Primary Year 5 SOW SK (BPK)

K-BASED LESSON (Starter Unit)

king THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple:
affirmative and negative; Subject pronouns e.g. I, you;
Possessive adjectives e.g. my, our

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
sts. Pupils stand up if the sentence is
ou don’t like ___. Your favourite hobby / English Plus 1 See Strategy 3A for
about your hobbies and interests. Sit pupils who are slow at
Student’s Book writing.
nce starters in p.4, Activity 3 and say a Activity 3, 4 and 5
tick beside number on board. Repeat. p.4 Give them fewer
ete sentences about people on CD. sentences to complete
x sentences about their hobbies and Teacher’s Book at Step 4.
p.18
important to have hobbies and interests. At Step 4 encourage
n they are teenagers. Student’s Book pupils to write at least
es in Activity 5. Pupils work with a Activities 1, 2, 4 three positive
tuting hobbies and interests with theirs. p.5 sentences about their
mind them about subject pronouns and hobbies and interests.
check in pairs first. Teacher checks with
Paper to write
TRUE and FALSE
for Step 7

information about themselves and those

apital letters TRUE and FALSE on two
make up a hobby or interest that a
rue? Is it false?

36

WEEK: __ LESSON: 3 (Reading 1) SCHEME OF WORK: TEXTBOOK
TOPIC: Free time
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Environmental Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 1. Show a map of world on board. Find out i
Reading 3.2.1 Czech Republic. Say the capital city is Prag
Understand the three things about the Prague houses e.g. T
3.2 main idea of simple There are lots of windows. Ask: What differe
texts of one or two and houses in Malaysia?
Understand a paragraphs
variety of linear Lesson delivery
and non-linear Complementary
print and digital Skill 2. Pupils read text in Activity 6 and choose c
texts by using Speaking answers with a partner then teacher gives fe
appropriate 2.2.1
reading strategies Keep interaction 3. Write on board: ‘their friends, They’re from
going in short Help pupils to notice differences. See langu
Complementary exchanges by
Skill asking suitable CCE: Environmental Sustainability – Write ‘e
questions house made to help the environment. Elicit i
Speaking technology – low heat, low power, low energ

2.2 4. Pupils read and listen to the dialogue in A
the dialogue aloud. Nominate two or three p
Use appropriate
communication 5. Pupils read Key Phrases – Introducing pe
strategies the words in blue in the dialogue with their o
aloud. Encourage pairs to memorise the dia

Note any difficulties pupils have when readin
dialogue.

Post-lesson

6. Play Post-lesson Task 1: Spot the Differe
text in Activity 7 e.g. Jack – Joe; Not bad – N
into etc. Read the changed text aloud and p
a wrong word.

Primary Year 5 Scheme of Work

K-BASED LESSON (Starter Unit)

ng THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Subject pronouns e.g. I,
you, we, they

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

if pupils know where Europe is, then The English Plus 1 Differentiate learning
gue. Pupils look at photo on p.5 and say according to needs of
They’re different colours. They’re tall. Students’ Book your pupils. Please see
ences are there between these houses Activities 6, 7 and the seven
8 differentiation
p.5 strategies at Section 4.

correct subject pronouns. They compare Teacher’s Book Please see Strategy 5:
eedback. p.19 learning preferences
and needs
m Prague. There is a photo of houses.’ Map of the world
uage note in box in Teacher’s Book, p.19. for Step 1 Consider pairing pupils
for Activity 6 so there is
eco-house’ on board. Explain this is a a more-confident pupil
ideas about what this means e.g. with and a less-confident
gy. pupil in some pairs.

Activity 7 (CD 1-05). In pairs, they read
pairs to read the dialogue to the class.

eople. With a different partner, substitute
own names and hobbies and read it
alogue and choose pairs to perform it.

ng and understanding the text and

ences. Change 5–6 words in the reading

Not good; friend – sister; is into – isn’t
pupils put up their hands when they hear

37

WEEK: __ LESSON: 4 (Writing 1) SCHEME OF WORK: TEXTBOOK
TOPIC: Free time
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Creativity

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Brainstorm classroom objects on board. D
Writing Writing written in centre. Pupils classify the objects
things for writing/reading, things for the wall
4.2 4.2.4
Lesson delivery
Communicate Describe people,
basic information places and objects 2. Pupils do Activity 1. Ask which word is the
intelligibly for a using suitable
range of purposes statements 3. Follow instructions in Teacher’s Book, p.2
in print and digital
media Complementary 4. Pupils in pairs do memory test in Activity
Skill again for one minute, close their books and
Complementary can remember. Ask: Who can remember 3,
Skill Listening
5. Pupils do Activity 4. Tell pupils they are g
Listening 1.2.4 and write sentences to describe what’s on th
check if any of the objects and sentences ar
1.2 Understand a
sequence of 6. Follow instructions in Teacher’s Book, p.2
Understand supported describing their pictures and draw what they
meaning in a classroom
variety of familiar instructions CCE: Creativity – find out if pupils think they
contexts Do you think the drawing (8) on the wall in A
why not?

Note how well pupils can describe the positi
objects in their drawings.

Post-lesson

7. Follow instructions for Optional Activity: V

Primary Year 5 Scheme of Work

K-BASED LESSON (Starter Unit)

g THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Prepositions of place e.g.
on, near, next to

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Draw a mind map with classroom objects English Plus 1 Differentiate learning
into groups e.g. furniture, electric things, according to needs of
l. Student’s Book your pupils. Please see
Activities 1–5 the seven
p.6 differentiation
strategies at Section 4.
e most difficult to spell (dictionary). Teacher’s Book
p.20 Please see Strategy 5:
20, Exercise 2. learning preferences
and needs
3. They look at sentences in Activity 2
write down as many sentences as they In Step 4, pair some
5, 7, or more than 7 sentences? pupils with mixed ability
partners so one says
going to be creative. They draw a desk the sentences and the
he desk. Pupils swap with a partner and other writes them.
re the same. Encourage less able
pupils to say the
20, Exercise 5. Pupils listen to partner sentences, more able
y hear. pupils to write them.

y were creative in Activities 4 and 5. Ask:
Activity 1 on page 6 is creative? Why or

ions of classroom objects and classroom

Vocabulary in Teacher’s Book p.20.

38

SCHEME OF WORK: NON-TEXTBO

WEEK: __ LESSON: 5 (Language Arts 1) MAIN SKILL FOCUS: Langua
TOPIC: This Tooth
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Revised parts of the body by playing
your cheek)
5.2 5.2.1
Lesson delivery
Express personal Explain in simple
language why they 2. Introduce the poem. Discuss the corres
responses to like or dislike an 3. Ask pupils to read the poem silently.
event, description or 4. Divide pupils to a smaller group and pr
literary texts character in a text
to group them according to the stanzas
Complementary Complementary 5. Each group has to guess the meaning
Skill Skill
(Stanza 1: jiggled, jaggled, jerked and S
Reading Reading at the pictures of the poem and words
familiar).
3.2 3.2.3 6. Each group acts out their stanza based
7. Prompt pupils on the event whether
(either orally or in a written form).

