Primary Year 5 SoW SK

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON: 16 (Language Awareness 1) MAIN SKILL FOCUS: Language Awareness THEME: teacher to complete
TOPIC: Free Time CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of language from
Starter Unit

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Language Language 1.Review language from Starter unit with an activity from list of pre-lesson tasks. English Plus 1 Differentiate learning
Awareness Awareness lessons according to the needs of
lessons should be should be Lesson Delivery Student’s Book your pupils and class.
presented and presented and Activities 1, 2, 4, 5 Please see the seven
practised using a practised using a 2.Follow instructions in Teacher’s Book, p. 23, Exercises 1 and 2. Pupils look at the p.9 differentiation strategies
Main Skill and a Main Skill and a four drawings and identify differences between the use of this, that, these, those. listed in the introduction.
Complementary Complementary 3.Pupils in pairs place 6 classroom objects on a desk. One object on its own and two Teacher’s Book Please also consider the
Skill (Listening, Skill (Listening, or three objects near the front of desk; one object and two or three objects at the p.23 following:
Speaking, Speaking, Reading back of desk. Pupils stand up and take turns to say either: This is near us. That
Reading or or Writing). Use self- *Pupils will need support
Writing). Teachers Teachers can use isn’t near us. These s are near us. Those s aren’t near us. assessment understanding and
can use Year 5 Year 5 Content and 4. Follow instructions in Teacher’s Book p. 23, Exercises 4 and 5. worksheet below completing the self-
Content and Learning Standards assessment worksheet,
Learning in DSKP curriculum Note: especially at the
Standards in document. • Plan further activities for this unit to develop language skills according to your beginning of the year.
DSKP curriculum Pupils can complete it in
document. pupils’ needs. their own language if
• You can use information about your pupils’ performance which you collected necessary.

using formative assessment strategies while teaching this unit.
• The information could include your observation of pupils interacting in

classroom activities and their performance in written activities.
• Plan activities which focus on language practice in a meaningful, fun and

communicative way.

Post-lesson
4.Ask pupils to think about their learning and performance in this unit. They then
complete the self-assessment worksheet (see below and see note in differentiation
strategies column).*

5.Collect the worksheets from pupils and review them to note pupils’ responses. If
there are any areas of concern, prepare a review of these in upcoming lessons.

Primary Year 5 SK – Scheme of Work: Starter Unit 51

SELF-ASSESSMENT WORKSHEET

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 A little
Great OK A little
…use adjectives and some adverbs to Great OK
describe objects Great OK A little

…ask and answer questions about A little
myself and other people

…write and email about myself

• I’m proud of myself because I can very well.

• In the next unit, I will better/more.

52 Primary Year 5 SK – Scheme of Work: Starter Unit

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON: 17 (Listening 4) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: there’s, there are; a, an;
some, any

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson English Plus 1 Differentiate learning
Listening Listening 1.Write on board: ‘Town’, ‘City’. Elicit which is bigger and names of towns and cities according to needs of
1.2 1.2.1 in Malaysia. Ask: Do you live in a town or a city? If neither, ask where e.g. a village, Student’s Book your pupils. Please see
the countryside. Pupils say if there is something famous in the place where they live. Activities 1, 2, 3, 4 the seven
Understand Understand with p.12 and 13 differentiation
meaning in a support the main Lesson delivery strategies at Section 4.
variety of familiar idea of longer 2.Pupils look at photos and drawings of famous places in London Guide p.12–13 of Teacher’s Book
contexts simple texts on a the Student’s Book. Find out if pupils have been to London and if they went to any p.26 See Strategy 7:
range of familiar places in the Guide. Teachers read the Feedback
Complementary topics 3.Read the 14 sentences aloud and say ‘mmm’ for gap in each sentence. Read following sections:
Skill aloud the vocabulary in the box on Activity 1. Pupils repeat each word. Check - Vocabulary At Steps 3, 4 and 5
Writing Complementary meaning of vocabulary pupils don’t know. In pairs, they do Activity 1, CD-1.13. - Aim provide positive
Skill Check answers. - Background feedback about pupils’
4.2 listening skills,
Writing 4.Pupils do Activity 2, CD-1.14. Check answers then play CD track again. Ask: How Exercise 4 especially to learners
many places do the people say? (10) p.27 who find listening for
4.2.4 topic vocabulary in
5.Pupils read sentence starters in Activity 3. Give pupils clues to help them listen for longer texts difficult.
answers e.g. In sentence 2, does the person live in a town or a city? What’s the
Communicate Describe people, adjective in sentence 3? Pupils listen to CD-1.14 again and complete the sentences.
basic information places and objects 6.Follow instructions for Activity 4, Teacher’s Book, Exercise 4, p.27.
intelligibly for a using suitable
range of purposes statements Note pupils who have difficulty listening for the main idea in longer texts
in print and digital
media Post-lesson

7.Do Post-lesson Task 6: Make a Word Ladder, to review and consolidate topic
vocabulary.

Primary Year 5 SK – Scheme of Work: Unit 1 53

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON: 18 (Speaking 4) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: there’s, there are; a, an;
Patriotism some any

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill English Plus 1 Differentiate learning
Speaking Speaking 1.Pupils in groups brainstorm words in a mind map about towns and cities. A pupil according to needs of
2.1 2.1.5 from each group says two words from mind map and writes words on board. Help Student’s Book your pupils. Please see
pupils with spelling of e.g. square, restaurant, theatre, building. Activities 5 and 6 the seven
Communicate Describe people, p.13 differentiation
simple information places and objects Lesson delivery strategies at Section 4.
intelligibly using suitable 2.Write on board as a model: ‘There’s a…’, ‘There isn’t a/an …’, ‘There are Teacher’s Book
statements some…’, ‘There aren’t any…’. Elicit sentence endings about places in London e.g. p.27 See Strategy 3:
There’s a river. There isn’t a space station. There are some theatres. There aren’t Outcomes
Complementary Complementary any Malaysian markets. At Step 1:
Skill Skill For each group, At Step 3, differentiate
3.Pupils do p.13, Activity 5. Pupils compare with a partner. Ask: Are your sentences A4 paper with a outcome by challenging
Writing Writing the same or different? Choose pupils to read a sentence to whole class. mind map. In more proficient pupils
centre, a box in to write two additional
4.2 4.2.1 4.Pupils read Key Phrases. Choose two pupils to read speech bubbles. They do with Towns and sentences and expect
Activity 6 (Use It!) and tell their partner the sentences they think of. They should try Cities written in it less confident pupils to
Communicate Give detailed to produce 5 sentences each (fast finishers could do more). Choose pupils to read a and lines from the complete three or four.
basic information information about sentence aloud. box.
intelligibly for a themselves
range of purposes 5.Pupils in small groups agree on 2 or 3 good things about where they live, then At Step 6:
in print and digital agree on something that’s not good. Draw a line down centre of board. Write good Paper for each
media things as a heading on left; not good things on right. One pupil from each group group to write one
gives an example of each. sentence for a
wall display
Note pupils who describe places well orally and those who need support to do this.

Post-lesson

6.Pupils in same small groups agree on one sentence from Step 5 with a good thing
about where they live and write it clearly. Display sentences on wall.

54 Primary Year 5 SK – Scheme of Work: Unit 1

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON: 19 (Reading 4) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Present simple tense
Innovation interrogatives: Is it...? Is / Are there… How many…?

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson English Plus 1 Differentiate learning
1.See Section 3, Pre-lesson Task 4: I’m Going To…. Pupils write 2 or 3 goals for according to needs of
Reading Reading the lesson. Student’s Book your pupils. Please see
Activities 1, 2, 3 the seven
3.2 3.2.4 Lesson delivery p.14 differentiation
2.Write on board as a model: ‘I think a good place for a holiday is...’, ‘That’s because strategies at Section 4.
Understand a Use with support it’s good for...’ Pupils think of a good holiday place and give a reason why it’s good. Teacher’s Book
variety of linear familiar print and They use the two sentence starters on board to share ideas with a partner. Optional activity: See Strategy 4: Time
and non-linear digital resources to 3.Tell pupils they’re going to be creative. They’re going to predict answers to Reading
print and digital check meaning questions about a text on p.14. Follow instructions for Exercise 1 on p.28 in p.28 At Step 6 some pupils
texts by using Teacher’s Book. Encourage pupils to start sentences with: ‘I think…’. After will need some more
appropriate Complementary predicting, they read the text and check predictions. At Step 6: time to look up
reading strategies Skill Dictionaries for dictionaries for
Speaking 4.Pupils do Activity 2, CD1.15. Follow instructions for Exercise 2 on p.28 in each pupil or pairs meanings of words.
Complementary Teacher’s Book. Ask: What helped you to answer the questions? (e.g. photos, of pupils More able pupils could
Skill 2.1.5 numbers) check meaning of
additional vocabulary
Speaking Describe people, 5.Pupils do Activity 3. They use an online or paper dictionary to check meaning of 4 e.g. cruise, oasis, relax
places and objects or 5 words in blue that they don’t understand. Ask pupils: Which four words are
2.1 using suitable adjectives? (fantastic, comfortable, exciting, horrible)
statements
Communicate Note pupils who are able to use photos and questions to predict content and check
simple information meaning of words and those who need support.
intelligibly
Post-lesson

6.Pupils in small groups decide if they think the cruise ship is a good place for a
holiday and say why or why not.

Primary Year 5 SK – Scheme of Work: Unit 1 55

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON: 20 (Writing 4) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense ‘to
Creativity and Innovation be’ interrogatives Is there…? Are there…? How many…?

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Pupils in pairs say things they remember on the cruise ship and what people can English Plus 1 Differentiate learning
Writing Writing do on it. Write words they mention on board. How many things did they remember? according to needs of
4.2 4.2.4 Student’s Book your pupils. Please see
Lesson delivery Activities 1, 5 and the seven
Communicate Describe people, 2. Pupils do p.15, Activity 1. Follow instructions in Teacher’s Book, p.29, Exercise 1. 6 differentiation
basic information places and objects 3.Say: You’re going to be creative again. Pupils close their eyes and imagine a p.15 strategies at Section 4.
intelligibly for a using suitable holiday park. Allow at least 30 seconds for this. Ask: Does the park have sports
range of purposes statements activities/a climbing wall/shops/restaurants? Pupils do Activity 5. Teacher’s Book See Strategy 7:
in print and digital 4.Pupils do Activity 6 (Use It!) in small groups. Follow instructions in Teacher’s p.29 Feedback
media Complementary Book, p.29, Exercise 6.
Skill 5.Elicit and write on board some: adjectives (‘popular’, ‘new’, ‘nice’); adverbs (‘very’, At Steps 3 and 5,
Complementary ‘really’, ‘quite’); conjunctions (‘and’, ‘but’). ‘There is/isn’t…’; ‘There are some/There monitor pupils as they
Skill Speaking aren’t any…’ Pupils do Finished! using some words on board. write and provide
positive feedback to
Speaking 2.2.1 6.Pupils exchange texts with a partner. They draw a smiley face for: good things those who have
in the park; adjectives; use of very, really or quite; conjunctions. They draw a big difficulty writing
2.2 Keep interaction smiley face if they like the holiday park. sentences to describe a
going in short Note how well pupils can describe a holiday park with suitable statements. holiday park. Focus on
Use appropriate exchanges by use of vocabulary,
communication asking suitable Post-lesson spelling of words
strategies questions presented in book and
7. To review topic vocabulary, do Post-lesson Task 4: Correct the Mistake. praise pupils for writing
e.g. 3, 4 or 5 sentences
well.

56 Primary Year 5 SK – Scheme of Work: Unit 1

SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON

WEEK: LESSON: 21 (Language Arts 4) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Cats LANGUAGE/GRAMMAR FOCUS: Verbs (continuous tense)
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Anthology of Differentiate learning
Language Arts Language Arts 1. Review and mime the actions (verbs: scratching, napping) in the poem. Poems according to the needs
5.3 5.3.1 Lesson delivery Page15 of your pupils and
class. Please see the
Express an Respond 2. Ask pupils to think other possible actions of cats on their own (individual), then, Contemporary seven differentiation
imaginative Children’s strategies listed in the
response imaginatively and ask them to talk to their partner before sharing to their group (think-pair-share). Literature introduction. Please
literary texts Teaching also consider the
to intelligibly through 3. In group, they list down suitable descriptions to all the possible actions of cats Guidebook (BPK) following:
– Poetry
creating simple role- (e.g. playing a ball, climbing a tree, etc.) Activity 4 Some pupils might
Page 35 come up with single
plays and simple 4. Teacher displays a few samples of cat-shaped poem. words or phrases.
Shape poem
poems 5. In pairs, pupils use the list of actions they have to produce their own cat-shaped sample (Strategy 3)

Other imaginative poem based on their own creativity.

responses as 6. Pupils are encouraged to use their creativity to decorate their cat-shaped poem

appropriate (e.g using different colours, using different word sizes and etc.).

