FOR TRAINING PURPOSES ONLY

KEMENTERIAN PENDIDIKAN MALAYSIA

KSPK
ENGLISH LANGUAGE
PRESCHOOL

Curriculum Induction Training Materials

(Handouts)

3.3_2017_Preschool 1
 CEFR-aligned curriculum cascade
workshops: Day 1
3.3_2017_Preschool 2
 Handout D1.S1.1

Popular opinions
Please read the statements and indicate if you agree by marking an X in the box:

NOTES:
First language is the pupils language at home, e.g. Bahasa Malaysia
Foreign language is language learned at school, e.g. English

Strongly Strongly
Disagree Agree
disagree agree
1. Pupils learn languages (first language and foreign language) by
imitating what they hear.
2. Parents correct their children when they make grammatical
errors in the first language.
3. Motivation is the most important thing for success in language
learning.
4. The earlier a foreign language is introduced into school
programmes, the greater the success in future learning.
5. Teachers should present grammatical rules before showing
how to use them.
6. Teachers should teach simple language structures before
complex structures.
7. Teachers should only use materials that expose pupils to
language structures they have already been taught.
8. When pupils talk to each other in the foreign language they
copy each others mistakes.
9. Pupils errors should be corrected as soon as they are made.

10. Teachers should respond to pupils errors by repeating the

sentence correctly rather than explicitly pointing out the error.

Adapted from Patsy Lightbown and Nina Spada, How languages are learned Oxford
University Press (2013, page 3)

3.3_2017_Preschool 3
Handout D1.S2.1

Routines in English activities

Step 1: With your group make a list of the routines you use in your English activities.
Try to place them in the different lesson times.

Welcome time Closing time Transition times

Are there any routines which do not fit in these different lesson routines?

3.3_2017_Preschool 4
Handout D1.S2.2

Dissecting a routine
Use the space below to help you think about the routine you are dissecting.
Remember to think about:
1. The sequential structure
2. The roles (usually the leader and the led)
3. The script to support communication

3.3_2017_Preschool 5
Handout D1.S3.1

A nursery rhyme
Step 1: With your group decide how to set up your nursery rhyme
Step 2: Decide on some actions to accompany your rhyme
Step 3: Note down the instructional language you would use.

3.3_2017_Preschool 6
Handout D1.S3.2

The songs and rhymes in this session

If youre happy! A hello song

If youre happy, happy, happy, (Carolyn Graham)
clap your hands! ttps://www.youtube.com/watch?v=ML7
If youre happy, happy, happy, GOLeTV28
clap your hands!
If youre happy, happy, happy! Hello, hello, hello!
If youre happy, happy, happy! Whats your name?
If youre happy, happy, happy, Hello, hello, hello!
clap your hands! My name is [].
My name is [].
*** Hello, []!
Ten little rain clouds Hello, []! Hello!
One little, two little, three little
rain clouds ***
Four little, five little, six little
rain clouds A circle time rhyme
Seven little, eight little, nine Legs crossed, arms down
little rain clouds Bottoms on the floor
Ten little rain clouds raining on me! Are we all ready?
1, 2, 3, 4!
***
***

A transition song
(tune: If you happy and you know it)
Lets walk to the tables, quietly
Lets sit on the chairs, quietly
Lets walk to the tables
And sit on the chairs
Lets do everything quietly

***

Diddle, diddle, dumpling,

Diddle, diddle, dumpling,
My brother John.
Went to bed,
With his trousers on.
One shoe off,
And one shoe on.
Diddle, diddle, dumpling,
My brother John.

3.3_2017_Preschool 7
Handout D1.S4.1

Benefits of using games

Make a note of the benefits of using games in your English sessions.

As you listen to the trainer and your colleagues, tick the benefits you have
written down and add those you do not have.

3.3_2017_Preschool 7
 Handout D1.S4.2
American Sign Language (ASL)
Hill Ocean

First make the water sign, then make waves outwards

Make your hand move out and up wards, from your body.
representing flowing hills.
Tree
Rock

Place an elbow into your hand, and stick your arm up

straight. Move you're the hand on your straight arm
Use your closed fist to knock on the back of your other from back to front, like a tree.
hand. Do this a couple of times. Rocks are
hard! Forest
Mountain
This is a mix of rock and hill, as a mountain is bigger
and is often rocky. First make the rock sign then make
the hill sign.
Lake

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

The sign for grass is made by cupping your hands

First make the water sign, then show a winding river near your chin and gently wiggling your fingers, like
with your two hands grass.

3.3_2017_Preschool 8
Handout D1.S4.3

The EEE model

A game
Step 1: With your group decide where the game fits in the EEE model
Step 2: What are pupils expected to do with language?
Step 3: Note down the instructional language you would use for the
game

3.3_2017_Preschool 9
CEFR-aligned curriculum cascade
workshops: Day 2
Handout: D2.S1.1

What is the sequence for the EEE model and what is the teachers
role in the model?

Use the following words to complete the table below.

