FOR TRAINING PURPOSES ONLY

KEMENTERIAN PENDIDIKAN MALAYSIA

KSPK
ENGLISH LANGUAGE
PRESCHOOL

Curriculum Induction Training Materials

(Workshop Materials)
 How many participants today!

Women Men

Session 1.2
Cut up, cover
laminate and
use when
counting the
participants

You may want

to make a
double set, so
you have four
of each number.
1


10











Flashcards for My world Malaysia activities.

• Print onto slighter thicker paper and laminate or place into
plastic sleeves.
• Two copies would be useful J




 Malaysia Preschool Sequences of Work * Additional resources

American sign language for landscape words and expressions

Hill Ocean

First make the water sign, then make waves
Make your hand move out and up wards,
outwards from your body.
representing flowing hills.


Tree
Rock

Use your closed fist to knock on the back of your Place an elbow into your hand, and stick your arm
up straight. Move you're the hand on your straight
other hand. Do this a couple of times. Rocks are
arm from back to front, like a tree.
hard!


Mountain Forest
This is a mix of rock and hill, as a mountain is
bigger and is often rocky. First make the rock sign
then make the hill sign.

Lake

Lay one arm across your front, make a tree with
the other arm, but place it near the elbow of the
First sign water, three fingers towards your mouth, horizontal arm. Then move the tree arm quickly
then show size with your hands on either side of along from the elbow to the hand. Lots of trees in a
you. forest!

Grass
River

First make the water sign, then show a winding The sign for grass is made by cupping your hands
river with your two hands near your chin and gently wiggling your fingers,
like grass.
 Malaysia Preschool Sequences of Work * Additional resources




American Sign Language Alphabet

http://lifeprint.com/asl101/fingerspelling/images/abc1280x960.png

Finding ASL signs for words is fairly easy by googleing ASL + [word]. It’s a fun way to create meaningful mimes
and children can be led to think about signing as a language used by people who are hard of hearing.
Session 1.4
EEE model games: Print and cut along the lines. Give each group a set of three activities [a circle, a triangle and a
square].




GAME – Listen and do!
MATERIALS: Flashcards or realia
STEPS:
• Announce the game e.g. Let’s play listen and do!
• Hold the visuals so children can’t see. Say one of the new words in a sentence e.g It’s sunny.
• Have the children mime in response.
• Show the visual and praise the children. E.g. Yes! It’s sunny

Extension:
• Put children around the room in small groups, allocate one of the target words to each group, e.g. This
group is sunny. Place the visual nearby to help them remember.
• Have the children listen for their word and mime when they hear it.
• You can call out several words, e.g. It’s sunny and hot
• If the topic is related to the parts of the boy, have children get together in pairs and join themselves at the
part of the body when you call it out e.g. arm along arm, tummy along tummy. Careful with mouth and
eyes. Mouth, get children to blow kisses / air kiss towards each other; Eyes, get children to stare at each
other.

Progression notes: Observe which children are miming immediately and which are taking more time.







GAME – What’s missing?
MATERIALS: Flashcards (six maximum)
STEPS:
• Announce the game e.g. Let’s play What’s missing?!
• Place the flashcards on the floor, board or wall, face up. Say the English words as you do this. Ask children
to look at them carefully for one minute.
• Mime and say, Close your eyes.
• Take a flashcard away and say, Open your eyes.
• Show mock surprise! What’s missing?
• Allow the whole group to chorus which flashcard is missing – this is useful early on in a teaching
sequence. Or later in the learning sequence, ensure children know they should put their hand up if they
know and select one child to respond.

Extension to lead to engage and exploit situations
• Ask children to lead the activity. They should give instructions and remove a flashcard. Ensure you help
them say, Close your eyes, Open your eyes, What’s missing? They can also be encouraged to respond with
Yes it is! Or No it isn’t!

