Primary Year 5 SOW SK (BPK)

OOK-BASED LESSON (Unit 1)

g THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives: interesting,
friendly, nice, pretty, favourite; Adverbs: quite, really, very

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

nouns as a heading on left of line, English Plus 1 Differentiate learning
s and adjectives from previous lesson. according to needs of
many words can pupils remember? Student’s Book your pupils. Please see
Activity 5 the seven
p.19 differentiation
strategies at Section 4.
19. Write on board: A. What the writer Teacher’s Book
nsport in the city. C. Where the city is. p.33 See Strategy 7:
raphs in the text (1.C; 2.A; 3.B). Feedback

y’re going to write a plan for a website At Steps 4 and 5. Give
. Read steps in Writing Guide aloud. positive feedback to
Elicit ideas about how to describe the size pupils who have tried
their best to make
d Plan. They make notes about the place notes for their plan and
. worked hard to write
the text.
write the description then read it to check
uide. They draw smiley faces  for
n C; ‘there’s’ and ‘there are’; adjectives in
Find out how many smiley faces they

write a description of the place they like.

son Task 4: Correct the Mistake.

61

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 27 (Language Arts 5) MAIN SKILL FOCUS: Langua
TOPIC: Serenade
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Teacher provides lines for pupils to gue
to verify whether the letter is prese
5.2 5.2.1 instruments e.g. guitar, piano, drum,
teacher]
Express personal Explain in simple
language why they Lesson delivery
responses to like or dislike an
event, description or 2. Have pupils to read through the poe
literary texts character in a text sound of …?” (e.g … fiddle – tra-la-la, d

Complementary Complementary 3. Divide the class into three big groups.
Skill Skill 4. Teacher asks two groups to read a sta

Reading Reading provide the sound effects (e.g. play a d
Note: Teacher swaps the roles so tha
3.3 3.3.1 read and make the sound effects.
5. Teacher asks pupils the instruments th
Read Read and enjoy A1 poem (drum, fiddle & bubble gum) and
independently for fiction/non-fiction 6. Pupils ask their friends’ choice of instru
information and print and digital 7. Pupils make a simple note on their frien
enjoyment texts of interest
Post-lesson

8. Pupils form two lines facing each othe
notes.

Note: Remind pupils to bring materials
for the next Language Arts lesson (Less

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 1)

age Arts THEME: World of Stories
MENT: Language /
LANGUAGE/GRAMMAR FOCUS: Vocabulary (musical
instruments)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ess the words by giving letters for teacher Anthology of Differentiate learning
ent in the word (focus word: musical Poems according to the needs
, etc.) [Pre-Lesson Task 7 – Beat the page17 of your pupils and
class. Please see the
em and ask them “What is the possible Contemporary seven differentiation
drum – boom, boom, etc.) Children’s strategies listed in the
Literature introduction. Please
anza of the poem and the other group will Teaching also consider the
drum – drum a table) Guidebook (BPK) following:
at every group is given the opportunity to – Poetry
Some pupils might be
able to ask a single
friend while others can
ask more. Teacher will
accept the note made.

hat produce sound that they notice in the (Strategy 3)
say which instrument they like/dislike.
ument and their simple reasons.
nds’ instrument choice and their reasons.

er and share their findings based on their

s to make their own musical instruments
son 33)

62

WEEK: __ LESSON: 28 (Consolidation 2) SCHEME OF WORK: TEXTBO
TOPIC: Towns and cities
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. See Pre-Lesson Task 9: Memory Chain. U
Writing Writing cities. Substitute shopping sentence with: I w

4.3 4.3.2 Lesson delivery

Communicate Spell a range of 2. Pupils do Activity 2. Say that in two sente
with appropriate high frequency compare with a partner. Ask: What word nee
language form words accurately in modern? Check answers.
and style for a independent writing 3. Pupils do Activity 5. Model the first senten
range of purposes different partner. Check answers. Choose 6
in print and digital Complementary board. Ask: Is the spelling correct? Which se
media Skill
4. Show a paper or digital street map of loca
Complementary Speaking map; how a map helps them; what type of m
Skill dialogue in Activity 6. Check answers.
2.2.1
Speaking CCE: Values – Ask pupils why it is importan
Keep interaction
2.2 going in short 5. Pupils in pairs practise reading dialogue a
exchanges by change Laura to Leo; for pairs of boys, chan
Use appropriate asking suitable pairs to read the dialogue to whole class.
communication questions
strategies Note the accuracy of pupils’ spelling of com

Post-lesson

6. Pupils work in small groups. Hand out pa
-y (pretty, ugly, busy, friendly, noisy, dirty). P
form. The group that finishes first with corre

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

g THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: there is/are…; Is/Are
there…? How many…? Comparative adjectives

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Use vocabulary of things in towns and English Plus 1 Differentiate learning
went to a town / city and saw a cinema. according to needs of
Student’s Book your pupils. Please see
ences ‘a’ and ‘an’ change. Pupils Activities 2, 5, 6 the seven
eds ‘an’? (ugly) Is number 6 new or p.20 differentiation
strategies at Section 4.
nce. When finished, they compare with a Teacher’s Book
6 pupils to write the comparative forms on p.34 See Strategy 1: Task
entences are hard? Why?
al area on board. Elicit when pupils use a At Step 4 a paper At Step 5, allocate roles
map they use. Pupils complete the or digital map of for the dialogue so that
your local area to more confident pupils
nt to help people who are lost. show on board read the woman (or
aloud. For pairs with a boy and girl, man) and less
nge names to Leo and Man. Choose At Step 6, paper confident pupils read
and six adjective Laura (or Leo).
cards for each
group

mparative adjectives and phrases in box.

aper and cards with 6 adjectives ending in
Pupils take turns to write the comparative
ect spelling is winner.

63

SCHEME OF WORK: TEXTBO

LESSON: 29 (Listening 6) MAIN SKILL FOCUS: Listeni

WEEK: __ TOPIC: Options: Extra Listening and Speaking CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1. Follow instructions in Warm-up, Teacher’
Listening
1.2.5 Lesson delivery
1.2
Understand a 2. Pupils do p.92 Activity 1 CD3.02. They re
Understand sequence of crossed out in the answers. Explain the ans
meaning in a supported questions dialogue between a man and a girl then writ
variety of familiar partner. Check answers.
contexts Complementary
Skill 3. Pupils look at Key Phrases in Activity 2. E
Complementary Writing boys, Luke and Tobias, then tick the questio
Skill Pupils compare answers with a different par
4.3.2 and very friendly? (Tobias) What do you thin
Writing negative? Who thinks their sister is really an
Spell a range of
4.3 high frequency 4. Pupils do Activity 3. They listen to the con
words accurately in Tobias in the second column in the table. Pl
Communicate independent writing
with appropriate 5. Follow instructions for Optional activity: L
language form
and style for a Note how well pupils listen to and understan
range of purposes they write key words in the table.
in print and digital
media Post-lesson

6. Pupils in pairs ask and answer questions
When pupils describe their town or city (Key
brother (Key Phrase 7), tell them to use quit

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

ing THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple tense
interrogatives, e.g. When’s your birthday?; Adverbs: quite,
really, very

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

’s Book p.106 English Plus 1 Differentiate learning
according to needs of
ead the questions and look at words Student’s Book your pupils. Please see
swers are wrong. Pupils listen to the Activities 1–3 the seven
te correct answers. Compare with a p.92 differentiation
strategies at Section 4.
Explain they’re going to listen to two Teacher’s Book
ons Luke asks Tobias. Play CD3.03. p.106 See Strategy 4: Time
rtner. Ask: Who thinks his city is quite big
nk annoying means? Is it positive or Warm-up At Step 4 some pupils
nnoying? (Luke) may need to listen to
nversation again and write words about Optional activity: the CD a third time to
lay CD 3.03. Check answers. Listening enable them to write
Listening in Teacher’s Book p.106. answers in the table. A
nd questions in CD and how accurately few may need you to
pause the CD.

from Key Phrases about each other.
y Phrase 6) and then their sister or
te, really or very before adjectives.

