Primary-Year-5-SoW-SJK- (1)

WEEK: __ LESSON: 27 (Listening 7) SCHEME OF WORK: TEXTBO TOPIC: Days MAIN SKILL FOCUS: Listeni CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write ‘Weekend’ on board. In pairs, pupils Listening Listening Choose some pupils to say what they do at 1.3 1.3.1 Lesson delivery Use appropriate Guess the meaning 2. Pupils do Activity 1. Follow instructions fo listening of unfamiliar words When checking new words, pupils say word strategies in a from clues provided Malay. Write on board: ‘disco – disko’; ‘conc variety of contexts by other words kuiz’, ‘mini-mini’. Ask: What is different – spe Complementary Complementary CCE: Values – ask pupils why special days Skill Skill 3. Pupils do Activity 2, CD1.26. Follow instru Reading Reading Teacher’s Book. 3.2 3.2.4 4. Write on board in three columns: A. When C. When you’re surprised. Pupils read the d Understand a Use with support ‘OK’, ‘No?’ ‘Well’, ‘Yes’. In pairs they decide variety of linear familiar print and = Right, Yes, OK; B = Mmm; Well C = No?) and non-linear digital resources to print and digital check meaning 5. Play CD1.26 again. Pupils listen for pronu texts by using quiz and mini again. Ask: Which words have appropriate Which words sound almost the same? Prac reading strategies practise the dialogue with Daisy and Gareth Note pupils who find it hard to guess meanin Post-lesson 6. In pairs, pupils read the programme and a activities they’d like to do. They say why the Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 2) ing THEME: World of Self, Family and Friends MENT: Language and LANGUAGE/GRAMMAR FOCUS: What’s on? What do you want to do? Let’s go to (the)…, What about (the)…? OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES s answer Think! question at top of p.28 the weekend. English Plus 1 Differentiate learning according to needs of or Exercise 1 in p.42 of Teachers Book. Student’s Book your pupils. Please see ds which look or sound similar to those in Activities 1–3 the seven cert-konsert’; ‘barbecue-barbeku’, ‘quiz- p.28 differentiation elling, sound or both? strategies at Section 4. Teacher’s Book are important for schools and families. p. 42 See Strategy 4: Time uctions for Exercise 2 on p.42 in When listening to and n you agree; B. When you’re thinking; reading the dialogue, dialogue again and find: ‘Right’, ‘Mmm’, some pupils may be e which words go in the three columns. (A slow at completing the gaps. Pause the track to allow them more time to write. unciation of disco, concert, barbecue, e the same pronunciation in English? ctise pronunciation together. Pupils then h in pairs. ngs of new words in the programme. agree on morning and afternoon ey’d like to do them. 62

WEEK: __ LESSON:28 (Speaking 6) SCHEME OF WORK: TEXTBO TOPIC: Days MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write on board: Do you remember? Pupil previous lesson about what her/ his family d Speaking Speaking say what partner’s family does. Remind pup 2.1 2.1.4 Lesson delivery Communicate Ask about and 2. Write on board: plans and suggestions. P them aloud to class. Ask: Which phrases are simple information describe future making suggestions? How many questions questions for suggestions? Which phrase is intelligibly plans 3. Pupils do Activity 4. Follow instructions fo Complementary Complementary Explain that ‘What about…’ and ‘Let’s…’ can wrote in the last two lines of the dialogue. Skill Skill 4. Pupils in pairs do Activity 5. They focus o Writing Writing from the mini-dialogue with exaggerated into repeat. Choose pairs to read dialogue. Ask: 4.2 4.2.2 phrases are not in the mini-dialogue? (What Communicate Ask for, give and 5. Elicit names of two or three films which pu basic information respond to simple write on board. Also write the day and times intelligibly for a advice pupils prepare and practise a dialogue using range of purposes in print and digital Note how well pupils talk about plans and gi media Post-lesson 6. In small groups, pupils write a cinema pro three films and times they start. Pupils can d Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 2) king THEME: World of Self, family and friends MENT: Language and LANGUAGE/GRAMMAR FOCUS: What do you want to do? What about (the)…? Let’s go to (the)… in the morning, in the afternoon, in the evening, at lunch OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ls think about what their partner said in English Plus 1 Differentiate learning does at the weekend. Choose pupils to according to needs of pils to use ‘sometimes’, ‘usually’, ‘always’. Student’s Book your pupils. Please see Activities 4–6 the seven Pupils look at p.28, Key Phrases. Read p.28 differentiation e for making plans? Which are for strategies at Section 4. are there for plans? How many Teacher’s Book s negative? (I’m not really interested in…) p. 42 See Strategy 2: Type or Exercise 4 on p.42 of Teacher’s Book. and amount of support n also give advice. Ask the advice they At step 5 find out the names of two At Step 3: For pupils on their intonation. Teacher says phrases or three films who have difficulty onation patterns. Pupils listen and pupils could see in scanning text for : Is their intonation good? Which key a local cinema. specific words tell them t’s on? I’m not really interested in…) Also find out the the words they need to upils could see in local cinemas and times they start on find are in the same s the films start. With a different partner, a weekend day. order as those in the g films on the board and Key Phrases. dialogue ive suggestions. ogramme with: a name and date; two or draw a cinema ticket if time permits. 63

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 29 (Language Arts 5) MAIN SKILL FOCUS: Langua TOPIC: And Something Weird Happened CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Language Arts Language Arts 1. Talk about what is going to happen 5.2 5.2.1 prediction (e.g. It is going to rain tomo tomorrow). Express personal Explain in simple Lesson delivery language why they responses to like or dislike an 2. Teacher goes through with the cover a event, description or brainstorm pupils’ ideas about the book literary texts character in a text 3. Put pupils into smaller groups and eac Complementary Complementary 5 to page 8. Skill Skill 4. Teacher uses word cards from the g Reading Reading group with the word cards. 3.2 3.2.2 5. Pupils have to match the word cards (c characters) with the corresponding ch Understand a Understand specific flying in the plane). variety of linear information and and non-linear details of two 6. Check the answer as a class. print and digital paragraphs or more 7. Then, groups reuse the word cards an texts by using appropriate like and dislike. reading strategies 8. Each pupil in the group has to choose t the reasons why he/she wants to choos 9. Upon completion, they share their reaso Post-lesson 10. Teacher provides a piece of paper for write “I like (activity) because …” Primary Year 5 SJK Scheme of Work

ASED LESSON (Unit 2) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: Providing reasons (because) OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES tomorrow. Every pupil provides his/her And Something Differentiate learning orrow. My mother is going to the market Weird Happened according to the needs by of your pupils and and the blurb with the pupils and teacher Pamela Rushby class. Please see the k. seven differentiation ch group does a group reading from page Contemporary strategies listed in the guidebook (page 17) and provides each Children’s introduction. Please containing activities that carried out by the Literature also consider the haracters in the short story (e.g. Yuki – Teaching following: Guidebook (BPK) – Short Stories Teacher encourages (page 17) pupils to come up with more than one reason if possible. (Strategy 3) nd divide them into the activities that they the activity that he/she likes the most and se it. ons among the group members. each sitting group and each pupil has to 64

