Primary Year 5 SOW SK (BPK)

OOK-BASED LESSON (Unit 5)

ng THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives: fit, unfit, tired,
lazy, hungry; Imperative verbs: Eat, Don’t eat, Go, Don’t go

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Task 7: Beat the Teacher. Use ‘healthy’
English Plus 1 Differentiate learning
hey can choose from the six ideas in according to needs of
‘tired’, ‘lazy’. Elicit type of word Student’s Book your pupils. Please see
sk: Which words helped you to complete Activities 1, 2 and the seven
tive with a vowel; 2) eat – hungry; 3) 3 differentiation
with a consonant; 5) don’t sleep – tired. p.56 strategies at Section 4.
nstructions in Teacher’s Book p.70
at the start of two adjectives. What are Teacher’s Book See Strategy 4: Time
n they think of other adjectives starting p.70
Some pupils will take
y temperature is about 37 degrees. Usain longer to read quiz
ds. Follow instructions in Teacher’s Book questions than others.
pils say: It’s best to/healthiest to… Give them longer to
finish. Fast finishers
y give advice to a partner about one of can tell partners times
g. It’s not good to eat snacks because when they’re really
hungry, thirsty, tired, ill.

NB at Step 6: It’s better
to focus on positive
rather than negative
statements.

nt to sleep well at night. Find out how

nd those who found it hard.

3 to review health vocabulary.

136

WEEK: __ LESSON: 98 (Writing 17) 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. See instructions in Section 3 for Pre-lesso
Writing Writing adjectives on p.56, e.g. ‘A lazy teacher does

4.2 4.2.1 Lesson delivery
2. Pupils in pairs do Activity 4 orally. Ask: W
Communicate Give detailed for you and your partner? Choose pairs to s
basic information information about
intelligibly for a themselves 3. Pupils write letters a–h and answers to qu
range of purposes examples: a) I think I’m… b) I usually sleep
in print and digital Choose pairs to read a sentence to class.
media
CCE – Values – Ask pupils why it’s importan
Complementary Complementary they do to keep fit.
Skill Skill 4. Write on board: verb + -ing. Give example
watching sport. I hate eating beans. Pupils d
Speaking Speaking Teacher’s Book p.71 Exercise 1.
5. Write on board: love doing, don’t mind do
2.1 2.1.3 Follow instructions in Teacher’s Book p.71 E

Communicate Ask for, give and 6. Pupils in pairs do Activity 4. Explain we ca
simple information respond to simple Follow instructions in Teacher’s Book p.71 E
intelligibly advice have ‘Don’t?’ (1 and 5) Are the ‘Don’t’ sente

7. Write on board ‘eat’, ‘go’, ‘drink’, ‘do’, ‘don
give advice to each other using words on bo

Note how well pupils give information about

Post-lesson

8. Choose a post-lesson task from Section 3

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

g THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Verbs + gerund: like -ing,
prefer –ing, love -ing, don’t like -ing, hate –ing

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
on Task 5: Sit Down, Stand Up. Use the
s a lot of work’. (false!) English Plus 1 Differentiate learning
according to needs of
Which questions have the same answers Student’s Book your pupils. Please see
say quiz letters with the same answers. Activity 4 the seven
uiz in sentences. Do a and b as p.56 differentiation
p for… Pupils compare with a partner. strategies at Section 4.
Teacher’s Book
nt to be active and fit, and find out what p.70 See Strategy 2: Type
and amount of support
es such as: I like reading. I prefer Student’s Book
do Activity 1. Follow instructions in Activities 1, 2, 4 At Step 3: Write all 8
p.57 sentence starters on a
worksheet for less
Teacher’s Book proficient pupils to copy
p.71
At Step 5, some pupils
oing, hate doing. Pupils do Activity 2. write only one example
Exercise 2. of something they love,
don’t mind and hate
an use imperatives to give advice. doing.
Exercise 4. Ask: Which quiz numbers
ences giving advice?

n’t’. Pupils in small groups take turns to
oard.

t themselves and give advice.

3 to review likes and dislikes.

137

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 99 (Language Arts 17) MAIN SKILL FOCUS: Langua
TOPIC: The Meal
CROSS-CURRICULAR ELEM
Creativity and Innovation / En

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Pupils go through the poem and reme
can.
5.3 5.3.1
Express 2. Without looking at the poem, each pupi
imaginative an Respond remember.
response to
literary texts imaginatively and Lesson delivery

intelligibly through 3. Pupils pair up and teacher conducts a
point to the food item.
creating simple role-
4. Teacher informs pupils that they are g
plays and simple others to buy.

poems 5. Follow Step 1 until Step 5 (Activity 4) in

Other imaginative

responses as

appropriate

Complementary Complementary Post-lesson
Skill Skill
6. Pupils put up their menus and other pu
Listening Listening list if they like the menu.

1.2 1.2.2
Understand Understand with
meaning in a support specific
variety of familiar information and
contexts details of longer
simple texts on
arrange of familiar
topics

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 5)

age Arts THEME: World of Stories
LANGUAGE/GRAMMAR FOCUS: Verbs
MENT: Language /
ntrepreneurship

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ember as many as food items that they Anthology of Differentiate learning
il has to list down the food items they can Poems according to the needs
Page 20 of your pupils and
game where each pair has to listen and class. Please see the
going to create a menu that can appeal Contemporary seven differentiation
n the guidebook. Children’s strategies listed in the
Literature introduction. Please
Teaching also consider the
Guidebook (BPK) following:
– Poetry
Activity 4 Teacher differentiates
128 the outcomes by
providing option on the
product either a full
poem, a stanza, or an
acrostic poem.

upils will write their names on the booking (Strategy 3)

138

SCHEME OF WORK: TEXTBO

LESSON: 100 (Consolidation 10) MAIN SKILL FOCUS: Writing

WEEK: __ TOPIC: Food and health CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board: ‘I like…-ing’, ‘I love…-ing
Writing Writing a true or false sentence about themselves. A
if they think the sentence is true, left hand if
4.2 4.2.2
Lesson delivery
Communicate Ask for, give and
basic information respond to simple 2. Pupils do p.57, Activity 5. Follow instructio
intelligibly for a advice Ask: What signs can you see in our town/cit
range of purposes on board.
in print and digital
media 3. Pre-teach: ‘marathon’ and ‘boring’. Pupils
Teacher’s Book p.71 Exercise 6. Tell pupils
Complementary Complementary Remind them to use ‘some’, ‘a lot of’, when
Skill Skill exercise.
4. Pupils do Activity 7, Use It!. Follow the in
Speaking Speaking Exercise 7.

2.1 2.1.3 CCE – Values – ask pupils why it is importa
you?
Communicate Ask for, give and 5. Pupils in pairs do Finished?. They write 3
simple information respond to simple
intelligibly advice CCE – Values – ask pupils what the differen

Note pupils who are confident at asking for a
slow to ask and respond.