64

SCHEME OF WORK: TEXTBO

LESSON: 30 (Speaking 6) MAIN SKILL FOCUS: Speaki

WEEK: __ TOPIC: Options: Extra Listening and Speaking CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking
Speaking 1. Write on board: Asking for and giving per
2.2 flashcard with What’s…? How….? Where…
Use appropriate 2.2.1 examples of personal questions from previo
communication Phrases. How many questions did they rem
strategies Keep interaction
going in short Lesson delivery
Complementary exchanges by
Skill asking suitable 2. Pupils do Activity 4 CD3.04. Follow instru
Listening questions Teacher’s Book. Make sure pupils listen car
question in the dialogue is different from the
1.2 Complementary
Understand Skill 3. After reading the dialogue, pupils find in t
meaning in a question words (What’s…?, How old…?, Wh
variety of familiar Listening (new, Chinese, English, big, noisy): two adv
contexts word in the Key Phrases is not in the dialogu
1.2.5
CCE: Creativity and Innovation – Activity 5
Understand a 4. Pupils do Activity 5, Use it! Read instructi
sequence of information about A. Eriko (a girl) and B. Lia
supported questions partner’s questions. Pupils work with a differ
who is B. They prepare a new dialogue usin
Erika starts the dialogue and asks the quest
‘boy’.

5. Pupils change roles and repeat dialogue.

Note pupils who find it difficult to keep intera
from model.

Post-lesson

6. Pupils repeat dialogue using their own na

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

king THEME: World of Self, Family and Friends
MENT: Language and
LANGUAGE/GRAMMAR FOCUS: Present simple tense
interrogatives, e.g. When’s your birthday?; Adverbs: quite,
really, very

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rsonal information. Hold up each
…? When’s…? Have you…? and elicit English Plus 1 Differentiate learning
ous lesson. Pupils look at p.92 Key according to needs of
member? Student’s Book your pupils. Please see
Activities 4 and 5 the seven
uctions for Exercise 4 on p.106 of the p.92 differentiation
refully to the five questions. Ask which strategies at Section 4.
e question in Key Phrases. (1) Teacher’s Book
the text: two numbers (11 and 1); four p.106 See Strategy 4: Time
here…?, Have you…?); five adjectives
verbs (very, really) Ask: Which question At Step 1 Five At Step 4 allow
ue? (When’s?) different additional time for
requires pupils to use their imagination. flashcards with some pairs to prepare
ions for activity aloud. Pupils read the What’s…? and practise their
am (a boy) and use it to understand their How…? dialogue. Fast finishers
rent partner and decide who is A and Where…? can add another
ng dialogue in Activity 4 as a model. Say, When’s…? Have question and answer at
tions. In line 2, Liam changes ‘girl’ to you…? the end of the dialogue.

.
action going while substituting words

ames and personal information.

65

WEEK: __ LESSON: 31 (Reading 6) SCHEME OF WORK: TEXTBO
TOPIC: Towns and cities
MAIN SKILL FOCUS: Readin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Follow instructions for Warm-up in Teach
Reading Reading Edinburgh, Cardiff and Belfast are the capita
Ask: What is the capital city of Malaysia?
3.2 3.2.4
Lesson delivery
Understand a Use with support 2. Pupils do Activity 1. After reading, ask: W
variety of linear familiar print and
and non-linear digital resources to 3. Pre-teach ‘football fan’ and find out who a
print and digital check meaning compass on board with north, south, east, w
texts by using west, north east and south east are on the c
appropriate Where is London on the map? (S.E England
reading strategies etc.

Complementary Complementary 4. Pupils do Activity 2, CD3.27. Pupils write
Skill Skill Check answers.

Writing Writing 5. In pairs, pupils write down three things To
(it’s really friendly; a lot of interesting things
4.2 4.2.4 fantastic place, people in Liverpool are frien

Communicate Describe people, Note how well pupils find information from th
basic information places and objects a map.
intelligibly for a using suitable
range of purposes statements Post-lesson
in print and digital
media 6. Pupils look at map of Malaysia. In small g
cities are e.g. Pekan is in the east of Malays

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

ng THEME: World of Knowledge

MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Adjectives: friendly,
interesting, favourite, old, fantastic, different, exciting

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

her’s Book p.120. Tell pupils that London, English Plus 1 Differentiate learning
al cities of the four countries in the UK. according to needs of
Student’s Book your pupils. Please see
Which city isn’t a capital? (Liverpool) Activities 1 and 2 the seven
are fans of a football team. Draw a p.106 differentiation
west on it. Elicit where north west, south strategies at Section 4.
compass. Pupils look at map. Ask: Teacher’s Book
d) Where is Cardiff? (South of Wales) p.120 See Strategy 4: Time

answers and compare with a partner. At Step 3 take in a At Step 2 give some
compass to show pupils more time to
oby likes about Liverpool from the text. pupils or show read the text. Fast
to see and do here; Anfield stadium is a one from a digital finishers can look at the
ndlier) image photo below the text
he text and describe where places are on and work out which city
At Step 6: A map it shows.
groups they describe where four main of Malaysia to put
sia. Georgetown is in the north west. on board or show
a digital map of
the peninsula with
main cities

66

WEEK: __ LESSON: 32 (Writing 6) SCHEME OF WORK: TEXTBO
TOPIC: Towns and cities
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. See Section 3 Pre-lesson Task 5: Sit Dow
Writing Writing from text on p.106 to write true/false senten

4.2 4.2.5 Lesson delivery
2. Pupils do Activity 3, Your Culture. Put ma
Communicate Connect sentences map. Follow instructions for Exercise 3 in Te
basic information into one or two river in place where they live, ask: What’s th
intelligibly for a coherent 3. Pupils do Activity 4, Use it!, In pairs, they
range of purposes paragraphs using describe. Write on board Key Phrases to de
in print and digital basic coordinating them and the first paragraph in text in Activi
media conjunctions and paragraph to help them write a description.
reference pronouns
4. Hand out a list of criteria to each pair. Pup
Complementary Complementary put a tick in the box if they have the words a
Skill Skill
A. places  B. adjectives  C. There’s a/T
Speaking Speaking E. conjunctions (and, but, or)  Our favou