Monitor
Engage
Exploit
Scaffold
Introduce
Encounter

Pupil Teacher

E__________________________
the new words and phrases, using
their hearing, sight and knowledge
of the world to put the language into
context.
_______________________
the pupils to the language,
providing comprehensible input in
a lively and interesting way.

E _________________________
with the language, often in
controlled situations through
repetitive games and tasks. There
is an emphasis on becoming more
responsible for remembering the
language.
_______________________
pupils and provides support
through:
1. Controlled engagement (focus
on accuracy)
2. Guided engagement (focus on
fluency)

E__________________________ _______________________
the language for their own and continues to scaffold.
pleasure, using it in freer contexts
with a clear purpose to
communicate often in pair games
and group games.

3.3_2017_Preschool 2
 Handout: D2.S1.2

Game formats for autonomy

Play the games in your groups and complete the Format table for each game.

Game 1: A beetle game

My world Malaysia beetle game [Need two sets of an outline of My world Malaysia
map, six cards to place on the game, a number sheet and a dice]
Divide the pupils into two teams. Place an outline of My World Malaysia map on the board
or floor for each team.
In turns, one pupil from each team throws the dice, counts the dots and finds which image
is associated with it and names it (eg, Its a lake).
If the piece is not on the map they say, A lake is missing! and place the picture on the
map
If the piece is already on the map, they say, Theres the lake. and point to it. They do not
have another turn, and pass on the dice.
The winning team is the one who completes their My world Malaysia map with all the
pictures first.
At the end you can ask the losing group to identify which parts are missing from their
map.

Structure Roles

Script

3.3_2017_Preschool 3
 Game 2: A bingo game
Alternative 1 - Requires an individual physical response [Need one set
of flashcards and a set of bingo cards with covers]
To play BINGO! pupils are asked to work in pairs. Each pair gets a bingo grid
and six covers (these can be cut pieces of card, bottle tops, beans, buttons
etc.)
A pupil in each pair is given all six covers and is asked to share them fairly.
Encourage language like, Three for me, and three for you!
Teacher goes around the class indicating which pupil is responsible for the top
or bottom row. Say, You are on the top row! You are on the bottom
row!
Teacher places the flashcards in a pile face down, and takes one at a time,
and calls out the words embedded in a structure if possible, like Its a
[lake].
If pupils have the image they cover it, if they dont have it they do nothing.
They can be encouraged to say, Ive got a [lake]
When all six pictures are covered, the pair calls out Bingo! BINGO!)

Alternative 2 Requires an individual oral response
Play the Bingo game as above, but get individual pupils or pairs of pupils to
come to the front, to call out the words and expressions for their classmates
to play the game.

Structure Roles

Script

3.3_2017_Preschool 4
 Game 3: A board game
[Need large board game, 24 flashcards, dice / spinner and counters]
Lay out the board game on the floor during circle time, with pupils sat on the floor around
it.
Place the flashcards from several different sets onto each square to create the board
game.
Divide the pupils into four teams. Get each team to select a counter (a toy from the
classroom). Ensure they all know which counter represents their team.
Place all four counters on the arrow to start the game.
A representative from each team takes it in turns to throw the dice, count the dots, then
move their teams counter.
Wherever they land they should say the word / expression on the flashcard. If they can
say it, they remain on the square. If they cant they have to go back to where they were
when they threw the dice.
The first team to reach the end of the game (the star) is the winning team.

Notes:
Its important to use instructional language like: Its your turn. Throw the dice. Count the
dots. What number is it? Move your counter.
Encourage pupils to say, Its my turn! And to count as they move their counter.
Encourage pupils who are having difficulties to ask their team for help, using Help
please.
To make it more complex, the teacher (or other teams) can ask questions: What is it?
What colour is it? Who is it? How many are there? Whats the weather like? Etc...

Structure Roles

Script

3.3_2017_Preschool 5
 Handout: D2.S2.1

An English learning centre (ELC)

You know about play, the relevance of play in preschool and the
importance of including learning centres in preschools in Malaysia.
Using this knowledge, read the statements about an ELC and consider if
they are True or False
1) before the trainer tells you about ELCs
2) after the trainer has told you about ELCs
True or False
According to research What After
you listening
think
1. An ELC is a space in the classroom where pupils can play in
English
2. An ELC works best when it is one of many learning centres
3. An ELC contains resources available in other parts of the
classroom
4. An ELC is used during English lessons
(30 mins x 2 per week)
5. An ELC is used during free play and child-initiated activities
6. An ELC contains resources that have been used during
English lessons
7. A teacher should play with the pupils in an ELC
8. A teacher decides which pupils play in an ELC
9. A teacher can observe pupils playing in English in an ELC
10. In an ELC pupils often imitate English lessons
11. In an ELC pupils speak only in English
12. In an ELC pupils only do what they have learned with the
teacher
13. In an ELC pupils play alone, in pairs and in small groups
14. Pupils are highly motivated to play in the ELC

3.3_2017_Preschool 6
Handout: D2.S3.1
Task 1: Match the reasons
1) Look at the five activities and match with how they support literacy
development.

3.3_2017_Preschool 7
Handout: D2.S3.2

Sharing a story book

1) Listen to and enjoy the story book.
2) Make a note of three ways the story contributes to developing pupils
emergent literacy in English.