Post-lesson

6. Pupils look at pictures of signs in Activity
symbols e.g. 1) a different date, 4) an arrow
partner who says what they think the sign m

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

g THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Verb + gerund e.g. I like
playing; Affirmative and negative imperatives e.g. Go, Don’t
go

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
g’, ‘I prefer…-ing’. Explain pupils can say
After each, pupils put up their right hand English Plus 1 Differentiate learning
f they think it’s false. according to needs of
Student’s Book your pupils. Please see
ons in Teacher’s Book p.71 Exercise 5. Activities 5–7 the seven
ty/village? Choose pupils to draw some p.57 differentiation
strategies at Section 4.
Teacher’s Book
p.71 See Strategy 3:
Outcomes
s do Activity 6. Follow instructions in
to use some verbs from Activity 5. At Step 3: Expect more
giving advice e.g. Do some/a lot of proficient pupils to give
more than one piece of
nstructions in Teacher’s Book p.71 advice in the six
situations
ant to think about advice people give
At Step 5: Accept two
3, 4 or 5 rules for the class. or three written rules
nce is between rules and advice. from less proficient
and giving advice and those who are pupils

5 then draw a sign but change words or
w facing left. They exchange with a
means.

139

WEEK: __ LESSON: 101(Listening 18) SCHEME OF WORK: TEXTBO
TOPIC: Food and health
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Financial Education

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Pupils do Think! question at top of p.58. S

Listening Listening Lesson delivery

1.1 1.1.1 2. Pupils in pairs do Activity 1. Follow the ins
Exercise 21.
Recognise and Recognise and 3.Write on board ‘£10’, ‘£5’, ‘50p’, ‘25p’. Elic
reproduce target reproduce with little pounds and pence from Lesson 95, p.96. Ex
language sounds or no support a £10.50, we say ‘ten pounds fifty’. We don’t s
wide range of target Pupils do Activity 2, CD2.08. Follow instruct
Complementary language 4. Write on board ‘£, $, € ‘and say currencie
Skill phonemes Pupils do Activity 3, CD2.09. Follow instruct

Reading Complementary CCE – Financial education – Ask pupils whe
Skill in different countries and how they can find
3.2 dollars, pounds and euros.
Reading 5. Write on board: ‘Would you like…? I’ll ha
Understand a ways of asking and responding in a café. Pu
variety of linear 3.2.3 Teacher’s Book p.72 Exercise 4. Ask: Why i
and non-linear of sugar in cola. Water is healthier. He does
print and digital Guess the meaning
texts by using of unfamiliar words Note how well pupils recognise and reprodu
appropriate from clues provided
reading strategies by title, topic and Post-lesson
other known words
6. Write on board 9–10 prices in dollars, pou
Teams take turns to say a price. If correct, t
price on board. If a team says the wrong pri
has the most points? Which prices did they

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

ing THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: dollars, euros,
pounds, cents; Would you like…? I’ll have… Anything else?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

See Teacher’s Book p.72 for instructions. English Plus 1 Differentiate learning
structions in Teacher’s Book p.72 according to needs of
Student’s Book your pupils. Please see
Activities 1–4 the seven
p.58 differentiation
strategies at Section 4.
cit the amounts. Pupils should remember Teacher’s Book
xplain that for pounds and pence e.g. p.72 See Strategy 5:
say ‘ten pounds fifty pence’. Learning preferences
tions in Teacher’s Book p.72 Exercise 2. and needs

es. Elicit countries where money is used. At Steps 3 and 4: Some
tions in Teacher’s Book p.72 Exercise 3. pupils may need to
hear the CD a third
en they need to know about money used time to understand the
out how much a Malaysian ringgit is in different amounts of
money
ave… please’. Explain these are polite
upils do Activity 4. Follow instructions in
is Aaron’s meal unhealthy? (There’s a lot
sn’t eat any vegetables or fruit.)

uce amounts of money

unds, euros. Put pupils into 2 teams.
they get a point and put a tick beside the
ice, the other team can try. Which team
get wrong?

140

WEEK: __ LESSON: 102 (Speaking 18) SCHEME OF WORK: TEXTBO
TOPIC: Food and health
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Financial Education

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Choose a pre-lesson task from Section 3

2.1 2.1.1 Lesson delivery

Communicate Give detailed 2. Pupils do p.58, Activity 5. Follow instructio
simple information information about In the role play, explain they can change the
intelligibly themselves pairs to say dialogue aloud. Ask: What did (

Complementary Complementary 3. Explain that pupils do some maths in the
Skill Skill Teacher’s Book p.72 Exercise 6. Tell pupils
money to pay for their meal. Waiters or wait
Listening Listening customers can pay, and think how much mo

1.2 1.2.5 CCE – Financial Education – ask pupils if th
expensive than other food. Pupils look at the
Understand Understand a burger and vegetarian burger. Repeat comp
meaning in a sequence of (chips /salad) Find out why they think some
variety of familiar supported questions
texts 4. Elicit or pre-teach names of desserts e.g.
Pupils do Optional Activity: Speaking. Follow
below Exercise 6, Use It!.

Note how well pupils can give details of food

Post-lesson

5. Write on board: ‘like being’, ‘prefer being’
use words on board to say if they like/prefer
customer and why.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

king THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense;
Would you like…? Anything else? I’ll have…please.

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

to review money. English Plus 1 Differentiate learning
according to needs of
ons in Teacher’s Book p.72 Exercise 5. Student’s Book your pupils. Please see
e type of sandwich and the drink. Choose Activities 5 and 6 the seven
(pupil’s name) ask to eat and drink? p.58 differentiation
next activity. Follow instructions in strategies at Section 4.
that customers check they have enough Teacher’s Book
tresses add the prices to check that p.72 See Strategy 7:
oney to give back to the customer. Feedback
hey think vegetarian food is more CCE Prepare a
e menu and compare price of the plain list of prices for Praise pupils who try
parison with fresh food and cooked food. cheese and salad their best to participate
food and drink is more expensive. sandwiches and in the dialogues even
. ice cream, cake, fruit, jelly, pancake. vegetarian though they may find
w instructions in Teacher’s Book p.72 sandwiches; deciding on what food
burgers and to order hard and make
vegetarian mistakes when saying
burgers; cola, prices. Focus on the
juice and water prices they say
correctly.
d they’re ordering and can say prices.

’, ‘don’t like being’. Pupils in small groups
r/don’t like being the waiter, waitress or

141

WEEK: __ LESSON: 103 (Reading 18) SCHEME OF WORK: TEXTBO
TOPIC: Food and health
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
ICT

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Pupils do Think! question at top of p.59. S

Reading Reading Lesson delivery

3.3 3.3.1 2. Write on board: ‘Easy menu blog’, and ch
Show real items or pictures of food in glossa
Read Read and enjoy A2 understanding of: chop (v), serve, ingredien
independently for fiction/non-fiction do Activity 1. Follow instructions in Teacher’
information and print and digital 3. Pupils do Activity 2. They read the text ag
enjoyment texts of interest complete Key Phrases. Pupils compare with
words are easy to find in the text and why?
Complementary Complementary meal’ at start of a line).
Skill Skill
CCE – ICT – Ask pupils why they think blog
Speaking Speaking anyone who writes a blog and what they wri

2.3 2.3.1 4. Pupils do Activity 3. Follow instructions in

Communicate Narrate short basic 5. Pupils in pairs do Activity 4. Follow the ins
appropriately to a stories and events Exercise 4. Once finished, in pairs, they try
small or large their partner. Their partner checks and helps
group Ask: Is this a healthy dessert? Why or why n

Post-lesson

6. Choose a post-lesson task from Section 3
(imperatives, amounts, sequencing adverbs

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

ng THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Sequencing adverbs:
first, after that, next, finally

