01 Preschool Cascade Training Notes

CEFR-aligned curriculum framework, syllabus and scheme of work roll out workshops
Master Trainer Cascade Notes
August - October 2017
Note to Master Trainers

The following changes have been made to the materials since you had your training in July.
The notes now address you, the Master Trainers, rather than Cambridge English trainers.
Handout numbers have been added to the slides to make cross-referencing easier. In some cases, where relevant, they have been
added in the notes section (soft copy), not on the slides themselves.
The notes have been proofread again and the content has been slightly modified.
Aims
The aims of the workshops are that all participants:
1. enhance their understanding of developing English language skills according to the CEFR.
2. develop an understanding of how to use new CEFR-aligned curriculum frameworks, syllabuses and schemes of work.
3. prepare several lesson plans and write learning objectives based on the learning standards where appropriate.
4. develop an understanding of how to plan for a sequence of lessons and plan progression in the short and long terms.
5. develop an understanding of how to monitor and track pupils progression.
6. develop an understanding of how to develop teaching materials that are aligned to the target CEFR level.
7. develop an understanding of how to differentiate pupils performance and respond to pupils language development needs.
8. develop an understanding of how to deliver effective feedback to pupils.
9. develop an understanding of how to promote positive, pupil-centred learning environment.
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Workshops overview
Day 1
Session title Timing Session objectives

Foreign/second language development
90 Discuss the relevance of an early exposure to English in preschool
in preschool minutes Review the theories of foreign/second language development in small children
Reflect upon foreign/second language development needs within the Malaysian
preschool context
English and routines

90 Identify the reasons for incorporating routines into a preschool setting
minutes Understand the components of a format and its relevance for preschool pupils
language development and teachers instructional language
Reflect on the implications of routines in English within the Malaysian preschool
context
English and songs and rhymes
90 Identify the benefits of incorporating songs and rhymes in English
minutes Understand the reasons for, and the steps involved in: setting up, singing and
repeating songs and rhymes
Highlight the instructional language required for incorporating songs and
rhymes into English sessions
Reflect upon the implications of using songs and rhymes in English within the
Malaysian preschool context
English and games
90 Consider relevance of game-like activities for developing the whole child
minutes through English
Recognise a variety of games and their learning objectives
Understand the EEE model and highlight the instructional language required for
setting up game-like activities
Recognise the relevance of recycling games
Reflect upon the implications of using games in English within the Malaysian
preschool context
Day 2

English games and exploiting language
90 Recognise the format of games to support pupils autonomous language use
minutes Consider possibilities for reusing resources
Reflect upon the implications of reusing resources within the Malaysian
preschool context
English and play
90 Review the importance of play in the early years
minutes Consider the relevance of setting up an English learning centre and the role of
the teacher
Reflect upon the implications of promoting play in English within the Malaysian
preschool context
Emergent literacy in English
90 Understand the importance of listening and speaking in the development of
minutes literacy
Identify a wide range of opportunities for developing emergent literacy skills in
English
Recognise the contributions books and stories make to developing literacy
Reflect upon the implications of emergent literacy in English within the
Teaching literacy in English
90 Understand phonological awareness and its components
minutes Recognise the learning sequence of phonological awareness
Consider incorporating teaching literacy into daily practices
Reflect upon the implications of teaching literacy in English within the Malaysian
preschool context
Day 3

Schemes of Work 90 Identify the sequential stages within the Preschool Schemes of Work
minutes Relate the structure of the Preschool Schemes of Work to the Learning
Standards
Clarify any misunderstandings or doubts in relation to the Preschool Schemes
of Work
Reflect upon the implications of using the Preschool Schemes of Work within
the Malaysian preschool context
Reflection and self-assessment
90 Recognise the relevance of reflecting on learning in English in preschool
minutes Identify the instructional language needed to support reflection and self-
assessment
Deliberate any foreseen difficulties in planning for and implementing reflection
activities
Reflect upon the implications of reflecting and self-assessment in English within
Monitoring and documenting progression
90 Revisit reasons for monitoring progression
minutes Identify principles for monitoring and recording progress
Consider the different tools to monitor and record progression
Reflect on the implications of collecting evidence of progression in English for
Differentiation strategies
90 Discuss the relevance of differentiated instruction in preschool
minutes Identify suitable differentiation strategies for preschool language learners
Determine instructional language for differentiation
Reflect on the implications of using differentiation strategies in English for the
Day 4

Planning 1 thematic schemes of work
90 Interpret the preschool curriculum document in relation to theme-based
minutes planning
Identify learning objectives and intended outcomes for: a theme; a scheme of
work; a lesson
Analyse activities and resources within a scheme of work to support
progression of skills
Reflect upon the implications of medium-term planning around sequences of
work within the Malaysian preschool context
Planning 2 creating and resourcing
90 Collaboratively create a theme-based scheme of work
materials minutes Apply creative thinking and problem solving skills to supporting progression
within the scheme of work
Deliberate around the use of recyclable and sustainable resources
Reflect on the implications of creating theme-based schemes of work within the
Planning 3 completing and discussing
90 Finalise a theme-based scheme of work
minutes Use a checklist to support planning and decision making
Evaluation of planning documents

90 Present the theme-based scheme of work and justify decisions
minutes Evaluate plans with a view to: alternative content; evidence of differentiation;
allowing for progression
Comment on and adjust a checklist for planning
Reflect on the implications of peer assessment around schemes of work for the
Day 5
Planning for English lessons short-term 90 Identify the principles of lesson planning
planning minutes Transform thematic schemes of work into lesson plans
Match learning standards and lesson activities
Reflect on the implications of lesson planning in English for the Malaysian
preschool context
Planning micro-teaching sessions 90 Organise planning and responsibilities during the micro-sessions
minutes Prepare teaching activities for the micro-sessions
Rehearse before delivery
Micro-teaching and feedback
120 Deliver the activity
minutes Give and receive feedback
Plenary discussion and post-course

30 Reflect on the role of the trainer in a micro-teaching session
survey minutes Discuss their plans for delivering the sessions
Complete post-workshops survey
Materials and Equipment for participants and trainer
1. Workshop PowerPoint slides
2. Master Trainer Notes (trainer only)
3. Curriculum framework (including sections produced by Cambridge English)
4. The English Language section of The Preschool Standards Based Curriculum document.
5. Syllabus
6. Schemes of work
7. One puppet (trainer only)
8. A collection of alphabet shapes (plastic, card or sponge)
9. White A4 paper (a few sheets per participant)
10. A small selection of storybooks / big books
11. One computer with internet access (trainer only)
12. One set of speakers per training room
13. One projector per training room (or similar facility)
14. Flip chart paper
15. Sellotape or blu tack
16. Marker pens (different colours)
17. Sticky notes (post-its)

18. Scissors (three per room)
19. Glue (three per room)
20. Pens (or participants can bring their own)
Additional resources for trainers only, one copy per trainer unless specified otherwise: (numbering is TR (Trainer Resource) + Day.
session. resource number)
Day 1: Day 2:
TR 1.2.1 Participant attendance Trainers to bring TR 2.1.1 Bingo game templates plus covers (e.g.
TR 1.2.2 Mini number cards (4 copies) bottle tops, Lego).
TR 1.3.1 Rain clouds Trainers to bring/make TR 2.1.2 Beetle game templates plus dice.
Board game sheet and 24 flashcards (including 8 from My world
TR 1.3.2 Hat trousers shoes flashcards (2 copies) Malaysia flashcards) plus large dice and counters.
TR 1.4.1 My world Malaysia A5 flashcards (4 copies) TR 2.3.1 Group 1 story sequencing
TR 1.4.2 Sign language
TR 2.3.2 Group 2 bears of the world
TR 1.4.3 EEE model sequencing
TR 2.3.3 Group 4 bears with letters 1
TR 1.4.4 My world Malaysia A6 flashcards (4 copies for trainer)
TR 2.4.1 Phonological awareness
Day 3 Day 5
TR 3.2.1 Time line images (6 copies) TR 5.1.1 Lesson planning slips (4 copies)
TR 3.3.1 Assessment principle cards (6 copies)
TR 3.4.1 Differentiation puzzle part 1
TR 3.4.1 Differentiation puzzle part 2
Delivery
The material is intended to be used as a workshop rather than a presentation. Some trainer-talking time is unavoidable, but aim for
maximum audience participation.
General note for all slides and handouts:

If you foresee any difficulties because some of your trainees may have low levels of English, please be prepared to support your groups in
a variety of ways. Here are some suggestions:
For activities, create groups with mixed English-language ability. Encourage stronger members of the group to explain what weaker
members may not fully understand.
Do the activity together at the beginning.
Do the first few questions together.
Go through the handouts for things that are not clear.
Provide simple definitions to difficult vocabulary.
Split the task up and ask different groups to do different parts of the task.
Day 1
Session 1: Foreign/second language development in preschool
Materials: Stationery, flip chart paper, projector/laptops, handouts
Overview for Session 1.1

Slides Session objectives and activities Handouts Timing
Slides 0 - 19 Discuss the relevance of an early exposure to English in preschool D1.S1.1 70 minutes
Review the theories of foreign/second language development in small children
Slides 20 - 23 Reflect upon foreign/second language development needs within the Malaysian preschool 20 minutes
context
90 minutes
Slide 1.1.1 Welcome participants to the training. 2 minutes
Share the aims of the session:
Explain that we will be getting to know each other a bit and then looking at some
popular beliefs about language learning in preparation for the week ahead.
We will finish the session by considering the implications for our practice.
Slides Getting to know each other 20 minutes

1.1.2 1.1.3 Explain that we are going to start with a little game
Introduce yourself (show the first slide you have prepared) giving information which
begins with the first letter of your name, include something personal, professional and
an indication of how you feel (if you can!). Do that verbally and then show them slide
two as an example. The example below leads to game.
Hi Im Sandie!
I like swimming and sweet things!
I speak at conferences and share my passion for education.
I feel splendid today!
Ask participants if they can guess what the rules of the game are!
Show the second slide that shows the rules of the game.
Suggest that individual participants have a go! They can ask their neighbour for help if
they need it.
Call out letters of the alphabet according to the participant names and ask them to
present themselves. Show as much appreciation as possible about what they are able
to say!
Finish by saying how happy you are to meet everyone and to be able to spend a week
in their company. If they would like to ask you any questions before you start now is
the time.
Slide 1.1.4 Popular opinions Handout 10 minutes
D1.S1.1
There are many popular opinions about languages and the experience of language
learning. This next activity looks at 10 different statements about language education
with a view to preparing participants for the next week of activities.
Ensure the participants are sitting next to someone or are able to eventually talk in a
group of three.
Give participants the handout and explain that they should read the statements and
decide if they agree with them or not. They can chose one of the four options: Strongly
disagree; Disagree; Agree; Strongly agree.
They have ten minutes to do the task.
Once they finish they can discuss their ideas with a neighbour.
Slides Discussion 25 minutes

1.1.5 1.1.19 Show the slides which support discussion and explanations. If you are unsure about
the explanations, please read:
(slides 11-12) the scanned section of Lightbown and Spada in Trainer resources; see
motivation link: https://www.khanacademy.org/test-prep/mcat/behavior/physiological-
and-sociocultural-concepts-of-motivation-and-attitudes/a/motivation-article-2;
For discussion around earlier the better and the issues involved in lowering the age to
preschool see Murphy & Evangelou 2016, pages 3 17
https://www.teachingenglish.org.uk/article/early-childhood-education-english-
speakers-other-languages
The idea behind this activity is to clarify some of the preconceptions about language
learning and also prepare participants for some of the activities during the rest of the
week.
Slide 1.1.20 Reflecting on opinions 12 minutes
To support participants reflections on what they have heard, show the slide with the
four prompts.
Were any of your ideas confirmed?

Did anything surprise you?
Is there something you are still not sure about?
What implications does this have for your teaching?
Ask them to think about these and talk to their neighbour(s) about them.
They have three minutes move around and pick up some of the comments to
support feedback
Bring them back into plenary and ask for some feedback or start with a comment
related to what you heard as you moved around.
Bring the discussion to a close, summarising their thoughts.
Slide 1.1.21 CEFR and preschool. 10 minutes
This slide summarises the CEFR and its relevance for preschool.
Working towards A1 (preschool level is pre-CEFR CEFR A1 will be developed in
Grade 1)
Listening and Speaking to later develop Reading and Writing (CEFR focuses on
FOUR skills, and in preschool Listening and Speaking are relevant to support later
development of Reading and Writing)
Reception, production, interaction to later develop mediation. This involves:
understanding language produced by others RECEPTION;
producing language PRODUCTION;
engaging in exchanges with others, either teacher or pupils INTERACTION;
the ability to interpret or translate for others with others MEDIATION
Meaningful communication in context (focusing on language for a purpose suitable
to the needs of a group of learners or individuals in preschool this implies
developmentally appropriate practices)
Action oriented (a focus on using language rather than analysing language)
Can do statements (Focusing on what pupils can do)
Note: These areas will be covered throughout the training so dont spend much time here.
Slide 1.1.22 The week ahead 10 minutes
This slide is an attempt at showing the path that will be taken over the week.
Starting with the big picture the approaches and practices which support the CEFR-
aligned curriculum, on Days 1,2, and part of Day 3, then a close look at the Schemes
of work, the sequence of lessons within a Scheme of work and then an individual
lesson which will be used as input for the micro-teaching.
Then explain that there are important resources for teachers in the Teachers Kit:
1. Curriculum
2. Syllabus
3. Scheme of work: 4+
4. Scheme of work: 5+
5. Schemes of work: teacher support documents (these summarise the approaches
covered during the week)
6. Resources (these are available online for the teachers to use)
REMEMBER to refer to these documents, especially the teacher support documents as you go
through the sessions.
Slide 1.1.23 Show the summary of the session and thank the participants for all their contributions 1 min
Day 1
Session 2: English and routines
Materials: Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, TR 1.2.1 How many participants chart and
TR 1.2.2 Numbers
Useful vocabulary:
Slides 1-4 Identify the reasons for incorporating routines into a preschool setting TR 1.2.1 15 minutes
How many
participants
chart
TR 1.2.2
Numbers
Slides 5-21 Understand the components of a format and its relevance for preschool pupils language D1.S2.1, 63 minutes
development and teachers instructional language D1.S2.2
Slides 22-23 Reflect on the implications of routines in English within the Malaysian preschool context 12 minutes
90 minutes
Slide 1.2.1-2 Session objectives TR 1.2.1 5 minutes
Before showing the aims for the session sing a hello song to everyone (words are on How many
Slide 2): participants
chart
Hello, everyone! TR 1.2.2
(The farmers in his den tune) Numbers
Hello, everyone! Hello, everyone!
Yippee its English time.
Hello, everyone!
Use the puppet to model how to proceed with the next verse.
Hello, [Morgan]! Hello, [Morgan]! (the participants greet Morgan)