SCHEME OF WORK: TEXTBO WEEK: __ LESSON: 30 (Language Awareness 3) MAIN SKILL FOCUS: Langua TOPIC: Days CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Language Language Awareness Awareness lessons 1. Review language from Unit 2 with an acti lessons should be should be presented and presented and Lesson delivery practised using a practised using a Main Skill and a Main Skill and a 2. Pupils do p.30, Activities 3, 4 and 5 indivi Complementary Complementary answers with a different partner. Check ans Skill (Listening, Skill (Listening, activity was easy and which was hard? Why Speaking, Speaking, Reading Reading or or Writing). 3. Pupils in pairs do Activity 6 then take turn Writing). Teachers Teachers can use can use Year 5 Year 5 Content and 4. Pupils do p.31, Activity 3. Follow instructio Content and Learning Standards Book. Learning in DSKP curriculum Standards in document. Note: DSKP curriculum  Plan further activities for this unit to dev document. pupils’ needs.  You can use information about your pup using formative assessment strategies  The information could include your obse classroom activities and their performan  Plan activities which focus on language communicative way. Post-lesson 5. *Pupils think about their learning and perf assessment worksheet. 6. Collect worksheets from pupils and review are any areas of concern, prepare a review Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 2) age Awareness THEME: teacher to complete MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from Unit 2 OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ivity from list of pre-lesson tasks. English Plus 1 Differentiate learning according to the needs idually. After each activity they compare Student’s Book of your pupils and swers after each activity. Ask: Which Activities 3–6 class. Please see the y was Activity 3/4/5 easy/hard? p.30 seven differentiation ns to ask the questions and say answers. Activity 3 strategies listed in the ons for Exercise 3 on p.45 in Teacher’s p.31 introduction. Please also consider the Teacher’s Book following: p. 44 p. 45 *Pupils will need support understanding velop language skills according to your and completing the self-assessment pils’ performance which you collected worksheet, especially while teaching this unit. at the beginning of the ervation of pupils interacting in year. Pupils can nce in written activities. complete it in their own e practice in a meaningful, fun and language if necessary. formance in this unit. They complete self- w them to note pupils’ responses. If there of these in future lessons. 65

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 ____ …use adverbs of frequency to describe Great ____ OK ____ daily routines …describe a celebration in my country Great ____ OK ____ …plan and write a description of a Great ____ OK ____ special day  I’m proud of myself because I can ____________________  In the next unit, I will _______________________________ Primary Year 5 SJK Scheme of Work

��� A little____ A little____ A little____ A little____ _________________ very well. ______ better/more. 66

WEEK: __ Unit 3 SCHEME OF WORK: TEXTBO LESSON: 31 (Listening 8) MAIN SKILL FOCUS: Listeni TOPIC: Wild Life CROSS-CURRICULAR ELEM Technology CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill Listening 1. Write ‘Wild life’ on board. Explain pupils a Listening from around the world. Follow instructions fo 1.2 1.2.2 Lesson delivery Understand meaning in a Understand with 2. Pupils do Activity 1, CD1.28. Follow instru variety of familiar support specific Ask: What do you think ID means? (identific contexts information and details of longer 3. Explain that pupils are going to read Key Complementary simple texts on a identifying something. Say: looks like, sound Skill range of familiar Follow instructions for Exercise 2 on p.46 of Speaking topics In pairs (A and B), pupils choose elephant, f 2.2 Complementary take turns to make its sound or draw a pictu Skill partner’s animal. A says Key Phrase 1. B sa Use appropriate Choose pairs to say dialogue aloud. communication Speaking strategies 4. Pupils do Activity 3, CD1.29. Follow instru 2.2.1 5. Show photos of ostrich, bat, eagle, scorpi Keep interaction vocabulary in Activity 4 box. Pupils should k going in short spider, whale from previous levels. Pupils in exchanges by Follow instructions for Exercise 4 on p.46 of asking suitable If time is limited, teams choose two or three questions names are similar in Malay? (panda, gorilla/ Note how well pupils listen for specific inform Post-lesson 6. Play a science sorting game. Write ‘fish’, board. Give example of each. Ask: Which w Pupils in small groups classify animals from Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 3) ing THEME: World of Knowledge MENT: Science and LANGUAGE/GRAMMAR FOCUS: Nouns: wolf, ostrich, scorpion, rat, octopus; Verb + prep.: looks like, sounds like OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES are going to learn about wild animals English Plus 1 Differentiate learning or Think! on Teacher’s Book p.46. according to needs of Student’s Book your pupils. Please see uctions Teacher’s Book p.46 Exercise 1. Activities 1– 4 the seven cation) p.32–33 differentiation strategies at Section 4. Phrases used when guessing or Teacher’s Book ds like. Pupils repeat. They do Activity 2. p.46–47 See Strategy 5: f Teacher’s Book. Play CD1.28 again. Learning preferences frog or dog (not identified from CD). They At Step 5: Photos and needs ure. Pairs use Key Phrases to identify of an ostrich, bat, ays 2, 3 or 4, and 5. Then they swap. eagle, scorpion, At Step 2, some pupils rat and octopus may need to listen to the dialogues again. uctions in Teacher’s Book p.46, Ex. 3. This will also help them at Step 3. ion, rat and octopus to check meaning of know: bat, bear, crocodile, rabbit, snake, n four teams do Activity 4, CD1.30. f Teacher’s Book. e photos to identify. Ask: Which animal /gorilla, giraffe/zirafah) mation in the dialogues. ‘bird’, ‘mammal’, ‘reptile’, ‘insect’ on words are similar? (mamalia, reptilia). m Activity 4 according to category. 67

