KIT CEFR PRASEKOLAH.pdf

1
KSPK
English Language
Teacher’s Kit
FOR TRAINING PURPOSES ONLY

3
PRESCHOOL
ENGLISH LANGUAGE COMPONENT

3
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.
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
BI 1.0 LISTENING AND SPEAKING SKILLS
BI 1.1 Listen to and identify
sounds
Pupils can: Pupils can:
BI 1.1.1 Listen to and identify common
sounds in the environment
BI 1.1.2
BI 1.1.3
Listen to and respond to stimulus
given:
(i) environmental sounds
(ii) voice sounds
(iii) rhythm and rhyme
(iv) alliteration
Listen to and identify rhymes in
nursery rhymes and songs
BI 1.2 Listen to and respond
appropriately
BI 1.2.1
BI 1.2.2
BI 1.2.3
Listen to and recite nursery
rhymes
Listen to and sing songs
Listen to and repeat greetings
BI 1.2.6
BI 1.2.7
Listen to and recite poems and
rhymes
Listen to, enjoy and respond to
stories

4
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
BI 1.2.4
BI 1.2.5
Listen to and follow simple
instructions
Listen to and enjoy simple stories
BI 1.3 Listen, understand and
respond in a variety of
contexts
BI 1.3.1 Participate politely in daily
conversations to:
(i) exchange greetings
(ii) show appreciation
(iii) introduce oneself
(iv) express feelings
(v) make simple requests
BI 1.3.2
BI 1.3.3
BI 1.3.4
BI 1.3.5
BI 1.3.6
Name favourite things and
activities
Listen to and respond to oral texts
Participate in talk about familiar
activities and experiences
Participate in talk about stories
heard
Participate in role play about
familiar daily situations
BI 2.0 READING SKILLS
BI 2.1 Show appropriate book
handling skills
Pupils can:
Children who start preschool at 5+ will develop
book handling skills learning standards of
children who started preschool at 4+.
Children who started preschool at 4+ will
continue to receive appropriate support and
challenge in book handling skills.
BI 2.1.1
BI 2.1.2
BI 2.1.3
Handle books carefully
Recognise the basic features of a
book
Read print in the correct manner:
(i) left to right
(ii) top to bottom
(iii) distance between eyes and

5
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
BI 2.1.4
the book
Show awareness that print
conveys meaning by doing
pretend reading
BI 2.2 Apply sounds of letters to
recognise words
BI 2.2.1
BI 2.2.2
BI 2.2.3
BI 2.2.4
Recognise letters of the alphabet
by their:
(i) shape
(ii) name
Recognise small letters of the
alphabet
Recognise capital letters of the
alphabet
Name letters of the alphabet
BI 2.2.5
BI 2.2.6
BI 2.2.7
Recognise and sound out letters
of the alphabet
Recognise and sound out initial,
medial and ending sounds in a
word
Blend phonemes (sounds) to form
single syllable words
BI 2.3 Demonstrate
understanding of a
variety of texts in the
form of print and non-
print materials
BI 2.3.1
BI 2.3.2
Recognise and read logos and
signs
Read familiar words printed in the
surroundings
BI 2.3.3
BI 2.3.4
BI 2.3.5
Recognise and read high
frequency/sight words
Read simple phrases
Read simple sentences
BI 2.4 Develop interest in
reading independently for
information and
BI 2.4.1 Recognise and name objects or
people in pictures
BI 2.4.2 Read texts independently

6
CONTENT STANDARD
LEARNING STANDARD
4+ 5+
enjoyment BI 2.4.3 Read and respond to texts read
BI 3.0 WRITING SKILLS
BI 3.1 Develop prewriting skills Pupils can:
Children who start preschool at 5+ will focus on
prewriting skills learning standards of children
who started preschool at 4+.
Children who started preschool at 4+ will
continue to receive appropriate support and
challenge in prewriting skills.
BI 3.1.1
BI 3.1.2
BI 3.1.3
Demonstrate fine motor control of
hands and fingers by using writing
tools correctly
Demonstrate correct posture and
pen hold grip
Develop hand-eye coordination
through scribbling, drawing lines
and patterns
BI 3.2 Develop writing skills Pupils can: Pupils can:
BI 3.2.1
BI 3.2.2
BI 3.2.3
BI 3.2.4
Write recognisable letters
Copy and write small letters
legibly
Copy and write capital letters
legibly
Copy familiar words in legible print
BI 3.2.5
BI 3.2.6
BI 3.2.7
BI 3.2.8
Copy simple phrases in legible
print
Copy familiar simple sentences in
legible print
Communicate ideas and
information by using drawing,
marks, symbols and writing with
invented spelling
Write familiar words and phrases
in legible print

7
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

8
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

9
PRESCHOOL ENGLISH LANGUAGE
SYLLABUS

11
1. Overview
The syllabus for 4+ and 5+ has been devised around topics whichfall 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 wordlists 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 expectedthat 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.

12
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 Englishin 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.

13
Suggestions for 4+ Syllabus
Topic Target lexical items Productive Language Receptive Language Nursery rhymes / chants /
songs
Suggested storybooks
Introduction
Me
girl, boy
teacher, students
happy, calm, sad, angry,
scared, surprised
one, two, three, four, five
Hello, my name’s …
Hello, my name is …
I’m a (girl).
I am a (girl).
I’m fine thank you!
I am fine thank you!
I’m (four). / I’m (happy).
I am (four). / I am (happy).
Five
What’s your name?
What is your name?
How are you?
How old are you?
How do you feel?
How many (girls) are there?
Sit down!
Stand up!
Line up!
Hello song
Goodbye song
Ring a ring a roses
Additional:
If you’re happy and you
know it.
I am special
I feel angry
(Brian Moses)
1. My weather hot, warm, cool, cold
rainy, windy, cloudy, sunny,
stormy, hazy
six, seven, eight, nine, ten
It’s (stormy) today.
It is (stormy) today.
(Six) girls
I like sunny weather.
What’s the weather like?
What is the weather like?
Is it (rainy)?
What weather do you like?
I hear thunder
One little, two little, three
little rain clouds
Tap, tap, boom, boom
(Elisabeth Bluemle)
Rain
(Linda Ashman)
2. My colours red, orange, yellow, green,
blue, purple, pink, black,
brown, white
It’s (blue).
It is (blue).
Here!
Is it (blue)?
Yes, it is.
No, it isn’t.
No, it is not.
What colour is it?
What’s your favourite colour?
What is your favourite colour?
Where’s the (blue) …?
Where is the (blue) …?
I can sing a rainbow
Roses are red
Brown bear, brown bear,
what do you see?
(Bill Martin Jr & Eric Carle)
Pete the Cat: I love my
white shoes
(Eric Litwin & James Dean)
3. My
classroom
table, chair, board, window,
door, bin, box, pencil,
crayon
A (pencil)
It’s (my pencil).
It is (my pencil).
It’s a (blue pencil).
It is a (blue pencil).
There are (five crayons).
Is it a (pencil)?
What’s this?
What is this?
Whose (pencil) is this?
What colour is it?
How many (crayons) are
there?
Wind the bobbin up
Bits of paper
Foxy
(Emma Dodd)