Stand up and turn around
(Morgan stands up and turns around!)
Hello, everyone! ([Morgan] says this)
Highlight how the puppet has been used, and explain that puppets are very useful in the
classroom.
Sing the song with three or four different participants names.
Then proceed with another routine counting the participants using a chart and
numbers (in Trainer resources) Use the following script|:
How many participants are here today? Shall we count together? 1, 2, 3
There are 25 participants. We need a 2 and a 5. Can you show me the 2? Can you
show me the 5?
Repeat with How many girls are there? How many boys are there?
Now share the aims of the session (first slide in this session).
Slides Routines in English 10 minutes
1.2.3-5
Ask participants if they sing a hello song when they start their English lessons.
Ask them if they count the pupils as well and take a register.
If this happens in every English session it is called a routine.
Change slide:
Show the definition of a routine. Read it out and clarify any doubts.
Change slide: Why routines?:

Ask participants to brainstorm reasons why they think routines are important for learning
English in preschool. They have 5 minutes.
Share their ideas in plenary.
Change slide:
The participants ideas will likely fall into the first two or three points on this slide. Bring
this to their attention.
1. Familiarity builds a sense of security for children in particular, knowing what will
happen next is extremely important. It results in pupils being relaxed and confident.
2. Structure provides boundaries for regulating behaviour again, if pupils know what is
going to happen they can prepare themselves for this and focus on the procedure
instead of waiting to find out and maybe getting distracted, which may lead to
misbehaviour.
3. Pupils become more responsible, independent and confident if pupils know what is
going to happen they often take initiatives e.g. announcing whose turn it is to do
something, collecting the prop which enables them to do something successfully.
4. Pupils can predict through language if pupils know what is going to be said they can
prepare a response and be ready with something they know they can say.
5. Routines support language development and the next slides explain this in detail.
Slide 1.2.6 Formats 3 minutes
This slide begins to explain how routines support language development.

Jerome Bruner (1915 2016) was a very influential American pedagogue. In the 1980s, he
worked with colleagues at the university of Oxford to better understand how children learn to
communicate. He and his colleagues observed parents (mostly mothers) and babies interacting
in the home environment, and eventually discovered that what the parent and child interactions
had in common was a format. A format contains three components:
A sequential structure;
Clearly marked roles;
Scripts to support communication.
Slides Peek a boo! 5 minutes

1.2.7
Ask participants if they play this game in their classes. Do they know what it is called?
In English it is called Peek a boo!
It is an example of an early format which supports communication between parent and
child.
If we dissect the format we will see that it contains a sequential structure:
1. Mummy looks at baby
2. Mummy covers her face
3. Mummy uncovers her face
4. Baby reacts
The roles are clear.

It is led by the parent (initially at least).
We can see these roles in a number of ways:
Parent / baby; Leader / led; Hider / seeker
Whats important is that it is clear who hides and who looks.
The script supports communication.

Parent: Peek a boo!
Parent and baby: Laugh
We can take laughter to be communication here as it is a response to a verbal exclamation
(Peek a boo!).
Slide 1.2.8 A definition 5 minutes
The definition of a format is:

A format is a routinised and repeated interaction in which [adults and children] do things []
together using language
It begins at a very early age between parents and their child, but formats exist in many
repeated interactions, including in the classroom.
Slide Routines in English 10 minutes
1.2.9-15
This is an example of a format: a routinised and repeated interaction in which [adults
and children] do things [] together using language
Ask the participants: What are the three components of this format?
Slide change:
1. The sequential structure:
1. Teacher greets class
2. Pupils respond
3. Teacher questions class
4. Pupils respond and return question
5. Teacher responds
Slide change:
2. The clearly marked roles
A leader and the led.
A teacher and pupils
Slide change:
3. The script for communication is also quite clear.
Slide change:
Objective
Discuss with the participants how pupils are able to do this by themselves:
Over time pupils acquire the format and can interact by themselves. This is because the
teacher has encouraged them to take control. She has followed the handover principle.
Slide change:
Handover principle
1. Teacher sets up a routine / an activity
2. Teacher scaffolds pupils use of the language over time
3. Pupils gradually take control of routine / activity
4. Teacher removes scaffolding little by little as pupils demonstrate an ability to proceed
alone.
Participants may not be familiar with the term scaffolding. Scaffolding is a metaphoric
term which Jerome Bruner and colleagues used to refer to the way a teacher or parent
supports a child / pupil to succeed in a task. It involves slowly removing support so that
a child / pupil eventually becomes independent in that particular task.
Slide change:
It is like the scaffolding we put up around a building while in construction. Once it is removed
the building remains standing. Show participants an actual example of scaffolding to remind
them of the intended meaning in teaching learning.
Slide 1.2.16 Your classroom routines! Handout 5 minutes
D1.S2.1
Ask participants in groups of five to brainstorm the routines they use in English lessons
(2 X 30 mins a week). They might want to think about three different moments for
routines. But encourage them to see other routine activities outside these times e.g.
help them see that their morning breakfast routines, tea time routines, and prayer
routines are also very relevant.
1. Welcome time
2. Closing time
3. Transition time
They have five minutes!
Slide 1.2.17- You are going to look at these routines and see if they are the same as theirs. 10 minutes
19
1. The welcome time
The welcome time is exactly that, a moment of salutation and an intimate time that
helps ease pupils into the English session. It normally takes place at the beginning of
circle time and can include sub-routines: saying hello; taking attendance; asking about
the weather, day, date; sharing personal stories/asking about feelings.
Are these typical routines in their lists?
Ask if they have included any others.
2. The closing time

The closing routine signals that English is over and that its been an enjoyable
experience. It is just as important as any other routine in your English schedule, as it
ensures English ends on a calm note. The closing routine can be as simple as saying
goodbye. But it can also include the following:
A reflection time.
A goodbye song.
Preparing to leave the room (if the pupils need to be somewhere else!).
Has anyone included these routines in their lists?

Explain that the reflection routine will be discussed in detail on Day 3 of the training.
3. Transition times
These are very important when pupils move from one scheduled activity to another and
when it involves a change of space. Examples:
From carpet to table.
From table to carpet.
From classroom to bathroom.
From playground to class
Has anyone included these routines in their lists?

Slide 1.2.20 An example of a script from a routine 5 minutes
Note that these examples of scripted language are very complete but pupils will not
speak like this immediately. They will respond using significant chunks. Each time the
teacher rephrases the response to provide exposure to the whole sentence., e,g.
Teacher: Wheres Mira?

Pupils: At home
Teacher: Yes, maybe Mira is at home. How many pupils are at school?
Pupils: Fifteen
Teacher: There are 15 pupils at school. How many pupils are at home?
Pupils: Five at home.
Teacher: Yes! There are five pupils at home.
Remind the participants these are examples of instructional language.
Slide 1.2.21 Routines in practice a poster Handout 20 minutes
D1.S2.2
Ask participants to work in groups of five.
They should consider a routine one of them uses and analyse its format
1. Its sequential structure
2. The roles
3. The script to support communication (this is the most important as it includes
instructional language)
They should create a poster to present their ideas
Slide 1.2.22 Discussion and implications for practice 10 minutes
Look at the posters and discuss the implications of routines for English in the Malaysian
preschool classroom
Slide 1.2.23 Show the summary of the session 2 minutes
Thank the participants for a very productive session, and explain that they will be
revisiting these ideas throughout the week.
Remind the participants that there is a section on routines in the Preschool Scheme of
Work Support Document.
Day 1
Session 3: English and songs and rhymes
Materials: Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, TR 1.3.1 cloud image flashcards; TR 1.3.2
flashcards of a hat, trousers and shoes
Useful vocabulary:

Slides 1-8 Identify the benefits of incorporating songs and rhymes in English TR 1.3.1 Cloud 35 minutes
images
Slides 9-13 Understand the reasons for, and the steps involved in: setting up, singing and repeating songs 10 minutes
and rhymes
Slides 14 -17 Highlight the instructional language required for incorporating songs and rhymes into English TR 1.3.2 35 minutes
sessions Flashcards of
hat, trousers
and shoes
D1.S3.1,
D1.S3.2
Slides 18-20 Reflect upon the implications of using songs and rhymes in English within the Malaysian 10 minutes
preschool context
90 minutes
Slide 1.3.1 Share the aims of the session. 1 minute
Explain that the participants will be singing songs and saying rhymes and thinking about
the implications for their practice
Slide 1.3.2 Songs! Brainstorm 4 minutes
In groups of 5 ask the participants to brainstorm reasons for using songs and rhymes in
English. They can write their ideas on the handout.
Slide 1.3.3 Cover all developmental areas 10 minutes
Ask the participants to share their ideas. Go round one idea each per table, until there
are no more.
They should tick their ideas if they hear them, so as not to repeat.
As they call out, help them see where the benefit fits according to the different
developmental areas.
Use the resource sheet in the Preschool Scheme of Work Support Document to help you do
this.
Slide 1.3.4 If you are happy 5 minutes
Ask participants if they know this song? It is slightly adapted from the original, and
simplified.
Sing the first line, so everyone can hear the difference.
Ask them to stand up and sing with all their heart.
Ask if they use this song with any other movements. Collect suggestions and sing two
or three verses; bring them together like this:
If youre happy, happy, happy, do all three! [(Clap your hands, stamp your feet, say we are!)]!
If youre happy, happy, happy, do all three! [(Clap your hands, stamp your feet, say we are!)]!
If youre happy, happy, happy. If youre happy, happy, happy.
If youre happy, happy, happy, do all three! (Clap your hands, stamp your feet, say we are!)
Once you have finished ask them how they feel? They should all feel united and happy!
This is how wonderful children feel when they sing a song together!
Ask participants what developmental area they have worked with. (Socio-emotional
development / physical development and linguistic in particular!)
Slide 1.3.5 For the teacher: 5 minutes
Read out the slide and explain:

SONGS AND RHYMES
Help with classroom management (routines) we have seen the importance of
routines, but did not refer to songs and chants. There are many related to singing hello /
goodbye / the days of the week, the weather etc. If you wish you can ask participants to
share some of their routine rhymes / songs.
Introduce new language (integrated into a topic) there are lots of songs and rhymes
that can be used to introduce new language an example is the question Whats your
name? and the answer My names. So you can begin by singing / rhyming and then
use the language
Consolidate, recycle or extend language use (integrated into a topic) or you can use a
song / rhyme once pupils know phrases / language. On the internet there are songs
about almost every concept or topic you can imagine.
Expose pupils to aspects of traditional culture many nursery rhymes share a bit of
English-speaking culture (we will look at this later).
Slide 1.3.6 A circle time rhyme 5 minutes
This is an example of using a rhyme to help pupils get ready for circle time English.
Say the rhyme with the participants and demonstrate how you would go quiet as you
say the numbers 1, 2, 3, 4. This way the pupils are all quiet and you can begin the
session.
Slide 1.3.7 A Transition song
Sing this and demonstrate how the puppet can help you set up this song.
Again get quiet as you say the last line!
Slide 1.3.8 Ten little rain clouds TR 1.3.1 Cloud 5 minutes
images
Here is an example of a song to support numeracy, in this case counting. It is an
adaptation of Ten Little Indians. The materials (rain cloud cards) are in the teachers
resources, and it is a song that is suggested in the Scheme of Work for the weather in
4+.
1. Print out the ten rain clouds with numbers in them
2. Give the ten clouds to ten participants
3. Ask them to get into order (an activity we often do with preschool pupils!)
4. Say the song lyrics, and ask the other participants to point to each cloud as you do this.
5. Sing the song and get them to point again. You can ask the participants with clouds to
move their cloud when they hear their number.
6. A fun way to end is to get the ten participants with rain clouds to rain over the other
participants at the end.
Discuss with the participants any other ideas for using this song with pupils in 4+.
There is also a version counting from 10 to 1, which can be introduced once pupils are
confident at singing 1 to 10.
Slides Songs and rhymes in practice 10 minutes
1.3.9 13
The next set of slides provides a framework for setting up and using songs and rhymes
Set up
Explain that when introducing a new song or rhyme it is very important to set it up by
contextualising the song or rhyme. The pupils need to create bridges between their
previous and new learning.
Ask participants if they can remember how you set up the ten little rain clouds song
(You showed them some rainclouds, they ordered them according to the numbers and
they counted them together.)
Exposure 1 Listening for a purpose

Go through the points on the slide.
What did we do with the raincloud song? (You asked them to listen for / point to
numbers ; participants with rainclouds moved their raincloud when they heard the
number)
Exposure 2 Focus on accuracy and understanding / focus on joining in

Go through the slide:
Where could we pause for pupils to sing in the rain cloud song?
What actions could they add?
Production
Go through the slide
What could we do for the cloud song?
Expansion
Can the cloud song be changed? Ask the participants for suggestions (E.g. One little,
two little, three little rain drops!)
What other suggestions do the participants have to expand this song?
Do they know other songs or rhymes which are easy to expand?
E.g If you are happy happy happy change actions / Change emotions and actions if
you have time you could try doing this with the participants. Return to Slide 1.3.4 and
get the different groups to invent a new verse e.g. If youre sad, sad, sad go boo hoo!
Slides Nursery rhymes TR 1.3.2 15 minutes
1.3.14 - 16 Flashcards of a
Ask if the participants know any nursery rhymes. shoe, a pair of
Nursery rhymes are key in the development of phonological awareness understanding trousers and a
the sounds of a language. hat
Hey diddle diddle

Do not show the slide yet.
Introduce this rhyme. Tell the participants you know a rhyme about your brother. Tell
them your brother is different to most brothers! (Set up!)
Show three clothes flashcards: trousers, shoes and a hat and ask which of these are in
the rhyme. (Exposure 1)
Say the rhyme and do the actions:
Diddle, diddle, dumpling (Roll your hands)
My brother John. (Touch your heart)
Went to bed, (Pretend to sleep)
With his trousers on.(move your hands down your legs)
One shoe off, (Shake your foot)
And one shoe on.(Stamp your other foot)
Diddle, diddle, dumpling (Roll your hands)
My brother John. (Touch your heart)
Ask the participants what clothes they heard.

