Primary Year 5 SOW SK (BPK)

OOK-BASED LESSON (Unit 4)

ng THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: types of school –
primary, secondary, private, public, boarding

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
pils answer Think! question, top of p.44.
English Plus 1 Differentiate learning
something from each photo e.g. boat, according to needs of
ard China, Britain, Bangladesh, Ireland. Student’s Book your pupils. Please see
dict which country the school photo is Activities 1, 2, 4 the seven
1.40. Pause CD after text and check if p.44 differentiation
strategies at Section 4.
secondary, private (parents pay), public Teacher’s Book
Pupils answer questions in Activity 1. p.58 See Strategy 7:
n Teacher’s Book p.58 Exercise 2. Feedback
s they write about. Writers show their At Step 2: World
d secondary school texts again and find map to show on At Step 2: After each
ike the school. (boat school: It’s a great board. text praise pupils who
find reading them hard.
w instructions in Teacher’s Book p.58 Say it’s good to keep
d you write about your school. What trying even when they
don’t understand every
word.

t to be proud of their school.
which texts they lose interest in reading.

at about You?

111

WEEK: __ LESSON: 74 (Writing 13) SCHEME OF WORK: TEXTBO
TOPIC: Learning World
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board ‘Schools around the world
Writing Writing
Lesson delivery
4.3 4.3.2
2. Pupils do Activity 1. Explain sentences ar
Communicate Spell a range of primary school and the secondary school in
with appropriate high-frequency walking to a lesson?’ (boarding school text)
language form words accurately in
and style for a independent writing 3. Pupils do Activity 2. Follow instructions in
range of purposes up 6 verb flashcards one by one. Pupils tell
in print and digital Complementary Ask: Which rule is the easiest for spelling ve
media Skill
4. Pupils do Activity 3, CD1.41. Follow the in
Complementary Listening Exercise 3 but don’t check meaning of: run,
Skill Pupils guess these from sounds on the CD.
1.3.1 How do you know the boy is watching TV? W
Listening
Guess the meaning 5. In pairs, pupils take turns to mime one of
1.3 of unfamiliar words identify the action. Choose pupils to mime a
from clues provided watching say sentence 1–6 in Activity 3 to d
Use appropriate by other known
listening words Note how well pupils understood the spelling
strategies in a
variety of contexts Post-lesson

6. What’s he/she doing? Choose pupils to g
Say don’t do actions in Activity 3. In pairs, p
hold up their sentence. How many pairs are
accurately?

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 4)

g THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Present continuous tense
affirmative and negative

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
d’. Do warm-up in Teacher’s Book p.59.
English Plus 1 Differentiate learning
re from the boat school, the Chinese according to needs of
n Ireland. Ask: Which text has ‘They’re Student’s Book your pupils. Please see
Activities 1–3 the seven
Read rules aloud to class. p.45 differentiation
n Teacher’s Book p.59 Exercise 2. Hold strategies at Section 4.
Teacher’s Book
you which rule to use 1, 2 or 3. p.59 See Strategy 2: Type
erbs +-ing? Which rule is the hardest? and amount of support
nstructions in Teacher’s Book p.59 At Step 3:
park, mosquito, instrument, dinner. Flashcards with For pupils who find
. Ask: Which meal are the men eating? walk, skate, run, spelling hard, provide
Which instrument is the girl playing? sing, dance, swim examples of verbs and
the sentences in Activity 3. Partners -ing forms on paper.
a sentence in front of class. Pupils Help them to notice the
describe the mime. rule by underlining the
g rules and wrote the verbs accurately. final e in one colour
and the final vowel +
consonant in another
colour.

go to front of class and mime an action.
pupils write down what pupil is doing and
e correct? How many can spell the verbs

112

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 75 (Language Arts 13) 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. Each pupil has to provide an event that
2. The pupils will retell an event. Then, th
5.3 5.3.1
Express event and add another event from the
imaginative an Respond new by telling one event. [Pre-Lesson
response to
literary texts imaginatively and Lesson delivery

intelligibly through 3. Teacher writes “My version of Joel’s ho
4. Pupils pair up and teacher follows Ste
creating simple role-
making up) from the guidebook.
plays and simple
Post-lesson
poems

Other imaginative

responses as

appropriate

Complementary Complementary 5. Teacher provides colour papers for the
on their creativity) and transfers their ve
Skill Skill

Writing Writing

4.3 4.3.3
Communicate
with appropriate Produce a plan or
language form
and style for a draft of one or two
range of purposes
in print and digital paragraphs for a
media
familiar topic and

modify this

appropriately in

response to

feedback

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 3)

age Arts THEME: World of Stories
MENT: Language / LANGUAGE/GRAMMAR FOCUS: Creative writing

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

t they remember from the story. And Something Differentiate learning
he second pupil has to retell the first pupil Weird Happened according to the needs
e story. Then, the third pupils will start a by of your pupils and
Task 9 – Memory Chain] Pamela Rushby class. Please see the
seven differentiation
oliday” on the board. Contemporary strategies listed in the
ep 1 to Step 6 (Activity 1: Writer block – Children’s introduction. Please
Literature also consider the
e pairs to produce a small booklet (based Teaching following:
ersion of Joel’s holiday into the booklet. Guidebook (BPK)
– Short Stories Pupils who face
Page 121 – 124 difficulty can do the
task in the larger group
with teacher’s
assistance.

(Strategy 2)

113

WEEK: __ LESSON: 76 (Consolidation 7) SCHEME OF WORK: TEXTBO
TOPIC: Learning World
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Hold up English Plus 1 book. Point to two
doing? What’s she doing? Pupils respond in
Writing Writing from Units 1–3 and ask partner: What’s he/s

4.2 4.2.4 Lesson delivery

Communicate Describe people, 2. Pupils do Activity 4. Follow instructions in
basic information places and objects
intelligibly for a using suitable 3. Pupils look at picture A again. In pairs, th
range of purposes statements statement using present continuous tense. G
in print and digital The girl is looking at the birds. (False) Choo
media Complementary sentences to whole class.
Skill
Complementary 4. Pupils in pairs do Activity 5. Write on boa
Skill Speaking can’t at the moment.’ 3) ‘I’m…’ Chose two p
Explain they use words in box and words on
Speaking 2.2.1 pairs to say dialogues aloud. Explain that wh
creative.
2.2 Keep interaction
going in short CCE – Creativity and Innovation – Ask pupil
Use appropriate exchanges by thinker.
communication asking suitable 5. Pupils look at words in box below Use It!
strategies questions with -ing on board. Elicit the three spelling ru

Note pupils who use present continuous acc
their actions.