Progression notes: Observe which children are becoming confident and call out the target language. Are
children saying just the word, or using sentences or questions?




GAME – The guessing game
MATERIALS: Two of each flashcard (max 16 in all)
STEPS:
• Announce the game e.g. Let’s play the guessing game!
• Begin by placing a set of flashcards on the floor, board or wall, face up.
• Using the other set of flashcards, select one and keep it hidden.
• Invite individual children to guess what it is, e.g. depending on the topic say, What is it? What colour is it?
What’s the weather like? Who is it? Depending on their ability and confidence they can use different questions
a) Sunny?
b) Is it sunny?
• If the guess is incorrect, say No, it isn’t. Ask the child to turn over the named flashcard which is on the floor,
board or wall. This helps small children eliminate and avoid asking the same thing multiple times.
• If the guess is correct, say Yes, it is! and the child who guessed correctly can come to the front and leads the
game.
• Help them ask the topic question and respond using Yes it is, or No it isn’t. Encourage the class to ask full
questions too, e.g. Is it sunny?

Extension
As children get more confident, instead of using the picturecards use the word cards on the floor, wall or board.

Progression notes: Observe which children are able to ask full questions and remember the target language. How
easily do children respond to questions when they are leading?








GAME – STOP!
MATERIALS: None
STEPS:
• Announce the game e.g. Let’s play STOP!
• Say one of the target words in a sentence e.g It’s sunny today.
• Have the children mime in response.
• Call out STOP! for the children to freeze into a statue.
• Praise children who manage to freeze e.g. Good statue! If a child moves, as them to sit out for a round e.g. Oh
dear, you moved! Sit down a bit!

Extension to lead to engage and exploit situations
• A child who is out can call out STOP! They can also help see who moved.
• Eventually when children are all more confident with the target language, they can take turns to be the
leader and give instructions (no longer an encounter game)

Progression notes: Observe which children are miming confidently.






GAME – The mime game
MATERIALS: Flashcards
STEPS:
• Announce the game e.g. Let’s play the mime game!
• Model to the game: do a mime and then ask the topic question e.g. [Mime it’s rainy], What’s the weather
like? Or [mime a colour] What colour is it? Or [mime a daddy] Who is it? Or [mime a teddy] What is it?
• Ask children to put their hands up to show they know the answer and select a child. If they guess
correctly, say Yes it is! and ask them to come forward as a volunteer.
• Show them a flashcard and ask them to mime it for the class to guess. Help them ask the question topic
question.
• Repeat until children have all volunteered.

Extension
• Instead of showing a flashcard, whisper a topic word / phrase into the child’s ear. This will be quite
challenging as the child will have to understand what they heard to be able to mime correctly.
• If the topic is related to the parts of the boy, have children come up in pairs and join themselves at the
part of the body they want their peers to say, e.g. arm along arm, tummy along tummy. Careful with
mouth and eyes. Mouth, get children to blow kisses / air kiss towards each other; Eyes, get children to
stare at each other.

Progression notes: Observe which children are able to remember the mime and which are able to answer
correctly in English. If you whisper the target language is the child able to understand?






GAME – The alphabet game
MATERIALS: Topic flashcards and word cards
STEPS:
• Announce the game e.g. Let’s play the alphabet game!
• Place the flashcards on the floor, wall or board.
• Hold one of the topic word cards hidden from the children.
• Say, I’m thinking of a colour word beginning with …
• If a child guess correctly say, Yes it is and show the word card. Point to the first letter and say it with the
children. If it is easily sounded out do this too.
• Invite the child to come to the front and select a word card for the topic. Help them say I’m thinking of a
colour word beginning with …, and Yes it is, or No it isn’t

Notes:
Using the word cards helps reinforce the children’s word recognition skills.
When you show the word card you can ask children what other words they know that begin with the same letter
in different topics.