14
songs
4. My family mother, father, brother,
sister, grandmother,
grandfather, baby
This is my (family).
It’s my (brother).
It is my (brother).
I’ve got (one brother).
I have got (one brother).
Here!
I love my (mother).
Is it your (mother)?
Who is it?
Whose brother is it?
Have you got any brothers and
sisters?
Where’s your mother?
Where is your mother?
Father finger
Rain, rain, go away…
A mother for Choco
(Keiko Kasza)
5. My face hair, face, ears, nose, eyes,
mouth, lips, skin, hands
long, short, dark, light
My (nose)
I’ve got (brown eyes).
I have got (brown eyes).
I’ve got (long hair).
I have got (long hair).
She’s got …
She has got …
He’s got …
He has got …
What’s this?
What is this?
What colour are (your / his /
her) eyes?
Who’s got (brown) eyes?
Who has got (brown) eyes?
Who is it?
Two little ears
I like the me I see
Additional:
One little finger
My nose, your nose
(Melanie Walsh)
6. My body head, body, arms, legs,
hands, feet, fingers, toes
jump, run, hop, clap, skip
My (body)
I’ve got (two arms).
I have got (two arms).
Yes, I can!
No, I can’t!
No, I cannot.
I can (jump).
I can’t (skip).
I cannot (skip).
What’s this?
What is this?
How many (legs) have you
got?
Can you (jump)?
What can you do?
One finger, one thumb
Hokey Cokey / Hokey
Pokey
Additional:
Head shoulders knees and
toes
Hands are not for hitting
(Martine Agassi)
From head to toe
(Eric Carle)
7. My toys car, train, doll, teddy, ball,
puzzle, computer game,
marbles, spinning top.
A (car)
It’s my (car).
It is my (car).
I’ve got (one car).
I have got (one car).
There are (five cars).
Can I play please?
Yes, you can!
What is it?
Whose car is this?
How many (cars) have you
got?
How many (cars) are there?
Teddy bear, teddy bear
I’ve got a ball
Just like Jasper
(Nick Butterworth and Mick
Inkpen)
Not a box
(Antoinette Portis)

15
Suggestions for 5+ Syllabus
songs
Introduction
Me
Revisions:
girl, boy, teacher, student
happy, calm, sad, angry,
scared, surprised
one, two, three, four, five,
six, seven, eight, nine, ten
red, orange, yellow, green,
blue, purple, pink, black,
brown, white
hot, warm, cool, cold, rainy,
windy, cloudy, sunny,
stormy
New:
Monday, Tuesday,
Wednesday, Thursday,
Friday, Saturday, Sunday
Hello, my name’s …
Hello, my name is …
I’m a (girl).
I am a (girl).
I’m fine thank you.
I am fine thank you.
I’m (five).
I am (five).
I feel (happy).
Five
It’s (blue).
It is (blue).
It’s (sunny).
It is (sunny).
It’s (Monday).
It is (Monday).
Is it (blue)?
Yes, it is.
No, it isn’t.
No, it is not.
What is your name?
How are you?
How do you feel?
How old are you?
What’s your favourite colour?
What is your favourite colour?
What’s the weather like?
What is the weather like?
What day is it today?
Here we go round the
mulberry bush
One for sorrow
1, 2, 3 4, 5 once I caught a
fish alive
(Revisit favourite stories
from 4+)
Seven Blind Mice
(Ed Young)
1. My school playground, classroom,
field, dining room, toilet
playing, laughing, eating,
washing, jumping, writing,
reading
It’s the (dining room).
It is the (dining room).
In the (classroom).
I’m (playing).
I am (playing).
She’s (playing).
She is (playing).
He’s (playing).
He is (playing).
Where is it?
Where’s (Sarah)?
Where is (Sarah)?
What are you doing?
What’s (Sarah) doing?
What is (Sarah) doing?
Washing hands
Playing in the playground
Pete the Cat: Rocking in his
school shoes
(Eric Litwin & James Dean)

16
songs
2. My world
Domestic
animals
cat, dog, cow, rooster
chicken, goat, sheep, pig,
duck
tail, beak, feathers, fur
It’s a (cat).
It is a (cat).
It’s got (four legs and a tail).
It has got (four legs and a
tail).
It’s (black and white).
It is (black and white).
What is it?
What colour is it?
What’s it like?
What is it like?
Old Macdonald
Hey diddle diddle
Horsey horsey don’t you
stop
Bark George
(Jules Feiffer)
3. My food rice, prawns, fish, chicken,
beef, coconut, curry,
vegetables, fruit, bread,
milk
It’s (rice).
It is (rice).
I 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?
What’s your favourite food?
What is your favourite food?
Do you like (rice)?
Muffin man
Hot cross buns
The little red hen
(traditional)
4. My fruit apple, banana, orange,
papaya, watermelon,
pineapple, mango, guava,
starfruit
soft, hard, sweet, sour
It’s (a banana).
It is (a banana).
I like (bananas).
My favourite is (starfruit).
Yes, I do./ No, I don’t.
Yes, I do./ No, I do not.
It is (sour).
What is it?
What’s your favourite fruit?
What is your favourite fruit?
Do you like (mangoes)?
What’s it like?
What is it like?
I walked through the jungle
Apples and bananas
The very hungry caterpillar
(Eric Carle)
Handa’s surprise
(Eileen Browne)
5. My clothes headscarf, hat/cap, skirt,
dress, t-shirt, shirt,
trousers, shorts, sandals,
shoes, socks
It’s (a shirt).
It is (a shirt).
This is my (shirt).
It’s a (blue dress).
It is a (blue dress).
I’ve got a (red shirt).
I have got a (red shirt).
What is it?
Whose (shirt) is this?
What colour is it?
What have you got?
Put on …!
Take off …!
Diddle, diddle dumpling
1, 2 buckle your shoe
Bat, bat!
Caps for sale
(Traditional)
Blue hat, green hat
(Sandra Boynton)
Froggy gets dressed
(Jonathon London &Frank
Remkiewicz)