Understand a Guess the meaning Post-lesson
variety of linear of unfamiliar words
and non-linear from clues provided 8. Teacher poses a question “What do yo
print and digital by title, topic, and pupils perform their possible actions ba
texts by using other known words
appropriate
reading strategies

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Starter Unit)

age Arts THEME: World of Stories
MENT: Language / LANGUAGE/GRAMMAR FOCUS: Verbs (past tense verbs)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

a simple game (e.g. Simon says, touch Anthology of Differentiate learning
Poems according to the needs
sponding images on the page. page18 of your pupils and
class. Please see the
rovide them with number cards (1 and 2) Contemporary seven differentiation
s. Children’s strategies listed in the
g of the verbs from the assigned stanza Literature introduction. Please
Stanza 2: pull, pushed, poked) by looking Teaching also consider the
s that they know (pull & push = may be Guidebook (BPK) following:
– Poetry
d on their guesses of the verbs. Some pupils might not
they like it or not and give explanation be able to come out
with their own reasons.
Teacher will then have
to accept phrases and
incomplete sentences.

(Strategy 3)

ou want to do if your tooth is loose?” and
ased on their imagination.

39

WEEK: __ LESSON: 6 (Listening 2) SCHEME OF WORK: TEXTBOOK
TOPIC: Free time
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Pupils stand in a circle. Choose a pupil to
Listening Listening and say That’s ___’s desk. Repeat. Pupils th
standing next to them and find books, pens
1.1 1.1.1 say: These are the pupils’ ___s.

Recognise and Recognise and Lesson delivery
reproduce target reproduce with little
language sounds or no support a 2. Follow instructions in Teacher’s Book, p.2
wide range of target note. Help pupils to notice the sound of apo
Complementary language repeat: teacher’s, Harry’s and Eva’s. Can th
Skill phonemes
3. Pupils do Activity 2 then in pairs take turn
Reading Complementary
Skill 4. Tell pupils they are going to hear two peo
3.2 sentences in Activity 3 aloud. Pupils listen fo
Reading sentences. Play CD 1-08. Can they find ano
Understand a sound /z/? (speakers)
variety of linear 3.2.1
and non-linear CCE: Values – ask why it’s important that pa
print and digital Understand the doing and who you’re with.
texts by using main idea of simple
appropriate texts of one or two 5. Pupils read and complete the table in Act
reading strategies paragraphs and respond to their partner’s 3 questions a
(classmate’s name) __?

Note how well pupils can identify the differen

Post-lesson

6. Pupils in groups place some of their perso
desk or table. They take turns to say: That’s
If they are correct, they give the object back

Primary Year 5 Scheme of Work

K-BASED LESSON (Starter Unit)

ing THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Possessive ‘s’

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

o start the game and point to her/his desk English Plus 1 Differentiate learning
hen take turns to say name of two pupils according to needs of
or notebooks that belong to them. They Student’s Book your pupils. Please see
Activities 1–4 the seven
p.7 differentiation
strategies at Section 4.
21, Exercise 1 and read the Language Teacher’s Book
ostrophe ‘s’. Ask: is it /s/ or /z/? Pupils p.21 See Strategy 2: Type
hey hear the /z/ sound? and amount of support

ns to say the phrases. At Step 4 play the CD
track again and pause
ople talking on a phone. Read the three after I’m at home; in the
or the correct words at end of these drawer; MY speakers in
other word with ‘s’ at the end that has the YOUR room. This
enables less-proficient
arents know where you are, what you’re pupils to focus on the
answers.

tivity 4. In pairs they take turns to listen
about places: Am I __? Are you __? Is

nce between /s/ and /z/ sounds.

onal classroom objects in middle of a
s (name of pupil) _______’s (noun) ___.
k to the pupil who owns it.

40

WEEK: __ LESSON: 7 (Speaking 2) SCHEME OF WORK: TEXTBOOK
TOPIC: Free time
MAIN SKILL FOCUS: Speaki
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board: ‘Where are you in the cla
Speaking Speaking ‘opposite’ and ‘next to’ in a vocabulary box.
their position in the classroom e.g. I’m near
2.1 2.1.1 desk and ___’s desk etc.

Communicate Give detailed Lesson delivery

simple information information about 2. Follow instructions in Teacher’s Book, p.2
questions to their partner, pupils write down
intelligibly themselves answers and how many ‘No’. Find out the to
more – no or yes answers?
Complementary Complementary
3. Pupils look at the table with person, city a
Skill Skill know which countries Rio, New York, Londo
people and elicit information about them: Lio
Writing Writing a singer, Kristen Stewart is an actor and Ro
Alternatively, write a different table on the bo
4.2 4.2.1
4. Follow instructions for Teacher’s Book, p.
Communicate Give detailed different people, different cities and different
basic information information about
intelligibly for a themselves 5. Extra activity: If time, do Activity 4. Pupils
range of purposes the six sentences then ask and answer the q
in print and digital
media Note how well pupils spoke about themselve
wrote about themselves.

Post-lesson

6. Who am I? Sit on a seat at front of class.
person. They ask questions starting with ‘Ar

Primary Year 5 Scheme of Work

K-BASED LESSON (Starter Unit)

king THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Interrogatives with verb
‘to be’; Prepositions of place e.g. at school

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

assroom?’ Write: ‘near’, ‘between’, English Plus 1 Differentiate learning
Elicit sentences from pupils to describe according to needs of
/ I’m not near the door. I’m between __’s Student’s Book your pupils. Please see
Activities 5 and 6 the seven
21, Exercise 5. While they are asking the p.7 differentiation
n how many sentences have ‘Yes’ Teacher’s Book strategies at Section 4.
otal of yes and no answers. Which has p.21
At Step 4, provide less
and place in Activity 6. Check if they confident pupils with
on and Cairo are in. Show pictures of the two question starters:
onel Messi is a footballer, Taylor Swift is
obert Downey Junior is an actor. Are you in_?
oard with people familiar to pupils.
Are you at __?
.21, Exercise 6. Remind pupils to choose
t places.

s in pairs write questions with words in
questions in pairs.

es, asked questions about a partner and

Tell pupils you are a famous Malaysian
re you…’ to find out who you are.

41

WEEK: __ LESSON: 8 (Reading 2) SCHEME OF WORK: TEXTBOOK
TOPIC: Free time
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
ICT

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 1. Write on board: ‘big ←→small’, ‘fast ←→
Reading 3.2.2 opposites. Elicit big, small, fast, slow. Anima
Understand specific slow? (snail) Big and fast? (cheetah). Expla
3.2 information and describe things.
details of two
Understand a paragraphs or more Lesson delivery
variety of linear 2. Pupils read adjectives in Activity 1. Ask: W
and non-linear Complementary unpopular? Can they think of other adjective
print and digital Skill Explain they are going to read a text with 8 a
texts by using Writing (CD 1-09). With a partner, they match blue w
appropriate 4.2.4 3. Pupils read text again. Ask: What’s the na
reading strategies Describe people, and the third? Pupils answer questions abou
places and objects
Complementary using suitable CCE: ICT – Hold up a mobile phone or show
Skill statements know about a mobile phone. Write on board
sim card, ringtone, charger, hands free. Giv
Writing parts of the phone, sim card and charger. Fi

4.2 4. Follow instructions in Optional activity: Vo
read text again and write three sentences ab
Communicate got ___ and using an adjective from Activity
basic information
intelligibly for a 5. Pupils in pairs swap sentences and find a
range of purposes the same or different from their partner’s ad
in print and digital
media Note pupils who are slow at reading the par