2.1 2.1.5 5. Pupils read descriptions aloud and find ou
Malaysian city to describe.
Communicate Describe people,
simple information places and objects Note pupils who use the language support t
intelligibly using suitable descriptions have all the criteria in Step 4.
statements Post-lesson

6. To review language, do Post-lesson Task

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

g THEME: World of Knowledge

MENT: Patriotism an: LANGUAGE/GRAMMAR FOCUS: Adjectives: friendly,
interesting, favourite, old, fantastic, different, exciting

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
wn, Stand Up. Choose 5–6 sentences
nces. English Plus 1 Differentiate learning
according to needs of
ap of Malaysia on board or show digital Student’s Book your pupils. Please see
eacher’s Book, p.120. If there’s not a Activities 3 and 4 the seven
he name of a river in Malaysia? p.106 differentiation
choose a city on the map of Malaysia to strategies at Section 4.
escribe a city from Activity 2. Pupils read Teacher’s Book
ity 1 again. They use the phrases and p.120 See Strategy 2: Type
and amount of support
pils read their description again. They At Step 2: A map
and phrases in their description. of Malaysia to put At Step 3, some pupils
There are  D. It’s in the…  on board or show may need the key
urite place is… a digital map of phrases written on
ut if any other pairs chose the same the peninsula with paper to have beside
main cities them rather than
to write the description and those whose looking at them on the
At Step 4: A list of board.
criteria with tick
boxes for pupils to
tick after they
write their
description

k 4: Correct the Mistake.

67

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 33 (Language Arts 6) MAIN SKILL FOCUS: Langua
TOPIC: Serenade
CROSS-CURRICULAR ELEM
Creativity and Innovation / En

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Review the poem by reading through
being mentioned in the poem.
5.3 5.3.1
Lesson delivery
Express an Respond
imaginative to 2. Teacher asks pupils to choose a mu
response imaginatively and materials that they bring.
literary texts
intelligibly through 3. Pupils can work in groups or pairs depe
make - their own musical instrument.
creating simple role- Note: Refer to the Guidebook, page 63

plays and simple 4. Upon completion, pupils will plan on h
colour, materials and suggested price i
poems has _________, We use _________, T

Other imaginative 5. Do a gallery walk where pupils disp
instruments. Then, a pupil from the
responses as musical instrument while the rest of
feedback on others’ musical instrument
appropriate
Post-lesson
Complementary Complementary
Skill Skill 6. They will choose the Top 5 creative
ballot.
Speaking Speaking

2.1 2.1.5

Communicate Describe people,
simple information
intelligibly places and objects

using suitable

statements

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 1)

age Arts THEME: World of Stories

MENT: Language / LANGUAGE/GRAMMAR FOCUS: Describing objects
ntrepreneurship (simple sentences)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

it and look for the instruments that are Anthology of Differentiate learning
Poems according to the needs
usical instrument to be made from the Page17 of your pupils and
class. Please see the
pending on the materials that they have to Contemporary seven differentiation
Children’s strategies listed in the
3 Literature introduction. Please
how to describe their product (in terms of Teaching also consider the
if they want to sell it) (e.g It is _______, It Guidebook (BPK) following:
The price is ________). – Poetry
play and describe their created musical Activity 7 Provide pupils with
e pair/group will describe their created Page 63
opportunities to
the members will go around and give
ts. contribute in their own

ways (in terms of

making musical

instruments or

narrating).

(Strategy 5)

musical instrument by a simple voting

68

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 34 (Language Awareness 2) MAIN SKILL FOCUS: Langua

TOPIC: Towns and cities CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Language Language
Awareness Awareness lessons 1. Review language from Unit 1 with an acti
lessons should be should be
presented and presented and Lesson delivery
practised using a practised using a
Main Skill and a Main Skill and a 2. Pupils do p.20, Activity 3. They compare
Complementary Complementary
Skill (Listening, Skill (Listening, 3. Pupils in pairs do Activity 4. Explain they
Speaking, Speaking, Reading questions about Max’s city in Activity 3 then
Reading or or Writing). answer the questions orally.
Writing). Teachers Teachers can use
can use Year 5 Year 5 Content and 4. Pupils do p.21, Activity 5. In groups of fou
Content and Learning Standards Exercise 5 in Teacher’s Book p.35.
Learning in DSKP curriculum
Standards in document. Note:
DSKP curriculum  Plan further activities for this unit to dev
document.
pupils’ needs.
 You can use information about your pup

using formative assessment strategies
 The information could include your obse

classroom activities and their performan
 Plan activities which focus on language

communicative way.

Post-lesson

5. *Pupils think about their learning and perf
self-assessment worksheet.

6. Collect worksheets from pupils and review
are any areas of concern, prepare a review

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

age Awareness THEME: teacher to complete

MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 1

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ivity from list of pre-lesson tasks. English Plus 1 Differentiate learning
according to the needs
phrases with a partner. Check answers. Student’s Book of your pupils and
use the sentence starters to write Activities 3 and 4 class. Please see the
n write the answers. Pairs ask and p.20 seven differentiation
Activity 5 strategies listed in the
p.21 introduction. Please
also consider the
Teacher’s Book following:
ur, they play bingo. Follow instructions for p.34 and 35
*Pupils will need
velop language skills according to your support understanding
and completing the
pils’ performance which you collected self-assessment
while teaching this unit. worksheet, especially
ervation of pupils interacting in at the beginning of the
nce in written activities. year. Pupils can
e practice in a meaningful, fun and complete it in their own
language if necessary.

formance in this unit. They complete a

w them to note pupils’ responses. If there
of these in future lessons.

69

How did I do in Unit 1?

Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about places in towns and cities Great ____ OK ____

…use adjectives, prepositions and Great ____ OK ____
adverbs to describe places

…ask and answer questions about Great ____ OK ____
places in towns and cities

…plan and write a description of a Great ____ OK ____
place

 I’m proud of myself because I can ____________________

 In the next unit, I will _______________________________

Primary Year 5 Scheme of Work



A little____
A little____
A little____
A little____
_________________ very well.
______ better/more.

70

WEEK: __ Unit 2 SCHEME OF WORK: TEXTBO

LESSON: 35 (Listening 7) MAIN SKILL FOCUS: Listeni
TOPIC: Days CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Elicit days of week and choose pupils to w
Listening Listening day with a show of hands. Write numbers on
is the favourite of most pupils? Why?
1.1 1.2.1
Lesson delivery
Understand Understand with
meaning in a support the main 2. Write ‘Daily Routines’ on board. Pupils do
variety of familiar idea of longer handout to each pupil. They look at the five
texts simple texts on a Days and Nights Quiz. Explain words in blue
range of familiar columns 1–5 in table. Pupils compare with a
Complementary topics check answers. Explain that we will come ba
Skill lesson.
Complementary
Writing Skill 3. Pupils listen to Activity 3 (CD1.22). Follow
Book p.36.
4.3 Writing
4 Draw a horizontal line on board. Write ‘nev
Communicate 4.3.2 Pupils read adverbs in box in Activity 4. Exp
with appropriate and give a personal example e.g. I normally
language form Spell a range of to write the other four adverbs on board.
and style for a high-frequency
range of purposes words accurately in 5. Pupils listen to CD1.22 again and comple
in print and digital independent writing
media Note pupils who have difficulty listening to a
dialogues. Note also pupils who spell words

