Nursery Level · THEME SONG 2 SEE NURSERY LEVEL: TRAINING NOTES WARM UP 9. HOW IT WORKS With the...

NURSERY LEVEL (3 TO 4-YEAR-OLDS)

Nursery LevelTraining Notes for Teachers

key skill areas Developing 5

Table of Contents

SEE Nursery Level Curriculum Overview

SEE Nursery Level Learning Expectations & Outcomes

SKILL AREAS IN-DEPTH

Warm-Up

Vocabulary

Reading

Speaking

Alphabet Awareness

Pre-Writing

ACTIVE LESSONS

Vocabulary Activities

Reading Activities

Speaking Activities

Alphabet Awareness Activities

APPENDICES

Classroom Management

Best Teaching Practices

Using Actions

1

5

7

11

17

23

29

35

39

45

51

57

61

75

79

84

85

86

87

89

95

SEE Nursery Level: Lesson Plan Templates

i. Vocabulary: 30 mins

ii. Reading: 30 mins

iii. Speaking: 30 mins

iv. Alphabet Awareness: 30 mins

SEE Nursery Level Syllabus

i. 48 weeks

ii. 40 weeks

Curriculum Overview

Main Components of SEE Program

Supporting Documents for the SEE Program (Soft Copy)

• SEE Program Installation Software

- with license activation code

• SEE Online At-Home Review (SEEOAR) website with a generic User ID

and password for SEE Nursery Level

Note: To be shared with your SEE Nursery Level students’

parents/guardians to involve them in their child’s learning.

• SEE Nursery Level Flashcards – 2 box sets

• SEE Nursery Level Student Activity Books – 4 books (A-D)

• SEE Nursery Level Curriculum Overview

• SEE Nursery Level Syllabus:

i. 48-Week Syllabus – for enrichment learning centers

ii. 40-Week Syllabus – for kindergartens

• SEE Learning Expectations & Outcomes

(Nursery Level – Level 3)

SEE NURSERY LEVEL: TRAINING NOTES CURRICULUM OVERVIEW 1

SEE Nursery Level: Curriculum Overview

Minimum Age 3 years old

No. of Lessons 48 lessons / 40 lessons

(90 mins each → 1 day per week)

96 lessons / 80 lessons

(60 mins each → 2 days per week)

192 lessons / 160 lessons

(30 mins each → 4 days per week)

NOTE:

48 / 40 at-home lessons →RED workbook pages

(Pre-Writing)

Enrichment Learning

Center:

48-week Syllabus

Kindergarten:

40-week Syllabus

Lesson Groupings

6 themes, with 4 sub-themes each:

• Home

• Farm

• Restaurant

• Garden

• Beach

• Store

Key Skills Focus • Basic words

• Oral comprehension

• Confidence and interest in learning English


5 Key Skills Areas (Modules/Lessons)

Vocabulary

144 theme-related words

Reading

24 theme-related books

24 language expansion activities

(based on the books)

Speaking

67 new words and/or concepts, e.g.

opposites, numbers, colors, shapes, etc.

Alphabet Awareness

48 letter recognition activities

Pre-Writing (at home)

Pencil control and fine motor skills development

through line tracing and coloring


Built-in Best Instructional Practices

Vocabulary(15 mins)

Learn New Words

Practice Words (On-the-Board)

Practice Words (Off-the-Board)

Reading(15 mins)

Read for Interest & Comprehension

Read for Practice

Language Expansion Activity

Speaking(15 mins)

Learn a New Language Concept

Practice the Language Concept

Use the Language Concept

Alphabet Awareness (15 mins)

Learn the Letter of the Day

Practice Letter Recognition

Trace in Color (Activity Book)

Pre-Writing(At Home)

Large Motor Skill Prep (in class → 5 minutes)

Workbook Page Completion (at home)

Teacher – Check & Give Feedback


Entering SEE Nursery Level

What skills must a student have in order to enter SEE Nursery Level?

Skills Before SEE Nursery Level

Vocabulary

Be able to focus and participate appropriately

Speaking

Alphabet / Phonics -

Reading Be able to hold a book correctly and focus on it

Writing -

Learning Expectations & Outcomes

LEARNING EXPECTATIONS & OUTCOMES 5SEE NURSERY LEVEL: TRAINING NOTES

SEE Nursery Level: Learning Outcomes

By the end of SEE Nursery Level, all the students should be able to demonstrate these skills in order to advance to SEE Level 1:

Skills After SEE Nursery Level

VocabularyBe able to understand simple classroom instructions when accompanied by gestures

Speaking• Be able to imitate teacher’s spoken models

• Be able to produce simple greetings or words

Alphabet / Phonics

• Can recognize some common letters in the alphabet

• Be able to sing the ABC song

Reading

• Understand that print has meaning

• Be able to distinguish separate words and point along when read to

Writing• Hold a pencil correctly

• Attempt to control a pencil

LEARNING EXPECTATIONS & OUTCOMES 6SEE NURSERY LEVEL: TRAINING NOTES

LESSON STRUCTURE

1. ABC Song

2. Theme Song

3. Introductions

Skill Areas In-Depth

Warm Up

SEE NURSERY LEVEL: TRAINING NOTES WARM UP 7

TEACHING PROCEDURE

• Play the song and model a simple dance as students listen.

• Encourage them to join in when they feel comfortable.

LEARNING GOALS

Understand the meaning of each word.

Pronounce each word correctly.

Begin to remember these new words.

ABC SONG 1


TEACHING PROCEDURE

• Play the song and allow students to listen and watch the animation on the board.

• Model a simple dance as students listen.

• Without the music, slowly model the lyrics with actions, as students follow.

• Play the song and encourage students to join in when they feel comfortable.

LEARNING GOALS

Introduce the theme of the lesson.

Learn theme-related vocabulary and sentences.

Get comfortable in class.

Build confidence.

THEME SONG 2


HOW IT WORKS

With the exception of the very first lesson, the language in the introductions is a review of what students have previously learned in either READING or SPEAKING. The same language will be repeated over several lessons.

INTRODUCTIONS 3

TEACHING PROCEDURE

• Use the board (and co-teacher) to model the language, as students watch and listen.

• Model the language (with co-teacher).

• Have students listen and repeat the language, with actions (repeat this several times).

• When students are confident with the language, allow them to respond to questions individually.

LEARNING GOALS

Understand the meaning of commonly-used spoken language.

Repeated practice of commonly used spoken language.

Gain confidence to use the language outside the classroom.


LESSON STRUCTURE

1. Learn

2. Practice (on-the-board)

3. Practice Words (off-the-board)


Vocabulary

SEE NURSERY LEVEL: TRAINING NOTES VOCABULARY 11

HOW IT WORKS

Click on any image at the bottom of the screen to see it in the large view finder and listen while it is pronounced clearly. Use NEXT or PREVIOUS menu buttons to switch images and to listen to the audio. Click on the image in the large square to repeat the audio.

LEARN 1

LEARNING GOALS




TEACHING PROCEDURE

Step 1: Introduce each word

• Play the audio and use actions to aid comprehension.

• Have students listen and repeat several times, doing actions as they say the words.

• Both teachers to check each student’s pronunciation of the words individually.


HOW IT WORKS

There are four (4) different board activities that appear in the PRACTICE stage throughout the Nursery Level. Each lesson features one of these board activities.

All the activities have different functions on the board. We will take a look at how they look and work later.

Duplicates Stars Bubbles Jigsaw

PRACTICE (ON-THE-BOARD) 2

LEARNING GOALS

Listen and repeat the words as many times as possible.

Produce words as a whole class and/or in large groups

Step 2: Cycle through the words

• Click on the images again and have students repeat the words as they do the actions.

• Spend more time on the words that students have difficulty with.


TEACHING PROCEDURE

Whole-class or large-group activity

• Quickly review the words that appear on the screen.

• Model how to play with a co-teacher or a smart student (refer to the Active Lessons section of the Training Notes for helpful ideas on how to make it fun.)

• Play the game, involving the whole class and/or large groups.

