Teacher's Kit (Sow)

KSPK
English Language
Teach er’s Kit

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PRESCHOOL
ENGLISH LANGUAGE COMPONENT
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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 Listen BI 1.2.7 Listen to, enjoy and respond to
stories
BI 1.2.3 to and repeat greetings
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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
BI 1.3.1 Participate politely in daily BI 1.3.2 Name favourite things and
contexts
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:

Children who start preschool at 5+ will develop
handling skills BI 2.1.1 Handle books carefully 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
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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 by BI 2.2.5 Recognise and sound out letters of
their: 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
signs frequency/sight words
form of print and non-
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 reading Pupils can: Pupils can:

independently for
BI 2.4.1 Recognise and name objects or BI 2.4.2 Read texts independently
information and enjoyment
people in pictures
BI 2.4.3 Read and respond to texts read
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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 who
hands and fingers by using writing 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
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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 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
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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
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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
/ songs
Introduction girl, boy Hello, my name’s … What’s your name? Hello song Goodbye I feel angry
Me Hello, my name is … What is your name? song Ring a ring a (Brian Moses)
teacher, students I’m a (girl). How are you? 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? Is One little, two little, three (Elisabeth Bluemle)
rainy, windy, cloudy, sunny, (Six) girls 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, crayon It’s (my pencil). What is this? Bits of paper (Emma Dodd)
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). Is there?
it a (pencil)?
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/ 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: One
I have got (long hair). Who’s got (brown) eyes? 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, hands, My (body) What’s this? One finger, one thumb Hands are not for hitting
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!
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Suggestions for 5+ Syllabus
/ 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, stormy It’s (Monday).
It is (Monday).
New: Is it (blue)?
Monday, Tuesday, Yes, it is.
Wednesday, Thursday, No, it isn’t.
Friday, Saturday, Sunday No, it is not.
1. My school playground, classroom, It’s the (dining room). It Where is it? Washing hands Pete the Cat: Rocking in his
field, dining room, toilet is the (dining room). In Where’s (Sarah)? school shoes
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).
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/ 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). It What is it like? Horsey horsey don’t you
has got (four legs and a tail). stop
tail, beak, feathers, fur 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, milk I like (rice). Do you like (rice)?
My favourite is (coconut).
Yes, I do./ No, I don’t.
Yes, I do./ No, I do not. I
like (rice).
What is it?
4. My fruit apple, banana, orange, It’s (a banana). It What’s your favourite fruit? I walked through the jungle The very hungry caterpillar
papaya, watermelon, is (a banana). I What is your favourite fruit? (Eric Carle)
pineapple, mango, guava, 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, trousers, It is (a shirt). What colour is it? 1, 2 buckle your shoe (Traditional)
shorts, sandals, shoes, This is my (shirt). What have you got?
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)
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/ 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 (Rod
claws, teeth, big, small It’s (black and orange). 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
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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 In today? Row, row row your boat (Donald Crews)
motorbike, van 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). There Five currant buns
office, square, café, park 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).
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SCHEME OF WORK
PRESCHOOL YEAR 4+
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SCHEME OF WORK: INTRODUCTION (4+)
TOPIC Introduction LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /

LEARNING OUTLINE
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) Class children to respond to the new
appropriately BI 1.2.4  Greetings 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 / sit
 Encounter activity 2 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
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TOPIC Introduction LESSON 22 MAIN SKILL(S) FOCUS: Listening and Speaking 1

LEARNING OUTLINE
STANDARD(S) STANDARD(S) REFERENCES STRATEGIES REMARKS

Listen and respond BI 1.2.2 Opening time (Puppet) Hello children to respond to the new
appropriately BI 1.2.3  Greetings and a hello song song Class topic in different ways:
BI 1.2.4  Register 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
 Counting boys and girls
Closing time
 Reflecting on learning Time line images
 Goodbye and song Goodbye song
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LEARNING OUTLINE
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support

Listen and respond BI 1.2.2 Opening time (Puppet) Hello a) Offering options, e.g.
appropriately BI 1.2.3  Greetings and a hello song song Class Are you happy or
BI 1.2.4  Register 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 in
Circle time teacher, students) 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, sad, language
 Encounter activity 2 (emotions) calm, angry, scared, c) by repeating the new
 Encounter activity 3 (emotions) surprised) language after or with you
 Encounter activity 4 (emotions)
Closing time
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LEARNING OUTLINE

Listen and respond BI 1.2.2 Opening time (Puppet) Hello children to respond to the topic in
appropriately BI 1.2.3  Greetings and a hello song song Class different ways:
 English today Time line images b) by mouthing the new
language
BI 1.3 BI 1.3.1 c) by repeating the new
Listen, understand and i) exchange greetings language after or with you
respond in a variety of iii) introduce oneself
contexts iv) express feelings Lesson development
ENCOUNTER/ENGAGE Differentiate with support
Circle time a) Offering options, e.g.
 Sing / Recite rhyme 1) Rhyme: Ring a ring o’ Are you happy or
 Remembering activity 1 (emotions) roses surprised?
 Engage activity 1 (emotions) 2) Flashcards (emotions) b) Say first letter sound, e.g.
 Engage activity 2 (emotions) It’s sss; It’s ccc
 Encounter activity 3 (emotions) c) Prompt with mime
 Engage activity 4 (emotions)
 Goodbye and song
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CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /

LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STANDARD(S) STRATEGIES REMARKS

 English today Time line images b) Say first letter sound, e.g.
It’s sss; It’s ccc
Listen, understand and i) exchange greetings Lesson development
respond in a variety of iii) introduce oneself ENGAGE Differentiate by outcome – allow
contexts iv) express feelings Circle time children to respond to the topic in
 Sing / Recite rhyme 1) Rhyme: Ring a ring o’ roses different ways:
 Remembering activity 2 2) Flashcards (emotions) a) by miming only
(emotions) 3) Worksheets (How do you feel b) by mouthing the new
BI 3.1 BI 3.1.1  Engage activity 1 (emotions) today?) language
Develop prewriting skills BI 3.1.2  Engage activity 2 (emotions) c) by repeating the new
 Set up table time language after or with you
BI 3.2 BI 3.2.1
Develop early writing BI 3.2.2 Table time Differentiate by time
skills BI 3.2.3  Transition chant a) Allow child longer to finish
BI 3.2.4  Manual activity b) Set up activities for fast
 Tidy up finishers
 Show and tell
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TOPIC Introduction LESSON 26 MAIN SKILL(S) FOCUS: Reading 1


BI 1.2.5  English today Time line images b) Say first letter sound, e.g.
 Sing / Recite rhyme Rhyme: Ring a ring o’ roses It’s sss; It’s ccc
c) Prompt with mime
BI 1.3 BI 1.3.1
contexts iv) express feelings
Lesson development
ENGAGE
Circle time
BI 2.1 BI 2.1.2  Story book pre-listening 1 1) Story book (with a connection
Show appropriate book  Story book reading to emotions)
handling skills  Story book post listening 1 2) Flashcards (emotions)
 Engage activity 6 3) Calm breathing activity
BI 2.4 BI 2.4.1  Calm breathing activity
Develop interest in  Engage activity 5
reading independently
for information and
enjoyment Post-lesson routines
2


BI 1.2.5  English today Time line images b) Say first letter sound, e.g.
 Sing / Recite rhyme Rhyme: Ring a ring o’ roses It’s sss; It’s ccc
Lesson development
ENGAGE/EXPLOIT
Circle time
 Story book pre-listening 1) Story book (with a connection
BI 2.2 BI 2.2.1  Story book reading to emotions)
Apply sounds of letters BI 2.2.2  Story book post listening 2) Flashcards (emotions)
to recognise words BI 2.2.3  Exploit 1 3) Alphabet visuals
 Calm breathing activity 4) Word cards (topic +)
BI 2.3 BI 2.3.2  Alphabet activity
Demonstrate  Engage activity 5
understanding of a
form of print and digital Post-lesson routines
materials Closing time Time line images
2
TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


Listen and respond BI 1.2.2 Opening time a) Offering options, e.g.
appropriately BI 1.2.3  Greetings and a hello song (Puppet) Hello Are you happy or
BI 1.2.4  Register song Class surprised?
BI 1.2.5  English today register b) Say first letter sound, e.g.
 Sing / Recite rhyme Time line images It’s sss; It’s ccc
Rhyme: Ring a ring o’ roses c) Prompt with mime
BI 1.3 BI 1.3.1
Listen, understand and i) exchange greetings Differentiate by learning
respond in a variety of iii) introduce oneself Lesson development preferences
contexts iv) express feelings EXPLOIT 1) Flashcards (happy, sad, calm, a) What medium to use, (e.g.
Circle time angry, scared, surprised) crayon, paint, collage)
 Exploit activity 2 2) Worksheets (Take 5 b) Which hand to draw around
 Set up table time breathing activity – copy the (left or right)
BI 2.3 BI 2.3.2 emotion word they feel)
Demonstrate Table time Differentiate by time
understanding of a  Transition chant a) Allow child longer to finish
variety of texts in the  Manual activity b) Set up activities for fast
form of print and digital  Tidy up finishers
materials  Show and tell
BI 3.1 BI 3.1.1
Develop prewriting BI 3.1.2 Post-lesson routines
skills Closing time Time line images
BI 3.2 BI 3.2.1  Goodbye and song
Develop early writing BI 3.2.2
skills BI 3.2.3
BI 3.2.4
2
SCHEME OF WORK: THE WEATHER (4+)
TOPIC My weather LESSON 1 MAIN SKILL(S) FOCUS: Listening

BI 1.1 BI 1.1.1 Pre-lesson routines (Puppet) Hello Differentiate by outcome – allow

Listen to and identify Opening time song Class children to respond to the new
sounds  Greetings and a hello song register topic in different ways:
 Register Emotions flashcards a) by miming only
BI 1.2 BI 1.2.1  Emotions routine Song: I hear thunder b) by mouthing the new
Listen and respond BI 1.2.2  Sing a song Time line language
appropriately BI 1.2.3  English today c) by repeating the new
BI 1.2.4 language after or with you
Lesson development 1) Flashcards of weather (Hot,

BI 1.3 BI 1.3.1 ENCOUNTER rainy, windy, cloudy, sunny,
Listen, understand and i) exchange greetings Circle time stormy - additional images of
respond in a variety of ii) introduce oneself  Encounter activity 1 thunder, lightning)
contexts iv) express feelings  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)
Post-lesson routines Time line images

Closing time Goodbye song
 Reflecting on learning
GUIDANCE
2
TOPIC My weather LESSON 30 MAIN SKILL(S) FOCUS: Listening and Speaking 1


Listen to and identify Opening time (Puppet) Hello children to respond to the new
sounds  Greetings and a hello song song Class topic in different ways:
 Register register a) by miming only
 Emotions routine Emotions flashcards b) by mouthing the new
BI 1.2 BI 1.2.1  Sing a song Song: I hear thunder language
Listen and respond BI 1.2.2  English today Time line c) by repeating the new
appropriately BI 1.2.3 language after or with you
BI 1.2.4
Lesson development
ENGAGE 1) Flashcards of weather
BI 1.3 BI 1.3.1 Circle time (Hot, rainy, windy, cloudy,
Listen, understand and i) exchange greetings  Remembering activity 1 sunny, stormy, warm, cool,
respond in a variety of ii) introduce oneself  Engage activity 1 cold,)
3


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

3


Listen to and identify Opening time (Puppet) Hello children to respond to the topic in
sounds  Greetings and a hello song song Class different ways:
BI 1.2 BI 1.2.1  Emotions routine Emotions flashcards b) by mouthing the new
Listen and respond BI 1.2.2  Weather routine Weather chart language
appropriately BI 1.2.3  English today Time line c) by repeating the new
BI 1.2.4 language after or with you
BI 1.3 BI 1.3.1 (i), (ii), (iv)

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


BI 1.2 BI 1.2.1  Emotions routine Emotions flashcards It’s sss; It’s rrr
Listen and respond BI 1.2.2  Weather routine Weather chart c) Prompt with mime
appropriately BI 1.2.3  Song (I hear thunder) Objects to make sounds for
BI 1.2.4  English today song Differentiate by outcome – allow
Time line children to respond to the topic in
BI 1.3 BI 1.3.1 (i), (ii), (iv) different ways:
Listen, understand and a) by miming only
respond in a variety of Lesson development b) by mouthing the new
contexts ENGAGE 1) Story book (with a connection language
Circle time to the weather) c) by repeating the new
 Story book pre-listening 2) Flashcards of weather language after or with you
BI 2.1 (Hot, rainy, windy, cloudy,
 Story book reading
Show appropriate book BI 2.1.2 sunny, stormy, warm, cool, cold)
 Story book post listening
handling skills
BI 2.2  Engage activity 5
Apply sounds of letters to BI 2.2.1
recognise words BI 2.2.2
BI 2.2.3 Post-lesson routines
BI 2.2.4 Closing time Time line images
BI 2.3  Reflecting on learning Goodbye song
Demonstrate BI 2.3.1  Goodbye and song
understanding of a BI 2.3.2
form of print and digital
materials
BI 2.4
Develop interest in BI 2.4.1
for information and
enjoyment
3
TOPIC My weather LESSON 34 MAIN SKILL(S) FOCUS: Reading 1


BI 1.2 BI 1.2.1  Emotions routine Emotions flashcards It’s sss; It’s rrr
appropriately BI 1.2.3  Song (I hear thunder) Objects to make sounds for
BI 1.2.4  English today song
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 1) Song: Ten little rain clouds
BI 2.1 BI 2.1.2  Pre- song activity 2) Number flashcards 1-10
Show appropriate book 2) Story book (with a connection
 Sing a song
handling skills to the weather)
 Story book pre-listening 2
 Story book reading 3) Weather flashcards (Hot,
BI 2.2 BI 2.2.1 rainy, windy, cloudy,
Apply sounds of letters BI 2.2.2  Story book post listening 2
 Exploit 1 sunny, stormy, warm, cool, cold)
to recognise words BI 2.2.3
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
materials
BI 2.4 BI 2.4.1
Develop interest in
for information and
enjoyment
3
TOPIC My weather LESSON 35 MAIN SKILL(S) FOCUS: Reading 2


appropriately BI 1.2.4  Greetings and a hello song song Class Is it sunny or is it rainy?
BI 1.2.5  Register register b) Say first letter sound, e.g.
 Emotions routine Emotions flashcards It’s sss; It’s rrr
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Weather routine Weather chart c) Prompt with mime
Listen, understand and  Song (I hear thunder) Objects to make sounds for
respond in a variety of  English today song
contexts Time line
BI 2.2 BI 2.2.1 1) Song: Ten little rain clouds

Lesson development
Apply sounds of letters BI 2.2.2. 2) Flashcards of numbers 1 -10
EXPLOIT
to recognise words BI 2.2.3 Circle time 3) 55 card rain drops
BI 2.2.4 4) Flashcards (weather)
 Sing a song
 Counting activity - clouds and 3) Alphabet visuals
BI 2.3 4) Word cards (topic +)
rain drops
Demonstrate
 Alphabet activity
variety of texts in the  Engage activity 5
materials
3
TOPIC My weather LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

BI 1.2 BI 1.2.1 Pre-lesson routines (Puppet) Hello Differentiate with support

Listen and respond BI 1.2.2 Opening time song Class a) Offering options, e.g.
appropriately BI 1.2.3  Greetings and a hello song register Is it sunny or is it rainy?
BI 1.2.4  Register Emotions flashcards b) Say first letter sound, e.g.
 Emotions routine Weather chart It’s sss; It’s rrr
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Weather routine Ten rain clouds c) Prompt with mime
Listen, understand and  One little rain cloud song Time line
respond in a variety of  English today Differentiate by learning
contexts preferences
a) What medium to use, e.g. crayon,
Lesson development 1) Flashcards of weather paint, collage
BI 2.3 BI 2.3.2 EXPLOIT (Hot, rainy, windy, cloudy,
Demonstrate Circle time sunny, stormy, warm, cool, cold) Differentiate by time
understanding of a  Exploit activity 2 2) Worksheets (My weather – a) Allow child longer to finish
variety of texts in the children draw their favourite b) Set up activities for fast
form of print and digital weather and copy the weather finishers
materials word)
Table time
BI 3.1 BI 3.1.1
 Manual activity
Develop prewriting BI 3.1.2
 Show and tell
BI 3.2 BI 3.2.1
Develop early writing BI 3.2.2 Post-lesson routines Time line images
skills BI 3.2.3 Closing time Goodbye song
BI 3.2.4  Reflecting on learning
3
SCHEME OF WORK: MY COLOURS (4+)
TOPIC My colours LESSONS 1 MAIN SKILL(S) FOCUS: Listening

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

GUIDANCE
3
TOPIC My colours LESSONS 38 MAIN SKILL(S) FOCUS: Listening and Speaking 1

identify sounds song Class children to respond to the new
Opening time
register topic in different ways:
BI 1.2 Listen and BI 1.2.1  Greetings and a hello song Emotions flashcards
a) By miming only
respond appropriately BI 1.2.2  Register Time line images
b) By mouthing the new
BI 1.2.3  Emotions routine language
BI 1.2.4  English today c) By repeating the new
language after or with you
Lesson development 1) Flashcards of colours
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and ENGAGE (red, orange, yellow, green,
respond in a variety of blue, pink, black, brown,
contexts Circle time white)
 Remembering activity 1 2) Song: I can sing a rainbow
 Introduce weather routine
 Acting out ‘I can sing a
rainbow’

Goodbye song
Closing time
3

BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Hello Differentiate with support
identify sounds song Class
Opening time a) Offering options, e.g.
register
Is it blue or is it red?
b) Say first letter sound, e.g.
Its’s bbb. It’s rrr.
BI 1.2.3  Emotions routine
BI 1.2.4  Weather routine
 English today Differentiate by outcome – allow
children to respond to the new
BI 1.3 BI 1.3.1 (i), (ii), (iv) topic in different ways:
Listen, understand and Lesson development 1) Flashcards of colours
respond in a variety of ENGAGE (red, orange, yellow, green, a) By miming only
contexts blue, pink, black, brown, b) By mouthing the new
Circle time white) language
BI 3.1 BI 3.1.1 2) Song: I can sing a rainbow c) By repeating the new
 Remembering activity 2
Develop prewriting skills BI 3.1.2 3) Dice language after or with you
BI 3.1.3
 Sing a song (I can sing a
rainbow)
BI 3.2  Set up table time
skills BI 3.2.2
BI 3.2.4 Table time
 Manual activity
 Tidy up
 Show and tell

Goodbye song
Closing time
3

Opening time
a) By miming only
BI 1.2.4  Weather routine c) By repeating the new
 English today language after or with you
BI 1.3 BI 1.3.1 (i), (ii), (iv),

Listen, understand and Lesson development Differentiate with support
respond in a variety of ENGAGE a) Offering options, e.g.
contexts Is it blue or is it red?
Circle time
BI 3.1 Develop prewriting BI 3.1.1  Remembering activity 2 Its’s bbb. It’s rrr
skills BI 3.1.2 1) Flashcards of colours c) Prompt with mime
BI 3.1.3 (red, orange, yellow, green,
 Sing a song (I can sing a
rainbow) blue, pink, black, brown,
BI 3.2 Develop early BI 3.2.1 white)
 Set up table time Differentiate by time
BI 3.2.2 2) Song: I can sing a rainbow
writing skills
BI 3.2.3 3) Worksheets a) Allow child longer to finish
BI 3.2.4 Table time b) Set up activities for fast
 Transition chant finishers
 Manual activity
 Tidy up
 Show and tell

Goodbye song
Closing time
4

Opening time
a) By miming only
BI 1.2.4  Weather routine c) By repeating the new
BI 1.3 BI 1.3.1 (i), (ii), (iv)

Listen, understand and Lesson development 1) Story book (with a Differentiate with support
respond in a variety of ENGAGE connection to the colours) d) Offering options, e.g.
contexts 2) Flashcards of colours Is it blue or is it red?
Circle time (red, orange, yellow, green, e) Say first letter sound, e.g.
BI 2.1 Show appropriate BI 2.1.2  Story book pre-listening blue, pink, black, brown, Its’s bbb. It’s rrr
book handling skills  Story book reading white) f) Prompt with mime
BI 2.2 Apply sounds of BI 2.2.1
letters to recognize BI 2.2.2
BI 2.2.3  Engage activity 5
words
BI 2.2.4
Table time
BI 2.3 Demonstrate  Transition chant

BI 2.3.1
understanding of a  Manual activity
BI 2.3.2
variety of texts in the  Tidy up
form of print and digital  Show and tell
materials
BI 2.4 Develop interest in BI 2.4.1 Goodbye song
reading independently for Closing time
4
TOPIC My colours LESSONS 42 MAIN SKILL(S) FOCUS: Reading 1

register
Its’s bbb. It’s rrr
BI 1.2.3  Emotions routine c) Prompt with mime
 English today
BI 1.3 BI 1.3.1 (i), (ii), (iv)

Listen, understand and Lesson development 1) Song (Roses are red)
respond in a variety of ENGAGE 2) Story book (with a
contexts connection to the colours)
Circle time 3) Flashcards of colours
BI 2.1 Show appropriate BI 2.1.2  Pre-song acitvity (red, orange, yellow, green,
book handling skills  Sing a song blue, pink, black, brown,
 Story book pre-listening 2 white)
BI 2.2 Apply sounds of BI 2.2.1  Story book reading
letters to recognize BI 2.2.2  Story book post listening 2
words BI 2.2.3  Engage activity 5
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
4
TOPIC My colours LESSONS 43 MAIN SKILL(S) FOCUS: Reading 2

register
Its’s bbb. It’s rrr
BI 1.2.3  Emotions routine c) Prompt with mime
 English today
BI 1.3 BI 1.3.1 (i), (ii), (iv)

