Year 1 Unit 1 Myself and my school

Vocabulary to be learned and revised (new words in bold italic type)

Nouns Myself finger nose head arm knee hand ears leg hair toe feet mouth face teeth eye shoulde r girl boy name tooth cheek chin tummy elbow tongue eyebro w foot

Nouns My home ceiling floor box bag towel shampoo toothpast e soap comb friend bike television football clock lights duster home cloth My school school classroom toilet canteen staffroom library office hall

Nouns teacher children mat pencil case pen sharpene r pencil ruler rubber crayon book colour song cupboard table wall shelf chair door window desk bin shoe shape fan field glue scissors

Nouns paintbrus h whiteboa rd homewor k assembly break

---------------------

Verbs wash brush like can jump play go show walk tiptoe run do

Verbs draw rub out sharpen underlin e paint dance sing sit stand see pray eat make watch went cut start use get up

Other high(er) low(er) fat(ter) thin(ner) more many long(er) short(er) tall(er) big(ger) little small(er/ est) few (er/est) soft(er) loud(er) softly loudly old young first next then before after at oclock half past -------------

Other mine yours his hers ------------nothing left as many as --------------up down to across in on under with around -------------different same like empty altogeth er which most last from

1-50 1st 31st colours time morning noon

afternoon hop evening night breakfast lunch dinner days

months of year

point

birthday -------------prayers Maghrib Isyak Subuh Zohor Asar

Day and weather Make a child day/weather monitor for a week. It is their job to ask each day,

Myself - Description cube Preparation: stick 6 pictorial clues onto the 6 faces of a cube to elicit a question/statement: two eyes (name), house (where live), number (age), smiley face (likes), sad face (dislikes), hat (wearing) 2

What day is it today? Expect the children to respond, Today is Monday. What is the weather today? Expect the children to say It is raining.

Using the description cube Start each lesson with about four rolls of the description cube. When the cube stops, the whole class asks the question, e .g. What is your name? Each child then answers the question for themselves in unison. Then show a face of the cube to one child and ask him, Tell us about yourself, then another face and finally a third face so he says three things about himself. Using the cube, ask three children each day to talk about themselves.

Sentence structures
Instructions First/then put the green pen in the bag. Draw a yellow triangle on the arm. Count back from 20. Start/stop when the music starts/stops. Hop like this etc. Draw a red square on one foot. Routine questions and statements What time is it? It is six oclock. When do you get up/go to school/have snack? I get up at 6 oclock in the morning. Whose birthday is in March? When is your birthday? Is your birthday in May? My birthday is on March 29th. Can you make a triangle? I can make a triangle. When do you pray the Subuh prayer? In the morning we pray the Subuh prayer. How do you draw? I draw with my pencil like this. What can you do with your pen? I can(t) write with my pen. We (dont) use our pens to write.

Descriptive questions and statements Whats your name? My name is Siti. How old are you? I am six. I can jump. I (dont) like playing. My friends name is Amri. What does Lina have in her bag? This bag is empty. There is nothing left in the bag. I have more leaves than puppet. Who has fewer leaves than puppet? Which one is yours? That one is mine. What can you see? I can see . . . . Which part of Jamils body is this? This is Jamils chin The rubber is shorter than the pencil. Who has fewer pencils than puppet? Who has the fewest pencils? How many pens and pencils are there

Past tense questions and statements Using action verbs I went to school one morning I hopped like this I went to school one morning. I hopped like this. First he jumped to the door. Then he tiptoed to the window.

altogether? There are 7 pens and pencils altogether. Who has the most? Who is before Mahadi. It is longer than the rubber and thinner than the marker pen. Which one is it? How is Mimi the same as Fifi? Mimis arms are the same as Fifis arms. Their arms are the same. How are their arms the same?

(Words in bold italics can be substituted

with other words from the childrens known vocabulary from PRA and Year 1.)

Week by Week Overview KEY: Books

Week 1
Maths: Recognise numbers 0-10 Science: Body parts

Role play
Week 2
Maths: Recognise numbers 0-20 Science: Body parts

Songs
Week 3
Maths: Compare and order numbers 0-20 Science: Body parts

Games
Week 4
Maths: Number bonds Science: Five senses and functions

Week 5
Maths: Comparatives Science: Five senses and functions

ACTIVITIES: VOCABULARY and SENTENCE STRUCTURES

Teacher puppet: Linas bag

Linas bag is empty. There is nothing (left) in her bag.

Teacher puppetColoured pencils

How many pens and pencils are there altogether? Who has the most?

Teacher puppet-New body vocab

This is my chin. Which part of Jamils body is this?

Teacher puppetColoured pencils

How many pens and pencils are there altogether? Who has the most?

Teacher puppetDiscussing birthdays

Whose birthday is in March?

Teacher puppet More and fewer

I have more rulers than puppet. Who has fewer rulers than puppet?

Teacher puppet More and fewer

I have more rulers than puppet. Who has fewer rulers than puppet?

Teacher puppet When

When do we pray the Subuh prayer? In the morning we pray the Subuh prayer.