HOW IT WORKS

Students need to be able to recall, produce and use the words in different contexts (on the board, with physical flashcards, in books, etc.). Redirecting students’ attention to another area of the classroom provides variety

PRACTICE WORDS (OFF-THE-BOARD) 3

and helps maintain focus and interest longer. Many fun and engaging off-the-board activity ideas for this stage can be found from tips on this page or on the Teacher Page on the board.

VOCABULARY 14SEE NURSERY LEVEL: TRAINING NOTES

LEARNING GOALS

Produce words independently (without needing to hear the word first).

Produce words individually, in groups, or in pairs.

TEACHING PROCEDURE

• Quickly review the words.

• Model the game.

• Play the game.


LESSON STRUCTURE

1. Read for Interest & Comprehension

2. Read for Practice

3. Language Expansion Activity


Reading

SEE NURSERY LEVEL: TRAINING NOTES READING 17

HOW IT WORKS

The first reading should allow students to listen to and enjoy the story, as they are exposed to the language. Teachers should make an effort to help students understand the meaning of the language and flow of the story.

(There is no need for students to repeat the language at this stage.)

READ FOR INTEREST & COMPREHENSION (1ST READING)1

LEARNING GOALS

Exposure to language in context.

Basic comprehension of the language.

Enjoy the story.

TEACHING PROCEDURE

• Look at the cover page and have students say the words that they already know.

• Introduce the title and help students to understand what we are going to read.

• Ensure that students are sitting properly and paying attention, then begin the story.

• For each page, allow students to listen to the audio.

READING 18SEE NURSERY LEVEL: TRAINING NOTES

• Point to the images and/or do actions to help students understand the meaning of the story sentences, page by page.

• Clearly show how much you like the book, characters, etc.

HOW IT WORKS

During the second reading, students should begin to repeat the sentences page by page. Teachers can click the speaker icon to listen to the sentences again, and click the words in blue to listen to vocabulary words in isolation. The first step toward reading is an understanding that the story they hear comes directly from the print on the page. When we point to the words and have them repeat the sentence, we are helping them take this first step.

READ FOR PRACTICE (2ND READING) 2

LEARNING GOALS

Listen and repeat the story sentences page by page.

Begin to memorize the language.

Over time, become familiar with the concept of print.


LEARNING GOALS

Understand how the target language from the story can be used in daily life.

Practice and apply target language learned in the story.

TEACHING PROCEDURE

• Encourage students to repeat after the sentences they have heard.

• Ask simple questions, or make silly mistakes to test comprehension.

• Encourage students to try to say the sentences on their own. If they need guidance, use the speaker button on the page.

HOW IT WORKS

Students practice the language they had learned in the story in an on-the-board activity. Each post-reading activity is individually tailored to the target language. Each activity has different functions, so teachers should become familiar with how these work before teaching.

LANGUAGE EXPANSION ACTIVITY (POST READING)3


TEACHING PROCEDURE

• Introduce the language and model the on-the-board activity with co-teacher (use actions, expression, and show several examples).

• Using the board, drill the target language several times with the whole class.

• Model how to play a game (refer to the Active Lessons handout for ideas).

• Play the game, using large-group or whole-class involvement.

TIP

In Week 1, allow students to listen to the correct sentence before they say

it. In Week 2, encourage students to produce it by themselves.


LESSON STRUCTURE

1. Learn the Language

2. Practice the Language

3. Use the Language


Speaking

SEE NURSERY LEVEL: TRAINING NOTES SPEAKING 23

HOW IT WORKS

This section functions the same way as the LEARN section in the VOCABULARY lesson. Most SPEAKING lessons begin by simply presenting a new language concept in this side-by-side format. Many of the SPEAKING concepts are opposites or pairs. SPEAKING lessons with review content or dialogue content will not have this activity.

LEARN THE LANGUAGE 1

LEARNING GOALS




TEACHING PROCEDURE

Introduce each word

• Play the audio and use actions to aid comprehension.

• Have students listen and repeat several times, accompanied by actions as they say the words.

• Teachers should check students’ pronunciation.


Cycle through the words

• Click on the images again and have students repeat the words as they do the actions.

• Spend more time on the words which students have difficulty with.

HOW IT WORKS

There are several different on-the-board activities that appear in the PRACTICE stage throughout the Nursery Level.

Each lesson features one of these on-the-board activities. The activities all have different functions.

PRACTICE THE LANGUAGE 2

LEARNING GOALS

Listen and repeat the words as many times as possible.

Produce words as a whole class and/or in large groups.

Balloons Circles Flip-Book Match Cards


LEARNING GOALS

Understand the meaning of the target language (phrase or sentence).

Listen to and repeat the target language several times.

TEACHING PROCEDURE

• Quickly review the words that appear on the screen.

• Model how to play with co-teacher or a smart student (refer to the Active Lessons section of the Training Notes for helpful ideas on how to make it fun).

• Play the game, involving the whole class and/or large groups.

HOW IT WORKS

Get students to use the new words in short phrases or conversational situations. Based on the language content, each activity functions differently on the board. Be certain you are familiar with how each activity works before class begins. By practicing in environments that mimic real life, students will realize how they can use the language in their everyday lives. This will give them confidence to try speaking at home.

USE THE LANGUAGE3


TEACHING PROCEDURE

• Introduce the language and model the on-the-board activity with co-teacher (use actions, expressions, and show several examples).

• Using the board, drill the target language several times with the whole class.

• Model how to play a game (refer to the Active Lessons handout for ideas).

• Play the game, using large-group or whole-class involvement.

TIP

In Week 1, allow students to listen to the correct sentence before they say

it. In Week 2, encourage students to produce it by themselves.


LESSON STRUCTURE

1. Learn the Letter of the Day

2. Practice Recognizing the Letter of the Day

3. Activity Book (Trace & Color)


Alphabet Awareness

SEE NURSERY LEVEL: TRAINING NOTES ALPHABET AWARENESS 29

HOW IT WORKS

The alphabet will scroll past. Students will see each letter highlighted and hear its name. When the Letter of the Day arrives, it will grow and remain fixed on the screen. The focus is on this letter only.

Students do not need to memorize all of the letters. As students begin to recognize letters, they should also be aware of the context from which they come (the complete alphabet).

LEARN THE LETTER OF THE DAY 1

LEARNING GOALS

Begin awareness of the shape and name of the letter.

Build awareness of the concept of letters in the alphabet.

TEACHING PROCEDURE

• Allow students to look and listen as the letters scroll over the rainbow.

• When the Letter of the Day is revealed, repeat the letter name and draw students’ attention to the shape of the letter.

• Have students repeat the letter name several times.

SEE NURSERY LEVEL: TRAINING NOTES ALPHABET AWARENESS 30

HOW IT WORKS

There are three (3) different on-the-board activities that appear at this stage in the Nursery Level. Each lesson features one of these on-the-board activities. All these activities have different functions. We will take a look at how they work later.

PRACTICE RECOGNIZING THE LETTER OF THE DAY 2

LEARNING GOALS

Practice identifying the target letter.

Distinguish the target letter from various other ‘distractor’ letters.

Say the name of the target letter while looking at its written form (many times).

Letter Block Letter Ring Letter Cloud

ALPHABET AWARENESS 31SEE NURSERY LEVEL: TRAINING NOTES

TEACHING PROCEDURE

• Start by reviewing all the letters that appear on the board (students would have learned these in previous lessons).

• Have students repeat the names of the letters that appear on the board, with special focus on the Letter of the Day.

• Model a fun activity with co-teacher or a smart student (refer to the Training Notes for ideas).

• Play the activity (involving the whole class or large groups).

HOW IT WORKS

The Activity Book page is first previewed on the board with the whole class. Students then sit at a desk to complete the page in their own Activity Books.

The page features:

1. An image the students have learned in the VOCABULARY lesson.

2. The written form of the word.

3. The first letter of the word (the Letter of the Day).

ACTIVITY BOOK (TRACE & COLOR) 3


TEACHING PROCEDURE

Introduce

• Point to the large letter on the left and elicit the letter name from the students.

• Draw students’ attention to the picture on the right and elicit the word from them.

