TEACHER'S KIT (SOW)

KSPK

English Language

Teach1 er’s Kit

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PRESCHOOL
ENGLISH LANGUAGE COMPONENT

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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
BI 1.0 LISTENING AND SPEAKING SKILLS 4+ 5+

BI 1.1 Listen to and identify Pupils can: Pupils can:
sounds
BI 1.1.1 Listen to and identify common BI 1.1.2 Listen to and respond to stimulus
sounds in the environment given:
(i) environmental sounds
(ii) voice sounds
(iii) rhythm and rhyme
(iv) alliteration

BI 1.1.3 Listen to and identify rhymes in
nursery rhymes and songs

BI 1.2 Listen to and respond Pupils can: Pupils can:
appropriately
BI 1.2.1 Listen to and recite nursery BI 1.2.6 Listen to and recite poems and
rhymes rhymes

BI 1.2.2 Listen to and sing songs BI 1.2.7 Listen to, enjoy and respond to
BI 1.2.3 Listen to and repeat greetings stories

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CONTENT STANDARD LEARNING STANDARD
4+ 5+

BI 1.2.4 Listen to and follow simple
instructions

BI 1.2.5 Listen to and enjoy simple stories

BI 1.3 Listen, understand and Pupils can: Pupils can:
respond in a variety of
contexts BI 1.3.1 Participate politely in daily BI 1.3.2 Name favourite things and
conversations to: activities
(i) exchange greetings
(ii) show appreciation BI 1.3.3 Listen to and respond to oral texts
(iii) introduce oneself
(iv) express feelings BI 1.3.4 Participate in talk about familiar
(v) make simple requests activities and experiences

BI 1.3.5 Participate in talk about stories
heard

BI 1.3.6 Participate in role play about
familiar daily situations

BI 2.0 READING SKILLS Pupils can: Children who start preschool at 5+ will develop
BI 2.1.1 Handle books carefully book handling skills learning standards of
BI 2.1 Show appropriate book children who started preschool at 4+.
handling skills
Children who started preschool at 4+ will
BI 2.1.2 Recognise the basic features of a continue to receive appropriate support and
book challenge in book handling skills.

BI 2.1.3 Read print in the correct manner:
(i) left to right
(ii) top to bottom
(iii) distance between eyes and

the book

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CONTENT STANDARD LEARNING STANDARD

4+ 5+

BI 2.1.4 Show awareness that print
conveys meaning by doing
pretend reading

BI 2.2 Apply sounds of letters to Pupils can: Pupils can:
recognise words
BI 2.2.1 Recognise letters of the alphabet BI 2.2.5 Recognise and sound out letters
by their: of the alphabet
(i) shape
(ii) name BI 2.2.6 Recognise and sound out initial,
medial and ending sounds in a
BI 2.2.2 Recognise small letters of the word
alphabet

BI 2.2.7 Blend phonemes (sounds) to form
single syllable words
BI 2.2.3 Recognise capital letters of the
alphabet

BI 2.2.4 Name letters of the alphabet

BI 2.3 Demonstrate Pupils can: Pupils can:
understanding of a
variety of texts in the BI 2.3.1 Recognise and read logos and BI 2.3.3 Recognise and read high
form of print and non- signs frequency/sight words
print materials
BI 2.3.2 Read familiar words printed in the BI 2.3.4 Read simple phrases
surroundings Read simple sentences

BI 2.3.5

BI 2.4 Develop interest in Pupils can: Pupils can:
reading independently for BI 2.4.2 Read texts independently
information and BI 2.4.1 Recognise and name objects or
enjoyment people in pictures BI 2.4.3 Read and respond to texts read

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CONTENT STANDARD LEARNING STANDARD
BI 3.0 WRITING SKILLS 4+ 5+

BI 3.1 Develop prewriting skills Pupils can: Children who start preschool at 5+ will focus on
prewriting skills learning standards of children
BI 3.1.1 Demonstrate fine motor control of who started preschool at 4+.
hands and fingers by using writing
tools correctly Children who started preschool at 4+ will
continue to receive appropriate support and
BI 3.1.2 Demonstrate correct posture and challenge in prewriting skills.
pen hold grip

BI 3.1.3 Develop hand-eye coordination
through scribbling, drawing lines
and patterns

BI 3.2 Develop writing skills Pupils can: Pupils can:

BI 3.2.1 Write recognisable letters BI 3.2.5 Copy simple phrases in legible
BI 3.2.2 print
BI 3.2.3 Copy and write small letters BI 3.2.6
BI 3.2.4 legibly Copy familiar simple sentences in
legible print
Copy and write capital letters BI 3.2.7
legibly Communicate ideas and
information by using drawing,
Copy familiar words in legible print marks, symbols and writing with
invented spelling

BI 3.2.8 Write familiar words and phrases
in legible print

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Suggested Word List According To Rimes (Basic Phonics)

Rime Word List Rime Word List
- at cat, mat, sat, pat, bat, fat, rat, hat - og
- ap cap, lap, map, tap, nap - et dog, jog, log
- an fan, man, can, pan, van - en
- am jam, yam, ram - ed jet, wet, net, pet
- in bin, fin, pin, tin, win - eg
- ip dip, sip, lip, zip, hip - ut hen, pen, ten, men
- it hit, kit, pit, sit - un
- ig big, dig, fig, wig - um bed, red
- ag bag, rag, tag, wag - ack
- ad mad, sad, pad, bad - ick leg, peg
- ot cot, dot, hot, not, pot - ock
- op hop, mop, pop, top - ill cut, hut, nut
- od cod, god, nod, pod, rod - ell
bun, fun, gun, run, sun

gum, hum, mum

back, pack, rack, sack

tick, sick, lick, pick, quick

sock, lock, rock

fill, ill, pill, hill, bill

bell, tell, well, yell, sell

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Suggested High Frequency Words

the of for my so your
and it at her go put
was his out no too
a you that this do here
to they with have me an
said on we went very am
in she can be get yes
he is are like got did
I

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

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PRESCHOOL ENGLISH LANGUAGE
SYLLABUS

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1. Overview

The syllabus for 4+ and 5+ has been devised around topics which fall 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 word lists 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 expected that 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.

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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 English in 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.