Post-lesson
6. Pupils in small groups do Finished? Rem
speak, listen, read, write, think, use, make, s

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 4)

g THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present continuous tense
affirmative and negative

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

o photos on cover: Ask: What are they English Plus 1 Differentiate learning
n sentences. In pairs they find a photo according to needs of
she doing? What are they doing? Student’s Book your pupils. Please see
the seven
n Teacher’s Book p.59 Exercise 4. Activities 4 and 5 differentiation
hey take turns to say a true and a false p.45 strategies at Section 4.
Give examples: The boy is writing. (True)
ose pupils to say their true and false Teacher’s Book See Strategy 1: Task
p. 59
At Step 3: Encourage
ard: 1) ‘Do you want to…’ 2) ‘Oh, sorry, I more proficient pupils
pupils to read speech bubbles aloud. to say three longer true
n board to invent their dialogues. Choose and false statements
hen you invent something, you’re being with a conjunction e.g.
The teacher is sitting in
ls why it’s important to be a creative his chair and reading a
book. The pupils are
sitting but the teacher is
standing up.

again. Choose pupils to write the verbs
ules for each verb.

curately when describing people and

mind pupils of verbs they can use e.g.
sit, stand, climb, wear.

114

WEEK: __ LESSON: 77 (Listening 14) SCHEME OF WORK: TEXTBO
TOPIC: Learning World
MAIN SKILL FOCUS: Listeni
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Pupils answer questions in Think! at top o
Listening Listening Teacher’s Book p.60.

1.2 1.2.5 Lesson delivery

Understand Understand a 2. Pupils do Activity 1, CD1.42. Explain that
meaning in a sequence of answer e.g. 1 e, b; 3 g, i; 5 a, c, h; 6 b, d, g,
variety of familiar supported questions
contexts 3. Pupils in pairs do Activity 2. After answeri
Complementary answer and find out what the key says abou
Complementary Skill understand the vocabulary in the key. Ask: D
Skill for your score?
Listening
Listening 4. Pupils look at quiz questions again. Choo
1.2.2 answered ‘no’? and then explain why it is he
1.2
Understand with 5. Pupils look at the three photos in Activity
Understand support specific Mark and Peter are policemen in London, H
meaning in a information and Activity 3, CD1.43. Follow instructions in Te
variety of familiar details of longer out which other language pupils would like t
contexts simple texts on a tally on the board. Which other language is
range of familiar
subjects Note pupils who find it hard to answer quest
specific information.

Post-lesson

6. Choose a post-lesson task from Section 3

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 4)

ing THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Questions: Do you +
verb, Do you usually/ever..? Verbs: concentrate, revise

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

of p.46. Follow instructions in English Plus 1 Differentiate learning
according to needs of
t some pictures have more than one Student’s Book your pupils. Please see
, i; 8 b, d, g; 10 b, d, g, i. Activities 1, 2 and 3 the seven
ing, pupils add points for each yes p.46 differentiation
ut their score. Check they strategies at Section 4.
Do you think the key is true or false Teacher’s Book p.60
See Strategy 4: Time
ose a few questions and ask: ‘Who
elpful for learning English. At Step 2: Some pupils
will need much longer
3. Explain that Mario is a footballer, to answer the questions
Hannah is a student. Pupils do after listening to them.
eacher’s Book p.60 Exercise 3. Find Fast finishers can think
to learn from those in the box. Do a of another question for
the quiz about
the most popular? language learning.

tions in the quiz and to listen for

3.

115

WEEK: __ LESSON: 78 (Speaking 14) SCHEME OF WORK: TEXTBO
TOPIC: Learning World
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Pupils look at drawings of children learnin
Speaking Speaking pairs, they choose three and say what the g
example: In picture ‘h’ the girl is saying the a
2.1 2.1.2 learning strategies. How many strategies ca

Communicate Find out about and Lesson delivery
simple information describe
intelligibly experiences up to 2. Pupils do Activity 5. Follow the instruction
now Exercise 5. Hand out worksheet for each pu
Complementary headings with do and don’t. Find out how m
Skill Complementary than negative strategies. Explain it’s importa
Skill and to share learning strategies with others

Speaking Speaking 3. Explain why it’s helpful to do the things th
the alphabet, you feel good about spelling w
2.2 2.2.1 out loud and write it down, you can rememb
4. Pupils in pairs do Activity 6, Use it! Follow
Use appropriate Keep interaction p.60 Exercise 6. Tell pupils to ask partner: W
communication going in short class about their partner’s strategies, pupils
strategies exchanges by positive or more negative answers say two t
asking suitable ‘and’. Pupils with partners who have the sam
questions. He/She… but he/she doesn’t…

CCE – Values – Ask pupils why they think it
learning.

Note how well pupils can describe language

Post-lesson

5. Choose a post-lesson task from Section 3

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 4)

king THEME: World of self, family and friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense
affirmative and negative; Auxiliary verbs do and don’t.

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ng a language on p.46 again. In English Plus 1
girl or boy is doing. Give an Student’s Book p.46 Differentiate learning
alphabet. Explain these are called Activities 5 and 6 according to needs of
an they remember? your pupils. Please see
Teacher’s Book the seven
ns in Teacher’s Book p.60 p.60 differentiation
upil to complete. Read the two strategies at Section 4.
many pupils have more positive At Step 2: Worksheet
ant to think about how you learn with table: two columns See Strategy 3:
and 10 rows. Head the Outcomes
when doing group work. columns I do these things
hey don’t do e.g. When you know / I don’t do these things. At Step 2: Set some
words. When you say a new word It is unlikely pupils will pupils the task of
ber it better. need 10 rows unless they writing only 3 strategies
w instructions in Teacher’s Book do everything or nothing they do and don’t do in
What do you do? When telling the in the quiz. table. Set more
s with partners who have more proficient pupils all 10
things they do or don’t do using strategies to record in
me number of things say: table.

t’s important to be positive about

e learning strategies they use.

3.

116

WEEK: __ LESSON: 79 (Reading 14) SCHEME OF WORK: TEXTBO
TOPIC: Learning World
MAIN SKILL FOCUS: Readin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Do Pre-lesson Task 12: Word Salad. Use
Reading Reading each word on a card for groups of pupils to

3.2 3.2.3 Lesson delivery

Understand a Guess the meaning 2. Pupils do Activity 1. Follow instructions in
variety of linear of unfamiliar words then write the question and answers changi
and non-linear from clues provided
print and digital by title, topic and 3. Pupils do Activity 2. Follow instructions in
texts by using other known words in pairs find a different photo from Units 1–3
appropriate Write gap-fill sentence on board as model. e
reading strategies Complementary ing ___?’ Check pupils can understand word
Skill
Complementary 4. Pupils in pairs do Activity 3. Elicit question
Skill Writing know an answer be polite and say I’m sorry/
board. Choose pupils to ask and answer som
Writing 4.2.4
5. Pupils do Activity 4. Follow instructions in
4.2 Describe people, have pupils draw the table in their notebook
places and objects They? (sometimes, usually, always) Which w
Communicate using suitable (today, at the moment, now)
basic information statements
intelligibly for a Note pupils who need help to understand m
range of purposes clues to help them.
in print and digital
media Post-lesson

6. Hand out flashcards to pupils in groups o
describe something they’re doing or someth
card. Choose pupils from different groups to
word on flashcard, they hold it up.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 4)

ng THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Present continuous and
simple tenses