WEEK: __ LESSON: 32 (Speaking 7) SCHEME OF WORK: TEXTBO TOPIC: Wild Life MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM Technology CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils in pairs brainstorm animals from pr Speaking Speaking 15 / 20 animals? Pupils open books and che 2.1 2.1.5 Lesson delivery Communicate Describe people, 2. Follow instructions for Exercise 5 on p.47 simple information places and objects is easy to identify? Which is difficult? Pupils intelligibly using suitable statements 3. Pupils do Activity 6. They guess meaning Complementary remember live, water and legs from previou Skill (crocodile) What type of animal is it? (reptile 4. Write question starters on board: Does it… Reading Complementary er than a / an…? What colour/size …? Pup Skill instructions in for Exercise 7 on p.47 in Teac 3.2 as support. Reading Understand a 5. Draw Venn diagram on board with ‘water’ variety of linear 3.2.3 Explain that pupils put animals into different and non-linear Elicit examples e.g. water = whale; land = g print and digital Guess the meaning out worksheet to pairs of pupils. Explain scie texts by using of unfamiliar words 6. Pupils do ‘Finished?’ Check by asking: Do appropriate from clues provided and land? reading strategies by title, topic and other known words Note pupils who describe animals accuratel Post-lesson 7. Pupils draw a Venn diagram with ‘fly’ abo pairs they classify animals in three parts of t displayed. Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 3) king THEME: World of Knowledge MENT: Science and LANGUAGE/GRAMMAR FOCUS Present simple tense interrogatives: Does it, Has it got, How many, What colour / size is it? What type of animal is it? OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES revious lesson. Can they remember 10/ English Plus 1 Differentiate learning eck with animals in Activity 4 p.32. according to needs of Student’s Book your pupils. Please see 7 of Teacher’s Book. Ask: Which animal Activities 5, 6, 7 the seven s indicate with a show of hands. p.33 differentiation g of land, wings and tail. They should strategies at Section 4. us levels. Ask: Which animal is it? Teacher’s Book e) p. 47 See Strategy 2: Type …? Has it got…? How many…? Is it ___- and amount of support pils do Activity 7, Use It! Follow At Step 5: cher’s Book. They use question starters Worksheet with At Step 4, some pupils Venn diagram won’t need to look at ’ above right circle and ‘land’ above left. large enough for the question starters on t groups: water, land, or water and land. pupils to write board. A few pupils gorilla; both water and land = frog. Hand animal names in may need the starters ence words are often put in diagrams. both circles and in written on paper to o you agree ___ lives in water/land/water intersection have beside them. They can then refer to them more easily. This also makes the task quicker to do. ly and those who find this hard. ove left circle and ‘swim’ above right. In the diagram. The diagrams can be 68

WEEK: __ LESSON: 33 (Reading 5) SCHEME OF WORK: TEXTBO TOPIC: Wild Life MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM Sustainability CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Use Pre-lesson Task 1: ABCs, and adapt Reading Reading Lesson delivery 3.2 3.2.3 2. Pupils do Think! at top of p.34. Ask: Is the Accept L1 and translate. Understand a Guess the meaning variety of linear of unfamiliar words 3. Write on board: protect, species, become and non-linear from clues provided dictionaries or explain the meanings. They f print and digital by title, topic and p.48 Exercise 1. texts by using other known words appropriate CCE: Environmental Sustainability – Ask pu reading strategies Complementary species Skill Complementary 4. Follow instructions for Exercise 2 on p.48 Skill Reading 5. Pupils do Activity 3: They guess meaning Reading 3.3.1 then check with a partner. If there are any w dictionary or other resource. Pupils now use 3.3 Read and enjoy A2 ‘dull’. Ask: Which word in blue is the opposit fiction/non-fiction remember the meaning of. ‘rare’ (from Activ Read print and digital independently for texts of interest 6. Pupils read text again and say the two wo information and interesting, common and colourful (the most enjoyment rarest, biggest, weirdest (the). Ask pupils if t Note how well pupils can guess meanings o Post-lesson 7. Pupils in small groups agree on the three colourful animals they know. Do pupils know extinction? Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 3) ng THEME: World of Knowledge MENT: Environmental LANGUAGE/GRAMMAR FOCUS: Superlative adjectives: ugliest, rarest, most beautiful, common, interesting, colourful OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES t by using animal names. English Plus 1 Differentiate learning ere another animal you think is ugly? according to needs of Student’s Book your pupils. Please see e extinct, danger, help, rare. Pupils use Activities 1–3 the seven follow instructions in Teacher’s Book p. 34 differentiation strategies at Section 4. upils why it is important to protect animal Teacher’s Book p. 48 See Strategy 5: 8 in Teacher’s Bok. Learning preferences gs of words in blue from the context, and At Steps 3 and 5: and needs words they are unsure of, they can use a If possible, e dictionaries to check ‘common’ and dictionaries for At Step 3: Some pupils te of dull? (colourful). Also, check they each pupil or pairs may need help to look vity 2). up dictionaries and ords that come before beautiful, understand meanings t). They find the word before ugliest, in English. If possible, they enjoyed reading the text and why. use bilingual of words from clues in the text. dictionaries. e most beautiful and the three most w if any of the animals are in danger of 69

WEEK: __ LESSON: 34 (Writing 7) SCHEME OF WORK: TEXTBO TOPIC: Wild Life MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils brainstorm adjectives to describe a Writing Writing instructions in Teacher’s Book p.49 Warm-u 4.3 4.3.2 Lesson delivery Communicate Spell a range of 2. Pupils do p.35 Activity 1. Follow instructio with appropriate high-frequency Book. language form words accurately in and style for a independent writing 3. Pupils look at text on p.34 again and do A range of purposes partner. Check answers. How quickly did pu in print and digital Complementary media Skill 4. Show map of Canada on board. Point out Speaking many very big National Parks with lots of wi Complementary Skill Write on board: ‘hot’, ‘cold’, ‘high’, ‘good’, ‘b 3. Choose pupils to go to board and write th Speaking 2.1.5 pupils to notice double ‘t’ in ‘hottest’. Write ‘b biggest? 2.1 Describe people, places and objects 5. Pupils do Activity 4. Read study strategy Communicate using suitable sentences with superlative forms using word simple information statements partner. Choose pupils to read sentences to intelligibly CCE: Creativity and Innovation – pupils dev when they think of and produce their own id Note pupils who are slow at writing sentence Post-lesson 6. Pupils in small groups write three or four superlative adjectives and ideas from text ab Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 3) g THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Comparative and Superlative adjectives: e.g. weirder, weirdest, rarer, rarest OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES animals then do Warm-up. Follow English Plus 1 up. Differentiate learning Student’s Book according to needs of ons for Exercise 1 on p.49 of Teacher’s Activities 1–4 your pupils. Please see p.35 (text on p.34 the seven Activity 2. They compare answers with a for Activity 2 p.35) differentiation upils find the words? strategies at Section 4. t the Rocky Mountains. Explain there are Teacher’s Book ild animals in the mountains. p.49 See strategy 4: Time beautiful’, ‘interesting’. Pupils do Activity he superlative of the adjectives. Help At Step 4: A map At Steps 4 and 5: Some big’ on board. Ask: How do you spell of Canada pupils will need more time to write sentences. aloud to whole class. Pupils write More proficient pupils ds in both boxes. They compare with a will be able to write an o whole class. additional 1 or 2 more velop creative cognitive skills (HOTS) sentences. deas. es with superlative adjectives. sentences about Malaysia using bout Canada. 70