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

See Teacher’s Book p.73 for instructions. English Plus 1 Differentiate learning
according to needs of
heck pupils understand what a blog is Student’s Book your pupils. Please see
ary to teach names. Check Activities 1–4 the seven
nts, starter, main course, dessert. Pupils p.59 differentiation
’s Book p.73 Exercise 1. strategies at Section 4.
gain quickly and find the words to Teacher’s Book
h a partner. Check answers. Ask: Which p.73 See Strategy 2: Type
(e.g. ‘Mmm!’ At end of a line, ‘Enjoy your and amount of support
At Step 2: Take in
gs are popular. Find out if they know raisins, red At Step 2: Help pupils
ite about in their blog. pepper, olives, tin who are slow readers
n Teacher’s Book p.73 Exercise 3. of tuna or show to find answers to the
structions in Teacher’s Book p.73 pictures of them two questions by
to memorise the instructions, and tell saying which part of the
s as necessary, then they swap roles. text they can find them
not? – in ‘After that’ and
‘Finally’

At Step 3: repeat
strategy in Step 2

3 to review language in a recipe
s)

142

WEEK: __ LESSON: 104 (Writing 18) SCHEME OF WORK: TEXTBO
TOPIC: Food and health
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
ICT

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write verbs from previous lesson on boar
Writing Writing Pupils in pairs agree on nouns to follow the
They don’t have to be the same as those in
4.3 4.3.3
Lesson delivery
Communicate Produce a plan or 2. Pupils read blog on p.59 again. Ask: Whic
with appropriate draft of one or two (at start of paragraphs). What is at the end o
language form paragraphs for a often does Sally write her blog? (every mon
and style for a familiar topic and 3. Pupils do Activity 5, Use It!. Read instruc
range of purposes modify this that pupils write ingredients for only one thin
in print and digital appropriately in B1) Heading (pupil’s name) easy food blog;
media response to B5) A reason why you like the food. Ending:
feedback
Complementary 4. Pupils write blog. They check if they 1) ha
Skill Complementary with sequencing words, 3) have an ending.
Skill
Writing 5. Pupils in pairs exchange blogs and draw
Writing Choose some pupils to read blog aloud. Pup
4.2
4.2.5 Post-lesson
Communicate
basic information Connect sentences 6.Pupils in small groups take turns to say a
intelligibly for a into one or two why. If time, pupils also say something they
range of purposes coherent
in print and digital paragraphs using
media basic coordinating
conjunctions and
reference pronouns

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

g THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Sequencing adverbs:
first, after that, next, finally

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rd: ‘chop’, ‘add’, ‘cook for’, ‘serve with’.
verbs. Choose pairs to say sentences. English Plus 1 Differentiate learning
book e.g. Chop some apples. according to needs of
Student’s Book your pupils. Please see
ch words are in blue? Where are they? Activity 5 the seven
of the blog? (Enjoy your meal!). How p.59 differentiation
nth). strategies at Section 4.
ctions in Writing Guide aloud. Explain Teacher’s Book
ng on their menu. Write on board: p.73 See Strategy 1: Task
B2, B3, B4) Notes for menu and recipe;
: Enjoy your meal! (Pupils ignore B6). At Step 3: More
ave points in B1–5, 2) start paragraphs proficient pupils can
also do: B6) how often
smiley faces for 1) 2) and 3) in Step 4. they write their food
pils draw pictures of food around blog. blog

Less proficient pupils
can omit the starter and
choose After that or
Next to start main
course

different blog they would like to write and
y’d write in their blog.

143

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 105 (Language Arts 18) MAIN SKILL FOCUS: Langua
TOPIC: Seaside
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Teacher draws a simple beach scen
5.2 5.2.1 possible activity that can be carried ou
the answer]

Express personal Explain in simple Lesson delivery
language why they
responses to like or dislike an 2. Pupils form a small group and teacher
event, description or the poem.
literary texts character in a text
3. They rearrange the line strip to form a p
Complementary Complementary 4. Each group has to come up with the de
Skill Skill
of hate to love.
Speaking Speaking 5. In groups, each pupil chooses a line s

2.1 2.1.1 so (e.g. sand in the sandwiches – This
6. Teacher encourages pupils to provide
Communicate Give detailed
simple information can (e.g. sand in the sandwiches –
intelligibly information about health).
7. Pupils form two lines where they face e
themselves strip as well as their reason(s).

Post-lesson

8. Pupils discuss and list the item if they a

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 5)

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

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ne and every pupil has to contribute a Anthology of Differentiate learning
ut at beach. [Pre-Lesson Task 2 – Guess Poems according to the needs
Page 19 of your pupils and
provides each group with a line strip from class. Please see the
Contemporary seven differentiation
poem. Children’s strategies listed in the
ecision to place the line strip to the scale Literature introduction. Please
Teaching also consider the
strip to provide the reasons why they say Guidebook (BPK) following:
is because it’s dirty). – Poetry
e more details about their reasons if they Teacher allows pupils
This is because it’s dirty – bad for my love to have as many lines
like and reasons as
each other to say about their chosen line dislike possible. Accept any
hate reason given as long as
it is logical.

(Strategy 3)

are going for a camping in the jungle.

144

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 106 (Language Awareness 5) MAIN SKILL FOCUS: Speaki

TOPIC: Food and health CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Language Language 1. Review language from Unit 5 with an acti
Awareness Awareness lessons
lessons should be should be Lesson delivery
presented and presented and 2. Pupils do p.60, Activities 3, 5 and 6. They
practised using a practised using a activity. After Activity 6, they say dialogue w
Main Skill and a Main Skill and a 3. Pupils do Activity 6 on p.61. Follow instru
Complementary Complementary 6.
Skill (Listening, Skill (Listening,
Speaking, Speaking, Reading Note:
Reading or or Writing).
Writing). Teachers Teachers can use  Plan further activities for this unit to dev
can use Year 5 Year 5 Content and pupils’ needs.
Content and Learning Standards
Learning in DSKP curriculum  You can use information about your pup
Standards in document. using formative assessment strategies
DSKP curriculum
document.  The information could include your obse
classroom activities and their performan

 Plan activities which focus on language
communicative way.

Post-lesson
4. *Pupils think about their learning and perf
assessment worksheet.
5. Collect worksheets from pupils and review
are any areas of concern, prepare a review

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 5)

king and writing THEME: Teacher to complete

MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 5

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ivity from list of pre-lesson tasks.
English Plus 1 Differentiate learning
y complete the sentences in each according to needs of
with a partner. Student’s Book your pupils. Please see
uctions in Teacher’s Book p.75 Exercise Activities 3, 5, 6 the seven
p.60 differentiation
velop language skills according to your strategies at Section 4.
pils’ performance which you collected Teacher’s Book
while teaching this unit. p.74 *Some pupils will need
ervation of pupils interacting in support understanding
nce in written activities. Student’s Book and completing the
e practice in a meaningful, fun and Activity 6 self-assessment
p.61 worksheet

Teacher’s Book
p.75

formance in this unit. They complete self-

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

145

How did I do in Unit 5?
Put ✔ next to Great, OK, or A little.
In English, I know how to… Great ____ OK ____

…talk about food and order food and Great ____ OK ____
drink Great ____ OK ____
…talk about healthy habits Great ____ OK ____
…give advice
…plan and write a food blog

 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.