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

e sentences 1–3 in Activity 1 p.47. Write English Plus 1 Differentiate learning
reorder. according to needs of
Student’s Book your pupils. Please see
n Teacher’s Book p.61 Exercise 1. Pupils Activities 1–4 the seven
ing pronouns and verb forms. p.47 differentiation
n Teacher’s Book p.61 Exercise 2. Pupils strategies at Section 4.
3. They ask partner a question about it. Teacher’s Book
e.g. ‘Is the boy/girl/animal on page xx __- p.61 See Strategy 2: Type
ds from clues in photos and titles. and amount of support
ns from pupils first. Explain if they don’t At Step 1: Sets of
/ I’m afraid I don’t know. Write this on cards with words At Steps 3 and 5 some
me questions in front of the class. from each pupils may not
n Teacher’s Book p.61 Exercise 4, but sentence in remember all the
ks. Ask: Which words come after We, I, Activity 1 for vocabulary. Help them
words are at the end of sentences? groups of pupils to with gestures, prompts
reorder and visuals.
meaning of words and those who use
At Step 6:
of six. Pupils take one card each and Flashcards for
hing they do using word or words on each group with
o say sentences. When they say the ‘sometimes’,
‘usually’, ‘always’,
‘today’, ‘at the
moment’, ‘now’,
on each card

117

WEEK: __ LESSON: 80 (Writing 14) SCHEME OF WORK: TEXTBO
TOPIC: Learning World
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Writing 1. See Section 3, Pre-lesson Task 6: Finger
Writing 4.2.4 5 but change order so easier words are first
Describe people,
4.2 places and objects Lesson delivery
using suitable
Communicate statements 2. Write ‘present simple’ and ‘present contin
basic information tenses. Pupils put up left hand for simple, rig
intelligibly for a Complementary Activity 5. After each text, they compare ans
range of purposes Skill after each text. Ask after each text: Which w
in print and digital Speaking continuous? (2. At the moment 4. Today 5. n
media 2.2.2 practising? (music skills, basketball skills, la
Agree on a set of
Complementary basic steps needed 3. Pupils in groups of three agree on which
Skill to complete short read aloud to the others – a different text ea
classroom tasks their text to ask the others and agree on wh
Speaking and ask their question.
4. Pupils do Activity 6, Use it!. Explain that p
2.2 winner’ – check understanding. Follow instru
6.
Use appropriate
communication CCE – Values – Ask pupils if they think it’s i
strategies live.
5. Pupils in pairs do Finished? They find two
about. They write page numbers after quest
Choose pupils to say the photo, page numb

Note how well pupils ask about and describe

Post-lesson

6. See Section 3, Pre-lesson Task 9: Memo
the book and found a photo of a/an/some __

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 4)

g THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Present continuous and
simple tenses

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
r Writing. Use 5 words from p.47, Activity
t (play, speak, chat, relax, practise). English Plus 1 Differentiate learning
according to needs of
nuous’ on board. Say sentences with the Student’s Book your pupils. Please see
ght hand for continuous. Pupils do Activities 5 and 6 the seven
swers with a partner. Check answers p.47 differentiation
word tells you the verb is present strategies at Section 4.
now) What skill is the woman/man Teacher’s Book
anguage skills) p.61 See Strategy 1: Task
text, Charlotte, Pat or Melanie, they will
ach. They also prepare a question about At Step 2: Pair some
ho will be first second and third to read mixed-ability pupils
together. As an
pupils have to imagine they are a ‘lottery example, more
uctions in Teacher’s Book p.61 Exercise proficient pupils can
write verbs for
important to imagine how other people Charlotte then together
they write verbs for Pat
o or three photos to write questions and Melanie.
tions and give to partner to answer.
ber, question and answer. At Step 3: Monitor
pupils as they agree on
e people using the two present tenses. the text they will read
and the order they will
read and ask their
question. Also check
the questions they will
ask.

ory Chain. Use the sentence: I looked in
__.

118

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 81 (Language Arts 14) MAIN SKILL FOCUS: Langua
TOPIC: Miss Antrobus
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 (sea c
[Pre-Lesson Task 1 – ABCs]

Express personal Explain in simple Lesson delivery
language why they
responses to like or dislike an 2. Teacher divides the class into two big
event, description or the groups read each line alternately.
literary texts character in a text
3. Pupils pair up and teacher prompts t
Complementary Complementary Antrobus loves her octopus.
Skill Skill
4. Each pair makes a mind map to list th
Reading Reading to their preferences (hate, dislike, like, a

3.2 3.2.2 5. Pupils will have to come up with their ow

Understand a Understand specific Post-lesson
variety of linear information and
and non-linear details of two 6. Pupils reflect whether they want the o
print and digital paragraphs or more why. [Post-lesson Task 10: What abou
texts by using
appropriate
reading strategies

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 4)

age Arts THEME: World of Stories
MENT: Language /
LANGUAGE/GRAMMAR FOCUS: Verbs to display a degree
of liking (hate, dislike, like and love)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

have to come up with a word that starts Anthology of Differentiate learning
creatures e.g. w – whale, …, o - octopus) Poems according to the needs
Page 16 of your pupils and
groups and conducts line reading where class. Please see the
them to think of the reasons why Miss Contemporary seven differentiation
he reasons and arranges them according Children’s strategies listed in the
and love). Literature introduction. Please
wn reasons why they say so. Teaching also consider the
Guidebook (BPK) following:
octopus as a pet like Miss Antrobus and – Poetry
ut you] Teacher allows pupils
love to form bigger group if
like they cannot find or form
dislike their own reasons.
hate
(Strategy 2)

119

WEEK: __ LESSON: 82 (Consolidation 8) SCHEME OF WORK: TEXTBO
TOPIC: Learning World
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Choose a pre-lesson task from Section 3.
Lesson delivery
Writing Writing 2. Say affirmative and negative sentences a
continuous tense e.g. I’m talking to you. I’m
4.3 4.3.2 English. You’re not doing maths. Elicit exam
and aren’t doing. Encourage pupils to give c
Communicate Spell a range of the unit e.g. I’m not studying on a boat scho
with appropriate high frequency CCE – Creativity – find out if pupils think it’s
language form words accurately in actions
and style for a independent writing 3. Pupils do p.50, Activity 3. Follow instructio
range of purposes Pupils write an affirmative and negative sen
in print and digital Complementary 4. Write on board: ‘Yes, I am’, ‘No, I’m not’,
media Skill not’, ‘Yes, he/she is’, ‘No, he/she isn’t’. Ask
e.g. Am I teaching you science? Are you list
Complementary Reading they…? Pupils do Activity 4. In pairs, they co
Skill 5. Pupils do Activity 5. Remind pupils to use
3.2.3 tonight and at the moment. Check answers.
Reading Note pupils who have difficulty deciding whi
Guess the meaning
3.2 of unfamiliar words Post-lesson
from clues provided Follow instructions in Teacher’s Book p.65 E
Understand a by title, topic and game rock, paper, scissors.
variety of linear other known words
and non-linear
print and digital
texts by using
appropriate
reading strategies

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 4)

g THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present continuous and
simple tenses

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

. English Plus 1 Differentiate learning
according to needs of
about you and/or pupils using present Student’s Book your pupils. Please see
not writing on the board. You’re learning Activities 3–5 the seven
p.50 differentiation
mples from pupils about what they are strategies at Section 4.
creative examples with language from p.51 Activity 2
ool. I’m not doing a Malaysian dance. See Strategy 5:
s easier or harder to imagine negative Teacher’s Book Learning preferences
p.64 and p.65 and needs

ons in Teacher’s Book p.64 Exercise 3. At Step 5: Some pupils
ntence about themselves. will need help to
choose correct verb
‘Yes, we/they are’, ‘No, we’re/they’re forms. Sit them
questions with present continuous forms together and support
tening to music? Is he/she…? Are the pupils to do the task
ompare sentences. Check answers. or write a simpler task
for them.
e present continuous with now, today,
. Ask: Which sentences are hard to do?

ich tense to use in Activity 5.