Post-lesson

6. Choose a Post-lesson Task from Section

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 2)

ing THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency:
always, usually, normally, often, sometimes, never

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

write on board. Find out pupils’ favourite English Plus 1 Differentiate learning
n board below each day. Ask: Which day according to needs of
Student’s Book your pupils. Please see
Activities 1, 3, 4 the seven
p.22 differentiation
strategies at Section 4.
o p.22, Activity 1 (CD 1.21). Give Teacher’s Book
table headings and read words in blue in p.36 See Strategy 2: Type
e are daily routines. They write them in and amount of support
a partner. They listen to CD1.21 and For Step 2: At Step 3: For pupils
ack to the Days and Nights Quiz next Handout for each who find listening
pupil with the difficult, pause after
w instructions for Exercise 3 in Teacher’s table enlarged so each speaker to check
that pupils can answers
ver’ on left of line, ‘always’ on right. write the routines
plain ‘normally’ means most of the time in each column
y have breakfast at 7.30am. Elicit where

ete sentences with an adverb.

and understanding more than one or two
s incorrectly in table and in sentences.

n 3 to review frequency adverbs.

71

WEEK: __ LESSON: 36 (Speaking 7) SCHEME OF WORK: TEXTBO
TOPIC: Days
MAIN SKILL FOCUS: Speaki
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board: ‘Daily Routines’, ‘morning
Speaking Speaking Pupils brainstorm blue words in quiz they re

2.2 2.2.1 Lesson delivery

Use appropriate Keep interaction 2. Pupils do Activity 2. Teacher reads Key P
communication going in short pupils use the phrases to compare true/false
strategies exchanges by and Nights text.
asking suitable
Complementary questions 3. Hand out a True and a False card to each
Skill whole class. After each fact, pairs hold up a
Complementary the answer (see Teacher’s Book p.36). At e
Reading Skill
4. Pupils choose 3 quiz facts they think are
3.2 Reading ideas using Key Phrases: What do you think
board. Ask: Which facts are surprising? Pup
Understand a 3.2.3 Record numbers on board. Which three num
variety of linear
and non-linear Guess the meaning 5. Write on board: ‘Between 7.30 and 8.30 i
print and digital of unfamiliar words in the evening’. Teacher models language: e
texts by using from clues provided and go to school between 7.30 and 8.30 in t
appropriate by title, topic and guess what their partner does. How many g
reading strategies other known words
Note how well pupils used Key Phrases to in
answers. Note pupils who needed support to

Post-lesson

6. Do Post-lesson Task 1: Spot the Differen

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 2)

king THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency:
usually; Verbs: brush, study, watch, help, relax, chat online

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

g’, ‘afternoon’, ‘evening’ and ‘night’. English Plus 1 Differentiate learning
emember from previous lesson. according to needs of
Student’s Book your pupils. Please see
Phrases aloud and pupils repeat. In pairs, Activity 2 the seven
e answers to the 12 statements in Days p.22 differentiation
strategies at Section 4.
h pair. Read the 12 quiz facts aloud to Teacher’s Book
a True or a False card, and teacher gives p.36 See Strategy 4: Time.
end, check how many each pair got right.
surprising. In small groups, compare Optional activity: At Steps 2 and 4:
k? What about you? Write 1–12 on Vocabulary Pupils who are slow to
pils put up hands for each number. interact with a partner
mbers have most votes? At Step 3: Two can compare answers
in the morning’; ‘Between 7.30 and 8.30 pieces of paper to 6–8 quiz facts rather
e.g. I think you get up, have breakfast for each pair to than 12
the morning. In pairs, they take turns to write on them
guesses are correct? TRUE and FALSE
nteract with each other when comparing
o understand unfamiliar words.

nces. Change 5–6 words in the quiz.

72

WEEK: __ LESSON: 37 (Reading 7) SCHEME OF WORK: TEXTBO
TOPIC: Days
MAIN SKILL FOCUS: Readin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Choose a pre-lesson task from Section 3
Reading Reading
Lesson delivery
3.3 3.3.1
2. Copy on board the chart with adverbs (ne
Read Read and enjoy A2 p.23, Activity 5. Pupils look again at adverbs
independently for fiction/non-fiction adverbs to write in numbers 1 - 4 in chart. A
information and print and digital chart? (The meaning is similar) Elicit percen
enjoyment texts of interest often, usually e.g. 25%, 60%, 75%.
3. Model sentences with verb to be and an a
Complementary Complementary e.g. I’m always / usually at school before 8a
car. Pupils read Rules about place of adverb
Skill Skill
4. Pupils read My daily routine on p.23. In p
Writing Writing that is true for them. Find out if any pupils ha
Activity 6. Follow instructions for Exercise 6
4.3 4.3.2 compare adverbs they wrote with a partner.
read a sentence aloud.
Communicate Spell a range of
with appropriate high-frequency 5. Pupils in pairs choose five facts each from
language form words accurately in to say a sentence about themselves with the
and style for a independent writing adverb e.g. I never help with the housework
range of purposes read sentence aloud.
in print and digital
media Post-lesson

6. Follow instructions for Optional activity: L

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency:
always, usually, normally, often, sometimes, never

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
to review language of daily routines.
English Plus 1 Differentiate learning
ever, usually) and numbers (1 - 4) from according to needs of
s in box on p.22, Activity 4. They tell you Student’s Book your pupils. Please see
Ask: Why is normally above usually in the Activity 4 the seven
ntages to put in chart for sometimes, p.22 differentiation
Activities 5 and 6 strategies at Section 4.
adverb; with another verb and adverb p.23
am. I sometimes / never go to school by See Strategy 1: Task
bs and choose answers. Teacher’s Book
pairs, they take turns to say a sentence p.37 At Step 4: Pupils who
ave no true sentences. Pupils then do are slow at reading,
Optional activity: can read and rewrite 6–
on p.37 in Teacher’s Book. Pupils Language point 7 sentences with
. Are any the same? Choose pupils to adverbs rather than 9

m Days and Nights Quiz. They take turns
e verb or phrase in blue and a frequency
k. Choose different pupils from Step 4 to

Language point in Teacher’s Book, p.37.

73

WEEK: __ LESSON: 38 (Writing 7) SCHEME OF WORK: TEXTBO
TOPIC: Days
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Creativity

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. See Pre-lesson Task 6: Finger Writing. P
Writing Writing previous lesson. Hold up a flashcard for eac
sometimes, often, usually, normally, always
4.2 4.2.4
Lesson delivery
Communicate Describe people,
basic information places and objects 2. Stick the six flashcards on the board. Pup
intelligibly for a using suitable adverbs on the board. Follow instructions Ex
range of purposes statements
in print and digital 3. Write on board: sports stars, music stars,
media Complementary some people are celebrities because they a
Skill celebrities from the different groups on boar
Complementary 4. Pupils in small groups do Finished?. Han
Skill Speaking agree on a celebrity and imagine her/his dai
never, sometimes, often, usually and always
Speaking 2.3.1
Name of celebrity… Famous for… (sport, m
2.3 Narrate short basic breakfast) Usually… Often… Sometimes…
stories and events
Communicate 5. Pupils agree on who will narrate the imag
appropriately to a The group’s representative uses notes from
small or large
group Note pupils who describe imagined routines
support.