3) Consider why this book is particularly suited to sharing with pupils

learning English in preschool.

3.3_2017_Preschool 8
 Handout: D2.S3.3

Group 1
Story sequencing and enacting

Materials:
Story sequencing cards
Video of Michael Rosen telling the story.

Before you tell the story make sure pupils have picked up on the sequence of events. You
can use the story sequencing cards to help pupils do this.
Together with the pupils remember the story sequence e.g.

Teacher: What happened first?

Pupils: Grass!
Teacher: Yes, long wavy grass! Wheres the picture?
Pupils: Here! Swishy, swashy!
Teacher! Thats right! We cant go under it. We cant go over it! Weve got to go through it.
Swishy, swashy! Whats next?

You should consider actions for each stage of the story. Have a look at Michael Rosens
wonderful interpretation on Youtube for some ideas. Or ask pupils.
Once pupils know all the actions and seem confident about the sequence, go on a bear hunt
through the classroom, chanting like Michael Rosen and doing all the actions together.

Consider the following:

1. How does the activity work? Do you understand it?
2. Have you used it in your classroom? If so share how it went!
3. Would you use it in your classroom?
4. What changes would you make? Why?
5. What would you expect pupils to be able to do?
6. Nominate a spokesperson to share your ideas with everybody.

3.3_2017_Preschool 9
Group 2
Bears of the world word cards - Working on Nomenclature
Idea and visuals from: http://adayinfirstgrade.com/2014/10/were-going-on-a-bear-hunt.html

What is nomenclature? Nomenclature is when you help your pupils acquire the correct vocabulary
words to go with different objects. When you practise this skill you are helping your pupils
recognise words and practise labelling. This will help them become better readers and writers and
also expand their vocabulary.

Materials:
Bears of the world word cards

Suggested procedure
In the story the bear is a brown bear.
Ask pupils if they know the names of different types of bears. They will know Panda bears,
Polar bears etc.
Talk about what pupils know about these bears: Where do they live? What do they eat?
Ask if they know the name of a bear in Malaysia (the sun bear).
Use the bear pictures with the words attached to introduce the bears. Then ask pupils to
match the picture and the separate name cards, not by spelling out each letter, but by
recognising different letter and word shapes.
Play this matching game together during circle time
Leave the cards in the English learning centre for child-initiated play.

Consider the following:

1. How does the activity work? Do you understand it?
2. Have you used it in your classroom? If so share how it went!
3. Would you use it in your classroom?
4. What changes would you make? Why?
5. What would you expect pupils to be able to do?
6. Nominate a spokesperson to share your ideas with everybody.

3.3_2017_Preschool 10
Group 3
Story writing

Materials:
Flip chart and pens

This activity would come after the pupils had completed lots of different activities
related to the story Were going on a bear hunt.
Ask pupils to imagine their own stories. Where are they going? What are they
hunting? (E.g. Were going to the seaside. Were going on a lion hunt.)
Together create a story using the language from the bear hunt story (e.g. Were
going on a tiger hunt Oh no! A deep lake. etc).
Write their story on the board.
Once they have created their story, they can each illustrate the different parts to
make a class book for their library.
Maybe they can tell you parts of the story and you can write what they say on their
illustrations.

Consider the following:

1. How does the activity work? Do you understand it?
2. Have you used it in your classroom? If so share how it went!
3. Would you use it in your classroom?
4. What changes would you make? Why?
5. What would you expect pupils to be able to do?
6. Nominate a spokesperson to share your ideas with everybody.

3.3_2017_Preschool 11
Group 4
Looking for letters
Idea and visuals from: http://adayinfirstgrade.com/2014/10/were-going-on-a-bear-hunt.html

Materials:
A magnifying glass
Bear images with miniature letters to find
A letter-writing activity sheet

This activity is related to the story by using bear images as a visual for the letter-finding
activity.
Cut out the eight bear pictures and place them around the room.
Give a pupil a magnifying glass and explain they have to find the letters hidden in the
bears.
When they find a letter, they should write on their worksheet.
Once theyve found all the letters, they should look around the room and find objects that
begin with that letter.
This activity is dependent upon pupils seeing alphabet friezes and there being lots of
environmental print in the classroom.

Consider the following:

1. How does the activity they work? Do you understand it?
2. Have you used it in your classroom? If so share how it went!
3. Would you use it in your classroom?
4. What changes would you make? Why?
5. What would you expect pupils to be able to do?
6. Nominate a spokesperson to share your ideas with everybody.

3.3_2017_Preschool 12
Handout D2.S4.1

The Phonological awareness sequence

Participate in the activities your trainer has set up for you. Decide what stage they represent and note down the name of the activity and your
thoughts. Think about how you will be able to incorporate the ideas into your planning and what the implications are.