• Next, point to the written word below and read it to the students (drag finger under the word, from left to right, while reading). You have an option to turn on the writing tool and underline the letter.

• Point to the first letter of the word and ask students: ‘What is the first letter?’

• Finally, use the sentence frame ‘b for boy’ while pointing to the letter, then the picture. Encourage students to repeat this several times.

LEARNING GOALS

Understand the concept that letters combine to make words.

Understand the concept of distinguishing the first letter of a word.

Develop fine motor skills that will be needed in writing exercises in higher levels.

Note: In Nursery Level, we do not teach letter sounds – this will come in Level 1.


Trace & Color

• Model how to color the letter (mimic stroke order), trace and color the picture carefully.

• Use this opportunity to review the names of colors and practice sentences such as, ‘I like blue’.

• Teachers do not need to finish all the tracing and coloring on the board (this would take too much time).

• Create an organized transition from the board to the desks and allow students to complete the page in their activity books (go around the room and give support where needed).


LESSON STRUCTURE

1. Preview Activity on the Board (end of class)

2. Complete Workbook Activity (at home)


Pre-Writing

SEE NURSERY LEVEL: TRAINING NOTES PRE-WRITING 35

HOW IT WORKS

The on-the-board preview to the PRE-WRITING activity forms a short routine at the end of each lesson. Students see the same activity which is in their Activity Books. They are required to use their fingers in the air (large motor skills) to follow the direction of the lines (as drawn by the star). By seeing and following the lines as they are drawn, students will better understand how to complete the activity in their Activity Books at home.

PREVIEW ACTIVITY ON THE BOARD (END OF CLASS) 1

LEARNING GOALS

Understand how to complete the PRE-WRITING activity in their Activity Books at home.

Use gross motor skills to practice tracing lines in the correct direction.

Finish class in an organized way.

PRE-WRITING 36SEE NURSERY LEVEL: TRAINING NOTES

TEACHING PROCEDURE

• Ask all students to stand up and put their hand in the air.

• Model and encourage students to follow the moving star on the board with their finger.

• Teachers may want to use sound effects to make it more interesting.

TIP

After all the lines on the board have been completed, ask students to use

their finger to trace the stroke on the palm of the other hand. This will

help reinforce what they will be doing in their Activity Books at home.


HOW IT WORKS

Students should understand how to complete the workbook pages at home. While parental involvement is not strictly required, it is highly recommended.

A parent or other person can provide help with:

• Correct pencil-grip

• Correctly tracing the lines

• Encouragement and motivation

Note: We should not expect perfection at this stage. Rather, we should

focus on engagement, effort and improvement.

COMPLETE WORKBOOK ACTIVITY (AT HOME) 2

LEARNING GOALS

Develop correct pencil-grip.

Practice fine motor skills (pencil-control) that will be needed to write letters in Level 1.

Review Letter of the Day.

Connect the Letter of the Day with the previously-learned word from the VOCABULARY lesson.

Provide a mid-week review opportunity at home.


Active Lessons

Vocabulary Activities

VOCABULARY ACTIVITIES 39SEE NURSERY LEVEL: ACTIVE LESSONS

LEARN WORDS 1

ACTION STEPS

This game works well when first teaching the words. The teacher shows the picture, says the word, and does the action. Then, the teacher gets all the students to stand up. When the teacher says the word (or plays the audio),

the students need to repeat the word, do the action and take one step forward. Repeat three (3) times, then the teacher can chase the students back to their seats.

RUN AND TOUCH

Select four (4) students to come and stand a few meters away from the board. The teacher says a word and the students run and touch the word on the board (they should repeat the word as they touch it). The co-teacher should encourage the other students to also repeat the word.

CHANT

Have all students stand up and form a ‘train’, with one teacher leading at the front and another at the back. Say the word and take one step (while doing the action) and encourage students to join in. Start slowly and gradually speed up, to build excitement. Do one circle of the room, then have students sit back in their chairs. To keep students interested for several rounds, make changes to the speed and/or volume of the chant.


FREEZE!

This is a variation to the Chant activity listed above. When students are in the middle of a chant, the teacher calls out ‘Freeze!’ and students must stop where they are and be very still. Teachers can give points/stars/high-fives to students who are ‘frozen’ in funny positions and/or being very still.

LOUDLY & SOFTLY (OFF-THE-BOARD)

The teacher shows the flashcards and says the words one at a time. If the teacher says the word and holds the card high, students should jump and say the word loudly. If the teacher says the word and holds the card low, students should crouch down and say the word softly.


PRACTICE WORDS (ON-THE-BOARD) 2

ROCKET WORDS

Students stand up and put their hands together above their heads, like a rocket. Each time the teacher presses the board to hear the audio, students repeat the word and crouch a little lower. On the last repetition of the word, students jump up, like a rocket taking off.

SHARK GAME

Draw a line in the middle of the room. Explain to (or show) the students that on one side of the line is the ‘water’ and on the other side is ‘land’. One teacher pretends to be a ‘shark’ in the water, while the other teacher (by the board) is a ‘lifeguard’ on the land.

The game starts with the students in the water. The ‘lifeguard’ teacher presses the word and encourages students to repeat. The lifeguard then selects a small number of students (who say the word well) to come to the ‘land’. The ‘shark’ teacher chases the students as they go to the ‘land’. Repeat. When it is time for the next word, have all students start in the ‘water’ again.

Bubbles Stars Duplicates Jigsaw


STEP TO THE BOARD

Have students stand in a line and hold hands at the back of the classroom or in front of their seats (facing the board). When the teacher presses the word on the board, students repeat the word and take one step forward. When students have repeated the word four (4) times (four steps), the teacher chases them back to their seats.

TIP

One teacher joins the students and holds hands in the line to guide them.

To make it more interesting, the teacher by the board can pretend to be a

‘monster’ and face away from the board until students take their last step.

Then, the ‘monster’ chases the students back to their seats.

CIRCLE

This game works well with Bubbles. One teacher forms a tight circle with the students in the middle of the room, holding hands. The other teacher stands by the board.

When the teacher clicks the word on the board, students in the circle take one small step back, making the circle bigger. Repeat. When the bubble pops, students take a big jump, then fall to the ground (like a bubble popping).


MAGIC WAND

Have all students stand up in front of their seats. When the word appears on the screen, have all students repeat the word. Next, point to one student and have them say it.

If they can say the word, pretend to sprinkle some fairy dust with a ‘magic wand’ and the student can sit down. Repeat with other students.


Active Lessons

Reading Activities

READING ACTIVITIES 45SEE NURSERY LEVEL: ACTIVE LESSONS

READ FOR PRACTICE (2ND READING) 1

STUDENT CHARACTERS

Divide students into groups and assign each group a different character from the book. Remember to make sure students know which character they are. Play the audio and encourage the students to use actions as they repeat

the sentence of their character.

LOUDLY & SOFTLY

Encourage students to repeat the sentence either with a loud or soft voice.

PUPPETS

Use puppets to act out the story. If the students can repeat the sentence, they can watch the puppets do the actions. Try to make the puppets as entertaining as possible!

WORD WALK

Ask students to stand and take a step forward for every word they say in the sentence, then run back to their chairs. Repeat for each page.


LANGUAGE EXPANSION ACTIVITY (POST READING) 2

IMPORTANT

Each post-reading activity has been specially

designed for the target language at hand.

Therefore, each activity is different. The

active game suggestions below provide

some general ideas that could be adapted to

the on-the-board activities. Note however,

that not all ideas listed can be applied to any

activity. Teachers should look at how the on-the-board activity works

and think creatively about how to make it fun and engaging for students.

BOARD REWARD

This is more of a technique than a game. When playing a game where students answer as a whole class or in large groups, allow one student to come up to touch the board and check the answer. Teachers should only choose students who are making an effort to participate well. This will then motivate other students to participate, so they too can have a turn to touch the board.

RUN TO THE SIDE

Pin flashcards to the walls on either side of the classroom to reflect what is on either side of the board. In groups or as a whole class, have students say the sentence and run to the side of the room that represents the correct answer.


DO THE ACTIONS

Encourage students to do the actions as they say the sentences. To make it more active and engaging for the students, teachers can put flashcards around the room and have students run to the flashcards to do the actions.