17
songs
6. My world
Wild animals
monkey, lizard, parrot,
elephant, tiger, leopard,
anteater, whale, bear,
crocodile
claws, teeth, big, small
It’s a (tiger).
It is a (tiger).
What is it?
It’s got (claws and teeth).
It has got (claws and teeth).
It’s (black and orange).
It is (black and orange).
What’s it like?
What is it like?
What colour is it?
Is it (big)?
Five little monkeys
An elephant walks like this
and that
Z is for Moose
(Kelly Bingham & Paul
Zelinsky)
Dear Zoo
(Rod Cambell)
Good Night Gorilla
(Peggy Rathmann)
7. My world
Malaysia
hill, mountain, lake, river,
ocean, forest, tree, rock,
sand, grass
up, down, in, on, near
What is it?
It’s a (mountain).
It is a (mountain).
(Near) the (mountain)
(In) the (ocean)
Where do we live?
Where do whales live?
I like the flowers
The bear went over the
mountain
She’ll be coming round the
mountain when she comes
We’re going on a bear hunt
(Michael Rosen & Helen
Oxenbury)

18
Additional topics for 5+
songs
8. Transport car, taxi, bus, plane, boat,
ship, lorry, bike, trishaw,
motorbike, van
air, water, land
fast, slow
By (car)
On land
In the (air)
It’s a slow bus.
It is a slow bus.
I like travelling by (boat).
How did you come to school
today?
How can we get to(the
mountains)
How do you like travelling?
The wheels on the bus
Row, row row your boat
The big ship sails…
Freight train
(Donald Crews)
We all go travelling by
(Sheena Roberts &
Siobhan Bell)
9. My town place of worship (church,
mosque, temple)shop,
garage, police station, post
office, square, café, park
It’s a café.
It is a café.
There’s a (park).
There is a (park).
There are three cafés.
Where is the (café)?
Over there!
Where is (Sarah)?
In the (shop)
Tell me about your town / city
How many (shops) are there?
Here’s the church
The Grocer’s shop
Five currant buns
Nana in the City
(Lauren Castillo)
10.Occupations teacher, nurse, doctor,
police officer, housewife,
shopkeeper, dancer,
soldier, chef/ baker
I want to be a (chef).
He’s a (doctor).
He is a (doctor).
She’s a (teacher).
She is a (teacher).
What does your (father) do?
What do you want to be when
you grow up?
Pat a cake, pat a cake
5 little monkeys jumping on
the bed!
Clothes line - clues to the
jobs people do
(Kathryn Leing& Andy R
Davis)

19
SCHEME OF WORK
PRESCHOOL 4+

21
SCHEME OF WORK: INTRODUCTION (4+)
TOPIC Introduction LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT
STANDARD(S)
LEARNING
STANDARD (S)
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
Listen, understand and
contexts
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
i) exchange greetings
iii) introduce oneself
Pre-lesson routines
Opening time
 Greetings
 [Introduce puppet]
 Register
 English today
(Puppet)
Class register
Time line images
Differentiate by outcome – allow
children to respond to the new
topic in different ways:
a) by miming only
b) by mouthing** the new
language
c) by repeating the new
language after or with you
Lesson development
ENCOUNTER
Circle time
 Pre-song activity
 Sing song
 Encounter activity 1
 Sing song (in groups boys, girls and
students)
1) Song: [a hello song]
2) Flashcards of boy, girl,
teacher, students
(instructions – stand up /
sit down)
Post-lesson routines
Closing time
 Reflecting on learning
 Sing song
Time line images
Goodbye 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

22
TOPIC Introduction LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
Pre-lesson routines
Opening time
 Greetings and a hello song
 Register
 English today
(Puppet)
Hello song
Class register
Time line images
a) by miming only
b) by mouthing the new
language
Lesson development
ENCOUNTER/ENGAGE
Circle time
 Remembering activity 1
 Pre-rhyme activity
 Sing / say rhyme
 Engage activity 1
 Counting boys and girls
1) Flashcards (boy, girl,
teacher, student)
2) Rhyme – Ring a ring o’
roses
3) Dice
Closing time
 Goodbye and song
Time line images
Goodbye song

23
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
ii) introduce oneself
iv) express feelings
v) answer simple
questions
Pre-lesson routines
Opening time
 Register
 English today
(Puppet)
Hello song
Class register
Time line images
Differentiate with support
a) Offering options, e.g.
Are you happy or surprised?
b) Say first letter sound, e.g. It’s
sss; It’s ccc
c) Prompt with mime
children to respond to the topic
in different ways:
a) by miming only
language
Lesson development
ENCOUNTER/ENGAGE
Circle time
 Sing / Say rhyme
 Encounter activity 1 (emotions)
1) Flashcards (boy, girl,
teacher, students)
2) Rhyme – Ring a ring o’
roses
3) Flashcards (happy,
sad, calm, angry, scared,
surprised)
Closing time
Time line images
Goodbye song

24
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
Pre-lesson routines
Opening time
 Register
 English today
(Puppet)
Hello song
Class register
Time line images
in different ways:
a) by miming only
language
sss; It’s ccc
c) Prompt with mime
Lesson development
ENCOUNTER/ENGAGE
Circle time
 Remembering activity 1 (emotions)
 Engage activity 1 (emotions)
1)Rhyme: Ring a ring o’
roses
2) Flashcards (emotions)
Closing time
Time line images
Goodbye song