146

WEEK: __ Unit 6 SCHEME OF WORK: TEXTBO

LESSON: 107 (Listening 19) MAIN SKILL FOCUS: Listeni
TOPIC: Sport
CROSS-CURRICULAR ELEM
Science and Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1. Draw a mind map on board with Sports in
Listening know. Record in mind map.
1.3.1
1.3 Lesson delivery
Guess the meaning 2. Pupils do p.62, Activity 1, CD2.12. Ask: H
Use appropriate of unfamiliar words many sports end with -ing? (7)
listening from clues provided
strategies in a by other known 3. Pupils in pairs do Activity 2. Write on boa
variety of contexts words Pupils guess using a sentence starter. Pupil

Complementary Complementary 4. Pupils look at photos of sports on p.62 an
Skill Skill questions about 1, 3, 4, 6, 9, 10 e.g. What s
Reading the people doing in number 4? Write answe
Reading See answers in Teacher’s Book p.76 Exerci
3.2.4
3.2 5. Check pupils understand: fans, competitio
Use with support quiz and in pairs, they use the jumbled quiz
Understand a familiar print and They can use dictionaries to check any word
variety of linear digital resources to Ask: Which words in blue are the same in E
and non-linear check meaning Olympic/Olympik)
print and digital
texts by using CCE – Science and Technology – Ask pupil
appropriate to make video replays of matches, to make
reading strategies time-keeping). Also ask if they think technol

Note pupils who find it hard to follow a sequ

Post-lesson

6. Choose a post-lesson task from Section 3

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 6)

ing THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Sports vocabulary: fan,
competition, race, team, stadium, champion

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
n centre. Pupils brainstorm sports they English Plus 1
Differentiate learning
How many sports end with -ball? (3) How Student’s Book according to needs of
Activities 1-3 your pupils. Please see
ard: ‘I think it’s ...’ ‘Is it…?’ Mime a sport. p.62–63 the seven
ls in pairs mime and guess 3 or 4 sports. differentiation
nd 63. They don’t read the texts yet. Ask Teacher’s Book strategies at Section 4.
sport can you see in number 9? What are p.76–77
ers to quiz on board in a jumbled order. See Strategy 2: Type
ise 3. and amount of support
on, race, team. Pupils read the sports
answers on board to answer the quiz. At Step 5: Put pupils in
ds they are unsure of. Check answers. mixed ability pairs so
they can support each
English and Malay? (stadium, other to read and
answer the quiz
questions

ls how we use technology in sports (e.g.
special sports equipment, to help with
logy helps sportsmen and women to win.

uence of questions.

3 to review sport vocabulary.

147

WEEK: __ LESSON: 108 (Speaking 19) SCHEME OF WORK: TEXTBO
TOPIC: Sport
MAIN SKILL FOCUS: Speaki
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking Speaking 1. Pupils play guess the sport game. Follow
2.3 2.3.1 Vocabulary in Teacher’s Book p.77.
Communicate Narrate short basic
appropriately to a stories and events Lesson delivery
small or large
group Complementary 2. Pupils do Activity 4, CD2.13. Follow the in
Skill Exercise 4.
Complementary Listening
Skill 1.2.1 3. Pupils do Activity 5. Follow the instruction
Listening Understand with Write on board ‘1) Do you …’, 2) ‘What’s yo
1.2 support the main are the first questions the interviewer asks?
Understand idea of longer favourite sport? What do you think about sp
meaning in a simple texts on a
variety of familiar range of familiar 4. Write on board: ‘Sports crazy’ and elicit w
contexts topics pairs do Activity 6 Use It!. Follow instruction
Find out who is in a team or in a sports club
means you like it. Ask: Who is into skiing / g
most sports crazy pupils in the class.
5. Pupils in small groups do Finished?. They
for another group to answer. Write question
‘How many…?’, ‘Which country…?’, ‘What’s

Note how well pupils narrate information abo

Post-lesson

6. Write on board: ‘Liane’, ‘Lewis’, ‘Ray’. Pu
the interviews at start of lesson e.g. Who pla
is in the school football team? Who thinks sk
a basketball fan? Give a point to the team w

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 6)

king THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositional phrases: in
a team / club; Phrasal verb: to be into something

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
w the instructions for Optional Activity:
English Plus 1 Differentiate learning
nstructions in Teacher’s Book p.77 according to needs of
Student’s Book your pupils. Please see
ns in Teacher’s Book p.77 Exercise 5. Activities 4, 5, 6 the seven
our…?’, 3) ‘What do you…?’. Ask: What p.63 differentiation
? (Do you do any sports? What’s your strategies at Section 4.
port?). Pairs ask and answer questions. Teacher’s Book
what the phrase could mean. Pupils in p.77 See Strategy 5:
ns in Teacher’s Book p.77 Exercise 6. Learning preferences
b. Explain when you are ‘into sport’ that and needs
golf / volleyball etc? Find out who are the
At Step 2: Some pupils
y write 3 or 4 quiz questions about sport may need you to pause
n starters on board for pupils to use e.g. the audio after each
s/Who’s the most famous…?’ interview so they have
time to complete the
out sporting events they participate in. gap-fill sentences.

ut pupils in teams. Elicit information from At Step 3: It would help
ays football? Who likes swimming? Who some pupils to
kiing is fun? Who likes winning? Who is photocopy the three
who answers correctly. audio scripts of
interviews so they can
listen and read what
the people say. See
Teacher’s Book
pp.150–151 for audio
scripts.

148

WEEK: __ LESSON: 109 (Reading 19) SCHEME OF WORK: TEXTBO
TOPIC: Sport
MAIN SKILL FOCUS: Readin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Pupils do Think! question at top of p.64. E
Reading Games from pupils. Note: check where next
Reading 3.2.2
Understand specific Lesson delivery
3.2 information and
details of two 2. Write current year on board, say it, pupils
Understand a paragraphs or more year they started school, next year on board
variety of linear then choose individual pupils to say them.
and non-linear Complementary
print and digital Skill 3. Write years on board ‘1896’, ‘1900’, ‘1912
texts by using Reading ‘1988’, ‘2012’, ‘2016’. Pupils choose one yea
appropriate 3.2.4 Say a year on the board and pupils who wro
reading strategies Use with support most pupils wrote. Ask: Are there any years
familiar print and are going to read and find information about
Complementary digital resources to
Skill check meaning 4. Pupils do Activity 2, CD2.14. Follow the in
Exercise 2. Ask: Which four sports are ment
Reading marathon running, golf and rugby).

3.2 5. Write the five blue words in the text on bo
meanings in dictionaries, write on board: ‘wi
Understand a ‘medallist’. Ask: Which words have the same
variety of linear competitor / spectator). Ask: Can you think o
and non-linear
print and digital Note pupils who found reading details in all
texts by using
appropriate Post-lesson
reading strategies
6. Pupils do Optional Activity: Vocabulary pl
Teacher’s Book p.78.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 6)

ng THEME: World of Knowledge
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Noun suffixes -er, -or e.g.
winner, competitor; Dates e.g. 1988; 2016

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Elicit information about the Olympic
t Olympics are and when. English Plus 1 Differentiate learning
according to needs of
s repeat. Write year pupils were born, Student’s Book your pupils. Please see
d. Say the years on board, class repeats Activities 1, 2 and the seven
3 differentiation
2’, ‘1916’, ‘1920’, ‘1924’, ‘1936’, ‘1960’, p.64 strategies at Section 4.
ar and write it down on a piece of paper.
ote the date, hold it up. Find out the year Teacher’s Book See Strategy 1: Task
s you didn’t write down? Tell pupils they p.78
t specific sports. Pupils do Activity 1. At Step 3: More
nstructions in Teacher’s Book p.78 proficient pupils can
tioned in the questions? (swimming, read more than the 7
texts highlighted on
oard. Pupils do Activity 3. After checking board. For many pupils
inner’, ‘competitor’, ‘spectator’, swimmer, reading all 11 pieces of
e letters at the end? (winner / swimmer; information is likely to
of a sports word ending in -ist? (cyclist) be too demanding so
focus on the seven in
7 pieces of information hard. Step 3.