Post-lesson

6. Pupils in same groups draw routines of th
They write a caption below drawing to descr

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 2)

g THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency:
always, usually, normally, often, sometimes, never

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Pupils use six frequency adverbs from English Plus 1 Differentiate learning
ch finger writing action: never, according to needs of
s. Student’s Book your pupils. Please see
Activity 7 and the seven
pils do p.23, Activity 7 using one of the Finished? differentiation
xercise 7 from p.37 in Teacher’s Book. p.23 strategies at Section 4.
, film stars, artists, other stars. Tell pupils
are famous. Pupils brainstorm favourite Teacher’s Book See Strategy 2: Type
rd. Add names pupils say on board. p.37 and amount of support
nd out worksheet to each group. They
ily routines. They think of what she/he At Step 1 six At Step 2, encourage
s does and make notes in fact file: flashcards with pupils who can’t think
music etc.) Always… (e.g. swims before never, sometimes, of true/false sentences
Never…. often, usually, about themselves to
gined life of their celebrity to whole class. normally, always use sentence gap fills
m fact file to narrate the daily routine. from p.22, Activity 4,
s of people well and those who needed At Step 4: A numbers 2–6
worksheet with a
heir celebrity to cut and stick on fact file. fact file for each
ribe what celebrity is doing. group of pupils to
make notes about
their celebrity.
Make space for
drawings below
information.

74

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 39 (Language Arts 7) MAIN SKILL FOCUS: Langua
TOPIC: Watching a Bumble Bee
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Teacher provides a letter and pupils h
5.2 5.2.1 with that letter related to a topic (anim
[Pre-Lesson Task 1 – ABCs]

Express personal Explain in simple Lesson delivery
language why they
responses to like or dislike an 2. Pupils read the poem silently and te
event, description or (Q&A).
literary texts character in a text
3. Teacher distributes True or False sent
Complementary Complementary to stick the statement at the provided T
Skill Skill blue tack.

Reading Reading 4. Pupils walk around the class to c
corrections the answer if there are mist
3.2 3.2.2
5. Pupils make a mind-map about themse
Understand a Understand specific sentence strip used before and provide
variety of linear information and
and non-linear details of two 6. Upon completion, pupils exchange thei
print and digital paragraphs or more by giving some good remarks.
texts by using
appropriate Post-lesson
reading strategies
7. Pupils put their hands up each time
poem (e.g. out in the sea – hands up
poem). [Post-lesson Task 1: Spot the d

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 2)

age Arts THEME: World of Stories
MENT: Language / LANGUAGE/GRAMMAR FOCUS: True/false sentences

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

have to come up with a word that starts Anthology of Differentiate learning
mals/insects e.g. g – giraffe, …, b - bee) Poems according to the needs
Page 21 of your pupils and
eacher assists in pupils’ understanding class. Please see the
Contemporary seven differentiation
tence strips to each pupil and asks them Children’s strategies listed in the
True or False sections in the class using a Literature introduction. Please
Teaching also consider the
check each other’ answers and make Guidebook (BPK) following:
take. – Poetry
elves and the bumble bees based on the Activity 1 Some pupils might be
e simple reasons Page 73 able to ask a single
ir mind maps and rate each other’s works friend while others can
Bumble ask more. Teacher will
bees and accept the note made.

me (Strategy 3)

they hear something different from the statement
p as the statement is different from the why?
differences]

75

WEEK: __ LESSON: 40 (Consolidation 3) SCHEME OF WORK: TEXTBO
TOPIC: Days
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board ‘in the morning’, ‘in the aft
Listening Listening Pupils brainstorm things they do at these tim
morning. Elicit two ways to write this time (1
1.2 1.2.2
Lesson delivery
Understand Understand with
meaning in a support specific 2. With a large clock, review quarter past, ha
variety of familiar information and in several positions and pupils say time. Ask
contexts details of longer p.93, Activity 1. Ask: Do you always use a d
simple texts on a
range of familiar 3. Pupils do Activity 2, CD3.05. Check answ
topics
4. Read instructions for Activity 3 aloud. Ask
Complementary Complementary CD3.06. Check answers. Play CD again. As
Skill Skill English and Malay? (judo). Tell pupils table
word in English and Malay (ping-pong).
Speaking Speaking
5. Pupils do Activity 4. Follow instructions fo
2.1 2.1.4 Book. When checking, pupils say both time
For example: At 5.45 p.m. At 5.45 in the afte
Communicate Ask about and
simple information describe future 6. Pupils do Activity 5, CD3.07. Follow instru
intelligibly plans Teacher’s Book. Pupils write the four times
20.00,15.45, 5.15).

Note pupils who can listen for details well an
details in longer texts.

Post-lesson

7. Pupils in pairs say dialogue in Activity 5

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 2)

ing THEME: World of Self, family and friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Time expressions: o’clock
quarter past, half past, quarter to; at (time) on (day) a.m. p.m.

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ternoon’, ‘in the evening’, ‘at night’.
mes e.g. I have a snack at 11 in the English Plus 1 Differentiate learning
11am or 11.00). according to needs of
Student’s Book your pupils. Please see
alf past and quarter to. Put clock hands Activities 1–5 the seven
k: What’s the digital time? Pupils do p.93 differentiation
digital clock? strategies at Section 4.
wers and write on board. Teacher’s Book
k: What do you need to find out? Play p.107 See Strategy 5:
sk: Which sport has the same word in Learning preferences
tennis is sometimes called the same At Step 2: A large and needs
clock with hands
or Exercise 4 on p.107 in Teacher’s that can move to At Step 5: Play track
expressions for questions 1, 2 and 4. show different CD3.06 again for some
ernoon. times pupils to complete the
uctions for Exercise 5 on p.107 in information they missed
in the dialogue digitally (09.45, then check answers

nd those who find it hard to remember

5 but change the days, times and sports.

76

WEEK: __ LESSON: 41 (Listening 8) SCHEME OF WORK: TEXTBO
TOPIC: Days
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write ‘family’ on board. Pupils brainstorm
Listening Listening and 4). Write words on board as pupils say

1.2 1.2.4 Lesson delivery
2. Pupils answer Think! question top of p.24
Understand Understand a instructions: Look at the family photo. Read
meaning in a sequence of Choose one title and write it down. Compare
variety of familiar supported
contexts classroom 3. Find out which text title pupils chose with
instructions text for the general meaning (CD1.23). Ask:
Complementary
Skill Complementary 4. Pupils do Activity 2. They listen and read
Skill information. Check answers.
Reading
Reading CCE: Values – ask pupils why they think fam
3.2
3.2.3 5. Pupils do Activity 3. Check they understa
Understand a Draw a Venn diagram with two circles on bo
variety of linear Guess the meaning groups: male or female. Choose pupils to sa
and non-linear of unfamiliar words What two family words go between the two
print and digital from clues provided names for male and female family members
texts by using by title, topic and
appropriate other known words Note pupils who find it hard to follow more th
reading strategies
Post-lesson

6. Optional activity: Reading, p.38, Teacher’
Pupils listen to questions and in pairs agree
on board. Pupils then quickly read text to ch

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 2)

ing THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense
affirmative and negative (to state facts and routines)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

m vocabulary for family members (from Y3 English Plus 1 Differentiate learning
them. How many can they remember? according to needs of
Student’s Book your pupils. Please see
4 in pairs, then give pupils a set of four Activities 1–3 the seven
the three text titles (a, b, c) in Activity 1. p.24 differentiation
e with a partner. strategies at Section 4.
show of hands. They listen to and read Teacher’s book
: Which title do you think it is? (c) p.38 See Strategy 2: Type
the text again to find specific and amount of support
At Step 6:
milies are important. Worksheet for At Step 2: Some pupils
and the meaning of all words in blue. each pupil with might need the set of
oard. Pupils in pairs sort words into two Venn diagram: classroom instructions
ay words and write in diagram. Ask: male written read aloud more than
above left circle once
circles? (parent, cousin) Why? (They are and female above
s). Pupils write all words in worksheet. right circle
han one instruction for an activity.