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Suggestions for 4+ Syllabus

Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
Introduction songs
Me
girl, boy Hello, my name’s … What’s your name? Hello song I feel angry
1. My weather Hello, my name is … What is your name? Goodbye song (Brian Moses)
teacher, students I’m a (girl). How are you? Ring a ring a roses
2. My colours How old are you?
happy, calm, sad, angry, I am a (girl). How do you feel? Additional:
3. My scared, surprised I’m fine thank you! How many (girls) are there? If you’re happy and you
classroom Sit down!
one, two, three, four, five I am fine thank you! Stand up! know it.
I’m (four). / I’m (happy). Line up!
I am special
I am (four). / I am (happy). What’s the weather like?
What is the weather like?
Five Is it (rainy)?
How many (girls) are there?
hot, warm, cool, cold It’s (stormy) today. What weather do you like? I hear thunder Tap, tap, boom, boom
It is (stormy) today. One little, two little, three (Elisabeth Bluemle)
rainy, windy, cloudy, sunny, (Six) girls little rain clouds
stormy, hazy I like sunny weather. Rain
(Linda Ashman)

six, seven, eight, nine, ten

red, orange, yellow, green, It’s (blue). What colour is it? I can sing a rainbow Brown bear, brown bear,
blue, purple, pink, black, It is (blue). What’s your favourite colour? Roses are red what do you see?
brown, white Here! (Bill Martin Jr & Eric Carle)
Is it (blue)? What is your favourite colour?
Yes, it is. Where’s the (blue) …? Pete the Cat: I love my
No, it isn’t. Where is the (blue) …? white shoes
No, it is not. (Eric Litwin & James Dean)

table, chair, board, window, A (pencil) What’s this? Wind the bobbin up Foxy
door, bin, box, pencil, It’s (my pencil). What is this? Bits of paper (Emma Dodd)
crayon Whose (pencil) is this?
It is (my pencil). What colour is it?
It’s a (blue pencil). How many (crayons) are
there?
It is a (blue pencil).

There are (five crayons).

Is it a (pencil)?

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Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
4. My family songs
5. My face
mother, father, brother, This is my (family). Who is it? Father finger A mother for Choco
6. My body sister, grandmother, It’s my (brother). Rain, rain, go away… (Keiko Kasza)
grandfather, baby Whose brother is it?
7. My toys It is my (brother).
I’ve got (one brother). Have you got any brothers and

I have got (one brother). sisters?
Where’s your mother?
Here! Where is your mother?

I love my (mother).

Is it your (mother)?

hair, face, ears, nose, eyes, My (nose) What’s this? Two little ears My nose, your nose
mouth, lips, skin, hands I’ve got (brown eyes). What is this? I like the me I see (Melanie Walsh)
What colour are (your / his /
long, short, dark, light I have got (brown eyes). her) eyes? Additional:
I’ve got (long hair). Who’s got (brown) eyes? One little finger
Who has got (brown) eyes?
I have got (long hair). Who is it?
She’s got …
She has got …
He’s got …
He has got …

head, body, arms, legs, My (body) What’s this? One finger, one thumb Hands are not for hitting
hands, feet, fingers, toes I’ve got (two arms). What is this? Hokey Cokey / Hokey (Martine Agassi)
How many (legs) have you Pokey
jump, run, hop, clap, skip I have got (two arms). got? From head to toe
Can you (jump)? Additional: (Eric Carle)
Yes, I can! What can you do? Head shoulders knees and
No, I can’t! toes

No, I cannot.

I can (jump).
I can’t (skip).

I cannot (skip).

car, train, doll, teddy, ball, A (car) What is it? Teddy bear, teddy bear Just like Jasper
puzzle, computer game, It’s my (car). Whose car is this? I’ve got a ball (Nick Butterworth and Mick
marbles, spinning top. How many (cars) have you Inkpen)
It is my (car). got?
I’ve got (one car). How many (cars) are there? Not a box
(Antoinette Portis)
I have got (one car).

There are (five cars).

Can I play please?

Yes, you can!

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Suggestions for 5+ Syllabus

Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
Introduction songs
Me What is your name?
Revisions: Hello, my name’s … How are you? Here we go round the (Revisit favourite stories
1. My school girl, boy, teacher, student Hello, my name is … How do you feel? mulberry bush from 4+)
I’m a (girl). How old are you?
happy, calm, sad, angry, How many (girls) are there? One for sorrow Seven Blind Mice
scared, surprised I am a (girl). What’s your favourite colour? (Ed Young)
I’m fine thank you. What is your favourite colour? 1, 2, 3 4, 5 once I caught a
one, two, three, four, five, What’s the weather like? fish alive
six, seven, eight, nine, ten I am fine thank you. What is the weather like?
I’m (five). What day is it today?
red, orange, yellow, green,
blue, purple, pink, black, I am (five).
brown, white
I feel (happy).
hot, warm, cool, cold, rainy,
windy, cloudy, sunny, Five
stormy It’s (blue).

New: It is (blue).
Monday, Tuesday, It’s (sunny).
Wednesday, Thursday,
Friday, Saturday, Sunday It is (sunny).
It’s (Monday).

It is (Monday).

Is it (blue)?

Yes, it is.
No, it isn’t.

No, it is not.

playground, classroom, It’s the (dining room). Where is it? Washing hands Pete the Cat: Rocking in his
field, dining room, toilet Where’s (Sarah)? Playing in the playground school shoes
It is the (dining room). (Eric Litwin & James Dean)
playing, laughing, eating, Where is (Sarah)?
washing, jumping, writing, In the (classroom).
reading I’m (playing). What are you doing?
What’s (Sarah) doing?
I am (playing).
She’s (playing). What is (Sarah) doing?

She is (playing).
He’s (playing).

He is (playing).

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Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
2. My world songs
Domestic
animals cat, dog, cow, rooster It’s a (cat). What colour is it? Old Macdonald Bark George
chicken, goat, sheep, pig, What’s it like? (Jules Feiffer)
3. My food duck It is a (cat). Hey diddle diddle
It’s got (four legs and a tail). What is it like? Horsey horsey don’t you
4. My fruit tail, beak, feathers, fur
It has got (four legs and a stop
5. My clothes
tail).
It’s (black and white).

It is (black and white).