lus to consolidate sports vocabulary. See

149

WEEK: __ LESSON: 110 (Writing 19) SCHEME OF WORK: TEXTBO
TOPIC: Sport
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Explain that pupils are going to write abou
Writing Writing Pre-lesson Task 4: I’m Going To... Relate th
vocabulary, spelling, punctuation.
4.2 4.2.3
Lesson delivery
Communicate Narrate factual 2. Pupils in pairs do p.64, Activity 4, Use It!.
basic information events and piece of information they thought was the m
intelligibly for a experiences of had the same piece of information.
range of purposes interest
in print and digital 3. Write on board sentence starters e.g. ‘I re
media Complementary watching…’, ‘I sometimes/usually like watch
Skill sentences about sports they like watching. T
Complementary compare sentences. Ask pairs: Are any spo
Skill Reading their sentences aloud. Find out the sport mo
do you not like watching and why?
Reading 3.3.1
4. Pupils look at Rules p.65, Activity 1. Write
3.3 Read and enjoy A2 ‘weren’t’. Pupils look at years on the Olympi
fiction/non-fiction verbs in them. (1896-were, 1900-weren’t, w
Read print and digital wasn’t, 1924-were, 1936-was, 1960-was 19
independently for texts of interest
information and 5. Explain pupils are going to read a story a
enjoyment do Activity 2. Follow instructions in Teacher’

Note how well pupils wrote factual informatio

Post-lesson: Creativity and Innovation

6. Write on board ‘Imagine!’ ‘In (date)… I wa
were…’ Pupils in pairs use sentence starter

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 6)

g THEME: World of Stories

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense of verb
‘to be’ affirmative and negative: there was / wasn’t, there
were / weren’t

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ut sports they like watching. Pupils do English Plus 1 Differentiate learning
he task to writing skills e.g. topic according to needs of
Student’s Book your pupils. Please see
Activity 4 the seven
p.64 differentiation
strategies at Section 4.
. Pupils compare with partners which Teacher’s Book
most interesting. Find out how many pairs p.78 Se Strategy 7:
Feedback
eally like watching…’, ‘I prefer Student’s Book
hing…’. Pupils write two or three Activities 1 and 2 At Step 3: Provide
They exchange with a partner and p.65 positive feedback about
orts the same? Choose pupils to read pupils’ writing and for
ost pupils like watching. Ask: Which sport Teacher’s Book less proficient pupils
p.79 praise their effort and
determination as well

e on board: ‘was’, ‘wasn’t’, ‘were’,
ics Timeline again and write down past
were, 1912-was, 1916-weren’t, 1920-
988-wasn’t, 2012-was, 2016-were)

about a race called the Marathon. They
’s Book p.79 Exercise 2.

on about sports of interest.

as in a …team. There was… There
rs to make up an imaginary sport story.

150

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 111 (Language Arts 19) MAIN SKILL FOCUS: Langua
TOPIC: Seaside
CROSS-CURRICULAR ELEM
Creativity and Innovation / En

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Teacher writes “Going to the beach” on
5.3 5.3.1 2. Pupils brainstorm their ideas on the

ideas to become a plan. [Pre-lesson Ta

Express an Respond Lesson delivery
imaginative to
response imaginatively and 3. Teacher divides pupils into smaller g
literary texts ordered steps to follow (Circle the item
intelligibly through the items in the picture).

creating simple role- 4. Pupils have to discuss on the arrange
scene at the seaside. (Make sure th
plays and simple label.)

poems 5. Upon completion, pupils put up their w
miss any items from the poem.
Other imaginative
Post-lesson
responses as

appropriate

Complementary Complementary
Skill Skill

Speaking Speaking 6. Exit ticket – “What I have learned today

2.2 2.2.2

Use appropriate Agree a set of basic
communication
strategies steps needed to

complete short

classroom tasks

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 6)

age Arts THEME: World of Stories

MENT: Language / LANGUAGE/GRAMMAR FOCUS: Logical sequence of
ntrepreneurship steps

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

n the board. Anthology of Differentiate learning
topic, and they have to rearrange their Poems according to the needs
ask 3 – Sequence the information] Page 19 of your pupils and
class. Please see the
groups. Each group is given a randomly Contemporary seven differentiation
ms, list the items, draw the items and label Children’s strategies listed in the
Literature introduction. Please
ement of the steps to come up with the Teaching also consider the
he end product is a seaside scene with Guidebook (BPK) following:
– Poetry
work for others to read and check if they Teacher differentiates
the outcomes by the
numbers of words
changed from the
original poem.

(Strategy 3)

y.”

151

SCHEME OF WORK: TEXTBO

LESSON: 112 (Consolidation 11) MAIN SKILL FOCUS: Writing

WEEK: __ TOPIC: Sport CROSS-CURRICULAR ELEM
Patriotism

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Show photos of life in Malaysia 100 years
Writing Writing buildings, markets. Write on board: ‘There w
Elicit differences between life then and life to
4.2 4.2.3
Lesson delivery
Communicate Narrate factual
basic information events and 2. Pre-teach ‘marathon’. Explain pupils are g
intelligibly for a experiences of marathon. They do p.65, Activity 4. Follow in
range of purposes interest Exercise 4. Pupils check where they put the
in print and digital Explain the apostrophe shows where a lette
media Complementary missing? (o)
Skill
Complementary 3. Pupils in pairs or in groups of three do Ac
Skill Speaking their sentences and decide which are the sa
pupils to read a sentence aloud.
Speaking 2.1.2
CCE – Patriotism – Ask pupils why it is impo
2.1 Find out about and in the past. Find out if they think life today is
describe
Communicate experiences up to 4. Pupils do Activity 6. Do the first sentence
simple information now Teacher’s Book p.79 Exercise 6.
intelligibly
5. Pupils do Activity 8. Read the example al
sentences and write numbers that are the sa

Note how well pupils can write about experie

Post-lesson

6. Choose a post-lesson task from Section 3
wasn’t, were, weren’t.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 6)

g THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Past tense of verb ‘to be’
affirmative and negative: there was / wasn’t, there were /
weren’t; Countable/uncountable nouns and determiners:
some, any, a, an

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
s ago e.g. clothes, transport, roads,
was/wasn’t…’, ‘There were /weren’t …’. English Plus 1 Differentiate learning
oday. according to needs of
Student’s Book your pupils. Please see
going to read a story about the first Activities 4, 5, 6, 8 the seven
nstructions in Teacher’s Book p.79 p.65 differentiation
e apostrophe in wasn’t and weren’t. strategies at Section 4.
er is missing. Ask: Which letter is Teacher’s Book
p.79 See Strategy 3:
ctivity 5, Use It! Pupils tell each other Outcomes
ame and which are different. Choose Step 1: Show
photos of a town, At Step 2: Expect more
ortant to know about life in your country city, village in proficient pupils to write
s better than life 100 years ago and why. Malaysia 100 8 sentences about the
e as a model. Follow instructions in years ago – from Malaysia 100 years
books or on ago. Less proficient
Google images pupils should try to
write 4 or more
sentences.

loud. Check answers. Pupils in pairs say
ame for both pupils.

ences in the past.

