ENGLISH LANGUAGE COMPONENT

LET’S EXPLORE THE TEACHER’S KIT

 CEFR LEVEL & CONTEXT

Working towards A1
Listening and Speaking to later develop Reading and Writing
Reception, production, interaction to later develop mediation
Meaningful communication in context
Action oriented
Focusing on what pupils can do
 CEFR Levels

SECONDARY

PRIMARY

PRESCHOOL
WORKING
TOWARDS
A1
 What’s in the Package?
Approaches and practices
Skills development and activities

Teacher’s kit
• Curriculum
• Syllabus
• Schemes of work: 4+
• Schemes of work: 5+
Schemes of work
• Schemes of work: teacher support documents
• Resources (online)
 What’s in the Package?

Curriculum

This is the English Syllabus

Language You can find this in the Teacher’s Kit.
component of the The syllabus for 4+ and 5+ has been devised around topics which fall
communication into three categories:
strand in the
• Topics considered appropriate for children of this age
National • Topics considered necessary for this age group
Preschool • Topics which allow for integration into the humanities component
Standards-Based
Curriculum.
 Syllabus
2 3 5 6
4
Target lexical Nursery rhymes /
1 Topic items
Active Language Passive Language
chants / songs
Suggested storybooks
Introduction girl, boy Hello, my name’s … What’s your name? Hello song I feel angry
Me   Hello, my name is … What is your name? Goodbye song (Brian Moses)
teacher, students I’m a (girl). How are you? Ring a ring a roses  
  I am a (girl). How old are you?  
happy, calm, sad, I’m fine thank you! How do you feel? Additional:
angry, scared, I am fine thank you! How many (girls) are there? If you’re happy and
surprised I’m (four). / I’m (happy). Sit down! you know it.
  I am (four). / I am (happy). Stand up!
one, two, three, Five Line up! I am special
four, five  
 
1. My weather hot, warm, cool, It’s (stormy) today. What’s the weather like? I hear thunder Tap, tap, boom, boom
It is (stormy) today. What is the weather like? One little, two little, (Elisabeth Bluemle)
cold
(Six) girls Is it (rainy)? three little rain clouds  
 
I like sunny weather. How many (girls) are there?   Rain
rainy, windy,
  What weather do you like? (Linda Ashman)
cloudy, sunny,
stormy, hazy
 
six, seven, eight,
nine, ten
 
 Syllabus
1 3 4
Coverage of topics are as follows: Active and Passive Language

• Introduction/Me, My weather, My Colours, My Classroom, • Structures are relevant

My Family, My Face, My Body, My Toys (4+)
• Introduction/Me, My School, My World Domestic Animals,
My Food, My Fruit, My Clothes, My World Wild Animals,
My World Malaysia (5+)
• Easy repetition and recycling of simple
structures
• Age 4+ - children understand and respond
• Age 5+ - children begin to ask simple
questions on their own

Additional Topics:
• Transport, My Town, Occupations
2 •
Target Lexical Items
• Helps focus on a particular topic.
• Words children should be able
understand and produce confidently.
• Teachers can use other words which are
meaningful to their context.
5
Nursery Rhymes/ Chants/ Songs
• Help in listening and sounding out sounds
of the language
Help in the development of vocabulary
6
Suggested Storybooks
• Stories that are suitable for the topic
• Teachers can choose other suitable stories
 What is Scheme of Work (SOW)?

• SOW provides teachers with lesson outlines for

topics in the syllabus.
• Each of the topic areas are accompanied by a set
of support materials which teachers can use or
adapt according to their local
context.
 Scheme of Work 1
Topic
Lesson: 1 – 8
Main Skill Focus

2
5

• Pre-lesson
Routines
• Lesson
Development
3
• Post-lesson 4
routines
 1

ORGANIZATION
OF TOPICS
 How topics are organized?...
• Each topic consists of
eight lessons with Lesson Skils
each lesson lasting Lesson 1 Listening
a total of 30 Lesson 2 Listening & Speaking 1
minutes. Lesson 3 Listening & Speaking 2
Lesson 4 Listening & Speaking 3
• The eight topic lessons Lesson 5 Listening & Speaking 4
are broken down into Lesson 6 Reading 1
the following lesson Lesson 7 Reading 2
types: Lesson 8 Reading & Writing
2

LEARNING OUTLINE:
PRE-LESSON & POST
LESSON ROUTINES
Routines in practice: typical routines
When do you do routines?

• Welcome time
• Closing time
• Transition time
 Routines in practice: typical routines

Transition time

• From carpet to table

• From table to carpet
• From classroom to bathroom, dining room,
playground…
• From playground to class
 Routines: a definition

A routine is a familiar series of

actions carried out every day.
 Why routines are important?

• Routines are conducted every day.

• Familiarity builds a sense of security.
•Structure provides boundaries for regulating behavior
.
•Pupils become more responsible, independent and
confident.
•Pupils can predict through language.
•Routines support language development.
 Formats: a definition

“A format is a routinized and repeated interaction i

n which [adults and children] do things […] togeth
er
using language.”
(Bruner 1983: 132)
 Formats: an example from the
classroom
You can
use me
Format
Structure
A morning greeting Roles
Script
Teacher: Hello! Good morning.
Pupils : Good morning
Teacher: How are you?
Pupils : I’m fine thank you. How are you?
Teacher: I’m fine thank you!
 Formats: sequential structure
A morning greeting
Teacher: Hello! Good morning.
Pupils : Good morning
Teacher: How are you?
Pupils : I’m fine thank you.
How are you?
Teacher: I’m fine thank you!
What happens
every day?
Teacher: greets class
Pupils: respond to greeting
Teacher: questions class
Pupils: respond and return question
Teacher: responds
 Formats: script to support
communication
A morning greeting

Teacher: Hello! Good morning.