What is it?

rice, prawns, fish, chicken, It’s (rice). What’s your favourite food? Muffin man The little red hen
beef, coconut, curry, It is (rice). What is your favourite food? Hot cross buns (traditional)
vegetables, fruit, bread, I like (rice). Do you like (rice)?
milk My favourite is (coconut). I walked through the jungle The very hungry caterpillar
Yes, I do./ No, I don’t. What’s your favourite fruit? Apples and bananas (Eric Carle)
apple, banana, orange, Yes, I do./ No, I do not. What is your favourite fruit?
papaya, watermelon, I like (rice). Do you like (mangoes)? Handa’s surprise
pineapple, mango, guava, What is it? What’s it like? (Eileen Browne)
starfruit What is it like?
It’s (a banana). Diddle, diddle dumpling Caps for sale
soft, hard, sweet, sour It is (a banana). Whose (shirt) is this? 1, 2 buckle your shoe (Traditional)
I like (bananas). What colour is it?
headscarf, hat/cap, skirt, My favourite is (starfruit). What have you got? Blue hat, green hat
dress, t-shirt, shirt, Yes, I do./ No, I don’t. Put on …! (Sandra Boynton)
trousers, shorts, sandals, Yes, I do./ No, I do not. Take off …!
shoes, socks It is (sour). Froggy gets dressed
What is it? (Jonathon London & Frank
Remkiewicz)
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?

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Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
songs
6. My world monkey, lizard, parrot,
Wild animals elephant, tiger, leopard, It’s a (tiger). What’s it like? Five little monkeys Z is for Moose
anteater, whale, bear, What is it like? An elephant walks like this (Kelly Bingham & Paul
crocodile It is a (tiger). What colour is it? and that Zelinsky)
Is it (big)?
claws, teeth, big, small What is it?
It’s got (claws and teeth). Dear Zoo
(Rod Cambell)
It has got (claws and teeth).
It’s (black and orange).

It is (black and orange).

Good Night Gorilla
(Peggy Rathmann)

7. My world hill, mountain, lake, river, What is it? Where do we live? I like the flowers We’re going on a bear hunt
Malaysia ocean, forest, tree, rock, It’s a (mountain). Where do whales live? (Michael Rosen & Helen
sand, grass It is a (mountain). The bear went over the Oxenbury)

up, down, in, on, near (Near) the (mountain) mountain
She’ll be coming round the
(In) the (ocean)
mountain when she comes

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Additional topics for 5+

Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
8. Transport songs
How did you come to school
9. My town car, taxi, bus, plane, boat, By (car) today? The wheels on the bus Freight train
ship, lorry, bike, trishaw, How can we get to(the (Donald Crews)
motorbike, van On land mountains) Row, row row your boat
How do you like travelling? The big ship sails… We all go travelling by
air, water, land In the (air) (Sheena Roberts &
It’s a slow bus. Siobhan Bell)
fast, slow It is a slow bus.

I like travelling by (boat).

place of worship (church, It’s a café. Tell me about your town / city Here’s the church Nana in the City
mosque, temple)shop, It is a café. How many (shops) are there? The Grocer’s shop (Lauren Castillo)
garage, police station, post There’s a (park).
office, square, café, park There is a (park). Five currant buns
There are three cafés.
Where is the (café)?
Over there!
Where is (Sarah)?
In the (shop)

10.Occupations teacher, nurse, doctor, I want to be a (chef). What does your (father) do? Pat a cake, pat a cake Clothes line - clues to the
police officer, housewife, He’s a (doctor). What do you want to be when 5 little monkeys jumping on jobs people do
shopkeeper, dancer, you grow up? the bed! (Kathryn Leing& Andy R
soldier, chef/ baker He is a (doctor). Davis)
She’s a (teacher).

She is a (teacher).

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SCHEME OF WORK
PRESCHOOL YEAR 4+

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TOPIC Introduction LESSON SCHEME OF WORK: INTRODUCTION (4+)
1 MAIN SKILL(S) FOCUS: Listening

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD (S) REFERENCES STRATEGIES REMARKS

BI 1.2 BI 1.2.2 Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen and respond BI 1.2.3 Opening time Class register children to respond to the new
appropriately BI 1.2.4  Greetings Time line images topic in different ways:
 [Introduce puppet] a) by miming only
BI 1.3 BI 1.3.1  Register b) by mouthing** the new
Listen, understand and i) exchange greetings  English today
respond in a variety of iii) introduce oneself language
contexts c) by repeating the new

language after or with you

Lesson development 1) Song: [a hello song]
ENCOUNTER
Circle time 2) Flashcards of boy, girl,
 Pre-song activity
 Sing song teacher, students
 Encounter activity 1 (instructions – stand up /
 Encounter activity 2
 Encounter activity 4 sit down)
 Sing song (in groups boys, girls and

students)

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Pre-song activity
 Sing 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

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TOPIC Introduction LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) REFERENCES STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate by outcome – allow
Listen and respond BI 1.2.2  Greetings and a hello song Hello song children to respond to the new
appropriately BI 1.2.3  Register Class register topic in different ways:
BI 1.2.4  English today Time line images a) by miming only
b) by mouthing the new
BI 1.3 BI 1.3.1 (i), (iii) Lesson development
Listen, understand and ENCOUNTER/ENGAGE language
respond in a variety of Circle time c) by repeating the new
contexts  Remembering activity 1
 Encounter activity 2 language after or with you
 Pre-rhyme activity
 Sing / Recite rhyme 1) Flashcards (boy, girl,
 Engage activity 1
 Engage activity 2 teacher, student)
 Counting boys and girls 2) Rhyme – Ring a ring o’

Post-lesson routines roses
Closing time
 Reflecting on learning 3) Dice
 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

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TOPIC Introduction LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) REFERENCES STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.2  Greetings and a hello song Hello song a) Offering options, e.g.
appropriately BI 1.2.3  Register Class register
BI 1.2.4  English today Time line images Are you happy or
surprised?
BI 1.3 BI 1.3.1 Lesson development 1) Flashcards (boy, girl, b) Say first letter sound, e.g.
Listen, understand and i) exchange greetings ENCOUNTER/ENGAGE teacher, students) It’s sss; It’s ccc
respond in a variety of ii) introduce oneself Circle time 2) Rhyme – Ring a ring o’ c) Prompt with mime
contexts iv) express feelings  Remembering activity 2 roses
 Sing / Recite rhyme 3) Flashcards (happy, Differentiate by outcome – allow
 Encounter activity 1 (emotions) sad, calm, angry, scared, children to respond to the topic
 Encounter activity 2 (emotions) surprised) in different ways:
 Encounter activity 3 (emotions) a) by miming only
 Encounter activity 4 (emotions) b) by mouthing the new

language
c) by repeating the new

language after or with you

Post-lesson routines Time line images
Closing time Goodbye song

 Reflecting on learning
 Goodbye and song

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

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TOPIC Introduction LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) REFERENCES STRATEGIES REMARKS