Show the picture on the slide to confirm what they heard.
Say the rhyme a second time, go slowly, pausing and giving instructions for the actions.
Say the rhyme a third time and ask the participants to join in the actions.
Show the words for them to see if they wish.
Instructional language
Show the slide with the actions for the participants to see the kind of language you can
use to instruct pupils to copy you.
Go through the instructional language.
Slide 1.3.17 Learning nursery rhymes Handout 20 minutes
D1.S3.1,
For this task divide the participants in small groups of five D1.S3.2
Give each group a nursery rhyme (Handout 2)
Explain that they should:
1. Consider how to set up the rhyme
2. Think of some actions to help memorisation of the rhyme
3. Think about instructional language for the actions
Explain they have 15 minutes to prepare, then will be asked to share ideas and the
rhyme with the rest of the group
When everyone is ready get them to present their rhymes to the group.
Discuss when the rhymes could be used (if associated with different topics)
Mention that a rhyme per topic works well and pupils could make a rhyme book which
they take home at the end of the year. This could be a page with the lyrics and pupils
drawing of the rhyme.
Slide 1.3.18- What makes a good rhyme 8 minutes
19
Go through this slide as it highlights what makes a good rhyme.
Ask the participants to think about the rhymes they said were they suitable?
Nursery rhymes should
1. have a short and snappy rhythm
2. contain repetition / refrain
3. be easy to pick up
4. include useful language for transfer
5. contain a complete story with a beginning, middle and end
6. be culturally acceptable
(Next slide) Ask participants how effective they think the use of songs and rhymes is for
preschool and how often do they think they will apply their use.
Highlight that the lyrics for all the songs and rhymes in the session are in Handout
D1.S3.2
Remind the participants that there is a section on song, rhymes and chants in the
Preschool Scheme of Work Support Document. Thank the participants for a very
productive session, and explain that they will be revisiting these ideas throughout the
week.
Day 1
Session 4: English and games
Materials: Stationery, flip chart paper, projector/laptops, handouts, TR1.4.1 a set of flashcards of My world Malaysia visuals, a box for the
flashcards; TR 1.4.2 sheet of American Sign Language signs; TR 1.4.3 EEE model sequencing; TR 1.4.4 Five sets of My
world Malaysia visuals.

Slides 1-6 Consider relevance of game-like activities for developing the whole child through TR1.4.1 a set of flashcards 40 minutes
English of My world Malaysia
Recognise a variety of games and their learning objectives visuals, a box for the
flashcards;
TR 1.4.2 sheet of American
Sign Language signs
D1.S4.1, D1.S4.2
Slides 7 Understand the EEE model and highlight the instructional language required for TR 1.4.3 EEE model 10 minutes
setting up game-like activities sequencing;
TR 1.4.4 Five sets of My
world Malaysia visuals.
D1.S4.3
Slides 8-10 Recognise the relevance of recycling games 40 minutes

Reflect upon the implications of using games in English within the Malaysian
preschool context
90 minutes
Explain that the participants will be playing some games and thinking about
the implications for their practice
Slide 1.4.2 Games! Brainstorm Handout D1.S4.1 3 minutes
Ask participants to think in their groups about the reasons for playing games
in English.
They can note down their ideas in the handout
Slide 1.4.3 Show the reasons on the slide 6 minutes
Ask participants to tick the reasons they have which are the same.
Once you have explained everything ask if there are any other reasons they
have thought of and discuss these.
Slide 1.4.4 Visual, auditory and kinaesthetic (VAK) 5 minutes
Use this slide to bring up the following points.

When learning a language, children begin with words that represent
concepts. To ensure a multisensory experience these concepts should be
represented by visuals, by the spoken word or a sound (e.g. a cow mooing)
and by a movement that symbolises the concept.
As such, it is important to provide opportunities for pupils to see, hear and
feel the new language. This will help anchor their new knowledge.
Teachers may be familiar with the acronym VAK, which represents Visual,
Auditory and Kinaesthetic, and is well known in the ELT profession.
Visual input:
Pupils need to be able to see what it is they are learning, and this can be a
visual representation of the word using a flashcard, or realia the object
itself.
Some topics are easier to represent as visuals. E.g. colours, the weather,
jobs, wild animals. Others are more fun when they are the real things e.g.
fruits, clothes, toys.
Flashcards provide the visual support but also enable associated games and
game-like activities and so its always useful to make a set of flashcards even
if you use realia.
Auditory input:
Pupils need to hear the words and expressions they are learning.
Words and expressions can be heard in natural speech, during classroom
instructions and routines, in songs and rhymes and in stories.
Repetition is very important so activities that play with language are also
useful. Pupils not only hear the words and expressions, but begin to say
them too.
The more pupils hear words and expressions, the more likely they will be
able to pick them up and use them.
Dont forget that pupils can be their own audio input too, listening to and
learning from each other.
Kinaesthetic input:
Children love touching and moving around, and learn best when actively
involved.
Associating an action to a new word or expression provides an opportunity to
be involved, e.g. waving when saying Hello. You can suggest an action or
ask pupils to come up with one.
Sign language is a useful support for a meaningful movement or action to
help pupils understand concepts. American Sign Language (ASL) is very
easy to use with children and there is lots of information online. Signing / a
movement can become a bridge to English, as a pupil can sign/make the
movement before speaking in English. This helps dissipate frustration or fear
and gives pupils more confidence to have a go.
Slide 1.4.5 Explain that you will pretend to be a preschool teacher, and that the participants are Box; 15 minutes
your pupils. TR 1.4.1 Flashcards of
You are going to introduce a new topic and go through five different activities: My world Malaysia
TR 1.4.2 American Sign
1. Whats in the bag? Language (ASL) sheet
2. Listen and do Handout D1.S4.2 (for
3. STOP! reference after the
training)
4. Chant a chain.
5. Whats missing?
Explain that the objective is for the participants:

a) To think about the concept of game. Is everything a game? Can it be turned into a
game?
b) To consider the instructional language used during this activity
c) Which skills are being developed.
Ask the participants to sit in a circle as though during circle time / carpet time this
may not be possible, if not then they can sit at their tables, but emphasise that this
would usually happen with pupils sitting on a carpet during circle time.
1. Hold up the box/bag with the Malaysia flashcards inside.

2. Show excitement and say: I have been visiting different parts of Malaysia and
took lots of photographs, lots of photos. My photos are inside this box/bag. What
do you think I took photos of?
3. Collect their ideas. NB in class, pupils will respond in Malaysian. You can
rephrase their answers e.g. Maybe theres a photo of the mountains. Maybe
theres a photo of the ocean.
4. Shake the box and say, Lets see my photos of Malaysia. I wonder if you have
guessed correctly.
5. Take out a picture. Say, Look! Its a mountain (its Mt Kinabalu). Congratulate a
participant if they guessed you had photographed a mountain!
6. Place the flashcards on the floor in the circle or on the board. Make the ASL sign
for mountain and say, Its a mountain. Can you do the mime? Can you say? Its a
mountain.
7. Repeat with lake, river, ocean, rock and sand.
8. Then say. Lets play Listen and do. Stand up, listen and do the action.
9. Call out the different Malaysian places and help the participants remember the
actions.
10. Say, Lets play STOP! (see encounter 3 for how to play this game)
11. Stop! Ask which skill you had been developing (Listening)
***
12. Now place the flashcards on the wall or board in a line and play the Chant a
chain game (see the notes on games engage 1 for how to play this game).
13. Then play Whats missing? game (see the notes on games engage 2 for how
to play this game).
14. Stop here and ask which skill had been developed this time (Speaking but mostly
repetition in a supportive environment).
15. Ask, Can everything be a game? Discuss this with participants.
What about instructional language? What did they notice? (Its repetitive, uses
similar structures e.g. Its a ; Can you do the mime? Can you say? Etc.)
Slide 1.4.6 Sequencing skills 10 minutes
Introduce the learning blocks
Reinforce the importance of oral language being the base of literacy
development.
Click again and show the Listening and Speaking arrows. Explain that oral
language begins with listening and pupils need lots of opportunity to listen
before becoming confident in speaking.
Slide 1.4.7 This slide presents the EEE model. Handout D1.S4.3 10 minutes
Explain that the EEE model helps us understand how to sequence activities to
reinforce skills. It focuses on the pupil and what they are doing during game-like
activities.
What words do they think the Es represent? Ask for suggestions: you can say
something like, Yes Enjoy is a good E word, but it isnt in the EEE model.
Allow for some guesses, then click so that the EEE model appears.
Announce that the EEEs represent Encounter (to meet for the first time), Engage
(to get to grips with and feel comfortable with) and Exploit (to make the most of
for ones own pleasure).
Go through the three Es, highlighting the move from controlled to freer activities.
Slide 1.4.8 Playing games TR 1.4.3 EEE model 15 minutes
sequencing
Divide participants into groups of five. Give each group a set of three activities [a
circle, a triangle and a square]. TR 1.4.4 Five sets of A6
1. Explain that we are going to play some games. flashcards (one for each
2. The games are taken from a resource which is available in the Preschool group of five participants)
SoW Support Document to support participants use of the schemes of work
(TR 1.4.3) Handout D1.S4.3
3. Read through the slide, clarifying any doubts the participants may have.
4. In your groups look at the games you have been given.
5. What are the pupils expected to do with language?
6. Where do they fit in the EEE model?
Answers: Encounter = square; Engage = circle and Exploit = triangle
7. Select one game

8. Decide who is the teacher and who are the pupils
9. Think about the language of instruction for this game
10. Pretend it is circle time and play the game
11. Highlight the fact that they should be prepared to demonstrate their game to
the group
Give each group a set of flashcards
Go around the groups helping them with the instructional language.
Slide 1.4.9 Bring the participants together and ask them to share and demonstrate their games. 20 minutes
As they do this ask questions following the prompts on the slide
1. Where is the game on the EEE model?
2. What are the pupils expected to do with language?
3. What about the format (especially the script)?
4. What are the implications for repeating and adapting games?
Make sure you ensure that teachers realise that they need to recast and
rephrase pupils responses, and that they use language meaningfully
accompanied by actions e.g.
Turn over a card (accompanied by turning over a card)
Whisper a word (accompanied by whispering in a childs ear)

Explain that the ASL information for the topic is in their handouts
Also, remind the participants that there is a section on VAK and games and
the EEE model in the Preschool Scheme of Work Support Document.
Thank the participants for a very productive day.
Explain that tomorrow they will be looking a little more at games in relation to
play and providing opportunities for child-initiated play.
Day 2
Session 1: English games and exploiting language
Materials: Stationery, flip chart paper, projector/laptops, handouts, TR1.4.1 a set of flashcards of My world Malaysia visuals TR 2.1.1
Bingo game templates plus covers (e.g. bottle tops, legos): TR 2.1.2 Beetle game templates plus dice; Board game sheet
and 24 flashcards (including My world Malaysia flashcards) plus large dice and counters.
Useful vocabulary:
Autonomy: the pupils ability to do things independently without the need for anyone else.
Scaffolding: providing successive levels of temporary support that help pupils reach higher levels of understanding and skill acquisition that
they would not be able to achieve without assistance.

Slides Recognise the format of games to support pupils autonomous language use TR 2.1.1 Bingo 90 minutes
D2.S1.1-6 game templates
Consider possibilities for reusing resources
plus covers (e.g.
Reflect upon the implications of reusing resources within the Malaysian preschool context bottle tops,
legos).
TR 2.1.2 Beetle
game templates
plus dice.
Board game
sheet and 24
flashcards
(including My
world Malaysia
flashcards) plus
large dice and
counters.
90 minutes
Explain that the participants will be playing some more games to consider a) game
formats b) pupil autonomy c) teachers roles d) reusing resources
Slide 2.1.2 A song TR1.4.1 a set of 10 minutes
Introduce the song. Ask participants to listen for the different My World words. Which flashcards of My
words are not included in the song? (beach, tree, fields, jungle) world Malaysia
visuals
I love the mountains
I love the deep blue lake
I love the river
I love the oceans wake
I love the rocks and sand
When the tide is low
Boom de-ahh-da x8
Sing the song accompanied by the ASL actions they learned yesterday.
Sing and mime each line in groups.
Explain that this is a song included in the resources for the topic My world Malaysia.
The games they are going to play are also from this topic.
Slide 2.1.3 - What about the teacher? Handout D2.S1.1 5 minutes
4
Ask participants if they can remember what the EEE model stands for.
Ask what they think the teacher does in each of the EEE stages. Write their
suggestions on the board.
Ask them to look at Handout D2.S1.1 and fill in the gaps with the words.
Show the slide with the answers.

