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Curriculum for Excellence Links

Languages
Experiences and Outcomes (Early Level / First Level Transition):

• LIT 1-10a / LIT 1-10b: Engage with and respond to language patterns through listening and talking activities.
• LIT 1-15a: Understand and use simple everyday vocabulary and common expressions.
• LIT 1-09a: Use voice, facial expression, and gesture to communicate feelings and ideas.
• MTH 1-20a (Interdisciplinary – Movement): Use physical movement to develop coordination and confidence.

Key Competencies Developed:

• Listening and responding to simple spoken English in playful contexts.
• Developing confidence and self-expression with limited reliance on literacy skills.
• Using movement and gesture to support language comprehension and production.
• Growing social interaction skills through turn-taking and cooperative games.

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Lesson Overview

Age Group: 7–9 years
Language Level: Beginner English (French-speaking child with dyslexia)
Duration: 45 minutes
Class Size: 1 student
Focus Language Items:

• Greetings: hello, hi, bye-bye
• Name: My name is…
• Feelings: happy, tired
• Colours: red, blue, yellow
• Commands: listen, repeat, point, show me

Tone: Energetic, playful, hands-on learning through games and movement.
Teacher Language: Slow, simple English with clear gestures, facial expressions, and modelling.
Visuals: Large, bright images/icons with minimal text (1–2 words max).
Special Needs Consideration: Avoid reading/writing. Non-verbal support. Multi-sensory input.

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Slide 1: Greeting Groove

Game: Greeting Groove

Teacher says: (big smile, wave) “Hello! Hi! Bye-bye!” (repeat with body waves and exaggerated movements)
Student does: Wave and say “Hello,” “Hi,” or “Bye-bye” back with teacher’s gestures.
Why it works:

• Reinforces basic greetings through repetition and physical movement.
• Multi-sensory input helps dyslexic learners connect sound and action effortlessly.
• Using gestures and facial expression supports understanding without reading.

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Slide 2: Name Dance

Game: Name Dance

Teacher says: “My name is [Teacher’s name], what is your name?” (point to self, then to student)
Student does: Repeat “My name is …” and point to self, adding own name with a simple dance move or spin.
Why it works:

• Combines language with physical fun to build memory and confidence.
• Avoids written names; relies on oral and kinaesthetic learning.
• Encourages self-expression and student-teacher bonding.

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Slide 3: Colour Hunt

Game: Colour Hunt

Teacher says: “Find something RED! Find BLUE! Find YELLOW!” (hold colour cards or show big colour circles)
Student does: Looks around the room and points to or brings objects matching the colours.
Why it works:

• Active searching makes vocabulary highly memorable.
• Movement and visual matching support dyslexic processing.
• Real-world connection strengthens word-object association without reading.

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Slide 4: Simon Says – English Commands

Game: Simon Says

Teacher says: “Simon says, listen!” (put finger on ear), “Simon says, point!” (point forward), “Simon says, repeat!” (repeat a word), “Show me...” (hold up card), mix in “jump!” but don’t say “Simon says” to catch the student out.
Student does: Follow commands only when “Simon says” is heard.
Why it works:

• Integrates listening comprehension and action.
• Builds executive function (inhibition control) through selective response.
• Command words learned by association with movement and fun.

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Slide 5: Mystery Box

Game: Mystery Box

Teacher action: Place items in a box (red scarf, blue toy, yellow ball, smiling face pic, tired face pic). Without looking, teacher pulls out an item, says “Show me happy” or “Show me red.” The student guesses what it is through touch or description gestures.
Student does: Reach into box, touch the object, say the word or gestures the meaning.
Why it works:

• Tactile exploration ties language to senses beyond visual reading.
• Encourages prediction and active participation.
• Reinforces vocabulary through guessing and excitement.

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Slide 6: Freeze Game with Music

Game: Freeze Game

Teacher says: Play short English songs or instrumental tunes with simple commands inserted: “Hello,” “Bye-bye,” “Happy,” “Tired,” with the teacher acting these out. When music stops, student freezes making the last action or pose.
Student does: Moves with music, freezes when it stops, repeats words and expressions with teacher’s help.
Why it works:

• Music aids memory recall and reduces anxiety in language use.
• Combines auditory input with body awareness.
• Pause and freeze moments provide cognitive breaks, helping focus.

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Slide 7: Act-it-out Feelings

Game: Act-it-out Feelings

Teacher says: “I am happy!” (big smile, jump), “I am tired.” (yawn, stretch). Then asks student, “Are you happy or tired? Show me!”
Student does: Acts out feelings with exaggerated face and body English gestures, then copies teacher’s language.
Why it works:

• Emotion vocabulary becomes internalised through embodied learning.
• Gestures help bypass reading difficulties, supporting comprehension.
• Build vocabulary confidence using non-verbal emotional cues.

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Assessment & Closing (Final 3-5 mins)

• Quick oral review by the teacher showing each visual card (greeting, colour, feeling, command).
• Student responds with gesture, word, or action.
• Teacher praises enthusiastically to build confidence, e.g., “Well done! You are great at English!”
• End with a playful “Bye-bye” wave routine.

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Notes for Teachers

• Use slow, clear pronunciation. Repeat words often.
• Use exaggerated facial expressions and body language.
• Keep all activities light-hearted, never pressurising speaking.
• Provide lots of positive reinforcement and smiles!
• Adapt pace depending on student’s energy and engagement.

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This lesson blends the Curriculum for Excellence Experiences and Outcomes related to Early Level Languages, listening and talking skills, and movement with highly interactive, multi-sensory games tailored to dyslexic learners. It builds foundational English vocabulary and communication confidence in a completely playful, game-based session.