3 to review and consolidate use of was,

152

WEEK: __ LESSON: 113 (Listening 20) SCHEME OF WORK: TEXTBO
TOPIC: Sport
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Patriotism

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Write on board: ‘difficult and dangerous s
p.66. Follow instructions in Teacher’s Book
1.2 1.2.3
Lesson delivery
Understand Understand with
meaning in a support longer 2. Pupils do Activity 1, CD2.15. Follow the in
variety of familiar simple narratives on Exercise 1. Ask: Which verb and past verb i
contexts a range of familiar verb in the text and questions? (go – went)
topics
Complementary 3. Pre-teach ‘twist’ and ‘trick’. Pupils do Acti
Skill Complementary Teacher’s Book p.80 Exercise 2.
Skill
Reading 4.Draw two columns on board. Write Alana
Reading do Activity 3, CD2.16. Follow instructions in
3.2 checking answers, choose pupils to write a,
3.2.4 Check with class. Do they agree?
Understand a 5. Pupils in pairs look at the photos. Ask: Do
variety of linear Use with support dangerous or difficult and dangerous? Find
and non-linear familiar print and difficult, dangerous, difficult and dangerous.
print and digital digital resources to dangerous about skateboarding? (difficult e.
texts by using check meaning dangerous e.g. can break bones, can crash
appropriate
reading strategies CCE – Patriotism – Tell pupils about the Pa
important that everyone can try to do sport f

Note how well pupils can understand the inf
to CD once, twice, three times.

Post-lesson

6. Choose a post-lesson task from Section 3
tense verbs.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 6)

ing THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense:
regular and irregular verbs

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sports’. Pupils do Think! question at top of English Plus 1 Differentiate learning
p.80. according to needs of
Student’s Book your pupils. Please see
nstructions in Teacher’s Book p.80 Activities 1–3 the seven
in 1–10 is very different from the blue p.66 differentiation
strategies at Section 4.
ivity 2 CD2.16. Follow instructions in Teacher’s Book
p.80 See Strategy 6: Types
of question
as heading on left, Tom on right. Pupils
Teacher’s Book p.80 Exercise 3. Before At Step 2: Help less
, b or c in Alana or Tom column on board. proficient pupils to
understand the general
o you think skateboarding is difficult, meaning of the task by
out with a show of hands who thinks it’s asking closed, binary
. Also ask: What is difficult and questions e.g. Is it
.g. high jumps, landing, tricks, balance; Alana’s and Tom’s
h into walls). parents or sports fans
who are talking? Do
aralympics and ask why they think it’s you think they’re at
for their country. school or at the X-
Games?
formation in the interviews after listening

3 to review and consolidate forms of past

153

WEEK: __ LESSON: 114 (Speaking 20) SCHEME OF WORK: TEXTBO
TOPIC: Sport
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking
Speaking 1. Choose a pre-lesson task to revisit conten
2.1
2.1.2 Lesson delivery
Communicate 2 Pupils do p.66, Activity 4 Use It! Explain th
simple information Find out about and experiences of sport. Follow instructions in T
intelligibly describe How do you spell winning / competing? Rem
experiences up to p.45 Student’s Book).
Complementary now
Skill 3. Pupils work with a different partner from S
Listening Complementary said e.g. (name of pupil) wants to learn… H
Skill to/doesn’t want to become a star because…
1.2 Choose pupils to report on partner’s answer
Listening
Understand CCE – Values – Ask pupils examples of dan
meaning in a 1.2.5 (e.g. fire fighters, police, acrobats). Find out
variety of familiar dangerous is always exciting.
contexts Understand a
sequence of 4. Pupils do Optional Activity: Listening p.80
supported questions sentence has a mistake. After dictating each
mistake? Don’t tell pupils if they are correct

5. Read aloud appropriate parts of audio scr
Book. Pupils listen to sentences and identify
one year ago – two years ago; 4 easy – diffi

Note how well pupils describe their experien
sport.

Post-lesson

6. Do Post-lesson Task 10: What about You
vocabulary and past forms of verbs.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 6)

king THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense:
regular and irregular verbs

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

nt of X Games Superstars text. English Plus 1 Differentiate learning
according to needs of
hey’re going to think about their Student’s Book your pupils. Please see
Teacher’s Book p.80 Exercise 4. Ask: Activity 4 the seven
mind pupils of spelling rules for -ing (See p.66 differentiation
strategies at Section 4.
Step 2. They report what first partner Teacher’s Book
He/She wants to travel to… He/She wants p.80 See Strategy 2: Type
… He/She can/can’t do any dangerous… and amount of support

rs to questions. At Step 3: Write the
ngerous things some people do at work sentence starters on
t if they think that doing something the board or on a
worksheet for pupils
0 in Teacher’s Book. Explain each who are hesitant about
h sentence, stop and ask: What’s the describing their
at this point. partner’s experiences.
More proficient pupils
ript p.151 Exercises 2 and 3 in Teacher’s can describe a
y mistakes. (1 five – six; 2 gold – silver; 3 partner’s preferences in
icult) Activity 4 Number 3.

nces and their partner’s experiences of

u? to reflect on learning of new

154

WEEK: __ LESSON: 115 (Reading 20) SCHEME OF WORK: TEXTBO
TOPIC: Sport
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Patriotism

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 1. Pupils close their books and do Warm-up
Reading 3.2.3
Guess the meaning Lesson delivery
3.2 of unfamiliar words
from clues provided 2. Pupils do p.67, Activity 1. Follow instructio
Understand a by title, topic and Write on board verbs from previous lesson –
variety of linear other known words verbs are regular? What is the past form of
and non-linear and do?
print and digital Complementary
texts by using Skill 3. Write on board ‘Young Talent Superstars
appropriate Listening verbs to each pupil. Pre-teach: dive, profess
reading strategies 1.1.1. Follow instructions in Teacher’s Book p.81 E
Recognise and
Complementary reproduce with little 4. Pupils in pairs write Abdul on one piece o
Skill or no support a Explain you are going to read out some que
wide range of target answer is Abdul, one pupil holds up Abdul, i
Listening language some questions, e.g. Who is the long jumpe
phonemes pairs get most answers correct.
1.1
CCE – Patriotism – Ask pupils if they think it
Recognise and team sport and why. Find out if they would l
reproduce target or a team sports completion.
language sounds
5. Pupils do Activity 3, CD2.17. Follow the in
Exercise 3. Ask: Can you think of another pa
liked). Repeat with /d/ (scored, tried) and /id

Note pupils who can guess meaning of word
words e.g. practise, goal, score, train.