Teacher puppet Report action

Reporting: first, then

Teacher puppet - More and most

Does Jumat have more rulers than puppet? Who has the most rulers?

Teacher puppet: Which bag is yours?

Which bag is yours? That one is mine.

Teacher puppet- New body vocab (*)

This is my chin. Which part of Jamils body is this?

Teacher puppet With

What can you do with your pen? I can write with my pen.

Teacher puppet -Show us how you draw

How do you draw? I draw with my pencil like this.

Teacher puppet -Show us how you draw

How do you draw? I draw with my pencil like this.

Heads, shoulders
Hair, eyebrows

Teacher puppet With

What can you do with your pen? I can write with my pen.

Teacher puppet Yes/no game

Can/Do we use our rubbers to draw? We cant/dont use our rubbers to draw.

Teacher puppet Yes/no game

Can/Do we use our rubbers to draw? We cant/dont use our rubbers to draw.

Teacher puppet When

When do we pray the Subuh prayer? In the morning we pray the Subuh prayer.

I went to school

Crocodile,

Days of the

Heads,

I went to school

one morning
I hopped like this.

crocodile
Turn around

week Ten green bottles

Numbers back from 10

shoulders
Hair, eyebrows

one morning
I hopped like this

Ten green bottles

Numbers back from 10

Heads, shoulders
Hair, eyebrows etc

Months of year

Months of year

Colouring shapes
Colour the first square yellow.

I went to school one morning

I hopped like this.

Walking through the jungle

What can you see?

This is the way We wash our hands Birthday balloons

Whose birthday is in March?

Walking through the jungle

What can you see?

Exercise time
Hop like this.

First and then game

First/then put the green pen in the bag.

Exercise time (*)

Hop like this

Order game 1 (*)

1st 31st

First and then game

First/then put the green pen in the bag. Start/stop when the music starts/stops. What is this? (body part)

Numbered box search

Numbers to 50

Numbered box search

Numbers to 50

Comparing
Which pencil is the longest?

Same as/different
How is Mimi the same as Fifi?

Pass the ball 1

Pass the ball 1

Start/stop when the music starts/stops. What is this? (body part)

Pass the ball 2

My name is Amri. I am 6 years old. My friends name is Amri.

Numbered box search (*)

Numbers to 50

What time is it Mr Crocodile?

One oclock/ Dinner time.

Note: This overview applies if the mathematics and science topics above are covered in the same weeks. Please communicate with the content teachers on a regular basis as some activities may have to be reorganised to suit the learning needs of the students.

Week 6
Maths: Skip count in 2s Science: Five senses and functions

Week 7
Maths: Ordinal numbers 1st -10th Science: Five senses and functions

Week 8 - SBA
Maths: Addition 020 Science: Five senses and functions

Week 9
Maths: Addition 020 Science: Ways we are similar

Week 10
Maths: Addition 020 Science: Ways we are different

Puppet to puppet My birthday

Is your birthday in May? When is your birthday? My birthday is on March 2nd.

Puppet to puppet My birthday

Is your birthday in May? When is your birthday? My birthday is on March 2nd.

SBA assessment listening task

1st -10th shapes colours

Teacher puppetColoured pencils

How many pens and pencils are there altogether? Who has the most?

Teacher puppet Report action

Reporting: first, then

Teacher puppet: Which bag is yours?

Which bag is yours? That one is mine.

Teacher puppet - Telling the time 1

What time is it? It is one oclock.

SBA assessment speaking task

What can you do with your pen? I can write with my pen.

Teacher puppet - Telling the time 2

What time is it? It is half past/ one oclock.

Teacher puppet - More and most

Does Jumat have more rulers than puppet? Who has the most rulers?

Teacher puppet: Linas bag (*)

Linas bag is empty. There is nothing (left) in her

Months of year

SBA assessment writing task

What time is it? It is one oclock.

Days of the week

Teacher puppet - Telling the time 2

What time is it? It is half past/ one oclock.

ACTIVITIES: VOCABULARY and SENTENCE STRUCTURES

bag.

Days of the week

Shapes This is a square

SBA assessment reading task

This This This This is is is is my my my my chin neck hand leg

Ten green bottles

Numbers back from 10

Teacher puppet With

What can you do with your pen? I can write with my pen.

Square shape song

This is a triangle

Teacher puppet - Telling the time 1

What time is it? It is one oclock.

Walking through the jungle

What can you see?

What shape is this?

This is a triangle Before and after

Aiman is before/after Mizan. Colouring shapes Colour the first square yellow

Comparing
Which pencil is the longest?

Months of year

Order game 1
1st 31st

Months of year

First and then game

First/then put the green pen in the bag. Draw a red square on one foot.

Shapes
This is a square

Quiet time
Draw a red square on one foot.

Crocodile, crocodile
Turn around.

Quiet time

Square shape song

Routines (*)
When do you get up? I get up at 6 oclock.

Order game 2 (*)

1st 31st

Order game 2
1st 31st

Order game 1
1st 31st

Routines
When do you get up? I get up at 6 oclock.

