TEACHER'S KIT (SOW)

KSPK






English Language























1

Teacher’s Kit

KSPK






English Language























1

Teacher’s Kit

2

2

PRESCHOOL





ENGLISH LANGUAGE COMPONENT























3

PRESCHOOL





ENGLISH LANGUAGE COMPONENT























3

4

4

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.


LEARNING STANDARD
CONTENT STANDARD
4+ 5+

BI 1.0 LISTENING AND SPEAKING SKILLS

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
stories

BI 1.2.3 Listen to and repeat greetings

3

ENGLISH LANGUAGE


The learning experience will enable pupils to:
1. listen and respond using appropriate verbal and non-verbal responses.

2. speak politely using simple words, phrases and sentences.
3. read and understand simple familiar words, phrases and sentences.
4. write simple familiar words and phrases.


LEARNING STANDARD
CONTENT STANDARD
4+ 5+

BI 1.0 LISTENING AND SPEAKING SKILLS

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
stories

BI 1.2.3 Listen to and repeat greetings

3

LEARNING STANDARD
CONTENT 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 BI 1.3.3 Listen to and respond to oral texts
(ii) show appreciation
(iii) introduce oneself BI 1.3.4 Participate in talk about familiar
(iv) express feelings activities and experiences
(v) make simple requests
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

BI 2.1 Show appropriate book Pupils can:
handling skills BI 2.1.1 Handle books carefully Children who start preschool at 5+ will develop
book handling skills learning standards of
children who started preschool at 4+.
BI 2.1.2 Recognise the basic features of a
book Children who started preschool at 4+ will
continue to receive appropriate support and
BI 2.1.3 Read print in the correct manner: challenge in book handling skills.
(i) left to right
(ii) top to bottom
(iii) distance between eyes and
the book

4

LEARNING STANDARD
CONTENT 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 BI 1.3.3 Listen to and respond to oral texts
(ii) show appreciation
(iii) introduce oneself BI 1.3.4 Participate in talk about familiar
(iv) express feelings activities and experiences
(v) make simple requests
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

BI 2.1 Show appropriate book Pupils can:
handling skills BI 2.1.1 Handle books carefully Children who start preschool at 5+ will develop
book handling skills learning standards of
children who started preschool at 4+.
BI 2.1.2 Recognise the basic features of a
book Children who started preschool at 4+ will
continue to receive appropriate support and
BI 2.1.3 Read print in the correct manner: challenge in book handling skills.
(i) left to right
(ii) top to bottom
(iii) distance between eyes and
the book

4

LEARNING STANDARD
CONTENT 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
BI 2.2.3 Recognise capital letters of the single syllable words
alphabet

BI 2.2.4 Name letters of the alphabet


BI 2.3 Demonstrate Pupils can: Pupils can:
understanding of a BI 2.3.1 Recognise and read logos and BI 2.3.3 Recognise and read high
variety of texts in the
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
BI 2.3.5 Read simple sentences

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


5

LEARNING STANDARD
CONTENT 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
BI 2.2.3 Recognise capital letters of the single syllable words
alphabet

BI 2.2.4 Name letters of the alphabet


BI 2.3 Demonstrate Pupils can: Pupils can:
understanding of a BI 2.3.1 Recognise and read logos and BI 2.3.3 Recognise and read high
variety of texts in the
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
BI 2.3.5 Read simple sentences

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


5

LEARNING STANDARD
CONTENT STANDARD
4+ 5+

BI 3.0 WRITING SKILLS


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

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
print
BI 3.2.2 Copy and write small letters
legibly BI 3.2.6 Copy familiar simple sentences in
legible print
BI 3.2.3 Copy and write capital letters
legibly BI 3.2.7 Communicate ideas and
information by using drawing,
BI 3.2.4 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





6

LEARNING STANDARD
CONTENT STANDARD
4+ 5+

BI 3.0 WRITING SKILLS


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

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
print
BI 3.2.2 Copy and write small letters
legibly BI 3.2.6 Copy familiar simple sentences in
legible print
BI 3.2.3 Copy and write capital letters
legibly BI 3.2.7 Communicate ideas and
information by using drawing,
BI 3.2.4 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





