Primary Year 5 SOW SK (BPK)

OOK-BASED LESSON (Unit 2)

g THEME: World of Self, Family and Friends

MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Adverb: also

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

about the Notting Hill carnival. Elicit English Plus 1 Differentiate learning
don’t say them. according to needs of
Student’s Book your pupils. Please see
on board: ‘I have a brother and I also Activities 4 and 5 the seven
.’ Help pupils to notice word order. Pupils p.29 differentiation
with a partner. Check with whole class. strategies at Section 4.
s they used a plan to write a description Teacher’s Book
oing to write a description of a celebration p.43 See strategy 3:
cise 5 on p.43 of Teacher’s Book. Outcomes
ad them. Hand out worksheet. Pupils At Step 4:
n the worksheet and draw a smiley face Worksheet with At Step 3: Expect some
tions and worksheet. They now make list of five criteria: pupils to write only one
partner. 1) where and or two things that
. Praise their efforts then point out two when it happens; happen during the
2) what people do; celebration or special
ption of a celebration is better than your 3) what partner day; expect others to
ot?’ Pupils in small groups think about usually does; 4) write more
has ‘also’ in
correct place; 5)
some adjectives.
There should be a
space for pupils to
draw a smiley
face after each.

86

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 51 (Language Arts 9) MAIN SKILL FOCUS: Langua
TOPIC: And Something Weird Happened
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Talk about what is going to happen
5.2 5.2.1 prediction (e.g. It is going to rain tomo
tomorrow).

Express personal Explain in simple Lesson delivery
language why they
responses to like or dislike an 2. Teacher goes through with the cover a
event, description or brainstorm pupils’ ideas about the book
literary texts character in a text
3. Put pupils into smaller group and each
Complementary Complementary page 8.
Skill Skill
4. Teacher uses word cards from the g
Reading Reading group with the word cards.

3.2 3.2.2 5. Pupils have to match the word cards (c
characters) with the corresponding ch
Understand a Understand specific flying in the plane).
variety of linear information and
and non-linear details of two 6. Check the answer as a class.
print and digital paragraphs or more 7. Then, groups reuse the word cards an
texts by using
appropriate like and dislike.
reading strategies 8. Each pupil in the group has to choose t

the reasons why he/she wants to choos
9. Upon completion, they share their reaso

Post-lesson

10. Teacher provides a piece of paper for
write “I like (activity) because …”

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 2)

age Arts THEME: World of Stories
MENT: Language /
LANGUAGE/GRAMMAR FOCUS: Providing reasons
(because)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

tomorrow. Every pupil provides his/her And Something Differentiate learning
orrow. My mother is going to the market Weird Happened according to the needs
by of your pupils and
and the blurb with the pupils and teacher Pamela Rushby class. Please see the
k. seven differentiation
group do a group reading from page 5 to Contemporary strategies listed in the
guidebook (page 17) and provides each Children’s introduction. Please
containing activities that carried out by the Literature also consider the
haracters in the short story (e.g. Yuki – Teaching following:
Guidebook (BPK)
– Short Stories Teacher encourages
(page 17) pupils to come up with
more than one reason if
possible.

(Strategy 3)

nd divide them into the activities that they

the activity that he/she likes the most and
se it.
ons among the group members.

each sitting group and each pupil has to

87

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 52 (Language Awareness 3) MAIN SKILL FOCUS: Langua

TOPIC: Days CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Language Language
Awareness Awareness lessons 1. Review language from Unit 2 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.30, Activities 3, 4 and 5 indivi
Complementary Complementary answers with a different partner. Check ans
Skill (Listening, Skill (Listening, activity was easy and which was hard? Why
Speaking, Speaking, Reading
Reading or or Writing). 3. Pupils in pairs do Activity 6 then take turn
Writing). Teachers Teachers can use
can use Year 5 Year 5 Content and 4. Pupils do p.31, Activity 3. Follow instructio
Content and Learning Standards Book.
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
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 2)

age Awareness THEME: teacher to complete

MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 2

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ivity from list of pre-lesson tasks. English Plus 1 Differentiate learning
according to the needs
idually. After each activity they compare Student’s Book of your pupils and
swers after each activity. Ask: Which Activities 3–6 class. Please see the
y was Activity 3/4/5 easy/hard? p.30 seven differentiation
ns to ask the questions and say answers. Activity 3 strategies listed in the
ons for Exercise 3 on p.45 in Teacher’s p.31 introduction. Please
also consider the
Teacher’s Book following:
p. 44
p. 45 *Pupils will need
support understanding
velop language skills according to your and completing the
self-assessment
pils’ performance which you collected worksheet, especially
while teaching this unit. at the beginning of the
ervation of pupils interacting in year. Pupils can
nce in written activities. complete it in their own
e practice in a meaningful, fun and language if necessary.

formance in this unit. They complete self-

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

88

How did I do in Unit 2?
Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about daily routines Great ____ OK ____

…use adverbs of frequency to describe Great ____ OK ____
daily routines

…describe a celebration in my country Great ____ OK ____

…plan and write a description of a Great ____ OK ____
special day

 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.

89

WEEK: __ Unit 3 SCHEME OF WORK: TEXTBO

LESSON: 53 (Listening 10) MAIN SKILL FOCUS: Listeni
TOPIC: Wild Life
CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1. Write ‘Wild life’ on board. Explain pupils a
Listening from around the world. Follow instructions fo
1.2
1.2.2 Lesson delivery
Understand
meaning in a Understand with 2. Pupils do Activity 1, CD1.28. Follow instru
variety of familiar support specific Ask: What do you think ID means? (identific
contexts information and
details of longer 3. Explain that pupils are going to read Key
Complementary simple texts on a identifying something. Say: looks like, sound
Skill range of familiar Follow instructions for Exercise 2 on p.46 of
Speaking topics
In pairs (A and B), pupils choose elephant, f
2.2 Complementary take turns to make its sound or draw a pictu
Skill partner’s animal. A says Key Phrase 1. B sa
Use appropriate Choose pairs to say dialogue aloud.
communication Speaking
strategies 4. Pupils do Activity 3, CD1.29. Follow instru
2.2.1
5. Show photos of ostrich, bat, eagle, scorpi
Keep interaction vocabulary in Activity 4 box. Pupils should k
going in short spider, whale from previous levels. Pupils in
exchanges by Follow instructions for Exercise 4 on p.46 of
asking suitable If time is limited, teams choose two or three
questions names are similar in Malay? (panda, gorilla/

Note how well pupils listen for specific inform

Post-lesson

6. Play a science sorting game. Write ‘fish’,
board. Give example of each. Ask: Which w
Pupils in small groups classify animals from

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

ing THEME: World of Knowledge

MENT: Science and LANGUAGE/GRAMMAR FOCUS: Nouns: wolf, ostrich,
scorpion, rat, octopus; Verb + prep.: looks like, sounds like