Same as different
How is Mimi the same as Fifi? How is Mimi different from Fifi? Adjectives to describe objects

Same as different
How is Mimi the same as Fifi? How is Mimi different from Fifi? Can you make a triangle?

What time is it Mr Crocodile?

One oclock/ Dinner time

Routines (*)
When do you get up? I get up at 6 oclock

Same as different
How is Mimi the same as Fifi? How is Mimi different from Fifi?

Which one

String shapes

Note:

- Activities that have an asterisk (*) denote an optional written language activity. - Instructions for Week 8 SBA project work can be located on page 15.

Instructions for activities

Role play
Teacher puppet Coloured pencils Curriculum link: mathematics Purpose: to use the words altogether, most and fewest. 1. Have different numbers of coloured pencils sorted into colours, 3 blue, 5 red, 2 yellow, 4 black etc. 2. Give the red pencils to one child, the blue to another and so on. Teacher puppet: Discussing birthdays Curriculum link: mathematics Purpose: to allow children to discuss the graph within the structures: Is your birthday in May? When is your birthday? My birthday is in April. 1. Teacher asks puppet, Hi puppet, is your birthday in May? 2. Puppet pretends to think and answers, No. 3. Teacher asks, When is your birthday?

3. Ask the children to count their pencils rest of class helping. 4. Ask the children with the red and yellow pencils to stand together 5. Ask How many red and yellow pencils are there altogether? 6. Pair up other colours and ask the same question. 7. Now ask the child with 2 pencils to stand out, the child with three pencils to stand next to him and so on. 8. Ask Who has the most pencils? 9. Ask Who has the fewest pencils? 10. Take the pencils in and then hand them out to different children and repeat.

4. Puppet answers, My birthday is in March. 5. Teacher asks the children, Is your birthday in May? 6. Expect children to answer Yes and No. 7. Teacher asks a child with a no answer, When is your birthday? 8. Expect the child to answer, My birthday is in _______ (his/her own birthday). 9. Repeat No. 5 to 8 with a few more children. 10. Ask the children to do the activity with their partner.

Teacher puppet Linas bag Curriculum link: mathematics Purpose: to practise the classroom vocabulary within structures What does Lina have in her bag. She has a big book and learn Linas bag is empty. There is nothing in her bag. There is nothing left. 1. 2. 3. 4. 5. 6. 7. 8. Children sitting at desks. Ask a child to come to the front with their school bag and put it on teachers table. Ask puppet What does Lina have in her bag? Ask child to take one item from bag. Puppet says She has a big book. Ask children What does Lina have in her bag? Expect the answer She has a big book. Ask the child to continue taking out items from the bag and each time ask the children What does Lina have in her bag? until the bag is empty. 9. Puppet says Linas bag is empty. 10. Teacher holds up the childs bag and says Is Linas bag empty? 11. Expect children to say Yes, Linas bag is empty. 12. Teacher says There is nothing in her bag. There is nothing left. 13. Puppet says There is nothing in her bag. There is nothing left. 14. Teacher asks the children to repeat this softly, then loudly. * Extended writing activity Get the children to write a sentence about what Lina has in her bag. Use CVC words e.g. She has a pen/cat/duck/pot/cup/bus/van/hen/brush/fish/hat/cap. This could form part of a wall display/book with pictures of all the things that were in Linas bag.

Teacher puppet More and fewer Curriculum link: mathematics Purpose: to practise comparative structures, Who has fewer rulers than puppet? I have more rulers than puppet. 1. Place multiple copies of stationery items on the floor e.g. pencils, pens, crayons, rubbers, sharpeners, rulers etc. Children and teacher collect up the rulers, taking a few each. (Teacher only has three, puppet has six) 2. Puppet holds up his handful of rulers. 3. Ask Who has more rulers than puppet? 4. If they have, the children will say, I have more rulers than puppet.

Teacher puppet- New body vocabulary Curriculum link: science Purpose: to learn new parts of the body; chin, elbow, foot, tooth, eyebrow, cheek, tummy, tongue, using structures Which part of Jamils body is this? This is Jamils chin. 1. Ask one child to stand up at front. 2. Point to a part of the body (see above) and ask puppet Which part of Jamils body is this? 3. Puppet says This is Jamils chin. 4. Ask the children Which part of Jamils body is this? 5. Expect the children to say This is Jamils chin.

5. Teacher holds up her rulers and says I have fewer rulers than puppet. 6. Teacher points to a child with a lot of rulers and says Syasya has more leaves than puppet. I have fewer rulers than puppet. 7. Ask Who has fewer rulers than puppet? 8. If they have, the children will say, I have fewer rulers than puppet. 9. Put the rulers back on the floor and play again Puppet to puppet My birthday 1. Each child has a finger puppet. 2. Children in pairs ask each other, When is your birthday? and respond My birthday is on March 29th. 3. Move round the room so each child practises it with five other children.