’s Book: Teacher reads out questions.
e on answers. Teacher writes questions
heck if they are correct.

77

WEEK: __ LESSON: 42 (Speaking 8) SCHEME OF WORK: TEXTBO
TOPIC: Days
MAIN SKILL FOCUS: Speaki
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Follow instructions in Section 3 Pre-lesso
Speaking Speaking eight names of family members on separate

2.1 2.1.1 Lesson delivery

Communicate Give detailed 2. Pupils in pairs do p.24, Activity 4. First giv
simple information information about e.g. ‘The Radford family has breakfast at 6.4
intelligibly themselves What’s the conjunction in the sentence? Re
They take turns to say three or four differenc
Complementary Complementary whole class.
Skill Skill
3. Write on board ‘Present simple’. Pupils do
Listening Listening Exercise 1 on p.38 of Teacher’s Book.

1.1 1.1.1 4. Pupils do Activity 2. Check answers.

Recognise and Recognise and 5. Pupils do Activity 3, CD1.24. Read aloud
reproduce target reproduce with little repeat chorally then individually. Explain the
language sounds or no support a Play CD1.24 again. Ask: Which verbs end w
wide range of target sound? (e.g. speaks)
language
phonemes Note how well pupils talk about differences b
own. Note pupils who find it hard to hear the

Post-lesson

6. Pupils in small groups take turns to say th
family.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 2)

king THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple tense
affirmative and negative (to state facts and routines)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
on Task 10: Say What’s Missing. Write
e flash cards to put under a cloth. English Plus 1 Differentiate learning
according to needs of
ve an example and write model on board Student’s Book your pupils. Please see
46 but I have breakfast at 7.15’. Ask: Activity 4 the seven
emind pupils to use ‘but’ for differences. p.24 differentiation
ces. Choose pairs to say differences to Activities 1–3 strategies at Section 4.
p.25
o Activity 1. Follow instructions for See Strategy 4: Time
Teacher’s Book
both verbs in 1–6. Pupils listen and P.38 At Step 2: Some pupils
ey need to listen to the verb endings. will take longer to think
with /iz/ sound? Which verbs end with /s/ At Step 1: Eight of examples of
flash cards with differences in daily
the name of a routines so allow them
family member on additional time or ask
each. A cloth to them to say two
cover the cards. differences

between Radfords’ routines and their
e /iz/ and /s/ sound at end of verbs.

he daily routines of two members of their

78

WEEK: __ LESSON: 43 (Reading 8) SCHEME OF WORK: TEXTBO
TOPIC: Days
MAIN SKILL FOCUS: Readin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Write ‘Special days’ on board. Pupils say
birthdays, anniversaries. Ask: What are the
3.2 3.2.3 Why do you like them?

Understand a Guess the meaning Lesson delivery
variety of linear of unfamiliar words 2. Pupils read p.26, Happy days!, and words
and non-linear from clues provided guess the meaning of: ‘crazy’, ‘costumes’, ‘i
print and digital by title, topic and their answers with a partner. Check answers
texts by using other known words
appropriate 3. Read Study Strategy in Activity 2 aloud. P
reading strategies Complementary heading, ‘Chinese New Year’, the sentence
Skill Write on board ‘dragon’, ‘fireworks’, ‘food’. P
Complementary items. Explain what an envelope is while pu
Skill Listening think the radio programme is about? Pupils
hear.
Listening 1.2.5
4. Pupils do Activity 3, CD1.25. They listen t
1.2 Understand a introduction to the radio programme. They lo
sequence of order of objects mentioned.
Understand supported questions
meaning in a 5. Pupils read questions in Activity 4. Follow
variety of familiar Teacher’s Book. Play CD1.25 again.
contexts
Note how well pupils predict meaning of new

Post-lesson

6. See Section 3 Post-lesson Task 8: Test y
of p.26 to make true and false sentences.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends

MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present simple tense:
interrogatives

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

their special day e.g. birthdays, family English Plus 1 Differentiate learning
special days/celebrations in Malaysia? according to needs of
Student’s Book your pupils. Please see
Activities 1–4 the seven
p.26 differentiation
strategies at Section 4.
s in box in Activity 1. See if pupils can Teacher’s Book
invite’, then do Activity 1. Pupils compare p.40 See Strategy 5:
s. Learning preferences
and needs
Pupils look at Activity 3. They read the
below and look at photographs A–D. At Step 4: Some pupils
may need to hear the
Pupils say the photos that show these introduction to the radio
upils look at photo D. Ask: What do you programme more than
once so they can order
in pairs share ideas about what they will the photos correctly

to Zoe and a woman talking in the
ook at the photos again and write the

w instructions for Exercise 4 on p.40 of

w words from clues in text and photos.

your Memory. Use the four photos at foot

79

WEEK: __ LESSON: 44 (Writing 8) SCHEME OF WORK: TEXTBO
TOPIC: Days
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Patriotism

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Put pupils into six groups. Hand out a set
words make a question. Pupils order the wo
Writing Writing questions in Happy Days, p.26. A pupil from

4.2 4.2.1 Lesson delivery

Communicate Give detailed 2. In small groups, pupils do Optional activit
basic information information about Book.
intelligibly for a themselves CCE: Patriotism – Elicit three special days e
range of purposes choose one special day to answer questions
in print and digital Complementary 3. Pupils do Activity 5, Use it! They read the
media Skill Pupils write answers about the special day t
sometimes, never. In pairs, they take turns t
Complementary Speaking partner’s special day. Find out which pairs h
Skill 4. Follow instructions for Optional activity: L
2.1.5 how many pairs remembered the answers.
2.1 5. Pupils with a different partner ask and an
Describe people, pronouns and one verb: 1. What kind of pre
Communicate places and objects meal with your family? 3. Do you like firewor
simple information using suitable Note how well pupils write detailed informati
intelligibly statements orally.
Post-lesson
6. Choose a post-lesson task from Section 3

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 2)

g THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense:
interrogatives

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
t of words to each group. Explain the
ords. They check order by looking at English Plus 1 Differentiate learning
m each group reads aloud their question. according to needs of
Student’s Book your pupils. Please see
ty: Vocabulary from p.40 in Teacher’s Activity 5 the seven
p.26 differentiation
e.g. New Year, Eid-al-Fitr, Diwali. Pupils strategies at Section 4.
s about. Teacher’s Book
e 6 questions in Happy Days! again. p.40 See Strategy 3:
they chose using always, usually, Outcomes
to ask and answer the questions about Optional Activity:
have similar answers. Vocabulary At Step 3 some pupils
Listening Teacher’s Book p.40. Find out may only be able to
Optional Activity: write 3 or 4 answers to
nswer questions from Step 4 but change Listening the questions.
esent do you prefer? 2. When is the big
rks? Why/Why not? Step 1: A set of
ion about a special day and describe it word cards for
each of the six
questions on p.26,
Happy Days.
Each group has
words from one
question. Put in
an envelope.