Complementary Complementary Post-lesson
Skill Skill
7. Pupils paste their poems on the wall and have others to rate their products (e.g.
Writing Writing through star-rating where pupils draw stars from one to five on other pairs’
products).
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 SK – Scheme of Work: Unit 1 57

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON: 22 (Consolidation 1) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense ‘to
Patriotism be’: Is / Are there…? How many?; Quantifiers: some, any

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Write on board ‘There is…’, ‘There are…’. Follow instructions for warm-up English Plus 1 Differentiate learning
Speaking Speaking exercise on p.29 of Teacher’s Book. according to needs of
Student’s Book your pupils. Please see
2.2 2.2.1 Lesson delivery Activities 2, 3, 4 the seven
p.15 differentiation
Use appropriate Keep interaction 2.Pupils do p.15, Activity 2. Slowly read aloud Rules in box. Pause after each one strategies at Section 4.
communication going in short and ask: Is it… or is it….? Pupils say the correct word or phrase for each rule. Teacher’s Book
strategies exchanges by p.29 See Strategy 5:
asking suitable 3.Write on board sentence starters to respond to questions in Activity 3 about Learning preferences
Complementary questions where pupils live e.g. ‘Yes, there’s a/an…’, ‘No, there isn’t a/an …’, ‘Yes, there and needs
Skill are…’, ‘No, there aren’t any…’. Pupils then do Activity 3. Follow instructions for
Complementary Exercise 3 on p.29 in Teacher’s Book. At Steps 3, 4 and 5
Writing Skill 4.Pupils do Activity 4. Follow instructions for Exercise 4 on p.29 in Teacher’s Book. make sure pupils work
Check answers by choosing five pairs to ask and answer a question aloud. Find out with different partners
4.2 Writing if any answers are different. Ask: How can you find out the answer to question 5? to enable them to
(online, ask the teacher) support each other to
Communicate 4.2.4 communicate
basic information 5.If time permits, pupils repeat the oral question and answer from Activity 4 but confidently.
intelligibly for a Describe people, talking about a city of their choice, e.g. Kuala Lumpur, Singapore
range of purposes places and objects
in print and digital using suitable Note pairs who show confidence when asking and answering questions in short
media statements exchanges and pairs who find it difficult.

Post-lesson
6.Pupils in small groups agree on two new things they’d like to have in the place
where they live. They write them down. Find out three most popular, exciting new
things class would like in their town, city or village.

58 Primary Year 5 SK – Scheme of Work: Unit 1

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 23 (Listening 5) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: Towns and cities
WEEK: CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives: dirty/ clean,
Values quiet/noisy, friendly/unfriendly, safe/dangerous, old/modern

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill English Plus 1 Differentiate learning
1.On board, stick or project two photos of an old and a modern building in Malaysia. Student’s Book according to needs of
Listening Listening Pupils point to the old place. Explain we say a building or place is old, but we say a Activities 1–4 your pupils. Please see
new place is modern. Old and modern are opposites. Pupils do Think! question at p.16 the seven
1.2 1.2.2 top of p.16 in pairs. differentiation
Teacher’s Book strategies at Section 4.
Understand Understand with Lesson delivery p.30
meaning in a support specific See Strategy 5:
variety of familiar information and 2.Pupils do Activity 1 (CD 1.16). After listening, pupils repeat adjectives together At Step 1: Learning preferences
contexts details of longer then say them slowly and then quickly. Ask: Which adjectives are easy to say? A photo or a and needs
simple texts on a digital image of an
Complementary range of familiar 3.Pupils do Activity 2. They choose four adjectives and write a sentence with each. old and a modern At Step 5, encourage
Skill topics Choose pupils to read their sentence aloud and to spell the adjective in it. Find out building in pupils who find listening
Writing how many pupils wrote each adjective correctly with a show of hands. Which are Malaysia to details in longer texts
Complementary easy to spell? Which are difficult? difficult to listen to all
4.3 Skill CCE: Values – ask pupils why it’s important that places are safe, clean and friendly. four interviews but to
4.Write on board: ‘What do the people talk about?’ and names from photos in answer only questions
Communicate Writing Activity 3 with 1–4 beside them. Pupils do Activity 3 (CD1.17). Follow instructions in 1–3 in Activity 4.
with appropriate Teacher’s Book, p.30, Exercise 3. Pause after each dialogue. Pupils answer
language form 4.3.2 question on board. Give an example with a sentence starter e.g. ‘Emma talks
and style for a about…’
range of purposes Spell a range of
in print and digital high frequency 5.Pupils do Activity 4. Tell pupils to listen for the name at the start of each sentence
media words accurately in and the adjective at end. They listen to CD1.17. Pupils compare answers with a
independent writing partner. Check answers.

Note pupils who find listening for specific information difficult in longer texts.

Post-lesson

6. To reflect on learning, do Post-lesson Task 10: What About You?

Primary Year 5 SK – Scheme of Work: Unit 1 59

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 24 (Speaking 5) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: Towns and cities
WEEK: CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Comparative adjectives:
Values quieter, friendlier, more expensive, better, worse, further

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Write on board: Adjectives. Pupils brainstorm 6–10 adjectives and write on board. English Plus 1 Differentiate learning
Follow instructions for Warm-up in Teacher’s Book p.31. Student’s Book according to needs of
Speaking Speaking Activities 1, 4, 5 your pupils. Please see
Lesson delivery p.17 the seven
2.1 2.1.2 differentiation
2.Pupils do p.17 Activity 1. Check answers. Pupils look at adjectives written on Teacher’s Book strategies at Section 4.
Communicate Find out about and board from Step 1. Choose pupils to say comparative forms. Choose different pupils p.31
simple information describe to write them on board. Ask: Is the spelling of correct? See Strategy 3:
intelligibly experiences up to Outcomes
now 3.Pupils do Activity 4. Explain the activity is about pronunciation of -er at end of
Complementary adjectives. Play CD1.18. Repeat track and pause for pupils to say words chorally At Step 5 more
Skill Complementary and some words individually. Ask: What other word has a short sound? (than) proficient pupils choose
Listening Skill 4.Activity 5 Use It!: Check meaning of ‘opinion’ with examples: Kuala Lumpur is the six things to give an
capital of Malaysia. I think Kuala Lumpur is very interesting. Ask: Which sentence is opinion about; less
1.1 Listening true? Which sentence is what somebody thinks? Pupils read Key Phrases. Choose confident pupils choose
two pupils to model the dialogue in speech bubbles. two.
Recognise and 1.1.1 CCE: Values – This activity raises pupil’s awareness of the difference between
reproduce target opinions and facts.
language sounds Recognise and
reproduce with little 5.Pupils do Activity 5 with a partner. They choose 3 or 4 things from the box and
or no support a practise comparing their opinions about them using adjectives and Key Phrases. If
wide range of target time, pupils swap partners and repeat. Choose several pairs to say their dialogues
language to the class.
phonemes
Post-lesson
6.Write puzzle sentence p.17 ‘Finished?’ on board: it’s faster than a car but slower
than a plane. Pupils in small groups think of a puzzle sentence with two
comparisons for another group to guess. Suggest they compare words from familiar
topics e.g. two animals, countries, musical instruments.

60 Primary Year 5 SK – Scheme of Work: Unit 1

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON: 25 (Reading 5) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: population,
Creativity and Innovation business, monument, castle, zoo; Adverbs: quite, really, very

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Write on board ‘Edinburgh’ and eight words in Think! at top of p.19. Pupils say English Plus 1 Differentiate learning
Reading words they know (‘zoo’, ‘beach’, ‘old part’, ‘shops’). Show photos or project images Student’s Book according to needs of
Reading 3.2.2 of a business, an office, a factory and Kellie’s castle in Malaysia. Say what they are. Activities 1–4 your pupils. Please see
Ask: Can you see these places where you live? p.19 the seven
3.2 Understand specific differentiation
information and Lesson delivery Teacher’s Book strategies at Section 4.
Understand a details of two p.33
variety of linear paragraphs or more 2.Pupils do Activity 1. They read the text and find words from Step 1 in it then write See Strategy 4: Time
and non-linear them down. Check answers. Ask: Which two words are not in the text? (offices and At Step 1: Photos
print and digital Complementary factories). What other places are in the text? (cinemas, the sea) or images of a At Step 6 some pupils
texts by using Skill business, an will take longer to order
appropriate Writing 3.Explain there are words and phrases we use to describe a town or city. Pupils do office, a factory the words in sentences.
reading strategies 4.3.2 Activity 2. They compare with a partner. Check answers. and the castle in For pairs of fast
4.Write adverbs, adjectives and nouns on board e.g. ‘really fantastic school., .very Malaysia finishers, challenge
Complementary Spell a range of friendly children.. Pupils do Activity 3. Follow instructions for Exercise 3 on p.33 in them to write more than
Skill high frequency Teacher’s Book. In pairs they write a phrase with really/very/quite + adj. + noun. one sentence for their
words accurately in Choose pupils to read phrases to class. partner to order.
Writing independent writing
5.Do the first sentence in Activity 4 with pupils as an example. Pupils order the
4.3 words in sentences 2–5.
6.CCE: Creativity and Innovation– Pupils then write jumbled words including an
Communicate adjective for a partner to put in sentence order. Choose pupils to read the jumbled
with appropriate words then the sentence with words in correct order. This activity develops problem-
language form solving skills.
and style for a
range of purposes Note how quickly pupils find specific information in the text.
in print and digital
media Post-lesson

7. Follow instructions for Optional activity: Writing in Teacher’s Book p.33.

Primary Year 5 SK – Scheme of Work: Unit 1 61

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON: 26 (Writing 5) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives: interesting,
Creativity and Innovation friendly, nice, pretty, favourite; Adverbs: quite, really, very

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill English Plus 1 Differentiate learning
1.Draw a line down centre of board. Write nouns as a heading on left of line, Student’s Book according to needs of
Writing Writing adjectives on right. Pupils brainstorm nouns and adjectives from previous lesson. Activity 5 your pupils. Please see
Write in appropriate column on board. How many words can pupils remember? p.19 the seven
4.2 4.2.5 differentiation
Lesson delivery Teacher’s Book strategies at Section 4.
Communicate Connect sentences p.33
basic information into one or two 2.Pupils reread text about Edinburgh on p.19. Write on board: A. What the writer See Strategy 7:
intelligibly for a coherent likes about the city. B. Other places and transport in the city. C. Where the city is. Feedback
range of purposes paragraphs using Pupils match the phrases A–C to the paragraphs in the text (1.C; 2.A; 3.B).
in print and digital basic coordinating 3.Pupils do Activity 5 (Use it!). Explain they’re going to write a plan for a website with At Steps 4 and 5. Give
media conjunctions and a description of a town or city they like. Read steps in Writing Guide aloud. Remind positive feedback to
reference pronouns pupils about order of paragraphs. Elicit ideas about how to describe the size of a pupils who have tried
Complementary place (very/really/quite big/small). their best to make
Skill Complementary notes for their plan and
Skill 4.Pupils look at Writing Guide, B Think and Plan. They make notes about the place worked hard to write
Reading they like. Monitor pupils as they write these. the text.
Reading 5.CCE: Creativity and Innovation – Pupils write the description then read it to check
3.2 they have points in B, C and D of Writing Guide. They draw smiley faces ☺ for
3.2.1 writing the 5 points in B; three paragraphs in C; ‘there’s’ and ‘there are’; adjectives in
Understand a the right place and comparative forms in D. Find out how many smiley faces they
variety of linear Understand the drew.
and non-linear main idea of simple
print and digital texts of two Note pupils who need support to plan and write a description of the place they like.
texts by using paragraphs or more
appropriate Post-lesson
reading strategies
6. To review topic vocabulary, do Post-Lesson Task 4: Correct the Mistake.