Listen, understand and Lesson development 1) Song: Roses are red
respond in a variety of EXPLOIT 2) Flashcards of colours
contexts (red, orange, yellow, green,
Circle time blue, pink, black, brown,
BI 2.1 Show appropriate BI 2.1.2  Sing a song white)
book handling skills  Alphabet activity 3) Alphabet visuals
 Engage activity 5 4) Word cards
BI 2.2 Apply sounds of BI 2.2.1
letters to recognize BI 2.2.2
BI 2.2.3
words Post-lesson routines Time line images
BI 2.2.4
Goodbye song
BI 2.3 Demonstrate Closing time
BI 2.3.1
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
4
TOPIC My colours LESSONS 8 MAIN SKILL(S) FOCUS: Reading and Writing

BI 1.2 Listen and BI 1.2.1 Pre-lesson routines (Puppet) Hello Differentiate with support
respond appropriately BI 1.2.2 song Class
BI 1.2.3 register
Is it blue or is it red colour?
BI 1.2.4  Greetings and a hello song Emotions flashcards
 Register Weather chart
Time line images Its’s bbb. It’s rrr.
 Emotions routine c) Prompt with mime
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Weather routine
Listen, understand and  English today
respond in a variety of Differentiate by learning
Lesson development 1) Flashcards of colours a) What medium to use, (e.g.
EXPLOIT (red, orange, yellow, green, crayon, paint, collage)
BI 2.3 Demonstrate BI 2.3.1 blue, pink, black, brown, b) Which colour to use (red or
BI 2.3.2 Circle time white)
understanding of a blue)
variety of texts in the  Exploit activity 2 2) Worksheets
form of print and digital  Set up table time
materials Differentiate by time
BI 3.1.1 Table time
a) Allow pupil longer to finish
BI 3.1 Develop
BI 3.1.2  Transition chant b) Set up activities for fast
prewriting skills BI 3.1.3  Manual activity finishers
 Tidy up
BI 3.2 Develop early  Show and tell
BI 3.2.1
writing skills BI 3.2.2
BI 3.2.3 Post-lesson routines Time line images
BI 3.2.4 Goodbye song
Closing time
4
SCHEME OF WORK: MY CLASSROOM (4+)
TOPIC My classroom LESSON 1 MAIN SKILL(S) FOCUS: Listening
LEARNING DIFFERENTIATION TEACHERS’ NOTES /

CONTENT STANDARD (S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (iii) Pre-lesson routines Differentiate by outcome – allow

Listen to and identify sounds Opening time children to respond to the new
 Greetings and a hello song (Puppet) Hello topic in different ways:
BI 1.2 BI 1.2.1  Register song Class a) by miming only
Listen and respond BI 1.2.2  Emotions routine register b) by mouthing the new
appropriately BI 1.2.3  Weather routine Emotion flashcard language
 Sing a song Weather Chart c) by repeating the new
 English today Song: Wind the Bobbin up language after or with you
BI 1.3 BI 1.3.1 (i) Time line images
respond in a variety of contexts
Lesson development
ENCOUNTER
Circle time 1) Realia
 Encounter activity 1 2) Flashcards
 Encounter activity 2 3) Song: Wind the Bobbin up
 Sing song (Wind the Bobbin
up)

PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
4
TOPIC My classroom LESSON 46 MAIN SKILL(S) FOCUS: Listening and Speaking 1

CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES

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

BI 1.2 Pre-lesson routines

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

ENGAGE a) Offering options
Circle time b) Prompt with mime
 Encounter 3 (ASL signs) 2) Flashcards
 Sing a song

4


appropriately  Greetings and a hello song song Class different ways:
BI 1.3 BI 1.3.1 (i)  Emotions routine Emotion flashcard b) by mouthing the new
Listen, understand and  Weather routine Weather Chart language
respond in a variety of contexts  Days of the week routine Song: Wind the Bobbin up c) by repeating the new
 Sing a song Time line images language after or with you
 English today
Differentiate with support
a) Offering options, e.g.
Lesson development b) Say first letter sound
ENGAGE c) Prompt with mime
Circle time
2) Flashcards Differentiate by time
 Engage activity 4 (in pair)
3) Completing puzzle/ build a) Allow child longer to finish
objects in the classroom using b) Set up activities for fast
 Set up table time finishers
Lego/recycled materials/blocks
Table time
 Manual activity
 Tidy up
 Show and tell
4


Listen and respond appropriately BI 1.2.3 Opening time (Puppet) Hello a) Offering options
 Greetings and a hello song song Class b) Say first letter sound
BI 1.3  Register register c) Prompt with mime
Listen, understand and respond in a BI 1.3.1 (i)  Emotions routine Emotion flashcard
variety of contexts  Weather routine Weather Chart Differentiate by outcome – allow
 Days of the week routine Song : Wind the Bobbin up children to respond to the topic in
BI 2.1 BI 2.1.1  Sing a song Time line images different ways:
Show appropriate book BI 2.1.2  English today a) by miming only
handling skills BI 2.1.3 b) by mouthing the new
language
c) by repeating the new
BI 2.2 BI 2.2.1 language after or with you
Lesson development
Apply sounds of letters to BI 2.2.2 ENGAGE
recognise words BI 2.2.3 Circle time
BI 2.2.4
 Sing a song 1) Story book (related to topic)
 Story book pre-listening 1 2) Realia
 Story book reading 3) Flashcards
BI 2.3 BI 2.3.1  Story book post-listening
Demonstrate understanding of BI 2.3.2  Engage activity 3
a variety of texts in the form of  Engage activity 5
print and digital materials
BI 2.4
Develop interest in reading BI 2.4.1 Post-lesson routines
independently for information Closing time Time line images
and enjoyment  Reflecting on learning Goodbye song
4
TOPIC My classroom LESSON 50 MAIN SKILL(S) FOCUS: Reading 1


Listen, understand and respond in a BI 1.3.1 (i)  Emotions routine Emotion flashcard
variety of contexts  Weather routine Weather Chart
 Days of the week routine Song : Wind the Bobbin up
BI 2.1 BI 2.1.1  Sing a song Time line images
Show appropriate book BI 2.1.2  English today
handling skills BI 2.1.3
BI 2.2 BI 2.2.1 Lesson development

Apply sounds of letters to BI 2.2.2 ENGAGE/EXPLOIT
recognise words BI 2.2.3 Circle time 1) Realia
BI 2.2.4
 Sing a song 2) Flashcards
 Story book pre-listening 3) Story book (related to topic)
BI 2.3
Demonstrate understanding of BI 2.3.1
a variety of texts in the form of BI 2.3.2  Story book post listening
print and digital materials  Engage activity 8
 Exploit activity 4 (objects+
BI 2.4 adjectives)
Develop interest in reading BI 2.4.1
independently for information Post-lesson routines
and enjoyment Closing time Time line images
5
TOPIC My classroom LESSON 51 MAIN SKILL(S) FOCUS: Reading 2

BI 1.2 Pre-lesson routines Differentiate with support

BI 1.2.3  Greetings and a hello song song Class b) Say first letter sound
 Register register c) Prompt with mime
BI 1.3  Emotions routine Emotions flashcard
Listen, understand and respond in a BI 1.3.1 (i)  Weather routine Weather chart
variety of contexts  Days of the week routine Song : Wind the Bobbin up
 Sing a song Time line images
BI 2.2.1  English today
BI 2.2 BI 2.2.2
Lesson development
EXPLOIT 1) Realia
Circle time 2) Flashcards
 Sing a song 3) Alphabet visuals
 Alphabet activity 4) Word card (related to topic)
 Sounds activity (topic related
or story related
** Handa’s surprise board game would work well here. See resources documentation.
5
TOPIC My classroom LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


Listen and respond appropriately BI 1.2.2 Opening time a) Offering options
BI 1.2.3  Greetings and a hello song (Puppet) Hello b) Say first letter sound
BI 1.3  Register song Class c) Prompt with mime
Listen, understand and respond in a BI 1.3.1 (i)  Emotions routine register
variety of contexts  Weather routine Emotions flashcard
 Days of the week routine Weather chart Differentiate by time
 Sing a song Song : Wind the Bobbin up a) Allow child longer to finish
BI 2.2 BI 2.2.1  English today Time line images b) Set up activities for fast
Apply sounds of letters to BI 2.2.2 finishers
BI 2.2.6 Lesson development
EXPLOIT
Circle time
 Sing a song 1) Realia
 Exploit activity 2 2) Flashcards
 Set up table time 3) Worksheets
Table time
 Manual activity
 Tidy up
 Show and tell
Closing time
5
SCHEME OF WORK: MY FAMILY (4+)
TOPIC My family LESSON 1 MAIN SKILL(S) FOCUS: Listening


Listen to and identify sounds Opening time children to respond to the new
BI 1.2 BI 1.2.1  Emotions routine register b) by mouthing the new
Listen and respond BI 1.2.2  Weather routine Emotion flashcard language
appropriately BI 1.2.3  Days of the week routine Song: Father finger c) by repeating the new
 Sing a song Time line images language after or with you
 English today
BI 1.3 BI 1.3.1 (i)
respond in a variety of contexts Lesson development
ENCOUNTER
 Encounter activity 1 2) Song
 Pre-rhyme activity
 Say a rhyme

5
TOPIC My family LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1


appropriately  Greetings and a hello song (Puppet) Hello topic in different ways:
BI 1.3 BI 1.3.1 (i)  Emotions routine register b) by mouthing the new
Listen, understand and  Sing a song Song: Father finger language
respond in a variety of contexts  English today Time line images c) by repeating the new
Lesson development
ENGAGE
Circle time
 Engage activity 1 2) Flashcards
5

BI 1.2 Pre-lesson routines

Listen and respond BI 1.2.2 Opening time (Puppet) Hello Differentiate with support– allow
appropriately BI 1.2.3  Greetings and a hello song song Class children to respond to the topic in
 Register register different ways:
 Emotions routine Song: Father finger a) by miming only
BI 1.3 BI 1.3.1 (i), (ii),  Weather routine Time line images b) by mouthing the new
Listen, understand and (iv)  Sing a song language
respond in a variety of contexts  English today c) by repeating the new
Lesson development Differentiate with support

 Remembering activity 2 1) Flashcards
 Engage activity 4 (in pairs)

5


Listen and respond BI 1.2.2 Opening time (Puppet) children to respond to the topic
appropriately BI 1.2.3  Greetings and a hello song Hello song in different ways:
BI 1.2.4  Register Class register a) by miming only
Weather chart b) by mouthing the new
 Emotions routine
BI 1.3 Song: Father finger language
Listen, understand and BI 1.3.1 (i), (ii),  Weather routine Time line images c) by repeating the new
respond in a variety of contexts (iv)  Days of the week routine language after or with you
 Sing a song
 English today
BI 3.1 Differentiate with support
Develop prewriting skills BI 3.1.1 a) Offering options
BI 3.1.2 Lesson development b) Say first letter sound
BI 3.1.3 ENGAGE c) Prompt with mime
BI 3.2 Circle time
Develop early writing skills BI 3.2.1 1) Flashcards
BI 3.2.2 2) Worksheet Differentiate by time
BI 3.2.3 a) Allow child longer to finish
BI 3.2.4  Engage activity 8
b) Set up activities for fast
 Set up table time finishers
Table time
 Manual activity
 Tidy up
 Show and tell
5


Listen and respond BI 1.2.3 Opening time (Puppet) Hello a) Offering options
appropriately  Greetings and a hello song song Class b) Say first letter sound
 Register register c) Prompt with mime
BI 1.3 BI 1.3.1 (i), (ii),  Emotions routine Weather chart
Listen, understand and (iii), (iv)  Weather routine Song: Father finger
respond in a variety of contexts  Days of the week routine Time line images Differentiate by outcome – allow
 Sing a song children to respond to the topic in
BI 2.1  English today different ways:
Show appropriate book handling BI 2.1.2 a) by miming only
skills b) by mouthing the new
language
BI 2.2 BI 2.2.1 Lesson development c) by repeating the new
Apply sounds of letters to BI 2.2.2 ENGAGE language after or with you
recognise words BI 2.2.3 Circle time
BI 2.2.4 1) Story book (related to topic)
 Story book reading 2) Flashcards
BI 2.3
 Story book post-listening
Demonstrate understanding of a BI 2.3.1
variety of texts in the form of print BI 2.3.2  Engage activity 3
and digital materials  Engage activity 5
BI 2.4
Develop interest in reading
independently for information and BI 2.4.1 Post-lesson routines
enjoyment Closing time Time line images
5
TOPIC My family LESSON 6 MAIN SKILL(S) FOCUS: Reading 1


BI 1.2.4  Register register c) Prompt with mime
BI 1.3  Emotions routine Weather chart
Listen, understand and respond in a BI 1.3.1 (i), (ii),  Weather routine Song: Father finger
variety of contexts (iii), (iv)  Days of the week routine Time line images
 Sing a song
BI 2.1 BI 2.1.2
Show appropriate book BI 2.1.3
handling skills
BI 2.2 BI 2.2.2
ENGAGE/EXPLOIT
Apply sounds of letters to BI 2.2.3 Circle time 1) Story book (related to topic)
recognise words BI 2.2.4 2) Flashcards
BI 2.3 BI 2.3.1
BI 2.3.2  Story book reading
Demonstrate understanding of
a variety of texts in the form of  Story book post listening 2
print and digital materials  Exploit activity 1
BI 2.4.1
BI 2.4 Post-lesson routines
Develop interest in reading Closing time Time line images
independently for information  Reflecting on learning Goodbye song
and enjoyment  Goodbye and song
5
TOPIC My family LESSON 7 MAIN SKILL(S) FOCUS: Reading 2


Listen, understand and respond in a  Emotions routine Emotions flashcard
variety of contexts BI 1.3.1 (i)  Weather routine Weather chart Song:
 Days of the week routine Father finger Time
 Sing a song line images
BI 2.3 BI 2.3.2  English today
a variety of texts in the form of
Lesson development
EXPLOIT 1) Flashcards
Circle time 2) Alphabet visuals
 Exploit activity 6 3) Word card (related to topic)
 Exploit activity 5
5
TOPIC My family LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


Listen and respond appropriately BI 1.2.2 Opening time a) Offering options
BI 1.2.3  Greetings and a hello song (Puppet) Hello b) Say first letter sound
BI 1.3  Register song Class c) Prompt with mime
Listen, understand and respond in a BI 1.3.1 (i)  Emotions routine register
variety of contexts  Weather routine Weather chart
 English today Song: Father finger Differentiate by time
BI 2.3 BI 2.3.2 Time line images a) Allow child longer to finish
Demonstrate understanding of b) Set up activities for fast
a variety of texts in the form of finishers
print and digital materials Lesson development
EXPLOIT Differentiate by learning
Circle time preferences
BI 3.1 BI 3.1.1  Remembering activity 2 1) Flashcards a) What medium to use, e.g.
Develop prewriting skills BI 3.1.2  Exploit activity 2 2) Worksheets crayon, paint, collage
BI 3.1.3  Set up table time
BI 3.2 Table time
Develop early writing skills BI 3.2.1  Transition chant
BI 3.2.2  Manual activity
BI 3.2.3  Tidy up
BI 3.2.4
 Show and tell
Closing time
6
SCHEME OF WORK: MY FACE (4+)
TOPIC My face LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT STANDARD LEARNING DIFFERENTIATION TEACHERS’ NOTES /

(S) STANDARD (S) STRATEGIES REMARKS

Listen and respond BI 1.2.2 Opening time children to respond to the topic in
appropriately BI 1.2.3  Greetings and a hello song (Puppet) Hello different ways:
BI 1.2.4  Register song Class a) by miming only
 Emotions routine register b) by mouthing the new
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Weather routine Rhyme: Two little ears language
Listen, understand and  Recite a rhyme Time line images c) by repeating the new
respond in a variety of  English today language after or with you
contexts
Lesson development
ENCOUNTER
Circle time
 Encounter activity 1 1) Flashcards
 Encounter activity 2 (in pairs) (Hair, face, ears, nose, eyes,
 Encounter activity 3 mouth)
 Pre-rhyme activity 2) Rhyme: Two little ears
 Recite a rhyme

GUIDANCE
6
TOPIC My face LESSON 62 MAIN SKILL(S) FOCUS: Listening and Speaking 1


Listen and respond BI 1.2.2 Opening time children to respond to the topic in
appropriately BI 1.2.3  Greetings and a hello song (Puppet) Hello different ways:
 Weather routine Rhyme: Two little ears language
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Recite a rhyme Time line images c) by repeating the new
Listen, understand and  English today language after or with you
contexts
Lesson development
ENGAGE
Circle time
 Engage activity 1 (Hair, face, ears, nose, eyes,
 Engage activity 2 mouth) OR
 Engage activity 3 1) for activity 1 and 2: Drawing of
 Engage activity 4 (in pairs) a face on the board with parts
erased.
6


appropriately BI 1.2.3  Greetings and a hello song song Class Is her hair long or short?
BI 1.2.4  Register register b) Say first letter sound, e.g.
 Emotions routine Rhyme: Two little ears It’s lll; It’s sss
 Weather routine Time line images c) Prompt with mime
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Recite a rhyme
Listen, understand and  English today Differentiate by outcome – allow
respond in a variety of children to respond to the topic in
contexts different ways:
Lesson development a) by miming only
ENGAGE 1) Flashcards (Hair, face, ears, b) by mouthing the new
Circle time nose, eyes, mouth) language
 Remembering activity 2 2) Flashcards (long hair, short c) by repeating the new
hair, blue, green, brown, black) language after or with you
 Who is it? 3) Chalk or hoops for making
 Engage activity 8 sets

6


 Emotions routine Weather chart b) by mouthing the new
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Weather routine Time line images language
Listen, understand and  Recite a rhyme Rhyme: Two little eyes c) by repeating the new
respond in a variety of  English today language after or with you
contexts
BI 3.1.1 Differentiate with support

BI 3.1 BI 3.1.2 Lesson development a) Offering options, e.g.
Develop prewriting skills BI 3.1.3 ENGAGE 1) Flashcards (Hair, face, ears, Is it a nose or is it a
Circle time nose, eyes, mouth, long, short) mouth?
BI 3.2.1  Remembering activity 2 2) Chalk or hoops for making b) Say first letter sound, e.g.
BI 3.2 BI 3.2.2 sets It’s nnn; It’s mmm
Develop early writing BI 3.2.3 3) Worksheets (My face) c) Prompt with mime
skills BI 3.2.4
Differentiate by time
Table time a) Allow child longer to finish
 Transition chant b) Set up activities for fast
 Manual activity finishers
 Tidy up
 Show and tell
6


appropriately BI 1.2.3  Greetings and a hello song song Class Is it a nose or is it a
BI 1.2.4  Register register mouth?
 Emotions routine Weather chart b) Say first letter sound, e.g.
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Weather routine Rhyme: Two little eyes It’s nnn; It’s mmm
Listen, understand and  Recite a rhyme Time line images c) Prompt with mime
respond in a variety of  English today
contexts Differentiate by outcome – allow
children to respond to the topic in
different ways:
BI 2.1 BI 2.1.2 Lesson development a) by miming only
Show appropriate book ENGAGE 1) Story book (topic related / b) by mouthing the new
handling skills Circle time diversity) language
 Story book pre-listening 1 2) Flashcards (children from c) by repeating the new
BI 2.2 BI 2.2.1 different countries) language after or with you
 Story book post listening 1
BI 2.2.4
BI 2.3 BI 2.3.1
Demonstrate BI 2.3.2
understanding of a
variety of texts in the Post-lesson routines
form of print and digital Closing time Time line images
materials  Reflecting on learning Goodbye song
BI 2.4 BI 2.4.1
Develop interest in
for information and
enjoyment
6
TOPIC My face LESSON 66 MAIN SKILL(S) FOCUS: Reading 1


BI 1.3 BI 1.3.1 (i), (ii), (iii),  Weather routine Rhyme: Two little eyes It’s nnn; It’s mmm
Listen, understand and (iv)  Recite a rhyme Time line images c) Prompt with mime
contexts

Show appropriate book ENGAGE/EXPLOIT
handling skills Circle time
 Pre-song activity 1) Song; I like the me I see
BI 2.2 BI 2.2.1 2) Story book (topic related /
 Sing a song
Apply sounds of letters BI 2.2.2 diversity)
to recognise words BI 2.2.3 3) Flashcards (children from
BI 2.2.4 different countries)
BI 2.3 BI 2.3.1  Exploit 1
Demonstrate BI 2.3.2
understanding of a
variety of texts in the Post-lesson routines Time line images
form of print and digital Closing time Goodbye song
materials  Reflecting on learning
BI 2.4 BI 2.4.1
Develop interest in
for information and
enjoyment
6
TOPIC My face LESSON 67 MAIN SKILL(S) FOCUS: Reading 2


BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Weather routine Rhyme: two little eyes It’s nnn; It’s mmm
Listen, understand and  Recite a rhyme Time line images c) Prompt with mime
contexts