Post-lesson

6. Pupils in groups of three, take turns to as
you got in your pocket/on your desk/under y
their answer e.g. I have a small notebook in

Primary Year 5 Scheme of Work

K-BASED LESSON (Starter Unit)

ng THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives e.g. boring,
bad, unpopular

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

→slow’ with symbol to show they’re English Plus 1 Differentiate learning
als. Ask: Are any animals small and according to needs of
ain these words are adjectives. They Student’s Book your pupils. Please see
Activities 1 and 2 the seven
Which two letters are at the start of p.8 differentiation
es starting with ‘un-‘? (unhappy, unkind) strategies at Section 4.
adjectives in blue. They read and listen Teacher’s Book
words with their opposites in the box. p.22 Please look at Strategy
ame of the first writer? And the second, 3: Outcomes. Some
ut children in Activity 2. Check answers. For CCE – a pupils could write 2
w image on board. Find out words pupils handout for each sentences and some
d screen, keys, answer key, end call key, pupil with an could write three
ve handout to each pupil and they label image of a mobile sentences or more at
ind out how often they use one. phone large Step 4.
ocabulary in Teacher’s Book, p.22. Pupils enough for them
bout things in their bag starting with: I’ve to label parts of it
y 1. including keys and
adjectives in their descriptions. Are they a sim card and
djectives? charger beside it
ragraphs. Consider why they were slow.

sk and answer the questions: What have
your bed? They include an adjective in
n my pocket.

42

WEEK: __ LESSON: 9 (Writing 2) SCHEME OF WORK: TEXTBOOK
TOPIC: Free time
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Education

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write ‘Adjectives’ in centre of a mind map
Writing Writing and write around mind map. Pupils say any
many opposites can they match?
4.2 4.2.4
Lesson delivery
Communicate Describe people,
basic information places and objects 2. Write: ‘very’, ‘really’, ‘quite’ on board. Mod
intelligibly for a using suitable ‘I’m very/really interested in music’. Ask: Wh
range of purposes statements quite? Pupils read p.8, Key Phrases.
in print and digital
media Complementary 3. Draw table on board with headings TV pr
Skill Films. Elicit examples of sentences about pr
Complementary Activity 3. They compare with a partner. Cho
Skill Speaking
4. Pupils do Activity 4. They memorise two o
Speaking 2.1.5 other.

2.1 Describe people, CCE: Financial Education – find out if pupils
places and objects pairs of pupils the handout. In turn, they say
Communicate using suitable Phrases. Ask if they think it’s important to ha
simple information statements
intelligibly 5. Pupils re-read the text on p.8, Activity 1, w
find examples of: has got, have got, hasn’t g
give examples and to say if they are from Pa
Activity 2.

6. Read the table in p.9, Activity 3 with pupil

Note how well pupils described places, peop

Post-lesson

7. Pupils in small groups prepare 3–4 quest
got. Choose a leader from each group to as
other groups can’t repeat the same question

Primary Year 5 Scheme of Work

K-BASED LESSON (Starter Unit)

g THEME: World of Self, Family and Friends

MENT: Financial LANGUAGE/GRAMMAR FOCUS: Adjectives e.g. popular,
interesting; Verb: have got

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

p. Elicit adjectives from previous lesson English Plus 1 Differentiate learning
opposite adjectives they know. How according to needs of
Student’s Book your pupils. Please see
del sentences with words in context e.g. Activities 3 and 4 the seven
hat kind of words go after very, really, p.8 differentiation
Activity 3 p. 9 strategies at Section 4.
rogrammes, Places, People, Games or
rogrammes, places etc. Pupils do Teacher’s Book At Step 3, some pupils
oose pupils to say a sentence. p.22 and 23 may not be able to
of their sentences then in pairs tell each write 8 sentences so
For CCE: reduce the number to
s know the cost of a mobile phone. Give handout for pairs 4–6, and monitor pupils
y a sentence about the phones using Key of pupils with as they write to see if
ave an expensive phone. images and cost any need support.
which they did in previous lesson. They of four different
got and haven’t got. Choose pupils to mobile phones
aul’s, Ben’s or Maria’s text or from

ls then they complete it.
ple and objects when writing about them.

tions to ask you about things you have
sk two of their questions. Pupils from
n.

43

SCHEME OF WORK: NON-TEXTBO

WEEK: __ LESSON: 10 (Language Arts 2) MAIN SKILL FOCUS: Langua
TOPIC: This Tooth
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Pupils share what they remember from
Chain] before going through the poem.
5.3 5.3.1
Lesson delivery
Express an Respond
imaginative to 2. Tell pupils that they are going to crea
response imaginatively and falling tooth in groups.
literary texts
intelligibly through 3. In groups, pupils discuss on how to cre
4. Teacher encourages pupils to use co
creating simple role-
story so that it is easier to narrate it.
plays and simple 5. Provide time for pupils to create the ma

poems boy or girl) and their story based on the
6. Then, pupils take turn to narrate their st
Other imaginative

responses as

appropriate

Complementary Complementary Post-lesson
Skill Skill
7. Pupils take notes on one of the memor
Speaking Speaking a piece of paper [Post-Lesson Task 10

2.3 2.3.1

Communicate Narrate short basic
appropriately to a stories and events
small or large
group

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Starter Unit)

age Arts THEME: World of Stories
MENT: Language /
LANGUAGE/GRAMMAR FOCUS: Connectors (first, next,
finally)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

m the poem [Pre-Lesson Task 9 – Memory Anthology of Differentiate learning
Poems according to the needs
ate a mask and tell their story about the page18 of your pupils and
eate the mask. class. Please see the
onnectors (first, next and finally) in their Contemporary seven differentiation
ask of a person with a loose tooth (either Children’s strategies listed in the
eir imagination and creativity. Literature introduction. Please
tory. Teaching also consider the
Guidebook (BPK) following:
– Poetry
Provide pupils with
Mask sample
opportunities to

contribute in their own

ways (in terms of

drawing, colouring, or

narrating).

(Strategy 5)

rable stories presented by their friends on
– What about you?]

44

WEEK: __ LESSON: 11 (Listening 3) SCHEME OF WORK: TEXTBOOK
TOPIC: Free time
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Patriotism

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Project or pin world map on board as sup
warm-up activity, Teacher’s Book, p.24. Cho
1.2 1.2.5
Lesson delivery
Understand Understand a
meaning in a sequence of 2. Pre-teach ‘globe’. Pupils in pairs do p.10,
variety of familiar supported questions pupils repeat. Which countries sound simila
contexts languages pupils know)?
Complementary
Complementary Skill 3. Play a word game with the six blue words
Skill then find the blue word. e.g. What is someth
Reading Reading word means a person is very good and reall

3.2 3.2.3 4. Pupils do p.10, Activity 2. Help pupils to n
ish, -an -ian, -ese on board.
Understand a Guess the meaning
variety of linear of unfamiliar words CCE: Patriotism – ask pupils why it’s import
and non-linear from clues provided your country. Elicit examples of facts they kn
print and digital by title, topic and money, important people, important building
texts by using other known words
appropriate 5. Hold up three flash cards (Where? What?
reading strategies that start with these question words. Pupils
Pupils do p.11, Activity 2 (CD1.12)