Pupils : Good morning
Teacher: How are you?
Pupils : I’m fine thank you. How are you?
Teacher: I’m fine thank you! What children learn through repetition:
Hello.
Good morning.
How are you?
I’m fine thank you.
 Formats: our objective!
When it is repeated
every day, children
will be able to do it
themselves.

A morning greeting

Pupil (+ puppet): Hello! Good morning.

Pupils : Good morning
Pupil : How are you?
Pupils : I’m fine thank you. How are you?
Pupil : I’m fine thank you!
Formats: the handover principle

• Teacher sets up a routine/an activity.

• Teacher structures pupils’ use of the language
over time.
• Pupils gradually take control of routine/activity.
• Teacher removes scaffolding little by little as
pupils demonstrate an ability to proceed alone.
Routines in practice: typical routines
Welcome time

saying hello;
taking attendance;
asking about the weather, day, date;
sharing personal stories/asking about feelings
 Routines in practice:
example of a script
Teacher: Who is here today?
Pupil: I’m here.
Teacher: Where’s Mira?
Who’s Pupil: Mira’s at home.
here Teacher: I wonder why? I hope she’s not sick.
today? Teacher: How many pupils are at school?
Pupil: There are fifteen pupils at school.
Teacher: How many pupils are at home?
Pupil: There are five pupils at home.
Routines in practice: typical routines

Closing time

reflecting on learning, saying goodbye,

preparing to leave the room
LERNING OUTLINE:
SONGS AND
RHYMES
 What is nursery rhymes?

A short, rhymed, usually tradition

al poem for children
When to use songs and rhymes?

during circle time

transitions
 Songs and rhymes
A transition song
(to the tune: If you’re happy and you know it)
A circle time rhyme
Let’s walk to the tables, quietly
Legs crossed, arms down
Let’s sit on the chairs, quietly
Bottoms on the floor
Let’s walk to the tables
Are we all ready?
And sit on the chairs
1, 2, 3, 4!
Let’s do everything quietly

Ten little rainclouds

One little, two little, three little rain clouds
Four little, five little, six little rain clouds
Seven little, eight little, nine little rain clouds
Ten little rain clouds raining on me!
 Fun way to teach rhymes…
Giving visual instructions
Rhymes Instructions
Diddle, diddle, dumpling, Roll your hands
My brother John. Touch your heart
Went to bed, Pretend to sleep
With his trousers on. Move hands down legs
One shoe off, Shake your foot
And one shoe on. Stamp your other foot
Diddle, diddle, dumpling Roll your hands
My brother John And touch your heart
3

PRE-LESSON ROUTINE:
ENGLISH TODAY
English today timeline
Why timelines?

 Children need routines

 Children need supportive environment

 The timelines gives a visual representation

 It is done after the routine opening

 Teacher tells children the activities they will

carry out on that day.

What are the timelines used? Let’s see

Listen in English Speak in English
Sing a Song Say a Rhyme
Learn something new Remember something
Listen to a story Play a game
Table work Read in English Write in English
 LESSON
4

DEVELOPMENT:
ENGLISH AND PLAY
 What is play?
Play is whereby
means a child’s work
he and aa
grows
nd develops
Susan Isaacs, 1949
 Real play
There are three components to ‘real’ play:

1. The creation of an imaginary situation

2. The taking on and acting out of roles
3. A set of rules determined by the specific roles

Vygotsky 1978, p. 74
 Child-initiated play

Child-initiated Adult-led
play… activities...
the opportunity to activities planned,
explore materials prepared and led
and situations for by the teacher
oneself
 Why use play in English lessons?
Children are good in using Children naturally use their
any objects around them Imagination imagination during play.
to play. They use a cloth to
tie around their neck and fly
around.

Their imagination leads

them to pretence

Symbolism
Pretence
When they are in control Children play when they
of the play they are wish and with what they
motivated to play wish to play. They are in
control

Motivation
Control of activity
 What and How?
Play is used during lesson development
using the EEE model. There are three
stages in this model namely:

 Encounter Each topic in the SOW consists of eight

lessons. Each lesson has a focus and
 Engage engages a stage as follows:
 Exploit Lesson 1: Encounter (Listening)
Lessons 2 – 5: Engage (Listening &
Speaking)
Lessons 6: – Engage/Exploit (Reading)
Lessons 7 & 8: – Exploit (Reading &
We will learn about EEE in the Writing)
next module.
5

DIFFERENTIATION
STRATEGIES
 What is differentiation strategies?
teaching strategy to adjust
learning processes

engage with and work

through activities in a needs of individual pupils
beneficial way

modify to suit the needs

of pupils and right level of adapting activities with abilities,
challenge ways of learning and interests
of pupils
Ways of differentiation

Differentiate Differentiate Differentiate

by Outcome by Support by time

Some pupils will have Different types and Some pupils may
more language and amount of support to need longer than
some less. So, there be given for pupils others to complete
will be a variety of depending on their tasks. Give pupils
outcomes. Every pupil needs. Each child longer time to finish
should be led to say should feel or provide extra tasks
or do something. successful and for the faster ones.
confident.
Ways of differentiation

Differentiate Differentiate
Differentiate by
by Question by feedback
type preferences

There are two

question types; Vary the feedback
open and closed
Allow pupils to
you give to your make choices
questions.
Choose the right pupils according to about what they do
questions to ask their ability to act and how they do it.
your children. The on it.
aim here is to get
pupils to
respond.
Let’s move on to
the next module.