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 35 (Language Arts 6) MAIN SKILL FOCUS: Langua TOPIC: And Something Weird Happened CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Language Arts Language Arts 1. Teacher reads a sentence and pupils 5.3 and stand up if the sentence is corre Express an 5.3.1 False). [Pre-Lesson Task 5 – Sit down imaginative response to Respond Lesson delivery literary texts imaginatively and 2. Pupils are put in pairs and given a set o Complementary 3. Pupils will guess whether the stateme Skill intelligibly through the end of each statement. creating simple role- 4. Teacher instructs pairs to read Chapte plays and simple need to verify their guesses. 5. Upon completion, teacher informs p poems statements to be acted out in front of th Other imaginative 6. Pairs act out their chosen statement a responses as false (make sure most of the pairs have appropriate Complementary Skill Reading Reading Post-lesson 3.2 3.2.2 Pupils rewrite the false statements to becom Understand a Understand specific variety of linear information and and non-linear print and digital details of two texts by using paragraphs or more appropriate reading strategies Primary Year 5 SJK Scheme of Work

ASED LESSON (Unit 3) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: True and false statements OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES have to sit down if the sentence is false And Something Differentiate learning ect (e.g. Yuki was playing basketball – Weird Happened according to the needs Stand up] by of your pupils and Pamela Rushby class. Please see the of statements. seven differentiation ents are true or false by writing T or F at Contemporary strategies listed in the Children’s introduction. Please er 2 and Chapter 3 of the book and they Literature also consider the Teaching following: pupils that they need to choose any Guidebook (BPK) he class. – Short Stories Teacher gives and others will guess whether it is true or e the opportunities to act out). opportunity for each pair to choose either to act out or read the statements. (Strategy 5) me true statements. 71

WEEK: __ LESSON: 36 (Listening 11) SCHEME OF WORK: TEXTBO TOPIC: Wild Life MAIN SKILL FOCUS: Listeni CROSS-CURRICULAR ELEM Technology CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Listening Listening 1. Brainstorm fast-running and slow-moving Ask: Which is the fastest land animal? (chee 1.2 1.2.5 (sloth) Show photos of a cheetah and a slot Understand Understand a Lesson delivery meaning in a sequence of variety of familiar supported questions 2. Read aloud introduction to Animal skills q contexts Read verbs in box aloud but not ‘kill’ and ‘su Complementary ‘kill’ and ‘survive’ and relate to animals. Pup Complementary Skill gaps with the verbs. Play CD1.33 again. Pu Skill answers. Ask: How many of the verbs are c Reading Reading 3 Write on board ‘distance’, ‘ground’, ‘intellig 3.2.4 check meaning. Pupils with same partner do 3.2 answers to quiz at this step. Ask instead: W Use with support feet? (elephant) Which bird is tall, heavy and Understand a familiar print and variety of linear digital resources to 4. Pupils do Activity 3, CD1.34. Follow the in and non-linear check meaning Exercise 3. Ask: Which animal do you think print and digital Is there something it can’t do? texts by using appropriate 5. Pupils do Activity 4, CD1.34. Follow the in reading strategies Exercise 4. Ask: Think about the animals in like to find out more information about? Wha Note how well pupils understood the questio Post-lesson 6. See question dictation in Teacher’s Book Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 3) ing THEME: World of Knowledge MENT: Science and LANGUAGE/GRAMMAR FOCUS: Modal auxiliary verbs: can (positive use) can’t (negative use) for ability OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES g animals. Write on board in two columns. English Plus 1 Differentiate learning etah) Which is the slowest land animal? according to needs of th. Student’s Book your pupils. Please see Activities 1–4 the seven quiz. Pupils in pairs do Activity 1, CD1.33. p.36 differentiation urvive’. Pupils mime actions. Pre-teach Teacher’s Book strategies at Section 4. pils read quiz questions and complete p. 50 upils listen to questions and check See Strategy 7: correct? At Step 1: Photos Feedback gent’. Pupils use their dictionaries to of a cheetah and o Activity 2, CD1.34. Don’t check pupils’ a sloth At Steps 3 and 4 Which animal can hear with their ears and provide positive d can’t fly? (ostrich) comments to pupils nstructions in Teacher’s Book p.50 who find listening to is the most interesting? What can it do? questions in longer texts hard. At Step 4 some pupils may need to hear CD1.34 twice. nstructions in Teacher’s Book p.50 the podcast. Which animal would you at information would you like to find out? ons in the quiz and podcast. k Optional activity: Listening, p.50. 72

WEEK: __ LESSON: 37 (Writing 8) SCHEME OF WORK: TEXTBO TOPIC: Wild Life MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM Sustainability CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write on board: ‘such as’; ‘like’; ‘for exam Writing Writing about a land or sea animal with example of 4.3 4.3.3 Lesson delivery Communicate Produce a plan or 2. Explain that pupils are going to write a lea with appropriate draft of one or two Hand out information or show on board facts language form paragraphs for a e.g. Malayan tiger or turtle. and style for a familiar topic and range of purposes modify this Pupils in pairs read Writing Guide B and ma in print and digital appropriately in Say you will help them with question 4 – wh media response to feedback 3. Pupils read Activity 6, Writing Guide C. Th Complementary and decide on information for Paragraph 1, Skill Complementary Provide one or two websites for pupils to inc Skill Reading 3.2 4. Pupils read D. Explain pupils also use this Reading Understand a 5. Pupils write leaflet. They read and check variety of linear 3.2.2 1) Question headings 2) information about a and non-linear animal 5) adjectives with -er/more, -est/mos print and digital Understand specific how many pupils got 5 smiley faces or more texts by using information and appropriate details of two Note pupils who need support throughout th reading strategies paragraphs or more Post-lesson 7. Pupils draw and label the animal on leafle Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 3) g THEME: World of Knowledge MENT: Environmental LANGUAGE/GRAMMAR FOCUS Comparative and superlative adjectives; Modal auxiliary verbs: can and can’t for ability; such as, for example, like OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES mple’. In pairs, pupils say a sentence English Plus 1 Differentiate learning what the animal can or can’t do. according to needs of Student’s Book your pupils. Please see aflet about a Malaysian animal in danger. Activities 4–6 the seven s about an endangered local species p.39 differentiation strategies at Section 4. ake notes for questions 1, 2, 3 and 5. Teacher’s Book here they can find information. p.53 See Strategy 5: hey use Philippine eagle text as a model Learning preferences At Step 2 and needs and then two sentences for Paragraph 2. clude in Paragraph 3. Provide At Step 2: Make sure s language in their leaflet. information about the pairs are mixed- text and draw a smiley face  for: Malayan tiger or ability so those who are animal 3) the problem 4) how to help turtle from less proficient can feel st; 6) example 7) can and can’t. Find out websites. Pupils more confident when e than 5? need to know: making notes about the he writing process. where animal animal lives; how rare it et. They write: Help us to protect the ___. is; why in danger; See Strategy 7: how to protect it; Feedback. where to find information about Some pupils will need it e.g. WWF positive feedback Malaysia. throughout the process of producing a plan and then writing the leaflet. 73