6. Pupils read key phrases in Activity 3. The
different partner, they complete the five sen

Note any pupils who found understanding th

Post-lesson

7. Pupils sit in a circle and take turns to ask

Primary Year 5 Scheme of Work

K-BASED LESSON (Starter Unit)

ing THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns and Adjectives
e.g. Spain, Spanish, China, Chinese

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

pport for warm-up. Follow instructions for English Plus 1 Differentiate learning
oose a pupil to point to Malaysia on map. according to needs of
Student’s Book your pupils. Please see
, Activity 1. Say country names again and Activities 1 and 2 the seven
ar in English and Malay (or other p.10 differentiation
strategies at Section 4.
s in quiz, p.10, Activity 2: Say: Listen Activities 1–3
hing we wave on special days. What p.11 Please look at Strategy
ly popular? 1: Task
notice endings of nationalities by writing - Teacher’s Book
p.24 and p.25 At Step 4 encourage
more-proficient pupils
World map as an to say longer
image or poster sentences.

tant to be able to give information about Flash cards to
now about Malaysia e.g. flag, food, hold up with
gs. Where? What?
Who? on them for
? Who?) and elicit examples of questions Step 5
do p.11, Activity 1. Check answers.

ey listen to (CD1.12) again. With a
ntences. Check answers.

he questions in Steps 3 and 5 hard.

a Where, What and Who question.

45

WEEK: __ LESSON: 12 (Speaking 3) SCHEME OF WORK: TEXTBOOK
TOPIC: Free time
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Patriotism

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write: ‘Where’, ‘What’, ‘Who’ in circles on
Speaking Speaking Pupils say which question word matches ea
teacher. (Who + are you?) I live in a city in M
2.1 2.1.1 watching films and running. (What + are you

Communicate Give detailed Lesson delivery

simple information information about 2. Pupils in pairs take turns to say three sen
who they like. Partners match sentences wit
intelligibly themselves
3. Pupils look at the six photos on p.10 agai
Complementary Complementary and say sentences about them using Key P
that’s … I’m not sure that’s…. I don’t know w
Skill Skill
3. Tell pupils they are going to write a group
Writing Writing Follow instructions in Teacher’s Book, p.25,

4.3 4.3.2 5. Each group chooses their ‘best’ question
questions on a wall with a heading e.g. ‘Can
Communicate Spell a range of
with appropriate high frequency CCE: Patriotism – ask pupils why it’s import
language form words accurately in their country. Elicit positive examples e.g. go
and style for a independent writing technology.
range of purposes
in print and digital Note how well pupils give information about
media words from the activities such as know, thin

Post-lesson

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

Primary Year 5 Scheme of Work

K-BASED LESSON (Starter Unit)

king THEME: World of Self, Family and Friends

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Question words;
Nationalities (adjectives) e.g. American, Italian

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

n board. Say sentences about yourself. English Plus 1 Differentiate learning
ach sentence. For example, I’m your according to needs of
Malaysia. (Where + do you live?) I like Student’s Book your pupils. Please see
ur interests?) Write these on board. Activity 2 (to the seven
check differentiation
ntences about where they live, what and understanding of strategies at Section 4.
th a question (Where, What or Who). new language
in. In pairs, they choose two photos each from previous At Step 3 it is often
Phrases from p.11, Activity 3. I think lesson using a more effective to have
where / what / who that is. different task) small groups of pupils
p quiz. Pupils do p.11, Activity 4, Use It! p.10 for talking and writing
, Exercise 4. activities because it is
and one pupil writes it on paper. Display Activity 3 (Key more likely each pupil
n you answer our questions?’ Phrases only) will contribute. Make
tant to say good/positive things about Activity 4 mixed-ability groups.
ood schools, helping environment, good p.11

Teacher’s Book
p. 25

t themselves and how well they spell
nk, sure, right and write.

3 to review and consolidate topic

46

WEEK: __ LESSON: 13 (Reading 3) SCHEME OF WORK: TEXTBOOK
TOPIC: Free time
MAIN SKILL FOCUS: Readin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write ‘email’ on board. Explain an email is
Reading Reading ‘e’ stands for ‘electronic’. Find out who write
who they get emails from.
3.3 3.3.1
Lesson delivery
Read Read and enjoy A2
independently for fiction/non-fiction 2 Pupils do p.11 Activity 5. Explain the text i
information and print and digital called conjunctions. Pupils compare answer
enjoyment texts of interest What question was easy/difficult? Is Beth’s e

Complementary Complementary CCE: ICT – Write on board school email add
Skill Skill mean and where is it? (after name on email
‘.’ dot. Write Malaysian email addresses on
Writing Writing pupils to say them using ‘at’ and ‘dot’. Ask p
emails.
4.3 4.3.1
3. Write on board ‘and’, ‘or’, ‘but’ and three s
Communicate Use capital letters, cream. I like cheese ___ I don’t like ice crea
with appropriate full stops, commas cream!? Pupils say which conjunction is mis
language form in lists and question
and style for a marks appropriately 4. Pupils do Activity 6. Follow instructions in
range of purposes in independent Ask: Can you find another comma in Beth’s
in print and digital writing at discourse
media level 5. Pupils do Activity 7. In pairs, they compar
same conjunction. Check answers. Ask: Wh

Note any pupils who have difficulty reading
questions about it.

Post-lesson

6. Pupils in small groups place their three co
They take turns to turn over a card and say
conjunction on the card. They mix the cards

Primary Year 5 Scheme of Work

K-BASED LESSON (Starter Unit)

ng THEME: World of Self, Family and Friends

MENT: ICT LANGUAGE/GRAMMAR FOCUS: Question words;
Conjunctions: and, but, or

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

s a text you write on a computer and that English Plus 1 Differentiate learning
es emails, who they send emails to and according to needs of
Student’s Book your pupils. Please see
Activities 5–7 the seven
p.11 differentiation
strategies at Section 4.
is from an email and words in blue are Teacher’s Book
rs with a partner. Check with class. Ask: p. 25 Please see Strategy 5:
email easy/difficult to read? learning preferences
dress. Read it aloud. Ask: What does @ At Step 6: Three and needs for support.
l, before domain name). Explain we call cards for each
board e.g. Legoland, local shop. Choose group with and, At Step 3 some pupils
pupils if they like reading and writing but, or on them will feel more confident
if you read the email
sentences e.g. I like cheese ___ I like ice aloud at the same time
am. Would you like cheese __ ice as they are reading it.
ssing in the sentences (and, but, or). This is possible with a
small group.
n Teacher’s Book, p.25, Exercise 6.
email? (after sport, before especially)

re sentences to check if they have the
hich sentence has a comma? (number 3)

the email and understanding the

onjunction cards face down on a desk.
something about themselves using the
s then repeat activity.