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

are going to learn about wild animals English Plus 1 Differentiate learning
or Think! on Teacher’s Book p.46. according to needs of
Student’s Book your pupils. Please see
uctions Teacher’s Book p.46 Exercise 1. Activities 1– 4 the seven
cation) p.32–33 differentiation
strategies at Section 4.
Phrases used when guessing or Teacher’s Book
ds like. Pupils repeat. They do Activity 2. p.46–47 See Strategy 5:
f Teacher’s Book. Play CD1.28 again. Learning preferences
frog or dog (not identified from CD). They At Step 5: Photos and needs
ure. Pairs use Key Phrases to identify of an ostrich, bat,
ays 2, 3 or 4, and 5. Then they swap. eagle, scorpion, At Step 2, some pupils
rat and octopus may need to listen to
the dialogues again.
uctions in Teacher’s Book p.46, Ex. 3. This will also help them
at Step 3.
ion, rat and octopus to check meaning of
know: bat, bear, crocodile, rabbit, snake,
n four teams do Activity 4, CD1.30.
f Teacher’s Book.
e photos to identify. Ask: Which animal
/gorilla, giraffe/zirafah)

mation in the dialogues.

‘bird’, ‘mammal’, ‘reptile’, ‘insect’ on
words are similar? (mamalia, reptilia).
m Activity 4 according to category.

90

WEEK: __ LESSON: 54 (Speaking 10) SCHEME OF WORK: TEXTBO
TOPIC: Wild Life
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Pupils in pairs brainstorm animals from pr
Speaking Speaking 15 / 20 animals? Pupils open books and che

2.1 2.1.5 Lesson delivery

Communicate Describe people, 2. Follow instructions for Exercise 5 on p.47
simple information places and objects is easy to identify? Which is difficult? Pupils
intelligibly using suitable
statements 3. Pupils do Activity 6. They guess meaning
Complementary remember live, water and legs from previou
Skill (crocodile) What type of animal is it? (reptile
4. Write question starters on board: Does it…
Reading Complementary er than a / an…? What colour/size …? Pup
Skill instructions in for Exercise 7 on p.47 in Teac
3.2 as support.
Reading
Understand a 5. Draw Venn diagram on board with ‘water’
variety of linear 3.2.3 Explain that pupils put animals into different
and non-linear Elicit examples e.g. water = whale; land = g
print and digital Guess the meaning out worksheet to pairs of pupils. Explain scie
texts by using of unfamiliar words 6. Pupils do ‘Finished?’ Check by asking: Do
appropriate from clues provided and land?
reading strategies by title, topic and
other known words Note pupils who describe animals accuratel

Post-lesson

7. Pupils draw a Venn diagram with ‘fly’ abo
pairs they classify animals in three parts of t
displayed.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

king THEME: World of Knowledge

MENT: Science and LANGUAGE/GRAMMAR FOCUS Present simple tense
interrogatives: Does it, Has it got, How many, What colour /
size is it? What type of animal is it?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

revious lesson. Can they remember 10/ English Plus 1 Differentiate learning
eck with animals in Activity 4 p.32. according to needs of
Student’s Book your pupils. Please see
7 of Teacher’s Book. Ask: Which animal Activities 5, 6, 7 the seven
s indicate with a show of hands. p.33 differentiation
g of land, wings and tail. They should strategies at Section 4.
us levels. Ask: Which animal is it? Teacher’s Book
e) p. 47 See Strategy 2: Type
…? Has it got…? How many…? Is it ___- and amount of support
pils do Activity 7, Use It! Follow At Step 5:
cher’s Book. They use question starters Worksheet with At Step 4, some pupils
Venn diagram won’t need to look at
’ above right circle and ‘land’ above left. large enough for the question starters on
t groups: water, land, or water and land. pupils to write board. A few pupils
gorilla; both water and land = frog. Hand animal names in may need the starters
ence words are often put in diagrams. both circles and in written on paper to
o you agree ___ lives in water/land/water intersection have beside them.
They can then refer to
them more easily. This
also makes the task
quicker to do.

ly and those who find this hard.

ove left circle and ‘swim’ above right. In
the diagram. The diagrams can be

91

WEEK: __ LESSON: 55 (Reading 10) SCHEME OF WORK: TEXTBO
TOPIC: Wild Life
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Use Pre-lesson Task 1: ABCs, and adapt
Reading Reading
Lesson delivery
3.2 3.2.3 2. Pupils do Think! at top of p.34. Ask: Is the
Accept L1 and translate.
Understand a Guess the meaning
variety of linear of unfamiliar words 3. Write on board: protect, species, become
and non-linear from clues provided dictionaries or explain the meanings. They f
print and digital by title, topic and p.48 Exercise 1.
texts by using other known words
appropriate CCE: Environmental Sustainability – Ask pu
reading strategies Complementary species
Skill
Complementary 4. Follow instructions for Exercise 2 on p.48
Skill Reading
5. Pupils do Activity 3: They guess meaning
Reading 3.3.1 then check with a partner. If there are any w
dictionary or other resource. Pupils now use
3.3 Read and enjoy A2 ‘dull’. Ask: Which word in blue is the opposit
fiction/non-fiction remember the meaning of. ‘rare’ (from Activ
Read print and digital
independently for texts of interest 6. Pupils read text again and say the two wo
information and interesting, common and colourful (the most
enjoyment rarest, biggest, weirdest (the). Ask pupils if t

Note how well pupils can guess meanings o

Post-lesson

7. Pupils in small groups agree on the three
colourful animals they know. Do pupils know
extinction?

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

ng THEME: World of Knowledge

MENT: Environmental LANGUAGE/GRAMMAR FOCUS: Superlative adjectives:
ugliest, rarest, most beautiful, common, interesting, colourful

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
t by using animal names.
English Plus 1 Differentiate learning
ere another animal you think is ugly? according to needs of
Student’s Book your pupils. Please see
e extinct, danger, help, rare. Pupils use Activities 1–3 the seven
follow instructions in Teacher’s Book p. 34 differentiation
strategies at Section 4.
upils why it is important to protect animal Teacher’s Book
p. 48 See Strategy 5:
8 in Teacher’s Bok. Learning preferences
gs of words in blue from the context, and At Steps 3 and 5: and needs
words they are unsure of, they can use a If possible,
e dictionaries to check ‘common’ and dictionaries for At Step 3: Some pupils
te of dull? (colourful). Also, check they each pupil or pairs may need help to look
vity 2). up dictionaries and
ords that come before beautiful, understand meanings
t). They find the word before ugliest, in English. If possible,
they enjoyed reading the text and why. use bilingual
of words from clues in the text. dictionaries.

e most beautiful and the three most
w if any of the animals are in danger of

92

WEEK: __ LESSON: 56 (Writing 10) SCHEME OF WORK: TEXTBO
TOPIC: Wild Life
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Pupils brainstorm adjectives to describe a
Writing Writing instructions in Teacher’s Book p.49 Warm-u

