Primary Year 5 SOW SK (BPK)

OOK-BASED LESSON (Unit 6)

ng THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense regular
and irregular verbs: called, completed, continued, broke, won

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

.69. See p.83 in Teacher’s Book. English Plus 1 Differentiate learning
according to needs of
e. It’s a short description of someone. Student’s Book your pupils. Please see
k a world record’, ‘successful’ Before Activities 1–3 the seven
ng for in the text to answer the questions? p.69 differentiation
y 1. strategies at Section 4.
agraph 1 Paragraph 2 Paragraph 3.’ Teacher’s Book
her’s Book. When checking answers p.83 See Strategy 4: Time
paragraphs 1, 2, 3 on board.
important to be successful in life and At Step 2: Less
ccessful at doing. proficient pupils will
of ‘basic information’ and ‘problems’. need more time to read
njuries, unwell. Follow instructions p.83 the text. If necessary,
put them in a group and
ns to say a sentence about Bolt’s life. read text quietly to
e pupils to say a sentence to the class. them.

nce each from a different paragraph. See also Strategy 6:
hort? (long) Questions

ext and pupils who find it hard reading At Step 2: Give more
proficient pupils an
‘on’, ‘first’. Put pupils in two teams. Read open question as well
g p.83. Pupils look at words on board, put as the closed one e.g.
t if correct. Which team has most points? Why do you think he is
the one of the most
successful athletes?

161

WEEK: __ LESSON: 122 (Writing 21) 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. Draw a mind-map on board. Pupils brains
Writing Writing words and phrases they say around mind-m
when he was young? Which is about his life
4.3 4.3.3
Lesson delivery
Communicate Produce a plan or
with appropriate draft of one or two 2. Pupils read Key Phrases for p.69, Activity
language form paragraphs for a down on a table at front of class. Choose a
and style for a familiar topic and and pupils read the key phrase with that num
range of purposes modify this 3. Pupils do Activity 4, Use It!. To help with c
in print and digital appropriately in and half the class handout B. They use your
media response to write three short paragraphs about the sport
feedback information they know about the sports star.
Complementary and past time expressions. They can also lo
Skill Complementary
Skill 4. Pupils exchange profile with a partner and
Writing date and place where born; facts about spor
Writing some past tenses; some past time expressio
4.2
4.2.5 5. Find out from pupils what they think they
Communicate improve.
basic information Connect sentences
intelligibly for a into one or two Note progress made in using a plan to help
range of purposes coherent
in print and digital paragraphs using Post-lesson
media basic coordinating
conjunctions and 6. Do Post-lesson Task 4: Correct the Mista
reference pronouns past tense verbs and past time expressions

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 6)

g THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Simple past tense regular
and irregular verbs, e.g. was, won; Phrases: At the age of..,
when he was…

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

storm words about Usain Bolt. Write English Plus 1 Differentiate learning
map. Ask: Which information is about life according to needs of
e now? Student’s Book your pupils. Please see
Activity 4 the seven
y 2 again. Put cards with numbers face p.69 differentiation
pupil to turn over a card, say the number strategies at Section 4.
mber. Repeat until all numbers used. Teacher’s Book
content give half the class handout A p.83 See Strategy 1: Task
r notes and the seven key phrases to
ts star. Tell pupils they can use any other At Step 2: cards At Step 3: Less
. Remind pupils to use some past tenses with a number proficient pupils might
ook at p.67 to see time expressions. from 1–7 on them need help to organise
d read it. They draw a smiley face for: paragraphs. Tell them
rt competitions; sport star’s life now; At Step 3: Two to write 1, 2, 3 beside
ons. handouts (A and each and encourage
did well and what they would like to B) with different them to write short one
notes about two clause sentences.
pupils write text in paragraphs. popular sports
stars (teacher to Expect more proficient
ake from Section 3 to focus on spelling of choose) – when pupils to write longer
s. and where born, sentences with
sport competitions conjunctions.
took part in,
successes

162

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 123 (Language Arts 21) MAIN SKILL FOCUS: Langua
TOPIC: The Dark
CROSS-CURRICULAR ELEM
Creativity and Innovation / En

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Ask pupils to close their eyes and imag
5.3 5.3.1 2. Each pupil has to figure out ways to s

use the handphone, etc.)

Express an Respond Lesson delivery
imaginative to
response imaginatively and 3. Teacher invites pupils to reproduce a st
literary texts 4. Teacher brainstorms the possible thing
intelligibly through
my hands).
creating simple role- 5. Teacher asks pupils to be in pairs and

plays and simple adapted.
6. In pair, pupils write the adapted stanza
poems
and somewhere on the paper, the p
Other imaginative Hafizuddin, as S&H).
7. Pupils blacken the paper using pencils.
responses as 8. Pupils exchange their blackened stan
need to erase in order to read and narra
appropriate 9. Then, they need to find the hidden init
the class to guess the writers of the sta
Complementary Complementary
Skill Skill Post-lesson

Speaking Speaking 10. Pairs exchange their adapted stanza
punctuations. [Post-lesson Task 4 - Cor
2.3 2.3.1
11. Then, pupils return the stanza back to b
Communicate Narrate short basic
appropriately to a stories and events
small or large
group

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 6)

age Arts THEME: World of Stories

MENT: Language / LANGUAGE/GRAMMAR FOCUS: Vocabulary (similar and
ntrepreneurship suitable word replacement)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

gine that they are in the dark room. Anthology of Differentiate learning
see in the dark. (e.g. switch on the light, Poems according to the needs
Page 22 – 23 of your pupils and
tanza based on the poem. class. Please see the
gs to change with pupils (e.g. my head to Contemporary seven differentiation
d each pair has to choose a stanza to be Children’s strategies listed in the
a on the piece of a paper by using a pen Literature introduction. Please
pair writes the initials (e.g. Suheil and Teaching also consider the
Guidebook (BPK) following:
– Poetry
Teacher differentiates
the outcomes by the
numbers of words
changed from the
original poem.

. (Strategy 3)
nza with other pairs and the other pairs
ate the adapted stanza.
tial of the original pair and let the rest of
anza.

to be checked in terms of spelling and
rrect the mistake]
be corrected by the original writers.

163

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 124 (Language Awareness) 6 MAIN SKILL FOCUS: Speaki

TOPIC: Sport CROSS-CURRICULAR ELEM
Creativity

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Language Language 1. Review language from Unit 6 with an acti
Awareness Awareness lessons
lessons should be should be Lesson delivery
presented and presented and 2. Pupils do Activities 2, 3 and 6. Follow inst
practised using a practised using a Exercises 2, 3 and 6. Pupils work with differ
Main Skill and a Main Skill and a 3. Explain pupils are going to be creative. In
Complementary Complementary Art. Follow instructions in Teacher’s Book p.
Skill (Listening, Skill (Listening, Note:
Speaking, Speaking, Reading
Reading or or Writing).  Plan further activities for this unit to dev
Writing). Teachers Teachers can use pupils’ needs.
can use Year 5 Year 5 Content and
Content and Learning Standards  You can use information about your pup
Learning in DSKP curriculum using formative assessment strategies
Standards in document.
DSKP curriculum  The information could include your obse
document. 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 6)

king THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Review of language
learned in Unit 6

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ivity from list of pre-lesson tasks.
English Plus 1 Differentiate learning
tructions in Teacher’s Book p.84 according to needs of
rent partner to read dialogues in 3 and 6. Student’s Book your pupils. Please see
n small groups they do Activity 2, Sport Activities 2, 3, 6 the seven
.85 Exercise 2. p.70 differentiation
Activity 2 strategies at Section 4.
velop language skills according to your p.71
*Some pupils will need
Teacher’s Book support understanding
p.84 and p.85 and completing the
self-assessment
At Step 3: Paper worksheet.
for drawings

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

formance in this unit. They complete self-

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

164

How did I do in Unit 6?
Put ✔ next to Great, OK, or A little.
In English, I know how to… Great ____ OK ____
Great ____ OK ____
…talk about different sports Great ____ OK ____
…read for specific information Great ____ OK ____
…talk and write about past events
…write a profile about a sports star

 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.