TWO GROUPS

Divide the class into two (2) groups. Assign each team an object or word (e.g. eggs/milk, yellow/blue, etc.). When the board asks a question about a group’s object or word, they should stand up and answer. When the group has successfully responded, the teacher can allow the group or one student from the group to come to the board and check the answer.

RUN AND TOUCH

Ask two (2) to four (4) students to stand. Click the board for students to hear the question and encourage students to respond. Then count, ‘3-2-1,’ and allow students to run to the board and click the correct image.


CHANTS

After introducing the language on the board, chants are a great way to practice and reinforce words and sentence patterns. With any chant, it is important to make it fun, keep a good rhythm, use actions and lots of repetition.

An example of a possible chant for Lesson 58 (‘Where is the frog?’ ‘In the water’) could be:

In the water

In the water

Swim, swim, swim.

In the grass

In the grass

Swish, swish, swish

In the sky

In the sky

Fly, fly, fly

CHOOSE IT

For activities where students can choose from a number of options (e.g. Lesson 74 – ‘What do you want to eat?’ ‘Ice cream, please’), put flashcards for the different options around the room. Allow students to go to whichever flashcard they want, then allow students to respond together with other students who have chosen the same thing.


ACT IT OUT

Sometimes, it is more meaningful and fun for students to engage directly with the teacher, rather than the board. Young children love to engage in ‘pretend play’ and they have great imaginations to do so. Teachers can use actions, role-play and imaginary objects to engage the students and encourage them to use the target language.


Active Lessons

Speaking Activities

SPEAKING ACTIVITIES 51SEE NURSERY LEVEL: ACTIVE LESSONS

LEARN THE LANGUAGE 1

VARIOUS ACTIVITIES

Most SPEAKING lessons in the Nursery Level begin by introducing new vocabulary.

For these lessons, activities for VOCABULARY – LEARN will be appropriate. For lessons that focus on a sentence pattern only, please refer to the Teacher Page on the board for the lesson plan.


PRACTICE THE LANGUAGE 2

Balloons

VARIOUS ACTIVITIES

All activities listed for VOCABULARY – PRACTICE can be easily adapted to play with Balloons.

Circles

TWO-TEAM SHOUT-OUT

Divide students into two (2) teams, sitting on opposite sides of the classroom. Assign each team a word. When students see their word appear at the top of the screen, they should shout it out. The teacher or a student from the team can then click the board to check. Repeat and continue.

IMPORTANT

Be sure to play several times and switch words assigned to each team, so

that each student can practice ALL the words.


RUN TO THE SIDE

Pin flashcards on the walls of the classroom to represent the objects on the screen. Students should say the word that appears at the top of the screen and run to the matching card in the classroom.

Flip Book

TWO-TEAM SHOUT-OUT

Divide students into two (2) teams, sitting on opposite sides of the classroom. Teacher clicks the ‘Play’ button, and after a few seconds the ‘Stop’ button. Each team should say the word that appears on their side of the board. If both teams have the same word, they should run to the middle of the room and give each other high-fives.

PARTY TIME!

Teacher clicks the ‘Play’ button, and after a few seconds the ‘Stop’ button. Students should say the words that appear on the screen (left side first, right side second). If the words are the same, students can stand up and do a fun action (e.g. a dance, spin around, swap seats, etc.).


Match Cards

BOARD REWARD

Begin by drawing students’ attention to the words on the left and make sure they understand that they will be looking for those words. Then flip all the cards over. Point to the first word on the left and have students say it. Select one student (who is making a good effort) to come to the board and find/click on of the matching cards. Repeat and continue.

PARTY TIME!

Begin by drawing students’ attention to the words on the left and make sure they understand that they will be looking for those words. Teacher or student flips a card and the whole class should say the word (click the word to check audio). If the word is the same as the words on the left, students can stand up and do a fun action (e.g. a dance, spin around, swap seats, etc.).


USE THE LANGUAGE 3

IMPORTANT

This section is similar to the Post-Reading

Activity section of READING. Each activity

has been specially designed for the target

language at hand. Therefore, each activity

is different. Teachers should look at how

the on-the-board activity works and think

creatively about how to make it fun and

engaging for students.

The activities listed in READING – Post-Reading Activities provide some useful ideas that could be adapted to the on-the-board activities in this section.


Active Lessons

Alphabet Awareness Activities

ALPHABET AWARENESS ACTIVITIES 57SEE NURSERY LEVEL: ACTIVE LESSONS

PRACTICE RECOGNIZING THE LETTER OF THE DAY 1

Letter Blocks

RUN AND TOUCH

Ask three (3) to four (4) students to stand a few meters away from the board. When the animation stops, students should say the Letter of the Day, then run and touch it on the board. Repeat a few times, then select

a different group of students to play.

Note: The co-teacher should encourage students who are seated to

watch the board and say the Letter of the Day when it appears.

STUDENT BLOCKS

Use the pen function to draw a different color circle around each of the blocks. Then, divide the students into three (3)groups of the same colors. Each group will be responsible for saying the letter that appears on their block. Spin the blocks, then ask each group to say the letter of their block. The group which has the Letter of the Day can run to the board and click the letter.


Letter Ring

RELAY RACE

Divide students into two (2) groups and have students line up for a relay race. When the teacher says ‘Go’, one student from each team will come up to click the correct Letter of the Day and say it out loud. They will then turn around and high-five the next student, who will go to the board. When all the letters have been clicked, quickly reset the activity so all students get a chance to play.

STUDENT LETTERS

Designate six (6) students as the Letter of the Day. The teacher can say: ‘’You are letter ‘b’, you are letter ‘c’,” and so on.

When teacher clicks the NEXT button, these students will all run to the board and click the Letter of the Day (one letter per student). Remind students to say the letter as they touch it.


Letter Cloud

SIT OR STAND

Teacher draws students’ attention to the letter moving across the screen. If it is not the Letter of the Day, students should try to say the letter name and stay seated. If it IS the Letter of the Day, students jump up and shout the name of the letter.

LETTER RACE

Select two (2) students to come and stand one (1) or two (2) meters away from the board. They should face AWAY from the board, so they cannot see it. The other students should say the names of the letters as they go by.

When they call out the Letter of the Day, the two students in front of the board should quickly turn around and touch the letter as fast as they can. Select a different pair of students and repeat.


Appendices

Classroom Management

CLASSROOM MANAGEMENT 61SEE NURSERY LEVEL: APPENDICES

Reason Prevention

Student is bored Think of ways to make the lesson more fun and interesting for the student.

Student is confused Spend more time to clarify the concept. Provide extra assistance for the student.

Student is seeking attention

Think about ways to enable the student to get attention for doing the right things.

Student does not know what is appropriate

Make sure students clearly understand what is expected of them in the classroom.

Student is testing the boundaries

Be firm, fair and consistent when addressing inappropriate behavior.

COMMON REASONS

Why Students Misbehave


TIPS

• Write some simple classroom rules on a poster, with a picture for each rule.

• Try to make the rules positive, rather than negative. (E.g. Take care of things in the classroom vs. Don’t wreck things in the classroom)

• Sit down with the students within the first few weeks of starting a new class to discuss the rules.

• Link the classroom rules with a classroom management system (e.g. points, stars, stickers, etc.).

• Be clear about the consequences of acceptable and unacceptable behavior.

• Regularly refer to the rules during class, to guide students’ behavior.

• Be fair and consistent when enforcing the rules and rewarding acceptable behavior.

• Be stern, but not emotional when dealing with unacceptable behavior.

Setting Expectations


1. Speak English in the classroom.

2. Listen when the teacher speaks.

3. Follow the teacher’s instructions.

4. Sit nicely in your chair.

5. Be nice to your classmates.

6. Take care of things in the classroom.

7. Try your best!

Example of Classroom Rules


REWARD VS. PUNISHMENT

Students need to know the boundaries of acceptable behavior and the consequences of crossing the line. In general, however, it is far more effective to reward positive behavior than to punish negative behavior.

There are two basic kinds of rewards:

• Intrinsic (e.g. praise, high-fives, a smile, etc.)

