FOR TRAINING PURPOSES ONLY

KEMENTERIAN PENDIDIKAN MALAYSIA

KSPK
ENGLISH LANGUAGE PRESCHOOL

Curriculum Induction Training Materials

(Slides)
CEFR-aligned curriculum cascade
workshops: Day 1
 Session 1: Foreign/second
language development
• Introductions!
• Discuss the relevance of an early exposure to English in
preschool
• Review the theories of foreign/second language
development in small children
• Reflect upon foreign/second language development needs
within the Malaysian preschool context D1.S1.1
 Getting to know each other

Name/letter game

• Hi I’m Sandie!
• I like swimming and sweet things!
• I speak at conferences and share my
passion for education.
• I feel splendid today!

D1.S1.2
 Getting to know each other

Name/letter game

• Hi I’m Sandie! (S)

• (something personal) I like swimming and sweet
things!
• (something professional) I speak at conferences
and share my passion for education.
• (how do you feel today?) I feel splendid today!

D1.S1.3
Early exposure to English: popular
opinions

TASK:

• Read the statements and decide if you agree

with them.

We will discuss the ideas after, and over the

week!

Handout D1.S1.1

D1.S1.4
Early exposure to English: imitation

My ice-cream like Bird red

He is run away

For eat the fish Yes, it isn’t

D1.S1.5
Early exposure to English: imitation

• Natural language use is predictable

• Associations are made between language
features that go together (context and
topical)
• Language is learned in chunks larger than
single words

D1.S1.6
Early exposure to English: imitation

Meaningful exchanges
+
Exposure to language features
=
Learning

D1.S1.7
Early exposure to English: parents’
corrections

Lightbown & Spada, 1999

D1.S1.8
Early exposure to English: parents’
corrections

• Parents tend to focus on meaning

I putted the plates You put the plates

on the table on the table. Thank
you for helping me!

D1.S1.9
Early exposure to English: parents’
corrections

• What about in the preschool classroom?

Consider:
– a pupil’s ability to process language
consciously
– the learning environment
– the learning objectives.

D1.S1.10
Early exposure to English:
motivation

D1.S1.11
 Early exposure to English:
motivation

Intrinsic motivation results from:

• a supportive environment
• developmentally-appropriate activities
• real reasons to communicate
• opportunities to experience success.

D1.S1.12
 Early exposure to English: the
earlier the better

Depends upon:
• the objectives of a language programme
• the amount of exposure to English
• the quality of exposure (e.g. teacher
proficiency and age-appropriate activities)
• continuity through education.

D1.S1.13
 Early exposure to English:
grammar instruction first

• Language development is not about

adding one rule onto another!

D1.S1.14
Early exposure to English: simple
structures before complex ones

• Pupils pick up what is meaningful

• Modified language is more
appropriate e.g. with repetition, slow
delivery and paraphrasing
• Not all simple language is useful! Not
all useful language is simple!

D1.S1.15
 Early exposure to English:
materials and language

• Comprehensible input is important…

• …BUT pupils need meaningful
contexts, experience of real language
and challenge

D1.S1.16
 Early exposure to English:
pupil to pupil

• Pupils need opportunities to talk to

each other.
• Research shows that learners
(including children) do not produce
more errors from talking to each
other.

D1.S1.17
 Early exposure to English:
error correction

• Errors are a natural part of language

learning.
• Generalised persistent errors need
attention.
• Excessive error feedback can be
demotivating.

D1.S1.18
 Early exposure to English:
approaches to error correction
Recast = rephrasing a pupil’s sentence
correctly
• This is a common form of corrective feedback
• It does not interrupt flow and contributes to
communication…
• …BUT sometimes a more explicit form of
feedback is required.

D1.S1.19
 Early exposure to English:
reflecting on popular opinions

• Were any of your ideas confirmed?

• Did anything surprise you?
• Is there something you are still not sure
about?
• Does anything worry you?

D1.S1.20
 CEFR and preschool

• 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

D1.S1.21
 The week ahead

Approaches and practices

Skills development and activities
Teacher’s kit
• Curriculum Schemes of work
• Syllabus
• Schemes of work: 4+ Lesson planning
• Schemes of work: 5+
• Schemes of work: teacher
support documents Micro-teaching
• Resources (online)
D1.S1.22
 Session 1: Foreign/second
language development
This is what we did!
• Introductions!
• Discuss the relevance of an early exposure to
English in preschool
• Review the theories of foreign/second language
development in small children
• Reflect upon foreign/second language development
needs within the Malaysian preschool context
D1.S1.23
 Session 2: English and routines
• Identify the reasons for incorporating routines into a
preschool setting
• Understand the components of a ‘format’ and its
relevance for preschool pupils’ language
development and teachers’ instructional language
• Reflect on the implications of routines in English
within the Malaysian preschool context
D1.S2.1
 Why routines?
Routines in English

Hello, everyone!
Hello, everyone! Hello, everyone!
Yippee it’s English time.
Hello, everyone!
Hello, [Morgan]! Hello, [Morgan]! Stand up
and turn around
Hello, everyone!