165

WEEK: __ Unit 7 SCHEME OF WORK: TEXTBO

LESSON: 125 (Listening 22) MAIN SKILL FOCUS: Listeni
TOPIC: Growing up
CROSS-CURRICULAR ELEM
ICT

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Draw on board a stick person and write ‘D
Listening Listening words about people’s features from previous
straight hair, brown/ blue eyes, wears glasse
1.1 1.1.1
Lesson delivery
Recognise and Recognise and
reproduce target reproduce target 2. Pupils do p.72, Activity 1. Follow instructio
language sounds language Ask: Which adjective is similar to short? (sm
phonemes
Complementary intelligibly CCE – ICT – find out what pupils know abou
Skill online games, can move them around, chan
Speaking Complementary with avatars and what they like about avatar
Skill
2.1 3. Pupils do Activity 2, CD2.21. Follow the in
Speaking Exercise 2. Pupils should practise saying th
Communicate pupils say factual, positive descriptions abou
simple information 2.1.1
intelligibly 4. Explain that pupils are going to listen for w
Give detailed Activity 3, CD2.22. Follow instructions in Te
information about board: ‘hear’, ‘loud’, ‘square’, ‘white’. Pupils
themselves
5. Write on board ‘Spot the mistake’. Pupils
themselves in Activity 2 but change two adje
put their name on the back. Collect sentenc
say the name of the pupil and read descripti
they spot the mistake. Choose pupils to say
wrote the sentences if they’re right or wrong

Note pupils who try hard to recognise and re

Post-lesson

6. Choose a post-lesson task to review new

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

ing THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: moustache,
beard, height; Adjectives: round, short, average, slim

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Describing people’. Pupils brainstorm
s learning e.g. tall /small, curly/ fair/ English Plus 1 Differentiate learning
es. Write words around stick figure. according to needs of
Student’s Book your pupils. Please see
ons in Teacher’s Book p.86 Exercise 1. Activities 1–3 the seven
mall) Which is similar to slim? (thin) p.72 differentiation
ut avatars e.g. an image of a person, for strategies at Section 4.
nge them. Ask if they play video games Teacher’s Book
rs. p.86–87 See Strategy 7:
nstructions in Teacher’s Book p.86 Feedback
heir sentences to a partner. Make sure At Step 5: paper
for each pupil to At Step 4: Give positive
ut themselves. write their three feedback about attitude
words with long sounds. Pupils do sentences for and effort to pupils who
eacher’s Book p.87 Exercise 3. Write on teacher to collect do their best to listen
identify sound and say number 1–4. and put in a carefully to sounds but
use sentences they wrote about container can’t identify odd one
ectives. They write them on paper and out and who find some
ces and put in a container. Take one out, sounds hard to
ion to class. Pupils put up their hands if reproduce
y the mistakes then ask the pupil who
g.
eproduce specific sounds.

w vocabulary to describe people.

166

WEEK: __ LESSON: 126 (Speaking 22) SCHEME OF WORK: TEXTBO
TOPIC: Growing up
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Write on board: hair, light, mouth, fair, ea
Speaking Pupils find rhyming words. Ask: Which rhym
Speaking sound? (fair / hair, mouth /round, ear / beard
2.1 Lesson delivery
2.1.5 2. Tell pupils they are going to describe an a
Communicate then draw a stick figure and write adjectives
simple information Describe people, Activity 4. Follow instructions in Teacher’s B
intelligibly places and objects 3. Pupils look at Key Phrases on p.73. Read
using suitable the speaker is positive? (I’m sure). Which ph
Complementary statements (I’m not sure, Maybe/Perhaps).
Skill 4. Display drawings of avatars on wall and w
Listening Complementary pupils in two teams A and B. Give instructio
Skill how to describe them. One pupil from team
1.2 from team B identifies it. Say the number on
Listening the answer. If correct, your team gets a poin
Understand a second point. Repeat so that teams have
meaning in a 1.2.4 most avatars? Which team had the most ac
variety of familiar CCE – Creativity and Innovation – Explain th
contexts Understand a new idea. Find out if pupils think they were i
sequence of Note how well pupils describe details of thei
classroom Post-lesson
instructions
5. Choose a post-lesson task to review voca

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

king THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: moustache,
beard, height; Adjectives: round, short, average, slim

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ar, round, height, beard. Say words aloud. English Plus 1 Differentiate learning
ming words have the same spelling according to needs of
d) Student’s Book your pupils. Please see
p.72 and 73 the seven
avatar. First, they brainstorm vocabulary differentiation
s and nouns around it. Pupils do p.72, Activity 4 strategies at Section 4.
Book p.87 Exercise 4.
d them aloud. Ask: Which phrase tells us Teacher’s Book See Strategy 1: Task
hrases show the speaker isn’t positive? p.87
At Step 2 expect fewer
write a number on each drawing. Put At Step 2: Paper sentences to describe
ons. Look at the drawings. Think about for each pupil to an avatar from less
draw and label a proficient pupils.
A describes an avatar aloud. One pupil stick figure Encourage more
n drawing and use a Key Phrase to give proficient pupils to write
nt. If your English is good, your team gets detailed descriptions.
5 or 6 turns each. Which team identified
ccurate English? At Step 4: Be ready to
hat innovation is when people think of a repeat the instructions
innovative when inventing their avatars.
ir avatar and those who needed support.

abulary for describing people.