Post-lesson

6. Pupils in pairs decide if they would like to
They think of two questions to ask. Choose

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 6)

ng THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense:
regular and irregular verbs

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

p in Teacher’s Book p.81. English Plus 1 Differentiate learning
according to needs of
ons in Teacher’s Book p.81 Exercise 1. Student’s Book your pupils. Please see
– ‘learn’, ‘go’, ‘start’, ‘do’. Ask: Which two Activities 1–3 the seven
the verbs? What is the past form of go p.67 differentiation
strategies at Section 4.
s’. Give the handout with 11 irregular Teacher’s Book
sional, contract. Pupils do Activity 2. p.81 See Strategy 5:
Exercise 2. Learning preferences
of paper, Martin on another piece. At Step 3: and needs
estions about the two superstars. If the Handout with
if Martin, partner holds up Martin. Ask alphabetical list of At Step 3: Encourage
er? Who is from Norway? See which 13 irregular past pupils to ask politely
verbs for Activity 2 the meaning of words
t’s better to do an individual sport or a and in next they don’t know by
like to represent Malaysia in an individual lesson: writing on board:
‘Excuse me, what
nstructions in Teacher’s Book p.81 be: was, were; does…mean?’
ast verb with /t/ sound at end? (talked, become: became;
d/ (competed, wanted) come: came;
ds provided by topic and other known do: did;
drink: drank;
o interview Fu or Martin and say why. eat: ate;
pairs to say their questions. give: gave;
go: went;
have: had;
run: ran;
see: saw;
spend: spent;
swim: swam

155

WEEK: __ LESSON: 116 (Writing 20) SCHEME OF WORK: TEXTBO
TOPIC: Sport
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. See Pre-lesson Task 7: Beat the Teacher
Writing Writing
Lesson delivery
4.3 4.3.2
2. Do a quick oral review of names of days a
Communicate Spell a range of Remind pupils how to say years. Pupils do p
with appropriate high-frequency Teacher’s Book p.81 Exercise 4. Ask: Are a
language form words accurately in
and style for a independent writing 3. Write on board: ‘Last weekend I…’,’ In (pa
range of purposes ‘When I was (age) I…’. Complete the senten
in print and digital Ask: Am I talking about the past or now? Pu
media themselves. In pairs, they take turns to com
three sentences to write. Check work.
Complementary Complementary 4. Pupils do Activity 5, Use It!. Follow the ins
Skill Skill Exercise 5.
5. Pupils do Finished?. They use different se
Speaking Speaking false statements from those they used in Ste
statement and partner says if it’s true or fals
2.1 2.1.1
6. Pupils in small groups think of three ques
Communicate Give detailed favourite sports star in an interview and writ
simple information information about group to be in the ‘hot seat’ at front of class.
intelligibly themselves they chose. He/She gives you their three qu
question and pupil in hot seat answers them

Note pupils who make mistakes when spelli
sentences.

Post-lesson

7. Choose a post-lesson task from Section 3
verbs.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 6)

g THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Past time expressions:
last (day/month/year), in (month/year), on (day), ago

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

r. Choose ‘compete’ to review verbs. English Plus 1 Differentiate learning
according to needs of
and months. Elicit: week, minute. Student’s Book your pupils. Please see
p.67, Activity 4. Follow instructions in Activities 4 and 5 the seven
any of the blue words the same in Malay? p.67 differentiation
ast month) I…’, ‘On (day before) I…’ strategies at Section 4.
nce starters with examples from your life. Teacher’s Book
upils then give examples about p.81 See Strategy 1: Task
mplete each sentence orally then choose
At Step 4: At Step 5: More
structions in Teacher’s Book p.81 Handout of past proficient pupils can
irregular verb write 4 or 5 true/false
entence starters to write the true and forms to each sentences, less
ep 3. Pupils in pairs take turns to say a pupil from proficient pupils can
se. previous lesson write 2 or 3. It would be
stions they would like to ask their better to pair pupils
te them down. Choose a pupil from a who are not close
. Explain they role-play the sports star friends and therefore
uestions. Choose three pupils to ask a less likely to know if the
m. Repeat with other groups. statements are true or
ing past verb forms in gap-fills and in not.

3 to review pronunciation of past tense

156

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 117 (Language Arts 20) MAIN SKILL FOCUS: Langua
TOPIC: The Dark
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Teacher displays a few pictures that co
5.2 5.2.1 and a bright bedroom).

2. Teacher gathers pupils’ opinions about

Express personal Explain in simple Lesson delivery
language why they
responses to like or dislike an 3. Ask pupils to tick the lines that are the s
event, description or 4. Teacher conducts a reading session, w
literary texts character in a text
the same.
Complementary Complementary 5. Teacher asks the pupils to look at
Skill Skill
differences between the light and the da
Writing Writing 6. Pupils pair up and they have to come u
7. Ask the pupils to combine their sente
4.2 4.2.5
‘and’.
8. Pupils find other pairs to produce

because … and …)

Communicate Connect sentences Post-lesson
basic information into one or two
intelligibly for a coherent 9. Ask pupils to tell about things in
range of purposes paragraphs using conjunction – and (e.g I’ve got a teddy b
in print and digital basic coordinating
media conjunctions and
reference pronouns

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 6)

age Arts THEME: World of Stories
MENT: Language /
LANGUAGE/GRAMMAR FOCUS: coordinating conjunctions
– and

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ontain bright and dark scene (e.g. a dark Anthology of Differentiate learning
Poems according to the needs
the scenes. Page 22 – 23 of your pupils and
class. Please see the
same. Contemporary seven differentiation
where pupils only read the lines that are Children’s strategies listed in the
Literature introduction. Please
the picture and tries to figure out the Teaching also consider the
ark, whether they like it or not. Guidebook (BPK) following:
up with two reasons of their choice. – Poetry
ences using coordinating conjunctions – Teacher allows pupils
to have as many
sentences as possible.

(Strategy 3)

more sentences. (e.g. I like the dark

their bedroom by using coordinating
bear and a ball).

157

SCHEME OF WORK: TEXTBO

LESSON: 118 (Consolidation 12) MAIN SKILL FOCUS: Listeni

WEEK: __ TOPIC: Sport CROSS-CURRICULAR ELEM
ICT

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Write video games on board. Pupils close
Teacher’s Book.
Listening Listening
Lesson delivery
1.2 1.2.4
2. Pre-teach: ‘strategy’, ‘simulation’. Say the
Understand Understand a Pupils look at names of games and their cov
meaning in a sequence of games are about. Pupils in pairs do Activity
variety of familiar supported
contexts classroom 3. Give each pupil a handout with the table.
instructions instructions in Teacher’s Book p.111 Exercis
using do, did, is, was e.g. Which game did E
Complementary Complementary Write on board: boring, complicated, terrible
Skill Skill easy, great/excellent). Ask: What do you thi

Speaking Speaking 4. Pre-teach: ‘designer’, ‘graphics’, ‘characte
instructions in Teacher’s Book p.111 Exercis
2.2 2.2.1 play My World, World Rally or Hero? Why?