25
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
LEARNING OUTLINE MATERIALS / REFERENCES
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 3.1
Develop prewriting skills
BI 3.2
Develop early writing
skills
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
BI 3.1.1
BI 3.1.2
BI 3.2.1
BI 3.2.2
BI 3.2.3
BI 3.2.4
Pre-lesson routines
Opening time
 Register
 English today
(Puppet)
Hello song
Class register
Time line images
sss; It’s ccc
c) Prompt with mime
in different ways:
a) by miming only
language
Differentiate by time
a) Allow child longer to finish
b) Set up activities for fast
finishers
Lesson development
ENGAGE
Circle time
(emotions)
 Set up table time
Table time
 Transition chant
 Manual activity
 Tidy up
 Show and tell
1) Rhyme: Ring a ring o’ roses
3) Worksheets (How do you feel
today?)
Closing time
Time line images
Goodbye song

26
TOPIC Introduction LESSON 6 MAIN SKILL(S) FOCUS: Reading 1
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.1
Show appropriate book
handling skills
BI 2.4
Develop interest in
reading independently
for information and
enjoyment
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.2.5
BI 1.3.1
v) answer simple
questions
BI 2.1.2
BI 2.4.1
Pre-lesson routines
Opening time
 Register
 English today
(Puppet)
Hello song
Class register
Time line images
Rhyme: Ring a ring o’ roses
sss; It’s ccc
c) Prompt with mime
Lesson development
ENGAGE
Circle time
 Story book pre-listening 1
 Story book reading
 Story book post listening 1
 Calm breathing activity
1) Story book (with a connection
to emotions)
3) Calm breathing activity
Closing time
Time line images
Goodbye song

27
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.2
Apply sounds of letters
to recognise words
BI 2.3
Demonstrate
understanding of a
form of print and digital
materials
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.2.5
BI 1.3.1
v) answer simple
questions
BI 2.2.1
BI 2.2.2
BI 2.2.3
BI 2.3.2
Pre-lesson routines
Opening time
 Register
 English today
(Puppet)
Hello song
Class register
Time line images
sss; It’s ccc
c) Prompt with mime
Lesson development
ENGAGE/EXPLOIT
Circle time
 Story book pre-listening
 Story book post listening
 Exploit 1
 Calm breathing activity
 Alphabet activity
to emotions)
3) Alphabet visuals
4) Word cards (topic +)
Closing time
Time line images
Goodbye song

28
TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.3
Demonstrate
understanding of a
materials
BI 3.1
Develop prewriting
skills
BI 3.2
skills
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.2.5
BI 1.3.1
v) answer simple
questions
BI 2.3.2
BI 3.1.1
BI 3.1.2
BI 3.2.1
BI 3.2.2
BI 3.2.3
BI 3.2.4
Pre-lesson routines
Opening time
 Register
 English today
(Puppet)
Hello song
Class register
Time line images
sss; It’s ccc
c) Prompt with mime
Differentiate by learning
preferences
a) What medium to use, (e.g.
crayon, paint, collage)
b) Which hand to draw around
(left or right)
finishers
Lesson development
EXPLOIT
Circle time
 Exploit activity 2
Table time
 Manual activity
 Tidy up
 Show and tell
1) Flashcards (happy, sad,
calm, angry, scared, surprised)
2) Worksheets (Take 5
breathing activity – copy the
emotion word they feel)
Closing time
Time line images
Goodbye song

29
SCHEME OF WORK: THE WEATHER (4+)
TOPIC My weather LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
Listen to and identify
sounds
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 1.1.1
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
Pre-lesson routines
Opening time
 Register
 Emotions routine
 Sing / say a favourite song /
rhyme
 English today
(Puppet)
Hello song
Class register
Emotions flashcards
Time line
a) by miming only
language
Lesson development
ENCOUNTER
Circle time
 Listen! What can you hear?
(with weather sounds)
 Pre-song activity:
 Sing a Song (I hear thunder)
1) Flashcards of weather
(Hot, rainy, windy, cloudy,
sunny, stormy - additional
images of thunder, lightning)
2) Sound files of rain, wind and
thunder
3) Song: I hear thunder
Closing time
Time line images
Goodbye song

30
TOPIC My weather LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
sounds
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 1.1.1
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
Pre-lesson routines
Opening time
 Register
 Song (I hear thunder)
 English today
(Puppet)
Hello song
Class register
Emotions flashcards
Song: I hear thunder
Time line
a) by miming only
language
Lesson development
ENGAGE
Circle time
sunny, stormy, warm, cool,
cold,)
Closing time
Time line images
Goodbye song

31
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
sounds
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 1.1.1
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
Pre-lesson routines
Opening time
 Register
 English today
(Puppet)
Hello song
Class register
Emotions flashcards
Song: I hear thunder Time line
Is it sunny or is it rainy?
sss; It’s rrr
c) Prompt with mime
in different ways:
a) by miming only
language
Lesson development
ENGAGE
Circle time
 Introduce weather routine
 Acting out ‘I hear thunder’
with child made sounds
sunny, stormy, warm, cool, cold)
2) A weather chart for the
weather routine
3) Objects to make sounds that
represent rain and thunder e.g.
rice in plastic containers, sheets
of card
4) Song: I hear thunder
Closing time
Time line images
Goodbye song

32
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
sounds
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 3.1
BI 3.2
skills
BI 1.1.1
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1.
v) answer simple
questions
BI 3.1.1
BI 3.1.2
BI 3.1.3
BI 3.2.1
BI 3.2.2
BI 3.2.3
BI 3.2.4
Pre-lesson routines
Opening time
 Register
 Weather routine
 English today
(Puppet)
Hello song
Class register
Emotions flashcards
Weather chart
Time line
in different ways:
a) by miming only
language
sss; It’s rrr
c) Prompt with mime
finishers
Lesson development
ENGAGE
Circle time
Table time
 Manual activity
 Tidy up
 Show and tell
2) Objects to make sounds for
song
3) Worksheets (sequencing ‘I
hear thunder’ song)
Closing time
Time line images
Goodbye song