BI 1.2 BI 1.2.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen and respond BI 1.2.2 Opening time Hello song children to respond to the topic
appropriately BI 1.2.3  Greetings and a hello song Class register in different ways:
BI 1.2.4  Register Time line images a) by miming only
 English today b) by mouthing the new

BI 1.3 BI 1.3.1 Lesson development language
Listen, understand and i) exchange greetings ENCOUNTER/ENGAGE c) by repeating the new
respond in a variety of iii) introduce oneself Circle time
contexts iv) express feelings  Sing / Recite rhyme language after or with you
 Remembering activity 1 (emotions)
 Engage activity 1 (emotions) 1)Rhyme: Ring a ring o’ Differentiate with support
 Engage activity 2 (emotions) roses a) Offering options, e.g.
 Encounter activity 3 (emotions) 2) Flashcards (emotions)
 Engage activity 4 (emotions) Are you happy or
surprised?
b) Say first letter sound, e.g.
It’s sss; It’s ccc
c) Prompt with mime

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

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

24

TOPIC Introduction LESSON 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS

BI 1.2 BI 1.2.1 Pre-lesson routines (Puppet) Differentiate with support
Listen and respond BI 1.2.2 Opening time Hello song
appropriately BI 1.2.3  Greetings and a hello song Class register a) Offering options, e.g.
BI 1.2.4  Register Time line images Are you happy or
 English today surprised?
BI 1.3 BI 1.3.1
Listen, understand and i) exchange greetings Lesson development b) Say first letter sound, e.g.
respond in a variety of iii) introduce oneself ENGAGE It’s sss; It’s ccc
contexts iv) express feelings Circle time
 Sing / Recite rhyme c) Prompt with mime
 Remembering activity 2
BI 3.1 BI 3.1.1 1) Rhyme: Ring a ring o’ roses Differentiate by outcome – allow
Develop prewriting skills BI 3.1.2 (emotions) 2) Flashcards (emotions) children to respond to the topic
 Engage activity 1 (emotions) 3) Worksheets (How do you feel in different ways:
BI 3.2 BI 3.2.1  Engage activity 2 (emotions) today?) a) by miming only
Develop early writing BI 3.2.2  Set up table time b) by mouthing the new
skills BI 3.2.3
BI 3.2.4 Table time language
 Transition chant c) by repeating the new
 Manual activity
 Tidy up language after or with you
 Show and tell
Differentiate by time
a) Allow child longer to finish
b) Set up activities for fast

finishers

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

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

25

TOPIC Introduction LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.2  Greetings and a hello song
appropriately BI 1.2.3  Register Hello song a) Offering options, e.g.
BI 1.2.4  English today Are you happy or
BI 1.2.5  Sing / Recite rhyme Class register surprised?

Time line images b) Say first letter sound, e.g.
Rhyme: Ring a ring o’ roses It’s sss; It’s ccc

c) Prompt with mime

BI 1.3 BI 1.3.1 Lesson development
Listen, understand and i) exchange greetings ENGAGE
respond in a variety of iii) introduce oneself Circle time
contexts iv) express feelings
 Story book pre-listening 1
BI 2.1 BI 2.1.2  Story book reading 1) Story book (with a connection
 Story book post listening 1 to emotions)
Show appropriate book  Engage activity 6 2) Flashcards (emotions)
 Calm breathing activity 3) Calm breathing activity
handling skills  Engage activity 5

BI 2.4 BI 2.4.1
Develop interest in
reading independently Post-lesson routines
for information and Closing time
enjoyment
 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 7 MAIN SKILL(S) FOCUS: Reading 2

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.2  Greetings and a hello song
appropriately BI 1.2.3  Register Hello song a) Offering options, e.g.
BI 1.2.4  English today Are you happy or
BI 1.3 BI 1.2.5  Sing / Recite rhyme Class register surprised?
Listen, understand and
respond in a variety of BI 1.3.1 Time line images b) Say first letter sound, e.g.
contexts i) exchange greetings Rhyme: Ring a ring o’ roses It’s sss; It’s ccc
iii) introduce oneself
iv) express feelings c) Prompt with mime

BI 2.2 BI 2.2.1 Lesson development 1) Story book (with a connection
ENGAGE/EXPLOIT to emotions)
Apply sounds of letters BI 2.2.2 Circle time 2) Flashcards (emotions)
 Story book pre-listening 3) Alphabet visuals
to recognise words BI 2.2.3  Story book reading 4) Word cards (topic +)
 Story book post listening
BI 2.3 BI 2.3.2  Exploit 1 Time line images
Demonstrate  Calm breathing activity Goodbye song
understanding of a  Alphabet activity
variety of texts in the  Engage activity 5
form of print and digital
materials Post-lesson routines
Closing time
 Reflecting on learning
 Goodbye and song

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

27

TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.2  Greetings and a hello song Hello song a) Offering options, e.g.
appropriately BI 1.2.3  Register Class register
BI 1.2.4  English today Time line images Are you happy or
BI 1.2.5  Sing / Recite rhyme Rhyme: Ring a ring o’ roses surprised?
b) Say first letter sound, e.g.
BI 1.3 BI 1.3.1 Lesson development 1) Flashcards (happy, sad, It’s sss; It’s ccc
Listen, understand and i) exchange greetings EXPLOIT calm, angry, scared, surprised) c) Prompt with mime
respond in a variety of iii) introduce oneself Circle time 2) Worksheets (Take 5
contexts iv) express feelings  Exploit activity 2 breathing activity – copy the Differentiate by learning
 Set up table time emotion word they feel) preferences
BI 2.3 BI 2.3.2 a) What medium to use, (e.g.
Demonstrate Table time
understanding of a BI 3.1.1  Transition chant crayon, paint, collage)
variety of texts in the BI 3.1.2  Manual activity b) Which hand to draw around
form of print and digital  Tidy up
materials BI 3.2.1  Show and tell (left or right)
BI 3.2.2
BI 3.1 BI 3.2.3 Differentiate by time
Develop prewriting BI 3.2.4 a) Allow child longer to finish
skills b) Set up activities for fast

BI 3.2 finishers
Develop early writing
skills Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

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

28

TOPIC My weather LESSON SCHEME OF WORK: THE WEATHER (4+)
1 MAIN SKILL(S) FOCUS: Listening