4.3 4.3.2 Lesson delivery

Communicate Spell a range of 2. Pupils do p.35 Activity 1. Follow instructio
with appropriate high-frequency Book.
language form words accurately in
and style for a independent writing 3. Pupils look at text on p.34 again and do A
range of purposes partner. Check answers. How quickly did pu
in print and digital Complementary
media Skill 4. Show map of Canada on board. Point out
Speaking many very big National Parks with lots of wi
Complementary
Skill Write on board: ‘hot’, ‘cold’, ‘high’, ‘good’, ‘b
3. Choose pupils to go to board and write th
Speaking 2.1.5 pupils to notice double ‘t’ in ‘hottest’. Write ‘b
biggest?
2.1 Describe people,
places and objects 5. Pupils do Activity 4. Read study strategy
Communicate using suitable sentences with superlative forms using word
simple information statements partner. Choose pupils to read sentences to
intelligibly CCE: Creativity and Innovation – pupils dev
when they think of and produce their own id

Note pupils who are slow at writing sentence

Post-lesson

6. Pupils in small groups write three or four
superlative adjectives and ideas from text ab

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

g THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Comparative and
Superlative adjectives: e.g. weirder, weirdest, rarer, rarest

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
animals then do Warm-up. Follow English Plus 1
up. Differentiate learning
Student’s Book according to needs of
ons for Exercise 1 on p.49 of Teacher’s Activities 1–4 your pupils. Please see
p.35 (text on p.34 the seven
Activity 2. They compare answers with a for Activity 2 p.35) differentiation
upils find the words? strategies at Section 4.
t the Rocky Mountains. Explain there are Teacher’s Book
ild animals in the mountains. p.49 See strategy 4: Time
beautiful’, ‘interesting’. Pupils do Activity
he superlative of the adjectives. Help At Step 4: A map At Steps 4 and 5: Some
big’ on board. Ask: How do you spell of Canada pupils will need more
time to write sentences.
aloud to whole class. Pupils write More proficient pupils
ds in both boxes. They compare with a will be able to write an
o whole class. additional 1 or 2 more
velop creative cognitive skills (HOTS) sentences.
deas.
es with superlative adjectives.

sentences about Malaysia using
bout Canada.

93

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 57 (Language Arts 10) MAIN SKILL FOCUS: Langua
TOPIC: And Something Weird Happened
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Teacher reads a sentence and pupils
5.3 and stand up if the sentence is corre
Express an 5.3.1 False). [Pre-Lesson Task 5 – Sit down
imaginative
response to Respond Lesson delivery
literary texts
imaginatively and 2. Pupils are put in pairs and given a set o
Complementary 3. Pupils will guess whether the stateme
Skill intelligibly through
the end of each statement.
creating simple role- 4. Teacher instructs pairs to read Chapte

plays and simple need to verify their guesses.
5. Upon completion, teacher informs p
poems
statements to be acted out in front.
Other imaginative 6. Pairs act out their chosen statement a

responses as false (make sure most of the pairs have

appropriate

Complementary
Skill

Reading Reading Post-lesson

3.2 3.2.2 7. Pupils rewrite the false statements to be
Understand a Understand specific
variety of linear information and
and non-linear details of two
print and digital paragraphs or more
texts by using
appropriate
reading strategies

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 3)

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

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

have to sit down if the sentence is false And Something Differentiate learning
ect (e.g. Yuki was playing basketball – Weird Happened according to the needs
Stand up] by of your pupils and
Pamela Rushby class. Please see the
of statements. seven differentiation
ents are true or false by writing T or F at Contemporary strategies listed in the
Children’s introduction. Please
er 2 and Chapter 3 of the book and they Literature also consider the
Teaching following:
pupils that they need to choose any Guidebook (BPK)
– Short Stories Teacher gives
and others will guess whether it is true or
e the opportunities to act out). opportunity for each

pair to choose either to

act out or read the

statements.

(Strategy 5)

ecome true statements.

94

WEEK: __ LESSON: 58 (Consolidation 5) SCHEME OF WORK: TEXTBO
TOPIC: Wild Life
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Creativity

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1. See Pre-lesson Task 8: Predict the Conte
Listening do the task. Also ask: Where is Holly?
1.2
1.2.1 Lesson delivery
Understand
meaning in a Understand with 2. Pupils do Activity 2, CD3.08. They compa
variety of familiar support the main in the dialogue. Ask: Which word in blue is a
contexts idea of longer Malay? (aquarium/akuarium). What is differe
simple texts on a pronunciation). Check pupils’ answer about
Complementary range of familiar
Skill topics 3. Pupils do Activity 3, CD3.08. Follow the in
Speaking Teacher’s Book.
Complementary
2.2 Skill 4. Pupils in pairs do Activity 4, CD3.09. Follo
of Teacher’s Book. To check understanding
Use appropriate Speaking Anna and Steve are in an aquarium. (F) Ste
communication you later. (F) Pupils practise the dialogue. C
strategies 2.2.1 class.

Keep interaction 5. Pupils with a different partner do Activity 5
going in short p.108 of Teacher’s Book.
exchanges by
asking suitable CCE: Creativity – Pupils generate their own
questions develop HOTS.

Note how well pupils listen to the dialogues
fluent and accurate pairs are when saying th

Post-lesson

6. Write on board ‘aquarium’ and ‘skateboar
they like going to these places and give a re
places they like going to with friends or fami

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

ing THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Questions: Do you want
to…? Is it (adjective)? Where are you now? How are you?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ent. Use photo on Student’s Book p.94 to English Plus 1 Differentiate learning
according to needs of
are predictions in Step 1 with information Student’s Book your pupils. Please see
almost the same in English and in Activities 2–5 the seven
ent? (focus on spelling and p.94 differentiation
the animal Holly likes best. strategies at Section 4.
nstructions for Exercise 3 on p.108 of Teacher’s Book
p.108 See Strategy 3:
Outcomes
ow instructions for Exercise 4 on p.108
g, say some true/false sentences e.g. At Step 5: More
eve is with a friend. (T) Anna says see proficient pupils can
Choose pairs to repeat dialogue to whole make up their own
dialogue, less proficient
pupils choose from the
words provided in the
box

5. Follow instructions for Exercise 3 on

n ideas to create a dialogue so they

and understand them. Note also how
heir dialogues.

rd park’. Pupils in small groups say if
eason for their answer. They say other
ily.