33
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
sounds
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.1
handling skills
BI 2.2
Apply sounds of letters to
recognise words
BI 2.3
Demonstrate
understanding of a
materials
BI 2.4
Develop interest in
for information and
enjoyment
BI 1.1.1
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
BI 2.1.2
BI 2.2.1
BI 2.2.2
BI 2.2.3
BI 2.2.4
BI 2.3.1
BI 2.3.2
BI 2.4.1
Pre-lesson routines
Opening time
 Register
 Weather routine
 English today
(Puppet)
Hello song
Class register
Emotions flashcards
Weather chart
Objects to make sounds for
song
Time line
sss; It’s rrr
c) Prompt with mime
in different ways:
a) by miming only
language
Lesson development
ENGAGE
Circle time
to the weather)
Closing time
Time line images
Goodbye song

34
TOPIC My weather LESSON 6 MAIN SKILL(S) FOCUS: Reading 1
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
sounds
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.1
handling skills
BI 2.2
to recognise words
BI 2.3
Demonstrate
understanding of a
materials
BI 2.4
Develop interest in
for information and
enjoyment
BI 1.1.1
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
BI 2.1.2
BI 2.2.1
BI 2.2.2
BI 2.2.3
BI 2.2.4
BI 2.3.1
BI 2.3.2
BI 2.4.1
Pre-lesson routines
Opening time
 Register
 Weather routine
 English today
(Puppet)
Hello song
Class register
Emotions flashcards
Weather chart
song
Time line
sss; It’s rrr
c) Prompt with mime
Lesson development
ENGAGE/EXPLOIT
Circle time
 Pre- song activity
 Sing a song
 Exploit 1
1) Song: Ten little rain clouds
2) Number flashcards 1-10
to the weather)
3) Weather flashcards
Closing time
Time line images
Goodbye song

35
TOPIC My weather LESSON 7 MAIN SKILL(S) FOCUS: Reading 2
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.2
to recognise words
BI 2.3
Demonstrate
understanding of a
materials
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.2.5
BI 1.3.1
v) answer simple
questions
BI 2.2.1
BI 2.2.2.
BI 2.2.3
BI 2.2.4
BI 2.3.2
Pre-lesson routines
Opening time
 Register
 Weather routine
 English today
(Puppet)
Hello song
Class register
Emotions flashcards
Weather chart
song
Time line
sss; It’s rrr
c) Prompt with mime
Lesson development
EXPLOIT
Circle time
 Sing a song
 Counting activity - clouds and
rain drops
1) Song: Ten little rain clouds
2) Flashcards of numbers 1 -10
3) 55 card rain drops
4) Flashcards (weather)
3) Alphabet visuals
Closing time
Time line images
Goodbye song

36
TOPIC My weather LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.3
Demonstrate
understanding of a
materials
BI 3.1
Develop prewriting
skills
BI 3.2
skills
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
BI 2.3.2
BI 3.1.1
BI 3.1.2
BI 3.1.3
BI 3.2.1
BI 3.2.2
BI 3.2.3
BI 3.2.4
Pre-lesson routines
Opening time
 Register
 Weather routine
 One little rain cloud song
 English today
(Puppet)
Hello song
Class register
Emotions flashcards
Weather chart
Ten rain clouds
Time line
sss; It’s rrr
c) Prompt with mime
preferences
a) What medium to use, e.g.
crayon, paint, collage
finishers
Lesson development
EXPLOIT
Circle time
Table time
 Manual activity
 Tidy up
 Show and tell
2) Worksheets (My weather –
children draw their favourite
weather and copy the weather
word)
Closing time
Time line images
Goodbye song

37
SCHEME OF WORK: MY COLOURS (4+)
PRESCHOOL TEACHERS TO CREATE OWN LESSON CONTENT
TOPIC My colours LESSONS 1 - 8 MAIN SKILL(S) FOCUS:
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS

38
LESSON: MY CLASSROOM (4+)
TOPIC My classroom LESSONS 1 - 8 MAIN SKILL(S) FOCUS:
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS

39
SCHEME OF WORK: MY FAMILY (4+)
TOPIC My family LESSONS 1 - 8 MAIN SKILL(S) FOCUS:
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS

40
SCHEME OF WORK: MY FACE (4+)
TOPIC My face LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT STANDARD
(S)
LEARNING
STANDARD (S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
Pre-lesson routines
Opening time
 Register
 Weather routine
rhyme
 English today
(Puppet)
Hello song
Class register
Song / rhyme
Time line images
a) by miming only
language
Lesson development
ENCOUNTER
Circle time
 Encounter activity 2 (in pairs)
 Say a rhyme
1) Flashcards
(Hair, face, ears, nose, eyes,
mouth)
2) Rhyme: Two little ears
Closing time
Time line images
Goodbye song

41
TOPIC My face LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Rhyme: Two little ears
Time line images
a) by miming only
language
Lesson development
ENGAGE
Circle time
 Engage activity 4 (in pairs)
1) Flashcards
(Hair, face, ears, nose, eyes,
mouth) OR
1) for activity 1 and 2: Drawing
of a face on the board with parts
erased.
Closing time
Time line images
Goodbye song

42
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Rhyme: Two little ears
Time line images
Is her hair long or short?
lll; It’s sss
c) Prompt with mime
in different ways:
a) by miming only
language
Lesson development
ENGAGE
Circle time
 Who is it?
1) Flashcards (Hair, face, ears,
nose, eyes, mouth)
2) Flashcards (long hair, short
hair, blue, green, brown, black)
3) Chalk or hoops for making
sets
Closing time
Time line images
Goodbye song

43
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 3.1
BI 3.2
skills
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
iii) show appreciation
v) answer simple
questions
BI 3.1.1
BI 3.1.2
BI 3.1.3
BI 3.2.1
BI 3.2.2
BI 3.2.3
BI 3.2.4
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Time line images
Rhyme: Two little eyes
in different ways:
a) by miming only
language
Is it a nose or is it a mouth?
nnn; It’s mmm
c) Prompt with mime
finishers
Lesson development
ENGAGE
Circle time
Table time
 Manual activity
 Tidy up
 Show and tell
1) Flashcards (Hair, face, ears,
nose, eyes, mouth, long, short)
2) Chalk or hoops for making
sets
3) Worksheets (My face)
Closing time
Time line images
Goodbye song