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify Opening time Hello song children to respond to the new
sounds BI 1.2.1  Greetings and a hello song Class register topic in different ways:
BI 1.2.2  Register Emotions flashcards a) by miming only
BI 1.2 BI 1.2.3  Emotions routine Song: I hear thunder b) by mouthing the new
Listen and respond BI 1.2.4  Sing a song Time line
appropriately  English today language
c) by repeating the new

language after or with you

BI 1.3 BI 1.3.1 Lesson development 1) Flashcards of weather
Listen, understand and i) exchange greetings ENCOUNTER (Hot, rainy, windy, cloudy,
respond in a variety of ii) introduce oneself Circle time sunny, stormy - additional
contexts iv) express feelings  Encounter activity 1 images of thunder, lightning)
 Encounter activity 2 2) Sound files of rain, wind and
 Encounter activity 3 thunder
 Listen! What can you hear? 3) Song: I hear thunder

(with weather sounds)
 Pre-song activity:
 Sing a Song (I hear thunder)
 Encounter activity 5

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

29

TOPIC My weather LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.1 BI 1.1.1 Opening time Differentiate by outcome – allow
Listen to and identify  Greetings and a hello song children to respond to the new
sounds  Register (Puppet) topic in different ways:
 Emotions routine Hello song a) by miming only
BI 1.2 BI 1.2.1  Sing a song Class register b) by mouthing the new
Listen and respond BI 1.2.2  English today Emotions flashcards
appropriately BI 1.2.3 Song: I hear thunder language
BI 1.2.4 Lesson development Time line c) by repeating the new
ENGAGE
Circle time language after or with you
 Remembering activity 1
BI 1.3 BI 1.3.1  Engage activity 1 1) Flashcards of weather
Listen, understand and i) exchange greetings  Engage activity 2 (Hot, rainy, windy, cloudy,
respond in a variety of ii) introduce oneself  Engage activity 3 sunny, stormy, warm, cool,
contexts iv) express feelings  Engage activity 5 cold,)

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

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

30

TOPIC My weather LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.1 BI 1.1.1 Opening time Differentiate with support
Listen to and identify  Greetings and a hello song a) Offering options, e.g.
sounds  Register (Puppet)
 Emotions routine Hello song Is it sunny or is it rainy?
BI 1.2 BI 1.2.1  Sing a song Class register b) Say first letter sound, e.g.
Listen and respond BI 1.2.2  English today Emotions flashcards
appropriately BI 1.2.3 Song: I hear thunder It’s sss; It’s rrr
BI 1.2.4 Lesson development Time line c) Prompt with mime
ENGAGE
BI 1.3 BI 1.3.1 Circle time 1) Flashcards of weather Differentiate by outcome – allow
Listen, understand and i) exchange greetings  Remembering activity 2 (Hot, rainy, windy, cloudy, children to respond to the topic
respond in a variety of ii) introduce oneself  Introduce weather routine sunny, stormy, warm, cool, cold) in different ways:
contexts iv) express feelings  Encounter activity 3 2) A weather chart for the a) by miming only
 Acting out ‘I hear thunder’ weather routine b) by mouthing the new
3) Objects to make sounds that
with child made sounds represent rain and thunder e.g. language
 Engage activity 5 rice in plastic containers, sheets c) by repeating the new
of card
4) Song: I hear thunder language after or with you

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and 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 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.1 BI 1.1.1 Opening time Differentiate by outcome – allow
Listen to and identify  Greetings and a hello song children to respond to the topic
sounds  Register (Puppet) in different ways:
 Emotions routine Hello song a) by miming only
BI 1.2 BI 1.2.1  Weather routine Class register b) by mouthing the new
Listen and respond BI 1.2.2  English today Emotions flashcards
appropriately BI 1.2.3 Weather chart language
BI 1.2.4 Time line c) by repeating the new

language after or with you

BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and
respond in a variety of Lesson development 1) Flashcards of weather Differentiate with support
contexts ENGAGE a) Offering options, e.g.
Circle time (Hot, rainy, windy, cloudy,
BI 3.1 BI 3.1.1  Remembering activity 2 Is it sunny or is it rainy?
Develop prewriting skills BI 3.1.2  Engage activity 3 sunny, stormy, warm, cool, cold) b) Say first letter sound, e.g.
BI 3.1.3  Song (I hear thunder)
BI 3.2  Set up table time 2) Objects to make sounds for It’s sss; It’s rrr
Develop early writing BI 3.2.1 c) Prompt with mime
skills BI 3.2.2 Table time song
BI 3.2.3  Transition chant 3) Worksheets (sequencing ‘I Differentiate by time
BI 3.2.4  Manual activity hear thunder’ song) a) Allow child longer to finish
 Tidy up b) Set up activities for fast
 Show and tell
finishers

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and 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 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.1 Pre-lesson routines Differentiate with support
Listen to and identify Opening time a) Offering options, e.g.
sounds  Greetings and a hello song (Puppet)
 Register Hello song Is it sunny or is it rainy?
BI 1.2 BI 1.2.1  Emotions routine Class register b) Say first letter sound, e.g.
Listen and respond BI 1.2.2  Weather routine Emotions flashcards
appropriately BI 1.2.3  Song (I hear thunder) Weather chart It’s sss; It’s rrr
BI 1.2.4  English today Objects to make sounds for c) Prompt with mime
song
BI 1.3 BI 1.3.1 (i), (ii), (iv) Lesson development Time line Differentiate by outcome – allow
Listen, understand and ENGAGE children to respond to the topic
respond in a variety of Circle time 1) Story book (with a connection in different ways:
contexts  Story book pre-listening to the weather) a) by miming only
 Story book reading 2) Flashcards of weather b) by mouthing the new
 Story book post listening (Hot, rainy, windy, cloudy,
 Engage activity 6 sunny, stormy, warm, cool, cold) language
 Engage activity 5 c) by repeating the new

language after or with you

BI 2.1 BI 2.1.2
Show appropriate book
handling skills

BI 2.2 BI 2.2.1 Post-lesson routines Time line images
Apply sounds of letters to BI 2.2.2 Closing time Goodbye song
recognise words BI 2.2.3  Reflecting on learning
BI 2.2.4  Goodbye and song
BI 2.3
Demonstrate BI 2.3.1
understanding of a BI 2.3.2
variety of texts in the
form of print and digital
materials

BI 2.4 BI 2.4.1
Develop interest in
reading independently
for information and
enjoyment