Stage Activity My thoughts

Listening

Rhyme

Rhythm

Onset and rime

3.3_2017_Preschool 13
 Stage Activity names Notes from group discussion
Phonemic
awareness -
isolation

Phonemic
awareness -
blending

Phonemic
awareness -
segmentation

3.3_2017_Preschool 14
Handout D2.S4.2
Group 1: Clapping syllables (rhythm)
Activity 1
The objective is to help pupils
understand that words contain
syllables. This will help them divide
up words so they can read them.
Say your name and clap the
syllables / beats. e.g. My name is
Sara, clap clap. Sa ra. Two claps,
thats two syllables, Sa ra.
Ask individual pupils: How many
claps in your name? Say your name
and clap.
Nur: Nur clap. Thats one syllable!
Mira: Mi ra clap, clap. Thats two
syllables
Muhammad: Mu ha med clap, clap,
clap. Thats three syllables
Play stand up if
Stand up if your name has one
syllable.
Say your name and clap!
Activity 2
Show the pupils a rhyme they know
well. E.g. I hear thunder.
I hear thunder!
I hear thunder!
Oh! don't you?
Oh! don't you?
Pitter, patter raindrops,
Pitter, patter raindrops,
I'm wet through!
3.3_2017_Preschool
I'm wet through!
Ask them to clap the syllables in
each word.
Start with one line first.
I [clap] hear [clap] thun [clap] der [clap]
Etc.
Go through the rhyme, clapping the
syllables.
Look at the rhymes you shared on
Monday. Can you clap the
syllables?
What you are doing here is helping
pupils hear the RHYTHM of the words.
This is a very important activity. When
using rhymes remember to do so only
when pupils are familiar with the rhyme.
Other ideas!
You can
march to the beat of a rhyme or a
poem.
talk about the syllables in topic
words when you introduce them.
****
What other ideas can you think of?
Complete Handout 1 with your ideas
and the implications for your
practice.
Be ready to explain to your
colleagues.
15
Group 2: Rhyming words (rhyme)
Use a rhyme the pupils know and
are familiar with e.g. I hear thunder
Say the rhyme together to remind
them.
I hear thunder!
I hear thunder!
Oh! don't you?
Oh! don't you?
Pitter, patter raindrops,
Pitter, patter raindrops,
I'm wet through!
I'm wet through!
Ask: Can you hear the words that
sound the same?
Explain: Im going to say the rhyme
and stop at a word. Lets see if you
can say the word thats missing:
I hear thunder!
I hear thunder!
Oh! don't you?
Oh! don't you?
Pitter, patter raindrops,
Pitter, patter raindrops,
I'm wet []
Yes! Thats right! Its through.
Through sounds like you! You
and through sound the same. What
other words sound like you?
Elicit whatever words they know. It
doesnt matter if they dont make
sense.
Say the rhyme again and replace
3.3_2017_Preschool
through with their word.
E.g. I'm wet boo, I'm wet glue, I'm wet
blue; I'm wet zoo; I'm wet moo!
What you are doing here is helping
pupils hear words that rhyme. This is
a very important activity. When using
rhymes you can have fun with
changing words and introducing other
rhyming words.
Other ideas!
You can
Comment on rhyming words in
stories e.g. Silly Sally (Audrey
Wood).
Prompt pupils to provide the
rhyme at the end of a couplet in
a story or a poem.
Introduce new objects with
rhyming clues e.g. This is a
story about an animal that
rhymes with chair!
Make up rhymes for objects in
the classroom.
Say two words and ask if they
rhyme e.g. Chair and table. Do
they rhyme? Chair and bear. Do
they rhyme?
****
What other ideas can you think
of to help pupils hear rhyming
words?
Complete Handout 1 with your
ideas and the implications for
your practice.
Be ready to explain to your
colleagues.
16
Group 3: Jealous letters! (onset and rime)
Activity 1
Show the letter z and the letter
sound /z/. Say: What letter is this?
(zed) And what sound does it
make? (/z/).
Explain: We are going to play a
silly game. Its called jealous
letters. We are going to play with
the sound /z/. /Z/ wants to be the
first sound in everyones name,
hes very jealous of all the other
letters! Lets see what our names
sound like if they begin with a /z/.
Start by using your name first.
Lets start with my name, Sara.
Zara! That sounds good!
Then ask the pupils to do the
same: How about you Haziq? How
about you Mari? How about you
Ahmed?
/Z/ is good at replacing
consonants, but its difficult to
replace vowels! You can talk
about this, and ask pupils which
letters would work better with
names like Ahmed or Anis (other
vowels!)
Activity 2
Select a rhyme the pupils know
well, e.g. Twinkle twinkle little star!
Twinkle, twinkle, little star,
How I wonder what you are!
Up above the world so high,
Like a diamond in the sky
3.3_2017_Preschool
Select a jealous letter together
with the pupils to replace the
consonant sounds in the rhyme.
Say the rhyme together. Its fun!
But remember pupils must feel
confident about the rhyme first,
so it needs to be one they have
said many times before.
Try this out with the rhymes you
learned on Day 1.
Other ideas!
You can
when calling out pupils use a
jealous letter in their name.
e.g. With Hariz and Nira: Bariz,
its your turn! Bira its your turn
Sing the song Apples and