Demonstrate EXPLOIT
understanding of a Circle time 1) Song: I like the me I see
variety of texts in the  Sing a song 2) Flashcards (children from
form of print and digital different countries)
materials 3) Flashcards (Face)
 Exploit activity 2 3) Alphabet visuals
4) Word cards (topic +)
6
TOPIC My face LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


appropriately BI 1.2.3  Greetings and a hello song (Puppet) Hello Is it a nose or is it a
BI 1.2.4  Register song Class mouth?
 Emotions routine register b) Say first letter sound, e.g.
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Weather routine Weather chart It’s nnn; It’s mmm
Listen, understand and  English today Song: The five senses c) Prompt with mime
respond in a variety of Time line images
contexts Differentiate by learning
preferences
Lesson development a) What medium to use, e.g.
BI 2.3 BI 2.3.2 EXPLOIT crayon, paint, collage
Demonstrate Circle time
understanding of a  Sing a song 1) Song: I like the me I see Differentiate by time
variety of texts in the  Post-song activity 2) Worksheets (I like the me I a) Allow child longer to finish
form of print and digital  Set up table time see) b) Set up activities for fast
materials finishers
Table time
BI 3.1 BI 3.1.1  Transition chant
Develop prewriting BI 3.1.2  Manual activity
 Show and tell
BI 3.2 BI 3.2.1
Develop early writing BI 3.2.2 Post-lesson routines
skills BI 3.2.3 Closing time Time line images
6
SCHEME OF WORK: MY BODY (4+)
TOPIC My body LESSON 1 MAIN SKILL(S) FOCUS: Listening

BI 1.1 Pre-lesson routines Differentiate by outcome – allow

Listen to and identify sounds BI 1.1.3 Opening time (Puppet) Hello children to respond to the new
 Greetings and a hello song song Class topic in different ways:
BI 1.2 BI 1.2.1  Register register a) by miming only
Listen and respond BI 1.2.2  Emotions routine Emotions flashcards b) by mouthing the new
appropriately BI 1.2.3  Weather routine Weather chart language
 Recite a rhyme Rhyme: Head shoulders knees c) by repeating the new
 English today and toes language after or with you
BI 1.3 BI 1.3.1 (i), (ii), Time line images
Listen, understand and (iv)
Lesson development
ENCOUNTER
 Encounter activity 1 2) Flashcards on parts of the
 Encounter activity 2 body
 Encounter activity 4 3) Song: Hokey Pokey
 Sing a song (Hokey Pokey)

6
TOPIC My body LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1


Listen to and identify sounds Opening time (Puppet) Hello children to respond to the new
 Greetings and a hello song song Class topic in different ways:
Listen and respond BI 1.2.2  Weather routine Weather chart language
appropriately BI 1.2.3  Recite a rhyme Rhyme: Head shoulders knees c) by repeating the new
 English today and toes language after or with you
Time line images
BI 1.3 BI 1.3.1 (i), (ii),
Listen, understand and (iv) Lesson development
respond in a variety of contexts ENGAGE
 Remembering activity 1 2) Flashcards on parts of the
 Engage activity 1 body
7


Listen to and identify sounds Opening time (Puppet) Hello a) Offering options e.g.
 Greetings and a hello song song Class Is this my arm or my leg?
 Register register b) Say first letter sound e.g.
BI 1.2 BI 1.2.1  Emotions routine Emotions flashcards It’s a fff; It’s a hhh
appropriately  Recite a rhyme Rhyme: Head shoulders knees
 English today and toes Differentiate by outcome – allow
BI 1.3 Time line images children to respond to the topic in
Listen, understand and BI 1.3.1 (i), (ii), different ways:
respond in a variety of contexts (iv) Lesson development a) by miming only
ENGAGE 1) Realia b) by mouthing the new
Circle time 2) Flashcards on parts of the language
 Remembering activity 2 body c) by repeating the new

7


Listen to and identify sounds Opening time (Puppet) Hello children to respond to the topic in
 Greetings and a hello song song Class different ways:
Listen and respond BI 1.2.3  Emotions routine Emotions flashcards b) by mouthing the new
appropriately  Weather routine Weather chart language
 Recite a rhyme Rhyme: Head shoulders knees c) by repeating the new
BI 1.3 BI 1.3.1 (i), (ii),  English today and toes language after or with you
Listen, understand and (iv) Time line images
BI 2.2 BI 2.2.5 Lesson development a) Offering options, e.g.
Apply sounds of letters to ENGAGE Is this my arm or my leg?
recognise words Circle time b) Say first letter sound, e.g. It’s a
 Remembering activity 2 1) Realia fff; It’s a hhh
2) Flashcards on parts of the c) Prompt with mime
 Sing a song (Hokey Pokey)
BI 2.3 BI 2.3.3 body
Demonstrate understanding of a 4) Worksheets
variety of texts in the form of print 5) Song: Hokey Pokey Differentiate by time
and digital materials a) Allow child longer to finish
Table time
(BI 3.1  Transition chant finishers
BI 3.1
Develop prewriting skills +4 standards)  Manual activity
 Tidy up
BI 3.2 BI 3.2.1  Show and tell
Develop early writing skills
7


Listen to and identify sounds Opening time (Puppet) Hello a) Offering options, e.g.
 Register register b) Say first letter sound, e.g. It’s a
BI 1.2 BI 1.2.1  Emotions routine Emotions flashcards fff; It’s a hhh
appropriately  Recite a rhyme Rhyme: Head shoulders knees
 English today and toes Differentiate by outcome – allow
BI 1.3 BI 1.3.1 (i), (ii), Time line images children to respond to the topic in
Listen, understand and (iv) different ways:
respond in a variety of contexts a) by miming only
Lesson development b) by mouthing the new
BI 2.1 BI 2.1.1 ENGAGE language
Show appropriate book handling BI 2.1.2 Circle time 1) Realia c) by repeating the new
skills BI 2.1.3  Story book pre-listening 2) Flashcards on parts of the language after or with you
 Story book reading body
BI 2.2 BI 2.2.5 4) Story book (related to the
 Story book post-listening
Apply sounds of letters to topic)
recognise words
BI 2.3 BI 2.3.3
Demonstrate understanding of a
variety of texts in the form of print
and digital materials Post-lesson routines
BI 2.4 (BI 2.4  Reflecting on learning Goodbye song
Develop interest in reading +4 standards)  Goodbye and song
independently for information and
enjoyment
7
TOPIC My body LESSON 74 MAIN SKILL(S) FOCUS: Reading 1


BI 1.2 BI 1.2.1  Register register b) Say first letter sound, e.g. It’s a
Listen and respond appropriately BI 1.2.3  Emotions routine Emotions flashcard fff; It’s a hhh
 Weather routine Weather chart c) Prompt with mime
BI 1.3  Recite a rhyme Rhyme: Head shoulders knees
Listen, understand and respond in a BI 1.3.1 (i), (ii),  English today and toes
variety of contexts (iv) Time line images
BI 2.1 BI 2.1.1
Show appropriate book BI 2.1.2 Lesson development
handling skills BI 2.1.3 ENGAGE/EXPLOIT
Circle time 1) Song: Hokey Pokey
BI 2.2 BI 2.2.5  Sing a song 2) Story book (related to the
Apply sounds of letters to topic)
recognise words 3) Flashcards
BI 2.3 BI 2.3.3
Demonstrate understanding of  Exploit activity 4
BI 2.4 Closing time Time line images
Develop interest in reading (BI 2.4  Reflecting on learning Goodbye song
independently for information +4 standards)  Goodbye and song
and enjoyment
7
TOPIC My body LESSON 75 MAIN SKILL(S) FOCUS: Reading 2


Listen, understand and respond in a BI 1.3.1 (i), (ii),  English today and toes
variety of contexts (iv) Time line images
BI 2.2 Lesson development

Apply sounds of letters to BI 2.2.5 EXPLOIT 1) Song: Hokey Pokey
recognise words BI 2.2.6 Circle time 2) Flashcards
 Sing a song 3) Word cards and letter cards
BI 2.3 4) Dice / counters for glory
 Sounds activity
Demonstrate understanding of BI 2.3.3 game OR Handa’s surprise
 Exploit activity 6*
a variety of texts in the form of board game**
7
TOPIC My body LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


Listen, understand and respond in a BI 1.3.1 (i), (ii),  English today and toes Differentiate by learning
variety of contexts (iv) Time line images preferences
a) What to do (e.g. worksheet or
Lesson development puzzle)
BI 2.2 EXPLOIT
Apply sounds of letters to BI 2.2.5 Circle time Differentiate by time
recognise words BI 2.2.6  Sing a song 1) Song: Head shoulders knees a) Allow child longer to finish
and toes b) Set up activities for fast
BI 2.3 2) Flashcards (parts of the finishers
Demonstrate understanding of BI 2.3.3 body)
a variety of texts in the form of 3) Worksheets
Table time
print and digital materials 4) Completing a puzzle
BI 3.1 BI 3.1  Manual activity
Develop prewriting skills  Tidy up
 Show and tell
BI 3.2 BI 3.2.1
Closing time
7
SCHEME OF WORK: MY TOYS (4+)
TOPIC My toys LESSON 1 MAIN SKILL(S) FOCUS: Listening


appropriately BI 1.2.3  Greetings and a hello song (Puppet) Hello topic in different ways:
 Weather routine Rhyme: Teddy bear, teddy bear language
contexts
Lesson development
ENCOUNTER
Circle time
 Encounter activity 1 1) Flashcards or realia (six toys)
 Encounter activity 2 2) Rhyme: Teddy bear, teddy
 Encounter activity 3 bear
 Recite a rhyme

GUIDANCE
7
TOPIC My toys LESSON 78 MAIN SKILL(S) FOCUS: Listening and Speaking 1


appropriately BI 1.2.3  Greetings and a hello song (Puppet) Hello topic in different ways:
contexts
Lesson development
ENGAGE
Circle time
 Remembering activity 1 1) Flashcards or realia (six toys)
7


appropriately BI 1.2.3  Greetings and a hello song song Class Is it a train or is it a car?
BI 1.2.4  Register register b) Say first letter sound(s,) e.g.
 Emotions routine Rhyme: Teddy bear, teddy bear It’s a ccc; It’s a trtrtr
 Weather routine Time line images c) Prompt with mime
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Recite a rhyme
Listen, understand and  English today Differentiate by outcome – allow
respond in a variety of children to respond to the topic in
contexts different ways:
Lesson development a) by miming only
ENGAGE 1) Flashcards or realia (all toys) b) by mouthing the new
Circle time 2) Song: I’ve got a ball. language
 Remembering activity 2 c) by repeating the new
 Sing a song

7


BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Recite a rhyme Time line images c) by repeating the new
contexts
BI 3.1.1 Lesson development a) Offering options, e.g.
BI 3.1 BI 3.1.2 ENGAGE Is it a train or is it a car?
Develop prewriting skills BI 3.1.3 Circle time b) Say first letter sound(s,) e.g.
 Remembering activity 2 1) Flashcards or realia (toys) It’s a ccc; It’s a trtrtr
BI 3.2.1 2) Song: I’ve got a ball. c) Prompt with mime
 Sing a song
BI 3.2 BI 3.2.2 3) Worksheets (My favourite
Develop early writing BI 3.2.3 toy)
skills BI 3.2.4 Differentiate by time
a) Allow child longer to finish
Table time
 Transition chant finishers
 Manual activity
 Tidy up
 Show and tell
8


BI 1.2.4  Register register b) Say first letter sound(s), e.g.
 Emotions routine Weather chart It’s a ccc; It’s a trtrtr
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Weather routine Rhyme: Teddy bear, teddy bear c) Prompt with mime
Listen, understand and  Recite a rhyme Time line images
respond in a variety of  English today Differentiate by outcome – allow
contexts children to respond to the topic in
different ways:
a) by miming only
BI 2.1 BI 2.1.2 Lesson development b) by mouthing the new
Show appropriate book ENGAGE language
handling skills Circle time c) by repeating the new
 Sing a song 1) Song: I’ve got a ball. language after or with you
 Post-song activity
Apply sounds of letters to BI 2.2.2 toys)
recognise words BI 2.2.3 3) Flashcards or realia (toys)
BI 2.2.4
BI 2.3 BI 2.3.1  Engage activity 3
Demonstrate BI 2.3.2  Engage activity 5
understanding of a
materials Post-lesson routines
BI 2.4 BI 2.4.1  Reflecting on learning Goodbye song
Develop interest in  Goodbye and song
for information and
enjoyment
8
TOPIC My toys LESSON 82 MAIN SKILL(S) FOCUS: Reading 1


 Emotions routine Weather chart It’s a ccc; It’s a trtrtr
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Weather routine Rhyme: Teddy bear, teddy bear c) Prompt with mime
Listen, understand and  Recite a rhyme Time line images
contexts
BI 2.1 BI 2.1.2
Show appropriate book Lesson development
handling skills ENGAGE/EXPLOIT
Circle time 1) Song; I’ve got a ball
BI 2.2 BI 2.2.1  Sing a song 2) Story book (topic related /
Apply sounds of letters BI 2.2.2 toys)
to recognise words BI 2.2.3 3) Flashcards or realia (toys)
BI 2.2.4 4) Word cards (toys)
BI 2.3 BI 2.3.1  Engage activity 3 (word and
Demonstrate BI 2.3.2 image)
understanding of a  Exploit activity 4
materials Post-lesson routines Time line images
BI 2.4 BI 2.4.1  Reflecting on learning
Develop interest in  Goodbye and song
for information and
enjoyment
8
TOPIC My toys LESSON 83 MAIN SKILL(S) FOCUS: Reading 2


BI 1.3  Emotions routine Weather chart It’s a ccc; It’s a trtrtr
Listen, understand and BI 1.3.1 (i), (ii), (iii), (iv)  Weather routine Rhyme: Teddy bear, teddy bear c) Prompt with mime
respond in a variety of  Recite a rhyme Time line images
contexts  English today

Demonstrate EXPLOIT
understanding of a Circle time
variety of texts in the  Sing a song 1) Song: I’ve got a ball
form of print and digital 2) Flashcards or realia (toys)
materials 3) Alphabet visuals
 Exploit activity 4 (words and
pictures) 4) Word cards (topic +)
8
TOPIC My toys LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


appropriately BI 1.2.3  Greetings and a hello song (Puppet) Hello Is it a train or is it a car?
BI 1.2.4  Register song Class b) Say first letter sound(s), e.g.
 Emotions routine register It’s a ccc; It’s a trtrtr
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Weather routine Weather chart c) Prompt with mime
Listen, understand and  Say a rhyme Rhyme: Teddy bear, teddy bear
respond in a variety of  English today Time line images Differentiate by learning
a) What medium to use, e.g.
Lesson development crayon, paint, collage
BI 2.3 BI 2.3.2 EXPLOIT
Demonstrate Circle time Differentiate by time
understanding of a  Sing a song 1) Song: I’ve got a ball a) Allow child longer to finish
variety of texts in the 2) Flashcards or realia b) Set up activities for fast
 Exploit activity 2 (words and
form of print and digital 3) Word cards (topic +) finishers
pictures)
materials 4) Worksheets (toys mini-book)
BI 3.1 BI 3.1.1
Table time
Develop prewriting BI 3.1.2
skills  Transition chant
BI 3.1.3
 Manual activity
BI 3.2.1  Tidy up
skills BI 3.2.4
Closing time
8
SCHEME OF WORK
PRESCHOOL YEAR 5+
8
8
SCHEME OF WORK: INTRODUCTION (5+)
TOPIC Introduction LESSON 1 MAIN SKILL(S) FOCUS: Listening

STANDARD (S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate by outcome – allow

Listen to and identify sounds (iv) Opening time children to respond to the new
BI 1.1.3  Greetings and a hello song (Puppet) Hello topic in different ways:
BI 1.2 BI 1.2.6  Emotions routine register b) by mouthing*** the new
Listen and respond  Weather routine Weather chart language
appropriately  Sing / say a favourite song / Song / rhyme c) by repeating the new
rhyme Time line images language after or with you
Listen, understand and BI 1.3.3
respond in a variety of contexts BI 1.3.4
Lesson development
ENCOUNTER
Circle time 1) Flashcards (week days)**
1. Encounter activity 1 2) ASL signs for week days
2. Encounter activity 2 3) Rhyme: Days of the week
3. Encounter activity 3
4. Pre-rhyme activity
5. Recite a rhyme
6. Encounter activity 4

** The days of the week flashcards should be different colours, so the children can refer to them by colour as well. You can also play different association games if you use different colours.
*** Mouthing: imitating the movement of the mouth associated with a word or words which is/are being learned. This is often associated with accompanying a song or a rhyme which has recently been
introduced. This may or may not always be accompanied by the production of the sound.
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER
SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE
8


BI 1.2  Register song Class a) by miming only
Listen and respond BI 1.2.6  Emotions routine register b) by mouthing the new
appropriately  Weather routine Weather chart language
 Sing / say a favourite song / Song / rhyme c) by repeating the new
BI 1.3 rhyme Time line images language after or with you
Listen, understand and BI 1.3.2  English today
BI 1.3.4
Lesson development
ENGAGE
Circle time
 Remembering activity 1 1) Flashcards (week days)*
 Encounter activity 3 2) ASL signs for week days
 Engage activity 1 3) Rhyme: Days of the week
 Engage activity 4 4) Song: One for sorrow
 Pre-song activity 5) Flashcards (One for sorrow
 Recite a rhyme images)
 Sing a song
8

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate with support

Listen to and identify sounds (iv), Opening time (Puppet) Hello a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song song Class Is it sunny or is it rainy?
 Register register b) Say first letter sound, e.g. It’s
BI 1.2 BI 1.2.6  Emotions routine Weather chart sss; It’s www
Listen and respond  Weather routine Rhyme: Days of the week c) Prompt with mime
appropriately  Days of the week routine Time line images
 Recite a rhyme Differentiate by outcome – allow
BI 1.3 BI 1.3.2  English today children to respond to the topic in
Listen, understand and BI 1.3.3 different ways:
respond in a variety of contexts BI 1.3.4 a) by miming only
ENGAGE 1) Flashcards (week days / language
Circle time colours) c) by repeating the new
2) Song: One for sorrow language after or with you
 Encounter 3 3) Flashcards (One for sorrow
 Engage activity 3 (colour images)
flashcards + week days) 4) Flashcards (colours / number
 Sing a song / emotions)
 Sequence song images
 Engage activity 8 (numbers,
colours, emotions)

8

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines

Listen to and identify sounds (iv) Opening time (Puppet) Hello Differentiate with support
BI 1.1.3  Greetings and a hello song song Class a) Offering options, e.g.
 Register register Is it sunny or is it rainy?
BI 1.2 BI 1.2.6  Emotions routine Weather chart b) Say first letter sound, e.g. It’s
Listen and respond  Weather routine Rhyme: Days of the week sss; It’s www
appropriately  Recite a rhyme Time line images c) Prompt with mime
 English today
BI 1.3 BI 1.3.2 Differentiate with support
Listen, understand and BI 1.3.3 a) Offering options e.g.
respond in a variety of contexts BI 1.3.4 Is it a train or is it a car?
Lesson development b) Say first letter sound(s) e.g.
BI 2.2 BI 2.2.5 ENGAGE It’s a ccc; It’s a trtrtr
Apply sounds of letters to Circle time c) Prompt with mime
recognise words  Remembering activity 2 1) Flashcards (days of the
 Sing a song images week)
2) Song: One for sorrow Differentiate by time
 Sequence song
BI 2.3 BI 2.3.3 3) Flashcards (One for sorrow a) Allow child longer to finish
 Set up table time b) Set up activities for fast
Demonstrate understanding of a images)
variety of texts in the form of print 3) Worksheets (One for sorrow) finishers
Table time
and digital materials
BI 3.1 (BI 3.1  Manual activity
Develop prewriting skills +4 standards)  Tidy up
 Show and tell
BI 3.2 BI 3.2.1
9


Listen to and identify sounds (iv) Opening time (Puppet) Hello a) Offering options, e.g.
 Greetings and a hello song song Class Is it sunny or is it rainy?
BI 1.1.3  Register register b) Say first letter sound, e.g. It’s
 Emotions routine Weather chart sss; It’s www
BI 1.2 BI 1.2.6  Weather routine Rhyme: Days of the week c) Prompt with mime
Listen and respond  Days of the week routine Time line images
appropriately  Recite a rhyme Differentiate by outcome – allow
BI 1.3.2  English today children to respond to the topic in
BI 1.3 BI 1.3.3 different ways:
Listen, understand and BI 1.3.4 a) by miming only
respond in a variety of contexts b) by mouthing the new
Lesson development language
BI 2.1 BI 2.1.1 ENGAGE c) by repeating the new
Show appropriate book handling BI 2.1.2 Circle time language after or with you
skills BI 2.1.3 1) Song: One for sorrow
 Sing a song
 Sequence song images 2) Flashcards (One for sorrow
BI 2.2 BI 2.2.5 images)
 Story book pre-listening
Apply sounds of letters to 3) Story book (Seven Blind
recognise words  Story book reading
 Story book post listening Mice)**
 Engage activity 7 (colours) 4) Flashcards (colours)
BI 2.3 BI 2.3.3
BI 2.4 (BI 2.4 Closing time Time line images
Develop interest in reading +4 standards)  Reflecting on learning Goodbye song
independently for information and  Goodbye and song
enjoyment
** A story that revises colours / numbers / emotions.
9