6. Repeat with another new part of the body. 7. Now ask a part the children already know and puppet gets it wrong! 8. Expect the children to correct the puppet 9. Continue teaching new parts of the body, occasionally ask about a part already known. 10. In the same way, teach the rest of the parts the following day. *Extended writing activity Instruct the children to do a quick drawing of themselves. Then get them to write a simple sentence underneath about a part of their body e.g. This is my chin/neck/leg/hand. The words the children will be able to write will be limited to their phonic knowledge for Unit 1.

Teacher puppet Prayers Curriculum link: mathematics Purpose: to practise time of the day and the five prayers; Subuh/morning, Zohor/noon, Asar/afternoon, Maghrib/evening, Isyak/night). When do we pray the Subuh prayer? We pray the Subuh prayer in the morning. 1. Children sit on the floor. 2. Ask puppet Puppet, when do we pray the Subuh prayer? 3. Puppet answers We pray the Subuh prayer in the morning. 4. Ask the children When do we pray the Subuh prayer? 5. Expect children to answer We pray the Subuh prayer in the morning. 6. Repeat steps 2 to 5 with the other prayers.

Teacher puppet Report action Curriculum link: English Purpose: to start to use the past tense to report events. 1. 2. 3. 4. Ask a child to jump to the door. Ask puppet what the child did. Puppet says, Yusef jumped to the door. Ask children what Yusef did and expect the same answer. 5. Ask the child to tiptoe to the window. 6. Ask puppet what the child did. 7. Puppet says, Yusef tiptoed to the window. 8. Ask children what Josef did and expect the same answer. 9. Puppet says, First he jumped to the door. Then he tiptoed to the window. 10. Repeat with another child and different instructions.

Teacher puppet -Show us how you draw Curriculum link: science Purpose: to practise the structures, Show us how you draw. I draw with my pencil like this. 1. Lay out the following: pencil, pen, crayon, cloth, paintbrush, ruler, rubber, sharpener, scissors, glue, paper. 2. Ask puppet Show us how you draw. 3. Puppet picks up a pen and draws on the whiteboard and says, I draw with a pen like this.

Teacher puppet - Telling the time 1 Curriculum link: mathematics Purpose: to tell the time using oclock and half past. 1. Using a clock face with movable hands, put the time to nine oclock. 2. Puppet asks the teacher What time is it? 3. Look, its nine oclock. The short hand is on nine and the long hand is at the top. Its nine oclock. 4. Repeat with other times and gradually expect

4. Ask puppet Show us how you rub out. 5. Puppet picks up the cloth and rubs out saying I rub out with a cloth like this. 6. Ask a child to do the same. 7. Ask other children possible action are: write, draw, paint, cut, stick, sharpen, rub out, underline

the children to tell you the time. Teacher puppet -Telling the time 2 1. Repeat for half past. Look, its half past nine. The short hand is on nine and the long hand is at the bottom. Its half past nine. Teacher puppet Which one is yours? Curriculum link: mathematics Purpose: to introduce mine/yours, that within Which bag is yours? That one is mine. 1. Children sit in a circle 2. Ask four children to put their school bags in front of you. 3. Put the puppets bag with these bags. 4. Ask puppet Which bag is yours? 5. Puppet points to his bag and says That one is mine. 6. Ask each of the four children in turn, Which bag is yours? 7. Expect each child to point and answer, That one is mine. 8. Repeat with different children.

Teacher puppet With Curriculum link: science Purpose: to learn how to talk about using tools (pencil, pen, crayon, cloth, paintbrush, ruler, rubber, sharpener, scissors, glue, write, draw, paint, cut, stick, sharpen, rub out, underline) in structures: What can you do with the pen? You can write with the pen. 1. Sit in a circle. 2. Lay out some of the tools that you have in the classroom on the floor in front of you. 3. Pick up an item and ask puppet, What can you do with the pen? 4. Puppet answers, You can write with the pen. 5. Ask the children What can you do with the pen? 6. Expect the answer, You can write with the pen. 7. Continue in the same way with other objects. 8. Now ask a child to pick an object and ask puppet What can you do with the scissors? 9. Puppet answers, child asks class, children answer and so it continues.

Teacher puppet: Yes/no game Curriculum link: science Purpose: to practise structures, Do we use our rubbers to draw? We dont use our rubbers to draw. Can she underline with her scissors? She cant underline with her scissors. 1. Puppet asks the teacher, Do we use our rubbers to draw? Teacher says No, Lion, we dont use our rubbers to draw. We use our rubbers to rub out. 2. Puppet asks children Do we use our sharpeners to draw? 3. Expect children to say No Lion, we dont use our sharpeners to draw. We use our sharpeners to sharpen our pencils. 4. Puppet keeps on asking questions till he eventually gets it right and the children say Yes, Lion, we use our pencils to draw. 5. Repeat with Can she (or a name) underline with her scissors?

Songs
Crocodile, Crocodile Action chant Days of the Week Chant Stand up to begin Sunday, Sunday clap, clap, clap (clap hands)

Crocodile, crocodile turn around

Crocodile, Crocodile, Crocodile, Crocodile, Crocodile,

crocodile crocodile crocodile crocodile crocodile

touch the ground dance on your toes touch your nose give a little clap take a nap

Monday, Monday, tap, tap, tap (tap foot) Tuesday, Tuesday, hop, hop, hop (hop) Wednesday, Wednesday, stop, stop, stop (Hold up hand) Thursday, Thursday, jump, jump, jump (jump) Friday, Friday, thump, thump, thump (pound fists together) Saturday, Saturday, turn around (turn around) Now smile nicely and sit down.