WEEK: __ LESSON: 38 (Listening 10) SCHEME OF WORK: TEXTBO TOPIC: Wild Life MAIN SKILL FOCUS: Listeni CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. See Pre-lesson Task 1: ABCs. Write anim animals have at start of words e.g. s/b/c. Listening Listening Lesson delivery 2. Pupils do Student’s Book p.40 Activity 1. 1.1 1.1.1 Ask: Which two letters are the same in bear Draw a peach and pear on board. Elicit word Recognise and Recognise and have the same ea sound? (bear/pear, eagle reproduce target reproduce with little 3. Pupils in pairs do Activity 2. Check answe sounds or no support a them. (hear/heavy/ears) Write on board: ‘pe wide range of target Which two words have the same ea sound? Complementary language order and pupils repeat them. Ask: How ma Skill phonemes 4. Pupils do Activity 3. Follow instructions in it easier to read information about animals in Reading Complementary Pupils do Activity 7, CD1.37. Follow instruct Skill Ask: Which two words have ea in them? Do 3.3 Note pupils who recognise and reproduce d Reading 3.3.1 need help with pronunciation. Read Post-lesson independently for Read and enjoy A2 6. Pupils in pairs use information in the table information and fiction/ non-fiction false sentences for a partner to answer. enjoyment print and digital texts of interest Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 3) ing THEME: World of Knowledge MENT: Language LANGUAGE/GRAMMAR FOCUS: Comparative and superlative adjectives e.g. heavier, heaviest, more colourful, most colourful OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES mals on board. Say letters which several English Plus 1 Differentiate learning according to needs of They compare spelling with a partner. Student’s Book your pupils. Please see r and eagle? Do they sound the same? Activities 1–3, 7 the seven ds. Ask: Which fruit and which animal p.40 differentiation e/peach) strategies at Section 4. ers. Pupils find three words with ea in Teacher’s Book ear’, ‘peach’, ‘hear’, ‘heavy’, ‘ear’. Ask: p.54 See Strategy 2: Type ? (hear, ear) Point to words in random and amount of support any ways can we pronounce ea? (4) n Teacher’s Book p.54 Exercise 3. Ask: Is Some pupils will need n a table or in a text? Why? to hear the tions in Teacher’s Book p.54 Exercise 7. pronunciation of o they sound the same? (east, eat – yes) different ea sounds different ea sounds well and those who several times. e in Activity 3 to write two or three true/ 74

WEEK: __ LESSON: 39 (Speaking 8) SCHEME OF WORK: TEXTBO TOPIC: Wild Life MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. See Pre-lesson Task 5: Sit Down, Stand what you can and can’t do. How many did th Speaking Speaking Lesson delivery 2. Pupils do p.40 Activity 4. Follow instructio 2.2 2.2.1 3. Pupils do Activity 5. Do number 1 as exam answer is no; a tick means the answer is ye Use appropriate Keep interaction questions and answers as a dialogue. communication going in short 4. Pupils do Activity 6. Follow instructions in strategies exchanges by asking suitable 5. Write on board 1) I’m afraid I can’t. 2) No, Complementary questions 4) No, I can’t. Read aloud. Ask: Which numb Skill questions have yes or no answers? Complementary CCE: Values – Explain the opposite of polite Writing Skill someone is rude to you? Choose pupils to ask you a question reques 4.3 Writing I …? Respond politely when you refuse perm partner for permission to borrow something. Communicate 4.3.2 Ask: Did your partner refuse politely? Choos with appropriate Note pupils who keep interaction going in di language form Spell a range of and style for a high frequency Post-lesson range of purposes words accurately in 6. Pupils in small groups take turns to say s in print and digital independent writing can do and something they can’t do. Explain form Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 3) king THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS Modal auxiliary verbs: can and can’t for ability OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES Up. Say true or false sentences about English Plus 1 Differentiate learning hey guess correctly? according to needs of Student’s Book your pupils. Please see ons in Teacher’s Book p.54 Exercise 4. p.40 the seven mple. Explain that a cross means the differentiation es. Check answers. Pupils in pairs read Activities 4 – 6 strategies at Section 4. n Teacher’s Book p.53 Exercise 6. Teacher’s Book p. See Strategy 2: Type , you can’t. 3) I’m sorry but you can’t… 54 and amount of support bers use polite language? Do the At Steps 3 and 4: e is rude. Ask: How do you feel when Encourage pupils to keep going with dialogue and help them with gestures, smiles or by giving them prompts sting permission. Can I…? or Is it ok if mission. Pupils in pairs take turns to ask . Partner gives or refuses permission. se pairs to ask and answer. ialogues well and those who are hesitant. something one of their family members n they can look at Activity 4 for ideas. 75

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 40 (Language Arts 7) MAIN SKILL FOCUS: Langua TOPIC: And Something Weird Happened CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Language Arts Language Arts 1. Teacher provides lines for pupils to gue 5.3 5.3.1 to verify whether the letter is present in dinosaur). [Pre-Lesson Task 7 – Beat th Express an Respond Lesson delivery imaginative to response imaginatively and 2. Teacher puts pupils into smaller group literary texts (pages 25 – 32) together. intelligibly through 3. Each group has to draw Joel’s Jelly B creating simple role- cream has Jelly Baby) from the story. plays and simple 4. Then, teacher asks the pupils to draw th 5. In pairs, each pair has to come up wit poems dinosaur according to their creativity. Other imaginative 6. Then, ask them to describe their creatio responses as simple sentences (e.g. the ice cream is … the dinosaur has …). appropriate Complementary Complementary Skill Skill Writing Writing Post-lesson 4.2 4.2.4 7. Shout out time – pupils provide their when the dinosaurs meet Joel (e.g. rea Communicate Describe people, basic information places and objects intelligibly for a using suitable range of purposes statements in print and digital media Primary Year 5 SJK Scheme of Work

ASED LESSON (Unit 3) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: simple sentences to describe things OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ess the words by giving letters for teacher And Something Differentiate learning n the word (focus word: pizza, ice cream, Weird Happened according to the needs he teacher] by of your pupils and Pamela Rushby class. Please see the ps and informs pupils to read Chapter 4 seven differentiation Contemporary strategies listed in the Baby ice cream based on details (the ice Children’s introduction. Please Literature also consider the he dinosaurs that Joel had imagined. Teaching following: th the different version of ice cream and Guidebook (BPK) – Short Stories In terms of the on, the ice cream and dinosaurs by using descriptions of the is … the ice cream has… the dinosaur drawn items teacher accepts words, phases or full sentences. (Strategy 3) predictions on what will happen to Joel actions, what to do, how to act). 76

