Friendly First Steps

Overview

This 45-minute English session is designed for a French-speaking Year 3 child (aged 7-9) who is a complete beginner and has dyslexia. The focus is exclusively on listening and speaking skills, deliberately avoiding reading or writing to respect the learner’s needs. It is aligned with the Curriculum for Excellence (CfE), specifically targeting early stages of First Level Listening and Talking experiences. The session uses Total Physical Response (TPR), multisensory approaches, repetition, and playful interaction to boost confidence and motivation.

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Curriculum for Excellence Links

Experiences and Outcomes (Es & Os):

• LIT 1-09a: I explore and experiment with sounds, words and patterns to develop my awareness of rhythm and rhyme, and increase my vocabulary.
• LIT 1-10a: I enjoy exploring and making choices about how to organise and present experiences and information in my play and learning.
• LIT 1-20a: When I engage with others, I can respond with relevant ideas, make contributions and show I value others’ contributions.
• LIT 1-01a: I listen or watch for useful or interesting information and recognise the purpose of the communication.
• SOC 1-15a: Having met people from different places and backgrounds, I show an understanding of the value of diversity and am aware of what I have in common with others.

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Learning Intentions (Success Criteria)

By the end of the session, the learner will:

• Recognise and use simple greetings and farewells confidently.
• Introduce themselves using “My name is...” phrase.
• Identify and express two feelings: happy and tired.
• Recognise and respond to three colours: red, blue, yellow.
• Respond appropriately to basic classroom commands: listen, repeat, point, show me.
• Participate actively in TPR and interactive games following teacher instructions.

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Resources and Materials

• Colourful flashcards (hello, hi, bye-bye; feelings; colours; commands)
• Visual emotion faces (happy, tired)
• Soft coloured balls or beanbags: red, blue, yellow
• Large colourful arrows or signs for commands
• Audio track of simple English greeting song
• Stickers or small rewards for positive reinforcement

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Lesson Structure

Time	Activity	Teacher Instructions	Student Expected Response	Notes
5 min	Welcome & Warm-up (Greetings TPR)	“Hello! Wave your hand. Say ‘Hello!’”	Wave hand, say “Hello!”	Use big gestures for clarity
5 min	Introduce Greetings (Hello, Hi, Bye)	Show flashcards, say: “Say ‘Hi!’” etc.	Repeat “Hi!,” “Bye-bye!” with gestures	Point to flashcards
7 min	Self-Introduction Practice	“Say: ‘My name is...’” while pointing to self	Repeat “My name is …” and state their name	Use puppet to model introduction
6 min	Feelings Introduction with TPR	Show feeling cards: “I am happy” + smile	Show smiling face, repeat “happy”	Repeat for “tired” with yawning
7 min	Colours through Movement	Hold up red card: “Touch something red!”	Touch object red, repeat “Red”	Repeat for blue and yellow
5 min	Classroom Commands Game	“Listen! Repeat! Point! Show me!”	Follow commands actively	Use arrows and gestures
5 min	Positive Review Song and Dance	Play greeting song, encourage singing/movement	Join in singing, dancing, using learned words	Reinforce language and fun

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Detailed Step-by-Step Activities

1. Welcome & Warm-up (Greetings TPR)

• Teacher says: “Hello!” and waves exaggeratedly.
• Learner copies waving and says “Hello!”
• Repeat with “Hi!” and “Bye-bye!” waving or waving goodbye.
• Use clear, slow speech and enthusiastic gestures.

2. Introduce Greetings Flashcards

• Show card saying “Hello.” Say it clearly; learner repeats.
• Repeat for “Hi” and “Bye-bye.”
• Play a quick “flashcard race” — teacher shows a card, learner says the word and does the matching gesture.

3. Self-Introduction Practice

• Show puppet and say: “My name is Lucy.”
• Use point-to-self gesture; pupil copies: “My name is…” + their name.
• Repeat with enthusiasm.
• Use TPR by touching the chest on “My name is.”

4. Feelings Introduction (Happy, Tired)

• Show picture of smiling face: “Happy. Can you show me happy?”
• Learner makes happy face, repeats word.
• Show tired face, yawn exaggeratedly: “Tired. Can you show me tired?”
• Repeat several times.
• Add movement: standing for happy, slow stretching for tired.

5. Colours through Movement

• Hold up red card and say: “Red! Touch something red.”
• Learner finds red object, touches it, repeats “Red!”
• Repeat for blue and yellow.
• Use beanbags or balls of these colours to throw or catch as a game.

6. Classroom Commands Game

• Teacher says commands with gestures: “Listen! Repeat! Point! Show me!”
• Learner follows commands quickly.
• Vary commands, e.g., “Point to red!”, “Show me happy!”
• Positive, playful tone to encourage success.

7. Positive Review Song and Dance

• Sing a simple greeting song incorporating “Hello,” “My name is…,” “Happy,” colours.
• Include actions (waving, pointing, smiling).
• Encourage learner-led repetition and movement.
• End with high energy and stickers or praise to boost confidence.

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Assessment & Reflection

• Observe learner’s ability to imitate and repeat greetings and phrases.
• Note responsiveness to TPR commands and gestures.
• Check understanding through correct physical responses (touching colours, showing feelings).
• Use positive reinforcement: praise verbal attempts and movement participation.
• Adjust pace if learner needs more repetition or slower commands.

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Differentiation and Support for Dyslexia

• Use clear, simple language and slow speech.
• Support all vocabulary with visual flashcards and gestures.
• Frequent short, active breaks embedded in the lesson.
• Tasks are multi-sensory (listening, moving, visual).
• No reading or writing demands at all.
• Use positive slogans and smiles to build motivation and lessen anxiety.

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Final Notes

This beginner trial lesson embraces CfE’s focus on engagement, confidence, and communication, tailored for a child with dyslexia by emphasising multisensory learning and positive interaction. The structured yet playful approach encourages a joyful first encounter with English, setting a strong foundation for future language skills.