6

Suggested Word List According To Rimes (Basic Phonics)



Rime Word List Rime Word List

- at cat, mat, sat, pat, bat, fat, rat, hat - og dog, jog, log

- ap cap, lap, map, tap, nap - et jet, wet, net, pet

- an fan, man, can, pan, van - en hen, pen, ten, men


- am jam, yam, ram - ed bed, red

- in bin, fin, pin, tin, win - eg leg, peg


- ip dip, sip, lip, zip, hip - ut cut, hut, nut

- it hit, kit, pit, sit - un bun, fun, gun, run, sun


- ig big, dig, fig, wig - um gum, hum, mum

- ag bag, rag, tag, wag - ack back, pack, rack, sack

- ad mad, sad, pad, bad - ick tick, sick, lick, pick, quick


- ot cot, dot, hot, not, pot - ock sock, lock, rock

- op hop, mop, pop, top - ill fill, ill, pill, hill, bill

- od cod, god, nod, pod, rod - ell bell, tell, well, yell, sell






7

Suggested Word List According To Rimes (Basic Phonics)



Rime Word List Rime Word List

- at cat, mat, sat, pat, bat, fat, rat, hat - og dog, jog, log

- ap cap, lap, map, tap, nap - et jet, wet, net, pet

- an fan, man, can, pan, van - en hen, pen, ten, men


- am jam, yam, ram - ed bed, red

- in bin, fin, pin, tin, win - eg leg, peg


- ip dip, sip, lip, zip, hip - ut cut, hut, nut

- it hit, kit, pit, sit - un bun, fun, gun, run, sun


- ig big, dig, fig, wig - um gum, hum, mum

- ag bag, rag, tag, wag - ack back, pack, rack, sack

- ad mad, sad, pad, bad - ick tick, sick, lick, pick, quick


- ot cot, dot, hot, not, pot - ock sock, lock, rock

- op hop, mop, pop, top - ill fill, ill, pill, hill, bill

- od cod, god, nod, pod, rod - ell bell, tell, well, yell, sell






7

Suggested High Frequency Words



the of for my so your

and it at her go put

a was his out no too


to you that this do here

said they with have me an

in on we went very am

he she can be get yes


I is are like got did


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
















8

Suggested High Frequency Words



the of for my so your

and it at her go put

a was his out no too


to you that this do here

said they with have me an

in on we went very am

he she can be get yes


I is are like got did


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
















8

PRESCHOOL ENGLISH LANGUAGE


SYLLABUS






















9

PRESCHOOL ENGLISH LANGUAGE


SYLLABUS






















9

10

10

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.




11

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.




11

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.












12

The use of songs and chants to support the acquisition of chunks of language will help children to quickly use sentences. Therefore songs and chants
should be used in addition to lots of other opportunities to hear language being used in context.

4. Contractions

Learning English in preschool begins with a solid foundation of listening and speaking activities. These activities provide a gradual build up towards
early reading and writing activities. As the focus in preschool is on listening and speaking, the syllabus presents spoken language in both its contracted
and full form. When children begin to write, they will likely reproduce the spoken form, which will include contractions. This should not be a
concern,because later, as they move through primary education and begin to take a more explicit stance towards language learning, they will decode
contractions. However, full forms have been included within the syllabus as teachers may wish to teach these as well.

5. Grammar

Grammar is not a focus with children of this age group, thus there is no grammatical analysis or explicit focus on grammar during these two years. The
aim of learning English in preschool is, above all, to give children positive and successful experiences with 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.












12

Suggestions for 4+ Syllabus

Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
songs
Introduction girl, boy Hello, my name’s … What’s your name? Hello song I feel angry
Me 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
I am a (girl). How old are you?
happy, calm, sad, angry, I’m fine thank you! How do you feel? Additional:
scared, surprised I am fine thank you! How many (girls) are there? If you’re happy and you
I’m (four). / I’m (happy). Sit down! know it.
one, two, three, four, five I am (four). / I am (happy). Stand up! I am special
Five Line up!

