line images Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Differentiate with support a) Offering options, e.g. Is it a mountain or is it a hill? b) Say first letter sound, e.g. It’s a mmm; It’s a hhh c) Prompt with mime Differentiate by time a) Allow child longer to finish b) Set up activities for fast finishers Lesson development ENGAGE Circle time Remembering activity 2 Sing a song Engage activity 4 Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Flashcards (9 landscape) 2) Song: I love the mountains 3) Worksheets (My favourite part of Malaysia) 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
91 TOPIC My World Malaysia 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.2.7 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 1.3.5 BI 2.1.1 BI 2.1.2 BI 2.1.3 BI 2.2.5 BI 2.3.3 (BI 2.4 +4 standards) Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Rain on the green grass Time line images Differentiate with support a) Offering options, e.g. Is it a mountain or is it a hill? b) Say first letter sound, e.g. It’s a mmm; It’s a hhh c) Prompt with mime Differentiate by outcome – allow children to respond to the topic in different ways: a) by miming only b) by mouthing the new language c) by repeating the new language after or with you Lesson development ENGAGE Circle time Sing a song Post song activity - expansion Story book pre-listening 1 Story book reading Story book post listening 1 Engage activity 5 1) Song: I love the mountains 2) Story book (topic related - landscape) 3) Flashcards (landscape) 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
92 TOPIC My World Malaysia 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 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.2.7 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 1.3.5 BI 1.3.6 BI 2.1 (+4 standards) BI 2.2.5 BI 2.2.6 BI 2.2.7 BI 2.3.3 BI 2.3.4 BI 2.3.5 BI 2.4.2 BI 2.4.3 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Rain on the green grass Time line images Differentiate with support a) Offering options, e.g. Is it a mountain or is it a hill? b) Say first letter sound, e.g. It’s a mmm; It’s a hhh c) Prompt with mime Lesson development ENGAGE/EXPLOIT Circle time Sing a song Story book pre-listening 2 Story book reading Story book post listening 2 Engage activity 8 Exploit activity 5 1) Song: I love the mountains (+ new version) 2) Story book (topic related - landscape) 3) Flashcards (landscape) 4) Word cards 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
93 TOPIC My World Malaysia LESSON 7 MAIN SKILL(S) FOCUS: Reading 2 CONTENT STANDARD(S) LEARNING STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES TEACHERS’ NOTES / REMARKS BI 1.1 Listen to and identify sounds BI 1.2 Listen and respond appropriately BI 1.3 Listen, understand and respond in a variety of contexts BI 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 1.3.6 BI 2.2.5 BI 2.3.3 BI 2.3.4 BI 2.3.5 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Rain on the green grass Time line images Differentiate with support a) Offering options, e.g. Is it a mountain or is it a hill? b) Say first letter sound, e.g. It’s a mmm; It’s a hhh c) Prompt with mime Lesson development EXPLOIT Circle time Sing a song Role play the story OR Role play ‘We´re going to the beach’ Sounds activity 1) Song: I love the mountains (+ new version!) 2) Flashcards (landscape) 3) Word cards and letter cards 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
94 TOPIC My world Malaysia 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 2.2 Apply sounds of letters to recognise words BI 2.3 Demonstrate understanding of a variety of texts in the form of print and digital materials BI 3.1 Develop prewriting skills BI 3.2 Develop early writing skills BI 1.1.2 (ii) voice sounds (iii) rhythm and rhyme (iv) alliteration BI 1.1.3 BI 1.2.6 BI 1.3.2 BI 1.3.3 BI 1.3.4 BI 2.2.5 BI 2.3.3 (BI 3.1 +4 standards) BI 3.2.5 BI 3.2.6 BI 3.2.7 BI 3.2.8 Pre-lesson routines Opening time Greetings and a hello song Register Emotions routine Weather routine Days of the week routine Say a rhyme English today (Puppet) Hello song Class register Weather chart Rhyme: Rain on the green grass Time line images Differentiate with support a) Offering options, e.g. Is it a mountain or is it a hill? b) Say first letter sound, e.g. It’s a mmm; It’s a hhh c) Prompt with mime Differentiate by 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 Role play Set up table time Table time Transition chant Manual activity Tidy up Show and tell 1) Song: I love the mountains (+ new version) 2) Flashcards (landscape) 3) Word cards 4) Worksheets (my journey) 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
SCHEMES OF WORK TEACHER SUPPORT DOCUMENT