167

WEEK: __ LESSON: 127 (Reading 22) SCHEME OF WORK: TEXTBO
TOPIC: Growing up
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Follow instructions for Pre-lesson Task 4:
Reading Reading reading skills e.g. I’m going to guess some w

3.2 3.2.4 Lesson delivery

Understand a Use with support 2. Show a few photos of Malaysian celebritie
variety of linear familiar print and Pupils read p.73 Key Phrases again. Choos
and non-linear digital resources to pairs say one phrase each when they guess
print and digital check meaning they know the celebrity. Find out how many
texts by using
appropriate 3. Pupils in mixed-ability pairs do Activity 7,
reading strategies bubble has two key phrases. Do 1 as examp
help to identify the actor in the photos. Follo
Complementary Complementary Exercise 7.
Skill Skill 4. Ask: Which words helped you to name th
life, 5) bald now, 8) straight and blonde. Elic
Speaking Speaking answer numbers 1, 2, 4, 6 and 7 e.g.1) Now
his hair is very short but not spiky, 4) Now h
2.1 2.1.5 curly and blonde, 7) In real life it’s black, lon

Communicate Describe people, CCE – Values – Ask pupils if they think it’s i
simple information places and objects and ask why or why not. Elicit situations whe
intelligibly using suitable
statements 5. Pupils in pairs look at Activity 5 p.61. The
take turns to describe him or her. Partner gu

Note how well pupils use words and images

Post-lesson

6. Pupils do Post-lesson Task 2: Make Conn
and body vocabulary on p.72 and 73 e.g. M

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

ng THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: skin; Adjectives:
curly, cute, bald, blonde, spiky

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

: I’m Going To... Relate lesson goals to English Plus 1 Differentiate learning
words/check the meaning of new words. according to needs of
Student’s Book your pupils. Please see
es on the board. Write: ‘Who is it?’. Activity 7 the seven
se pupils to read them aloud. Pupils in p.73 and p.61 differentiation
s who is in the photo. Ask who thinks strategies at Section 4.
Teacher’s Book
used each phrase with a show of hands. p.87 See Strategy 5:
Use It!. Point out the second speech Learning preferences
ple. Explain that ‘now’ and ‘in real life’ At Step 2: A few and needs
ow instructions in Teacher’s Book p.87 photos of
Malaysian At Step 3: Tell some
he famous people? e.g. 3) glasses in real celebrities to show pairs of pupils with
cit ideas about what would help to on board for hesitant readers to
w her hair is long and white, 2) In real life pupils to identify answer questions 2, 3,
he’s got short spiky hair, 6) Now it’s long, 5, 6, 8 in the quiz
ng and quite curly.

important to be able to describe people
en they describe someone in their L1.

ey choose one child in the drawings and
uesses using Key Phrases on p.73.

s to check meaning of new vocabulary

nections. Use the small photos of actors
Madonna and Lady Gaga have long hair.

168

WEEK: __ LESSON: 128 (Writing 22) SCHEME OF WORK: TEXTBO
TOPIC: Growing up
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Writing 1. Write on board: He had long hair. She ha
Writing 4.2.1 the films? Who had red curly hair? Pupils lo
Give detailed
4.2 information about Lesson delivery
themselves
Communicate 2. Pupils do p.75 Activity 5. Follow instructio
basic information Complementary 3. Write on board: ‘Harry Potter’. Pupils put
intelligibly for a Skill they’re going to read a short story about the
range of purposes Reading Follow instructions in Teacher’s Book p.89 E
in print and digital 3.2.1 meaning of ‘tutor’. Ask: How many paragrap
media Understand the
main idea of simple CCE – Values – Ask pupils if they think very
Complementary texts of two their lives aren’t normal. Ask: What is a norm
Skill paragraphs or more
4. Explain pupils are going to write sentence
Reading Activity 7. Tell them to write ‘I’ at the start of
verb, or ‘didn’t’ and the verb. Do number 1 a
3.2 compare orally with a partner using words in
Choose pairs of pupils to say dialogues.
Understand a
variety of linear 5. Tell pupils they’re going to write a story a
and non-linear do Finished?. They can use the verbs in Act
print and digital things they did. Follow instructions in Teach
texts by using
appropriate Note pupils who wrote the story of their wee
reading strategies and those who need help to write the past fo

Post-lesson

6. Pupils in small groups read their story to t
same things and guess which things were im
group to say which pupils in their group did

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

g THEME: World of Stories

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense
affirmative and negative e.g. had/didn’t have

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ad curly hair. Ask: Who had long hair in English Plus 1 Differentiate learning
ook at photos a–h p.72–73 to check. according to needs of
Student’s Book your pupils. Please see
ons in Teacher’s Book p.89 Exercise 5. p.75 the seven
hands up if they know the name. Explain Activities 5–8 differentiation
e actor who was Harry Potter in the films. strategies at Section 4.
Exercise 6. Check pupils understand the Teacher’s Book
phs did you read? Did you enjoy them? p.89 See Strategy 6: Types
y young actors have problems because of question
mal life for children?
es that tell a story about them. Pupils do At Step 4: Encourage
f each sentence and the past tense of the more proficient pupils
as an example. When finished, they to write why they went
n speech bubbles in Activity 8, Use It!. to or didn’t go to
another country last
about what they did last weekend. Pupils year and why they
tivity 7 and they can also imagine some played or didn’t play
her’s Book p.89, Finished?. video games last
weekend
ekend using past simple verbs accurately
orm of verbs. At Step 5: Support less
proficient pupils to write
the others. They find out if anyone did about their weekend by
magined. Choose a pupil from each asking closed
something the same and what it was. questions e.g. Did you
play/go to/watch/visit?

169

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 129 (Language Arts 22) MAIN SKILL FOCUS: Langua
TOPIC: Gulliver’s Travels
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Teacher poses a question “If you have
travel to?” Every pupil shares his/her fa
5.2 5.2.1
Lesson delivery
Express personal Explain in simple
language why they 2. Teacher goes through with the cover
responses to like or dislike an brainstorms pupils’ ideas about the boo
event, description or
literary texts character in a text 3. Put pupils into smaller group and each
6 to page 13.
Complementary Complementary
Skill Skill 4. Each group has to choose one panel t
real world and why (e.g. Panel 3 page
Reading Reading real world).

3.3 3.3.1 5. Each group shares their selection and r
6. Teacher repeats Step 3 to Step 5 an

figure out the reasons why Gulliver ha
pocket (e.g He has ______ because __

Read Read and enjoy A2 Post-lesson
independently for fiction/non-fiction
information and print and digital 7. Each pupil has to choose a single thi
enjoyment texts of interest when they travel to a foreign land.

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 7)

age Arts THEME: World of Stories
MENT: Language /
LANGUAGE/GRAMMAR FOCUS: have/don’t
have/reasoning

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ve a lot of money, where do you want to Gulliver’s Travels Differentiate learning
avourite destinations. by according to the needs
Jonathan Swift of your pupils and
r and the blurb with the pupils. Teacher class. Please see the
ok. Contemporary seven differentiation
h group does a group reading from page Children’s strategies listed in the
Literature introduction. Please
that they think is impossible to happen in Teaching also consider the
e 10 – we don’t have a tiny person in the Guidebook (BPK) following:
– Graphic Novel
reasons through 1 Stay 3 Stray activity. Teacher encourages
nd this time around, each group has to pupils to come up with
as a comb, silver coin and a watch in his more than one reason if
____). Accept any plausible answers. possible.

(Strategy 3)

ing that they want to put in their pocket

170

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 130 (Consolidation 13) MAIN SKILL FOCUS: Listeni

TOPIC: Growing up CROSS-CURRICULAR ELEM
Environmental Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1. Write on board: ‘Talking about a photo’. D
1.2 Listening
Understand Lesson delivery
meaning in a 1.2.2
variety of familiar 2. Pupils in pairs do Activity 1. Check answe
contexts Understand with photos happy? How do you know? (They’re
support specific
Complementary information and 3. Pupils do Activity 2, CD3.17. Write on boa
Skill details of longer meanings. Follow instructions in Teacher’s B
Listening simple texts on a on the left of the photo? (Jack) Is he next to
1.2 range of familiar
Understand topics 4. Write on board ‘Suzi’, ‘Jack’, ‘Mark’, ‘Beth
meaning in a do Activity 3, CD3.17. Ask further questions
variety of familiar Complementary class? (yesterday) Who went to see the doc
contexts Skill chocolate cakes? (amazing, delicious)

Listening 5. Pupils do Activity 4, CD3.18. Follow the in
Exercise 4
1.2.5
6. Pupils brainstorm family names. Write the
Understand a ‘son’ , ‘aunt’, ‘sister’, ‘uncle’, ‘grandmother’,
sequence of Activity 5, Use It! Follow instructions in Teac
supported
classroom CCE – Environmental Sustainability – Pupils
questions rules about looking after the countryside. As

Note how well pupils understood the dialogu
understanding specific information.