 Greetings and a hello song song Class Is it sunny or is it rainy?
BI 1.1.3  Register register b) Say first letter sound, e.g. It’s
 Emotions routine Weather chart sss; It’s www
BI 1.2.6  Weather routine Rhyme: Days of the week c) Prompt with mime
 Days of the week routine Time line images
 Say a rhyme
Listen and respond appropriately BI 1.3.3
BI 1.3.4
BI 1.3
Listen, understand and respond in a Lesson development
variety of contexts BI 2.1.1
ENGAGE/EXPLOIT
BI 2.1.2 Circle time 1) Song: One for sorrow
BI 2.1.3
 Sing a song 2) Story book (Seven Blind
BI 2.1 Mice)*
Show appropriate book BI 2.2.5 3) Flashcards OR Story book
handling skills resources
BI 2.2  Engage / exploit activities
Apply sounds of letters to BI 2.3.3 (related or not to the story)
recognise words
BI 2.3 Closing time Goodbye song
Demonstrate understanding of  Reflecting on learning
a variety of texts in the form of (BI 2.4  Goodbye and song
print and digital materials +4 standards)
BI 2.4
Develop interest in reading
independently for information
and enjoyment
9


BI 1.2  Emotions routine Weather chart sss; It’s www
Listen and respond appropriately BI 1.2.6  Weather routine Rhyme: Days of the week c) Prompt with mime
BI 1.3  Recite a rhyme
Listen, understand and respond in a BI 1.3.2  English today
BI 1.3.4

Apply sounds of letters to BI 2.2.5 EXPLOIT
recognise words Circle time
 Sing a song 1) Song: One for sorrow
BI 2.3
 Alphabet activity 2) Alphabet visuals
Demonstrate understanding of BI 2.3.3 3) Song: Alphabet song
a variety of texts in the form of  Sing a song
 Sounds activity (topic related 4) Flashcards (intro topics)
print and digital materials 5) Word cards (intro topics)
or story related)
6) Letter cards
9
TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


Listen to and identify sounds (iv) Opening time a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song (Puppet) Hello Is it sunny or is it rainy?
BI 1.2  Register song Class b) Say first letter sound, e.g. It’s
Listen and respond appropriately BI 1.2.6  Emotions routine register sss; It’s www
BI 1.3  Days of the week routine Rhyme: Days of the week
Listen, understand and respond in a BI 1.3.2  Recite a rhyme Time line images Differentiate by learning
variety of contexts BI 1.3.3  English today preferences
BI 1.3.4 a) What medium to use, (e.g.
BI 2.2 crayon, paint, collage)
Apply sounds of letters to BI 2.2.5 Lesson development
recognise words EXPLOIT Differentiate by time
Circle time a) Allow child longer to finish
BI 2.3 b) Set up activities for fast
 Sing a song 1) Song: One for sorrow /
Demonstrate understanding of a BI 2.3.3 finishers
 Exploit activity 5 Alphabet song
variety of texts in the form of print 2) Flashcards (intro topics)
and digital materials 3) Worksheets (My favourite
Table time things OR something related to
BI 3.1
 Transition chant the story)
Develop prewriting skills (BI 3.1
+4 standards)  Manual activity
BI 3.2  Tidy up
Develop early writing skills BI 3.2.1  Show and tell
Closing time
9
SCHEME OF WORK: MY SCHOOL (5+)
TOPIC My School LESSON 1 MAIN SKILL(S) FOCUS: Listening


BI 1.2  Emotions routine register Song / b) by mouthing the new
BI 1.2.6
Listen and respond  Weather routine rhyme language
appropriately  Days of the week routine Time line images c) by repeating the new
 Sing / say a favourite song / language after or with you
BI 1.3 BI 1.3.2 rhyme
Lesson development
ENCOUNTER
Circle time 1) Flashcards (school places)
 Encounter activity 1 2) Rhyme: Wash, wash, wash
 Encounter activity 2 your hands
 Encounter activity 3**
 Say a rhyme

**Associate actions like playing, reading and writing, eating, washing hands and jumping to aid the memorisation of the actions in this topic.
9
TOPIC My School LESSON 96 MAIN SKILL(S) FOCUS: Listening and Speaking 1


BI 1.2  Emotions routine register b) by mouthing the new
Listen and respond BI 1.2.6  Weather routine Rhyme: Wash, wash, wash your language
appropriately  Days of the week routine hands c) by repeating the new
 Recite a rhyme Time line images language after or with you
BI 1.3  English today
ENGAGE
Circle time
 Remembering activity 1 1) Flashcards (school places)
 Engage activity 4 (use Where is
...)
9


Listen to and identify (iv) Opening time (Puppet) Hello a) Offering options, e.g.
sounds BI 1.1.3  Greetings and a hello song song Class Is it sunny or is it rainy?
BI 1.2  Emotions routine Rhyme: Wash, wash, wash your sss; It’s www
Listen and respond BI 1.2.6  Weather routine hands c) Prompt with mime
respond in a variety of BI 1.3.4 a) by miming only
contexts Lesson development b) by mouthing the new
ENGAGE 1) Flashcards (school spaces language
Circle time and actions) c) by repeating the new
2) Song: Playing in the language after or with you
 Encounter 3 playground
 Engage activity 3 (room +
action)
 Sing a song

9


Listen to and identify (iv) Opening time (Puppet) Hello children to respond to the topic in
sounds BI 1.1.3  Greetings and a hello song song Class different ways:
BI 1.2 BI 1.2.6  Weather routine Rhyme: Wash, wash, wash your language
Listen and respond  Days of the week routine hands c) by repeating the new
appropriately  Recite a rhyme Time line images language after or with you
 English today
BI 1.3 BI 1.3.2
Listen, understand and BI 1.3.3 Differentiate with support
respond in a variety of BI 1.3.4 a) Offering options, e.g.
contexts Lesson development Is it sunny or is it rainy?
ENGAGE b) Say first letter sound, e.g. It’s
BI 2.2 BI 2.2.5 Circle time sss; It’s www
Apply sounds of letters to 1) Flashcards (school spaces) c) Prompt with mime
recognise words  Sing a song 2) Song: Playing in the
 Engage activity 4 playground
3) Worksheets (My school) Differentiate by time
 Set up table time a) Allow child longer to finish
BI 2.3 BI 2.3.3
Demonstrate understanding of a b) Set up activities for fast
Table time finishers
variety of texts in the form of
 Manual activity
BI 3.1  Tidy up
Develop prewriting skills  Show and tell
(BI 3.1
+4 standards)
BI 3.2
Develop early writing skills Post-lesson routines
BI 3.2.1
9


Listen and respond  Weather routine Rhyme: Wash, wash, wash your c) Prompt with mime
appropriately  Days of the week routine hands
BI 1.3.2  Recite a rhyme Time line images Differentiate by outcome – allow
BI 1.3 BI 1.3.3  English today children to respond to thetopic in
b) by mouthing the new
BI 2.1 BI 2.1.1 Lesson development language
Show appropriate book handling BI 2.1.2 ENGAGE c) by repeating the new
skills BI 2.1.3 Circle time language after or with you
 Sing a song 1) Song: Playing in the
BI 2.2 BI 2.2.5 playground
 Post-song activity
Apply sounds of letters to 2) Story book (topic related /
recognise words school / actions)
 Story book post listening 3) Flashcards (school space
BI 2.3 BI 2.3.3 and actions)
Demonstrate understanding of a  Engage activity 3
variety of texts in the form of print  Engage activity 6 (school
and digital materials spaces / actions)
BI 2.4 (BI 2.4

Develop interest in reading +4 standards)
independently for information and Post-lesson routines
enjoyment Closing time Time line images
9
TOPIC My School LESSON 100 MAIN SKILL(S) FOCUS: Reading 1


Listen and respond appropriately  Weather routine Rhyme: Wash, wash, wash your c) Prompt with mime
 Days of the week routine hands
BI 1.3 BI 1.3.2  Recite a rhyme Time line images
BI 2.1 BI 2.1.1
Show appropriate book BI 2.1.2 Lesson development
Circle time 1) Song; Playing in the
 Sing a song playground
Apply sounds of letters to school)
recognise words
 Story book post listening 3) Flashcards (school spaces
 Engage activity 8 and actions)
BI 2.3 BI 2.3.3 4) Word cards
Demonstrate understanding of  Exploit activity 5 (school
a variety of texts in the form of places)
BI 2.4 (BI 2.4 Closing time Goodbye song
Develop interest in reading +4 standards)  Reflecting on learning
independently for information  Goodbye and song
and enjoyment
10
TOPIC My School LESSON 101 MAIN SKILL(S) FOCUS: Reading 2


Listen and respond appropriately  Weather routine Rhyme: Wash, wash, wash your c) Prompt with mime
 Days of the week routine hands
BI 2.2 BI 2.2.5
Apply sounds of letters to Lesson development
recognise words EXPLOIT
Circle time
BI 2.3 BI 2.3.3
 Sing a song 1) Song: Playing in the
 Post song activity - expansion playground
 Sounds activity 2) Flashcards (school places
 Exploit activity 5 (words and and actions)
pictures) 3) Word cards
4) Word cards and letter cards
10
TOPIC My School LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


BI 1.1.3  Greetings and a hello song (Puppet) Hello Is it sunny or is it rainy?
 Register song Class b) Say first letter sound, e.g. It’s
BI 1.2 BI 1.2.6  Emotions routine register sss; It’s www
Listen and respond appropriately  Weather routine Weather chart c) Prompt with mime
 Days of the week routine Rhyme: Wash, wash, wash your
BI 1.3 BI 1.3.2  Recite a rhyme hands Differentiate by learning
Listen, understand and respond in a BI 1.3.3  English today Time line images preferences
variety of contexts BI 1.3.4 a) What medium to use, e.g.
crayon, paint, collage
Lesson development
BI 2.2 BI 2.2.5 EXPLOIT Differentiate by time
Apply sounds of letters to Circle time a) Allow child longer to finish
recognise words 1) Song: Playing in the b) Set up activities for fast
 Sing a song
playground finishers
 Set up table time 2) flashcards (school places and
BI 2.3 BI 2.3.3 actions)
Demonstrate understanding of a 3) Worksheets (In my school …)
Table time
and digital materials  Transition chant
 Manual activity
BI 3.1 (BI 3.1  Tidy up
Develop prewriting skills +4 standards)  Show and tell
BI 3.2 BI 3.2.1
Closing time
10
SCHEME OF WORK: MY WORLD DOMESTIC ANIMALS (4+)
TOPIC My world domestic animals LESSON 1 MAIN SKILL(S) FOCUS: Listening


Listen to and identify sounds BI 1.1.3 Opening time children to respond to the new
Listen and respond BI 1.2.7  Weather routine Emotion flashcard language
appropriately BI 1.2.3  Days of the week routine Rhyme: Hey Diddle Diddle c) by repeating the new
 English today
BI 1.3 BI 1.3.1 (i), (iv)
respond in a variety of contexts BI 1.3.4 Lesson development
ENCOUNTER
 Encounter activity 1 2) Song: Old Mac Donald
 Sing a song

LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANC
10
TOPIC My world domestic animals LESSON 104 MAIN SKILL(S) FOCUS: Listening and Speaking 1

BI 1.1 BI 1.1.2 (iii), (iv) Pre-lesson routines Differentiate by outcome – allow

Listen to and identify sounds BI 1.1.3 Opening time children to respond to the new
Listen and respond  Weather routine Emotion flashcard language
appropriately  Days of the week routine Rhyme: Hey Diddle Diddle c) by repeating the new
BI 1.3 BI 1.3.1 (i), (iv)  English today
Lesson development
ENGAGE
Circle time
10

BI 1.1 BI 1.1.2 (iii), (iv) Pre-lesson routines

Listen to and identify sounds BI 1.1.3 Opening time (Puppet) Hello Differentiate by outcome – allow
 Greetings and a hello song song Class children to respond to the new
 Register register topic in different ways:
BI 1.2 BI 1.2.2  Emotions routine Rhyme: Hey Diddle Diddle a) by miming only
Listen and respond BI 1.2.6  Weather routine Time line images b) by mouthing the new
appropriately  Recite a rhyme language
 English today c) by repeating the new
BI 1.3 BI 1.3.1 (i), (iv) language after or with you
respond in a variety of contexts BI 1.3.4 Lesson development Differentiate with support
 Engage activity 3 2) Song: Old Mac Donald
 Sing a song

10

BI 1.1 BI 1.1.2 (iii), (iv) Pre-lesson routines Differentiate by outcome – allow

Listen to and identify sounds BI 1.1.3 Opening time (Puppet) Hello children to respond to the topic in
 Greetings and a hello song song Class different ways:
Listen and respond BI 1.2.6  Emotions routine Weather chart b) by mouthing the new
appropriately  Weather routine Rhyme: Hey Diddle Diddle language
 Days of the week routine Time line images c) by repeating the new
BI 1.3 BI 1.3.1 (i), (iv)  Recite a rhyme language after or with you
BI 2.2 BI 2.2.5 a) Offering options
Apply sounds of letters to BI 2.2.6 Lesson development b) Say first letter sound
recognise words ENGAGE c) Prompt with mime
Circle time
BI 2.3 2) Song: Old Mac Donald Differentiate by time
 Sing a song
Demonstrate understanding of a BI 2.3.3 3) Worksheet a) Allow child longer to finish
variety of texts in the form of print 4) Puzzle/Lego b) Set up activities for fast
and digital materials  Set up table time finishers
Table time Differentiate by learning
BI 3.2  Transition chant preferences
Develop early writing skills BI 3.2.1  Manual activity a) What medium to use, e.g.
 Tidy up crayon, paint, collage
 Show and tell
10

BI 1.1 BI 1.1.2 (iii), (iv) Pre-lesson routines Differentiate with support

Listen to and identify sounds BI 1.1.3 Opening time (Puppet) Hello a) Offering options
BI 1.2 BI 1.2.6  Emotions routine Weather chart
Listen and respond  Weather routine Rhyme: Hey Diddle Diddle Differentiate by outcome – allow
appropriately  Days of the week routine Time line images children to respond to the topic in
BI 1.3.1 (i), (iv)  Recite a rhyme different ways:
BI 1.3 BI 1.3.3  English today a) by miming only
Listen, understand and BI 1.3.5 b) by mouthing the new
respond in a variety of contexts language
BI 2.1.1 c) by repeating the new
BI 2.1 BI 2.1.2 Lesson development language after or with you
Show appropriate book handling BI 2.1.3 ENGAGE
skills Circle time
 Sing a song 1) Song: Old Mac Donald
BI 2.2 BI 2.2.5 2) Story book (related to topic)
 Post song activity
Apply sounds of letters to 3) Flashcards
recognise words
BI 2.3.3  Story book reading
variety of texts in the form of print  Engage activity 6
BI 2.4 BI 2.4.1
Develop interest in reading Post-lesson routines
independently for information and Closing time Time line images
enjoyment  Reflecting on learning Goodbye song
10
TOPIC My world domestic animals LESSON 108 MAIN SKILL(S) FOCUS: Reading 1


BI 1.2 BI 1.2.6  Emotions routine Weather chart
Listen and respond appropriately  Weather routine Rhyme: Hey Diddle Diddle
BI 1.3 BI 1.3.1 (i), (iv)  Recite a rhyme
BI 2.1 BI 2.1.1
Lesson development
Circle time 1) Story book (related to topic)
BI 2.2 2) Flashcards
Apply sounds of letters to BI 2.2.5 3) Word cards
recognise words
BI 2.3 BI 2.3.3  Story book post listening 2
Demonstrate understanding of BI 2.3.4  Exploit activity 1
print and digital materials Post-lesson routines
BI 2.4  Reflecting on learning Goodbye song
Develop interest in reading BI 2.4.1  Goodbye and song
and enjoyment
10
TOPIC My world domestic animals LESSON 109 MAIN SKILL(S) FOCUS: Reading 2


BI 1.2 BI 1.2.2  Register register c) Prompt with mime
Listen and respond appropriately BI 1.2.6  Emotions routine Weather chart
 Weather routine Song: Old Mac Donald
BI 1.3  Days of the week routine Time line images
Listen, understand and respond in a BI 1.3.1 (i), (iv)  Sing a song
variety of contexts BI 1.3.3  English today
BI 1.3.5
BI 2.1 BI 2.1.1
Lesson development
handling skills BI 2.1.3 EXPLOIT
BI 2.2
 Exploit activity 1 2) Word cards & letter cards
recognise words (words and pictures)
BI 2.3 BI 2.3.3  Alphabet activity
Demonstrate understanding of  Exploit activity 5
10
TOPIC My world domestic animals LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


BI 1.2 BI 1.2.2  Register register c) Prompt with mime
Listen and respond appropriately BI 1.2.6  Emotions routine Weather chart
 Weather routine Rhyme: Hey Diddle Diddle
BI 1.3 BI 1.3.1 (i), (iv)  Days of the week routine Time line images Differentiate by time
Listen, understand and respond in a BI 1.3.3  Recite a rhyme a) Allow child longer to finish
variety of contexts BI 1.3.4  English today b) Set up activities for fast
BI 1.3.6 finishers
BI 2.2 BI 2.2.5 Differentiate by learning

Lesson development
Apply sounds of letters to BI 2.2.6 EXPLOIT preferences
recognise words Circle time a) What pupils choose to do:
1) Song: Old Mac Donald worksheet or performance
 Sing a song
BI 2.3 2) Flashcards
 Set up table time 3) Worksheets or perform the
a variety of texts in the form of rhyme/song
Table time
BI 3.2  Manual activity
Develop early writing skills BI 3.2.1  Tidy up
 Show and tell
Closing time
11
SCHEME OF WORK: MY FOOD (5+)
TOPIC My food LESSON 1 MAIN SKILL(S) FOCUS: Listening


appropriately  Days of the week routine Rhyme: Muffin man c) by repeating the new
 English today
BI 1.3 BI 1.3.2
ENCOUNTER
Circle time 1) Flashcards (food)
 Encounter activity 1 2) ASL signs
 Encounter activity 2 3) Song: Hot cross buns
 Encounter activity 3 (use ASL
signs)
 Sing a song

11
TOPIC My food LESSON 112 MAIN SKILL(S) FOCUS: Listening and Speaking 1


appropriately  Days of the week routine Rhyme: Muffin man c) by repeating the new
Lesson development
ENCOUNTER/ENGAGE
Circle time
 Remembering activity 1 1) Flashcards (food)
 Encounter activity 3 (ASL 2) ASL signs
signs)
11


Listen to and identify sounds (iv) Opening time (Puppet) Hello a) Offering options e.g.
BI 1.1.3  Greetings and a hello song song Class Is it a fish or a prawn?
BI 1.2  Register register b) Say first letter sound e.g. It’s a
Listen and respond BI 1.2.6  Emotions routine Weather chart fff; It’s a ppp
appropriately  Weather routine Rhyme: Muffin man c) Prompt with mime
BI 1.3 BI 1.3.2  Recite a rhyme Differentiate by outcome – allow
Listen, understand and BI 1.3.3  English today children to respond to the topic in
respond in a variety of contexts BI 1.3.4 different ways:
BI 1.3.6 a) by miming only
ENGAGE 1) Flashcards (food) language
Circle time 2) Song: Hot cross buns c) by repeating the new
 Sing a song

11


Listen to and identify sounds (iv) Opening time (Puppet) Hello children to respond to the topic in
BI 1.1.3  Greetings and a hello song song Class different ways:
BI 1.2 BI 1.2.6  Emotions routine Weather chart b) by mouthing the new
Listen and respond  Weather routine Rhyme: Muffin man language
 Recite a rhyme language after or with you
respond in a variety of contexts BI 1.3.4 Differentiate with support
BI 2.2 BI 2.2.5 Lesson development Is it a fish or a prawn?
Apply sounds of letters to ENGAGE b) Say first letter sound, e.g. It’s a
recognise words Circle time fff; It’s a ppp
1) Flashcards (food) c) Prompt with mime
 Sing a song 2) Song: Hot cross buns
BI 2.3 BI 2.3.3 3) Worksheets (I like food)
Demonstrate understanding of a Differentiate by time
and digital materials b) Set up activities for fast
BI 3.1 (BI 3.1  Transition chant
 Tidy up
11


BI 1.2 BI 1.2.6  Emotions routine Weather chart fff; It’s a ppp
Listen and respond  Weather routine Rhyme: Muffin man c) Prompt with mime
BI 1.3.5 b) by mouthing the new
BI 2.1 Lesson development language
BI 2.1.3 1) Song: Hot cross buns
 Sing a song
BI 2.2 2) Story book (related to topic)
 Post-song activity - expansion
Apply sounds of letters to BI 2.2.5 3) Flashcards (food)
recognise words
BI 2.3  Story book post-listening
Demonstrate understanding of a BI 2.3.3  Engage activity 5

Develop interest in reading (BI 2.4 Closing time Time line images
independently for information and +4 standards)  Reflecting on learning Goodbye song
enjoyment  Goodbye and song
11
TOPIC My food LESSON 116 MAIN SKILL(S) FOCUS: Reading 1