• Extrinsic (points/stars, stickers, etc.)

INTRINSIC REWARDS

Intrinsic rewards are a powerful way to motivate students and promote positive behavior. The fundamental principle is that:

Most people want to feel that they are a valuable part of a group and

liked by others in that group.

Two important things to remember:

1. Students must respect the teacher Students will want to please a teacher whom they respect. If they don’t respect their teacher, the praise, high-fives, etc. will have little value.

2. Teachers should not over-reward If the teacher gives too much praise or high-fives (when the students are not doing anything special), the praise, or high-fives will lose value and have little meaning to the students.

Using Rewards


REWARD SYSTEMS (EXTRINSIC REWARDS)

Example of a typical reward system:

• During class, students are given stars next to their name on a board, as rewards for good behavior.

• At the end of class, they get one (1) to three (3) stickers, depending on how many stars they have next to their name.

• When students collect enough stickers, they will receive a small reward (e.g. pencil, eraser, etc.).

When Using a Reward System:

• Focus on rewarding good behavior, rather than punishing bad behavior.

• Link rewards to the classroom rules (or any positive behavior you wish to promote – e.g. participation, sitting nicely, etc.).

• Find examples of good behavior in the class and make the reward obvious to all students. This will encourage other students to do the same.

• Make sure that giving rewards does not interfere too much with the flow of the lesson (co-teachers should work cooperatively).

Note: Remember that the purpose of the reward system is to manage behavior

in the classroom (using the same system to reward academic achievement can

cause problems).


GROUP REWARDS

If there is a particular game that the students like to play or song they like to sing, the teacher can say to students:

‘If we do a good job now, then we can do ____ later.’

A DISTRACTED CLASS

If students are distracted, it is often effective to create something else of interest to grab their attention.

Once the teacher has the attention of the students, it will be easier to then focus their attention back to the lesson content.

Methods might include:

• A short song or chant (e.g. ‘One, two, three, hands on knees!’).

• Puppets (young children love puppets – teachers can use them in many ways to grab their attention).

• Physical movement (e.g. five star-jumps, spin around three times, etc.).

• Something unpredictable (e.g. look in a box with excitement, put a random object in the middle of the floor, etc.).

Redirecting Attention


Co-teaching is when two teachers support each other and work cooperatively to prepare and deliver a lesson.

WHY CO-TEACHING?

Co-teaching enables teachers to:

1. Effectively model dialogues.

2. Effectively model classroom activities.

3. Provide additional support to students.

4. Easily manage group activities.

When a foreign teacher is available, co-teaching provides the benefit of having a native English-speaker present, as well as a local teacher who can speak the mother-tongue of the students.

TEACHER ROLES

Usually, a pair of co-teachers will take turns to take the role of lead teacher for different parts of the lesson. They will decide which sections each teacher will lead while they are planning the lesson.

The lead teacher’s role is fairly self-explanatory, and involves the same responsibilities as a typical teacher – to lead the lesson.

Co-Teaching


Role of the supporting teacher

1. Help to model language and activities.

2. Help to manage group or team activities.

3. Go around the room, providing support to individual students and encouraging participation.

4. Address behavioral issues without affecting the flow of the lesson.

5. Give reward points/stars to students, without affecting the flow of the lesson.

Preparing for a lesson

Both teachers should plan together to discuss:

1. How to deliver the content.

2. What activities to play and how they will work.

3. Which teacher will lead each section.

4. How to address the special needs of certain students.


TAKING RISKS

Every time a student gives an answer or response, they are taking a risk – they might be incorrect. Hesitant students are less willing to take risks than confident students.

To make it easier for students to take risks, we need to create a classroom environment where students feel safe to get things wrong.

Students should understand that:

• It is okay to make mistakes – in fact, they are an important part of learning.

• Students will not be punished or laughed at if they make a mistake.

• Effort and participation will be praised.

Sometimes, the dominant students can be quite loud and overwhelm the more hesitant students. In such cases, these volume-control techniques can be useful:

1. Start quiet and gradually get louder.

2. Loud team; quiet team.

Managing Hesitant and Dominant Students


SPEEDY RESPONSES

During individual turn-taking activities, hesitant students may ‘freeze up’ and be unable to answer a question or produce a sentence.

This can be very stressful, with all their classmates looking at them. In such cases, a good technique might be to simply move on to the next student and allow the co-teacher to continue with the student having difficulty.

STUDENT GROUPING

A variety of student groupings can be used to support and/or challenge students with different levels of confidence and ability.

Situation Grouping

Two-team competition Mixed abilities in each team. If individual members of each team are competing,choose students with similar abilities.

Group co-operation Sometimes, it is good to have mixed abilities within these activities, so stronger students can help weaker ones.

Group co-operation Other times, stronger students can dominate the group, so it is better to makegroups of similar abilities.

Paired work It is usually better to have pairs of similar abilities, so they can both work at a levelat which they are comfortable.


Fluency is the ability to speak with confidence and good intonation.

Accuracy is the ability to speak with correct grammar and pronunciation.

Both are important!

CORRECTING STUDENTS’ MISTAKES

Students need to be corrected in order to be accurate speakers. However, if we over-correct, we risk damaging their confidence, which could result in decreased fluency. Teachers need to constantly think about this balance between fluency and accuracy for each individual student.

As a general rule, we should spend more time correcting students

early in the learning process, so that bad habits are not developed.

During fast-paced games and activities, there is usually less focus

on corrections.

WHAT DO WE CORRECT?

• Pronunciation

• Grammar

Balancing Fluency and Accuracy


HOW SHOULD WE CORRECT STUDENTS?

It is best if students can correct their own mistakes.

We generally start by letting the student finish what he/she is saying first.

Helping students correct their own mistakes:

• Use an action or gesture as a hint.

• Repeat the mistake in a questioning tone.

• Repeat the whole sentence, putting emphasis on the mistake, in a questioning tone.

• Provide two (2) options (say the mistake, as well as the correct way) and let the student choose.

• If none of the above work, say the whole sentence in the correct way and have the student repeat it.


Appendices

Best Teaching Practices

BEST TEACHING PRACTICES 75SEE NURSERY LEVEL: APPENDICES

Maximizing student talk-time means making sure that students are speaking as much as possible in class. The time that students have in our class may be the only opportunity they have to speak English. We need to make the most of it!

How Do We Do It?

1. Whole-class or large-group activities (minimize individual turn-taking).

2. Short, simple and clear explanations (teacher talk-time).

3. Efficient activity design and execution (avoid time-wasting).

4. Speedy and energetic pace.

5. Co-teaching.

GROUPING EXAMPLE

You have 10 minutes and 10 students in your class…

Whole class activity – each student gets 10 minutes of talk-time.

Large group activity – each student gets 5 minutes of talk-time.

Individual turn-taking – each student gets 1 minute of talk-time.

Maximizing Student Talk-Time


Modelling is when we use examples to demonstrate (show) what something means or how to do something.

It does not mean explaining.

Students in Nursery Level have very limited English ability. Therefore, they will probably not be able to understand the language we use if we try to explain.

We should use modelling when we:

• Introduce a new language.

• Introduce new games or activities.

When modelling, we should:

• Use actions.

• Use expressive voice.

• Model with our co-teacher.

Modelling


Whenever we teach a new language or concept, we usually follow three (3) basic steps:

1. Effectively model dialogues.

2. Effectively model classroom activities.

3. Provide additional support to students.

Learning Flow

Free Production

Structured Production

ComprehensionListen & Repeat

USEIndividual

Pairs

PRACTICELarge Group

LEARNWhole Class


Appendices

Using Actions

USING ACTIONS 79SEE NURSERY LEVEL: APPENDICES

WHAT IS TPR?

TPR stands for Total Physical Response. Memory is enhanced through association with physical movement. By using actions when we teach words, students are able to quickly and effectively understand the meaning. It imitates the way young children learn their first language. TPR is popular when teaching young learners.

WHY DO WE USE TPR TO TEACH NEW WORDS?