Heads, shoulders. . . Action song Heads, shoulders, knees and toes, Heads, shoulders, knees and toes, And eyes, and ears and mouth and nose, Heads, shoulders, knees and toes. Hair, eyebrows, cheek and chin, Hair, eyebrows, cheek and chin, And feet and arms and tummy too, Hair, eyebrows, cheek and chin,

I went to school one morning Action song I went to school one morning and I walked like this Walked like this, walked like this I went to school one morning and I walked like this All on my way to school. I I I I saw a little birdie and he hopped like this saw a naughty monkey and he jumped like this. saw a tall policeman and he stood like this. went to school one morning and I walked like this

Months of the year January, February, March and April June, July, August and September October, November and December Thats the months of the year!

Shapes (Tune: Frere Jacques) This is a square 2X How can you tell? 2X It has four sides All the same size It is a square 2X This is a circle 2X How can you tell? 2X It goes round and round No end can be found It is a circle 2X This is a triangle 2X How can you tell? 2X It only has three sides That join to make three points It is a triangle 2X This is a rectangle2X How can you tell? 2X It has two short sides And it has two long sides It is a rectangle 2X

Square shape song (Tune: Twinkle, twinkle ) Children start sitting on the floor and carry out the actions as they sing. Put your square shape in the air Hold it high and keep it there Put you square shape on your back

Ten green bottles Ten green bottles sitting on the wall Ten green bottles sitting on the wall And if one green bottle should accidentally fall Therell be nine green bottles sitting on the wall

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Now please lay it on your lap Put your square shape on your toes Now please hold it by your nose Hold your square shape in your hand Now will everyone please stand Wave your square shape at the door Now please lay it on the floor Hold your square shape and jump, jump, jump Now throw your square shape way, way up!

One green bottle sitting on the wall One green bottle sitting on the wall And if one green bottle should accidentally fall Therell be no green bottles sitting on the wall.

This is a triangle Chant This is a triangle This is a square This is a rectangle What is over there? . . . . a circle Draw shapes in the air with two fingers. This is a triangle: start at the top trace down both side and then bring fingers together to draw the bottom. This is a square: both fingers start in the middle at the top This is a rectangle: start in the middle at the top and make the top line very long and short sides coming down. What is over there? Point to one side. Circle: one hand over to one side, start at top and go all the way round ANTI-CLOCKWISE (at this point you need to have your back to the children and arm to one side, so they can follow your movement)

Walking through the jungle Chant Walking through the jungle, (loud) Walking through the jungle, (softer) What can I see? What can I see? I can see a tiger looking at me (soft) Raaah.... (Repeat for other animals e.g. crocodile, monkey, using sounds/actions). Use the words, loud, louder, soft, softer to indicate how the children should speak.

What shape is this? (Tune: Do you know the Muffin man) Do you know what shape this is, What shape this is, what shape this is? Do you know what shape this is? I am holding in my hand? (Teacher holds a shape and the children say what it is). Can you guess what shape this is, What shape this is, what shape this is? Can you guess what shape this is? I am holding in my hand? (Teacher holds a shape hidden behind back and the children guess what it is.)

Games
Before and after Curriculum link: mathematics Purpose: to practise before and after using the structures, Aiman is before/ after Mizan. Birthdays balloons Curriculum link: mathematics Purpose: to practise months of the year and introduce birthday using Whose birthday is in

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1. Ask a child to come to the front and let him stand with his side facing the children. 2. Ask another child to stand behind the first child. 3. Say Aiman is before Mizan and children repeat. Say Mizan is after Aiman and children repeat. 4. Call another 4 children and ask them to line up behind. 5. Ask Who is before/after Rina? 6. Expect Muqri is before Rina and Aliah is after Rina. 7. Continue asking a few more, Who is before, Who is after questions. 8. Choose another child and say, Please stand between Asmah and Noraipah. 9. Ask that child to say I am before . and after Colouring shapes Curriculum link: mathematics Purpose: to practise the vocabulary of shapes and ordinal numbers, e.g. Colour the first square yellow. 1. Draw 4 horizontal lines of 10 very small shapes on a piece of paper (squares, circles, triangles, rectangles) and give a copy to each child 2. Ask the children to point to the first, second, third circle etc. 3. Ask the class to Colour the first square yellow; colour the eighth triangle blue etc. 4. Give them just 15-20 seconds to colour. 5. Colour about eight shapes in total.

March? 1. Prepare a months of the year balloon chart with a space for childrens names by each month. 2. Ask, Whose birthday is in January? 3. Puppet answers My birthday is in January. 4. Ask the children; it may be necessary to have a list of names and birth months, in case the children are not sure. 5. Write the childrens names in the correct months. 6. Spread this activity over two or three days. 7. Extend this activity to ask the children about when their peers birthdays are.