 Greetings and a hello song song Class Is it a fish or a prawn?
BI 1.1.3  Register register b) Say first letter sound, e.g. It’s a
BI 1.2  Emotions routine Weather chart fff; It’s a ppp
Listen and respond appropriately BI 1.2.6  Weather routine Rhyme: Muffin man c) Prompt with mime
BI 1.3  Recite a rhyme
Listen, understand and respond in BI 1.3.2  English today
a variety of contexts BI 1.3.3
BI 1.3.4
BI 2.1 BI 1.3.5
Show appropriate book Lesson development
BI 2.1.2 Circle time 1) Song: Hot cross buns (+ new
BI 2.2 BI 2.1.3
 Sing a song version!)
Apply sounds of letters to 2) Story book (related to topic)
recognise words BI 2.2.5 3) Flashcards (food)
BI 2.3
Demonstrate understanding of  Exploit activity 4 (food+
a variety of texts in the form of BI 2.3.3 adjectives)

independently for information (BI 2.4  Reflecting on learning Goodbye song
and enjoyment +4 standards)  Goodbye and song
11
TOPIC My food LESSON 117 MAIN SKILL(S) FOCUS: Reading 2


BI 1.2 BI 1.2.6  Emotions routine Weather chart fff; It’s a ppp
Listen and respond appropriately  Weather routine Rhyme: Muffin man c) Prompt with mime
BI 1.3 BI 1.3.2  Recite a rhyme

Apply sounds of letters to EXPLOIT 1) Song: Hot cross buns (+ new
recognise words Circle time version!)
 Sing a song 2) Flashcards (food)
BI 2.3 BI 2.3.3 3) Word cards and letter cards
 Sounds activity
Demonstrate understanding of 4) Dice / counters for glory
a variety of texts in the form of game OR Handa’s surprise
print and digital materials board game**
11
TOPIC My food LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


BI 1.1.3  Greetings and a hello song (Puppet) Hello Is it a fish or a prawn?
 Register song Class b) Say first letter sound, e.g. It’s a
BI 1.2  Emotions routine register fff; It’s a ppp
Listen and respond appropriately BI 1.2.6  Weather routine Weather chart c) Prompt with mime
 Days of the week routine Song: Hot cross buns (+ new
BI 1.3  Sing a song version!) Differentiate by learning
variety of contexts BI 1.3.3 a) What medium to use (e.g.
BI 1.3.4 crayon, paint, collage)
Lesson development
BI 2.2 EXPLOIT Differentiate by time
Apply sounds of letters to BI 2.2.5 Circle time a) Allow child longer to finish
recognise words 1) Flashcards (food) b) Set up activities for fast
2) Worksheets (My food mini finishers
BI 2.3 book OR a Handa’s surprise
Demonstrate understanding of a BI 2.3.3 worksheet)
Table time
 Manual activity
BI 3.1  Tidy up
Develop prewriting skills (BI 3.1  Show and tell
+4 standards)
BI 3.2
Develop early writing skills BI 3.2.1 Post-lesson routines
Closing time
11
SCHEME OF WORK: MY FRUIT (5+)
TOPIC My fruit LESSON 1 MAIN SKILL(S) FOCUS: Listening


BI 1.2 BI 1.2.6  Emotions routine register Song / b) by mouthing the new
Lesson development
ENCOUNTER
Circle time 1) Flashcards (6 fruit only)
 Encounter activity 2 3) Rhyme: Big green bananas
 Encounter activity 3 (use ASL
signs)
 Recite a rhyme

11
TOPIC My fruit LESSON 120 MAIN SKILL(S) FOCUS: Listening and Speaking 1


BI 1.2  Emotions routine register b) by mouthing the new
Listen and respond BI 1.2.6  Weather routine Rhyme: Big green bananas language
 Recite a rhyme language after or with you
BI 1.3  English today
ENGAGE
Circle time
 Remembering activity 1 1) Flashcards (fruits)
signs)
12


BI 1.1.3  Greetings and a hello song song Class Is it a mango or a papaya?
 Register register b) Say first letter sound e.g. It’s a
BI 1.2 BI 1.2.6  Emotions routine Rhyme: Big green bananas mmm; It’s a ppp
Listen and respond  Weather routine Time line images c) Prompt with mime
appropriately  Days of the week routine
BI 1.3.2  Recite a rhyme Differentiate by outcome – allow
ENGAGE 1) Flashcards (fruits) language
Circle time 2) ASL Signs c) by repeating the new
3) Song: Apples and bananas language after or with you
 Encounter 3 (ASL signs)
 Sing a song

12


BI 1.2  Register register a) by miming only
Listen and respond BI 1.2.6  Emotions routine Weather chart b) by mouthing the new
appropriately  Weather routine Rhyme: Big green bananas language
 Days of the week routine Time line images c) by repeating the new
BI 1.3 BI 1.3.2  Recite a rhyme language after or with you
BI 2.2 BI 2.2.5 a) Offering options, e.g.
Apply sounds of letters to Lesson development Is it a mango or a papaya?
recognise words ENGAGE b) Say first letter sound, e.g. It’s a
Circle time mmm; It’s a ppp
1) Flashcards (fruit) c) Prompt with mime
BI 2.3 BI 2.3.3 2) Song: Apples and bananas
 Sing a song
Demonstrate understanding of a 3) Worksheets (I like fruit)
variety of texts in the form of print Differentiate by time
and digital materials  Set up table time a) Allow child longer to finish
(BI 3.1 Table time finishers
BI 3.1
Develop prewriting skills +4 standards)  Transition chant
 Manual activity
BI 3.2 BI 3.2.1  Tidy up
Develop early writing skills  Show and tell
12


BI 1.2 BI 1.2.6  Emotions routine Weather chart mmm; It’s a ppp
Listen and respond  Weather routine Rhyme: Big green bananas c) Prompt with mime
b) by mouthing the new
BI 2.1 BI 2.1.1 Lesson development language
 Sing a song 1) Song: Apples and bananas
BI 2.2 BI 2.2.5 2) Story book (topic-related fruit)
Apply sounds of letters to 3) Flashcards (fruit)
recognise words
BI 2.4 (BI 2.4 Post-lesson routines

Develop interest in reading +4 standards) Closing time Time line images
independently for information and  Reflecting on learning Goodbye song
enjoyment  Goodbye and song
12
TOPIC My fruit LESSON 124 MAIN SKILL(S) FOCUS: Reading 1


BI 1.2  Register register b) Say first letter sound, e.g. It’s a
Listen and respond appropriately BI 1.2.6  Emotions routine Weather chart mmm; It’s a ppp
 Weather routine Rhyme: Big green bananas c) Prompt with mime
BI 1.3  Days of the week routine Time line images
Listen, understand and respond in a BI 1.3.2  Recite a rhyme
variety of contexts BI 1.3.3  English today
BI 1.3.4
BI 2.1
handling skills BI 2.1.2 Lesson development
BI 2.1.3 ENGAGE/EXPLOIT
BI 2.2 Circle time
 Sing a song 1) Song: Apples and bananas (+
recognise words
 Story book pre-listening new version!)
 Story book reading 2) Story book (topic-related -
BI 2.3
 Story book post listening fruit)
Demonstrate understanding of BI 2.3.3 3) Flashcards (fruit)
a variety of texts in the form of  Engage activity 8
 Exploit activity 4 (fruit+ 4) Word cards
adjectives)
BI 2.4
Develop interest in reading Post-lesson routines
independently for information (BI 2.4 Closing time Time line images
and enjoyment +4 standards)  Reflecting on learning Goodbye song
12
TOPIC My fruit LESSON 125 MAIN SKILL(S) FOCUS: Reading 2


BI 1.2 BI 1.2.6  Emotions routine Weather chart mmm; It’s a ppp
Listen and respond appropriately  Weather routine Rhyme: Big green bananas c) Prompt with mime
BI 1.3 BI 1.3.2  Recite a rhyme
Lesson development 1) Song: Apples and bananas (+

BI 2.2 BI 2.2.5 EXPLOIT new version!)
Apply sounds of letters to Circle time 2) Flashcards (fruit)
recognise words 3) Word cards and letter cards
 Sing a song
 Sounds activity 4) Dice / counters for glory
BI 2.3 BI 2.3.3 game OR Handa’s surprise
Demonstrate understanding of board game**
12
TOPIC My fruit LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


BI 1.1.3  Greetings and a hello song (Puppet) Hello Is it a mango or a papaya?
BI 1.2 BI 1.2.6  Emotions routine register mmm; It’s a ppp
 Days of the week routine Rhyme: Big green bananas
BI 1.3 BI 1.3.2  Recite a rhyme Time line images Differentiate by learning
Listen, understand and respond in a BI 1.3.3  English today preferences
crayon, paint, collage)
Lesson development
recognise words 1) Song: Apples and bananas (+ b) Set up activities for fast
 Sing a song
new version!) finishers
BI 2.3 BI 2.3.3 2) flashcards (fruit)
Demonstrate understanding of a 3) Worksheets (My fruit
variety of texts in the form of print minibook OR a Handa’s
Table time
and digital materials surprise worksheet)
 Show and tell
BI 3.2 BI 3.2.1
Closing time
12
SCHEME OF WORK: MY CLOTHES (5+)
TOPIC My clothes LESSON 1 MAIN SKILL(S) FOCUS: Listening


Listen and respond  Weather routine Emotions flashcards language
appropriately  Days of the week routine Weather chart c) by repeating the new
 Recite a rhyme Rhyme: Diddle, diddle Dumpling language after or with you
 English today Time line images
BI 1.3 BI 1.3.2
ENCOUNTER
Circle time 1) Flashcards (clothes)
 Encounter activity 2 3) Rhyme: 1, 2 buckle your
 Encounter activity 3 shoe
 Say a rhyme

12
TOPIC My clothes LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1


Listen and respond  Weather routine Emotions flashcards language
appropriately  Days of the week routine Weather chart Rhyme: c) by repeating the new
 Recite a rhyme Diddle, diddle language after or with you
BI 1.3 BI 1.3.2  English today Dumpling
Listen, understand and BI 1.3.3 Time line images
Lesson development
ENGAGE
Circle time
 Remembering activity 1 1) Flashcards (clothes)
signs)
12


BI 1.1.3  Greetings and a hello song song Class Is it a skirt or a dress?
 Register register b) Say first letter sound e.g. It’s a
BI 1.2 BI 1.2.6  Emotions routine Emotions flashcards sss; It’s a hhh
Listen and respond  Weather routine Weather chart c) Prompt with mime
appropriately  Days of the week routine Rhyme: Diddle, diddle Dumpling
 Recite a rhyme Time line images Differentiate by outcome – allow
Lesson development
ENGAGE 1) Flashcards (clothes) language
3) Song: The Clothing Song language after or with you
 Sing a song

12


appropriately  Days of the week routine Rhyme: Diddle, diddle Dumpling c) by repeating the new
BI 2.2 BI 2.2.5 Lesson development Is it a skirt or a dress?
Apply sounds of letters to ENGAGE b) Say first letter sound, e.g. It’s a
recognise words Circle time sss; It’s a hhh
1) Flashcards (clothes) c) Prompt with mime
 Sing a song 2) Song: The Clothing Song
BI 2.3 BI 2.3.3 3) Worksheets
Demonstrate understanding of a 4) Design a dress/shirt/trousers Differentiate by time
and digital materials b) Set up activities for fast
BI 3.1 (BI 3.1  Transition chant
 Tidy up
13


Listen and respond  Weather routine Weather chart c) Prompt with mime
appropriately  Days of the week routine Rhyme: Diddle, diddle Dumpling
BI 2.1 Lesson development language
BI 2.1.3 1) Song: The Clothing Song
 Sing a song
BI 2.2 2) Story book (Blue hat, green
Apply sounds of letters to BI 2.2.5 hat)
recognise words 3) Flashcards (clothes)
BI 2.3  Story book post-listening
Demonstrate understanding of a BI 2.3.3  Engage activity 5
BI 2.4 Closing time Time line images
Develop interest in reading (BI 2.4  Reflecting on learning Goodbye song
independently for information and +4 standards)  Goodbye and song
enjoyment
13
TOPIC My clothes LESSON 132 MAIN SKILL(S) FOCUS: Reading 1


 Days of the week routine Rhyme: Diddle, diddle Dumpling
BI 1.3.5
Show appropriate book BI 2.1.1 ENGAGE/EXPLOIT
handling skills BI 2.1.2 Circle time 1) Song: The Clothing Song
BI 2.1.3
 Sing a song 2) Story book (Blue hat, green
BI 2.2
 Story book pre-listening hat)
Apply sounds of letters to BI 2.2.5 3) Flashcards (clothes)
recognise words 4) Word cards
BI 2.3  Engage activity 8
Demonstrate understanding of BI 2.3.3  Exploit activity 4 (food+
a variety of texts in the form of adjectives)

independently for information (BI 2.4  Reflecting on learning Goodbye song
and enjoyment +4 standards)  Goodbye and song
13
TOPIC My clothes LESSON 133 MAIN SKILL(S) FOCUS: Reading 2


BI 1.2 BI 1.2.6  Emotions routine Emotions flashcards sss It’s a hhh
 Days of the week routine Rhyme: Diddle, diddle Dumpling

Apply sounds of letters to EXPLOIT 1) Song: The Clothing Song
recognise words Circle time 2) Flashcards (clothes)
 Sing a song 3) Word cards and letter cards
BI 2.3 BI 2.3.3 4) Dice / counters for glory
 Sounds activity
Demonstrate understanding of game OR Handa’s surprise
a variety of texts in the form of board game**
13
TOPIC My clothes LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


BI 1.1.3  Greetings and a hello song (Puppet) Hello Is it a fish or a prawn?
BI 1.2 BI 1.2.6  Emotions routine register fff; It’s a ppp
Listen and respond appropriately  Weather routine Emotions flashcards c) Prompt with mime
 Days of the week routine Weather chart
BI 1.3 BI 1.3.2  Recite a rhyme Rhyme: Diddle, diddle Dumpling Differentiate by learning
crayon, paint, collage)
Lesson development
recognise words 1) Song: The Clothing Song b) Set up activities for fast
 Sing a song
2) Flashcards (clothes) finishers
BI 2.3 BI 2.3.3 3) Worksheets
Table time
 Show and tell
BI 3.2 BI 3.2.1
Closing time
13
SCHEME OF WORK: MY WORLD WILD ANIMALS (5+)
TOPIC My World Wild Animals LESSON 1 MAIN SKILL(S) FOCUS: Listening

BI 1.1 BI 1.1.2 (ii), (iii) Pre-lesson routines Differentiate by outcome – allow

Listen to and identify sounds (iv) Opening time (Puppet) Hello children to respond to the new
BI 1.1.3  Greetings and a hello song song Class topic in different ways:
BI 1.2 BI 1.2.6  Emotions routine Time line images b) by mouthing the new
Listen and respond  Weather routine language
appropriately  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.2
ENCOUNTER
Circle time 1) Flashcards (wild animals)
 Encounter activity 1 2) Realia
 Encounter activity 2 3) Song: Five little monkeys
 Sing a song

**Associate actions like playing, reading and writing, eating, wash hands and jumping to aid the memorisation of the actions in this topic.
13
TOPIC My World Wild Animals LESSON 136 MAIN SKILL(S) FOCUS: Listening and Speaking 1

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines

Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time
children to respond to the new
Listen and respond  Weather routine Song: Five little monkeys language
 Sing a song language after or with you
BI 1.3 BI 1.3.3
Lesson development
respond in a variety of contexts ENCOUNTER/ ENGAGE
Circle time
 Encounter activity 3 (ASL
signs)
 Engage activity 1 1) Flashcards (wild animals)
 Engage activity 2 2) ASL signs

13


(Puppet) Hello
BI 1.1.3  Greetings and a hello song song Class Is it an elephant or is it an
 Register register anteater?
BI 1.2 BI 1.2.6  Emotions routine Time line images b) Say first letter sound, e.g. It’s
Listen and respond eee; It’s aaa
appropriately  Weather routine
 Days of the week routine c) Prompt with mime
 English today
BI 1.3.2 Differentiate by outcome – allow
BI 1.3 BI 1.3.3 children to respond to the topic in
respond in a variety of contexts Lesson development
BI 1.3.6 ENGAGE 1) Flashcards (wild animals) a) by miming only
Circle time 2) Song: An elephant walks like b) by mouthing the new
 Remembering activity 2 this and that language
c) by repeating the new
 Sing a song

13


Listen and respond  Weather routine Time line images language
appropriately  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.2
Listen, understand and BI 1.3.3 Lesson development Differentiate with support
respond in a variety of contexts BI 1.3.4 ENGAGE a) Offering options, e.g.
Circle time Is it an elephant or is it an
 Remembering activity 2 1) Flashcards (wild animals) anteater?
BI 2.2 BI 2.2.5  Sing a song 2) Song: An elephant walks like b) Say first letter sound, e.g. It’s
Apply sounds of letters to BI 2.2.6  Engage activity 4 this and that eee; It’s aaa
recognise words  Set up table time 3) Worksheets c) Prompt with mime
Table time Differentiate by time

BI 2.3 BI 2.3.3  Transition chant a) Allow child longer to finish
Demonstrate understanding of a  Manual activity b) Set up activities for fast
variety of texts in the form of print  Tidy up finishers
and digital materials  Show and tell
BI 3.1 (BI 3.1
Develop prewriting skills +4 standards) Post-lesson routines Time line images
BI 3.2 BI 3.2.1  Reflecting on learning
Develop early writing skills  Goodbye and song
13


Listen and respond  Weather routine Rhyme: Rain on the green language
appropriately  Days of the week routine grass c) by repeating the new
 English today
BI 1.3 BI 1.3.2
Listen, understand and BI 1.3.3 Differentiate with support
respond in a variety of contexts BI 1.3.4 a) Offering options, e.g.
Lesson development
ENGAGE Is it an elephant or is it an
Circle time anteater?
BI 2.1 BI 2.1.1 b) Say first letter sound, e.g. It’s
 Sing a song 1) Song: An elephant walks
Apply sounds of letters to BI 2.1.2 eee; It’s aaa
 Post-song activity - expansion like this and that
recognise words BI 2.1.3 c) Prompt with mime
 Story book pre-listening 2) Realia
 Story book reading 3) Story book (topic-related) Differentiate by time
BI 2.2.5  Story book post-listening 4) Worksheets a) Allow child longer to finish
BI 2.2
Demonstrate understanding of a  Engage activity 9 b) Set up activities for fast
variety of texts in the form of print finishers
BI 2.3 BI 2.3.3 Post-lesson routines

Develop prewriting skills Closing time Time line images
BI 2.4 (BI 2.4  Goodbye and song
Develop early writing skills +4 standards)
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TOPIC My World Wild Animals LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

Pre-lesson routines
BI 1.1 BI 1.1.2 (ii), (iii), Differentiate with support
Opening time
Listen to and identify sounds (iv) (Puppet) Hello a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song song Class Is it an elephant or is it an
 Register register anteater?
BI 1.2 BI 1.2.6  Emotions routine Weather chart b) Say first letter sound, e.g. It’s
Listen and respond appropriately BI 1.2.7  Weather routine Time line images eee; It’s aaa
 Recite a rhyme
Listen, understand and respond in a BI 1.3.3
variety of contexts BI 1.3.4 Lesson development
BI 1.3.5 1) Story book (topic related )
ENGAGE/EXPLOIT
BI 1.3.6 2) Flashcards
Circle time
3) Word cards
BI 2.1 BI 2.1  Story book reading
Show appropriate book (+4 standards)
handling skills
BI 2.2.5  Exploit activity 5
BI 2.2
recognise words BI 2.2.7 Post-lesson routines Time line images
BI 2.3 BI 2.3.3  Goodbye and song
a variety of texts in the form of BI 2.3.5
BI 2.4 BI 2.4.2
and enjoyment
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TOPIC My World Wild Animals LESSON 7 MAIN SKILL(S) FOCUS: Reading 2


Listen to and identify sounds (iv) Opening time
(Puppet) Hello a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song
song Class Is it an elephant or is it an
 Register anteater?
BI 1.2 BI 1.2.6 register
 Emotions routine b) Say first letter sound, e.g.
Listen and respond appropriately Weather chart
 Weather routine Time line images It’s eee; It’s aaa
Listen, understand and respond in a BI 1.3.3
EXPLOIT
BI 2.2 BI 2.2.5 Circle time
Apply sounds of letters to  Sing a song 1) Song: An elephant walks
recognise words  Role play the story OR like this and that
 Role play ‘An elephant walks 2) Flashcards
BI 2.3 like this and that’ 3) Word cards and letter cards
Demonstrate understanding of BI 2.3.3  Sounds activity
a variety of texts in the form of BI 2.3.4
print and digital materials BI 2.3.5
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TOPIC My World Wild Animals LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

Pre-lesson routines
BI 1.2 BI 1.2.6 Differentiate with support
Opening time
Listen and respond appropriately (Puppet) Hello a) Offering options, e.g.
 Greetings and a hello song Is it an elephant or is it an
song Class
BI 1.3 BI 1.3.2  Register anteater?
register
Listen, understand and respond in a BI 1.3.3  Emotions routine b) Say first letter sound, e.g.
Weather chart
variety of contexts BI 1.3.4  Weather routine Time line images It’s eee; It’s aaa
 English today
BI 2.2 BI 2.2.5
Apply sounds of letters to Lesson development Differentiate by learning
recognise words EXPLOIT preferences
Circle time a) What medium to use, e.g.
BI 2.3 BI 2.3.3  Remembering activity 3 crayon, paint, collage
Demonstrate understanding of a  Role play 1) Song: An elephant walks like
variety of texts in the form of print  Set up table time this and that
and digital materials Differentiate by time
2) Flashcards
Table time a) Allow child longer to finish
3) Word cards
BI 3.1 (BI 3.1  Transition chant b) Set up activities for fast
4) Worksheets
Develop prewriting skills +4 standards)  Manual activity finishers
 Tidy up
 Show and tell
BI 3.2 BI 3.2.5
Develop early writing skills BI 3.2.6
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SCHEME OF WORK: MY WORLD MALAYSIA (5+)
TOPIC My World Malaysia LESSON 1 MAIN SKILL(S) FOCUS: Listening