44
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.1
handling skills
BI 2.2
recognise words
BI 2.3
Demonstrate
understanding of a
materials
BI 2.4
Develop interest in
for information and
enjoyment
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
BI 2.1.2
BI 2.2.1
BI 2.2.2
BI 2.2.3
BI 2.2.4
BI 2.3.1
BI 2.3.2
BI 2.4.1
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Time line images
nnn; It’s mmm
c) Prompt with mime
in different ways:
a) by miming only
language
Lesson development
ENGAGE
Circle time
1) Story book (topic related /
diversity)
2) Flashcards (children from
different countries)
Closing time
Time line images
Goodbye song

45
TOPIC My face LESSON 6 MAIN SKILL(S) FOCUS: Reading 1
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.1
handling skills
BI 2.2
to recognise words
BI 2.3
Demonstrate
understanding of a
materials
BI 2.4
Develop interest in
for information and
enjoyment
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
BI 2.1.2
BI 2.2.1
BI 2.2.2
BI 2.2.3
BI 2.2.4
BI 2.3.1
BI 2.3.2
BI 2.4.1
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Time line images
nnn; It’s mmm
c) Prompt with mime
Lesson development
ENGAGE/EXPLOIT
Circle time
 Sing a song
 Exploit 1
1) Song; I like the me I see
diversity)
Closing time
Time line images
Goodbye song

46
TOPIC My face LESSON 7 MAIN SKILL(S) FOCUS: Reading 2
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.3
Demonstrate
understanding of a
materials
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
BI 2.3.2
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Rhyme: two little eyes
Time line images
nnn; It’s mmm
c) Prompt with mime
Lesson development
EXPLOIT
Circle time
 Sing a song
1) Song: I like the me I see
3) Flashcards (Face)
3) Alphabet visuals
Closing time
Time line images
Goodbye song

47
TOPIC My face LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.3
Demonstrate
understanding of a
materials
BI 3.1
Develop prewriting
skills
BI 3.2
skills
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
BI 2.3.2
BI 3.1.1
BI 3.1.2
BI 3.1.3
BI 3.2.1
BI 3.2.2
BI 3.2.3
BI 3.2.4
Pre-lesson routines
Opening time
 Register
 Weather routine
 English today
(Puppet)
Hello song
Class register
Weather chart
Song: The five senses
Time line images
nnn; It’s mmm
c) Prompt with mime
preferences
finishers
Lesson development
EXPLOIT
Circle time
 Sing a song
 Post-song activity
Table time
 Manual activity
 Tidy up
 Show and tell
1) Song: I like the me I see
2) Worksheets (I like the me I
see)
Closing time
Time line images
Goodbye song

48
SCHEME OF WORK: MY BODY (4+)
TOPIC My colours LESSONS 1 - 8 MAIN SKILL(S) FOCUS:
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS

49
SCHEME OF WORK: MY TOYS (4+)
TOPIC My toys LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
Pre-lesson routines
Opening time
 Register
 Weather routine
rhyme
 English today
(Puppet)
Hello song
Class register
Song / rhyme
Time line images
a) by miming only
language
Lesson development
ENCOUNTER
Circle time
 Say a rhyme
1) Flashcards or realia (six toys)
2) Rhyme: Teddy bear, teddy
bear
Closing time
Time line images
Goodbye song

50
TOPIC My toys LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Rhyme: Teddy bear, teddy bear
Time line images
a) by miming only
language
Lesson development
ENGAGE
Circle time
1) Flashcards or realia (six toys)
Closing time
Time line images
Goodbye song

51
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Time line images
Is it a train or is it a car?
b) Say first letter sound(s,) e.g.
It’s a ccc; It’s a trtrtr
c) Prompt with mime
in different ways:
a) by miming only
language
Lesson development
ENGAGE
Circle time
 Sing a song
1) Flashcards or realia (all toys)
2) Song: I’ve got a ball.
Closing time
Time line images
Goodbye song

52
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 3.1
BI 3.2
skills
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
BI 3.1.1
BI 3.1.2
BI 3.1.3
BI 3.2.1
BI 3.2.2
BI 3.2.3
BI 3.2.4
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Time line images
in different ways:
a) by miming only
language
b) Say first letter sound(s,) e.g.
c) Prompt with mime
finishers
Lesson development
ENGAGE
Circle time
 Sing a song
Table time
 Manual activity
 Tidy up
 Show and tell
1) Flashcards or realia (toys)
3) Worksheets (My favourite
toy)
Closing time
Time line images
Goodbye song

53
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.1
handling skills
BI 2.2
recognise words
BI 2.3
Demonstrate
understanding of a
materials
BI 2.4
Develop interest in
for information and
enjoyment
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
BI 2.1.2
BI 2.2.1
BI 2.2.2
BI 2.2.3
BI 2.2.4
BI 2.3.1
BI 2.3.2
BI 2.4.1
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Time line images
b) Say first letter sound(s), e.g.
c) Prompt with mime
in different ways:
a) by miming only
language
Lesson development
ENGAGE
Circle time
 Sing a song
toys)
Closing time
Time line images
Goodbye song

54
TOPIC My toys LESSON 6 MAIN SKILL(S) FOCUS: Reading 1
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.1
handling skills
BI 2.2
to recognise words
BI 2.3
Demonstrate
understanding of a
materials
BI 2.4
Develop interest in
for information and
enjoyment
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
BI 2.1.2
BI 2.2.1
BI 2.2.2
BI 2.2.3
BI 2.2.4
BI 2.3.1
BI 2.3.2
BI 2.4.1
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Time line images
c) Prompt with mime
Lesson development
ENGAGE/EXPLOIT
Circle time
 Sing a song
 Engage activity 3 (word and
image)
1) Song; I’ve got a ball
toys)
4) Word cards (toys)
Closing time
Time line images
Goodbye song

55
TOPIC My toys LESSON 7 MAIN SKILL(S) FOCUS: Reading 2
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.3
Demonstrate
understanding of a
materials
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
BI 2.3.2
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Time line images
c) Prompt with mime
Lesson development
EXPLOIT
Circle time
 Sing a song
 Exploit activity 4 (words and
pictures)
1) Song: I’ve got a ball
3) Alphabet visuals
Closing time
Time line images
Goodbye song