D1.S2.2
 Routines:
a definition

A routine is a familiar series of actions

related to an established schedule.

D1.S2.3
 Why routines?

Brainstorm!
• Why do you think routines are important
for learning English in preschool?

D1.S2.4
 Why routines? –
some reasons
• 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

D1.S2.5
 Formats: supporting language
development

Routine activities and games contain formats

(Bruner, 1983):

• A sequential structure
• Clearly marked roles
• Scripts to support communication

D1.S2.6
Early format: example

“Peek a boo!”

D1.S2.7
 Formats:
a definition

“A format is a routinised and repeated

interaction in which [adults and
children] do things […] together using
language.”
(Bruner 1983: 132)

D1.S2.8
 Formats:
an example from the classroom

A morning greeting

Teacher: Hello! Good morning. Format

Pupils: Good morning Structure
Teacher: How are you?
Pupils: I’m fine thank you. How are you? Roles
Teacher: I’m fine thank you! Script

D1.S2.9
 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!
Teacher: greets class
Pupils: respond to greeting
Teacher: questions class
Pupils: respond and return
question
Teacher: responds
D1.S2.10
 Formats:
clearly marked roles

A morning greeting

Teacher: Hello! Good morning. Leader and led:

Pupils: Good morning Teacher
Teacher: How are you? Pupils
Pupils: I’m fine thank you. How are you?
Teacher: I’m fine thank you!

D1.S2.11
 Formats:
script to support communication

A morning greeting

Teacher: Hello! Good morning. Hello.

Pupils: Good morning Good morning.
Teacher: How are you?
How are you?
Pupils: I’m fine thank you. How are you?
Teacher: I’m fine thank you! I’m fine thank you.

D1.S2.12
 Formats:
our objective!

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!

D1.S2.13
 Formats:
the handover principle

• Teacher sets up a routine / an activity

• Teacher scaffolds 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.

D1.S2.14
Scaffolding

D1.S2.15
 Routines in practice: typical
routines

Brainstorm!
• Which routines do you include in English?

‒ Welcome time
‒ Closing time
‒ Transition time

Handout D1.S2.1

D1.S2.16
 Routines in practice: typical
routines

Welcome time

saying hello; taking attendance; asking about

the weather, day, date; sharing personal
stories/asking about feelings

Anything else?

D1.S2.17
Routines in practice: typical
routines

Closing time

reflecting on learning, saying goodbye,

preparing to leave the room

Anything else?

D1.S2.18
 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

Anything else?
D1.S2.19
 Routines in practice: example of a
script
Who’s here today? Teacher: Who is here today?
Pupil: I’m here.
Teacher: Where’s Mira?
Pupil: Mira’s at home.
Teacher: I wonder why? I hope
she’s not sick.
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.
D1.S2.20
 Routines in practice: a look at
instructional language

TASK:
• Consider a routine:
‒ Its sequential structure
‒ The roles
‒ The script to support communication

Create a poster to present your ideas

Handout D1.S2.1

D1.S2.21
 Routines in practice:
discussing posters

What are the implications of considering routines

for English in the Malaysian preschool
classroom?

D1.S2.22
 Session 2: English and routines
This is what we did!
• Identify the reasons for incorporating routines into a
preschool setting
• Understand the components of a ‘format’ and its
relevance for preschool pupils’ language
development and teachers’ instructional language
• Reflect on the implications of routines in English
within the Malaysian preschool context D1.S2.23
 Session 3: English and songs
and rhymes
• Identify the benefits of incorporating songs and rhymes in
English
• Understand the reasons for, and the steps involved in:
setting up, singing and repeating songs and rhymes
• Highlight the instructional language required for
incorporating songs and rhymes into English sessions
• Reflect upon the implications of using songs and rhymes in
English within the Malaysian preschool context D1.S3.1
 Why songs and rhymes?

Brainstorm!

How many reasons can you think of to use

songs and rhymes in your English activities?

D1.S3.2
 Songs and rhymes…

…cover all developmental areas:

socio-emotional
physical
cognitive
creative
linguistic
and … musical

D1.S3.3
 Songs and rhymes

If you’re happy!

If you’re happy, happy, happy, clap your hands!

If you’re happy, happy, happy, clap your hands!
If you’re happy, happy, happy!
If you’re happy, happy, happy!
If you’re happy, happy, happy, clap your hands!

D1.S3.4
 Songs and rhymes

For the teacher, they:

• help with classroom management (routines)

• introduce new language (integrated into a
topic)
• consolidate, recycle or extend language use
(integrated into a topic)
• expose pupils to aspects of traditional culture

D1.S3.5
 Songs and rhymes

…help with classroom management (routines)

A circle time rhyme

Legs crossed, arms down

Bottoms on the floor
Are we all ready?
1, 2, 3, 4!