97 Contents ....................................................................................................................................... ..................................................................................................... ............................................................................................................................... ........................................................................................................... .................................................................................................... 1. Overview of the Schemes of Work and Documentation List ........................................................................ 1. Encounter Activities 98 2. Games and game-like activities and the EEE (Encounter, Engage and Exploit) Model ....................... 100 105 3. Engage Activities: Individual Response 107 4. Exploit Activities.............................................................................................................................................112 3. Remembering activities ....................................................................................................................................116 4. Routines..............................................................................................................................................................118 5. Songs, rhymes and chants ..............................................................................................................................121 6. Stories and storytelling .....................................................................................................................................123 7. Early literacy development 126 8. Visual, auditory and kinaesthetic learning .....................................................................................................130 9. English today time line and reflections 133 10. Differentiation activities ..................................................................................................................................135 11. Appendix: Time Line Images (Examples) 137 102 2. Engage Activities: Choral Repetition..........................................................................................................
98 1. Overview of the Schemes of Work and Documentation List The purpose of this Teacher Support Document is to provide teachers with the necessary information and guidance to deliver lessons using the provided Schemes of Work and syllabus. This document will not only give teachers detailed information on the specific lesson procedures to be followed within the Schemes of Work (see Sections 2 – 6), but also offer teachers more general pedagogical support and hopefully contribute to on-going professional development (see Sections 7 – 10). In conjunction with this Teacher Development Document, there are: Schemes of Work for Preschool 4+ and Preschool 5+ various support materials for teachers syllabus document. TheSchemes of Work have been divided into eight topic areas for 4+,(e.g. my weather, my classroom, my body) and eight topic areas for 5+, (e.g. my school, my world, my clothes).Full details of the selected topics and the accompanyingtarget lexical items and language structures (both productive and receptive) can be found within the 4+ and 5+ syllabus document. The 5+ syllabus document also provides three additional topic areas (i.e. transport, my town and occupations) that teachers may wish to use. Each topic consists of eight lessons with each lesson lasting a total of 30 minutes. Each topic therefore will cover a total of 4 hours (8 lessons x 30 minutes). The eight topic lessons are broken down into the following lesson types: Lesson 1: Listening Lesson 2: Listening and Speaking 1 Lesson 3: Listening and Speaking 2 Lesson 4: Listening and Speaking 3 Lesson 5: Listening and Speaking 4 Lesson 6: Reading 1 Lesson 7: Reading 2 Lesson 8: Reading and Writing The Scheme of Work provides teachers with lesson outlines for four of the eight topic areas. Each of these four topic areas are accompanied by a set of support materials which teachers can use or adapt according to their local context. Teachers will be required to create lesson outlines/lesson plans for the remaining four topic areas. The lesson outlines are based on the ‘EEE model’ of Encounter, Engage and Exploit. Full details of this EEE model can be found belowin Section 2 of this document (see p.6 – p.20). Each lesson is divided into 3 stages: Pre-lesson routines (see Section 4) Lesson development (see Section 2) Post-lesson routines (see Section 4) Each of the lesson outlines will show teachers which activities are to be used for each stage of the lesson. For example, the Lesson development stage will include a number of Encounter, Engage and Exploit activities. Full details of these activities can be found in Section 2 of this document. Also included within each of the lesson outlines are suggested materials and additional resources that teachers may wish to use and/or adapt.