62 Primary Year 5 SK – Scheme of Work: Unit 1

SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON

WEEK: LESSON: 27 (Language Arts 5) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Serenade
CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: Vocabulary (musical
Creativity and Innovation instruments)

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Anthology of Differentiate learning
Language Arts Poems according to the needs
5.2 Language Arts 1. Teacher provides lines for pupils to guess the words by giving letters for teacher page17 of your pupils and
to verify whether the letter is present in the word (focus word: musical class. Please see the
Express personal 5.2.1 instruments e.g. guitar, piano, drum, etc.) [Pre-Lesson Task 7 – Beat the Contemporary seven differentiation
teacher] Children’s strategies listed in the
responses to Explain in simple Literature introduction. Please
language why they Lesson delivery Teaching also consider the
literary texts like or dislike an Guidebook (BPK) following:
event, description or 2. Have pupils to read through the poem and ask them “What is the possible – Poetry
character in a text sound of …?” (e.g … fiddle – tra-la-la, drum – boom, boom, etc.) Some pupils might be
Complementary able to ask a single
Skill Complementary 3. Divide the class into three big groups. friend while others can
Skill 4. Teacher asks two groups to read a stanza of the poem and the other group will ask more. Teacher will
Reading accept the note made.
Reading provide the sound effects (e.g. play a drum – drum a table)
3.3 Note: Teacher swaps the roles so that every group have chances to read and (Strategy 3)
3.3.1 make the sound effects.
Read 5. Teacher asks pupils the instruments that produce sound that they notice in the
independently for Read and enjoy A1 poem (drum, fiddle & bubble gum) and which instrument they like/dislike.
information and fiction/non-fiction 6. Pupils ask their friends’ choice of instrument and their simple reasons.
enjoyment print and digital 7. Pupils make a simple note on their friends’ instrument choice and their reasons.
texts of interest
Post-lesson

8. Pupils form two lines facing each other and share their findings based on their
notes.

Note: Remind pupils to bring materials to make their own musical instruments
for the next Language Arts lesson (Lesson 33)

Primary Year 5 SK – Scheme of Work: Unit 1 63

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON: 28 (Consolidation 2) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: there is/are…; Is/Are
Values there…? How many…? Comparative adjectives

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson English Plus 1 Differentiate learning
Writing Writing according to needs of
1.See Pre-Lesson Task 9: Memory Chain. Use vocabulary of things in towns and Student’s Book your pupils. Please see
4.3 4.3.2 cities. Substitute shopping sentence with: I went to a town / city and saw a cinema. Activities 2, 5, 6 the seven
p.20 differentiation
Communicate Spell a range of Lesson delivery strategies at Section 4.
with appropriate high frequency 2.Pupils do Activity 2. Say that in two sentences ‘a’ and ‘an’ change. Pupils Teacher’s Book
language form words accurately in compare with a partner. Ask: What word needs ‘an’? (ugly) Is number 6 new or p.34 See Strategy 1: Task
and style for a independent writing modern? Check answers.
range of purposes At Step 4 a paper At Step 5, allocate roles
in print and digital Complementary 3.Pupils do Activity 5. Model the first sentence. When finished, they compare with a or digital map of for the dialogue so that
media Skill different partner. Check answers. Choose 6 pupils to write the comparative forms on your local area to more confident pupils
board. Ask: Is the spelling correct? Which sentences are hard? Why? show on board read the woman (or
Complementary Speaking man) and less
Skill 4.Show a paper or digital street map of local area on board. Elicit when pupils use a At Step 6, paper confident pupils read
2.2.1 map; how a map helps them; what type of map they use. Pupils complete the and six adjective Laura (or Leo).
Speaking dialogue in Activity 6. Check answers. cards for each
Keep interaction CCE: Values – Ask pupils why it is important to help people who are lost. group
2.2 going in short
exchanges by 5.Pupils in pairs practise reading dialogue aloud. For pairs with a boy and girl,
Use appropriate asking suitable change Laura to Leo; for pairs of boys, change names to Leo and Man. Choose
communication questions pairs to read the dialogue to whole class.
strategies Note the accuracy of pupils’ spelling of comparative adjectives and phrases in box.

Post-lesson

6. Pupils work in small groups. Hand out paper and cards with 6 adjectives ending in
-y (pretty, ugly, busy, friendly, noisy, dirty). Pupils take turns to write the comparative
form. The group that finishes first with correct spelling is winner.

64 Primary Year 5 SK – Scheme of Work: Unit 1

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 29 (Listening 6) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends

WEEK: TOPIC: Options: Extra Listening and Speaking CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple tense
interrogatives, e.g. When’s your birthday?; Adverbs: quite,

really, very

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Follow instructions in Warm-up, Teacher’s Book p.106 English Plus 1 Differentiate learning
Listening Student’s Book according to needs of
Listening 1.2.5 Lesson delivery Activities 1–3 your pupils. Please see
p.92 the seven
1.2 Understand a 2.Pupils do p.92 Activity 1 CD3.02. They read the questions and look at words differentiation
sequence of crossed out in the answers. Explain the answers are wrong. Pupils listen to the Teacher’s Book strategies at Section 4.
Understand supported questions dialogue between a man and a girl then write correct answers. Compare with a p.106
meaning in a partner. Check answers. See Strategy 4: Time
variety of familiar Complementary 3.Pupils look at Key Phrases in Activity 2. Explain they’re going to listen to two boys, Warm-up
contexts Skill Luke and Tobias, then tick the questions Luke asks Tobias. Play CD3.03. Pupils At Step 4 some pupils
Writing compare answers with a different partner. Ask: Who thinks his city is quite big and Optional activity: may need to listen to
Complementary 4.3.2 very friendly? (Tobias) What do you think annoying means? Is it positive or Listening the CD a third time to
Skill negative? Who thinks their sister is really annoying? (Luke) enable them to write
Spell a range of answers in the table. A
Writing high frequency 4.Pupils do Activity 3. They listen to the conversation again and write words about few may need you to
words accurately in Tobias in the second column in the table. Play CD 3.03. Check answers. pause the CD.
4.3 independent writing
5. Follow instructions for Optional activity: Listening in Teacher’s Book p.106.
Communicate Note how well pupils listen to and understand questions in CD and how accurately
with appropriate they write key words in the table.
language form
and style for a Post-lesson
range of purposes 6.Pupils in pairs ask and answer questions from Key Phrases about each other.
in print and digital When pupils describe their town or city (Key Phrase 6) and then their sister or
media brother (Key Phrase 7), tell them to use quite, really or very before adjectives.

Primary Year 5 SK – Scheme of Work: Unit 1 65

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 30 (Speaking 6) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends

WEEK: TOPIC: Options: Extra Listening and Speaking CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense
Creativity and Innovation interrogatives, e.g. When’s your birthday?; Adverbs: quite,
really, very

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson English Plus 1 Differentiate learning
Speaking according to needs of
2.2 Speaking 1.Write on board: Asking for and giving personal information. Hold up each Student’s Book your pupils. Please see
Use appropriate flashcard with What’s…? How….? Where…? When’s…? Have you…? and elicit Activities 4 and 5 the seven
communication 2.2.1 examples of personal questions from previous lesson. Pupils look at p.92 Key p.92 differentiation
strategies Phrases. How many questions did they remember? strategies at Section 4.
Keep interaction Teacher’s Book
Complementary going in short Lesson delivery p.106 See Strategy 4: Time
Skill exchanges by
Listening asking suitable 2.Pupils do Activity 4 CD3.04. Follow instructions for Exercise 4 on p.106 of the At Step 1 Five At Step 4 allow
1.2 questions Teacher’s Book. Make sure pupils listen carefully to the five questions. Ask which different additional time for
Understand question in the dialogue is different from the question in Key Phrases. (1) flashcards with some pairs to prepare
meaning in a Complementary What’s…? and practise their
variety of familiar Skill 3.After reading the dialogue, pupils find in the text: two numbers (11 and 1); four How…? dialogue. Fast finishers
contexts question words (What’s…?, How old…?, Where…?, Have you…?); five adjectives Where…? can add another
Listening (new, Chinese, English, big, noisy): two adverbs (very, really) Ask: Which question When’s…? Have question and answer at
66 word in the Key Phrases is not in the dialogue? (When’s?) you…? the end of the dialogue.
1.2.5
CCE: Creativity and Innovation – Activity 5 requires pupils to use their imagination.
Understand a
sequence of 4.Pupils do Activity 5, Use it! Read instructions for activity aloud. Pupils read the
supported questions information about A. Eriko (a girl) and B. Liam (a boy) and use it to understand their
partner’s questions. Pupils work with a different partner and decide who is A and
who is B. They prepare a new dialogue using dialogue in Activity 4 as a model. Say,
Erika starts the dialogue and asks the questions. In line 2, Liam changes ‘girl’ to
‘boy’.

5. Pupils change roles and repeat dialogue.

Note pupils who find it difficult to keep interaction going while substituting words
from model.

Post-lesson

6. Pupils repeat dialogue using their own names and personal information.

Primary Year 5 SK – Scheme of Work: Unit 1

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 31 (Reading 6) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: Towns and cities
WEEK: CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Adjectives: friendly,
interesting, favourite, old, fantastic, different, exciting

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Follow instructions for Warm-up in Teacher’s Book p.120. Tell pupils that London, English Plus 1 Differentiate learning
Reading Reading Edinburgh, Cardiff and Belfast are the capital cities of the four countries in the UK. according to needs of
Ask: What is the capital city of Malaysia? Student’s Book your pupils. Please see
3.2 3.2.4 Activities 1 and 2 the seven
Lesson delivery p.106 differentiation
Understand a Use with support 2. Pupils do Activity 1. After reading, ask: Which city isn’t a capital? (Liverpool) strategies at Section 4.
variety of linear familiar print and 3.Pre-teach ‘football fan’ and find out who are fans of a football team. Draw a Teacher’s Book
and non-linear digital resources to compass on board with north, south, east, west on it. Elicit where north west, south p.120 See Strategy 4: Time
print and digital check meaning west, north east and south east are on the compass. Pupils look at map. Ask:
texts by using Where is London on the map? (S.E England) Where is Cardiff? (South of Wales) At Step 3 take in a At Step 2 give some
appropriate etc. compass to show pupils more time to
reading strategies pupils or show read the text. Fast
4.Pupils do Activity 2, CD3.27. Pupils write answers and compare with a partner. one from a digital finishers can look at the
Complementary Complementary Check answers. image photo below the text
Skill Skill and work out which city
5.In pairs, pupils write down three things Toby likes about Liverpool from the text. At Step 6: A map it shows.
Writing Writing (it’s really friendly; a lot of interesting things to see and do here; Anfield stadium is a of Malaysia to put
fantastic place, people in Liverpool are friendlier) on board or show
4.2 4.2.4 a digital map of
Note how well pupils find information from the text and describe where places are on the peninsula with
Communicate Describe people, a map. main cities
basic information places and objects
intelligibly for a using suitable Post-lesson
range of purposes statements 6.Pupils look at map of Malaysia. In small groups they describe where four main
in print and digital cities are e.g. Pekan is in the east of Malaysia. Georgetown is in the north west.
media

Primary Year 5 SK – Scheme of Work: Unit 1 67

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 32 (Writing 6) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: Towns and cities
WEEK: CROSS-CURRICULAR ELEMENT: Patriotism an: LANGUAGE/GRAMMAR FOCUS: Adjectives: friendly,
Creativity and Innovation interesting, favourite, old, fantastic, different, exciting

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.See Section 3 Pre-lesson Task 5: Sit Down, Stand Up. Choose 5–6 sentences English Plus 1 Differentiate learning
Writing Writing from text on p.106 to write true/false sentences. according to needs of
Student’s Book your pupils. Please see
4.2 4.2.5 Lesson delivery Activities 3 and 4 the seven
2.Pupils do Activity 3, Your Culture. Put map of Malaysia on board or show digital p.106 differentiation
Communicate Connect sentences map. Follow instructions for Exercise 3 in Teacher’s Book, p.120. If there’s not a strategies at Section 4.
basic information into one or two river in place where they live, ask: What’s the name of a river in Malaysia? Teacher’s Book
intelligibly for a coherent p.120 See Strategy 2: Type
range of purposes paragraphs using 3.Pupils do Activity 4, Use it!, In pairs, they choose a city on the map of Malaysia to and amount of support
in print and digital basic coordinating describe. Write on board Key Phrases to describe a city from Activity 2. Pupils read At Step 2: A map
media conjunctions and them and the first paragraph in text in Activity 1 again. They use the phrases and of Malaysia to put At Step 3, some pupils
reference pronouns paragraph to help them write a description. on board or show may need the key
a digital map of phrases written on
Complementary Complementary 4.Hand out a list of criteria to each pair. Pupils read their description again. They the peninsula with paper to have beside
Skill Skill put a tick in the box if they have the words and phrases in their description. main cities them rather than
looking at them on the
Speaking Speaking A. places • B. adjectives • C. There’s a/There are • D. It’s in the… • At Step 4: A list of board.
E. conjunctions (and, but, or) • Our favourite placeis…• criteria with tick
2.1 2.1.5 boxes for pupils to
5.Pupils read descriptions aloud and find out if any other pairs chose the same tick after they
Communicate Describe people, Malaysian city to describe. write their
simple information places and objects description
intelligibly using suitable Note pupils who use the language support to write the description and those whose
statements descriptions have all the criteria in Step 4.
Post-lesson

6. To review language, do Post-lesson Task 4: Correct the Mistake.

68 Primary Year 5 SK – Scheme of Work: Unit 1

SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON

WEEK: LESSON: 33 (Language Arts 6) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Serenade
CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: Describing objects
Creativity and Innovation / Entrepreneurship (simple sentences)

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Anthology of Differentiate learning
Language Arts Language Arts Poems according to the needs
5.3 5.3.1 1. Review the poem by reading through it and notice the instruments that are Page17 of your pupils and
available in the poem. class. Please see the
Contemporary seven differentiation
Lesson delivery Children’s strategies listed in the
Literature introduction. Please
Express an Respond Teaching also consider the
imaginative to Guidebook (BPK) following:
response imaginatively and 2. Teacher asks pupils to choose a musical instrument to be made from the – Poetry
literary texts Activity 7
intelligibly through materials that they bring. Page 63

creating simple role- 3. Pupils can work in groups or pairs depending on the materials that they have to

plays and simple make the own musical instrument Provide pupils with

poems Note: Refer to the Guidebook, page 63 opportunities

Other imaginative 4. Upon completion, pupils will plan on how to describe their product (in terms of to contribute in their

responses as colour, materials and suggested price if they want to sell it) (e.g It is , It own ways (in terms of

appropriate has , We use , The price is ). making musical

5. Do a gallery walk where pupils display and describe their created musical instruments or

Complementary Complementary instruments and a pupil from the pair/group will stay to describe their created narrating).
Skill Skill musical instrument while the rest of the members go around to see others’

Speaking musical instruments. (Strategy 5)

2.1 Speaking

Communicate Post-lesson
simple information
intelligibly 2.1.5 6. They will choose the Top 5 creative musical instrument by a simple voting ballot.