1. My weather hot, warm, cool, cold It’s (stormy) today. What’s the weather like? I hear thunder Tap, tap, boom, boom
It is (stormy) today. What is the weather like? One little, two little, three (Elisabeth Bluemle)
rainy, windy, cloudy, sunny, (Six) girls Is it (rainy)? little rain clouds
stormy, hazy I like sunny weather. How many (girls) are there? Rain
What weather do you like? (Linda Ashman)
six, seven, eight, nine, ten

2. My colours 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! What is your favourite colour? (Bill Martin Jr & Eric Carle)
Is it (blue)? Where’s the (blue) …?
Yes, it is. Where is the (blue) …? Pete the Cat: I love my
No, it isn’t. white shoes
No, it is not. (Eric Litwin & James Dean)

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



13

Suggestions for 4+ Syllabus

Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
songs
Introduction girl, boy Hello, my name’s … What’s your name? Hello song I feel angry
Me 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
I am a (girl). How old are you?
happy, calm, sad, angry, I’m fine thank you! How do you feel? Additional:
scared, surprised I am fine thank you! How many (girls) are there? If you’re happy and you
I’m (four). / I’m (happy). Sit down! know it.
one, two, three, four, five I am (four). / I am (happy). Stand up! I am special
Five Line up!

1. My weather hot, warm, cool, cold It’s (stormy) today. What’s the weather like? I hear thunder Tap, tap, boom, boom
It is (stormy) today. What is the weather like? One little, two little, three (Elisabeth Bluemle)
rainy, windy, cloudy, sunny, (Six) girls Is it (rainy)? little rain clouds
stormy, hazy I like sunny weather. How many (girls) are there? Rain
What weather do you like? (Linda Ashman)
six, seven, eight, nine, ten

2. My colours 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! What is your favourite colour? (Bill Martin Jr & Eric Carle)
Is it (blue)? Where’s the (blue) …?
Yes, it is. Where is the (blue) …? Pete the Cat: I love my
No, it isn’t. white shoes
No, it is not. (Eric Litwin & James Dean)

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



13

Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
songs

4. My family mother, father, brother, This is my (family). Who is it? Father finger A mother for Choco
sister, grandmother, It’s my (brother). Whose brother is it? Rain, rain, go away… (Keiko Kasza)
grandfather, baby It is my (brother). Have you got any brothers and
I’ve got (one brother). sisters?
I have got (one brother). Where’s your mother?
Here! Where is your mother?
I love my (mother).
Is it your (mother)?

5. My face 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)
I have got (brown eyes). What colour are (your / his /
long, short, dark, light I’ve got (long hair). her) eyes? Additional:
I have got (long hair). Who’s got (brown) eyes? One little finger
She’s got … Who has got (brown) eyes?
She has got … Who is it?
He’s got …
He has got …

6. My body 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)
I have got (two arms). How many (legs) have you Pokey
jump, run, hop, clap, skip Yes, I can! got? From head to toe
No, I can’t! Can you (jump)? Additional: (Eric Carle)
No, I cannot. What can you do? Head shoulders knees and
I can (jump). toes
I can’t (skip).
I cannot (skip).

7. My toys 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. It is my (car). How many (cars) have you Inkpen)
I’ve got (one car). got?
I have got (one car). How many (cars) are there? Not a box
There are (five cars). (Antoinette Portis)
Can I play please?
Yes, you can!

14

Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
songs

4. My family mother, father, brother, This is my (family). Who is it? Father finger A mother for Choco
sister, grandmother, It’s my (brother). Whose brother is it? Rain, rain, go away… (Keiko Kasza)
grandfather, baby It is my (brother). Have you got any brothers and
I’ve got (one brother). sisters?
I have got (one brother). Where’s your mother?
Here! Where is your mother?
I love my (mother).
Is it your (mother)?

5. My face 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)
I have got (brown eyes). What colour are (your / his /
long, short, dark, light I’ve got (long hair). her) eyes? Additional:
I have got (long hair). Who’s got (brown) eyes? One little finger
She’s got … Who has got (brown) eyes?
She has got … Who is it?
He’s got …
He has got …

6. My body 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)
I have got (two arms). How many (legs) have you Pokey
jump, run, hop, clap, skip Yes, I can! got? From head to toe
No, I can’t! Can you (jump)? Additional: (Eric Carle)
No, I cannot. What can you do? Head shoulders knees and
I can (jump). toes
I can’t (skip).
I cannot (skip).