Extension
Play with multiple topics
• Place the flashcards on the floor, wall or board.
• Select a word card and hide it from the children.
• Say, I’m thinking of a word beginning with …
• When children have guessed correctly ask them if they can see any other words that begin with the same
letter in the flashcard collection. Look for the matching word cards together and compare the letters. If
the words are easily sounded out, do this too.

Progression notes: Observe which children are able to recognise letters and think of different words that start
with similar letters.



GAME – Help the teacher!
MATERIALS: Flashcards or realia
STEPS:
• Announce the game e.g. Let’s play help the teacher!
• Hold the visuals so you can’t see them, but the children can e.g. flashcards facing the children.
• Ask about each visual one at a time e.g. Is it sunny?
• Have the children say Yes! or No!
• Keep asking until you discover what the visual is.

This can also be called Help the puppet! and it is the puppet who can’t see the visuals.

Extension: As children get confident:
• You can ask a child to guess the visual and the class to help them, so the game becomes, ‘Help Farah!’ or
‘Help Amir!’ If the guessing child can’t say the word help them do the mime, then say the word for them
or ask the class to help them say the word (no longer an encounter game)

Progression notes: Observe which children are becoming confident and immediately recognize the target
language.





GAME – The telephone game
MATERIALS: Flashcards
STEPS:
• Announce the game e.g. Let’s play the telephone game!
• Begin by helping children whisper. Say or chant the target language in a whisper together.
• Look at a flashcard without showing it to the children. Place it on the floor, board or wall face down.
• Whisper the flashcard word into a nearby child’s ear. Put a your hand in front of your mouth and
emphasise that it is a whisper for the child only.
• Encourage the child to pass on the word they have heard you whisper. Help them cover their mouth with
their cupped hand.
• Help the children pass on the whisper. If they have problems hearing, get them say Pardon, please repeat!
Follow the whisper around the circle.
• When it reaches the last child, ask them to say it out loud. Turn over the original flashcard and ask them if
it is the same. If it is, praise the children for being such a great telephone. If it is different, say Oh no! The
telephone is broken!
• Play another time, this time going in a different direction around the circle.

Extension
• Ask a child to begin the game and to be in charge of the flashcard to compare the word that gets passed
around at the end.
• Instead of using a single word, use a question or a sentence. E.g. It’s hot and sunny

Progression notes: Observe which children are able to ask for repetitions and who successfully whispers the
word.





GAME – The stepping stones game
MATERIALS: Flashcards
STEPS:
• Announce the game e.g. Let’s play the stepping stones game!
• Point to the space in the middle of circle time. Explain it is a deep river and that they can only cross it
using magic stepping stones – the topic flashcards.
• Place the flashcards across the space, spanning one side to the other and demonstrate what to do. Jump
on each flashcard and say what it is.
• Invite a confident child to jump across the river. Encourage them to name each flashcard they jump onto.
If they can’t remember a word get them to ask the class for help, Help please!
• Praise children who cross the river successfully, with help or not. Everyone should clap and say Bravo!
Introduce and use positive language like, Bravo! Sarah can do it!

Expansion
As children progress through 4+ and 5+ they should be using phrases / sentences as they jump across the river
e.g. I’ve got brown eyes; A red car; I’m in the classroom; I like curry.

Progression notes: Observe which words or expressions children have more difficulty with and plan to focus on
these in following lessons.








GAME – Listen and point!
MATERIALS: Flashcards or realia
STEPS:
• Announce the game e.g. Let’s play listen and point!
• Place the visuals around the room.
• Ask about each of the new words e.g Where’s sunny?
• Have the children point and say There!

Extension: As children get confident:
• You can ask them to say the target language too e.g. There’s sunny!
• You can ask individual children to point and say There!
• You can ask individual children to point and say There’s sunny!

Progression notes: Observe which children are becoming confident and using the target language
spontaneously.