47

WEEK: LESSON: 14 (Writing 3) SCHEME OF WORK: TEXTBOOK
__ TOPIC: Free time
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Writing 1. Write ‘International Friends’ on board and
Writing 4.2.1 previous lesson e.g. Who is the email from?
Give detailed Ask: What is at the start of the email? What
4.2 information about
themselves Lesson delivery
Communicate
basic information Complementary 2. Write a fact file on board. Pupils complete
intelligibly for a Skill Name:
range of purposes Reading Age:
in print and digital 3.2.1 Brothers and sisters:
media Understand the School:
main idea of simple Into:
Complementary texts of two Interested in:
Skill paragraphs or more Speaks:
After completion, pupils compare informatio
Reading
3. Follow instructions for Teacher’s Book, p.
3.2 fact file and Key Phrases from Activity 8 to w
check if email has: a start; all the information
Understand a but, or); a question; an end.
variety of linear
and non-linear 4. Pupils swap emails with a partner and rea
print and digital has features in Step 3; a smiley face if it has
texts by using the email.
appropriate
reading strategies Note how well pupils wrote details about the

Post-lesson

6. Post-lesson Task 1: Spot the Differences
5–6 mistakes. Read it aloud. Pupils put han
and correct it. How many words did they spo

Primary Year 5 Scheme of Work

K-BASED LESSON (Starter Unit)

g THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Conjunctions: and, but, or

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
d elicit information about the email from English Plus 1
? How old is she? Where does she live? Differentiate learning
Student’s Book according to needs of
is at the end of the email? Activity 8 your pupils. Please see
e it individually before writing email. p.11 the seven
differentiation
on with a partner. strategies at Section 4.
.25, Exercise 8. Pupils use notes from
write an email. When finished, they Teacher’s Book See Strategy 4: Time
n from fact file; some conjunctions (and, p. 25
Some pupils will take
Fact file on a longer to write an email
worksheet with than others. Suggest
key words for they write about only
each pupil to write one interest. Proficient
notes – see pupils can write about
example at Step 2 several interests.

ad them. They put a smiley face if email
s Key Phrases; a smiley face if they like

emselves in the fact file and in the email.

s. Prepare email in Activity 5 so there are
nds up hand when they hear a mistake
ot and correct accurately?

48

SCHEME OF WORK: NON-TEXTBO

WEEK: __ LESSON: 15 (Language Arts 3) MAIN SKILL FOCUS: Langua
TOPIC: Cats
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Teacher draws outlines of pet animals
5.2 5.2.1 predict the animal groups (answer: p
contents]

Express personal Explain in simple Lesson delivery
language why they
responses to like or dislike an 2. Introduce the poem. Discuss the corres
event, description or 3. Divide pupils to four big groups and eac
literary texts character in a text 4. Each group has to read the stanza an

Complementary Complementary to individually point to the correspond
Skill Skill others: point at the gate in the book).
5. Teacher informs pupils that they have
Listening Listening based on the cats’ actions.
6. Pupils pair up and think of their possible
1.2 1.2.2 7. Teacher conducts ‘Hot Seat’ activity wh
choose the four cats’ actions (scratch
Understand Understand with scratching the bee-hive or napping on
meaning in a support specific like it? What do you want to do?)
variety of information and
familiar details of longer Post-lesson
contexts simple texts on
a range of familiar 8. Pupils look at the pictures on the poe
topics them to close it.

9. Teacher gives a few statements and p
show whether the statement is true or
shake their head) [Post-lesson Task 8-

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Starter Unit)

age Arts THEME: World of Stories
MENT: Language / LANGUAGE/GRAMMAR FOCUS: Verbs (continuous tense)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

(e.g. a cat, fish, dog, etc.) and lets pupils Anthology of Differentiate learning
pets) [Pre-Lesson Task 8 – Predict the Poems according to the needs
page15 of your pupils and
sponding images on the page. class. Please see the
ch group is assigned to a stanza. Contemporary seven differentiation
nd the other three groups’ members have Children’s strategies listed in the
ding picture (read: scratching the gate, Literature introduction. Please
Teaching also consider the
e to think of possible suggested actions Guidebook (BPK) following:
– Poetry
e actions. Some pupils might not
here each pair comes in front. Others can be able to come out
hing the backdoor, scratching the gate, with their own reasons.
Teacher will then have
a chair) and ask questions (e.g. Do you to accept phrases and
incomplete sentences.

(Strategy 3)

em for a minute and then, teacher asks

pupils have to nod or shake their head to
r false (e.g The cat is eating a mouse –
Test Your Memory]

49

SCHEME OF WORK: TEXTBOOK

WEEK: __ LESSON: 16 (Language Awareness 1) MAIN SKILL FOCUS: Langua

TOPIC: Free Time CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Language Language
Awareness Awareness lessons 1. Review language from Starter unit with an
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. Follow instructions in Teacher’s Book, p.
Complementary Complementary four drawings and identify differences betwe
Skill (Listening, Skill (Listening, 3. Pupils in pairs place 6 classroom objects
Speaking, Speaking, Reading two or three objects near the front of desk; o
Reading or or Writing). back of desk. Pupils stand up and take turns
Writing). Teachers Teachers can use __ isn’t near us. These __s are near us. Tho
can use Year 5 Year 5 Content and 4. Follow instructions in Teacher’s Book p. 2
Content and Learning Standards
Learning in DSKP curriculum Note:
Standards in document.  Plan further activities for this unit to dev
DSKP curriculum
document. pupils’ needs.
 You can use information about your pup

using formative assessment strategies
 The information could include your obse

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

communicative way.

Post-lesson
4. Ask pupils to think about their learning an
complete the self-assessment worksheet (se
strategies column).*

5. Collect the worksheets from pupils and re
there are any areas of concern, prepare a re

Primary Year 5 Scheme of Work

K-BASED LESSON (Starter Unit)

age Awareness THEME: teacher to complete

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

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

n activity from list of pre-lesson tasks. English Plus 1 Differentiate learning
according to the needs of
23, Exercises 1 and 2. Pupils look at the Student’s Book your pupils and class.
een the use of this, that, these, those. Activities 1, 2, 4, 5 Please see the seven
on a desk. One object on its own and p.9 differentiation strategies
one object and two or three objects at the listed in the introduction.
s to say either: This __ is near us. That Teacher’s Book Please also consider the
ose __s aren’t near us. p.23 following:
23, Exercises 4 and 5.
Use self- *Pupils will need support
velop language skills according to your assessment understanding and
worksheet below completing the self-
pils’ performance which you collected assessment worksheet,
while teaching this unit. especially at the
ervation of pupils interacting in beginning of the year.
nce in written activities. Pupils can complete it in
e practice in a meaningful, fun and their own language if
necessary.

nd performance in this unit. They then
ee below and see note in differentiation

eview them to note pupils’ responses. If
eview of these in upcoming lessons.

50

How did I do in the Starter unit?
Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about my free time Great ____ OK ____

…use adjectives and some adverbs to Great ____ OK ____
describe objects

…ask and answer questions about Great ____ OK ____
myself and other people

…write and email about myself Great ____ OK ____

 I’m proud of myself because I can ____________________

 In the next unit, I will _______________________________

Primary Year 5 Scheme of Work



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

51

WEEK: __ Unit 1 SCHEME OF WORK: TEXTBO

LESSON: 17 (Listening 4) MAIN SKILL FOCUS: Listeni
TOPIC: Towns and cities CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board: ‘Town’, ‘City’. Elicit which
Listening Listening in Malaysia. Ask: Do you live in a town or a
the countryside. Pupils say if there is some
1.2 1.2.1 live.