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

33

TOPIC My weather LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.1 Pre-lesson routines Differentiate with support
Listen to and identify Opening time a) Offering options, e.g.
sounds  Greetings and a hello song (Puppet)
 Register Hello song Is it sunny or is it rainy?
BI 1.2 BI 1.2.1  Emotions routine Class register
Listen and respond BI 1.2.2  Weather routine Emotions flashcards b) Say first letter sound, e.g.
appropriately BI 1.2.3  Song (I hear thunder) Weather chart It’s sss; It’s rrr
BI 1.2.4  English today Objects to make sounds for
song c) Prompt with mime
Time line

BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and
respond in a variety of Lesson development
contexts ENGAGE/EXPLOIT
Circle time
BI 2.1 BI 2.1.2 1) Song: Ten little rain clouds
Show appropriate book  Pre- song activity 2) Number flashcards 1-10
handling skills  Sing a song 2) Story book (with a connection
 Story book pre-listening 2 to the weather)
BI 2.2 BI 2.2.1  Story book reading 3) Weather flashcards
Apply sounds of letters BI 2.2.2  Story book post listening 2 (Hot, rainy, windy, cloudy,
to recognise words BI 2.2.3  Exploit 1 sunny, stormy, warm, cool, cold)
BI 2.2.4

BI 2.3 BI 2.3.1 Post-lesson routines Time line images
Demonstrate BI 2.3.2 Closing time Goodbye song
understanding of a  Reflecting on learning
variety of texts in the  Goodbye and song
form of print and digital
materials

BI 2.4 BI 2.4.1

Develop interest in

reading independently

for information and

enjoyment

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

34

TOPIC My weather LESSON 7 MAIN SKILL(S) FOCUS: Reading 2

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.2 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.3  Greetings and a hello song Hello song
appropriately BI 1.2.4  Register Class register a) Offering options, e.g.
BI 1.2.5  Emotions routine Emotions flashcards Is it sunny or is it rainy?
BI 1.3  Weather routine Weather chart
Listen, understand and BI 1.3.1 (i), (ii), (iv)  Song (I hear thunder) Objects to make sounds for b) Say first letter sound, e.g.
respond in a variety of  English today song It’s sss; It’s rrr
contexts Time line
c) Prompt with mime

BI 2.2 BI 2.2.1 Lesson development 1) Song: Ten little rain clouds
Apply sounds of letters BI 2.2.2. EXPLOIT 2) Flashcards of numbers 1 -10
to recognise words BI 2.2.3 Circle time 3) 55 card rain drops
BI 2.2.4  Sing a song 4) Flashcards (weather)
 Counting activity - clouds and 3) Alphabet visuals
BI 2.3 4) Word cards (topic +)
Demonstrate rain drops
understanding of a BI 2.3.2  Alphabet activity
variety of texts in the  Engage activity 5
form of print and digital
materials Post-lesson routines
Closing time
 Reflecting on learning Time line images
 Goodbye and song 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 8 MAIN SKILL(S) FOCUS: Reading and Writing

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.2  Greetings and a hello song Hello song a) Offering options, e.g.
appropriately BI 1.2.3  Register Class register
BI 1.2.4  Emotions routine Emotions flashcards Is it sunny or is it rainy?
BI 1.3  Weather routine Weather chart b) Say first letter sound, e.g.
Listen, understand and BI 1.3.1 (i), (ii), (iv)  One little rain cloud song Ten rain clouds
respond in a variety of  English today Time line It’s sss; It’s rrr
contexts c) Prompt with mime
Lesson development 1) Flashcards of weather
BI 2.3 BI 2.3.2 EXPLOIT (Hot, rainy, windy, cloudy, Differentiate by learning
Demonstrate Circle time sunny, stormy, warm, cool, cold) preferences
understanding of a BI 3.1.1  Exploit activity 2 2) Worksheets (My weather – a) What medium to use, e.g.
variety of texts in the BI 3.1.2  Set up table time children draw their favourite
form of print and digital BI 3.1.3 weather and copy the weather crayon, paint, collage
materials Table time word)
 Transition chant Differentiate by time
BI 3.1  Manual activity a) Allow child longer to finish
Develop prewriting  Tidy up b) Set up activities for fast
skills  Show and tell
finishers

BI 3.2 BI 3.2.1 Post-lesson routines Time line images
Develop early writing BI 3.2.2 Closing time Goodbye song
skills BI 3.2.3  Reflecting on learning
BI 3.2.4  Goodbye and song

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

36

TOPIC My colours LESSONS SCHEME OF WORK: MY COLOURS (4+)
1 MAIN SKILL(S) FOCUS: Listening

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.1 Listen to and BI 1.1.1 Opening time (Puppet) Differentiate by outcome – allow
identify sounds  Greetings and a hello song Hello song children to respond to the new
BI 1.2.1  Register Class register topic in different ways:
BI 1.2 Listen and BI 1.2.2  Emotions routine Emotions flashcards
respond appropriately BI 1.2.3  English today Time line images a) By miming only
BI 1.2.4 b) By mouthing the new
Lesson development 1) Song: A hello song
ENCOUNTER 2) Flashcards of colours language
Circle time c) By repeating the new
(red, orange, yellow, green,
 Pre-song activity blue, pink, black, brown, language after or with you
 Sing song white)
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Encounter activity 1
Listen, understand and  Encounter activity 3
respond in a variety of  Encounter activity 4
contexts

Post-lesson routines Time line images
Closing time Goodbye song

 Reflecting on learning
 Goodbye and 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

37

TOPIC My colours LESSONS 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.1 Listen to and BI 1.1.1 (Puppet) Differentiate by outcome – allow
identify sounds Opening time Hello song children to respond to the new
BI 1.2.1 Class register topic in different ways:
BI 1.2 Listen and BI 1.2.2  Greetings and a hello song Emotions flashcards
respond appropriately BI 1.2.3  Register Time line images a) By miming only
BI 1.2.4  Emotions routine b) By mouthing the new
 English today
language
Lesson development c) By repeating the new