Post-lesson
7. Write on board Where is the video game?
games on p.97 again. They use the Key Phr
where the games are e.g. Which video is in
pupils to describe where the games are. Ask

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

ing THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Prepositional phrases: at
the back/front, in the middle, on the left/right, next to

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Do Warm-up in Teacher’s Book p.112. English Plus 1 Differentiate learning
according to needs of
ers. Ask: Are the people in the three Student’s Book your pupils. Please see
e smiling. They’re with friends/family.) Activities 1–5 the seven
ard: ‘cooking’, ‘cookery club’. Elicit p.98 differentiation
Book p.112 Exercise 2. Also ask: Who is strategies at Section 4.
o Beth? (no) Teacher’s Book
h’, ‘Amy’ (not in order of dialogue). Pupils p.112 See Strategy 5:
s e.g. When did they go to the cookery Learning preferences
ctor? (Mark) How does Suzi describe the and needs

nstructions in Teacher’s Book p.112 At Steps 3 and 4: Play
the CD more than once
ese on board and if not mentioned add: for pupils who can’t
and ‘grandfather’. Pupils in pairs do remember all the
cher’s Book p.112 Exercise 5. details and pause CD if
necessary
s look at photo B. Ask if they know any
sk: Why is the countryside important ?

ue and progress they’ve made in

? Pupils in pairs look at photos of video
rases and take turns to ask and answer
the middle/on the right…? Choose
k: Does everyone agree?

171

WEEK: __ LESSON: 131 (Listening 23) SCHEME OF WORK: TEXTBO
TOPIC: Growing up
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Pupils do Think! question top of p.76. Fol
Listening Listening
CCE – Values – Ask pupils if they think it’s d
1.2. 1.2.3 and why. Also ask what makes people differ

Understand Understand with Lesson delivery
meaning in a support longer
variety of familiar simple narratives on 2. Write on board: ‘The story of the tallest m
contexts a range of familiar giant’, ‘university’, ‘qualification’, ‘circus’. Be
topics tense question slowly. Ask: Is the story abou
Complementary Activity 1, CD2.25. Follow instructions in Te
Skill Complementary
Skill 3. Read the question for Activity 2 aloud. Pu
Reading podcast CD2.26 and when finished, they pu
Reading
3.2 4. Pupils do Activity 3, CD2.26. Explain that
3.2.3 in digits not words. Give example on board:
Understand a Teacher’s Book p.90 Exercise 3. Ask: How m
variety of linear Guess the meaning What are they? (1918, 2 (twice) 17, 800, 22
and non-linear of unfamiliar words (number of brother and sisters). What is 17?
print and digital from clues provided (number of towns he went to in USA).
texts by using by title, topic and
appropriate other known words 5. Pin up measurement paper on wall or doo
reading strategies how tall they are. Measure smallest and talle
measurements on board e.g.1m 45cm and s
p.76. They read heights that Robert reached
when he was about your height? (under 6 ye

Note if the questions and answers helped pu

Post-lesson

Choose a post-lesson task from Section 3 a

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

ing THEME: World of Stories

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense
interrogatives: When, What, Where, How was / did, Did he ?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

llow instructions in Teacher’s Book p.90. English Plus 1 Differentiate learning
difficult to be different from other people according to needs of
rent and why we should value everyone. Student’s Book your pupils. Please see
Activities 1–3 the seven
man who ever lived’. Pre-teach: ‘gentle p.76 differentiation
efore listening, read aloud each past strategies at Section 4.
ut the man now or in the past? Pupils do Teacher’s Book
eacher’s Book p.90 Exercise 1. p.90 See Strategy 5:
upils predict the answer. They listen to Learning preferences
ut hands up if prediction was correct. At Step 5: A metre and needs and
t when pupils hear a number, they write it ruler, and pin a Strategy 4: Time
strip of paper to
‘2’ not ‘two’. Follow instructions in wall or door At Step 2: to help less
many numbers are in the answers? (6). marked with 1m, proficient pupils, pause
2). What is 1918 (a date). What is 2? 1m 10cm, 1m the CD after the words
? (age he left school). What is 22? 20cm, 1m 30cm, went to school, left
1m 40cm, 1 m school, went to
or. Show pupils a metre ruler. Ask pupils 50cm university, got a
est pupil using strip of paper. Write qualification, got a job,
say them. Pupils look at the bar chart on got married, had
d at different ages. Ask: How old was he children, travelled, died.
ears old!) Also, allow them more
upils to understand the longer text. time to write the past
tense verbs before
moving on.

above to review content of text.

172

WEEK: __ LESSON: 132 (Speaking 23) SCHEME OF WORK: TEXTBO
TOPIC: Growing up
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Financial Education

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board: ‘The smallest man who e
Speaking Speaking the title. (tallest not smallest) Say numbers f
e.g. 2 – he had two sisters. 17 – the age he
2.1 2.1.1
Lesson delivery
Communicate Give detailed
simple information information about 2. Pupils do Optional Activity: Listening. Foll
intelligibly themselves Say: Write the two numbers as digits not wo

Complementary Complementary CCE – Financial Education – Pupils look at
Skill Skill look at or draw bar charts in school. Explain
money e.g. pocket money pupils get each w
Writing Writing in shops, at cinema). Ask: which other diagr
pie chart; line graph; table)
4.2 4.2.1
3. Pupils do Activity 4. Choose pupils to rea
Communicate Give detailed on board: ‘was born’, ‘grew up’, ‘went to sch
basic information information about married’, ‘had children’, ‘travelled to’. Pupils
intelligibly for a themselves they can write a negative sentence e.g. He/S
range of purposes pupils don’t know any information about a p
in print and digital sentences using Key Phrases on p.73 e.g. M
media he/she… I think he/she played (type of spo

4. Choose pupils to tell their story. When the
Check verbs pupils write and the spelling.

5. Pupils do Activity 5 Use It! Follow instruct

Note pupils who can give detailed informatio
writing.