7. My toys 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. It is my (car). How many (cars) have you Inkpen)
I’ve got (one car). got?
I have got (one car). How many (cars) are there? Not a box
There are (five cars). (Antoinette Portis)
Can I play please?
Yes, you can!

14

Suggestions for 5+ Syllabus


Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
songs

Introduction Revisions: Hello, my name’s … What is your name? Here we go round the (Revisit favourite stories
Me girl, boy, teacher, student Hello, my name is … How are you? mulberry bush from 4+)
I’m a (girl). How do you feel?
happy, calm, sad, angry, I am a (girl). How old are you? One for sorrow Seven Blind Mice
scared, surprised I’m fine thank you. How many (girls) are there? (Ed Young)
I am fine thank you. What’s your favourite colour? 1, 2, 3 4, 5 once I caught a
one, two, three, four, five, I’m (five). What is your favourite colour? fish alive
six, seven, eight, nine, ten I am (five). What’s the weather like?
I feel (happy). What is the weather like?
red, orange, yellow, green, Five What day is it today?
blue, purple, pink, black, It’s (blue).
brown, white It is (blue).
It’s (sunny).
hot, warm, cool, cold, rainy, It is (sunny).
windy, cloudy, sunny, It’s (Monday).
stormy It is (Monday).
Is it (blue)?
New: Yes, it is.
Monday, Tuesday, No, it isn’t.
Wednesday, Thursday, No, it is not.
Friday, Saturday, Sunday

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




15

Suggestions for 5+ Syllabus


Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
songs

Introduction Revisions: Hello, my name’s … What is your name? Here we go round the (Revisit favourite stories
Me girl, boy, teacher, student Hello, my name is … How are you? mulberry bush from 4+)
I’m a (girl). How do you feel?
happy, calm, sad, angry, I am a (girl). How old are you? One for sorrow Seven Blind Mice
scared, surprised I’m fine thank you. How many (girls) are there? (Ed Young)
I am fine thank you. What’s your favourite colour? 1, 2, 3 4, 5 once I caught a
one, two, three, four, five, I’m (five). What is your favourite colour? fish alive
six, seven, eight, nine, ten I am (five). What’s the weather like?
I feel (happy). What is the weather like?
red, orange, yellow, green, Five What day is it today?
blue, purple, pink, black, It’s (blue).
brown, white It is (blue).
It’s (sunny).
hot, warm, cool, cold, rainy, It is (sunny).
windy, cloudy, sunny, It’s (Monday).
stormy It is (Monday).
Is it (blue)?
New: Yes, it is.
Monday, Tuesday, No, it isn’t.
Wednesday, Thursday, No, it is not.
Friday, Saturday, Sunday

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




15

Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
songs

2. My world cat, dog, cow, rooster It’s a (cat). What colour is it? Old Macdonald Bark George
Domestic chicken, goat, sheep, pig, It is a (cat). What’s it like? Hey diddle diddle (Jules Feiffer)
animals duck It’s got (four legs and a tail). What is it like? Horsey horsey don’t you
It has got (four legs and a stop
tail, beak, feathers, fur tail).
It’s (black and white).
It is (black and white).
What is it?

3. My food 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).
Yes, I do./ No, I don’t.
Yes, I do./ No, I do not.
I like (rice).
What is it?
4. My fruit apple, banana, orange, It’s (a banana). What’s your favourite fruit? I walked through the jungle The very hungry caterpillar
papaya, watermelon, It is (a banana). What is your favourite fruit? (Eric Carle)
pineapple, mango, guava, I like (bananas). Do you like (mangoes)? Apples and bananas
starfruit My favourite is (starfruit). What’s it like? Handa’s surprise
Yes, I do./ No, I don’t. What is it like? (Eileen Browne)
soft, hard, sweet, sour Yes, I do./ No, I do not.
It is (sour).
What is it?