Discuss their thoughts on the different roles and the implications for their lessons.
Check they have understood the concept of monitoring
Slide 2.1.5 Game formats for autonomy Handout D2.S1.2 50 minutes
Divide the participants into three groups of around eight. TR 2.1.1 Bingo
Explain that there are three different games for them to play: a Beetle game, a Board game templates
game and a Bingo game. plus covers (e.g.
In groups they are to read how to play the game (in the handout) and then play the bottle tops, lego).
game. They are to imagine they are together at circle time. One participant is the TR 2.1.2 Beetle
teacher, the others are the pupils. game templates
After the game, they should fill in the format table (also in handouts) considering the plus dice.
games structure, the roles and the script. Board game
They have 15 minutes for each game sheet and 24
As they are playing they should consider how the games support autonomous language flashcards
use (or not) and how they might help collect evidence of progression. (including 8 My
They should also consider the implications of reusing resources. world Malaysia
flashcards) plus
Move around the groups, helping them see the relevance of:
large dice and
1. Action-accompanied teacher instructions.
counters.
2. When using a dice, counting the dots
3. Limiting their praise, so it becomes meaningful.
4. Not getting over-excited. Remember these games are for the whole group of 25
pupils! They need to be able to manage the pupils.
Slide 2.1.6 Discussion 15 minutes
In plenary discuss the following:

Do these games
Encourage pupils autonomous language use? E.g. Emphasise that this is exploiting
language
Board game and beetle game do, but they need careful scaffolding during circle time.
Bingo game is very much a listen and do game, but pupils can become callers and lead the
game.
Help you collect evidence of progression?
All games allow a teacher to observe and collect evidence.
Bingo game: How confident are pupils at identifying the topic language? Do they help their
peers? Do they want to be leaders and call out the words?
Board game and beetle game: Can pupils label and use the topic language in a sentence or
as a word only? Do they ask for help / offer help? Do they wait their turn? Are they able to
say the numbers on the dice?
What are the implications of reusing resources for your teaching?

1. Using same images helps pupils identify more quickly with the topic language
2. Storing materials in a folder on your computer
3. Easy to produce and share with others
4. Easy to reproduce for other topics
5. Pupils get used to the game formats and are confident about playing with different
topic language

Thank the participants for their enthusiastic participation.
Remind the participants that there is a section on games and the EEE model in the
Preschool Scheme of Work Support Document. Explain that in the session after
coffee they will be looking at how these games promote child-initiated play.
Day 2
Session 2: English and play
Materials: Stationery, flip chart paper, projector/laptops, handouts
Useful vocabulary:
Props: are a way of setting the stage for meaningful, purposeful play in preschool.
Miming: using expressions on the face and body movements without speech to communicate emotions or actions or to tell a story.
Sequencing: combining things in a particular order.
Recycling: collecting old paper, glass or plastic so that they can be used again.

Slides Review the importance of play in the early years 25 minutes
D2.S2.1-6
Slides Consider the relevance of setting up an English learning centre and the role of the teacher D2.S2.1 53 minutes
D2.S2.7-17
Slide Reflect upon the implications of promoting play in English within the Malaysian preschool 12 minutes
D2.S2.18-19 context
90 minutes
Explain that the participants will be shown examples of practice in Europe and Asia
related to play to prompt discussion.
Slide 2.2.2 Play: a definition 5 minutes
(slide
animation) In groups of 5, ask participants to think about a word that represents play or even a
definition for play. Its a tricky concept, which many academics are still trying to define!
They can write down their ideas on a piece of paper. After 3 minutes ask them to share
their ideas.
Show the definition on the slide. Susana Isaacs was a British education specialist /
pedagogue who worked in London. She corresponded with Jean Piaget and influenced
his ideas on play. Play is described as an approach to action, not an activity in itself.
Slide 2.2.3 Play and other activities 3 minutes
Play is different from other activities as it involves five important elements:

1. Imagination (pupils use their imagination freely to do what they want, with or without a
resource)
2. Pretence (Their imagination leads them into pretending, e.g. they are a cat, a doctor;
they are driving a car)
3. Choice and control of the activity (No adult can force a pupil to play, for children play
when they wish and with what they wish think about cardboard boxes! As play is the
approach a pupil has chosen, they are in control of the activity. This is very important.)
4. Motivation (As a result of being in control, pupils are motivated to play)
5. Symbolism (Play often involves symbolism e.g. a plastic carrot may become a
microphone; a box may become a boat)
Slide 2.2.4 Real play 2 minutes
Vygotsky was a Russian pedagogue who described real play consisting of three
components. As you read this slide out, give the following example:
The creation of an imaginary situation (e.g. a mother and baby in a kitchen)
The taking on and acting out of roles (one pupil is the baby, one is the mother)
A set of rules determined by the specific roles (mothers feed babies, not the other way
round)
Slide 2.2.5 Child-initiated play vs. teacher-led play 3 minutes

(slide
animation) Play has been placed at the centre of the preschool curriculum for over a century. However,
child-initiated play is considered essential in childrens development. Child-initiated play, or
free play, is the opportunity to explore materials and situations for oneself.
An effective preschool programme should combine teacher-led practices with child-initiated
activity. There should be a balance of teacher-led and child-initiated activities.
Ask participants if pupils play in English emphasise the importance of play in English.
Slide 2.2.6 Learning centres 10 minutes

(slide
animation) Learning centres enable child-initiated activity and they are encouraged in Malaysian
preschools according to the standard-based curriculum document.
What are the typical learning centres present in Malaysian preschools? Ask the
participants to share the different centres they have in their classrooms.
Show the second part of the slide and discuss some of the different centres that could exist
in preschool. It is divided into centres which are thematic, and may follow a topic or project
pupils are involved in, and general content centres.
Explain that this is very much based on a cultural approach to education and childhood
e.g. in the UK pupils play in sand and water centres, in many southern European
countries this is not considered appropriate, as pupils should not get wet or dirty. In
South American countries preschool classrooms include a science and a music centre.
Again these are not common in many southern European countries.
Discuss any differences or surprises.
Ask if any of them have an English learning centre
Slide 2.2.7 English learning centres - True or False? Handout D2.S2.1 5 minutes
Ask the participants to look at the handout. Remind them that they know about play and
learning centres. This is an activity to get them thinking about an English learning centre
(ELC). They will be listening to some information about an ELC, after doing the activity.
If they have an ELC they should think about the pupils in their setting.
If they dont have an ELC, they should use their knowledge of children and play to help them
decide which statements are true or false.
Slide 2.2.8 What does an ELC look like? 5 minutes
These are examples of ELCs in Italy (2006) and Portugal (2001). In Italy it is a whole area of
the classroom which has been set up decorated with pupils work and filled with teacher-
made resources which prompt play in English. In the photo you can see the pupils
paintings which decorate the entrance to the space.
The ELC in Portugal is a corner of a room, and is a small shelf, with some posters on the
walls. The resources are kept on the shelf: a puppet, masks, flashcards, games and child
made resources. If pupils want to play with something from English they take it and play
elsewhere in the room often in the circle time space.
Slide 2.2.9 What does an ELC look like? 5 minutes

These are examples of ELCs in Cyprus (2014) and Portugal (2014). In Cyprus the ELC is a
large shelf, where books, props for storytelling, games and colouring materials are kept.
Once again, pupils select what they want to play with and play elsewhere in the room.
Another example of ELC in Portugal is a large corner space. It is decorated with pupils work
as well as a display for Halloween, which was set up by the preschool teacher. The shelf is
for keeping games, books, story cards, flashcards, a folder with images of target language
and the English puppet.
Reinforce that an ELC is different in each setting, as it depends upon available space,
resources and pupils interests. The ELC can be a large box on a shelf, where the resources
are kept and used on the carpet for example.
Slide 2.2.10- Allow participants to use their experiences to guess the games before giving them the 5 minutes
11 details.
What are the pupils doing?
They play games:
1. This pupil is playing tic tac toe with a friend. He can place his cross if he can say the word
or expression on a flashcard.
2. These pupils are playing a board game - they throw the dice and say the name of the
picture or an expression. This is actually in a French learning area (2001)
3. This pupil is playing alone. He is placing the flashcards in sets and saying the English
words and expressions to himself.
4. These Italian pupils are playing bingo, the pupil at the far end of the table is the caller.
The others have a bingo card and are covering the images with rain drops. The topic of the
bingo game is the weather!
Slide 2.2.12 Allow participants to use their experiences to guess the imitating games before giving them 5 minutes
the details.
What are the pupils doing?

They imitate and invent.
1. These Portuguese pupils are imitating a game played with the preschool teacher. A game
called STOP, which is like a statue game. The girl standing up is the teacher! She is giving
the instructions.
2. This little Portuguese girl is playing with the English puppet, she is singing the hello song
as she has just sat down to play. This is how the English lesson begins, so she begins her
play by singing the song!
3. These Portuguese pupils have invented a game based on STOP the game we have just
played, which involves miming and sequencing flashcards. During this observation pupils
were very engaged and enjoyed themselves.
Slide 2.2.13 What are the pupils doing? 5 minutes

They are re-telling stories and rhymes
1. This little Portuguese girl is alone in the ELC, reading a story out loud to herself.
2. The Italian pupils are re-telling a rhyme together, they have a spider puppet which helps
them. The rhyme is illustrated in sequence and helps them say the rhyme.
3. These Portuguese boys are re-telling a story together in English.
4. These Portuguese girls are playing a teacher and pupil, and the teacher is reading a
story about shapes. She is pointing to the shapes and saying their names in English.
Slide 2.2.14 What are the pupils doing? 5 minutes

They interact with the resources
1. In picture 1 these Portuguese boys are doing two different things. The boy on the left is
looking at story cards. The boy standing up is role playing with the puppet and pretending to
talk on the telephone. In the red sack there is a set of role play props.
2. These Portuguese pupils are doing two different things:
a. Looking at a dictionary they have made with the preschool teacher. It shows the
English word, the Portuguese word and an image. They love turning the pages, pointing and
saying what the picture shows.
b. The other pupils are sorting the flashcards. As they do this they say the different
words and expressions in English.
3. This Korean pupil is pointing and labelling the pictures which represent what they have
learned in English. As she points she says a rhyme in English about recycling.
Slide 2.2.15 What resources have been used? 5 minutes

(slide
animation) Before showing the summary of resources they have seen, ask the participants what
they can remember from the photos.
Show the list.
Slide 2.2.16 What happens in the ELC? 5 minutes

Emphasise that research has shown that pupils do select to play in an ELC, even when
they have just one hour of English a week.
The slides showed pupils imitating English sessions just like Vygotskys real play.
They interact with the resources in different ways, they even invent games.
They use English, but also the classroom language, especially to organise themselves
when or during disputes.
They help each other to remember words and expressions and they correct each other.
The ELC is a popular centre and chosen as often if not more than the house corner and
the computer corner.
Slide 2.2.17 Ask participants to return to the True / False statements in their handout. Handout D2.S2.1 8 minutes
Did they guess correctly?
Does anything surprise them?
Slide 2.2.18 Discussion 10 minutes

Bring participants into plenary and show the discussion prompts on the slides:
Do pupils play in English in preschools in Malaysia?
What are the implications for setting up an ELC in Malaysian preschools? E.g. space,
resources, time.
Can an ELC be used for pupil assessment?
What is a preschool teachers role in play in English?
Manage discussion around these issues and summarise, highlighting the role a preschool
teacher has in managing and promoting play in English.
For example:
Planning for games and activities during circle time with resources that can be used in
the ELC
Including an ELC in a variety of learning centres
Encouraging pupils to follow the ELC rules, which they co-create with the preschool
teacher, e.g. speak in English, tidy up when finished, only 4 pupils at a time.
Slide 2.2.19 Closing slide 2 minutes

Thank participants for being reflective and wish them a restful lunch break.
Day 2
Session 3: Emergent literacy in English
Materials: Stationery, flip chart paper, projector/laptops, handouts, Story book: Were going on a bear hunt, TR 2.3.1 Sequencing cards + Video link of
Michael Rosen: https://www.youtube.com/watch?v=ytc0U2WAz4s
TR 2.3.2 Bears around the world; TR 2.3.3 activity sheet copies and magnifying glass
Useful vocabulary:
Onomatopoeic words: include sounds that are similar to the noises the words refer to, like meow or boom.

Slides Session objectives Handouts Timing
Slides 1-3 Understand the importance of listening and speaking in the development of literacy D2.S3.1 19 minutes
Slides 4 Identify a wide range of opportunities for developing emergent literacy skills in English Story book: Were 18 minutes
going on a bear
hunt
D2.S3.2
Slides 5-8 Recognise the contributions books and stories make to developing literacy TR 2.3.1 2.3.3 53 minutes
D2.S3.3
Reflect upon the implications of emergent literacy in English within the Malaysian preschool
context
90 minutes
Explain that the participants will be listening to a story and looking at story-related ideas
for preschool
Slide 2.3.2 Preparing for literacy 8 minutes
1. Show the slide and briefly explain the main contributions preschool can make to literacy
development:
o Expands the number of words in pupils active vocabulary
o Develops pupils phonological awareness
o Helps pupils make connections between the spoken word (phonemes) and the
written word (graphemes)
You may need to go over the following questions and answers slowly and check
participants understanding before moving on to the next question.
Why is it important that pupils have a large active vocabulary?
Oral knowledge of a word supports reading in two ways:
If the target sound of a word is already known, it is easier to sound out a written word
(saying it out loud).
If a word is already known, it is easier to predict where it might appear in a text.
So the more words a pupil knows, the easier it should be to read them.
Why is it important to develop pupils phonological awareness?