95

WEEK: __ LESSON: 59 (Listening 11) SCHEME OF WORK: TEXTBO
TOPIC: Wild Life
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Brainstorm fast-running and slow-moving
Ask: Which is the fastest land animal? (chee
1.2 1.2.5 (sloth) Show photos of a cheetah and a slot

Understand Understand a Lesson delivery
meaning in a sequence of
variety of familiar supported questions 2. Read aloud introduction to Animal skills q
contexts Read verbs in box aloud but not ‘kill’ and ‘su
Complementary ‘kill’ and ‘survive’ and relate to animals. Pup
Complementary Skill gaps with the verbs. Play CD1.33 again. Pu
Skill answers. Ask: How many of the verbs are c
Reading
Reading 3 Write on board ‘distance’, ‘ground’, ‘intellig
3.2.4 check meaning. Pupils with same partner do
3.2 answers to quiz at this step. Ask instead: W
Use with support feet? (elephant) Which bird is tall, heavy and
Understand a familiar print and
variety of linear digital resources to 4. Pupils do Activity 3, CD1.34. Follow the in
and non-linear check meaning Exercise 3. Ask: Which animal do you think
print and digital Is there something it can’t do?
texts by using
appropriate 5. Pupils do Activity 4, CD1.34. Follow the in
reading strategies Exercise 4. Ask: Think about the animals in
like to find out more information about? Wha

Note how well pupils understood the questio

Post-lesson

6. See question dictation in Teacher’s Book

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

ing THEME: World of Knowledge

MENT: Science and LANGUAGE/GRAMMAR FOCUS: Modal auxiliary verbs:
can (positive use) can’t (negative use) for ability

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

g animals. Write on board in two columns. English Plus 1 Differentiate learning
etah) Which is the slowest land animal? according to needs of
th. Student’s Book your pupils. Please see
Activities 1–4 the seven
quiz. Pupils in pairs do Activity 1, CD1.33. p.36 differentiation
urvive’. Pupils mime actions. Pre-teach Teacher’s Book strategies at Section 4.
pils read quiz questions and complete p. 50
upils listen to questions and check See Strategy 7:
correct? At Step 1: Photos Feedback
gent’. Pupils use their dictionaries to of a cheetah and
o Activity 2, CD1.34. Don’t check pupils’ a sloth At Steps 3 and 4
Which animal can hear with their ears and provide positive
d can’t fly? (ostrich) comments to pupils
nstructions in Teacher’s Book p.50 who find listening to
is the most interesting? What can it do? questions in longer
texts hard. At Step 4
some pupils may need
to hear CD1.34 twice.

nstructions in Teacher’s Book p.50
the podcast. Which animal would you
at information would you like to find out?
ons in the quiz and podcast.

k Optional activity: Listening, p.50.

96

WEEK: __ LESSON: 60 (Speaking 11) SCHEME OF WORK: TEXTBO
TOPIC: Wild Life
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Pupils in small groups say a sentence ea
Speaking Speaking Choose some sentences to write on board.
remember from previous lesson? Also ask:
2.1 2.1.2 each other? Which animal can survive witho

Communicate Find out about and Lesson delivery
simple information describe 2. Pupils in pairs do Activity 5, Use It! Follow
intelligibly experiences up to Exercise 5. They use information in course b
now possible answers e.g.
Complementary
Skill Complementary 1. Ostrich (Activity 5) 2. Snake (Activity 4) 3
Skill 5. Camel (Activity 1) 6. Spider (Activity 4)
Writing
Writing 3. Pupils do Activity 1. Follow instructions in
4.3 4. Pupils in pairs do Activity 2. Ask: How do
4.3.2 snake? Pupils make parrot and snake sound
Communicate making sounds of parrot and a snake.
with appropriate Spell a range of
language form high-frequency 5. Pupils do Activity 3. Follow instructions Te
and style for a words accurately in
range of purposes independent writing Note how well pupils communicate their kno
in print and digital
form Post-lesson

6. Pupils in small groups write two or three m
hand to another group to answer.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

king THEME: World of Knowledge

MENT: Science and LANGUAGE/GRAMMAR FOCUS: Verbs: e.g. communicate,
survive, kill, grow

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ach about what animals can and can’t do. English Plus 1 Differentiate learning
How many animal skills can pupils according to needs of
Which animals can communicate with Student’s Book your pupils. Please see
out water for six months? Activity 5 the seven
p.36 differentiation
w instructions in Teacher’s Book p.50 strategies at Section 4.
book and prior knowledge. Check Activities 1, 2, 3
p.37 See Strategy 1: Task
3. Frog (Activity 1) 4. Scorpion (Activity 3)
Teacher’s Book At Step 2: More
n Teacher’s Book p.51 Exercise 1. p. 50 and 51 proficient pupils are
you think a parrot speaks? And a likely to be able to
ds. Choose pupils to say the dialogue Rulers to measure answer 3 and 6
size of course because the animals
eacher’s Book p.51 Exercise 3. book when closed are mentioned in
owledge of animals in English. (22cm x 28cm) previous lessons and
they may know about
more questions about animal skills. They them in the L1. Less
proficient pupils may
find it difficult to
remember the
information and how to
express it.

97

WEEK: __ LESSON: 61 (Reading 11) SCHEME OF WORK: TEXTBO
TOPIC: Wild Life
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 1. Pupils answer Think! question at top of p.
Reading 3.2.2 Book p.53 Think!
Understand specific
3.2 information and Lesson delivery
details of two
Understand a paragraphs or more 2. Show map of the Philippines on board. Te
variety of linear islands in the Philippines. Many have rain fo
and non-linear Complementary Foundation. Pupils do p.39 Activity 1. Follow
print and digital Skill Exercise 1.
texts by using Writing
appropriate 4.2.4 3. Pupils do Activity 2. After reading text aga
reading strategies Describe people, Pupils need to find a sentence from the text
places and objects Which paragraph has the answers? (1 Wha
Complementary using suitable
Skill statements 4. Explain there are ways to describe anima
Read Key Phrases aloud one by one. Give p
Writing complete each phrase.

4.2 5. Write on board: such as, like, for example
Activity 4. Follow instructions in Teacher’s B
Communicate
basic information 6. Pupils do Activity 5 then compare answer
intelligibly for a descriptions to whole class. Ask after each p
range of purposes an example? How do you know? (sentences
in print and digital
media Note pupils who read and understand inform
need more time and support.

Post-lesson

7. Choose a post-lesson task to review new

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

ng THEME: World of Knowledge

MENT: Environmental LANGUAGE/GRAMMAR FOCUS: Giving examples: such
as, like, for example

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

.39. Follow instructions in Teacher’s English Plus 1 Differentiate learning
according to needs of
Student’s Book your pupils. Please see
p.39 the seven
differentiation
ell pupils there are more than 7,000 Activities 1–5 strategies at Section 4.
orests. Pre-teach: adopt, weigh,
w instructions in Teacher’s Book p.53 Teacher’s Book See Strategy 4:Time
p.53
At Steps 1 and 2: Some
ain, pupils in pairs answer two questions. At Step 2: Map of pupils will need more
t for their answers. Check answers. Ask: Philippines time to read the text
at is it?) then to find and
understand specific
als in danger. Pupils look at Activity 3. information. Fast
pupils time to find words in the text to finishers can think of
reasons why farming is
e. Say aloud and pupils repeat. Pupils do a problem for eagles.
Book p.53 Exercise 4.

rs with a partner. Choose pairs to read
pair says the sentences: Do they have
s have – such as, like, for example)

mation in the leaflet well and those who

w vocabulary.