5. My clothes headscarf, hat/cap, skirt, It’s (a shirt). Whose (shirt) is this? Diddle, diddle dumpling Caps for sale
dress, t-shirt, shirt, It is (a shirt). What colour is it? 1, 2 buckle your shoe (Traditional)
trousers, shorts, sandals, This is my (shirt). What have you got?
shoes, socks It’s a (blue dress). Put on …! Blue hat, green hat
It is a (blue dress). Take off …! (Sandra Boynton)
I’ve got a (red shirt).
I have got a (red shirt). Froggy gets dressed
What is it? (Jonathon London & Frank
Remkiewicz)


16

Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
songs

2. My world cat, dog, cow, rooster It’s a (cat). What colour is it? Old Macdonald Bark George
Domestic chicken, goat, sheep, pig, It is a (cat). What’s it like? Hey diddle diddle (Jules Feiffer)
animals duck It’s got (four legs and a tail). What is it like? Horsey horsey don’t you
It has got (four legs and a stop
tail, beak, feathers, fur tail).
It’s (black and white).
It is (black and white).
What is it?

3. My food 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).
Yes, I do./ No, I don’t.
Yes, I do./ No, I do not.
I like (rice).
What is it?
4. My fruit apple, banana, orange, It’s (a banana). What’s your favourite fruit? I walked through the jungle The very hungry caterpillar
papaya, watermelon, It is (a banana). What is your favourite fruit? (Eric Carle)
pineapple, mango, guava, I like (bananas). Do you like (mangoes)? Apples and bananas
starfruit My favourite is (starfruit). What’s it like? Handa’s surprise
Yes, I do./ No, I don’t. What is it like? (Eileen Browne)
soft, hard, sweet, sour Yes, I do./ No, I do not.
It is (sour).
What is it?


5. My clothes headscarf, hat/cap, skirt, It’s (a shirt). Whose (shirt) is this? Diddle, diddle dumpling Caps for sale
dress, t-shirt, shirt, It is (a shirt). What colour is it? 1, 2 buckle your shoe (Traditional)
trousers, shorts, sandals, This is my (shirt). What have you got?
shoes, socks It’s a (blue dress). Put on …! Blue hat, green hat
It is a (blue dress). Take off …! (Sandra Boynton)
I’ve got a (red shirt).
I have got a (red shirt). Froggy gets dressed
What is it? (Jonathon London & Frank
Remkiewicz)


16

Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
songs

6. My world monkey, lizard, parrot, It’s a (tiger). What’s it like? Five little monkeys Z is for Moose
Wild animals elephant, tiger, leopard, It is a (tiger). What is it like? An elephant walks like this (Kelly Bingham & Paul
anteater, whale, bear, What is it? What colour is it? and that Zelinsky)
crocodile It’s got (claws and teeth). Is it (big)?
It has got (claws and teeth). Dear Zoo
claws, teeth, big, small It’s (black and orange). (Rod Cambell)
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? The bear went over the (Michael Rosen & Helen
sand, grass It is a (mountain). mountain Oxenbury)
(Near) the (mountain) She’ll be coming round the
up, down, in, on, near (In) the (ocean) mountain when she comes































17

Topic Target lexical items Active Language Passive Language Nursery rhymes / chants / Suggested storybooks
songs

6. My world monkey, lizard, parrot, It’s a (tiger). What’s it like? Five little monkeys Z is for Moose
Wild animals elephant, tiger, leopard, It is a (tiger). What is it like? An elephant walks like this (Kelly Bingham & Paul
anteater, whale, bear, What is it? What colour is it? and that Zelinsky)
crocodile It’s got (claws and teeth). Is it (big)?
It has got (claws and teeth). Dear Zoo
claws, teeth, big, small It’s (black and orange). (Rod Cambell)
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? The bear went over the (Michael Rosen & Helen
sand, grass It is a (mountain). mountain Oxenbury)
(Near) the (mountain) She’ll be coming round the
up, down, in, on, near (In) the (ocean) mountain when she comes































17

Additional topics for 5+

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

9. My town 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). Five currant buns
office, square, café, park There is a (park).
There are three cafés.
Where is the (café)?
Over there!
Where is (Sarah)?
In the (shop)

10.Occupations teacher, nurse, doctor, I want to be a (chef). 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, He is a (doctor). you grow up? the bed! (Kathryn Leing& Andy R
soldier, chef/ baker She’s a (teacher). Davis)
She is a (teacher).