BI 1.2 BI 1.2.6  Emotions routine register Song / b) by mouthing the new
Lesson development
ENCOUNTER
Circle time 1) Flashcards (6 landscapes)
 Encounter activity 2 3) Rhyme: Rain on the green
 Encounter activity 3 (use ASL grass
signs) **
 Say a rhyme

**Associate actions like playing, reading and writing, eating, wash hands and jumping to aid the memorisation of the actions in this topic.
14
TOPIC My World Malaysia LESSON 144 MAIN SKILL(S) FOCUS: Listening and Speaking 1


Lesson development
ENGAGE
Circle time
 Remembering activity 1 1) Flashcards (7 landscapes)
signs)
14


BI 1.1.3  Greetings and a hello song song Class Is it a mountain or is it a hill?
BI 1.2 BI 1.2.6  Emotions routine Rhyme: Rain on the green mmm; It’s a hhh
Listen and respond  Weather routine grass c) Prompt with mime
Lesson development
ENGAGE 1) Flashcards (8 landscapes) language
3) Song: I love the mountains language after or with you
 Sing a song

14


Lesson development a) Offering options, e.g.
ENGAGE Is it a mountain or is it a hill?
BI 2.2 BI 2.2.5 Circle time b) Say first letter sound, e.g. It’s a
Apply sounds of letters to BI 2.2.6 1) Flashcards (9 landscape) mmm; It’s a hhh
recognise words 2) Song: I love the mountains c) Prompt with mime
 Sing a song
 Engage activity 4 3) Worksheets (My favourite
 Set up table time part of Malaysia)
BI 2.3 BI 2.3.3 Differentiate by time
Demonstrate understanding of a a) Allow child longer to finish
Table time b) Set up activities for fast
and digital materials  Transition chant finishers
 Manual activity
BI 3.1 (BI 3.1  Tidy up
Develop prewriting skills +4 standards)  Show and tell
BI 3.2 BI 3.2.1
14


BI 1.2 BI 1.2.6  Emotions routine Weather chart mmm; It’s a hhh
Listen and respond BI 1.2.7  Weather routine Rhyme: Rain on the green c) Prompt with mime
appropriately  Days of the week routine grass
Lesson development
ENGAGE language
Circle time c) by repeating the new
BI 2.1 BI 2.1.1 1) Song: I love the mountains language after or with you
 Sing a song
Show appropriate book handling BI 2.1.2 2) Story book (topic related -
 Post song activity - expansion
skills BI 2.1.3 landscape)
 Story book reading 3) Flashcards (landscape)
BI 2.2 BI 2.2.5
Apply sounds of letters to  Story book post listening 1
recognise words  Engage activity 5
BI 2.3 BI 2.3.3
variety of texts in the form of print Post-lesson routines
and digital materials Closing time Time line images
BI 2.4 (BI 2.4  Goodbye and song
Develop interest in reading +4 standards)
independently for information and
enjoyment
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TOPIC My World Malaysia LESSON 148 MAIN SKILL(S) FOCUS: Reading 1


Listen and respond appropriately BI 1.2.7  Weather routine Rhyme: Rain on the green c) Prompt with mime
 Days of the week routine grass
BI 1.3.5
BI 1.3.6
Lesson development
BI 2.1 BI 2.1
ENGAGE/EXPLOIT
Show appropriate book (+4 standards) Circle time
handling skills 1) Song: I love the mountains (+
 Sing a song
 Story book pre-listening 2 new version)
BI 2.2 BI 2.2.5
 Story book reading 2) Story book (topic related -
 Story book post listening 2 landscape)
 Engage activity 8 3) Flashcards (landscape)
 Exploit activity 5 4) Word cards
BI 2.3 BI 2.3.3
a variety of texts in the form of BI 2.3.5 Post-lesson routines
print and digital materials Closing time Time line images
BI 2.4 BI 2.4.2
and enjoyment
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TOPIC My World Malaysia LESSON 149 MAIN SKILL(S) FOCUS: Reading 2


Listen and respond appropriately  Weather routine Rhyme: Rain on the green c) Prompt with mime
 Days of the week routine grass
BI 1.3.6

Apply sounds of letters to BI 2.2.5 EXPLOIT 1) Song: I love the mountains (+
recognise words Circle time new version!)
 Sing a song 2) Flashcards (landscape)
BI 2.3 BI 2.3.3 3) Word cards and letter cards
 Role play the story OR
a variety of texts in the form of BI 2.3.5  Role play ‘We´re going to the
print and digital materials beach’
 Sounds activity
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TOPIC My world Malaysia LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing


BI 1.1.3  Greetings and a hello song (Puppet) Hello Is it a mountain or is it a hill?
BI 1.2 BI 1.2.6  Emotions routine register mmm; It’s a hhh
 Days of the week routine Rhyme: Rain on the green
BI 1.3 BI 1.3.2  Recite a rhyme grass Time line images Differentiate by learning
Listen, understand and respond in a BI 1.3.3  English today preferences
variety of contexts BI 1.3.4 a) What medium to use, e.g.
crayon, paint, collage
Lesson development
recognise words 1) Song: I love the mountains (+ b) Set up activities for fast
 Sing a song
new version) finishers
 Role play
BI 2.3 BI 2.3.3 2) Flashcards (landscape)
Demonstrate understanding of a 3) Word cards
variety of texts in the form of print 4) Worksheets (my journey)
Table time
 Show and tell
BI 3.2 BI 3.2.5
Develop early writing skills BI 3.2.6
BI 3.2.8 Closing time
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SCHEMES OF WORK
TEACHER SUPPORT
DOCUMENT
Contents
1. Overview of the Schemes of Work and Documentation List..............................................................................155

2. Games and game-like activities and the EEE (Encounter, Engage and Exploit) Model.....................................157
1. Encounter Activities.......................................................................................................................................159
2. Engage Activities: Choral Repetition.............................................................................................................162
3. Engage Activities: Individual Response.........................................................................................................164
4. Exploit Activities...........................................................................................................................................169
3. Remembering activities......................................................................................................................................173
4. Routines.............................................................................................................................................................175
5. Songs, rhymes and chants..................................................................................................................................178
6. Stories and storytelling.......................................................................................................................................180
7. Early literacy development.................................................................................................................................183
8. Visual, auditory and kinaesthetic learning..........................................................................................................187
9. English today time line and reflections..............................................................................................................190
10. Differentiation activities..................................................................................................................................192
11. Appendix: Time Line Images (Examples)........................................................................................................194
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1. Overview of the Schemes of Work and Documentation List
The purpose of this Teacher Support Document is to provide teachers with the necessary information and guidance
to deliver lessons using the provided Schemes of Work and syllabus. This document will not only give teachers
detailed information on the specific lesson procedures to be followed within the Schemes of Work (see Sections 2 –
6), but also offer teachers more general pedagogical support and hopefully contribute to on-going professional
development (see Sections 7 – 10).
In conjunction with this Teacher Development Document, there are:
 Schemes of Work for Preschool 4+ and Preschool 5+

 various support materials for teachers
 syllabus document.
The Schemes of Work have been divided into eight topic areas for 4+,(e.g. my weather, my classroom, my body)
and eight topic areas for 5+, (e.g. my school, my world, my clothes).Full details of the selected topics and the
accompanying target lexical items and language structures (both productive and receptive) can be found within the
4+ and 5+ syllabus document. The 5+ syllabus document also provides three additional topic areas (i.e. transport,
my town and occupations) that teachers may wish to use.
Each topic consists of eight lessons with each lesson lasting a total of 30 minutes. Each topic therefore will cover a
total of 4 hours (8 lessons x 30 minutes). The eight topic lessons are broken down into the following lesson types:
 Lesson 1: Listening
 Lesson 2: Listening and Speaking 1
 Lesson 6: Reading 1
 Lesson 7: Reading 2
 Lesson 8: Reading and Writing
The Scheme of Work provides teachers with lesson outlines for four of the eight topic areas. Each of these four
topic areas are accompanied by a set of support materials which teachers can use or adapt according to their local
context.
Teachers will be required to create lesson outlines/lesson plans for the remaining four topic areas. The lesson
outlines are based on the ‘EEE model’ of Encounter, Engage and Exploit. Full details of this EEE model can be
found below in Section 2 of this document (see p.6 – p.20).
Each lesson is divided into 3 stages:
 Pre-lesson routines (see Section 4)

 Lesson development (see Section 2)
 Post-lesson routines (see Section 4)
Each of the lesson outlines will show teachers which activities are to be used for each stage of the lesson. For
example, the Lesson development stage will include a number of Encounter, Engage and Exploit activities. Full
details of these activities can be found in Section 2 of this document. Also included within each of the lesson
outlines are suggested materials and additional resources that teachers may wish to use and/or adapt.
15
It is anticipated that the Pre-lesson and Post-lesson stages within a lesson will each last approximately 5 minutes in
total, with the Lesson development stage taking around 18 – 20 minutes. Further details of Pre-lesson and Post-
lesson routines can be found in Section 4 of this document.
Each of the provided lesson outlines will also list the Content and Learning Standards to be covered within each
lesson. As each lesson will involve a number of different activities, there will be a number of Content and Learning
Standards for each lesson. These Content and Learning Standards have been organised into Main Skills and
Complementary Skills, with the Main Skills being bolded within the Schemes of Work for ease of reference. The
Main Skills should be the primary focus of the lesson, though it should be noted that the Complementary Skills
should also be covered. Though there are sometimes a significant number of Content and Learning Standards to
cover in each lesson, teachers should be aware that children will have opportunities to cover each of these Content
and Learning Standards throughout the year as standards will be recycled both within the topic (i.e. from Lesson 1
– 8) and across topics.
In summary, teachers will need the following documentation:
1. Schemes of Work Teacher Support Document (this document)
2. Syllabus Document containing the syllabus details for both 4+ and 5+
3. Schemes of Work 4+ and/or Schemes of Work 5+
4. Support materials – teachers have also been provided with a range of materials and links to additional resources
for those topics where lesson outlines have been provided. These topics areas follows:
Year 4+
 Introduction 4+
 My weather 4+
 My Face 4+
 My toys 4+
Year 5+
 Introduction 5+
 My school 5+
 My fruit 5+
 My world 5+
It should be noted that the provided materials may need to be adapted to better suit the local context. For those
topics where teachers will be developing their own lesson outlines/lesson plans, teachers will need to create and
source their own materials. However, it is intended that the provided materials will be a useful initial point of
reference.
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2. Games and game-like activities and the EEE (Encounter, Engage and Exploit) Model
Games and game-like activities play an important role in any Preschool language programme, mainly because they
provide a natural context for communication between adult and child / children and between the children
themselves.
Games are also:
 fun and enjoyable and children associate this pleasure and enjoyment with English
 often familiar to a group of children. They may know a similar game with the same rules in their own
language
 activities that naturally provide an opportunity for relevant and enjoyable repetition
 a meaningful context for using English - real intentions, real plans and real strategies. English becomes
a necessary resource to be used for a real purpose
 motivating. They involve luck not just proficiency in English and so generate hopes, fears and
excitement
 are social activities - they can involve group and pair work thus often involve collaboration, they also
help children understand the concept of winning and losing
 a way to develop a child’s cognitive skills, e.g. concentration, memorising, sequencing, eliminating,
comparing, counting, number recognition
 excellent as an observation mechanism to expose areas in need of remedial work
 are useful for developing fine and gross motor skills.
Categorising games and game-like activities
To use games properly we need to know which to use and when to use them according to the opportunities and
challenges they present preschool children. Thinking about what children are doing during these game-like
activities helps us better understand which activities to select and when to use them. Figure 1 helps us see how the
EEE model can be used to guide our selection of activities, moving from listening through to speaking.
Figure 1: The EEE Model
The exploit stage is particularly important as we can see the children are using English autonomously, which is the
objective of any language education. If children are provided with opportunities to access English resources outside
of the 30-minute English sessions, during their free play activities, they are very likely to exploit the English they
know and use it to communicate with each other. Notes on how to do this are included below.
15
1. Encounter
A group physical response (teacher-led)
 Listening comes before speaking so game-like activities, which allow a physical response will be those to
begin with.
 Ensure these early activities involve the whole group, not individual children, as confidence will
develop at a greater pace if they begin in the safety of the group.
2. Engage
A group choral response (teacher-led)
 Group choral responses allow individual children to respond in the comfort of the group.
 Children may just use the mime, mouth the lexical items, or say the last syllables or words, but
remember they are actively listening and gaining in confidence.
 Let each child go at their own pace, as insisting they respond orally as individuals can be hugely
detrimental for some children.
An individual physical response and or oral response (teacher-led)

 Gradually move to requesting individual children to respond physically and later orally to instructions.
They will have first gained confidence by responding as a group.
 Even though these activities are still led by the teacher, a child is becoming more confident as an
individual and beginning to take responsibility for remembering the new language.
 Be sensitive to children’s feelings and abilities, not all children will want to speak immediately or be
placed in the limelight to say something in English.
 Asking children to respond to a puppet will help some less confident children use English.
 Make sure you praise any attempt to speak in English.
3. Exploit
Child to children - An individual oral response (child-led during English lessons)
 Some children will begin using English autonomously and spontaneously very quickly by calling out
words, greeting you when you arrive and even using English with other children.
 As teachers we need to be sensitive, but if certain children are confident about using English they may also
be confident about taking the lead and asking the other children questions or giving instructions in certain
games. Build on this.
 Set up a supportive environment to enable children to lead certain activities and to exploit English for real
purposes, e.g. leading a routine, leading a game, setting up an English learning area for free play in
English.
 Puppets can also be very useful here to encourage children to use English.
Child to children - An individual oral response (child-led during free play)

English Learning Areas (ELAs)
Considering how significant play is to learning and the importance of respecting the whole child when teaching
English, including opportunities for free play in English is relevant. In short 30-minute sessions twice weekly the
focus is on teacher-led activities. However there are ways to include child-initiated free play.
Alongside the other learning areas, (e.g. a home area, a construction area) an additional learning area can be set
up, which encourages the use of English during free play - an English Learning Area (ELA). For this to
succeed the ELA needs:
1. Space: this could be a corner where two walls meet, or a space on a wall with a shelf, or a box of
resources for learning English kept on a shelf. An ELA can be permanent or portable.
2. Resources: these should replicate those used during English sessions, e.g. flashcards, a puppet, a picture
book or story cards, props to role-play a story, games.
3. Familiarity: children need to have experienced the resources during teacher-led activities in English.
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The following section presents game-like activities which support the three different stages in the EEE model.
1. Encounter Activities
Focus on the children responding physically as a group to teacher-led activities.
CIRCLE TIME ENCOUNTER 1: AN EXCITING BEGINNING!

MATERIALS: Flashcards or realia (max 6 to 8 new words)
STEPS:
 Create an exciting context for the introduction of a topic, e.g. you could bring a picture which represents
the topic or a special box or bag, with the topic target language inside (as flashcards or realia) or maybe
the puppet has discovered something new and wants to share it with the children.
 Create suspense as you introduce the topic and ask the children what they already know. This can be in
the first language (L1) if necessary. Make connections to previous learning.
 Show each visual, one at a time. Say the word clearly, e.g. Sunny. Also introduce it in a sentence,
e.g. It’s sunny. Have children repeat after you.
 Talk a little about the visuals to provide more language exposure, e.g. Is it hot or cold? Is it big or
small? Make connections to previous learning.
 Make a gesture or a mime to represent the new word. Have children mime and repeat the word at the
same time.
 As you introduce the visuals, place them where all children can see.
 When all visuals have been introduced, count them together, e.g. Six new words! Let’s play a game.
Extension:
 As you introduce the new words and the children repeat them, have them repeat like an echo, going
from loud to quiet (e.g. dragon!!!, dragon!!, dragon!, dragon)
 Show the four echoes by holding up four fingers.
Progression notes: Observe which children confidently imitate the mime and repeat the target language.
CIRCLE TIME ENCOUNTER 2: 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 an
 You can call out several words, e.g. It’s sunny and hot.

 If the topic is related to the parts of the body, have children get together in pairs and join themselves at the part of th
Progression notes: Observe which children are miming immediately and which are taking more time.
15
CIRCLE TIME ENCOUNTER 3: 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, ask 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.
CIRCLE TIME ENCOUNTER 4: 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.
15
CIRCLE TIME ENCOUNTER 5: 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 recognise the target
language.
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2. Engage Activities: Choral Repetition
Focus on the children responding in choral repetition to teacher-led activities.
CIRCLE TIME ENGAGE 1: 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’, sing-song 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 without 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 it?
 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?
CIRCLE TIME ENGAGE 2: 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?
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3. Engage Activities: Individual Response
Focus on the children responding as individuals to teacher-led activities.
This stage also includes the other games when they encourage children to respond as individuals, e.g. ‘What’s
missing?’ and ‘The pair game’.
CIRCLE TIME ENGAGE 4: GAME – The mime game
MATERIALS: Flashcards
STEPS:
 Announce the game, e.g. Let’s play the mime game!
 Model 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 topic question.
 Repeat until all or a number of children have 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 body, 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?
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CIRCLE TIME ENGAGE 5: GAME – The telephone game
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 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 to 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.
CIRCLE TIME ENGAGE 6: GAME – The head and toes game

STEPS:
 Announce the game, e.g. Let’s play the head and toes game!
 Begin by dividing the topic flashcards into two halves. Place one half towards the top of the wall or
board space. Place the other half towards the bottom. If you wish, draw a line separating them.
 Explain that when you say something with a word in the top set they touch their head, if you say
something with a word in the bottom set they touch their toes.
 Demonstrate what you mean.
 When you begin to play with the children explain that if they make a mistake they have to sit down
for two calls.
 Call out full sentences, e.g. It’s sunny today. Alternate and repeat so children are caught out. They
will enjoy being challenged.
 Praise children who don’t make mistakes.
Extension to lead to an exploit situations

 Ask a confident child who is not making mistakes to come to the front to call out the target
language.
 Use different topic sets, e.g. colours at the top and weather at the bottom. Children respond
according to the topic you call out, e.g. I like blue or It’s rainy today.
Progression notes: Observe which children are able to quickly respond by touching their head or toes.
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CIRCLE TIME ENGAGE 7: GAME – The run and collect game
MATERIALS: Two of each flashcard (maximum of 16 in total)

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, Lego,
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.

 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.
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CIRCLE TIME ENGAGE 8: GAME – The making sets game
This activity not only develops children’s listening and speaking skills but also fosters early maths
concepts.
Version 1: MATERIALS: Three or four flashcards from three different topics (no more than 12 in
total)
STEPS:
 Announce the game, e.g. Let’s play the making sets game!
 Mix up the flashcards and place them in a bag, a box or in a pile on the floor.
 Invite confident children to come up and take out or turn over a card.
 Ask them to name the picture, if suitable help them make a sentence using It’s … / They’re …
 Check with the class that the image has been correctly labelled.
 Ask the children, What set is it? Is it the colour set, the family set or the number set?
 Elicit what they think and start making sets.
 Once all the flashcards have been put into a set, count how many there are in each set, are there any
missing? Help the children remember what else belongs in the set.
Version 2: Using the children (for topics like the face, the body, family, clothes, pets)
 Announce the game, e.g. Let’s play the making sets game!
 Call out questions like: Who’s got black hair? Get all children with black hair to make a group
together (all or most of the group). They can chant loudly I’ve got black hair! Any remaining children
can make a circle around them.
 Ask, Who’s got long black hair? Get these children to separate and form a separate group. They can
chant loudly I’ve got long black hair! Count the children in this set.
 Ask, Who’s got short black hair? Get these children to separate and form a separate group. They can
chant loudly I’ve got long black hair! Count the children in this set.
 This can be done with lots of different topics: You can make Human Venn Diagrams: Who’s got a pet?
– Who’s got a cat? Who’s got a bird? Who’s got a cat and a bird? Who’s about brothers and sisters:
Who’s got a brother? Who’s got a sister? Who’s got a brother and a sister? Don’t forget to have children
chant when they create a set, e.g. I’ve got a cat!
Extension
Mix word cards and flashcards.
Or once the sets have been created, ask children to find the matching word cards.
confidently; or children who are able to confidently listen for a descriptor and respond.
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CIRCLE TIME ENGAGE 9: GAME – The touchy-feely game
MATERIALS: Realia (e.g. toys, clothes, fruit, toy animals) STEPS:

 Announce the game, e.g. Let’s play the touchy-feely game!
 Begin by placing an object in a bag or box, hidden from the children.
 Ask individual children to come and feel what’s in the bag. First feel outside, then put their hand
inside. Say, What’s in the box/bag? What do you think it is? Can you guess?
 Help them to use a sentence when they finally name it, It’s a …

 Get children to describe it as they are touching, e.g. It’s big, it’s small, It’s soft, It’s hard. The
children will need to have encountered this language before they can use it, however.
 Children can also be asked to find the correct word card for the object they’ve guessed.
confidently.
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4. Exploit Activities
Children using Englishand taking control in activities as well as requiring less teacher support
CIRCLE TIME EXPLOIT 1: GAME – The guessing game
MATERIALS: Two of each flashcard (maximum of 16 in total)

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: What is it? What colour is it?
What’s the weather like? Who is it? Depending on ability, 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 lead
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 picture cards 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?
CIRCLE TIME EXPLOIT 2: GAME – The stepping stones game
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, reaching from 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.
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CIRCLE TIME EXPLOIT 3: GAME – The glory game
MATERIALS: Flashcards and large dice

STEPS:
 Announce the game, e.g. Let’s play the glory game!
 Place the topic flashcards in the form of a snake across the floor.
 Divide the children into four teams. Ask each team to choose a mascot, e.g. a teddy, a doll, a car.
 Place the mascots at one end of the flashcard snake. The objective is for them to get to the other end of
the flashcard snake, but landing on the flashcards and naming them.
 One child at a time represents their team, throws the dice, counts that number of flashcards and places
their team’s mascot on the flashcard they landed on. They should say what it is they have landed on.
Encourage them to use It’s a … or I can … .
 If they have difficulty, remind them to ask their team for help, Help please! If their team can help,
their mascot stays on the flashcard, if it can’t, the mascot returns to where it was.
Progression notes: Observe which children can confidently count and use the topic language.
CIRCLE TIME EXPLOIT 4: 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 modelling how to play. Select one of the target language objects. According to what it looks like, begin to
Invite individual children to guess what it is. Depending on ability they can use different questions
 Car?
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 lead 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 to

Progression notes: Observe which children are able to describe the objects using full sentences, and ask full questions.
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CIRCLE TIME EXPLOIT 5: 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 modelling 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 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 lead the game.
 Help them to select an object – they should whisper it to you first. Then help them say which toys it is
not and to respond to questions from the class, 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 target words 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 ask 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.
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CIRCLE TIME EXPLOIT 6: 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 guesses 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.
ENGLISH LEARNING AREA (ELA) - EXPLOIT
MATERIALS: all resources used in English lessons, e.g. puppet, flashcards, realia, storybooks,
games, rhyme and song sheets, props for role play
STEPS:
 Suggest to the children that they have an area for English. Ask them what they think it should include.
It can be decorated with their table work, or images of words and expressions they know in English.
 Together with the children agree upon rules of use, e.g. Use English as much as possible, four children
at a time, tidy up the resources after using them.
 At the end of an English lesson, place the resources you used in that lesson into the ELA.
 When children select a learning area encourage them to include the ELA in their selection.
 As you observe children playing during free play, include the ELA in your observations. Who is using
it? Are they able to use the language they have learned to interact with the resources? Which resources
are most popular?
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3. Remembering activities
Helping children remember previous activities
To be incorporated into Lesson 2 of the Lesson 1 – 8 series.
REMEMBERING 1: Who can remember how to mime?