bananas, which plays with the
vowel sounds:
I like to eat, eat, eat apples and bananas
I like ate, ate, ate ate apples and bananas
I like to eet, eet, eet eepples and
beeneenees
I like to ite, ite, ite ipples and bininis
I like to ote ote ote opples and bononos
I like to ute ute ute upples and bununus
****
What other ideas can you think
of?
Complete Handout 1 with your
ideas and the implications for
your practice.
Be ready to explain to your
colleagues.
17
Group 4: First letter sounds (Phonemic awareness - Isolation)
Activity 1: Im thinking of a word
Start playing this game when
pupils have a collection of English
words and phrases at their
disposal. 5+ would be appropriate.
Prepare a collection of flashcards
that have images from different
topics, but which share a first
letter. Look at the syllabus
document and see which words
could be used.
Choose one of the letters a set of
words begins
Show the letter, e.g. b, ask, What
letter is this? (b), What sound does
it make? (/b/)
Say, Im thinking of a word. It
begins with the sound /b/. Its a
colour. Can you think of any words
that begin with the sound /b/?
Elicit as many words as pupils can
remember. Praise them.
You can show them the picture
cards if you wish and if you have
word cards you can show these
too.
Repeat the activity with other
letters. If pupils appear confident,
ask them to suggest other letters
for the game.
Activity 2: The first letter is the same
game
This is an adaptation of the pair game.
Either have pre-prepared, or with pupils
help, six pairs of flashcards that have the
same letters, e.g. ball and blue; mother
and mouth; teacher and ten; cat and
calm; pig and puzzle; father and finger.
3.3_2017_Preschool
Show the set of flashcards, which
represent words pupils will know.
Place the flashcards face down
and play the game.
Use language like:
What is it?
Whats the first sound? Yes its a /b/.
Can you find another word beginning
with /b/?
What is it?
Whats the first sound? Is it a /b/?
Yes, it is! They begin with the same
sound.
No, it isnt. They begin with different
sounds, a /b/ and a /k/.
You could also ask pupils to say
which topic set the images belong
to, e.g. Its a book. The sound is
/b/. Its a classroom word.
Other ideas!
You can
during lunch, talk about the letters
in the food pupils are eating.
during the welcome time, talk
about pupils names, the days of
the week etc.
Talk about first and last sounds in
words.
****
What other ideas can you think of?
Complete Handout 1 with your
ideas and the implications for your
practice.
Be ready to explain to your
colleagues.
18
Group 5: Playing with sounds in words
Activity 1: Pound and sound
When pupils are familiar with a
collection of three letter words (from
hearing and seeing them in rhymes,
stories and classroom activities)
show them the flashcard images of
no more than six three-letter words
e.g. map, cat, pat, log, mop, tin, cup,
sun. These are also called CVC
(a Consonant, a Vowel, and a
Consonant) words.
Place three squares of paper on the
board or chart paper, in a row.
Explain that you will be working with
the sounds in these six words
Show pupils the three squares you
have placed on the board and explain
they represent the three sounds in
the words.
If you wish, you can explain that
these words will have a consonant, a
vowel, and a consonant (CVC) and
review possible vowels and
consonants with the pupil.
Model how to pound and sound.
Say a word, e.g. map, and pound
(with your fist) the three squares
representing the sounds: /m/ pound
/a/ pound /p/ pound. Then run your
fist under the three squares and say
the word map.
Invite pupils to take turns pounding
and sounding the words that you
provide.
If they seem confident they can select
different CVC words and call them
out for each other.
3.3_2017_Preschool
Activity 2: Segmenting and blending
Choose an engaging read aloud
book. This book should be familiar to
pupils, e.g. Silly Sally (Audrey Wood)
Choose several short words in the
book that you will segment and
encourage pupils to blend back
together, e.g. pig, jig, dog, frog, town,
down.
Introduce pupils to the concept of
using their fingers to represent
sounds in words.
Explain that you will be putting up
one finger to represent each sound
you hear in a word.
Give an example and invite pupils to
help you find out the number of
fingers in a word (for example, cat
would be three fingers: /c/ /a/ /t/)
Show pupils how you slide your other
hand across the fingers and squish
the sounds together, blending it into a
word.
Show pupils the read aloud book
youve selected.
Explain that you will be coming
across some mystery words. You will
put up your fingers for each sound
you hear and the pupils will help you
figure out the word.
Read the story and pause at the
mystery words. Praise pupils who are
able to show three fingers, then blend
the sounds to make the words.
****
What other ideas can you think of?
Complete Handout 1 with your ideas
and the implications for your practice.
Be ready to explain to your
colleagues.
19
Handout D2.S4.3