98

WEEK: __ LESSON: 62 (Writing 11) SCHEME OF WORK: TEXTBO
TOPIC: Wild Life
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board: ‘such as’; ‘like’; ‘for exam
Writing Writing about a land or sea animal with example of

4.3 4.3.3 Lesson delivery

Communicate Produce a plan or 2. Explain that pupils are going to write a lea
with appropriate draft of one or two Hand out information or show on board facts
language form paragraphs for a e.g. Malayan tiger or turtle.
and style for a familiar topic and
range of purposes modify this Pupils in pairs read Writing Guide B and ma
in print and digital appropriately in Say you will help them with question 4 – wh
media response to
feedback 3. Pupils read Activity 6, Writing Guide C. Th
Complementary and decide on information for Paragraph 1,
Skill Complementary Provide one or two websites for pupils to inc
Skill
Reading 3.2 4. Pupils read D. Explain pupils also use this
Reading
Understand a 5. Pupils write leaflet. They read and check
variety of linear 3.2.2 1) Question headings 2) information about a
and non-linear animal 5) adjectives with -er/more, -est/mos
print and digital Understand specific how many pupils got 5 smiley faces or more
texts by using information and
appropriate details of two Note pupils who need support throughout th
reading strategies paragraphs or more
Post-lesson

7. Pupils draw and label the animal on leafle

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

g THEME: World of Knowledge

MENT: Environmental LANGUAGE/GRAMMAR FOCUS Comparative and
superlative adjectives; Modal auxiliary verbs: can and can’t
for ability; such as, for example, like

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

mple’. In pairs, pupils say a sentence English Plus 1 Differentiate learning
what the animal can or can’t do. according to needs of
Student’s Book your pupils. Please see
aflet about a Malaysian animal in danger. Activities 4–6 the seven
s about an endangered local species p.39 differentiation
strategies at Section 4.
ake notes for questions 1, 2, 3 and 5. Teacher’s Book
here they can find information. p.53 See Strategy 5:
hey use Philippine eagle text as a model Learning preferences
At Step 2 and needs
and then two sentences for Paragraph 2.
clude in Paragraph 3. Provide At Step 2: Make sure
s language in their leaflet. information about the pairs are mixed-
text and draw a smiley face  for: Malayan tiger or ability so those who are
animal 3) the problem 4) how to help turtle from less proficient can feel
st; 6) example 7) can and can’t. Find out websites. Pupils more confident when
e than 5? need to know: making notes about the
he writing process. where animal animal
lives; how rare it
et. They write: Help us to protect the ___. is; why in danger; See Strategy 7:
how to protect it; Feedback.
where to find
information about Some pupils will need
it e.g. WWF positive feedback
Malaysia. throughout the process
of producing a plan and
then writing the leaflet.

99

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 63 (Language Arts 11) MAIN SKILL FOCUS: Langua
TOPIC: And Something Weird Happened
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
5.3 5.3.1 to verify whether the letter is present in
dinosaur). [Pre-Lesson Task 7 – Beat th

Express an Respond Lesson delivery
imaginative to
response imaginatively and 2. Teacher puts pupils into smaller group
literary texts (page 25 – 32) together.
intelligibly through
3. Each group has to draw Joel’s Jelly B
creating simple role- cream has Jelly Baby) from the story.

plays and simple 4. Then, teacher asks the pupils to draw th
5. In pairs, each pair has to come up wit
poems
dinosaur according to their creativity.
Other imaginative 6. Then, ask them to describe their creatio

responses as simple sentences (e.g. the ice cream
is … the dinosaur has …).
appropriate

Complementary Complementary
Skill Skill

Writing Writing Post-lesson

4.2 4.2.4 7. Shout out time – pupils provide their p

when the dinosaurs meet Joel (e.g. rea

Communicate Describe people,

basic information places and objects

intelligibly for a using suitable

range of purposes statements

in print and digital

media

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 3)

age Arts THEME: World of Stories
MENT: Language /
LANGUAGE/GRAMMAR FOCUS: simple sentences to
describe things

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ess the words by giving letters for teacher And Something Differentiate learning
n the word (focus word: pizza, ice cream, Weird Happened according to the needs
he teacher] by of your pupils and
Pamela Rushby class. Please see the
ps and informs pupils to read Chapter 4 seven differentiation
Contemporary strategies listed in the
Baby ice cream based on details (the ice Children’s introduction. Please
Literature also consider the
he dinosaurs that Joel had imagined. Teaching following:
th the different version of ice cream and Guidebook (BPK)
– Short Stories In terms of the
on, the ice cream and dinosaurs by using descriptions of the
is … the ice cream has… the dinosaur drawn items teacher
accepts words, phases
or full sentences.

(Strategy 3)

predictions on what will happened to Joel
actions, what to do, how to act).

100

WEEK: __ LESSON: 64 (Consolidation 6) SCHEME OF WORK: TEXTBO
TOPIC: Wild Life
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking
2.2 Speaking 1. Do Pre-lesson Task 4: I’m Going To... Ex
Use appropriate developing speaking and listening skills.
communication 2.2.1
strategies Lesson delivery
Keep interaction 2. Pupils do Think! from top of p.38. Follow
Complementary going in short Pupils look at photo and say where they thin
Skill exchanges by
Listening asking suitable 3.Pupils do Activity 2, CD1.36. Follow the in
1.2 questions Exercise 2. Pupils listen to dialogue again. I
Understand intonation as on CD. Choose pairs to read d
meaning in a Complementary same as the dad and girl?
variety of familiar Skill
contexts 4. Pupils do Activity 3. Check answers. Pup
Listening different pairs to read it aloud. Ask: Is their i

1.2.5 5. Read Key Phrases aloud. Explain that req
means saying no. Say it’s important to be po
Understand a 4. Follow instructions p.52 Exercise 4 Teach
sequence of CCE: Values – Ask: Why is it important to b
supported questions
6. Pupils with a different partner do Activity 5
p.52 Exercise 5.

Note pupils who are confident interacting in

Post-lesson

7. Find out if pupils met their goals for speak
Are you really happy/happy/quite happy abo
Repeat for listening skills.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

king THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Asking for permission: Is
it ok if…? Can I / we…? Giving permission: Yes, of course.
Refusing permission: I’m sorry, but…No, I’m afraid you can’t.

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
xplain goals of the lesson are for
English Plus 1 Differentiate learning
instructions from Teacher’s Book p.52. according to needs of
nk the girl and her dad are. Student’s Book your pupils. Please see
nstructions in Teacher’s Book p.52 Activities 2–5 the seven
In pairs, they repeat it with same p.38 differentiation
dialogue aloud. Ask: Is the intonation the strategies at Section 4.
Teacher’s Book
p. 52 See Strategy 2: Type
and amount of support
pils practise dialogue in pairs. Choose
intonation good? At Steps 4 and 5: Some
pupils may need more
questing is the same as asking; refusing support to understand
olite when saying no. Pupils do Activity instructions. Repeat
her’s Book. steps slowly and
be polite when we refuse permission? encourage pupils to say
their lines in the
5. Follow instructions Teacher’s Book dialogues more than
once.

pairs and those who are less sure.

king and listening skills in Step 1. Ask:
out your speaking skills in this lesson?