Communicate Keep interaction 5. Pupils do Activity 4, CD3.16. Follow the in
simple information going in short Exercise 4. Ask: Who gave the best score fo
intelligibly exchanges by
asking suitable CCE – ICT – Ask pupils why they think vide
questions such as interactive, exciting sounds and act

Note pupils who don’t understand activity in

Post-lesson

6. Pupils in pairs or small groups say a vide
game and give it a score out of 10.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 6)

ing THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple and past
tense verbs: do / did, is / was. Nouns: strategy, simulation,
rally; Adjectives: fun, exciting, boring, complicated, terrible

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

e books and do Warm-up on p.111 in English Plus 1 Differentiate learning
according to needs of
e words and pupils repeat after you. Student’s Book your pupils. Please see
vers on p.97. Elicit ideas about what the Activities 1–4 the seven
1. p.97 differentiation
Pupils do Activity 2, CD3.15. Follow strategies at Section 4.
se 2. When checking, ask questions Teacher’s Book
Elsa play? What type of game is that? p.111 See Strategy 5:
e. Elicit opposite adjectives (exciting, Learning preferences
ink is boring / complicated / terrible? At Step 3: A and needs
ers’. Pupils do Activity 3, CD3.15. Follow handout for each
se 3. Ask: Which game would you like to pupil with the For pupils who find long
table in Activity 2 instructions hard to
nstructions in Teacher’s Book p.111 enlarged so pupils follow, break them into
or a game, Elsa, Finn, Chen or Steph? can write the shorter commands and
eo games are popular (prompt with words words more easily simplify vocabulary e.g.
tion, amazing cyber world, 3-D images). in the correct rows Activity 2: Study the
nstructions when you read them aloud. and columns. key phrases. Listen to
people talking about
video games. Complete
the table.

eo game they like, what they do in the

158

WEEK: __ LESSON: 119 (Listening 21) SCHEME OF WORK: TEXTBO
TOPIC: Sport
MAIN SKILL FOCUS: Listeni
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1. Write on board: ‘Last weekend’. Pupils an
Listening instructions in Teacher’s Book p.82.
1.3.1
1.3 Lesson delivery
Guess the meaning 2. Pupils do Activity 1, CD2.18. Ask: Which
Use appropriate of unfamiliar words Saturday? (great, brilliant). Do you think Loi
listening from clues provided she says ‘Good thanks.’)
strategies in a by other known
variety of contexts words 3. Pupils do Activity 2, CD2.18. Follow the in
Exercise 2. After listening and checking, ask
Complementary Complementary 4, 5). Which number has ‘when’ but isn’t a q
Skill Skill exclamation. It has an exclamation mark at
Reading an exclamation mark? (when surprised, whe
Reading
3.2.1 4. Pupils do Optional Activity: Speaking usin
3.2 instructions in Teacher’s Book p.82.
Understand the
Understand a main idea of simple 5. Write ‘Peter’, ‘Kathy’, ‘Rachel’ on board. P
variety of linear texts of two instructions in Teacher’s Book p.82 Exercise
and non-linear paragraphs or more notebook. Explain you are going to read 3 s
print and digital the name: 1) This person went to a tennis m
texts by using restaurant; 3) This person went to the cinem
appropriate
reading strategies Note progress pupils are making when using
words;

Post-lesson

6. Choose a post-lesson task to review topic

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 6)

ing THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Simple past tense: was,
wasn’t, were, weren’t, went

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
nswer Think! question p.68. See
English Plus 1 Differentiate learning
words tell you Alfie was happy on according to needs of
is was happy? How do you know? (Yes, Student’s Book your pupils. Please see
nstructions in Teacher’s Book p.82 Activities 1–3 the seven
k: Which numbers are questions? (1, 3, p.68 differentiation
question? (6). Explain number 2 is an strategies at Section 4.
the end. Ask: When do you think we use Teacher’s Book
en very happy e.g. ‘Mmm!’ in a recipe). p.82 See Strategy 4: Time
ng the same dialogue in Step 3. Follow
At Step 4: Pause audio
Pupils do Activity 3, CD2.19. Follow after each dialogue to
e 3. Pupils write the three names in allow slower pupils time
statements. They write a number beside to write notes. If
match. 2.) This person went to a necessary, repeat CD
ma. Listen again to check. track before moving on
to next dialogue.
g clues to guess meaning of unfamiliar Encourage pupils to
write one or two words
rather than a complete
sentence e.g. wasn’t
great, cinema,
Saturday, boring.

c vocabulary and language.

159

WEEK: __ LESSON: 120 (Speaking 21) SCHEME OF WORK: TEXTBO
TOPIC: Sport
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 1. Write on board: ‘How are you?’ ‘How old
Speaking 2.3.1 have you got?’ ‘How was your last birthday
Narrate short basic you two or three responses to each question
2.3 stories and events respond?

Communicate Complementary Lesson delivery
appropriately to a Skill
small or large Writing 2. Pupils look at photo of Lois and Alfie on p
group 4.3.1 about their dialogue at top of page. Prompt
Use capital letters, football match, brilliant, goals, brother, text m
Complementary full stops, commas
Skill in lists and question 3. Pupils in pairs do Activity 4. Follow the ins
marks in Exercise 4.
Writing independent writing
at discourse level 4. Pupils with a different partner do Activity 5
4.3 called posters and read words on them alou
They imagine they went to the rock concert
Communicate Follow instructions p.82 Exercise 5 in Teach
with appropriate dialogues. Ask the class: Was the rock band
language form for the American Diner.
and style for a
range of purposes 5. Pupils do Optional activity: Speaking. See
in print and digital
media CCE – Creativity and Innovation - Ask pupils
and why. Also ask if they think it’s important

Note how well pupils can imagine and descr

Post-lesson

6. Pupils look at the posters of the concert a
poster to advertise the event they imagined

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 6)

king THEME: World of Knowledge

MENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Simple past tense: was,
were, went

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
are you?’ ‘How many brothers/sisters
party?’ Point to a question. Pupils give English Plus 1 Differentiate learning
n. How quickly and accurately did they according to needs of
Student’s Book your pupils. Please see
p.68. Elicit language pupils remember Activities 4 and 5 the seven
with key words they said e.g. weekend, p.68 differentiation
me. strategies at Section 4.
structions in Teacher’s Book p.82 Teacher’s Book
p.82 See Strategy 7:
5, Use It!. Explain the two pictures are Feedback
ud. Say they are going to be creative.
or the American diner last weekend. Provide positive
her’s Book. Choose pupils to say their feedback to pupils after
d amazing or terrible? Repeat question they narrated imagined
event in the past. Take
e Teacher’s Book p.82, end column. the opportunity to take
s if it’s important to imagine past events notes on mistakes with
t to imagine things in the future. past verbs and at end
ribe an event in the past. of lesson draw all
pupils’ attention to
these.

and restaurant again and draw a simple
at Step 5.

160

WEEK: __ LESSON: 121 (Reading 21) SCHEME OF WORK: TEXTBO
TOPIC: Sport
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Pupils answer Think! question at top of p.
Reading
Reading 3.2.2 Lesson delivery
Understand specific
3.2 information and 2. Tell pupils they are going to read a profile
details of two Pre-teach: ‘was born’, ‘sprint race’, ‘to break
Understand a paragraphs or more pupils read, ask: What words are you lookin
variety of linear (a place and a date). Pupils do p.69, Activity
and non-linear Complementary
print and digital Skill 3. Pupils do Activity 2. Write on board: ‘Para
texts by using Reading Follow instructions p.83 Exercise 2 in Teach
appropriate 3.3.1 choose pupils to write numbers 1–7 below p
reading strategies Read and enjoy A2
fiction/non-fiction CCE – Values – Ask pupils if they think it’s i
Complementary print and digital why. Also ask what they would like to be suc
Skill texts of interest
4. Pupils do Activity 3. Explain the meaning
Reading Elicit problems a sports star can have e.g. in
Exercise 3 in Teacher’s Book.
3.3
5. Pupils close books. In pairs they take turn
Read Can they say two sentences each? Choose
independently for Pupils open books and say one more senten
information and Ask: Are the sentences in this text long or sh
enjoyment
Note pupils who are motivated to read the te
long sentences.

Post-lesson

6. Write on board: ‘now’, ‘when’, ‘after’, ‘at’,
aloud sentences in Optional activity: Writing
up hand and say missing word. Give a point

Primary Year 5 Scheme of Work