Phonological awareness is about understanding the sounds of a language, i.e. that
language is made up of words, syllables, rhymes and sounds (phonemes). Phonemic
awareness is a part of phonological awareness, and refers to the knowledge of words at the
level of individual sounds, e.g. how they can be segmented (separated), blended (brought
together) and manipulated (changed). For example, CAT is segmented into C + AT; it is
blended by bringing C and AT together; and it can be manipulated by changing the onset C
to M, so we get MAT, or the rime from AT to AP, so we get MAP.
There is much research into L1 learners of English that suggests when pupils phonological
awareness is developed, they are better prepared to begin reading. It would make sense to
assume this is the case with learners of English as a second language too.
Why is it important to foster an awareness of the connections between the spoken

and the written word?
Providing access to the written word helps pupils begin to recognise what a word looks like
and how it is represented in letters. This in turn alerts pupils to the different sound(s) that
letters can represent within the word.
Environmental print is the print we see in signs and labels in our everyday lives. There is
commercial environmental print (e.g. road signs, logos and food and clothes labels) and
homemade environmental print (e.g. labels around the classroom, daily schedules,
shopping lists, names on badges or birthday posters etc). Environmental print is especially
useful for learning English if teachers:
label objects and visuals in English
use the written word in posters, displays and charts
bring pupils attention to the print in English around them.
Slide 2.3.3 Supporting literacy development Handout D2.S3.1 10 minutes
(Before showing slide): There are five different activities we can include in our planning
to develop emergent literacy in English. Do participants know what these are? Give them
a minute to think then show the slide:
1. Using rhymes and chants
2. Sharing stories
3. Promoting dramatic play
4. Providing environmental print
5. Encouraging group talk
To understand exactly why, the participants have to match the activities with the
descriptions of how they support literacy development.
First they should try as individuals and then in pairs.
Check the answers in plenary (The key: A3, B4, C1, D5, E2)
Are they surprised by anything? (Maybe the relevance of environmental print? Access to
different scripts from discussion?)
Slide 2.3.4 A story Story book: We 18 minutes

are going on a
Explain that you want the participants to be multi-taskers. bear hunt
They should listen to the story and think about the following questions:
Handout D2.S3.2
o Discover three ways that this storytelling activity contributes to developing pupils
emergent literacy in English
o Consider why this book is particularly suited to sharing with pupils learning English in
preschool
Tell the story using your best storytelling skills! Be explicit about the pre- during and
post-storytelling. Indicate that you are doing this.
Pre-storytelling activities:
Do not show the front cover immediately. Start by saying it is a story about a family who
is looking for an animal. Its an animal that rhymes with or sounds like the word chair.
Do they know what it is? Its a bear. The family are looking for a bear. They are going on
a bear hunt!
Where can they look for a bear? Where do they have to go? This story is part of the
scheme of work for My world Malaysia. Pupils know different landmarks in English, e.g.
mountains, forest, river where will the family go to look for the bear, what do the
participants think?
Show the front cover, Mention the author and illustrator.
Show the end papers (a beach, the ocean, rocks, sand)
Show the title page and ask pupils (participants) who is who in the family.
Before you start reading the story ask pupils to listen for the landscape words they know.
During story-telling
The illustrations alternate between black and white and colour and they are very
beautiful. You can talk about this. Pupils may comment also.
Use actions to associate with the repetitive text Were going on a bear hunt. Were going
to catch a big one. What a beautiful day, were not scared! Also with We cant go over
it, we cant go under it. Oh no! Weve got to go through it!
Also make the most of the wonderful onomatopoeic sounds used to describe the
different landmarks.
Post-storytelling
Did you like the story?
What was your favourite part?
Did the family go anywhere you guessed they might go?
Did you hear any new words related to the topic (mud, snowstorm, cave).
Did you see anything in the illustrations that you also knew how to say? (sand, ocean,
rocks on the endpapers)
There were some nice sounding words, can they remember what they were? (Swishy
swashy, splish splash, squelch squerch, stumble tip, whoo, whoo. Tip toe.
Remind the participants they were multi-taskers:
Get together in groups of 5 and think about the two questions (on handout):
Discover three ways that this storytelling activity contributes to developing pupils emergent
literacy in English (some example answers follow)
Helps pupils make connections
Models reading from left to right;
Discusses the story book (author, illustrator, title etc),
The story is rhythmic and repetitive and pupils are encouraged to join in this means
they pick up chunks of language which will help them retell confidently
The large font on colour pages is big enough to do a little sound work
The story invites participation and discussion
Consider why this book is particularly suited to sharing with pupils learning English in
preschool (Some example answers follow)
It is an exciting story and keeps pupils engaged
Illustrations support understanding of words
Is repetitive so pupils can pick up chunks and help retell
Affords lots of opportunities for post-storytelling activities
Expands on the topic they are looking at (My World Malaysia)
Also highlight how you set up the activity, contextualising the story, and asking them to listen
for something (landscape words they know). These were then referred to after telling the
story.
Slide 2.3.5 Group work Handout: D2.S3.3 30 minutes
The activities have been chosen to allow participants to consider the different ways the story Video of
could be used to develop emergent literacy in English. storytelling
Ensure they are in groups of 6 or 7. activity by
Read the instructions on the slide. Michael Rosen
In your groups, look at the resources
TR 2.3.1
1. How do they work? Do you understand them?
Pack of
2. Would you use them in your classrooms?
sequencing cards
3. What changes would you make? Why?
4. What would you expect pupils to be able to do?
TR 2.3.2
5. Nominate a spokesperson to share your ideas.
Pack of bears of
the world word
Remind them they have 30 mins.
cards
TR 2.3.3 Bear
images with
letters
Magnifying glass
Slide 2.3.6-7 Sharing and discussion 22 minutes
Ask the spokesperson from each group to share their thoughts and ideas.
Do you include activities like this in your planning?
What are the implications for your practice?
Help participants make connections between the five different activities they looked at in
their first handout, and the different group work tasks.
1. Using rhymes and chants (Re-telling story as a chant with Michael Rosen)
2. Sharing stories (the whole activity!)
3. Promoting dramatic play (acting out and sequencing the story)
4. Providing environmental print (Bears in the world / magnifying glass activity)
5. Encouraging group talk (Group story writing)
Slide 2.3.8 Closing slide 1 minute
Remind the participants that there is a section on literacy in the Preschool Scheme
of Work Support Document.
Thank participants for being reflective and explain they will be looking more closely
at teaching literacy after the break.
Day 2
Session 4: Teaching literacy in English
Materials: Stationery, flip chart paper, projector/laptops, handouts, TR 2.4.1 (Phonological awareness puzzle)

1-3 Understand phonological awareness and its components TR2.4.1 11 minutes
4 Recognise the learning sequence of phonological awareness D2.S4.1 10
5-10 Consider incorporating teaching literacy into daily practices D2.S4.2-4 69 minutes
Silly Sally book
Reflect on the implications of teaching literacy in English within the Malaysian preschool Flashcards and
context word cards in
sound sets
90 minutes
2.4.1 Share the aims of the session. 1 minutes
Explain that the participants will be looking mostly at developing reading with some
reflection on writing
2.4.2-3 Phonological awareness TR 2.4.1 - 10 minutes
Phonological
There are four terms which are often misunderstood. These are: awareness puzzle
1. Phonological awareness
2. Phonemic awareness
3. Phonics
4. Phonemes
Explain to the participants that they will complete a puzzle where they will match the
term with its definition and some examples of what it actually is in practice.
Key:
a, [square]
b, [circle]
c, [triangle]
d, [heart]
Help participants see that Phonological awareness is like an umbrella it covers
everything. Show the umbrella image on slide 3 to help them see this.
Phonemic awareness is a part of phonological awareness and this is where there is
a focus on phonics and phonemes.
Phonics and phonemes also support pupils understanding of onset and rime.
2.4.4 Phonological awareness a sequence Handouts 10 minutes
Phonological awareness is essential in future reading and writing, and research suggests
D2.S4.1
that if pupils phonological awareness is good they are well prepared for primary school and
later reading and writing.
Research has also shown that we can better support pupils if we follow a sequence
of activities during preschool. This sequence starts with listening and involves a lot of
playing with sounds and words.
The sequence ends with a series of activities which develop phonemic awareness
more specifically this is more relevant for 5+ as it builds on the sound play in 4+.
Explain that the handout shows the sequence. The participants are going to
experience some activities and they should decide what the activity supports
according to the sequence.
These might be activities they already do, if so then fantastic, they are doing things
right! Keep going and please share experiences or success!
Allow for questions and answers as this may be a new area for participants.
Listening these activities sharpen pupils ability to attend selectively to sounds, to be able
to listen actively, attentively and analytically. E.g. listening to sequences of sounds; Hiding
an alarm clock! Whispering words or names;
Rhyming used to introduce pupils to the sounds of words. Rhyme play directs pupils
attention to similarities and differences in the sounds of words. The purpose of such
activities is to develop pupils attention to the sounds of the language. There is no need to
bring pupils attention to spelling, for often the words are written differently anyway!
Rhythm syllables are heard and felt, but alone are meaningless. Recognising the
syllables in words helps pupils see that words can be divided into smaller bits. It also helps
pupils pick up the rhythm of the language as pupils are tuning into the language.
Onset and rime onset and rime are divisions within the syllable. The "onset" is the initial
phonological unit of any word (e.g. c in cat) and the term "rime" refers to the string of letters
that follow, usually a vowel and final consonants (e.g. at in cat). Not all words have onsets.
Similar to teaching beginning readers about rhyme, teaching pupils about onset and rime
helps them recognise common chunks within words. This can help pupils decode new words
when reading and to spell words when writing.
Phonemic awareness (isolation) this refers to the ability to recognise the separate
phonemes in words. The first phoneme in a syllable is the easiest to identify, then the final
phoneme, then the middle phoneme. Lots of different games can be played which help
pupils start by recognising the first sounds.
Phonemic awareness (blending) - this requires that pupils listen to a sequence of spoken
phonemes and then combine them into a word. This needs lots of modelling.
Phonemic awareness (segmentation) this requires that pupils count out the separate
phonemes in a word, saying each sound as they tap out or count it. This needs lots of
modelling.
2.4.5 Activities 10 minutes

You will start by showing an activity. Then they will divide into groups and discover for
themselves.
Show the rhyme on the slide.
Ask participants to close their eyes.
Explain that you are going to say the rhyme again. They have to listen carefully for
any mistakes. When they hear a mistake, they should put up their hand and open
their eyes.
Say the rhyme, but change some words, e.g.
I hear thunder!
I hear rain drops
Oh! Dont you?
Oh! Be quiet!
You can give other examples if you wish.
Discuss the activity. Where is it in the sequence?
(First stage - Listening)
Give the participants time to write down their ideas on the handout.
2.4.6 Group work 1 Handouts 15 minutes
Divide participants into five groups of five. D2.S4.2

Show the slide and explain they should read about the activities and discuss them in D2.S4.3
their groups.
Warn them that they will be sharing their discussion with others, so they should take
notes and be confident about the activity and its implications for the Malaysian
classroom.
As they do this move around the room and help where and when necessary. Remind
teachers of the importance of using appropriate terminology, e.g. letter vs sound,
what sound does it make? What letter is it? Help them understand how the rhythm of
a rhyme supports the understanding of the syllables in a word (different from the
beat, or the tempo)
2.4.7 Group work 2 35 minutes
Give each participant in their group a number (1 5)
Ask all the 1s to move to table 1, all the 2s to table 2 etc.
Each person at the table will have experienced a different set of activities. They are
to share what they have discovered and discussed.
They can ask each other questions for clarification and comment as well.
They should try to speak for about 6 minutes each.
2.4.8 Round up! 8 minutes
Bring the groups together and summarise any ideas / difficulties which emerged
2.4.9 Remind the participants that there is a section on phonological awareness in the 1 minute
Preschool Scheme of Work Support Document.
Thank participants for being so reflective and explain they will be looking more
closely at the scheme of work tomorrow.
Day 3
Session 1: Schemes of work
Materials: Schemes of work documents, Handouts, The English Language section of The Preschool Standards Based Curriculum
document.

Slides 1-3 Identify the sequential stages within the Preschool Schemes of Work D3.S1.1 17 minutes
Slide 4-6 Relate the structure of the Preschool Schemes of Work to the Learning Standards D3.S1.2, D3.S1.3 60 minutes
Preschool
Standards Based
Curriculum
document for
English
Slide 7-8 Clarify any misunderstandings or doubts in relation to the Preschool Schemes of Work 13 minutes
Reflect upon the implications of using the Preschool Schemes of Work within the Malaysian
preschool context
90 minutes
Slide 3.1.1 Share the aims of the session. 2 minutes
Slide 3.1.2 Scheme of work - definition 5 minutes
Read out the definition of a Scheme of work.