56
TOPIC My toys LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
CONTENT
STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.3
Demonstrate
understanding of a
materials
BI 3.1
Develop prewriting
skills
BI 3.2
skills
BI 1.2.1
BI 1.2.2
BI 1.2.3
BI 1.2.4
BI 1.3.1
v) answer simple
questions
BI 2.3.2
BI 3.1.1
BI 3.1.2
BI 3.1.3
BI 3.2.1
BI 3.2.2
BI 3.2.3
BI 3.2.4
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Time line images
c) Prompt with mime
preferences
finishers
Lesson development
EXPLOIT
Circle time
 Sing a song
 Exploit activity 2 (words and
pictures)
Table time
 Manual activity
 Tidy up
 Show and tell
1) Song: I’ve got a ball
2) Flashcards or realia
4) Worksheets (toys mini-book)
Closing time
Time line images
Goodbye song

57
SCHEME OF WORK
PRESCHOOL 5+

59
SCHEME OF WORK: INTRODUCTION (5+)
TOPIC Introduction LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT STANDARD (S)
LEARNING
STANDARD (S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
Listen to and identify sounds
BI 1.2
Listen and respond
appropriately
BI 1.3
respond in a variety of contexts
BI 1.1.2
(ii) voice
sounds
(iii) rhythm and
rhyme
(iv) alliteration
BI 1.1.3
BI 1.2.6
BI 1.3.2
BI 1.3.3
BI 1.3.4
Pre-lesson routines
Opening time
 Register
 Weather routine
rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Song / rhyme
Time line images
a) by miming only
b) by mouthing*** the new
language
Lesson development
ENCOUNTER
Circle time
1. Encounter activity 1
4. Pre-rhyme activity
5. Say a rhyme
1) Flashcards (week days)**
2) ASL signs for week days
3) Rhyme: Days of the week
Closing time
Time line images
Goodbye song
** 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

60
CONTENT STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
BI 1.2
Listen and respond
appropriately
BI 1.3
BI 1.1.2
(ii) voice
sounds
(iii) rhythm and
rhyme
(iv) alliteration
BI 1.1.3
BI 1.2.6
BI 1.3.2
BI 1.3.3
BI 1.3.4
Pre-lesson routines
Opening time
 Register
 Weather routine
rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Song / rhyme
Time line images
a) by miming only
language
Lesson development
ENGAGE
Circle time
 Sing a song
1) Flashcards (week days)*
2) ASL signs for week days
3) Rhyme: Days of the week
4) Song: One for sorrow
5) Flashcards (One for sorrow
images)
Closing time
Time line images
Goodbye song

61
CONTENT STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
BI 1.2
Listen and respond
appropriately
BI 1.3
BI 1.1.2
(ii) voice
sounds
(iii) rhythm and
rhyme
(iv) alliteration
BI 1.1.3
BI 1.2.6
BI 1.3.2
BI 1.3.3
BI 1.3.4
Pre-lesson routines
Opening time
 Register
 Weather routine
 Days of the week routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Rhyme: Days of the week
Time line images
sss; It’s www
c) Prompt with mime
in different ways:
a) by miming only
language
Lesson development
ENGAGE
Circle time
 Encounter 3
 Engage activity 3 (colour
flashcards + week days)
 Sing a song
 Sequence song images
 Engage activity 8 (numbers,
colours, emotions)
1) Flashcards (week days /
colours)
images)
4) Flashcards (colours / number
/ emotions)
Closing time
Time line images
Goodbye song

62
CONTENT STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
BI 1.2
Listen and respond
appropriately
BI 1.3
BI 2.2
recognise words
BI 2.3
Demonstrate understanding of a
variety of texts in the form of print
and digital materials
BI 3.1
BI 3.2
Develop early writing skills
BI 1.1.2
(ii) voice
sounds
(iii) rhythm and
rhyme
(iv) alliteration
BI 1.1.3
BI 1.2.6
BI 1.3.2
BI 1.3.3
BI 1.3.4
BI 2.2.5
BI 2.3.3
(BI 3.1
+4 standards)
BI 3.2.1
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Time line images
sss; It’s www
c) Prompt with mime
a) Offering options e.g.
b) Say first letter sound(s) e.g.
c) Prompt with mime
finishers
Lesson development
ENGAGE
Circle time
 Sing a song images
 Sequence song
Table time
 Manual activity
 Tidy up
 Show and tell
1) Flashcards (days of the
week)
images)
3) Worksheets (One for sorrow)
Closing time
Time line images
Goodbye song

63
CONTENT STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
BI 1.2
Listen and respond
appropriately
BI 1.3
BI 2.1
Show appropriate book handling
skills
BI 2.2
recognise words
BI 2.3
BI 2.4
Develop interest in reading
independently for information and
enjoyment
BI 1.1.2
(ii) voice
sounds
(iii) rhythm and
rhyme
(iv) alliteration
BI 1.1.3
BI 1.2.6
BI 1.3.2
BI 1.3.3
BI 1.3.4
BI 2.1.1
BI 2.1.2
BI 2.1.3
BI 2.2.5
BI 2.3.3
(BI 2.4
+4 standards)
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Time line images
sss; It’s www
c) Prompt with mime
in different ways:
a) by miming only
language
Lesson development
ENGAGE
Circle time
 Sing a song
 Sequence song images
 Engage activity 7 (colours)
images)
3) Story book (Seven Blind
Mice)**
4) Flashcards (colours)
Closing time
Time line images
Goodbye song
** A story that revises colours / numbers / emotions.

64
CONTENT STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
BI 1.2
Listen and respond appropriately
BI 1.3
Listen, understand and respond in
a variety of contexts
BI 2.1
handling skills
BI 2.2
recognise words
BI 2.3
Demonstrate understanding of
a variety of texts in the form of
print and digital materials
BI 2.4
independently for information
and enjoyment
BI 1.1.2
(ii) voice sounds
(iii) rhythm and
rhyme
(iv) alliteration
BI 1.1.3
BI 1.2.6
BI 1.3.2
BI 1.3.3
BI 1.3.4
BI 2.1.1
BI 2.1.2
BI 2.1.3
BI 2.2.5
BI 2.3.3
(BI 2.4
+4 standards)
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Time line images
sss; It’s www
c) Prompt with mime
Lesson development
ENGAGE/EXPLOIT
Circle time
 Sing a song
 Engage / exploit activities
(related or not to the story)
2) Story book (Seven Blind
Mice)*
3) Flashcards OR Story book
resources
Closing time
Time line images
Goodbye song