18

Additional topics for 5+

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

9. My town 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). Five currant buns
office, square, café, park There is a (park).
There are three cafés.
Where is the (café)?
Over there!
Where is (Sarah)?
In the (shop)

10.Occupations teacher, nurse, doctor, I want to be a (chef). 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, He is a (doctor). you grow up? the bed! (Kathryn Leing& Andy R
soldier, chef/ baker She’s a (teacher). Davis)
She is a (teacher).












18

SCHEME OF WORK





PRESCHOOL YEAR 4+




























19

SCHEME OF WORK





PRESCHOOL YEAR 4+




























19

20

20

SCHEME OF WORK: INTRODUCTION (4+)

TOPIC Introduction LESSON 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 Differentiate by outcome – allow
Listen and respond BI 1.2.3 Opening time (Puppet) children to respond to the new
appropriately BI 1.2.4  Greetings Class register topic in different ways:
 [Introduce puppet] Time line images a) by miming only
 Register b) by mouthing** the new
BI 1.3 BI 1.3.1  English today language
Listen, understand and i) exchange greetings c) by repeating the new
respond in a variety of iii) introduce oneself language after or with you
contexts
Lesson development
ENCOUNTER
Circle time 1) Song: [a hello song]
 Pre-song activity 2) Flashcards of boy, girl,
 Sing song teacher, students
 Encounter activity 1 (instructions – stand up /
 Encounter activity 2 sit down)
 Encounter activity 4
 Sing song (in groups boys, girls and
students)


Post-lesson routines
Closing time Time line images
 Reflecting on learning Goodbye song
 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
21

SCHEME OF WORK: INTRODUCTION (4+)

TOPIC Introduction LESSON 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 Differentiate by outcome – allow
Listen and respond BI 1.2.3 Opening time (Puppet) children to respond to the new
appropriately BI 1.2.4  Greetings Class register topic in different ways:
 [Introduce puppet] Time line images a) by miming only
 Register b) by mouthing** the new
BI 1.3 BI 1.3.1  English today language
Listen, understand and i) exchange greetings c) by repeating the new
respond in a variety of iii) introduce oneself language after or with you
contexts
Lesson development
ENCOUNTER
Circle time 1) Song: [a hello song]
 Pre-song activity 2) Flashcards of boy, girl,
 Sing song teacher, students
 Encounter activity 1 (instructions – stand up /
 Encounter activity 2 sit down)
 Encounter activity 4
 Sing song (in groups boys, girls and
students)


Post-lesson routines
Closing time Time line images
 Reflecting on learning Goodbye song
 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
21

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

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

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate by outcome – allow
Listen and respond BI 1.2.2 Opening time (Puppet) children to respond to the new
appropriately BI 1.2.3  Greetings and a hello song Hello song topic in different ways:
BI 1.2.4  Register Class register a) by miming only
 English today Time line images b) by mouthing the new
language
BI 1.3 BI 1.3.1 (i), (iii) c) by repeating the new
Listen, understand and language after or with you
respond in a variety of Lesson development
contexts ENCOUNTER/ENGAGE 1) Flashcards (boy, girl,
Circle time teacher, student)
 Remembering activity 1 2) Rhyme – Ring a ring o’
 Encounter activity 2 roses
 Pre-rhyme activity 3) Dice
 Sing / Recite rhyme
 Engage activity 1
 Engage activity 2
 Counting boys and girls

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














22

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

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

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate by outcome – allow
Listen and respond BI 1.2.2 Opening time (Puppet) children to respond to the new
appropriately BI 1.2.3  Greetings and a hello song Hello song topic in different ways:
BI 1.2.4  Register Class register a) by miming only
 English today Time line images b) by mouthing the new
language
BI 1.3 BI 1.3.1 (i), (iii) c) by repeating the new
Listen, understand and language after or with you
respond in a variety of Lesson development
contexts ENCOUNTER/ENGAGE 1) Flashcards (boy, girl,
Circle time teacher, student)
 Remembering activity 1 2) Rhyme – Ring a ring o’
 Encounter activity 2 roses
 Pre-rhyme activity 3) Dice
 Sing / Recite rhyme
 Engage activity 1
 Engage activity 2
 Counting boys and girls

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














22

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

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

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


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















23

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

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

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


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















23