Emphasise that these are guidelines, and that they should be adjusted to the
different groups as appropriate.
Also emphasise that they are not precise lesson plans, but can be used to guide
lesson planning.
Slide 3.1.3 Schemes of work a good look Handout D3.S1.1 10 minutes
Ask participants to look at the SoW for My world Malaysia Scheme of work
Explain that the SoWs are for the hour of English a week. They can last an hour or 5+ My world
be divided into two 30-minute lessons Malaysia
Explain that all that has been discussed in sessions so far will be evident in these
SoWs.
Ask them to look at the SoW and answer the first three questions on the handout.
Slide 3.1.4 Schemes of work a good look Handout D3.S1.2 30 minutes
Answers to questions 1-3

Bring the participants into plenary and go over the answers for Questions 1 to 3.
1. 8
2. 30 mins
3. Phase 1: Opening time (pre-lesson)
Phase 2: Circle time (lesson engagement)
Phase 3: Closing time (post-lesson)
Remind them that they looked closely at routines in Day 1 Session 2, which supports
the relevance of the consistent routine found in the opening and closing times.
Ask them now to look at the next handout (Lesson content). Explain that Lesson 3
has been done for them.
They should remember that the EEE activities are very much game-based and focus
on developing listening and speaking skills.
Slide 3.1.5 Answers (lesson content) 10 minutes
Show the slide and highlight the following:
a) The amount of listening and speaking that is the focus of the lesson engagement time.
b) Even though reading and writing are the focus of lessons 6 to 8, there is still lots of
listening and speaking in these lessons.
c) The first story lesson is to develop listening and speaking and the second, to include
some fun activities which focus on reading e.g. discovering different alphabet letters in 4+
and discovering different sounds in 5+
d) Lesson 8 writing is to be age appropriate and as child-led as possible, so it does not
involve pupils copying letters and words, but drawing, labelling and writing about themselves
Ask if there are any questions at this stage

Slide 3.1.6 Learning Standards and SoWs Preschool 20 minutes
Ask participants to look at the Preschool Standards Based Curriculum document (PSB Standards Based
document) for English Curriculum
Show the questions on the slide. document for
English
1. Which Learning Standards appear in all SoWs? Can you think why?
2. Which Learning Standards are less evident? Can you think why?
3. How does this relate to the skills development sequence we have discussed?
Ask participants to work through these questions in their groups. They will need to refer
to the PSB document, as the Learning Standards are only numbered in the SoW.
They have ten minutes for this.
Once the ten minutes is up, bring the groups into plenary and discuss the answers.
1. Which Learning Standards appear in all SoWs? Can you think why? (those that focus on
listening and speaking because these skills are most important for preschool children
to develop.
2. Which Learning Standards are less evident? Can you think why? Those related to
writing, because this is a skill which is less age appropriate and which requires a solid
base in the other three skills.
3. How does this relate to the skills development sequence we have discussed? It mirrors
emergent literacy theories.
Slide 3.1.7 Round up! 10 minutes
Discuss any questions or queries the participants have about the documents and the
implications for their contexts.
Thank participants for their participation!
Day 3
Session 2: Reflection and self-assessment
Materials: Stationery, flip chart paper, projector/laptops, handouts, TR 3.2.1(reflection images) for trainer, set of TR 3.2.1 (reflection
images) per group (5 or 6), SoWs
Useful vocabulary:

Slides 1-3 Recognise the relevance of reflecting on learning in English in preschool TR 3.2.1 Timeline 15 minutes
images (1 set)
Slide 4-7 Identify the instructional language needed to support reflection and self-assessment D3.S2.1, D3.S2.2 60 minutes
Slides 8-10 Deliberate any foreseen difficulties in planning for and implementing reflection activities 15 minutes
Reflect upon the implications of reflecting and self-assessment in English within the
90 minutes
Slide 3.2.2-3 Reflecting 13 minutes
Reflection is something todays fast moving world often omits. The objective is to
think about reflection and what we might reflect about and come to a definition of
what reflection is!
First each participant should have a little think about the three questions:
1) What do you reflect about?
2) When do you reflect?
3) What helps you reflect?
They should try to come up with a definition.
Bring the participants together into plenary and get them to share some of their
ideas. Writing ideas and words on the board.
Show the definition of reflection on the next slide.
Slide 3.2.4 Timeline images 10 minutes
Bring the participants attention to the Schemes of Work, where there is an English
time routine and a reflection activity.
Explain that the timeline is used to tell pupils what they are going to do and then to
help them reflect at the end of the lesson.
Show the timeline images on the slide. What do they think they represent?
Ask them to guess which image matches the four skills, the five activities and explain
that the remaining two images represent learning new language and remembering
language.
Slide 3.2.5 Modelling the English time routine Scheme of work 10 minutes
for a topic.
This begins with the trainer modelling an opening time English today routine. TR 3.2.1 Timeline
Explain you are going to use the SoW from Lesson 1 of My World Malaysia, the images (1 set)
participants know that this involves encounter games and a rhyme. .
Look at the SoW with everyone and draw the participants attention to the fact that
the English today routine is at the end of the opening time. So it presents the lesson
development part of the lesson.
Have blu tac to hand and as you say each activity or skill, stick the image on the wall
/ board in a line:
Use the following guide:
Ok pupils! Lets see what we are going to do in English today.

We are going to learn some new words. Thats exciting!
We are going to play some games and use our ears to listen.
We are going to learn a new rhyme too!
There are lots of new things in English today!
Lets start!
Show the slide and summarise what happens during this routine and clarify any
doubts.
Slide 3.2.6 Closing time - A game! TR 3.2.1 Timeline 10 minutes
Give a set of timeline images to each group of 5 or 6 participants. images 5 sets
Ask them to spread them out on their table.
They are to stand up and listen carefully to you say a prompt which is associated Handout D3.S2.1
with one of the pictures. The first person to pick up the picture wins a point.
Say some of the prompts:
Did you listen in English today?

How well did you speak in English?
Did you learn something new in English today?
What did you remember?
How well did you sing? Could you do it better?
Who will you share your rhyme with?
Did the game help you use English?
Did you like the story?
Did you do any table work in English today?
What letters / sounds/ words did you read?
Did you do any writing in English today?
Ask who was able to pick up the most timeline images and clap the winners!
Ask participants to look at handout D3.S2.1, and read through the suggested
prompts. Is there anything they are surprised at?
Show the slide and summarise what happens during this routine and clarify any
doubts.
Slide 3.2.7 Lets have a go! TR 3.2.1 Timeline 30 minutes
images 5 sets
The objective of this activity is for participants to have a go at setting up an English
Today routine and a reflection routine. Handout D3.S2.2
In their groups they should select a lesson from the topic My world Malaysia and
decide which timeline images they need, to practise the opening and closing routines
which involve English time and reflecting on learning.
They should take it in turns to be the teacher and pupils
Pupils could respond in Malay and teachers can try to rephrase during the reflection
time.
They should write out the instructional language they find useful on their worksheet.
Explain they will be asked to share some useful language at the end.
Go around helping and giving ideas and language.
Slide 3.2.8 Round up! 10 minutes

Bring the groups together and summarise any ideas / difficulties which emerged. Use
the prompts on the slide to help this:
How comfortable did you feel?

What changes would you need to make:
a) to your present practice?
b) to the activity?
Slide 3.2.9 This slide emphasises the relevance of reflecting. Go through the points and ask if 3 minutes
participants have anything to add.

Remind the participants that there is a section on reflecting in the Preschool Scheme
of Work Support Document.
Thank participants for being reflective about reflection!
Day 3
Session 3: Monitoring and documenting progression
Materials: Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, 5 or 6 sets of assessment principle cards
Useful vocabulary:

1-3 Revisit reasons for monitoring progression 10 minutes
4-9 Identify principles for monitoring and recording progress Assessment 35 minutes
principle cards
10-11 Consider the different tools to monitor and record progression D3.S3.1 35 minutes
D3.S3.2
12 Reflect on the implications of collecting evidence of progression in English for the Malaysian 10 minutes
preschool context
90 minutes
Slide 3.3.2-3 Why monitor and document? 8 minutes
Put participants in groups of 5 to 6.
Give them 2 minutes to brainstorm the question
Ask each group to give a reason till everyone has shared their ideas.
Show the next slide and discuss any differences:

To track pupils learning (for the teacher)
To provide evidence of progress (for pupils and parents / guardians in particular)
To identify the effectiveness of the teaching-learning environment (for the teacher)
To plan future work (for the teacher)
To collect information for parents / guardians and school management
Slide 3.3.4 True or false game. TR3.3.1 - 10 minutes
Assessment
Give each group a set of assessment principle cards. principle cards (5
Show the slide and explain the game: or 6 sets)
1. Take turns to turn over a card
2. Read out the statement.
3. Decide if it is True or False.
4. If it is True keep it! If it is False lose it!
5. The winner is the participant with the most cards.
Stop the game when all groups have finished. For those who finish quickly ask them
to think of how to change the False statements into True ones.
Slides Answers to True / False game 15 minutes

3.3.5 3.3.7
Bring the participants into plenary and show the slides which go over the answers for
the game.
Respond to any questions or queries.
Slides The evidence cycle 10 minutes

3.3.8 3.3.9 Show the slide and read the statement: Monitoring and documenting is about
collecting evidence of learning and progression.
Then show the three stages of the cycle and explain that collecting evidence follows
a cycle.
Ask participants in pairs to decide what the sequence to this cycle is?
Ask a couple of pairs to give their suggestions.
Show the next slide and explain that the cycle is continuous, constantly feeding into
the next stage.
Slide 3.3.10 The evidence cycle gathering information. Handout D3.S3.1 20 minutes
How do the participants gather information about their pupils progression in English?
Ask them to think about this and then share with a partner.
Ask for some suggestions.
Click on the slide to show the stages of the next activity.

Explain each stage:
1. As individuals, look at the list of documentation activities and decide how often you
use these tools in your daily practice.
Explain that they will have to indicate the frequency that they do these activities:
0 = never; 1 = sometimes, 2 = often, 3 = always
2. When they are done they can share their results with a partner.
3. They should also consider whether they use any other activities and discuss these
4. Finally, they will share their thoughts with everyone in plenary.
Give participants 15 minutes to do this. Move around the group and clarify any
doubts
Call them into plenary and discuss their results. Use the following prompts:
1. Which of these activities is most frequent?
2. Which is least frequent?
3. Can they think why?
Slide 3.3.11 The evidence cycle reviewing and using information Handout D3.S3.2 15 minutes
Certain tools are required to be able to put these documentation activities into
practice. What are they?
Ask participants to indicate which tools they would need and how easy they are to
get hold of or elaborate.
(The kind of tools you would expect participants to suggest are: checklists,
observation guides, the Preschool Standards Based Curriculum document,
photographic or recording tools )
Ask them to list the different activities which support the four uses for documentation
and discuss them in their groups.
Once the participants have finished, bring everyone into plenary and discuss the
implications for practice. (next slide)
Slide 3.3.12 Round up! Implications for practice. Consider the following where appropriate: 8 minutes
Teachers should view documentation as an important part of their work with pupils
and families.
Pupils voices and ideas should be included in documentation and assessment to
support planning.
Try different documentation activities to find what is realistic, achievable and relevant
for each setting
Be selective in choosing what to document - it is not possible to capture everything.
Share documentation efforts and experiences with colleagues and continue to learn,
grow and develop.
Be open to change as the dynamics of the group of pupils or teaching team changes.
Regularly review and reconsider what is being documented, why and for whom.
Ensure monitoring and documentation is relevant for each setting no one setting is
the same.
Know the Preschool Standards Based Curriculum document.
Thank participants for their comments and considerations!
Day 3
Session 4: Differentiation strategies
Materials: Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, TR 3.4.1, TR 3.4.2 (5 or 6 sets of the
differentiation puzzle)
Useful vocabulary:

Slides 1-4 Discuss the relevance of differentiated instruction in preschool D3.S4.1 17 minutes
Slides 5-10 Identify suitable differentiation strategies for preschool language pupils TR 3.4.1, TR 3.4.2 63 minutes
Determine instructional language for differentiation Differentiation
puzzles
D3.S4.2, D3.S4.3
11-12 Reflect on the implications of using differentiation strategies in English for the Malaysian 10 minutes
preschool context
90 minutes
Explain that it is likely that the differentiation strategies used in English are very similar to
those used generally in preschool, and that the participants should take this into
consideration as you move through this session.
Slides What is differentiation? Handout D3.S4.1 15 minutes

3.4.2- 3.4.4
(Before showing slide) Ask participants what they think differentiation is and elicit a
few ideas and even definitions if possible.
Keep this fairly brief and write some of their suggested key words on the board.
Show slide 2 and point out any key words from the board that are also on the slide
and clarify any concerns with these.
Give participants the handout and ask them to work with a partner and complete
the definition of differentiation using the words on the slide.
They have five minutes
Monitor and help with any language difficulties
Show the definition sentences on the next slide and read it out to them.
1. Differentiation is a teaching strategy which involves the practical steps taken to

adjust learning processes.
2. It takes into account the needs of individual pupils
3. It involves adapting classroom activities to reflect the abilities, preferred ways of
learning and interests of different pupils.
4. Teachers modify what is done in the classroom to make sure that learning activities
present the right level of challenge for individual pupils.
5. Differentiation allows learners to engage with and work through activities in the most
beneficial way.
Clarify any misunderstandings
Show the next slide to summarise what effective differentiated teaching is. Ask
participants if this is something they are familiar with doing.
Slide 3.4.5 Differentiation: six strategies TR 3.4.1, 20 minutes
TR 3.4.2 -
Explain that there are six ways to differentiate Differentiation
Show the slide and read out the strategies puzzle
1. Differentiate by outcome
2. Differentiate by support
3. Differentiate by time
4. Differentiate by question type
5. Differentiate by feedback
6. Differentiate by preferences
Explain that the next task is for them to match the strategy with examples of ways
to put it into practice, which will also give them an idea of how they can use
instructional language to scaffold pupils.
Put the participants into groups of 5 and give each group the differentiation puzzle.
They have six minutes to do this.
Again ask if these are approaches they are used to and whether they use any
others encourage them to share their practices in plenary.
Slides Open and closed questions Handout D3.S4.2 20 minutes

3.4.6
Bring participants attention to the open and closed questions. Help them see the
difference between these.
Ask them to get out their syllabus documents. Give a different topic to each group
and ask them to think of the different open and closed questions they might use
during this topic. NB: The weather has already been done, so dont give them that
topic. They should write their questions on half a piece of flip chart paper nice and
big (write topic then questions)
They have ten minutes to do this.
Once they have finished, put their flip chart sheets on the walls and ask participants
to move around and read the different questions. Encourage them to make further
suggestions.
Slides Objectives by criteria Handout D3.S4.3 23 minutes

3.4.7 3.4.10
Teachers need to have in mind different aims for different groups of pupils in
engaging with lesson content. Success criteria can be considered according to
graded learning objectives - ALL/MOST/SOME. This means a teacher tries to
envisage what positive lesson outcomes for each group of pupils will look like e.g.
All pupils will be able to do or say something; Most pupils will be able to do or say
something; Some pupils will be able to do or say something.
Teachers that identify these different success criteria effectively are better able to
regulate key factors in lessons such as timing, pacing and staging of tasks and the
planning of task support and provision of extension activities. It is essentially about
recognising what expectations are along a continuum, and that some pupils will be
more able to do something than others.
Show the example on the next slide and explain that when introducing a rhyme
these are the objectives by criteria for the first time the pupils experience a rhyme.
Over a topic these objectives will change and hopefully all pupils will be able to
complete the rhyming words at the end of the lines, while the more able pupils will
be confidently saying the whole rhyme (this is exemplified on the next slide)
(Slide 10, Handout 3) Explain that each group will be given a different activity and
they should come up with a set of objectives by criteria for the activity. Some
activities indicate specifically when in the year and at what age the pupils are,
others dont, so the participants need to take this into consideration.
Give out the different activity descriptions and the remaining half of flip chart paper
for participants to write their three objectives.
Participants have 10 minutes to do this.
Once they have finished, put their flip chart sheets on the walls and ask everyone
to move around and read the different objectives. Encourage them to make
comments and ask questions.
Slide 3.4.11 Round up! Implications for practice. 9 minutes
Bring the participants back together and discuss the implications of the session
content for the different settings in Malaysia.
Remind the participants that there is a section on differentiation in the Preschool
Scheme of Work Support Document.
Thank participants for their comments and considerations!
Day 4
Session 1: Planning 1 Theme-based planning for Schemes of Work
Materials: Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, story book like My nose, your nose or similar
Useful vocabulary:

Slide 1 - 5 Interpret the preschool curriculum document in relation to theme-based planning 20 minutes
Slides 6 - 14 Identify learning objectives and intended outcomes for: a theme; a scheme of work; a D4.S1.1, D4.S1.2 60 minutes
lesson Story book
Analyse activities and resources within a scheme of work to support progression of skills
Slide 15-16 Reflect upon the implications of medium-term planning around sequences of work within 10 minutes
90 minutes
Explain that this session will look at medium-term planning around a theme
Slides Theme-based planning 9 minutes
4.1.2- 4.1.4
Sharing
Put participants into pairs
Ask them to list some of the themes they include in their planning it would make
sense that these themes were for all the languages in the classroom, as integrated
learning is important in preschool settings.
Give them one minute
Then ask them to share with their groups of six.