Post-lesson

6. Choose a post-lesson task to review orall

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

king THEME: World of Stories

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense regular
and irregular verbs: travelled, went, grew up, left, got, spoke

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ever lived’. Ask pupils what’s wrong with English Plus 1 Differentiate learning
from the story and elicit what they are according to needs of
left school Student’s Book your pupils. Please see
Activities 4 and 5 the seven
low instructions in Teacher’s Book p.90. p.76 differentiation
ords. Activity 4 strategies at Section 4.
bar chart on p.76 again. Ask when pupils p.73
n bar charts are useful for showing See Strategy 7:
week, when pupils use money (on buses, Teacher’s Book Feedback
rams can you use to show money? (e.g. p.90
At Step 3: Provide
ad past form of verbs in blue in text. Write After Step 2: positive feedback about
hool’, ‘left school’, ‘got a job’, ‘got Example of a bar pupils’ sentences and
s use these to write a short story. Say chart with different use of past verbs in
She didn’t go/travel to… Explain that if amounts of money affirmative and
person in their family, they can write negative forms. Ask
Maybe he/she … I’m not sure if how pupils can improve
ort) liked (type of music). their writing in
ey hear a past verb, pupils write it down. sentences with
mistakes.

tions in Teacher’s Book p.90, Exercise 5.
on about a family member orally and in

ly past verbs related to pupils’ lives.

173

WEEK: __ LESSON: 133 (Reading 23) SCHEME OF WORK: TEXTBO
TOPIC: Growing up
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Write on board: ‘The Gentle Giant’. Ask: W
Reading 3.2.3 world) Pupils do Warm-up p.91 in Teacher’s
Reading Guess the meaning
of unfamiliar words Lesson delivery
3.2 from clues provided
by title, topic and 2. Pupils do p.77, Activity 1. Read the five ta
Understand a other known words an example. Follow instructions in Teacher’s
variety of linear the table help you to write correct sentences
and non-linear Complementary write more questions about the past) This de
print and digital Skill
texts by using Writing 3. Pupils do Activity 2. Tell them to look at th
appropriate 4.3.2 read questions and say extra words (1 do, 2
reading strategies Spell a range of
high-frequency 4. Pupils look at the two photographs on p.7
Complementary words accurately in with blue skin? (p.72). Elicit ideas about who
Skill independent writing and the Avatar film e.g. He’s an actor. He ac
all ideas and don’t correct at this step.)
Writing
CCE – Creativity and Innovation – Explain th
4.3 words, they develop creative thinking. Ask w
e.g. shapes in maths, places in geography,
Communicate
with appropriate 5. Write on board: ‘film director’, ‘truck drive
language form instructions in Teacher’s Book p.91, Exercis
and style for a What do you think a film director does? And
range of purposes Oscar is? Also ask: Why was the Avatar film
in print and digital
media Note pupils who guessed the meaning of wo
from clues in the photos and title.

Post-lesson

6. Choose a post-lesson task to review cont

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

ng THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense
interrogative word order: What / When did he...? Did he…?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Who was this? (The tallest man in the English Plus 1 Differentiate learning
s Book. according to needs of
Student’s Book your pupils. Please see
able headings aloud. Do first question as p.76 (part of the seven
s Book. p.91. Exercise 1. Ask: How does Activity 1) differentiation
s? (e.g. can see word order, can use it to Activities 1–3 strategies at Section 4.
evelops analysing skills – HOTS. p.77
he table to help them. Choose pupils to See Strategy 2: Type
2 what, 3 does, 4 travels, 5 finished). Teacher’s Book and amount of support
77. Ask: Where did you see the Avatar p.91
o the man is and the link between him At Step 5 some pupils
cted in the avatar film. (False but accept may need more support
than the question
hat when pupils make links between starters in order to write
when pupils make links in school subjects the questions about the
materials in science, paintings in art. reading text. Provide
them with jumbled
er’, ‘Oscar’. Pupils do Activity 3. Follow words to reorder (as in
se 3. Pupils look at photos again. Ask: Activity 2).
d a truck driver? Who can tell us what an
m important?

ords from words they already knew and

tent of reading text.

174

WEEK: __ LESSON: 134 (Writing 23) SCHEME OF WORK: TEXTBO
TOPIC: Growing up
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Writing 1. Elicit short sentences with past tense verb
Writing 4.2.1 Provide prompts e.g. Went to … in Canada.
Give detailed
4.2 information about Lesson delivery
themselves
Communicate 2. Write on board, ‘famous city’, ‘famous act
basic information Complementary examples of each. Write some examples on
intelligibly for a Skill p.77, Activity 4. Follow instructions in Teach
range of purposes Speaking
in print and digital 2.3.1 3. After pupils ask and answer questions ab
media Narrate short basic have the same city, actor and sports star? P
stories and events pupils to say it aloud to class. Can they rem
Complementary 4. Activity 5, Use It!: Pupils look at Q3. Prov
Skill did you last go...?’ Pupils write all the questi
turns to ask and answer. Choose pairs to as
Speaking class after each: Does anyone have the sam

2.3 CCE – ICT – Ask if pupils saw Avatar or Ava
Find out if they think watching computer-gen
Communicate better than watching cartoons or real-life act
appropriately to a 5. Pupils in small groups do Finished? They
small or large Ask: Which two sentences are the longest?
group (Sentences 3 and 8 – eight words) Challeng
sentence with 8 words or a sentence with m
each group to say their sentence. Which gro

Note pupils who need support to write inform

Post-lesson

6. Pupils write their imaginary paragraphs w

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

g THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense
interrogative word order: What / Who did you...? Did you…?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

bs about film director in previous lesson. English Plus 1 Differentiate learning
. Became truck…, Made Avatar… according to needs of
Student’s Book your pupils. Please see
tor’, ‘famous sports star’. Pupils give Activities 4, 5 and the seven
n board below three categories. Pupils do Finished? differentiation
her’s Book p.91, Exercise 4. p.77 strategies at Section 4.
bout their paragraph, ask: Did any pairs
Pupils memorise their paragraph. Choose Teacher’s Book See Strategy 5:
member all the words? p.91 Learning preferences
and needs
vide a question starter on board: ‘When
ions in Activity 5 then with a partner take At Steps 2 and 4: Less
sk and answer questions aloud. Ask proficient pupils will
me information? need help to write the
questions. Copy a
atar 2 or if they would like to see them. completed table in
nerated characters and images are Activity 1 or make a
tors and ask why or why not. new one for these
pupils to use as
y look at questions in Activity 5 again. support.
Tell them to count the number of words.
ge pupils: Can you make another

more than 8 words? Choose a pupil from
oup has the longest?

mation about themselves in the past.

with a drawing for display on wall.

175

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 135 (Language Arts 23) MAIN SKILL FOCUS: Langua
TOPIC: Gulliver’s Travels
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

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

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

responses as false (make sure most of the pairs have

appropriate

Complementary Complementary
Skill Skill

Reading Reading Post-lesson

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

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 7)

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

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

have to sit down if the sentence is false Gulliver’s Travels Differentiate learning
ect (e.g. Gulliver was a giant in Liliput – by according to the needs
Stand up] Jonathan Swift of your pupils and
class. Please see the
of statements. Contemporary seven differentiation
ents are true or false by writing T or F at Children’s strategies listed in the
Literature introduction. Please
er 3 of the book and they need to verify Teaching also consider the
Guidebook (BPK) following:
pupils that they need to choose any – Graphic Novel

and others will guess whether it is true or Teacher gives
e the opportunities to act out).
opportunity for each

pair to choose either to

act out or read the

statements.

(Strategy 5)

ecome true statements.