Describe people,

places and objects

using suitable

statements

Primary Year 5 SK – Scheme of Work: Unit 1 69

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 34 (Language Awareness 2) MAIN SKILL FOCUS: Language Awareness THEME: teacher to complete

WEEK: TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 1

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Language Language 1.Review language from Unit 1 with an activity from list of pre-lesson tasks. English Plus 1 Differentiate learning
Awareness Awareness lessons according to the needs
lessons should be should be Lesson delivery Student’s Book of your pupils and
presented and presented and Activities 3 and 4 class. Please see the
practised using a practised using a 2. Pupils do p.20, Activity 3. They compare phrases with a partner. Check answers. p.20 seven differentiation
Main Skill and a Main Skill and a 3.Pupils in pairs do Activity 4. Explain they use the sentence starters to write Activity 5 strategies listed in the
Complimentary Complimentary Skill questions about Max’s city in Activity 3 then write the answers. Pairs ask and p.21 introduction. Please
Skill (Listening, (Listening, answer the questions orally. also consider the
Speaking, Speaking, Reading Teacher’s Book following:
Reading or or Writing). 4.Pupils do p.21, Activity 5. In groups of four, they play bingo. Follow instructions for p.34 and 35
Writing). Teachers Teachers can use Exercise 5 in Teacher’s Book p.35. *Pupils will need
can use Year 5 Year 5 Content and support understanding
Content and Learning Standards Note: and completing the
Learning in DSKP curriculum • Plan further activities for this unit to develop language skills according to your self-assessment
Standards in document. worksheet, especially
DSKP curriculum pupils’ needs. at the beginning of the
document. • You can use information about your pupils’ performance which you collected year. Pupils can
complete it in their own
using formative assessment strategies while teaching this unit. language if necessary.
• The information could include your observation of pupils interacting in

classroom activities and their performance in written activities.
• Plan activities which focus on language practice in a meaningful, fun and

communicative way.

Post-lesson

5.*Pupils think about their learning and performance in this unit. They complete a
self-assessment worksheet.
6.Collect worksheets from pupils and review them to note pupils’ responses. If there
are any areas of concern, prepare a review of these in future lessons.

70 Primary Year 5 SK – Scheme of Work: Unit 1

SELF-ASSESSMENT WORKSHEET

How did I do in Unit 1?

Put ✔ next to Great, OK, or A little.
In English, I know how to…

…talk about places in towns and cities Great OK A little
Great OK A little
…use adjectives, prepositions and Great OK A little
adverbs to describe places Great OK A little

…ask and answer questions about very well.
places in towns and cities better/more.

…plan and write a description of a
place

• I’m proud of myself because I can

• In the next unit, I will

Primary Year 5 SK – Scheme of Work: Unit 1 71

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 35 (Listening 7) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Days
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency:
always, usually, normally, often, sometimes, never

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Elicit days of week and choose pupils to write on board. Find out pupils’ favourite English Plus 1 Differentiate learning
day with a show of hands. Write numbers on board below each day. Ask: Which day according to needs of
Listening Listening is the favourite of most pupils? Why? Student’s Book your pupils. Please see
Activities 1, 3, 4 the seven
1.1 1.2.1 Lesson delivery p.22 differentiation
2.Write ‘Daily Routines’ on board. Pupils do p.22, Activity 1 (CD 1.21). Give handout strategies at Section 4.
Understand Understand with to each pupil. They look at the five table headings and read words in blue in Days Teacher’s Book
meaning in a support the main and Nights Quiz. Explain words in blue are daily routines. They write them in p.36 See Strategy 2: Type
variety of familiar idea of longer columns 1–5 in table. Pupils compare with a partner. They listen to CD1.21 and and amount of support
texts simple texts on a check answers. Explain that we will come back to the Days and Nights Quiz next For Step 2: At Step 3: For pupils
range of familiar lesson. Handout for each who find listening
Complementary topics 3.Pupils listen to Activity 3 (CD1.22). Follow instructions for Exercise 3 in Teacher’s pupil with the difficult, pause after
Skill Book p.36. table enlarged so each speaker to check
Complementary 4 Draw a horizontal line on board. Write ‘never’ on left of line, ‘always’ on right. that pupils can answers
Writing Skill Pupils read adverbs in box in Activity 4. Explain ‘normally’ means most of the time write the routines
and give a personal example e.g. I normally have breakfast at 7.30am. Elicit where in each column
4.3 Writing to write the other four adverbs on board.

Communicate 4.3.2 5. Pupils listen to CD1.22 again and complete sentences with an adverb.
with appropriate
language form Spell a range of Note pupils who have difficulty listening to and understanding more than one or two
and style for a high-frequency dialogues. Note also pupils who spell words incorrectly in table and in sentences.
range of purposes words accurately in
in print and digital independent writing Post-lesson
media
6. Choose a Post-lesson Task from Section 3 to review frequency adverbs.

72 Primary Year 5 SK – Scheme of Work: Unit 2

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 36 (Speaking 7) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Days
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency:
usually; Verbs: brush, study, watch, help, relax, chat online

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Write on board: ‘Daily Routines’, ‘morning’, ‘afternoon’, ‘evening’ and ‘night’. English Plus 1 Differentiate learning
Pupils brainstorm blue words in quiz they remember from previous lesson. according to needs of
Speaking Speaking Student’s Book your pupils. Please see
Lesson delivery Activity 2 the seven
2.2 2.2.1 p.22 differentiation
2.Pupils do Activity 2. Teacher reads Key Phrases aloud and pupils repeat. In pairs, strategies at Section 4.
Use appropriate Keep interaction pupils use the phrases to compare true/false answers to the 12 statements in Days Teacher’s Book
communication going in short and Nights text. p.36 See Strategy 4: Time.
strategies exchanges by
asking suitable 3.Hand out a True and a False card to each pair. Read the 12 quiz facts aloud to Optional activity: At Steps 2 and 4:
Complementary questions whole class. After each fact, pairs hold up a True or a False card, and teacher gives Vocabulary Pupils who are slow to
Skill the answer (see Teacher’s Book p.36). At end, check how many each pair got right. interact with a partner
Complementary At Step 3: Two can compare answers
Reading Skill 4.Pupils choose 3 quiz facts they think are surprising. In small groups, compare pieces of paper to 6–8 quiz facts rather
ideas using Key Phrases: What do you think? What about you? Write 1–12 on for each pair to than 12
3.2 Reading board. Ask: Which facts are surprising? Pupils put up hands for each number. write on them
Record numbers on board. Which three numbers have most votes? TRUE and FALSE
Understand a 3.2.3 5.Write on board: ‘Between 7.30 and 8.30 in the morning’; ‘Between 7.30 and 8.30
variety of linear in the evening’. Teacher models language: e.g. I think you get up, have breakfast
and non-linear Guess the meaning and go to school between 7.30 and 8.30 in the morning. In pairs, they take turns to
print and digital of unfamiliar words guess what their partner does. How many guesses are correct?
texts by using from clues provided
appropriate by title, topic and Note how well pupils used Key Phrases to interact with each other when comparing
reading strategies other known words answers. Note pupils who needed support to understand unfamiliar words.

Post-lesson
6. Do Post-lesson Task 1: Spot the Differences. Change 5–6 words in the quiz.

Primary Year 5 SK – Scheme of Work: Unit 2 73

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 37 (Reading 7) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Days
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency:
always, usually, normally, often, sometimes, never

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Choose a pre-lesson task from Section 3 to review language of daily routines. English Plus 1 Differentiate learning
according to needs of
Reading Reading Lesson delivery Student’s Book your pupils. Please see
Activity 4 the seven
3.3 3.3.1 2.Copy on board the chart with adverbs (never, usually) and numbers (1 - 4) from p.22 differentiation
p.23, Activity 5. Pupils look again at adverbs in box on p.22, Activity 4. They tell you Activities 5 and 6 strategies at Section 4.
Read Read and enjoy A2 adverbs to write in numbers 1 - 4 in chart. Ask: Why is normally above usually in the p.23
independently for fiction/non-fiction chart? (The meaning is similar) Elicit percentages to put in chart for sometimes, See Strategy 1: Task
information and print and digital often, usually e.g. 25%, 60%, 75%. Teacher’s Book
enjoyment texts of interest p.37 At Step 4: Pupils who
3. Model sentences with verb to be and an adverb; with another verb and adverb are slow at reading,
Complementary Complementary e.g. I’m always / usually at school before 8am. I sometimes / never go to school by Optional activity: can read and rewrite 6–
Skill Skill car. Pupils read Rules about place of adverbs and choose answers. Language point 7 sentences with
Writing adverbs rather than 9
Writing 4.Pupils read My daily routine on p.23. In pairs, they take turns to say a sentence
4.3.2 that is true for them. Find out if any pupils have no true sentences. Pupils then do
4.3 Activity 6. Follow instructions for Exercise 6 on p.37 in Teacher’s Book. Pupils
Spell a range of compare adverbs they wrote with a partner. Are any the same? Choose pupils to
Communicate high-frequency read a sentence aloud.
with appropriate words accurately in
language form independent writing 5.Pupils in pairs choose five facts each from Days and Nights Quiz. They take turns
and style for a to say a sentence about themselves with the verb or phrase in blue and a frequency
range of purposes adverb e.g. I never help with the housework. Choose different pupils from Step 4 to
in print and digital read sentence aloud.
media
Post-lesson
6. Follow instructions for Optional activity: Language point in Teacher’s Book, p.37.

74 Primary Year 5 SK – Scheme of Work: Unit 2

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 38 (Writing 7) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Days
WEEK: CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency:
Creativity always, usually, normally, often, sometimes, never

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.See Pre-lesson Task 6: Finger Writing. Pupils use six frequency adverbs from English Plus 1 Differentiate learning
Writing Writing previous lesson. Hold up a flashcard for each finger writing action: never, according to needs of
4.2 4.2.4 sometimes, often, usually, normally, always. Student’s Book your pupils. Please see
Activity 7 and the seven
Communicate Describe people, Lesson delivery Finished? differentiation
basic information places and objects 2.Stick the six flashcards on the board. Pupils do p.23, Activity 7 using one of the p.23 strategies at Section 4.
intelligibly for a using suitable adverbs on the board. Follow instructions Exercise 7 from p.37 in Teacher’s Book.
range of purposes statements Teacher’s Book See Strategy 2: Type
in print and digital 3.Write on board: sports stars, music stars, film stars, artists, other stars. Tell pupils p.37 and amount of support
media Complementary some people are celebrities because they are famous. Pupils brainstorm favourite
Skill celebrities from the different groups on board. Add names pupils say on board. At Step 1 six At Step 2, encourage
Complementary flashcards with pupils who can’t think
Skill Speaking 4.Pupils in small groups do Finished?. Hand out worksheet to each group. They never, sometimes, of true/false sentences
agree on a celebrity and imagine her/his daily routines. They think of what she/he often, usually, about themselves to
Speaking 2.3.1 never, sometimes, often, usually and always does and make notes in fact file: normally, always use sentence gap fills
Name of celebrity… Famous for… (sport, music etc.) Always… (e.g. swims before from p.22, Activity 4,
2.3 Narrate short basic breakfast) Usually… Often… Sometimes… Never…. At Step 4: A numbers 2–6
stories and events worksheet with a
Communicate 5.Pupils agree on who will narrate the imagined life of their celebrity to whole class. fact file for each
appropriately to a The group’s representative uses notes from fact file to narrate the daily routine. group of pupils to
small or large make notes about
group Note pupils who describe imagined routines of people well and those who needed their celebrity.
support. Make space for
drawings below
Post-lesson information.
6.Pupils in same groups draw routines of their celebrity to cut and stick on fact file.
They write a caption below drawing to describe what celebrity is doing.

Primary Year 5 SK – Scheme of Work: Unit 2 75

SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON

WEEK: LESSON: 39 (Language Arts 7) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Watching a Bumble Bee LANGUAGE/GRAMMAR FOCUS: True/false sentences
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Anthology of Differentiate learning
Language Arts Poems according to the needs
5.2 Language Arts 1. Teacher provides a letter and pupils have to come up with a word that starts with Page 21 of your pupils and
that letter related to a topic (animals/insects e.g. g – giraffe, …, b - bee) [Pre- class. Please see the
Express personal 5.2.1 Lesson Task 1 – ABCs] Contemporary seven differentiation
Children’s strategies listed in the
responses to Explain in simple Lesson delivery Literature introduction. Please
language why they Teaching also consider the
literary texts like or dislike an 2. Pupils read the poem silently and teacher assists in pupils’ understanding Guidebook (BPK) following:
event, description or (Q&A). – Poetry
Complementary character in a text Activity 1 Some pupils might be
Skill 3. Teacher distributes True or False sentence strips to each pupil and ask them to Page 73 able to ask a single
Complementary stick the statement at the provided True or False sections in the class using a friend while others can
Reading Skill blue tack. Bumble ask more. Teacher will
bees and accept the note made.
3.2 Reading 4. Pupils walk around the class to check each other’ answers and make
corrections the answer if there are mistake. me (Strategy 3)
Understand a 3.2.2
variety of linear 5. Pupils make a mind-map about themselves and the bumble bees based on the statement
and non-linear Understand specific sentence strip used before and provide simple reasons why?
print and digital information and
texts by using details of two 6. Upon completion, pupils exchange their mind maps and rate each other’s works
appropriate paragraphs or more by giving some good remarks.
reading strategies
Post-lesson

7. Pupils put their hands up each time they hear something different from the poem
(e.g. out in the sea – hands up as the statement is different from the poem).
[Post-lesson Task 1: Spot the differences]

76 Primary Year 5 SK – Scheme of Work: Unit 2

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON: 40 (Consolidation 3) MAIN SKILL FOCUS: Listening THEME: World of Self, family and friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Time expressions: o’clock
Technology quarter past, half past, quarter to; at (time) on (day) a.m. p.m.