GAME – The pair game
MATERIALS: Two of each flashcard (max 16 in all)
STEPS:
• Announce the game e.g. Let’s play the pair game!
• Shuffle a set of two flashcards of each image and then place them in an orderly fashion on the floor or on
the board, picture side down.
• Model how to play: Let’s find a pair, two the same! Turn over one flashcard and say what it is, e.g. It’s
sunny! Turn over another and say what it is. This can go two ways, they are the same or they are different.
If they are the same - It’s sunny. Hooray! They are the same. Leave the flashcards face up. If they are
different - It’s windy! Oh, they are different! Turn the flashcards face down again.
• Ask each child to turn over two flashcards to find a matching pair.
• As each card is turned over, the class should chorus the word in English. This is very important, as it is
giving the children an opportunity for continued language reinforcement and exposure.
• If the child succeeds in finding a matching pair, help them they, They are the same! and the flashcards
remain in place, with the images showing. If they don’t they can be helped to say, They are different and
then turn them face down.

Extension to lead to engage with an individual response
• Once the children have become more confident with a set of target words and expression, instead of
chorusing together, each individual child should say the word as they turn over the card. If they can’t
remember they should be encouraged to ask for help e.g. Help, please!

Progression notes: Observe which children are confidently and calling out the target language. Are children still
using the mimes?




GAME – The thinking game
MATERIALS: Topic flashcards or realia (e.g. toys, clothes, fruit, toy animals)
STEPS:
• Announce the game e.g. Let’s play the thinking game!
• Place a maximum of five flashcards or objects on the floor, the wall or board for the children to see.
• Begin by modeling how to play. Select one, but keep it secret. Say, I’m thinking of a toy. It isn’t the car, it
isn’t the doll, it’s isn’t a computer game and it isn’t a spinning top. What is it?
• Invite individual children to guess what it is, e.g. Is it a puzzle?
• If the guess is incorrect, say No, it isn’t. If the guess is correct, say Yes, it is! and the child who guessed
correctly can come to the front and leads the game.
• Help them to select an object - they should whisper t to you first. Then help them say toys it is not and to
respond using Yes it is, or No it isn’t. Encourage the class to ask full questions too, e.g. Is it a teddy?

Extension
Playing with multiple topics works especially well if the children have been playing with the topic sets of words
and expressions.
• Instead of using a set of flashcards or realia from one topic, use a target word from four topics, e.g. a teddy
bear, a nose, a baby, a pencil.
• Model how to play: I’m thinking of a word. It isn’t a family word, it isn’t a toy word, it isn’t a face word, what
is it?
• Encourage children to tell you using sentences: e.g. Is it a pencil?
• Respond and ask children to tell you which set it belongs to: Yes, it is! What set is it?
• It’s a classroom word.

Progression notes: Observe which children are able to successfully use whole sentences to play the game.





GAME – Chant a chain

MATERIALS: Flashcards (six maximum)
STEPS:
• Announce the game e.g. Let’s play chant a chain!
• Place the visuals in a line so all children can see them,
• Point to each visual and have children chant the words as you point, e.g. a dragon, a rat, a horse, a tiger, a
dog, a snake. Use a chanty, singsong voice, instead of just saying the words, the children will enjoy it more!
• Turn over one of the flashcards. Point to each flashcard again and the children say the words, including
the one that is turned over!
• Take another card away, and point again with children chanting. Continue taking cards and pointing, until
all flashcards are turned over and the children are able to say all the names of the objects with out the
visual support. The children get very excited when they are saying six words, with no visuals to see.
• Point to one of the turned over flashcards and ask What is is?
• Accept the children’s suggestions and then check, Is it sunny? Let’s see! Yes it is! It’s sunny.
• Continue to have the children remember until you have turned over all the flashcards

Extension: As children get confident:
• You can ask a child to come to the flashcards and say what is hidden. E.g. It’s sunny. If the child can’t say
the word help them do the mime, then say the word for them or ask the class to help them say the word.
Turn over the flashcard and confirm the child is right. Praise them for remembering!