SCHEME OF WORK: TEXTBO WEEK: __ LESSON: 41 (Language Awareness 4) MAIN SKILL FOCUS: Teache TOPIC: Wild Life CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Language Language Awareness Awareness lessons 1. Review language from Unit 3 with an acti lessons should be should be presented and presented and Lesson delivery practised using a practised using a Main Skill and a Main Skill and a 2. Write on board ‘Stand in order’ and check Complementary Complementary small groups do p.41, Activity 3. Follow the Skill (Listening, Skill (Listening, Exercise 3. Use L1 as necessary to explain Speaking, Speaking, Reading Reading or or Writing). 3. Pupils in pairs do Activity 4. For pupils wh Writing). Teachers Teachers can use write on board the 8 verbs and 1 noun in ran can use Year 5 Year 5 Content and Content and Learning Standards 4. Write on board ‘What am I?’ Pupils do Ac Learning in DSKP curriculum 3 What am I? sets of words for a partner to Standards in document. Check answers after each activity. Ask: Whi DSKP curriculum Activity would you like to do again to review document. Note:  Plan further activities for this unit to dev pupils’ needs.  You can use information about your pup using formative assessment strategies  The information could include your obse classroom activities and their performan  Plan activities which focus on language communicative way. Post-lesson 5. Pupils think about their learning and perfo self-assessment worksheet. 6. Collect worksheets from pupils and review are any areas of concern, prepare a review Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 3) er to complete THEME: Teacher to complete MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from Unit 3 OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ivity from list of pre-lesson tasks. English Plus 1 Differentiate learning k pupils understand meaning. Pupils in according to needs of instructions in Teacher’s Book p.55 Student’s Book your pupils. Please see the activity Activities 3, 4, 5 the seven ho need support to complete crossword, p.41 differentiation ndom order. strategies at Section 4. ctivity 5. Fast finishers can write another Teacher’s Book identify a different animal. p.55 Some pupils will need ich activity is the most fun to do? Which support understanding w new language? At Step 2: Paper and completing the for each pupil to self-assessment velop language skills according to your write name of worksheet. Pupils can animal in large complete it in their own pils’ performance which you collected print language if necessary. while teaching this unit. ervation of pupils interacting in nce in written activities. e practice in a meaningful, fun and ormance in this unit. They complete a w them to note pupils’ responses. If there of these in future lessons. 77

*How did I do in Unit 3? Put ✔ next to Great, OK, or A little. In English, I know how to… ������ …talk about animals and their abilities Great ____ OK ____ …use superlative adjectives to Great ____ OK ____ describe animals … ask and give permission to do Great ____ OK ____ things …plan and write a leaflet about an Great ____ OK ____ endangered animal in my country  I’m proud of myself because I can ____________________  In the next unit, I will _______________________________ Primary Year 5 SJK Scheme of Work

��� A little____ A little____ A little____ A little____ _________________ very well. ______ better/more. 78

WEEK: __ Unit 4 SCHEME OF WORK: TEXTBO LESSON: 42 (Listening 11) MAIN SKILL FOCUS: Listeni TOPIC: Learning World CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils in pairs answer questions in Think! Book p.56. Listening Listening Lesson delivery 1.3 1.3.1 2. Read aloud 5 or 6 definitions of school su Use appropriate Guess the meaning subject you draw and paint. Sometimes you listening of unfamiliar words calculations with numbers and money. Pupi strategies in a from clues provided variety of contexts by other known 3. Explain pupils are going to listen to the sc words school subjects and guess the meaning of w Complementary and 43 Activity 1, CD1.38. Follow instruction Skill Complementary Skill 4. Pupils do Activity 2. Pupils read questions Reading partner, they answer questionnaire orally. F Reading to questions 1, 3, 4, 8. Explain answers are 3.3 Check answers then say these are facts. As 3.3.1 Which questions are easy to answer, opinio Read independently for Read and enjoy A2 5. Pupils do Optional Activity: Vocabulary. E information and fiction/non-fiction Follow instructions on p.56 in Teacher’s Boo enjoyment print and digital show them to a partner who identifies the su texts of interest CCE: Creativity and Innovation – Ask: Whic Note pupils who have difficulty understandin physical, economic when they’re listening to Post-lesson 6. Find out pupils’ three favourite subjects. S they like it. Do a tally on board. Ask: Which subjects? Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 4) ing THEME: World of Self, Family and Friends MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: school subjects; Adjective phrases: good at, great at, not good / great at OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ! p.42. Follow instructions in Teacher’s English Plus 1 Differentiate learning according to needs of ubjects in the box in Activity 1 e.g. In this Student’s Book your pupils. Please see u make models; In this subject you do Activities 1 and 2 the seven ils guess the school subject from the box. p.42–43 differentiation chool questions. They listen for ten strategies at Section 4. words they don’t know. Pupils do p.42 Teacher’s Book ns in Teacher’s Book p.56 Exercise 1. p. 56 See Strategy 4: Time s again and think of answers. With a Find out which pairs have same answers Read Background Some pupils will need to schools in more time to answer opinions. Write on board 2, 5, 6, 7, 9. England for own the quiz questions than sk: Do you know the answer to 10? information others. This may be ons or facts? because they don’t Explain pupils are going to be creative. At Step 2: understand the ok. After drawing subject pictures, pupils Definitions of 5 or question; can’t ubjects. Pupils then label their drawings. 6 school subjects remember the English ch subjects help you to think creatively? to read aloud to words; are slower ng meaning of: organised, geography, pupils. thinkers or any o CD. combination of these. Say a subject and pupils put hand up if are the class’s top three favourite 79

WEEK: __ LESSON: 43 (Speaking 9) SCHEME OF WORK: TEXTBO TOPIC: Learning World MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Do Pre-lesson Task 1: ABCs. See Sectio Speaking Speaking Lesson delivery 2.1 2.1.1 2. Pupils do p.43, Activity 3, CD 1.39. Expla Communicate Give detailed Pre-teach ‘strict’ and ‘definitely’. Follow the i Exercise 3. Write on board: 1) ‘Which day d simple information information about language do you prefer and why?’ Pupils in ‘because’ for giving a reason. intelligibly themselves 3. Write questions on board: 1) ‘Who thinks Complementary Complementary teacher?’ 3) ‘Who enjoys French?’ 4) ‘Who t Pupils discuss answers in pairs before listen Skill Skill Sophie 3) Lydia 4) Lewis Writing Writing 4. Pupils do Activity 4, CD1.39. Follow the in Exercise 4. 4.2 4.2.1 5. Pupils in pairs do Activity 5, Use It! Follow Exercise 5. Pupils should tell their partner th Communicate Give detailed basic information information about Note how well pupils give information about intelligibly for a themselves range of purposes Post-lesson in print and digital media 6. Pupils in small groups agree on the subje school day. They make a timetable for the d Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 4) king THEME: World of Self, Family and Friends MENT: Language LANGUAGE/GRAMMAR FOCUS: Verbs: study, enjoy, prefer; Adjectives: strict, organized. OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES on 3. Say letters for school subjects. English Plus 1 Differentiate learning ain an interviewer talks to five students. according to needs of instructions in Teacher’s Book p.57 Student’s Book your pupils. Please see do you like best and why’? 2) ‘Which Activities 3–5 the seven pairs ask partner. Remind pupils to use p.43 differentiation strategies at Section 4. she is a genius?’) 2) ‘Who has a strict Teacher’s Book thinks Thursday is the worst day?’. p.57 See Strategy 2: Type ning again. Answers: 1) Georgia 2) and amount of support nstructions in Teacher’s Book p.57 At Step 6: Paper At Step 3: It can help for groups to some pupils to print out w instructions in Teacher’s Book p.57 create a timetable. the dialogues then after heir sentences after writing. listening, they can read t school subjects. the texts to check answers. ects they’d like to have on a special day and compare with another group. 80