D1.S3.6
 Songs and rhymes

…help with classroom management (routines)

A transition song
(to the tune: If you’re happy and you know it)

Let’s walk to the tables, quietly

Let’s sit on the chairs, quietly
Let’s walk to the tables
And sit on the chairs
Let’s do everything quietly

D1.S3.7
 Songs and rhymes

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!

D1.S3.8
 Songs and rhymes in practice

Set up

Contextualise the song / chant / rhyme.

• What is it about?
• Why are we singing/saying it?
• Can we show pupils some visuals to
support their understanding?

D1.S3.9
 Songs and rhymes in practice

Exposure: Sing song / say rhyme 1

Listening for a purpose

• Pupils make connections
• Pupils listen and point
• Pupils listen and hold up a card or object
• Pupils think about what’s missing

D1.S3.10
 Songs and rhymes in practice

Exposure: Sing song / say rhyme 2

Focus on accuracy and understanding

• Sing or say song / rhyme a second time
• Pause for pupils to repeat or imitate actions

Focus on joining in
• Sing or say song / rhyme again
• Encourage singing along

D1.S3.11
 Songs and rhymes in practice

Production

Variety of opportunities to sing / say

• Sing or say louder, softer
• Sing or say in groups e.g. verse groups
• Boys vs girls renditions

D1.S3.12
 Songs and rhymes in practice

Expansion

Show understanding and creativity

• Substitute words and create new song / rhyme
• Present song / rhyme to an audience
• Record song / rhyme and place on school
website, class Facebook page or class blog

D1.S3.13
 Nursery rhymes

Definition:

“A short, rhymed, usually traditional poem for

children”

Do you know any?

D1.S3.14
Nursery rhymes

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.
D1.S3.15
 Instructional language

Giving visual 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
D1.S3.16
 Learning nursery rhymes

TASK:
For sharing…

1. Consider how to set up the rhyme

2. Think of some actions to help memorisation
3. Think about instructional language for the
actions
4. You will be asked to share your ideas and the
rhyme with the rest of the group
Handout D1.S3.1, D1.S3.2
D1.S3.17
 Nursery rhymes…

… should:

• have a short and snappy rhythm

• contain repetition / refrain
• be easy to pick up
• include useful language for transfer
• contain a complete story with a beginning,
middle and end
• be culturally acceptable.

D1.S3.18
Songs and rhymes in English within the
Malaysian preschool context

• How effective will the use of songs and

rhymes be in Malaysian schools?

D1.S3.19
 Session 3: English and songs
and rhymes
This is what we did!
• Identify the benefits of incorporating songs and rhymes in
English
• Understand the reasons for, and the steps involved in:
setting up, singing and repeating songs and rhymes
• Highlight the instructional language required for
incorporating songs and rhymes into English sessions
• Reflect upon the implications of using songs and rhymes
in English within the Malaysian preschool context D1.S3.20
 Session 4: English and games
• Consider the relevance of game-like activities for developing
the whole child through English
• Recognise a variety of games and their learning objectives
• Understand the EEE model and highlight the instructional
language required for setting up game-like activities
• Recognise the relevance of recycling games
• Reflect upon the implications of using games within the
D1.S4.1
Malaysian preschool context
 Why games?

Brainstorm!

How many reasons can you think of to use

games in your English activities?

Handout D1.S4.1

D1.S4.2
 Why games?

Games…

• are fun and enjoyable

• are familiar to pupils
• provide relevance for repetition
• provide a meaningful context for language use
• are motivating
• develop a variety of skills, e.g. socio-
emotional, cognitive fine and gross motor

D1.S4.3
Visual, auditory and kinaesthetic

• The relevant sensory receivers

D1.S4.4
 Can everything be a game?

1. What’s in the bag?

2. Listen and do!
3. STOP!
4. Chant a chain. What about the
language of
5. What’s missing? instruction?

D1.S4.5
 Sequencing skills

• Learning blocks

D1.S4.6
 The EEE model

• What do the Es represent?

Handout D1.S4.3 D1.S4.7

 Let’s play some games

TASK:
1. In your groups look at the games you have been given.
2. What are pupils expected to do with the language?
3. Where do they fit in the EEE model?
---
1. Select one game
2. Decide who is the teacher and who are the pupils
3. Think about the language of instruction (make notes)
4. Pretend it is circle time and play the game
5. You will be asked to demonstrate your game
Handout D1.S4.3
D1.S4.8
 Sharing the games

Discussion:

As you watch the different games consider:

• Where is the game on the EEE model?
• What are pupils expected to do with
language?
• What about the format (especially the
script)?
• What are the implications for repeating and
adapting games?
D1.S4.9
 Session 4: English and games
This is what we did!
• Consider the relevance of game-like activities for
developing the whole child through English
• Recognise a variety of games and their learning objectives
• Understand the EEE model, instructional language for
game-like activities and the relevance of recycling games
• Reflect upon the implications of using games in English
within the Malaysian preschool context D1.S4.10