Modul 1 - Let - S Explore
Modul 1 - Let - S Explore
Working towards A1
Listening and Speaking to later develop Reading and Writing
Reception, production, interaction to later develop mediation
Meaningful communication in context
Action oriented
Focusing on what pupils can do
CEFR Levels
SECONDARY
PRIMARY
PRESCHOOL
WORKING
TOWARDS
A1
What’s in the Package?
Approaches and practices
Skills development and activities
Teacher’s kit
• Curriculum
• Syllabus
• Schemes of work: 4+
• Schemes of work: 5+
Schemes of work
• Schemes of work: teacher support documents
• Resources (online)
What’s in the Package?
Curriculum
Additional Topics:
5
Nursery Rhymes/ Chants/ Songs
• Transport, My Town, Occupations
• Help in listening and sounding out sounds
of the language
2 • Help in the development of vocabulary
Target Lexical Items
• Helps focus on a particular topic. 6
• Words children should be able Suggested Storybooks
understand and produce confidently.
• Teachers can use other words which are • Stories that are suitable for the topic
meaningful to their context. • Teachers can choose other suitable stories
What is Scheme of Work (SOW)?
2
5
• Pre-lesson
Routines
• Lesson
Development
3
• Post-lesson 4
routines
1
ORGANIZATION
OF TOPICS
How topics are organized?...
• Each topic consists of
eight lessons with Lesson Skils
each lesson lasting Lesson 1 Listening
a total of 30 Lesson 2 Listening & Speaking 1
minutes. Lesson 3 Listening & Speaking 2
Lesson 4 Listening & Speaking 3
• The eight topic lessons Lesson 5 Listening & Speaking 4
are broken down into Lesson 6 Reading 1
the following lesson Lesson 7 Reading 2
types: Lesson 8 Reading & Writing
2
LEARNING OUTLINE:
PRE-LESSON & POST
LESSON ROUTINES
Routines in practice: typical routines
When do you do routines?
• Welcome time
• Closing time
• Transition time
Routines in practice: typical routines
Transition time
A morning greeting
saying hello;
taking attendance;
asking about the weather, day, date;
sharing personal stories/asking about feelings
Routines in practice:
example of a script
Teacher: Who is here today?
Pupil: I’m here.
Teacher: Where’s Mira?
Who’s Pupil: Mira’s at home.
here Teacher: I wonder why? I hope she’s not sick.
today? Teacher: How many pupils are at school?
Pupil: There are fifteen pupils at school.
Teacher: How many pupils are at home?
Pupil: There are five pupils at home.
Routines in practice: typical routines
Closing time
PRE-LESSON ROUTINE:
ENGLISH TODAY
English today timeline
Why timelines?
DEVELOPMENT:
ENGLISH AND PLAY
What is play?
Play is whereby
means a child’s work
he and aa
grows
nd develops
Susan Isaacs, 1949
Real play
There are three components to ‘real’ play:
Vygotsky 1978, p. 74
Child-initiated play
Child-initiated Adult-led
play… activities...
the opportunity to activities planned,
explore materials prepared and led
and situations for by the teacher
oneself
Why use play in English lessons?
Children are good in using Children naturally use their
any objects around them Imagination imagination during play.
to play. They use a cloth to
tie around their neck and fly
around.
Symbolism
Pretence
When they are in control Children play when they
of the play they are wish and with what they
motivated to play wish to play. They are in
control
Motivation
Control of activity
What and How?
Play is used during lesson development
using the EEE model. There are three
stages in this model namely:
DIFFERENTIATION
STRATEGIES
What is differentiation strategies?
teaching strategy to adjust
learning processes
Some pupils will have Different types and Some pupils may
more language and amount of support to need longer than
some less. So, there be given for pupils others to complete
will be a variety of depending on their tasks. Give pupils
outcomes. Every pupil needs. Each child longer time to finish
should be led to say should feel or provide extra tasks
or do something. successful and for the faster ones.
confident.
Ways of differentiation
Differentiate Differentiate
Differentiate by
by Question by feedback
type preferences