176

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 136 (Consolidation 14) MAIN SKILL FOCUS: Readin

TOPIC: Growing up CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Pupils do Pre-lesson Task 6: Finger Writi
Reading Reading Start with easy spelling e.g. went. Progress

3.2 3.2.4 Lesson delivery

Understand a Use with support 2. Write on board: ‘Spot the mistakes!’. Pup
variety of linear familiar print and dictionaries to each pupil and explain that if
and non-linear digital resources to meaning in the dictionary. Say nouns, adjec
print and digital check meaning wrong. Choose a pupil to read corrected par
texts by using nouns, verb and conjunction are wrong?
appropriate Complementary
reading strategies Skill 3. Check past tense of verbs in Activity 2. P
dictionary as necessary. Follow instructions
Complementary Writing
Skill CCE – Values – Ask pupils if they think it’s i
4.3.2 travel. Ask: Why or Why not? Accept some
Writing
Spell a range of 4. Draw a cross and a tick on board. Ask wh
4.3 high-frequency use a negative form of the verb; tick means
words accurately in Pupils do Activity 4. Follow instructions in Te
Communicate independent writing
with appropriate 5. Pupils do Activity 5 individually then in pa
language form primary school. Follow instructions in Teach
and style for a
range of purposes Note pupils’ progress when checking meani
in print and digital note the accuracy of their written sentences
media
Post-lesson

6. Write on board Activities 1, 2, 4, 5. Pupils
was the easiest and which was the hardest
liked doing. Ask groups for their opinions an
enjoyable? This task develops pupils’ evalua

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

ng THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives: curly, spiky;
Simple past tense irregular verbs: went, saw, left, had, got

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ing. Choose familiar past verbs to spell. English Plus 1 Differentiate learning
to more challenging e.g. travelled. according to needs of
Student’s Book your pupils. Please see
pils do p.80, Activity 1. Hand out Activities 1, 2, 4, 5 the seven
they can’t remember a word, look up the p.80 differentiation
strategies at Section 4.
ctives, a verb and a conjunction are Teacher’s Book
ragraph aloud. Ask: Which adjectives, p.94 See Strategy 4: Time

Pupils in pairs do Activity 2, using a At Step 3: Less proficient pupils
s in Teacher’s Book p.94, Exercise 2. Dictionaries for will need more time to
important to go to university and to each pupil complete each activity.
L1 and translate when appropriate. Fast finishers can write
hat they do in Activity 4. (cross means additional sentences to
paragraph in Activity 1
affirmative form.) Do 1 as an example. to describe the man
eacher’s Book p.94, Exercise 4. e.g. clothes (He’s
airs. Change 5 from secondary school to wearing…).
her’s Book p.94, Exercise 5. feeling (He looks…)
ing of words in text and sentences. Also age (I think he’s
s. about …)

s in small groups decide which activity
to do. They also say which one they
nd why an activity was easy, hard,
ating skills – HOTS.

177

WEEK: __ LESSON: 137 (Listening 24) SCHEME OF WORK: TEXTBO
TOPIC: Growing up
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Pupils do Think! question at top of p.78. S
task of imagining develops pupils’ creative t
Listening Listening
Lesson delivery
1.2 1.2.4
2. Pupils do Activity 1, CD2.27. Read the thr
Understand Understand a understand what they have to do. Follow ins
meaning in a sequence of Exercise 1. After listening, ask: Were the se
variety of familiar supported Pupils correct any that are wrong.
contexts classroom
instructions 3. Write on board: ‘Doing an interview. Inter
CD2.27. Read instructions aloud. Check pup
Complementary Complementary have to do. Ask: What’s the question you’re
Skill Skill does the interviewer ask? Which Key Phras
Follow instructions in Teacher’s Book p.92,
Speaking Speaking
4. After listening, check answers by choosin
2.1 2.1.2 Choose another six pupils to write number o
interviewer or pop star on the board.
Communicate Find out about and
simple information describe 5. Pupils do Activity 3. Assign pupils their ro
intelligibly experiences up to or three pairs to act out the interview. Interv
now Famous people can change their accent to s
pupils sound like the interviewer and pop sta

Note pupils who understand the two sets of
find understanding more than one instructio

Post-lesson

6. Choose a post-lesson task from Section 3

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

ing THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense
interrogatives: When / Where did…? How old were you? Did
you…? What was…?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
See Think! p.92 in Teacher’s Book. The
thinking – HOTS. English Plus 1 Differentiate learning
Student’s Book according to needs of
ree instructions aloud. Check pupils Activities 1–3 your pupils. Please see
structions in Teacher’s Book p.92, p.78 the seven
entences you put in the gaps correct? differentiation
Teacher’s Book strategies at Section 4.
rviewer/Pop star’. Pupils do Activity 2, p.92
pils understand the three things they See Strategy 1: Task
e going to answer? (Which Key Phrases
ses does the pop star ask?) At Step 5: Assign less
Exercise 2. proficient pupils the role
ng six pupils to read an answer aloud. of pop star and more
of the Key Phrase beside name of the proficient pupils the role
of interviewer. Put
pupils in mixed ability
pairs.

oles, interviewer or pop star. Choose two
viewers can mime holding a microphone.
sound older or American. Ask: Do the
ar on the CD?

classroom instructions and those who
on hard.

3 to review content of dialogue.

178

WEEK: __ LESSON: 138 (Speaking 24) SCHEME OF WORK: TEXTBO
TOPIC: Growing up
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Pupils do Pre-lesson Task 4: I’m Going T
Speaking Speaking speaking skills. Provide examples such as:
to have good pronunciation/intonation.
2.1 2.1.3
Lesson delivery
Communicate Ask for, give and
2. Pupils look at the two photos of students
simple information respond to simple top of p.78 again. Explain the pop star want
each pupil a handout and read dialogue belo
intelligibly advice
A Pop star: What can I do?
Complementary Complementary B Interviewer: Why don’t you…?
C Pop star: Really? That’s interesting. Yes, of cou
Skill Skill
Explain that A is the pop star. She’s asking
Writing Writing giving advice. C is the pop star . She is sayi

4.2 4.2.2 4. Elicit ideas about advice for the pop star.
band? Why don’t you play the piano and sin
Communicate Ask for, give and ‘react’ can be with gestures e.g. surprise, sh
basic information respond to simple handout and ABC dialogue to ask and give
intelligibly for a advice
range of purposes 5. Pupils write ABC dialogue using ideas at
in print and digital 6. Pairs role-play dialogue. Ask after each: H
media (e.g. She/He was happy/quite happy. She/H

CCE – Values – Ask pupils if they think it’s i
feelings. Elicit times when they do this (e.g.

Note how well pupils can ask for and give ad

Post-lesson

7. Hand out cards to small groups of pupils.
read it. The others give advice and pupil wit

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

king THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present tense: What can
I do? Why don’t you..? Past tense: e.g. When did you first.. ?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

To... They choose goals to improve English Plus 1 Differentiate learning
I’m going to say more words. I’m going according to needs of
Student’s Book your pupils. Please
role-playing interviewer and pop star at Activity 4 see the seven
ts the interviewer to give her advice. Give p.78 differentiation
ow aloud: At Step 2: Handout strategies at Section
for each pupil with 4.
urse. Good idea. (Key Phrases) A, B, C dialogue
and examples of At Step 5: Encourage
for advice. B is the interviewer and he is giving advice e.g. more proficient pupils
ing what she thinks about the advice. 1. go to Malaysia to to give their own
Give example: Why don’t you sing in a sing? advice
ng? Read study strategy aloud. Explain 2. sing in Malay?
hock. Pairs use five suggestions on 3. travel around the
advice orally. world?
Step 4. Monitor pupils as they work. 4. act in a film?
How did the pop star react to the advice? 5 write music for a
He liked/didn’t like the advice.) video game?
important to ask about other people’s
if someone is sad/sick/worried) At Step 6: Cards
dvice orally and in writing. with situations e.g. I
want to start a new
hobby/play another
sport/visit another
country etc.