Songs to enjoy while playing with sounds

For isolating sounds

What's the sound that these words share?

(the tune of Old Macdonald!)

What's the sound that these words share?

Listen to these words.
Sad and silly are these two words.
Tell me what you've heard. (ssssssss)
With a /s/, /s/ here and a /s/, /s/ there.
Here a /s/, there a /s/,
everywhere a /s/, /s/.
/S/ is the sound that these words share.
We can hear that sound!

What's the sound that starts these words?

(the tune of Old Macdonald!)

What's the sound that starts these words?

Turtle, time, and teeth.
(Wait for a response from the pupil.)
/t/ is the sound that starts these words:
Turtle, time, and teeth.
With a /t/, /t/ here, and a /t/, /t/ there,
Here a /t/, there a /t/, everywhere a /t/, /t/.
/t/ is the sound that starts these words: Turtle, time, and teeth!

For segmenting and blending

If you think you know this word, shout it out!

If you think you know this word, shout it out!
If you think you know this word,
Then tell me what you've heard,
If you think you know this word, shout it out!

3.3_2017_Preschool 7
 CEFR-aligned curriculum cascade
workshops: Day 3

CEFR-aligned curriculum cascade

workshops: Day 3
3.3_2017_Preschool 8
Handout D3.S1.1

The stages in a Scheme of Work

Look at the Scheme of Work in your groups.

Try to answer the following questions:

1. How many lessons are there in a Scheme of Work?

2. How long should a lesson last?

3. What are the three phases that appear in each lesson?

3.3_2017_Preschool 9
 Handout D3.S1.2

Lesson content
Look at the 5+ unit on My world Malaysia. Complete the table by indicating what
stages of the Encounter, Engage, Exploit (EEE) model appear in each lesson and
what is introduced in each lesson as a new skill or activity. Lesson 3 has been done
for you.
Lesson EEE model What skill and / or main activity is developed?
number

Engage Listening and Speaking; Games; A topic related song

3

3.3_2017_Preschool 10
Handout D3.S2.1 The timeline images and reflection prompts (for reference)
Did you listen in English today?
What did you listen to?
How well did you listen?
What helped you listen well?
Did you speak in English today?
What did you say?
How well did you speak in English?
Did everyone understand you?
Did you learn something new in English today?
What did you learn?
What else would you like to learn?
Who will you share your new learning with?
Did you remember any English today?
What did you remember?
How did you use the English you remembered?
Did you forget anything?
Did you sing a song in English today?
What song did you sing?
How well did you sing? Could you do it better?
Who will you share your song with?
Did you say a rhyme in English today?
What rhyme did you say?
What was it about?
Who will you share your rhyme with?
Did you play in English today?
What game did you play?
Did the game help you use English?
Can you tell me how?
Did you listen to a story in English today?
What was the title of the story?
What was the story about?
Did you like the story?
Did you do any table work in English today?
What did you do?
How well did you do? Do you feel proud?
Who will you show your work to?
Did you do any reading in English today?
What did you read?
Did you enjoy reading?
What letters / sounds/ words did you read?
Did you do any writing in English today?
What did you write?
How well did you do?
Who will you show your writing to?

3.3_2017_Preschool 11
Handout D3.S2.2

Give it a go!
Take a look at a Scheme of Work. Look at the lesson you have been asked to focus
on. In your group, practice the English today routine and the Reflecting on learning
routine. Think about the language of instruction you will need. Make a note of
different expressions in the space below.

3.3_2017_Preschool 12
 Handout D3.S3.1

Evidence cycle Gathering information

1. Read the documentation activities and indicate how often you use them:
0 = Never; 1 = Sometimes, 2 = Often, 3 = Always

2. Share your results with a partner. Discuss any other activities you use.
3. Prepare to discuss your thoughts in plenary.

Documentation activity 0 1 2 3
1 Select different pupils to formally observe in each lesson.

2 Write informal notes around pupils response to and use of English during
and/or after the lessons.
3 Keep a formal record of pupils progress.

4 Plan a specific classroom activity to collect evidence of attainment, e.g.

reciting a rhyme or recognising letter sounds in words.
5 Write comments on pupils work after completing table time activities, e.g.
Ahmed looked at the routine chart to find the date so he could copy it.
6 Ask pupils to reflect on their English sessions and think about what, why
and how well they did something.
7 Ask pupils to draw what they like doing in English and talk about their
pictures. Then summarise the pupils comments on the drawing.
8 Help pupils select a piece of work that shows what they can do (e.g. a
worksheet, an arts and crafts activity, a photograph) and write their reason
for selecting it on the work.
9 Take photos of (or film) pupils as they do different activities in English, e.g.
play in an English area, complete table work, engage in different circle time
activities.
10 Select photos of pupils doing different activities accompanied with a
descriptive note of the activity and/or its relevance for a Learning Standard.
11 Collect anecdotal information from parents and guardians about what the
pupils take home in relation to English, e.g. which songs they share, what
words or expressions they use, which activities they talk about.
12 Display pupils final attainments in the classroom or around the school, e.g.
artwork, written work, photographs of activities.
13 Organise recitals and performances for pupils to show parents, guardians
and the school community what they know.
14 Record pupils saying something or singing in English.

3.3_2017_Preschool 13
Handout D3.S3.2

Evidence cycle Reviewing and using information

Complete this activity in groups:

1. Look at each documentation activity and think about which tools would be needed
to support the documentation. How easy is it to get hold of or elaborate each tool?