Progression notes: Observe which children are becoming confident and easily chanting the target language, or
calling out the new words. Are children saying just the word, or using sentences or questions?








GAME – The describing game
MATERIALS: Topic flashcards or realia (e.g. toys, clothes, fruit, toy animals)
STEPS:
• Announce the game e.g. Let’s play the describing game!
• Begin by modeling how to play. Select one of the target language objects. According to what it looks like,
begin to describe it, e.g. It’s small and green. What is it?
• Invite individual children to guess what it is. Depending on ability they can use different questions
a) Car?
b) Is it a car?
• If the guess is incorrect, say No, it isn’t
• If the guess is correct, say Yes, it is! and the child who guessed correctly can come to the front and leads
the game.
• Help them describe the object and respond using Yes it is, or No it isn’t. Encourage the class to ask full
questions too, e.g. Is it a teddy?

Progression notes: Observe which children are able to describe the objects using full sentences, and ask full
questions.






GAME – The run and collect game

MATERIALS: Two of each flashcard (max 16 in all)
STEPS:
• Announce the game e.g. Let’s play the run and collect game!
• Begin by placing a set of flashcards in two sets on the floor at the end of the room.
• Divide the children into two teams and decide upon a name for each team e.g. a colour, a favourite cartoon
character. Nominate a set of flashcards for each team.
• You will need to collect team points, so arrange either to write tallies on the board or use blocks, legos,
plastic coins, beads etc as representative of each team point.
• Two children begin, one child from each team. Explain that you will call out a word and they should run to
their team’s flashcards, pick up the flashcard and bring it back to you. The first child to return gets a point
for their team if they can say the word correctly.
• Call out the target language in a sentence, e.g. It’s rainy today!
• When the children return with the flashcards, ask them what they have brought you: What’s the weather
like Sarah?
• Award a point to the child who arrived first and can successfully say what is on the flashcard. Either mark
a tally on the board or place an object to represent the point.
• Keep going until all children have had a go at running.
• Count the points. Start with the team with the fewer points. Count them with the children. Write the
number for the children to see. Clap the team. Do the same with the winning team. Ask the children who
has the most points and clap the winning team.

Extension to lead to an exploit situations
• Ask a confident child to be the caller.

Progression notes: Observe which children are able to pick up the correct flashcard and name it confidently.



Session 1.4: Print a copy for each group (five groups) + one extra just in case they select an activity which requires two sets.


Working on Nomenclature

Brown Bear
What is nomenclature?
Nomenclature is when you help your child
acquire the correct vocabulary words to go
with objects. Basically speaking when you
practice this skill at a center you are helping
your child recognize words and practice
labeling. This will help your students become
better readers and writers and it will expand
their vocabulary.
 Preparing the Cards
Leave one set whole

Brown Bear

Cut the second set so

that they are two
cards.

Brown Bear
 The basic lesson:
“This is a brown bear”

You can discuss

what you know
about brown bears.

Brown Bear “Can you find the

picture of the brown
bear?”

“Can you find the

words that say
brown bear?”

Brown Bear
Brown Bear Brown Bear

Polar Bear Polar Bear

Panda Bear Panda Bear

Bear Cub Bear Cub



Trainer resource: 2.4.1

The phonological awareness puzzle

Cut out each part and give a set of all pieces to each group of participants.

a.
Phonological awareness
This is a broad term that refers to all levels of awareness of the sounds and
syllables heard in oral language. It is an understanding of the different ways
that oral language can be divided into smaller components and
manipulated. It involves the auditory and oral manipulation of sounds.