Understand Understand with Lesson delivery
meaning in a support the main
variety of familiar idea of longer 2. Pupils look at photos and drawings of fam
contexts simple texts on a the Student’s Book. Find out if pupils have b
range of familiar places in the Guide.
Complementary topics
Skill 3. Read the 14 sentences aloud and say ‘m
Complementary aloud the vocabulary in the box on Activity 1
Writing Skill meaning of vocabulary pupils don’t know. In
Check answers.
4.2 Writing
4. Pupils do Activity 2, CD-1.14. Check answ
Communicate 4.2.4 many places do the people say? (10)
basic information
intelligibly for a Describe people, 5. Pupils read sentence starters in Activity 3
range of purposes places and objects answers e.g. In sentence 2, does the person
in print and digital using suitable adjective in sentence 3? Pupils listen to CD-
media statements
6. Follow instructions for Activity 4, Teacher

Note pupils who have difficulty listening for t

Post-lesson

7. Do Post-lesson Task 6: Make a Word Lad
vocabulary.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

ing THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: there’s, there are; a, an;
some, any

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

h is bigger and names of towns and cities English Plus 1 Differentiate learning
city? If neither, ask where e.g. a village, according to needs of
ething famous in the place where they Student’s Book your pupils. Please see
Activities 1, 2, 3, 4 the seven
mous places in London Guide p.12–13 of p.12 and 13 differentiation
been to London and if they went to any strategies at Section 4.
Teacher’s Book
mmm’ for gap in each sentence. Read p.26 See Strategy 7:
1. Pupils repeat each word. Check Teachers read the Feedback
n pairs, they do Activity 1, CD-1.13. following sections:
- Vocabulary At Steps 3, 4 and 5
wers then play CD track again. Ask: How - Aim provide positive
- Background feedback about pupils’
3. Give pupils clues to help them listen for listening skills,
n live in a town or a city? What’s the Exercise 4 especially to learners
-1.14 again and complete the sentences. p.27 who find listening for
r’s Book, Exercise 4, p.27. topic vocabulary in
the main idea in longer texts longer texts difficult.

dder, to review and consolidate topic

52

WEEK: __ LESSON: 18 (Speaking 4) SCHEME OF WORK: TEXTBO
TOPIC: Towns and cities
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Patriotism

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Pupils in groups brainstorm words in a mi
Speaking Speaking from each group says two words from mind
pupils with spelling of e.g. square, restauran
2.1 2.1.5
Lesson delivery
Communicate Describe people,
simple information places and objects 2. Write on board as a model: ‘There’s a…’,
intelligibly using suitable some…’, ‘There aren’t any…’. Elicit sentenc
statements There’s a river. There isn’t a space station. T
any Malaysian markets.
Complementary Complementary
Skill Skill 3. Pupils do p.13, Activity 5. Pupils compare
the same or different? Choose pupils to read
Writing Writing
4. Pupils read Key Phrases. Choose two pu
4.2 4.2.1 Activity 6 (Use It!) and tell their partner the s
to produce 5 sentences each (fast finishers
Communicate Give detailed sentence aloud.
basic information information about
intelligibly for a themselves 5. Pupils in small groups agree on 2 or 3 go
range of purposes agree on something that’s not good. Draw a
in print and digital things as a heading on left; not good things
media gives an example of each.

Note pupils who describe places well orally

Post-lesson

6. Pupils in same small groups agree on one
about where they live and write it clearly. Di

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

king THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: there’s, there are; a, an;
some any

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ind map about towns and cities. A pupil English Plus 1 Differentiate learning
map and writes words on board. Help according to needs of
nt, theatre, building. Student’s Book your pupils. Please see
Activities 5 and 6 the seven
p.13 differentiation
strategies at Section 4.
, ‘There isn’t a/an …’, ‘There are Teacher’s Book
ce endings about places in London e.g. p.27 See Strategy 3:
There are some theatres. There aren’t Outcomes
At Step 1:
e with a partner. Ask: Are your sentences For each group, At Step 3, differentiate
d a sentence to whole class. A4 paper with a outcome by challenging
upils to read speech bubbles. They do mind map. In more proficient pupils
sentences they think of. They should try centre, a box in to write two additional
could do more). Choose pupils to read a with Towns and sentences and expect
Cities written in it less confident pupils to
ood things about where they live, then and lines from the complete three or four.
a line down centre of board. Write good box.

on right. One pupil from each group At Step 6:
Paper for each
and those who need support to do this. group to write one
sentence for a
e sentence from Step 5 with a good thing wall display
isplay sentences on wall.

53

WEEK: __ LESSON: 19 (Reading 4) SCHEME OF WORK: TEXTBO
TOPIC: Towns and cities
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. See Section 3, Pre-lesson Task 4: I’m Go
Reading Reading the lesson.

3.2 3.2.4 Lesson delivery

Understand a Use with support 2. Write on board as a model: ‘I think a good
variety of linear familiar print and because it’s good for...’ Pupils think of a goo
and non-linear digital resources to it’s good. They use the two sentence starter
print and digital check meaning
texts by using 3. Tell pupils they’re going to be creative. Th
appropriate Complementary questions about a text on p.14. Follow instru
reading strategies Skill Teacher’s Book. Encourage pupils to start s
predicting, they read the text and check pred
Complementary Speaking
Skill 4. Pupils do Activity 2, CD1.15. Follow instru
2.1.5 Teacher’s Book. Ask: What helped you to an
Speaking numbers)
Describe people,
2.1 places and objects 5. Pupils do Activity 3. They use an online o
using suitable or 5 words in blue that they don’t understand
Communicate statements adjectives? (fantastic, comfortable, exciting,
simple information
intelligibly Note pupils who are able to use photos and
meaning of words and those who need supp

Post-lesson

6. Pupils in small groups decide if they think
holiday and say why or why not.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

ng THEME: World of Knowledge

MENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Present simple tense
interrogatives: Is it...? Is / Are there… How many…?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

oing To…. Pupils write 2 or 3 goals for English Plus 1 Differentiate learning
according to needs of
d place for a holiday is...’, ‘That’s Student’s Book your pupils. Please see
od holiday place and give a reason why Activities 1, 2, 3 the seven
rs on board to share ideas with a partner. p.14 differentiation
hey’re going to predict answers to strategies at Section 4.
uctions for Exercise 1 on p.28 in Teacher’s Book
sentences with: ‘I think…’. After Optional activity: See Strategy 4: Time
dictions. Reading
uctions for Exercise 2 on p.28 in p.28 At Step 6 some pupils
nswer the questions? (e.g. photos, will need some more
At Step 6: time to look up
or paper dictionary to check meaning of 4 Dictionaries for dictionaries for
d. Ask pupils: Which four words are each pupil or pairs meanings of words.
, horrible) of pupils More able pupils could
d questions to predict content and check check meaning of
port. additional vocabulary
e.g. cruise, oasis, relax

k the cruise ship is a good place for a

54

WEEK: __ LESSON: 20 (Writing 4) SCHEME OF WORK: TEXTBO
TOPIC: Towns and cities
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Pupils in pairs say things they remember
do on it. Write words they mention on board
Writing Writing Lesson delivery
2. Pupils do p.15, Activity 1. Follow instructio
4.2 4.2.4 3. Say: You’re going to be creative again. P
holiday park. Allow at least 30 seconds for t
Communicate Describe people, activities/a climbing wall/shops/restaurants?
basic information places and objects 4. Pupils do Activity 6 (Use It!) in small grou
intelligibly for a using suitable Book, p.29, Exercise 6.
range of purposes statements 5. Elicit and write on board some: adjectives
in print and digital ‘really’, ‘quite’); conjunctions (‘and’, ‘but’). ‘T
media Complementary aren’t any…’ Pupils do Finished! using some
Skill
Complementary 6. Pupils exchange texts with a partner. The
Skill Speaking in the park; adjectives; use of very, really or
smiley face if they like the holiday park.
Speaking 2.2.1 Note how well pupils can describe a holiday
Post-lesson
2.2 Keep interaction 7. To review topic vocabulary, do Post-lesso
going in short
Use appropriate exchanges by
communication asking suitable
strategies questions