2. Think about how each documentation activity would support and/or feed into the
following:

a) A learning portfolio

b) A formal report (termly or yearly)

c) A class blog or Facebook page

d) Planning future learning

3.3_2017_Preschool 14
Handout D3.S4.1

Differentiation: a definition
Complete the definition by using the words and phrases below to fill the gaps

engage
modify
teaching strategy
needs
adapting

1. Differentiation is a ___________________________ which involves the

practical steps taken to adjust learning processes.

2. It takes into account the ___________________ of individual pupils.

3. It involves ___________________ classroom activities to reflect the abilities,

preferred ways of learning and interest of different pupils.

4. Teachers ___________________ what is done in the classroom to make sure

that learning activities present the right level of challenge for individual pupils.

5. Differentiation allows learners to ___________________ with and work

through activities in the most beneficial way.

3.3_2017_Preschool 15
Handout D3.S4.2

Open and closed questions

Look at the topic you have been given and consider some of the different open and
closed questions you would ask.

Topic: __________________________

Open questions:

Closed questions

Handout D3.S4.3

Differentiation and objectives

Write three objectives by criteria for the activity your trainer gives you.

All pupils will be able to:

Most pupils will be able to:

Some pupils will be able to:

3.3_2017_Preschool 16
 CEFR-aligned curriculum cascade
workshops: Day 4

CEFR-aligned curriculum cascade

workshops: Day 4
3.3_2017_Preschool 17
Handout D4.S1.1
4+ My face

Productive (active)

Receptive (passive)

3.3_2017_Preschool 18
Handout D4.S1.2

Complete Stage 2 Planning

1. Key concepts:
Using language related to the face to recognise and accept difference.

2. Aims:

1.

2.

3.

3. Learning processes
Listening and speaking
Emergent reading and writing
Observe, describe, compare, communicate and reflect

4. Differentiation
()

5. Teaching and learning approaches

Pair work, group work and table work during 30-minute English lessons
Make resources available for free play

6. Resources

1.

2.

3.

4.

7. Opportunities for assessment

1.

2.

3.

4.

3.3_2017_Preschool 19
Handout D4.S2.1

Scheme of work: Planning Stage 1:

Lexical items Rhyme

Productive (Active) structures

Receptive (Passive) language

Activities Song

3.3_2017_Preschool 20
Scheme of work: Planning Stage 2
1. Key concepts:

2. Aims:

3. Learning processes

4. Differentiation

5. Teaching and learning approaches

6. Opportunities for assessment

Resources

3.3_2017_Preschool 21
 Handout D4. S2.2

Planning schemes of work checklist Part 1

Topic: X/ Comments
Stage 1
1. Lexical items

2. Productive (active) structures

3. Receptive (passive) language

4. Activity ideas

Stage 2
1. Key concepts

2. Aims

3. Learning processes

4. Differentiation

5. Teaching and learning approaches

6. Opportunities for assessment

Resources varied input and skills development

VAK (Visual, auditory, kinaesthetic:
visuals, mimes etc.)
Rhyme

Song

Story

Worksheet / table time activities

Topic specific game / activity for

exploitation
Role play / dramatisations

Literacy development

3.3_2017_Preschool 22
 Planning schemes of work checklist Part 2
Topic: X/ Comments
Considerations
Is there evidence of progression
considering the EEE model?

Is the English learning centre

considered?

Is the focus on developing a solid

base in oral / aural skills?

What are the opportunities for

developing literacy skills?

Evaluating the checklist for own schemes of work planning

Consider the checklist as a support for your own planning activity. Use the following
questions to prompt discussion in your group:

To what extent was it useful in guiding your planning and decision-making?

Should anything be more explicit?
Is there anything missing?
Is anything unnecessary?

3.3_2017_Preschool 23
 Handout D4.S4.1

Evaluation of peer schemes of work plans: Planning checklist

Part 1
Topic: X/ Comments
Stage 1
1. Lexical items

2. Productive (active) structures

3. Receptive (passive) language

4. Activity ideas

Stage 2
1. Key concepts

2. Aims

3. Learning processes

4. Differentiation

5. Teaching and learning approaches

6. Opportunities for assessment

Resources varied input and skills development

VAK (Visual, auditory, kinaesthetic:
visuals, mimes etc.)
Rhyme

Song

Story

Worksheet / table time activities

Topic specific game / activity for

exploitation
Role play / dramatisations

Literacy development

3.3_2017_Preschool 24
 Evaluation of peer schemes of work plans: Planning checklist
Part 2
Topic: X/ Comments
Considerations
Is there evidence of progression
considering the EEE model?

Is the English learning area

considered?

Is the focus on developing a solid

base in oral / aural skills?

What are the opportunities for

developing literacy skills?

Evaluating the checklist for evaluating plans

Consider the checklist as a support for evaluating peers plans. Use the following
questions to prompt discussion in your group:

To what extent was it useful in guiding your evaluation of another plan?

Should anything be more explicit?
Is there anything missing?
Is anything unnecessary?