Exercise 2 – pupils in pairs play the

120

WEEK: __ LESSON: 83 (Listening 15) SCHEME OF WORK: TEXTBO
TOPIC: Learning World
MAIN SKILL FOCUS: Listeni
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Pupils do Think! question at top of p.48. A
remember a word?
Listening Listening
Lesson delivery
1.1 1.1.1
2. Pupils do Activity 1, CD1.44. Follow instru
Recognise and Recognise and 1. Find out words that pupils find hard to rem
reproduce target reproduce with little
language sounds or no support a 3. Pupils do Optional Activity: Speaking CD1
wide range of target Book p.62. After listening to dialogue, pairs
Complementary language class. Ask: Does their intonation sound the s
Skill phonemes 4. Write on board: ‘A, B, C/a, b, c’. Ask: Wha
(A, B, C are capital letters; a, b, c, are small
Speaking Complementary Ask: When do you use capital letters? (start
Skill sentences)
2.2
Speaking 5. Pupils do Activity 2, CD1.45. Follow the in
Use appropriate Exercise 2. Ask some pupils to spell their fir
communication 2.2.1 letters. Pupils spell their name to partner. Fi
strategies their names.
Keep interaction
going in short Note how well pupils pronounce letters of th
exchanges by identify their sounds.
asking suitable
questions Post-lesson

6. Hand out eight pieces of paper to pairs of
paper: A, E, I, O, U, S, C, Q. Call out a lette
but change order of letters and say them mo
pronouncing letters?

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 4)

ing THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Pronunciation of long and
short vowels, diphthongs, voiced and unvoiced consonants

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Also ask: Who can help you if you can’t
English Plus 1 Differentiate learning
uctions in Teacher’s Book p.62 Exercise according to needs of
member and write on board. Student’s Book your pupils. Please see
1.44. Follow instructions in Teacher’s Activities 1 and 2 the seven
read it aloud. Choose pairs to repeat to p.48 differentiation
same as on the recording? strategies at Section 4.
at’s the difference between the letters? Teacher’s Book
l letters; we pronounce them differently). p.62 See Strategy 3:
t of names, places, days, months, new Outcomes
At Step 6: 8
nstructions in Teacher’s Book p.62 pieces of paper At Steps 4 and 5:
rst name. Write on board using capital for pairs to write a Expect more proficient
ind out if any pairs have same letters in letter of alphabet pupils to know sounds
on each piece. of capital letters well
and to be able to
recognise their sounds

he alphabet and how well they can

f pupils. They write one letter on each
er. They take turns to hold it up. Repeat
ore quickly. Did pairs get better at

121

WEEK: __ LESSON: 84 (Speaking 15) 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. Say the letter of first name of one or more
Speaking Speaking their name. Repeat. Ask: Which letters don’
board.
2.1 2.1.5
Lesson delivery
Communicate Describe people,
simple information places and objects 2. Pupils do p.48, Activity 3. Follow instructio
intelligibly using suitable Ask: Who has a double letter in their name?
statements double letter in first name, ask about family
Complementary
Skill Complementary 3. Pupils do Activity 4. Model the language i
Skill Then, they choose 2 or 3 school subjects to
Listening them to look at p.42 for subject names.
Listening 4. Pupils in pairs do Activity 5, Use It! They
1.2 from the dialogue in Activity 1 from Lesson 8
1.2.4 aloud.
Understand
meaning in a Understand a 5. Do Optional Activity: Speaking. Follow ins
variety of familiar sequence of sure pupils know the correct spelling of the c
contexts supported spell.
classroom
instructions Note pupils who are confident saying the tw
unsure of what to say.

Post-lesson

6. See Pre-lesson Task 9: Memory Chain.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 4)

king THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Interrogatives: How do
you say / spell…? Can you help me with…? Can you say that
again, please?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

e pupils. Pupil(s) stand up if letter starts English Plus 1 Differentiate learning
’t start any pupils’ names? Write on according to needs of
Student’s Book your pupils. Please see
ons in Teacher’s Book p.62 Exercise 3. Activities 3–5 the seven
? What is the letter? (if nobody has p.48 differentiation
name) strategies at Section 4.
in the speech bubbles with the class first. Optional Activity, if
o ask partner to translate and spell. Tell time See Strategy 4: Time

use the model dialogue and language Teacher’s Book At Step 4: Allow some
83. Choose pairs to say their dialogue p.62 pairs more time to
complete replies in
structions in Teacher’s Book p.62. Make dialogue. Help them to
city or country they ask their partner to notice words Jasmine
uses in dialogue
Activity 1.

wo dialogues aloud and those who are

122

WEEK: __ LESSON: 85 (Reading 15) SCHEME OF WORK: TEXTBO
TOPIC: Learning World
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
ICT

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Pupils answer question in Think! Follow in

Reading Reading Lesson delivery

3.2 3.2.1 2. Pre-teach: exchange programme (when p
and live with a family, then pupils from that s
Understand a Understand the your family), medium-sized, compulsory (so
variety of linear main idea of simple (something you can choose) woodwork (sub
and non-linear texts of two
print and digital paragraphs or more 3. Pupils do p.49 Activity 1. Follow instructio
texts by using
appropriate Complementary 4. Pupils do Activity 2 then compare with a p
reading strategies Skill Explain that to put a photo of the class in an
to the internet. When you send a class phot
Complementary Speaking
Skill 5. Pupils in pairs take turns to say Key Phra
2.1.1 Choose pupils to say their sentences to who
6. Write on board this sentence from text: I l
Speaking Give detailed Spanish. Explain ‘so’ is a conjunction. It give
information about instructions in Teacher’s Book p.63 Exercise
2.1 themselves exam, so I can …’; 2) ‘I love learning English
starters orally in pairs.
Communicate
simple information Note how well pupils understand the main id
intelligibly
Post-lesson

7. See Post-lesson Task 1: Spot the Differen
differences in sentences in the email.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 4)

ng THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: exchange
programme, centre, break, woodwork; Adjectives: medium-
sized, compulsory, optional; Conjunction: so