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

g THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense ‘to
be’ interrogatives Is there…? Are there…? How many…?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
on the cruise ship and what people can
d. How many things did they remember? English Plus 1 Differentiate learning
according to needs of
ons in Teacher’s Book, p.29, Exercise 1. Student’s Book your pupils. Please see
Pupils close their eyes and imagine a Activities 1, 5 and the seven
this. Ask: Does the park have sports 6 differentiation
? Pupils do Activity 5. p.15 strategies at Section 4.
ups. Follow instructions in Teacher’s
Teacher’s Book See Strategy 7:
p.29 Feedback

s (‘popular’, ‘new’, ‘nice’); adverbs (‘very’, At Steps 3 and 5,
There is/isn’t…’; ‘There are some/There monitor pupils as they
write and provide
e words on board. positive feedback to
those who have
ey draw a smiley face for: good things difficulty writing
r quite; conjunctions. They draw a big sentences to describe a
holiday park. Focus on
y park with suitable statements. use of vocabulary,
spelling of words
on Task 4: Correct the Mistake. presented in book and
praise pupils for writing
e.g. 3, 4 or 5 sentences
well.

55

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 21 (Language Arts 4) MAIN SKILL FOCUS: Langua
TOPIC: Cats
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Review and mime the actions (verbs: sc

5.3 5.3.1 Lesson delivery

Express an Respond 2. Ask pupils to think other possible act
imaginative to then, ask them to talk to their partner
response imaginatively and share).
literary texts
intelligibly through 3. In groups, they list down suitable descr
(e.g. playing a ball, climbing a tree, etc.
creating simple role-
4. Teacher displays a few samples of cat-
plays and simple 5. In pairs, pupils use the list of actions th

poems poem based on their own creativity.
6. Pupils are encouraged to use their crea
Other imaginative
(e.g using different colours, using differ
responses as
Post-lesson
appropriate

Complementary Complementary
Skill Skill

Writing Writing 7. Pupils paste their poems on the wall an
4.2 4.2.4 through star-rating where pupils draw
products).

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 1)

age Arts THEME: World of Stories
MENT: Language / LANGUAGE/GRAMMAR FOCUS: Verbs (continuous tense)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

cratching, napping) in the poem. Anthology of Differentiate learning
Poems according to the needs
tions of cats on their own (individually), Page15 of your pupils and
before sharing to their group (think-pair- class. Please see the
Contemporary seven differentiation
riptions for all the possible actions of cats Children’s strategies listed in the
.) Literature introduction. Please
-shaped poem. Teaching also consider the
hey have to produce their own cat-shaped Guidebook (BPK) following:
– Poetry
eativity to decorate their cat-shaped poem Activity 4 Some pupils might
rent word sizes and etc.). Page 35 come up with single
words or phrases.
Shape poem
sample (Strategy 3)

nd have others to rate their products (e.g.
w stars from one to five on other pairs’

56

WEEK: __ LESSON: 22 (Consolidation 1) SCHEME OF WORK: TEXTBO
TOPIC: Towns and cities
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Patriotism

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board ‘There is…’, ‘There are…’
Speaking Speaking exercise on p.29 of Teacher’s Book.

2.2 2.2.1 Lesson delivery

Use appropriate Keep interaction 2. Pupils do p.15, Activity 2. Slowly read alo
communication going in short and ask: Is it… or is it….? Pupils say the co
strategies exchanges by
asking suitable 3. Write on board sentence starters to respo
Complementary questions where pupils live e.g. ‘Yes, there’s a/an…’, ‘
Skill are…’, ‘No, there aren’t any…’. Pupils then
Complementary Exercise 3 on p.29 in Teacher’s Book.
Writing Skill
4. Pupils do Activity 4. Follow instructions fo
4.2 Writing Check answers by choosing five pairs to ask
if any answers are different. Ask: How can y
Communicate 4.2.4 (online, ask the teacher)
basic information
intelligibly for a Describe people, 5. If time permits, pupils repeat the oral que
range of purposes places and objects talking about a city of their choice, e.g. Kual
in print and digital using suitable
media statements Note pairs who show confidence when askin
exchanges and pairs who find it difficult.

Post-lesson

6. Pupils in small groups agree on two new
where they live. They write them down. Find
things class would like in their town, city or v

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

king THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense ‘to
be’: Is / Are there…? How many?; Quantifiers: some, any

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
’. Follow instructions for warm-up
English Plus 1 Differentiate learning
oud Rules in box. Pause after each one according to needs of
orrect word or phrase for each rule. Student’s Book your pupils. Please see
ond to questions in Activity 3 about Activities 2, 3, 4 the seven
‘No, there isn’t a/an …’, ‘Yes, there p.15 differentiation
n do Activity 3. Follow instructions for strategies at Section 4.
Teacher’s Book
p.29 See Strategy 5:
Learning preferences
or Exercise 4 on p.29 in Teacher’s Book. and needs
k and answer a question aloud. Find out
you find out the answer to question 5? At Steps 3, 4 and 5
make sure pupils work
estion and answer from Activity 4 but with different partners
la Lumpur, Singapore to enable them to
support each other to
ng and answering questions in short communicate
confidently.

things they’d like to have in the place
d out three most popular, exciting new
village.

57

WEEK: __ LESSON: 23 (Listening 5) SCHEME OF WORK: TEXTBO
TOPIC: Towns and cities
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. On board, stick or project two photos of a
Listening Listening Pupils point to the old place. Explain we say
new place is modern. Old and modern are o
1.2 1.2.2 top of p.16 in pairs.

Understand Understand with Lesson delivery
meaning in a support specific
variety of familiar information and 2. Pupils do Activity 1 (CD 1.16). After listen
contexts details of longer then say them slowly and then quickly. Ask:
simple texts on a
Complementary range of familiar 3. Pupils do Activity 2. They choose four adj
Skill topics Choose pupils to read their sentence aloud
how many pupils wrote each adjective corre
Writing Complementary easy to spell? Which are difficult?
Skill
4.3 CCE: Values – ask pupils why it’s important
Writing
Communicate 4. Write on board: ‘What do the people talk
with appropriate 4.3.2 Activity 3 with 1–4 beside them. Pupils do A
language form Teacher’s Book, p.30, Exercise 3. Pause aft
and style for a Spell a range of question on board. Give an example with a
range of purposes high frequency about…’
in print and digital words accurately in
media independent writing 5. Pupils do Activity 4. Tell pupils to listen fo
and the adjective at end. They listen to CD1
partner. Check answers.