Examples:

• spontaneous repairs of errors in speech (“You said ‘boots’ but I only

want one boot.”; “That’s not a fin that’s a fan.”)
• the creation of silly rhymes through word play (e.g., “My name is
Susan Busan.” “I have a blue shoe.”)
• judging if words rhyme (“Tiger and figer, they rhyme. Table and chair,
they don’t rhyme.”)
• isolating the first sound of a word by iteration (b-b-book; m-m-mud)
• segmenting words into sounds (/f/... /i/... /n/)
• using knowledge of sounds for letters to spell words

d.
Phoneme
This is a ‘sound’ or the smallest unit of speech. It is typically
represented by a letter or symbol enclosed by ‘/ /’. Any time you see a
letter enclosed by ‘/ /’, make the sound for the letter rather than say
the letter name.

Examples:
• the sound for the letter ‘s’ is /s/
• the sounds/phonemes for the letter ‘c’ are /k/ and /s/
• the word “ox” has three phonemes: “ /o/ /k/ /s/”.

3.3_2017_Preschool 1


b.
Phonemic awareness
This is the understanding that words are made up of individual sounds or
phonemes and that these words can be manipulated by segmenting, blending
or changing individual phonemes to create new words

Examples:
• ‘sock’ starts with the sound /s/
• ‘shoe’ starts with the sound /sh/
• the word “witch” is made up of three phonemes “/w/ - /i/ - /ch/”
• the sounds “/p/ /l/ /a/ “ blended together make the word “play”

• if the sound /s/ is taken from the beginning of the word “sat” and
replaced with /m/, the new word is “mat”

c.
Phonics
This is the relationship between the sounds of spoken language and the
written symbols used to represent those sounds. It is the process of giving
sounds to consonants, consonant clusters, single vowels and vowel clusters.

Example:
The explicit teaching of concepts such as:

• consonant sounds (/b/, hard /c/, /d/, hard /g/, /h/, /j/, /k/, /m/, /n/, /p/, /t/
and /w/)

• short vowel sounds (/a/, /e/, /i/, /o/, and /u/) rimes and corresponding
onsets
• (e.g., b...ack, l...ack)
common three-letter consonant blends

3.3_2017_Preschool 2
TR 3.2.1: Reflection images.
Cut out a set for each group of participants
 Session 3.3
Assessment principle cards
Print and copy enough for one set per group of 5 / 6 participants.
Cut out the cards before giving them to each group

Assessment Assessment Assessment

Assessment is
should be should be occurs once a
criterion based
conducted holistic year
formally

Assessment
During Examples of
should be
Observation is assessment assessment
integrated into
key in collecting procedures tools in
normal
evidence for children’s rights preschool are
classroom
assessment should be tests and exams
practice
disregarded

Parents can
Children’s
contribute to
opinions are not Observation can
providing Assessment
relevant for be spontaneous
evidence for should not
assessment and planned
assessment inform practice
purposes
purposes
 Part 1: 3.4.1 Differentiation puzzle.
Cut along the dashed lines. Give one set to each group of participants.


Strategy 1: Differentiate by the type and amount of support you provide

Use different types and amount of support for different pupils, depending on their needs, and
provide extra challenges for pupils who find tasks too easy. The objective is that each child should
feel successful and confident about English.



Strategy 2: Differentiate by the outcome you expect from pupils
You may expect more language from some pupils, and less from others. When considering reading
and writing, there will be a variety of different outcomes. The main principle here is that you want
every pupil to say or do something so that they feel successful.

Differentiation by outcome allows pupils to respond to the new topic in different ways. As you move
through a topic expect pupils to use more English and to become more autonomous in their use of
English (both spoken and written).



Strategy 3: Differentiate by the time you allow pupils to complete a task
Some pupils need longer than others to complete tasks, especially when table work is involved.
When it’s appropriate, give these pupils a little longer to finish, and provide extra tasks for fast
finishers.



Strategy 4: Differentiate by supporting individual learner preferences and needs
When appropriate, you can put this strategy into practice by letting pupils make choices about what
they do and how they do it.



Strategy 5: Differentiate by different question types

This strategy enables a child to feel confident depending on the questions you ask. Your aim should
be that they are able to respond no matter what!