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Write on board ‘in the morning’, ‘in the afternoon’, ‘in the evening’, ‘at night’. English Plus 1 Differentiate learning
Listening Listening Pupils brainstorm things they do at these times e.g. I have a snack at 11 in the according to needs of
1.2 1.2.2 morning. Elicit two ways to write this time (11am or 11.00). Student’s Book your pupils. Please see
Activities 1–5 the seven
Understand Understand with Lesson delivery p.93 differentiation
meaning in a support specific 2.With a large clock, review quarter past, half past and quarter to. Put clock hands strategies at Section 4.
variety of familiar information and in several positions and pupils say time. Ask: What’s the digital time? Pupils do Teacher’s Book
contexts details of longer p.93, Activity 1. Ask: Do you always use a digital clock? p.107 See Strategy 5:
simple texts on a Learning preferences
range of familiar 3. Pupils do Activity 2, CD3.05. Check answers and write on board. At Step 2: A large and needs
topics 4.Read instructions for Activity 3 aloud. Ask: What do you need to find out? Play clock with hands
CD3.06. Check answers. Play CD again. Ask: Which sport has the same word in that can move to At Step 5: Play track
English and Malay? (judo). Tell pupils table tennis is sometimes called the same show different CD3.06 again for some
word in English and Malay (ping-pong). times pupils to complete the
5.Pupils do Activity 4. Follow instructions for Exercise 4 on p.107 in Teacher’s information they missed
Complementary Complementary Book. When checking, pupils say both time expressions for questions 1, 2 and 4. then check answers
Skill Skill For example: At 5.45 p.m. At 5.45 in the afternoon.

Speaking Speaking 6.Pupils do Activity 5, CD3.07. Follow instructions for Exercise 5 on p.107 in
Teacher’s Book. Pupils write the four times in the dialogue digitally (09.45,
2.1 2.1.4 20.00,15.45, 5.15).

Communicate Ask about and Note pupils who can listen for details well and those who find it hard to remember
simple information describe future details in longer texts.
intelligibly plans
Post-lesson

7. Pupils in pairs say dialogue in Activity 5 but change the days, times and sports.

Primary Year 5 SK – Scheme of Work: Unit 2 77

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 41 (Listening 8) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Days
WEEK: CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense
Values affirmative and negative (to state facts and routines)

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Write ‘family’ on board. Pupils brainstorm vocabulary for family members (from Y3 English Plus 1 Differentiate learning
and 4). Write words on board as pupils say them. How many can they remember? according to needs of
Listening Listening Student’s Book your pupils. Please see
Lesson delivery Activities 1–3 the seven
1.2 1.2.4 2.Pupils answer Think! question top of p.24 in pairs, then give pupils a set of four p.24 differentiation
instructions: Look at the family photo. Read the three text titles (a, b, c) in Activity 1. strategies at Section 4.
Understand Understand a Choose one title and write it down. Compare with a partner. Teacher’s book
meaning in a sequence of p.38 See Strategy 2: Type
variety of familiar supported 3.Find out which text title pupils chose with show of hands. They listen to and read and amount of support
contexts classroom text for the general meaning (CD1.23). Ask: Which title do you think it is? (c) At Step 6:
instructions Worksheet for At Step 2: Some pupils
Complementary 4.Pupils do Activity 2. They listen and read the text again to find specific each pupil with might need the set of
Skill Complementary information. Check answers. Venn diagram: classroom instructions
Skill CCE: Values – ask pupils why they think families are important. male written read aloud more than
Reading 5.Pupils do Activity 3. Check they understand the meaning of all words in blue. Draw above left circle once
Reading a Venn diagram with two circles on board. Pupils in pairs sort words into two groups: and female above
3.2 male or female. Choose pupils to say words and write in diagram. Ask: What two right circle
3.2.3 family words go between the two circles? (parent, cousin) Why? (They are names
Understand a for male and female family members). Pupils write all words in worksheet.
variety of linear Guess the meaning Note pupils who find it hard to follow more than one instruction for an activity.
and non-linear of unfamiliar words
print and digital from clues provided Post-lesson
texts by using by title, topic and 6.Optional activity: Reading, p.38, Teacher’s Book: Teacher reads out questions.
appropriate other known words Pupils listen to questions and in pairs agree on answers. Teacher writes questions
reading strategies on board. Pupils then quickly read text to check if they are correct.

78 Primary Year 5 SK – Scheme of Work: Unit 2

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 42 (Speaking 8) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Days
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple tense
affirmative and negative (to state facts and routines)

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Follow instructions in Section 3 Pre-lesson Task 10: Say What’s Missing. Write English Plus 1 Differentiate learning
eight names of family members on separate flash cards to put under a cloth. according to needs of
Speaking Speaking Student’s Book your pupils. Please see
Lesson delivery Activity 4 the seven
2.1 2.1.1 p.24 differentiation
2. Pupils in pairs do p.24, Activity 4. First give an example and write model on board Activities 1–3 strategies at Section 4.
Communicate Give detailed e.g. ‘The Radford family has breakfast at 6.46 but I have breakfast at 7.15’. Ask: p.25
simple information information about What’s the conjunction in the sentence? Remind pupils to use ‘but’ for differences. See Strategy 4: Time
intelligibly themselves They take turns to say three or four differences. Choose pairs to say differences to Teacher’s Book
whole class. P.38 At Step 2: Some pupils
Complementary Complementary 3.Write on board ‘Present simple’. Pupils do Activity 1. Follow instructions for will take longer to think
Skill Skill Exercise 1 on p.38 of Teacher’s Book. At Step 1: Eight of examples of
Listening Listening flash cards with differences in daily
4. Pupils do Activity 2. Check answers. the name of a routines so allow them
1.1 1.1.1 5.Pupils do Activity 3, CD1.24. Read aloud both verbs in 1–6. Pupils listen and family member on additional time or ask
repeat chorally then individually. Explain they need to listen to the verb endings. each. A cloth to them to say two
Recognise and Recognise and Play CD1.24 again. Ask: Which verbs end with /iz/ sound? Which verbs end with /s/ cover the cards. differences
reproduce target reproduce with little sound? (e.g. speaks)
language sounds or no support a Note how well pupils talk about differences between Radfords’ routines and their
wide range of target own. Note pupils who find it hard to hear the /iz/ and /s/ sound at end of verbs.
language
phonemes Post-lesson

6.Pupils in small groups take turns to say the daily routines of two members of their
family.

Primary Year 5 SK – Scheme of Work: Unit 2 79

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 43 (Reading 8) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Days
WEEK: CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present simple tense:
interrogatives

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson English Plus 1 Differentiate learning
1.Write ‘Special days’ on board. Pupils say their special day e.g. birthdays, family according to needs of
Reading Reading birthdays, anniversaries. Ask: What are the special days/celebrations in Malaysia? Student’s Book your pupils. Please see
Why do you like them? Activities 1–4 the seven
3.2 3.2.3 p.26 differentiation
Lesson delivery strategies at Section 4.
Understand a Guess the meaning Teacher’s Book
variety of linear of unfamiliar words 2.Pupils read p.26, Happy days!, and words in box in Activity 1. See if pupils can p.40 See Strategy 5:
and non-linear from clues provided guess the meaning of: ‘crazy’, ‘costumes’, ‘invite’, then do Activity 1. Pupils compare Learning preferences
print and digital by title, topic and their answers with a partner. Check answers. and needs
texts by using other known words
appropriate 3.Read Study Strategy in Activity 2 aloud. Pupils look at Activity 3. They read the At Step 4: Some pupils
reading strategies Complementary heading, ‘Chinese New Year’, the sentence below and look at photographs A–D. may need to hear the
Skill Write on board ‘dragon’, ‘fireworks’, ‘food’. Pupils say the photos that show these introduction to the radio
Complementary Listening items. Explain what an envelope is while pupils look at photo D. Ask: What do you programme more than
Skill think the radio programme is about? Pupils in pairs share ideas about what they will once so they can order
1.2.5 hear. the photos correctly
Listening
Understand a 4.Pupils do Activity 3, CD1.25. They listen to Zoe and a woman talking in the
1.2 sequence of introduction to the radio programme. They look at the photos again and write the
supported questions order of objects mentioned.
Understand
meaning in a 5.Pupils read questions in Activity 4. Follow instructions for Exercise 4 on p.40 of
variety of familiar Teacher’s Book. Play CD1.25 again.
contexts
Note how well pupils predict meaning of new words from clues in text and photos.

Post-lesson

6.See Section 3 Post-lesson Task 8: Test your Memory. Use the four photos at foot
of p.26 to make true and false sentences.

80 Primary Year 5 SK – Scheme of Work: Unit 2

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 44 (Writing 8) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Days
WEEK: CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense:
Patriotism interrogatives

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Put pupils into six groups. Hand out a set of words to each group. Explain the English Plus 1 Differentiate learning
Writing Writing words make a question. Pupils order the words. They check order by looking at according to needs of
4.2 4.2.1 questions in Happy Days, p.26. A pupil from each group reads aloud their question. Student’s Book your pupils. Please see
Activity 5 the seven
Communicate Give detailed Lesson delivery p.26 differentiation
basic information information about strategies at Section 4.
intelligibly for a themselves 2.In small groups, pupils do Optional activity: Vocabulary from p.40 in Teacher’s Teacher’s Book
range of purposes Book. p.40 See Strategy 3:
in print and digital Complementary CCE: Patriotism – Elicit three special days e.g. New Year, Eid-al-Fitr, Diwali. Pupils Outcomes
media Skill choose one special day to answer questions about. Optional Activity:
Vocabulary At Step 3 some pupils
Complementary Speaking 3.Pupils do Activity 5, Use it! They read the 6 questions in Happy Days! again. may only be able to
Skill Pupils write answers about the special day they chose using always, usually, Optional Activity: write 3 or 4 answers to
2.1.5 sometimes, never. In pairs, they take turns to ask and answer the questions about Listening the questions.
2.1 partner’s special day. Find out which pairs have similar answers.
Describe people, 4.Follow instructions for Optional activity: Listening Teacher’s Book p.40. Find out Step 1: A set of
Communicate places and objects how many pairs remembered the answers. word cards for
simple information using suitable 5.Pupils with a different partner ask and answer questions from Step 4 but change each of the six
intelligibly statements pronouns and one verb: 1. What kind of present do you prefer? 2. When is the big questions on p.26,
meal with your family? 3. Do you like fireworks? Why/Why not? Happy Days.
Note how well pupils write detailed information about a special day and describe it Each group has
orally. words from one
question. Put in
Post-lesson an envelope.
6. Choose a post-lesson task from Section 3 to review new vocabulary.

Primary Year 5 SK – Scheme of Work: Unit 2 81

SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON

WEEK: LESSON: 45 (Language Arts 8) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Watching a Bumble bee LANGUAGE/GRAMMAR FOCUS: Vocabulary (Insects)
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation / Entrepreneurship

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Anthology of Differentiate learning
Language Arts Language Arts Poems according to the needs
5.3 5.3.1 1. Teacher pastes each stanza randomly around the class. Page 21 of your pupils and
2. Pupils walk around and read the randomly ordered stanzas. class. Please see the
Express an Respond 3. Pupils need to distinguish the sequence of the stanzas. [Pre-lesson Task 3 – Contemporary seven differentiation
imaginative to Children’s strategies listed in the
response imaginatively and Sequence the information] Literature introduction. Please
literary texts Teaching also consider the
intelligibly through Lesson delivery Guidebook (BPK) following:
– Poetry
creating simple role- 4. Pupils revise the poem. Teacher differentiates
5. Teacher asks pupils to think about other insects that are suitable to replace the the outcomes by the
plays and simple numbers of words
bumble bee (e.g. wasp, hummingbird, etc.) in the poem. changed from the
poems 6. In group, pupils underline the words and change the words ( i.e. name of the original poem and the
number of stanza they
Other imaginative insect, characteristic (e.g the oh – so – busy butterfly) to create their own stanza adapt.
(or stanzas if they can do more than one stanza).
responses as Note: Ask pupils to use their experiences and prior knowledge on insects and (Strategy 3)
allow creativity although it sounds illogical.
appropriate 7. Upon completion, pupils put up their product and teacher conduct a gallery walk
where groups display and describe their adapted stanza/stanzas and a pupil
Complementary Complementary from the pair/group will stay to describe their adapted stanza/stanzas while the
Skill Skill rest of the members look at the other groups’ stanza/stanzas.