3 to review new vocabulary.

80

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 45 (Language Arts 8) MAIN SKILL FOCUS: Langua
TOPIC: Watching a Bumble bee
CROSS-CURRICULAR ELEM
Creativity and Innovation / En

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Teacher pastes each stanza randomly
2. Pupils walk around and read the random
5.3 5.3.1 3. Pupils need to distinguish the sequen

Express an Respond Sequence the information]
imaginative to
response imaginatively and Lesson delivery
literary texts
intelligibly through 4. Pupils revise the poem.
5. Teacher asks pupils to think about othe
creating simple role-
bumble bee (e.g. wasp, hummingbird, e
plays and simple 6. In group, pupils underline the words a

poems insect, characteristic (e.g the oh – s
stanza (or stanzas if they can do more
Other imaginative Note: Ask pupils to use their experien
allow creativity although it sounds illogic
responses as 7. Upon completion, pupils put up their
walk where groups display and describ
appropriate from the pair/group will describe their
the members provide feedback on the o
Complementary Complementary
Skill Skill

Speaking Speaking

2.1 2.1.2

Communicate Find out about and Post-lesson
simple information describe 7. Prepare an illustration for their newly ad
intelligibly experiences up to
now

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 2)

age Arts THEME: World of Stories
LANGUAGE/GRAMMAR FOCUS: Vocabulary (Insects)
MENT: Language /
ntrepreneurship

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

around the class. Anthology of Differentiate learning
mly ordered stanzas. Poems according to the needs
nce of the stanzas. [Pre-lesson Task 3 – Page 21 of your pupils and
class. Please see the
er insects that are suitable to replace the Contemporary seven differentiation
etc.) in the poem. Children’s strategies listed in the
and change the words ( i.e. name of the Literature introduction. Please
so – busy butterfly) to create their own Teaching also consider the
than one stanza). Guidebook (BPK) following:
nces and prior knowledge on insects and – Poetry
cal. Teacher differentiates
product and teachers conduct a gallery the outcomes by the
be their adapted stanza/stanzas. A pupil numbers of words
adapted stanza/stanzas while the rest of changed from the
other groups’ stanza/stanzas. original poem and the
number of stanza they
adapt.

(Strategy 3)

dapted poem.

81

WEEK: __ LESSON:46 (Consolidation 4) SCHEME OF WORK: TEXTBO
TOPIC: Days
MAIN SKILL FOCUS: Speaki
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Pupils close their books and do Warm-up
2.2 Speaking
Lesson delivery
Use appropriate 2.2.1
communication 2. Pupils do p.27, Activity 1. They answer th
strategies Keep interaction Pupils read the rules then teacher reads the
going in short choose pupils to say the correct word in eac
Complementary exchanges by at the five questions in Activity 1 again.
Skill asking suitable
questions 3. Pupils in pairs do Activity 2. Check answe
Writing questions. Choose pairs to ask and answer
Complementary same as others in the class.
4.2 Skill
4. With a different partner, pupils do Activitie
Communicate Writing Explain they have 5 minutes to write questio
basic information at grid. Ask: What are the five question word
intelligibly for a 4.2.1 often, Do, Does). Check questions after 5 m
range of purposes answer questions they wrote.
in print and digital Give detailed
media information about 5. Pupils do Activities 5 and 6. Follow instru
themselves the Teacher’s Book.

Note how well pupils interact with different p

Post-lesson

6. Pupils in small groups write 2–3 question
different times of the day, week and year. C

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 2)

king THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple tense:
interrogatives and time expressions

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
p from Teacher’s Book, p.41.
English Plus 1 Differentiate learning
he questions then check with a partner. according to needs of
em aloud. Pause after each rule and Student’s Book your pupils. Please see
ch. If pupils are unsure, tell them to look Activities 1–6 the seven
p.27 differentiation
ers. They take turns to ask and answer strategies at Section 4.
aloud. Find out if any answers are the Teacher’s Book
p.41 See Strategy 7:
Warm-up Feedback
Activities 5 and 6
At Steps 3, 4 and 6:
es 3 and 4. Write on board ‘5 minutes’. Vary the feedback you
ons with words from the grid. Pupils look give to pairs when
ds you can use? (When, Where, How they’re asking and
minutes. Pupils take turns to ask and answering questions to
each other. Focus on
uctions for Exercises 5 and 6 in p.41 of what they do well e.g.
turn taking; accuracy of
partners at Steps 3, 4 and 6. question words and
word order; fluency,
self-correcting.

ns to ask you about what you do at
Choose pupils to ask you a question.

82

WEEK: __ LESSON: 47 (Listening 9) SCHEME OF WORK: TEXTBO
TOPIC: Days
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write ‘Weekend’ on board. In pairs, pupils
Listening Listening Choose some pupils to say what they do at

1.3 1.3.1 Lesson delivery

Use appropriate Guess the meaning 2. Pupils do Activity 1. Follow instructions fo
listening of unfamiliar words When checking new words, pupils say word
strategies in a from clues provided Malay. Write on board: ‘disco – disko’; ‘conc
variety of contexts by other words kuiz’, ‘mini-mini’. Ask: What is different – spe

Complementary Complementary CCE: Values – ask pupils why special days
Skill Skill
3. Pupils do Activity 2, CD1.26. Follow instru
Reading Reading Teacher’s Book.

3.2 3.2.4 4. Write on board in three columns: A. When
C. When you’re surprised. Pupils read the d
Understand a Use with support ‘OK’, ‘No?’ ‘Well’, ‘Yes’. In pairs they decide
variety of linear familiar print and = Right, Yes, OK; B = Mmm; Well C = No?)
and non-linear digital resources to
print and digital check meaning 5. Play CD1.26 again. Pupils listen for pronu
texts by using quiz and mini again. Ask: Which words have
appropriate Which words sound almost the same? Prac
reading strategies practise the dialogue with Daisy and Gareth

Note pupils who find it hard to guess meanin

Post-lesson

6. In pairs, pupils read the programme and a
activities they’d like to do. They say why the

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 2)

ing THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: What’s on? What do you
want to do? Let’s go to (the)…, What about (the)…?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
s answer Think! question at top of p.28
the weekend. English Plus 1 Differentiate learning
according to needs of
or Exercise 1 in p.42 of Teachers Book. Student’s Book your pupils. Please see
ds which look or sound similar to those in Activities 1–3 the seven
cert-konsert’; ‘barbecue-barbeku’, ‘quiz- p.28 differentiation
elling, sound or both? strategies at Section 4.
Teacher’s Book
are important for schools and families. p. 42 See Strategy 4: Time
uctions for Exercise 2 on p.42 in
When listening to and
n you agree; B. When you’re thinking; reading the dialogue,
dialogue again and find: ‘Right’, ‘Mmm’, some pupils may be
e which words go in the three columns. (A slow at completing the
gaps. Pause the track
to allow them more
time to write.

unciation of disco, concert, barbecue,
e the same pronunciation in English?
ctise pronunciation together. Pupils then
h in pairs.

ngs of new words in the programme.

agree on morning and afternoon
ey’d like to do them.