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

nstructions in Teacher’s Book p.63. English Plus 1 Differentiate learning
according to needs of
pupils go to a school in another country Student’s Book your pupils. Please see
school visit your school and live with Activities 1, 2 and the seven
omething you have to do), optional 3 differentiation
bject for making objects from wood). p.49 strategies at Section 4.
ons in Teacher’s Book p.63 Exercise 1.
partner. Check answers with class. Teacher’s Book See Strategy 5:
n email, you upload it from your computer p.63 Learning preferences
to to a friend’s phone, you’re uploading it. and needs
ases 2, 3, 4 about their school to partner.
ole class. Ask: Is the information correct? At Step 3: Some pupils
like languages so I study French and will have difficulty
es a reason. Pupils do Activity 3. Follow reading and
e 3. Write on board: 1) ‘I haven’t got an understanding the
h, so I…’ Pupils finish the two sentence email. Support them by
reading it aloud to them
when sitting in a group

dea in the email without support.

nces in Section 3. Pupils spot

123

WEEK: __ LESSON: 86 (Writing 15) SCHEME OF WORK: TEXTBO
TOPIC: Learning World
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
ICT

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Brainstorm pupils’ ideas about what they
school in Britain. Write ideas on board. Give
Writing Writing family, hobbies.
Lesson delivery
4.3 4.3.3 2. Pupils read email at top of p.49 again. As
writing to? (Ela) What’s at the start and end
Communicate Produce a plan or 3. Tell pupils they are going to write an ema
with appropriate draft of one or two do Activity 4, Use It! Follow instructions in T
language form paragraphs for a 4. In pairs, pupils read partner’s email and d
and style for a familiar topic and A. writing name of visitor at start and name
range of purposes modify this B. writing information about school – where
in print and digital appropriately in C. Paragraph 1 I’m happy about…; Paragra
media response to Paragraph 3 school subjects and timetable;
feedback Find out who has 3–5 smiley faces and who
Complementary Post-lesson
Skill Complementary 5. Pupils think about their learning and perfo
Skill assessment worksheet (see end of Unit 4).
Reading Collect worksheets from pupils and review t
Reading are any areas of concern, prepare a review
3.2
3.2.2
Understand a
variety of linear Understand specific
and non-linear information and
print and digital details of simple
texts by using longer texts
appropriate
reading strategies

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 4)

g THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present continuous and
simple tenses; Conjunction: so; Such as, for example, like

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
would write in an email to a pupil in a
e prompts e.g. subjects, school day, English Plus 1 Differentiate learning
according to needs of
sk: Who is the writer? (Danny) Who is he Student’s Book your pupils. Please see
of the email? (Hi / Write soon.). Activities 3 and 4 the seven
p.49 differentiation
ail to a pupil from another country. They strategies at Section 4.
Teacher’s Book p.63 Exercise 4. Teacher’s Book
draw a smiley face for: p.63 See Strategy 1: Task

of writer at end For pupils who will find
it is, times of break, snack and lunch it hard to write a long
aph 2 size of school, old or new; email, tell them they
Paragraph 4 description of photo don’t need to write
o has more than 5. Paragraph 4.

ormance in this unit. They complete self-

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

124

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 87 (Language Arts 15) MAIN SKILL FOCUS: Langua
TOPIC: Miss Antrobus
CROSS-CURRICULAR ELEM
Creativity and Innovation / En

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Teacher reads a sentence based the p
is correct or they will sit down if the sen
5.3 5.3.1 pet cat – sit down as the statement i
Express Stand up]
imaginative an Respond
response to Lesson delivery
literary texts imaginatively and
2. Follow Step 1 until Step 4 (Activity 5) fr
intelligibly through Note: Pupils of lower proficiency can
Cute, A – Adorable, T – Tame as in cat
creating simple role-
3. Teacher provides assistance when nee
plays and simple
Post-lesson
poems
3. Prepare an illustration for their newly ad
Other imaginative

responses as

appropriate

Complementary Complementary
Skill Skill

Writing Writing

4.3 4.3.3
Communicate
with appropriate Produce a plan or
language form
and style for a draft of one or two
range of purposes
in print and digital paragraphs for a
media
familiar topic and

modify this

appropriately in

response to

feedback

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 4)

age Arts THEME: World of Stories

MENT: Language / LANGUAGE/GRAMMAR FOCUS: Reasoning (the use of
ntrepreneurship because)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

poem and pupils will stand if the sentence Anthology of Differentiate learning
ntence is false (e.g. Miss Antrobus has a Poems according to the needs
is false). [Pre-lesson Task 5 – Sit down Page 16 of your pupils and
class. Please see the
rom the guidebook. Contemporary seven differentiation
n write acrostic poem instead (e.g. C – Children’s strategies listed in the
t). Literature introduction. Please
eded. Teaching also consider the
Guidebook (BPK) following:
dapted poem. – Poetry
Activity 5 Teacher differentiates
Page 101 the outcomes by
providing option on the
product either a full
poem, a stanza, or an
acrostic poem.

(Strategy 3)

125

WEEK: LESSON: 88 (Project 1) SCHEME OF WORK: Proje
__ TOPIC: Teacher to select
MAIN SKILL FOCUS: Project
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD

Teachers to select Teachers to select Teachers will need to develop their own less
an appropriate an appropriate main resources that they select. Ideas for projects
main skill and skill and interests of the pupils.
complementary complementary skill
skill based on the based on the needs
needs and and interest of the
interest of the pupils.
pupils.

Primary Year 5 Scheme of Work

ect-based Lesson (Unit 4)

ct-Based Learning THEME: Teacher to select

MENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
sons based on topic/themes and
s should be based on the needs and Teacher to select For differentiation
their own strategies, please refer
materials to the provided list of
differentiation
strategies and select
appropriate
strategy/strategies
based on the needs of
the pupils.

126

How did I do in Unit 4?
Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about school and school Great ____ OK ____
subjects

…identify a writer’s opinion Great ____ OK ____

…talk about things happening now and Great ____ OK ____
what people are doing now

…plan and write an email Great ____ OK ____

 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.

127

WEEK: __ Unit 5 SCHEME OF WORK: TEXTBO

LESSON: 89 (Listening 16) MAIN SKILL FOCUS: Listeni
TOPIC: Food and health
CROSS-CURRICULAR ELEM
Science and Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Pupils answer Think! question, top of Stu
Listening Teacher’s Book p.66.
1.2 Listening
Understand Lesson delivery
meaning in a 1.2.1
variety of familiar 2. Activity 1, CD2.02: Explain meaning of: ve
texts Understand with Follow instructions in Teacher’s Book p.66 E
support the main understand the texts? (photos, key words in
Complementary idea of longer
Skill simple texts on a 3. Pupils do Activity 2. Follow instructions in
Listening range of familiar Ask: Why is it helpful to organise topic voca
1.1 topics to understand how to group words, to make
Recognise and CCE – Science and Technology – Draw the
reproduce target Complementary to carbohydrates. Explain that food with carb
language sounds Skill potatoes and bread. Pupils find how often ri
times). Explain the importance of eating som
Listening different amounts. Ask: Which food / drink is
4. Pupils do Activity 3, CD2.03. Follow the in
1.1.1 Exercise 3. Can they think of some more foo
sounds? (milk, peach, peas). Ask: Where is
Recognise and 5. Pupils do Optional Activity: Vocabulary. F
reproduce with little Activity: Vocabulary in Teacher’s Book p.66
or no support a Note how well pupils understand the texts a
wide range of target Post-lesson
language See instructions in Post-lesson Task 6: Mak
phonemes