1. When teaching new words, we use TPR to help increase students’ understanding.

2. It can make the class both motivating and fun, by keeping students engaged.

3. Teachers can help students produce a word by using the motion as a prompt.

Note: TPR motions for each vocabulary word in the SEE Program can be found in

the video on the Teacher Page.

Total Physical Response (TPR)

Teaching New Words

USING ACTIONS 80SEE NURSERY LEVEL: APPENDICES

Why should we use actions while modeling?

1. Physical motions can help students understand the activity and rules, and how to play.

2. At this level, students do not have the language skills needed to understand the verbal explanations alone.

3. Using motions can keep the students focused on the teachers while modeling.

Note: It is important to make sure your activity demonstration matches what you

want the students to do.

Modelling Activities

SEE NURSERY LEVEL: APPENDICES USING ACTIONS 81

How can actions help give classroom instructions?

• Actions can help students understand how they should behave in the classroom.

• At this level, students do not have the language skills needed to understand the verbal explanations alone.

Note: It is important to keep these motions consistent, simple and use them

throughout the level.

When do we use actions for instructions?

We use actions for classroom instructions when we are:

1. Encouraging turn-taking.

2. Arranging students.

3. Managing behavior.

Note: Teacher language can be found on the Teacher Page in the SEE program.

Giving Classroom Instructions

SEE NURSERY LEVEL: APPENDICES USING ACTIONS 82

SEE Nursery Level Lesson Plan Templates

83SEE NURSERY LEVEL: LESSON PLAN

SEE Nursery Level: Lesson Plan | VOCABULARY

Date: Week Teacher(s):1.2.Time: Lesson No:

Stage Content Teaching Procedures & Activities

Warm-Up(15 mins)

Learn(5 mins)

Practice: On-the-Board(5 mins)

Practice: Off-the-Board(5 mins)

SEE Nursery Level: Lesson Plan | READING



Warm-Up(15 mins)

Read for Interest & Comprehension(5 mins)

Read for Practice(5 mins)

Language Expansion Activity(5 mins)

SEE Nursery Level: Lesson Plan | SPEAKING



Warm-Up(15 mins)

Learn the Language(5 mins)

Practice the Language(5 mins)

Use the Language(5 mins)

SEE Nursery Level: Lesson Plan | ALPHABET AWARENESS



Warm-Up(15 mins)

Learn the Letter of the Day(3 mins)

Letter Recognition Practice(4 mins)

Trace & Color(8 mins)

Nursery Level Syllabus (48 weeks)

48 WEEKS 89SEE NURSERY LEVEL: NURSERY LEVEL SYLLABUS


THEME

WARM UP VOCABULARY READING SPEAKINGALPHABET AWARENESS

& PRE-WRITING

ABC Song Theme Song Self- Introduction New Words Story Story Sentences Concept SentencesLetter Focus

Trace & ColorActivity

Book

Home

L1-4

ABC SongOpen Them,

Shut Them

Hello house, boy, girl

My Family

Are you a boy

or a girl?

I am a boy.

I am a girl.

Names

What’s Your Name?

What’s your name?

My name is .

Letter b

b, boy

Book A

10 & 12

Home

L5-8Hello mom, dad, baby

Letter g

g, girl

Book A

11 & 13

Home

L9-12

ABC SongOpen Them,

Shut Them

What’s your name?

My name is .door, window, sofa

My House

Open It, Shut It

Open the door /

window.

Shut the door /

window.

Sun and Moon

sun, moon

Say Hello

Hello, Sun.

Hello, Moon.

Letter s

s, sun

Book A

20 & 22

Home

L13-16

What’s your name?

My name is .table, chair, TV

Letter m

m, moon

Book A

21 & 23

Home

L17-20

ABC SongOpen Them,

Shut Them

What’s your name?

My name is .hands, face, soap

My

Bathroom

Wash Your Hands/

Face

Wash your hands.

Wash your face.

Colors

yellow, blue

Which Soap /

Toothbrush?

Yellow/blue soap.

Yellow/blue tooth-

brush.

Letter h

h, hands

Book A

30 & 32

Home

L21-24

What’s your name?

My name is .

toothbrush,

bathtub, toilet

Letter t

t, toothbrush

Book A

31 & 33

Home

L25-28

ABC SongOpen Them,

Shut Them

What’s your name?

My name is .book, light, bed

My

Bedroom

My Things

This is my bed.

This is my blanket.

This is my pillow.

Morning

and Night

morning, night

Good Morning

Good morning.

Good night.

Letter b

b, bed

Book A

40 & 42

Home

L29-32

What’s your name?

My name is .

pillow, blanket,

sleep

Letter p

p, pillow

Book A

41 & 43

Farm

L33-36

ABC Song B-I-N-G-O

Are you a boy or a girl?

I am a boy/girl.hands, face, soap

Farm

Go!

Go to the barn.

Go to the gate.

Colors

red, purple

What Color Do

You Like?

What color do you like?

I like .

Letter b

b, barn

Book A

50 & 52

Farm

L37-40


I am a boy/girl.

farmer, dog,

animals

Letter g

g, gate

Book A

51 & 53

Farm

L41-44

ABC Song B-I-N-G-O


I am a boy/girl.sheep, horse, goat

What is it?

What is it?

It’s a sheep.

It’s a horse.

It’s a goat.

Big and Small

big, small

Is It Big or Small?

Is it big or small?

It’s big/small.

Letter h

h, horse

Book A

60 & 62

Farm

L45-48


I am a boy/girl.cat, mouse, bird

Letter m

m, mouse

Book A

61 & 63

THEME


& PRE-WRITING



Book

Farm

L49-52

ABC Song B-I-N-G-O


I like .cow, milk, bell

Milk and

Eggs

Get It

Get the eggs.

Get the milk.

Colors

black, white,

brown

What Color?

It’s

black / white / brown.

Letter c

c, cow

Book B

10 & 12

Farm

L53-56


I like .chicken, eggs, nest

Letter n

n, nest

Book B

11 & 13

Farm

L57-60

ABC Song B-I-N-G-O


I like .grass, water, sky

Where is the

Fish?

Where Is It?Where is the duck?

In the sky.Where is the fish?

In the water.Where is the frog?

In the grass.

Numbers

1-3

How Many?

How many eggs?

eggs.

Letter g

g, grass

Book B

20 & 22

Farm

L61-64


I like .duck, fish, frog

Letter d

d, duck

Book B

21 & 23

Restaurant

L65-68

ABC Song Peas Porridge

What’s your name?

My name is .

restaurant, waiter,

cook

Restaurant

What Do You See?

I see tables.

I see menus.

I see cooks.

Feelings

happy, sad, fine

How Are You?

How are you?

I’m happy / sad / fine.

Letter h

h, hands

Book B

30 & 32

Restaurant

L69-72

What’s your name?

My name is .

menu, ice cream,

milk

Letter t

t, toothbrush

Book B

31 & 33

Restaurant

L73-76


What’s your name?

My name is .salad, pizza, juice

What Do You

Want to Eat?

What Do You

Want to Eat?

Pizza, please.

Salad, please.

Rice, please.

Eat and Drink

eat, drink

Eat or Drink?

I eat / drink.

Letter j

j, juice

Book B

40 & 42

Restaurant

L77-80

What’s your name?

My name is .rice, water, soup

Hot and Cold

hot, cold

Hot or Cold?Is it hot or cold?

It’s hot / cold.

Letter i

i, ice cream

Book B

41 & 43

Restaurant

L81-84


How are you?

I’m happy/sad/fineknife, fork, spoon

On the Table

MannersGive me a fork, please.

Thank you.Give me a spoon, please.

Thank you.

Numbers

4-6

How Many?How many spoons?

spoons.

Letter f

f, fork

Book B

50 & 52

Restaurant

L85-88

How are you?

I’m happy/sad/finecup, plate, bowl

How Many?How many cups?

cups.

Letter p

p, plates

Book B

51 & 53

Restaurant

L89-92


How are you?

I’m happy/sad/fine

cake, candles,

balloons

My Party

Look!Look at the balloons.

Look at the gifts. Look at the hats.

Age

Two (2) to

Five (5)

How Old Are You?

How old are you?

I am .