65
CONTENT STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
BI 1.2
BI 1.3
BI 2.2
recognise words
BI 2.3
BI 1.1.2
(ii) voice sounds
(iii) rhythm and
rhyme
(iv) alliteration
BI 1.1.3
BI 1.2.6
BI 1.3.2
BI 1.3.3
BI 1.3.4
BI 2.2.5
BI 2.3.3
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Time line images
sss; It’s www
c) Prompt with mime
Lesson development
EXPLOIT
Circle time
 Sing a song
 Sing a song
 Sounds activity (topic related
or story related)
2) Alphabet visuals
3) Song: Alphabet song
4) Flashcards (intro topics)
5) Word cards (intro topics)
6) Letter cards
Closing time
Time line images
Goodbye song

66
TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
CONTENT STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
BI 1.2
BI 1.3
BI 2.2
recognise words
BI 2.3
BI 3.1
BI 3.2
BI 1.1.2
(ii) voice sounds
(iii) rhythm and
rhyme
(iv) alliteration
BI 1.1.3
BI 1.2.6
BI 1.3.2
BI 1.3.3
BI 1.3.4
BI 2.2.5
BI 2.3.3
(BI 3.1
+4 standards)
BI 3.2.1
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
Time line images
sss; It’s www
c) Prompt with mime
preferences
a) What medium to use, (e.g.
crayon, paint, collage)
finishers
Lesson development
EXPLOIT
Circle time
 Sing a song
Table time
 Manual activity
 Tidy up
 Show and tell
1) Song: One for sorrow /
Alphabet song
2) Flashcards (intro topics)
3) Worksheets (My favourite
things OR something related to
the story)
Closing time
Time line images
Goodbye song

67
SCHEME OF WORK: MY SCHOOL (5+)
TOPIC My School LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT STANDARD (S)
LEARNING
STANDARD (S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
BI 1.2
Listen and respond
appropriately
BI 1.3
BI 1.1.2
(ii) voice
sounds
(iii) rhythm and
rhyme
(iv) alliteration
BI 1.1.3
BI 1.2.6
BI 1.3.2
BI 1.3.3
BI 1.3.4
Pre-lesson routines
Opening time
 Register
 Weather routine
rhyme
 English today
(Puppet)
Hello song
Class register
Song / rhyme
Time line images
a) by miming only
language
Lesson development
ENCOUNTER
Circle time
 Encounter activity 3**
 Say a rhyme
1) Flashcards (school places)
2) Rhyme: Wash, wash, wash
your hands
Closing time
Time line images
Goodbye song
**Associate actions like playing, reading and writing, eating, washing hands and jumping to aid the memorisation of the actions in this topic.
PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE

68
TOPIC My School LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1
CONTENT STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
BI 1.2
Listen and respond
appropriately
BI 1.3
BI 1.1.2
(ii) voice
sounds
(iii) rhythm and
rhyme
(iv) alliteration
BI 1.1.3
BI 1.2.6
BI 1.3.2
BI 1.3.3
BI 1.3.4
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Rhyme: Wash, wash, wash your
hands
Time line images
a) by miming only
language
Lesson development
ENGAGE
Circle time
 Engage activity 4 (use Where
is ...)
1) Flashcards (school places)
Closing time
Time line images
Goodbye song

69
CONTENT STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
sounds
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 1.1.2
(ii) voice sounds
(iii) rhythm and
rhyme
(iv) alliteration
BI 1.1.3
BI 1.2.6
BI 1.3.2
BI 1.3.3
BI 1.3.4
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
hands
Time line images
sss; It’s www
c) Prompt with mime
in different ways:
a) by miming only
language
Lesson development
ENGAGE
Circle time
 Encounter 3
 Engage activity 3 (room +
action)
 Sing a song
1) Flashcards (school spaces
and actions)
2) Song: Playing in the
playground
Closing time
Time line images
Goodbye song

70
CONTENT STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
sounds
BI 1.2
Listen and respond
appropriately
BI 1.3
contexts
BI 2.2
recognise words
BI 2.3
BI 3.1
BI 3.2
BI 1.1.2
(ii) voice sounds
(iii) rhythm and
rhyme
(iv) alliteration
BI 1.1.3
BI 1.2.6
BI 1.3.2
BI 1.3.3
BI 1.3.4
BI 2.2.5
BI 2.3.3
(BI 3.1
+4 standards)
BI 3.2.1
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
hands
Time line images
in different ways:
a) by miming only
language
sss; It’s www
c) Prompt with mime
finishers
Lesson development
ENGAGE
Circle time
 Sing a song
Table time
 Manual activity
 Tidy up
 Show and tell
1) Flashcards (school spaces)
playground
3) Worksheets (My school)
Closing time
Time line images
Goodbye song

71
CONTENT STANDARD(S)
LEARNING
STANDARD(S)
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
BI 1.1
BI 1.2
Listen and respond
appropriately
BI 1.3
BI 2.1
Show appropriate book handling
skills
BI 2.2
recognise words
BI 2.3
BI 2.4
independently for information and
enjoyment
BI 1.1.2
(ii) voice
sounds
(iii) rhythm and
rhyme
(iv) alliteration
BI 1.1.3
BI 1.2.6
BI 1.3.2
BI 1.3.3
BI 1.3.4
BI 2.1.1
BI 2.1.2
BI 2.1.3
BI 2.2.5
BI 2.3.3
(BI 2.4
+4 standards)
Pre-lesson routines
Opening time
 Register
 Weather routine
 Say a rhyme
 English today
(Puppet)
Hello song
Class register
Weather chart
hands
Time line images
sss; It’s www
c) Prompt with mime
children to respond to thetopic
in different ways:
a) by miming only
language
Lesson development
ENGAGE
Circle time
 Sing a song
 Engage activity 6 (school
spaces / actions)
playground
school / actions)
3) Flashcards (school space
and actions)
Closing time
Time line images
Goodbye song

KIT CEFR PRASEKOLAH.pdf

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to KIT CEFR PRASEKOLAH.pdf

Similar to KIT CEFR PRASEKOLAH.pdf (20)

Recently uploaded

Recently uploaded (20)

KIT CEFR PRASEKOLAH.pdf