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

ing THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: I like… I quite / really
like... I don’t mind… I don’t like… I really don’t like… I hate…

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

udent’s Book p.52. Follow instructions in English Plus 1 Differentiate learning
according to needs of
egetarian, vending machine, fizzy drink. Student’s Book your pupils. Please see
Exercise 1. Ask: What helps you to Activities 1, 2, 3 the seven
n bold) p.52 and 53 differentiation
strategies at Section 4.
Teacher’s Book
p.66 See Strategy 5:
Learning preferences
n Teacher’s Book p.66 Exercise 2. and needs
abulary in a word web? (to remember it,
e links between new vocabulary) At Step 2: Some pupils
may need you to pause
e word web on board but change snacks the CD after each text.
bohydrates gives us energy e.g. They may also find it
ice, pasta, chips are in the text (2, 3, 3 hard to concentrate on
mething from each category of food but in listening to all 9 texts.
s the heathiest? (fruit, vegetables, water).
Note: At Step 3 draw
nstructions in Teacher’s Book p.67 pupils’ attention to the
od words with short /i/ and long /i:/ word ‘carbohydrates’.
s the short /i/ in biscuit, olive and apricot? Ask: what is different
about the spelling in
Follow instructions for first Optional English and Malay?
6. (c in English, k in
Malay; y in English, i in
about food. Malay)

ke a Word Ladder. Use the topic of food.

128

WEEK: __ LESSON: 90 (Speaking 16) SCHEME OF WORK: TEXTBO
TOPIC: Food and health
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Science and Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Brainstorm food items from previous less
Speaking Speaking hand up if they like the food, two hands if th

2.2 2.2.1 Lesson delivery

Use appropriate Keep interaction 2. Pupils do Activity 4, CD2.04. Hand out wo
communication going in short Explain they write in the table the food that t
strategies exchanges by in Teacher’s Book p.67 Exercise 4.
asking suitable
Complementary questions CCE – Science and Technology– Pupils loo
Skill Which food is good for your health? (chicken
Complementary food made from milk is called ‘dairy’. Ask: W
Writing Skill
3. Pupils do Activity 5, CD2.04. Follow the in
4.3 Writing Exercise 5. Pupils read ‘School Food’ texts
like vegetables; (girl from UK); who really lik
Communicate 4.3.1 from Spain).
with appropriate 4. Pupils in pairs do Activity 6, Use it!. Follow
language form Use capital letters, Exercise 6.
and style for a full stops, commas 5. Pupils do Finished? Divide class into two
range of purposes in lists and question perfect school lunch; pupils in B write a horr
in print and digital marks in find a partner from other half of class and co
media independent writing different types of lunch. Ask: Which is the m
at discourse level
Note how fluently pupils speak when describ

Post-lesson

Do Post-lesson Task 9: What about Me? Ch
your likes and dislikes.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

king THEME: World of Knowledge
MENT: Language and
LANGUAGE/GRAMMAR FOCUS: I like… I quite / really
like... I don’t mind… I don’t like… I really don’t like… I hate

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

son. Write on board and pupils put one English Plus 1 Differentiate learning
hey really like it. according to needs of
Student’s Book your pupils. Please see
orksheet for each pupil to complete. Activities 4–6 the seven
the four students like. Follow instructions p.52 and 53 differentiation
strategies at Section 4.
Teacher’s Book
p.67 See Strategy 4: Time

ok at list of food in table again. Ask: At Step 2: At Step 4: Some pupils
n salad, fish, vegetable soup). Explain Worksheet with will take longer to
Which food is made from milk? (cheese). table for each respond to questions
nstructions in Teacher’s Book p.67 pupil. Draw table about food likes and
again. They find the person who doesn’t with 4 rows and 2 dislikes especially
kes pasta, chicken pieces and water (girl columns with when using the key
headings: phrases: I quite like and
w instructions in Teacher’s Book p.67 Names;. Food. I don’t mind.
Write names in
halves, A and B. Pupils in A write a three rows of first
rible school lunch. When finished they column (1: Lydia
ompare lunches. Choose pairs to read and Sophie; 2:
most perfect and the most horrible? Ben, 3: Georgia).
bing likes and dislikes to each other. In second column
pupils write food
these people like.

hoose food items and pupils ask about

129

WEEK: __ LESSON: 91 (Reading 16) SCHEME OF WORK: TEXTBO
TOPIC: Food and health
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Science and Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Write on board title of text p.54, The spor
the two photos on p.54. See instructions for
Reading Reading in Section 3.

3.2 3.2.3 Lesson delivery
2. Write on board: ‘healthy or unhealthy?’. P
Understand a Guess the meaning Teacher’s Book p.68 Exercise 1 Also ask: D
variety of linear of unfamiliar words unhealthy lifestyle? What’s in the special foo
and non-linear from clues provided 3. Pupils do Activity 2, CD2.05. Follow instru
print and digital by title, topic and Book. Explain that in Activity 2 pupils summ
texts by using other known words understand ‘Do they ever…? Ask: Do you e
appropriate CCE – Science and Technology – Explain th
reading strategies Complementary food we eat and that vitamins have letters. F
Skill green vegetables, carrots and milk. Vitamin
Complementary handout. In pairs, they say which foods they
Skill Reading 4. Write the blue words from text on board. P
Follow instructions in Teacher’s Book p.68 E
Reading 3.2.4 meaning of train? (type of transport). What d
desserts do you like? What’s a typical Malay
3.2 Use with support 5. Pupils do Optional Activity: Reading. Follo
familiar print and Note pupils who make an effort to guess the
Understand a digital resources to and topic words as clues.
variety of linear check meaning
and non-linear Post-lesson
print and digital 6. See instructions in Section 3 Post-lesson
texts by using
appropriate
reading strategies

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

ng THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives: healthy,
unhealthy, popular, typical; Nouns: lifestyle, vitamins, dessert

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rts interview… Sumo Style. Pupils look at English Plus 1 Differentiate learning
r Pre-lesson Task 8: Predict the Content according to needs of
Student’s Book your pupils. Please see
Pupils do Activity 1. Follow instructions in Activities 1–3 the seven
Do sumo wrestlers have a healthy or p.54 differentiation
od they eat? (vitamins) strategies at Section 4.
uctions p.68 Exercise 2 in Teacher’s Teacher’s Book
marised the interview. Check pupils p.68 See Strategy 2: Type
ever eat different foods? What are they? and amount of support
hat vitamins keep us healthy, are in most After Step 3: A
For example, vitamin A is in oranges, handout with table At Step 2: Give pupils
showing 3 key who are slow readers
A is good for our eyes. Give pupils the vitamins: A, B C; the four questions (a–d)
y eat and why they are good for them. examples of food in Activity 1 written on
Pupils do Activity 3 with a dictionary. with vitamins A, B, four separate pieces of
Exercise 3. Also ask: What is another C; body part they paper. Pupils can move
does enormous mean? (really big) What are good for: each question to match
ysian dish? A (carrots, eggs, 1–4 in text. This helps
ow instructions p.68 in Teacher’s Book. fish, milk - eyes, them to focus on the
e meaning of new words using photos skin) text content without
B (meat, eggs having to remember the
n Task 3: Test my Friends. brown rice - skin, questions.
body for energy);
C (oranges, NB: CCE – Say vitamin
lemons, beans, has the same spelling
peas; for strong in English and Malay
teeth and bones). but do they sound the
same?