Comparing Curriculum link: mathematics Purpose: to introduce the superlative est in Which pencil is the longest? Draw 4 coloured lines on the board. Ask, Which one is the longest? Expect the children to say, The red one. Ask Which one is the shortest? Repeat with other objects and biggest, smallest, fattest and thinnest, etc. 6. Ask five children to bring their pencils to the front. 7. Place them side-by-side and ask the children Whose pencil in the longest? Whose is the shortest?
1. 2. 3. 4. 5.

Exercise time Curriculum link: science Purpose: to practise the following instructions using new vocabulary, like this, lie, around. 1. Give following instructions (when the instruction includes, like this, teacher demonstrates what to do, otherwise teacher stands still). Stand up. Hop like this..stop. Turn around like this. Lie on the floor like this. Stand up like this. Turn around. Tiptoe to the window. *Extended writing activity Get children to write a sentence related to one of the actions that they did e.g. I can hop/run/jump/skip//sit/stand up. First and then game Numbered box search Curriculum link: mathematics Curriculum link: mathematics

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Purpose: to follow two consecutive instructions using first and then and practising new vocabulary: scissors, glue, paintbrush, duster, cloth. 1. Children sit in a circle. 2. Put a number of classroom items in the middle of the circle 3. Ask a child to listen very carefully and say to him First put the (green) scissors in the bag, then put the (blue) paintbrush on the book. 4. Expect the child to follow the instruction. When the children can follow the simple two-action instruction, add in the adjectives.

Purpose: to practise numbers 20-50; adjectives and plant vocabulary and the sentence structures, Where is the big, red flower? 1. Draw four boxes and number them 31, 32, 33, 34 2. In box 31 draw:- a little red flower, a fat brown tree, a long yellow leaf. 3. In box 32 draw:- a big red flower, a thin brown tree, a short yellow leaf 4. In box 33 draw:- a little blue flower, a fat green tree, a long orange leaf 5. In box 34 draw:- a big blue flower, a thin green tree, a short orange leaf 6. Ask the question, Where is the big red flower? 7. The children tell you the box number. 8. Renumber the boxes 33, 34, 35, 36 and play again. * Extended writing activity Get the children to write a sentence about an item in one of the boxes e.g. The (red) pen is in box 34/ The (fat) cat is in box 36

Order game 1 Curriculum link: mathematics Purpose: to practise ordinal numbers 1st 10th using the structure Who is first? 1. Line 10 children up one behind the other with the instructions, e.g. Jamal, you can be first. Stand here. Second, Siti, Third, Ahmad etc 2. When in a line, point to each child in turn and say, First, second, third, fourth, fifth etc 3. Repeat with the children joining in. 4. Now ask, Who is first? Who is second? and so on. 5. Now ask, Who is first? Who is last? 6. Ask these children to sit down and repeat with another set of ten children. * Extended writing activity 1. Have a range of 10 items (CVC words) in a line. 2. Get the children to write a sentence about the placement of one of the items e.g. The bus is 1st. Order game 2 Purpose: to practise ordinal numbers 1st 31st When children are lining up to leave the classroom, point to each child in turn and all count first, second and so on. * Extended writing activity Repeat above extended writing activity with 1st 31st.

Pass the ball 1 Curriculum link: science Purpose: to practise new body parts; chin, elbow, foot, tooth, eyebrow, cheek, tummy, tongue and familiarity with instruction starts when the music starts, stop when the music stops. 1. Children sit in the circle. 2. Give one child a ball and say start when the music starts and stop when the music stops. 3. Start the music. 4. Expect the children to pass the ball round the circle. 5. Stop the music. 6. The child holding the ball when the music stops, points to a part of his body (see above) and says What is this? 7. Expect children to say That is your chin. 8. Continue game, repeating each time start when the music starts and stop when the music stops. Pass the ball 2 Curriculum link: English Purpose: children practising giving a three sentence description of themselves. As for Pass the ball 1, but children should say My name is Azwan. I am 6 years old. My friends name is Amri.

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Quiet time Curriculum link: science Purpose: to identify which children know the parts of the body. 1. Draw a small simple outline of a person and copy enough for each child 2. Children sit at their desks with their coloured pencils. 3. Ask the children to show they know the parts of the body by following your instructions, e.g. Draw a red square on one foot Routines Curriculum link: mathematics Purpose: to be able to say the times for various daily routines in response to the question, When do you get up? Preparation: make clock faces showing the times of routines, e.g. 6.30, 7.00, 7.30, 10.00 Draw simple pictures indicating routines e.g. bed, typical breakfast food, school, etc. Play a game asking the children to read the times on the clock faces. 1. Using the pictures talk about the various routines of the day (breakfast, going to school, break/snack, lunch, playing with friends, doing homework, watching television, dinner). 2. Ask the children what they do first, second and place the pictures in order down the left hand side of the board. Now ask, When do you get up? As the children may not know the times, discuss the time of the day for each routine and place the times next to each picture. The children are learning to say I get up at half past six in the morning. (other responses might be I watch television at four oclock in the afternoon. I have dinner at half past six in the evening. 3. When the children know the times well, you could play a game where the puppet puts them up wrong and the children help him. * Extended writing activity Get the children to write a response to the question: When do you get up? e.g. I get up at 6 oclock. Get the children to write a response to the question: When do you go to bed? e.g. I go to bed at 7 oclock