Speaking Speaking

2.1 2.1.2

Communicate Find out about and Post-lesson
simple information describe 7. Prepare an illustration for their newly adapted poem.
intelligibly experiences up to
now

82 Primary Year 5 SK – Scheme of Work: Unit 2

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON:46 (Consolidation 4) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Days
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple tense:
interrogatives and time expressions

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Pupils close their books and do Warm-up from Teacher’s Book, p.41. English Plus 1 Differentiate learning
according to needs of
2.2 Speaking Lesson delivery Student’s Book your pupils. Please see
Activities 1–6 the seven
Use appropriate 2.2.1 2.Pupils do p.27, Activity 1. They answer the questions then check with a partner. p.27 differentiation
communication Pupils read the rules then teacher reads them aloud. Pause after each rule and strategies at Section 4.
strategies Keep interaction choose pupils to say the correct word in each. If pupils are unsure, tell them to look Teacher’s Book
going in short at the five questions in Activity 1 again. p.41 See Strategy 7:
Complementary exchanges by Warm-up Feedback
Skill asking suitable 3.Pupils in pairs do Activity 2. Check answers. They take turns to ask and answer Activities 5 and 6
Writing questions questions. Choose pairs to ask and answer aloud. Find out if any answers are the At Steps 3, 4 and 6:
same as others in the class. Vary the feedback you
4.2 Complementary 4.With a different partner, pupils do Activities 3 and 4. Write on board ‘5 minutes’. give to pairs when
Skill Explain they have 5 minutes to write questions with words from the grid. Pupils look they’re asking and
Communicate at grid. Ask: What are the five question words you can use? (When, Where, How answering questions to
basic information Writing often, Do, Does). Check questions after 5 minutes. Pupils take turns to ask and each other. Focus on
intelligibly for a answer questions they wrote. what they do well e.g.
range of purposes 4.2.1 turn taking; accuracy of
in print and digital 5.Pupils do Activities 5 and 6. Follow instructions for Exercises 5 and 6 in p.41 of question words and
media Give detailed the Teacher’s Book. word order; fluency,
information about Note how well pupils interact with different partners at Steps 3, 4 and 6. self-correcting.
themselves
Post-lesson
6.Pupils in small groups write 2–3 questions to ask you about what you do at
different times of the day, week and year. Choose pupils to ask you a question.

Primary Year 5 SK – Scheme of Work: Unit 2 83

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON: 47 (Listening 9) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: What’s on? What do you
Values want to do? Let’s go to (the)…, What about (the)…?

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Write ‘Weekend’ on board. In pairs, pupils answer Think! question at top of p.28 English Plus 1 Differentiate learning
Choose some pupils to say what they do at the weekend. Student’s Book according to needs of
Listening Listening Activities 1–3 your pupils. Please see
Lesson delivery p.28 the seven
1.3 1.3.1 differentiation
2.Pupils do Activity 1. Follow instructions for Exercise 1 in p.42 of Teachers Book. Teacher’s Book strategies at Section 4.
Use appropriate Guess the meaning When checking new words, pupils say words which look or sound similar to those in p. 42
listening of unfamiliar words Malay. Write on board: ‘disco – disko’; ‘concert-konsert’; ‘barbecue-barbeku’, ‘quiz- See Strategy 4: Time
strategies in a from clues provided kuiz’, ‘mini-mini’. Ask: What is different – spelling, sound or both?
variety of contexts by other words CCE: Values – ask pupils why special days are important for schools and families. When listening to and
reading the dialogue,
Complementary Complementary 3.Pupils do Activity 2, CD1.26. Follow instructions for Exercise 2 on p.42 in some pupils may be
Skill Skill Teacher’s Book. slow at completing the
Reading 4. Write on board in three columns: A. When you agree; B. When you’re thinking; gaps. Pause the track
Reading C. When you’re surprised. Pupils read the dialogue again and find: ‘Right’, ‘Mmm’, to allow them more
3.2.4 ‘OK’, ‘No?’ ‘Well’, ‘Yes’. In pairs they decide which words go in the three columns. (A time to write.
3.2 = Right, Yes, OK; B = Mmm; Well C = No?)
Use with support
Understand a familiar print and 5.Play CD1.26 again. Pupils listen for pronunciation of disco, concert, barbecue,
variety of linear digital resources to quiz and mini again. Ask: Which words have the same pronunciation in English?
and non-linear check meaning Which words sound almost the same? Practise pronunciation together. Pupils then
print and digital practise the dialogue with Daisy and Gareth in pairs.
texts by using
appropriate Note pupils who find it hard to guess meanings of new words in the programme.
reading strategies
Post-lesson

6.In pairs, pupils read the programme and agree on morning and afternoon
activities they’d like to do. They say why they’d like to do them.

84 Primary Year 5 SK – Scheme of Work: Unit 2

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON:48 (Speaking 9) MAIN SKILL FOCUS: Speaking THEME: World of Self, family and friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: What do you want to do?
Values What about (the)…? Let’s go to (the)…
in the morning, in the afternoon, in the evening, at lunch

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson English Plus 1 Differentiate learning
Speaking Speaking according to needs of
1.Write on board: Do you remember? Pupils think about what their partner said in Student’s Book your pupils. Please see
2.1 2.1.4 previous lesson about what her/ his family does at the weekend. Choose pupils to Activities 4–6 the seven
say what partner’s family does. Remind pupils to use ‘sometimes’, ‘usually’, ‘always’. p.28 differentiation
Communicate Ask about and strategies at Section 4.
simple information describe future Lesson delivery Teacher’s Book
intelligibly plans p. 42 See Strategy 2: Type
2.Write on board: plans and suggestions. Pupils look at p.28, Key Phrases. Read and amount of support
Complementary Complementary them aloud to class. Ask: Which phrases are for making plans? Which are for At step 5 find out
Skill Skill making suggestions? How many questions are there for plans? How many questions the names of two At Step 3: For pupils
for suggestions? Which phrase is negative? (I’m not really interested in…) or three films who have difficulty
Writing Writing 3.Pupils do Activity 4. Follow instructions for Exercise 4 on p.42 of Teacher’s Book. pupils could see in scanning text for
Explain that ‘What about…’ and ‘Let’s…’ can also give advice. Ask the advice they a local cinema. specific words tell them
4.2 4.2.2 wrote in the last two lines of the dialogue. Also find out the the words they need to
times they start on find are in the same
Communicate Ask for, give and 4.Pupils in pairs do Activity 5. They focus on their intonation. Teacher says phrases a weekend day. order as those in the
basic information respond to simple from the mini-dialogue with exaggerated intonation patterns. Pupils listen and dialogue
intelligibly for a advice repeat. Choose pairs to read dialogue. Ask: Is their intonation good? Which key
range of purposes phrases are not in the mini-dialogue? (What’s on? I’m not really interested in…)
in print and digital
media 5.Elicit names of two or three films which pupils could see in local cinemas and
write on board. Also write the day and times the films start. With a different partner,
pupils prepare and practise a dialogue using films on the board and Key Phrases.

Note how well pupils talk about plans and give suggestions.

Post-lesson

6.In small groups, pupils write a cinema programme with: a name and date; two or
three films and times they start. Pupils can draw a cinema ticket if time permits.

Primary Year 5 SK – Scheme of Work: Unit 2 85

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON: 49 (Reading 9) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: also, and, but

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Put map of Caribbean on board or show in an atlas. Elicit information about the English Plus 1 Differentiate learning
Reading Caribbean islands e.g. near which countries, in which sea, food etc. according to needs of
Reading 3.2.3 CCE: Values – ask pupils why it is important to know how countries celebrate their Student’s Book your pupils. Please see
culture. Activities 1–3 the seven
3.2 Guess the meaning p.29 differentiation
of unfamiliar words Lesson delivery strategies at Section 4.
Understand a from clues provided 2.Pupils do p.29, Activity 1. Follow instructions for Exercise 1 on p.43 in Teacher’s Teacher’s Book
variety of linear by title, topic and Book. p.43 See Strategy 2: Type
and non-linear other known words and amount of support
print and digital 3. Write on board: A. personal description of carnival; B. when the carnival happens; At Step 1: Map of
texts by using Complementary C. what happens at the carnival. Pupils guess order of paragraphs. Don’t check yet. Caribbean from At Step 4, some pupils
appropriate Skill 4.Pupils do Activity 2. After reading the text and before answering the questions, an atlas or will need support to find
reading strategies Speaking check order of paragraphs (1B, 2C, 3A). Ask: Are your guesses correct? Pupils website answers to the three
2.3.1 answer questions. Check answers. questions. Write on
Complementary board: Where? (a city)
Skill Narrate short basic 5.Ask: Which word is in blue? (also) Which words come after also? (play, friendly, When? (a month)
stories and events dance). Give other examples: I can sing and I can also play the piano. Elicit What?
Speaking sentences from pupils. Ask pupils to find two conjunctions in the text. (and, but) Ask: (make…play…and d )
Are there more ‘ands’ or ‘buts’? (3 ands, 2 buts)
2.3
6.Pupils read Key Phrases and do Activity 3. Check answers. Pupils memorise the
Communicate sentences and with a partner take turns to repeat them from memory.
appropriately to a
small or large Note how well pupils guessed meaning of words and how accurately they narrated
group events at the carnival.

Post-lesson
6.Pupils look at photo of dancer on p.29 for 30 seconds. Pupils close books and
think about what happens at the carnival. With a partner they say things they
remember about the London carnival. How many things can they remember?

86 Primary Year 5 SK – Scheme of Work: Unit 2

SCHEME OF WORK: TEXTBOOK-BASED LESSON

WEEK: LESSON:50 (Writing 9) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Adverb: also

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson English Plus 1 Differentiate learning
according to needs of
Writing Writing 1.Pupils brainstorm words they remember about the Notting Hill carnival. Elicit Student’s Book your pupils. Please see
‘celebration’, ‘parade’ and ‘costume’ if they don’t say them. Activities 4 and 5 the seven
4.3 4.3.3 p.29 differentiation
Lesson delivery strategies at Section 4.
Communicate Produce a plan or 2.Write ‘also’ on board then say and write on board: ‘I have a brother and I also Teacher’s Book
with appropriate draft of one or two have a sister. I’m happy and I’m also funny.’ Help pupils to notice word order. Pupils p.43 See strategy 3:
language form paragraphs for a do p.29, Activity 4. They compare answers with a partner. Check with whole class. Outcomes
and style for a familiar topic and At Step 4:
range of purposes modify this 3.Pupils do Activity 5, Use it! Remind pupils they used a plan to write a description of Worksheet with At Step 3: Expect some
in print and digital appropriately in a town or city in Unit 1. Explain they’re going to write a description of a celebration or list of five criteria: pupils to write only one
form response to special day. Follow instructions for Exercise 5 on p.43 of Teacher’s Book. 1)where and or two things that
feedback when it happens; happen during the
Complementary 4.Pupils in pairs swap descriptions and read them. Hand out worksheet. Pupils 2) what people do; celebration or special
Skill Complementary check if the description meets the criteria on the worksheet and draw a smiley face 3)what partner day; expect others to
Skill next to each if it does. Pupils return descriptions and worksheet. They now make usually does; 4) write more
Reading changes based on the feedback from their partner. has ‘also’ in
Reading correct place; 5)
3.2 5.Choose pupils to read descriptions aloud. Praise their efforts then point out two some adjectives.
3.2.2 things they can improve. There should be a
Understand a space for pupils to
variety of linear Understand specific Post-lesson draw a smiley
and non-linear information and 6.Write on board: ‘Do you think your description of a celebration is better than your face after each.
print and digital details of two description of a town or city? Why or why not?’ Pupils in small groups think about
texts by using paragraphs or more the questions then say what they think.
appropriate
reading strategies

Primary Year 5 SK – Scheme of Work: Unit 2 87

SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON

WEEK: LESSON: 51 (Language Arts 9) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: And Something Weird Happened
CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: Providing reasons
Creativity and Innovation (because)

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson And Something Differentiate learning
Language Arts Weird Happened according to the needs
5.2 Language Arts 1. Talk about what is going to happen tomorrow. Every pupil provides his/her by of your pupils and
prediction (e.g. It is going to rain tomorrow. My mother is going to the market Pamela Rushby class. Please see the
Express personal 5.2.1 tomorrow). seven differentiation
Contemporary strategies listed in the
responses to Explain in simple Lesson delivery Children’s introduction. Please
language why they Literature also consider the
literary texts like or dislike an 2. Teacher goes through with the cover and the blurb with the pupils and teacher Teaching following:
event, description or brainstorm pupils’ ideas about the book. Guidebook (BPK)
character in a text – Short Stories Teacher encourages
3. Put pupils into smaller group and each group do a group reading from page 5 to (page 17) pupils to come up with
Complementary page 8. more than one reason if
Complementary Skill possible.
Skill 4. Teacher uses word cards from the guidebook (page 17) and provides each
Reading group with the word cards. (Strategy 3)
Reading
3.2.2 5. Pupils have to match the word cards (containing activities that carried out by the
3.2 characters) with the corresponding characters in the short story (e.g. Yuki –
Understand specific flying in the plane).
Understand a information and
variety of linear details of two 6. Check the answer as a class.
and non-linear paragraphs or more 7. Then, groups reuse the word cards and divide them into the activities that they
print and digital
texts by using like and dislike.
appropriate 8. Each pupil in the group has to choose the activity that he/she likes the most and
reading strategies
the reasons why he/she wants to choose it.
9. Upon completion, they share their reasons among the group members.