83

WEEK: __ LESSON:48 (Speaking 9) SCHEME OF WORK: TEXTBO
TOPIC: Days
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Write on board: Do you remember? Pupil
previous lesson about what her/ his family d
Speaking Speaking say what partner’s family does. Remind pup

2.1 2.1.4 Lesson delivery

Communicate Ask about and 2. Write on board: plans and suggestions. P
them aloud to class. Ask: Which phrases are
simple information describe future making suggestions? How many questions
questions for suggestions? Which phrase is
intelligibly plans
3. Pupils do Activity 4. Follow instructions fo
Complementary Complementary Explain that ‘What about…’ and ‘Let’s…’ can
wrote in the last two lines of the dialogue.
Skill Skill
4. Pupils in pairs do Activity 5. They focus o
Writing Writing from the mini-dialogue with exaggerated into
repeat. Choose pairs to read dialogue. Ask:
4.2 4.2.2 phrases are not in the mini-dialogue? (What

Communicate Ask for, give and 5. Elicit names of two or three films which pu
basic information respond to simple write on board. Also write the day and times
intelligibly for a advice pupils prepare and practise a dialogue using
range of purposes
in print and digital Note how well pupils talk about plans and gi
media
Post-lesson

6. In small groups, pupils write a cinema pro
three films and times they start. Pupils can d

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 2)

king THEME: World of Self, family and friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: What do you want to do?
What about (the)…? Let’s go to (the)…
in the morning, in the afternoon, in the evening, at lunch

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ls think about what their partner said in English Plus 1 Differentiate learning
does at the weekend. Choose pupils to according to needs of
pils to use ‘sometimes’, ‘usually’, ‘always’. Student’s Book your pupils. Please see
Activities 4–6 the seven
Pupils look at p.28, Key Phrases. Read p.28 differentiation
e for making plans? Which are for strategies at Section 4.
are there for plans? How many Teacher’s Book
s negative? (I’m not really interested in…) p. 42 See Strategy 2: Type
or Exercise 4 on p.42 of Teacher’s Book. and amount of support
n also give advice. Ask the advice they At step 5 find out
the names of two At Step 3: For pupils
on their intonation. Teacher says phrases or three films who have difficulty
onation patterns. Pupils listen and pupils could see in scanning text for
: Is their intonation good? Which key a local cinema. specific words tell them
t’s on? I’m not really interested in…) Also find out the the words they need to
upils could see in local cinemas and times they start on find are in the same
s the films start. With a different partner, a weekend day. order as those in the
g films on the board and Key Phrases. dialogue
ive suggestions.

ogramme with: a name and date; two or
draw a cinema ticket if time permits.

84

WEEK: LESSON: 49 (Reading 9) SCHEME OF WORK: TEXTBO
__ TOPIC: Days
MAIN SKILL FOCUS: Readin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 1. Put map of Caribbean on board or show i
Reading Caribbean islands e.g. near which countries
3.2.3
3.2 CCE: Values – ask pupils why it is importan
Guess the meaning culture.
Understand a of unfamiliar words
variety of linear from clues provided Lesson delivery
and non-linear by title, topic and
print and digital other known words 2. Pupils do p.29, Activity 1. Follow instructio
texts by using Book.
appropriate Complementary
reading strategies Skill 3. Write on board: A. personal description o
Speaking C. what happens at the carnival. Pupils gue
Complementary 2.3.1
Skill 4. Pupils do Activity 2. After reading the text
Narrate short basic check order of paragraphs (1B, 2C, 3A). Ask
Speaking stories and events answer questions. Check answers.
5. Ask: Which word is in blue? (also) Which
2.3 dance). Give other examples: I can sing and
sentences from pupils. Ask pupils to find two
Communicate Are there more ‘ands’ or ‘buts’? (3 ands, 2 b
appropriately to a
small or large 5. Pupils read Key Phrases and do Activity 3
group sentences and with a partner take turns to r

Note how well pupils guessed meaning of w
events at the carnival.

Post-lesson

6. Pupils look at photo of dancer on p.29 for
think about what happens at the carnival. W
remember about the London carnival. How m

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends

MENT: Values LANGUAGE/GRAMMAR FOCUS: also, and, but

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

in an atlas. Elicit information about the English Plus 1 Differentiate learning
s, in which sea, food etc. according to needs of
Student’s Book your pupils. Please see
nt to know how countries celebrate their Activities 1–3 the seven
p.29 differentiation
strategies at Section 4.
ons for Exercise 1 on p.43 in Teacher’s Teacher’s Book
p.43 See Strategy 2: Type
of carnival; B. when the carnival happens; and amount of support
ess order of paragraphs. Don’t check yet. At Step 1: Map of
t and before answering the questions, Caribbean from At Step 4, some pupils
k: Are your guesses correct? Pupils an atlas or will need support to find
website answers to the three
questions. Write on
words come after also? (play, friendly, board: Where? (a city)
d I can also play the piano. Elicit When? (a month)
o conjunctions in the text. (and, but) Ask: What?
buts) (make…play…and d__)

3. Check answers. Pupils memorise the
repeat them from memory.

words and how accurately they narrated

r 30 seconds. Pupils close books and
With a partner they say things they

many things can they remember?

85

WEEK: LESSON:50 (Writing 9) SCHEME OF WORK: TEXTBO
__ TOPIC: Days
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Pupils brainstorm words they remember a
Writing Writing ‘celebration’, ‘parade’ and ‘costume’ if they d

4.3 4.3.3 Lesson delivery

Communicate Produce a plan or 2. Write ‘also’ on board then say and write o
with appropriate draft of one or two have a sister. I’m happy and I’m also funny.
language form paragraphs for a do p.29, Activity 4. They compare answers w
and style for a familiar topic and 3. Pupils do Activity 5, Use it! Remind pupils
range of purposes modify this of a town or city in Unit 1. Explain they’re go
in print and digital appropriately in or special day. Follow instructions for Exerc
form response to
feedback 4. Pupils in pairs swap descriptions and rea
Complementary check if the description meets the criteria on
Skill Complementary next to each if it does. Pupils return descript
Skill changes based on the feedback from their p
Reading
Reading 5. Choose pupils to read descriptions aloud.
3.2 things they can improve.
3.2.2
Understand a Post-lesson
variety of linear Understand specific
and non-linear information and 6. Write on board: ‘Do you think your descrip
print and digital details of two description of a town or city? Why or why no
texts by using paragraphs or more the questions then say what they think.
appropriate
reading strategies

Primary Year 5 Scheme of Work