101

WEEK: __ LESSON: 65 (Listening 12) SCHEME OF WORK: TEXTBO
TOPIC: Wild Life
MAIN SKILL FOCUS: Listeni
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. See Pre-lesson Task 1: ABCs. Write anim
animals have at start of words e.g. s/b/c.
Listening Listening Lesson delivery
2. Pupils do Student’s Book p.40 Activity 1.
1.1 1.1.1 Ask: Which two letters are the same in bear
Draw a peach and pear on board. Elicit word
Recognise and Recognise and have the same ea sound? (bear/pear, eagle
reproduce target reproduce with little 3. Pupils in pairs do Activity 2. Check answe
sounds or no support a them. (hear/heavy/ears) Write on board: ‘pe
wide range of target Which two words have the same ea sound?
Complementary language order and pupils repeat them. Ask: How ma
Skill phonemes 4. Pupils do Activity 3. Follow instructions in
it easier to read information about animals in
Reading Complementary Pupils do Activity 7, CD1.37. Follow instruct
Skill Ask: Which two words have ea in them? Do
3.3 Note pupils who recognise and reproduce d
Reading 3.3.1 need help with pronunciation.
Read Post-lesson
independently for Read and enjoy A2 6. Pupils in pairs use information in the table
information and fiction/ non-fiction false sentences for a partner to answer.
enjoyment print and digital
texts of interest

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

ing THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Comparative and
superlative adjectives e.g. heavier, heaviest, more colourful,
most colourful

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

mals on board. Say letters which several English Plus 1 Differentiate learning
according to needs of
They compare spelling with a partner. Student’s Book your pupils. Please see
r and eagle? Do they sound the same? Activities 1–3, 7 the seven
ds. Ask: Which fruit and which animal p.40 differentiation
e/peach) strategies at Section 4.
ers. Pupils find three words with ea in Teacher’s Book
ear’, ‘peach’, ‘hear’, ‘heavy’, ‘ear’. Ask: p.54 See Strategy 2: Type
? (hear, ear) Point to words in random and amount of support
any ways can we pronounce ea? (4)
n Teacher’s Book p.54 Exercise 3. Ask: Is Some pupils will need
n a table or in a text? Why? to hear the
tions in Teacher’s Book p.54 Exercise 7. pronunciation of
o they sound the same? (east, eat – yes) different ea sounds
different ea sounds well and those who several times.

e in Activity 3 to write two or three true/

102

WEEK: __ LESSON: 66 (Speaking 12) SCHEME OF WORK: TEXTBO
TOPIC: Wild Life
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. See Pre-lesson Task 5: Sit Down, Stand
what you can and can’t do. How many did th
Speaking Speaking Lesson delivery
2. Pupils do p.40 Activity 4. Follow instructio
2.2 2.2.1 3. Pupils do Activity 5. Do number 1 as exam
answer is no; a tick means the answer is ye
Use appropriate Keep interaction questions and answers as a dialogue.
communication going in short 4. Pupils do Activity 6. Follow instructions in
strategies exchanges by
asking suitable 5. Write on board 1) I’m afraid I can’t. 2) No,
Complementary questions 4) No, I can’t. Read aloud. Ask: Which numb
Skill questions have yes or no answers?
Complementary CCE: Values – Explain the opposite of polite
Writing Skill someone is rude to you?
Choose pupils to ask you a question reques
4.3 Writing I …? Respond politely when you refuse perm
partner for permission to borrow something.
Communicate 4.3.2 Ask: Did your partner refuse politely? Choos
with appropriate Note pupils who keep interaction going in di
language form Spell a range of
and style for a high frequency Post-lesson
range of purposes words accurately in 6. Pupils in small groups take turns to say s
in print and digital independent writing can do and something they can’t do. Explain
form

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

king THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS Modal auxiliary verbs: can
and can’t for ability

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Up. Say true or false sentences about English Plus 1 Differentiate learning
hey guess correctly? according to needs of
Student’s Book your pupils. Please see
ons in Teacher’s Book p.54 Exercise 4. p.40 the seven
mple. Explain that a cross means the differentiation
es. Check answers. Pupils in pairs read Activities 4 – 6 strategies at Section 4.

n Teacher’s Book p.53 Exercise 6. Teacher’s Book p. See Strategy 2: Type
, you can’t. 3) I’m sorry but you can’t… 54 and amount of support
bers use polite language? Do the
At Steps 3 and 4:
e is rude. Ask: How do you feel when Encourage pupils to
keep going with
dialogue and help them
with gestures, smiles or
by giving them prompts

sting permission. Can I…? or Is it ok if
mission. Pupils in pairs take turns to ask
. Partner gives or refuses permission.
se pairs to ask and answer.

ialogues well and those who are hesitant.

something one of their family members
n they can look at Activity 4 for ideas.

103

WEEK: __ LESSON: 67 (Reading 12) SCHEME OF WORK: TEXTBO
TOPIC: Wild Life
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 1. Write on board ‘I can tell you’ and explain
Reading Teacher’s Book p.131 Warm up.
3.3
3.3.1 Lesson delivery
Read
independently for Read and enjoy A2 2. Pupils in pairs do p.117, Activity 1, CD3.3
information and fiction/non-fiction p.131 Exercise 1, but before playing the son
enjoyment print and digital books with a piece of paper so they don’t re
texts of interest board: bird, mammal, reptile. Pupils in pairs
Complementary tortoise, parrot, mouse, hedgehog, dolphin a
Skill Complementary fish? (No. It’s an echinoderm. – same word
Skill
Listening 3. Pupils read verbs in box in Activity 2. Ask
Listening these words? (U3 Animal skills quiz). Play C
1.2 the song then write verbs in gaps in song. C
1.2.1 pupils can listen and sing.
Understand
meaning in a Understand with 4. Pre-teach ‘shell’, ‘far’. Pupils do Activity 3
variety of familiar support the main pairs. Check answers.
contexts idea of longer
simple texts on a 5. Read aloud sentences 1 and 2 in Activity
range of familiar sentences? (biggest, tallest). Elicit examples
topics animals e.g. longest, smallest fastest, slowe
with superlative adjectives. Say they must k
another pair and answer their questions. Ch

Note pupils who enjoy reading the song lyric

Post-lesson

6. Choose a post-lesson task from Section 3

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

ng THEME: World of Knowledge

MENT: Science and LANGUAGE/GRAMMAR FOCUS: Modal auxiliary verbs:
can and can’t for ability

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
n this the title of a song. Pupils do
English Plus 1 Differentiate learning
34. Follow instructions Teacher’s Book according to needs of
ng, ask pupils to cover the song in their Student’s Book your pupils. Please see
ead. After pupils listen to song, write on Activities 1–3 the seven
s decide which group of animals a lion, p.117 differentiation
and tiger belong to. Ask: Is a starfish a strategies at Section 4.
in Malay - It has no backbone.) Teacher’s Book
k: Can you remember when you learned p. 131 See Strategy 1: Task
CD3.34 again. Pupils read and listen to
Check answers. Play song again so At Step 3: Tell pupils
who find reading long
texts hard to write
words in gaps 1, 3, 5
and 7. Play the song a
third time if necessary.