130

WEEK: __ LESSON: 92 (Writing 16) SCHEME OF WORK: TEXTBO
TOPIC: Food and health
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board the gap-fill sentences in O
Writing Writing Teacher’s Book p.68. Pupils complete with f

4.3 4.3.1 Lesson delivery
2. Pupils in pairs do Activity 4, Use it! They d
Communicate Use capital letters, not then think of three reasons why it is or is
with appropriate full stops, commas starting; ‘We think a wrestler’s life is…’; ‘Th
language form in lists and question reasons. Find out how many pairs think it’s i
and style for a marks in their texts aloud.
range of purposes independent writing
in print and digital at discourse level CCE – Values – Ask pupils what makes som
media such as hobbies, family, things people colle
Complementary
Complementary Skill 3. Pupils do Activity 1. Follow instructions in
Skill on p.52 and p.53 with the words: apple, juic
Reading Africa; bread, pasta – India and Australia; N
Reading water – USA, Spain, snack – USA)
3.2.4
3.2 4. Pupils do Activity 2. Tell pupils to look at t
Use with support of words in the box. Follow instructions in Te
Understand a familiar print and that the photo on the right is a famous paint
variety of linear digital resources to and vegetables.
and non-linear check meaning
print and digital 5. Pupils do Activity 3. They compare words
texts by using
appropriate Note how well pupils wrote paragraph about
reading strategies punctuation correctly.

Post-lesson

6. Pupils draw a fruit and vegetable face the
‘There are many / some…’

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

g THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Quantifiers: some, any,
many, much, a lot of

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Optional Activity: Vocabulary Plus – see English Plus 1 Differentiate learning
five words from previous lesson. according to needs of
Student’s Book your pupils. Please see
decide if a wrestler’s life is interesting or Activity 4 the seven
sn’t interesting. They write a paragraph p.54 differentiation
hat’s because…’, and give their three Activities 1–3 strategies at Section 4.
interesting. Choose some pairs to read p.55 (pupils also
look at texts in See Strategy 3:
meone’s life interesting. Give prompts p.52 and 53 Outcomes
ect, how people help others. again)
n Teacher’s Book p.69 Exercise 1 (texts At Step 2: Less
ce – South Africa; egg – China and South Teacher’s Book proficient pupils can
NB sweet isn’t in text, sweets in USA, p.68 and 69 think of then write two
rather than three
reasons for the text

the food in the photos to check meaning
eacher’s Book p.69 Exercise 2. Explain
ting. The painter made faces using fruit

s with a partner. Check answers.
t the sumo wrestler and if they used

en describe it using ‘There’s a/some…’,

131

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 93 (Language Arts 16) MAIN SKILL FOCUS: Langua
TOPIC: The Meal
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Follow Step 1 until Step 4 (Activity 1) fr

5.2 5.2.1 Lesson delivery

Express personal Explain in simple 2. Teacher asks pupils to do a pair re

responses to language why they silently.

literary texts like or dislike an 3. Each pair underlines every food item

event, description or picture that accompanies the poem.

character in a text 4. Teacher asks pupils “What are you goin

5. Teacher provides a short class survey

Complementary Complementary of their favourite food items for breakfas

Skill Skill 6. Pupils asks their pairs on the food items

7. Upon completion, their pairs will the d

Speaking Speaking I’m going to eat … for breakfast.)

2.1 2.1.4 Post-lesson

Communicate Ask about and 8. Teacher provides a sentence based on

simple information describe future 9. The pupil starts a whisper chain and

intelligibly plans teacher. [Post-lesson Task 5: Whisper a

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 5)

age Arts THEME: World of Stories
MENT: Language / LANGUAGE/GRAMMAR FOCUS: be going to

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the guidebook. Anthology of Differentiate learning
Poems according to the needs
eading which each pair read the poem Page 20 of your pupils and
class. Please see the
m in the poem and matches it with the Contemporary seven differentiation
Children’s strategies listed in the
ng to eat for breakfast tomorrow?”. Literature introduction. Please
form where pupils will create a menu list Teaching also consider the
st. Guidebook (BPK) following:
s and they have to draw the food items. – Poetry
drawing and describe the food item (e.g. Activity 1 Teacher provides
113 support in terms of
individual
instruction/assistance.
(Strategy 2)

n the poem to a pupil.
d the last pupil will report back to the
and write]

132

WEEK: __ LESSON: 94 (Consolidation 9) SCHEME OF WORK: TEXTBO
TOPIC: Food and health
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Environmental Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. See instructions in Section 3 Pre-lesson T
Writing Writing use a/an/some. How many food words can p

4.2 4.2.3 Lesson delivery

Communicate Narrate factual 2. Pupils do p.55, Activity 4. Explain that in t
basic information events and words not two. They choose a word for each
intelligibly for a experiences of sentence. Follow instructions in Teacher’s B
range of purposes interest
in print and digital CCE – Environmental Sustainability – Expla
media Complementary scientists say we waste too much food. Ask
Skill (e.g. help the environment, many people do
Complementary 3. Pupils do Activity 5, Use It!. Follow instruc
Skill Speaking 5.
4. Pupils in small groups do Finished? They
Speaking 2.2.2 agree on a ceremony (birthday, festival, ann
different drinks. They make a shopping list w
2.2 Agree on a set of drinks, 1 apple juice.
basic steps needed
Use appropriate to complete short 5. After writing the shopping list, one membe
communication classroom tasks out how many types of food and drink are th
strategies
Note pupils who enjoy reading about food fa
to come to an agreement about steps in a ta

Post-lesson

6. Write on board eat / never eat; drink / nev
what most pupils eat and never eat, drink an

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

ng THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Quantifiers: some, any,
many, much, a lot of

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Task 9: Memory Chain. Remind pupils to English Plus 1 Differentiate learning
pupils remember? according to needs of
Student’s Book your pupils. Please see
this activity they choose from three Activities 4 and 5 the seven
h gap and a word for the middle of each p.55 differentiation
Book p.69 Exercise 4. strategies at Section 4.
ain that we all need to eat food but Teacher’s Book
k why it’s important not to waste food p.69 See Strategy 1: Task
on’t have much food, waste of money).
ctions in Teacher’s Book p.69 Exercise At Step 4: Form mixed
ability groups.
y agree how they will do the task then Encourage more
niversary), 6 or 7 types of food and 2 or 3 proficient pupils to
with some numbers e.g. 3 pizzas, 2 fizzy include adjectives e.g.
one big cheese and
er from each group reads it to class. Find tomato pizza, three fruit
he same. yoghurts.

acts. Also note pupils who help the group Less proficient pupils
ask and pupils who are less involved. can write food and
drink words with easy
spelling to add to the
list.

ver drink. Do a class survey to find out
nd never drink.