3.3_2017_Preschool 25
 CEFR-aligned curriculum cascade
workshops: Day 5

3.3_2017_Preschool 26
Handout: D5.S1.1

A. Match the activities / skills in the scheme of work with their lesson to correct the
sequence.

Lesson EEE model Skills / Activity

n
A
1 Encounter Reading
Alphabet / sound activity

B
2 Engage Writing
Topic related table activity

C
3 Engage Reading
Topic related story

D
4 Engage Listening
Topic related rhyme

E
5 Engage Listening & speaking
Topic related song

F
6 Engage / Listening & speaking
exploit Topic related story

G
7 Exploit Listening & speaking
Topic related table activity

H
8 Exploit Listening & speaking
Topic related games

B. In your groups, consider where the different activities and skills you have planned
for will fit into the eight lessons that are part of your thematic scheme of work.
Select a lesson each and complete the plan, include reference to the learning
standards as well as specific objectives for the lesson (an outline for a plan is on
the next page of your hand out). Note: Consider objectives by criteria.

3.3_2017_Preschool 27
3.3_2017_Preschool 28
 Handout: D5.S1.2 Considering the lesson plan
Using the prompts in the Lesson plan considerations table below, in pairs look at
each others lesson plans and make notes. There may be further points you think are
worth considering, add these to the table. Consider what needs revising or clarifying.
Lesson Plan Considerations Y/N Notes
1. Is the lesson plan clear?
2. Are the lesson objectives appropriate and
achievable for the level?
3. Are the activities linked in a logical way?

4. Do the activities follow and support the

EEE model?
5. Are the activities appropriately challenging
for pupils?
6. Do activities facilitate opportunities for
pupil interaction?
7. Are the activities appropriate to the lesson
objectives? (e.g. skills development)
8. Are the activities and materials engaging?

9. Do the activities and materials

demonstrate knowledge and
understanding of how preschool pupils
learn?
10. Is there a variety of interaction patterns?

11. Does the timing look realistic?

12. Is there evidence that instructional

language has been considered?
13. Is there any evidence of planned
differentiation?
14. Is there any evidence of opportunities for
monitoring and recording?
15.

16.

17.

18.

3.3_2017_Preschool 29
Handout: D5.S2.1 Micro-teaching evaluation form. PUPILS
Group name: Participant name:

Pupil feedback Dis- Not Agree Comments

agree sure
I found the teacher was friendly and encouraged
me to learn English.
I understood the purpose of the activity.

I followed the activity and the teacher did not rush

me to move to the next part of the activity.
I understood the new words and the teacher
helped me understand when I needed.
I practised the new learning and was encouraged
to speak in English during the activity.
I used a resource during the activity and enjoyed
it.
The teacher clearly told me that I did well or
showed me how to improve my English.
I know how I can use my new learning in the
future.

Group name: Participant name:

Pupil feedback Dis- Not Agree Comments
agree sure

I found the teacher was friendly and encouraged

me to learn English.
I understood the purpose of the activity.

I followed the activity and the teacher did not rush

me to move to the next part of the activity.
I understood the new words and the teacher
helped me understand when I needed.
I practised the new learning and was encouraged
to speak in English during the activity.
I used a resource during the activity and enjoyed
it.
The teacher clearly told me that I did well or
showed me how to improve my English.
I know how I can use my new learning in the
future.

3.3_2017_Preschool 30
 Handout: D5.S2.2 Micro-teaching evaluation form. OBSERVING TEACHERS
Group name: Participant name:
Teacher feedback Dis- Not Agree Comments
agree sure
The teacher was friendly and motivated learning.

The teacher explained learning objective/s using

language suitable for pupils.
The teacher kept to time, paced the activity well and
allowed time for questions and pupil interaction.

The teacher used appropriate instructional language

Pupil talk time was given priority in the activity
(questioning/group discussion/etc).
The teacher used resources appropriately to
enhance learning experience.
The teacher delivered positive feedback and/or
demonstrated how to improve avoiding pointing out
errors.
The teacher summed up the activity, repeated key
learning objectives and provided a sense of
achievement.

Group name: Participant name:

Teacher feedback Dis- Not Agree Comments
agree sure
The teacher was friendly and motivated learning.

The teacher explained learning objective/s using

language suitable for pupils.
The teacher kept to time, paced the activity well and
allowed time for questions and pupil interaction.

The teacher used appropriate instructional language

Pupil talk time was given priority in the activity

(questioning/group discussion/etc).
The teacher used resources appropriately to
enhance learning experience.

The teacher delivered positive feedback and/or

demonstrated how to improve avoiding pointing out
errors.
The teacher summed up the activity, repeated key
learning objectives and provided a sense of
achievement.

3.3_2017_Preschool 31
Handout: D5.S3.1
Post-microteaching reflection

After the micro-teaching session Yes Partially No

Were the objectives achieved?

Were all pupils involved?
Was your teaching delivery clear and engaging?
Give examples or evidence.
Did you use instructional language well?
Did your differentiation strategies work according
to the plan?
Were the resources as helpful as expected and
planned?
Did you follow the timing as planned or do you
have to amend your timing?
Were all areas of learning difficulties addressed
successfully?
Was it possible to monitor the pupils progress?
Any other comments

3.3_2017_Preschool 32