Give them one minute
Some themes
Bring them together to discuss whether their themes were similar or different. Show
the next slide and ask if they were anything like this.
What others did they include?
Categories of themes
Show the next slide. Explain that the syllabus document has been created as
suggestions for different themes / topics around three categories:
1. Topics considered appropriate for pupils of this age, e.g. about me, my family, my
face, my body, my toys etc.
2. Topics considered useful and necessary for this age group, e.g. colours, weather,
numbers etc.
3. Topics which allow for integration into the Malaysia pre-primary Humanities
curriculum which develops in pupils an appreciation of self and their surroundings e.g.
my friends, my school, my neighbourhood, my local environment.
Conclude that themes included in preschool can be wide ranging and include a
topic which is: close to pupils and their world; related to a story (see Mouse, deer
and the crocodile or Goldilocks); or follow a particular interest they have at a
particular time.
Slide 4.1.5 Why themes? 10 minutes
(Activity before showing the slide): Preschool teachers may not be familiar with the
reasons for using themes, especially in English and especially when English is just
for 60 minutes a week.
In their groups of six, ask them to think of at least four reasons for planning around
themes in preschool English.
Give them 3 minutes only.
Bring them back to discuss and ask each table to say one of the reasons they
have listed, then any others they have which they consider relevant.
Show the list on the slide and discuss similarities and differences to the reasons
they came up with.
1. Themes provide a purpose for learning and communicating (this is especially the
case when pupils share a classroom language and so require a reason to use
English to do something)
2. Themes can make connections between learning (all learning in preschool should
be integrated, and through themes this learning enables connections to be made
between different activities and different areas of the curriculum)
3. Themes make language relevant (themes naturally contain lexical sets and
structures which are necessary for communication around the theme and so
language becomes relevant within and across themes)
4. Themes create a context for different activities (e.g. games, songs, rhymes, stories,
projects and tasks) (the language of the themes connects pupils learning)
5. Themes naturally recycle language (multiple activities naturally provide for
opportunities to use language again and again)
6. Themes support the integration of learning (English can be included in a theme
which is being covered in the other areas of the preschool curriculum, as it
reinforces learning and supports integration)
Slides Objectives and outcomes 20 minutes
4.1.6 4.1.7 When planning we are taking into consideration unit blocks.
With lessons lasting 30 minutes twice a week a unit is likely to last a month and the
thematic schemes of work have been created to last a month, thus there are eight
in all. These may involve looking at a term and deciding which themes to include
and when.
This session looks at the unit block of eight lessons.
When planning, it is useful to follow two stages:
Stage 1:
1. Select: Select the theme to consider the relevance in terms of pupils interests,
previous experiences and capacities.
2. Inform: Find out what you can about the theme in relation to content and any
specific language. Begin to think about the different activities you will include.
3. Organise: Place ideas in accordance to curriculum guidelines and attainment
targets as well as any cross curricular activities which seem appropriate.
4. Sequence: Place activities together with a view to sequencing them. Where do you
start, where do you finish?
Explain that these will be supported by the syllabus and the schemes of work.
Once you have these ideas together you can begin Stage 2
Stage 2:
Aims What are the key concepts you want to look at? consider two or three
broad aims. What information, knowledge and understanding do you want pupils to
acquire?
Learning processes Here you need to consider what learning process pupils will
be engaged in. Will they be observing, describing, hypothesising, decision making,
reflecting, communicating ?
Skills development What skills are you particularly interested in developing? Are
they sequenced correctly? Are you accounting for increasingly complex tasks and
learning situations? Will pupils be able to transfer knowledge?
Differentiation how will you go about providing an appropriate learning
environment for all pupils?
Teaching / learning approaches what approach will you use during the formal
sessions? Mostly circle time and table time, will you only be using whole group
work, or will pupils be in pairs or small groups? What resources will you need?
Opportunities for assessment it is important to be clear about how pupils will be
assessed (at what moments and with what tools).
Slides An example: My face (4+) stage 1 Handout D4.S1.1 20 minutes
4.1.8 4.1.9
Explain that we will be looking at an example using the theme My face from 4+ Story book like
syllabus. My nose, your
The objective here is to show how decisions can be made, which may influence nose
content and activities. There is no right way to do this as long as the curriculum is
followed and pupils learn through meaningful engagement. Syllabus
The handout shows Stage 1 of the planning stage. According to the four steps:
1. Select: Face
2. Inform: Lexical set and structures. Explain that Productive (also referred
to as active) refers to language pupils are expected to produce and use.
Receptive (also referred to as passive) is language pupils are expected to
understand.
3, 4. Organise and Sequence: there is a suggested sequence of Activities and
the lyrics for the rhyme and song.
If you do not have the book at hand you can replace it with a suitable alternative
story.
It is important to share the story so that participants can see how it supports later
decisions in relation to the development of respect for difference, and the selection
of further activities and the song.
Activity ideas (Slide 9)

Talk through the activities clarifying any doubts or questions:
1) Describing What am I like? e.g. Hair colour / Eye colour / skin colour
2) Making sets (Maths) how many pupils ? e.g. Hair colour / Eye colour / skin colour
3) Games: describing, guessing, labelling e.g. () + beetle game
(1, 2 and 3 are activities which provide an opportunity for pupils to use the language they
are learning meaningfully)
4) Worksheet: My face being aware of face and drawing all the different face parts (copy
face words)
(this provides pupils with an opportunity to really look at their faces and ensure they draw
all parts could include a mirror activity here!)
5) Story My nose your nose A story about accepting difference
(This story introduces difference and respect for difference, this theme continues through
the topic. Share the story with participants)
6) Developing self-confidence: Song I like the me I see
(This song helps pupils feel good about themselves and also recycles lots of language as
well as introducing new language, there is a fun video with different pupils faces and a
dance which can be learned as well)
7) Comparing and contrasting: finding similarities and differences e.g. Guessing games,
matching games (Ive got brown eyes, hes got black eyes. But we both like watching TV)
(Here pupils are using the language they have been learning to replicate the story concept)
8) Worksheet: I like the me I see: drawing more accurately and being aware of colour and
shape (copying adjectives)
(This is one suggestion which allows pupils to focus on themselves again and this time
look at specific features. Can participants think of a different end product e.g. draw
themselves with their friend and try to draw the similarities and differences?)
Ask participants if they know of any other stories about the face which may lead the
theme in this unit towards something other than accepting difference? Maybe
something about using their different senses?
Slides An example: My face (4+) Stage 2 D4.S1.2 20
4.1.10 Ask participants to look at the handout.
4.1.14 There are three sections of stage 2 which need completing. How they have seen the
activity ideas, can they complete these sections?
They should do this in their groups of six. Explain they have 10 minutes and ask different
groups to start with different sections e.g. Groups 1 and 2 start with Aims; Groups 3 and 4
start with different Resources; Groups 5 and 6 with Assessment. That way in the ten
minutes each section will be complete, although they should all try to complete each
section.
Bring them together and go through the possible answers and how the lessons fit into the
EEE model sequence (slides 11-14).
Explain that the next session will see them creating their own medium term plan based on
a theme in preschool. What do they feel are the implications of the session content for the
different settings in Malaysia?
Thank participants!
Day 4
Session 2: Planning 2 creating and resourcing materials
Materials: Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, variety of materials to support planning
(example documents from previous sessions, storybooks)
Useful vocabulary:

Slides 1 -2 Collaboratively create a theme-based scheme of work 75 minutes
Apply creative thinking and problem solving skills to supporting progression within the
scheme of work
Deliberate around the use of recyclable and sustainable resources
Slide 6-7 Reflect on the implications of creating theme-based schemes of work within the Malaysian D4.S2.1, D4.S2.2 15 minutes
preschool context
90 minutes
Explain that these next three sessions are seen as one whole one involving the
exciting task of planning and evaluating plans for schemes of work.
Slide 4.2.2 Task explanation 5 minutes
Put participants into groups of 5 or 6. There should be four groups in all.
Explain that there are four stages involved in the planning activity they will be
doing:
1. Select a theme first they should select a theme

2. Consider planning Stage 1 next they should consider the first stage of the
medium-term planning
3. Consider planning Stage 2 then move onto the next stage, which involves more
specific details
4. Look for and (begin to) create resources for a scheme of work finally they should
consider the resources for their scheme of work.
They can use the curriculum document, the syllabus, the internet, storybooks and
traditional stories and whatever else you feel is useful, including their creativity!
Slide 4.2.3 Selecting a theme 4 minutes
It is important to give participants a choice in relation to the theme they work with.
Encourage them to develop themes they have not worked on before if possible.
There are two options:
A) They can select any theme from the syllabus list. Ask the group to choose a number
from 1 to 12 - give them the theme that matches the number they have chosen.
1. My body
2. My classroom
3. My clothes
4. My colours
5. My family
6. My food
7. My school
8. My town
9. My world domestic animals
10. My world occupations
11. My world transport
12. My world wild animals
B) They can suggest a theme and devise it from the start (as they will need to decide what
lexical set and active and passive language should be considered)
Slides Stages 1 and 2 D4.S2.1, D4.S2.2 65 minutes
4.2.4 4.2.5 Remind them what the two stages consist of example
They have selected a theme, so the rest of the morning should be spent documents from
developing the plan and considering the two stages. There is a checklist in their previous
handout to help them do this. sessions,
Remind them that this checklist is also under evaluation and as they use it they storybooks
should consider how useful it was in helping them plan their scheme of work.
Show the next slide and explain at the end of the day they will be expected to
produce:
1. A completed Stage 1 document
2. A completed Stage 2 document
3. Clear ideas for resources e.g. a selection of images, rhyme and song lyrics,
ideas for opportunities and literacy development.
These can be presented using a poster and or a PPT
Explain they have one hour and then will be asked to stop and give an update of
where they are and how they are progressing. They can then continue after lunch.
There is a planning outline in the handout they can use to help them do this.
Slide 4.2.6 How are you doing? 13 minutes
Ten minutes before the end of the session stop the participants and ask them to
take a check of where they are in their planning. Use the prompts to help them
consider. Ask for oral feedback
Slide 4.2.7 Closing slide. 2 minutes
Thank participants and let them know they can return whenever they like to
continue after lunch.
Day 4
Session 3: Planning 3 completing and discussing
Materials: Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents, laptops if possible
Useful vocabulary:

Slide 1-3 Finalise a theme-based scheme of work Handout D4.S2.2 90 minutes
Use a checklist to support planning and decision making (from session 2)
90 minutes
Explain that the first session focuses on completing the scheme of work planning,
and evaluating the checklist.
Slide 4.3.2 Complete and prepare to share a scheme of work Handout D4.S2.2 85 minutes
Allow participants to continue working on their plans. Go around helping each

group as they do this.
After 70 minutes ask them to stop and reflect on the usefulness of the checklist to
support their planning (see Handout for prompt questions):
- To what extent was it useful in guiding your planning and decision-making?
- Should anything be more explicit?
- Is there anything missing?
- Is anything unnecessary?
Take 15 minutes to discuss the checklist and collect their ideas for improvement.
Slide 4.3.3 Summarise the session aims and achievements. 3 minutes
Session 4: Evaluation of planning documents
Materials: Stationery, flip chart paper, projector/laptops, handouts, all curriculum documents
Useful vocabulary:

Slides 1-2 Present the theme-based scheme of work and justify decisions D4.S4.1 75 minutes
Evaluate plans with a view to: alternative content; evidence of differentiation; allowing for
progression
Comment on and adjust a checklist for planning
Slides 2-3 Reflect on the implications of peer assessment around schemes of work for the Malaysian 15 minutes
preschool context
90 minutes
Explain that this session focuses on presenting and evaluating the schemes of
work, and also evaluating the checklist again.
Slide 4.4.2 Present and evaluate plans for schemes of work Handout D4.S4.1 60 minutes
Give each group 10 to 15 minutes to share their plan and ideas. Participants use
the planning checklist to evaluate their peer scheme of work and then provide
feedback and alternative ideas.
Slide 4.4.3 Evaluate checklist Handout D4.S4.1 14 minutes