Letter c

c, candles

Book B

60 & 62

Restaurant

L93-96

How are you?

I’m happy/sad/finegift, card, hat

Letter g

g, gift

Book B

61 & 63


THEME


& PRE-WRITING



Book

Garden

L97-100

ABC Song

Eensy

Weensy

Spider

How old are you?

I am .

flower, garden,

rainbowWhat Do

You See?

What Do You See?

I see a flower.

I see a leaf.

I see a tree.

Colors

pink, green,

orange

What Color?

What color is the flower?

It’s pink / green / orange.

Letter r

r, rainbow

Book C

10 & 12

Garden

L101-104

How old are you?

I am .mud, tree, leaf

Letter t

t, tree

Book C

11 & 13

Garden

L105-106

ABC Song

Eensy

Weensy

Spider

How old are you?

I am .

seed, sunshine,

water

It’s a Seed

What Does It Need?

It needs dirt.

It needs water.

It needs sunshine.

Clean and Dirty

pot, hands, face

Clean or Dirty?

Is it clean or dirty?

It’s clean / dirty.

Letter w

w, water

Book C

20 & 22

Garden

L109-112

How old are you?

I am .dirt, pot, rock

Letter p

p, pot

Book C

21 & 23

Garden

L113-116

ABC Song

Eensy

Weensy

Spider


I like .

butterfly, bee,

ladybug

Bees

How Many?

How many bees?

One bee.

Two bees.

Three bees.

Face Parts

eyes

nose

mouth

Make A Face

eyes

nose

mouth

Letter l

l, ladybug

Book C

30 & 32

Garden

L117-120


I like .

caterpillar, spider,

snail

Letter s

s, spider

Book C

31 & 33

Garden

L121-124

ABC Song

Eensy

Weensy

Spider


I like .

apple, orange,

bananaWhat Do

You Like?

What Do

You Like?

I like apples.

I like bananas.

I like oranges.

Colors

red apples,

green apples,

brown apples

Clean or Dirty?



Letter a

a, apple

Book C

40 & 42

Garden

L125-128


I like .carrot, tomato, corn

Letter o

o, orange

Book C

41 & 43

Beach

L129-132ABC Song

Row Your

Boat

What do you like?

I like s.beach, boat, water

Beach

Walk and Swim

Walk to the .

Swim to the .

Fast, Slow,

Stop, Go

fast, slow, stop,

go.

Go Fast, Go Slow

Go fast.

Go slow.

Stop.

Letter b

b, boat

Book C

50 & 52

Beach

L133-136

What do you like?

I like s.sand, table, bag

Letter t

t, table

Book C

51 & 53

Beach

L137-140ABC Song

Row Your

Boat

What do you like?

I like s.ball, shell, flag

In the Sand

Find It, Draw It

Find a .

Draw a .

Shapes

square, triangle

circle, star

Draw a Shape

Draw a circle / square /

triangle / star.

Letter t

t, triangle

Book C

60 & 62

Letter s

s, star

Book C

61 & 63What do you like?

I like s.

sandcastle,

bucket, shovelBeach

L141-144


THEME


& PRE-WRITING



Book

Beach

L145-146

ABC SongRow Your

Boat

How is the weather?

It’s .shirt, hat, umbrella

Wet and Dry

Wet or Dry

It’s wet.

It’s dry.

Weather

sunny, rainy,

cloudy, windy

How is the Weather?

How is the weather?

It’s sunny / rainy

cloudy / windy.

Letter h

h, hat

Book D

10 & 12

How is the weather?

It’s .wet, dry, towel

Letter u

u, umbrella

Book D

11 & 13Beach

L149-152

Beach

L153-156

ABC SongRow Your

Boat

How is the weather?

It’s .fish, crab, bird

What Can

They Do?

What Can It Do?

What can a do?

It can .

Actions

walk, run,

jump, swim

What Can You Do?

What can you do?

I can walk / run /

jump / swim.

Letter f

f, fish

Book D

20 & 22

Beach

L157-160

How is the weather?

It’s .

turtle, octopus,

shark

Letter o

o, octopus

Book D

21 & 23

Store

L161-164

ABC Song Teddy Bear

What can you do?

I can .up, down, store

Let’s Go to

the Store

Up and Down

Let’s go up.

Let’s go down.

Location

inside, outside

Inside or Outside?

inside / outside

Letter u

u, up

Book D

30 & 32

Store

L165-168

What can you do?

I can .elevator, stairs, bag

Location

upstairs,

downstairs

Upstairs or Downstairs?

Upstairs / downstairs

Letter e

e, elevator

Book D

31 & 33

Store

L169-172

ABC Song Teddy Bear

What can you do?

I can .chicken, fish, meat

Food

Store

In and Out

Take it out.

Put it in.

Numbers

7-10

How Many?

How many eggs? eggs.

Letter e

e, eggs

Book D

40 & 42

Store

L173-176

What can you do?

I can .cookies, bread, eggs

Letter c

c, cookies

Book D

41 & 43

Store

L177-180

ABC Song Teddy Bear

What do you want?

I want a .

doll, robot,

teddy bearToy

Store

What Do You Want?

What do you want?

I want a .

Body Parts

arms, legs,

hands, feet

Make a Robot

arms, legs,

hands, feet

Letter r

r, robot

Book D

50 & 52

Store

L181-184

What do you want?

I want a .

kite,

yoyo, ball

Letter k

k, kite

Book D

51 & 53

Store

L185-188

ABC Song Teddy Bear

What do you want?

I want a .shirt, sweater, coat

Clothes

Store

Put It On

It’s too big / small.

It’s just right.

Getting Dressed

put on

take off

Dressing Room

Put on the .

Take off the .

Letter c

c, coat

Book D

60 & 62

Store

L189-192

What do you want?

I want a .

pants, socks,

shoes

Letter p

p, pants

Book D

61 & 63



40 WEEKS 95SEE NURSERY LEVEL: NURSERY LEVEL SYLLABUS

THEME


& PRE-WRITING



Book

Home

L1-4

ABC SongOpen Them,

Shut Them

Hello house, boy, girl

My Family

Are you a boy

or a girl?

I am a boy.

I am a girl.

Names

What’s Your Name?

What’s your name?

My name is .

Letter b

b, boy

Book A

10 & 12

Home

L5-8Hello mom, dad, baby

Letter g

g, girl

Book A

11 & 13

Home

L9-12

ABC SongOpen Them,

Shut Them

What’s your name?

My name is .door, window, sofa

My House

Open It, Shut It

Open the door /

window.

Shut the door /

window.

Sun and Moon

sun, moon

Say Hello

Hello, Sun.

Hello, Moon.

Letter s

s, sun

Book A

20 & 22

Home

L13-16

What’s your name?

My name is .table, chair, TV

Letter m

m, moon

Book A

21 & 23

Home

L17-20

ABC SongOpen Them,

Shut Them

What’s your name?

My name is .hands, face, soap

My

Bathroom

Wash Your Hands/

Face

Wash your hands.

Wash your face.

Colors

yellow, blue

Which Soap /

Toothbrush?

Yellow/blue soap.

Yellow/blue tooth-

brush.

Letter h

h, hands

Book A

30 & 32

Home

L21-24

What’s your name?

My name is .

toothbrush,

bathtub, toilet

Letter t

t, toothbrush

Book A

31 & 33

Home

L25-28

ABC SongOpen Them,

Shut Them

What’s your name?

My name is .book, light, bed

My

Bedroom

My Things

This is my bed.

This is my blanket.

This is my pillow.

Morning

and Night

morning, night

Good Morning

Good morning.

Good night.

Letter b

b, bed

Book A

40 & 42

Home

L29-32

What’s your name?

My name is .

pillow, blanket,

sleep

Letter p

p, pillow

Book A

41 & 43

Farm

L33-36

ABC Song B-I-N-G-O


I am a boy/girl.hands, face, soap

Farm

Go!

Go to the barn.

Go to the gate.

Colors

red, purple

What Color Do

You Like?


I like .