Note pupils who find listening for specific inf

Post-lesson

6. To reflect on learning, do Post-lesson Tas

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

ing THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives: dirty/ clean,
quiet/noisy, friendly/unfriendly, safe/dangerous, old/modern

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

an old and a modern building in Malaysia. English Plus 1 Differentiate learning
y a building or place is old, but we say a according to needs of
opposites. Pupils do Think! question at Student’s Book your pupils. Please see
Activities 1–4 the seven
ning, pupils repeat adjectives together p.16 differentiation
: Which adjectives are easy to say? strategies at Section 4.
jectives and write a sentence with each. Teacher’s Book
and to spell the adjective in it. Find out p.30 See Strategy 5:
ectly with a show of hands. Which are Learning preferences
At Step 1: and needs
t that places are safe, clean and friendly. A photo or a
about?’ and names from photos in digital image of an At Step 5, encourage
Activity 3 (CD1.17). Follow instructions in old and a modern pupils who find listening
ter each dialogue. Pupils answer building in to details in longer texts
sentence starter e.g. ‘Emma talks Malaysia difficult to listen to all
four interviews but to
answer only questions
1–3 in Activity 4.

or the name at the start of each sentence
1.17. Pupils compare answers with a

formation difficult in longer texts.

sk 10: What About You?

58

WEEK: __ LESSON: 24 (Speaking 5) SCHEME OF WORK: TEXTBO
TOPIC: Towns and cities
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board: Adjectives. Pupils brainst
Speaking Speaking Follow instructions for Warm-up in Teacher’

2.1 2.1.2 Lesson delivery

Communicate Find out about and 2. Pupils do p.17 Activity 1. Check answers.
simple information describe board from Step 1. Choose pupils to say com
intelligibly experiences up to to write them on board. Ask: Is the spelling o
now
Complementary 3. Pupils do Activity 4. Explain the activity is
Skill Complementary adjectives. Play CD1.18. Repeat track and p
Skill and some words individually. Ask: What oth
Listening 4. Activity 5 Use It!: Check meaning of ‘opin
Listening capital of Malaysia. I think Kuala Lumpur is
1.1 true? Which sentence is what somebody thi
1.1.1 two pupils to model the dialogue in speech b
Recognise and
reproduce target Recognise and CCE: Values – This activity raises pupil’s aw
language sounds reproduce with little opinions and facts.
or no support a
wide range of target 5. Pupils do Activity 5 with a partner. They c
language practise comparing their opinions about them
phonemes time, pupils swap partners and repeat. Choo
to the class.

Post-lesson
6. Write puzzle sentence p.17 ‘Finished?’ on
than a plane. Pupils in small groups think of
comparisons for another group to guess. Su
topics e.g. two animals, countries, musical in

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

king THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Comparative adjectives:
quieter, friendlier, more expensive, better, worse, further

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

torm 6–10 adjectives and write on board. English Plus 1 Differentiate learning
’s Book p.31. Student’s Book according to needs of
Activities 1, 4, 5 your pupils. Please see
. Pupils look at adjectives written on p.17 the seven
mparative forms. Choose different pupils differentiation
of ___ correct? Teacher’s Book strategies at Section 4.
s about pronunciation of -er at end of p.31
pause for pupils to say words chorally See Strategy 3:
her word has a short sound? (than) Outcomes
nion’ with examples: Kuala Lumpur is the
very interesting. Ask: Which sentence is At Step 5 more
inks? Pupils read Key Phrases. Choose proficient pupils choose
bubbles. six things to give an
wareness of the difference between opinion about; less
confident pupils choose
two.

choose 3 or 4 things from the box and
m using adjectives and Key Phrases. If
ose several pairs to say their dialogues

n board: it’s faster than a car but slower
f a puzzle sentence with two
uggest they compare words from familiar
nstruments.

59

WEEK: __ LESSON: 25 (Reading 5) SCHEME OF WORK: TEXTBO
TOPIC: Towns and cities
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 1. Write on board ‘Edinburgh’ and eight wor
Reading words they know (‘zoo’, ‘beach’, ‘old part’, ‘s
3.2.2 of a business, an office, a factory and Kellie
3.2 Ask: Can you see these places where you li
Understand specific
Understand a information and Lesson delivery
variety of linear details of two
and non-linear paragraphs or more 2. Pupils do Activity 1. They read the text an
print and digital them down. Check answers. Ask: Which two
texts by using Complementary factories). What other places are in the text?
appropriate Skill
reading strategies Writing 3. Explain there are words and phrases we
Activity 2. They compare with a partner. Che
Complementary 4.3.2
Skill 4. Write adverbs, adjectives and nouns on b
Spell a range of friendly children.. Pupils do Activity 3. Follow
Writing high frequency Teacher’s Book. In pairs they write a phrase
words accurately in Choose pupils to read phrases to class.
4.3 independent writing
5. Do the first sentence in Activity 4 with pup
Communicate words in sentences 2–5.
with appropriate
language form 6. CCE: Creativity and Innovation– Pupils th
and style for a adjective for a partner to put in sentence ord
range of purposes words then the sentence with words in corre
in print and digital solving skills.
media
Note how quickly pupils find specific informa

Post-lesson

7. Follow instructions for Optional activity: W

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 1)

ng THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: population,
business, monument, castle, zoo; Adverbs: quite, really, very

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rds in Think! at top of p.19. Pupils say
shops’). Show photos or project images English Plus 1 Differentiate learning
e’s castle in Malaysia. Say what they are. according to needs of
ive? Student’s Book your pupils. Please see
Activities 1–4 the seven
nd find words from Step 1 in it then write p.19 differentiation
o words are not in the text? (offices and strategies at Section 4.
? (cinemas, the sea) Teacher’s Book
use to describe a town or city. Pupils do p.33 See Strategy 4: Time
eck answers.
board e.g. ‘really fantastic school., .very At Step 1: Photos At Step 6 some pupils
w instructions for Exercise 3 on p.33 in or images of a will take longer to order
e with really/very/quite + adj. + noun. business, an the words in sentences.
office, a factory For pairs of fast
pils as an example. Pupils order the and the castle in finishers, challenge
Malaysia them to write more than
one sentence for their
partner to order.

hen write jumbled words including an
der. Choose pupils to read the jumbled
ect order. This activity develops problem-

ation in the text.

Writing in Teacher’s Book p.33.

60

WEEK: __ LESSON: 26 (Writing 5) SCHEME OF WORK: TEXTBO
TOPIC: Towns and cities
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Draw a line down centre of board. Write n
Writing Writing adjectives on right. Pupils brainstorm nouns
Write in appropriate column on board. How
4.2 4.2.5
Lesson delivery
Communicate Connect sentences
basic information into one or two 2. Pupils reread text about Edinburgh on p.1
intelligibly for a coherent likes about the city. B. Other places and tran
range of purposes paragraphs using Pupils match the phrases A–C to the paragr
in print and digital basic coordinating 3. Pupils do Activity 5 (Use it!). Explain they
media conjunctions and with a description of a town or city they like.
reference pronouns Remind pupils about order of paragraphs. E
Complementary of a place (very/really/quite big/small).
Skill Complementary
Skill 4. Pupils look at Writing Guide, B Think and
Reading they like. Monitor pupils as they write these.
Reading
3.2 5. CCE: Creativity and Innovation – Pupils w
3.2.1 they have points in B, C and D of Writing Gu
Understand a writing the 5 points in B; three paragraphs in
variety of linear Understand the the right place and comparative forms in D.
and non-linear main idea of simple drew.
print and digital texts of two
texts by using paragraphs or more Note pupils who need support to plan and w
appropriate
reading strategies Post-lesson

6. To review topic vocabulary, do Post-Less

Primary Year 5 Scheme of Work