Strategy 6: Differentiate by the feedback you give

Vary the feedback you give to pupils according to their ability to act on it.
 Part 2: 3.4.1 Differentiation puzzle.
Cut along the lines. Give one set to each group of participants.

Example 5

Listening and speaking

a) Offering options e.g. Is it sunny or is it rainy?
b) Saying first letter sound e.g. It’s sss …; It’s www …
c) Prompting with a mime.
d) Allowing a pupil to ask for help using Help please!

Reading and writing

a) Showing two written words and asking pupils to choose
b) Encouraging pupils to find words in a larger set of word cards
c) Asking a pupil to dictate what they want to write about their picture and
i) nothing more is expected
ii) the pupil copies what you’ve written
d) Encouraging pupils to find the word he/she wants to write or copy

Example 4

Listening and speaking

a) By miming / pointing only.
b) By mouthing the new language (mouthing is imitating the movement of the mouth associated with a word
or words which is/are being learned).
c) By repeating the new language after or with you.
d) By using known language spontaneously.
e) By showing an interest in wanting to know more.
f) By responding with single words e.g. Mango! Horse! Yellow
g) By responding with phrases or a sentence e.g. I like mango! It’s a horse! My t-shirt is yellow.

Reading and writing

a) By recognising first letters only in words
b) By recognising the shape of a word
c) By recognising the individual letters and sounding them out
d) By guessing meaning from context
e) By making marks on a page representing letters / words
f) By writing letters which are recognizable
g) By using lower and upper case letters
Example 1

a) Additional table work e.g. embellishing their work or a different table activity.
b) Set up activity centres with different resources pupils associate with English e.g. flashcards, storybooks,
puppets, games. Allow pupils to select an activity centre and play for a while.

Can you think of any other ways of providing a challenge for those pupils who finish quickly?

Example 2

a) Provide two different table activities and pupils select which they want to do.
b) Provide choice in relation to which craft resources the pupil can use to complete an activity e.g. crayons,
paint, collage.
c) Provide choice in relation to which song to sing or game to play during a lesson.
d) Provide choice in how pupils suggest mimes for new words or mimes to accompany songs and rhymes.
e) Provide choice in relation to play activities, where they can select the English area, or not!

Example 6

a) Weaker learners: Ask closed questions (e.g. Is it sunny?) or limit their options (e.g. Is it sunny or rainy?).
This gives them a chance to produce accurate answers. As weaker pupils grow in confidence and
competence, you can ask them more open questions.
b) Stronger learners: Ask more open questions (e.g. What’s the weather like? Or What’s your favourite
weather? ). This provides extra challenge.

Example 3

a) A weaker pupil may be slower at picking up new language. If they successfully label a picture or use a
word in context let them know you are pleased with them and their attempt.
b) A stronger pupil might be quicker to pick up language and can use it in a simple sentence very early on.
Expect this from the pupil always, and show them you appreciate their skill. The pupil should be able to
respond to the extra challenge.
 Session 5.1 Task 1: Planning question slips.
Cut out the strips and give a set to each group of 6 or 7 participants

1. Are pupils using English?

2. Did you cater for all learners?

3. How are pupils responding to the different activities?

4. How did the pupils respond to the activities?

5. How long do pupils take to do certain activities?

6. How successful were pupils at reaching learning objectives?

7. How well are you doing for time?

8. How well did you follow your plan?

9. How well do pupils usually work as whole class, in pairs, in small groups?

10. Was timing correct?

11. Were you able to collect evidence of progression?

12. Were you able to successfully document progression?

13. What can pupils already do in English?

14. What did the pupils do in the last lesson?

15. What did the pupils like doing?

16. What do pupils know?

17. What do pupils like doing?

18. What do pupils need to know?

19. What will help pupils use more English?

20. When / how will you collect evidence of progression?