After 60 minutes bring everyone together and discuss the checklist and its
suitability for evaluating a peer plan (see Handout for prompt questions):
- To what extent was it useful in guiding your evaluation of another plan?
- Should anything be more explicit?
- Is there anything missing?
- Is anything unnecessary?
Slide 4.4.4 Ask participants to reflect on the implications of sharing materials and preparing 12 minutes
thematic schemes of work in their context.
Encourage them to consider setting up online spaces to share materials and ideas.
Slide 4.4.5 Thank participants and congratulate them on being so creative and innovative in 3 minutes
their ideas.
Day 5
Session 1: Planning for English lessons
Materials: Planning question slips (in trainer resources), handouts, Stationery, curriculum documents, TR 5.1.1 Lesson planning slips

Slides1-9 Identify the principles of lesson planning TR 5.1.1 Lesson 25 minutes
planning slips
Slides 10-12 Transform thematic schemes of work into lesson plans D5.S1.1-2 55 minutes
Match learning standards and lesson activities
Slide 13-14 Reflect on the implications of lesson planning in English for the Malaysian preschool 10 minutes
context
90 minutes
Explain that this session will help prepare them for the micro-teaching activity after
lunch.
Slides 5.1.2 Principle of lesson planning: Metaphors 5 minutes
Ask participants to think of a word or two to complete the sentence A lesson plan
is like
Get them to share their ideas in their groups of 5 or 6 participants.
Ask for some of their ideas and conclude that metaphors for such things can be
rather revealing! They not only reflect a way of thinking about teaching and learning
but can also influence their practice (Scott Thornbury, 1999)
Slide 5.1.3 Principles of lesson planning: Why plan? 8 minutes
Ask why they think they need to plan their English lessons. Say they have one
minute to brainstorm the reasons in their group.
Once the minute is up, ask for one suggestion from each group and then any
others which were not mentioned.
Show the list on the slide and discuss any which were not mentioned.
Slides Principles of lesson planning: a lesson planning cycle TR 5.1.1 Lesson 10 minutes
5.1.4 5.1.9 Lesson planning requires that teachers move through a cycle which involves planning slips
planning, monitoring and reflecting. This way plans will more likely suit the pupils as
well as to ensure the learning standards in the curriculum are met.
Ask participants to work in their groups again and put the questions into these three
stages.
Warn them that some can fit into more than one stage of the cycle.
They have five minutes for this.
Bring them together and show the slides with the answers clarify any doubts
Summarise by showing the next slide
Slides Planning: Task 1 Handout D5.S1.1 10 minutes
5.1.10-11 Remind participants of the EEE model from earlier in the week and how the
schemes of work are structured around these three stages.
Can they match the activities / skills in the scheme of work with their lesson number
to correct the sequence?
Show the slide in order for them to confirm the sequence.
Slides Planning: Task 2 Handout D5.S1.1- 45 minutes
5.1.12-13 Ask participants to look again at their thematic scheme of work from day 4. 2
They should consider where the different activities fit in the sequence of lessons.
The task is for them to each plan a lesson which they will use to help them do their
micro-teaching. E.g. Participant 1 selects the story: they can plan lesson 5 (with a
focus on developing listening ad speaking) or lesson 6 (with a focus on developing
literacy); participant 2 selects the flashcard resource: they can plan lesson 1 (with a
focus on developing listening) or lesson 2 (with a focus on developing speaking);
participant 3 selects the rhyme: They can plan lesson 1 (with a focus on listening)
or another lesson (where the rhyme is repeated and they might focus on
recognizing rhyming words).
Explain that there is a lesson plan template on the second page of the handout,
which includes everything they are expected to include by the Ministry (Time &
Learning Activity, Learning Standards, Objectives, Activities, and Impact) and a
little bit more. Suggest it might need further information. They will decide after.
Highlight the fact that they will need to make reference to the learning standards
and specific objectives; complete the EEE stage and required resources. They
should consider where possible tips on instructional language and opportunities for
formative assessment.
The opening and closing sections of the lesson are similar, so as a group they need
to decide which routines they would use and complete these.
They have 30 minutes to do this.
Once they have completed their lessons, they should look at the lesson plan
consideration table in handout 2 and discuss their plan with a partner.
Ask participants to share any difficulties they encountered and thoughts on their
lesson plan considerations.
They may suggest that the lesson plan be adjusted to include spaces for
instructional language or indications for where assessment may take place.
Thank participants and let them know that they are now ready to begin preparing
for their micro-teaching activity.
Day 5
Session 2: Planning micro-teaching sessions
Materials: Lesson plans + teaching resources (according to teaching activities), Projector/laptops if necessary

Slides 1-4 Organise planning and responsibilities during the micro-sessions D5.S2.1 20
Slides 5 Prepare teaching activities for the micro-sessions D5.S2.2 40
Slides 6 Rehearse before delivery 30
90 minutes
Slide 1 Show the aims of the session. Explain that this session is for planning to deliver a short 5 minutes
session in a classroom environment and that the rest of the participants will act as
teachers/pupils during the demonstration. This will help maximise the benefit for the
presenters and emphasises good practice for the observers to help them think about how
teaching practice can be improved or what pupils have learned from the session or still need.
Make sure to create the link between this practice and the cascade. Explain that, for Master
Trainers, delivering a micro-session will be a demonstration that they can model good
teaching practice to the teachers later during the cascade. It will also be a good experience
which will assist them in evaluating the teachers micro-teaching sessions.
Slide 2, 3 Managing the session: 10 minutes
Split participants into four groups of 6 or 7. Ask the participants to move to different areas of
the room where they are going to deliver their sessions. Participants may have to move the
furniture around the room. If space is an issue, ask the participants to be considerate and
speak softly during their presentations and feedback. (2 minutes)
Ask the participants to give their group a name, make a note of the groups names.
Groups may have to change their positions in the room if they have to alternate using the
projector. Ensure they swap quickly.
Each micro-session is for 10 minutes long, then followed by 2 minutes feedback.
Explain that when one Master Trainer is delivering their micro-session the others will either
act as observing teachers (2 teachers) or pupils (2 or 3 if the group has 7 participants) and
one time-keeper who could also record the sessions if this was pre-agreed.
Explain that recording the session (using a mobile phone) can be useful for the presenter to
help them see themselves in action and self-evaluate. The recordings will not be collected at
the end of the workshops as they are for the benefit of the presenters and they are optional.
Every participant should have a go at delivering a micro-session. For the bigger group (7
participants), consider co-delivering. It may be useful to group two confident participants or
one confident and one quiet for co-delivering.
Place on the groups tables time cards (A4 sheet of paper with 5 minutes and another with 1
minute) that show the time remaining to alert the presenters that they are nearing the end of
their session. Time keepers must stick to the timings and stop the presenter or the feedback
time if they go over their allocated times.
Remind the participants that by the end of allocated time for delivering the micro-sessions, all
groups will have finished as planned.
Check that all participants have understood and respond to questions if any.
Slide 4 Introduce the evaluation form which the audience (teachers and pupils) will use to give Handout 5 minutes
feedback. Discuss the criteria and explain the difference between giving feedback as a D5.S2.1-2
observing teacher or as a pupil. Allow everyone to go through the feedback form and answer
their questions, if any.
Encourage the participants to use the space or a separate sheet to write if they have further
feedback.
Ask the participants to complete the forms, one form for each presenter. Explain that they
need to decide their role (teacher/pupil) and complete only one section per participant. Tell
the participants to give the evaluation forms to the presenters after all micro-sessions are
delivered.
Slide 5 Ask the participants to go through their lesson plans which were developed during the Complete 40
workshops and select an activity they would like to deliver. Remind everyone that selected lesson
activities should be timed to be 5 minutes long, then followed by 2 minutes feedback. plans
Planning can be done individually or in pairs. Participants may require to access the internet
or show info on the screen. Arrange for them to share a laptop if available, otherwise it is best
to choose activities which do not require a laptop/screen. Go round the groups and check if
anyone has any questions or requires materials/support. (35 min)
If any participants finish preparing before the end of 35 minutes, they can start to practise
(see next section).
All activities should have:

A clear learning objective related to a learning standard
Suitable pupil-centred activity
At least one monitoring strategy
Resource(s) (books, charts, others)
Make sure the participants complete the checklist at the end of planning (before lesson
section).
Ask the participants to agree who will go first and then who is next, etc. It may be useful to
write the names in order so everyone can see how it is organised.
Slide 6, 7 Ask the participants to start practising their plans individually or with other participants. D5.S2.1-2 30 minutes
Encourage everyone to have a go at practising before their delivery.
Participants who finish can sit during others practice and try to fill out the feedback form
(they can use a pencil or a separate piece of paper but no formal feedback to be given to
anyone). If there is time and depending on the groups dynamics, participants can help each
other and give verbal feedback or demonstrate to each other what they would do differently.
Make sure at the end that before the end of the session that participants tidy up their areas
again will leave their plans and materials where they sit.
Day 5
Session 3: Micro-teaching and feedback
Materials: Lesson plans + teaching resources, Projector/laptops if necessary, A4 minute sheets (5 minutes and 1 minute), Participant
mobile phone for filming
Overview for Session 3

Slides 3 Deliver the activity Handout 112-117
D5.S3.1 minutes
Slides 6 Give and receive feedback D5.S2.1-2 3-8 minutes
120
minutes
Slide 1 Before the session begins, have the aims of the session displayed on the screen if screen wont Handout 112 + 5
and 2 be used. Once the participants settled down after lunch, start the micro-sessions promptly. D5.S3.1 minutes
D5.S2.1-2 contingency
Managing delivery: = 117
Show slide 2. minutes
Spend a few minutes with every group and make some notes as feedback on participants
performance for session 4. Make sure your feedback is varied and reflects positive practices
as well as areas for improvement. This includes delivery and any feedback for the audience
and time keeping.
Remind the participants to alternate their roles.
Ensure the timekeepers are keeping the micro-sessions and feedback according to agreed
timings.
You have 5 minutes contingency added to this session. Make sure you use it to mop up any
remaining activities.
Slide 3, 4 1. Ask participants to give the evaluation forms to the named participants. Give the D5.S3.1 38
participants a minute to go over their forms. Participants will discuss in their groups their minutes
evaluation forms and give each other further details in the next session. (depending
on how
Ask everyone to complete their after micro-teaching checklist (in handout) and think of much
what went well. They can use the space at the end to write further thoughts. contingency
You will go on to session 4 without a break. time is used
in previous
activity)
Day 5
Session 4: Plenary discussion and post-course survey
Materials: marker pens, pens, flip chart paper, projector, blue tack (to hang flip chart paper on the walls), post course surveys
Overview for Session 4

Slides 1-3 Reflect on the role of the trainer in a micro-teaching session 20 minutes
Discuss their plans for delivering the sessions
Slides 4-5 Complete post-workshops survey 10 minutes
30 minutes
Slide 1 Ask the participants to give their immediate reflections on the micro-teaching session in 4
one word if possible.
Write their words on flipchart paper.
Take a picture of the list before the end of the training and include the participants
thoughts in your trainer report.
Slide 1 Get the participants to explain their feedback to each other within their groups. 8
They can do this sitting on the floor in an intimate circle. Encourage constructive feedback
that aims to support practice.
Slide 2 Ask the participants to reflect on the training and think of how they will deliver the new 6
curriculum.
Get the participants to share their ideas and write any good ideas for their records.
Slide 3 All participants should complete the post-workshop training survey. 10
Try to get the participants to access the survey on available laptops and their phones.
Ensure that the majority complete the survey before they leave.
Encourage teachers to keep in touch and share contacts.
Thank the participants and wish them good luck in the cascade!

01 Preschool Cascade Training Notes

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CEFR-aligned curriculum framework, syllabus and scheme of work roll out workshops

Master Trainer Cascade Notes

August - October 2017

Note to Master Trainers

The aims of the workshops are that all participants:

Session title Timing Session objectives

English and routines

Session title Timing Session objectives

Session title Timing Session objectives

Session title Timing Session objectives

Evaluation of planning documents

Session title Timing Session objectives

Plenary discussion and post-course

2. Master Trainer Notes (trainer only)

3. Curriculum framework (including sections produced by Cambridge English)

7. One puppet (trainer only)

8. A collection of alphabet shapes (plastic, card or sponge)

9. White A4 paper (a few sheets per participant)

10. A small selection of storybooks / big books

11. One computer with internet access (trainer only)

12. One set of speakers per training room

13. One projector per training room (or similar facility)

14. Flip chart paper

15. Sellotape or blu tack

16. Marker pens (different colours)

17. Sticky notes (post-its)

General note for all slides and handouts:

Overview for Session 1.1

Slides Getting to know each other 20 minutes

Slides Discussion 25 minutes

Were any of your ideas confirmed?

Hello, [Morgan]! Hello, [Morgan]! (the participants greet Morgan)

Change slide: Why routines?:

This slide begins to explain how routines support language development.

Slides Peek a boo! 5 minutes

The roles are clear.

The script supports communication.

The definition of a format is:

2. The closing time

Has anyone included these routines in their lists?

Has anyone included these routines in their lists?

Teacher: Wheres Mira?

Overview for Session 1.3

Read out the slide and explain:

Exposure 1 Listening for a purpose

Exposure 2 Focus on accuracy and understanding / focus on joining in

Hey diddle diddle

Ask the participants what clothes they heard.

Overview for Session 1.4

Slides 8-10 Recognise the relevance of recycling games 40 minutes

Use this slide to bring up the following points.

Explain that the objective is for the participants:

1. Hold up the box/bag with the Malaysia flashcards inside.

Answers: Encounter = square; Engage = circle and Exploit = triangle

7. Select one game

Slide 1.4.10 Show the summary of the session 5 minutes

Overview for Session 2.1

Show the slide with the answers.

Slide 2.1.6 Discussion 15 minutes

In plenary discuss the following:

What are the implications of reusing resources for your teaching?

Slide 2.1.7 Show the summary of the session 3 minutes

Overview for Session 2.2

Slide 2.2.3 Play and other activities 3 minutes