WEEK: __ LESSON: 44 (Reading 6) SCHEME OF WORK: TEXTBO TOPIC: Learning World MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Brainstorm school subjects on board. Pup Reading Reading Lesson delivery 3.2 3.2.2 2. Pupils look at four photos on p.44. Elicit s Understand a Understand specific uniform, eyes closed, dancing. Write on boa variety of linear information and Point to countries on world map. Pupils pred and non-linear details of two from. They read and listen to each text CD1 print and digital paragraphs or more prediction is correct. texts by using appropriate Complementary 3. Explain the difference between primary, s reading strategies Skill and boarding schools (pupils sleep there). P Speaking Complementary 4. Pupils do Activity 2. Follow instructions in Skill Explain that people can like or not like topics opinions. Pupils look at the boat school and Speaking 2.1.2 words to show if the writer likes or doesn’t li idea. Secondary: it’s a lot of fun.) 2.1 Find out about and 5. In pairs, pupils do Activity 4, Use It! Follow describe Exercise 4. Ask: What positive things would Communicate experiences up to would your photo show? simple information now intelligibly CCE: Values – Ask pupils why it’s important Note pupils slow at reading texts and note w Post-lesson 6. See Section 3 Post-lesson Task 10: Wha Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 4) ng THEME: World of Self, Family and Friends MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: types of school – primary, secondary, private, public, boarding OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES pils answer Think! question, top of p.44. English Plus 1 Differentiate learning something from each photo e.g. boat, according to needs of ard China, Britain, Bangladesh, Ireland. Student’s Book your pupils. Please see dict which country the school photo is Activities 1, 2, 4 the seven 1.40. Pause CD after text and check if p.44 differentiation strategies at Section 4. secondary, private (parents pay), public Teacher’s Book Pupils answer questions in Activity 1. p.58 See Strategy 7: n Teacher’s Book p.58 Exercise 2. Feedback s they write about. Writers show their At Step 2: World d secondary school texts again and find map to show on At Step 2: After each ike the school. (boat school: It’s a great board. text praise pupils who find reading them hard. w instructions in Teacher’s Book p.58 Say it’s good to keep d you write about your school. What trying even when they don’t understand every word. t to be proud of their school. which texts they lose interest in reading. at about You? 81

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 45 (Language Arts 8) MAIN SKILL FOCUS: Langua TOPIC: And Something Weird Happened CROSS-CURRICULAR ELEM Creativity and Innovation / En CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Language Arts Language Arts 1. Teacher distributes pictures of the cha random so that each pupil will receive a 5.2 5.2.1 2. Each pupil has to provide or say any Express personal Explain in simple characters. language why they responses to like or dislike an Lesson delivery event, description or literary texts character in a text 3. Teacher starts the discussion on the ch 4. Each pupil has to choose a character th Complementary Complementary Skill Skill of the character (e.g. Joel – likes to eat 5. Upon completion, pupils pair up with o Speaking Speaking that they like and ask them to com 2.1 2.1.5 character (e.g. Joel likes pizza. I like Jo 6. Teacher encourages pairs to provide r rest of the class. Communicate Describe people, Post-lesson simple information intelligibly places and objects 7. Pop quiz – Teacher provides each pup choose the best answer. using suitable statements E.g.: Joel likes to eat ____________ (a) pizza (b) Nasi Lemak (c) spaghetti Primary Year 5 SJK Scheme of Work

ASED LESSON (Unit 4) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: Reasoning (because) ntrepreneurship OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES aracters from the guidebook (page 85) at And Something Differentiate learning a random picture of the character. Weird Happened according to the needs y details that they remember about the by of your pupils and Pamela Rushby class. Please see the haracters and their actions in the story. seven differentiation hat they like the most and provide details Contemporary strategies listed in the t ice cream, likes to read books, etc.). Children’s introduction. Please others who choose the same characters Literature also consider the me up with reasons why they like that Teaching following: oel because I like pizza too.). Guidebook (BPK) reasons and share their reasons with the – Short Stories Teacher allows pupils Page 85 to stay in the groups to complete all the tasks. (Strategy 2) pil with short MCQ questions where pupils 82

WEEK: __ LESSON: 46 (Speaking 10) SCHEME OF WORK: TEXTBO TOPIC: Learning World MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING OUT STANDARD STANDARD Pre-lesson Main Skill Main Skill Speaking 1. Pupils look at drawings of children learnin 2.1 Speaking pairs, they choose three and say what the g Communicate example: In picture ‘h’ the girl is saying the a simple information 2.1.2 learning strategies. How many strategies ca intelligibly Complementary Find out about and Lesson delivery Skill describe experiences up to 2. Pupils do Activity 5. Follow the instruction Speaking now Exercise 5. Hand out worksheet for each pu headings with do and don’t. Find out how m 2.2 Complementary than negative strategies. Explain it’s importa Use appropriate Skill and to share learning strategies with others communication strategies Speaking 3. Explain why it’s helpful to do the things th the alphabet, you feel good about spelling w 2.2.1 out loud and write it down, you can rememb 4. Pupils in pairs do Activity 6, Use it! Follow Keep interaction p.60 Exercise 6. Tell pupils to ask partner: W going in short class about their partner’s strategies, pupils exchanges by positive or more negative answers say two t asking suitable ‘and’. Pupils with partners who have the sam questions. He/She… but he/she doesn’t… CCE – Values – Ask pupils why they think it learning. Note how well pupils can describe language Post-lesson 5. Choose a post-lesson task from Section 3 Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 4) king THEME: World of self, family and friends MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense affirmative and negative; Auxiliary verbs do and don’t. TLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ng a language on p.46 again. In English Plus 1 girl or boy is doing. Give an Student’s Book p.46 Differentiate learning alphabet. Explain these are called Activities 5 and 6 according to needs of an they remember? your pupils. Please see Teacher’s Book the seven ns in Teacher’s Book p.60 p.60 differentiation upil to complete. Read the two strategies at Section 4. many pupils have more positive At Step 2: Worksheet ant to think about how you learn with table: two columns See Strategy 3: and 10 rows. Head the Outcomes when doing group work. columns I do these things hey don’t do e.g. When you know / I don’t do these things. At Step 2: Set some words. When you say a new word It is unlikely pupils will pupils the task of ber it better. need 10 rows unless they writing only 3 strategies w instructions in Teacher’s Book do everything or nothing they do and don’t do in What do you do? When telling the in the quiz. table. Set more s with partners who have more proficient pupils all 10 things they do or don’t do using strategies to record in me number of things say: table. t’s important to be positive about e learning strategies they use. 3. 83