3 individually then compare answers in

3. Ask: What adjectives are there in the
s of different superlatives to describe
est. Pupils in pairs write three questions
know the answers. They swap with
hoose pairs to read questions aloud.
cs and listening to the music.

3.

104

WEEK: __ LESSON: 68 (Writing 12) SCHEME OF WORK: TEXTBO
TOPIC: Wild Life
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Science and Technology:

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Brainstorm nouns, verbs and adjectives p
Writing Writing You. Write on board.

4.3 4.3.2 Lesson delivery

Communicate Spell a range of 2. Hand out worksheet to each pupil. They l
with appropriate high-frequency nouns, verbs and adjectives they hear in the
language form words accurately in CD3.34. When finished, pupils check spellin
and style for a independent writing Ask for examples of words they didn’t spell c
range of purposes ostriches, penguin, kilometre, dangerous, th
in print and digital Complementary Say these words are difficult for English pup
media Skill 3. Pupils look at song gap fill 1. Ask: Which
grow? (go). Explain these words rhyme and
Complementary Listening find words to rhyme with: see (me), name (t
Skill bat (cat, rat, that) .
1.1.1
1.1 4. Read aloud first bullet point in Activity 4. E
Recognise and pupils write 6–8 questions with yes/no answ
Recognise and reproduce with little speech bubbles. Say additional questions e
reproduce target or no support a in hot countries? Choose an animal for pupi
language sounds wide range of target questions. How many questions did pupils a
language
phonemes 5. Pupils in pairs do Activity 4 and take turns
Partner who asks keeps a tally of the numbe

Post-lesson

6. Choose a post-lesson task from Section 3

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 3)

g THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense
interrogatives: Is it (adjective)? Can it (verb)?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

pupils remember from song, I Can Tell English Plus 1 Differentiate learning
according to needs of
listen to the song again and write 3–5 Student’s Book your pupils. Please see
e three worksheet columns. Play Activity 4 the seven
ng by looking at song words on p.117. p.117 differentiation
correctly. Check spelling of gorilla, strategies at Section 4.
housand, listen, weigh; beautiful, heavy. Teacher’s Book
pils to spell. p.131 See Strategy 2: Type
word in the song has the same sound as and amount of support
d songs often have rhyming words. Pupils At Step 2:
tame), frog (dog), tail (snail), drink (think), Worksheet for At Step 2, write words
each pupil with that are difficult to spell
three columns in a word bank on
headed nouns, board. Learners who
verbs, adjectives need support can then
copy them more easily
Explain that after choosing an animal, in the columns in
wers. Do an example using words in worksheet than trying
e.g. Can it fly? Is it colourful? Does it live to find them in the
ils to identify. They ask you up to 8 song.
ask to identify your animal?
At Step 3: Write
s to ask up to 8 questions about it. question starters on
er of questions he/she asks. board: Can it…? Is
it…? Does it…?

3.

105

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 69 (Language Arts 12) MAIN SKILL FOCUS: Langua
TOPIC: And Something Weird Happened
CROSS-CURRICULAR ELEM
Creativity and Innovation / En

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Teacher distributes pictures of the cha
random so that each pupil will receive a
5.2 5.2.1
2. Each pupil has to provide or say any
Express personal Explain in simple characters.
language why they
responses to like or dislike an Lesson delivery
event, description or
literary texts character in a text 3. Teacher starts the discussion on the ch
4. Each pupil has to choose a character th
Complementary Complementary
Skill Skill of the character (e.g. Joel – likes to eat
5. Upon completion, pupils pair up with o
Speaking Speaking
that they like and ask them to com
2.1 2.1.5 character (e.g. Joel likes pizza. I like Jo
6. Teacher encourages pairs to provide r
rest of the class.

Communicate Describe people, Post-lesson
simple information
intelligibly places and objects 7. Pop quiz – teacher provides each pupi
choose the best answer.
using suitable

statements

E.g.:

Joel likes to eat ____________

(a) pizza (b) Nasi Lemak (c) spa

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 3)

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

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

aracters from the guidebook (page 85) in And Something Differentiate learning
a random picture of the character. Weird Happened according to the needs
y details that they remember about the by of your pupils and
Pamela Rushby class. Please see the
haracters and their actions in the story. seven differentiation
hat they like the most and provide details Contemporary strategies listed in the
t ice cream, likes to read books, etc.). Children’s introduction. Please
others who choose the same characters Literature also consider the
me up with reasons why they like that Teaching following:
oel because I like pizza too.). Guidebook (BPK)
reasons and share their reasons with the – Short Stories Teacher allows pupils
Page 85 to stay in the groups to
complete all the tasks.

(Strategy 2)

il with short MCQ questions where pupils

aghetti

106

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 70 (Language Awareness 4) MAIN SKILL FOCUS: Teache

TOPIC: Wild Life CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Language Language
Awareness Awareness lessons 1. Review language from Unit 3 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. Write on board ‘Stand in order’ and check
Complementary Complementary small groups do p.41, Activity 3. Follow the
Skill (Listening, Skill (Listening, Exercise 3. Use L1 as necessary to explain
Speaking, Speaking, Reading
Reading or or Writing). 3. Pupils in pairs do Activity 4. For pupils wh
Writing). Teachers Teachers can use write on board the 8 verbs and 1 noun in ran
can use Year 5 Year 5 Content and
Content and Learning Standards 4. Write on board ‘What am I?’ Pupils do Ac
Learning in DSKP curriculum 3 What am I? sets of words for a partner to
Standards in document. Check answers after each activity. Ask: Whi
DSKP curriculum Activity would you like to do again to review
document.
Note:
 Plan further activities for this unit to dev

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 perfo
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 3)

er to complete THEME: Teacher to complete

MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 3

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ivity from list of pre-lesson tasks.
English Plus 1 Differentiate learning
k pupils understand meaning. Pupils in according to needs of
instructions in Teacher’s Book p.55 Student’s Book your pupils. Please see
the activity Activities 3, 4, 5 the seven
ho need support to complete crossword, p.41 differentiation
ndom order. strategies at Section 4.
ctivity 5. Fast finishers can write another Teacher’s Book
identify a different animal. p.55 Some pupils will need
ich activity is the most fun to do? Which support understanding
w new language? At Step 2: Paper and completing the
for each pupil to self-assessment
write name of worksheet. Pupils can
animal in large complete it in their own
print language if necessary.

velop language skills according to your

pils’ performance which you collected
while teaching this unit.
ervation of pupils interacting in
nce in written activities.
e practice in a meaningful, fun and

ormance in this unit. They complete a

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

107

*How did I do in Unit 3?
Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about animals and their abilities Great ____ OK ____

…use superlative adjectives to Great ____ OK ____
describe animals

… ask and give permission to do Great ____ OK ____
things

…plan and write a leaflet about an Great ____ OK ____
endangered animal in my country

 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.