Same as. . . different Curriculum link: science Purpose: to practise using different from and the same as and their. Materials: Two identical pictures of dolls with some parts of the body shaped or coloured the same and some different. The dialogues here give you an idea of the sorts of questions and answers that use different from and the same as. You could start to do some of the dialogues with a puppet discussing the picture of the two dolls. Then move on to asking the children the questions. They will be able to notice the similarities and differences between the two dolls but may need help putting this into language. the same as . . . How is Mimi the same as Fifi? Mimis arms are the same as Fifis arms. Their arms are the same. How are their arms the same?. They are red. How else is Mimi the same as Fifi? Mimis feet are the same as Fifis feet. Their feet are the same. How are their feet the same? They are pink. How else is Mimi the same as Fifi? Mimis cheeks are the same as Fifis cheeks. Their cheeks are the same. How are their cheeks the same? They have round cheeks. How else is Mimi the same as Fifi?

different from . . . . 1. 2. How is Mimi different from Fifi? Mimis eyes are different from Fifis eyes. Their eyes are different. How are their eyes different?. Mimis eyes are brown. Fifis eyes are blue. How else is Mimi different from Fifi? Mimis teeth are different from Fifis teeth. Their teeth are different. How are Mimis teeth different from Fifis teeth? Mimi has six teeth and Fifi has four teeth. Mimi has more teeth than Fifi. 3. How else is Mimi different from Fifi? Mimis legs are different from Fifis. Their legs are different. How are their legs different?

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Mimi has short legs, Fifi has long legs. Mimi has shorter legs than Fifi.

String shapes Curriculum link: science Purpose: a quiet activity for practising shapes and the word make, e.g. Can you make a triangle? Give each child a piece of string and ask them to make shapes, e.g. Can you make a triangle? What time is it Mr Crocodile? Curriculum link: mathematics Purpose: to introduce oclock and question, What time is it. 1. This game needs a space. 2. Stand at one end of the room with your back to the children. You are the Crocodile. 3. Tell the children. I am a crocodile. I am going to catch someone for my dinner. 4. Children take one small step towards you and ask, What time is it, Mr Crocodile? 5. You answer with any hour from one oclock to eleven oclock. 6. The children take another step with the same question. 7. You answer with a different hour. 8. At about the fifth time the children ask the question, you turn round suddenly and say Dinner time and pretend to catch a child for your dinner. Which one Curriculum link: mathematics Purpose: to show understanding of a short description. 1. Place a few objects on a table (e.g. book, newspaper, scissors, rubber, pencil, ruler, marker pen). 2. Describe object and ask children Which one is it? Possible clues: Object 1 it is longer than the rubber but thinner than the marker pen. Which one is it? (pencil) Object 2 It is white and smaller than the book. Which one is it? (rubber) Object 3 You can read it and it is blue. Which one is it? (book)

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9. Game starts again. A child could be the Crocodile.

Books
Pictures from the following books would stimulate good discussion with the children using the given structures and vocabulary: Walking through the jungle
- What can you see? - I can see . . . .

Andrews bath
- What can you see? - I can see . . . .

Oh Boris

SBA project instructions

SBA project assessment has been scheduled for week 8 with four tasks that need to be completed. Each task relates to one of the four main skill areas listening, speaking, reading and writing. Distribute the tasks across the week so there is one per day. If time remains after the assessment, choose any of the suggested activities stated in the week by week overview for consolidation.

Unit 1 Listening Assessment Purpose: to assess ordinal numbers (1st 10th), shapes and colours. 1) Give each child a copy of one of the versions of SBA listening task sheet (A, B, C or D). 2) Try to make sure that children sitting beside each other have different versions (A-D) to avoid copying. 3) Ask them to colour/draw from the instructions you give: a) Colour the second triangle yellow. b) Colour the fifth rectangle red. c) Draw a blue flower in the tenth circle. d) Draw a green door in the fourth square. 16

4) Record how many of the four instructions are correctly performed. If the child has carried out the instruction exactly as you have asked they will be awarded 2%. If the instruction is carried out partially e.g. the colour is correct but not the shape, award 1%. The children can therefore score a possible 8% from the four instructions.