WEEK: __ LESSON: 47 (Writing 9) SCHEME OF WORK: TEXTBO TOPIC: Learning World MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill Writing 1. See Section 3, Pre-lesson Task 6: Finger Writing 4.2.4 5 but change order so easier words are first Describe people, 4.2 places and objects Lesson delivery using suitable Communicate statements 2. Write ‘present simple’ and ‘present contin basic information tenses. Pupils put up left hand for simple, rig intelligibly for a Complementary Activity 5. After each text, they compare ans range of purposes Skill after each text. Ask after each text: Which w in print and digital Speaking continuous? (2. At the moment 4. Today 5. n media 2.2.2 practising? (music skills, basketball skills, la Agree on a set of Complementary basic steps needed 3. Pupils in groups of three agree on which Skill to complete short read aloud to the others – a different text ea classroom tasks their text to ask the others and agree on wh Speaking and ask their question. 4. Pupils do Activity 6, Use it!. Explain that p 2.2 winner’ – check understanding. Follow instru 6. Use appropriate communication CCE – Values – Ask pupils if they think it’s i strategies live. 5. Pupils in pairs do Finished? They find two about. They write page numbers after quest Choose pupils to say the photo, page numb Note how well pupils ask about and describe Post-lesson 6. See Section 3, Pre-lesson Task 9: Memo the book and found a photo of a/an/some __ Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 4) g THEME: World of Self, Family and Friends MENT: Language LANGUAGE/GRAMMAR FOCUS: Present continuous and simple tenses OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES r Writing. Use 5 words from p.47, Activity t (play, speak, chat, relax, practise). English Plus 1 Differentiate learning according to needs of nuous’ on board. Say sentences with the Student’s Book your pupils. Please see ght hand for continuous. Pupils do Activities 5 and 6 the seven swers with a partner. Check answers p.47 differentiation word tells you the verb is present strategies at Section 4. now) What skill is the woman/man Teacher’s Book anguage skills) p.61 See Strategy 1: Task text, Charlotte, Pat or Melanie, they will ach. They also prepare a question about At Step 2: Pair some ho will be first second and third to read mixed-ability pupils together. As an pupils have to imagine they are a ‘lottery example, more uctions in Teacher’s Book p.61 Exercise proficient pupils can write verbs for important to imagine how other people Charlotte then together they write verbs for Pat o or three photos to write questions and Melanie. tions and give to partner to answer. ber, question and answer. At Step 3: Monitor pupils as they agree on e people using the two present tenses. the text they will read and the order they will read and ask their question. Also check the questions they will ask. ory Chain. Use the sentence: I looked in __. 84

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 48 (Language Arts 9) MAIN SKILL FOCUS: Langua TOPIC: And Something Weird Happened CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Language Arts Language Arts 1. Each pupil has to provide an event that 2. The pupils will retell an event. Then, th 5.3 5.3.1 Express event and add another event from the s imaginative an Respond by telling one event. [Pre-Lesson Task response to literary texts imaginatively and Lesson delivery intelligibly through 3. Teacher writes “My version of Joel’s ho 4. Pupils pair up and teacher follows Ste creating simple role- making up) from the guidebook. plays and simple Post-lesson poems Other imaginative responses as appropriate Complementary Complementary 5. Teacher provides colour papers for the on their creativity) and transfer their ver Skill Skill Writing Writing 4.3 4.3.3 Communicate Produce a plan or with appropriate draft of one or two language form paragraphs for a and style for a familiar topic and range of purposes modify this in print and digital appropriately in media response to feedback Primary Year 5 SJK Scheme of Work

ASED LESSON (Unit 4) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: Creative writing OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES t they remember from the story. And Something Differentiate learning he second pupil has to retell the first pupil Weird Happened according to the needs story. Then, the third pupil will start a new by of your pupils and k 9 – Memory Chain] Pamela Rushby class. Please see the seven differentiation oliday” on the board. Contemporary strategies listed in the ep 1 to Step 6 (Activity 1: Writer block – Children’s introduction. Please Literature also consider the e pairs to produce a small booklet (based Teaching following: rsion of Joel’s holiday into the booklet. Guidebook (BPK) – Short Stories Pupils who face Page 121 – 124 difficulty can do the task in the larger group with teacher’s assistance. (Strategy 2) 85

WEEK: __ LESSON: 49 (Listening 12) SCHEME OF WORK: TEXTBO TOPIC: Learning World MAIN SKILL FOCUS: Listeni CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils do Think! question at top of p.48. A remember a word? Listening Listening Lesson delivery 1.1 1.1.1 2. Pupils do Activity 1, CD1.44. Follow instru Recognise and Recognise and 1. Find out words that pupils find hard to rem reproduce target reproduce with little language sounds or no support a 3. Pupils do Optional Activity: Speaking CD1 wide range of target Book p.62. After listening to dialogue, pairs Complementary language class. Ask: Does their intonation sound the s Skill phonemes 4. Write on board: ‘A, B, C/a, b, c’. Ask: Wha (A, B, C are capital letters; a, b, c, are small Speaking Complementary Ask: When do you use capital letters? (start Skill sentences) 2.2 Speaking 5. Pupils do Activity 2, CD1.45. Follow the in Use appropriate Exercise 2. Ask some pupils to spell their fir communication 2.2.1 letters. Pupils spell their name to partner. Fi strategies their names. Keep interaction going in short Note how well pupils pronounce letters of th exchanges by identify their sounds. asking suitable questions Post-lesson 6. Hand out eight pieces of paper to pairs of paper: A, E, I, O, U, S, C, Q. Call out a lette but change order of letters and say them mo pronouncing letters? Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 4) ing THEME: World of Self, Family and Friends MENT: Language LANGUAGE/GRAMMAR FOCUS: Pronunciation of long and short vowels, diphthongs, voiced and unvoiced consonants OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES Also ask: Who can help you if you can’t English Plus 1 Differentiate learning uctions in Teacher’s Book p.62 Exercise according to needs of member and write on board. Student’s Book your pupils. Please see 1.44. Follow instructions in Teacher’s Activities 1 and 2 the seven read it aloud. Choose pairs to repeat to p.48 differentiation same as on the recording? strategies at Section 4. at’s the difference between the letters? Teacher’s Book l letters; we pronounce them differently). p.62 See Strategy 3: t of names, places, days, months, new Outcomes At Step 6: 8 nstructions in Teacher’s Book p.62 pieces of paper At Steps 4 and 5: rst name. Write on board using capital for pairs to write a Expect more proficient ind out if any pairs have same letters in letter of alphabet pupils to know sounds on each piece. of capital letters well and to be able to recognise their sounds he alphabet and how well they can f pupils. They write one letter on each er. They take turns to hold it up. Repeat ore quickly. Did pairs get better at 86