ENGAGE language after or with you

BI 1.3 BI 1.3.1 (i), (ii), (iv) Circle time 1) Flashcards of colours
Listen, understand and (red, orange, yellow, green,
respond in a variety of  Remembering activity 1 blue, pink, black, brown,
contexts  Introduce weather routine white)
 Engage activity 1
 Pre-song activity 2) Song: I can sing a rainbow
 Acting out ‘I can sing a

rainbow’
 Engage activity 2

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

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

38

TOPIC My colours LESSONS 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.1 Listen to and BI 1.1.1 (Puppet) Differentiate with support
identify sounds Opening time Hello song
BI 1.2.1 Class register a) Offering options, e.g.
BI 1.2 Listen and BI 1.2.2  Greetings and a hello song Emotions flashcards Is it blue or is it red?
respond appropriately BI 1.2.3  Register Time line images
BI 1.2.4  Emotions routine b) Say first letter sound, e.g.
 Weather routine Its’s bbb. It’s rrr.
 English today
BI 1.3 BI 1.3.1 (i), (ii), (iv) Differentiate by outcome – allow
Listen, understand and Lesson development children to respond to the new
respond in a variety of 1) Flashcards of colours topic in different ways:
contexts ENGAGE (red, orange, yellow, green,
blue, pink, black, brown, a) By miming only
BI 3.1 BI 3.1.1 Circle time white) b) By mouthing the new
Develop prewriting skills BI 3.1.2
BI 3.1.3  Remembering activity 2 2) Song: I can sing a rainbow language
 Engage activity 3 3) Dice c) By repeating the new
 Sing a song (I can sing a
language after or with you
rainbow)
BI 3.2 BI 3.2.1  Set up table time
Develop early writing BI 3.2.2
skills BI 3.2.4 Table time

 Transition chant
 Manual activity
 Tidy up
 Show and tell

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

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

39

TOPIC My colours LESSONS 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.1 Listen to and BI 1.1.1 (Puppet) Differentiate by outcome – allow
identify sounds Opening time Hello song children to respond to the new
BI 1.2.1 Class register topic in different ways:
BI 1.2 Listen and BI 1.2.2  Greetings and a hello song Emotions flashcards
respond appropriately BI 1.2.3  Register Time line images a) By miming only
BI 1.2.4  Emotions routine b) By mouthing the new
 Weather routine
 English today language
c) By repeating the new
Lesson development
language after or with you
ENGAGE
BI 1.3 BI 1.3.1 (i), (ii), (iv),
Listen, understand and Circle time
respond in a variety of Differentiate with support
contexts  Remembering activity 2
 Engage activity 3 a) Offering options, e.g.
BI 3.1 Develop prewriting BI 3.1.1  Sing a song (I can sing a Is it blue or is it red?
BI 3.1.2
skills rainbow) 1) Flashcards of colours b) Say first letter sound, e.g.
BI 3.1.3  Set up table time (red, orange, yellow, green, Its’s bbb. It’s rrr
blue, pink, black, brown,
BI 3.2 Develop early BI 3.2.1 Table time white) c) Prompt with mime
writing skills BI 3.2.2
BI 3.2.3  Transition chant 2) Song: I can sing a rainbow Differentiate by time
BI 3.2.4  Manual activity 3) Worksheets
 Tidy up a) Allow child longer to finish
 Show and tell b) Set up activities for fast

finishers

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

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

40

TOPIC My colours LESSONS 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.1 Listen to and BI 1.1.1 (Puppet) Differentiate by outcome – allow
identify sounds Opening time Hello song children to respond to the new
BI 1.2.1 Class register topic in different ways:
BI 1.2 Listen and BI 1.2.2  Greetings and a hello song Emotions flashcards
respond appropriately BI 1.2.3  Register Time line images a) By miming only
BI 1.2.4  Emotions routine b) By mouthing the new
 Weather routine
 English today language
c) By repeating the new
Lesson development
language after or with you
ENGAGE
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and Circle time
respond in a variety of 1) Story book (with a Differentiate with support
contexts  Story book pre-listening connection to the colours)
 Story book reading d) Offering options, e.g.
BI 2.1 Show appropriate BI 2.1.2  Story book post listening 2) Flashcards of colours Is it blue or is it red?
book handling skills  Engage activity 3 (red, orange, yellow, green,
BI 2.2.1  Engage activity 5 blue, pink, black, brown, e) Say first letter sound, e.g.
BI 2.2 Apply sounds of BI 2.2.2 white) Its’s bbb. It’s rrr
letters to recognize BI 2.2.3 Table time
words BI 2.2.4 f) Prompt with mime
 Transition chant
BI 2.3 Demonstrate BI 2.3.1  Manual activity
understanding of a BI 2.3.2  Tidy up
variety of texts in the  Show and tell
form of print and digital
materials

BI 2.4 Develop interest in BI 2.4.1 Post-lesson routines Time line images
reading independently Goodbye song
for information and Closing time
enjoyment  Reflecting on learning
 Goodbye and song

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

41

TOPIC My colours LESSONS 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.1 Listen to and BI 1.1.1 (Puppet) Differentiate with support
identify sounds Opening time Hello song
BI 1.2.1 Class register a) Offering options, e.g.
BI 1.2 Listen and BI 1.2.2  Greetings and a hello song Emotions flashcards Is it blue or is it red?
respond appropriately BI 1.2.3  Register Time line images
BI 1.2.4  Emotions routine b) Say first letter sound, e.g.
 Weather routine Its’s bbb. It’s rrr
 English today
c) Prompt with mime

BI 1.3 BI 1.3.1 (i), (ii), (iv) Lesson development
Listen, understand and
respond in a variety of ENGAGE 1) Song (Roses are red)
contexts 2) Story book (with a
Circle time
BI 2.1 Show appropriate BI 2.1.2 connection to the colours)
book handling skills  Pre-song acitvity 3) Flashcards of colours
 Sing a song
 Story book pre-listening 2 (red, orange, yellow, green,
 Story book reading blue, pink, black, brown,
 Story book post listening 2 white)
 Engage activity 5
BI 2.2 Apply sounds of BI 2.2.1
letters to recognize BI 2.2.2
words BI 2.2.3
BI 2.2.4

BI 2.3 Demonstrate BI 2.3.1 Post-lesson routines Time line images
understanding of a BI 2.3.2 Goodbye song
variety of texts in the Closing time
form of print and digital  Reflecting on learning
materials  Goodbye and song

BI 2.4 Develop interest BI 2.4.1
in reading
independently for
information and
enjoyment

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

42

TOPIC My colours LESSONS 7 MAIN SKILL(S) FOCUS: Reading 2

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.1 Listen to and BI 1.1.1 Opening time (Puppet) Differentiate with support
identify sounds Hello song
BI 1.2.1  Greetings and a hello song Class register a) Offering options, e.g.
BI 1.2 Listen and BI 1.2.2  Register Emotions flashcards Is it blue or is it red?
respond appropriately BI 1.2.3  Emotions routine Time line images
BI 1.2.4  Weather routine b) Say first letter sound, e.g.
 English today Its’s bbb. It’s rrr