108

WEEK: __ Unit 4 SCHEME OF WORK: TEXTBO

LESSON: 71 (Listening 13) MAIN SKILL FOCUS: Listeni
TOPIC: Learning World
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Pupils in pairs answer questions in Think!
Book p.56.
Listening Listening
Lesson delivery
1.3 1.3.1
2. Read aloud 5 or 6 definitions of school su
Use appropriate Guess the meaning subject you draw and paint. Sometimes you
listening of unfamiliar words calculations with numbers and money. Pupi
strategies in a from clues provided
variety of contexts by other known 3. Explain pupils are going to listen to the sc
words school subjects and guess the meaning of w
Complementary and 43 Activity 1, CD1.38. Follow instruction
Skill Complementary
Skill 4. Pupils do Activity 2. Pupils read questions
Reading partner, they answer questionnaire orally. F
Reading to questions 1, 3, 4, 8. Explain answers are
3.3 Check answers then say these are facts. As
3.3.1 Which questions are easy to answer, opinio
Read
independently for Read and enjoy A2 5. Pupils do Optional Activity: Vocabulary. E
information and fiction/non-fiction Follow instructions on p.56 in Teacher’s Boo
enjoyment print and digital show them to a partner who identifies the su
texts of interest CCE: Creativity and Innovation – Ask: Whic

Note pupils who have difficulty understandin
physical, economic when they’re listening to

Post-lesson

6. Find out pupils’ three favourite subjects. S
they like it. Do a tally on board. Ask: Which
subjects?

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 4)

ing THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: school subjects;
Adjective phrases: good at, great at, not good / great at

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

! p.42. Follow instructions in Teacher’s English Plus 1 Differentiate learning
according to needs of
ubjects in the box in Activity 1 e.g. In this Student’s Book your pupils. Please see
u make models; In this subject you do Activities 1 and 2 the seven
ils guess the school subject from the box. p.42–43 differentiation
chool questions. They listen for ten strategies at Section 4.
words they don’t know. Pupils do p.42 Teacher’s Book
ns in Teacher’s Book p.56 Exercise 1. p. 56 See Strategy 4: Time
s again and think of answers. With a
Find out which pairs have same answers Read Background Some pupils will need
to schools in more time to answer
opinions. Write on board 2, 5, 6, 7, 9. England for own the quiz questions than
sk: Do you know the answer to 10? information others. This may be
ons or facts? because they don’t
Explain pupils are going to be creative. At Step 2: understand the
ok. After drawing subject pictures, pupils Definitions of 5 or question; can’t
ubjects. Pupils then label their drawings. 6 school subjects remember the English
ch subjects help you to think creatively? to read aloud to words; are slower
ng meaning of: organised, geography, pupils. thinkers or any
o CD. combination of these.

Say a subject and pupils put hand up if
are the class’s top three favourite

109

WEEK: __ LESSON: 72 (Speaking 13) SCHEME OF WORK: TEXTBO
TOPIC: Learning World
MAIN SKILL FOCUS: Speaki
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Do Pre-lesson Task 1: ABCs. See Sectio
Speaking Speaking
Lesson delivery
2.1 2.1.1
2. Pupils do p.43, Activity 3, CD 1.39. Expla
Communicate Give detailed Pre-teach ‘strict’ and ‘definitely’. Follow the i
Exercise 3. Write on board: 1) ‘Which day d
simple information information about language do you prefer and why?’ Pupils in
‘because’ for giving a reason.
intelligibly themselves
3. Write questions on board: 1) ‘Who thinks
Complementary Complementary teacher?’ 3) ‘Who enjoys French?’ 4) ‘Who t
Pupils discuss answers in pairs before listen
Skill Skill Sophie 3) Lydia 4) Lewis

Writing Writing 4. Pupils do Activity 4, CD1.39. Follow the in
Exercise 4.
4.2 4.2.1 5. Pupils in pairs do Activity 5, Use It! Follow
Exercise 5. Pupils should tell their partner th
Communicate Give detailed
basic information information about Note how well pupils give information about
intelligibly for a themselves
range of purposes Post-lesson
in print and digital
media 6. Pupils in small groups agree on the subje
school day. They make a timetable for the d

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 4)

king THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Verbs: study, enjoy,
prefer; Adjectives: strict, organized.

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
on 3. Say letters for school subjects.
English Plus 1 Differentiate learning
ain an interviewer talks to five students. according to needs of
instructions in Teacher’s Book p.57 Student’s Book your pupils. Please see
do you like best and why’? 2) ‘Which Activities 3–5 the seven
pairs ask partner. Remind pupils to use p.43 differentiation
strategies at Section 4.
she is a genius?’) 2) ‘Who has a strict Teacher’s Book
thinks Thursday is the worst day?’. p.57 See Strategy 2: Type
ning again. Answers: 1) Georgia 2) and amount of support

nstructions in Teacher’s Book p.57 At Step 6: Paper At Step 3: It can help
for groups to some pupils to print out
w instructions in Teacher’s Book p.57 create a timetable. the dialogues then after
heir sentences after writing. listening, they can read
t school subjects. the texts to check
answers.

ects they’d like to have on a special
day and compare with another group.

110

WEEK: __ LESSON: 73 (Reading 13) SCHEME OF WORK: TEXTBO
TOPIC: Learning World
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Brainstorm school subjects on board. Pup
Reading Reading
Lesson delivery
3.2 3.2.2
2. Pupils look at four photos on p.44. Elicit s
Understand a Understand specific uniform, eyes closed, dancing. Write on boa
variety of linear information and Point to countries on world map. Pupils pred
and non-linear details of two from. They read and listen to each text CD1
print and digital paragraphs or more prediction is correct.
texts by using
appropriate Complementary 3. Explain the difference between primary, s
reading strategies Skill and boarding schools (pupils sleep there). P
Speaking
Complementary 4. Pupils do Activity 2. Follow instructions in
Skill Explain that people can like or not like topics
opinions. Pupils look at the boat school and
Speaking 2.1.2 words to show if the writer likes or doesn’t li
idea. Secondary: it’s a lot of fun.)
2.1 Find out about and 5. In pairs, pupils do Activity 4, Use It! Follow
describe Exercise 4. Ask: What positive things would
Communicate experiences up to would your photo show?
simple information now
intelligibly CCE: Values – Ask pupils why it’s important

Note pupils slow at reading texts and note w

Post-lesson

6. See Section 3 Post-lesson Task 10: Wha

Primary Year 5 Scheme of Work