Post-lesson

10. Teacher provides a piece of paper for each sitting group and each pupil has to
write “I like (activity) because …”

88 Primary Year 5 SK – Scheme of Work: Unit 2

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 52 (Language Awareness 3) MAIN SKILL FOCUS: Language Awareness THEME: teacher to complete

WEEK: TOPIC: Days CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 2

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Language Language 1.Review language from Unit 2 with an activity from list of pre-lesson tasks. English Plus 1 Differentiate learning
Awareness Awareness lessons according to the needs
lessons should be should be Lesson delivery Student’s Book of your pupils and
presented and presented and Activities 3–6 class. Please see the
practised using a practised using a 2.Pupils do p.30, Activities 3, 4 and 5 individually. After each activity they compare p.30 seven differentiation
Main Skill and a Main Skill and a answers with a different partner. Check answers after each activity. Ask: Which Activity 3 strategies listed in the
Complementary Complementary activity was easy and which was hard? Why was Activity 3/4/5 easy/hard? p.31 introduction. Please
Skill (Listening, Skill (Listening, also consider the
Speaking, Speaking, Reading 3. Pupils in pairs do Activity 6 then take turns to ask the questions and say answers. Teacher’s Book following:
Reading or or Writing). 4.Pupils do p.31, Activity 3. Follow instructions for Exercise 3 on p.45 in Teacher’s p. 44
Writing). Teachers Teachers can use Book. p. 45 *Pupils will need
can use Year 5 Year 5 Content and support understanding
Content and Learning Standards Note: and completing the
Learning in DSKP curriculum • Plan further activities for this unit to develop language skills according to your self-assessment
Standards in document. worksheet, especially
DSKP curriculum pupils’ needs. at the beginning of the
document. • You can use information about your pupils’ performance which you collected year. Pupils can
complete it in their own
using formative assessment strategies while teaching this unit. language if necessary.
• The information could include your observation of pupils interacting in

classroom activities and their performance in written activities.
• Plan activities which focus on language practice in a meaningful, fun and

communicative way.

Post-lesson

5.*Pupils think about their learning and performance in this unit. They complete self-
assessment worksheet.
6.Collect worksheets from pupils and review them to note pupils’ responses. If there
are any areas of concern, prepare a review of these in future lessons.

Primary Year 5 SK – Scheme of Work: Unit 2 89

SELF-ASSESSMENT WORKSHEET

How did I do in Unit 2?
Put ✔ next to Great, OK, or A little.
In English, I know how to…

…talk about daily routines Great OK A little
OK A little
…use adverbs of frequency to describe Great A little
daily routines OK A little
OK
…describe a celebration in my country Great very well.
better/more.
…plan and write a description of a Great
special day

• I’m proud of myself because I can

• In the next unit, I will

90 Primary Year 5 SK – Scheme of Work: Unit 2

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 53 (Listening 10) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: Wild Life
WEEK: CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Nouns: wolf, ostrich,
Technology scorpion, rat, octopus; Verb + prep.: looks like, sounds like

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Write ‘Wild life’ on board. Explain pupils are going to learn about wild animals English Plus 1 Differentiate learning
Listening from around the world. Follow instructions for Think! on Teacher’s Book p.46. according to needs of
1.2 Listening Student’s Book your pupils. Please see
Lesson delivery Activities 1– 4 the seven
Understand 1.2.2 2.Pupils do Activity 1, CD1.28. Follow instructions Teacher’s Book p.46 Exercise 1. p.32–33 differentiation
meaning in a Ask: What do you think ID means? (identification) strategies at Section 4.
variety of familiar Understand with Teacher’s Book
contexts support specific 3.Explain that pupils are going to read Key Phrases used when guessing or p.46–47 See Strategy 5:
information and identifying something. Say: looks like, sounds like. Pupils repeat. They do Activity 2. Learning preferences
Complementary details of longer Follow instructions for Exercise 2 on p.46 of Teacher’s Book. Play CD1.28 again. At Step 5: Photos and needs
Skill simple texts on a of an ostrich, bat,
Speaking range of familiar In pairs (A and B), pupils choose elephant, frog or dog (not identified from CD). They eagle, scorpion, At Step 2, some pupils
2.2 topics take turns to make its sound or draw a picture. Pairs use Key Phrases to identify rat and octopus may need to listen to
partner’s animal. A says Key Phrase 1. B says 2, 3 or 4, and 5. Then they swap. the dialogues again.
Use appropriate Complementary Choose pairs to say dialogue aloud. This will also help them
communication Skill 4. Pupils do Activity 3, CD1.29. Follow instructions in Teacher’s Book p.46, Ex. 3. at Step 3.
strategies
Speaking 5.Show photos of ostrich, bat, eagle, scorpion, rat and octopus to check meaning of
vocabulary in Activity 4 box. Pupils should know: bat, bear, crocodile, rabbit, snake,
2.2.1 spider, whale from previous levels. Pupils in four teams do Activity 4, CD1.30.
Follow instructions for Exercise 4 on p.46 of Teacher’s Book.
Keep interaction If time is limited, teams choose two or three photos to identify. Ask: Which animal
going in short names are similar in Malay? (panda, gorilla/gorilla, giraffe/zirafah)
exchanges by
asking suitable Note how well pupils listen for specific information in the dialogues.
questions
Post-lesson
6.Play a science sorting game. Write ‘fish’, ‘bird’, ‘mammal’, ‘reptile’, ‘insect’ on
board. Give example of each. Ask: Which words are similar? (mamalia, reptilia).
Pupils in small groups classify animals from Activity 4 according to category.

Primary Year 5 SK – Scheme of Work: Unit 3 91

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 54 (Speaking 10) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: Wild Life
WEEK: CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS Present simple tense
Technology interrogatives: Does it, Has it got, How many, What colour /
size is it? What type of animal is it?

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Pre-lesson English Plus 1 Differentiate learning
according to needs of
Main Skill Main Skill 1.Pupils in pairs brainstorm animals from previous lesson. Can they remember 10/ Student’s Book your pupils. Please see
15 / 20 animals? Pupils open books and check with animals in Activity 4 p.32. Activities 5, 6, 7 the seven
Speaking Speaking p.33 differentiation
strategies at Section 4.
2.1 2.1.5 Lesson delivery Teacher’s Book
2.Follow instructions for Exercise 5 on p.47 of Teacher’s Book. Ask: Which animal p. 47 See Strategy 2: Type
Communicate Describe people, is easy to identify? Which is difficult? Pupils indicate with a show of hands. and amount of support
simple information places and objects At Step 5:
intelligibly using suitable 3.Pupils do Activity 6. They guess meaning of land, wings and tail. They should Worksheet with At Step 4, some pupils
statements remember live, water and legs from previous levels. Ask: Which animal is it? Venn diagram won’t need to look at
Complementary (crocodile) What type of animal is it? (reptile) large enough for the question starters on
Skill Complementary pupils to write board. A few pupils
Skill 4.Write question starters on board: Does it…? Has it got…? How many…? Is it - animal names in may need the starters
Reading Reading er than a / an…? What colour/size …? Pupils do Activity 7, Use It! Follow both circles and in written on paper to
instructions in for Exercise 7 on p.47 in Teacher’s Book. They use question starters intersection have beside them.
3.2 3.2.3 as support. They can then refer to
them more easily. This
Understand a Guess the meaning 5.Draw Venn diagram on board with ‘water’ above right circle and ‘land’ above left. also makes the task
variety of linear of unfamiliar words quicker to do.
and non-linear from clues provided Explain that pupils put animals into different groups: water, land, or water and land.
print and digital by title, topic and
texts by using other known words Elicit examples e.g. water = whale; land = gorilla; both water and land = frog. Hand
appropriate
reading strategies out worksheet to pairs of pupils. Explain science words are often put in diagrams.

6.Pupils do ‘Finished?’ Check by asking: Do you agree lives in water/land/water

and land?

Note pupils who describe animals accurately and those who find this hard.

Post-lesson

7.Pupils draw a Venn diagram with ‘fly’ above left circle and ‘swim’ above right. In
pairs they classify animals in three parts of the diagram. The diagrams can be
displayed.

92 Primary Year 5 SK – Scheme of Work: Unit 3

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 55 (Reading 10) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: Wild Life
WEEK: CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Superlative adjectives:
Sustainability ugliest, rarest, most beautiful, common, interesting, colourful

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Use Pre-lesson Task 1: ABCs, and adapt by using animal names. English Plus 1 Differentiate learning
according to needs of
Reading Reading Lesson delivery Student’s Book your pupils. Please see
Activities 1–3 the seven
3.2 3.2.3 2. Pupils do Think! at top of p.34. Ask: Is there another animal you think is ugly? p. 34 differentiation
Accept L1 and translate. strategies at Section 4.
Understand a Guess the meaning 3.Write on board: protect, species, become extinct, danger, help, rare. Pupils use Teacher’s Book
variety of linear of unfamiliar words dictionaries or explain the meanings. They follow instructions in Teacher’s Book p. 48 See Strategy 5:
and non-linear from clues provided p.48 Exercise 1. Learning preferences
print and digital by title, topic and CCE: Environmental Sustainability – Ask pupils why it is important to protect animal At Steps 3 and 5: and needs
texts by using other known words species If possible,
appropriate 4. Follow instructions for Exercise 2 on p.48 in Teacher’s Bok. dictionaries for At Step 3: Some pupils
reading strategies Complementary each pupil or pairs may need help to look
Skill 5.Pupils do Activity 3: They guess meanings of words in blue from the context, and up dictionaries and
Complementary Reading then check with a partner. If there are any words they are unsure of, they can use a understand meanings
Skill dictionary or other resource. Pupils now use dictionaries to check ‘common’ and in English. If possible,
3.3.1 ‘dull’. Ask: Which word in blue is the opposite of dull? (colourful). Also, check they use bilingual
Reading remember the meaning of. ‘rare’ (from Activity 2). dictionaries.
Read and enjoy A2
3.3 fiction/non-fiction 6.Pupils read text again and say the two words that come before beautiful,
print and digital interesting, common and colourful (the most). They find the word before ugliest,
Read texts of interest rarest, biggest, weirdest (the). Ask pupils if they enjoyed reading the text and why.
independently for Note how well pupils can guess meanings of words from clues in the text.
information and
enjoyment Post-lesson

7.Pupils in small groups agree on the three most beautiful and the three most
colourful animals they know. Do pupils know if any of the animals are in danger of
extinction?

Primary Year 5 SK – Scheme of Work: Unit 3 93

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 56 (Writing 10) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: Wild Life
WEEK: CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Comparative and
Creativity and Innovation Superlative adjectives: e.g. weirder, weirdest, rarer, rarest

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill English Plus 1 Differentiate learning
1.Pupils brainstorm adjectives to describe animals then do Warm-up. Follow according to needs of
Writing Writing instructions in Teacher’s Book p.49 Warm-up. Student’s Book your pupils. Please see
Activities 1–4 the seven
4.3 4.3.2 Lesson delivery p.35 (text on p.34 differentiation
2.Pupils do p.35 Activity 1. Follow instructions for Exercise 1 on p.49 of Teacher’s for Activity 2 p.35) strategies at Section 4.
Communicate Spell a range of Book.
with appropriate high-frequency Teacher’s Book See strategy 4: Time
language form words accurately in 3.Pupils look at text on p.34 again and do Activity 2. They compare answers with a p.49
and style for a independent writing partner. Check answers. How quickly did pupils find the words? At Steps 4 and 5: Some
range of purposes At Step 4: A map pupils will need more
in print and digital Complementary 4.Show map of Canada on board. Point out the Rocky Mountains. Explain there are of Canada time to write sentences.
media Skill many very big National Parks with lots of wild animals in the mountains. More proficient pupils
Speaking Write on board: ‘hot’, ‘cold’, ‘high’, ‘good’, ‘beautiful’, ‘interesting’. Pupils do Activity will be able to write an
Complementary 3. Choose pupils to go to board and write the superlative of the adjectives. Help additional 1 or 2 more
Skill 2.1.5 pupils to notice double ‘t’ in ‘hottest’. Write ‘big’ on board. Ask: How do you spell sentences.
biggest?
Speaking Describe people,
places and objects 5.Pupils do Activity 4. Read study strategy aloud to whole class. Pupils write
2.1 using suitable sentences with superlative forms using words in both boxes. They compare with a
statements partner. Choose pupils to read sentences to whole class.
Communicate CCE: Creativity and Innovation – pupils develop creative cognitive skills (HOTS)
simple information when they think of and produce their own ideas.
intelligibly Note pupils who are slow at writing sentences with superlative adjectives.

Post-lesson

6.Pupils in small groups write three or four sentences about Malaysia using
superlative adjectives and ideas from text about Canada.