. They take turns to pick up a card and
th card responds.

179

WEEK: __ LESSON: 139 (Reading 24) SCHEME OF WORK: TEXTBO
TOPIC: Growing up
MAIN SKILL FOCUS: Readin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board ‘The story of your life’. Pu
Reading Reading Book. Write a few examples on board to get

3.3 3.3.1 Lesson delivery

Read Read and enjoy A2 2. Explain that pupils are going to read and
independently for fiction/non-fiction life. They do p.119, Activity 1 CD3.36. Follow
information and print and digital Exercise 1 Ask: How would you describe the
enjoyment texts of interest
3. Pupils in pairs do Activity 2, CD3.36. Follo
Complementary Complementary Exercise 1. Ask: Do you think it’s a good son
Skill Skill 4. Ask: Which two verses have got informati
‘The story of (boy’s name) life’. Class decide
Writing Writing on board. Ask: Which pronoun do you use?
about boy 1. In first paragraph they use the
4.3 4.3.1 second paragraph, the first four lines in vers
pronouns, verbs, conjunctions. Choose pup
Communicate Use capital letters, differences are there between their story ab
with appropriate full stops, commas
language form in lists and question 5. Pupils do Activity 3. They compare with a
and style for a marks appropriately pairs take turns to ask and answer the ques
range of purposes in independent read questions and answers aloud. Did any
in print and digital writing at discourse
media level Note how accurately pupils wrote the paragr

Post-lesson

6. Pupils in pairs imagine three more things
another pair. Choose pupils to share their id

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

ng THEME: World of Stories

MENT: Language LANGUAGE/GRAMMAR FOCUS: Simple past tense
interrogatives: who, what, when, how, where did / was / were

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

upils do Warm-up p.133 in Teacher’s English Plus 1 Differentiate learning
t them started. according to needs of
Student’s Book your pupils. Please see
listen to a song called The Story of your Activities 1–3 the seven
w instructions in Teacher’s Book p.133, p.119 differentiation
e boy on the right/in the middle? strategies at Section 4.
Teacher’s Book
ow instructions in Teacher’s Book p.133, p.133 See Strategy 1: Task
ng? Is it a good story? Why or why not?
ion about the boy? (3, 6). Write on board At Step 3: Less
es on a name for the boy. Write it in title proficient pupils may
(he, his). Pupils write two paragraphs need suggestions
language in first six lines of verse 3. In about what they liked or
se 6. After writing paragraphs, they check didn’t like about the
pils to read paragraphs aloud. Ask: What song, so write on board
bout the boy and the song in the book? e.g. the music, the
words, the kind of song
a partner then check questions. Pupils in (happy/sad, long/short)
stions about themselves. Choose pairs to easy or difficult to
understand
pairs have the same answers?

raphs about the boy.

about the boy’s life then compare with
deas.

180

WEEK: __ LESSON: 140 (Writing 24) SCHEME OF WORK: TEXTBO
TOPIC: Growing up
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Writing 1. Write on board ‘The story of your life’. Pu
Writing they remember from the song. Write them o
4.2
4.2.5 Lesson delivery
Communicate
basic information Connect sentences 2. Pupils listen to song again p.119, CD3.36
intelligibly for a into one or two words at end of some lines. Ask: What word
range of purposes coherent (there). Pupils read second verse and find a
in print and digital paragraphs using verses: Verse 3 (long, song) 4 (where, there
media basic coordinating
conjunctions and 3. Write on board ‘wrong’, ‘son’, ‘chair’, ‘sun
Complementary reference pronouns these with pairs of words that rhyme in Step
Skill same sound but different spelling e.g. fun, o
Listening Complementary 4. Pupils do Activity 5, Use It!. Follow the ins
Skill Exercise 5.
1.1
Listening 5. After pupils talk about their imagined life i
Recognise and life’ using sentence starters in box. They che
reproduce target 1.1.1 Pupils swap texts with a partner and read th
language sounds much they like the life story. Choose pupils
Recognise and aloud with an old person’s voice.
reproduce with little
or no support a CCE – Creativity and Innovation – Explain p
wide range of target the song to imagine they were 60 and they w
language their past life. Ask if any old people in their f
phonemes were young. Find out if they enjoy listening t

Note pupils who are confident at writing an i

Post-lesson

6. Choose a post-lesson task to review lang

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 7)

g THEME: World of Stories

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense regular
and irregular verbs e.g. grew up, wanted; Homophones:
fun/one; sun/son

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
upils brainstorm words and phrases that
on board. English Plus 1 Differentiate learning
according to needs of
6. Explain that most songs have rhyming Student’s Book your pupils. Please see
d in first verse rhymes with where? Activity 5 the seven
a rhyme (fun, one). Repeat with other p.119 differentiation
e) 5 (fun, one) 6 (none: ‘song’ repeated). strategies at Section 4.
n’, ‘strong’, ‘bear’. Pupils in pairs match Teacher’s Book
p 2. Help pupils to notice words with p.133 See Strategy 6: Types
one, son, sun. of question
structions in Teacher’s Book p.133,
At Step 5: Less
in Step 4, they write ‘The story of your proficient pupils may
eck spelling, punctuation and past verbs. need support to think of
hem. Partner draws 1–5 stars to say how ideas for their
to imagine they are 60 and to read texts imaginary past lives.
Ask, write on board or
pupils were innovative when they used on a handout questions
were creative to think and write about such as: What things
families talk about their life when they did you do when you
to their stories about the past. were a child/a
teenager? Where did
imagined life and those who need help. you go after school?
Where did you travel
to? Who did you meet?
What jobs did you do?
Did you marry and
have any children?

guage presented in the song.

181

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 141 (Language Arts 24) MAIN SKILL FOCUS: Langua
TOPIC: Gulliver’s Travels
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Teacher provides lines for pupils to gue
5.3 5.3.1 to verify whether the letter is present
Belfuscu). [Pre-Lesson Task 7 – Beat th

Express an Respond Lesson delivery
imaginative to
response imaginatively and 2. Teacher puts pupils into smaller group
literary texts together.
intelligibly through
3. Each group has to draw two different sc
creating simple role- Pupils can choose to adapt from the
their imagination.
plays and simple
4. Then, teacher asks the pupils to draw
poems giant at Liliput and they are tiny at the L

Other imaginative 5. Then, ask them to describe the scene i
in the picture at Liliput) (There is/There
responses as
Post-lesson
appropriate
6. Shout out time – pupils predict on w
Complementary Complementary chapter.
Skill Skill

Writing Writing

4.2 4.2.4

Communicate Describe people,
basic information
intelligibly for a places and objects
range of purposes
in print and digital using suitable
media
statements

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 7)

age Arts THEME: World of Stories
MENT: Language / LANGUAGE/GRAMMAR FOCUS: There is/There are

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ess the words by giving letters for teacher Gulliver’s Travels Differentiate learning
t in the word (focus word: giant, Liliput, by according to the needs
he teacher] Jonathan Swift of your pupils and
class. Please see the
ps and informs pupils to read Chapter 4 Contemporary seven differentiation
Children’s strategies listed in the
cenes – at Liliput and the Land of Giants. Literature introduction. Please
panels or create the new one based on Teaching also consider the
Guidebook (BPK) following:
w themselves in the pictures (They are – Graphic Novel
Land of Giants). In terms of the
in the pictures (e.g. There is a tiny palace descriptions of the
drawn items teacher
are). accepts words, phases
or full sentences.