Unit 1 Speaking Assessment Purpose: to assess the response structure to: What can you do with the pen? (You can write with the pen). 1) Decide on how to arrange the class according to the class size and whether this activity is being carried out as a whole class or in smaller groups whilst a quiet activity is being undertaken by the other children. 2) Have a range of classroom tools for the children to choose from - pencil, pen, crayon, cloth, paintbrush, ruler, rubber, sharpener, scissors or glue. 3) Pick up one of the tools, e.g. pen and ask each child in turn the question: What can you do with a pen? 4) Expect the response to relate to what the tool can do e.g. You can write with a pen. 5) Listen to each child and record a percentage out of 8% for each child in terms of the language they produce. Make a professional judgement about whether the child should be awarded the higher or lower percentage in each category. 7-8% - producing sentence with accuracy 5-6% - produce the sentence with general accuracy 3-4% - producing the sentence with the need of support 1-2% - requiring support to be able to initiate sentences

Unit 1 Writing Assessment Purpose: to assess holding a sentence in memory and writing it. 1) Give each child a sheet of paper with a blank clock. 2) Instruct the children to draw the hands on the clock to show any o clock time e.g. 2 o clock. You can choose to have the whole class do the same or give the children the option to draw their own time. 3) Teacher models constructing the sentence using the hold a sentence methodology: a) Say the sentence: It is 2 oclock. b) Ask the children to repeat the sentence a few times so that they memorise it, asking different groupings, e.g. boys, girls, front row. c) Say the sentence again and write a tally (/ = one word) on the board to show how many words there are in the sentence. d) Ask the children to say the sentence again and do the tallies on their sheet of paper. e) Say the first word again twice: It. f) Fingerspell It. g) Ask the children to tell you the first sound. h) Write I on the board. (Point out why you use a capital letter). 17

Repeat steps g) to h) with the other sound. Put your hand under the word It and encourage the children to read It. Ask the children to read the sentence again. Fingerspell and write the next word (is), reminding the children to leave a space between each word. m) Write the number as a digit (2) and continue to finger spell and then write the remaining word in the sentence. n) Finally ask the children to read the completed sentence o) Repeat the process but instead of the teacher doing the writing, the children write on their own paper with reference to the time that has been drawn on their clock. 4) There is no problem in dictating the sentence to them as much as needed as it is the accuracy of their spelling that is being assessed. 5) The writing will be marked in terms of spelling and punctuation. The sentence has a potential of 10 marks (4 tallies, 3 correctly spelt words ( It, is, oclock), correct digit (2), a capital letter and a full stop) 8% - is given for 10 marks 7% - is given for 9 marks 6% - is given for 8 marks 5% - is given for 7 marks 4% - is given for 6 marks 3% - is given for 4-5 marks 2% - is given for 2-3 marks 1% - is given for 0-1 mark

i) j) k) l)

Unit 1 Reading Assessment Purpose: to assess decoding skills and reading comprehension 1) Give each child a copy of one version of the reading assessment (A-D), boys can have A or B, and girls can have C or D. Try to make sure that children sitting beside each other have different versions (A-D) to avoid copying. 2) Talk to the children about the task and explain it without reading from the assessment 3) Children are to read the 4 sentences and draw a line to match the description to the body part on the picture in the centre. 4) 2% is given for each correctly matched sentence. 5) If the line drawn is unclear, ask the child to point to exactly where they mean, or ask them orally.

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Unit 1 SBA week resources Listening task version A

______________________________ Name:

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Unit 1 SBA week resources

______________________________

Name:

Listening task version B

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Unit 1 SBA week resources

______________________________

Name:

Listening task version C

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Unit 1 SBA week resources

______________________________

Name:

Listening task version D

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Unit 1 Writing task ______________________________

Name:

- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -- - - - -- - - - - - -- - - - -

- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - -- - - - - - -- - - - -

- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - -- - - - - - -- - - - -

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Unit 1 Reading task version A ______________________________

Name:

This is my chin. This is my neck.

This is my leg. This is my hand.

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Unit 1 Reading task version B ______________________________

Name:

This is my neck. This is my chin.

This is my hand. This is my leg.

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Unit 1 Reading task version C ______________________________

Name:

This is my hand. This is my neck.

This is my leg. This is my chin.

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Unit 1 Reading task version D _____________________________

Name:

This is my neck. This is my hand.

This is my chin. This is my leg.

SBA project assessment 32%
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Childs name: Project theme: Unit 1 Myself and School Listening assessment Item and specific information
1. Colour the second triangle yellow. 2. Colour the fifth rectangle red. 3. Draw a blue flower in the tenth circle. 4. Draw a green door in the fourth square.

Class:

1%

2%

Total awarded % out of 8: Speaking assessment Band descriptors 7-8% - producing sentence with accuracy 5-6% - producing the sentence with general accuracy 3-4% - producing the sentence with the need of support 1-2% - requiring support to be able to initiate sentence Writing assessment Sentence to write Percentage awarded and any comments

Mark out of 10 for this sentence

It is X oclock.
8% is given for 10 marks The writing will be marked in terms of spelling and 7% is given for 9 marks punctuation. The sentence has a potential of 10 6% is given for 8 marks marks 5% is given for 7 marks Tallies/4 4% is given for 6 marks Correctly spelt words/3 3% is given for 4-5marks Correct digit/1 2% is given for 3-2 marks 1% is given for 0-1 marks Capital letter/1 Full stop/1 Reading assessment Number of correctly matched sentences % awarded (2% per correctly matched (out of 4) sentence)

Listening assessment %

Speaking assessment %

Writing assessment %

Reading assessment %

Total % out of 32%:

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