133

WEEK: __ LESSON: 95 (Listening 17) SCHEME OF WORK: TEXTBO
TOPIC: Food and health
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Financial Education

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Write on board: ‘Shopping at a market’. F
p.110 for Warm-up activity.
1.2 1.2.3
Lesson delivery
Understand Understand with 2. Write on board: ‘gram’, ‘kilogram’. Ask: H
meaning in a support longer kilogram / quarter of a kilogram? Explain tha
variety of familiar simple narratives on teach: fraction. Check understanding of ½, ¼
texts a range of familiar
topics 3. Pupils do p.96, Activity 1. Follow instructio
Complementary
Skill Complementary 4. Write ½, ¼ and ¾ and on board and say
Skill fractions they hear on CD with numbers not
Listening Follow instructions in Teacher’s Book p.110
Listening
1.2 5. Pupils do Activity 3, CD3.13. Follow the in
1.2.5 Exercise 3. Pupils listen again and note dow
Understand the grapes (£7.00 a kilo), grapes (£3.65 ½ a
meaning in a Understand a pears (50p each). Pupils in pairs look at pho
variety of familiar sequence of didn’t buy.
contexts supported questions
CCE – Financial education – Ask why it’s im
food costs.

Note how well pupils understand the conten

Post-lesson
6. Choose a post-lesson task from Section 3

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

ing THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Weights and prices: gram,
kilo, a quarter / three quarters of a kilo, half a kilo, fraction;
How much is…? It costs…

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Follow instructions in Teacher’s Book,
English Plus 1 Differentiate learning
How many grams in a kilogram/half a according to needs of
at for short we usually say ‘kilo’. Pre- Student’s Book your pupils. Please see
¼, ¾ in L1. Activities 1, 2 and the seven
ons in Teacher’s Book p.110 Exercise 1. 3 differentiation
the fractions. Explain pupils can write p.96 strategies at Section 4.
t words. Pupils do Activity 2, CD3.12.
0 Exercise 2. Teacher’s Book See Strategy 2: Type
nstructions in Teacher’s Book p.110 p.110 and amount of support
wn the prices that they hear. Elicit cost of
a kilo), strawberries (£2.50 ¼ a kilo), At Steps 4 and 5: Some
otos again and say the things that Emma pupils will need to listen
to the CD more than
mportant to be able to know how much twice. Some will need
to see the fractions
written on the board so
they can choose the
answers from them.

nt of the role-play.

3 to review money.

134

WEEK: __ LESSON: 96 (Speaking 17) SCHEME OF WORK: TEXTBO
TOPIC: Food and health
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Financial Education

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 1. Brainstorm fractions, weights of food and
2.2 Speaking e.g.10 kilos of beans, £1. Make sure pupils
Use appropriate
communication 2.2.1 Lesson delivery
strategies
Keep interaction 2. Pre-teach: ‘cheap’ and ‘expensive’ with e
Complementary going in short p.96, Activity 4, CD3.13. Follow instructions
Skill exchanges by
Speaking asking suitable 3. Pupils do Activity 5, CD3.14. Follow instru
2.2 questions p.110 Exercise 5. If two boys are in a pair, c
Understand change George to Gill. Explain ‘in your head
meaning in a Complementary sellers count money in their heads /mentally
variety of familiar Skill
texts CCE – Financial Education – Find out when
Speaking they think this is a useful skill to do mental m
4. Pupils in pairs do Activity 6, Use It!. They
2.2.2 who is the customer; 2) fruit they will buy; 3)
that sellers can write down the cost of the fr
Agree on a set of money in their heads.
basic steps needed
to complete short 5. Pupils do Optional Activity: Speaking. Fol
classroom tasks p.110.

Note how well pupils keep interaction going
agree with each other in Activity 6.

Post-lesson

6. See instructions in Section 3 Post-lesson
picture of the fruit, prices and amounts in Ac

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

king THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Weights and prices:
gram, kilo, a quarter / three quarters of a kilo, half a kilo,
fraction. How much is…? It costs…

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

d money on board. Accept all suggestions English Plus 1 Differentiate learning
can pronounce half, quarter, pound. according to needs of
Student’s Book your pupils. Please see
examples of food in Malaysia. Pupils do Activities 4, 5 and the seven
s in Teacher’s Book p.110 Exercise 4. 6 differentiation
uctions for role-play in Teacher’s Book p.96 strategies at Section 4.
change Woman to Man. If two girls,
d’ and ‘mentally’. Say many market Teacher’s Book See Strategy 5:
y. p.110 Learning preferences
n pupils count in their heads and ask why and needs
maths.
y agree on 1) who is the market seller and At Step 5: Less
) how much fruit they will buy. Explain proficient pupils may
ruit then work out the total, or add the only want to buy one
type of fruit and ask for
llow instructions in Teacher’s Book the amounts written on
the boxes. Encourage
in the dialogues and how well they more proficient pupils
to ask for fractions of
kilograms and to total
the cost to help the
sellers.

n Task 8: Test your Memory. Use the
ctivity 6.

135

WEEK: __ LESSON: 97 (Reading 17) SCHEME OF WORK: TEXTBO
TOPIC: Food and health
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. See instructions in Section 3 Pre-lesson T
Reading Reading as the key topic word.

3.1 3.3.1 Lesson delivery
2. Ask pupils the Think! question on p.56. Th
Read Read and enjoy A2 box.
independently for fiction/non-fiction
information and print and digital 3. Pre-teach: ‘active’, ‘fit’, ‘hungry’, ‘thirsty’, ‘
enjoyment texts of interest (adjectives). Pupils in pairs do Activity 1. As
the sentences? e.g. 1) an – needs an adject
Complementary Complementary good – healthy; 4) a – needs an adjective w

Skill Skill 4. Pupils do Activity 2, CD2.06. Follow the in
Exercise 2. Say: Two letters are the same a
Speaking Speaking they? (un). Explain ‘un’ means not. Ask: Can
with un? (unhappy, unpopular, untidy).
2.1 2.1.3
5. Pupils in pairs do Activity 3. Explain body
Communicate Ask for, give and Bolt can run 100 metres in about 10 second
p.70 Exercise 3. When checking 1, 2, 5 pup
simple information respond to simple
6. Pupils look at the Health quiz again. They
intelligibly advice the things a, b or c that they shouldn’t do e.g
you can’t enjoy your meal.

CCE – Values – Ask pupils why it’s importan
many hours they sleep.

Note pupils who enjoyed reading the quiz an

Post-lesson:

7. Choose a post-lesson task from Section 3

Primary Year 5 Scheme of Work