(Strategy 3)

what will happen to Gulliver in the next

182

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 142 (Language Awareness 7) MAIN SKILL FOCUS: Readin

TOPIC: Growing up CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Language Language
Awareness Awareness lessons 1. Review language from Unit 7 with an acti
lessons should be should be
presented and presented and Lesson delivery
practised using a practised using a
Main Skill and a Main Skill and a 2.Pupils do Activity 1. They read the boys’ n
Complementary Complementary the left/right/in the middle? Pupils read sente
Skill (Listening, Skill (Listening, complete table. Follow instructions in Teach
Speaking, Speaking, Reading
Reading or or Writing). 3. Pupils in pairs do Activity 2 and do Activit
Writing). Teachers Teachers can use Teacher’s Book p.95 Exercises 2 and 5.
can use Year 5 Year 5 Content and
Content and Learning Standards 4. Find out which activity pupils found easie
Learning in DSKP curriculum why.
Standards in document.
DSKP curriculum Note:
document.
 Plan further activities for this unit to dev
pupils’ needs.

 You can use information about your pup
using formative assessment strategies

 The information could include your obse
classroom activities and their performan

 Plan activities which focus on language
communicative way.

Post-lesson

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 7)

ng THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language
learned in Unit 7

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ivity from list of pre-lesson tasks. English Plus 1 Differentiate learning
according to needs of
names in top row of table. Ask: Who is on Student’s Book your pupils. Please see
ences individually then work in pairs to Activities 1, 2, 5 the seven
her’s Book p.95 Exercise 1. p.81 differentiation
ty 5 individually. Follow instructions in strategies at Section 4.
Teacher’s Book
p.95 *Some pupils will need
support understanding
est to do and which the hardest and ask and completing the
self-assessment
worksheet.

velop language skills according to your

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

formance in this unit. They complete self-

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

183

How did I do in Unit 7?
Put ✔ next to Great, OK, or A little.

In English, I know how to…

…describe people Great ____ OK ____
Great ____ OK ____
… talk, write and ask questions about
events in the past Great ____ OK ____

… listen for specific information about Great ____ OK ____
people’s lives

…role-play an interview and ask for
and give advice

 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.

184

WEEK: __ Unit 8 SCHEME OF WORK: TEXTBO

LESSON: 143 (Listening 25) MAIN SKILL FOCUS: Listeni
TOPIC: Going away
CROSS-CURRICULAR ELEM
sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1. Write on board ‘Going away’ and say this
Listening Think! question at top of p.82. Follow instruc
1.3
Use appropriate 1.3.1 Lesson delivery
listening
strategies in a Guess the meaning 2. Pupils in pairs do Activity 1, CD2.29. Rea
variety of contexts of unfamiliar words Pupils listen and follow the words in each qu
from clues provided they don’t know a word, encourage them to
Complementary by other known to the CD and check answers. Ask: Which w
Skill words photos? e.g. (phrasebook, guidebook; swim
Listening difference between them. Ask: Which words
1.2. Complementary buku frasa, shampoo – syampu)
Understand Skill
meaning in a 3. Pupils with a different partner do Activity 2
variety of familiar Listening
contexts CCE – Environmental Sustainability – Pupils
1.2.2 Ask why plastic is bad for the environment.
can be made from other materials e.g. bamb
Understand with sleeping bag made of recycled materials.
support specific
information and 4. Pupils do Activity 3. Follow instructions in
details of longer
simple texts on a 5. Pupils look at photos in Activity 1 again. T
range of familiar remember. Encourage pupils to say: Please
topics
6. Explain they are going to listen to four pe
holiday. Pre-teach ‘mosquito’. Pupils do Act
Teacher’s Book p.96 Exercise 4.

Post-lesson

7. Follow instructions in Pre-lesson Task 9:
done at the end of a lesson. Write on board:

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 8)

ing THEME: World of Knowledge

MENT: Environmental LANGUAGE/GRAMMAR FOCUS: Nouns: washbag,
suitcase, rucksack, tent, insect spray, guidebook, mosquito

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
s is the topic for Unit 8. Pupils answer
ctions in Teacher’s Book p.96. English Plus 1 Differentiate learning
according to needs of
ad aloud the 20 words in blue in the quiz. Student’s Book your pupils. Please see
uestion then match words to photos. If Activities 1–4 the seven
look at clues in the photos. Pupils listen p.82–83 differentiation
words were hard to match with the strategies at Section 4.
mming costume, trunks). Explain the Teacher’s Book
s are similar in Malay? (phrase book – p.96–97 See Strategy 4: Time

2. Ask: Which things have you both got? At Step 4: Some pupils
will need more time to
s say which objects are made of plastic. read the quiz and
Find out which plastic objects they think answer the multiple-
boo toothbrush, metal water bottle, choice questions. Tell
them to do quiz
n Teacher’s Book p.96 Exercise 3. numbers 1, 4, 6, 7, 8. If
they have time, they
They check how many words they can answer some
e could you tell us what number … is? more.

eople talking about things they take on
tivity 4, CD2.30. Follow instructions in

Memory Chain. This task can also be
: ‘Last year I went camping and I took…’

185

WEEK: __ LESSON: 144 (Speaking 25) SCHEME OF WORK: TEXTBO
TOPIC: Going away
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board ‘Going camping’. Brainsto
Speaking Speaking
Lesson delivery
2.1 2.1.4
2. Explain pupils are going to listen to the fo
Communicate Ask about and again. This time they listen for places the pe
Activity 5, CD2.30. Follow instructions in Te
simple information describe future board ‘Michelle’, ‘Paul’, ‘Simon’, ‘Lydia’ and
holidays? (Paul). Who loves going on a bea
intelligibly plans always good to have a camera on holiday?
and penknife are important on a camping ho
Complementary Complementary
Skill Skill 3. Write on board ‘I think we need… It’s goo
do Activity 6, Use It!. Follow instructions in T
Writing Writing
CCE – Environmental Sustainability – Write
4.2 4.2.3 ideas about what these could be. Explain th
the natural environment and make sure they
Communicate Narrate factual to look after the environment and ask what t
basic information events and
intelligibly for a experiences of 5. Write on board: ‘walk on paths’, ‘carry drin
range of purposes interest picnics in special areas’, ‘put rubbish in a ru
in print and digital foot’. Pupils in small groups agree on three
media a camping holiday. They write them on piec
them aloud. Ask after each group’s ideas: W

Post-lesson

6. Choose a post-lesson task from Section 3
talking about holidays

Primary Year 5 Scheme of Work