Letter h

h, hands

Book A

50 & 52

Farm

L37-40


I am a boy/girl.

farmer, dog,

animals

Letter t

t, toothbrush

Book A

51 & 53

Farm

L41-44

ABC Song B-I-N-G-O


I am a boy/girl.sheep, horse, goat

What is it?

What is it?

It’s a sheep.

It’s a horse.

It’s a goat.

Big and Small

big, small

Is It Big or Small?

Is it big or small?

It’s big/small.

Letter h

h, horse

Book A

60 & 62

Farm

L45-48


I am a boy/girl.cat, mouse, bird

Letter m

m, mouse

Book A

61 & 63



THEME


& PRE-WRITING



Book

Farm

L49-52

ABC Song B-I-N-G-O


I like .cow, milk, bell

Milk and

Eggs

Get It

Get the eggs.

Get the milk.

Colors

black, white,

brown

What Color?

It’s

black / white / brown.

Letter c

c, cow

Book B

10 & 12

Farm

L53-56


I like .chicken, eggs, nest

Letter n

n, nest

Book B

11 & 13

Farm

L57-60

ABC Song B-I-N-G-O


I like .grass, water, sky

Where is the

Fish?

Where Is It?Where is the duck?

In the sky.Where is the fish?

In the water.Where is the frog?

In the grass.

Numbers

1-3

How Many?

How many eggs?

eggs.

Letter g

g, grass

Book B

20 & 22

Farm

L61-64


I like .duck, fish, frog

Letter d

d, duck

Book B

21 & 23

Restaurant

L65-68


What’s your name?

My name is .

restaurant, waiter,

cook

Restaurant

What Do You See?

I see tables.

I see menus.

I see cooks.

Feelings

happy, sad, fine

How Are You?

How are you?

I’m happy / sad / fine.

Letter h

h, hands

Book B

30 & 32

Restaurant

L69-72

What’s your name?

My name is .

menu, ice cream,

milk

Letter t

t, toothbrush

Book B

31 & 33

Restaurant

L73-76


What’s your name?

My name is .salad, pizza, juice

What Do You

Want to Eat?

What Do You

Want to Eat?

Pizza, please.

Salad, please.

Rice, please.

Eat and Drink

eat, drink

Eat or Drink?

I eat / drink.

Letter j

j, juice

Book B

40 & 42

Restaurant

L77-80

What’s your name?

My name is .rice, water, soup

Hot and Cold

hot, cold

Hot or Cold?Is it hot or cold?

It’s hot / cold.

Letter i

i, ice cream

Book B

41 & 43

Restaurant

L81-84


How are you?

I’m happy/sad/fineknife, fork, spoon

On the Table

MannersGive me a fork, please.

Thank you.Give me a spoon, please.

Thank you.

Numbers

4-6

How Many?How many spoons?

spoons.

Letter f

f, fork

Book B

50 & 52

Restaurant

L85-88

How are you?

I’m happy/sad/finecup, plate, bowl

How Many?How many cups?

cups.

Letter p

p, plates

Book B

51 & 53

Restaurant

L89-92


How are you?

I’m happy/sad/fine

cake, candles,

balloons

My Party

Look!Look at the balloons.

Look at the gifts. Look at the hats.

Age

Two (2) to

Five (5)

How Old Are You?

How old are you?

I am .

Letter c

c, candles

Book B

60 & 62

Restaurant

L93-96

How are you?

I’m happy/sad/finegift, card, hat

Letter g

g, gift

Book B

61 & 63


THEME


& PRE-WRITING



Book

Garden

L97-100

ABC Song

Eensy

Weensy

Spider

How old are you?

I am .

flower, garden,

rainbowWhat Do

You See?

What Do You See?

I see a flower.

I see a leaf.

I see a tree.

Colors

pink, green,

orange

What Color?

What color is the flower?

It’s pink / green / orange.

Letter r

r, rainbow

Book C

10 & 12

Garden

L101-104

How old are you?

I am .mud, tree, leaf

Letter t

t, tree

Book C

11 & 13

Garden

L105-106

ABC Song

Eensy

Weensy

Spider

How old are you?

I am .

seed, sunshine,

water

It’s a Seed

What Does It Need?

It needs dirt.

It needs water.

It needs sunshine.

Clean and Dirty

pot, hands, face

Clean or Dirty?



Letter w

w, water

Book C

20 & 22

Garden

L109-112

How old are you?

I am .dirt, pot, rock

Letter p

p, pot

Book C

21 & 23

Garden

L113-116

ABC Song

Eensy

Weensy

Spider


I like .

butterfly, bee,

ladybug

Bees

How Many?

How many bees?

One bee.

Two bees.

Three bees.

Face Parts

eyes

nose

mouth

Make A Face

eyes

nose

mouth

Letter l

l, ladybug

Book C

30 & 32

Garden

L117-120


I like .

caterpillar, spider,

snail

Letter s

s, spider

Book C

31 & 33

Garden

L121-124

ABC Song

Eensy

Weensy

Spider


I like .

apple, orange,

bananaWhat Do

You Like?

What Do

You Like?

I like apples.

I like bananas.

I like oranges.

Colors

red apples,

green apples,

brown apples

Clean or Dirty?



Letter a

a, apple

Book C

40 & 42

Garden

L125-128


I like .carrot, tomato, corn

Letter o

o, orange

Book C

41 & 43

Beach

L133-136ABC Song

Row Your

Boat

What do you like?

I like s.

beach, boat, water

sand, table, bagBeach

Walk and Swim

Walk to the .

Swim to the .

Fast, Slow,

Stop, Go

fast, slow, stop,

go.

Go Fast, Go Slow

Go fast.

Go slow.

Stop.

Letter t

t, table

Book C

51 & 53

Beach

L141-144ABC Song

Row Your

Boat

What do you like?

I like s.

ball, shell, flag

sandcastle,

bucket, shovel

In the Sand

Find It, Draw It

Find a .

Draw a .

Shapes

square, triangle

circle, star

Draw a Shape

Draw a circle / square /

triangle / star.

Letter s

s, star

Book C

61 & 63


THEME


& PRE-WRITING



Book

Beach

L149-152ABC Song

Row Your

Boat

How is the weather?

It’s .

shirt, hat, umbrella

wet, dry, towelWet and Dry

Wet or Dry

It’s wet.

It’s dry.

Weather

sunny, rainy,

cloudy, windy

How is the Weather?

How is the weather?

It’s sunny / rainy

cloudy / windy.

Letter u

u, umbrella

Book D

11 & 13

Beach

L157-160ABC Song

Row Your

Boat

How is the weather?

It’s .

fish, crab, bird,

turtle, octopus,

shark

What Can

They Do?

What Can It Do?

What can a do?

It can .

Actions

walk, run,

jump, swim

What Can You Do?

What can you do?

I can walk / run /

jump / swim.

Letter o

o, octopus

Book D

21 & 23

Store

L165-168ABC Song Teddy Bear

What can you do?

I can .

up, down, store,

elevator, stairs, bag

Let’s Go to

the Store

Up and Down

Let’s go up.

Let’s go down.

Location

upstairs,

downstairs

Upstairs or Downstairs?

Upstairs / downstairs

Letter e

e, elevator

Book D

31 & 33

Store


What can you do?

I can .

chicken, fish, meat,

cookies, bread, eggs

Food

Store

In and Out

Take it out.

Put it in.

Numbers

7-10

How Many?

How many eggs? eggs.

Letter c

c, cookies

Book D

41 & 43

Store


What do you want?

I want a .

doll, robot, teddy

bear, kite,

yoyo, ball

Toy

Store

What Do You Want?

What do you want?

I want a .

Body Parts

arms, legs,

hands, feet

Make a Robot

arms, legs,

hands, feet

Letter k

k, kite

Book D

51 & 53

Store


What do you want?

I want a .

shirt, sweater, coat,

pants, socks,

shoes

Clothes

Store

Put It On

It’s too big / small.

It’s just right.

Getting Dressed

put on

take off

Dressing Room

Put on the .

Take off the .

Letter p

p, pants

Book D

61 & 63

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Nursery Level · THEME SONG 2 SEE NURSERY LEVEL: TRAINING NOTES WARM UP 9. HOW IT WORKS With the...

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