MATERIALS: Flashcards or realia from last lesson and one from the previous topic
As the focus of the first lesson is on listening, expecting all children to say the language they encountered in
lesson 2 would be unfair. So the focus is on getting the children to remember the topic and the mimes they
associate with the new language. Children may call out the words and expressions in the common
classroom language, so teachers may need to recast what they say into English, e.g.
Teacher: [Shows a sunny flashcard]
Children: Cerah. Ia adalah cerah.
Teacher: Yes, it’s sunny! Can you say? It’s sunny! Show me the mime.
 Show a flashcard card from the last lesson and one from the previous topic, e.g. weather and
colours. Ask the children: In the last lesson did we look at the weather or colours?
 Ask if they can remember any of the mines they learned. Show each flashcard and say the words
clearly. Have children repeat after you and remember the mime. It’s sunny! Can you say? It’s
sunny! Show me the mime.
 As you introduce the visuals, place them where all children can see
 When all visuals have been introduced, count them together, e.g. Six words! Let’s see some
more!
 Introduce a few more of the topic words, using the Circle Time 2 strategies.
Progression notes: Observe which children confidently imitate the mime, which repeat the target
language easily and which were able to remember and say the new topic words with little prompt.
To be incorporated into Lessons 3 and onwards
REMEMBERING 2: GAME – Who can remember how to say?

MATERIALS: Flashcards or realia from last lesson
As the focus of lessons 2 onwards will be on speaking, remembering time should focus more and more on
encouraging children to tell you what they remember.
 Hold the flashcards and encourage children to tell you what they remembered: Who can
remember the (weather) words?
 As they call out what they remember in English, show the associated flashcard and place it where
children can see it.
 When there is one flashcard left, ask children to look at the flashcards they have already
remembered. What’s missing?
 Once it has been remembered, praise the children for remembering all the language from the last
lesson.
 From here you can move into playing a game, e.g. What’s missing (see Circle Time 2)
Progression notes: Observe which children are able to remember language from a previous session.
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REMEMBERING 3: GAME – Pick up a card
MATERIALS: Flashcards or realia from the topic
 Place the flashcards in a pile in the centre of the circle, or in a bag or a box.
 Announce the game, e.g. Let’s play pick up a card!
 Have the children come up individually and take a flashcard and name it in English.
 Praise children who label it correctly, expanding if necessary, e.g.
Child: Sunny
Teacher: Yes, It’s sunny. Very good, Sarah
 If a child is unsure:
a) Provide options for the child to choose from, e.g. Is it sunny or is it rainy?
b) Help the child recognise that they need help and show them that there is nothing wrong in
asking for help. Teach the question, Help please! and encourage them to ask their peers to
help them say the word; e.g.
Sarah: [Looks at flashcard silently]
Teacher: Do you need help Sarah?
Sarah: Help please!
Children: It’s windy
Teacher: Thank you children. Sarah can you say it?
Sarah: It’s windy.
Teacher: Very good.
Progression notes: Observe which children are able to remember the topic language and those which are
able to accept they do not know yet but can ask for help.
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4. Routines
Routines help build a child’s sense of security and confidence and also support language development.
A routine is a familiar series of actions related to an established schedule. For example, the scheduled
activity of ‘lunch time’ involves a series of responses which comprise a routine:
 going to the toilet
 washing hands
 lining up by the door
 walking down the corridor
 going into the dining room and calmly sitting at a table.
Having clearly marked routines in English is very important.

 It results in children feeling safe and relaxed as they know what to expect;
 It reduced instances when children feel out of control or at a loss;
 It provides the boundaries children need to regulate their behaviour;
 It helps children become more responsible, independent and confident;
 It helps children predict and pick up language.
Routines in English
English sessions have their own schedule and related routines. Three routines within an English session
should remain a constant, not matter what the schedule is: the welcome routine, the closing routine and
transition routines.
The ‘welcome’ routine

The welcome routine is exactly that, a moment of salutation and an intimate time that helps ease
children into the English session. It normally takes place at the beginning of circle time and can include:
saying hello; taking attendance; asking about the weather, day, date; sharing personal stories/asking
about feelings.
1. The ‘Who’s here today?’ routine

This routine may be something the children have done already in Malay, however repeating this routine
will help reinforce certain concepts, e.g. number. There may be a visual on the wall showing who is at
school and who is not. You can refer to this too.
You can:
 Take the register, but use it for an opportunity to develop language (greetings and responses)
 Count the children
 Talk about who’s missing
It’s important to use the same question and follow-up responses so the children, over time, will pick up the
question and answer and say it with you.
2. The ‘What’s the weather like?’ routine

Many classroom walls may already have a weather chart or ‘weather wheel’ to be used in Malay.
 If this is the case, use it to support this routine.
 If there is none, make one for English.
Weather picture cards are also useful for this routine.
3. The ‘days, months and seasons’ routine

This can be included in English if the 5-year old children are including references in Malay to these
concepts too:
 days of the week
 the month
 days of the month
 seasons.
When talking about days of the week, use a visual support (e.g. a days of the week chart using words
and colours to show the days.
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Notes
 Take care to use gestures for today, yesterday and tomorrow which indicate moving from now to
the past and to the future.
 Point to the days on the visual support. If appropriate, associate the name of the day with a colour or
a symbol.
 Don’t expect children to pick this up immediately. Not only are they coming to terms with the new
labels in English, but they are also grappling with the concept of time.
In some cases you may be able to include the date and month along with the day of the week.
 Your objective is to expose children to a concept through language: they are unlikely to be able to
say the date by themselves.
 Use visuals (e.g. a calendar with large numbers is good). Point as you say the date.
 Keep the language simple, e.g. Today is Wednesday, the eleventh of March.
 Use visuals to include the season too, e.g. We are in the rainy season - show the season visual
too.
 Associate months with children’s birthday. At the beginning of each month comment on who will be
having a birthday, e.g. Look! One, two, three children have a birthday in March.
4. The ‘How are you feeling?’ routine

As children become familiar with the emotion words, you can begin including a routine that refers to
emotions. Using emotion words during a circle time routine is useful because:
 the focus is not on the emotion words, but on using them to question and describe emotions on a
daily basis, for a real purpose.
 it is child-led, because, once set in place, these activities and routines are dependent upon what the
children do and say in class.
How can we set this up?

1. Begin by commenting on your own feelings. Use your face and body to show how you are feeling,
and verbalise your emotion along with a reason for why you feel this way: I’m happy today. The
sun is shining.
2. Include the English puppet in these exchanges. Make the puppet look sad by dropping his head, for
example. Demonstrate concern and begin a short dialogue:
Hey! [puppet’s name], you look sad. What’s the matter?
I hurt my tail.
Ahh. Don’t be sad. It will get better.
3. Initiate similar exchanges with individual children:

Hey! Julio, you look happy today. You are smiling!
Oh dear, Ana. You look sad today. What’s the matter?
4. Incorporate talking about emotions on a regular basis, and gradually the children will:
a) pick up the language they hear you using;
b) begin using it to describe themselves and others around them;
c) become more aware of those around them, which is another of the emotional intelligence
competencies.
The closing routine

The closing routine signals that English is over and that it’s been an enjoyable experience. It is just as
important as any other routine in your English schedule, as it ensures English ends on a calm note. The
closing routine can be as simple as saying goodbye. But it can also include the following:
 A reflection time.
 A goodbye song.
 Preparing to leave the room (if the children need to be somewhere else).
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1. Reflection time
Reflecting on learning supports the development of an autonomous learner. It also reinforces some of
the language and concepts for children who need a little more time than others. See the ‘Using time lines
and reflections’ for more information on this routine.
2. Goodbye routine
Closing a session positively is very important!
 Last impressions stick and a rushed goodbye or a stressful clear up time means children don’t
always remember the fun they had in English.
 Rushed goodbyes can also lead to misbehaviour as children aren’t quite sure what’s happening and
behaviour boundaries slide.
You can:
 Sing a goodbye song or say a chant.
 Use the puppet to say goodbye to the children.
 Say ‘Thank you!’,especially if children have had a good session, e.g. What a great lesson today!
Thank you!
 Include reference to the next lesson, e.g. See you on Friday! See you next week!
 Consider a ‘Get your hat routine’ and a ‘Line up routine’.
 Have fun with ‘Goodbye instructions’, e.g. Ahmad and Mira line up! Khairul, hop out of class!
Goodbye!
Transition routines
Transition routines are very important when children move from one scheduled activity to another and
when it involves a change of space. For example:
 From carpet to table.
 From table to carpet.
 From classroom to bathroom.
 From playground to classroom.
Moving from circle time to table time

The most obvious transition time in an English schedule will be between ‘circle time’ and ‘table time’:
1. Make it clear to the children what the objective of the transition is, e.g. to move to the tables and sit
down. Use an oral marker, e.g. Ok, it’s table time.
2. Demonstrate what it is you want the children to do. Use the puppet. Go through the routine steps
and reinforce the actions using simple phrases. For example:
Stand up! Walk quietly. Pull out your chair quietly. Sit down.
3. If you wish to use a chant or a song, this can be really useful to help the children concentrate and
move to a rhythm. You can find them on the internet or invent one. Here is an example of a ‘table
time’ transition chant:
I, 2, 3, 4
Up we get, off the floor
5, 6, 7, 8
To the table, then we wait
4. Repeat with two or three children, and praise their demonstration.

5. To continue, you can either get all children to follow the procedure, or select small groups to proceed.
Praise children who follow the instructions and show acceptable behaviour. If a child has difficulties,
hold their hand and repeat the steps with them.
6. Ensure that this transition is followed in every lesson using this same routine.
Notes
Spend time repeating the instructions at the beginning of the year, until the children begin to autonomously
complete the transition as they have been asked to.
 Ensure the children know what is acceptable during these transition times.
 And what is unacceptable.
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5. Songs, rhymes and chants
Song, rhymes and chants are important inclusions in the preschool English lesson.
 A song is sung to music, it may or may not contain rhyming lyrics.
 A chant does not need music to accompany it, but instead follows a strong rhythm or beat. It will also be
quite repetitive.
 A rhyme, or a nursery rhyme in most cases, can be spoken or sung, as many nursery rhymes are now
accompanied by music. A rhyme contains a strong rhythm and rhyming words and plays and important role
in developing children’s phonological awareness.
Singing, and saying rhymes and chants in the classroom contributes to a child’s whole development in a variety of
ways:
 Socio-emotional development
 Singing, chanting and rhyming together is a truly social act.
 It allows for non-verbal and verbal participation, so everyone can join in.
 Singing, chanting and rhyming in groups involves co-operation.
 Cognitive development
 It repeatedly supports automatised language use.
 It is an enjoyable way to develop memory.
 It reinforces basic skills in numeracy and literacy.
 Creative development
 It involves listening and responding, co-operating and self-expression.
 It can develop children's imaginations and their ability to express ideas in dance and gesture.
 Physical development
 It helps develop sequencing and co-ordination.
 Songs, chants and rhymes with actions develop gross and fine motor control.
 Linguistic development
 It stimulates auditory discrimination.
 It supports development of phonemic awareness.
 It reinforces the stress, intonation and rhythm of words and phrases.
 It provides good language models.
 It is a good way of learning to construct phrases and sentences.
Introducing a song, chant or rhyme
When introducing a song, chant or rhyme follow these steps:
1) Pre-song, chant or rhyme activity–Focus on making connections

Contextualise the song, chant or rhyme.
 What is it about? Why are we singing/saying it? Can we use visuals to support their understanding?
Provide exposure
 Before sharing the song, chant or rhyme, ask children to listen for something, either a particular word, or
set of words – use flashcards for children to point to.
 Play or say the song, chant or rhyme lyrics. Give feedback about what they were listening for.
 Play or say the song, chant or rhyme and pause, so children can imitate the lyrics and copy the mimes.
 Play the song, chant or rhyme again and encourage children to join in where they can and mime
2) Song, chant or rhyme activity– Focus on accuracy and understanding

Encourage production
 Play the song, chant or rhyme over a number of lessons, giving children lots of opportunity to pick up the
lyrics and join in successfully. Do this in different ways, e.g.
i) Sing louder and softer.
ii) Sing in groups, e.g. boys and girls, or verse groups.
iii) Prepare table activities to reinforce the sequence or concept within the song, chant or rhyme.
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3) After-song, chant or rhyme activity– focus on understanding and creativity
Encourage expansion
 If suitable, help children substitute words and create a new song, chant or rhyme.
 Present the song, chant or rhyme to an audience.
 Record the song, chant or rhyme and make it available on the school website or on a class blog.
Nursery rhymes in particular
Most nursery rhymes are mini-stories, containing a beginning, middle and end. After-rhyme activities can support
the children’s understanding of this narrative sequence, so activities like sequencing a set of pictures according to
the rhyme work well. For example:
Beginning Middle End

I hear thunder I Pitter, patter, rain drops I’m wet through!
hear thunder Pitter, patter, rain drops So are you!
Oh can you?
Oh can you?
Incy Wincy spider climbed up Down came the rain and Out came the sun and dried up
the waterspout. washed the spider out all the rain
And Incy Wincy spider
climbed the spout again!
Nursery rhymes in the L1

The preschool syllabus suggests a rhyme (or two) for each topic. Nursery rhymes play a very important role in the
lives of children in English speaking countries as they provide natural access to rhythm and rhyme. They are also
very much part of an English speaking culture. Research has shown that children who know lots of rhymes are
better at distinguishing phoneme sounds and at reading when they move into primary education.
Nursery rhymes in the foreign language

In foreign language learning contexts, rhymes can have similar effects on language acquisition and reading abilities,
for they develop children’s phonological skills by enhancing sensitivity to rhyme, phoneme awareness, and
recognition of consonant sounds in stressed parts of groups of words. It is for this reason that saying nursery
rhymes is more effective than singing them.
Nursery rhymes in their written form

If children are also exposed to the written form of the rhyme, this will enhance alphabet knowledge and awareness
of letter sounds. So placing enlarged copies of the rhymes in the classroom, decorated with children’s drawings,
will help them begin to associate sounds with certain letters and words. The written versions are available in many
versions online and are easily downloaded.
Nursery rhymes for intercultural awareness

Nursery rhymes are very much part of English speaking cultures and may not exist in other languages. However
rhymes or chants are part of most childhoods, no matter what the language. When children are exposed to English
rhymes and get to know them, it is useful to help them look into their own language for rhymes and chants. Are
there any that look at the same topic or concept? When do the children say these rhymes?
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6. Stories and storytelling
The benefits story and storytelling are many and they include:
 Children love stories!

 Children are familiar with narrative conventions and listening to stories is something they are used to doing.
 Stories help children understand their world and share it with others, as such developing emotional intelligence.
 Stories provide for shared social experiences. Children laugh together, are happy and sad together, shout and
sing together. This helps build children’s confidence.
 Storytelling has predictable routines with predictable formats providing children with pointers,which encourage
participation. This promotes a positive attitude towards the language that they are learning and enhances their
motivation.
 Stories support the development of children’s listening and concentration skills, especially when supported by
the story visuals, the storyteller’s voice, mime and gesture.
 Stories provide a natural and relevant context for exposure to language.
 Listening to stories helps children become aware of the rhythm, intonation and pronunciation of the language.
 Many stories naturally provide for repetition, allowing children the added opportunity to participate using the
chunks of language which are repeated as a reinforcement.
 Children enjoy listening and re-listening to stories. This recurring activity allows for children to participate in
the storytelling activity by repeating large sections of narrative. This in itself is a kind of drill / pattern practice
but in a meaningful context.
 Stories exercise the imagination! Children become involved in the story, identifying with the characters,
interpreting the narrative and illustrations.
 Stories develop children’s learning strategies: listening for general meaning; predicting; guessing meaning;
hypothesising.
 Language input in stories is slightly above the level of normal production which allows for children to feel
confident using what they know to understand the story, but also learning a little more.
 Stories often address universal themes, which allow children to think about issues that are important to them,
e.g. sharing, respecting others, being ill, wearing glasses.
 Stories can link with other curriculum areas, providing for continuity in learning. This also includes the social
and cultural aspects of language learning.
 Stories add variety to a language course.
How to use a story in a preschool English class
Pre-story activities
In the Schemes of Work it is suggested that a story is selected that has some relationship with the topic. This means
it provides an opportunity for further exposure to the topic language, but also enables children to use what they
know to understand the story. Pre-story activities should help children make connections to their learning.
If using a book:
 Show the cover and ask the children what they think the story is about. Encourage prediction.
 What can they see on the front cover? Can they label anything?
 Read out the title and explain it if necessary.
 Also read out who wrote it and who illustrated it, if this is relevant.
 If appropriate ask the children to listen out for something, e.g. language related to the topic.
If using another type of story with realia or pictures as a support

 Show the realia or pictures and ask children to make predictions about the story.
 If appropriate, ask the children to listen out for something, e.g. language related to the topic.
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During story activities
If using a book:
 Encourage children to look at the illustrations.
 Ask questions to help understanding, e.g. What happened? Why is Elmer sad?
 Encourage prediction, e.g. Ask: What’s going to happen next?
 If the story has repetition, encourage children to join in the telling.
 If you are certain children know some of the story language, pause so they can say words or
expressions they know, or point to pictures of objects they know.
If using another type of story with realia or pictures as a support:

 Ask questions to help understanding, e.g. What did he say? What did he do? Why did he do it?
 Encourage prediction, e.g. Ask What’s going to happen next?
 If the story has repetition, encourage children to join in the telling.
After-story activities
These are varied and depend very much on the story itself:
 Ask children their opinions. Did they like the story? What did they like best? Who is their favourite
character?
 Ask children to draw their favourite bit.
 Ask children to re-tell the story together in their own words then illustrate it, so they create a book of their
own. Leave this in the classroom / English Learning Area.
 If the story has a value, e.g. helping others, or looking after the environment, ensure you talk to the children
about this and consider follow-up activities.
 If suitable, dramatise the story in small groups. Leave story props / realia in the English Learning Area so
children can do this during free play.
Important!
Always re-read / re-tell a story!

Not necessarily in the same lesson, but over several lessons. Children will enjoy recognising words and expressions
and repeating parts of the story with you. They will also enjoy revisiting illustrations if there are any. Finally, they
first predict what will happen, and then tell you what happens because they have heard it before! This gives them
lots of confidence.
Book browsing
If using a book, leave it in the classroom, so children can browse through it and take a good look at the illustrations.
A relaxed, enjoyable time!