Lesson development c) Prompt with mime
EXPLOIT
BI 1.3 BI 1.3.1 (i), (ii), (iv) Circle time
Listen, understand and
respond in a variety of  Sing a song 1) Song: Roses are red
contexts  Alphabet activity 2) Flashcards of colours
 Engage activity 5
BI 2.1 Show appropriate BI 2.1.2 (red, orange, yellow, green,
book handling skills blue, pink, black, brown,
BI 2.2.1 white)
BI 2.2 Apply sounds of BI 2.2.2 3) Alphabet visuals
letters to recognize BI 2.2.3 4) Word cards
words BI 2.2.4
Post-lesson routines Time line images
BI 2.3 Demonstrate BI 2.3.1 Goodbye song
understanding of a BI 2.3.2 Closing time
variety of texts in the  Reflecting on learning
form of print and digital  Goodbye and song
materials

BI 2.4 Develop interest in BI 2.4.1
reading independently
for information and
enjoyment

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

43

TOPIC My colours LESSONS 8 MAIN SKILL(S) FOCUS: Reading and Writing

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 Listen and BI 1.2.1 Opening time (Puppet) Differentiate with support
respond appropriately BI 1.2.2 Hello song
BI 1.2.3  Greetings and a hello song Class register a) Offering options, e.g.
BI 1.2.4  Register Emotions flashcards Is it blue or is it red colour?
 Emotions routine Weather chart
 Weather routine Time line images b) Say first letter sound, e.g.
 English today Its’s bbb. It’s rrr.

Lesson development c) Prompt with mime
EXPLOIT
BI 1.3 BI 1.3.1 (i), (ii), (iv) Circle time
Listen, understand and
respond in a variety of  Exploit activity 2 Differentiate by learning
contexts  Set up table time preferences

BI 2.3 Demonstrate BI 2.3.1 Table time 1) Flashcards of colours a) What medium to use, (e.g.
understanding of a BI 2.3.2 (red, orange, yellow, green, crayon, paint, collage)
variety of texts in the  Transition chant blue, pink, black, brown,
form of print and digital BI 3.1.1  Manual activity white) b) Which colour to use (red or
materials BI 3.1.2  Tidy up blue)
BI 3.1.3  Show and tell 2) Worksheets
BI 3.1 Develop
prewriting skills Differentiate by time

a) Allow pupil longer to finish
b) Set up activities for fast

finishers

BI 3.2 Develop early BI 3.2.1
writing skills BI 3.2.2
BI 3.2.3
BI 3.2.4 Post-lesson routines Time line images
Goodbye song
Closing time
 Reflecting on learning
 Goodbye and song

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

44

TOPIC My classroom LESSON SCHEME OF WORK: MY CLASSROOM (4+)
1 MAIN SKILL(S) FOCUS: Listening

CONTENT STANDARD (S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (iii) Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds Opening time Hello song children to respond to the new
BI 1.2.1  Greetings and a hello song Class register topic in different ways:
BI 1.2 BI 1.2.2  Register Emotion flashcard a) by miming only
Listen and respond BI 1.2.3  Emotions routine Weather Chart b) by mouthing the new
appropriately  Weather routine Song: Wind the Bobbin up
 Sing a song Time line images language
 English today c) by repeating the new

Lesson development language after or with you
ENCOUNTER
BI 1.3 BI 1.3.1 (i) Circle time
 Encounter activity 1
Listen, understand and  Encounter activity 2
 Encounter activity 4
respond in a variety of contexts  Sing song (Wind the Bobbin

up) 1) Realia
2) Flashcards
3) Song: Wind the Bobbin up

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

45

TOPIC My classroom LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.2 BI 1.2.2 Pre-lesson routines Differentiate by outcome – allow
Listen and respond BI 1.2.3 Opening time children to respond to the new
appropriately  Greetings and a hello song topic in different ways:
 Register (Puppet) a) by miming only
BI 1.3 BI 1.3.1 (i)  Emotions routine Hello song b) by mouthing the new
 Weather Routine Class register
Listen, understand and  Sing a song Emotion flashcard language
 English today Weather Chart c) by repeating the new
respond in a variety of contexts Song: Wind the Bobbin up
Time line images language after or with you

Lesson development 1) Realia
ENGAGE 2) Flashcards
Circle time 3) Song: Wind the Bobbin up
 Remembering activity 1
 Engage activity 1 Time line images
 Engage activity 2 Goodbye song
 Engage activity 4
 Engage activity 6

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

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

46

TOPIC My classroom LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.2 BI 1.2.2 Pre-lesson routines (Puppet) Differentiate with support– allow
Listen and respond BI 1.2.3 Opening time Hello song children to respond to the topic
appropriately  Greetings and a hello song Class register in different ways:
 Register Emotion flashcard a) by miming only
BI 1.3 BI 1.3.1 (i)  Emotions routine Weather Chart b) by mouthing the new
 Weather routine Song: Wind the Bobbin up
Listen, understand and  Sing a song Time line images language
 English today c) by repeating the new
respond in a variety of contexts 1) Realia
2) Flashcards language after or with you
Lesson development
ENGAGE Differentiate with support
Circle time a) Offering options
 Remembering activity 2 b) Prompt with mime
 Encounter 3 (ASL signs)
 Engage activity 3
 Engage activity 4
 Pre-song activity
 Sing a song
 Engage activity 5

Post-lesson routines Time line images
Closing time Goodbye song

 Reflecting on learning
 Goodbye and song

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

47

TOPIC My classroom LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.2 BI 1.2.2 Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen and respond BI 1.2.3 Opening time Hello song children to respond to the topic
appropriately  Greetings and a hello song Class register in different ways:
 Register Emotion flashcard a) by miming only
BI 1.3 BI 1.3.1 (i)  Emotions routine Weather Chart b) by mouthing the new
 Weather routine Song: Wind the Bobbin up
Listen, understand and  Days of the week routine Time line images language
 Sing a song c) by repeating the new
respond in a variety of contexts  English today
language after or with you

Lesson development Differentiate with support
ENGAGE a) Offering options, e.g.
Circle time b) Say first letter sound
 Remembering activity 2 c) Prompt with mime
 Engage activity 4 (in pair)
 Engage activity 8 1) Realia Differentiate by time
 Set up table time 2) Flashcards a) Allow child longer to finish
3) Completing puzzle/ build b) Set up activities for fast
Table time objects in the classroom using
 Transition chant Lego/recycled materials/blocks finishers
 Manual activity
 Tidy up
 Show and tell

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

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

48