94 Primary Year 5 SK – Scheme of Work: Unit 3

SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON

WEEK: LESSON: 57 (Language Arts 10) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: And Something Weird Happened
CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: True and false
Creativity and Innovation statements

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson And Something Differentiate learning
Language Arts Weird Happened according to the needs
5.3 Language Arts 1. Teacher reads a sentence and pupils have to sit down if the sentence is false by of your pupils and
Express an and stand up if the sentence is correct (e.g. Yuki was playing basketball – Pamela Rushby class. Please see the
imaginative 5.3.1 False). [Pre-Lesson Task 5 – Sit down Stand up] seven differentiation
response to Contemporary strategies listed in the
literary texts Respond Lesson delivery Children’s introduction. Please
Literature also consider the
Complementary imaginatively and 2. Pupils are put in pairs and given a set of statements. Teaching following:
Skill 3. Pupils will guess whether the statements are true or false by writing T or F at the Guidebook (BPK)
intelligibly through – Short Stories
end of each statement.
creating simple role- 4. Teacher instructs pairs to read Chapter 2 and Chapter 3 of the book and they

plays and simple need to verify their guesses.
5. Upon completion, teacher informs pupils that they need to choose any
poems Teacher gives
statements to be acted out in front.
Other imaginative 6. Pairs act out their chosen statement and others will guess whether it is true or opportunity for each

responses as false (make sure most of the pairs have the opportunities to act out). pair to choose either to

appropriate act out or read the

statements.

Complementary (Strategy 5)
Skill

Reading Reading Post-lesson

3.2 3.2.2 7. Pupils rewrite the false statements to become true statements.

Understand a Understand specific
variety of linear information and
and non-linear
print and digital details of two
paragraphs or more

texts by using

appropriate

reading strategies

Primary Year 5 SK – Scheme of Work: Unit 3 95

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 58 (Consolidation 5) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: Wild Life
WEEK: CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Questions: Do you want
Creativity to…? Is it (adjective)? Where are you now? How are you?

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.See Pre-lesson Task 8: Predict the Content. Use photo on Student’s Book p.94 to English Plus 1 Differentiate learning
Listening do the task. Also ask: Where is Holly? according to needs of
1.2 Listening Student’s Book your pupils. Please see
Lesson delivery Activities 2–5 the seven
Understand 1.2.1 p.94 differentiation
meaning in a 2.Pupils do Activity 2, CD3.08. They compare predictions in Step 1 with information strategies at Section 4.
variety of familiar Understand with in the dialogue. Ask: Which word in blue is almost the same in English and in Teacher’s Book
contexts support the main Malay? (aquarium/akuarium). What is different? (focus on spelling and p.108 See Strategy 3:
idea of longer pronunciation). Check pupils’ answer about the animal Holly likes best. Outcomes
Complementary simple texts on a
Skill range of familiar 3.Pupils do Activity 3, CD3.08. Follow the instructions for Exercise 3 on p.108 of At Step 5: More
Speaking topics Teacher’s Book. proficient pupils can
2.2 make up their own
Complementary 4.Pupils in pairs do Activity 4, CD3.09. Follow instructions for Exercise 4 on p.108 of dialogue, less proficient
Use appropriate Skill Teacher’s Book. To check understanding, say some true/false sentences e.g. Anna pupils choose from the
communication and Steve are in an aquarium. (F) Steve is with a friend. (T) Anna says see you words provided in the
strategies Speaking later. (F) Pupils practise the dialogue. Choose pairs to repeat dialogue to whole box
class.
2.2.1
5. Pupils with a different partner do Activity 5. Follow instructions for Exercise 3 on
Keep interaction p.108 of Teacher’s Book.
going in short CCE: Creativity – Pupils generate their own ideas to create a dialogue so they
exchanges by develop HOTS.
asking suitable
questions Note how well pupils listen to the dialogues and understand them. Note also how
fluent and accurate pairs are when saying their dialogues.

Post-lesson
6. Write on board ‘aquarium’ and ‘skateboard park’. Pupils in small groups say if
they like going to these places and give a reason for their answer. They say other
places they like going to with friends or family.

96 Primary Year 5 SK – Scheme of Work: Unit 3

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 59 (Listening 11) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: Wild Life
WEEK: CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Modal auxiliary verbs:
Technology can (positive use) can’t (negative use) for ability

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson English Plus 1 Differentiate learning
according to needs of
Listening Listening 1.Brainstorm fast-running and slow-moving animals. Write on board in two columns. Student’s Book your pupils. Please see
Activities 1–4 the seven
1.2 1.2.5 Ask: Which is the fastest land animal? (cheetah) Which is the slowest land animal? p.36 differentiation
(sloth) Show photos of a cheetah and a sloth. Teacher’s Book strategies at Section 4.
Understand Understand a p. 50
meaning in a sequence of Lesson delivery See Strategy 7:
variety of familiar supported questions At Step 1: Photos Feedback
contexts 2.Read aloud introduction to Animal skills quiz. Pupils in pairs do Activity 1, CD1.33. of a cheetah and
Complementary Read verbs in box aloud but not ‘kill’ and ‘survive’. Pupils mime actions. Pre-teach a sloth At Steps 3 and 4
Complementary Skill ‘kill’ and ‘survive’ and relate to animals. Pupils read quiz questions and complete provide positive
Skill Reading gaps with the verbs. Play CD1.33 again. Pupils listen to questions and check comments to pupils
Reading answers. Ask: How many of the verbs are correct? who find listening to
3.2.4 questions in longer
3.2 3 Write on board ‘distance’, ‘ground’, ‘intelligent’. Pupils use their dictionaries to texts hard. At Step 4
Use with support check meaning. Pupils with same partner do Activity 2, CD1.34. Don’t check pupils’ some pupils may need
Understand a familiar print and answers to quiz at this step. Ask instead: Which animal can hear with their ears and to hear CD1.34 twice.
variety of linear digital resources to feet? (elephant) Which bird is tall, heavy and can’t fly? (ostrich)
and non-linear check meaning
print and digital 4.Pupils do Activity 3, CD1.34. Follow the instructions in Teacher’s Book p.50
texts by using Exercise 3. Ask: Which animal do you think is the most interesting? What can it do?
appropriate Is there something it can’t do?
reading strategies
5.Pupils do Activity 4, CD1.34. Follow the instructions in Teacher’s Book p.50
Exercise 4. Ask: Think about the animals in the podcast. Which animal would you
like to find out more information about? What information would you like to find out?

Note how well pupils understood the questions in the quiz and podcast.

Post-lesson

6. See question dictation in Teacher’s Book Optional activity: Listening, p.50.

Primary Year 5 SK – Scheme of Work: Unit 3 97

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 60 (Speaking 11) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: Wild Life
WEEK: CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Verbs: e.g. communicate,
Technology survive, kill, grow

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Pupils in small groups say a sentence each about what animals can and can’t do. English Plus 1 Differentiate learning
Choose some sentences to write on board. How many animal skills can pupils according to needs of
Speaking Speaking remember from previous lesson? Also ask: Which animals can communicate with Student’s Book your pupils. Please see
each other? Which animal can survive without water for six months? Activity 5 the seven
2.1 2.1.2 p.36 differentiation
Lesson delivery strategies at Section 4.
Communicate Find out about and 2.Pupils in pairs do Activity 5, Use It! Follow instructions in Teacher’s Book p.50 Activities 1, 2, 3
simple information describe Exercise 5. They use information in course book and prior knowledge. Check p.37 See Strategy 1: Task
intelligibly experiences up to possible answers e.g.
now Teacher’s Book At Step 2: More
Complementary 1. Ostrich (Activity 5) 2. Snake (Activity 4) 3. Frog (Activity 1) 4. Scorpion (Activity 3) p. 50 and 51 proficient pupils are
Skill Complementary 5. Camel (Activity 1) 6. Spider (Activity 4) likely to be able to
Skill 3. Pupils do Activity 1. Follow instructions in Teacher’s Book p.51 Exercise 1. Rulers to measure answer 3 and 6
Writing 4.Pupils in pairs do Activity 2. Ask: How do you think a parrot speaks? And a size of course because the animals
Writing snake? Pupils make parrot and snake sounds. Choose pupils to say the dialogue book when closed are mentioned in
4.3 making sounds of parrot and a snake. (22cm x 28cm) previous lessons and
4.3.2 5.Pupils do Activity 3. Follow instructions Teacher’s Book p.51 Exercise 3. they may know about
Communicate them in the L1. Less
with appropriate Spell a range of Note how well pupils communicate their knowledge of animals in English. proficient pupils may
language form high-frequency find it difficult to
and style for a words accurately in Post-lesson remember the
range of purposes independent writing information and how to
in print and digital 6.Pupils in small groups write two or three more questions about animal skills. They express it.
form hand to another group to answer.

98 Primary Year 5 SK – Scheme of Work: Unit 3

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 61 (Reading 11) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: Wild Life
WEEK: CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Giving examples: such
Sustainability as, like, for example

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1.Pupils answer Think! question at top of p.39. Follow instructions in Teacher’s English Plus 1 Differentiate learning
Reading Book p.53 Think! Student’s Book according to needs of
Reading 3.2.2 p.39 your pupils. Please see
Lesson delivery the seven
3.2 Understand specific 2.Show map of the Philippines on board. Tell pupils there are more than 7,000 Activities 1–5 differentiation
information and islands in the Philippines. Many have rain forests. Pre-teach: adopt, weigh, Teacher’s Book strategies at Section 4.
Understand a details of two Foundation. Pupils do p.39 Activity 1. Follow instructions in Teacher’s Book p.53 p.53
variety of linear paragraphs or more Exercise 1. See Strategy 4:Time
and non-linear At Step 2: Map of
print and digital Complementary 3.Pupils do Activity 2. After reading text again, pupils in pairs answer two questions. Philippines At Steps 1 and 2: Some
texts by using Skill Pupils need to find a sentence from the text for their answers. Check answers. Ask: pupils will need more
appropriate Writing Which paragraph has the answers? (1 What is it?) time to read the text
reading strategies 4.2.4 then to find and
4.Explain there are ways to describe animals in danger. Pupils look at Activity 3. understand specific
Complementary Describe people, Read Key Phrases aloud one by one. Give pupils time to find words in the text to information. Fast
Skill places and objects complete each phrase. finishers can think of
using suitable reasons why farming is
Writing statements 5.Write on board: such as, like, for example. Say aloud and pupils repeat. Pupils do a problem for eagles.
Activity 4. Follow instructions in Teacher’s Book p.53 Exercise 4.
4.2
6.Pupils do Activity 5 then compare answers with a partner. Choose pairs to read
Communicate descriptions to whole class. Ask after each pair says the sentences: Do they have
basic information an example? How do you know? (sentences have – such as, like, for example)
intelligibly for a
range of purposes Note pupils who read and understand information in the leaflet well and those who
in print and digital need more time and support.
media
Post-lesson

7. Choose a post-lesson task to review new vocabulary.

Primary Year 5 SK – Scheme of Work: Unit 3 99

SCHEME OF WORK: TEXTBOOK-BASED LESSON

LESSON: 62 (Writing 11) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: Wild Life
WEEK: CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS Comparative and
Sustainability superlative adjectives; Modal auxiliary verbs: can and can’t

for ability; such as, for example, like

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson English Plus 1 Differentiate learning
1.Write on board: ‘such as’; ‘like’; ‘for example’. In pairs, pupils say a sentence according to needs of
Writing Writing about a land or sea animal with example of what the animal can or can’t do. Student’s Book your pupils. Please see
Activities 4–6 the seven
4.3 4.3.3 Lesson delivery p.39 differentiation
strategies at Section 4.
Communicate Produce a plan or 2.Explain that pupils are going to write a leaflet about a Malaysian animal in danger. Teacher’s Book
with appropriate draft of one or two Hand out information or show on board facts about an endangered local species p.53 See Strategy 5:
language form paragraphs for a e.g. Malayan tiger or turtle. Learning preferences
and style for a familiar topic and At Step 2 and needs
range of purposes modify this Pupils in pairs read Writing Guide B and make notes for questions 1, 2, 3 and 5.
in print and digital appropriately in Say you will help them with question 4 – where they can find information. Provide At Step 2: Make sure
media response to information about the pairs are mixed-
feedback 3.Pupils read Activity 6, Writing Guide C. They use Philippine eagle text as a model Malayan tiger or ability so those who are
Complementary and decide on information for Paragraph 1, and then two sentences for Paragraph 2. turtle from less proficient can feel
Skill Complementary Provide one or two websites for pupils to include in Paragraph 3. websites. Pupils more confident when
Skill need to know: making notes about the
Reading 3.2 4. Pupils read D. Explain pupils also use this language in their leaflet. where animal animal
Reading 5. Pupils write leaflet. They read and check text and draw a smiley face ☺ for: lives; how rare it
Understand a 1) Question headings 2) information about animal 3) the problem 4) how to help is; why in danger; See Strategy 7:
variety of linear 3.2.2 animal 5) adjectives with -er/more, -est/most; 6) example 7) can and can’t. Find out how to protect it; Feedback.
and non-linear how many pupils got 5 smiley faces or more than 5? where to find
print and digital Understand specific information about Some pupils will need
texts by using information and Note pupils who need support throughout the writing process. it e.g. WWF positive feedback
appropriate details of two Malaysia. throughout the process
reading strategies paragraphs or more Post-lesson of producing a plan and
then writing the leaflet.
7. Pupils draw and label the animal on leaflet. They write: Help us to protect the .

100 Primary Year 5 SK – Scheme of Work: Unit 3