Storytelling should be a relaxed time in the classroom. Tell the stories at different times in a lesson – at the end of a
lesson when you have some spare time, if you want to calm the children after an energetic activity and especially if
the children request a particular story. Remember! Enjoy the story and the children will too!
Tips for storytelling
Telling a story is the combination of a little bit of acting and the use of your body, but particularly the use of your
eyes and voice to good effect. It is important to get as involved in the story as you can, and to be enthusiastic. In
addition, don’t forget you have an audience, so your storytelling needs to include a response to that audience.
Before the lesson:

 Get to know the story not just the words, but the illustrations too if it has any.
 Think about questions you could ask during the story.
 Practise the story at home - especially if you are going to try telling it from memory.
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In the classroom
 Use a story time chant to announce storytime.
 Help the children to sit comfortably and quietly and to follow the storytime / circle time rules.
 Make sure all the children can see the book or story visuals if you use any.
During the telling

 Give the children time to look at the illustrations if there are any.
 Speak clearly and slowly and repeat if you think it helps.
 Be dramatic! Use different voices and vary your tone and voice pitch.
 Use your face and body to help tell the story.
 Look at the children and maintain eye contact to keep children engaged.
How to encourage children’s participation:

 Ask pre-story questions like, What can you see? Who’s this?
 Use the children’s responses, both physical and verbal, as clues to stop, pause, or repeat a phrase or word.
 Let children comment about the story, its illustrations and the characters’ actions.
 When appropriate rephrase the children’s comments into English in particular if it is related to the unit
topic and concepts.
 When re-telling, pause before words they are familiar with, e.g. She sat on the … [pause] big
chair!
 Encourage prediction and ask questions like, What’s going to happen next?
 When possible, make links with the story to their personal experiences. Talk about a story value together,
if one exists.
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7. Early literacy development
In preschool, children show emergent literacy behaviours – that is they demonstrate that they are in the process of
becoming literate. Children imitate what they see others do in their world around them and as such, begin to
understand the nature of the literacy-related behaviours they are emulating. These include such activities as:
 holding a book in a certain way
 demonstrating certain body postures and eye movements
 turning the page often together with verbal story-like announcements
 holding a pencil correctly
 making marks which represent writing.
These activities are very important for preschool children and occur when the environment is favourable to such
action, i.e. include the sharing of books and the use for writing for a purpose by the adult, together with
opportunities for children to the browse through books, hold pencils and pens and engage in mark making. This is
not a formal approach to teaching reading and writing, but it is recognised as essential in developing the skills
children need to later become successful readers and writers. When the children’s first language (L1) uses another
script from English (e.g. Arabic), these skills will need a little more explicit nurturing, however children are skilful
at re-using strategies they have learned in their L1 and can transfer successfully between the L1 and the L2.
Preparing for literacy

In most countries, learning to read in a formal sense begins in primary school, and preschool education contributes
to preparing children for learning to read and write by:
 expanding the number of words in children’s active vocabulary
 developing children’s phonological awareness
 helping children to make connections between the spoken word (phonemes) and the written word
(graphemes).
Notice there is a focus on listening and speaking in this preparation: this is because oral language skills are the basis
for the development of written language skills in children. The role of English teachers is similar – to develop
children’s listening and speaking skills in English so that they can be successful at reading and writing in English
later on.
Why is it important that children have a large active vocabulary?

Oral knowledge of a word supports reading in two ways:
1. If the target sound of a word is already known, it is easier to sound out a written word.
2. If a word is already known, it is easier to predict where it might appear in a text. So the
more words a child knows, the easier it should be to read them.
Why is it important to develop children’s phonological awareness?

Phonological awareness is about understanding the sounds of a language, i.e. that language is made up of words,
syllables, rhymes and sounds (phonemes). Phonemic awareness is a part of phonological awareness, and refers to
the knowledge of words at the level of individual sounds, e.g. how they can be segmented (separated), blended
(brought together) and manipulated (changed). For example, CAT is segmented into C + AT; it is blended by
bringing C and AT together; and it can be manipulated by changing the onset C to M, so we get MAT, or the rime
from AT to AP, so we get MAP.
There is much research into L1 learners of English that suggests when children’s phonological awareness is
developed they are better prepared to begin reading. It would make sense to assume this is the case with L2 learners
of English too.
Why is it important to foster an awareness of the connections between the spoken and the written
word?
Providing access to the written word helps children begin to recognise what a word looks like and how it is
represented in letters. This in turn alerts children to the different sound(s) that letters can represent within the word.
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Environmental print is the print we see in signs and labels in our everyday lives. There is ‘commercial
environmental print’ (e.g. road signs, logos and food and clothes labels) and ‘home-made environmental print’ (e.g.
labels around the classroom, daily schedules, shopping lists, names on badges or birthday posters) Environmental
print is especially useful for learning English if teachers:
 label objects and visuals in English
 use the written word in posters, displays and charts
 bring children’s attention to the print in English around them.
Supporting children’s literacy development
There are a number of ways teachers can support children’s literacy development in English, without actually
teaching the children to read formally.
By using rhymes and chants: this supports children’s literacy development by:
 building their English vocabulary
 providing natural exposure to a variety of rhyming words
 highlighting the syllables in words through the musical beat
 exposing children to authentic culturally-bound texts.
By sharing storybooks: this supports children’s literacy development by:

 building their English vocabulary
 developing their phonological awareness, through exposure to the different words and their rhyming
characteristics
 exposing children to chunks of language which they can imitate
 expanding their familiarity with forms of literature, for example narrative, non-fiction or poetry.
By promoting dramatic play: this supports children’s literacy development by:

 aiding the memorisation of a variety of scripts, e.g. a narrative script based on a story; an imitative script
based on shared experiences
 tapping into the children’s enjoyment of and need for make-believe.
By providing environmental print: this supports children’s literacy development by:

 bridging between the known and the unknown, e.g. using child-familiar logos from toys, films and TV shows
 helping children associate print with meaning
 showing what a word looks like and how it is represented in letters
 giving children confidence in their ability to read in English
 supporting early writing experiments if and when children begin to copy the print around them.
By encouraging group talk and discussion: this supports children’s literacy development by:
 exposing children to extended contextualised discourse
 ensuring children see English as a language used for a real purpose.
Implications for preschool English sessions and the classroom
 Try to use as much English as possible when interacting with the children.
 Include songs and rhymes in planning (see above section on songs, rhymes and chants).
 Play with different rhyming sounds.
 Share storybooks and stories in English with children (see section on storybooks and storytelling).
 Carefully model how to read a book (left to right, top to bottom).
 Include drama and role-play in planning.
 Introduce and refer to environmental print in English (e.g. make written labels for key classroom objects,
use written words in routine posters).
 Demonstrate reading and writing in English for real (e.g. finding a name on a register, reading a book, making
a list, writing notes for a story, leaving a message).
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The alphabet
Children need to interact with and be exposed to the alphabet letters as much as possible to pick up the alphabet.
Their understanding of the alphabet will develop in both Malay and English, as both languages use the Latin
alphabet. What children need to pick up is the naming of the letters in English and later the way they sound when
used in reading. Within the topic-based hour of English a week, integrating work on the alphabet will take time
which should be devoted to developing listening and speaking activities. Our suggestion is therefore that teachers
include alphabet songs and fun activities related to the alphabet during the sixty minutes a week.
Here are some ideas:
 Alphabet songs help children get a feel for the sequence of the letters and some of the letter names. Beware
the letter names are not how they sound when used to spell words!
1. https://www.youtube.com/watch?v=gd50rWC_Fko
An alphabet song which also uses American Sign Language gestures. This will be both memorable and
meaningful for children and can be sung in the goodbye routine.
2. https://www.youtube.com/watch?v=zAlX1V3lK5s
The well known A B C song using the melody of ‘Twinkle twinkle little star’. This gives you some ideas of
how you can use it interactively with children.
3. https://www.youtube.com/watch?v=75p-N9YKqNo
… with a nice little ending ‘26 letters from A to Z’.
4. http://www.nurseryrhymes.org/abc-song.html
The A is for apple song
5. http://www.nurseryrhymes.org/animal-alphabet-song.html
The animal alphabet song
 Alphabet chanting can also give children support. The volume can get louder and quieter, or the speed
quicker or slower.
 Alphabet fingers– get children to write the letters in the air with their fingers. This can also be done in sand
trays, so they can see the letter shape as they move their finger through the sand.
 Alphabet bodies – get children to pretend to be the letters with their bodies.
 Alphabet modelling is another way of helping children make the letter shapes. Use modelling clay and have
the children roll out thin snakes, which can be turned into the different letters of the alphabet.
 The alphabet and our names focuses on the children’s own names and the letters they begin with and
contain. Children love learning how to spell, and later write their names, and take pride in recognising
other children’s names according to first letters or word shapes.
 Alphabet wall display is useful to refer to when talking about letters and words. Children need to learn the
alphabet, as it will help them later when learning to read.
 Alphabet puzzles are another way of helping children get the hang of sequencing the letters and can be
bought commercially.
 Alphabet washing lines: Pages with objects that share the same first letter, hung on a washing line.
 Alphabet cards created by the children. Cards with words that begin with the same letter. It’s a simple
activity, and children enjoy pointing to and saying the words they remember.
 Alphabet mobiles are the different letters with images of words thatstart with these letters hanging from
them.
 Alphabet letter magnets are great fun on a white board, and can be moved around and sequenced or used to
spell words.
 Alphabet letters in plastic, sponge, etc. These can be used to print letters and make pictures.
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Words and pictures in the environment
 When possible, make word cards, which can be placed alongside the picture flashcards used to introduce
the topic target language. These can be placed together on a wall as a display, or used in matching games to
match the picture and the word.
 Label as many objects the children can say in the classroom as possible, e.g. chairs, doors, windows, tables.
Children will begin to see a relationship between the word they can say and the word they can see.
Playing with different sounds
In Lesson 7 of the Scheme of Work (5+)a sounds activity is suggested.This is simply an awareness raising
activity built around the most common sounds in some of the topic words that are being taught. We begin by
looking at first letter sounds, to support children’s understanding and learning of the alphabet and associating
words which start with the same letters or combination of letters.
Please be aware of the following:

1) One hour a week of ‘teaching and learning' Englishis not a sufficient amount of time to develop a firm
understanding of phonics.
2) The list of words selected to promote a topic approach to the ‘teaching and learning' of Englishdoes not follow a
phonics-based approach to learning to read. The word list is varied and does not explicitly introduce words that
are easily learned through a phonics approach.
Use word cards to support the sounds activity:

1) Read a word out loud, e.g. Sunny.
2) Focus on the first letter and sound it out, e.g. sss (not suh)
3) Ask children if there are any words that begin with the sss sound in the topic. If there are, put the word cards
together so children can see them and recognise the letter s.
4) Look at other topic sets, are there any other words they know which begin with the sss sound?Or do any
children in the class have a name that begins with this sound?
5) Collect as many words as possible and then say them all together. This can be the beginning of creating an
alphabet washing line, an alphabet mobile, alphabet cards or even a sound table.
Tip!
It is best to start with sounds made by single letters, e.g. s. Careful with words that start with digraphs, two letters
that together make a sound, e.g. st, th or cl. Treat these separately.
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8. Visual, auditory and kinaesthetic learning
Children naturally look, listen to and touch or move around to make sense of the world around them so,
the three main sensory receivers used by children when encountering anything new are visual, auditory
and kinaesthetic. When learning a language, children begin with words that represent concepts. To
ensure a multisensory experience these concepts should be represented by visuals, by the spoken word
or a sound (e.g. a dog barking) and by a movement that symbolises the concept. As such, children can
use their visual, auditory and kinaesthetic senses to help them learn English.
A. Visual
Children need to be able to see what it is they are learning, and this can be a visual representation of the
word using a flashcard, or realia (the object itself or a toy representation of the object). Some topics are
easier to represent as visuals, e.g. colours, the weather, jobs, wild animals. Others are more fun when
they are the real things, e.g. fruits, clothes, toys. Flashcards provide a good visual support but also
enable associated games and game-like activities and so it’s always useful to make a set of flashcards
even if you use realia.
B. Auditory
Children need to hear the words and expressions they are learning.These words and expressions can be
heard in natural speech, during classroom instructions and routines, in songs and rhymes and in stories.
Repetition is very important so activities that play with language are also useful, e.g. imitating an echo
(going from loud to quiet), using different voices (a loud voice, a quiet voice, or a happy voice). The
more children hear words and expressions, the more likely they will be to pick them up and use them.
C. Kinaesthetic
Children learn best when actively involved and so by simply associating an action to a new word or
expression enables children to be involved, e.g. waving when saying ‘Hello’. You can suggest an action
or ask the children to come up with one.Signing or using a movement can become a bridge to English,
as a child can make the movement before speaking in English. This helps dissipate frustration or fear
and gives children confidence to have a go.
D. Using flashcards
Flashcards are a teacher’s best friend:

 they provide a visual support for the child to see a concept
 they can be used for games and game-like activities
 they become a resource for the English learning area
 they are easy to make.
Making your own?

 Collect a set of images (self-drawn or available online) related to a topic.
 Keep a digital version on your computer.
 Make sure the images are good quality when enlarged to around 15 X 20 cm.
 Print out the images.
 Make them durable and long-lasting:
 cut them out and stick them on card
 laminate, cover in sticky-backed plastic or place them in transparent sleeves.
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Tips
 Use one image per flashcard, so the back of your flashcard is blank – this allows for different
guessing games.
 Make a double set of flashcards – this allows for more games, e.g. pair game, guessing game.
E. Using sign language
One way to make mimes meaningful is to use sign language – it is a useful support for a meaningful
movement or action to help children understand concepts. Sign language is a language of its own, and
consists of hand signs to communicate. As we focus on using words related to a topic with small
children, using sign language can be a solution to providing children with a gesture to represent a new
English word or expression. Information about words and expressions in American Sign Language
(ASL) is easily accessible online, and so this is thought to be the easiest sign language to use, but if you
know any other sign language (e.g. Malaysian sign language) you can use that. What is important is that
it is a meaningful gesture to help children remember a word or expression.
1. Find the signs

There are sites that help you learn ASL and even YouTube channels. Google ‘(the topic) in ASL’ and
you are likely to find lots of resources. Sign language is being used with babies and so sites that help
parents use ‘Baby signing’ are also available.
2. Learn the signs

This is not as difficult as it seems. We usually introduce five or six new lexical items at any one time, so
that’s easy to remember. Signs are made up of a hand shape, a location, a movement and a palm
orientation, e.g. Mummy: an open palm (hand shape), facing side ways (orientation) with your thumb
pointing to your chin (location), tap it a few times (movement). Female signs are often similar to male
signs, just the location is different – female on the lower part of the face and male on the upper – so
daddy is the same as mummy, but the location changes to the forehead.
The sign for mummy, mother or mom

From: http://www.babysignlanguage.com/dictionary/m/mommy/
If a child asks you for a word and you don’t know the sign admit to this and assure them you’ll find out
for next time. We are all learning together and it’s important that children see this too.
3. Use the signs

When you introduce a new word or expression go through the following steps:
1. Show the picture, say the word and do the sign.
2. Repeat the word and the sign and ask children to copy you.
3. Allow children to use the sign if they can’t remember the word in English.
4. Encourage the sign when you and the children use the words during games and game- like
activities, when saying rhymes, singing songs and during story telling.
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4. Talking about sign language
If you consider it suitable (and many teachers do!) talk to the children about the signs and explain they
are actually another way of communicating and used by children and adults who are hearing impaired.
This contributes to raising awareness of difference and respect for this difference.
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9. English today time line and reflections
The English today time line

The English today time line supports the idea that children need a routinized and supportive environment to learn
successfully. The English today time line gives children a visual representation of the activities they will be doing
in English. It comes after the routine opening and will involve the teacher talking to the children about the activities
she has planned for them that day. The English today time line will include any of the following visual
representations:
 Learn something new

 Remember something
 Listen in English
 Speak in English
 Sing a song
 Say a rhyme
 Listen to a story
 Play a game
 Table work
 Read in English
 Write in English
(some examples of TimeLine Images can be seen in Appendix below)
This is the kind of language the teacher will use as she places the images in a line on the board or on the wall.
Look! What are we doing in English today?

We are going to learn something new.
We are going to listen in English and play some games.
We are going to sing a song.
We are going to reflect then say goodbye.
Overtime the children can be encouraged to join in the conversation:
Teacher: Look! What are we doing in English today?

Children: Belajar sesuatu yang baru
Teacher: Yes, learn something new!
Children: Listen!
Teacher: Yes, listen in English and [pause]
Children: Games
Teacher: … and play some games
Children: Sing a song
Teacher: That’s right! We are going to sing a song, a new song! We are going to have fun today!
Notice that children may speak in Malay or any other classroom language. Teachers should re-phrase what they say
into English. They will also call out single nouns or verbs, which they have picked up. Teachers should expand on
these so they hear the full sentence or phrase. Notice the use of a verb form to express the future, but this is not a
problem. By the end of 5+ children should be quite confident about these planning expressions and will use them
happily. Later in primary they will begin to understand what tense they are using.
During the English lesson

The English today time line will be on the board or the wall, so the children will see it as the lesson progresses.
They may comment on what is coming next, or remind the teacher about something. Teachers can also point to the
different images and say things like: What are we going to do next? Let’s see. Oh yes, sing a song!
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Reflection
The Malaysian curriculum encourages the inclusion of reflection on learning and so this moment at the end of the
English lessons sits nicely with this idea. The English today time line supports reflection, as it helps children see
what was planned and whether everything was completed successfully. The idea is to help the children remember
what they did, how they did it and to begin to talk about why they did it.
Research suggests that children should reflect in the classroom language. So to begin with it is important to let the
children talk in their classroom languages about their reflection ideas. Teachers can ask in English or emphasise
what was learned in English but how and why it was learned should be in the classroom language.
This is the kind of language the teacher can use as she helps the children reflect:
So what did we do today? Can you remember?

Did we learn something new? What did we learn? Can you do the mime?
Did we listen in English?
Did we play any games? Yes, the games help us remember lots of words and they are fun (In the
classroom language)
Did we sing a song? What was the song? Who can remember?
What did you like best?
It was a good lesson, thank you! Let’s sing the goodbye song!
Depending on the children’s responses the teacher can speak in English or the classroom language, but where
possible, teachers should encourage children to use English for things which have been included in the English
lesson. When helping children see the reasons for certain activities it is best to use the classroom language.
Notice the use of the past tense, but this is not a problem. By the end of 5+ children should be quite confident about
these expressions and will use them happily to reflect. Later in primary they will begin to understand what tenses
they are using.
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10. Differentiation activities
Strategy 1: Differentiate by the type and amount of support you provide

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 child to ask for help using Help please!
Use different types and amount of support for different children, depending on their needs, and provide extra
challenge for children who find tasks too easy.
Strategy 2: Differentiate by the outcome you expect from children

You may expect more language from some children, and less from others. The main principle here is that you
want every child to do or say something eventually, so that they feel successful.
Differentiate by outcome – allows children to respond to the new topic in different ways
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.
As you move through a topic expect children to use more English and to become more autonomous in their use
of English.
Strategy 3: Differentiate by the time you allow children to complete a task

Some children need longer than others to complete tasks, especially when table work is involved. When it’s
appropriate, give these children a little more time to finish, and provide extra tasks for fast finishers.
a) Additional table work, e.g. embellishing their work or a different table activity.
b) Set up activity centres with different resources children associate with English, e.g. flashcards,
storybooks, puppets, games. Allow children to select an activity centre and play for a while.
Strategy 4: Differentiate by supporting individual learning preferences and needs

When appropriate, you can support preferences by letting children make choices about what they do and how
they do it.
a) Provide two different table activities and children select which they want to do.
b) Provide choice in relation to which craft resources the child 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 children suggest mimes for new words or mimes to accompany songs and
rhymes.
Strategy 5: Differentiate by the types of question you ask

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 children 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.
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Strategy 6: Differentiate by the feedback you give
Vary the feedback you give to children according to their ability to act on the feedback.
a) A weaker child may be slower at picking up new language. If they successfully label a picture or
use a word in context give feedback that you are pleased with them.
b) A stronger child might be quicker to pick up language and can use it in a simple sentence very early
on. Expect this from the child always, and show them you appreciate their skill. The child should
be able to respond to the extra challenge built in to this feedback.
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11. Appendix: Time Line Images (Examples)
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The learning experience will enable pupils to:

BI 1.1 Listen to and identify Pupils can: Pupils can:

BI 1.1.3 Listen to and identify rhymes in

BI 1.2 Listen to and respond Pupils can: Pupils can:

BI 1.2.4 Listen to and follow simple

BI 1.2.5 Listen to and enjoy simple stories

BI 1.3 Listen, understand and Pupils can: Pupils can:

BI 1.3.6 Participate in role play about

BI 2.0 READING SKILLS

BI 2.1 Show appropriate book Pupils can:

BI 2.1.4 Show awareness that print

BI 2.2 Apply sounds of letters to Pupils can: Pupils can:

BI 2.2.4 Name letters of the alphabet

BI 2.3 Demonstrate Pupils can: Pupils can:

BI 2.4 Develop interest in reading Pupils can: Pupils can:

BI 3.1 Develop prewriting skills Pupils can:

BI 3.1.3 Develop hand-eye coordination

BI 3.2 Develop writing skills Pupils can: Pupils can:

BI 3.2.8 Write familiar words and phrases in

Rime Word List Rime Word List

- 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

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

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

he she can be get yes

I is are like got did

3. Productive and receptive language

Teacher: How do you feel Sarah?

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

CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /

BI 1.2 BI 1.2.2 Pre-lesson routines Differentiate by outcome – allow

CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate by outcome – allow

CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support

CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate by outcome – allow

CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support

CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support

CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support

CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /

BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support